Search results

Result list

• VCASFU248

  Understand and control additional elements of Auslan grammar, such as the use of non-manual features for topicalisation, negation or conditional forms, and develop awareness of how signers use constructed action and depicting signs in composite utterances

  Elaborations

  • observing that some noun groups are not signed overtly, particularly if maintaining the same referent rather than introducing a new one
  • distinguishing between the citation form of a sign and the adverbial NMF overlaid and what meaning each part carries, for example: MAN SPRINT (base form), MAN SPRINT-_fast (manner added)
  • recognising that signers can give information about how a verb happens over time by changing the movement, for example, signing WATCH versus WATCH-_{for-a-long-time}, or with lexical signs such as WATCH AGAIN++
  • recognising that some adverbs modify adjectives, not verbs, for example VERY, and that these modifications to adjectives can also be expressed with NMFs, for example changes in mouth patterns and movement of signs can intensify adjectives, for example, RED-_really, PLEASED-_really, TALL-_really
  • recognising that typically signers use DSs to show spatial relationships, not separate signs such as ON or UNDER
  • recognising how conjunctions such as PLUS, IF or BUT are used to join clauses and create cohesion
  • recognising that clauses can also be joined through particular NMFs
  • noticing that clauses can be linked equally or unequally, where one clause depends on another
  • recognising that the element of a clause that a signer wants to focus on most in Auslan is sometimes moved to be signed first and that this process of topicalisation involves particular NMFs
  • noticing that clauses are elaborated and made more vivid by adding adjectives and adverbs and by enacting or using DSs
  • realising that in many clauses signers ‘tell’ with fully-lexical signs at the same time as ‘show’ with DS, periods of CA and other gestural elements
  • noticing when signers are using composite utterances, for example those that include elements of CA, DSs, points and lexical signs, and how that affects the structure of a clause

  VCASFU248 | Languages | Auslan | Second Language Learner | 7–10 Sequence | Levels 9 and 10 | Understanding | Systems of language

• VCAVAP044

  Create, present, analyse and evaluate displays of artwork considering how ideas can be conveyed to an audience

  Elaborations

  • visiting galleries, art museums and public art displays, in formal and informal settings, to research the role of the curator and the evaluate the effective display or exhibition of artworks
  • exploring a range of artworks in different settings and discuss how the location can influence the viewer’s understanding of the artwork.
  • developing and expressing ideas as images, objects and spaces for example, presenting artworks and highlight how artworks demonstrate the interaction between the artist and the audience
  • discussing the presentation and relationships of artworks in an exhibition, and how the display enhances the relationship between the artist and audience
  • applying ethical understandings to a theme, concept or subject matter when making their artworks.
  • investigating the role of commercial galleries and collectors in the making of artworks, for example, sponsorship of work and artworks commissioned for a commercial business
  • documenting experiences and observations from visiting an exhibition and apply this knowledge to develop a physical or virtual exhibition of their own or others’ artworks

  VCAVAP044 | The Arts | Visual Arts | Levels 9 and 10 | Present and Perform

• VCAVCDE006

  Develop and present visual communications that demonstrate the application of methods, materials, media, design elements and design principles that meet the requirements of a specific brief and target audience

  Elaborations

  • investigating different communication needs and target audiences in the visual communication design fields of environmental, communication and industrial design
  • researching a range of contexts to develop a brief in environmental, communication and industrial design.
  • understand the influences and constraints on the brief, for example, financial and physical constraints
  • researching the needs of a target audience relevant to the brief developed, for example, conduct surveys that reflect audience interests

  VCAVCDE006 | The Arts | Visual Communication Design | Levels 9 and 10 | Explore and Represent Ideas

• VCCCC038

  Examine the influence of a range of media, including social media, in shaping identities and attitudes to diversity and how ideas about Australian identity may be influenced by global events

  Elaborations

  • analysing how media represent different groups in Australian society and assessing the impact those representations have on community cohesiveness, for example, a human rights campaign that uses social media
  • examining stories of how Australian citizens' perspectives on their role in the global community have been influenced by their experiences of living and working in other countries
  • debating the concepts of ‘global identity’ and ‘global citizenship’ and their implications for Australian citizens

