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• VCHHC122

  Analyse and evaluate the broad patterns of change over the period 1750–present

  Elaborations

  • using data from immigration records and processing it using ICT to identify historical trends over time
  • explaining the nature and extent of the movement of peoples in the period (slaves, convicts and settlers) and the emergence and nature of significant economic, social and political ideas in the period, including nationalism
  • analysing the extent of European imperial expansion and different responses, including in the Asian region
  • evaluating the inter-war years between World War I and World War II, including the Treaty of Versailles, the Roaring Twenties and the Great Depression
  • evaluating continuing efforts post-World War II to achieve lasting peace and security in the world, including Australia’s involvement in UN peacekeeping
  • analysing the major movements for rights and freedom in the world and evaluating the achievement of independence by former colonies
  • explaining the nature of the Cold War and Australia’s involvement in Cold War and post-Cold War conflicts (Korea, Vietnam, The Gulf Wars, Afghanistan), including the rising influence of Asian nations since the end of the Cold War
  • explaining developments in technology, public health, longevity and standard of living during the twentieth century, and concern for the environment and sustainability

  VCHHC122 | The Humanities | History | Levels 9 and 10 | Historical Concepts and Skills | Chronology

• VCEBB024

  Explore the nature of innovation and discuss how businesses seek to create and maintain a competitive advantage in the market, including the global market

  Elaborations

  • identifying a variety of innovations in business and discussing how this has benefited the particular business
  • exploring emerging techniques businesses can use to gain an advantage, such as blended marketing, open innovation, use of digital technologies and social media and the adoption of sustainable production practices
  • identifying the reasons businesses seek to build or create a competitive advantage, for example, to stay in business, meet the changing demands of a competitive global market, achieve efficiencies, lower costs and improve their profit margins
  • investigating the different strategies businesses use to create competitive advantage, for example, improving productivity, undertaking research and development, adopting innovative and efficient practices, advertising and marketing, offering a lower-cost product, innovative ways of managing the workforce, or by implementing efficient internal operations strategies
  • discussing whether the adoption of strategies based around corporate social responsibility can increase the competitive advantage of businesses

  VCEBB024 | The Humanities | Economics and Business | Levels 9 and 10 | The Business Environment

• VCKOU036

  Explore and reflect on the nature of language change in response to changing cultural and social conditions

  Elaborations

  • understanding how Hangeul was created in response to the need for a writing system that would reflect the sound system of spoken Korean in 15th-century Korea; reflecting on how its creation has impacted on the Korean language and culture and people’s lives up until now, discussing the role of script in aspects of culture in everyday life
  • discussing possible reasons for changes in Korean language use, such as exposure to other languages, changing contexts of use and the development of digital technology
  • exploring how globalisation has accelerated the use of English words and expressions in Korean language use, discussing advantages and disadvantages in the blending of languages
  • examining how acronyms or short forms of words are used in Korean and in English, discussing how these forms reflect people’s changing lifestyles

  VCKOU036 | Languages | Korean | 7–10 Sequence | Levels 9 and 10 | Understanding | Language variation and change

• VCHIC117

  Compose bilingual texts such as digital stories, comics, blogs or contributions to websites that capture the experience of ‘living between languages’

  Elaborations

  • creating texts such as blogs or posts on online forums that draw on their personal bilingual resources to explore the dynamic nature of intercultural experience
  • corresponding with young Hindi speakers in different contexts, using Hindi and English to describe and explain aspects of life in Australia
  • creating bilingual digital stories for younger learners that capture elements of their own experiences of using two languages and living in a multilingual society
  • creating glossaries in English to explain cultural references in contemporary Hindi texts that relate to trans-cultural experience
  • creating a bilingual virtual tour of the school for new or intending students, noticing which language is more appropriate for different elements of the presentation
  • creating bilingual texts such as leaflets or slogans to raise awareness of health or environmental issues among both language communities, for example, स्वच्छ भारत; छोटा परिवार - सुखी परिवार; बेटी बचाओ-बेटी पढ़ाओ

  VCHIC117 | Languages | Hindi | 7–10 Sequence | Levels 9 and 10 | Communicating | Translating

