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• VCKOU031

  Understand and use key features of Korean sound and writing systems, including pronunciation, intonation and print conventions, applying this understanding to own speech and writing

  Elaborations

  • recognising and reproducing sounds of Korean in sentences consisting of multiple clauses, attending to pauses and intonation to identify clause sequences and types of sentences
  • pronouncing syllable blocks in a word, making appropriate changes to the sounds on syllable boundaries according to pronunciation rules, for example, pronouncing such words as 한국어, 같이, 감사합니다, 먹고 and어떻게 as 항구거, 가치, 감사함니다, 먹꼬 and 어떠케
  • experimenting with pronunciation rules and intonation collaboratively with peers
  • using basic punctuation in writing, including a question mark (?) for questions and a full stop (.) for other types of sentences
  • using spacing and spelling rules in reading and writing, recognising their differences to English, for example, 소라가 방에 있어요 versus 소라 가방에 있어요

  VCKOU031 | Languages | Korean | 7–10 Sequence | Levels 9 and 10 | Understanding | Systems of language

• VC2M9A04

  find the gradient of a line segment, the midpoint of the line interval and the distance between 2 distinct points on the Cartesian plane

  Elaborations

  • recognising that the gradient of a line is calculated using the gradient of a line segment on that line and is independent of which 2 distinct points on the line are used for this calculation
  • using digital tools and transformations to illustrate that parallel lines in the Cartesian plane have the same gradient and that the relationship between the gradients of pairs of perpendicular lines is that their product is (−1)
  • using Pythagoras’ theorem to establish the distance between 2 points in the Cartesian plane and applying this using horizontal and vertical distances and coordinates
  • investigating graphical and algebraic techniques for finding the midpoint and gradient of the line segment between 2 points
  • using dynamic graphing software and superimposed images (for example, playground equipment, ramps and escalators) to investigate gradients in context and their relationship to rule of a linear function, and interpret gradient as a constant rate of change in linear modelling contexts

  VC2M9A04 | Mathematics | Mathematics Version 2.0 | Level 9 | Algebra

• VCTRC077

  Create glossaries and annotations in English that provide explanations for cultural and contextual references in contemporary and traditional Turkish texts

  Elaborations

  • identifying and explaining cultural references in media texts such as letters to the editor or opinion pieces on issues related to traditional or contemporary Turkish culture, for example, Küçük çocukların evlendirilmesi doğru mu? Pazara kadar değil, mezara kadar
  • explaining cultural allusions in texts associated with historical, religious, national or civic events, for example, bir yastıkta kocayın, maşallah, nazar değmesin, Allah kabul etsin, bayramınız mübarek olsun, sıhhatler olsun, kolay gelsin
  • identifying terms associated with particular elements of Turkish culture and lifestyle, such as aile hayatı, batıl inanç, yemek kültürü, yayla ve Türk düğünü, discussing how they exemplify Turkish values, traditions and changes over time, and how they might be understood by non-Turkish speakers
  • creating a bilingual virtual tour of the school for new or intending students, noticing which language ‘works’ most effectively for different elements of the presentation

  VCTRC077 | Languages | Turkish | F–10 Sequence | Levels 9 and 10 | Communicating | Translating

• VCZHC184

  Create and adapt bilingual texts for different settings and audiences, identifying the contextual and cultural challenges

  Elaborations

  • experimenting with different options, rephrasing until the most suitable meaning is conveyed, for example, translating 同学 as ‘classmate’ then changing it to ‘student’ or ‘peer’ as appropriate in the context （这是我的同学。 and 同学们好）
  • analysing information presented in context and being aware that what is not said also matters （言外之意), for example, 该来的人来了, implying that those who turned up earlier are 不该来的人
  • developing a deep understanding of the subtle meanings and uses of new words/phrases encountered, by comparing the ways in which words, grammar and idioms are explained in different reference sources, for example, how a 成语 is explained in English, compared to in a Chinese dictionary 成语字典 and on a 成语故事 website

  VCZHC184 | Languages | Chinese | Background Language Learner | F–10 Sequence | Levels 9 and 10 | Communicating | Translating

• VCZHU110

  Explore the development of Chinese as an international language and as a lingua franca in Chinese communities

