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• VCSSU133

  The description and explanation of the motion of objects involves the interaction of forces and the exchange of energy and can be described and predicted using the laws of physics

  Elaborations

  • recognising that a stationary object, or a moving object with constant motion, has balanced forces acting on it
  • gathering data to analyse everyday motion produced by forces, for example, measurements of distance and time, velocity, mass, acceleration and force
  • investigating the effects of applying different forces, including Earth's gravitational force, to familiar objects

  VCSSU133 | Science | Levels 9 and 10 | Science Understanding | Physical sciences

• VCSSU060

  Natural and processed materials have a range of physical properties; these properties can influence their use

  Elaborations

  • describing a range of common materials, such as metals or plastics, and their uses
  • investigating a particular property across a range of materials
  • selecting materials for a specified use based on their properties

  VCSSU060 | Science | Levels 3 and 4 | Science Understanding | Chemical sciences

• VCSSU129

  The Universe contains features including galaxies, stars and solar systems; the Big Bang theory can be used to explain the origin of the Universe

  Elaborations

  • identifying the evidence supporting the Big Bang theory, for example, Edwin Hubble’s observations and the detection of microwave radiation
  • recognising that the age of the Universe can be derived by applying knowledge of the Big Bang theory
  • describing how the evolution of the Universe, including the formation of galaxies and stars, has continued since the Big Bang

  VCSSU129 | Science | Levels 9 and 10 | Science Understanding | Earth and space sciences

• VCSSU095

  Mixtures, including solutions, contain a combination of pure substances that can be separated using a range of techniques

  Elaborations

  • recognising the differences between pure substances and mixtures and identifying examples of each
  • identifying the solvent and solute in solutions
  • investigating and using a range of physical separation techniques such as filtration, decantation, evaporation, crystallisation, chromatography and distillation
  • exploring and comparing separation methods used in the home

  VCSSU095 | Science | Levels 7 and 8 | Science Understanding | Chemical sciences

• VCZHC071

  Translate a range of Chinese texts and identify how some concepts can be readily translated between Chinese and English and some do not

  Elaborations

  • identifying core values implicit in interactions in Chinese and explaining these to English speakers, for example, describing the language of celebration, including the origins, significance and meanings of commonly used expressions such as 福如东海、年年有余
  • describing interactions, showing consideration of 面子, and discussing the differences in the significance of 面子 when the interaction occurs interculturally
  • interpreting key ideas conveyed in Chinese texts, discussing how to maintain the sentiment and intention of authors when retelling or summarising these in English, and understanding why this is important in translation
  • reading everyday Chinese texts encountered in shop brochures, product packaging and advertising; identifying challenges involved in conveying meaning in English; and explaining word choices and textual features employed to enhance meaning

  VCZHC071 | Languages | Chinese | Second Language Learner | F–10 Sequence | Levels 9 and 10 | Communicating | Translating

• VCZHC230

  Plan, rehearse and deliver presentations of classical Chinese literature and famous speeches and discuss how cultural values can be transferred

  Elaborations

  • discussing the impact of Chinese traditional entertainment on contemporary Chinese culture, for example, 相声
  • analysing classical poems and the values they convey, and relating them to culturally significant events, for example, Chinese New Year in 宋代诗人王安石《元日》
  • comparing the Gettysburg Address with a speech of equal significance in Chinese and discussing why these speeches are important and what language features are used to convey messages

  VCZHC230 | Languages | Chinese | First Language Learner | 7–10 Sequence | Levels 7 and 8 | Communicating | Creating

• VCELU033

  Understand how the Greek language has evolved, and how it continues to change over time due to processes such as globalisation, migration, and the influence of technology and popular culture

  Elaborations

  • exploring how the Greek language has been influenced by migration, for example, the use of non-Greek words such as τα μπίλια instead of οι λογαριασμοί as an Australian phenomenon
  • examining how technology has influenced the Greek language, for example, σκανάρω, το μπλογκ, σερφάρω
  • discussing how changes to the Greek language reflect changes in some cultural practices and attitudes, for example, το έτοιμο φαγητό
  • exploring the impact of globalisation on Greek language use, such as the increased use of English words, such as blog, computer, mobile/cell phone, parking

