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

  By the end of Level 10, students initiate, sustain and extend a range of spoken and written formal and informal interactions about young people’s interests, behaviours and values, for example, आप कब वापस आये?, आप के जीवन में सुखी जीवन को व्यतीत करने के क्या उपाय हैं?तुम्हारे विचार में संयुक्त...

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

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

  By the end of Level 10, students use written and spoken Korean to communicate with teachers, peers and others in a range of settings and for a range of purposes. They use Korean to access and exchange information on a broad range of social, cultural and environmental issues of interest to young...

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

• Languages | Modern Greek: Learning in Modern Greek

  Modern Greek language learning

  Modern Greek is the official language of Greece and Cyprus. It is spoken throughout the world – wherever there are Greek-speaking communities. One of the major characteristics of the extensive Greek Diaspora is the maintenance of the Greek language and culture...

  Overview material | Modern Greek

• 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

• The Humanities | Economics and Business: Learning in Economics and Business

  Foundation to Level 4 – Laying the foundations

  While there is no formal economics and business curriculum prior to Level 5, students may have developed relevant knowledge and capabilities through other curriculum areas and interactions in everyday life.

  Students may develop a basic understanding...

  Overview material | Economics and Business

• Victorian Aboriginal Languages: Levels 7 to 10 achievement standards

  By the end of Level 10, students use the language to initiate, sustain and extend interactions, and to exchange information about interests, experiences and aspirations. They use spontaneous language wherever possible to participate in activities that involve taking action, collaborating, planning...

  Level description | Languages | Victorian Aboriginal Languages | Levels 7 to 10

• Vietnamese - F–10 Sequence: Levels 7 and 8 achievement standards

  By the end of Level 8, students use spoken and written Vietnamese to initiate and sustain interactions with peers, teachers, family members and other known adults, and to engage in transactions and exchange ideas and experiences. They ask and respond to open-ended questions such as Bạn nghĩ...

  Level description | Languages | Vietnamese | F–10 Sequence | Levels 7 and 8

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

  By the end of Level 10, students use spoken and written Vietnamese to initiate, sustain and extend interactions with peers, teachers and others in a range of contexts and for a range of purposes, such as to explore peers’ perspectives on youth culture and personal experiences. They use language...

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

• VCIDC103

  Share personal opinions and experiences with peers, comparing aspects of teenage life such as relationships, events and aspirations

  Elaborations

  • interacting with peers to share experiences of and opinions about teenage life, such as responsibilities, relationships and aspirations, for example, Tugas saya mencuci piring setiap malam; saya dilarang ke luar sesudah jam sepuluh malam, kami cuma makan makanan yang halal
  • exchanging with peers aspects of own identity and personal world, for example, describing significant events such as a recent party, childhood holidays, school highlights, influential figures or milestones
  • developing relationships with peers by exchanging views and expressing empathy and well-wishes, for example, describing views of particular people or events (Yang paling disukai…), wishing others well (harap segera sembuh, semoga sukses) and experimenting with informal language where appropriate, for example, cowok itu cakep banget
  • debating issues and discussing personal views on topics such as education, relationships, environment, sustainability, employment, self-image, health and music, for example, Pada pendapat saya…; Dari pihak saya; saya kurang setuju karena…; Walaupun demikian…
  • participating in conversations, using strategies to sustain interactions, such as asking for repetition, clarification or confirmation (for example, Bisa diulang Bu?, Saya kurang mengerti), and inviting further exchange, for example, Bagaimana pendapatmu terhadap…?

  VCIDC103 | Languages | Indonesian | 7–10 Sequence | Levels 9 and 10 | Communicating | Socialising

• VCARC026

  Create bilingual texts for the wider community, such as notices, promotional material, instructions or announcements, interpreting cultural and linguistic aspects

