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• VCZHU079

  Explain how language defines people’s roles as outsiders or insiders in groups and cultures

  Elaborations

  • experimenting with internet language to communicate with peers in a class blog and recognising the value of technology in exploring and constructing own texts
  • considering how they can be more inclusive in their own language use, for example: What questions can I ask to understand others better? What words are best to be avoided? How can I express my opinion without causing offence?
  • examining the use of inclusive language and how ideas are framed, for example, the impact of positive versus negative framing on how meaning is interpreted across languages and cultures, such as 足下留情，小草常青 versus ‘Keep off the grass’
  • exploring the contexts and implications of terms used to identify others, for example, 老外、 华侨、 华裔、 大陆人、 华人、 中国人、 少数民族

  VCZHU079 | Languages | Chinese | Second Language Learner | F–10 Sequence | Levels 9 and 10 | Understanding | Language variation and change

• VCGRCE020

  Translate a range of texts that incorporate complex sentence structures and extensive vocabulary from Classical Greek into Standard English, representing the style and purpose of the texts

  Elaborations

  • reading holistically to deduce the context and content of Classical Greek texts, by identifying key words and phrases
  • applying expanded knowledge of vocabulary, grammar and problem-solving skills to translate compound sentences and complex sentences with nested clauses
  • conveying shades of meaning of a range of subtle vocabulary, for example, inferring the different connotations of a word in a particular context, such as δίκη
  • inferring the meaning of new words and expressions, using knowledge of the text type and the author’s purpose and technique, for example, ὁ λόγος (word, speech, argument, reasoning, story, computation)
  • expanding the variety of English translations for verb tenses or moods, for example, to express aspect in a command, παύου (general/ongoing) compared to παῦσαι (once)
  • deducing the meaning of new words, by drawing on prior knowledge, derivatives and connections with familiar words, for example, σαρκοφάγος, κακοδαίμων
  • recreating mood, tone and dramatic impact in English translations by selecting appropriate vocabulary, comparing and contrasting potential choices, for example, τύχη (chance, luck, fortune), συμφορά (event, circumstance, mishap, misfortune)
  • refining translations by exploring print and online Classical Greek and English dictionaries and thesauruses to consider a variety of meanings and synonyms
  • conveying emphasis and tone, such as indignation, anger or suspense, embedded in Classical Greek word order, for example, χρυσόν τε καὶ ἄργυρον φέρει ὁ Ὀδυσσεύς ἐν τῷ ἀσκῷ
  • translating complex sentence structures, such as subordinate clauses and indirect speech, for example, causal, purpose, result, indirect questions, commands, conditionals
  • rendering the precise meaning of tenses in Classical Greek into idiomatic English, for example, ἐλάμβανον/ἔλαβον
  • conveying the meaning of idiomatic expressions and culturally specific terms, for example, ἀρετή, δαίμων/δαιμόνιον/εὐδαιμονία, τα πρόβατα θόρυβον ποιεῖ, γλαύκ’Ἀθήναζε/γλαύκας εἰς Ἀθήνας, by choosing appropriate English terms and expressions
  • constructing and editing translations collaboratively with peers, using a range of ICT
  • correcting own translations to increase accuracy and better reflect register, tone and relationships
  • translating, independently or in collaboration with peers, unseen texts with compound or complex sentences, drawing on familiarity with the style and language of texts already studied

  VCGRCE020 | Languages | Classical Greek | Levels 9 and 10 | Engaging with texts | Translating

• VCLAE016

  Read, analyse and interpret Latin texts, using vocabulary, grammar and textual cues, to engage with the Roman world

  Elaborations

  • predicting the context and content of Latin texts through initial holistic reading, by identifying key words and phrases, for example, Romani Carthaginienses valde timebant
  • inferring the meaning of new words, using knowledge of the text type and the author’s purpose and technique, for example, res, gero, rem gerere
  • investigating and explaining the effect of word order in Latin in producing emphasis and tone, such as indignation, anger, suspense, for example, qualis vir? conclamant omnes; miser Catulle
  • examining and interpreting complex sentence structures, such as conditional sentences, indirect speech and subordinate clauses, for example, adjectival, causal, purpose or result clauses, indirect questions or commands
  • reflecting on the precise use of tenses in Latin and making comparisons with English, for example, cotidie ibat; si veneris
  • explaining how the coherence of complex texts relies on devices that signal text structure and guide readers, for example, paulisper … dum … interea …; primo … deinde … tandem; non solum … verum etiam
  • investigating how different conjunctions are used in complex sentences to extend, elaborate and explain ideas, for example, in periodic sentences using quod, quamquam, cum
  • explaining allusions to historical or mythological characters which exemplify Roman values and attitudes, such as Romulus and Remus, Lucretia, Horatius, Cloelia
  • discussing conventions of Latin texts, such as letter format, for example, Marcus Quinto SPD … cura ut valeas, or metre in poetry, for example, acknowledging quantities
  • recognising positive and negative cultural connotations of concepts implicit in Latin vocabulary, for example, rex, imperium
  • analysing cultural values and attitudes embedded in language use, for example, vocabulary and expressions particular to festivals and ceremonies such as Io triumphe; ave Caesar
  • discussing the function and power of cultural representations such as symbols, for example, SPQR, aquila, fasces
  • justifying interpretations of texts, using examples or quotations from or references to the text, such as line numbers or a paraphrase of a longer section of text
  • constructing, editing and presenting interpretations of and responses to literary Latin, using ICT collaboratively

