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• VCLVU189

  Discuss variations in language use that reflect different social and cultural contexts, purposes and relationships

  Elaborations

  • understanding how elements of communication in Aboriginal languages languages, such as gestures, facial expressions, choice of language and use of silence, vary according to context, situation and kin relationships, for example, eye contact, pointing with lips
  • analysing and discussing intergenerational differences in language use, for example, young people’s language compared to the language of older generations
  • explaining variations in language use that reflect different levels of formality, authority and status, for example, expressions used with respected kin, ways of asking questions of different people

  VCLVU189 | Languages | Victorian Aboriginal Languages | Levels 7 to 10 | Understanding | Language variation and change

• VCLVU195

  Investigate and explain techniques used to build language, considering challenges involved and understanding their role as contemporary documenters of language

  Elaborations

  • identifying and discussing the main areas of the language that could be served by language building
  • analysing the authenticity of historical sources used in language building and discuss the strengths and limitations of these
  • investigating different approaches that have historically been used to record language and what this means for language revival, for example, different spellings, different domains of use, lexical biases
  • understanding challenges in developing new words and structures for the language, and how these words might be developed within the existing resources of the language or by analogy from related languages
  • discussing techniques used to build language, such as analysing historical sources, interviewing/recording existing speakers
  • understanding the orthographic and grammatical choices of the contemporary community
  • considering domains of use where the language may grow in the future
  • trying out ways of making new words under the guidance of an Aboriginal languages specialist or a respected community member where appropriate
  • working with local Aboriginal communities in language-related projects, and contributing to local language records and resources through structured and research-based projects
  • understanding their role as contemporary documenters of the language, for example, listening and transcribing spoken texts, preserving language resources developed at school
  • developing a variety of resources for younger and future students of the language
  • investigating programs and initiatives that serve to maintain and strengthen language use, for example, school languages programs, bilingual education, research programs, recording and archiving material, websites, databases and documentaries
  • exploring the importance of advocacy in supporting the maintenance and development of language and culture

  VCLVU195 | Languages | Victorian Aboriginal Languages | Levels 7 to 10 | Understanding | Role of language building

• VCLVU193

  Reflect on how ways of using language are shaped by communities’ ways of thinking, behaving and viewing the world, and the role of language in passing on knowledge

  Elaborations

  • explaining the role of Aboriginal languages and cultures in passing on knowledge such as sustainable care of the environment, rules for living, ways of behaving, spiritual and cultural functions and History
  • reflecting on Indigenous taxonomies and the ways they divide the natural and cultural world and comparing these to other systems of classification
  • analysing concepts related to cultural values in Aboriginal languages, including naming systems, for example, the use of kinship terms, nicknames, substitute words and pronoun systems, comparing to ways of referencing relationships in their own language(s) and culture(s)
  • exploring how aspects of traditional culture and society have been preserved through language, and discussing the importance of maintaining Australian Aboriginal and Torres Strait Islander languages, for their speakers and for all Australians
  • analysing and discussing core cultural concepts reflected in Aboriginal languages, such as respect, avoidance, reciprocity, obligation, responsibility
  • understanding that culturally significant attitudes and beliefs conveyed through Aboriginal languages are related to the past, to land, plants and animals and to celebrations
  • identifying and comparing how emotions or attitudes, such as respect, affection or embarrassment, are shown/displayed across different languages and cultures
  • comparing elements of communication such as the role of silence or use/avoidance of eye contact in different cultural contexts and exchanges
  • recognising that there are multiple views on and partial explanations for events and issues
  • reflecting on the ways culture is interpreted by others, for example, by identifying how stereotypes influence perceptions of other groups or individuals
  • understanding that each Aboriginal or Torres Strait Islander person inherits language as part of their birthright, along with membership of a particular group and attachment to Country or Place, and that they become custodians and owners of land, water or sea and of language

  VCLVU193 | Languages | Victorian Aboriginal Languages | Levels 7 to 10 | Understanding | Role of language and culture