• VCGGK142

  Effects of the production and consumption of goods on places and environments throughout the world and including a country from North-East Asia

  Elaborations

  • exploring the environmental impacts of the consumer product on the places that produce the raw materials, make the product, and receive the wastes at the end of its life
  • identifying the effects of international trade in consumer products on Australian places
  • evaluating the effects of international demand for food products on biodiversity throughout the world, in the places of their production

  VCGGK142 | The Humanities | Geography | Levels 9 and 10 | Geographical Knowledge | Geographies of interconnection

• Chinese - Background Language Learner - 7–10 Sequence: Levels 9 and 10 description

  Students participate in discussions, debates and presentations on a range of issues. They extend their writing skills to include more informative and objective language and write in more formal genres. They develop their skills in analysing characters and recognising word and clause boundaries...

  Level description | Languages | Chinese | Background Language Learner | 7–10 Sequence

• VCGGK138

  Challenges in feeding the current and projected populations of Australia and the world, and responses to these challenges

  Elaborations

  • examining the effects of anticipated future population growth on global food production and security, and its implications for agriculture and agricultural innovation
  • researching the potential of agricultural production in northern Australia
  • identifying how poverty, food wastage, government policies and trade barriers could affect future food security
  • applying an understanding of the functioning of natural and agricultural ecosystems to investigate ways of making Australian agriculture more sustainable
  • examining a contemporary geographical issue related to food production and security and debating alternative responses that consider environmental, economic and social factors

  VCGGK138 | The Humanities | Geography | Levels 9 and 10 | Geographical Knowledge | Biomes and food security

• VCASFU215

  Investigate and compare the nature and status of Auslan and other signed languages, considering issues such as language and education policies, language rights, representation and processes of language preservation and language building

  Elaborations

  • identifying historical events, government policies and educational initiatives that have impacted on the status of Auslan and the identity of the Deaf community, such as ALLP, DDA, the mainstreaming of deaf students
  • researching the nature of International Sign, including its relationship to national signed languages and its use by deaf people
  • exploring how deaf people around the world build shared group identity, for example through gathering formally as national and international communities through activities such as Deaf film festivals, performing arts or sporting events such as Deaf Way, Australian Deaf Games, Deaflympics, and how these contribute to language building, language preservation and greater awareness of signed languages
  • analysing subjective measures of language vitality, such as societal attitudes towards Auslan or the perceived strength of the language identity group, and identifying challenges facing Auslan in terms of societal attitudes, provision of resources, access, education systems and social networks
  • analysing the status and use of Aboriginal and Torres Strait Islander signed languages and comparing these to Auslan
  • appreciating the impact of the use of Auslan in settings such as education, health care and different workplace settings in terms of the evolution of the language and specialised terminology
  • analysing representations of deaf people and sign language in the Australian media and wider community, making comparisons with representations of other languages and cultures
  • exploring the role of the Deaf ecosystem in language and cultural maintenance
  • investigating how Auslan and Deaf culture are promoted in the wider community, for example, through the influence of organisations such as Deaf Australia, of high-profile individuals such as activists or actors and of events such as NWDP Deaf Festival, Australian Deaf Games or Deaf art exhibitions
  • considering how processes of language building and evolution may expand existing Auslan linguistic and cultural resources in the Australian community
  • investigating programs and initiatives that maintain and strengthen Auslan use, such as school language programs; bilingual education and research programs; recording, archiving and documentation of the language; and the establishment of websites and databases
  • appreciating the importance of documenting and promoting Auslan in raising community awareness of the richness and value of signed languages
  • recognising that Auslan requires maintenance, development and documentation, considering historical and contemporary circumstances which have either contributed to or impeded these processes, for example the use of technology such as ELAN for capturing and documenting the language
  • considering domains where Auslan may grow in the future, and contributing to localised Auslan signbanks on specific topics, for example, creating a bank/dictionary of signs used by deaf students and interpreters in Year 9 Science
  • researching the status and recognition of signed languages in other countries, for example, New Zealand, the USA, the UK, the Scandinavian nations, considering issues such as language rights, documentation and development efforts
  • identifying the changing status of sites of significance in different international Deaf communities, for example, the loss of Deaf clubs or closure of deaf schools in some countries, comparing this to the Australian context, and reflecting on the implications of these changes over time for the Deaf community and for the status of Auslan
  • recognising different philosophical and social views about deafness, considering the impact of varying attitudes on a deaf person’s understanding of their rights and how they are represented and perceived in wider society
  • explaining the influence of other signed languages such as BSL, ISL and ASL on Auslan over different periods of time and in different domains of language use, and discussing reasons for such influence
  • looking at style shifts in domains where English is in closer contact with Auslan, such as the use of more English-like structures in educational settings
  • discussing the concept of ‘language health’ and how it applies to Auslan, for example by designing a chart of relevant factors such as status (social, economic, historical), demography (number and distribution of users) and institutional support (media, government, education, religion, industry, culture)

