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• VCEBW025

  Research the way the work environment is changing in contemporary Australia and analyse the implications for current and future work

  Elaborations

  • researching current trends in the types of work available, the changes occurring, and the implications for future employment
  • analysing how technology, globalisation and sustainability have affected the way we work
  • investigating a range of occupations and the skills and dispositions required in different fields

  VCEBW025 | The Humanities | Economics and Business | Levels 9 and 10 | Work and Work Futures

• VCELA431

  Analyse and explain the use of symbols, icons and myth in still and moving images and how these augment meaning

  Elaborations

  • investigating the use of symbols, for example the flag, the digger’s hat and the Southern Cross in images, films and picture books, and evaluating their contribution to viewers’ understanding of issues, for example national identity, recognising that visual and verbal symbols have different meanings for different groups

  VCELA431 | Curriculum content | English | Level 9 | Reading and Viewing | Language

• VCZHU191

  Explore ways to use traditional characters to enhance their own communication

  Elaborations

  • listing and quoting famous sayings from traditional literature, such as famous lines from poems, to relate to readers who have similar reading experiences
  • identifying examples of 成语 in Chinese students’ writing, discussing the effect of this and examining errors made, such as in the sentence 我要休息一下，要不然有个三长两短就不好了

  VCZHU191 | Languages | Chinese | Background Language Learner | F–10 Sequence | Levels 9 and 10 | Understanding | Language variation and change

• VC2M9M01

  solve problems involving the volume and surface area of right prisms, cylinders and composite objects using appropriate units

  Elaborations

  • analysing nets of objects to generate short cuts and establish formulas for surface area 
  • determining the amount of material needed to make can-coolers for a class fundraising project and working out the most cost-efficient way to cut out the pieces
  • finding different prisms that have the same volume but different surface areas, making conjectures as to what type of prism would have the smallest or largest surface area
  • investigating objects and technologies of Aboriginal and Torres Strait Islander Peoples, analysing and connecting surface area and volume, and exploring their relationship to their capacity

  VC2M9M01 | Mathematics | Mathematics Version 2.0 | Level 9 | Measurement

• VCASFC201

  Interact with peers and others in and out of the classroom through reflection, discussion and participation in shared experiences

  Elaborations

  • making connections between ideas, actions and effects, using reflective language such as:
    SOMETIMES POSSIBLE HAPPEN++ WHY I-F PRO2 PAST THINK-ABOUT WILL TRUE HAPPEN
    Sometimes things happen because you think they will, so it comes true.
    CAR CRASH BECAUSE TEXTING.
    The car crashed because he was texting.
    
  • extending their repertoire of sign vocabulary through independent use of social media and digital resources to support more extended discussion
  • demonstrating culturally appropriate behaviours such as nominating themselves as interpreters in role-play interactions between deaf and hearing friends
  • demonstrating culturally appropriate behaviours when engaging with unfamiliar members of the Deaf community, for example, waiting to be introduced to new people, knowing how to introduce themselves as L2 Auslan learners
  • identifying and comparing learning strategies that support their Auslan learning experience

  VCASFC201 | Languages | Auslan | Second Language Learner | F–10 Sequence | Levels 9 and 10 | Communicating | Socialising

• VCHIC118

  Reflect on their own language choices and communicative behaviour when using Hindi or English, including adjustments they make between languages and strategies they adopt to support intercultural communication

  Elaborations

  • discussing differences they are conscious of when interacting in Hindi or English, for example, when expressing feelings such as anger or sadness or when talking about personal issues
  • reflecting on the importance of non-verbal elements of communication, such as hand gestures, head movements and facial expressions, and on how these are sometimes used to mean different things in different languages
  • identifying elements of successful interaction when communicating with speakers of different languages, for example, being responsive and flexible, picking up on cues that indicate misunderstanding, respecting different perspectives and traditions
  • identifying differences in the interpretation of conversational strategies such as the use of pauses or silence when speaking in Hindi as compared to English, for example, to signal disapproval, respect for an elder, waiting for consensus, reflection or waiting for the end of a turn
  • reporting on moments of intercultural miscommunication, discussing possible reasons why they happened, repair and recovery strategies and what they learnt from these experiences
  • reflecting on language choices they make when interacting with friends who also speak both Hindi and English, identifying instances when they move between languages for practical or cultural reasons

  VCHIC118 | Languages | Hindi | 7–10 Sequence | Levels 9 and 10 | Communicating | Reflecting

• VCITU133

  Reflect on intercultural exchanges and the ways in which language is used to establish relationships, indicate social values and enhance reciprocity