• VCLVU194

  Explore language building processes and protocols in communities

  Elaborations

  • investigating language revival efforts in their own community and neighbouring regions, for example, who and what is involved, successes, challenges and protocols, and what these efforts mean to local communities
  • understanding what lexical and grammatical resources and processes are available to build language, for example, linguistic resources and analogies from neighbouring languages, speakers, archival material
  • investigating/understanding protocols for filling gaps and extending semantic domains in the language, including protocols for borrowing from other languages, for creating words by analogy and drawing from within the resources of the language, and discussing associated ethical issues
  • investigating/researching the protocols for receiving, transferring and publishing linguistic resources
  • understanding the importance of intergenerational collaboration in reviving languages, and discussing some of the associated challenges
  • discussing the importance of reviving languages for the individual, the language community and the wider Australian society
  • identifying potential avenues/domains for expansion of the language and gaps to be filled, with the support of community language teams and respected community members
  • appreciating the role of languages advocacy, education and research in building languages
  • understanding how the process of language-building expands existing linguistic and cultural resources in the Australian community

  VCLVU194 | Languages | Victorian Aboriginal Languages | Levels 7 to 10 | Understanding | Role of language building

• VCLVU186

  Expand vocabulary and understand and use a range of vocabulary sets and grammatical structures that are available in the language

  Elaborations

  • understanding case and case marking on nouns, pronouns and adjectives
  • explaining how verbs can be derived from nouns and vice versa, comparing with similar processes in English and other known languages
  • composing and varying messages according to the available resources of the language, such as:
    • suffixes, including ‘having’, ‘for want of’, ‘similar to’, ‘like’
    • verbless sentences, for example, equative, descriptive, possessive
    • verb categories, including intransitive, transitive, causative, inchoative, reflexive–reciprocal
    • verb aspect, including continuous, transitory, perfective, imperfective
    • verb-stem morphology, including compound verbs, reduplicated verbs, habitual/characteristic, derivation (nouns into verbs)
  • expressing time, manner, attitude and place, according to the available language resources, such as:
    • elaborations of past tense
    • temporal expressions, for example, ‘beforehand’, ‘afterwards’, ‘too late’, ‘originally’
    • expressions of frequency, immediacy and duration, for example, ‘persistently’, ‘at once’, ‘a few times’, ‘for a while’
    • attitudinal words, particles and interjections, for example, terms expressing endearment, embarrassment, shame or pity
    • locational cases as used in locative phrases, and extensions of these, for example, expressing origin or causation
  • structuring and linking clauses, focusing on issues of agreement with transitive and intransitive verbs, using verb-linking devices, for example, serialisation and embedding
  • discussing lexical and grammatical relationships between the language and other languages of the region, for example, common words and structures
  • discussing grammatical and lexical contrasts between the language and English/ other known languages, for example, the figurative use of language, vocabulary associated with specialised domains

  VCLVU186 | Languages | Victorian Aboriginal Languages | Levels 7 to 10 | Understanding | Systems of language

• VCLVU188

  Investigate how the kinship system functions to integrate personal and community histories and relationships

  Elaborations

  • understanding and discussing kinship as a system, and explaining its importance in maintaining and regulating social relationships in Aboriginal communities
  • investigating how the language community addresses gaps in knowledge about the kinship system
  • exploring how language is involved in the patterning of ownership and management of land and associated stories
  • understanding that different roles and responsibilities in community and public life can be determined by kinship and traditional social groupings
  • explaining how art forms, songs and dances identify people and places

  VCLVU188 | Languages | Victorian Aboriginal Languages | Levels 7 to 10 | Understanding | Systems of language

• VCLVU190

  Describe and reflect on how languages change over time and influence one another

  Elaborations

  • exploring form, usage, history and impact of contact languages, including creoles, pidgins and Aboriginal Englishes
  • investigating and describing how the language has changed over time
  • observing changes to language that reflect changing lifestyles, cultural trends and emerging needs, for example, youth language, the language of new technologies, the impact of music, media and technology on communication
  • reflecting on changes in their own use of their first language(s) over time, noticing how and when new ways are adopted or existing ways adapted
  • exploring changes in language over time, for example, by reviewing old films from state archives or early television shows that include Aboriginal actors

  VCLVU190 | Languages | Victorian Aboriginal Languages | Levels 7 to 10 | Understanding | Language variation and change

• VCLVU192

  Understand and apply cultural norms, skills and protocols associated with learning, using and researching Aboriginal languages

  Elaborations

  • using culturally appropriate protocols when engaging with and learning from Aboriginal peoples and communities
  • acknowledging cultural and intellectual property rights and copyright over language work, including song holders, story keepers, language informers, composers and choreographers

