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• VCCCG028

  Discuss the role of political parties and independent representatives in Australia’s system of government, including the formation of governments, and explain the process through which government policy is shaped and developed

  Elaborations

  • investigating how the contemporary party system operates in Australia’s liberal democracy and how governments are formed in parliament
  • discussing the meaning of key concepts such as parliamentary majority, the opposition, hung parliament, minority government, party platform, and mandate
  • investigating the role of the Prime Minister and Cabinet, the bureaucracy and the parliament in policy-making
  • discussing the development of government policy such as health, education, disability

  VCCCG028 | The Humanities | Civics and Citizenship | Levels 9 and 10 | Government and Democracy

• 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

• VCZHC246

  Identify and analyse the effects of how information is organised in authentic texts, and apply this knowledge to create purposeful texts that persuade and inform

  Elaborations

  • examining the ways in which information is presented across diverse Chinese-speaking communities, for example, viewing news reports of world events from Beijing, Taiwan and Singapore
  • evaluating how information is presented in diverse forms of media across cultures, for example, comparing the impact of live news reports involving interviews with witnesses, and newspaper articles on the same event
  • applying understanding of news articles and other formal text types to create own response to contemporary issues in Chinese-speaking communities

  VCZHC246 | Languages | Chinese | First Language Learner | 7–10 Sequence | Levels 9 and 10 | Communicating | Informing

• 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

• VCELT462

  Evaluate the social, moral and ethical positions represented in texts

  Elaborations

  • identifying and analysing ethical positions on a current issue debated in blogs or online discussion forums, including values and/or principles involved and the strengths and weaknesses of the position in the context of the issue

  VCELT462 | Curriculum content | English | Level 10 | Reading and Viewing | Literature

• VCHHK139

  Causes of World War I, the reasons why men enlisted to go to war, and how women contributed in the war effort

  Elaborations

  • creating a concept map to analyse the causes of World War I
  • investigating the rise of nationalist sentiment as well as the values and attitudes towards war in the period 1750–1918, for example idealistic notions of war or sense of adventure

  VCHHK139 | The Humanities | History | Levels 9 and 10 | Historical Knowledge | The modern world and Australia | Australia at war (1914 – 1945): World War I

• VCADRD043

  Structure drama to engage an audience through manipulation of dramatic action, forms and performance styles and by using design elements

  Elaborations

  • learning and applying basic concepts for interpreting texts and contexts, directing dramatic action, and using available technologies
  • focusing and strengthening the dramatic action by manipulating pace in movement and dialogue, cues, vocal tone, physical proximity between characters and transitions
  • structuring the performance space to convey dramatic meaning and sense of style for an audience
  • exploring realistic, non-realistic, innovative and hybrid dramatic forms and performance styles
  • using questions to guide play-making process when devising drama, for example, What personal meaning is intended? What political statement is this work making? How have you used critical theories about drama to make your own drama? What emotion do you want the audience to feel?

  VCADRD043 | The Arts | Drama | Levels 9 and 10 | Drama Practices

• VCDEU031

  Identify, comprehend and create a range of different text types, including simple narrative, informative and persuasive texts such as diary entries, letters, advertisements and articles, incorporating appropriate linguistic, textual and cultural elements

  Elaborations

  • applying knowledge of the interrelationship of audience, context and purpose and using knowledge of text types and their purpose to predict the meaning of unfamiliar vocabulary in texts
  • identifying how grammatical choices, words and images combine in a text to achieve particular intentions and effects, for example, the positioning of the reader in advertisements through the use of personal pronouns, imperative/interrogative verb forms and emotive language and images
  • comparing German and English versions of texts with easily recognisable language features, such as love songs or recipes, noticing differences or similarities in imagery or focus that might be culturally significant
  • analysing structural and linguistic differences through reading, viewing, listening to and/or performing texts with common content, such as print, radio and television advertisements for the same product
  • understanding, creating and transforming texts with different purposes (to persuade, to entertain), different audiences (children, adolescents, German speakers, Australians) and different forms, including digital (short speech, blog)

