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• VCASFC118

  Identify and analyse ways in which deaf people behave and relate within society as a distinct social group as ‘people of the eye’, demonstrate responsibility for connections between the Deaf community and the wider ‘hearing’ society, and for culturally rich and appropriate places and spaces

  Elaborations

  • using a vlog journal entry to discuss how having peers who share the same language provides a social bond and builds confidence
  • identifying characteristics of deaf people’s visual awareness, such as good observation of body language and heightened alertness to hazards in the environment while walking/driving and signing
  • comparing strategies used by deaf and hearing adults to negotiate physical environments, for example, different behaviours at a bank of lifts, identifying how deaf people draw on additional perceptual resources in ways hearing people are unaware of
  • exploring technologies used by deaf people to communicate visually, such as videoconferencing apps, to support social networks and to strengthen a sense of individual or shared identity
  • investigating ways in which a sense of confidence in relation to identity influences awareness and a capacity for advocacy for Deaf rights, for example in relation to issues such as the provision of interpreters or captioning
  • discussing how their sense of identity may shift according to context and situation, and how as people mature they learn to manage ‘multiple identities’ in relation to different elements of experience, such as background ethnicity and culture and Deaf identity culture
  • identifying strategies used by deaf people to negotiate the hearing world, such as travelling with paper and pen or smart phone to take notes
  • using the concept of Deafhood to map and communicate their own journeys of identity development, for example, their identification with particular Deaf role models, and considering the role identity plays in contributing to individual, peer group and community health and wellbeing
  • engaging with deaf visitors from different groups and backgrounds about their experiences in the Deaf community, for example by interviewing the visitors and recording their responses
  • using drawings, photos or presentations to describe characteristic features of Deaf spaces beyond the classroom, such as removal of visual obstacles to signed communication, circles or semicircles for meeting and learning spaces, open-plan areas, lighting and window placement to maximise visual access to information
  • documenting and discussing places of importance to the Deaf community, such as Deaf schools, and understanding the value of these based on stories by elders and excursions to sites of significance
  • responding to elders' guidance on how cultural values, beliefs and traditions are connected through shared life experience and visual ways of being, and how they are demonstrated in community behaviour and interactions with the wider community
  • describing ways in which they can take responsibility for increasing others’ awareness of their communication and learning preferences, for example in the classroom and with extended family
  • exploring the concept of ‘Deaf gain’ and identifying examples of how wider society may ‘gain’ from the Deaf community, for example, benefits of captioning for other sectors of the broader community, such as elderly people or newly arrived migrants
  • discussing their sense of responsibility for each other as members of the Deaf community, and the need to support younger deaf individuals in the community

  VCASFC118 | Languages | Auslan | First Language Learner | 7–10 Sequence | Levels 9 and 10 | Communicating | Identity

• 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

• Geography: Levels 7 and 8 description

  In Levels 7 and 8, students examine the processes that influence the characteristics of places. They consider spatial distributions and patterns and their implications and consider interconnections between and within places and changes resulting from these. This further develops their understanding...

  Level description | The Humanities | Geography

• VCELA166

  Understand that language can be used to explore ways of expressing needs, likes and dislikes

  Elaborations

  • recognising some of the ways we can use speech, gesture, writing and media to communicate feelings
  • recognising some of the ways emotions and feelings can be conveyed and influenced by visual representations, for example in advertising and animations

  VCELA166 | Curriculum content | English | Foundation Level | Speaking and Listening | Language

• The Humanities | Civics and Citizenship: Structure

  Civics and Citizenship is organised by three strands: Government and Democracy, Laws and Citizens, and Citizenship, Diversity and Identity. 

  Strands	Government and Democracy	Laws and Citizens	Citizenship, Diversity and Identity
  	Involves a study of Australian democracy and the key institutions...

  Overview material | Civics and Citizenship

• Languages | Classical Greek: Rationale and Aims

  Rationale

  The study of Classical Greek allows students to enter and explore ancient worlds that have shaped contemporary life and societies. Authentic engagement with seminal works of great literature and antiquities gives direct access to ancient ways of living in and viewing the world, and an...