  VCLAE016 | Languages | Latin | Levels 9 and 10 | Engaging with texts | Accessing the Roman world through Latin texts

• VCAVAV042

  Select and manipulate materials, techniques, and technologies and processes in a range of art forms to express ideas, concepts and themes

  Elaborations

  • developing technical proficiency in designed and constructed artworks, using safe and sustainable practices
  • using innovative thinking as to explore the capabilities of digital and virtual technologies to resolve design and planning problems
  • developing skills that can transfer to cross-media domains of visual arts and identify the translation of skills

  VCAVAV042 | The Arts | Visual Arts | Levels 9 and 10 | Visual Arts Practices

• VCCCL034

  Discuss the key principles of Australia’s justice system, including equality before the law, independent judiciary, and right of appeal

  Elaborations

  • identifying the key principles and explaining what is meant by each principle and discussing how each works to protect citizens and contribute to a fair society
  • identifying and explaining factors that can undermine the application of the principles of justice, for example bribery, coercion of witnesses, trial by media, and court delays

  VCCCL034 | The Humanities | Civics and Citizenship | Levels 9 and 10 | Laws and Citizens

• VCHPEM156

  Analyse the impact of effort, space, time, objects and people when composing and performing movement sequences

  Elaborations

  • experimenting with the manipulation of force and speed applied to an object to examine the difference created in movement paths
  • demonstrating and describing how the body can absorb force
  • creating a group performance that demonstrates synchronous and individual movements
  • using ICT to analyse movements and enhance movement sequences and performances

  VCHPEM156 | Health and Physical Education | Levels 9 and 10 | Movement and Physical Activity | Understanding movement

• VCMSP350

  Construct and interpret box plots and use them to compare data sets

  Elaborations

  • understanding that box plots are an efficient and common way of representing and summarising data and can facilitate comparisons between data sets
  • using parallel box plots to compare data about the age distribution of Aboriginal and Torres Strait Islander people with that of the Australian population as a whole

  VCMSP350 | Mathematics | Level 10 | Statistics and Probability | Data representation and interpretation

• VCPSCSO051

  Develop specific skills and a variety of strategies to prevent or resolve conflict, and explore the nature of conflict resolution in a range of contexts

  Elaborations

  • identifying stages of conflict and the key skills required in managing conflict across a range of situations
  • researching strategies that can be used to manage conflict across home, school, community and workplace contexts
  • examining the impact of language, listening skills and power dynamics on conflict, and how this contributes to resolution or continuation of conflict

  VCPSCSO051 | Capabilities | Personal and Social Capability | Levels 9 and 10 | Social Awareness and Management | Collaboration

• VCRAU080

  Understand pronunciation and intonation conventions, and apply to new words 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
  • using elision in informal communication
  • recognising that there may be more than one spelling of loan words
  • knowing when to pause in complex sentences with embedded clauses

  VCRAU080 | Languages | Roman Alphabet Languages | F–10 Sequence | Levels 9 and 10 | Understanding | Systems of language

• VCSIS139

  Use knowledge of scientific concepts to evaluate investigation conclusions, including assessing the approaches used to solve problems, critically analysing the validity of information obtained from primary and secondary sources, suggesting possible alternative explanations and describing specific...

  Elaborations

  • discussing what is meant by 'validity' and how we can evaluate the validity of information in secondary sources
  • judging the validity of science-related media reports and how these reports might be interpreted by the public
  • using primary or secondary scientific evidence to support or refute a conclusion or claim
  • suggesting more than one possible explanation of the data presented

  VCSIS139 | Science | Levels 9 and 10 | Science Inquiry Skills | Analysing and evaluating

• VCASFU120

  Explore various types of non-manual features, types of iconicity in signs and the use of software to transcribe signs