  Elaborations

  • creating subtitles, captions or commentaries for texts such as a brochure, slideshow presentation or video clip that informs the school community of aspects of different Arabic-speaking cultures
  • producing texts in print or multimodal format in both Arabic and English relating to community events, such as a poster or advertisement to promote a concert, advertise an interview with a celebrity on a community radio station, or provide details of a debate on sustainability issues
  • designing menus or programs for Arabic-themed events, with key items/information in Arabic and explanatory notes in English
  • creating a short film of Arabic-language social interactions among different speakers of Arabic, providing English explanations of elements that may be different in different parts of the Arabic-speaking world and which may be unfamiliar to Australian viewers
  • considering how to maintain the integrity of original texts when translating, for example, explaining culture-specific concepts such as ‘the bush’ or ‘the outback’, and representing ideas and meanings bilingually
  • producing bilingual texts such as video clips with subtitles explaining Australian cultural practices for Arabic-speaking viewers, for example, bushwalking, Anzac Day commemorations, the Melbourne Cup

  VCARC026 | Languages | Arabic | 7–10 Sequence | Levels 9 and 10 | Communicating | Translating

• VCARC175

  Construct and present texts in varied styles and formats to convey own and others’ perspectives on ideas and information for different contexts, audiences and purposes

  Elaborations

  • producing texts in oral, written and multimodal formats, such as blogs, print and online articles and oral presentations, to convey own ideas and interpretations of various texts for different contexts, audiences and purposes
  • conveying information relating to community matters in texts such as posters, brochures and web pages, for example, a brochure promoting a holiday destination, a poster for a doctor’s surgery encouraging healthy eating, or a web page reviewing a new Arabic film
  • persuading others to express their opinions or think seriously about a particular issue of interest in texts such as blogs, using language expressions such as

    لنفكر بجديّة؛ هل يُعقل أن...؛ لم لا؟ أليس هذا معقولاً؟ هذا خبرٌ في منتهى الغرابة! لا بد وأن نأخذ موقفاً واضحاً؛ علينا جميعاً أن نشارك في هذا الإعتراض؛ هيّا نكتب رسالة لصاحب المحطة

  • evaluating and reporting on a contemporary social, ethical or environmental sustainability issue using a range of presentation techniques, for example, flow charts, PowerPoint presentations or video clips

  VCARC175 | Languages | Arabic | F–10 Sequence | Levels 9 and 10 | Communicating | Informing

• VCARU034

  Understand the symbolic nature and influence of language in local and global contexts and how the use of language determines the nature of intercultural communication

  Elaborations

  • identifying and discussing how values or attitudes are differently reflected in Arabic and English, for example, attitudes to being on time reflected in language such as لا تستعجل؛ لن تهرب الحفلة؛ لا تهتم يوجد وقت كثير , and social interactions such as expressing thanks or appreciation more or less directly, or attitudes to making an apology
  • recognising that language and cultural practices are interconnected, for example, by identifying religious origins or connotations associated with places such as كربلاء؛ مكة الكرمة؛ أورشليم المقدسة؛ ديرالزور , or by identifying ways in which the residual influences of traditional lifestyles are preserved in language reflecting the sustainable use of resources
  • identifying similarities and differences between own ways of communicating and interactions between young Arabic speakers in different contexts and situations, for example, the expression of politeness or turn-taking in conversations
  • reflecting on personal encounters with cultural practices that have helped shape their attitudes towards and views of the world around them
  • discussing and reflecting on how language use such as persuasive, motivational and emotive language, can effect changes in social attitudes and mobilise actions and reactions
  • exploring a range of Arabic and English idioms and proverbs and analysing the cultural values and perspectives they reflect, for example,

    الجار قبل الدار؛ من جدّ وجد ومن زرع حصد؛ الوقت من ذهب؛ في التأني السلامة وفي العجلة الندامة

  VCARU034 | Languages | Arabic | 7–10 Sequence | Levels 9 and 10 | Understanding | Role of language and culture

• VCASFC029

  Describe some ways in which Auslan and associated communicative behaviours are similar to or different from wider community spoken languages and forms of cultural expression

  Elaborations

  • reflecting on their observations of similarities and differences between ways of communicating in Auslan and in Australian English in different social situations, for example, when greeting/leave-taking, introducing people or using body language, facial expression and eye contact
  • considering the impact of the increased use of Auslan among their hearing peers when members of their school community are learning Auslan, and reflecting on their experience of interacting with these learners
  • comparing their own and each other’s reflections on the experience of learning and communicating in English as a second language
  • reflecting on similarities and differences in communication that relate to culture, such as the extent of incidental learning available to hearing children compared to deaf children through interaction with their external environment, for example by overhearing conversations or news on the radio
  • reflecting on the need for sustained eye contact when using Auslan in order to understand a message and before teacher instructions can proceed, and considering how this differs for hearing students in a spoken language environment
  • describing how it feels to use Auslan to communicate outside their inner circle or school, or to watch Auslan being used by others, for example by responding to questions such as What are the main differences you notice when observing a conversation between deaf people and one between hearing people?

