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• Science: Levels 9 and 10 description

  In Levels 9 and 10, the curriculum focus is on explaining phenomena involving science and its applications. Students consider both classic and contemporary science contexts to explain the operation of systems at a range of scales. At a microscopic scale, they consider the atom as a system of protons...

  Level description | Science

• VCHIC074

  Participate in activities that involve interactions, transactions, negotiations and management of different opinions and social/cultural behaviours

  Elaborations

  • negotiating arrangements, weighing up alternatives and reaching shared decisions when planning performances or presentations to showcase Hindi language learning, for example, हमें इस में कुछ चित्र भी सम्मलित करने चाहिये?; क्यों न हम सब ...; यही उचित रहेगा; आपको इसमें से एक चुनना है।
  • issuing, accepting and declining invitations, using culturally appropriate expressions and protocols, for example, अपनी पुत्री के शुभ विवाह पर मैं आपको आमंत्रित करना चाहता हूँ । मैं नेहा बेटी को आशीर्वाद देने ज़रूर आऊँगा। यह मेरा सौभाग्य है कि आप ने मुझे इतने महत्त्वपूर्ण अवसर में सम्मिलित होने का अवसर दिया, किन्तु मैं किसी कारण वश नहीं आ पाऊँगा।
  • comparing opinions on social and cultural behaviours and values associated with Hindi-speaking communities via online forms of communication such as emails, school chat forums and community websites, for example, भारतीय जीवन शैली में रंगों का विशेष महत्व है। बिंदी का महत्त्व केवल सौंदर्य और श्रंगार तक ही सीमित नहीं है। भारतीय संस्कृति की परम्परा है कि हम अपने अतिथियों का अपनी सामर्थ्य के अनुसार स्वागत सत्कार करने में कोई कसर नहीं छोड़ते। भारत में विवाह न केवल एक महिला और पुरुष को आपस में जोड़ता है बल्कि दो परिवारों को आपसी सहयोग और प्रेम की भावना में भी बाँधता है।
  • organising an event such as a campaign or social media forum to raise awareness of community, environmental or ethical issues, for example, महिलाओं की सुरक्षा; स्वच्छ स्थानीय पर्यावरण, पुनर्चक्रण का महत्त्व
  • transacting for goods and services, considering concepts such as value, availability, competition and ethics
  • building vocabulary to support commercial and technological exchange between English- and Hindi-speaking communities, for example, मुद्रा विनिमय दर, भारत में आस्ट्रेलियाई निवेश, अंतर्राष्ट्रीय व्यापार, प्रौद्योगिकी का आदान-प्रदान

  VCHIC074 | Languages | Hindi | F–10 Sequence | Levels 9 and 10 | Communicating | Socialising

• VCASFC203

  Contribute to presentations, reports, reviews, discussions and debates that focus on selected social and cultural issues

  Elaborations

  • working in groups to create multimedia texts that invite consideration of social or cultural questions, such as the medical versus cultural view of deafness
  • creating persuasive texts such as vlogs or advertisements to convince others of the value and relevance of learning Auslan
  • creating a video report of a significant event in Deaf history, such as the ratification of the Convention on the Rights of Persons with Disabilities to contribute to an e-book resource for other learners of Auslan
  • providing appropriate explanations for a younger audience of concepts associated with other curriculum areas, such as global warming or social justice
  • contributing to discussions that consider critically different perspectives on selected issues, for example, differences in views on Deaf education or the influence of social media on their lives
  • creating and presenting explanations about simple biological or mechanical phenomena or processes, such as how the ear, hearing aids and cochlear implants work
  • presenting a critical review of media representation, for example by analysing media profiles of respected/high-profile members of the Deaf community
  • presenting a summary of information on a selected topic, for example, by interpreting graphs and statistics relating to the Deaf community, discussing findings and making predictions about future changes or patterns

  VCASFC203 | Languages | Auslan | Second Language Learner | F–10 Sequence | Levels 9 and 10 | Communicating | Informing

• VCDEC175

  Convey ideas, information and views from multiple sources, using different modes of presentation to suit different audiences and to achieve different purposes

