Search results

Result list

• Modern Greek - F–10 Sequence: Levels 9 and 10 description

  Students communicate with greater fluency, and use their knowledge of grammar and orthographic systems, such as understanding of primary tenses and declensions, to self-correct more readily. They investigate texts through more critical analysis, identifying how language choices reflect perspectives...

  Level description | Languages | Modern Greek | F–10 Sequence

• VCAVAR045

  Analyse and interpret artworks to explore the different forms of expression, intentions and viewpoints of artists and how they are viewed by audiences

  Elaborations

  • reflecting on and refining the connections in their own work between viewpoints, materials, techniques, technologies practices and processes
  • discussing artists’ use of metaphors in artworks to express ideas and influence the viewer, for example, the artist’s use of visual metaphors to express meaning and persuasion
  • investigating the practices of artists from different cultural groups, including artists from Aboriginal and Torres Strait Islander cultures, and their use of persuasion, communication or expression in artworks

  VCAVAR045 | The Arts | Visual Arts | Levels 9 and 10 | Respond and Interpret

• VCFRU090

  Understand that language and culture are interrelated, that they shape and are shaped by each other

  Elaborations

  • comparing definitions of ‘language’ and of ‘culture’, and explaining how they relate to each other
  • considering how language both reflects and shapes cultural distinctions such as community, social class, gender and generation
  • reflecting on the experience of moving between cultures in and out of school, in local and virtual environments, and through the experience of learning and using French
  • exploring the reciprocal element of intercultural communication, considering how own cultural ways of thinking and behaving affect attitudes and interactions and influence other people’s responses or interpretations

  VCFRU090 | Languages | French | F–10 Sequence | Levels 9 and 10 | Understanding | Role of language and culture

• VCGGK146

  Environmental worldviews of people and their implications for environmental management

  Elaborations

  • describing the role of people’s environmental worldviews, for example, human-centred and earth-centred, in producing different attitudes and approaches towards environmental management
  • comparing the differences in people’s views about the causes of environmental issues in Australia and across the world
  • explaining people’s choices of methods for managing or responding to environmental changes
  • discussing the influence of people’s world views on programs for the management of the environmental change being investigated

  VCGGK146 | The Humanities | Geography | Levels 9 and 10 | Geographical Knowledge | Environmental change and management

• VCHPEP149

  Plan, implement and critique strategies to enhance the health, safety and wellbeing of their communities

  Elaborations

  • creating and evaluating visual and multimodal health campaigns in print-based and digital environments to promote health and wellbeing in their community
  • developing and implementing proposals to enhance the wellbeing of staff and students in the school
  • investigating community-action initiatives young people have instigated that have had a positive influence on the health and wellbeing of their communities
  • preparing, delivering and critiquing a class presentation to the community, for example, a presentation to parents on tips for serving and eating food that has been prepared sustainably

  VCHPEP149 | Health and Physical Education | Levels 9 and 10 | Personal, Social and Community Health | Contributing to healthy and active communities

• 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

• VCFRU126

  Explore the dynamic nature of the relationship between language, culture and communication and how it impacts on attitudes and beliefs

  Elaborations

  • examining how changes to the French language reflect changes in some cultural practices and attitudes, for example, le fastfood, la pub/le pub, Madame le Directeur
  • sharing ideas about how culture ‘works’ as a combination of beliefs, values and practices, and examining own personal and community cultural frames of reference and how and why these change over time
  • using personal journals and group discussions to reflect on how learning French has impacted on own assumptions about French language, culture or identity
  • considering how the experience of learning a new language has impacted on awareness of own communicative and cultural behaviours and of how these may be interpreted by others
  • developing language for thinking and talking about cultural representation and expression, for example, ‘perspectives’, ‘values’, ‘images’, ‘stereotypes’, ‘inclusions’ and ‘exclusions’

  VCFRU126 | Languages | French | 7–10 Sequence | Levels 9 and 10 | Understanding | Role of language and culture

• VCDEC180

  Make choices while using German, recognising own assumptions and responsibility for modifying language and behaviours in relation to different cultural perspectives

