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• VCELA470

  Understand how paragraphs and images can be arranged for different purposes, audiences, perspectives and stylistic effects

  Elaborations

  • analysing and experimenting with combinations of graphics, text and sound in the production of multimodal texts such as documentaries, media reports, online magazines and digital books

  VCELA470 | Curriculum content | English | Level 10 | Writing | Language

• VCELC179

  Create a range of bilingual texts for a variety of purposes and audiences, reflecting on how meaning can be conveyed effectively

  Elaborations

  • creating bilingual digital/multimedia texts for Greek speakers in Australia, for example, leaflets promoting the arrival of a famous performer or sports team from Greece or Cyprus
  • creating bilingual digital/multimedia or online texts, such as a children’s story to read to primary school children, for example, the Spot books, Πού είναι ο Σποτ; comparing aspects of language and culture and discussing with peers and teachers how meaning can be conveyed effectively
  • producing bilingual texts such as articles and brochures for different contexts and purposes, and reflecting on the process of working in both Greek and English, for example, an information leaflet for Greek exchange students coming to Australia or for a student study tour to Greece or Cyprus
  • corresponding online with Greek-speaking peers to compare experiences and attitudes, making choices about how to represent intended meaning, for example, exchanging views and opinions about school subjects and future aspirations, Στην Ελλάδα το μάθημα αυτό το λέμε ...

  VCELC179 | Languages | Modern Greek | F–10 Sequence | Levels 9 and 10 | Communicating | Translating

• VCGGK152

  Different ways of measuring and mapping human wellbeing and development, and how these can be applied to measure differences between places

  Elaborations

  • examining and comparing different concepts of human wellbeing, including those held by Aboriginal and Torres Strait Islander peoples
  • identifying and evaluating different ways of measuring wellbeing, such as per capita income or the UN Human Development Index, and applying them to investigate spatial variations in human wellbeing and comparing the results from different measures
  • examining the United Nations Millennium Development Goals and their relationship to human wellbeing
  • identifying trends in human wellbeing in countries over time

  VCGGK152 | The Humanities | Geography | Levels 9 and 10 | Geographical Knowledge | Geographies of human wellbeing

• VCJAU194

  Understand how sophistication in expression can be achieved by the use of a variety of verb and adjective conjugations

  Elaborations

  • further developing metalanguage to describe and increase control of grammatical concepts and language elements and to organise learning resources such as verb charts and lists of vocabulary and sentence structures
  • understanding and applying the rules of the plain form, and knowing that the basic form of all Japanese verbs ends in -u, -eru or -iru, the forms they are listed under in dictionaries
  • understanding that verbs can be divided into three groups according to the way they are conjugated: Group 1 (five-step verbs), Group 2 (one-step verbs) and Group 3 (irregular verbs)
  • using character charts as a systematic framework for recognising patterns for verb conjugation, and applying the formation rules of each verb group
  • using verb て form to connect events, for example, 朝(あさ)おきてジョギングをします。
  • understanding and using the different functions of verb て form
  • using present continuous tense using verb ています, for example, ラジオを聞いています。
  • requesting and giving permission and expressing prohibition using verb て form, for example, ～てもいいです。～てはいけません。～てはだめです。
  • using verb stems with grammatical features such as ～かった。～やすい／にくいです。～に行きます。
  • exploring how to use plain forms in authentic contexts such as conversations with peers, for example, 食べる？　見る？
  • expressing opinions, intentions and thoughts using the plain form, for example:
    • plain verb つもりです。
    • verb /adjective とおもいます。
    • ～たり～たりします。
  • using い and な adjectives in present and past tenses, for example:
    • おいしい ◊ おいしかったです。
    • たのしくない ◊ たのしくなかったです。
    • しずかな ◊ しずかでした。
  • using adverbs and intensifiers such as かなり, ぜんぜん, たいてい
  • sequencing actions, for example, 朝おきてジョギングをします。
  • increasing cohesion within paragraphs by using conjunctions, for example, ですから
  • indicating the status of actions using adverbs such as まだ and もう
  • understanding the concept of uchi-soto (内(うち)と外(そと)) for making appropriate choices of register, for example, 食べる？食べますか？

