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• VCIDC072

  Investigate, synthesise and evaluate information from a range of perspectives in relation to topical issues and concepts from a range of learning areas

  Elaborations

  • comparing and evaluating a range of perspectives on topics such as sport, health, music and religion, and considering why people may hold different perspectives
  • obtaining information in order to debate issues of interest such as the environment, expectations of teenagers, and the generation gap, and cultural practices such as marriage or rites of passage, using persuasive or evaluative language, for example, Saya percaya…, Ini pasti berguna bagi…, mau tidak mau…
  • investigating aspects of Indonesian culture to choose a particular course of action, for example, determining a suitable placement for an Indonesian exchange student, a suitable menu for a group of Indonesian visitors, or an appropriate time of year to visit Indonesia
  • distinguishing between fact and opinion in texts such as articles and reports, and using critical literacy skills to recognise bias, for example, identifying the author, audience and purpose of the text
  • researching a concept or issue, including those drawn from other learning areas such as art, history, science, geography or health
  • identifying and evaluating ways in which values shape content and language in texts such as announcements, surveys, interviews, documentaries, recipes, advertisements, web pages or magazines
  • listening to, viewing and reading texts such as interviews, documentaries and speeches to obtain and synthesise information and use it in new forms, for example, creating a profile of a famous person from an interview

  VCIDC072 | Languages | Indonesian | F–10 Sequence | Levels 9 and 10 | Communicating | Informing

• VCLVU169

  Explore the language situation of language communities and the diversity of language contexts in Australia

  Elaborations

  • investigating the nature and state of health of Aboriginal and Torres Strait Islander languages across Australia and in their region
  • recognising that many Aboriginal and Torres Strait Islander people are multilingual, and discussing reasons for this
  • learning about the current language situation in the language: its state of health, the nature of the speech community and generational differences, and discussing reasons for these characteristics
  • recognising that Aboriginal and Torres Strait Islander languages are in various states of maintenance, development and revival, and investigating the diversity of historical causes for this
  • recognising how Aboriginal and Torres Strait Islander languages have been transmitted and recorded across generations
  • exploring how physical and biological environments affect linguistic ecology
  • recognising shared vocabulary across Aboriginal and Torres Strait Islander languages, and understanding why there might be variations in spelling
  • recognising dialectal differences and similarities within languages
  • investigating ways in which Aboriginal and Torres Strait Islander languages are used in the local region and in the wider Australian community, for example, in the media, in art galleries, festivals, on public transport

  VCLVU169 | Languages | Victorian Aboriginal Languages | Levels 3 to 6 | Understanding | Language awareness

• VCGGK145

  Environmental, economic and technological factors that influence environmental change and human responses to its management

  Elaborations

  • identifying human-induced environmental changes, such as water and atmospheric pollution, loss of biodiversity, degradation of land, inland and coastal aquatic environments, and evaluating the challenges they pose for the sustainability of environmental functions
  • evaluating the concept of ecosystem services and the importance of these services for sustainability of biodiversity
  • discussing whether environmental change is necessarily a problem that should be managed
  • proposing geographical management strategies for the environmental change being investigated, for example, establishing reserves and corridors to preserve biodiversity (a spatial strategy), ecosystem-based management (an environmental strategy), urban planning to reduce energy consumption (a spatial strategy), and addressing the underlying as well as immediate causes of environmental change (holistic thinking)
  • applying the concept of place to explain the variety of strategies and solutions to similar environmental changes in different places

  VCGGK145 | The Humanities | Geography | Levels 9 and 10 | Geographical Knowledge | Environmental change and management

• VCCCG018

  Describe key features of government under the Australian Constitution, including the separation of powers, the Executive, the role of the Houses of Parliament, and the division of powers