  Elaborations

  • exploring the use of 普通话 as a lingua franca in Chinese-speaking communities and identifying terms used in different regions to express a similar idea, for example, 普通话 versus 国语; 达人 versus 高手
  • investigating the dialects spoken in local Chinese communities and understanding why character subtitles are typically added to Chinese films and television shows
  • exploring the role of code-switching in the language use of bilingual speakers (for example, acronyms and words which have not been translated from their original English) and how Chinese authorities are trying to change this and limit the use of these terms in everyday media

  VCZHU110 | Languages | Chinese | Second Language Learner | 7–10 Sequence | Levels 9 and 10 | Understanding | Language variation and change

• VCZHU112

  Reflect on how language and culture both shape and reflect each other

  Elaborations

  • reflecting on the values of one culture when communicating in another, for example, differences in the use and frequency of ‘thank you’ and 谢谢
  • exploring how cultural concepts of family and the importance of one’s sense of connection to others influence use of language
  • analysing the impact on language use of context and relationships between participants, for example, discussing how concepts such as face (面子) and connections (关系) are reflected in interactions between Chinese speakers
  • identifying choices made in interactions in Chinese with people from different generations, for example, changes in greetings (吃饭了没有、拜拜、嗨) and forms of address (同志 、 小姐 、 师傅) over time

  VCZHU112 | Languages | Chinese | Second Language Learner | 7–10 Sequence | Levels 9 and 10 | Understanding | The role of language and culture

• VCASFC199

  Interact with peers at school and contacts in the wider community to build relationships, engage in debate and to discuss aspirations or social issues

  Elaborations

  • explaining or justifying positions in discussion or debate, for example, by using space and NMFs to contrast views
  • elaborating on opinions in relation to social, community or educational matters, for example, exchanging views on a newspaper article about eugenics and deaf people
  • using researched information to contribute to formal group interactions, for example, panel discussions on issues such as the roles and responsibilities of interpreters
  • creating hypothetical situations to contextualise a discussion or debate, for example:
    PRETEND PRO2 DEAF….
    Pretend that you’re deaf …
    I-F PRO2 BOSS WILL CHANGE WHAT?
    What would you change if you were boss?
  • communicating via video calls or social media platforms using Auslan in different online contexts to build relationships and share views
  • using strategies to initiate and support discussion, for example by providing the context of a conversation to a new participant:
    PRO3 SAY…
    She was saying that …
    
  • demonstrating awareness of social sensitivities or conventions, for example by using euphemistic signs or allusions, such as TOILET, BIRTH
  • using complex sentence structures to discuss current affairs or to justify a position in relation to issues of interest to their group, for example, gender equity, conservation or social media

  VCASFC199 | Languages | Auslan | Second Language Learner | F–10 Sequence | Levels 9 and 10 | Communicating | Socialising

• VCITC126

  Reflect on own identity in general and as a user and learner of Italian by sharing personal experiences, perspectives and values and considering their influence

  Elaborations

  • recounting personal experiences and expressing opinions through a range of texts, using present and past tenses as appropriate, for example, writing an autobiography indicating how their identity has changed and why; writing a narrative about their family history and generational influences (Ammiro … Giovanni perché è venuto in Australia da solo quando aveva diciotto anni)
  • reflecting on texts such as diaries, articles and documentaries about the lives of Italians in the diaspora; making comparisons with learners and speakers of Italian, for example, through interviews, social media, wikis and video; discussing how people’s identities, values and beliefs (including their own) are maintained and/or change over time
  • comparing and contrasting Italian and Australian experiences such as a concert or celebration, or teenage use of technologies (mobile phones, social networking), and considering how their own and others’ identity may shift according to place and time; discussing cultural notions of ‘self’ as public or private
  • engaging with other learners and speakers of Italian such as through social media, wikis and video, to describe experiences of using and learning Italian, seeking advice on how to learn and navigate aspects of Italian language and culture such as taboo topics, personal space, and perceptions of image (for example, È permesso parlare di politca/religione? Con chi? Perché no?); surveying class-/schoolmates, relatives, neighbours and friends to examine how identities may vary
  • reflecting on choices made to present self to others in particular ways or to conceal aspects of identity when interacting across cultures; noticing the adjustments made when interacting with different people

