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• VCADAD043

  Structure dances using movement motifs, choreographic devices and form

  Elaborations

  • structuring dances using devices such as chance theory and changing the order and pattern of dance movement phrases or sequences
  • developing movement motifs by manipulating the elements of dance to communicate their choreographic intent, for example, eliciting a particular emotional response from an audience
  • trialling and selecting choreographic devices and form to suit choreographic intent
  • responding to self-evaluation and feedback, for example, by varying and modifying motifs, structure and form to clarify communication of the choreographic intent

  VCADAD043 | The Arts | Dance | Levels 9 and 10 | Dance Practices

• VCAMAE041

  Manipulate media representations to identify and examine social and cultural values and beliefs

  Elaborations

  • exploring cultural, social and environmental issues represented in the media and re-imagining and remixing alternate versions to present a variety of perspectives on these issues.
  • utilising the techniques of ‘culture jamming’ to change the meanings of well-known media artworks such as popular advertisements
  • exploring the communication of cultural and social values in Australian music videos, for example, those by Aboriginal and Torres Strait Islander artists

  VCAMAE041 | The Arts | Media Arts | Levels 9 and 10 | Explore and Represent Ideas

• VCAMUE040

  Improvise and arrange music, using aural awareness and technical skills to manipulate the elements of music to explore options for interpretation and developing music ideas

  Elaborations

  • using listening skills and memory to identify, sing and notate pitch and rhythm patterns, intervals and familiar chord changes
  • improvising and using technologies to develop the texture of a composition, for example, exploring instrumentation, dynamics and expressive techniques, using digital tools to create and manipulate tone colour
  • experimenting with layering of sound to develop a personal style in improvisation and composition
  • applying aural understanding of key and tonality when improvising and composing

  VCAMUE040 | The Arts | Music | Levels 9 and 10 | Explore and Express Ideas

• VCELC181

  Engage in intercultural experience, reflecting on own cultural identity and how this shapes personal ways of communicating and thinking

  Elaborations

  • monitoring, evaluating and recording own experiences and reactions when communicating in Greek, for example, by keeping an online or digital diary or journal and considering how perspectives may have changed over time
  • reflecting on and discussing own ways of communicating and behaving and how these may be interpreted by Greek speakers, considering concepts such as ‘culture’, ‘attitudes’, ‘assumptions’ and ‘values’
  • reflecting on the experiences of Greek migrants when they came to Australia, discussing the impact they have made on Australian society and the issue of cultural identity

  VCELC181 | Languages | Modern Greek | F–10 Sequence | Levels 9 and 10 | Communicating | Reflecting

• VCESC191

  Explore and compare cultural traditions in both the Spanish-speaking world and their own cultural contexts, considering how these influence identity

  Elaborations

  • reflecting on own cultural identity in terms of family background, community relationships and contact with languages (including Spanish), and tracking changes over time
  • composing an online ‘cultural ID profile’ to exchange with Spanish-speaking peers, making decisions about what points of information will be of most interest
  • discussing whether or not they believe that the study of Spanish has influenced their own identity, and explaining their opinions to others

  VCESC191 | Languages | Spanish | F–10 Sequence | Levels 9 and 10 | Communicating | Reflecting

• VCHHK149

  Significance of World War II to Australia’s international relationships in the twentieth century, with particular reference to the Britain, the USA, Asia and United Nations

  Elaborations

  • evaluating the significance of World War II to Australia’s international relationships in the twentieth century, with particular reference to the United Nations, Britain, the USA and Asia. Changing relationship with Britain and the emergence of ANZUS
  • evaluating the impact of World War II on the emergence of the United States as a major world power and on Australia’s alliance with the US, for example, the threat of Japan

  VCHHK149 | The Humanities | History | Levels 9 and 10 | Historical Knowledge | The modern world and Australia | Australia at war (1914 – 1945): World War II

• VCHHK133

  Key social, cultural, economic, and political features of one society at the start of the period

  Elaborations

  • Australia
    • examining the different contexts of the colonies of Australia and explain their influences
    • investigating the founding of Melbourne and the features of Port Phillip District/Victoria
    • analysing and evaluating the effects of Gold on Victoria using a graphic organiser
  • Asia
    • investigating ONE Asian society such as China, Japan, India, Dutch East Indies at the start of the period
    • identifying the territorial extent of Qing China, the role and influence of the Emperor, and the nature of literature, art and architecture at the time
    • describing the impacts of the Industrial revolution on Japan’s isolation and changing economy

  VCHHK133 | The Humanities | History | Levels 9 and 10 | Historical Knowledge | The making of the modern world | Australia and Asia

• VCHPEP151

  Critique behaviours and contextual factors that influence the health and wellbeing of their communities

