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• VCZHU258

  Discuss key stylistic features of different text types, including classical literature

  Elaborations

  • identifying stylistic features of formal text types, for example, 作业报告 ;倡议书;竞选演说
  • comparing the way an argument is developed in different languages, for example, in English the writer’s position is stated upfront whereas in Chinese it is generally left until the conclusion
  • analysing how to position oneself when writing for different purposes, for example, in persuasive and evaluative writing (说服： 独生子女政策给中国的发展带来了很多好处; 议论： 独生子女政策对中国的发展利弊参半)
  • exploring how to incorporate statistical data, quotations and research-based evidence in academic texts, for example, 据统计， 计划生育政策实行以来， 中国的人口少生了三亿
  • identifying features of classical writing such as 虚词 particles 之、乎、者、也, and word reductions such as 若 （犹如，好像） 父（父亲，爸爸）
  • exploring writing techniques in classical Chinese, such as the four steps in composing an essay (起承转合)
  • using terms derived from classical literature in their own writing, for example, 世有伯乐，然后有千里马；千里马常有，而伯乐不常有。（韩愈：《杂说（四）》）
  • determining the relevance and value of成语 and 歇后语 in developing their own writing

  VCZHU258 | Languages | Chinese | First Language Learner | 7–10 Sequence | Levels 9 and 10 | Understanding | Systems of language

• VCKOC030

  Reflect on own identity and on how it is affected by the experience of Korean language learning

  Elaborations

  • gathering examples of language/s used by various people in different contexts, including the Korean language spoken by Koreans in different social/age groups and in different places, and discussing how the examples reveal aspects of identity
  • discussing challenges and rewards they feel during intercultural interactions and how the experience of learning and using Korean challenges preconceptions or stereotypes and helps them to revise own attitudes
  • recounting personal stories, in oral, written or digital forms, about significant encounters, explaining why they consider them significant
  • monitoring own language use and sense of identity across a range of intercultural interactions, such as by using a blog or journal, and considering personal experience, perspectives and values about being a learner and user of Korean
  • sharing with others the ongoing influence of Korean language learning on the shaping of their identity

  VCKOC030 | Languages | Korean | 7–10 Sequence | Levels 9 and 10 | Communicating | Reflecting

• VCZHU112

  Reflect on how language and culture both shape and reflect each other

  Elaborations

  • reflecting on the values of one culture when communicating in another, for example, differences in the use and frequency of ‘thank you’ and 谢谢
  • exploring how cultural concepts of family and the importance of one’s sense of connection to others influence use of language
  • analysing the impact on language use of context and relationships between participants, for example, discussing how concepts such as face (面子) and connections (关系) are reflected in interactions between Chinese speakers
  • identifying choices made in interactions in Chinese with people from different generations, for example, changes in greetings (吃饭了没有、拜拜、嗨) and forms of address (同志 、 小姐 、 师傅) over time

  VCZHU112 | Languages | Chinese | Second Language Learner | 7–10 Sequence | Levels 9 and 10 | Understanding | The role of language and culture

• VCELY455

  Listen to spoken texts constructed for different purposes and analyse how language features in these texts position listeners to respond in particular ways, and consider the interaction skills used to present and discuss ideas, or to influence and engage audiences through persuasive language,...

  Elaborations

  • comparing and evaluating bias or stereotyping and presenting findings in discussions and presentations
  • identifying and commenting on omissions of information in different texts
  • exploring and identifying moral and ethical dimensions of an issue represented in different texts, and how these align or contradict with personal and others’ perspectives
  • understanding the role of intonation, pausing, combinations of clause and rhythm in spoken language and of punctuation

  VCELY455 | Curriculum content | English | Level 9 | Speaking and Listening | Literacy

• Chinese - Second Language Learner - 7–10 Sequence: Levels 9 and 10 description

  Students reflect on their understanding of and responses to their experiences when communicating across cultures. They use creative, expressive and persuasive language. They work collaboratively to exchange information and ideas and to share their experiences with other Chinese speakers.

  The systems...

  Level description | Languages | Chinese | Second Language Learner | 7–10 Sequence

• Indonesian - F–10 Sequence: Levels 9 and 10 description

  Students engage with a range of Indonesian texts. They participate in tasks and experiences. Students acquire skills in analysing and translating increasingly complex texts. They use modelled language to write for personal and public purposes.