  Elaborations

  • exploring the reciprocal nature of intercultural communication, the two-way process of noticing and responding to differences in perceptions, understandings or behaviours, for example, attitudes to interruptions, personal space and physical contact, and degree of formality or directness
  • reflecting on learning and using German, such as breakdowns or breakthroughs in communication, and discussing repair and recovery strategies and insights gained
  • reflecting on and explaining aspects of language and cultural behaviour that need to be modified when communicating in German, evaluating how own language choices may be perceived by German speakers and making adjustments to enhance meaning, for example, the overuse of ‘polite’ phrases such as Können Sie mir bitte … ? and Aber meiner Meinung nach … rather than expressing wishes or responding to a suggestion in a more direct manner
  • challenging own assumptions and offering different perspectives to new language-learning contexts and situations

  VCDEC180 | Languages | German | F–10 Sequence | Levels 9 and 10 | Communicating | Reflecting

• VCEBE028

  Generate a range of viable options, taking into account multiple perspectives, use simple cost-benefit analysis to recommend and justify a course of action, and predict the intended and unintended consequences of economic and business decisions

  Elaborations

  • examining the trade-offs businesses may need to consider, including social consequences, when determining methods to improve their productivity, for example, when employing more staff compared with up-skilling existing staff or replacing staff with technology or outsourcing work to overseas countries
  • evaluating the costs and benefits of different alternatives
  • using a range of criteria (social, economic, environmental) to select and justify a preferred option
  • using a range of strategies to help decide on a potential major purchase, for example, a car, by investigating options, calculating the costs of different purchasing methods and estimating the long-term costs and benefits of owning the asset and repaying the debt
  • discussing the outcomes of a decision, identifying those that were intended and unintended, and reflecting on strategies that may address the unintended consequences

  VCEBE028 | The Humanities | Economics and Business | Levels 9 and 10 | Economic and Business Reasoning and Interpretation

• VCJAC027

  Create print, digital and multimodal bilingual resources for the school and wider community, such as notices and instructions, announcements, promotional material and invitations

  Elaborations

  • creating an online bilingual class profile to send to a Japanese sister school or present to Japanese visitors to the school, including translations and/or explanation of key terms and expressions associated with events or school celebrations
  • providing bilingual subtitles or captions for a cartoon or comic that depicts intercultural encounters, for example, interactions between a Japanese exchange student and an Australian host family
  • creating simple bilingual texts for English and Japanese speakers, such as community information leaflets, menus, timetables or brochures, that include contextual and visual support
  • designing and maintaining a bilingual website with a Japanese sister school or another group of Japanese learners in Australia, considering the best use of each language depending on the context and nature of the information or interaction
  • creating bilingual texts for specific audiences, for example, songs or games for younger learners of Japanese, or a schedule for an event likely to interest both English and Japanese speakers, noticing how expression and representation need to be tailored to suit different audiences

  VCJAC027 | Languages | Japanese | 7–10 Sequence | Levels 9 and 10 | Communicating | Translating

• VCKOU036

  Explore and reflect on the nature of language change in response to changing cultural and social conditions

  Elaborations

  • understanding how Hangeul was created in response to the need for a writing system that would reflect the sound system of spoken Korean in 15th-century Korea; reflecting on how its creation has impacted on the Korean language and culture and people’s lives up until now, discussing the role of script in aspects of culture in everyday life
  • discussing possible reasons for changes in Korean language use, such as exposure to other languages, changing contexts of use and the development of digital technology
  • exploring how globalisation has accelerated the use of English words and expressions in Korean language use, discussing advantages and disadvantages in the blending of languages
  • examining how acronyms or short forms of words are used in Korean and in English, discussing how these forms reflect people’s changing lifestyles

  VCKOU036 | Languages | Korean | 7–10 Sequence | Levels 9 and 10 | Understanding | Language variation and change

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

  By the end of Level 10, students use written and spoken Italian to interact with others in a range of contexts and for a range of purposes. They discuss topics such as education, work, the environment and youth issues as well as concepts from a range of learning areas. They recount experiences...

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

• VC2M9ST04

  choose appropriate forms of display or visualisation for a given type of data; justify selections and interpret displays for a given context

  Elaborations

  • comparing data displays using mean, median and range to describe and interpret numerical data sets in terms of centre and spread using histograms, dot plots or stem-and-leaf plots
  • choosing the type of representations based on the data type: categorical (nominal or ordinal) or numerical (discrete or continuous)
  • using different visualisations of data, including non-standard representations such as infographics, and discussing their purpose and intended audience, and evaluating how well they communicate responses to statistical questions of interest
  • comparing and interpreting stacked bar charts, area charts and line graphs, discussing how they represent larger categories that can be subdivided into smaller categories and how information that can be obtained from these displays can be used for comparison