  VCDEU031 | Languages | German | 7–10 Sequence | Levels 9 and 10 | Understanding | Systems of language

• VCDEU184

  Describe the interrelationship between text types, language choices, audience, context and purpose, and identify the role culture plays in the creation and interpretation of texts

  Elaborations

  • applying knowledge of text structure and organisation and the interrelationship of audience, context and purpose to assist in comprehension of texts and in creating own texts
  • understanding, creating and transforming texts with different purposes (to persuade, to entertain), different audiences (children, adolescents, German speakers, Australians) and different forms (an editorial, a blog)
  • identifying how grammatical choices, words and images combine in a text to achieve particular intentions and effects, for example, the positioning of the reader in advertisements by the use of personal pronouns, imperative/interrogative verb forms and emotive language and aspirational images
  • comparing German and English versions of texts with easily recognisable language features, such as love songs, recipes or horoscopes, noticing differences or similarities in imagery or focus that might be culturally significant

  VCDEU184 | Languages | German | F–10 Sequence | Levels 9 and 10 | Understanding | Systems of language

• VCELA473

  Analyse how higher order concepts are developed in complex texts through language features including nominalisation, clause combinations, technicality and abstraction

  Elaborations

  • considering how nominalisation affects the way in which events are constructed and explained, making some information more explicit and other information less so
  • analysing how logical relations between ideas are built up by combining main with subordinate clauses indicating cause, result, manner, concession, condition, and so on (for example, ‘Although his poems were not generally well received by critics during his life (concession), Keats’ reputation grew substantially after his death’)
  • noting how technicality allows for efficient reference to shared knowledge, indicating growing expertise in the field (for example, ‘The Romantic poetry of Keats is characterised by sensual imagery, most notably in the series of odes.’)
  • observing how abstraction allows for greater generalisation at a higher level (for example, ‘the political, religious, social and economic features of the society’ – which is an abstract noun group/phrase)

  VCELA473 | Curriculum content | English | Level 10 | Writing | Language

• VCELC176

  Interpret and discuss different imaginative texts, expressing and justifying opinions on aspects such as themes, mood, emotions and language choices

  Elaborations

  • interpreting images, gesture and language choices to convey cultural concepts and ideas in Greek songs, films and performances
  • reading, viewing and listening to imaginative texts in a variety of modes to explore and discuss how aspects of Greek society and culture are represented, for example, current social themes such as youth issues, identity
  • discussing how imaginative texts such as films, plays and songs portray social issues in everyday life such as relationships, generation gap
  • responding to texts and explaining how mood is created and narrative developed through language and expression, language choice, use of metaphors, humour, suspense, surprise
  • analysing imaginative texts, discussing how language, culture and literary devices are used to portray characters, places or events to evoke humorous or emotional responses
  • comparing lyrics, themes and styles of popular Greek and English language songs, explaining similarities and differences in language use, cultural aspects and modes of expression

  VCELC176 | Languages | Modern Greek | F–10 Sequence | Levels 9 and 10 | Communicating | Creating

• VCHHC121

  Sequence significant events in chronological order to support analysis of the causes and effects of these events and identify the changes they brought about

  Elaborations

  • creating a timeline that identifies the significant events or individuals across the period 1750-1918 and observe and discuss patterns of causation and change and/or identifying parts of the world that were involved in, or affected by, those events
  • developing an argument using historical sources and perspectives about the effects of the Industrial Revolution on changing living and working conditions, including within Australia society in the 19th Century
  • placing in sequence the main events of the Freedom Rides campaigns in the United States and Australia and explaining the links between the two campaigns
  • using interactive timelines to explore the various manifestations or effects of an event in different geographical locations
  • organising a range of primary sources and/or perspectives in chronological order to support the development of a historical argument about effects or changes

  VCHHC121 | The Humanities | History | Levels 9 and 10 | Historical Concepts and Skills | Chronology

• VCNRC074

  Interpret and discuss different imaginative texts, expressing and justifying opinions on aspects such as themes, mood, emotions and language choices