  VCASFC029 | Languages | Auslan | First Language Learner | F–10 Sequence | Levels 3 and 4 | Communicating | Reflecting

• VCASFC101

  Reflect on ways in which Auslan and associated communicative and cultural behaviours are similar to or different from other language(s) and forms of cultural expression

  Elaborations

  • comparing aspects of their lives as young deaf people with those of young hearing people as represented in digital images, video clips and narratives, for example, ways of engaging in different games and activities, exchanging stories and interacting socially at school, at home and in the community
  • discussing changes or adaptations they make to their communicative style when communicating with non-signers
  • reflecting on similarities and differences between ways of communicating in Auslan and in Australian English in different social situations, for example, ways of greeting/leave-taking, introducing people and using body language, facial expression and eye contact
  • reflecting on the need for sustained eye contact when using Auslan in order to understand a message and before teacher instructions can proceed, and considering how this may differ for hearing students in a spoken language environment
  • reflecting on language differences in forms of address in signed and spoken language, for example, using a person’s name when addressing them directly in Australian English but not in Auslan
  • examining general misconceptions that deaf people may have about hearing people and culture, for example, that hearing people hear and understand everything, or that hearing people can hear from a distance
  • reflecting on and providing possible explanations for assumptions hearing people might have about deaf people or about signed languages

  VCASFC101 | Languages | Auslan | First Language Learner | 7–10 Sequence | Levels 7 and 8 | Communicating | Reflecting

• VCASFC073

  Use interactions within the school and wider community to build relationships and to discuss personal aspirations or social issues

  Elaborations

  • competing in inter-class or inter-school debates, using appropriate conventions and protocols to support or oppose a proposition, for example, using space and NMFs to contrast views
  • contributing to exchanges with peers and teachers when discussing their personal, educational and professional future wishes
  • participating in role-plays on social and cultural issues, for example, the role of interpreters or the impact of social media
  • communicating using digital technologies to chat with a student from another school, for example about the influence of ‘text talk’ and social media on Auslan, such as the use of signs for LOL, WHATEVER
  • participating in a whole-school forum on current school or community issues
  • communicating via video calls or social media platforms with other deaf children in different contexts to build relationships and exchange views on topics of mutual interest
  • using strategies to initiate and sustain discussion, for example by providing the context of a conversation to new participants:
    PRO3 SAY…
    She was saying that …
    

  VCASFC073 | Languages | Auslan | First Language Learner | F–10 Sequence | Levels 9 and 10 | Communicating | Socialising

• VCASFC227

  Reflect on ways in which Auslan and associated communicative and cultural behaviours are similar to or different from their own language(s) and forms of cultural expression

  Elaborations

  • describing how it feels to use Auslan to communicate, or to watch Auslan being used by others, for example by responding to prompts such as What are the main differences you notice when observing conversations between hearing people and deaf people?
  • discussing changes or adaptations they have to make to their communicative style when using Auslan, for example waiting until they have a deaf person’s visual attention before signing to them, and maintaining eye contact
  • examining similarities and differences between ways of communicating in Auslan and in Australian English in different social situations, for example, in relation to ways of greeting/leave-taking, introducing people and using body language, facial expression and eye contact
  • reflecting on the need for sustained eye contact when using Auslan in order to understand a message and before teacher instructions can proceed
  • noticing differences in forms of address in signed and spoken languages, for example, not using a person’s name when signing directly to them, unlike in Australian English
  • examining general misconceptions held by hearing people about deaf people, Auslan and Deaf culture, for example, that all deaf people can hear with hearing aids, or that deaf people may not drive
  • reflecting on and providing possible explanations for assumptions deaf people might have about hearing people or about spoken languages

  VCASFC227 | Languages | Auslan | Second Language Learner | 7–10 Sequence | Levels 7 and 8 | Communicating | Reflecting

