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• VCHHC128

  Evaluate the historical significance of an event, idea, individual or place

  Elaborations

  • developing questions and criteria that support the evaluation of historical significance
  • identifying a significant event, person or idea and evaluate its significance using the criteria of importance, profundity, quantity, durability, relevance
  • explaining the significance of the fall of Singapore (1942) in the changes in Australia’s military alliances and use of troops during World War II, using a range of sources, for example, accounts of prisoners of war, commanders such as General Gordon Bennett, politicians such as Prime Minister John Curtin, and Japanese and British sources
  • constructing an explanation using sources of evidence to support the analysis of a significant individual, event and/or cultural achievement. Use consistent referencing and historical terms and concepts

  VCHHC128 | The Humanities | History | Levels 9 and 10 | Historical Concepts and Skills | Historical significance

• VCJAC190

  Monitor language choices when using Japanese and take responsibility for modifying language and behaviours to assist intercultural communication

  Elaborations

  • reflecting and reporting on how learning Japanese provides insights into language and culture in general, and how their own assumptions about Japan or Asia have changed as a result of intercultural language learning
  • evaluating the nature and effectiveness of their own language and actions when interacting in Japanese
  • reflecting on how additional language experience supports and enhances first-language understanding and capabilities, for example, by identifying Japanese expressions, behaviours or attitudes that might enrich their own perspectives
  • reflecting on aspects of their own experiences of intercultural communication, such as instances of breakdowns or breakthroughs in communication, repair and recovery strategies, and responses to and insights gained through interactions

  VCJAC190 | Languages | Japanese | F–10 Sequence | Levels 9 and 10 | Communicating | Reflecting

• VCLAU022

  Understand and apply the principles of pronunciation for the reading of Latin texts

  Elaborations

  • isolating syllables and learning the rules for correctly marking the stress, for example, spec-tá-tor, compared with péc-tor-a
  • distinguishing the change of stress required with an enclitic, for example, éstis compared with estísne; cíbus compared with cibúsque
  • distinguishing between the primary and secondary stress in polysyllabic words, for example, spèctatóribus
  • understanding the significance of elision when reading verse aloud, for example, od(i) et amo

  VCLAU022 | Languages | Latin | Levels 9 and 10 | Understanding | Systems of language

• VCLVC184

  Participate in intercultural interactions and consider own reactions when engaging with respected community members and resources

  Elaborations

  • reflecting and reporting on how learning the language provides insights into the relationship between language and culture in general, and how their own assumptions about ways of knowing and being may change through the experience
  • reflecting on how learning the language provides a distinctive means of understanding the Country/Place, including the relationship between land, the environment and people, and issues of discrimination and reconciliation
  • keeping a journal of memorable experiences (humorous, satisfying or challenging) associated with learning and using the language in various contexts, noting personal responses and reflections over time and insights gained
  • identifying and comparing how emotions or attitudes such as respect, shyness, exuberance or embarrassment are shown, displayed and expressed across different languages and cultures

  VCLVC184 | Languages | Victorian Aboriginal Languages | Levels 7 to 10 | Communicating | Reflecting

• VC2M10ST05

  plan and conduct statistical investigations of situations that involve bivariate data, including where the independent variable is time; evaluate and report findings with consideration of limitations of any inferences

  Elaborations

  • designing statistical investigations that collect bivariate data over time through observation, experiment or measurement; graphing, interpreting and analysing data; and reporting within the context of the statistical investigation question
  • investigating and comparing anecdotal claims with data collected from well-constructed surveys, including those concerning climate, housing affordability and natural resources, with consideration of data validity and limitations of interpolation or extrapolation
  • using a statistical investigation to address the question ‘Is there a relationship between vaccines and immunity from a virus?’
  • investigating biodiversity changes in Australia before and after colonisation by comparing related bivariate numerical data, discussing and reporting on associations

  VC2M10ST05 | Mathematics | Mathematics Version 2.0 | Level 10 | Statistics

• VC2M10ST02

  construct scatterplots and consider a line of good fit; comment on the association between the 2 numerical variables in terms of strength, direction and linearity