  Elaborations

  • interpreting images and language choices to convey cultural concepts and ideas in songs, films and performances
  • reading, viewing and listening to imaginative texts in a variety of modes to explore and discuss the representation of aspects of society and culture of countries where the language is spoken, for example, current social themes such as youth issues, identity
  • discussing how imaginative texts such as films, plays and songs portray social issues in everyday life such as relationships, generation gap
  • responding to texts to explain how mood is created and narrative developed through language and expression, language choice, use of metaphors, humour, suspense, surprise
  • analysing imaginative texts, to discuss how language, culture and literary devices are used to portray characters, places or events in order to evoke humorous or emotional responses
  • comparing lyrics, themes and popular styles with English language songs, explaining similarities and differences in language use, cultural aspects and modes of expression

  VCNRC074 | Capabilities | Personal and Social Capability | Levels 9 and 10 | Communicating | Creating

• Mathematics: Level 10 achievement standards

  Number and Algebra

  Students recognise the connection between simple and compound interest. They solve problems involving linear equations and inequalities, quadratic equations and pairs of simultaneous linear equations and related graphs, with and without the use of digital technology. Students...

  Level description | Mathematics | Level 10

• Roman Alphabet Languages - 7–10 Sequence: Levels 9 and 10 achievement standards

  By the end of Level 10, students interact with peers and adults using written and spoken language to communicate about personal interests and relationships, practices and experiences, and about broader issues such as health and the environment. They respond to and create personal, descriptive,...

  Level description | Languages | Roman Alphabet Languages | 7–10 Sequence | Levels 9 and 10

• VCADAR045

  Evaluate their own choreography and performance, and that of others, to inform and refine future work

  Elaborations

  • using feedback received from others to develop objective self-evaluation skills and assess success in communicating their choreographic intent
  • recognising personal capabilities and identify the next steps needed to improve and refine choreography and performance
  • providing feedback to other choreographers and performers
  • evaluating audience feedback about motifs the choreographer has used to express ideas and intentions

  VCADAR045 | The Arts | Dance | Levels 9 and 10 | Respond and Interpret

• VCDSCD064

  Develop project plans to plan and manage projects individually and collaboratively taking into consideration time, cost, risk and production processes

  Elaborations

  • producing, explaining and interpreting drawings; and planning production timelines using digital technologies
  • creating production flow charts using digital technologies to ensure efficient, safe and sustainable sequences
  • establishing materials and equipment needs using digital technologies such as spreadsheets
  • collaborating to develop production plans for equitable distribution of work
  • investigating manufacturing processes to identify strategies to enhance production

  VCDSCD064 | Technologies | Design and Technologies | Levels 9 and 10 | Creating Designed Solutions | Planning and managing

• VCDTCD053

  Develop modular programs, applying selected algorithms and data structures including using an object-oriented programming language

  Elaborations

  • coding separate modules that perform discrete functions but collectively meet the needs of the solution
  • defining classes that represent the attributes and behaviour of objects in the real world or in a game
  • considering different algorithms and selecting the most appropriate based on the type of problem, for example branching algorithms suit optimisation problems and simple recursive algorithms solve the base cases directly
  • selecting different types of data structures such as an array, record and object to model structured data

  VCDTCD053 | Technologies | Digital Technologies | Levels 9 and 10 | Creating Digital Solutions

• VCHHK130

  Causes of population movements and settlement patterns during this period and the significant changes to the way of life of groups of people

  Elaborations

  • describing the growth of cities as men, women and children moved to the cities to find employment
  • using photographs to investigate changes to the cities and landscape in European countries and Australia as the Industrial Revolution continued to develop
  • mapping the movement of peoples in the transatlantic slave trade or in convict transportation to Australia
  • explaining the role of the Industrial Revolution in creating a growing need for labour and transportation
  • evaluating the effects of the movement of peoples on the indigenous and immigrant populations

  VCHHK130 | The Humanities | History | Levels 9 and 10 | Historical Knowledge | The making of the modern world | Industrial Revolution (1750 – 1914)

• 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