  VCLVU192 | Languages | Victorian Aboriginal Languages | Levels 7 to 10 | Understanding | Language awareness

• VCLVU191

  Investigate and compare the ecology of Aboriginal and Torres Strait Islander languages to Indigenous languages in other countries, and consider issues such as language policy, language rights, language loss, advocacy, reform and multilingualism

  Elaborations

  • investigating the social, cultural and linguistic effects of language change and/or language loss in the region
  • understanding terms used in the discussion of language revival, for example, revitalisation, reclamation, renewal
  • investigating the geographical extent of use of the language in earlier times
  • considering the future prospects of the language in the context of its current linguistic ecology
  • exploring Indigenous multilingualism in various communities, including regional varieties, Aboriginal Englishes and creoles
  • researching the impact on Aboriginal and Torres Strait Islander languages in general, and on the target language in particular, of historical events, government policies, legislation and judicial processes, such as stolen generations, mission schools and advocacy
  • identifying social and government policies and practices that have impacted positively on language acquisition, for example, the performing of Welcome to Country and the Acknowledgement of Country at events, on television programs, in films, and efforts to raise the profile of Aboriginal and Torres Strait Islander languages in the wider Australian community and in particular geographical regions
  • investigating the situation of indigenous languages in other countries, for example, New Zealand, Hawaii, North America, Japan, Latin America, considering issues such as language rights, language endangerment, revival and reclamation, drawing comparisons with the situation of Aboriginal languages and Torres Strait Islander languages in Australia
  • researching current media debates in relation to Aboriginal languages
  • comparing word lists of languages and dialects of the region, to understand similarities and differences and identify potential opportunities for reconstruction

  VCLVU191 | Languages | Victorian Aboriginal Languages | Levels 7 to 10 | Understanding | Language awareness

• VCLVU187

  Discuss the purpose and roles of various spoken, written and visual texts in the language

  Elaborations

  • understanding the purpose and role of different types of text in the language, for example, declaring identity, acknowledging parts of traditional belief systems, acknowledging ancestors, passing on knowledge and information, mapping resources on Country and managing natural phenomena such as weather
  • understanding that Country/Place can be interpreted as text by the community
  • discussing ways that songs function to capture language and meaning in ways similar to literature in other cultures
  • linking and sequencing ideas to form cohesive texts, using appropriate grammatical forms and elements, for example, serialisation, connectives, embedding, headings and paragraphing

  VCLVU187 | Languages | Victorian Aboriginal Languages | Levels 7 to 10 | Understanding | Systems of language

• VCLVU185

  Understand and explain the sound patterns in spoken language and use developing phonemic awareness to represent these patterns in written form

  Elaborations

  • reading aloud for meaning to demonstrate comprehension of sound–symbol correspondences
  • developing metalanguage to describe and talk about sounds and phonology, for example, place and manner of articulation, uncertain or missing sounds
  • investigating sound patterns, for example, consonant and vowel sequences, and word-level patterns, for example, allowable word-final sounds, allowable consonant clusters, word stress
  • understanding the major categories of place of articulation in Aboriginal languages, for example, peripheral, laminal, apical, and their realisation across different languages and regions in Australia
  • establishing similarities in the sound systems of related languages otherwise masked by differing spelling systems
  • using their knowledge of alphabetic conventions for Aboriginal languages to transcribe spoken texts from a range of languages, for example, those related to the target language or those from neighbouring regions
  • comparing and explaining the relative consistency of Aboriginal languages and English in spelling words
  • understanding the phonemic basis of alphabetic spelling systems and the fact that different sounds can be covered within a single phoneme or letter
  • exploring different writing systems that are based on different principles, for example, syllabic or ideographic

  VCLVU185 | Languages | Victorian Aboriginal Languages | Levels 7 to 10 | Understanding | Systems of language

• VC2M10A16

  solve equations graphically or using systematic numerical guess-check-and-refine with digital tools, with consideration of whether all solutions have been found

  Elaborations

  • refining intervals on graphs and/or in tables of values to determine with increasing accuracy when the values of 2 functions are approximately equal
  • applying the graphing zoom functionality of digital tools and systematically refining intervals to identify approximate location of points of intersection of the graphs of 2 functions, such as x2=2x

  VC2M10A16 | Mathematics | Mathematics Version 2.0 | Level 10 | Algebra

• VC2M10A01

  factorise algebraic expressions by taking out a common algebraic factor

  Elaborations

  • using the distributive law and the exponent laws to factorise algebraic expressions
  • understanding the relationship between factorisation and expansion

  VC2M10A01 | Mathematics | Mathematics Version 2.0 | Level 10 | Algebra

• VC2M10A15

  use mathematical modelling to solve applied problems involving inverse proportion, growth and decay, including in financial contexts to establish the compound interest formula as repeated applications of simple interest; formulate problems, choosing to apply linear, quadratic or exponential models...