  Elaborations

  • using models of texts such as television news reports and social media to create original texts, and explaining how ideas and information are selected, structured and sequenced to achieve different purposes
  • creating a web page to provide information for young German-speaking job seekers in different regional and cultural contexts (Farmarbeit in Queensland, Kindermädchen im Outback, Küchenhilfe an der Ostküste), using formats such as databases, charts, maps and video clips
  • designing texts pitched to specific age or interest groups, making and explaining choices in relation to vocabulary, structure, and visual and cultural elements, for example, relationship advice for teens, tips for healthier living, local information for backpackers
  • summarising and presenting information related to topics or themes studied in other curriculum areas, using different modes of presentation to cater for different learning styles, for example, using charts, diagrams, recorded spoken commentary or demonstration to explain historical events, ecosystems or recycling

  VCDEC175 | Languages | German | F–10 Sequence | Levels 9 and 10 | Communicating | Informing

• VCTRC073

  Present information related to social and cultural issues or events of interest to their peer group, using different modes and formats to capture different perspectives

  Elaborations

  • designing texts such as video clips, memes or magazine covers to draw attention to an issue of concern to their peer group, such as kadın hakları, hayvan hakları, küresel ısınma, geri dönüşüm, enerji birikimi, discussing selection of the most effective language, images and cultural references
  • creating digital presentations to report on events such as a Turkish Film Festival, Tulip Festival, coffee festival or theatre production, including excerpts from interviews with actors, singers or directors
  • summarising and presenting information relating to topics or themes studied in other curriculum areas, using different modes of presentation to cater for different learning styles
  • creating digital clips or social media posts designed to persuade, dissuade, inform or inspire, for example, sağlıklı yaşamı destekleyen posterler, doğal felaketler için yardım kampanyası, seyahat broşürü, geri dönüşüm
  • writing reviews or creating commentaries of an event such as a World Cup soccer match, music festival or street fashion show, selecting details likely to be of most interest to their peers

  VCTRC073 | Languages | Turkish | F–10 Sequence | Levels 9 and 10 | Communicating | Informing

• VCLAU026

  Understand that Latin became the official language of the Roman empire and facilitated the spread of Roman civilisation and culture, and that Latin continues to enrich English through specialist vocabulary and abstract concepts embodied in the language

  Elaborations

  • recognising that, as the Roman world expanded, Latin became the language of communication, trade, administration, education and law throughout its sphere of influence
  • exploring the role of Latin in the process of Romanisation, and its influence on local languages
  • discussing the impact on people and their lives in Roman provinces, with Latin as the common language, and Roman infrastructure such as aqueducts, sewers, roads and shipping, safe trade routes, standardised currency and weights and measures
  • recognising the spread of ancient Greek ideas through Latin, such as the use of Greek vocabulary and concepts in literature and philosophy, for example, stadium, rhetor, theatrum, poeta, stoica, philosophia
  • exploring abstract concepts derived from Latin, such as justice, liberty, republic, fraternity, charity, genius, piety
  • recognising terms in English that are hybrids of Classical Greek and Latin, for example, metalanguage, quantum physics, teleconference
  • discussing Latin words and expressions that are used in fields such as law, business and education, for example, de facto, non sequitur, agenda, forum, curriculum
  • examining the Latin roots of English words in subjects across the school curriculum, for example, technical vocabulary related to reporting research, such as ibid and stet
  • identifying Latin roots in English scientific, technical and medical terminology, for example, genus, species; computer, data, accumulator, super conductor, cellular differentiation, quantum teleportation; cancer, cannula, defibrillator, incision, amputation
  • exploring how Latin is used to coin terms for new technology and new discoveries in science and medicine in the modern world, such as internet, Trojan (horse), forum, virus
  • applying knowledge of Latin to form and explain plurals of English words borrowed from Latin, for example, indices, media, vertebrae, curricula, alumni
  • exploring mottoes and inscriptions, such as per ardua ad astra or mens sana in corpore sano, and discussing their relevance in the modern world
  • investigating the enduring nature and use of Latin in academic and religious ceremonies, for example, summa cum laude, honoris causa, gaudeamus igitur or pater noster

