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• Roman Alphabet Languages - 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 language to communicate about personal interests and relationships, practices and experiences, and about broader issues such as health and the environment. They respond to and create personal, descriptive,...

  Level description | Languages | Roman Alphabet Languages | 7–10 Sequence | Levels 9 and 10

• Roman Alphabet Languages - 7–10 Sequence: Levels 9 and 10 description

  Students engage with a range of texts in the language. They need opportunities for both prepared and spontaneous language use, such as giving presentations, using captions and visual supports. Students interact with others in, for example, conversations, interviews and correspondence, and in shared...

  Level description | Languages | Roman Alphabet Languages | 7–10 Sequence

• Science: Levels 9 and 10 achievement standards

  By the end of Level 10, students analyse how models and theories have developed over time and discuss the factors that prompted their review. They predict how future applications of science and technology may affect people’s lives. They explain the concept of energy conservation and model...

  Level description | Science | Levels 9 and 10

• 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

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

  By the end of Level 10, students use written and spoken Spanish to initiate and sustain interactions with teachers, peers and others in a range of settings and for a range of purposes. They use language spontaneously to offer opinions on social issues and to discuss young people’s interests...

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

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

  Students use more complex language in spoken and written forms. They adjust tone, expression and intonation to shade meaning and to convey emotions. They expand their knowledge and control of grammatical elements such as verb tenses (imperfecto, futuro simple, condicional) and direct and indirect...

  Level description | Languages | Spanish | F–10 Sequence

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

  By the end of Level 10, students interact in written and spoken Spanish to communicate about personal experiences, relationships and aspirations, and broader local and global issues such as the environment, social media and tourism, including issues that pertain to Spanish-speaking countries....

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

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

  Students recognise and approximate the pronunciation, rhythms and intonation patterns of more extended phrases and compound sentences. They become more fluent and accurate in both spoken and written language production. They gain more control of grammatical and textual elements. They use simple...

  Level description | Languages | Spanish | 7–10 Sequence

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

  By the end of Level 10, students use spoken and written Turkish to initiate, sustain and extend interactions with peers, teachers and others in a range of contexts and for a range of purposes. They exchange ideas, opinions and aspirations, for example, Türkçe öğretmeni olmak istiyorum.

  Level description | Languages | Turkish | 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 achievement standards

  By the end of Level 10, students interact in written and spoken Turkish to exchange and compare views and experiences on personal, local and global issues, for example, liseyi bitirince Türkiye’de üniversiteye gitmek istiyorum, okulu bitirdikten sonra seyahat etmek istiyorum. They us...

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

• 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

• VCADAD043

  Structure dances using movement motifs, choreographic devices and form

  Elaborations

  • structuring dances using devices such as chance theory and changing the order and pattern of dance movement phrases or sequences
  • developing movement motifs by manipulating the elements of dance to communicate their choreographic intent, for example, eliciting a particular emotional response from an audience
  • trialling and selecting choreographic devices and form to suit choreographic intent
  • responding to self-evaluation and feedback, for example, by varying and modifying motifs, structure and form to clarify communication of the choreographic intent

  VCADAD043 | The Arts | Dance | Levels 9 and 10 | Dance Practices

• VCADAD042

  Practise and refine technical and expressive skills to develop proficiency in genre and style-specific techniques

  Elaborations

  • practising techniques used to perform increasingly complex dances of different styles and genres
  • identifying and analysing dance styles and traditions, applying knowledge of the structure and function of the musculoskeletal system to execute movements safely and prevent injury to themselves and others
  • refining technical skills in response to self-reflection and feedback to develop control, accuracy, strength, balance, alignment, flexibility, endurance, coordination and articulation
  • evaluating work in progress, for example, asking questions such as ‘how successful were the dancers in executing the planned movement?’

  VCADAD042 | The Arts | Dance | Levels 9 and 10 | Dance Practices

• VCADAE041

  Manipulate combinations of the elements of dance and choreographic devices to communicate their choreographic intent

  Elaborations

  • improvising with the elements of dance and analyse movement choices to reflect their individuality and to clarify their choreographic intent
  • manipulating a variety of style-specific movements safely to support their intent, for example, using a range of techniques to extend movement phrases from learnt works
  • setting choreographic goals and developing their own movement vocabulary and style, for example, using problem-solving techniques to develop aesthetic qualities in movement sequences
  • asking questions to evaluate use of elements, for example, how are the elements of space and dynamics are being manipulated in the student’s work to convey their ideas?

  VCADAE041 | The Arts | Dance | Levels 9 and 10 | Explore and Express Ideas

• VCADAE040

  Explore personal movement style by combining elements of dance and using improvisation and safe dance practice to develop new movement possibilities

  Elaborations

  • extending their movement vocabulary to explore stylistic preferences and personal identity, for example, using analysis of dance styles from a range of cultures, times and locations to inform their choreographic practice
  • exploring use of elements of dance in dance styles from different locations, times and culture as a stimulus for improvisation
  • developing a personal movement vocabulary by combining elements of dance to find new ways of moving, in response to a stated choreographic intention
  • investigating the use of elements of dance in works of artists from other cultures and locations and adapting dance ideas to create movements that represent a synthesis of influences

  VCADAE040 | The Arts | Dance | Levels 9 and 10 | Explore and Express Ideas

• VCADAP044

  Perform dances using genre-and style specific techniques, expressive skills and productions elements to communicate a choreographer’s intent

  Elaborations

  • performing dances with an awareness of a choreographer’s intent and style, for example, focusing on culturally symbolic movements in a dance
  • refining confidence, clarity of movement, projection and focus to communicate the choreographer’s intent
  • manipulating the elements of dance in performance to reflect the social context a dance was created in, or to interpret a choreographer’s style and intent in contemporary styles, for example, a street dance style
  • identifying and refining expressive skills in performance, for example, selecting appropriate expressive skills to sensitively connect with varying social and cultural contexts, and audiences

  VCADAP044 | The Arts | Dance | Levels 9 and 10 | Present and Perform

• VCADAR045

  Evaluate their own choreography and performance, and that of others, to inform and refine future work

  Elaborations

  • using feedback received from others to develop objective self-evaluation skills and assess success in communicating their choreographic intent
  • recognising personal capabilities and identify the next steps needed to improve and refine choreography and performance
  • providing feedback to other choreographers and performers
  • evaluating audience feedback about motifs the choreographer has used to express ideas and intentions

  VCADAR045 | The Arts | Dance | Levels 9 and 10 | Respond and Interpret

• 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

• VCADRD042

  Practise and refine the expressive capacity of voice and movement to communicate ideas and dramatic action in a range of forms, styles and performances spaces

  Elaborations

  • adapting expressive voice and movement skills for performance of different forms and styles and to enhance actor-audience relationships
  • conveying through voice and movement the tensions in stories, ideas, characters, relationships, actions, and dialogue to engage audiences
  • exploring, reworking and refining the dramatic action through rehearsal and hone expressive performance skill to enhance actor-audience relationships
  • exploring and rehearsing forms and styles recognised as contemporary styles, for example, work with practitioners to explore contemporary styles used by Aboriginal and Torres Strait Islander dramatists

  VCADRD042 | The Arts | Drama | Levels 9 and 10 | Drama Practices