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• VCCCTR050

  Investigate use of additional or refined criteria when application of original criteria does not produce a clear conclusion

  Elaborations

  • discussing characteristics of criteria such as specific, measurable, agreed, time-bound and how refining original criteria based on these characteristics can make them more precise
  • using a range of examples to test the strength of given criteria, such as what counts as sustainable and justifying refinements or additions to criteria
  • evaluating the clarity of a proposed conclusion, discussing what role criteria played in reaching that clarity

  VCCCTR050 | Capabilities | Critical and Creative Thinking | Levels 9 and 10 | Reasoning

• 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

• VCGGK135

  The interconnection between food production and land and water degradation; shortage of fresh water; competing land uses; and climate change, for Australia and other areas of the world

  Elaborations

  • exploring environmental challenges to food production from land degradation (soil erosion, salinity, desertification), industrial pollution, water scarcity and climate change
  • identifying the impacts on food production from competing land uses. For example, urban and industrial uses, mining, production of food crops for biofuels, production of food crops for livestock, and recreation (such as golf courses)
  • evaluating whether some ways of increasing food production could threaten sustainability

  VCGGK135 | The Humanities | Geography | Levels 9 and 10 | Geographical Knowledge | Biomes and food security

• 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

• 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

• VCHPEP149

  Plan, implement and critique strategies to enhance the health, safety and wellbeing of their communities

  Elaborations

  • creating and evaluating visual and multimodal health campaigns in print-based and digital environments to promote health and wellbeing in their community
  • developing and implementing proposals to enhance the wellbeing of staff and students in the school
  • investigating community-action initiatives young people have instigated that have had a positive influence on the health and wellbeing of their communities
  • preparing, delivering and critiquing a class presentation to the community, for example, a presentation to parents on tips for serving and eating food that has been prepared sustainably

  VCHPEP149 | Health and Physical Education | Levels 9 and 10 | Personal, Social and Community Health | Contributing to healthy and active communities

• VCJAC181

  Engage in discussions and comparisons of young people’s interests, activities and lifestyles

  Elaborations

  • engaging in face-to-face or online discussions with Japanese-speaking peers using descriptive and expressive language to describe significant events, special occasions or milestones in their lives, such as スクール・フォーマルでおどったり、写真(しゃしん)をとったりします。ですから、たくさん人が来るでしょう
  • exchanging ideas with peers or online Japanese-speaking contacts, presenting and expressing personal views on contemporary issues such as environmental sustainability, education or youth culture, considering the relationship between culture and context, for example, 日本のリサイクルはかなりきびしいです。けれども、かんきょうにいいと思(おも)います。J-pop と K-pop はオーストラリアで人気(にんき)があります。
  • initiating and sustaining conversation by using appropriate あいづち, inviting contributions or asking for clarification, using culturally appropriate patterns of language and interaction, for example, すみません。あ、それはいいですね。どう思いますか。それは～ですか/ね。
  • discussing their responsibilities at home and at school and comparing with those of young people in Japan, noting the importance of community and collaboration in Japan, for example, in relation to tasks such as cleaning classrooms after school

  VCJAC181 | Languages | Japanese | F–10 Sequence | Levels 9 and 10 | Communicating | Socialising

• VCAVAR046

  Analyse, interpret and evaluate a range of visual artworks from different cultures, historical and contemporary contexts, including artworks by Aboriginal and Torres Strait Islander Peoples to explore differing viewpoints

  Elaborations

  • analysing the role of visual arts as a means of challenging prevailing traditional ideas, for example, how contemporary Aboriginal and Torres Strait Islander artworks challenge prevailing traditional ideas about traditional art styles from this culture
  • identifying how visual arts professionals embed their values and beliefs, and how audiences react and interpret the meaning and intent of their artworks differently
  • discussing the range of viewpoints expressed about an artwork or art issue
  • considering the practices of visual arts practitioners when making commentaries about social, environmental and sustainability issues
  • interrogating the cultural and social roles and responsibilities of arts industries, recognising the power of the visual arts in advocating for, and being a catalyst for, change

  VCAVAR046 | The Arts | Visual Arts | Levels 9 and 10 | Respond and Interpret

• VCDSCD060

  Critique needs or opportunities to develop design briefs and investigate and select an increasingly sophisticated range of materials, systems, components, tools and equipment to develop design ideas

  Elaborations

  • critiquing the design of new products to identify how well design ideas respond to sustainability issues
  • critiquing a range of design and technologies ideas, for example assessing those that draw on the intellectual property of others, exploring how well the ideas respond to international and Australian standards
  • considering the needs of community groups to identify rich design tasks
  • examining relationships of properties for complementary materials for products, for example examining compressive and tensile strengths of materials
  • identifying appropriate tools, equipment, techniques and safety procedures for each process and evaluating production processes for accuracy, quality, safety and efficiency

  VCDSCD060 | Technologies | Design and Technologies | Levels 9 and 10 | Creating Designed Solutions | Investigating

• VCELU187

  Understand that language, culture and communication are interrelated and shaped by each other, and recognise how this impacts on attitudes and beliefs

  Elaborations

  • collecting examples of Greek in the local landscape, for example, in particular parts of the city such as marketplaces, exhibitions or cultural events, and discussing the influence and significance of Greek language and culture on the sustainability of communities in Australia today
  • reflecting on the impact of Greek migration on many other languages and cultures, for example, by conducting a classroom project on Greek ideas which have shaped and influenced the world
  • recognising the importance of learning and using different languages to access the cultural practices, values and beliefs of others
  • analysing and describing how language use and culture are interrelated and reflect and shape relationships, practices and attitudes across Greek-speaking communities