  VCCCC038 | The Humanities | Civics and Citizenship | Levels 9 and 10 | Citizenship, Diversity and Identity

• VCCCTQ044

  Suspend judgements to allow new possibilities to emerge and investigate how this can broaden ideas and solutions

  Elaborations

  • comparing a creative process that quickly follows initial judgements to one that intentionally suspends judgements over a period of time and reflecting on the quality of the ideas produced
  • exploring optimum conditions for an ‘incubation period’ when problem-solving, for example ‘sleeping on it’, or undertaking a distracting menial task and then returning to the problem
  • using technology for experimenting with the relationships between compositions of functions, such as resultant shapes and behaviours, which may then be used in modelling and understanding a range of real-world phenomena

  VCCCTQ044 | Capabilities | Critical and Creative Thinking | Levels 9 and 10 | Questions and Possibilities

• VCCCTR047

  Examine how to identify and analyse suppressed premises and assumptions

  Elaborations

  • analysing inferences and the assumptions they are based on and discussing if these are justified
  • discussing a claim that an assumption is ‘self-evident’ and does not need to be separately argued for, for example that projected rapid population growth will decrease food security
  • supplying a suppressed premise in order to fill a gap in an argument and justifying the selection

  VCCCTR047 | Capabilities | Critical and Creative Thinking | Levels 9 and 10 | Reasoning

• VCCCTR049

  Consider ambiguity and equivocation and how they affect the strength of arguments

  Elaborations

  • identifying phrases or words in an argument that are misleading because they do not contain a single meaning and discussing which meaning serves the argument better
  • discussing why ambiguity and/or equivocation might be deliberately used in a point of view, for example to express humour
  • examining strategies to resolve ambiguities such as declaring a definition or making context clearer

  VCCCTR049 | Capabilities | Critical and Creative Thinking | Levels 9 and 10 | Reasoning

• VCDEC179

  Create bilingual texts which reflect and explain aspects of culture and language for different German-speaking and Australian audiences

  Elaborations

  • creating bilingual digital texts to give advice, for example, to German-speaking tourists about safe travel in the Australian outback
  • explaining the origin, significance, traditions and terms associated with national or local celebrations and events such as Australia Day, the Ashes, Anzac Day, Melbourne Cup, State of Origin
  • creating digital bilingual survival guides on language and etiquette for visitors to Australia or a German-speaking country, providing advice for specific scenarios, for example, at the supermarket, at a party, in the classroom

  VCDEC179 | Languages | German | F–10 Sequence | Levels 9 and 10 | Communicating | Translating

• VCDEC180

  Make choices while using German, recognising own assumptions and responsibility for modifying language and behaviours in relation to different cultural perspectives

  Elaborations

  • exploring the reciprocal nature of intercultural communication, the two-way process of noticing and responding to differences in perceptions, understandings or behaviours, for example, attitudes to interruptions, personal space and physical contact, and degree of formality or directness
  • reflecting on learning and using German, such as breakdowns or breakthroughs in communication, and discussing repair and recovery strategies and insights gained
  • reflecting on and explaining aspects of language and cultural behaviour that need to be modified when communicating in German, evaluating how own language choices may be perceived by German speakers and making adjustments to enhance meaning, for example, the overuse of ‘polite’ phrases such as Können Sie mir bitte … ? and Aber meiner Meinung nach … rather than expressing wishes or responding to a suggestion in a more direct manner
  • challenging own assumptions and offering different perspectives to new language-learning contexts and situations

  VCDEC180 | Languages | German | F–10 Sequence | Levels 9 and 10 | Communicating | Reflecting

• VCDEC175

  Convey ideas, information and views from multiple sources, using different modes of presentation to suit different audiences and to achieve different purposes