  VCLAU026 | Languages | Latin | Levels 9 and 10 | Understanding | The powerful influence of language and culture

• VCJAU030

  Understand the intonation and phrasing patterns of spoken Japanese; and recognise that most kanji have more than one ‘reading’ and that the pronunciation changes according to kanji compounds

  Elaborations

  • understanding that some new notations have been devised over the years to account for the sounds of loan words, for example, ティ、 ヴィ、 ヴ
  • recognising and applying the basic pattern of intonation in Japanese, marked by the formation of a downturning curve
  • identifying the characteristic of rising intonation when asking questions in plain or ましょう form, for example, 行く？ 行きましょうか？
  • understanding how to make appropriate pauses in a sentence, dividing the sentence into cohesive chunks to allow for the use of あいづち
  • understanding that changes occur in kanji readings, for example, 一月(がつ)、 月(げつ)曜日

  VCJAU030 | Languages | Japanese | 7–10 Sequence | Levels 9 and 10 | Understanding | Systems of language

• VCKOC201

  Investigate different aspects of their personal sense of identity, considering how learning and experiencing Korean language and culture have (or have not) changed own sense of identity, views or attitudes

  Elaborations

  • producing an autobiography in various formats such as articles, photo stories with captions, digital stories or short films, including important episodes related to the experience of learning Korean language and culture that have impacted on their identity and attitudes
  • composing a ‘cultural ID profile’ to exchange with Korean-speaking friends, making decisions about what information will be of most interest
  • sharing with others, views and opinions on the ongoing influence of Korean language learning, relating it to own aspirations and ambitions, for example, composing a self-portrait with reference to Korean language and culture after 10 years
  • reflecting on own cultural identity in terms of family background, community relationships and contact with languages (including contact with Korean and other languages and cultures), tracking changes over time or context

  VCKOC201 | Languages | Korean | F–10 Sequence | Levels 9 and 10 | Communicating | Reflecting

• VC2M9M02

  solve problems involving very small and very large measurements, timescales and intervals expressed in scientific notation

  Elaborations

  • representing very large and very small real numbers in scientific notation, converting real numbers expressed in scientific notation into decimal form; for example, the approximate geological age of Earth is 4.6 × 10⁹ years, and the mass of a glucose molecule is 2.99 × 10⁻²² grams
  • using knowledge of place value and applying exponent laws to operate with numbers expressed in scientific notation in applied contexts; for example, performing calculations involving extremely small numbers in scientific and other contexts
  • examining the degree of accuracy that different measurement instruments provide in a science laboratory, such as a measuring cylinder compared with a pipette, and recording data values to the correct degree of accuracy using appropriate scientific notation

  VC2M9M02 | Mathematics | Mathematics Version 2.0 | Level 9 | Measurement

• VC2M9P01

  list all outcomes for two-step chance experiments both with and without replacement, using lists, tree diagrams, tables or arrays; assign probabilities to outcomes and events

  Elaborations

  • discussing two-step chance experiments, such as the game of heads and tails, describing the different outcomes and their related probabilities 
  • using systematic methods such as lists or arrays to record outcomes and assign probabilities, such as drawing the names of students from a bag to appoint 2 team leaders
  • using a tree diagram to represent a three-stage event and assigning probabilities to these events; for example, selecting 3 cards from a deck, assigning the probability of drawing an ace, then a king, then a queen of the same suit, with and without replacing the cards after every draw
  • assigning probabilities to compound events involving the random selection of people from a given population; for example, selecting 2 names at random from all of the students at a high school and assigning the probability that they are both in Year 9

  VC2M9P01 | Mathematics | Mathematics Version 2.0 | Level 9 | Probability

• VCZHC249

  Compare performance features of major forms of classical literature, such as in 诗, 词, making thematic and intertextual connections

