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• VCELT477

  Create literary texts with a sustained ‘voice’, selecting and adapting appropriate text structures, literary devices, language, auditory and visual structures and features for a specific purpose and intended audience

  Elaborations

  • creating a range of own spoken, written or multimodal texts, experimenting with and manipulating language devices for particular audiences, purposes and contexts
  • using humour and drama as devices to entertain, inform and persuade listeners, viewers and readers

  VCELT477 | Curriculum content | English | Level 10 | Writing | Literature

• 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

• VCELT464

  Analyse and evaluate text structures and language features of literary texts and make relevant thematic and intertextual connections with other texts

  Elaborations

  • using terms associated with literary text analysis (for example narrative, characters, poetry, figurative language, symbolism, soundtrack) when evaluating aspects that are valued and that contain aesthetic qualities
  • writing or speaking about how effectively the author constructed the text and engaged and sustained the reader’s/viewer’s/listener’s personal interest

  VCELT464 | Curriculum content | English | Level 10 | Reading and Viewing | Literature

• VCGRCE018

  Respond to Classical Greek texts by analysing themes, values and literary features, such as plot development and characterisation, and sharing and justifying opinions

  Elaborations

  • reading texts in Classical Greek and responding to questions in English to demonstrate understanding of content, context, purpose and technique
  • discussing how language is used to reveal character, values and key messages in texts such as narratives, dialogues, plays, poems, letters or speeches, for example, Pericles’ funeral oration
  • discussing epic plots and characters, such as the depiction of Croesus in Herodotus’ Histories, Dicaeopolis in Aristophanes’ Acharnians, for example, debating significant events and the author’s purpose
  • analysing plot development in texts such as plays and stories, discussing features, for example, use of comic episode, plot twist, climax, resolution
  • interpreting how particular stylistic effects are created, such as emphasis, doubt, irony or supposition, for example, through the use of particles πῶς γὰρ οὔ; καὶ γάρ, ἆρα οὐ/ἆρα μή
  • analysing how writers use language features to achieve particular aesthetic, humorous or persuasive purposes and effects, such as hyperbole, for example, μύριοι, or irony, for example, Socratic dialogue or dramatic irony
  • evaluating the effectiveness of texts, by considering the use of techniques, for example, simile, metaphor, personification or pathos, for particular purposes, such as to entertain or persuade

  VCGRCE018 | Languages | Classical Greek | Levels 9 and 10 | Engaging with texts | Responding to texts

• VCIDC076

  Translate a range of informative, literary and personal texts, comparing interpretations and explaining how cultural perspectives and concepts have been represented

  Elaborations

  • translating short texts and excerpts from a range of informative and literary texts, and reflecting on aspects of culture embedded in idiomatic language and proverbs, for example, proverbs such as lain ladang lain belalang, Tak kan lari gunung dikejar or sayings such as ‘It’s raining cats and dogs’, ‘as tough as nails’
  • choosing how to best represent cultural concepts and expressions, for example, ‘best friend’ (teman baik), ‘better late than never’ (biar lambat asal selamat), ‘home sweet home’ (kampung halaman/tanah air), and those for special occasions such as Maaf lahir batin, panjang umurnya
  • translating signs and symbols such as public signs and emoticons, for example, ^_^ (senang), >^< (marah), O.O (heran)

  VCIDC076 | Languages | Indonesian | F–10 Sequence | Levels 9 and 10 | Communicating | Translating

• VCLAE018

  Respond to Latin texts by analysing themes, values and literary features, such as plot development and characterisation, and sharing and justifying opinions

  Elaborations

  • reading Latin texts and responding to questions in English to demonstrate understanding of content, context, purpose and technique
  • exploring how language is used to reveal character, values and key messages in texts such as narratives, dialogues, plays, poems and letters, for example, Cena Trimalchionis; odi et amo
  • discussing epic plots and characters, such as the Aeneid, for example, debating significant events and the author’s purpose
  • analysing plot development in texts such as plays and stories, discussing literary features, for example, use of comic episode, plot twist, climax, resolution
  • interpreting how particular stylistic effects are created, such as emphasis, doubt, irony or supposition, for example, sine dubio, satis constat, ut mihi videtur
  • analysing how writers use language features to achieve particular aesthetic, humorous or persuasive purposes and effects, for example, diminutives such as puellula or homuncule
  • evaluating the effectiveness of texts, by considering the use of stylistic features, for example, simile, metaphor, personification or pathos, for particular purposes, such as to entertain or persuade

  VCLAE018 | Languages | Latin | Levels 9 and 10 | Engaging with texts | Responding to texts

