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• Mathematics: Level 9 description

  In Level 9, students develop familiarity with a broader range of non-linear and linear functions and relations, and related algebra and graphs.

  Students apply index laws with integer indices to a range of numerical expressions and extend this to algebraic expressions involving numbers and pro-numerals...

  Level description | Mathematics

• VCKOC199

  Create bilingual texts that reflect aspects of Australian culture (for example, Christmas celebrations) for Korean-speaking audiences in the school and wider community including virtual communities, reflecting on how meaning can be conveyed effectively

  Elaborations

  • creating captions or commentaries using Korean or English to accompany texts produced in English or Korean such as lyrics, video clips and film extracts, exchanging and comparing own bilingual texts with peers, discussing which version better fits the original version and why
  • producing public texts for different contexts in both Korean and English such as brochures, advertisements or leaflets, for example, for Korean exchange students to Australia or for student visitors to Korea on a study tour, and reflecting on the process of working in both languages
  • creating bilingual texts such as video clips with subtitles explaining Australian cultural practices, for example, bushwalking, New Year’s Eve celebrations, the Melbourne Cup

  VCKOC199 | Languages | Korean | F–10 Sequence | Levels 9 and 10 | Communicating | Translating

• VCZHC072

  Create bilingual texts, identifying similarities between Chinese and English syntax and vocabulary, and explaining how these similarities can be used when transferring culture- or context-specific ideas from Chinese into English

  Elaborations

  • producing bilingual displays about Chinese language, culture or contemporary society to share learning and knowledge with the whole school community, for example, a poster display on Chinese characters, on earthquake-prone areas such as Sichuan, on youth cultures in China, or on the Chinese community in Australia
  • creating own texts in Chinese and exploring how word choices impact on the subtlety or accuracy of intended meaning
  • considering ways of exemplifying ideas to ensure effective mediation of ideas or information as opposed to word for word translation, for example, 谢谢您！— 不谢！(‘Thank you!’ — ‘You’re welcome!’)
  • using alternative ways of expressing meanings when communicating complex ideas, for example, 一个孩子 for 独生子女
  • using print and online dictionaries to expand their own linguistic repertoire and convey subtle meanings when creating own texts, understanding the risks of word-for-word translation

  VCZHC072 | Languages | Chinese | Second Language Learner | F–10 Sequence | Levels 9 and 10 | Communicating | Translating

• VCZHC070

  Create written imaginative texts that express aspects of Chinese culture for different audiences and identify how some concepts can be readily translated between Chinese and English and some do not

  Elaborations

  • creating first person narratives in which they describe experiences and emotions in imagined scenarios and places, for example, 假如我是巨星
  • producing cartoon scripts to express traditional Chinese values, for example, 孔融让梨

  VCZHC070 | Languages | Chinese | Second Language Learner | F–10 Sequence | Levels 9 and 10 | Communicating | Creating

• 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

• VCZHU080

  Analyse the ways in which language choices reflect cultural practices and values and how language is used to express familiarity and distance between participants in interactions

  Elaborations

  • exploring how known languages influence their own communicative preferences, such as reflecting the values of one culture when communicating in another, for example, differences in the use and frequency of ‘thank you’ and 谢谢
  • making connections between their first language and how it influences communication in additional languages, for example: Why do Chinese speak English in certain ways? What features of my first language influence how I speak Chinese? How does this affect mediation of ideas between languages?
  • interacting with people of different ages and positions, varying language and level of formality according to relative status, for example, using appropriate ways to accept or decline requests, compliments or suggestions (你能不能帮我一点忙？---- 对不起，我没有空; 您找谁？- 你爸爸在家吗？)
  • examining how concepts such as humour and humility are conveyed in Chinese, and discussing how these may be perceived by non-native Chinese speakers
  • reflecting on taboos in language use and how these can impact on communication across cultures, for example: Is it okay to ask someone’s age in China? Why do numbers and colours matter? What are we superstitious about in Australia? What hand gestures are acceptable with Chinese speakers? What can I joke about?
  • defining familiarity and distance as they relate to language use

  VCZHU080 | Languages | Chinese | Second Language Learner | F–10 Sequence | Levels 9 and 10 | Understanding | The role of language and culture

• English: Level 9 achievement standards - Speaking and Listening

  Students listen for ways texts position an audience. They understand how to use a variety of language features to create different levels of meaning. They understand how interpretations can vary by comparing their responses to texts to the responses of others. In creating texts, students demonstrate...

