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

  The focus of learning Italian shifts to expanding students range and control of the linguistic systems to develop the sophistication of language use. They learn to choose appropriate tenses, to identify and create mood, and to use cohesive devices to create extended texts. They continue to build...

  Level description | Languages | Italian | F–10 Sequence

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

  Students’ vocabulary and grammar usage is increased and experimentation occurs with different forms of communication. Students use Italian to communicate and interact with each other and with online resources, to access and exchange information, to express feelings and opinions, to participate...

  Level description | Languages | Italian | 7–10 Sequence

• 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

• Latin: Levels 9 and 10 achievement standards

  By the end of Level 10, students analyse a range of Latin texts to obtain information and ideas about Roman society and culture. They use vocabulary, grammar and textual cues to analyse and interpret language use and cultural references in Latin texts, such as poetry, letters or narratives, for...

  Level description | Languages | Latin | Levels 9 and 10

• Modern Greek - 7–10 Sequence: Levels 9 and 10 description

  Students recognise and approximate the pronunciation, rhythms and intonation patterns of extended phrases and compound sentences. They use vocabulary with more complex syllable combinations and become more fluent and accurate in spoken and written language production. They gain greater control...

  Level description | Languages | Modern Greek | 7–10 Sequence

• Non-Roman Alphabet Languages - 7–10 Sequence: Levels 9 and 10 achievement standards

  By the end of Level 10 students initiate and sustain interactions with peers by sharing opinions and experiences and comparing aspects of teenage life. They interact with others to make decisions and plan events. They ask and respond to questions, clarify understanding and express agreement or...

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

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

  This is a period of language exploration and vocabulary expansion and experimentation with different modes of communication. Greater control of language structures and systems increases confidence and interest in communicating in a wider range of contexts. Students use the language being studied...

  Level description | Languages | Non-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 - 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 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

• VCADRD043

  Structure drama to engage an audience through manipulation of dramatic action, forms and performance styles and by using design elements

  Elaborations

  • learning and applying basic concepts for interpreting texts and contexts, directing dramatic action, and using available technologies
  • focusing and strengthening the dramatic action by manipulating pace in movement and dialogue, cues, vocal tone, physical proximity between characters and transitions
  • structuring the performance space to convey dramatic meaning and sense of style for an audience
  • exploring realistic, non-realistic, innovative and hybrid dramatic forms and performance styles
  • using questions to guide play-making process when devising drama, for example, What personal meaning is intended? What political statement is this work making? How have you used critical theories about drama to make your own drama? What emotion do you want the audience to feel?

  VCADRD043 | The Arts | Drama | Levels 9 and 10 | Drama Practices

• VCADRE041

  Manipulate combinations of the elements of drama to develop and convey the physical and psychological aspects of roles and characters consistent with intentions in dramatic forms and performance styles

  Elaborations

  • analyse and create performance highlighting subtext, dramatic tension, atmosphere and mood based on the story, setting, dialogue and stage directions
  • apply the conventions of character in particular forms and performance styles, using research to develop understanding of the conventions and refining use of relevant techniques
  • using questions to build an understanding of ways context can influence creative choices, for example, how does the drama relate to the social context in which it was created? What culturally symbolic movements are evident in this drama? What historical influences might be evident in contemporary drama created by Aboriginal and Torres Strait Islander Peoples? How are global trends in drama influencing Australian drama?