  Elaborations

  • using models of texts such as television news reports and social media to create original texts, and explaining how ideas and information are selected, structured and sequenced to achieve different purposes
  • creating a web page to provide information for young German-speaking job seekers in different regional and cultural contexts (Farmarbeit in Queensland, Kindermädchen im Outback, Küchenhilfe an der Ostküste), using formats such as databases, charts, maps and video clips
  • designing texts pitched to specific age or interest groups, making and explaining choices in relation to vocabulary, structure, and visual and cultural elements, for example, relationship advice for teens, tips for healthier living, local information for backpackers
  • summarising and presenting information related to topics or themes studied in other curriculum areas, using different modes of presentation to cater for different learning styles, for example, using charts, diagrams, recorded spoken commentary or demonstration to explain historical events, ecosystems or recycling

  VCDEC175 | Languages | German | F–10 Sequence | Levels 9 and 10 | Communicating | Informing

• VCDEC019

  Interact with others to make decisions and solve problems to complete tasks such as obtaining goods or services, and negotiate with peers to take individual and/or collective action

  Elaborations

  • sharing suggestions with peers to organise class displays and events such as a German Kabarett or Karneval (Wer organisiert die Musik?; Wir können Poster machen), and agreeing or disagreeing with a suggestion, for example, Gute Idee!; Das ist/wäre super/blöd!
  • participating in scenarios related to travelling or living in a German-speaking country, for example, staying with a host family or using transport
  • completing tasks involving authentic or simulated transactions, such as shopping for clothes or comparing similar offers for goods in online catalogues on German-language internet sites, for example, Ich möchte diese Hose anprobieren. Haben Sie Größe 38?; 30 Euro? Das ist sehr preiswert.
  • completing an application form for services such as online memberships or for opportunities such as student exchange programs or scholarships, and explaining reasons for applying
  • discussing and negotiating a resolution to a problem, such as a disagreement with a parent, sibling or classmate about having to share a room or computer (Was soll ich tun? Ich kann es nicht haben, wenn … .), or making a complaint about unsatisfactory goods or services (Ich habe eine vegetarische Pizza bestellt, aber … .; Die Hose ist die falsche Gröβe. Ich möchte mein Geld zurück.

  VCDEC019 | Languages | German | 7–10 Sequence | Levels 9 and 10 | Communicating | Socialising

• VCDEC021

  Access and analyse information, feelings and opinions in a range of digital, print and multimodal texts

  Elaborations

  • listening to and viewing short informative texts such as television news items (Deutsche Welle), promotional videos or documentaries, and using tools such as guided note-taking or a concept map to extract key information to reuse in own texts
  • gathering information from appropriate sources about a topic of interest, for example, use of technology, healthy lifestyles, or aspects of life in German-speaking countries (sporting clubs, travel and holiday destinations)
  • compiling and comparing information and views/opinions from a range of spoken or written reports, for example, from interviews and evaluation forms related to a Schüleraustausch or Arbeitspraktikum
  • listening to, reading or viewing interviews with ordinary people, sports stars, musicians, environmentalists or politicians, and summarising and recording information and opinions, for example, writing a journal entry or blog describing a typical day and working conditions in a particular profession
  • using print and digital resources such as dictionaries, grammar references and encyclopaedias to support comprehension and research

  VCDEC021 | Languages | German | 7–10 Sequence | Levels 9 and 10 | Communicating | Informing

• VCDEC174

  Investigate, synthesise and evaluate information from different perspectives on local and global issues, identifying how context and culture affect how information is presented

  Elaborations

  • analysing and explaining how spoken, written and digital texts convey cultural as well as factual information, for example, regional news headlines, local community announcements, advertisements, notices in public spaces
  • researching a topic of global significance, such as Umweltprobleme, Armut or Denglish, and identifying and explaining how texts reflect different perspectives and priorities
  • comparing and analysing advertisements produced in different countries for Stellenangebote or an item such as a mobile phone, soft drink or fast food, considering why particular images have been selected for the advertisements and why, and identifying both culture-specific and universal features
  • analysing reports of an event from multiple sources to identify different perspectives and interpretations, for example, statements from the victim of and witnesses to a crime