  VCELU033 | Languages | Modern Greek | 7–10 Sequence | Levels 9 and 10 | Understanding | Language variation and change

• VCFRU070

  Reflect on changes in their own use of language(s) over time, noticing how and when new ways are adopted or existing ways adapted

  Elaborations

  • reflecting on changes in their own ways of communicating, identifying new terms and behaviours which have become part of everyday language through changes in technology and social media, for example, language associated with l’Internet, le portable, les jeux électroniques, electronic messaging replacing handwritten letters or cards
  • examining own and others’ ways of interacting to detect influences from other people, cultures or media products, for example, friends, relatives, teachers, media personalities; travel, education, music and entertainment
  • comparing the experience of learning French and other languages, either in school or in community contexts, and considering how languages intersect or are used for different social functions within families and friendship groups

  VCFRU070 | Languages | French | F–10 Sequence | Levels 7 and 8 | Understanding | Language variation and change

• VCFRU066

  Recognise individual elements of spoken and written words, phrases and non-verbal forms of expression, and notice how they combine to make or to change meaning

  Elaborations

  • recognising the function and form of commonly used morphemes, suffixes and prefixes (for example, la camionette, désordre, désagréable, irrégulier, inacceptable, la danseuse), and collecting groups of words that share a common stem (for example, la bouche, la bouchée; le jardin, jardiner, le jardinage)
  • recognising the impact of non-verbal elements of French expression such as hand gestures to replace words (for example, c’est nul, ça suffit!, quoi encore?), or sounds and facial expressions to reinforce spoken language (for example, oh là là! Aïe! T’as fait quoi?)
  • revising the pronunciation of the alphabet, practising spelling out words and using the correct terms for letters and symbols, for example, g, h, j, w, accent aigu, accent cédille
  • distinguishing vowel sounds, for example by recognising distinctions between nasal vowel sounds (cinq, sympa/manger, entre/dont, des bonbons)

  VCFRU066 | Languages | French | F–10 Sequence | Levels 7 and 8 | Understanding | Systems of language

• VCGGC129

  Identify, analyse and explain significant interconnections within places and between places over time and at different scales, and evaluate the resulting changes and further consequences

  Elaborations

  • evaluating the effects of international demand for food products on biodiversity throughout the world, in the places of their production
  • using the concept of a system to examine the interconnections between biophysical processes and the human actions, and their underlying causes, that generate environmental change, together with the consequences of these changes
  • identifying the biomes in Australia and overseas that produce some of the foods and plant material people consume and ways that the production of food and fibre has altered some biomes through, for example, vegetation clearance
  • examining how a person’s wellbeing is influenced by where they live, with reference to at least two different scales in a country of the Asia region
  • exploring how transport networks operate to connect people to services, including how supply chain logistics influence these connections

  VCGGC129 | The Humanities | Geography | Levels 9 and 10 | Geographical Concepts and Skills | Place, space and interconnection

• VCGGK135

  The interconnection between food production and land and water degradation; shortage of fresh water; competing land uses; and climate change, for Australia and other areas of the world

  Elaborations

  • exploring environmental challenges to food production from land degradation (soil erosion, salinity, desertification), industrial pollution, water scarcity and climate change
  • identifying the impacts on food production from competing land uses. For example, urban and industrial uses, mining, production of food crops for biofuels, production of food crops for livestock, and recreation (such as golf courses)
  • evaluating whether some ways of increasing food production could threaten sustainability

  VCGGK135 | The Humanities | Geography | Levels 9 and 10 | Geographical Knowledge | Biomes and food security

• VCHHC085

  Identify and describe patterns of continuity and change in daily life for Aboriginal and Torres Strait Islander peoples, ‘native born’ and migrants in the Australian colonies

  Elaborations

  • visiting a local cemetery and surveying the graves to find clues about the patterns of settlement, ages and causes of death in the local area
  • creating visual, oral or written journals reflecting the daily life experiences of different inhabitants of a convict or colonial settlement

  VCHHC085 | The Humanities | History | Levels 5 and 6 | Historical Concepts and Skills | Continuity and change

• VCHHK132

  Significant effects of the Industrial Revolution, including global changes in landscapes, movements of people, development and influence of ideas, political and social reforms, and transport and communication

