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• Auslan - First Language Learner - F–10 Sequence: Levels 9 and 10 description

  Students extend their grammatical knowledge to a range of forms and functions that give them control of more complex elements of text construction and sign formation. They have a greater degree of self-correction and repair. This greater control of language structures and systems increases confidence...

  Level description | Languages | Auslan | First Language Learner | F–10 Sequence

• VCITU132

  Compare and contrast aspects of communication and the relationship among languages used in the ecology of languages in Australia, including Aboriginal languages and Torres Strait Islander Languages, Asian languages and world languages

  Elaborations

  • analysing examples of Italian used in the Australian context (for example, by compiling a record of language observed in the community, noting the contexts or domains in which these occur), and comparing own observations with others’
  • discussing the choices made by bilingual users of language about which language to use when, and the influences on such choices
  • researching the changing nature of languages in contemporary Australia, and considering how it relates to issues such as migration

  VCITU132 | Languages | Italian | 7–10 Sequence | Levels 9 and 10 | Understanding | Language variation and change

• VCVIC181

  Translate and interpret texts for different audiences and contexts, and explore how cultural concepts, values and beliefs are represented differently in Vietnamese and English

  Elaborations

  • viewing English-language films with Vietnamese subtitles (and vice versa), evaluating the effectiveness of the translations and explaining associated cultural aspects
  • reading short texts and excerpts from a range of informative, personal and literary texts, identifying cultural elements and reflecting on how they are encoded differently in Vietnamese and English, for example, the use of family terms, titles and terms of address (cô, chú, anh, chị, em)
  • analysing and discussing similarities and differences and cultural influences in common Vietnamese and English idiomatic expressions, for example, Có chí thì nên = ‘Where there’s a will there’s a way’, Đừng có trông mặt mà bắt hình dong = ‘Don’t judge a book by its cover’, đẻ bọc điều = ‘To be born with a silver spoon in one’s mouth’, Dạy con từ thuở còn thơ = ‘Strike while the iron is hot’
  • translating written expressions associated with politeness and social behaviours in Vietnamese, for example, opening and closing of formal/informal letters with phrases such as Kính thưa giám đốc, Ba mẹ kính yêu/Bạn thân mến/Em yêu, Thân/Thân mến/Thương mến/Thân chào/Trân trọng kính chào, and comparing them with standard expressions in English, such as ‘Dear …’, ‘Yours sincerely/faithfully’, ‘Kind regards’/‘Regards’
  • experimenting with translating idiomatic expressions and proverbs as well as a range of short texts that involve cultural elements, exploring how to convey meaning and cultural significance in Vietnamese and English, and recognising that the translation of expressions, idioms and proverbs requires both literacy skills and cultural knowledge to mediate between languages
  • translating a range of texts, such as advertisements, speeches, songs, and story or film extracts, and examining the appropriateness of translation for specific audiences and contexts

  VCVIC181 | Languages | Vietnamese | F–10 Sequence | Levels 9 and 10 | Communicating | Translating

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

  By the end of Level 10, students initiate, sustain and extend a range of spoken and written formal and informal interactions about young people’s interests, behaviours and values, for example, आप कब वापस आये?, आप के जीवन में सुखी जीवन को व्यतीत करने के क्या उपाय हैं?तुम्हारे विचार में संयुक्त...

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

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

  By the end of Level 10, students use spoken and written Turkish to initiate, sustain and extend interactions with peers, teachers and others in a range of contexts and for a range of purposes. They exchange ideas, opinions and aspirations, for example, Türkçe öğretmeni olmak istiyorum.

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

• VCDEC176

  Engage with a variety of imaginative texts, analysing the main ideas, values and techniques, and discussing issues and themes, using evidence from the texts to support their views

  Elaborations

  • expressing emotional or aesthetic responses to a range of digital and other texts, such as short stories, poems, cartoons, films and songs, and identifying how mood is created and narrative is developed through language and expression
  • identifying and commenting on techniques and linguistic choices which build action, develop character and position the reader, using modelled descriptive and analytic language
  • comparing lyrics, themes and styles of popular German- and English-language songs, and tracking similarities and differences in genres and modes of expression, for example, by comparing winners of popular television singing competitions in Europe and Australia
  • investigating popular films, books or computer games in German and English to identify common themes and issues in contemporary imaginative texts
  • analysing an imaginative text for the descriptive language and literary devices used in reference to a character, place or event to consider how they are portrayed

  VCDEC176 | Languages | German | F–10 Sequence | Levels 9 and 10 | Communicating | Creating

• VCCCTQ045

  Challenge previously held assumptions and create new links, proposals and artefacts by investigating ideas that provoke shifts in perspectives and cross boundaries to generate ideas and solutions

