Search results

Result list

• VCPSCSE034

  Describe how and why emotional responses may change in different contexts

  Elaborations

  • identifying the range of possible emotions in different scenarios and explore how these may be managed
  • identifying triggers that evoke different emotions
  • using ‘what if’ questions to explore a scenario to identify changing emotional responses

  VCPSCSE034 | Capabilities | Personal and Social Capability | Levels 7 and 8 | Self-Awareness and Management | Recognition and expression of emotions

• VCRAU067

  Understand that languages continue to change over time due to influences such as globalisation and technology

  Elaborations

  • analysing the influence of other languages on the language, such as in advertising and technology, food, administration, religion and everyday life
  • recording a range of borrowed words and examining their structure and rules of use
  • investigating the origins of borrowed words to discover when, how and by whom new words and expressions were introduced into the language and which languages have borrowed from the language being studied

  VCRAU067 | Languages | Roman Alphabet Languages | F–10 Sequence | Levels 7 and 8 | Understanding | Language variation and change

• VCRAU015

  Recognise that ways of greeting and addressing others may change according to cultural norms

  Elaborations

  • knowing that different terms of address are used for teachers and friends
  • understanding that language varies in formality depending on the people involved
  • recognising that greetings may vary according to the time of day

  VCRAU015 | Languages | Roman Alphabet Languages | F–10 Sequence | Foundation to Level 2 | Understanding | Language variation and change

• VCSIS055

  Represent and communicate observations and ideas about changes in objects and events in a variety of ways

  Elaborations

  • discussing with others what was discovered from an investigation
  • presenting ideas to other students, both one-to-one and in small groups

  VCSIS055 | Science | Foundation to Level 2 | Science Inquiry Skills | Communicating

• VCSSU043

  Living things grow, change and have offspring similar to themselves

  Elaborations

  • representing personal growth and changes from birth
  • exploring the different characteristics of the life stages in animals, for example, butterflies or frogs

  VCSSU043 | Science | Foundation to Level 2 | Science Understanding | Biological sciences

• VCSSU098

  Chemical change involves substances reacting to form new substances

  Elaborations

  • identifying the differences between chemical and physical changes
  • identifying evidence that a chemical change has taken place
  • investigating simple reactions, for example, combining elements to make a compound

  VCSSU098 | Science | Levels 7 and 8 | Science Understanding | Chemical sciences

• VCSSU117

  Multicellular organisms rely on coordinated and interdependent internal systems to respond to changes to their environment

  Elaborations

  • describing how the requirements for life (oxygen, nutrients, water and removal of waste) are provided through the coordinated function of body systems, for example, the respiratory, circulatory, digestive, nervous and excretory systems
  • explaining (using models, flow diagrams or simulations) how body systems work together to maintain a functioning body
  • investigating the response of the body to changes as a result of the presence of micro-organisms

  VCSSU117 | Science | Levels 9 and 10 | Science Understanding | Biological sciences

• VCVIU138

  Recognise that languages change over time and influence one another

  Elaborations

  • exploring the influence of English on informal language used in daily interactions by Vietnamese people in Australia, for example, đi ‘shop’, xem ‘TV’, nghe ‘radio’, dùng ‘internet’ and the use of terms such as ‘OK’, ‘hello’ and ‘shopping’
  • recognising that many Vietnamese words are derived from other languages, including French (ba lê/‘ballet’, cà phê/‘café’), English (internet, căn-tin/‘canteen’) and Chinese (phụ huynh, tổ quốc)
  • understanding that some languages are continuously evolving, others are endangered, and some are being revived, with particular reference to indigenous languages used throughout the world, including Aboriginal languages and Torres Strait Islander languages in Australia
  • reflecting on changes in language practices in modern Vietnamese, and making comparisons with traditional Vietnamese, for example, sử ký and lịch sử, thầy u and ba mẹ, sư phụ and thầy cô

  VCVIU138 | Languages | Vietnamese | F–10 Sequence | Levels 3 and 4 | Understanding | Language variation and change

• VCZHU063

  Explain how the Chinese language adapts to social and technological changes

  Elaborations

  • enquiring into the use of internet language, including numerical representations of words (for example, 55555 = 呜呜他在哭) as a means of private communication among youth
  • exploring the use of mobile phones and the internet to replace old ways of communication, for example, texting or emailing New Year greetings instead of going to 拜年 in person
  • comparing features of correspondence and the circumstances in which some forms of correspondence are preferred, for example, why 贺节短信 is popular as a way to save time and money
  • exploring the ways in which new words and phrases are incorporated into everyday communication in Chinese, for example, how English expressions of emotion (去 happy 吧) are used in chat forums and text messaging, and how Pinyin abbreviations are used to replace characters (L P = 老婆)
  • examining how the adaptation of words reflects and encourages cultural change, for example, gender equality is reflected in the use of 妳 to address females and 他们 to include both men and women

  VCZHU063 | Languages | Chinese | Second Language Learner | F–10 Sequence | Levels 7 and 8 | Understanding | Language variation and change

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

  By the end of Level 10, students use written and spoken Arabic to initiate and sustain interactions with peers and adults. They use language spontaneously to exchange ideas, opinions and feelings, compare experiences and discuss future plans. They sustain interactions by asking and responding...

