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• VCIDC078

  Make choices while using Indonesian, recognising own assumptions and taking responsibility for modifying language for different cultural perspectives

  Elaborations

  • reflecting on how own language use might be perceived by Indonesian speakers and making adjustments, such as being self-effacing rather than boastful (Kalau saya tidak salah); being indirect such as, terserahlah and lain kali, ya; using passive rather than active construction such as Silahkan diminum tehnya; and avoiding negative expressions, for example, kalau kurang jelas…
  • noticing tensions and gains that might arise during interactions and considering how to respond appropriately, for example, knowing that Indonesians like to please and therefore may give an inaccurate answer rather than show lack of knowledge, or recognising the importance of waiting until invited to drink or eat
  • interacting with Indonesian peers, considering how to engage with or respond to topics that may not be commonly discussed in Australia , such as involvement in religion, for example, berpuasa, naik haji or matters such as menstruation
  • sharing reactions to intercultural experiences and building on comments in discussions with peers, for example, Saya setuju dengan….; sama sekali tidak senang….; kejadian itu kurang enak…; Pengalaman ini membuka mata saya…

  VCIDC078 | Languages | Indonesian | F–10 Sequence | Levels 9 and 10 | Communicating | Reflecting

• VCVIC183

  Reflect on how meanings vary according to cultural assumptions that Vietnamese and English speakers bring to interactions, and take responsibility for contributing to mutual understanding

  Elaborations

  • considering how being bilingual offers different ways of interpreting the world and representing experience
  • explaining how cultural assumptions influence meaning, for example, the action of hugging as an indication of friendliness in English-speaking contexts versus gender intimacy in Vietnamese-speaking contexts
  • challenging cultural assumptions and bringing different perspectives to new cultural contexts or situations, for example, using the personal pronouns anh/em to indicate informality between colleagues rather than to define husband–wife or brother–sister relationships as traditionally assumed
  • considering own and others’ responses and reactions in Vietnamese–English intercultural exchanges and discussing reasons for different interpretations of meaning, for example, knowing that Vietnamese people like to please and therefore may give an inaccurate answer whereas Australians would prefer to say directly what they really think or mean
  • identifying moments of embarrassment or communication breakdown in own intercultural interactions, exploring reasons for these and suggesting adjustments to language and/or behaviours that could be made to enhance mutual understanding
  • discussing elements of successful intercultural communication, for example, flexibility, awareness of differences in cultural and religious practices, respect for elderly people and other traditions, attitudes to privacy or different levels of directness in discussions

  VCVIC183 | Languages | Vietnamese | F–10 Sequence | Levels 9 and 10 | Communicating | Reflecting

• VCITC087

  Reflect on participation in intercultural exchange, taking responsibility for contributing to mutual understanding

  Elaborations

  • exchanging correspondence with peers, reviewing and adapting own contribution when meaning is not clear, for example, providing further explanation or an alternative way of expressing an idea, for example, Intendo dire che … Sottolineo l’importanza di …
  • considering own and others’ responses and reactions in Italian–English intercultural exchange, questioning assumptions and values
  • creating texts to share with Italian peers, considering how own cultural practices and values may be interpreted, for example, ways of showing respect, family taboos, or involvement in religious, sport or community organisations
  • reflecting on and explaining practices that need to be considered when communicating across Italian- and English-speaking languages and cultures
  • considering how their own behaviour may be interpreted by Italians in Italy and in the diaspora
  • analysing correspondence with Italian peers to notice what questions are asked about lifestyle and practices in Australia, and reflecting on own questions and the assumptions these reveal

  VCITC087 | Languages | Italian | F–10 Sequence | Levels 9 and 10 | Communicating | Reflecting

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

  By the end of Level 10, students use written and spoken Arabic to initiate, sustain and extend formal and informal interactions with the teacher, peers and others in a range of settings. They use language spontaneously to respond to others, seek and give advice for example, كيف أستطيع أن ...؛ أعتقد أ...

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

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

  By the end of Level 10, students use spoken and written Chinese to initiate and sustain interactions in familiar and unfamiliar contexts. They exchange information, ideas and opinions and enquire into the experiences and opinions of others, using question words such as 为什么，怎么，怎么样 to elicit more...