• VCDSTC048

  Analyse ways to create designed solutions through selecting and combining characteristics and properties of materials, systems, components, tools and equipment

  Elaborations

  • investigating aspects of technologies specialisations, for example in architecture, critiquing the design of an existing building to identify features of passive design or in fashion, evaluating the sustainability of different fibres
  • investigating and selecting from a broad range of technologies − materials, systems, components, tools and equipment − when designing for a range of technologies contexts
  • considering the ways in which the characteristics and properties of technologies will impact on designed solutions, for example the choice of building materials and housing design in Australia and the countries of Asia; the properties of textile fibres and fabrics determine end use
  • considering safe work practices, for example producing a safety information video that details risk management practices for using a piece of equipment in the classroom or within a community
  • evaluating designed solutions for the individual and the community considering ethics and social factors, for example a short video encouraging individuals to increase their use of public transport in the local area
  • evaluating environments that have been designed in consultation with community groups, for example a bush tucker community garden developed in consultation with local Elders

  VCDSTC048 | Technologies | Design and Technologies | Levels 7 and 8 | Technologies Contexts | Materials and technologies specialisations

• VCESC183

  Engage in class discussions and debates, justifying opinions, evaluating perspectives and reflecting on own language learning

  Elaborations

  • interacting in class discussion and debate by taking turns, expressing agreement/disagreement, and providing encouragement for example, Es mi turno ahora, Estoy de acuerdo contigo… No comparto esa opinión… Me parece una idea estupenda
  • initiating and sustaining discussion by acknowledging different viewpoints (Tienes otro punto de vista, Ese aspecto lo veo de la siguiente manera…), asking for repetition or clarification (¿Qué quieres decir…?) or inviting further elaboration (¿Cómo? Eso quiere decir que…)
  • using argument and expressive or persuasive language to discuss topical issues such as La sostenibilidad, Los derechos humanos, for example, como sabemos … es evidente que … nadie puede negar …
  • using metalanguage to discuss language and language learning and to engage in peer and self-reflection, for example, Cuando hablo español tiendo a mover las manos más… Me gusta hablar español porque siento que he empezado a entender algunos aspectos culturales del mundo hispanohablante

  VCESC183 | Languages | Spanish | F–10 Sequence | Levels 9 and 10 | Communicating | Socialising

• VCFRC073

  Discuss and compare young people’s interests, behaviours and values across cultural contexts, using formal and informal registers

  Elaborations

  • using different forms of communication, including formal debates and informal exchanges, to discuss young people’s experience in contemporary culture, for example, la santé des jeunes, la vie des banlieues, les rapports avec les parents
  • initiating and sustaining conversation by introducing topics, inviting contributions or asking for clarification, for example, je n’ai pas bien compris … si on parlait de…? qu’est-ce que vous en pensez?
  • focusing on oral fluency and accuracy, exploring how rhythm, pitch and the use of connectives (for example, normalement…à vrai dire…) and gestures contribute to maintaining momentum and increasing confidence and engagement
  • contributing to online discussions with young people in French-speaking contexts, comparing aspects of school and home life, for example, les examens, le stress, les sports, les droits, les responsabilités

  VCFRC073 | Languages | French | F–10 Sequence | Levels 9 and 10 | Communicating | Socialising

• VCFRC109

  Socialise and exchange views on local and global issues

  Elaborations

  • using simple and compound sentences to structure arguments, and explain or justify a position in relation to personal and social issues such as les études, la santé, l’avenir, les passe-temps
  • initiating and sustaining conversation through active-listening strategies, turn-taking cues and verbal and non-verbal responses, for example, ah bon? pas vrai! et si on…?
  • using descriptive and expressive language to exchange views on global issues such as les médias sociaux, l’avenir des jeunes and la pollution, building topic-specific vocabulary and rhetorical strategies such as emphasis and repetition, for example, Au contraire! à mon avis…, je ne suis pas d’accord, après tout…, il faut le dire…, encore une fois..
  • contributing to online discussions with young people in French-speaking contexts, comparing aspects of school and home life, for example, les examens, le stress, les sports, l’étude des langues

  VCFRC109 | Languages | French | 7–10 Sequence | Levels 9 and 10 | Communicating | Socialising