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• 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

• VCELU185

  Analyse culturally specific ways of interacting in Greek and how and why language use varies according to cultural contexts, considering why these differ from interactions in English or in other languages

  Elaborations

  • comparing texts created for different audiences, such as advertisements, brochures and signs, noticing how language use reflects ideas and messages that are relevant to a particular audience
  • investigating the nature and use of Greek language in different contexts of interaction, for example, asking Greek-speaking students in Australia with whom they communicate in Greek and for what purposes, reflecting on similarities and differences to interactions in English or other languages
  • analysing a range of correspondence and dialogue to identify features of language that affect levels of formality, such as the use of the subjunctive, imperative mood and plural polite register, for example, Αγαπημένε μου φίλε Γιάννη, γεια σου, Αξιότιμη κυρία Λασκαρίδη, Πες μου, Πείτε μου, Ας μιλήσουμε, Για να σε ακούσω
  • identifying English words in the Greek language, for example, πάρκινγκ, ζάπινγκ, and discussing their emergence and use

  VCELU185 | Languages | Modern Greek | F–10 Sequence | Levels 9 and 10 | Understanding | Language variation and change

• VCITU092

  Investigate how language varies according to context and speakers

  Elaborations

  • comparing texts created for different audiences, such as advertisements, brochures and signs for urban and rural communities or different regions, noticing how the language reflects ideas and concerns that are important to different communities
  • analysing differences in lexis and syntax between regional uses of Standard Italian and dialect
  • exploring texts associated with particular subgroups in Italian communities (for example, children, youth, women, the elderly, rappers, police, athletes) to understand how groups develop their own language and how this influences membership
  • analysing degrees of formality in correspondence and dialogue to discover features of language that affect formality, for example, the use of the subjunctive (Qualunque cosa vuoi, non fare complimenti. Qualunque cosa Lei voglia, non faccia complimenti)

  VCITU092 | Languages | Italian | F–10 Sequence | Levels 9 and 10 | Understanding | Language variation and change

• VCITU128

  Extend knowledge of and use more complex features and patterns of the Italian grammatical system, including possessive, reflexive, demonstrative and relative pronouns; irregular and reflexive verbs; and comparatives and superlatives

  Elaborations

  • learning how to use:
    
    • articles — rules for inclusion or omission, for example, mio padre and il mio papà; Buongiorno signora… È la signora …
      
    • nouns — irregular plurals (for example, la città/le città, il dito/le dita), and collective nouns, for example, la gente
      
    • pronouns — possessive, reflexive, demonstrative and relative
      
    • comparatives and superlatives (regular and irregular) to make descriptions more precise, for example, Il film è piu bello del romanzo; è bellissimo
      
    • adverbs of time and manner, for example, ieri, di solito
      
    • prepositions (articulated or simple) to indicate destinations and directions, for example, in Italia, a Roma, al parco
      
    • interrogatives, for example, Chi …? Quando …? Come…?
      
    • verbs indicating action in the present (including irregular verbs and reflexives) and action across time: present perfect; imperfect; exposure to the future and conditional tenses and impersonal si; use of modals to indicate ability/willingness/necessity
      
    • compound sentences (for example, Mi piace la pizza ma preferisco le lasagne), and complex sentences, for example, La città che ho visitato era bellissima

  VCITU128 | Languages | Italian | 7–10 Sequence | Levels 9 and 10 | Understanding | Systems of language

• VCASFC083

  Reflect on the experience of learning and using Auslan formally in school, and considering how intercultural communication involves shared responsibility for making meaning