  VCITC126 | Languages | Italian | 7–10 Sequence | Levels 9 and 10 | Communicating | Reflecting

• VCVIU031

  Analyse the relationship between context, purpose and audience, language features and cultural elements associated with different types of texts in actual or online contexts

  Elaborations

  • exploring different samples of particular types of texts, such as recounts, reports and advertisements, and analysing the relationships between audience, purpose, context and language features to predict the meaning of unfamiliar vocabulary
  • exploring the ways in which content is developed in different types of texts, and how ideas and information are sequenced, for example, headings, paragraphing, topic sentences, elaborations, and topic/idea shifts
  • identifying and comparing language features of different text types, for example, the use of first person (mình/tôi), descriptive (trẻ trung/xinh đẹp/thông minh/hiền lành/dịu dàng) and emotive language (buồn bã/hoang mang/vui mừng/hạnh phúc) in personal recounts and diary entries
  • recognising linguistic choices made according to the text’s intended audience and degree of formality, for example, changing personal pronouns or tone to indicate changes in relationship between participants or degree of (in)formality
  • analysing how language choices help achieve particular purposes and effects, for example, descriptive language to promote a product, evaluative language to reflect on an experience or to review a literary work, persuasive language to influence audience, or humorous techniques to entertain
  • understanding the use of text conventions such as culturally appropriate salutations and forms of address (depending on relationship or social status) in specific text types such as letters, speeches or interviews, for example, kính thưa/thưa/thân mến/thương mến/kính chào/chào
  • understanding that texts have different purposes (to persuade, to entertain), different audiences (children, adolescents, Vietnamese or Australian people) and different structures and formats (diary entry, blog post, formal letter, interview, report, speech)

  VCVIU031 | Languages | Vietnamese | 7–10 Sequence | Levels 9 and 10 | Understanding | Systems of language

• VCASFC111

  Communicate clearly in different classroom interactions and contexts, demonstrating appropriate protocols when communicating with each other, teachers and deaf people

  Elaborations

  • responding to multistep classroom instructions, for example:
    IN YOUR COMPUTER FINISH CLICK-ON ELAN
    Log in to your computer and then click on ELAN.
  • asking for repetition or clarification, for example:
    THAT RIGHT THAT?
    Is that right?
    PRO1 DON’T-UNDERSTAND
    I don’t get it.
  • negotiating turn-taking by using visual or tactile methods in taking or yielding a turn, for example:
    PRO2 FIRST NEXT-TURN-_{around-circle}
    You go first then we’ll take turns around the group.
  • using NMFs such as raised eyebrows to indicate interest, or head tilt to indicate lack of understanding
  • initiating protocols within the classroom such as:
    • gaining group attention through flashing lights, tapping, foot stomping and waving
    • maintaining eye gaze and back-channelling
    • positioning seating to keep visual communication clear, for example, sitting across from signers when communicating
  • following protocols and using appropriate language when using or accessing an interpreter, for example:
    SIT THERE PLEASE CAN YOU?
    Can you sit there, please?
  • following protocols for interrupting others, such as waiting for pauses in conversations and eye contact, or by using language such as:
    HOLD
    Hold that thought.
    QUICK INTERRUPT
    Can I just interrupt you quickly?
    

  VCASFC111 | Languages | Auslan | First Language Learner | 7–10 Sequence | Levels 9 and 10 | Communicating | Socialising

• VCAMAR046

  Analyse and evaluate a range of media artworks from contemporary and past times, including media artworks of Aboriginal and Torres Strait Islander Peoples, to explore differing viewpoints and enrich their media arts making

  Elaborations

  • examining NITV (National Indigenous TV) news and sports programs to explore how Aboriginal and Torres Strait Islander peoples' perspectives create and challenge views in mainstream stories
  • investigating the differences between government regulation and self-regulation, for example, researching Australia’s classification system and its relationship to audience, in the production and reception of media artworks from different periods of time.
  • researching viral marketing campaigns and examining the social and ethical implications that arise in relation to choice of different platforms as drivers of distribution
  • exploring the role of media makers in challenging prevailing views on issues of contemporary relevance, for example, social and cultural issues presented in Australian film and television
  • identifying a variety of ways in which media can be produced, including through sole digital producers, cross-media organisations, public and private sector, and multinational organisations from different periods of time and cultures