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

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

  By the end of Level 10, students initiate and maintain interactions in written and spoken German to communicate ideas, thoughts, feelings and information related to relationships, school experiences, the community and future plans. They interact with others to make decisions, solve problems, and...

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

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

  By the end of Level 10, students use Indonesian to communicate with teachers, peers and others in a range of settings and for a range of purposes. They pronounce the sounds ngg and ng accurately, as well as sy (masyarakat) and kh (akhir), and use stress to create fluency in sentences. Students...

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

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

  By the end of Level 10, students interact with peers and adults using written and spoken Indonesian to communicate about personal interests and relationships, practices and experiences, and about broader issues such as health and the environment, including as these relate to Indonesia. They respond...

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

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

  By the end of Level 10, students use Japanese to share information, experiences and views related to their social worlds using rehearsed and spontaneous language. They use correct pronunciation, including that of borrowed words, and adopt appropriate rhythm and phrasing to allow for others’ use of

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

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

  Students extend their grammatical knowledge to a range of forms and functions that give them control of more complex elements of text construction and word formation. They analyse functions of affixation through the identification of adverbial, adjectival and noun phrases, for example, by recognising...

  Level description | Languages | Turkish | F–10 Sequence

• Turkish - 7–10 Sequence: Levels 9 and 10 description

  Students understand and use more elaborated grammatical structures, such as verb moods, auxiliary verbs and particles. They recognise and use different types of formal and informal honorific forms, such as Bey/Hanım, Amca/Teyze, Efendi, Ağa/Hanımağa, Sayın, Ağabey (Abi)/Abla, Hoca/Öğretmen...

  Level description | Languages | Turkish | 7–10 Sequence

• VCITU089

  Use appropriate Italian pronunciation, stress and intonation in increasingly complex sentences and texts

  Elaborations

  • developing control of consonant and vowel combinations, double consonants, intonation, stress and accents when reading aloud
  • recognising that pronunciation, intonation, rhythm and pace assist in making meaning in interactions and applying this knowledge to own communication, for example, in reading stories to young children, asking questions, expressing emotion, exclamations and commands

  VCITU089 | Languages | Italian | F–10 Sequence | Levels 9 and 10 | Understanding | Systems of language

• VC2M9P02

  calculate relative frequencies from given or collected data to estimate probabilities of events involving ‘and’, inclusive ‘or’ and exclusive ‘or’

  Elaborations

  • understanding that relative frequencies from large data sets or long-run experiments can provide reliable measures of probability and can be used to make predictions of decisions 
  • using Venn diagrams or two-way tables to estimate frequencies of events involving ‘and’ and ‘or’ questions

  VC2M9P02 | Mathematics | Mathematics Version 2.0 | Level 9 | Probability

• VCADRP044

  Perform devised and scripted drama making deliberate artistic choices and shaping design elements to unify dramatic meaning for an audience

  Elaborations

  • working collaboratively as a member of a creative team to direct the blocking and staging of dramatic action to communicate intended meaning(s) for an audience
  • exploring the impact of design elements and technology on dramatic meaning by using costumes, props, sound, multimedia and lighting, and considering impact of drama they view and evaluating options for their own work
  • using evaluative questions to maintain a focus on creative aims and intentions, for example, at critical stages through the play-making processes asking a series of questions such as ‘How are the elements of drama being used to convey ideas? How are materials manipulated in this drama? How are the director and performers shaping skills and processes to make and communicate meaning? How are design elements being used?

  VCADRP044 | The Arts | Drama | Levels 9 and 10 | Present and Perform

• VCDTDI047

  Develop techniques for acquiring, storing and validating quantitative and qualitative data from a range of sources, considering privacy and security requirements

  Elaborations

  • developing strategies and techniques for capturing accurate and usable qualitative and quantitative data of different formats, for example using text entry for open-ended questions to acquire qualitative data, or using radio buttons or checkboxes for closed questions to acquire quantitative data
  • identifying strengths and weaknesses of collecting data using different methods, for example online surveys, face-to-face interviews, phone interviews, observation, blog entries in response to a posting, phone logs, browser history and online webcam systems
  • developing strategies to ensure the privacy and security of survey data, for example using numbers rather than names as identifiers, or passwords protecting files to reduce risks of modifying data and using CAPTCHA™ to confirm human responses
  • extracting specific data from an external source and storing it in a format that is more useful for analysis, for example combining mapping data from multiple electronic data sets to build a composite representation