• VCRAC076

  Translate a range of informative, literary and personal texts, comparing interpretations and explaining how cultural perspectives and concepts have been represented

  Elaborations

  • translating short texts and excerpts from a range of informative and literary texts, and reflecting on aspects of culture embedded in idiomatic language and proverbs, for example, proverbs in both the language and English such as 'The early bird catches the worm' or sayings such as ‘it’s raining cats and dogs’, or ‘as tough as nails’
  • choosing how to best represent cultural concepts and expressions for example, ‘best friend’, ‘better late than never’, ‘home sweet home’
  • translating signs and symbols such as public signs and emoticons

  VCRAC076 | Languages | Roman Alphabet Languages | F–10 Sequence | Levels 9 and 10 | Communicating | Translating

• VCELT465

  Compare and evaluate how ‘voice’ as a literary device can be used in a range of different types of texts such as poetry to evoke particular emotional responses

  Elaborations

  • creating extended written responses to literary texts, making reference to varying points of view about the issues raised

  VCELT465 | Curriculum content | English | Level 10 | Reading and Viewing | Literature

• VCHIC080

  Compare translations and interpretations of literary, community and social media texts, including those that mix Hindi and English words, expressions and sentence structures

  Elaborations

  • identifying and translating texts produced within the media and entertainment industry that use ‘Hinglish’ for different purposes, for example, Life ho to aisi!, Youngistaan ka wow!
  • exploring the language of Bollywood by translating short excerpts that include code-mixing and code-switching between languages and dialects
  • critically evaluating the accuracy and effectiveness of subtitles used in movies, video clips and documentaries, identifying examples of ‘meaning lost in translation’
  • translating parts of conversations recorded between family and friends that involve the mixing of Hindi and English, discussing the relationship between code switching and domains of use
  • considering challenges involved in translating texts by contemporary poets and songwriters who incorporate English words or stylistic features into their texts
  • identifying how translation sometimes involves literal exchange of word-for-word meaning, sometimes involves interpreting and expressing meaning in appropriate forms, and sometimes involves cultural meaning that cannot be translated

  VCHIC080 | Languages | Hindi | F–10 Sequence | Levels 9 and 10 | Communicating | Translating

• VCTRC076

  Compare translations of familiar Turkish texts, such as community notices or literary texts, considering factors that may have influenced the translation from one language to the other

  Elaborations

  • discussing the nature of translation with reference to strategies such as decoding literal meaning (word-for-word), reading for meaning (sense-for-sense) and cultural reading (reading between the lines)
  • comparing Turkish versions of English language community notices relating to health or education, such as notices in doctors’ waiting rooms or school notices, comparing with equivalent texts produced in Turkish-speaking communities, identifying similarities and differences that reflect cultural context and communicative styles
  • evaluating the effectiveness and accuracy of subtitles used in English or Turkish films, video clips or documentaries, finding examples of meaning ‘lost in translation’ such as The Water Diviner – Son Umut (Su Cengaveri)
  • providing annotated translations of excerpts from literary and media texts such as poems, newspaper or radio reports, identifying challenges involved in transferring meaning, expression and mood from one language and cultural tradition to another
  • comparing their translations of short literary texts, such as folktales Keloğlan, Karagöz ve Hacıvat and Nasrettin Hoca, riddles or folk songs such as türkü and mani, discussing how the process of translation clarifies understanding of the relationship between language, culture and experience, as in kına yakmak, kız isteme ve sünnet töreni
  • translating Turkish idioms and proverbs that contain cultural elements and references, such as Ateş olmayan yerden duman çıkmaz, Bir fincan kahvenin kırk yıl hatırı vardır, Üzüm üzüme baka baka kararır, ayağına kına yakmak, saman altından su yürütmek, researching stories behind the references and discussing how their meaning can be conveyed in English
  • critically evaluating the effectiveness of resources used to assist translation, such as bilingual and monolingual dictionaries, electronic translators and style guides such as İmlâ Kılavuzu

  VCTRC076 | Languages | Turkish | F–10 Sequence | Levels 9 and 10 | Communicating | Translating

• VCHIC114

  Respond to a range of traditional and contemporary creative and literary texts, describing settings, identifying key themes, values and concepts, discussing representation of characters and events and the stylistic effects of different genres