  Elaborations

  • discussing the difference between association and cause and effect, and relating this to situations such as health, diversity of species and climate
  • using statistical evidence to make, justify and critique claims about association between variables, such as in contexts of climate change, migration, online shopping and social media 
  • informally using a line of good fit by eye and using digital tools to compare and discuss the reliability of any predictions
  • investigating the relationship between 2 variables of spearthrowers used by Aboriginal and Torres Strait Islander Peoples by using data to construct scatterplots, make comparisons and draw conclusions 

  VC2M10ST02 | Mathematics | Mathematics Version 2.0 | Level 10 | Statistics

• VCNRC104

  Participate in collaborative planning and decision making for events and shared experiences, and engage in different forms of spoken and written transactions

  Elaborations

  • planning a performance, event or presentation, making decisions collaboratively, for example, a class party, activities for languages week
  • making transactions in either authentic or simulated situations, such as purchasing goods, checking receipts to confirm the price and other information relating to the purchase, for example, currency conversion, change
  • planning an orientation activity to guide younger students around the school, and collaboratively developing a map of the school with target language names and symbols
  • planning collaboratively for an event by participating in scenarios related to travelling in countries where the target language is spoken for example, planning an itinerary
  • sharing opinions about the benefits of visiting various tourist sites in countries where the language is spoken

  VCNRC104 | Languages | Non-Roman Alphabet Languages | 7–10 Sequence | Levels 9 and 10 | Communicating | Socialising

• VCRAU085

  Understand that languages and cultures are interrelated; they shape and are shaped by each other, in a given moment and over time

  Elaborations

  • recognising that texts are instances of language and culture working together to convey cultural perspectives, values and concepts
  • analysing how the language may reflect cultural perspectives such as patriotism or acceptance of diversity
  • investigating the origins of particular expressions or words, developing awareness of the origins of meanings and how these may or may not change over time
  • recognising the historical, political and cultural functions and value of language, and its historical and contemporary uses
  • developing awareness of linguistic diversity among speakers of the language, recognising that this reflects cultural diversity and comparing this to linguistic and cultural diversity in Australia, including Aboriginal languages and Torres Strait Islander languages

  VCRAU085 | Languages | Roman Alphabet Languages | F–10 Sequence | Levels 9 and 10 | Understanding | Role of language and culture

• VCZHC244

  Influence and engage others, debating ideas and opinions, selecting language, tone, culturally expected stylised gestures, pitch and pace for different audiences

  Elaborations

  • applying strategies to engage in conversations with people of diverse linguistic and cultural backgrounds, for example, using alternative terms to 吹牛、聊天 and initiating topics of mutual interest
  • monitoring the effectiveness of own communication skills when sharing ideas and interests with others, for example, when changing topics and taking turns in a conversation (听说…，刚才我们说什么来着？)
  • using emphatic and assertive language to defend a position, point out errors in others’ assumptions or strengthen own argument when negotiating with others, for example, 我想这种观点是站不住脚的／这种说法是没有根据的，是无稽之谈

  VCZHC244 | Languages | Chinese | First Language Learner | 7–10 Sequence | Levels 9 and 10 | Communicating | Socialising

• VCITC121

  Respond to imaginative texts, stating views about themes, events and values, and making connections with own experiences as appropriate

  Elaborations

  • listening to and reading narratives, biographies and autobiographies to explore representations of life experience in relation to concepts such as adolescence, relationships and roles
  • identifying practices, values and beliefs of characters in extracts from contemporary Italian literature, film and popular culture, comparing these with texts in own language and culture and with their own experiences
  • exploring how values and practices may have changed over time by comparing texts from different eras, for example, analysing the lyrics of Italian popular songs and singer/songwriters (cantautori), for example, ‘L’italiano’ by Toto Cutugno
  • reflecting on own experiences, practices, attitudes, interpretations and reactions and those of characters in imaginative texts, for example, Anch’io penso che …, In Australia invece …; Non credo di [+ infinitive …] …, Anch’io ho avuto/sperimentato …
  • changing aspects of a story (for example, locating it in a different time or place, or developing an alternative ending) and explaining the significance of such changes
  • writing poems, letters or emails to characters from a story or film, for example, Pinocchio
  • interpreting how sounds, images, body language and language choices in texts such as songs and films carry Italian values, for example what aspects of the film, in La vita è bella convey the importance of love and family in Italian culture