  Elaborations

  • comparing how concepts such as love, bravery and friendship are expressed in Chinese and English poetry, for example, comparing 陆游的《钗头凤》 and Elizabeth Barrett Browning’s ‘How Do I Love Thee?’; comparing poems of national unity (after war) and Banjo Paterson’s ‘We’re All Australians Now’
  • comparing representations of particular concepts or experiences in different media, such as in novels and films, for example, 莫言小说《红高粱家族》 和张艺谋电影 《红高粱》
  • exploring how different forms of entertainment are used to express or reflect contemporary issues, for example, analysing 春晚小品 and how the topics are related to the ‘hot’ events of the year
  • collaborating to create a drama or comedy to depict their lives and the lives of other Chinese migrants in a new cultural environment

  VCZHC249 | Languages | Chinese | First Language Learner | 7–10 Sequence | Levels 9 and 10 | Communicating | Creating

• VCZHC182

  Create imaginative texts, drawing on and adapting representations of people and events encountered in traditional and contemporary Chinese literature, drama or song

  Elaborations

  • assuming the persona of a character from a film or story, and reflecting on their experiences; writing letters to characters expressing their support
  • identifying ways in which authors and directors arouse empathy in readers and viewers
  • collaborating with peers to create own dramatic or humorous representations of people and events encountered in traditional and contemporary Chinese literature, drama or song
  • planning with peers to perform plays based on 儿童剧 or 情景剧 for younger year levels
  • creating plays in response to classical literature, such as 《草船借箭》, considering how the character’s personality can be reflected in dialogue
  • creating written and multimodal narratives, poems and reflective journals about people, places and communities in the Chinese-speaking world

  VCZHC182 | Languages | Chinese | Background Language Learner | F–10 Sequence | Levels 9 and 10 | Communicating | Creating

• VCDEU032

  Identify and analyse linguistic features of German that vary according to audience, context and purpose in familiar modelled spoken and written texts

  Elaborations

  • understanding that the level of formality in a text may be decreased by using some contractions and slang, for example, in an informal conversation or email, or increased by applying key features such as appropriate layout and structure, formal register and subordinate clauses, for example, in a job application letter
  • analysing differences in register and style when using language in different contexts, for example, watching video clips showing introductions, greetings and farewells in different situations, or noticing the use of youth language in songs, graffiti and text messages
  • interpreting, explaining and using textual conventions popular with young German speakers, such as the use of contractions, abbreviations and acronyms in text messages, for example, 4u = für dich = for you, brb = bin gleich wieder da = be right back, 8ung = Achtung!, dubido = du bist doof, sz = schreib zurück, sTn = schöner Tag noch
  • identifying key differences in regional dialects and accents
  • analysing linguistic choices in situations of potential conflict involving an apology and acceptance of an apology (complaining about poor service or faulty goods, or apologising for forgetting someone’s birthday), or dealing with a contentious issue and expressing agreement and disagreement in different ways, for example, Ich bin nicht damit einverstanden;. Das stimmt nicht ganz.; Spinnst du?

  VCDEU032 | Languages | German | 7–10 Sequence | Levels 9 and 10 | Understanding | Language variation and change

• VCKOC024

  Convey ideas or viewpoints from different perspectives to various audiences in familiar contexts using different modes of presentation

  Elaborations

  • describing aspects of Australian culture for a particular audience, for example, the physical environment, specific celebrations or features of cuisine, including explanations of expressions such as ‘the bush’ or ‘fair go’
  • creating texts such as brochures, cartoons, notices, blogs or video clips to introduce Korean culture or lifestyle to Australian friends, parents or peers on social networking websites or to the general public, for example, 한국은 7월과 8월에 아주 더워요. 그래서 여름에 …
  • presenting information on different elements or perspectives on ideas such as seasons, festival food, costumes, entertainment (games, sports, dances, music …), specific cultural practices associated with festival days, for example,on 설날, 추석, in various modes (for example, concept maps, flow charts and tabulations, graphics or captioned photographs)
  • explaining to others a procedure or practice, for example, a recipe, the rules of a sport or a board game, instructions on caring for a pet/animal, or fashion tips, for example, by giving priority to classified information using 첫 번째, …, 두 번째, …
  • conveying information about different viewpoints on topics of interest such as sustainability, health or environmental issues, for example, 호주의 강과 호수는 깨끗해요