  Elaborations

  • explaining the significance of the Magna Carta and evaluating its legacy in establishing the role of parliament and the separation of powers
  • describing the purpose of the Australian Constitution
  • investigating the concept of the separation of powers between the legislature, executive and judiciary and how it seeks to prevent the excessive concentration of power
  • describing the role of the Governor-General and the different roles of the House of Representatives and the Senate
  • describing the difference between the Governor General as executive government in the constitution and Prime Minister and Cabinet as executive government under the Westminster system
  • investigating the division of powers between state/territory and federal levels of government using an issue such as water management, education or health
  • explaining the roles of the Senate and the House of Representatives as outlined in the Australian constitution

  VCCCG018 | The Humanities | Civics and Citizenship | Levels 7 and 8 | Government and Democracy

• VCEBW026

  Examine the roles and responsibilities of participants in the changing Australian or global workplace

  Elaborations

  • exploring emerging global needs and related opportunities in the workplace
  • identifying the responsibilities of various participants in a particular workplace, for example, employers, employees, industrial organisations or state, territory and the Commonwealth government
  • examining changes to the roles of employees in the workplace, for example, the increasing encouragement for workers to show initiative or act as intrapreneurs
  • identifying employer responsibilities to workers and the government, for example, superannuation, paid parental leave, income tax, company tax or the Goods and Services Tax (GST)
  • discussing the responsibilities of government in improving the conditions of workers, for example, occupational health and safety, and anti-discrimination laws

  VCEBW026 | The Humanities | Economics and Business | Levels 9 and 10 | Work and Work Futures

• VCIDC111

  Create bilingual texts for the wider community, such as notices and instructions, promotional material, performances and announcements

  Elaborations

  • interacting with Indonesian peers (such as in shared digital spaces, sometimes using Indonesian and sometimes English, to create bilingual texts about particular topics or issues
  • composing and presenting a performance in Indonesian (for example, a wayang play or song) for members of the school community, and adding English captions or narration
  • creating bilingual texts to inform others in the local community, for example, a poster to announce a lunchtime concert or fundraising food stall, a display for a local venue such as a library or gallery
  • creating bilingual texts to convey information and instructions to others, for example, a car park ticket, a health brochure/announcement, or instructions for a computer game

  VCIDC111 | Languages | Indonesian | 7–10 Sequence | Levels 9 and 10 | Communicating | Translating

• VC2M10ST02

  construct scatterplots and consider a line of good fit; comment on the association between the 2 numerical variables in terms of strength, direction and linearity

  Elaborations

  • discussing the difference between association and cause and effect, and relating this to situations such as health, diversity of species and climate
  • using statistical evidence to make, justify and critique claims about association between variables, such as in contexts of climate change, migration, online shopping and social media 
  • informally using a line of good fit by eye and using digital tools to compare and discuss the reliability of any predictions
  • investigating the relationship between 2 variables of spearthrowers used by Aboriginal and Torres Strait Islander Peoples by using data to construct scatterplots, make comparisons and draw conclusions 

  VC2M10ST02 | Mathematics | Mathematics Version 2.0 | Level 10 | Statistics

• VCRAC107

  Convey factual information and opinions in texts such as reports and displays using graphics and multimedia tools

  Elaborations

  • conveying information to an audience speaking the language being studied to describe aspects of Australian culture such as the physical environment, celebrations and cuisine, or to explain expressions such as ‘the bush’ or ‘a fair go'
  • explaining to others a procedure or practice, for example, a recipe, the rules of a sport or board game, instructions on keeping a pet/animal, or fashion tips
  • presenting a report on an issue, recent event or public figure, using graphics to support meaning
  • conveying information about topics of personal interest such as in health, technology or the arts by producing displays or (multimedia) presentations with commentary, subtitles or captions

  VCRAC107 | Languages | Roman Alphabet Languages | 7–10 Sequence | Levels 9 and 10 | Communicating | Informing

• The Arts | Dance: Learning in Dance

  In Dance, students explore the elements of dance, skills, techniques and processes through the practices of choreography, performance and appreciation. The body is the instrument of expression and students use combinations of the elements of dance: space, time, dynamics and relationships, to communicate...