  Elaborations

  • describing the effects of factories, mines and cities on the environment, and on population growth and distribution
  • outlining the growth of trade unions as a response to the effects of the Industrial Revolution
  • investigating and explaining the emergence and the influence of individuals and/or groups on key ideas in the period, with a particular focus on one of the following: capitalism, socialism, egalitarianism, nationalism, imperialism, Darwinism or Chartism

  VCHHK132 | The Humanities | History | Levels 9 and 10 | Historical Knowledge | The making of the modern world | Industrial Revolution (1750 – 1914)

• VCHHK155

  Effects of methods used by civil rights activists to achieve change for Aboriginal and Torres Strait Islander peoples, and the role of one individual or group in the struggle

  Elaborations

  • investigating the role of Charles Perkins in the Freedom Ride of 1965 and the efficacy of television in bringing the struggle for rights and freedoms to national attention
  • investigating the role of Vincent Lingiari in leading the 1966 Wave Hill walk-off and the significance of this event's contribution to causing the Aboriginal land rights movement

  VCHHK155 | The Humanities | History | Levels 9 and 10 | Historical Knowledge | The modern world and Australia | Rights and freedoms (1945 – the present)

• VCHHK059

  Differences in family structures of families and the role of family groups today, and what they have in common and how these have changed or remained the same over time

  Elaborations

  • considering a range of family structures, for example nuclear families, only child families, large families, single parent families, extended families, blended families, adoptive parent families and grandparent families, as well as kinship groups, tribes and villages
  • using images and stories to identify similarities and differences between students' families and those of other children, in their class and in stories about children in other places, for example, the countries of Asia
  • comparing families in the present with those from the recent past (the families of parents and grandparents) in terms of their size and structure, for example, the different types of family such as nuclear, single parent, blended
  • exploring family structures of Aboriginal and Torres Strait Islander peoples, for example, where children belong to extended families in which there are specific roles and responsibilities to ensure safety and wellbeing
  • discussing kinship as an significant part of relationships and family structures in Aboriginal and Torres Strait Islander societies, for example, the extent of a kinship system and the way in which it influences people's relationships, obligations and behaviour towards each other
  • examining and commenting on the roles of family members over time, for example, listening to stories about the roles of mothers, fathers, caregivers and children in the past, and comparing these with family roles today, such as work outside the home, washing, cooking, cleaning, gardening, child care

  VCHHK059 | The Humanities | History | Foundation to Level 2 | Historical Knowledge | Personal histories

• VCHHK157

  Effects of significant post-World War II world events and developments on one major global influence that shaped change in Australian society

  Elaborations

  • Popular culture
    • examining how post World War II effected popular culture in Australia, including music, film and sport
    • identifying sports that were popular in Australia such as football, horse racing, cricket
  • Environment movement
    • discussing the effects of nuclear warfare and M.A.D in raising concerns about the environment
    • explaining reason why the United Kingdom conducted 12 major nuclear weapons tests in Australia between 1952 and 1957 at the Montebello Islands, Emu Field and Maralinga and why opposition to the testing grew in the 1950’s
  • Migration experiences
    • investigating the nature of the waves of migration such as the countries that were the source of migrants, the numbers of migrants from those countries, and trends in migration since World War II, such as increasing migration from the Asian region to Australia
  • Political Crisis
    • examining how the post war ideologies and fears of the cold war influenced change in Australian society, such as the Korean War and Vietnam War
    • explaining the influence of McCarthyism and the significance of the Petrov Affair in shaping Australian society
    • investigating how changing political ideologies influenced change, such as Labor’s win in 1972 and the causes of the Whitlam Dismissal in 1975

  VCHHK157 | The Humanities | History | Levels 9 and 10 | Historical Knowledge | The modern world and Australia | The globalising world

• VCHIU090

  Understand that Hindi language and associated cultures are inter-related, that they shape and are shaped by each other and that their relationship changes over time and across contexts