  VCADRE041 | The Arts | Drama | Levels 9 and 10 | Explore and Express Ideas

• VCAMUE041

  Manipulate combinations of the elements of music in a range of styles, using technology and notation to communicate music ideas and intentions

  Elaborations

  • manipulating sound sources and technology to suggest or replicate style
  • experimenting with and comparing how elements of music are used to communicate musical intentions in traditional, digital and graphic scores and charts, from different styles
  • using varied traditional and invented notation and technology to document compositions and indicate their intentions for how performers should interpret the work
  • interpreting how changes in instrumentation and orchestration affect the interpretation of this piece

  VCAMUE041 | The Arts | Music | Levels 9 and 10 | Explore and Express Ideas

• VCAMUR045

  Evaluate a range of performances and compositions to inform and refine their own music making

  Elaborations

  • analysing how the use and combination of the elements of music defines their developing personal style and how their style is influenced by cultural and historical styles, for example, features of a piece that are typical of the social context in which it was created
  • listening to, analysing and comparing the performance practices of others to shape and refine their interpretation of a piece of music, for example ‘what historical influences are evident in this performance?
  • comparing music from different styles to identify and describe stylistic, cultural and historical practices and inform their own composition and performance practice, for example, evaluating the use of the elements of music when listening to and interpreting music
  • investigating why and how different traditions, styles and contexts affect the experience and interpretation of a piece of music and taking this into account when interpreting and composing music, for example, How are the elements of music used in this piece to convey a cultural identity?

  VCAMUR045 | The Arts | Music | Levels 9 and 10 | Respond and Interpret

• VCARC027

  Reflect on how conventions of speech and Arabic cultural concepts can influence own communication style when using both English and Arabic

  Elaborations

  • comparing the ways in which they communicate in Arabic and non-Arabic contexts, for example, using different forms of address or different ways of showing politeness, and discussing why these choices are appropriate and how they enhance intercultural communication
  • reflecting on own language choices and communicative gestures in different cultural contexts, considering how own ways of behaving and communicating might be perceived by people from different backgrounds, and making necessary adjustments to establish, maintain and improve relationships with immediate contacts such as family, teacher and peers
  • exploring the reciprocal nature of intercultural communication, the two-way process of noticing and responding to differences in perceptions, understandings and behaviours, for example, degrees of formality, politeness and directness, use of personal space, and attitudes towards physical contact
  • identifying moments of embarrassment or communication breakdown in own intercultural interactions, exploring reasons for these and suggesting adjustments that could be made to enhance mutual understanding
  • discussing elements of successful intercultural communication, for example, flexibility and awareness of differences in cultural and religious practices such as respect for elderly people and attitudes towards privacy or directness

  VCARC027 | Languages | Arabic | 7–10 Sequence | Levels 9 and 10 | Communicating | Reflecting

• VCARC172

  Negotiate actions and contribute ideas, opinions and suggestions in interactions related to shared tasks, transactions and problem-solving, managing different views and perspectives

  Elaborations

  • planning and negotiating collaboratively in scenarios related to travelling or living in an Arabic-speaking country, such as using transport, eating out or visiting tourist attractions, for example,

    عندما أصل إلى القاهرة سوف أستأجر سيارة لأصل إلى الفندق؛ أفضل وسيلة مواصلات هي سيارة الأجرة؛ سوف أسافر إلى المناطق الريفيّة في القطار؛ في لبنان الأطعمة لذيذة لذلك سأذهب إلى مطاعم مختلفة؛ أحب المأكولات العربية الشعبية. سوف أزور جميع المناطق الأثرية في الأردن

  • making complaints and recommendations and seeking solutions, for example,

    أعترض على طريقة معاملة الزبائن؛ الفندق بحاجة إلى منظفين أكثر؛ الطعام كان بارداً ولم أقدر أن آكله؛ أسعار الثياب غالية جداً

  • organising an event such as a youth meeting through social media to raise awareness of environmental or ethical issues
  • contributing opinions using online and digital forms of communication such as emails, school chat forums and community websites to discuss various social issues such as youth employment opportunities or issues related to freedom and equality, for example,

    أصبح وجود فرص للعمل مستحيلاً؛ إنها كارثة إنسانية؛ إنها عار على مجتمعنا؛ مساواة جميع المواطنين حق إنساني؛ حرية الإنسان في التعبير خط أحمر

  VCARC172 | Languages | Arabic | F–10 Sequence | Levels 9 and 10 | Communicating | Socialising