  VCASFU215 | Languages | Auslan | Second Language Learner | F–10 Sequence | Levels 9 and 10 | Understanding | Language awareness

• VCHHC126

  Identify and evaluate patterns of continuity and change in the development of the modern world and Australia

  Elaborations

  • using sources of evidence (perspectives and interpretations) to identify continuity and changes during Australia at the turn of the twentieth century
  • using chronologies to observe and identify patterns where changes or continuities have occurred during the Industrial Revolution, way of living and political conditions and Australia after World War II.
  • identifying the significant changes during the Industrial Revolution and rank them in order of significance. Explain ranking and discuss differences
  • organising changes of everyday life into conditional factors and/or rank them according to the significance of the change
  • describing and explaining change such as the quality of change, the types of change, and the impact of change

  VCHHC126 | The Humanities | History | Levels 9 and 10 | Historical Concepts and Skills | Continuity and change

• VCDTCD050

  Define and decompose real-world problems precisely, taking into account functional and non-functional requirements and including interviewing stakeholders to identify needs

  Elaborations

  • developing a preliminary specification for an opportunity or a need that typically contains a problem statement, a set of solution needs expressed as functional and non-functional requirements, any assumptions or constraints to be considered and the scope or boundaries of the solution
  • investigating different types of functional requirements for solutions, for example increasing the speed of processing, calculating new results, improving the quality of reports
  • investigating different types of non-functional requirements for solutions, for example considering how the requirements of reliability, user-friendliness, portability and robustness could affect the way people use solutions
  • identifying the range of stakeholders who are associated with solutions but are not direct users and using techniques such as interviewing and reinterviewing to clarify needs
  • using software such as graphic organisers to determine a fundamental cause of a problem or to represent related elements of a problem that need to be jointly addressed in the digital solution
  • testing a range of text and graphical user interface designs with clients who have different needs on the basis of time taken to complete the task and the number of errors made

  VCDTCD050 | Technologies | Digital Technologies | Levels 9 and 10 | Creating Digital Solutions

• VCASFU251

  Understand the range of factors that influence the profile, diversity and distribution of Auslan use in the wider Australian society, and consider the concept of Auslan vitality in comparison with other spoken and signed languages used around the world