  VCAMAR046 | The Arts | Media Arts | Levels 9 and 10 | Respond and Interpret

• VCASFU087

  Understand the interrelationship between text types, linguistic features, cohesive devices, audience, context and purpose

  Elaborations

  • analysing expository texts, identifying characteristic language elements and features
  • analysing a videoed class debate to identify how language is used to justify opinions and persuade others
  • analysing an Auslan text in depth, for example by identifying characteristic features of the particular text type and discussing how language choices are made to take account of a text’s intended audience and purpose
  • noticing how grammatical choices shade meaning, reflect perspective and establish relationship between text participants, for example choosing to be more or less English-like in a particular context or relationship
  • noticing how signers can compare or contrast ideas by locating things in the same or opposing sides of signing space
  • applying knowledge of ellipsis to achieve cohesion

  VCASFU087 | Languages | Auslan | First Language Learner | F–10 Sequence | Levels 9 and 10 | Understanding | Systems of language

• VCASFU249

  Explore the relationship between particular text types, audience, purpose and context and analyse language features used by signers to create cohesion and achieve the purpose of the text

  Elaborations

  • analysing a videoed class debate to see how language is used to justify opinions and to persuade others
  • conducting an in-depth analysis of a selected sign text, taking into account audience, purpose and topic to explain language choices made by the signer
  • expanding understanding of textual conventions, for example by explaining why signers choose alternatives to actor-verb-undergoer in a real text to topicalise the important point
  • noticing how signers can compare or contrast ideas by locating things in the same or opposing sides of signing space
  • noticing how signers construct cohesive and coherent texts through the use of text connectives such as lexical signs THEN or G:WELL or NMFs and pausing
  • identifying all the ways a signer refers to the same referent throughout a text to create cohesion

  VCASFU249 | Languages | Auslan | Second Language Learner | 7–10 Sequence | Levels 9 and 10 | Understanding | Systems of language

• VCDTCD051

  Design the user experience of a digital system, evaluating alternative designs against criteria including functionality, accessibility, usability and aesthetics

  Elaborations

  • designing the user interface of a solution using story boards and mock-ups, for example mocking up the product design of an app for people with disability
  • identifying similar digital systems and existing user interfaces, assessing whether their elements can be reused
  • evaluating aspects of the total user experience, that is, all aspects of the system as perceived by the users, for example, a user’s initial experience of setting up and using a system, or a user’s emotional or cultural response to using a digital system
  • designing documentation, branding and marketing for a digital solution, for example a product demonstration screencast or ‘getting started’ user guide
  • applying the principles and elements of design to a client’s requirements and evaluating the success of a solution through an iterative feedback process, for example using customer feedback to refine a user interface to provide access to important features more effectively

  VCDTCD051 | Technologies | Digital Technologies | Levels 9 and 10 | Creating Digital Solutions

• VCELC028

  Consider how cultural identity influences interactions in culturally and linguistically diverse contexts such as Australia

  Elaborations

  • developing an understanding of contemporary life in diverse Greek-speaking communities, for example, through viewing excerpts from Greek films, and reflecting on similarities and differences to own lifestyle
  • preparing a family tree with information such as languages spoken by family members, significant places/countries, and reflecting on how background can shape identity, Μιλώ αγγλικά, Είμαι Καναδός, Η μαμά μου μιλά ελληνικά και γαλλικά, ο παππούς μου είναι Άγγλος
  • exploring how cultural identity is manifested in Australian and Greek-speaking communities, for example, through family occasions, community events and festivals, reflecting on the importance of shared understanding
  • reflecting on the experience of learning and using Greek, considering how it may add a further dimension to own sense of identity

  VCELC028 | Languages | Modern Greek | 7–10 Sequence | Levels 9 and 10 | Communicating | Reflecting

• VCELU184

  Discuss the interrelationship between linguistic elements, context, purpose, audience and structure of a wide range of text types, such as poetry, biographies, blogs, emails and advertisements, and identify how cultural elements are incorporated