  VCELU187 | Languages | Modern Greek | F–10 Sequence | Levels 9 and 10 | Understanding | Role of language and culture

• VCGGC132

  Analyse and evaluate data, maps and other geographical information using digital and spatial technologies and Geographical Information Systems as appropriate, to develop identifications, descriptions, explanations and conclusions that use geographical terminology

  Elaborations

  • constructing a graph to show the relationship between growth in world population and world food production
  • comparing maps showing transport networks with survey responses on personal mobility
  • analysing environmental change, such as the clearance of vegetation or a plan for a vegetation corridor, using topographic maps and satellite images
  • identifying the relevant layers of a Geographical Information System and using them to investigate how they can portray and analyse demographic, economic and environmental data, and investigating the use of GIS by organisations.
  • testing conclusions by considering alternative points of view about an area of investigation and providing a response using as organisers at least two of the concepts of place, space, environment, interconnection, sustainability, scale and change

  VCGGC132 | The Humanities | Geography | Levels 9 and 10 | Geographical Concepts and Skills | Data and information

• VCGGK137

  Land and resource management strategies used by Aboriginal or Torres Strait Islander peoples to achieve food security over time

  Elaborations

  • investigating the knowledge and practices of Aboriginal and Torres Strait Islander peoples that enabled them to use resources and environments sustainably (such as rotational use and harvesting of resources through planned movement, controlled burning, temporary or permanent prohibitions on hunting animals and harvesting plants, and limitations on harvesting) and how some of this knowledge is currently shared among Aboriginal and Torres Strait Islander peoples and also with non-Aboriginal and Torres Strait Islander peoples
  • investigating the impacts of alterations of biomes on the productivity and availability of staple resources for Aboriginal and Torres Strait Islander peoples, for example, the Murnong (yam daisy) in Victoria

  VCGGK137 | The Humanities | Geography | Levels 9 and 10 | Geographical Knowledge | Biomes and food security

• VCLVC174

  Engage with peers, the teaching team and visiting respected community members to exchange information about interests, experiences, plans and aspirations

  Elaborations

  • expressing personal experiences, plans, goals and aspirations
  • asking and responding to open-ended questions, for example, why, how, when, using modelled sentence patterns
  • engaging in face-to-face or online discussions with peers about shared interests and experiences, such as sport, food, study, music or fashion
  • recounting experiences, such as holidays, special events, milestones, sports events or celebrations
  • sharing and comparing information about daily routines and responsibilities
  • sustaining and extending conversations by seeking additional information
  • exchanging information about family, friends, teachers, school subjects, entertainment and leisure activities

  VCLVC174 | Languages | Victorian Aboriginal Languages | Levels 7 to 10 | Communicating | Socialising

• VCRAC069

  Build relationships by sharing personal opinions, memories and feelings about aspects of childhood, teenage life and aspirations

  Elaborations

  • corresponding with peers by using, for example, telephone/video calls, SMS or social media to build relationships and share views on aspects of teenage life such as friends, responsibilities, interests, aspirations and topical issues
  • creating an autobiographical account to share with others describing key milestones in own life, for example, a significant birthday, an overseas trip, a ceremony, a sporting event, music accreditation, getting a learner’s permit
  • sending (digital) greeting cards or messages to express feelings or attitudes towards people, events and interests, for example, expressing regret, sympathy, dissatisfaction, admiration or gratitude
  • participating in exchanges, using strategies to initiate and sustain interactions, such as showing agreement or surprise, or asking for clarification or confirmation

  VCRAC069 | Languages | Roman Alphabet Languages | F–10 Sequence | Levels 9 and 10 | Communicating | Socialising

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

  By the end of Level 10, students use written and spoken Arabic to initiate, sustain and extend formal and informal interactions with the teacher, peers and others in a range of settings. They use language spontaneously to respond to others, seek and give advice for example, كيف أستطيع أن ...؛ أعتقد أ...

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

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

  By the end of Level 10, students use Auslan to build relationships and to initiate, sustain and extend interactions with teachers, peers and contacts in the wider community. They engage in debate and discuss aspirations and social issues, explaining and justifying positions and elaborating opinions...

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

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

  By the end of Level 10, students use spoken and written Chinese to initiate and sustain interactions in familiar and unfamiliar contexts. They exchange information, ideas and opinions and enquire into the experiences and opinions of others, using question words such as 为什么，怎么，怎么样 to elicit more...

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

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

  By the end of Level 10, students use written and spoken German to initiate and sustain interactions with teachers, peers and others in a range of settings and for a range of purposes. They use language spontaneously in the classroom environment to seek clarification and advice, assist others,...

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

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

  By the end of Level 10, students use Indonesian to communicate with teachers, peers and others in a range of settings and for a range of purposes. They pronounce the sounds ngg and ng accurately, as well as sy (masyarakat) and kh (akhir), and use stress to create fluency in sentences. Students...

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

• Indonesian - 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 Indonesian to communicate about personal interests and relationships, practices and experiences, and about broader issues such as health and the environment, including as these relate to Indonesia. They respond...

  Level description | Languages | Indonesian | 7–10 Sequence | Levels 9 and 10