  VCDTDI047 | Technologies | Digital Technologies | Levels 9 and 10 | Data and Information

• VCECU021

  Distinguish between the ethical and non-ethical dimensions of complex issues, including the distinction between ethical and legal issues

  Elaborations

  • assessing a complex ethical issue that is, one, such as euthanasia, that involves more than one question and area of contestability, a range of diverse people, and/or is part of a wider problem or historical context, to discriminate and explain those features that are of ethical significance, using these questions: who is involved, what are their intentions and what gave rise to the intention (including relevant dispositions)?, Is there something inherently right or wrong in the act itself or interpretation of the issue?, Is there a duty at stake (for example arising out of a perceived right or a particular relationship such as friend to friend, parent to child or doctor to patient)?, What are the possible consequences?, Who is likely to be affected?
  • examining and comparing the ethical significance of codes of conduct, protocols, and legal responsibilities as preparation for undertaking research or working collaboratively
  • exploring a response to an issue such as the use of someone else’s ideas, conditions of factory workers overseas, or the rescuing of adventurers, to identify if there is no legal, but arguably an ethical, obligation

  VCECU021 | Capabilities | Ethical Capability | Levels 9 and 10 | Understanding Concepts

• VCESC020

  Negotiate with peers to plan and take action on local and global issues and to engage in different forms of spoken, written and digital transactions

  Elaborations

  • participating in collaborative planning and decision-making, such as arranging an event or campaign to promote awareness of an issue such as recycling, using persuasive and descriptive language in spoken, written and digital modes of presentation, for example, posters, stimulus questions, statistics
  • producing action-oriented resources such as websites, posters or online features on issues related to the Spanish-speaking world, incorporating declarative language and argument, for example, ¿Qué creéis que tenemos que hacer para ..., creo que primero deberíamos escribir..., sugiero que terminemos, es evidente que…
  • creating promotional and informative texts to support fundraising activities, such as humanitarian initiatives in Spanish-speaking countries
  • planning real or virtual activities such as Spanish-language forums, for example by composing and rehearsing possible contributions or questions

  VCESC020 | Languages | Spanish | 7–10 Sequence | Levels 9 and 10 | Communicating | Socialising

• VCKOU031

  Understand and use key features of Korean sound and writing systems, including pronunciation, intonation and print conventions, applying this understanding to own speech and writing

  Elaborations

  • recognising and reproducing sounds of Korean in sentences consisting of multiple clauses, attending to pauses and intonation to identify clause sequences and types of sentences
  • pronouncing syllable blocks in a word, making appropriate changes to the sounds on syllable boundaries according to pronunciation rules, for example, pronouncing such words as 한국어, 같이, 감사합니다, 먹고 and어떻게 as 항구거, 가치, 감사함니다, 먹꼬 and 어떠케
  • experimenting with pronunciation rules and intonation collaboratively with peers
  • using basic punctuation in writing, including a question mark (?) for questions and a full stop (.) for other types of sentences
  • using spacing and spelling rules in reading and writing, recognising their differences to English, for example, 소라가 방에 있어요 versus 소라 가방에 있어요

  VCKOU031 | Languages | Korean | 7–10 Sequence | Levels 9 and 10 | Understanding | Systems of language

• VC2M9ST05

  plan and conduct statistical investigations involving the collection and analysis of different kinds of data; report findings and discuss the strength of evidence to support any conclusions

  Elaborations

  • planning and conducting an investigation using questions together with analysis of a secondary data set collected from online databases such as the Australian Bureau of Statistics
  • planning and conducting an investigation relating to consumer spending habits; and modelling market research on what teenagers are prepared to spend on technology compared to clothing, with consideration of sample techniques and potential sources of bias
  • investigating where would be the best location for a tropical fruit plantation, by conducting a statistical investigation comparing different variables such as the annual rainfall in various parts of Australia, Indonesia, New Guinea and Malaysia, land prices and associated farming costs
  • posing statistical questions; collecting, representing and interpreting data from different sources in relation to reconciliation between Aboriginal and Torres Strait Islander Peoples and non-Indigenous Australians; and considering the relationships between variables

  VC2M9ST05 | Mathematics | Mathematics Version 2.0 | Level 9 | Statistics

• 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