  Level description | English | Level 9 | Speaking and Listening

• English: Level 9 achievement standards - Writing

  Students understand how to use a variety of language features to create different levels of meaning. They understand how interpretations can vary by comparing their responses to texts to the responses of others. In creating texts students demonstrate how manipulating language features and images...

  Level description | English | Level 9 | Writing

• VCHPEP146

  Investigate how empathy and ethical decision-making contribute to respectful relationships

  Elaborations

  • investigating the characteristics of positive, respectful relationships and the rights and responsibilities of individuals in relationships
  • investigating how gender and the balance of power influences the nature of relationships such as intimate and family relationships and proposing actions that can be taken when a relationship is not respectful
  • comparing own decisions with those of others and acknowledging others’ right to act differently and to change their mind
  • demonstrating and advocating appropriate bystander behaviour when participating in online interactions.

  VCHPEP146 | Health and Physical Education | Levels 9 and 10 | Personal, Social and Community Health | Communicating and interacting for health and wellbeing

• VCRAU119

  Understand the role of language and culture in shaping and conveying cultural identity including the multiple languages and cultures present in other countries and in Australia

  Elaborations

  • understanding how language reflects specific cultural ideas as well as values, such as deference and respect
  • recognising that cultural values, customs and practices are constantly changing and are evident in language use
  • appreciating that language use can reflect and express cultural identity, that multiple languages exist in many regions of the world and Australia, including Indigenous languages; and that many people are multilingual and value this capability as an integral part of their identity

  VCRAU119 | Languages | Roman Alphabet Languages | 7–10 Sequence | Levels 9 and 10 | Understanding | Role of language and culture

• VCSSU115

  Advances in scientific understanding often rely on developments in technology and technological advances are often linked to scientific discoveries

  Elaborations

  • considering how the properties of electromagnetic radiation relate to its uses, for example, radar, medical diagnosis and treatment, mobile phone communications and microwave cooking
  • considering how information technology can be applied to different areas of science, for example, bioinformatics, the Square Kilometre Array, DNA sequencing and the analysis of radio astronomy signals
  • considering how computer modelling and imaging technologies has improved knowledge and predictability of phenomena, for example, climate change, atmospheric pollution, plate tectonic movement, and body system functions and interactions

  VCSSU115 | Science | Levels 9 and 10 | Science Understanding | Science as a human endeavour

• Mathematics Version 2.0: Level 9 description

  In Level 9, learning in Mathematics builds on each student’s prior learning and experiences. Students engage in a range of approaches to the learning and doing of mathematics that develop their understanding of and fluency with concepts, procedures and processes by making connections, reasoning...

  Level description | Mathematics | Mathematics Version 2.0

• VC2M9A06

  use mathematical modelling to solve applied problems involving change, including financial contexts involving simple interest; formulate problems, choosing to use either linear or quadratic functions or other simple variations; interpret solutions in terms of the context; evaluate the model and...

  Elaborations

  • modelling practical contexts using linear functions such as cooking times that include resting or cooling times, or water leakage from water tanks, using tables and graphs or digital tools and algebraically
  • modelling measurement situations and determining the perimeter and areas of rectangles where the length, l, of the rectangle is a linear function of its width, w; for example, l=w,  l=w+5,  l=3w,  l=2w+7
  • modelling practical contexts (for example, area, paths of projectiles, parabolic mirrors, satellite dishes) using simple quadratic functions, tables and graphs (hand drawn or using digital tools) and, algebraically, interpreting features of the graphs such as the turning point and intercepts in context; for example, area, paths of projectiles, parabolic mirrors, satellite dishes
  • modelling and solving problems involving financial contexts using linear functions, for example, combinations of purchases of different items when they have a set amount of money to spend, profit/loss situations and trade quotes involving call-out fees
  • modelling situations involving change, for example, change in daily temperature during the ski season, fluctuation of speed above and below the speed limit, and acceleration and deceleration of a car coming to and moving off from a set of traffic lights
  • modelling the hunting techniques of Aboriginal and Torres Strait Islander Peoples using quadratic functions and exploring the effect of increasing the number of hunters to catch more prey 

  VC2M9A06 | Mathematics | Mathematics Version 2.0 | Level 9 | Algebra

• VCIDU083

  Analyse the ways in which Indonesian varies according to spoken and written forms, cultural context and subcultures