  Students extend their grammatical knowledge and metalanguage...

  Level description | Languages | Indonesian | F–10 Sequence

• VCELA433

  Explain how authors creatively use the structures of sentences and clauses for particular effects

  Elaborations

  • identifying and analysing aspects of rhetoric in speeches drawn from contemporary and earlier contexts and creating speeches of their own

  VCELA433 | Curriculum content | English | Level 9 | Reading and Viewing | Language

• Design and Technologies: Levels 9 and 10 achievement standards

  By the end of Level 10 students explain how people working in design and technologies occupations consider factors that impact on design decisions and the technologies used to create designed solutions. They identify the changes necessary to designed solutions to realise preferred futures they...

  Level description | Technologies | Design and Technologies | Levels 9 and 10

• Auslan - Second Language Learner - 7–10 Sequence: Levels 9 and 10 achievement standards

  By the end of Level 10, students interact with peers, teachers and others using Auslan to communicate about personal interests and broader issues relating to the Deaf community. They participate in class discussions, explaining and clarifying positions, asking follow-up questions, using non-manual...

  Level description | Languages | Auslan | Second Language Learner | 7–10 Sequence | Levels 9 and 10

• VCASFU122

  Understand and control additional elements of Auslan grammar, such as the use of non-manual features for topicalisation, negation or question forms, and develop awareness of how signers use constructed action and depicting signs

  Elaborations

  • noticing that sometimes Auslan signers have information about how a verb happens through NMFs not separate signs (for example WRITE-_carelessly)
  • distinguishing between the citation form of a sign and the adverbial NMF overlaid and what meaning each part carries, for example: MAN-SPRINT (base form), MAN SPRINT_-fast (manner added)
  • understanding that, in terms of meaning, a basic clause represents: a happening or a state (verb), who or what is involved (noun or nouns) and the surrounding circumstances (adverb or adverbs)
  • noticing that clauses can be made more vivid by integrating CA or DSs to show with body or hands or by showing adverbial or adjectival meanings
  • recognising how conjunctions such as PLUS, IF or BUT are used to join clauses and create cohesion
  • recognising that the element of a clause that a signer wants to focus on most in Auslan is sometimes moved to be signed first and that this process of topicalisation involves particular NMFs
  • recognising that signers may include both linguistic and gestural elements in a clause, that is, signers can tell, show or do both in a composite utterance
  • realising that in many clauses signers ‘tell’ with lexical signs at the same time as ‘show’ with DS, CA and other gestural elements

  VCASFU122 | Languages | Auslan | First Language Learner | 7–10 Sequence | Levels 9 and 10 | Understanding | Systems of language

• VCJAC029

  Reflect on own identity, including their identity as a learner and user of Japanese, through connecting observations of experience over time

  Elaborations

  • assembling and presenting an autobiography, including references to key experiences and significant events, interests and family origins, and identifying elements that may need explaining to Japanese speakers, for example, そふは七十六さいです。1951年(ねん)にイタリアからオ－ストラリアへ来ました。
  • identifying significant life events that are marked in Australia or Japan, for example, 七五三(しちごさん)、 birthdays, 18th/21st birthdays and 成人式(せいじんしき) or marriage, and considering how these provide insight into cultural values or traditions
  • considering the relationship between identity and language, with reference to the languages spoken by the students themselves, peers, and family or community members, including their own developing ability to communicate in Japanese
  • examining the impact of cultural stereotypes and expectations in relation to cultural identity and intercultural communication
  • considering whether their sense of identity changes when they use different languages

  VCJAC029 | Languages | Japanese | 7–10 Sequence | Levels 9 and 10 | Communicating | Reflecting

• VCASFC206

  Consider the dynamic nature of translating and interpreting and the role of culture when transferring meaning from one language to another