  Elaborations

  • examining the link between language and cultural values and practices evident in Italy, for example, the appreciation of things of beauty and style expressed by the concept of la bella figura; the connotations of the concept of mammone
  • examining how their own language and culture influence their responses to others
  • analysing and discussing language choices by asking, for example, Who uses this expression and where? Why is it meaningful? Why is it used?
  • evaluating own and others’ assumptions and generalisations about values, beliefs, cultural norms and practices of Italian-speaking communities and how these influence intercultural exchange
  • sharing own responses in class to a given topic and comparing with those of others, reflecting on how different people are perceived through their use of language and the way it reflects values and beliefs
  • understanding how language and culture convey values such as, respect, for example, Cosa ne pensi? Sei d’accordo? È giusto? In Australia invece … A differenza di …

  VCITU133 | Languages | Italian | 7–10 Sequence | Levels 9 and 10 | Understanding | Role of language and culture

• VCHIU087

  Analyse variations in Hindi language use that relate to social roles, values and contexts and to the nature of the interaction

  Elaborations

  • classifying forms of address in terms of social, cultural or family relationships, for example, बड़ी दीदी, मुन्ना-मुन्नी, भैया, बाबाजी and discussing the relationship between language, culture and context
  • evaluating how language choices reflect social values and attitudes, such as family loyalty, status or peer group identity
  • finding examples of colloquial and contemporary forms of language used by young people of their age, such as using words and expressions from other languages when talking about popular culture, अरे यार, कल क्या कमाल मैच देखा
  • observing non-verbal elements of communication such as gestures, facial expressions or use of space and silence, discussing their importance in communication and how they vary in formal and informal contexts
  • noticing and explaining differences in text structure and grammar between formal and informal Hindi, for example, between the structure of a business letter and an informal email आपको सूचित किया जाता है..., मैं तुम्हें बताता हूँ....

  VCHIU087 | Languages | Hindi | F–10 Sequence | Levels 9 and 10 | Understanding | Language variation and change

• VCDEC177

  Create a variety of imaginative texts using different devices such as imagery and sound effects to engage a range of audiences

  Elaborations

  • using a familiar text type such as a social media post or a blog to describe an imagined experience such as their first day as an exchange student in a German-speaking community
  • composing a journal entry from the perspective of a teenager living in a different time and/or place, for example, im Jahr 2050, in der Kriegszeit, Berlin 1989
  • composing and performing poems, songs, monologues or dialogues to evoke amusement, sympathy or surprise, for example, selecting appropriate imagery and experimenting with onomatopoeia
  • creating performances that reflect on significant German or Australian celebrations or historical events, for example, Tag der Deutschen Einheit, Schweizer Bundestag, Maifeiertag, National Sorry Day, Anzac Day
  • creating texts with various settings, characters and events, such as animated stories, games or short films, using a range of devices to entertain

  VCDEC177 | Languages | German | F–10 Sequence | Levels 9 and 10 | Communicating | Creating

• VCHHC121

  Sequence significant events in chronological order to support analysis of the causes and effects of these events and identify the changes they brought about

  Elaborations

  • creating a timeline that identifies the significant events or individuals across the period 1750-1918 and observe and discuss patterns of causation and change and/or identifying parts of the world that were involved in, or affected by, those events
  • developing an argument using historical sources and perspectives about the effects of the Industrial Revolution on changing living and working conditions, including within Australia society in the 19th Century
  • placing in sequence the main events of the Freedom Rides campaigns in the United States and Australia and explaining the links between the two campaigns
  • using interactive timelines to explore the various manifestations or effects of an event in different geographical locations
  • organising a range of primary sources and/or perspectives in chronological order to support the development of a historical argument about effects or changes

  VCHHC121 | The Humanities | History | Levels 9 and 10 | Historical Concepts and Skills | Chronology

• VCKOU036

  Explore and reflect on the nature of language change in response to changing cultural and social conditions

  Elaborations

  • understanding how Hangeul was created in response to the need for a writing system that would reflect the sound system of spoken Korean in 15th-century Korea; reflecting on how its creation has impacted on the Korean language and culture and people’s lives up until now, discussing the role of script in aspects of culture in everyday life
  • discussing possible reasons for changes in Korean language use, such as exposure to other languages, changing contexts of use and the development of digital technology
  • exploring how globalisation has accelerated the use of English words and expressions in Korean language use, discussing advantages and disadvantages in the blending of languages
  • examining how acronyms or short forms of words are used in Korean and in English, discussing how these forms reflect people’s changing lifestyles