  Elaborations

  • recognising main features of a range of text types in Greek, for example, emails, plays, songs, poetry, and discussing how they are used and how they add to the richness of the text
  • analysing texts, such as advertisements and magazine articles, and discussing linguistic and cultural elements
  • reading, viewing and listening to different texts in Greek, paying attention to how messages can be expressed for different audiences and purposes, for example, reading messages on social media sites, emails, blogs
  • discussing language appropriate to particular text types, such as descriptive language in documentaries and persuasive language in advertisements
  • explaining form, features and purposes of texts, such as how they are organised in terms of layout, headings, sequencing of ideas and stylistic devices, for example, informative language in documentaries and persuasive language in advertisements

  VCELU184 | Languages | Modern Greek | F–10 Sequence | Levels 9 and 10 | Understanding | Systems of language

• VCFRC112

  Access and analyse information from different sources, identifying how culture and context influence the presentation of ideas

  Elaborations

  • examining information obtained from different sites and sources to compare how young people are represented in the media, for example, comparing letters to the editor about young people with postings on forums conducted by young people
  • listening to and viewing short informative texts such as documentaries or news reports, listing key words and points of information to be reused in own newsflash or roman photo, and considering how emphasis or perspective can reflect culture and context
  • conducting surveys or structured interviews with classmates or online French-speaking contacts, comparing opinions and perspectives on community or personal issues, and identifying social or cultural variations
  • listening to, reading or viewing excerpts from interviews with public figures such as politicians, sports stars, musicians or actors, noting how vocabulary, phrases or gestures are used to emphasise or clarify key points of information

  VCFRC112 | Languages | French | 7–10 Sequence | Levels 9 and 10 | Communicating | Informing

• VCICCD020

  Analyse the components of a cohesive society, and the challenges, benefits and consequences of maintaining or failing to maintain that cohesion

  Elaborations

  • investigating the role of institutions and organisations that aim to promote a cohesive society, for example, the Islamic Museum of Australia, the Chinese Museum, the Special Broadcasting Service (SBS), or the Victorian Multicultural Commission
  • exploring examples of intolerance or prejudice presented in the media, and analysing its impacts
  • undertaking a search to identify positive media coverage and exploring how positive representations can strengthen social cohesion, such as the #illridewithyou social media campaign
  • researching the rationale for organisations that aims to recruit from diverse cultural groups, such as the police force and sporting groups
  • following a social issue in the media with an intercultural element and compiling a journal of articles that show a range of different perspectives on the issue, and identifying both positive and negative components, and how these impact on people’s perceptions

  VCICCD020 | Capabilities | Intercultural Capability | Levels 9 and 10 | Cultural Diversity

• VCIDU080

  Understand pronunciation and intonation conventions, and apply to new words with affixation and a range of complex sentences

  Elaborations

  • recognising the role of stress and rhythm in creating emphasis, for example, recurring patterns, chorus, rhymes and onomatopoeia
  • noticing how tone can convey emotion, such as in colloquial language, for example, kasihan deh, bagi dong, aku dikasih nggak
  • using elision in informal communication, for example, mau [atau] nggak?, mahal s[e]kali, [bara]ngkali
  • recognising that Indonesian may allow more than one spelling of loan words, for example, bis/bus, system/sistim, propinsi/provinsi, moderen/modern
  • knowing when to pause in complex sentences with embedded clauses

  VCIDU080 | Languages | Indonesian | F–10 Sequence | Levels 9 and 10 | Understanding | Systems of language

• VCITC080

  Interact in discussions by questioning, making suggestions and expressing opinions, and reflect on experiences of classroom interactions

  Elaborations

  • interviewing class members, asking them, for example, to review an experience or to make suggestions for future study topics in areas of interest, for example, A mio parere … Forse … Un’ idea sarebbe; Si potrebbe ampliare la seconda parte. Sei d'accordo di/se ...?
  • participating in classroom discussions about how meanings can be interpreted or misinterpreted by others, for example, keeping a classroom journal with examples of language used in contexts within and outside the classroom as a basis for group discussion, for example, fare feste, fare il filo a …, a mani vuote, perdersi, spalmare, rendere pan per focaccia

  VCITC080 | Languages | Italian | F–10 Sequence | Levels 9 and 10 | Communicating | Socialising