  VCITC121 | Languages | Italian | 7–10 Sequence | Levels 9 and 10 | Communicating | Creating

• VCVIC179

  Explore a range of traditional and contemporary forms of art, literature and entertainment, by analysing values, purposes and language techniques, and discussing issues and themes

  Elaborations

  • viewing and/or listening to different forms of traditional and contemporary Vietnamese arts and entertainment, such as painting, photography, (water) puppetry, dance, music, theatre and cinema, and discussing how practices and beliefs may have changed over time, for example, comparing tranh dân gian Đông Hồ with tranh sơn dầu; dân ca with nhạc trẻ; cải lương/ kịch with phim; and trò chơi dân gian with trò chơi điện tử
  • discussing common features of forms of entertainment, for example, analysing technical effects such as sound effects and background music, lighting, scenery, costumes or make-up, and narrative effects such as what makes an engaging plot and inspiring characters
  • comparing how common themes such as love, friendship, beauty, home, happiness and success are represented in traditional and contemporary Vietnamese arts and entertainment
  • recognising how characters’ feelings and attitudes are expressed through language, such as use of language features such as emotive language, for example, hạnh phúc, vui mừng, phấn khởi, buồn bã, cô đơn, xót xa, bồi hồi
  • discussing with peers how social context and cultural values influence a writer’s representation of issues and topics, for example, how the author’s background or concept of filial piety shapes the characters’ reactions and decisions in regard to their relationships
  • comparing the values, beliefs, attitudes, emotions and language of characters in traditional and contemporary Vietnamese arts and entertainment, analysing how values have changed over time and explaining possible reasons for these changes, for example, contrasting the original story Sự Tích Ông Táo with its modern comedy version
  • analysing the use of images, sounds, gestures and language in songs, films and performances to explain how they convey Vietnamese cultural values and practices

  VCVIC179 | Languages | Vietnamese | F–10 Sequence | Levels 9 and 10 | Communicating | Creating

• 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

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

  By the end of Level 10, students use spoken and written Vietnamese to initiate, sustain and extend interactions with peers, teachers and others in a range of contexts and for a range of purposes, such as to explore peers’ perspectives on youth culture and personal experiences. They use language...

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

• VCEBR022

  Explain the links between economic performance and living standards, including the variations that exist within and between economies, and give reasons for the possible causes of variations

  Elaborations

  • comparing Australia’s resource base with another economy and exploring how this may influence trading relationships, for example, why does a particular economy manufacture electronic goods, while another focuses on mining?
  • locating a range of products in the local shopping centre that were produced overseas, and proposing reasons why they were not produced in Australia
  • mapping the global supply chain for a product to identify the participants in the chain
  • defining ‘living standards’, discussing why it is considered the ultimate goal for economic activity and explaining its relationship to economic performance
  • investigating economic performance and living standards and discussing how they can mean different things to different people and countries
  • investigating the ways living standards can be measured, for example, gross domestic product (GDP), Human Development Index (HDI) or total quality of life index
  • identifying policy options designed to improve living standards, such as education, training and workforce development, taxation, migration, government spending on health and infrastructure, environmental policies

  VCEBR022 | The Humanities | Economics and Business | Levels 9 and 10 | Resource Allocation and Making Choices

• VCFRU089

  Identify examples of French language used to influence social and cultural relationships and practices

  Elaborations

  • finding examples of language used for social commentary or to influence actions or beliefs, (for example, emotive language and images in reports on cruelty to children or to animals [la violence, la négligence, l’intimidation, l’abus; menacer, blesser, battre])
  • understanding how language variation can reflect cultural and social identity, inclusion or exclusion, (for example, inclusive language of political speeches (Nous les pères et les mères des futurs citoyens de notre belle France…), or inclusion and exclusion through the use of langage codifié (le verlan d’une sous-culture: zyva — vas-y; ouf — fou; zarbi-bizarre)
  • examining how specialised language associated with professional, commercial or cultural ways of speaking or writing can create barriers for some members of a language community, (for example, legal or medical terms, arts-related expressions, or bureaucratic language)