  VCKOU036 | Languages | Korean | 7–10 Sequence | Levels 9 and 10 | Understanding | Language variation and change

• VCTRC069

  Exchange ideas, opinions and aspirations , comparing views, preferences and responses to different experiences, noting commonalities and differences

  Elaborations

  • exploring concepts related to their own and each other’s social worlds, such as equity, the environment, popular culture or gender roles, explaining their views in terms of values and expectations
  • interviewing each other about their opinions on effective communication, focusing on issues such as their use of social media and of different languages in different contexts
  • using electronic media to communicate with young people in other contexts, discussing aspects of their social lives, such as the importance of popular culture, friendship groups and interests
  • using social media to document their social, cultural and intercultural experiences, for example, by posting a weekly blog to share with others
  • comparing aspirations in relation to social, educational and professional futures, including consideration of the role languages will play in these projections, for example, Türkçe öğretmeni olmak istiyorum. Doktor olunca Türkçe konuşmak çok yararlı olacak

  VCTRC069 | Languages | Turkish | F–10 Sequence | Levels 9 and 10 | Communicating | Socialising

• VCTRC079

  Reflect on the relationship between language, culture and identity and on how this shapes and reflects ways of thinking and communicating

  Elaborations

  • considering how languages carry cultural meanings that may not always be understood by speakers of other languages
  • discussing whether being bilingual or multilingual allows for a more flexible sense of identity in ways that involve culture as well as language
  • exploring how ways of thinking, communicating and behaving reflect cultural identity, for example, by noticing when they identify more as Turkish or Australian, and how these shifts vary according to context and situation
  • reflecting on the experience of learning and using their home language in school, considering whether it impacts on their relationship with the language or on their sense of ‘balance’ in terms of identifying with different languages
  • creating a multimedia self-profile that captures elements of the experience of living across languages, communities and cultural traditions
  • comparing their responses to particular media representations of cultural difference or diversity
  • reflecting on how speakers of more than one language draw on a wider range of linguistic and cultural resources to make meaning of experience and to communicate with others

  VCTRC079 | Languages | Turkish | F–10 Sequence | Levels 9 and 10 | Communicating | Reflecting

• VCZHU190

  Explain how gender, social class and age affect language use in formal and informal contexts

  Elaborations

  • exploring different levels of formality involving a range pf settings and participants
  • viewing a variety of blogs and comparing language use in order to hypothesise about the age and gender of the authors
  • comparing informal interactions such as live interviews with studio discussions about an issue on news and current affairs programs
  • considering the impact of using formal language in establishing one’s authority or to display knowledge on a topic
  • reading extracts of 古典小说, such as 《水浒传》, and noticing how language use differs from contemporary speech, for example, 史进道： 小人大胆， 敢问官人高姓大名？ 那人道：洒家是经略府提辖， 姓鲁， 讳个达字。 敢问阿哥，你姓什么？
  • converting informal spoken language into formal register to suit particular purposes, and experimenting with terms such as 明文规定 and 众所周知

  VCZHU190 | Languages | Chinese | Background Language Learner | F–10 Sequence | Levels 9 and 10 | Understanding | Language variation and change

• VCADAD042

  Practise and refine technical and expressive skills to develop proficiency in genre and style-specific techniques

  Elaborations

  • practising techniques used to perform increasingly complex dances of different styles and genres
  • identifying and analysing dance styles and traditions, applying knowledge of the structure and function of the musculoskeletal system to execute movements safely and prevent injury to themselves and others
  • refining technical skills in response to self-reflection and feedback to develop control, accuracy, strength, balance, alignment, flexibility, endurance, coordination and articulation
  • evaluating work in progress, for example, asking questions such as ‘how successful were the dancers in executing the planned movement?’

  VCADAD042 | The Arts | Dance | Levels 9 and 10 | Dance Practices

• VCDSTC056

  Investigate and make judgements on how the characteristics and properties of materials are combined with force, motion and energy to create engineered solutions

  Elaborations

  • explaining the way common machines combine properties of materials and force, motion and energy in, for example, cranes on building sites
  • examining and explaining the interaction between material properties and function of a common system, such as car brakes
  • analysing the relationship between materials of properties, forces and safety in engineered systems such as bridges
  • critiquing the effectiveness of the combinations of materials, forces, energy and motion in an engineered system such as a 3D printer
  • calculating forces, reactions and loads in structures

  VCDSTC056 | Technologies | Design and Technologies | Levels 9 and 10 | Technologies Contexts | Engineering principles and systems