  Elaborations

  • reflecting and reporting on how learning Auslan formally in school provides insights into the general nature of language and culture as well as an explicit means of interpreting the world in which they live
  • considering the relationship that exists between language, culture and issues of access and identity, and the significance of issues of discrimination, inclusion and exclusion
  • keeping a journal of experiences (humorous, satisfying or challenging) associated with using Auslan in school and in wider community contexts, noting changes in their responses and reflections over time and comparing insights gained through interactions with other languages and cultures
  • considering the layers of intercultural complexity and depth in the Deaf community, for example in relation to the insider/outsider concept or the role of deaf members of deaf families, and reflecting on their own position within such frameworks
  • sharing and comparing cultural and intercultural experiences and capabilities in different signed and spoken/written languages including Auslan, and identifying benefits of using more than one language, such as a larger repertoire of communication strategies, additional insights and perspectives, opportunities for new experiences
  • reflecting on their experience of living and communicating in a visual world and on particular challenges and benefits they have experienced
  • discussing how intercultural communication is a two-way process which involves shared responsibility for meaning-making and ensuring understanding

  VCASFC083 | Languages | Auslan | First Language Learner | F–10 Sequence | Levels 9 and 10 | Communicating | Reflecting

• VCHIC079

  Create imaginative or expressive texts that draw from and reflect elements of their own tastes and experience

  Elaborations

  • collaborating with peers to create dramatic or humorous representations of people, situations or events encountered in their own lives
  • creating riddles to compete with and entertain each other, imitating the use of meter, rhythm, rhyme and metaphor exemplified in riddles from Hindi literature and folklore
  • composing and performing poems or songs that incorporate elements of traditional or contemporary literary and musical forms and reflect their own experiences, for example, भक्ति or वीर गाथा verse, nonsense songs, raps
  • creating and performing texts that exaggerate characteristic elements of a selected genre for comic effect, such as a biased commentary on a sporting event
  • creating an imaginative text such as a diary entry or song lyric that expresses either positive or negative responses to the experience of living across different languages and cultures
  • creating an English-language commentary to an observed Hindi-language sitcom, discussing how to transfer or explain the humour or dramatic effects of the original text
  • using digital resources to create imaginary characters and situations associated with school or home contexts to entertain younger learners

  VCHIC079 | Languages | Hindi | F–10 Sequence | Levels 9 and 10 | Communicating | Creating

• VCKOC021

  Contribute to collaborative planning, decision-making, problem-solving and transactions, providing ideas or suggestions and considering options

  Elaborations

  • participating in planning and decision-making with others, such as arranging a class excursion or a birthday party, for example, 소라의 생일 파티에서 무엇을 할까요? 춤도 추고 노래도 불러요. 한국 노래를 할 줄 알아요? 네, 아리랑을 할 줄 알아요. 그러면 한 번 해 보세요
  • making transactions in either authentic or simulated situations such as shopping in a Korean shop, purchasing goods such as fashion items, food or a mobile phone and checking the receipt to confirm the price and information relating to the purchase, for example, 이 모자가얼마예요? 모자가 예쁘지만 너무 작아요. 더 큰 모자를 보여 주세요. 써 보세요, 영수증 좀 보여 주세요
  • planning collaboratively for an event by participating in scenarios related to travelling or living in Korea, for example, living with a host family, seeking medical treatment, or using transport, for example, 지하철을 타면 빨리 갈수 있어요; 맛이 어때요? 김치가 매워요. 하지만 맛있어요; 머리와 목이 아파요
  • applying for services or opportunities such as student exchange programs, scholarships or fundraising, explaining reasons for the application, for example, 일 년 후에 한국으로 여행 갈거예요. 그래서 한국어를 열심히 공부해요 …

  VCKOC021 | Languages | Korean | 7–10 Sequence | Levels 9 and 10 | Communicating | Socialising

• VCELC024

  Experiment with different techniques to create and present imaginative texts designed to engage different audiences

  Elaborations

  • accessing texts, such as songs, films and digital/online texts, and creating a new version or modifying key aspects, for example, introducing a new character or changing the ending
  • illustrating and captioning imaginative stories in different formats, such as cartoons, photo stories, using descriptive and expressive language, for example, Η παρέα μου, or using other devices such as alliteration or similes and metaphors
  • composing and presenting texts, using verbal and non-verbal expressions, for example, creating and presenting an imaginary character living during the period of the Greek Revolution
  • creating a range of texts to entertain particular audiences, for example, children’s digital books, songs, cartoons and video clips suitable for younger learners of Greek