  Elaborations

  • experimenting with literal Auslan translations of popular English idioms, noticing when this creates confusion (for example, ‘raining cats and dogs’) and recognising the nature and function of cultural elements of communication and their impact on language use
  • comparing different translations of online Auslan and English public announcements or government policy/information texts in terms of approaches to translation, for example, free versus literal translation
  • using different resources, including online dictionaries and footage, to assist in translation, for example by comparing individual translations, back-translations and reviewing useful references
  • viewing and discussing the quality of online Auslan translations, such as the Catching Fire series of safety videos
  • recognising the need to sometimes recast language, and considering why one language may use more words/signs than another to communicate a particular meaning or concept, for example, Auslan uses spatial concepts or depicting signs to describe the scene of a car crash, which will take longer to explicate in a linear spoken language
  • translating small chunks of unfamiliar English text such as a news update from an autocue or poster card into Auslan in consecutive mode
  • providing annotated examples of translations of poems or other text types, identifying challenges involved in transferring meaning, expression, culture or mood
  • translating songs, poems or short stories from English into Auslan, for example, ‘I Am Australian’
  • exploring the role and function of Deaf interpreters and differences between Deaf interpreters and Auslan–English interpreters
  • researching aspects of available interpreting services in the area, for example, qualifications required for employment, ethical considerations, and issues of interpreting and translating in specialised contexts such as health, education, legal settings
  • developing guidelines on culturally appropriate and ethical behaviour when interpreting and translating, for example explaining ways people should act in interpreting contexts, considering potential consequences of inaccurate interpreting
  • role-playing interpreting in a range of contexts, for example, in a shop or at a sports match
  • participating in an excursion to an interpreted theatre event, with prior knowledge of the text/story and attending to the interpretation for discussion later in class

  VCASFC206 | Languages | Auslan | Second Language Learner | F–10 Sequence | Levels 9 and 10 | Communicating | Translating

• VCHIU084

  Recognise regular and variable elements of spoken Hindi, such as social and regional variations in the pronunciation of diphthongs, or inconsistencies between Hindi pronunciation and spelling and variations from Sanskrit and Perso-Arabic conventions

  Elaborations

  • increasing control of regular and irregular elements of spoken and written Hindi, such as the influence of accents and expression on pronunciation and spelling, for example, the use of वो in spoken Hindi in place of वह in written Hindi
  • recognising ways in which genres of written literary Hindi may differ from everyday speech registers, for example, the use of Sanskrit words in official Hindi, with terms like विनिर्माण क्षेत्र for the manufacturing sector, demonstrating understanding of how such terms are written and spoken
  • understanding that the appreciation of film song lyrics and verse forms can be enhanced by understanding how compound words are formed in Arabic and Persian and used in Hindi, for example, in the film title मुग़ल- ए- आज़म
  • recognising the impermanent and fluid nature of spoken language and how it is influenced by local customs, cultures and regional languages, for example, the addition of honorifics such as sister, ताई, to women’s names by Marathi speakers and देवी to married women’s names by Biharis
  • identifying features of spoken language, such as the use of repetition, pauses, interruptions, incomplete sentences and non-verbal expression, which are not represented in written Hindi but are important elements of ‘live’ interactions
  • recognising and responding to challenges associated with clarity and pace in audio texts such as airport announcements or recorded phone messages

  VCHIU084 | Languages | Hindi | F–10 Sequence | Levels 9 and 10 | Understanding | Systems of language

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

  Students extend their grammatical knowledge and metalanguage while beginning to explore more nuanced features of Auslan. They use strategies to initiate and sustain conversations, using more elaborate sentence structures such as embedding clauses. They can identify and describe some metaphorical...

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

• VCHHK144

  Different historical interpretations and contested debates about World War I and the significance of Australian commemorations of the war

  Elaborations

  • investigating the ideals associated with the Anzac tradition and how and why World War I is commemorated within Australian society
  • evaluating the fairness of the post war treaties on Axis powers

  VCHHK144 | The Humanities | History | Levels 9 and 10 | Historical Knowledge | The modern world and Australia | Australia at war (1914 – 1945): World War I

• Media Arts: Levels 9 and 10 description

  In Levels 9 and 10, students refine and extend their understanding and use of structure, intent, character, settings, viewpoints and genre conventions in their compositions. As they use media technologies they extend the use of media elements such as time, space, sound, movement and lighting....

  Level description | The Arts | Media Arts

• Visual Arts: Levels 9 and 10 description

  In Levels 9 and 10, students build on their awareness of how and why artists, craftspeople and designers realise their ideas through different visual arts practices. They refine their personal aesthetic through working and responding perceptively as an artist, craftsperson or audience. They identify...