  Elaborations

  • modelling problems involving inverse proportion in real-life contexts such as travel time decreasing with increased travel speed, the brightness of luminous objects decreasing with distance, or household expenditure and savings, and solving related equations
  • modelling situations and choosing between linear, quadratic and exponential models by representing relationships in a table of values and recognising that linear functions have constant first differences, quadratic functions have constant second differences and exponential functions have a constant ratio between consecutive values of the dependent variable
  • modelling situations involving exponential growth and decay, and contrasting this with linear growth or decay, for example, situations involving constant percentage change and constant ratio, and determining doubling time and half-life and approximate intervals for which the values of the model lie within a given range
  • modelling situations that involve working with authentic information, data and interest rates to calculate compound interest and solve related problems
  • modelling and investigating how exponential equations are used in carbon dating to estimate the age of Aboriginal and Torres Strait Islander artefacts or material culture
  • modelling situations involving the growth of native animal populations on Country/Place with varying reproductive behaviour, using exponential functions and critiquing their applicability to real-world situations

  VC2M10A15 | Mathematics | Mathematics Version 2.0 | Level 10 | Algebra

• VC2M10A05

  substitute values into formulas to determine an unknown and rearrange formulas to solve for a particular term

  Elaborations

  • solving simple equations arising from formulas
  • rearranging expressions to make a specified variable the subject, such as calculating the radius of a sphere to produce a given volume

  VC2M10A05 | Mathematics | Mathematics Version 2.0 | Level 10 | Algebra

• VC2M10A14

  solve simple exponential equations

  Elaborations

  • investigating exponential equations derived from authentic mathematical models based on population growth
  • recognising that in a table of values, if the ratio between consecutive values of the dependent variable is constant, then it is an exponential relation
  • investigating the links between algebraic and graphical representations of exponential functions using graphing software
  • using digital tools with symbolic manipulation functionality to systematically explore exponential relations
  • investigating Aboriginal and/or Torres Strait Islander ranger groups’ and other groups’ programs that attempt to eradicate feral animals for survival of native animals on Country/Place, exploring the competition between feral and native animals and their impact on natural resources by formulating exponential equations for population growth for each animal species 

  VC2M10A14 | Mathematics | Mathematics Version 2.0 | Level 10 | Algebra

• VC2M10A06

  implement algorithms that use data structures using pseudocode or a general purpose programming language

  Elaborations

  • using two-dimensional arrays such as matrices to represent and implement sequences of transformations of sets of points in the plane
  • using pointers in algorithms

  VC2M10A06 | Mathematics | Mathematics Version 2.0 | Level 10 | Algebra

• VC2M10A11

  explore the connection between algebraic and graphical representations of relations such as simple quadratic, reciprocal, circle and exponential, using digital tools as appropriate

  Elaborations

  • sketching graphs of parabolas, and circles
  • applying translations, reflections and stretches to parabolas and circles
  • sketching the graphs of exponential functions using transformations
  • plotting graphs of families of relations where the product of 2 variables is equal to a fixed constant

  VC2M10A11 | Mathematics | Mathematics Version 2.0 | Level 10 | Algebra

• VC2M10A07

  solve problems involving linear equations, including those derived from formulas

  Elaborations

  • representing word problems with simple linear equations and solving them to answer questions

  VC2M10A07 | Mathematics | Mathematics Version 2.0 | Level 10 | Algebra

• VC2M10A08

  solve linear inequalities and graph their solutions on a number line

  Elaborations

  • representing word problems with simple linear inequalities and solving them to answer questions
  • graphing regions corresponding to inequalities in the Cartesian plane (for example, graphing 2x+3y<24) and verifying using a test point such as (0, 0)

  VC2M10A08 | Mathematics | Mathematics Version 2.0 | Level 10 | Algebra