  Elaborations

  • investigating changes to scientific understanding over time, including how new discoveries helped to shift understandings and considering how existing understandings might be shifted in the future
  • discussing how challenging assumptions and being open-minded can assist in developing enterprising behaviours, supported by research on specific entrepreneurs
  • investigating how food myths and fads have been challenged and community perspectives shifted, when planning a community health initiative
  • exploring change in scale as a way to shift perspective, for example beginning with asking ‘what if we could only buy and eat food grown locally’ and then asking ‘what if we could only buy and eat food grown regionally/nationally’ as part of a process for generating suggested responses to improve food security or mitigate an environmental challenge

  VCCCTQ045 | Capabilities | Critical and Creative Thinking | Levels 9 and 10 | Questions and Possibilities

• VCNRU085

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

  Elaborations

  • collecting examples of the language being studied in the local landscape, for example, in particular parts of the city such as market places, exhibitions or cultural events, and discussing the influence and significance of the language and culture in Australia today
  • recognising the importance of learning and using different languages in order 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 communities who speak the language being studied

  VCNRU085 | Capabilities | Personal and Social Capability | Levels 9 and 10 | Understanding | Role of language and culture

• VCFRC076

  Research and evaluate information from different perspectives on local and global issues, identifying how culture and context affect how information is presented

  Elaborations

  • selecting samples of spoken, written and digital texts that convey cultural as well as factual information (for example, regional news headlines, local community announcements, advertisements, notices in public spaces), and providing explanations and commentary on particular cultural aspects
  • researching a topic of global significance (for example, l’immigration, la jeunesse, l’action humanitaire, les langues mondiales), and identifying and explaining how texts reflect different perspectives and priorities
  • analysing and summarising interviews with high-profile speakers, such as political leaders or sports personalities, and listing words or expressions that provide cultural or contextual information
  • presenting commentaries collected from print, digital and personal sources of information on issues of relevance to young people (for example, la publicité, la santé des jeunes, les liens familiaux), and classifying according to viewpoints and perspectives
  • engaging in critical reading of texts such as product advice, news reports or travel brochures, considering questions such as intention and perspective, and rewriting key elements from a different perspective

  VCFRC076 | Languages | French | F–10 Sequence | Levels 9 and 10 | Communicating | Informing

• VCHIC076

  Research, interpret and evaluate information presented from different perspectives in relation to youth-related interests, identifying how culture and context affect how information is presented

  Elaborations

  • identifying different perspectives on selected social issues featured on television, radio or online forums, using the material as stimulus for debates or presentations, for example, जनसँख्या; भेदभाव; बेरोज़गारी, वैश्वीकरण, मानव अधिकार
  • comparing information published in different media on topical issues or well-known personalities in order to demonstrate the relationship between texts and cultural contexts, for example, by analysing language used in commentaries on क्रिकेट or reflections on Bhagat Singh, Subhash Chandra Bose, Rabindranath Tagore
  • conducting face-to-face or online interviews or surveys with peers, family or community members to compare experiences such as migration to Australia, living ‘across’ cultures or relationships with technology
  • critically analysing texts such as blogs, letters or newspaper announcements, distinguishing between facts and opinions, and identifying author intent, for example, by reading and discussing letters by Jawahar Lal Nehru, पिता के पत्र पुत्री के नाम
  • comparing representations in texts such as advertisements for mobile phones, beauty products or fast food in Hindi and English, considering why particular language or images have been selected
  • listening to interviews with celebrities from fields such as entertainment, sport or politics, identifying expressions or cultural references that convey a sense of culture or context

  VCHIC076 | Languages | Hindi | F–10 Sequence | Levels 9 and 10 | Communicating | Informing

• VCTRC072

  Research, synthesise and evaluate information on a selected subject from a range of perspectives and sources, identifying how culture and context affect how information is presented

  Elaborations

  • distinguishing between fact and opinion in texts such as newspaper articles and media reports, using critical analytical skills and textual knowledge to recognise elements such as bias and perspective
  • comparing and evaluating information presented on a particular subject by authors writing from different perspectives and contexts, for example, from a mainstream newspaper editorial or an online personal blog
  • analysing how spoken, written and digital texts convey cultural as well as factual information, for example, by identifying priorities and perspectives in regional news headlines, local community announcements, advertisements or notices in public spaces such as Bergama’daki çevre problemi
  • comparing advertisements for the same product in different languages, such as Türkiye ve Avustralya’daki cep telefonları, Yiyecek ve içecek ya da yemek reklamları arasındaki fark, discussing why particular language or images have been selected and distinguishing between culture-specific and universal representations and interests
  • analysing reports of an event from different media sources to identify variations in perspectives and interpretations, for example, Gelibolu’nun Avustralya ve Türkiye açısından önemi