  VCFRU089 | Languages | French | F–10 Sequence | Levels 9 and 10 | Understanding | Language variation and change

• VC2M10SP02

  interpret networks and network diagrams used to represent relationships in practical situations and describe connectedness

  Elaborations

  • investigating how networks and network diagrams can be used to model authentic situations, recognising what real-world quantity is represented by the nodes (vertices), and what real-world quantity is represented by the links between them (edges)
  • investigating the use of graphs to represent a network, for example, investigating the Seven Bridges of Königsberg problem
  • investigating how polyhedrons may be represented as a network using edges, vertices, and interior and exterior faces; and representing the number of edges, vertices and faces in a table, exploring and demonstrating how Euler’s formula F + V = E + 2 applies
  • investigating how a social network, intranet, local area network (LAN), electrical wiring or wireless network of a home can be represented as a network diagram to specify relationships; for example, using network diagrams to investigate practical problems involving connections, power overload or the need for routers
  • investigating the use of networks to represent authentic situations, for example, rail or air travel between or within London, Paris and Hong Kong; a food web representing a simple ecosystem; metabolic networks and other chemical or biological structures
  • representing Aboriginal and Torres Strait Islander Peoples’ kinship systems using network diagrams and exploring the significance of relationships to Country/Place

  VC2M10SP02 | Mathematics | Mathematics Version 2.0 | Level 10 | Space

• VCADRE041

  Manipulate combinations of the elements of drama to develop and convey the physical and psychological aspects of roles and characters consistent with intentions in dramatic forms and performance styles

  Elaborations

  • analyse and create performance highlighting subtext, dramatic tension, atmosphere and mood based on the story, setting, dialogue and stage directions
  • apply the conventions of character in particular forms and performance styles, using research to develop understanding of the conventions and refining use of relevant techniques
  • using questions to build an understanding of ways context can influence creative choices, for example, how does the drama relate to the social context in which it was created? What culturally symbolic movements are evident in this drama? What historical influences might be evident in contemporary drama created by Aboriginal and Torres Strait Islander Peoples? How are global trends in drama influencing Australian drama?

  VCADRE041 | The Arts | Drama | Levels 9 and 10 | Explore and Express Ideas

• VCDTCD052

  Design algorithms represented diagrammatically and in structured English and validate algorithms and programs through tracing and test cases

  Elaborations

  • designing algorithms to solve real-world problems and describing algorithms using flow charts and structured English, for example START, END, IF and UNTIL
  • recognising that different algorithms can solve a problem with different trade-offs
  • tracing algorithms to predict results and program state for a given input, for example desk checking or using an interactive debugging tool
  • using tracing techniques to test algorithms, for example desk checking an algorithm for a given input by stepping through the algorithm while keeping track of contents of the variables
  • developing test cases that correspond to the requirements of the specifications, for example validating program behaviour on a range of valid and invalid user input

  VCDTCD052 | Technologies | Digital Technologies | Levels 9 and 10 | Creating Digital Solutions

• VCELU034

  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, for example, understanding concepts such as το φιλότιμο, η τιμή
  • 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 Greece, Cyprus and Australia and that many people are multilingual and value this as part of their identity

  VCELU034 | Languages | Modern Greek | 7–10 Sequence | Levels 9 and 10 | Understanding | Role of language and culture

• VCHPEM155

  Design, implement and evaluate personalised plans for improving or maintaining their own and others’ physical activity and fitness levels

  Elaborations

  • using ICT to design, implement and monitor a personal fitness plan which includes a timeframe, goals and a variety of specific activities that meet the needs of different people
  • investigating target training heart-rate zones for a range of different people and how these zones relate to health, wellbeing and fitness
  • justifying the selection of physical activities included in a personalised plan linked to the components of health- and skill-related fitness they wish to improve or maintain
  • using non-specialised equipment to develop health- or skill-related fitness circuits that can be used by family or community members

  VCHPEM155 | Health and Physical Education | Levels 9 and 10 | Movement and Physical Activity | Understanding movement