  Overview material | Classical Greek

• VCAVAR039

  Identify and connect specific features of visual artworks from different cultures, historical and contemporary times, including artworks by Aboriginal and Torres Strait Islander peoples

  Elaborations

  • comparing and contrasting different visual images and interpretations of place and country, starting with the local Koorie people, from a range of viewpoints and contexts
  • researching, analysing and examining the way an artist’s cultural experiences have influenced the expression of ideas and concepts in their artworks
  • recognising how different factors contribute to the ways in which visual artworks are judged to be meaningful by an audience
  • analysing how artists have expressed historical and social value and influences in their artworks
  • analysing how visual arts processes and technologies shape the practices of art and craft

  VCAVAR039 | The Arts | Visual Arts | Levels 7 and 8 | Respond and Interpret

• VCTRC057

  Interpret and compare representations of values, characters and events in a range of traditional and contemporary imaginative texts

  Elaborations

  • comparing representations, values and social commentary represented in current TV programs or song lyrics with those conveyed in traditional short stories such as Kaşağı or Eskici, and novels such as Çalıkuşu or Hababam Sınıfı
  • discussing television series or songs, such as Türk dizileri, Türkçe pop, şarkılar ve türküler, identifying either shifts in social or cultural attitudes from those reflected in traditional texts, such as efsane, or evidence of continuing values across time
  • identifying concepts such as courage, loyalty or social justice portrayed in traditional texts through characters such as Köroğlu, Çakırcalı Efe, Karacaoğlan, discussing their relevance to today’s society
  • assuming the persona of a character from a favourite contemporary novel or film and then adapting it to an earlier time or context, noticing changes required to language forms and expression
  • comparing representations of traditions and beliefs across cultures through visual and performing arts, for example, by comparing several living traditions present in Australia, including those associated with cultural and artistic expression of Aboriginal and Torres Strait Islander Peoples

  VCTRC057 | Languages | Turkish | F–10 Sequence | Levels 7 and 8 | Communicating | Creating

• VCFRC058

  Access, summarise and analyse information from different sources relating to contemporary community and lifestyle issues

  Elaborations

  • accessing, collating and analysing information on youth-related issues (for example, la musique, la télévision, les sports) from sources such as the internet, magazines and personal communications, and classifying findings into themes, for example, la jeunesse urbaine, l’environnement, le fast food
  • collecting information on topics related to lifestyle choices, explaining changes in focus and perspective over different periods, for example, Gitane - vous apporte, sans réserves, le plaisir de fumer, 1957: sans tabac, prenons la vie à pleins poumons, 2014
  • listening to or viewing informative texts such as television news reports or feature articles, and noting key words, specialised terms or points of information to be reused in own newsflash or roman photo, for example, en direct, les dernières nouvelles, l’information continue, la météo
  • researching young people’s lifestyles across French-speaking cultures and contexts, comparing information from different cultural contexts to identify the influence of factors such as geography, climate, and social and community environment, for example, les colonies de vacances, les boulots, les sports aquatiques, les jeux vidéos

  VCFRC058 | Languages | French | F–10 Sequence | Levels 7 and 8 | Communicating | Informing

• VCLAU012

  Examine the enduring influence of Roman culture on the modern world, by discussing the ancient origins of modern customs, religion, literature and architecture

  Elaborations

  • recognising the ancient origins of national values such as citizenship, liberty, equity and justice
  • exploring ancient connections with daily routines in modern society, such as family life, occupations, schooling, the calendar, and leisure pursuits such as dice, board games
  • tracing Roman customs still used in modern ceremonies, such as weddings and funerals
  • identifying influences from Latin literature on popular culture, for example, Harry Potter, Romeo and Juliet, Percy Jackson, superheroes such as Superman and Hercules
  • exploring connections between ancient and modern music, for example, musical instruments such as the cithara, flutes, drums and contemporary songs composed in Latin, such as Bastille’s Pompeii with Latin lyrics
  • recognising the Roman influence on religion, such as Christian traditions
  • researching elements of Roman engineering and architecture in bridges, aqueducts, amphitheatres, drainage systems and public buildings in Australia and across the world

  VCLAU012 | Languages | Latin | Levels 7 and 8 | Understanding | The powerful influence of language and culture

• VCHHK137

  Different experiences and perspectives of non-Europeans and their perspectives on changes to society, significant events, ideas, beliefs and values

