Search results

Result list

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

  By the end of Year 10, students use spoken and written Chinese to initiate and sustain extended interactions with others in their social world and in the Chinese-speaking community, for example, 我的学校生活，澳大利亚的运动，我最喜欢的春节活动. They ask questions (for example, 你真的认为…吗？请想一想…) and adapt language...

  Level description | Languages | Chinese | Background Language Learner | 7–10 Sequence | Levels 9 and 10

• Digital Technologies: Levels 9 and 10 description

  In Levels 9 and 10, students apply systems thinking skills when considering how human interaction with networked systems introduces complexities surrounding access to, and the security and privacy of, data of various types. They interrogate security practices and techniques used to compress data...

  Level description | Technologies | Digital Technologies

• English: Level 10 description

  In Levels 9 and 10, students interact with peers, teachers, individuals, groups and community members in a range of face-to-face and online/virtual environments. They experience learning in familiar and unfamiliar contexts, including local community, vocational and global contexts.

  Students engage...

  Level description | English

• Health and Physical Education: Levels 9 and 10 description

  The Level 9 and 10 curriculum supports students to refine and apply strategies for maintaining a positive outlook and evaluating behavioural expectations in different leisure, social, movement and online situations. Students learn to apply health and physical activity information to devise and...

  Level description | Health and Physical Education

• Italian - 7–10 Sequence: Levels 9 and 10 description

  Students’ vocabulary and grammar usage is increased and experimentation occurs with different forms of communication. Students use Italian to communicate and interact with each other and with online resources, to access and exchange information, to express feelings and opinions, to participate...

  Level description | Languages | Italian | 7–10 Sequence

• Latin: Levels 9 and 10 achievement standards

  By the end of Level 10, students analyse a range of Latin texts to obtain information and ideas about Roman society and culture. They use vocabulary, grammar and textual cues to analyse and interpret language use and cultural references in Latin texts, such as poetry, letters or narratives, for...

  Level description | Languages | Latin | Levels 9 and 10

• VCELA470

  Understand how paragraphs and images can be arranged for different purposes, audiences, perspectives and stylistic effects

  Elaborations

  • analysing and experimenting with combinations of graphics, text and sound in the production of multimodal texts such as documentaries, media reports, online magazines and digital books

  VCELA470 | Curriculum content | English | Level 10 | Writing | Language

• 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

• VCASFU249

  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 a videoed class debate to see how language is used to justify opinions and to 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
  • expanding understanding of textual conventions, for example by explaining why signers choose alternatives to actor-verb-undergoer in a real text to topicalise the important point
  • noticing how signers can compare or contrast ideas by locating things in the same or opposing sides of signing space
  • noticing how signers construct cohesive and coherent texts through the use of text connectives such as lexical signs THEN or G:WELL or NMFs and pausing
  • identifying all the ways a signer refers to the same referent throughout a text to create cohesion

  VCASFU249 | Languages | Auslan | Second Language Learner | 7–10 Sequence | Levels 9 and 10 | Understanding | Systems of language

• Arabic - F–10 Sequence: Levels 9 and 10 description

  Students apply appropriate pronunciation, rhythm, stress and tone and a variety of language features and complex sentence structures to enhance their spoken and written communication. They apply complex grammatical structures, such as indirect object pronouns and passive voice, to express their...

  Level description | Languages | Arabic | F–10 Sequence

• Chinese - Background Language Learner - F–10 Sequence: Levels 9 and 10 achievement standards

  By the end of Level 10, students sustain extended exchanges with others (for example, 那个，你知道的，就是，还有) and use Chinese to participate in shared activities, for example, 我为什么学汉语，澳大利亚的多元文化，年轻人的兴趣，网络的好与坏, 你难道不觉得…如果…就…吗？你的意思是说…,如果是这样的话… They apply knowledge of rhythm...