  VCJAU194 | Languages | Japanese | F–10 Sequence | Levels 9 and 10 | Understanding | Systems of language

• VCNRC077

  Create a range of bilingual texts for a variety of purposes and audiences, reflecting on how meaning can be conveyed effectively

  Elaborations

  • creating bilingual texts for speakers of the target language in Australia, for example, leaflets promoting the arrival of a famous performer or sports team from a country where the language is spoken
  • creating bilingual texts, such as a children’s story to read to primary school children and comparing aspects of language and culture and discussing with peers and teachers how meaning can be conveyed effectively
  • producing bilingual texts such as articles and brochures for different contexts and purposes, and reflecting on the process of working in both the target language and English for example, an information leaflet for exchange students coming to Australia or for a student study tour to a place where the target language is spoken
  • corresponding with peers who speak the language being studied to compare experiences and attitudes, making choices about how to represent intended meaning, for example, exchanging views and opinions about school subjects and future aspirations

  VCNRC077 | Capabilities | Personal and Social Capability | Levels 9 and 10 | Communicating | Translating

• VCSSU131

  The interaction of magnets can be explained by a field model; magnets are used in the generation of electricity and the operation of motors

  Elaborations

  • investigating the action at a distance or the field model around magnets of different shapes
  • investigating the movement of a magnet and a wire to produce electricity
  • investigating the effect of a magnet on a current from a battery to produce movement

  VCSSU131 | Science | Levels 9 and 10 | Science Understanding | Physical sciences

• 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

• 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

• VCLAU025

  Analyse the structure and features of different text types in Latin, exploring how they relate to context, purpose and audience

  Elaborations

  • examining textual features used to influence an audience, such as the contrast of short and periodic sentences to persuade, or the use of repetition and humour to entertain
  • making connections and comparisons between a new text and familiar texts of the same type
  • analysing different texts, such as a story, historical account or speech, to understand how a version of an event can be expressed in different ways
  • recognising different ways of presenting the same story, for example, from the viewpoint of different characters or in the form of a flashback
  • analysing language features used to influence the intended audience, such as imagery or rhetorical devices

  VCLAU025 | Languages | Latin | Levels 9 and 10 | Understanding | Systems of language

• VCZHC211

  Summarise and compare factual information about people, places and lifestyles drawn from a range of sources, including multimodal sources

  Elaborations

  • viewing reports on news and current affairs programs to develop an overview of events and discuss the responses of individuals and groups to issues and events such as a threat to public health or safety, environmental pollution, or rapid urbanisation
  • listening to and viewing texts such as celebrity interviews, news reports and documentaries on tourist hot spots, and obtaining the gist by focusing on familiar, anticipated items in a flow of words, for example, names of people and places, time and date, attitude and opinions
  • listening to and viewing interactions and noting the different opinions and ideas of different participants, focusing on key words and non-verbal cues to identify feelings
  • using dictionaries and other resources to interpret key words, for example, identifying the likely meaning of 七夕 in the sentence 农历七月七日是七夕
  • identifying important ideas and interpreting implied meanings in texts, recognising possible bias when judging the value of information
  • using listening strategies appropriate to a range of purposes, including listening for specific information, listening for key ideas, listening for overall understanding, or listening in order to repeat information to others
  • presenting opinions using strategies suited to the audience or reader’s expectations, such as 欲扬先抑 (to criticise before praising)

  VCZHC211 | Languages | Chinese | Background Language Learner | 7–10 Sequence | Levels 9 and 10 | Communicating | Informing

• VCAMUP044

  Perform music applying techniques and expression to interpret the composer’s use of the elements of music and compositional devices

  Elaborations

  • setting up the performance space and using production elements to enhance a sense of style for an audience
  • performing music from scores made by themselves and others, exploiting musical features of works across a range of styles and contexts in performance, for example, how are these two performances different, which one was more successful with audiences and why?
  • recognising the influence of social, cultural and historical developments and incorporating these into their performance, using performance techniques and manipulating expressive elements to communicate the composers’ intentions
  • using aural skills and reading notation to develop interpretation as they perform known and unknown repertoire in a range of styles
  • using listening as a research tool to develop aims for a performance, for example, comparing performances and identifying features that audiences connect to