  VCKOC024 | Languages | Korean | 7–10 Sequence | Levels 9 and 10 | Communicating | Informing

• VCDEC025

  Translate and interpret aspects of informative and imaginative texts, identifying and explaining some of the challenges involved and adjustments required when transferring meaning between languages and cultures

  Elaborations

  • comparing, analysing and explaining some common idiomatic expressions in both German and English, for example, Ich drücke dir die Daumen (‘I’ll keep my fingers crossed for you’), Ohrwurm (‘A tune you can't get out of your head’)
  • translating into English a public notice or advertisement for an event in a German-speaking country, for example, Basler Fasnacht or Salzburger Jugendtag, Kerwoche, then comparing own translation with peers’, discussing differences between versions and considering reasons for these
  • finding and comparing equivalent similes and metaphors in German and English, and suggesting possible reasons for differences, for example, Ich verstehe nur Bahnof (‘I can't understand anything’), einen Bärenhunger haben (‘I'm so hungry I could eat a horse’)
  • explaining terms for common features of schooling in German-speaking countries, such as those related to curriculum or assessment and reporting (die erste/zweite Fremdsprache, Pflichtfächer, AGs, das Notensystem, die mündliche Note, der blaue Brief, sitzenbleiben), and comparing them with similar terms used in Australian schools
  • discussing issues associated with using online translators by comparing different versions of a translated text and suggesting reasons for differences and mistranslations

  VCDEC025 | Languages | German | 7–10 Sequence | Levels 9 and 10 | Communicating | Translating

• VCFRC077

  Convey information on selected topics, using different modes of presentation to suit different audiences or to achieve different purposes

  Elaborations

  • creating different elements for a general information evening for peers and parents on topics such as les échanges culturelles, le tabagisme or les jeunes et la lecture/les médias sociaux, combining formats such as displays, posters, performances and printed material
  • creating a web page to provide information for young job seekers in different regional and cultural contexts (for example, les stations de ski, au pair à la ferme, le travail saisonnier), using formats such as databases, charts, maps and video clips
  • designing texts pitched to specific age or interest groups, making and explaining choices in relation to vocabulary, structure, and visual and cultural elements, (for example, fashion advice for teens, tips for healthier living, local information for new migrants)
  • summarising and presenting information relating to topics or themes studied in other curriculum areas, using different modes of presentation to cater for different learning styles, for example, charts, diagrams, recorded spoken commentary or demonstration to explain eco-systems or recycling
  • referencing cultural trends in contemporary France and other francophone communities, for example by presenting and commenting on community texts associated with cultural activities related to les fêtes religieuses or les fêtes civiles (Hanoucca, la Messe de Minuit, les Fêtes du Mawlid, le 1er mai)

  VCFRC077 | Languages | French | F–10 Sequence | Levels 9 and 10 | Communicating | Informing

• VCESC184

  Analyse, synthesise and evaluate ideas and information from multiple sources on a range of local and global issues

  Elaborations

  • gathering information from a range of print and digital sources on topics such as ecoturismo or machismo, and identifying, evaluating and reporting on perspectives
  • distinguishing between fact and opinion in texts such as articles and reports, using critical literacy skills to recognise bias, for example, identifying the author, audience and purpose of the text
  • comparing and evaluating a range of perspectives on topics such as health, music, sport and religion presented in different media texts, and considering why people may have different perspectives
  • presenting commentaries collected from print, digital and personal sources of information on issues of interest to themselves and other young people, such as El impacto de los medios sociales en la vida cotidiana, El vestuario y la identidad, La influencia de la música en los jóvenes, classifying issues according to viewpoints and perspectives
  • researching cultural characteristics of a specific group of Spanish speakers to inform a course of action such as providing a Spanish-speaking exchange student with a suitable placement or a group of Spanish visitors with a suitable menu, or deciding on an appropriate time of year to visit a particular Spanish-speaking country or region
  • analysing published accounts of an event such as a sports match, a concert or a street party, identifying varying viewpoints

  VCESC184 | Languages | Spanish | F–10 Sequence | Levels 9 and 10 | Communicating | Informing