  VC2M9ST04 | Mathematics | Mathematics Version 2.0 | Level 9 | Statistics

• VCARU187

  Explore how language both shapes and reflects thoughts and world views and encourages action and reaction, and is shaped by community and individual cultural experiences

  Elaborations

  • recognising the importance of learning and maintaining Arabic and other languages in order to access the cultural understanding, values, beliefs and mindsets of others
  • reflecting on personal encounters with cultural practices that have impacted on own ways of thinking and reacting and have helped to shape their attitudes to and views of the world around them, and discussing ways to increase intercultural understanding
  • discussing and reflecting on how language use, such as persuasive, motivational or emotive language in texts, and in different forms of media, such as the internet, impacts on social behaviour, actions and reactions

  VCARU187 | Languages | Arabic | F–10 Sequence | Levels 9 and 10 | Understanding | Role of language and culture

• VCHIU089

  Explore how using different languages to make meaning affects how they and their peers think, behave and communicate

  Elaborations

  • reflecting on the relationship between their use of Hindi, English and other languages/dialects and their sense of identity
  • discussing whether ideas and values are expressed differently in different languages, for example, in relation to family relationships or peer group interests
  • reflecting on concepts such as global citizenship, national identity and intercultural communication, discussing the relationship between these concepts and languages and cultures
  • discussing the effects of using either Hindi or English on how they express feelings, debate ideas or construct arguments

  VCHIU089 | Languages | Hindi | F–10 Sequence | Levels 9 and 10 | Understanding | Language variation and change

• VCJAC188

  Compare translations of different types of texts, including versions obtained from digital translators, considering differences in interpretation and how language reflects elements of culture

  Elaborations

  • comparing English translations and interpretations of Japanese texts such as song lyrics, proverbs and advertisements that contain cultural elements and references
  • comparing translations of language associated with significant events, rituals or practices in Japan/Japanese-speaking communities, identifying examples of the relationship between language and cultural values and experience, for example, おじゃまします。
  • comparing own translations of newspaper headlines or email communications with peers’, noticing differences in interpretation or translation and considering reasons for such variations
  • evaluating and reviewing online translators

  VCJAC188 | Languages | Japanese | F–10 Sequence | Levels 9 and 10 | Communicating | Translating

• VCAVAV042

  Select and manipulate materials, techniques, and technologies and processes in a range of art forms to express ideas, concepts and themes

  Elaborations

  • developing technical proficiency in designed and constructed artworks, using safe and sustainable practices
  • using innovative thinking as to explore the capabilities of digital and virtual technologies to resolve design and planning problems
  • developing skills that can transfer to cross-media domains of visual arts and identify the translation of skills

  VCAVAV042 | The Arts | Visual Arts | Levels 9 and 10 | Visual Arts Practices

• VCGGK149

  Application of environmental economic and social criteria in evaluating management responses to an environmental change, and the predicted outcomes and further consequences of management responses on the environment and places, comparing examples from Australia and at least one other country

  Elaborations

  • explaining how communities and governments attempt to balance environmental, economic and social criteria in decisions on environmental programs, and the extent to which there can be trade-offs between them
  • debating the practical and ethical dilemmas of national and international conservation programs aimed at the environmental change being investigated

  VCGGK149 | The Humanities | Geography | Levels 9 and 10 | Geographical Knowledge | Environmental change and management

• VCGGK150

  Interconnecting causes of spatial variations between countries in selected indicators of human wellbeing

  Elaborations

  • investigating the locational, economic, social, technological, political and or environmental causes of inequalities in wellbeing between countries
  • examining and explaining differences in indicators by gender between countries
  • investigating the interrelationships between the rate of population growth and human wellbeing in countries
  • examining how the possession of natural resources, such as minerals can affect wellbeing in a country

  VCGGK150 | The Humanities | Geography | Levels 9 and 10 | Geographical Knowledge | Geographies of human wellbeing

• VCHPEM156

  Analyse the impact of effort, space, time, objects and people when composing and performing movement sequences

  Elaborations

  • experimenting with the manipulation of force and speed applied to an object to examine the difference created in movement paths
  • demonstrating and describing how the body can absorb force
  • creating a group performance that demonstrates synchronous and individual movements
  • using ICT to analyse movements and enhance movement sequences and performances

  VCHPEM156 | Health and Physical Education | Levels 9 and 10 | Movement and Physical Activity | Understanding movement