  Elaborations

  • examining social, cultural and economic factors that influence the health behaviours of people in their community
  • investigating community health resources to evaluate how accessible they are for marginalised individuals and groups, and proposing changes to promote greater inclusiveness and accessibility
  • analysing the implications of attitudes and behaviours such as prejudice, marginalisation, homophobia, sexism, discrimination, violence and harassment on individuals and communities, and proposing counter-measures to prevent these behaviours
  • investigating the role that extended family and broader community play in the lives of Aboriginal and Torres Strait Islander peoples

  VCHPEP151 | Health and Physical Education | Levels 9 and 10 | Personal, Social and Community Health | Contributing to healthy and active communities

• VCITC088

  Investigate and share family and cultural traditions and experiences, considering how these have shaped and continue to shape personal identity

  Elaborations

  • sharing ideas about themselves (for example, describing memberships and special talents, explaining family traditions, writing an autobiographical text), and reflecting on themselves as an interactant in Italian/English intercultural exchanges and how they want to be perceived
  • considering how their identity has changed over time, based on experiences recorded in a journal throughout the school year
  • expressing to others how Italian is part of their identity, and reflecting on when, how and why they use Italian (and other known languages)
  • reflecting on how language and culture shape their identity, history and understanding

  VCITC088 | Languages | Italian | F–10 Sequence | Levels 9 and 10 | Communicating | Reflecting

• VCITU132

  Compare and contrast aspects of communication and the relationship among languages used in the ecology of languages in Australia, including Aboriginal languages and Torres Strait Islander Languages, Asian languages and world languages

  Elaborations

  • analysing examples of Italian used in the Australian context (for example, by compiling a record of language observed in the community, noting the contexts or domains in which these occur), and comparing own observations with others’
  • discussing the choices made by bilingual users of language about which language to use when, and the influences on such choices
  • researching the changing nature of languages in contemporary Australia, and considering how it relates to issues such as migration

  VCITU132 | Languages | Italian | 7–10 Sequence | Levels 9 and 10 | Understanding | Language variation and change

• VCNRC109

  Experiment with different techniques to create and present imaginative texts designed to engage different audiences

  Elaborations

  • listening to, reading and viewing texts, such as songs and films, and creating a new version or modifying key aspects, for example, introducing a new character or changing the ending
  • illustrating and captioning imaginative stories in different formats, such as cartoons, photo stories, using descriptive and expressive language
  • composing and presenting texts, using verbal and nonverbal expressions
  • creating a range of texts to entertain particular audiences, for example, children’s books, songs, cartoons and video clips suitable for younger learners of the language

  VCNRC109 | Languages | Non-Roman Alphabet Languages | 7–10 Sequence | Levels 9 and 10 | Communicating | Creating

• VCNRC079

  Engage in intercultural experiences, reflecting on own cultural identity and how this shapes personal ways of communicating and thinking

  Elaborations

  • monitoring, evaluating and recording own experiences and reactions when communicating in the language, for example by keeping a diary or journal and considering how perspectives may have changed over time
  • reflecting on and discussing own ways of communicating and behaving and how these may be interpreted by speakers of the language, considering concepts such as ‘culture’, ‘attitudes’, ‘assumptions’ and ‘values’
  • reflecting on the experiences of migrants who speak the language being studied, for example discussing when they came to Australia, the impact they have made on Australian society, and issues of cultural identity

  VCNRC079 | Capabilities | Personal and Social Capability | Levels 9 and 10 | Communicating | Reflecting

• VCNRU084

  Reflect on the dynamic and ecological nature of language, and that all languages influence each other

  Elaborations

  • recognising how English may be modifying language use in particular spheres in the language being studied, for example, language used in the entertainment industry, films and television programs, or language used to express modern concepts, or language used to keep up with trends
  • recognising that language changes over time by, for example, viewing films in historical settings and those in contemporary settings and discussing the language used

  VCNRU084 | Capabilities | Personal and Social Capability | Levels 9 and 10 | Understanding | Language variation and change

• VCRAC070

  Take responsibility by initiating interactions, solving problems and encouraging others to act

  Elaborations

  • negotiating arrangements, weighing up alternatives and reaching shared decisions
  • solving problems by discussing ideas, suggesting a range of options, making concessions or finding ways to attain agreement/consensus
  • transacting for goods and services, including persuading someone to sell them something or change an item and evaluating quality
  • participating in real and simulated transactions and considering ethical and/or competitive dimensions

  VCRAC070 | Languages | Roman Alphabet Languages | F–10 Sequence | Levels 9 and 10 | Communicating | Socialising

• VCSIS135

  Independently plan, select and use appropriate investigation types, including fieldwork and laboratory experimentation, to collect reliable data, assess risk and address ethical issues associated with these investigation types