• VCHHC122

  Analyse and evaluate the broad patterns of change over the period 1750–present

  Elaborations

  • using data from immigration records and processing it using ICT to identify historical trends over time
  • explaining the nature and extent of the movement of peoples in the period (slaves, convicts and settlers) and the emergence and nature of significant economic, social and political ideas in the period, including nationalism
  • analysing the extent of European imperial expansion and different responses, including in the Asian region
  • evaluating the inter-war years between World War I and World War II, including the Treaty of Versailles, the Roaring Twenties and the Great Depression
  • evaluating continuing efforts post-World War II to achieve lasting peace and security in the world, including Australia’s involvement in UN peacekeeping
  • analysing the major movements for rights and freedom in the world and evaluating the achievement of independence by former colonies
  • explaining the nature of the Cold War and Australia’s involvement in Cold War and post-Cold War conflicts (Korea, Vietnam, The Gulf Wars, Afghanistan), including the rising influence of Asian nations since the end of the Cold War
  • explaining developments in technology, public health, longevity and standard of living during the twentieth century, and concern for the environment and sustainability

  VCHHC122 | The Humanities | History | Levels 9 and 10 | Historical Concepts and Skills | Chronology

• VCIDC072

  Investigate, synthesise and evaluate information from a range of perspectives in relation to topical issues and concepts from a range of learning areas

  Elaborations

  • comparing and evaluating a range of perspectives on topics such as sport, health, music and religion, and considering why people may hold different perspectives
  • obtaining information in order to debate issues of interest such as the environment, expectations of teenagers, and the generation gap, and cultural practices such as marriage or rites of passage, using persuasive or evaluative language, for example, Saya percaya…, Ini pasti berguna bagi…, mau tidak mau…
  • investigating aspects of Indonesian culture to choose a particular course of action, for example, determining a suitable placement for an Indonesian exchange student, a suitable menu for a group of Indonesian visitors, or an appropriate time of year to visit Indonesia
  • distinguishing between fact and opinion in texts such as articles and reports, and using critical literacy skills to recognise bias, for example, identifying the author, audience and purpose of the text
  • researching a concept or issue, including those drawn from other learning areas such as art, history, science, geography or health
  • identifying and evaluating ways in which values shape content and language in texts such as announcements, surveys, interviews, documentaries, recipes, advertisements, web pages or magazines
  • listening to, viewing and reading texts such as interviews, documentaries and speeches to obtain and synthesise information and use it in new forms, for example, creating a profile of a famous person from an interview

  VCIDC072 | Languages | Indonesian | F–10 Sequence | Levels 9 and 10 | Communicating | Informing

• VCKOC194

  Analyse, interpret and integrate information gathered from diverse sources relating to areas of interest to adolescents or young adults, making connections with own and each other’s experience and with other learning areas

  Elaborations

  • understanding gist and identifying keywords to extract specific information, by scanning through texts from various sources in conventional, digital or multimodal formats such as articles, reports or podcasts on topics such as pop culture, youth employment, the environment and world sports, or those related to other learning areas
  • distinguishing between fact and opinion in texts such as articles and reports, using critical literacy skills to recognise bias, for example, identifying the author, audience and purpose of the text
  • analysing and interpreting collected information by summarising, sequencing and prioritising, considering audience, purposes and context, for example, 한국에는 태풍이 오고, 호주에는 사이클론이 와요/옵니다. 태풍은 …, 사이클론은 …
  • obtaining information in order to debate issues of interest such as the environment, expectations of teenagers, and the generation gap, using persuasive or evaluative language, for example, 나는 ... 믿어요/확신해요; 이것은 분명히…–이에요/예요; 그렇지만 …; 정말 …–(으)ㄹ까요?
  • investigating aspects of Korean culture to determine a particular course of action, for example, providing a Korean exchange student with a suitable placement, or a group of Korean visitors with a suitable menu, or selecting an appropriate time of the year for a visit to Korea

  VCKOC194 | Languages | Korean | F–10 Sequence | Levels 9 and 10 | Communicating | Informing