  Elaborations

  • understanding that strong and healthy languages are those used by many people across generations in most domains to communicate about most topics
  • mapping the distribution of Auslan users across Australian states and demographics, using data from censuses and other sources to present findings in graph/visual representation forms
  • describing the role religion has played in influencing the usage and spread of Auslan, for example, through religious orders, early Deaf Societies and Bible translation projects
  • considering the impact of historical international events such as the Milan Congress (1880) and the linguistic recognition and documentation of signed languages in the1960s and 1970s on the use of signed languages in education, and on deaf people’s feelings of ownership and pride in their languages
  • analysing the impact of migration and the settlement of deaf people from the UK and other countries on the development of Auslan
  • investigating the geographical location, origins and history of deaf schools in Australia and the impact of these institutions on the transmission, use and status of Auslan
  • exploring how Auslan is used by deafblind people and their role in the Deaf community
  • investigating historical patterns of employment of deaf people in certain trades and fields of employment, and the impact these traditional domains have on the development of Auslan
  • reflecting on the role of Auslan interpreters in raising awareness and understanding of Auslan in the wider community, and considering ways in which they influence the function and nature of Auslan, for example by the introduction of neologisms
  • identifying language documentation as an important way of recording, transmitting and maintaining the vitality of languages
  • recognising that some languages have no written form and have historically been passed on face to face/orally, and so are less well recorded and documented
  • understanding that some languages used in Australia, such as English, have large numbers of users, while others, such as many spoken and signed Aboriginal and Torres Strait Islander languages, are endangered or in the process of being revived or reclaimed
  • recognising that languages may be perceived as ‘weak’ or ‘strong’ based on community values and the existence of documentation and literature in the language
  • exploring the vitality of different languages by obtaining information from the UNESCO interactive online atlas and/or Ethnologue to compare numbers of speakers/signers of different languages
  • considering ways that Auslan is evolving due to various influences, including the capacity for new technologies to store, record and share sign languages internationally
  • exploring the role of globalisation in terms of what technology offers signed languages in terms of maintaining their vitality, for example, the use of ELAN for capturing and documenting Auslan
  • understanding the importance of advocating for Deaf rights to address existing gaps in services, for example in relation to issues such as the increased provision of Auslan interpreters, Deaf interpreters or captioning
  • responding to Deaf elders' guidance on how cultural values, beliefs and traditions are connected through shared life experience, language and visual ways of being, and how they are demonstrated in community behaviour and interactions with the wider community
  • comparing strategies used by deaf and hearing adults to negotiate physical environments, for example, different behaviours at a bank of lifts, and identifying how deaf people draw on additional perceptual resources in ways hearing people are unaware of
  • exploring technologies such as videoconferencing apps used by deaf people to communicate visually, to support social networks, to strengthen a sense of individual or shared identity as sign language users and to promote language vitality
  • considering likely contemporary influences or pressures on Aboriginal and Torres Strait Islander signed languages and the possible impact on their future
  • understanding how and why some deaf children face challenges with communication in hearing families or in social settings
  • recognising the important role of deaf families and deaf schools in preserving and maintaining Auslan and cultural identity
  • identifying behaviours, rights, roles and responsibilities in relation to the ownership and maintenance of Auslan and how such ownership rests with the Deaf community and is determined by traditional social groupings/families, significant places, history and stories
  • describing the visibility and use of Auslan in the wider community, for example in television programs, on the news, at community events, sporting fixtures and in emergency announcements
  • discussing the diversity of Auslan users in the Australian community, including people who are deaf, those who are hard of hearing and hearing people such as CODAs and interpreters
  • identifying examples of deaf people who have been recognised for different reasons in wider Australian society, for example, Alastair McEwin or Drisana Levitzke-Gray, and discussing how such recognition contributes to broader awareness of Auslan in Australia
  • researching the status and recognition of signed languages in other countries, for example, New Zealand, the USA, the UK or the Scandinavian nations, considering issues such as language rights, language documentation and development efforts
  • identifying the changing status of significant sites in different international Deaf communities, for example, the loss of Deaf clubs or the closure of deaf schools in some countries, comparing this to the Australian context and reflecting on how such changes impact over time on Deaf communities and on Auslan
  • recognising different philosophical and social views about deafness, considering the impact of varying attitudes on a deaf person’s understanding of their rights and how they are represented and perceived in wider society

  VCASFU251 | Languages | Auslan | Second Language Learner | 7–10 Sequence | Levels 9 and 10 | Understanding | Language awareness

• VCASFC115

  Create or adapt imaginative texts and live or filmed expressive performances that involve imagined experiences and feature different characters, amusing experiences or special effects

  Elaborations

  • participating in games and activities that focus on depicting the appearance and characteristics of people, animals or objects and their relationships
  • working collaboratively to create and present signed skits to entertain a targeted audience
  • re-enacting individual short stories or wordless animations that include two or more characters and their interactions through the use of constructed action
  • reinterpreting creative texts for effect, for example by changing emotions or movements through the use of NMFs and manner
  • using ‘visual vernacular’ to enact short scenarios involving imaginary characters, contexts and objects, by employing a range of depicting signs and constructed action
  • choreographing and performing a creative text (dance, signed song, poem), incorporating Auslan and focusing on matching timing, beat and rhythm
  • performing stories for a live audience with a focus on the visual communication of emotion and humour
  • creating the next scene, a new character or an alternative ending for a signed fable, short story or cartoon
  • creating original handshape poetry to present at a school assembly or community festival
  • creating a video record of an imagined formal or informal interview, incorporating elements of humour or tension and building character and mood through the use of NMFs and pauses