  Elaborations

  • identifying words such as अहिंसा, धर्म-कर्म that carry cultural connotations and may be differently used and understood by people in different cultural contexts
  • tracking changes in Hindi language forms and usage over different times and contexts, for example, मोटरगाड़-कार
  • identifying compound words used in contemporary Hindi that fuse Hindi and English to capture trends, convey concepts and engage with intercultural experience, for example, tension mat lo, accent maarna
  • identifying changes in Hindi that reflect the impact of globalisation and transcultural experience, such as the mixing of languages and the adoption of practices associated with different communities and cultures
  • analysing the relationship between language and culture by examining a concept such as that of शुभमुहुर्त, for example, मोहन और गीता की सगाई के शुभ अवसर पर आपकी परिवार सहित उपस्थिति प्रार्थनीय है

  VCHIU090 | Languages | Hindi | F–10 Sequence | Levels 9 and 10 | Understanding | Role of language and culture

• VCHIU124

  Understand that languages and associated cultures shape and are shaped by each other and change over time and contexts in ways that are creative, dynamic and responsive to both internal and external influences

  Elaborations

  • reflecting on their own and each other’s use of Hindi, identifying influences from other languages and cultures such as terms used in everyday language as a result of the influence of social media, popular culture and technology
  • talking with older members of their families or communities about changes they have experienced in the use of Hindi across their lifetime, such as the increasing blending of English and Hindi in particular domains of language use such as entertainment, news and sports commentary and advertising
  • recognising that Hindi, like all languages, carries histories of contact with other languages and cultures, for example, by identifying and classifying words that originate in languages such as Persian सरकार; Arabic तलाक़; Turkish क़ुली; and Japanese रिक्शा
  • understanding that languages and cultures change continuously due to contact with each other and in response to new ideas, developments in technology, communication and design, considering why some types of words and expressions are most frequently borrowed, such as vocabulary associated with fashion, sport and technology
  • identifying ways in which social media and technology have brought about changes in communication in their own lives, for example, by compiling a glossary of terms routinely used in emails or text messages, such as अब (ATM), फिर मिलेंगे CU, जाना होगा (G2G), हे हे (LOL), फिर बात करते हैं (TTL)

  VCHIU124 | Languages | Hindi | 7–10 Sequence | Levels 9 and 10 | Understanding | Language variation and change

• VCJAU030

  Understand the intonation and phrasing patterns of spoken Japanese; and recognise that most kanji have more than one ‘reading’ and that the pronunciation changes according to kanji compounds

  Elaborations

  • understanding that some new notations have been devised over the years to account for the sounds of loan words, for example, ティ、 ヴィ、 ヴ
  • recognising and applying the basic pattern of intonation in Japanese, marked by the formation of a downturning curve
  • identifying the characteristic of rising intonation when asking questions in plain or ましょう form, for example, 行く？ 行きましょうか？
  • understanding how to make appropriate pauses in a sentence, dividing the sentence into cohesive chunks to allow for the use of あいづち
  • understanding that changes occur in kanji readings, for example, 一月(がつ)、 月(げつ)曜日

  VCJAU030 | Languages | Japanese | 7–10 Sequence | Levels 9 and 10 | Understanding | Systems of language

• VCKOU188

  Explore and reflect on the impact of social, cultural and intercultural changes such as globalisation and new technologies on Korean as a language of local, international and virtual communication and on their own individual use of language

  Elaborations

  • examining how the creation of Hangeul impacted on the common people’s lives in a kingdom in 15th-century Korea, and discussing the role of script in aspects of culture and everyday life
  • exploring how globalisation has accelerated the use of English words and expressions in Korean language use, and discussing the advantages/disadvantages of these influences on languages, such as using technological terminology (for example, 인터넷, 키워드) or mixing Korean and English as lyrics in contemporary Korean popular music
  • examining how acronyms or short forms of words are used in Korean and in English (for example, 쌤, 여친, 남친, ‘ASAP’,‘RSVP’), and discussing how these forms reflect people’s changing lifestyles
  • reflecting on changes in their own language/s, identifying new terms and behaviours that they have adopted with changes in technology and social media, and on how such terms and behaviours have become part of everyday language used in different modes (for example, handwritten notes using language for electronic messaging, acronyms or emoticons replacing whole words or phrases)

  VCKOU188 | Languages | Korean | F–10 Sequence | Levels 7 and 8 | Understanding | Language variation and change