  Level description | The Arts | Visual Arts

• VCASFU126

  Understand that Auslan and Deaf culture are interrelated, that they shape and are shaped by each other, that their relationship changes over time and across contexts, and that they may be differently interpreted by users of other languages

  Elaborations

  • appreciating distinctions between Deaf cultures and other cultural minorities, such as the fact that most deaf people are born to hearing parents and acquire Deaf culture in addition to the culture of their families of origin from peers and other Auslan users in school or as adults in the Deaf community
  • exploring ways in which language choices reflect attitudes towards certain topics, such as oralism or cochlear implants, identifying examples of sign choices that reflect particular attitudes or views
  • understanding that knowledge about past and present Deaf people and about Deaf cultural values is embodied in and transmitted through Auslan, for example, ways of producing the sign for SIGN embody cultural meaning, regarding distinctions made and values placed on fluent or awkward signing
  • identifying differences between the use of personal names in Auslan and in other languages, for example, Auslan signers not using a person’s name sign when addressing them directly, in contrast to the practice in many spoken languages
  • considering cultural explanations for conversational strategies used by Auslan signers to avoid conflict and to maintain privacy, such as changing signing space and style, and using indirect language such as signing lower or under the table, or fingerspelling instead of signing overtly
  • appreciating the cultural value and importance of festivals and other events in the Deaf community, such as NWDP, as celebrations of language, history, culture and identity
  • reflecting on the ways that culture is interpreted by others, for example by identifying how stereotypes about deaf and hearing people influence perceptions among members of either community
  • understanding that ‘sound’ is accessed differently in Deaf culture, that the meaning and importance of sound in deaf people’s lives is usually not the same as in hearing people’s experience

  VCASFU126 | Languages | Auslan | First Language Learner | 7–10 Sequence | Levels 9 and 10 | Understanding | Role of language and culture

• VCVIU185

  Understand the role of pronunciation, pauses, pace, intonation, fluency and appropriate writing conventions in effective communication and apply this knowledge to own interactions

  Elaborations

  • recognising and using rhythm in complex sentences, using pauses and intonation to signal clause boundaries and emphasis, for example, Con thích cái áo mà mẹ tặng cho con hôm sinh nhật vừa rồi
  • recognising the challenges of communication associated with clarity and pace in audio texts in certain situations, for example, station or airport announcements or recorded phone messages
  • recognising that tone of voice can indicate the relationship between the speakers, convey emotion and shape meaning, for example, distinguishing between a compliment and irony in the exclamatory sentence Hôm nay em đến sớm thế!
  • applying knowledge of pronunciation, intonation, tone and pace to own use of spoken Vietnamese for a range of social interactions, for example, asking questions or expressing emotions such as happiness, sadness, surprise or excitement
  • identifying the people and factors that influence their own Vietnamese language use and speech patterns, such as parents, teachers, peers and films

  VCVIU185 | Languages | Vietnamese | F–10 Sequence | Levels 9 and 10 | Understanding | Systems of language

• VCIDU119

  Understand the role of language and culture in shaping and conveying cultural identity, including the multiple languages and cultures both in Indonesia and in Australia

  Elaborations

  • examining the link between language and cultural values in Indonesia, for example, concepts of community (komunitas, keluarga besar [company name], rakyat, masyarakat) and working together/reciprocating (saling membantu, saling mengerti, gotong royong, bertenggang rasa)
  • understanding how language reflects specific cultural ideas, such as social organisation (for example, kelurahan, bapak camat, bupati, kabupaten, propinsi), as well as values, such as deference and humility, for example, numpang tanya Pak, minta maaf, kalau saya tidak salah
  • recognising that cultural values, customs and practices are constantly changing and are evident in language use, for example, the use of kinship terms to refer to people who are not blood relations (Saudara, Paman, Tante, Mas, Mbak)
  • appreciating that language use can reflect and express cultural identity; that multiple languages exist in both Indonesia and Australia, including Indigenous languages; and that many people are multilingual and value this capability as an integral part of their identity

  VCIDU119 | Languages | Indonesian | 7–10 Sequence | Levels 9 and 10 | Understanding | Role of language and culture