  VCASFC115 | Languages | Auslan | First Language Learner | 7–10 Sequence | Levels 9 and 10 | Communicating | Creating

• VCZHU256

  Compare the nature of word formation, including subtle forms of adjectives such as 特有的 and 明朗, in the development of new words in Chinese and English, and evaluate their effectiveness in conveying new concepts

  Elaborations

  • comparing the expression of new concepts across languages and analysing the representation of new ideas in contemporary media, such as 云电视、
  • comparing the functions of semantically related morphemes and discussing why one is preferred over others in the development of new words, for example, ways of expressing ‘green’: 碧、 翠、 绿 、 青、 （翠绿、碧绿、青翠、苍翠） and new words such as: 雪碧，绿化

  VCZHU256 | Languages | Chinese | First Language Learner | 7–10 Sequence | Levels 9 and 10 | Understanding | Systems of language

• VCHIC081

  Create texts that draw on bilingual resources to explore and reflect the multicultural nature of their personal, school and community experience

  Elaborations

  • interviewing community members about their life stories and experiences to create digital/multimodal profiles that include the use of voice-overs in Hindi, images, music and English subtitles
  • creating raps or jingles that mix English and Hindi words/expressions, rhythms and gestures to capture elements of their own communicative behaviours
  • creating a bilingual information pack in print and/or digital form about their school and local community to present to a visiting school
  • creating glossaries and annotations in English that provide explanations for cultural and contextual references in contemporary Hindi texts

  VCHIC081 | Languages | Hindi | F–10 Sequence | Levels 9 and 10 | Communicating | Translating

• VCHPEP150

  Plan and evaluate new and creative interventions that promote their own and others’ connection to community and natural and built environments

  Elaborations

  • creating and evaluating proposals to promote the use of natural settings within the local community for physical activity
  • designing and critiquing a strategy to involve family, friends and members of the community in cultural celebrations to promote a sense of connection with and belonging to the community
  • designing and adopting actions which promote healthy, active and sustainable lifestyles
  • investigating different approaches to managing environmental resources, including how Aboriginal and Torres Strait Islander communities demonstrate custodial responsibility for Country/Place

  VCHPEP150 | Health and Physical Education | Levels 9 and 10 | Personal, Social and Community Health | Contributing to healthy and active communities

• VCZHU078

  Explain the dynamic nature of the Chinese language and how changes over time are influenced by local and global contexts and cultures

  Elaborations

  • recognising traditional characters encountered in the local Chinese community and making note of the simplified character version
  • exploring examples of types of simplifications and ways of associating traditional characters with known simplified forms, for example, whole simplifications (为-為), part substitutions (汉-漢) and half simplifications (说-說)
  • exploring the role of code-switching by Chinese speakers, including the use of acronyms and English words, and how Chinese authorities are trying to limit the use of these terms in the media

  VCZHU078 | Languages | Chinese | Second Language Learner | F–10 Sequence | Levels 9 and 10 | Understanding | Language variation and change

• VCASFC083

  Reflect on the experience of learning and using Auslan formally in school, and considering how intercultural communication involves shared responsibility for making meaning

  Elaborations

  • reflecting and reporting on how learning Auslan formally in school provides insights into the general nature of language and culture as well as an explicit means of interpreting the world in which they live
  • considering the relationship that exists between language, culture and issues of access and identity, and the significance of issues of discrimination, inclusion and exclusion
  • keeping a journal of experiences (humorous, satisfying or challenging) associated with using Auslan in school and in wider community contexts, noting changes in their responses and reflections over time and comparing insights gained through interactions with other languages and cultures
  • considering the layers of intercultural complexity and depth in the Deaf community, for example in relation to the insider/outsider concept or the role of deaf members of deaf families, and reflecting on their own position within such frameworks
  • sharing and comparing cultural and intercultural experiences and capabilities in different signed and spoken/written languages including Auslan, and identifying benefits of using more than one language, such as a larger repertoire of communication strategies, additional insights and perspectives, opportunities for new experiences
  • reflecting on their experience of living and communicating in a visual world and on particular challenges and benefits they have experienced
  • discussing how intercultural communication is a two-way process which involves shared responsibility for meaning-making and ensuring understanding