  VCTRC072 | Languages | Turkish | F–10 Sequence | Levels 9 and 10 | Communicating | Informing

• VCFRC078

  Analyse how expressive and imaginative texts create aesthetic, humorous or emotional effects in ways that reflect cultural influence

  Elaborations

  • expressing emotional or aesthetic responses to texts such as short stories, poems, cartoons, films and songs (for example, c’est émouvant, c’est troublant, ils sont mélancoliques, c’est trop beau, c’est amusant, ça fait rire), and identifying how mood is created and narrative is developed through language and expression
  • talking about how imaginative texts use structure, language and mood to build action, develop character and position the reader, using modelled descriptive and analytic language, for example, Les adjectifs et les adverbes sont très évocatifs; il y a un rythme qui crée un atmosphère de tristesse; la voix du narrateur calme le lecteur
  • comparing lyrics, themes and styles of popular French- and English-language songs, and tracking similarities and differences in genres and modes of expression, for example by comparing winners of Australian Idol and Francouvertes or La Voix
  • reading, viewing or listening to extracts from expressive contemporary texts such as poems, songs, dance, street art and performance, identifying elements of expression that reflect French cultural traditions or experience

  VCFRC078 | Languages | French | F–10 Sequence | Levels 9 and 10 | Communicating | Creating

• Dance: Levels 9 and 10 description

  In Levels 9 and 10, students develop a personal movement vocabulary that is informed by knowledge of dance from different cultures, times and locations.

  Students build on their awareness of how the body can be used to communicate dance ideas and how it is used in specific dance styles. They...

  Level description | The Arts | Dance

• VCHHK136

  Patterns of continuity and change and their effects on influencing movements of people, ways of life and living conditions, political and legal institutions, and cultural expression around the turn of the twentieth century

  Elaborations

  • Australia
    • using sources to examine the living and working conditions in Australia around the turn of the twentieth century (that is 1900)
    • identifying the main features of housing, sanitation, transport, education and industry that influenced living and working conditions in Australia
    • describing the impact of the gold rushes in the hinterland on the development of ‘Marvellous Melbourne’
  • Asia
    • describing the British Raj and the forms of British influence in India, for example, the building of roads, an extensive railway network, schools and Christian missions
    • describing how increasing foreign influence and imperialism was challenging and changing Imperial China and society through trade, railway networks, missionaries, foreign concessions in cities such as Shanghai
    • describing how increasing trade, modernisation expansions and nationalism in Japan were influencing change to everyday life in Japan, the fall of the Shogun and the Meiji Restoration

  VCHHK136 | The Humanities | History | Levels 9 and 10 | Historical Knowledge | The making of the modern world | Australia and Asia

• VCPSCSO049

  Investigate personal, social and cultural factors that influence the ability to experience positive and respectful relationships and explore the rights and responsibilities of individuals in relationships

  Elaborations

  • imagining the effect that saying ‘no’ to a request would have on a relationship and how personal, social and cultural factors could influence the outcome
  • using a range of scenarios students develop a list of rights and responsibilities to support respectful relationships
  • outlining how questions such as ‘How does that make you feel?’ or statements such as ‘that must be hard’ can foster respectful relationships

  VCPSCSO049 | Capabilities | Personal and Social Capability | Levels 9 and 10 | Social Awareness and Management | Relationships and diversity

• VCASFU250

  Understand that Auslan has evolved and developed through different periods of influence and cultural and societal change

  Elaborations

  • recognising that there is a greater degree of flexibility and variability in ‘oral’, face-to-face languages such as Auslan compared to spoken/written languages passed on from parents to children, for example, less standardisation and minimal ‘frozen texts’, and considering reasons for such differences
  • researching different aspects of variation in the use of Auslan, considering influences such as geographical location, social groupings, history, educational experience, age of learning, family background and contact with Signed English or other languages
  • considering the effect that expanding sign language interpreter services might have on standardising Auslan, especially in the areas of education and medicine
  • interviewing older members of Deaf families or Deaf communities and reporting back to the class about any differences in signing they noticed, such as more use of fingerspelled words, less use of NMFs and depicting signs, or the use of different signs, such as FILM (old sign), TOILET (old sign)
  • recognising that languages constantly expand to include new words, signs and expressions due to influences such as changing technologies and digital media, for example, COMPUTER, COMPUTER-MOUSE, INTERNET, FACEBOOK, WIFI, SELFIE
  • understanding that greater contact between signers internationally has led to increased borrowing between sign languages, for example, signs that refer to different nation states and cities around the globe (for example, the old Auslan sign for America versus the current sign), or the ASL vehicle handshape in DSs
  • identifying changes to Auslan that reflect changes in social relationships and community attitudes, for example in relation to words/signs such as DEAF^DUMB, DISABILITY, HEARING^IMPAIRED/H-O-H, DEAF^WORLD/DEAF^COMMUNITY, HUMAN^RIGHT

  VCASFU250 | Languages | Auslan | Second Language Learner | 7–10 Sequence | Levels 9 and 10 | Understanding | Language variation and change

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

  By the end of Level 10, students use the language to communicate with teachers, peers and others in a range of settings and for a range of purposes. They pronounce the sounds of the language accurately and use stress to create fluency in sentences. Students use and respond to open-ended questions...