  Elaborations

  • understanding that NMFs are important in sign language for marking forms such as questions
  • identifying, demonstrating and describing the various types of NMFs: movements of the eyebrows, eyes, nose, mouth, cheeks, shoulders and body
  • identifying the NMFs in statements, yes/no questions, wh- questions, and negatives
  • noticing that in signed languages meaning can be expressed through signs or through fingerspelling
  • understanding that signs can be iconic in a number of ways, such as representing a whole object or part of an object
  • identifying signs with different levels of iconicity, for example, those that are fully transparent, translucent or arbitrary
  • exploring, with support, software such as ELAN to annotate signed texts

  VCASFU120 | Languages | Auslan | First Language Learner | 7–10 Sequence | Levels 9 and 10 | Understanding | Systems of language

• Chinese - Second Language Learner - 7–10 Sequence: Levels 9 and 10 achievement standards

  By the end of Level 10, students use spoken and written Chinese to initiate and sustain interactions in familiar and unfamiliar contexts. They exchange information, ideas and opinions and enquire into the experiences and opinions of others, using question words such as 为什么，怎么，怎么样 to elicit more...

  Level description | Languages | Chinese | Second Language Learner | 7–10 Sequence | Levels 9 and 10

• Indonesian - 7–10 Sequence: Levels 9 and 10 achievement standards

  By the end of Level 10, students interact with peers and adults using written and spoken Indonesian to communicate about personal interests and relationships, practices and experiences, and about broader issues such as health and the environment, including as these relate to Indonesia. They respond...

  Level description | Languages | Indonesian | 7–10 Sequence | Levels 9 and 10

• VCFRC114

  Respond to a range of traditional and contemporary texts, and compare themes and language style

  Elaborations

  • comparing treatment of particular themes, such as romance, adventure or family, in a range of texts created at different times, identifying changes in values and perspectives over time (for example, les fables, les contes, les dessins animés, la science fiction)
  • creating a shared database of imaginative, performative and expressive texts that they have enjoyed (such as songs, poems, cartoons and films), cross-referencing titles, genres, themes and values, and giving ratings and brief explanations for selections
  • comparing contemporary French and Australian music by reading music magazines, viewing video clips and listening to music stations, identifying similarities and differences in expression, themes and styles of performance
  • reviewing examples of French humour across different times and contexts (for example, le mime, les blagues, les comiques, les dessins animés), and considering similar changes in Australian expressions of humour according to era and context

  VCFRC114 | Languages | French | 7–10 Sequence | Levels 9 and 10 | Communicating | Creating

• VCRAC079

  Engage in intercultural experiences, reflecting on how aspects of identity such as ethnicity and religion influence language use and understanding of the experience

  Elaborations

  • sharing personal information with peers, in conversations and correspondence, choosing which aspects of own identity to convey and noticing how language use may reflect aspects of identity such as family background and religion
  • analysing how own cultural norms impact on interpretations of texts, for example, noticing reactions to an article about cultural practices such as wedding ceremonies
  • reflecting on the role of language in expressing own identity, considering when, with whom and why different languages are used and reflecting on whether own identity changes in different languages, for example, use of gesture and register
  • describing impressions and reactions while reflecting on intercultural learning
  • monitoring and recording own reactions when communicating in the language, for example, keeping a journal of key moments and considering how own perspective may have changed over time

  VCRAC079 | Languages | Roman Alphabet Languages | F–10 Sequence | Levels 9 and 10 | Communicating | Reflecting

• VCVIC028

  Reflect on own sense of identity and discuss ways in which identity is expressed in intercultural communication

  Elaborations

  • discussing how being bilingual allows them to present ‘self’ to others in particular ways, for example, as ‘Vietnamese’ or ‘Vietnamese Australian’
  • reflecting on the role of language in expressing identity, considering when, with whom and why they use different languages and whether their own identity changes when they use different languages
  • observing how they communicate with one another, their teachers and families, noticing if there are any changes in the way they see themselves in different contexts, for example, Khi nói chuyện với gia đình tôi cảm thấy mình là người Việt nhưng khi nói chuyện với bạn bè tôi lại cảm thấy mình là người Úc
  • reflecting on choices made to present self to others in particular ways when interacting across cultures, noticing differences in the way they communicate, think and behave in different contexts

  VCVIC028 | Languages | Vietnamese | 7–10 Sequence | Levels 9 and 10 | Communicating | Reflecting

• Indonesian - F–10 Sequence: Levels 9 and 10 achievement standards

  By the end of Level 10, students use Indonesian to communicate with teachers, peers and others in a range of settings and for a range of purposes. They pronounce the sounds ngg and ng accurately, as well as sy (masyarakat) and kh (akhir), and use stress to create fluency in sentences. Students...