  VCASFC083 | Languages | Auslan | First Language Learner | F–10 Sequence | Levels 9 and 10 | Communicating | Reflecting

• VCFRC116

  Consider the nature of translating and interpreting and the role of culture when transferring meaning from one language to another

  Elaborations

  • experimenting with the translation of popular French expressions or idioms (for example, être bien dans sa peau; ne pas être dans son assiette; revenons à nos moutons), and explaining the potential for misunderstanding
  • experimenting with various resources to assist in translation, including bilingual and monolingual dictionaries, electronic translators, encyclopaedias and other reference materials, for example, by comparing translations, back-translating and swapping useful references
  • analysing translations of familiar texts such as children’s stories or advertisements, considering the context in which they are produced and whether meaning is sometimes changed or lost in the process
  • finding examples of expressions in Australian English that do not translate easily into French (for example, ‘mad as a cut snake’, ‘the bush’, ‘a formal’, ‘schoolies’), explaining reasons for the lack of equivalence, why this may be the case and referencing sources of information that would help French learners understand or appreciate the context of use
  • viewing excerpts of French/English subtitled films and evaluating the effectiveness of the translations (literal translation, non-translation, adapted translation)

  VCFRC116 | Languages | French | 7–10 Sequence | Levels 9 and 10 | Communicating | Translating

• Intercultural Capability: Levels 9 and 10 achievement standards

  By the end of Level 10, students critically analyse the complex and dynamic interrelationship between and within cultures and the challenges and benefits of living in an interconnected and culturally diverse world. They evaluate how intercultural relationships and experiences influence attitudes...

  Level description | Capabilities | Intercultural Capability | Levels 9 and 10

• VCASFC206

  Consider the dynamic nature of translating and interpreting and the role of culture when transferring meaning from one language to another

  Elaborations

  • experimenting with literal Auslan translations of popular English idioms, noticing when this creates confusion (for example, ‘raining cats and dogs’) and recognising the nature and function of cultural elements of communication and their impact on language use
  • comparing different translations of online Auslan and English public announcements or government policy/information texts in terms of approaches to translation, for example, free versus literal translation
  • using different resources, including online dictionaries and footage, to assist in translation, for example by comparing individual translations, back-translations and reviewing useful references
  • viewing and discussing the quality of online Auslan translations, such as the Catching Fire series of safety videos
  • recognising the need to sometimes recast language, and considering why one language may use more words/signs than another to communicate a particular meaning or concept, for example, Auslan uses spatial concepts or depicting signs to describe the scene of a car crash, which will take longer to explicate in a linear spoken language
  • translating small chunks of unfamiliar English text such as a news update from an autocue or poster card into Auslan in consecutive mode
  • providing annotated examples of translations of poems or other text types, identifying challenges involved in transferring meaning, expression, culture or mood
  • translating songs, poems or short stories from English into Auslan, for example, ‘I Am Australian’
  • exploring the role and function of Deaf interpreters and differences between Deaf interpreters and Auslan–English interpreters
  • researching aspects of available interpreting services in the area, for example, qualifications required for employment, ethical considerations, and issues of interpreting and translating in specialised contexts such as health, education, legal settings
  • developing guidelines on culturally appropriate and ethical behaviour when interpreting and translating, for example explaining ways people should act in interpreting contexts, considering potential consequences of inaccurate interpreting
  • role-playing interpreting in a range of contexts, for example, in a shop or at a sports match
  • participating in an excursion to an interpreted theatre event, with prior knowledge of the text/story and attending to the interpretation for discussion later in class

  VCASFC206 | Languages | Auslan | Second Language Learner | F–10 Sequence | Levels 9 and 10 | Communicating | Translating