  Level description | Languages | Chinese | Background Language Learner | F–10 Sequence | Levels 9 and 10

• Classical Greek: Levels 9 and 10 description

  Students apply the principles of pronunciation for the reading of Classical Greek texts, for example, using accentuation, crasis and elision to maintain speech flow. They apply an extended knowledge of accidence and syntax, including parts of speech, case, gender, number, person, declension, for example,

  Level description | Languages | Classical Greek

• 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

• VCZHU254

  Compare features of prosody across languages and explore how they contribute to expression of meaning

  Elaborations

  • comparing how prosody is used to enhance the aesthetic features/uses of language in different texts such as poems and essays when read aloud
  • evaluating the effectiveness of prosody in diverse contexts, for example, analysing the relationship between use of voice and character types in movies and television dramas, such as how the matriarch or patriarch of the family in Chinese dramas often has a stern and intimidating voice
  • using prosody with effect when communicating with others, such as in formal presentations and debates, and in imaginative or dramatic performances, for example, 众所周知／显而易见／总而言之

  VCZHU254 | Languages | Chinese | First Language Learner | 7–10 Sequence | Levels 9 and 10 | Understanding | Systems of language

• Chinese - Second Language Learner - F–10 Sequence: Levels 9 and 10 achievement standards

  By the end of Level 10, students use spoken and written Chinese to sustain extended interactions with familiar and unfamiliar participants in a range of contexts (for example, interacting with Chinese-speaking students online; using Chinese to ask about items in a local Chinese grocery). Students...

  Level description | Languages | Chinese | Second Language Learner | F–10 Sequence | Levels 9 and 10

• VCELT476

  Create literary texts that reflect an emerging sense of personal style and evaluate the effectiveness of these texts

  Elaborations

  • creating texts which draw on own experience of other texts and which have a personal aesthetic appeal
  • reflect on the authors who have influenced own aesthetic style and evaluate their impact

  VCELT476 | Curriculum content | English | Level 10 | Writing | Literature

• VCHHK141

  Significant events, turning points of the war and the nature of warfare

  Elaborations

  • explaining the reasons for the failure of the Gallipoli campaign
  • investigating one major battle examining locations, techniques, warfare
  • using sources to examine the perspectives of those who fought on both sides
  • evaluating the significance of the Armistice of November 1918

  VCHHK141 | The Humanities | History | Levels 9 and 10 | Historical Knowledge | The modern world and Australia | Australia at war (1914 – 1945): World War I

• Hindi - 7–10 Sequence: Levels 9 and 10 description

  Students consolidate their understanding of the conventions of written script, applying these to their own language production in increasingly complex ways. They recognise the role of prefixes and suffixes and how these change the meaning of words, जीव, सजीव, जीवंत, and they understand the impact...

  Level description | Languages | Hindi | 7–10 Sequence

• Classical Greek: Levels 9 and 10 achievement standards

  By the end of Level 10, students analyse a range of Classical Greek texts to obtain information and ideas about ancient Greek society and culture. They use vocabulary, grammar and textual cues to analyse and interpret language use and cultural references in Classical Greek texts, such as poetry...

  Level description | Languages | Classical Greek | Levels 9 and 10

• VCTRC073

  Present information related to social and cultural issues or events of interest to their peer group, using different modes and formats to capture different perspectives

  Elaborations

  • designing texts such as video clips, memes or magazine covers to draw attention to an issue of concern to their peer group, such as kadın hakları, hayvan hakları, küresel ısınma, geri dönüşüm, enerji birikimi, discussing selection of the most effective language, images and cultural references
  • creating digital presentations to report on events such as a Turkish Film Festival, Tulip Festival, coffee festival or theatre production, including excerpts from interviews with actors, singers or directors
  • summarising and presenting information relating to topics or themes studied in other curriculum areas, using different modes of presentation to cater for different learning styles
  • creating digital clips or social media posts designed to persuade, dissuade, inform or inspire, for example, sağlıklı yaşamı destekleyen posterler, doğal felaketler için yardım kampanyası, seyahat broşürü, geri dönüşüm
  • writing reviews or creating commentaries of an event such as a World Cup soccer match, music festival or street fashion show, selecting details likely to be of most interest to their peers

  VCTRC073 | Languages | Turkish | F–10 Sequence | Levels 9 and 10 | Communicating | Informing