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• VC2M10M02

  interpret and use logarithmic scales in applied contexts involving small and large quantities and change 

  Elaborations

  • understanding that the logarithmic scale is calibrated in terms of order of magnitude, for example, doubling or powers of 10
  • identifying and interpreting data representations (charts and graphs) that use logarithmic scales (for example, graphs representing percentage change, a wide range of values or exponential growth) and discussing when it is appropriate to use this type of scale and when it is not appropriate
  • investigating and interpreting logarithmic scales used in real-world contexts (for example, Richter, decibel and sensitivity scales or growth in investments, timescales and the spread of microorganisms and disease) and describing reasons for choosing to use a logarithmic scale rather than a linear scale
  • investigating dating methods of geological sites to provide evidence of Aboriginal and Torres Strait Islander Peoples’ presence in Australia, including the Madjedbebe dig in the Northern Territory, that use logarithmic scales, scientific notation and measurement accuracy in the dating

  VC2M10M02 | Mathematics | Mathematics Version 2.0 | Level 10 | Measurement

• VC2M10P01

  use the language of ‘if … then …’, ‘given’, ‘of’ and ‘knowing that’ to investigate conditional statements and identify common mistakes in interpreting such language, and describe and interpret situations involving conditional probability; design and conduct simulations using digital tools to model...

  Elaborations

  • using two-way tables and Venn diagrams to understand conditional statements using the language of ‘if … then …’, ‘given’, ‘of’ and ‘knowing that’ and identifying common mistakes in interpreting such language
  • using arrays and tree diagrams to represent, interpret and compare probabilities of dependent and independent events 
  • using samples of different sizes with and without replacement from a population to identify when the difference in methods becomes negligible
  • using simulations to gather data on frequencies for situations involving chance that appear to be counterintuitive, such as the three-door problem or the birthday problem
  • identifying situations in real life where probability simulations are used for decision-making, such as supply and demand of product, insurance risk and queueing 
  • using simulation to predict the number of people likely to be infected with a strain of flu or virus

  VC2M10P01 | Mathematics | Mathematics Version 2.0 | Level 10 | Probability

• VC2M10SP01

  apply deductive reasoning to formulate proofs involving shapes in the plane and use theorems to solve spatial problems

  Elaborations

  • distinguishing between a practical demonstration and a proof; for example, demonstrating that triangles are congruent by placing them on top of each other, as compared to using congruence tests to establish that triangles are congruent
  • developing proofs involving congruent triangles and angle properties, communicating the proof using a sequence of logically connected statements
  • applying an understanding of relationships to deduce properties of geometric figures; for example, the base angles of an isosceles triangle are equal
  • investigating proofs of geometric theorems and using them to solve spatial problems, for example, applying logical reasoning and similarity to proofs and numerical exercises involving plane shapes, and using visual proofs to justify solutions
  • using dynamic geometry software to find the quadrilateral that has a vertex on each side of a rectangle and has the shortest possible path, and proving that the path forms a parallelogram

  VC2M10SP01 | Mathematics | Mathematics Version 2.0 | Level 10 | Space

• VCVIC184

  Reflect on own cultural identity and how it is both shaped by and influences ways of communicating, thinking and behaving

  Elaborations

  • making decisions about relevant information to be included in a cultural identity profile to exchange with non-Vietnamese speakers, for example, deciding what personal details to include such as age, gender and salary, depending on contexts, purpose and relationships
  • reflecting on choices made to present self to others in particular ways or to conceal aspects of identity when interacting across cultures; and noticing differences in the way they communicate, think and behave in different contexts
  • exploring how individual ways of communicating, thinking and behaving help shape views of own cultural identity, for example, why a Vietnamese-Australian teenager who speaks English better than they do Vietnamese and understands more about Australian culture than Vietnamese culture may view themselves as more Australian than Vietnamese
  • comparing and contrasting a Vietnamese and Australian experience, such as a celebration, and considering how their own and others’ identity may shift according to the context

  VCVIC184 | Languages | Vietnamese | F–10 Sequence | Levels 9 and 10 | Communicating | Reflecting

• VCZHC066

  Sustain and extend written exchanges about places, future plans, and contemporary social issues and activities

  Elaborations

  • introducing a topic or issue for discussion with others (for example, the importance of China to Australia’s economy, the growth of Chinese tourism in Australia, or ways to promote a better understanding of China in Australian schools), and leading the discussion in a manner likely to elicit ideas related to possible scenarios or outcomes
  • referring to information stated, or requesting or providing further details in order to clarify or confirm the ideas or views of others, for example, 你说澳洲人对中国的印象是…
  • discussing issues, suggesting alternative solutions and making decisions using levels of formality and respect appropriate to audience and purpose, for example, 我觉得这样做更适合；…可以吗？
  • following online media conventions and experimenting with terms such as 楼主 to refer to participants of the shared digital space