  Elaborations

  • explaining the choice of variables to be controlled, changed and measured in an investigation
  • identifying and managing potential hazards of chemicals or biological materials used in experimental investigations or fieldwork
  • deciding how much data are needed to obtain reliable measurements
  • using modelling and simulations, including using digital technologies, to investigate situations and events
  • using the internet to facilitate collaboration in joint projects and discussions

  VCSIS135 | Science | Levels 9 and 10 | Science Inquiry Skills | Planning and conducting

• VCSSU120

  The theory of evolution by natural selection explains the diversity of living things and is supported by a range of scientific evidence

  Elaborations

  • describing biodiversity as a function of evolution
  • outlining processes involved in natural selection including variation, isolation and selection
  • investigating changes caused by natural selection in a particular population as a result of a specified selection pressure, for example, artificial selection in breeding for desired characteristics
  • evaluating and interpreting evidence for evolution, including the fossil record, chemical and anatomical similarities, and the geographical distribution of species

  VCSSU120 | Science | Levels 9 and 10 | Science Understanding | Biological sciences

• VCSSU114

  Scientific understanding, including models and theories, are contestable and are refined over time through a process of review by the scientific community

  Elaborations

  • considering how ideas about disease transmission have changed from medieval time to the present as knowledge has developed
  • investigating the historical development of models of the structure of the atom
  • investigating how the theory of plate tectonics developed, based on evidence from seafloor spreading and occurrence of earthquakes and volcanic activity
  • recognising the contribution of Australian scientists, for example, Brian Schmidt and Penny Sackett, in the exploration and study of the Universe

  VCSSU114 | Science | Levels 9 and 10 | Science Understanding | Science as a human endeavour

• VCSSU119

  The transmission of heritable characteristics from one generation to the next involves DNA and genes

  Elaborations

  • using models and diagrams to represent the relationship between DNA, genes and chromosomes
  • describing mutations as changes in DNA or chromosomes and outlining the factors that contribute to causing mutations
  • recognising that genetic information passed on to offspring is from both parents and involves the processes of fertilisation and meiosis
  • representing patterns of inheritance of a simple dominant/recessive characteristic through generations of a family

  VCSSU119 | Science | Levels 9 and 10 | Science Understanding | Biological sciences

• VCASFU213

  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 specific types of text by identifying characteristic language features
  • analysing a videoed class debate to see how language is used to justify opinions and 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
  • noticing how grammatical choices can shade meaning, determine perspective and establish relationship, for example the effect of choosing to be more or less English-like
  • expanding understanding of textual conventions, for example by explaining why signers choose alternatives to actor-verb-undergoer in a real text to topicalise an important point
  • noticing how signers can compare or contrast ideas by locating things in the same or opposing sides of signing space
  • analysing the ways in which Auslan uses NMFs to link clauses and achieve textual cohesion

  VCASFU213 | Languages | Auslan | Second Language Learner | F–10 Sequence | Levels 9 and 10 | Understanding | Systems of language

• VCLVC183

  Consider and discuss their own and each other’s ways of communicating and expressing identity, reflecting on how the language links the local, regional and national identity of its speakers with the land

  Elaborations

  • considering how their own biography, including elements such as family origins, traditions, beliefs, practices, interests and experiences, shapes their sense of identity and ways of communicating
  • describing kinship connections with the surrounding Country/Place or connections of a respected community member or guest speaker
  • creating spoken, written or multimodal texts, such as identity maps, timelines, digital presentations or family trees with captions, to mark key milestones and significant influences in their lives, for example, key people, events, educational experiences, community affiliations, traditions or travel experiences, considering how these shape identity
  • comparing and reflecting on how identity is expressed across languages and cultures, for example, by considering the idea of ‘belonging’ as expressed in different languages
  • discussing the role that language and culture play in the identity and well-being of Aboriginal and Torres Strait Islander peoples
  • investigating how particular policies and practices affect the sense of identity of Aboriginal and Torres Strait Islander peoples, for example, the effect of language loss, separation from Country/Place/family/community
  • reflecting on how Aboriginal and Torres Strait Islander Peoples from different nations express their group identity, for example, through practices and symbols such as flags, Welcomes to Country, Indigenous rounds in sporting leagues
  • reflecting on how their own biography, including family origins, traditions, beliefs, practices, interests and experiences, shapes their sense of identity and ways of communicating
  • discussing the link between identity and connections to land/water/sea/sky, culture and language and the health and well-being of individuals and community
  • reflecting on how the language links the local, regional and national identity of its speakers with the land, water, sea and sky

  VCLVC183 | Languages | Victorian Aboriginal Languages | Levels 7 to 10 | Communicating | Identity