• VCIDU118

  Recognise how Indonesian impacts and is impacted by social, political and cultural changes, such as new information and communication technologies

  Elaborations

  • recognising how and why a language may borrow vocabulary and expressions from other languages, particularly when adopting new products and practices, for example, English terms for technology adapted to Indonesian grammar (nge-lunch, meng-upload, ngopi, memfotokopi), and the use of texting language for convenience and humour
  • analysing word borrowings in Indonesian, such as from Arabic (Assalam alaikum), English (teknis, format), Dutch (rekening, wortel, kantor), Sanskrit (bahasa, belanja), Tamil (roti, mangga) and Javanese (alon-alon asal kelakon), and exploring borrowings in Aboriginal and Torres Strait Islander languages from languages in Indonesia, such as the use of Makassan terms in Yolngu (balanda, rupiah)
  • understanding that cultures are constantly changing and consist of multiple subcultures with distinctive language practices such as family sayings and teenage slang, for example, nongkrong, gebetan, cowok/cewek
  • investigating how the language of texts in public spaces, such as signs and graffiti, can reflect opinions, values and beliefs, including controversial or political ideas, for example, reformasi

  VCIDU118 | Languages | Indonesian | 7–10 Sequence | Levels 9 and 10 | Understanding | Language variation and change

• VCZHU111

  Explore the role of tradition in contemporary language use and how languages change over time

  Elaborations

  • exploring the use of classical language such as 成语 and how this refines the style of writing when comparing 口语 and 书面语, for example, 她很漂亮 and 她貌美如花
  • reading texts consisting of 名人名言 (for example, 孔子说…), and discussing the cultural meaning of the quote and how it is relevant to contemporary language use, including why it is still quoted widely in modern writing, for example, 三人行必有吾师
  • exploring the nature of common idioms (成语), identifying their meanings and recognising how they can be used to add a sense of style to everyday communication, for example, 年年有余、人山人海
  • examining how globalisation is impacting on Chinese values and language use, for example, how responses to praise are shifting to reflect a western concept of gratitude (谢谢) rather than the modesty of the past (哪里哪里)
  • exploring the ways in which English words and phrases are incorporated into everyday communication in Chinese in digital media, for example, English expressions of emotion used in chat forums and text messaging (去 happy 吧), and Pinyin abbreviations replacing characters ( L P = 老婆)
  • investigating the use of internet language, including numerical representations of words (55555 = 呜呜他在哭) as a means of private communication among youth
  • examining how the adaptation of words reflects and encourages change, for example, gender equality is reflected in the use of 妳 to acknowledge females and 他 to include both men and women

  VCZHU111 | Languages | Chinese | Second Language Learner | 7–10 Sequence | Levels 9 and 10 | Understanding | Language variation and change

• VCGGC132

  Analyse and evaluate data, maps and other geographical information using digital and spatial technologies and Geographical Information Systems as appropriate, to develop identifications, descriptions, explanations and conclusions that use geographical terminology

  Elaborations

  • constructing a graph to show the relationship between growth in world population and world food production
  • comparing maps showing transport networks with survey responses on personal mobility
  • analysing environmental change, such as the clearance of vegetation or a plan for a vegetation corridor, using topographic maps and satellite images
  • identifying the relevant layers of a Geographical Information System and using them to investigate how they can portray and analyse demographic, economic and environmental data, and investigating the use of GIS by organisations.
  • testing conclusions by considering alternative points of view about an area of investigation and providing a response using as organisers at least two of the concepts of place, space, environment, interconnection, sustainability, scale and change

  VCGGC132 | The Humanities | Geography | Levels 9 and 10 | Geographical Concepts and Skills | Data and information

• VCGGK137

  Land and resource management strategies used by Aboriginal or Torres Strait Islander peoples to achieve food security over time

  Elaborations

  • investigating the knowledge and practices of Aboriginal and Torres Strait Islander peoples that enabled them to use resources and environments sustainably (such as rotational use and harvesting of resources through planned movement, controlled burning, temporary or permanent prohibitions on hunting animals and harvesting plants, and limitations on harvesting) and how some of this knowledge is currently shared among Aboriginal and Torres Strait Islander peoples and also with non-Aboriginal and Torres Strait Islander peoples
  • investigating the impacts of alterations of biomes on the productivity and availability of staple resources for Aboriginal and Torres Strait Islander peoples, for example, the Murnong (yam daisy) in Victoria

  VCGGK137 | The Humanities | Geography | Levels 9 and 10 | Geographical Knowledge | Biomes and food security