  Elaborations

  • Australia
    • investigating sources that record the reactions of new arrivals to other countries in this period, for example, responses to the natural environment and climate
    • investigating the experiences of a specific group of arrivals to Australia, for example, convicts in Sydney, Hobart, Brisbane or free settlers in Melbourne, Adelaide, Perth or Darwin
    • describing the impact of this group on the Aboriginal and Torres Strait Islander peoples of the region
    • investigating the differing views of pastoralists and gold miners and how they influenced Victoria
    • examining the experiences of non-Europeans in Australia prior to the 1900s, such as the Japanese, Chinese, South Sea Islanders, Afghans
    • outlining the migration of Chinese to the goldfields in Australia in the nineteenth century and attitudes towards the Chinese as revealed in cartoons, for example, the Mongolian Octopus
  • Asia
    • analysing Commissioner Lin Zexu’s letter to Queen Victoria before the outbreak of the First Opium War 1839-42
    • analysing the ideas that influenced the perspectives of the Society of Righteous Harmonious Fists, Yi He Tuan (The Boxers)
    • comparing and contrast different perspectives about the effect of European colonisation of India or China or Indochina
    • analysing different perspectives of the Russo-Japanese War 1904-05

  VCHHK137 | The Humanities | History | Levels 9 and 10 | Historical Knowledge | The making of the modern world | Australia and Asia

• Science | Science: Structure

  The Science curriculum has two interrelated strands: Science Understanding and Science Inquiry Skills. Together, the two strands of the science curriculum provide students with understanding, knowledge and skills through which they can develop a scientific view of the world.

  Strands	Science...

  Overview material | Science

• VCLAE017

  Convey interpretations of information and ideas about Roman society and culture, in oral, written and digital forms, using Latin as appropriate

  Elaborations

  • examining how cultural attitudes are conveyed in Latin texts, such as attitudes to slaves or women, cleanliness, food, Romanisation, for example, by conducting a role-play, a forum on salient issues, a ‘Q & A’ session regarding the appropriateness of giving farming advice in verse
  • investigating legal rights and obligations, such as citizenship, social classes, property rights, divorce, for example, building a digital representation of social strata through a pyramid
  • researching Roman urban planning and architecture through the study of an archaeological site, and presenting findings, for example, by creating a virtual tour of the Colosseum, with written or oral text in English or incorporating Latin terms as appropriate, such as harena, vomitoria
  • examining Roman architectural remains by electronic means, such as places of entertainment and worship, and exploring what they reveal about the values and attitudes of Romans
  • gathering and collating information about Roman art, including sculpture, jewellery and painting, for example, producing an online exhibition catalogue
  • researching references in Latin texts to foreign religions, for example, Mithraism, Isis worship and Christianity, and the extent of their influence in Rome
  • examining Latin inscriptions, curses or graffiti to elicit information about Roman society, for example, defixiones from Bath, graffiti at the Colosseum or in Pompeii, and creating own examples in English or Latin

  VCLAE017 | Languages | Latin | Levels 9 and 10 | Engaging with texts | Accessing the Roman world through Latin texts

• VCELU152

  Explore the influence of Greek on the English language, such as morphemes in medical/scientific fields and in everyday language, such as school subjects and occupations, and how Greek has been influenced by the impact of new technology and knowledge

  Elaborations

  • recognising Greek morphemes (prefixes, suffixes and base words) in English, to explain spelling patterns in English, and to help work out meanings of unknown words, for example, anti-, astro-, auto-, bio-, deca-, demo-, geo-, -gram-, -graph-, hyper-, hypo-, -ic, -ism, -itis, kilo-, -logue, macro-, mega-, -meter, micro-, mono-, -morph-, neo-, octo-, -ology, pent-, -peri-, -phil-, -phobia, photo-, -poly-, psych-, -scope, tech-, tele-, -therm-, tri-
  • understanding that words derived from Ancient Greek are still being used today to create new words such as names of new technological/scientific discoveries for example, disc, giga-, mega-, metro
  • identifying familiar words in Greek and recognising their English equivalents, for example, το τηλέφωνο, η φωτογραφία, ο ποδίατρος, το δράμα, το θέατρο
  • using knowledge of familiar patterns and structures to decode and interpret meaning, for example, the Greek prefix ‘a-‘ in words can make the opposite meaning (ψητό – άψητο, symmetrical – asymmetrical)
  • understanding that English words are used in Modern Greek, but that Greek equivalents to these terms often also exist, for example, το κομπιούτερ-ο υπολογιστής, μπλε-γαλάζιο

  VCELU152 | Languages | Modern Greek | F–10 Sequence | Levels 5 and 6 | Understanding | Language variation and change

• VCGRCU012

  Examine the enduring influence of ancient Greek culture on the modern world, by discussing the ancient origins of modern values, pursuits, citizenship, literature, the arts and architecture