  Overview material | Dance

• Technologies | Design and Technologies: Structure

  The Design and Technologies curriculum is organised by the three related strands of Technologies and Society, Technological Contexts, and Creating Design Solutions. The Technological Contexts and Creating Design Solutions strands are further organised by sub-strands, as set out below.

  Strands	Technolo...

  Overview material | Design and Technologies

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

  By the end of Level 10, students use spoken and written Chinese to sustain extended interactions with familiar and unfamiliar participants in a range of contexts (for example, interacting with Chinese-speaking students online; using Chinese to ask about items in a local Chinese grocery). Students...

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

• Geography: Levels 9 and 10 description

  In Levels 9 and 10, students consider changes in the characteristics of places and the implications of these. They consider significant spatial distributions and patterns and evaluate their implications, and consider interconnections between and within places and changes resulting from these,...

  Level description | The Humanities | Geography

• Hindi - F–10 Sequence: Levels 5 and 6 description

  Students expand their understanding of Hindi grammatical forms and features, including the function of tenses to express actions or events in the past, present or future, जाता था, जाता हूँ, जाऊँगा, and of the passive voice to convey the distinction between actions happening and being caused to...

  Level description | Languages | Hindi | F–10 Sequence

• 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

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

  Students become more fluent and accurate in spoken and written language production. They gain greater control of grammatical and textual elements. They use expressive and descriptive language as appropriate for different purposes and demonstrate understanding of language variation and change....

  Level description | Languages | Japanese | 7–10 Sequence

• Mathematics | Mathematics: Rationale and Aims

  Rationale

  Mathematics provides students with access to important mathematical ideas, knowledge and skills that they will draw on in their personal and work lives. The curriculum also provides students, as life-long learners, with the basis on which further study and research in mathematics and...

  Overview material | Mathematics

• The Humanities | Civics and Citizenship: Rationale and Aims

  Rationale

  Civics and Citizenship is essential in enabling students to become active and informed citizens who participate in and sustain Australia’s democracy. Through the study of Civics and Citizenship, students investigate political and legal systems, and explore the nature of citizenship...

  Overview material | Civics and Citizenship

• VCADRE033

  Combine the elements of drama in devised and scripted drama to explore and develop issues, ideas and themes

  Elaborations

  • investigating and researching starting points for drama, for example, ‘What was the performer’s/director’s/playwright’s intention for this drama? or How were symbols used to convey a message in the drama?’
  • evaluating their peers’ responses to questions about an issue or image
  • working with different combinations of the elements of drama to create and sustain dramatic situations and show contrast
  • experimenting with linear and non-linear narratives to focus dramatic action and tension

  VCADRE033 | The Arts | Drama | Levels 7 and 8 | Explore and Express Ideas

• VCADRR024

  Respond to drama, expressing what they enjoy and why, and why people in their local area make and perform drama, including drama of Aboriginal and Torres Strait Islander peoples

  Elaborations

  • identifying where they might experience drama in their community, for example, sharing experiences of attending a Tanderrum, or taking part in a drama performance in their community and considering how drama sustains and communicates cultural knowledge
  • talking about how voices, movement and space are used in drama they make and see
  • connecting to and sharing drama experiences through available digital access
  • discussing ways drama can show people’s different feelings about the world, based on their experiences of the environment and other people

  VCADRR024 | The Arts | Drama | Levels 1 and 2 | Respond and Interpret

• VCAMAE025

  Investigate and devise representations of people in their community, through settings, ideas and story structure in images, sounds and text

  Elaborations

  • creating a sequence of images, sounds and text or a combination of these, to clearly establish the beginning, middle and end of a story or an event
  • constructing realistic representations of the classroom and then re-constructing fictional versions of the same space
  • taking a series of photographs that show themselves and their friends as comic superheroes and villains, through setting, costume and body language
  • experimenting with tension to create and sustain meaning in the structure of a media artwork, for example, creating relationships between scenes in a documentary
  • experimenting with images to structure a narrative, for example, ordering and reordering images

  VCAMAE025 | The Arts | Media Arts | Levels 3 and 4 | Explore and Represent Ideas