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

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

  Students extend and consolidate grammatical knowledge, including the use of compound sentences by using postpositions मैं पहले दिल्ली जाऊँगा और अपना काम पूरा करने के बाद कोलकता पहुँचूँगा। and a range of tenses to describe events and personal experiences, पिछले वर्ष जैसे हमने होली का त्योहार मन...

  Level description | Languages | Hindi | F–10 Sequence

• 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 7 and 8 description

  Students recognise and use key elements of Turkish grammar, such as word order, positions of adjectives, adverbs and postpositions, and recognise how grammatical forms and functions are represented through agglutination. They apply the principles of vowel harmony, for example, when adding nominal...

  Level description | Languages | Turkish | 7–10 Sequence

• VCGGK143

  Effects of people’s travel, recreational, cultural or leisure choices on places, and the implications for the future of these places

  Elaborations

  • investigating the global growth of tourism and its likely effects on the future of places
  • discussing the effects of people's cultural and leisure choices on towns and cities or heritage areas. For example, predicting how changing choices may affect these and other places in the future

  VCGGK143 | The Humanities | Geography | Levels 9 and 10 | Geographical Knowledge | Geographies of interconnection

• VCSSU128

  Global systems, including the carbon cycle, rely on interactions involving the atmosphere, biosphere, hydrosphere and lithosphere

  Elaborations

  • modelling a nutrient cycle within the biosphere, for example, the carbon, nitrogen or phosphorus cycle
  • investigating how human activity affects global systems
  • distinguishing between 'natural' and 'enhanced' greenhouse effects
  • investigating the effect of climate change on sea levels and biodiversity

  VCSSU128 | Science | Levels 9 and 10 | Science Understanding | Earth and space sciences

• VCITU093

  Recognise how Italian language and culture have evolved and how they continue to change over time due to influences such as changing contexts and intercultural contact

  Elaborations

  • develop awareness of the ecology of languages in local settings by collecting examples of Italian used in the local landscape, such as in particular parts of the city or at markets, and discussing how phenomena might be explained, for example, by noticing the demographics of a particular suburb or noticing the use of Australo-Italian
  • investigating trends in the use of dialects and Standard Italian (for example, by interviewing members of Italian communities to discuss contexts in which dialects and/or Standard Italian are used) and reflecting on hybrid language use, particularly in the context of the diaspora
  • exploring the dynamic nature of language, such as the influence of English in Italian, to express concepts and practices in areas such as music, technology and popular culture, for example, cliccare, digitare, formattare, autostop, autogrill, il manager, la leader
  • analysing samples of Italian language captured in different contexts in which Italian is used, and identifying influences of other languages and cultures

  VCITU093 | Languages | Italian | F–10 Sequence | Levels 9 and 10 | Understanding | Language variation and change

• VCTRU067

  Understand how their own use of Turkish in social, school and community contexts has changed over time, discussing reasons for changes or adaptations

  Elaborations

  • identifying changes in their ways of communicating in Turkish as a result of influences such as social media, popular culture, technology and intercultural experience, for example, the use of acronyms, emoticons, ‘selfies’ in text messaging, and of abbreviations such as nbr (ne haber), tmm (tamam), slm (selam), kib (kendine iyi bak), bye (güle güle) and aeo (Allaha emanet ol)
  • reflecting on how their use of language develops as they grow older and as they communicate in different contexts, with different people, for different purposes, discussing how speaking more than one language provides additional resources for making meaning
  • monitoring their own and others’ use of new forms of language, behaviour and self-expression across different contexts such as school and social worlds, including virtual forms of communication
  • investigating changes in their use of Turkish in wider contexts, for example, as a result of increased exposure to Turkish-language media in Australia, comparing the language used in various television dramas to their own use of the language in daily life

  VCTRU067 | Languages | Turkish | F–10 Sequence | Levels 7 and 8 | Understanding | Language variation and change

• VCELY426

  Interpret the stated and implied meanings in spoken texts, and use interaction skills including voice and language conventions to discuss evidence that supports or challenges different perspectives

  Elaborations

  • listen to a conversation or speech and identify the point being made and explain the tone and manner of presentation. Change the focus of the conversation or speech and identify how meaning has changed
  • change the tone in which the speech or conversation is presented and discuss how interpretations can also change.

  VCELY426 | Curriculum content | English | Level 8 | Speaking and Listening | Literacy

• VCGGK114

  Influence of social connectedness and community identity on the liveability of places

  Elaborations

  • discussing the different types of places where people and groups can feel included or excluded, safe or threatened, and evaluating how this affects perceptions about liveability of places
  • investigating the extent to which people in their place are socially connected or socially isolated and its effect on liveability

  VCGGK114 | The Humanities | Geography | Levels 7 and 8 | Geographical Knowledge | Place and liveability

• VCGGK122

  The causes and consequences of urbanisation, drawing on a study from Indonesia

  Elaborations

  • discussing urbanisation as a shift in where, how and why people live where they do
  • exploring the connections between urbanisation and economic and social opportunities
  • examining how urbanisation can affect environmental quality. For example, carbon emissions and water consumption

  VCGGK122 | The Humanities | Geography | Levels 7 and 8 | Geographical Knowledge | Changing nations