  VCAMUP044 | The Arts | Music | Levels 9 and 10 | Present and Perform

• VCARU186

  Reflect on the dynamic nature of language, relating it to constantly changing environments and cultural conditions such as contact with other languages and cultures and changing circumstances in local and global contexts

  Elaborations

  • recognising that language changes over time, for example, by viewing classical and contemporary Arabic films and comparing how certain ideas and concepts are differently represented through the language used
  • examining how English is influencing and modifying Arabic language use in particular settings, for example, in the entertainment industry, such as in films and television programs; in online contexts; and in language used to express global concepts such as الدّيمقراطيّة؛ الّليبراليّة
  • considering how moving between Modern Standard Arabic and regional dialects reflects personal, social and political histories and changing contexts

  VCARU186 | Languages | Arabic | F–10 Sequence | Levels 9 and 10 | Understanding | Language variation and change

• VCKOU207

  Reflect on the dynamic and ecological nature of language that interacts with constantly changing environments such as contact with different languages and cultures and changing sociocultural circumstances in local and global contexts, identifying and illustrating examples from Korean language...

  Elaborations

  • exploring how Korean language has changed over time, for example, by viewing Korean dramas in historical settings and those in contemporary settings and comparing the language used between people in comparable relationships such as between family members
  • examining possible influences on language change in Korean, such as exposure to other languages, contexts of use and the development of digital technology
  • comparing spoken and written texts (for example, spoken and print advertisements, face-to-face conversations and emails) to understand how mode relates to linguistic structures and features, and how this affects meaning
  • understanding that languages incorporate other languages into their systems and examining how this takes place in Korean, for example, 조깅해요, 온라인으로

  VCKOU207 | Languages | Korean | F–10 Sequence | Levels 9 and 10 | Understanding | Language variation and change

• VCNRC107

  Adapt and present information and ideas on a variety of topics using presentation modes selected to suit different audiences and to achieve specific purposes

  Elaborations

  • expressing opinions of an event or performance, such as a contemporary film or a theatre performance
  • presenting information in different formats, such as captioned photographs, PowerPoints or emails, on cultural events
  • explaining a custom or practice from the culture of the target language to an Australian audience, using simple language and supporting graphics, materials and gestures
  • creating persuasive texts, such as brochures or video clips, for example, to encourage people from the wider community to attend a cultural event
  • conveying information in texts, such as brochures, notices, cartoons, video clips, to introduce and explain aspects of the art, history and culture of the language and their influence

  VCNRC107 | Languages | Non-Roman Alphabet Languages | 7–10 Sequence | Levels 9 and 10 | Communicating | Informing

• Mathematics Version 2.0: Level 10 achievement standards

  By the end of Level 10, students recognise the effect of approximations of real numbers in repeated calculations.

  Students use mathematical modelling to solve problems involving growth and decay in financial and other applied situations, applying linear, quadratic and exponential...

  Level description | Mathematics | Mathematics Version 2.0 | Level 10

• VCELU187

  Understand that language, culture and communication are interrelated and shaped by each other, and recognise how this impacts on attitudes and beliefs

  Elaborations

  • collecting examples of Greek in the local landscape, for example, in particular parts of the city such as marketplaces, exhibitions or cultural events, and discussing the influence and significance of Greek language and culture on the sustainability of communities in Australia today
  • reflecting on the impact of Greek migration on many other languages and cultures, for example, by conducting a classroom project on Greek ideas which have shaped and influenced the world
  • recognising the importance of learning and using different languages to access the cultural practices, values and beliefs of others
  • analysing and describing how language use and culture are interrelated and reflect and shape relationships, practices and attitudes across Greek-speaking communities

  VCELU187 | Languages | Modern Greek | F–10 Sequence | Levels 9 and 10 | Understanding | Role of language and culture