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

• VCFRC081

  Create glossaries to interpret cultural aspects of contemporary and traditional French texts

  Elaborations

  • collecting and explaining to non-French speakers expressions and cultural allusions encountered in French texts associated with historical, religious or civic events or traditions, (for example, la Marianne, le tricolore, la Toussaint, le 1er mai)
  • exploring French colloquialisms, argot and idioms (for example, tomber dans les pommes, les doigts dans le nez) that are typically used by different social groups, (for example, les jeunes, les sportifs, les étudiants)
  • exploring texts for terms associated with particular elements of French lifestyles (for example, la cuisine, la mode, les loisirs, la famille), noting differences between traditional and more contemporary texts and explaining these differences in relation to changes in cultural practice
  • mapping France or other francophone countries as represented on internet sites or tourist brochures in terms of regional and cultural diversity, for example, la France gastronomique: la choucroute d’Alsace, la quiche Lorraine, le bœuf bourguignon, la tapenade Provençale; la Polynésie: les cinq archipels, les ȋles et les atolls

  VCFRC081 | Languages | French | F–10 Sequence | Levels 9 and 10 | Communicating | Translating

• VCITC077

  Initiate, sustain and extend discussions related to aspirations, relationships and contemporary social issues

  Elaborations

  • corresponding with peers throughout the year (for example, by phone, Skype, email or wikis) to build relationships and share views about home, school, lifestyle, leisure activities and interests
  • interacting in speaking or writing with an Italian contact to seek personal information about their past, current activities and future plans, and to ask about life in Italy and the possibility of visiting in future, for example, Questo è il dottor Bianchi. Le presento la dottoressa Russo. Piacere! Che lavoro fai? Cosa facevi tre anni fa, in Italia? Cosa bevi a tavola? Ben arrivato/a! Entri! Prego. Le dispiace inviarmi una copia di … Distinti saluti
  • sustaining exchanges with others by acknowledging, asking for repetition or clarification, or questioning further, for example, Scusi non ho capito, può ripetere, per favore? Potrebbe ascoltare, per favore? Può aiutarmi a … Mi sono dimenticato/a di …
  • using contextual clues and gestures to assist in comprehending and expressing meanings during spoken conversations, such as responding to facial expressions showing emotion or confusion, for example, Ah, ora capisco! È davvero interessante. Come hai/ha detto? Eh sì! Ma scherzi!
  • interviewing class members to gauge views about aspects of daily life (such as school, pastimes, relationships and the local environment), and discussing as a class the major themes and concerns that emerge, for example, Come mai …? Perché …? Secondo te …? Forse ... pensi che …? È chiaro che …
  • sharing opinions with peers about experiences, events and interests incorporating language to express emotions and opinions such as approval, gratitude, regret, appreciation or boredom, for example, Ti è piaciuto/a la puntata/il concerto di …? Cosa pensi di …? Preferisco … Penso che … Vorrei … Mi piace di più … Purtroppo ... Insomma!
  • debating pros and cons related to topics such as adolescenti a dieta or the l’uso dei social media, for example, Sono pro/contro ... perché ... Di pro/contro c’è
  • exchanging letters, emails and videos with peers in Italy, comparing aspects of youth lifestyle, school and environment, using comparisons when expressing thoughts and ideas, for example, Come trascorrerete le vacanze estive? Come voi, anche noi andiamo in Italia …

  VCITC077 | Languages | Italian | F–10 Sequence | Levels 9 and 10 | Communicating | Socialising

• VCZHC181

  Interpret representations of people and events encountered in contemporary and traditional Chinese performance

  Elaborations

  • explaining concepts such as 侠，孝，义 portrayed in 小说 with examples of experiences in imagined scenarios, such as 中国人很重视孝。孝就是对父母好，如果父母生病了，你要照顾他们
  • analysing common features of entertainment across different forms of media, for example, describing what makes an engaging plot; examining the types of characters that appeal to certain audiences
  • identifying and comparing major themes (for example, concepts of love, success and beauty) portrayed in youth media across different languages and cultures
  • comparing how concepts of humour, happiness and tragedy are conveyed in music, art and drama across languages and cultures

  VCZHC181 | Languages | Chinese | Background Language Learner | F–10 Sequence | Levels 9 and 10 | Communicating | Creating