  Elaborations

  • comparing themes and values represented in contemporary texts such as cartoons or video games with those conveyed in traditional fables, epic poems and legends, for example, एकलव्य की गुरुदक्षिणा
  • discussing the enduring influence of classical fables and legends in passing on cultural values through allegory and storying, for example, by identifying classical references to describe personal traits or qualities, as in सत्यवादी हरिश्चन्द्र, श्रवण कुमार
  • identifying the use of English words and expressions by contemporary poets or songwriters writing in Hindi, considering possible reasons for this
  • analysing how the use of rhythm, rhyme, imagery and metaphor by poets such as कबीर, रवीन्द्रनाथ टैगोर; हरिवंश राय बच्चन; नीरज, गुलज़ार, महादेवी वर्मा and writers such as भीष्म साहनी; जयशंकर प्रसाद; मुँशी प्रेमचंद, मन्नू भंडारी create emotional, dramatic or humorous effects that reflect cultural traditions and literary genres
  • identifying characteristic elements of traditional forms of Hindi literature, such as verse celebrating bravery/warriors, for example, वीर गाथाएँ और गीत, जैसे पुष्प की अभिलाषा, devotional verse such as मीराबाई और सूरदास के भक्ति गीत, or children’s poems that celebrate nature, such as आया बसन्त
  • comparing the style, themes and language associated with different musical genres, for example, patriotic music such as राष्ट्रीय गान and सारे जहाँ से अच्छा, film songs or advertising jingles
  • exploring the playfulness, creativity and competitiveness of riddles, comparing their function as traditional entertainment in village communities with that of language play among young children today

  VCHIC114 | Languages | Hindi | 7–10 Sequence | Levels 9 and 10 | Communicating | Creating

• VCTRC110

  Translate and interpret a range of texts, including conversational exchanges, proverbs, media and literary texts, considering the role of culture when transferring meaning from one language to the other

  Elaborations

  • recording, transcribing and translating short conversations between friends or family members from English into Turkish and vice versa, identifying words or expressions that either do not translate meaningfully, such as yuvarlanıp gidiyoruz, canıma tak dedi, yetti artık, or require no translation, for example, yoğurt, kebap
  • translating and glossing words, symbols or expressions commonly used in emails and text messages, such as slm (Selam), mrb (merhaba), kib (kendine iyi bak), inş (inşallah)
  • interpreting elements of spoken texts for non-Turkish speakers, for example, by providing a commentary on an item presented at a class, school or community event, including explanations in English of culturally significant allusions, expressions and gestures
  • creating an English language commentary to a Turkish language sitcom, discussing how to transfer or explain the humour or dramatic effects of the original text for non-Turkish speaking Australians
  • comparing their translated versions of news headlines or popular advertisements, discussing perceived differences in focus or emphasis between the two language versions
  • interpreting the significance of Turkish terms or phrases used on formal occasions, such as weddings, school speech days or religious occasions, for example, Saygıdeğer misafirler ve sevgili çocuklar, Allah bir yastıkta kocatsın, darısı başına, Allah kabul etsin, explaining cultural connotations that are unfamiliar when translated directly into English
  • translating proverbs such as ağaç yaşken eğilir, ayağını yorganına göre uzat, explaining cultural allusions that do not translate meaningfully into English, and finding English language proverbs that express similar ideas or concepts
  • critically evaluating the accuracy and effectiveness of subtitles used in movies, video clips and documentaries, identifying examples of ‘meaning lost in translation’
  • identifying the need to sometimes recast language, considering why one language may use more words than another to communicate a particular meaning

  VCTRC110 | Languages | Turkish | 7–10 Sequence | Levels 9 and 10 | Communicating | Translating

• 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

• VCRAU116

  Develop understanding of textual conventions and how they shape meaning and influence responses

  Elaborations

  • analysing how texts are constructed, including cohesive devices such as conjunctions and coherence devices such as time markers
  • examining language structures and features used in a range of texts for communicative effect, for example, to persuade, amuse, ridicule, sympathise, challenge, include or exclude, offend or forgive
  • using literary devices to enhance ideas and expression in imaginative texts
  • analysing and comparing textual features across cultures
  • understanding the prevalence of acronyms and their use for convenience

  VCRAU116 | Languages | Roman Alphabet Languages | 7–10 Sequence | Levels 9 and 10 | Understanding | Systems of language

• VCZHU262

  Analyse and discuss the ways in which language is used to position authors, readers and participants in texts

  Elaborations

  • identifying choices in words and phrasing that influence a reader’s response to texts, such as language to persuade readers to endorse the writer’s views, for example, 难道不是每一个有良知的人都会认同的吗？
  • examining ways in which authors use characterisation to incite sympathy or antagonism towards characters in literary texts, for example, directly describing a character’s personality compared to indirectly portraying the character’s personality through their actions or through the reactions of others