  Elaborations

  • recognising the ancient origins of national values such as democracy, equity and justice, freedom of speech and independent thought
  • comparing the concept of citizenship, rights and responsibilities in ancient Greece and the modern world
  • identifying references to ancient Greek mythology and literature in visual and performing arts and literature from antiquity to the present
  • exploring ancient connections with daily routines in modern society, such as sport, theatre and schooling
  • identifying literary influences from the Classical Greek period on popular culture, such as brand names, cartoons, adventure films, for example, Clash of the Titans, Troy, Hercules
  • exploring connections between ancient and modern music, for example, musical instruments such as the guitar, which is descended from the cithara or lyre
  • recognising the use of Greek as the language of the New Testament and as the original language of well-known texts such as the Lord’s Prayer
  • researching elements of Greek engineering and architecture seen in public buildings in Australia and across the world, for example, the use of Doric, Ionic and Corinthian columns
  • observing and discussing ancient Greek architectural structures and influences in Roman, Renaissance, Neoclassical and New Classical architecture

  VCGRCU012 | Languages | Classical Greek | Levels 7 and 8 | Understanding | The powerful influence of language and culture

• VCVIC179

  Explore a range of traditional and contemporary forms of art, literature and entertainment, by analysing values, purposes and language techniques, and discussing issues and themes

  Elaborations

  • viewing and/or listening to different forms of traditional and contemporary Vietnamese arts and entertainment, such as painting, photography, (water) puppetry, dance, music, theatre and cinema, and discussing how practices and beliefs may have changed over time, for example, comparing tranh dân gian Đông Hồ with tranh sơn dầu; dân ca with nhạc trẻ; cải lương/ kịch with phim; and trò chơi dân gian with trò chơi điện tử
  • discussing common features of forms of entertainment, for example, analysing technical effects such as sound effects and background music, lighting, scenery, costumes or make-up, and narrative effects such as what makes an engaging plot and inspiring characters
  • comparing how common themes such as love, friendship, beauty, home, happiness and success are represented in traditional and contemporary Vietnamese arts and entertainment
  • recognising how characters’ feelings and attitudes are expressed through language, such as use of language features such as emotive language, for example, hạnh phúc, vui mừng, phấn khởi, buồn bã, cô đơn, xót xa, bồi hồi
  • discussing with peers how social context and cultural values influence a writer’s representation of issues and topics, for example, how the author’s background or concept of filial piety shapes the characters’ reactions and decisions in regard to their relationships
  • comparing the values, beliefs, attitudes, emotions and language of characters in traditional and contemporary Vietnamese arts and entertainment, analysing how values have changed over time and explaining possible reasons for these changes, for example, contrasting the original story Sự Tích Ông Táo with its modern comedy version
  • analysing the use of images, sounds, gestures and language in songs, films and performances to explain how they convey Vietnamese cultural values and practices

  VCVIC179 | Languages | Vietnamese | F–10 Sequence | Levels 9 and 10 | Communicating | Creating

• VCEBW025

  Research the way the work environment is changing in contemporary Australia and analyse the implications for current and future work

  Elaborations

  • researching current trends in the types of work available, the changes occurring, and the implications for future employment
  • analysing how technology, globalisation and sustainability have affected the way we work
  • investigating a range of occupations and the skills and dispositions required in different fields

  VCEBW025 | The Humanities | Economics and Business | Levels 9 and 10 | Work and Work Futures

• VCSIS107

  Identify questions, problems and claims that can be investigated scientifically and make predictions based on scientific knowledge

  Elaborations

  • considering whether an investigation using available resources is possible when identifying questions or problems to investigate
  • using information and knowledge from their own investigations and secondary sources to predict the expected results from an investigation
  • recognising that the solution of some questions and problems may require consideration of social, cultural, economic or moral factors in addition to results from scientific investigation

  VCSIS107 | Science | Levels 7 and 8 | Science Inquiry Skills | Questioning and predicting

• Technologies | Digital Technologies: Learning in Digital Technologies

  In Digital Technologies, students are actively engaged in the processes of analysing problems and opportunities, designing, developing and evaluating digital solutions, and creating and sharing information that meets a range of current and future needs. Students learn to safely and ethically exploit...

  Overview material | Digital Technologies

• Languages | Latin: Learning in Latin

  The place of Latin and the heritage of the ancient Roman world

  Latin developed from a local dialect of central Italy to become the official language of ancient Rome, transmitting Roman law, government, literature and social and cultural knowledge and values throughout much of Europe, North Africa...

  Overview material | Latin