• VCZHC251

  Interpret culture-specific concepts

  Elaborations

  • comparing idioms and colloquialisms across languages and identifying the challenges in mediating the cultural values embedded in such sayings, for example, 胸有成竹 versus ‘have a well-thought-out plan’; 山穷水尽 versus ‘at the end of one’s rope’; 入乡随俗 versus ‘when in Rome’; 绕圈子 versus ‘beating about the bush’
  • mediating Chinese jokes or l to English speakers and vice versa
  • reflecting on the beliefs, generalisations and stereotypes held by other Australians about Chinese cultural practices or values, for example,中国人只工作不享受／ 他们都很聪明／很难和中国人一起工作／中国菜都很好吃
  • introducing people, places, events and ideas of cultural and historical significance to Chinese people, for example, explaining to Australian audiences the historical and contemporary significance of 孔子 (Confucius) and his idea of 仁 (humanity)

  VCZHC251 | Languages | Chinese | First Language Learner | 7–10 Sequence | Levels 9 and 10 | Communicating | Translating

• VCNRU119

  Explain how meanings may vary according to cultural assumptions and perspectives that people bring to interactions and experiences, recognising that such variations impact on intercultural communication

  Elaborations

  • examining existing generalisations relating to different cultures, such as in the classroom or local community, and discussing the variability of reality
  • reflecting on the impact of own values and cultural practices on intercultural experiences, and understanding the importance of mutual and self-respect
  • considering how the experience of learning a new language has impacted on awareness of own communicative behaviours and how these may be interpreted by others
  • appreciating that language use can reflect and express cultural identity, that many languages exist in Australia and in countries where the language is spoken and that many people are bilingual or multilingual and value this as part of their identity

  VCNRU119 | Languages | Non-Roman Alphabet Languages | 7–10 Sequence | Levels 9 and 10 | Understanding | Role of language and culture

• VCASFC245

  Reflect on the experience of learning and using Auslan and how the experience is influenced by their own languages and cultures, and consider how intercultural communication involves shared responsibility for making meaning

  Elaborations

  • reflecting on how learning Auslan provides a distinctive and additional means of understanding the world in which they live and the relationship that exists between language, culture and identity
  • considering issues of access, identity and audism, and also issues of discrimination, inclusion and exclusion in respect to different language and cultural communities
  • keeping a journal of experiences (humorous, satisfying or challenging) associated with learning and using Auslan in various contexts, noting changes in their personal responses and reflections over time, and comparing insights gained into their own languages and cultures
  • analysing their own cultural assumptions prior to learning Auslan, and considering if these have changed through the learning experience
  • reflecting on similarities and differences between spoken language and signed language users, for example when joining interactions, taking turns, using name signs or passing between people who are communicating with each other
  • reflecting on the labels deaf and hearing, considering what these mean to different people and their implications in terms of status, access, opportunity and privilege
  • exploring the concepts of insider and outsider views of the Deaf community and their own position in relation to these terms as second language learners of Auslan
  • considering how intercultural communication is a two-way process which involves shared responsibility for making meaning and for ensuring understanding

  VCASFC245 | Languages | Auslan | Second Language Learner | 7–10 Sequence | Levels 9 and 10 | Communicating | Reflecting

• VCDEC028

  Reflect on self as a language user and discuss own and others’ cultural identity, considering how it is both shaped by and influences ways of communicating and thinking

  Elaborations

  • reflecting on the experience of learning German and considering how this might add a further dimension to own sense of identity, for example, by creating a persuasive text about the benefits of knowing another language
  • mapping own linguistic and cultural profile, such as by creating a web profile or a timeline of major milestones, highlighting formative elements such as family languages, key relationships and intercultural experiences, for example, Wann und warum benutze ich Englisch/Deutsch/X? Wie fühlte ich mich früher und wie fühle ich mich jetzt als Englisch-, Deutsch-, Xsprechende(r)? Warum ist es wichtig, dass ich eine neue Sprache lerne?
  • noticing and exploring how identity is expressed through languages spoken by people in various cultural contexts, including languages spoken by classmates and family or community members
  • exploring how cultural identity is manifested, for example, through family occasions, community events and festivals
  • discussing how they would represent being Australian in a cultural forum, for example, what they would wear or take to an International Students Day function held in Switzerland

  VCDEC028 | Languages | German | 7–10 Sequence | Levels 9 and 10 | Communicating | Reflecting