  VCZHC066 | Languages | Chinese | Second Language Learner | F–10 Sequence | Levels 9 and 10 | Communicating | Socialising

• 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

• 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

• VCZHC072

  Create bilingual texts, identifying similarities between Chinese and English syntax and vocabulary, and explaining how these similarities can be used when transferring culture- or context-specific ideas from Chinese into English

  Elaborations

  • producing bilingual displays about Chinese language, culture or contemporary society to share learning and knowledge with the whole school community, for example, a poster display on Chinese characters, on earthquake-prone areas such as Sichuan, on youth cultures in China, or on the Chinese community in Australia
  • creating own texts in Chinese and exploring how word choices impact on the subtlety or accuracy of intended meaning
  • considering ways of exemplifying ideas to ensure effective mediation of ideas or information as opposed to word for word translation, for example, 谢谢您！— 不谢！(‘Thank you!’ — ‘You’re welcome!’)
  • using alternative ways of expressing meanings when communicating complex ideas, for example, 一个孩子 for 独生子女
  • using print and online dictionaries to expand their own linguistic repertoire and convey subtle meanings when creating own texts, understanding the risks of word-for-word translation

  VCZHC072 | Languages | Chinese | Second Language Learner | F–10 Sequence | Levels 9 and 10 | Communicating | Translating

• VCZHC253

  Reflect on the language choices they make when expressing their points of view to others and connect these choices to their identities in Chinese and Australian communities

  Elaborations

  • discussing available choices in how they present their own identity to others and identifying times when they choose to express one aspect of their identity over another
  • reflecting on how their language choices, including the use of English, Chinese, a dialect or accent, are indications of their sense of identity within a particular context
  • considering the differences in their own sense of identity in Australia and when they ‘return home’ (回国) in terms of changes in social contexts and in their relationships with other participants in interactions
  • describing examples of when changes in identity are more evident, such as when they are compared to friends ‘back home’
  • identifying meanings implied in facial expressions, gestures, interjections and exclamations, for example, 哎 can be used to express surprise or dissatisfaction
  • reflecting on how one’s own world view is conveyed through language choices, for example, ‘naming’ China 华夏、九州、神州大地、中原 which reflects their understanding of their history, geography, ethnicity and place in the world

  VCZHC253 | Languages | Chinese | First Language Learner | 7–10 Sequence | Levels 9 and 10 | Communicating | Reflecting

• VCZHC183

  Participate in reading Chinese literature in original and in translation, and explain assumptions or implied meanings which inform how ideas have been translated from Chinese into English

  Elaborations

  • identifying superfluous or language-specific information that impedes rather than supports understanding when moving between languages, for example, 雷锋其人其事,在中国几乎人人知道
  • using suitable equivalents or providing new culturally appropriate examples to explain concepts or ideas specific to another language or culture, for example, explaining English terms ‘chilling’ or ‘hanging’ in Chinese; expressing 百年树人 as ‘Rome wasn’t built in a day’
  • noticing deliberate word choices (such as 人民、大众、居民、人们、老百姓) suited to a particular purpose or style
  • identifying the use of sarcasm (for example, 哟， 今天这么早来学校， 太阳打西边出来了) and how it is transferred across languages
  • experimenting with ‘word play’, for example, 谐音秃子打伞----无法无天（无发无天), and discussing how this might be transferred into English

  VCZHC183 | 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

• VCZHU219

  Explore and apply the principles of character form and function, including knowledge of semantic and phonetic radicals, to predict associate sound and meaning of new characters encountered in texts

  Elaborations

  • using character and component knowledge to infer potential sound and meaning of new characters encountered in texts
  • examining component form and function to predict sound of unfamiliar characters when reading aloud
  • inferring the meaning of terminology from other subject areas based on analysis of characters such as 螺旋桨
  • using knowledge of components to select a character from options when inputting Chinese into a digital text
  • explaining how morphology works to identify and convey subtle and precise meanings in communication
  • inferring the meaning of unfamiliar words containing a familiar character morpheme
  • applying understanding of word formation when comparing translations in a bilingual dictionary to identify the word most appropriate to the required context and use
  • appreciating that the precise meanings of character morphemes are determined by context, for example, 一封信 and 相信；企图 and 地图

  VCZHU219 | Languages | Chinese | Background Language Learner | 7–10 Sequence | Levels 9 and 10 | Understanding | Systems of language

• 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

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

  By the end of Level 10, students interact with peers, teachers and others using Auslan to communicate about personal interests and broader issues relating to the Deaf community. They participate in class discussions, explaining and clarifying positions, asking follow-up questions, using non-manual...