  VCDEC174 | Languages | German | F–10 Sequence | Levels 9 and 10 | Communicating | Informing

• VCDEC177

  Create a variety of imaginative texts using different devices such as imagery and sound effects to engage a range of audiences

  Elaborations

  • using a familiar text type such as a social media post or a blog to describe an imagined experience such as their first day as an exchange student in a German-speaking community
  • composing a journal entry from the perspective of a teenager living in a different time and/or place, for example, im Jahr 2050, in der Kriegszeit, Berlin 1989
  • composing and performing poems, songs, monologues or dialogues to evoke amusement, sympathy or surprise, for example, selecting appropriate imagery and experimenting with onomatopoeia
  • creating performances that reflect on significant German or Australian celebrations or historical events, for example, Tag der Deutschen Einheit, Schweizer Bundestag, Maifeiertag, National Sorry Day, Anzac Day
  • creating texts with various settings, characters and events, such as animated stories, games or short films, using a range of devices to entertain

  VCDEC177 | Languages | German | F–10 Sequence | Levels 9 and 10 | Communicating | Creating

• VCDEC027

  Interact with a range of German speakers and texts, being aware of audience and context, and recognising that intercultural communication involves shared responsibility for meaning-making

  Elaborations

  • exploring the reciprocal nature of intercultural communication, the two-way process of noticing and responding to differences in perceptions, understandings or behaviours such as the degree of formality or directness
  • reflecting in discussions or journals on critical incidents in the course of learning and using German, for example, breakdowns or breakthroughs in communication, and discussing repair and recovery strategies and insights gained
  • reflecting on how language choices might be interpreted by German speakers and making adjustments to help convey intended meaning, for example, more often using the generalised pronoun man or a passive construction rather than du/wir/sie or (alle) Leute
  • considering how own cultural practices, values and body language may be interpreted by German peers, for example, personal space and physical contact, personal and family habits and behaviours
  • exploring and challenging own assumptions and offering different perspectives to new situations/learning/language, including challenging stereotypes, for example, by making video clips of cultural bloopers an Australian visitor to a German-speaking country might make, and vice versa

  VCDEC027 | Languages | German | 7–10 Sequence | Levels 9 and 10 | Communicating | Reflecting

• VCDEC018

  Initiate and maintain interactions with peers and adults by seeking and offering ideas, opinions and feelings as well as information related to relationships, school experience, community and future plans

  Elaborations

  • participating in conversations using strategies to sustain interactions, such as asking for repetition, clarification and confirmation, for example, Wiederholen Sie die Frage, bitte! Was bedeutet das? Meinen Sie… ?
  • discussing and giving opinions on aspects of school life, such as timetables, subjects, teachers and uniforms, for example, Wann haben wir montags Deutsch?; Ich finde Mathe interessant, aber meine Mathelehrerin ist sehr streng. Und du, findest du Mathe auch interessant?
  • exchanging personal information and views in digital communications with peers about their school, family and friends, for example, Ich finde meine Schule sehr gut, obwohl… ; Ich komme gut mit meinem Bruder aus, weil … .
  • describing own Wohnort and commenting on advantages and disadvantages of living there, such as whether there are sporting or shopping facilities nearby, for example, Ich wohne gern auf dem Land. Es gibt in der Nähe einen Fluss und einen Fußballplatz. Leider haben wir kein Kino. Gibt es einen Supermarkt, wo du wohnst?
  • recounting events and describing activities and personal experiences from the past, for example, Gestern Abend hat Bayern-Műnchen gegen Mainz gewonnen. Hast du das Spiel gesehen?; Wir sind in den Ferien zum Strand gefahren.
  • comparing own characteristics, weaknesses and strengths with those of others, and describing the ideal friend, for example, Ich bin fleiβig, unabhängig und abenteuerlustig. Leider bin ich aber auch stur und unordentlich.; Ein guter Freund muss treu und ehrlich sein.
  • posing and responding to questions, such as about future plans and aspirations, for example, Was wirst du in den Ferien machen? Wir werden zu Hause bleiben.; Was sind deine Zukunftspläne? Nach der 12. Klasse werde ich vielleicht Betriebswirtschaft studieren. Und du, was hast du vor?