  VCZHU262 | Languages | Chinese | First Language Learner | 7–10 Sequence | Levels 9 and 10 | Understanding | The role of language and culture

• VCZHC213

  Explore and express opinions on themes and emotions revealed in modified texts from classical and contemporary Chinese literature

  Elaborations

  • responding to literary texts such as 《某某后传》 through own creative text production, employing the literary styles and methods identified in such texts
  • keeping a journal to reflect on emotions and experiences of individuals encountered in texts
  • identifying and comparing the language used to explore major themes such as love, success and beauty in youth media across different languages and cultures
  • participating in class discussion on messages conveyed in traditional and contemporary texts and comparing how concepts of humour, happiness and tragedy are conveyed in music, art and drama across languages and cultures
  • understanding the values inherent in the use of music, imagery and stereotypical representations of people, places and practices in diverse forms of youth entertainment
  • identifying and discussing generational and cultural differences portrayed in contemporary media
  • examining songs that have remained popular for generations or have become anthems for particular groups of people, and discussing why these songs have achieved such success
  • reading a range of imaginative texts from other cultures, keeping a reading journal (读书笔记) to record own responses, and participating in class discussions about texts such as 《小王子》 and 《安徒生童话选》

  VCZHC213 | Languages | Chinese | Background Language Learner | 7–10 Sequence | Levels 9 and 10 | Communicating | Creating

• VCZHU221

  Analyse textual features of formal genres and apply these in their own speech and writing

  Elaborations

  • analysing features of texts in formal domains, for example, comparing aspects of formal and personal letters such as salutations or level of politeness; examining features of articles such as the use of headings, placement of author name, organisation into introduction, body and conclusion
  • comparing how statistical data (such as census information or surveys) are collated and referred to in Chinese and English texts, including consideration of the levels of in-text referencing required across both languages
  • analysing linguistic, stylistic and textual features of diverse samples of the same genre to compare the choices made by authors and the impact of these choices, for example, comparing 这位老人已经七十多岁了， 他每天要一上一下地打扫一千八百多级石阶， 该是多么辛苦啊！ and 这位老人年纪大了，要打扫很多石阶，这些石阶大概有一千八百多级，非常辛苦
  • analysing stylistic/literary devices used in knowledge-based texts, for example, technical terms and concise formulaic expressions used in newspaper articles
  • appreciating and applying the use of literary devices, for example, direct and indirect historical and cultural references; features of intertextuality such as classical allusions (歇后语)
  • analysing the layout of magazines and online texts to identify how images, fonts and words have been chosen to enhance understanding of key ideas and author positioning
  • examining the language of newspapers, identifying commonly encountered linguistic terms and considering the concise ways in which world events are reported in Chinese media

  VCZHU221 | Languages | Chinese | Background Language Learner | 7–10 Sequence | Levels 9 and 10 | Understanding | Systems of language

• VCTRU082

  Know how to construct different types of texts to suit different contexts, purposes and audiences, incorporating appropriate cultural and contextual elements

  Elaborations

  • composing texts such as emails, songs, slogans or public signs, explaining their selection of vocabulary and grammatical and textual features in terms of their intended purpose and audience
  • identifying effective examples of imagery and metaphor in literary texts and using them as models for their own compositions
  • analysing the use of rhetorical devices in texts such as advertisements, editorials or political speeches, identifying culturally specific features and experimenting with similar devices in their own spoken and written communication
  • composing a spoken and a written version of a particular communication, such as an invitation, apology or personal message, explaining differences in language selection, structure and expression
  • comparing language features of Turkish and English versions of a news headline or a school report, noting differences that appear to be culturally significant

  VCTRU082 | Languages | Turkish | F–10 Sequence | Levels 9 and 10 | Understanding | Systems of language

• VCZHC250

  Create imaginative texts experimenting with genre, textual features and stylistic devices

  Elaborations

  • comparing literature across languages and cultures and recognising features of entertainment, for example, identifying how magic and danger are used in Harry Potter and 《西游记》
  • discussing the features of range of genres, such as memoirs, poems and moral tales, for example, comparing 小诗 and 散文 to identify how different genres express similar ideas
  • creating own imaginative texts, using literary devices to achieve particular purposes, for example, foreshadowing events and building up to the climax in a story, and experimenting with 暗喻, 反复 and other 修辞手法

  VCZHC250 | Languages | Chinese | First Language Learner | 7–10 Sequence | Levels 9 and 10 | Communicating | Creating

• 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