  Level description | Languages | Indonesian | F–10 Sequence | Levels 9 and 10

• VCLAU023

  Understand concepts of accidence and syntax used in complex Latin sentences, including subordinate clauses, non-finite verb forms, pronoun forms, mood, voice, and conventions of complex sentence structure

  Elaborations

  • identifying the endings of fourth and fifth declension nouns, for example, exercitus, cornua; dies, fides
  • acknowledging that nouns may have unexpected genders, for example, first declension agricola (m), second declension pirus (f)
  • recognising relative, emphatic and indefinite pronouns, for example, qui, quae, quod; ipse; quisquis; quidam
  • recognising reflexive pronouns and adjectives, for example, se; suus
  • analysing case usage of nouns in all five declensions, for example, partitive genitive quid novi?
  • identifying and understanding the use of the locative case, for example, Romae, Pompeiis
  • identifying and understanding words used in apposition in all cases, for example, Venus, dea, est pulchra
  • explaining case usage of pronouns, for example, personal ego, tu, nos, vos; demonstrative hic, ille; interrogative quis, quis, quid; relative qui, quae, quod; emphatic ipse, ipsa, ipsum; reflexive me, te, nos, vos, se
  • distinguishing the use of different moods
  • extending identification of indicative endings of regular and irregular verbs to different tenses
  • understanding the concept of the principal parts for verbs in all conjugations, for example, voco, vocare, vocavi, vocatum; sum, esse, fui
  • identifying and understanding the use of infinitives for all four conjugations and irregular verbs, for example, a prolative infinitive with amat, such as natare amat
  • recognising impersonal expressions, for example, mihi difficile est dormire
  • understanding the use of present, future and perfect participles, for example, clamans, moriturus, vocatus
  • recognising passive voice forms and the forms of deponent verbs and distinguishing their meanings, for example, laudata est – she has been praised; collapsa est – she collapsed
  • distinguishing in complex sentences between principal and subordinate clauses, for example, relative, causal, temporal, concessive, conditional, such as si/nisi with the indicative
  • recognising comparison of adjectives and adverbs, regular and irregular, for example, stulta, stultior, stultissima; malus, peior, pessimus
  • recognising quam + superlative, for example, quam celerrime
  • understanding conventions of the use of numbers to express distance, capacity, time and price, for example, duo milia passuum, quinquaginta denariis
  • understanding the conventions of the Roman calendar, for example, a.d. XIV Kal Jul
  • recognising creative variations in Latin word order, for example, delay of a key word or clause to create suspense, ordering of clauses to increase impact, bracketing/nesting, juxtaposition

  VCLAU023 | Languages | Latin | Levels 9 and 10 | Understanding | Systems of language

• VCASFU246

  Explore various types of non-manual features and the types of iconicity in signs, and gain confidence in using software to transcribe signs

  Elaborations

  • identifying, demonstrating and describing the various types of NMFs: movements of the eyebrows, eyes, nose, mouth, cheeks, shoulders and body
  • identifying and describing the function of various NMFs in a signed text
  • understanding that the elements of a sign can be arbitrary, for example, the handshape or movement of the sign WHY, or meaningful, such as the movement and the handshape in the sign GIVE
  • recognising that some signs can occur with a standard mouth gesture and that these are sometimes called multi-channel signs
  • understanding that signs can be iconic in a number of ways, such as representing a whole object or part of an object
  • beginning to identify and describe metaphorical iconicity, for example, LOVE, AVOID/RESIST, and discussing how it relates to metaphors in English, for example the ‘time as space’ metaphor in both languages
  • transcribing part of a text using either annotation software such as ELAN or glossing, and recording what signs were used, spatial locations and NMFs

  VCASFU246 | Languages | Auslan | Second Language Learner | 7–10 Sequence | Levels 9 and 10 | Understanding | Systems of language

• VC2M10ST01

  compare data distributions for continuous numerical variables using quartiles and interquartile range and appropriate data displays including boxplots, histograms and dot plots; discuss the shapes of these distributions in terms of centre, spread, shape and outliers in the context of the data

  Elaborations

  • finding the five-number summary (minimum and maximum values, median and upper and lower quartiles) and using its graphical representation, the boxplot, as tools for both numerically and visually comparing the centre and spread of data sets
  • exploring the effect of varying data values, including outliers, on the interquartile range for different sets of data
  • constructing and interpreting boxplots and using them to compare data sets, understanding that boxplots are an efficient and common way of representing and summarising data and can facilitate comparisons between data sets
  • comparing shapes of distributions using boxplots, histograms, cumulative frequency graphs and dot plots, discussing symmetry, skew and modality
  • using digital tools to compare boxplots and histograms as displays of the same data in the light of the statistical questions being addressed and the effectiveness of the display in helping to answer the question
  • comparing the information that can be extracted and the stories that can be told about continuous and discrete numerical data sets that have been displayed in different ways, including histograms, dot plots, boxplots and cumulative frequency graphs

  VC2M10ST01 | Mathematics | Mathematics Version 2.0 | Level 10 | Statistics