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

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

  By the end of Level 10, students initiate, sustain and extend a range of spoken and written formal and informal interactions about young people’s interests, behaviours and values, for example, आप कब वापस आये?, आप के जीवन में सुखी जीवन को व्यतीत करने के क्या उपाय हैं?तुम्हारे विचार में संयुक्त...

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

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

  By the end of Level 10, students use written and spoken Hindi in familiar and unfamiliar contexts to discuss and compare experiences and to express views on local and global issues, for example, पारिवारिक सम्बन्ध या सामाजिक मीडिया का उपयोग – डिजिटल दुनिया, मेरा समुदाय, श्रमिक दिवस, स्वतंत्रत...

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

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

  By the end of Level 10, students use written and spoken Spanish to initiate and sustain interactions with teachers, peers and others in a range of settings and for a range of purposes. They use language spontaneously to offer opinions on social issues and to discuss young people’s interests...

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

• VCLVU193

  Reflect on how ways of using language are shaped by communities’ ways of thinking, behaving and viewing the world, and the role of language in passing on knowledge

  Elaborations

  • explaining the role of Aboriginal languages and cultures in passing on knowledge such as sustainable care of the environment, rules for living, ways of behaving, spiritual and cultural functions and History
  • reflecting on Indigenous taxonomies and the ways they divide the natural and cultural world and comparing these to other systems of classification
  • analysing concepts related to cultural values in Aboriginal languages, including naming systems, for example, the use of kinship terms, nicknames, substitute words and pronoun systems, comparing to ways of referencing relationships in their own language(s) and culture(s)
  • exploring how aspects of traditional culture and society have been preserved through language, and discussing the importance of maintaining Australian Aboriginal and Torres Strait Islander languages, for their speakers and for all Australians
  • analysing and discussing core cultural concepts reflected in Aboriginal languages, such as respect, avoidance, reciprocity, obligation, responsibility
  • understanding that culturally significant attitudes and beliefs conveyed through Aboriginal languages are related to the past, to land, plants and animals and to celebrations
  • identifying and comparing how emotions or attitudes, such as respect, affection or embarrassment, are shown/displayed across different languages and cultures
  • comparing elements of communication such as the role of silence or use/avoidance of eye contact in different cultural contexts and exchanges
  • recognising that there are multiple views on and partial explanations for events and issues
  • reflecting on the ways culture is interpreted by others, for example, by identifying how stereotypes influence perceptions of other groups or individuals
  • understanding that each Aboriginal or Torres Strait Islander person inherits language as part of their birthright, along with membership of a particular group and attachment to Country or Place, and that they become custodians and owners of land, water or sea and of language

  VCLVU193 | Languages | Victorian Aboriginal Languages | Levels 7 to 10 | Understanding | Role of language and culture

• VCVIC027

  Reflect on own ways of communicating in Vietnamese and English, recognising that intercultural communication involves shared responsibility for meaning-making

  Elaborations

  • comparing appropriate ways of communicating in Vietnamese and non-Vietnamese contexts, for example, using different forms of address such as addressing a teacher by their first name in Vietnamese but by their family name in English (Thầy Tùng/Mr Nguyen), or different ways of showing politeness, and discussing why each way is appropriate in the right context, and how they enhance intercultural communication
  • reflecting on own language choices and communicative gestures in different cultural contexts, considering how ways of behaving and communicating might be perceived by people from different backgrounds, and making necessary adjustments to establish, maintain and improve relationships with immediate contacts such as family, teacher and peers, for example, addressing extended family members by their order within the family rather than by their name (chú ba, cô hai, bác tư versus ‘Uncle John’, ‘Aunty Lucy’)
  • discussing reasons for different interpretations of meaning in intercultural exchanges, for example, knowing that to avoid offence Vietnamese people may give an indirect answer to a question or request whereas Australians prefer to say what they really think or mean
  • exploring the reciprocal nature of intercultural communication, the two-way process of noticing and responding to differences in perceptions, understandings and behaviours, for example, degrees of formality and politeness, and use of personal space and physical contact
  • identifying moments of embarrassment or communication breakdown in own intercultural interactions, exploring reasons for these and suggesting adjustments to language and/or behaviours that could be made to enhance mutual understanding
  • discussing elements of successful intercultural communication, for example, flexibility, attitudes to privacy or different levels of directness in discussions, and awareness of differences in cultural values and religious practices (such as filial piety, respect for elderly people and education)

  VCVIC027 | Languages | Vietnamese | 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