  Elaborations

  • comparing spoken and written texts (for example, spoken and print advertisements, face-to-face conversations and emails) to understand how mode relates to linguistic structures and features, and how this affects meaning
  • analysing examples of colloquial language, such as that used by sub-groups (for example, Bahasa gaul, Bahasa SMS), and comparing these to formal forms
  • understanding how body language varies across cultures, for example, lowering body position when speaking to someone in authority to show respect; not raising voice or laughing loudly; smiling and nodding while listening to people, even when hearing bad news
  • understanding that many Indonesians are familiar with a range of languages (for example, Bahasa baku, Bahasa daerah, Bahasa gaul and English) and can shift between these depending on the context, and considering how this compares to those who are monolingual

  VCIDU083 | Languages | Indonesian | F–10 Sequence | Levels 9 and 10 | Understanding | Language variation and change

• Japanese - 7–10 Sequence: Levels 9 and 10 achievement standards

  By the end of Level 10, students use written and spoken Japanese to interact with peers, the teacher and other Japanese speakers to exchange information and opinions about personal interests and experiences. With support they share information about broader topics of interest, such as education...

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

• Victorian Aboriginal Languages: Levels 7 to 10 achievement standards

  By the end of Level 10, students use the language to initiate, sustain and extend interactions, and to exchange information about interests, experiences and aspirations. They use spontaneous language wherever possible to participate in activities that involve taking action, collaborating, planning...

  Level description | Languages | Victorian Aboriginal Languages | Levels 7 to 10

• VCARU182

  Understand how rules of Arabic pronunciation, including patterns of stress and rules of pause, and writing conventions enhance meaning and aesthetic effect

  Elaborations

  • understanding that certain sounds in Arabic words can be dropped from pronunciation, such as the t sound in السماء صافية and tashkeel in البنت مريضة؛ الشمس مشرقة
  • understanding that sentences can contain one or more verbs and can be joined with و or other cohesive devices
  • recognising the need for a pause or change of tone in complex sentences with embedded clauses, for example, كنت مع صديقي عماد؛ صديقي من المدرسة؛ عندما شاهدنا الحادث الأليم
  • applying understanding of how tone can convey emotions and shade meaning, such as distinguishing between colloquial or formal language, for example, حقًا؟ يا إلهي! معقولة؟ تعال إلى هنا حالًا
  • reflecting on the role of pronunciation, rhythm, word stress and intonation in effective communication, and applying this knowledge to own interactions
  • using knowledge of Arabic pronunciation and spelling rules when engaging with authentic spoken and written texts
  • evaluating own spelling and pronunciation in relation to their understanding and expression

  VCARU182 | Languages | Arabic | F–10 Sequence | Levels 9 and 10 | Understanding | Systems of language

• VCADAR046

  Analyse a range of dance from contemporary and past times, including dance of Aboriginal and Torres Strait Islander peoples, to explore differing viewpoints and develop understanding of dance practice across local, national and international contexts

  Elaborations

  • investigating the influence of Australian and international dance artists and companies on dance practices, including the influence of those who identify as belonging to specific cultural groups, for example investigating the role and influence of Bangarra
  • considering how global trends in dance influence the development of dance in Australia, for example, how global trends in street dance influence Australian dance, or how effectively have ballet conventions been manipulated within a work to communicate ideas and intentions
  • identifying the impact of media and social and technological change on dance practice, for example, interactions between kinaesthetic and visual aspects of dance in forms that incorporate digital components or the way that dance by groups such as Djuki Mala (The Chooky Dancers) can be shared across the globe via social media
  • interrogating the cultural and social roles and responsibilities of the dance industry, recognising the power of dance in advocating for change

  VCADAR046 | The Arts | Dance | Levels 9 and 10 | Respond and Interpret

• VCADRR046

  Analyse a range of drama from contemporary and past times, including the drama of Aboriginal and Torres Strait Islander peoples to explore differing viewpoints and develop understanding of drama practice across local, national and international contexts

  Elaborations

  • evaluating conventions from past forms and styles to consider how these can be incorporated into own drama and contemporary practice, for example, ‘How successful were the actors and director in conveying the playwright’s stated intent? How successfully have the design elements been incorporated into the drama?
  • identifying and describing the actor-audience relationship in different dramatic contexts, forms and styles
  • linking conventions from different forms with purposes, origins and contexts
  • identifying the impact of media, and social and technological changes on drama practice, for example, interactions between kinaesthetic and visual aspects of dance in forms that incorporate digital components
  • interrogating the cultural and social roles and responsibilities of the theatre industry, recognising the power of drama in advocating for, and being a catalyst of change, for example, investigating how the work by contemporary Aboriginal and Torres Strait Islander writers and performers for television, film, circus and comedy is impacting on community understanding about issues such as land rights and reconciliation

  VCADRR046 | The Arts | Drama | Levels 9 and 10 | Respond and Interpret

• 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