  VCDEC018 | Languages | German | 7–10 Sequence | Levels 9 and 10 | Communicating | Socialising

• VCDSCD062

  Work flexibly to safely test, select, justify and use appropriate technologies and processes to make designed solutions

  Elaborations

  • refining technical skills and using production skills with independence to produce quality designed solutions and to reduce risks in production
  • using materials, components, tools, equipment and techniques safely and considering alternatives to maximise sustainability, for example using timber because it stores carbon and offsets the demand for alternative products
  • experimenting with innovative combinations and ways of manipulating traditional and contemporary materials, components, tools, equipment and techniques, and recording findings in a collaborative space to debate the merits of each with peers
  • explaining safe working practices required for a specific classroom design project for individual or community use
  • modifying production processes to respond to unforeseen challenges or opportunities, for example when producing bulk quantities of recipes, lower than average rainfall and impacts on growth, materials with unexpected faults

  VCDSCD062 | Technologies | Design and Technologies | Levels 9 and 10 | Creating Designed Solutions | Producing

• VCDTCD050

  Define and decompose real-world problems precisely, taking into account functional and non-functional requirements and including interviewing stakeholders to identify needs

  Elaborations

  • developing a preliminary specification for an opportunity or a need that typically contains a problem statement, a set of solution needs expressed as functional and non-functional requirements, any assumptions or constraints to be considered and the scope or boundaries of the solution
  • investigating different types of functional requirements for solutions, for example increasing the speed of processing, calculating new results, improving the quality of reports
  • investigating different types of non-functional requirements for solutions, for example considering how the requirements of reliability, user-friendliness, portability and robustness could affect the way people use solutions
  • identifying the range of stakeholders who are associated with solutions but are not direct users and using techniques such as interviewing and reinterviewing to clarify needs
  • using software such as graphic organisers to determine a fundamental cause of a problem or to represent related elements of a problem that need to be jointly addressed in the digital solution
  • testing a range of text and graphical user interface designs with clients who have different needs on the basis of time taken to complete the task and the number of errors made

  VCDTCD050 | Technologies | Digital Technologies | Levels 9 and 10 | Creating Digital Solutions

• VCDTCD054

  Evaluate critically how well student-developed solutions and existing information systems and policies take account of future risks and sustainability and provide opportunities for innovation

  Elaborations

  • investigating actions, devices and events that are potential risks to information systems, for example losing portable storage devices containing important files, deliberately infecting systems through malware, and power surges
  • investigating techniques used by people and organisations to shape how information systems are used, for example refusing to use innovations, using social media to advocate behaviours, purchasing devices, withdrawing previous processes that can now only be performed by an information system
  • investigating the impact and opportunities created through the practice of planned obsolescence, for example discussing the benefits and risks to users, the creators and the environment of information systems having a defined life span, taking into account costs, research and resource extraction
  • examining the ICT policy for schooling and evaluating the impact on education
  • reviewing the ‘terms of use’ policies on social media networks and predicting ways in which these can support advocacy of change and protection of individuals and societies
  • reviewing state, national and regional policies and analysing the potential impact of each. Examples of policies include: Australian Government Protective Security Policy Framework, the Australian Government ICT Sustainability Plan 2010–2015; the Green Growth Policy in Korea and the Korean National Strategy for Sustainable Development

  VCDTCD054 | Technologies | Digital Technologies | Levels 9 and 10 | Creating Digital Solutions

• VCEBR021

  Identify and explain the indicators of economic performance and examine how Australia’s economy is performing

  Elaborations

  • identifying and explaining indicators of economic performance such as economic growth rates, unemployment rates, inflation rates, sustainability indexes, business confidence, human development index, liveability, and the world happiness report
  • investigating the performance of the Australian economy using key indicators to form a conclusion

  VCEBR021 | The Humanities | Economics and Business | Levels 9 and 10 | Resource Allocation and Making Choices