  VCELC024 | Languages | Modern Greek | 7–10 Sequence | Levels 9 and 10 | Communicating | Creating

• VCESC185

  Convey information on a range of issues using different modes of presentation to suit different audiences

  Elaborations

  • researching and reporting on contemporary social, environmental or ethical issues as presented in a range of resources using different presentation techniques, for example, Venn diagrams, flow charts, digital displays
  • composing different types of social media texts such as blogs, advertisements, web pages, magazine articles or live or printed interviews to present views on particular issues, using appropriate protocols to acknowledge sources of reference and commentary, for example, by using reported speech (Dijo el doctor Sanabria que hay que usar autos eléctricos)

  VCESC185 | Languages | Spanish | F–10 Sequence | Levels 9 and 10 | Communicating | Informing

• VCGGC129

  Identify, analyse and explain significant interconnections within places and between places over time and at different scales, and evaluate the resulting changes and further consequences

  Elaborations

  • evaluating the effects of international demand for food products on biodiversity throughout the world, in the places of their production
  • using the concept of a system to examine the interconnections between biophysical processes and the human actions, and their underlying causes, that generate environmental change, together with the consequences of these changes
  • identifying the biomes in Australia and overseas that produce some of the foods and plant material people consume and ways that the production of food and fibre has altered some biomes through, for example, vegetation clearance
  • examining how a person’s wellbeing is influenced by where they live, with reference to at least two different scales in a country of the Asia region
  • exploring how transport networks operate to connect people to services, including how supply chain logistics influence these connections

  VCGGC129 | The Humanities | Geography | Levels 9 and 10 | Geographical Concepts and Skills | Place, space and interconnection

• VCHIC109

  Interact with peers and others in familiar and unfamiliar contexts to compare experiences and to express views on local and global issues, such as relationships, education and popular culture

  Elaborations

  • exchanging views and experiences in relation to issues of shared relevance in the global context, for example, पारिवारिक सम्बन्ध या सामाजिक मीडिया का उपयोग – डिजिटल दुनिया
  • contributing to in-class discussions of social attitudes, for example, to gender roles, public or private education, arranged or love marriages, using active listening skills, asking for and providing elaboration and expressing agreement or disagreement
  • developing narrative and descriptive skills by exchanging accounts of significant events or influences in their lives, for example, पिछले साल मैं अपने माता पिता के साथ राष्ट्रीय संग्रहालय देखने गया और वहाँ स्वदेशी कलाकृतिओं को देख कर बहुत प्रभावित हुआ l कल एक कवि सम्मेलन का सफल मंचन करने के लिए मेरी काफी सराहना की गई।
  • participating in online or face-to-face debates, providing evidence to support a position, challenging opposing views and using expressive language to encourage feedback or indicate agreement, for example, बड़े दुख की बात है, मुझे आप से सहानुभूति है। आप बिलकुल सही कह रहे हैं। मैं आप से बिल्कुल सहमत हूँ।
  • exchanging views with young Hindi speakers in other contexts on local or global issues that they see impacting on their current or future lives, for example, शिक्षा, सम्बन्ध, प्राकृतिक स्थिरता, मानवाधिकार
  • participating in informal conversations and more structured debates to share and compare attitudes to social and cultural issues, for example, युवाओं का स्वास्थ्य; पारिवारिक रिश्ते; संयुक्त परिवार या एकल परिवार; विवाह या प्रेम विवाह
  • discussing their responsibilities at home, school and in part-time work, comparing with those of young people living in India and other Hindi-speaking contexts and noting the relative importance of concepts such as परिवार, समुदाय और सहयोग

  VCHIC109 | Languages | Hindi | 7–10 Sequence | Levels 9 and 10 | Communicating | Socialising

• VCASFC201

  Interact with peers and others in and out of the classroom through reflection, discussion and participation in shared experiences

  Elaborations

  • making connections between ideas, actions and effects, using reflective language such as:
    SOMETIMES POSSIBLE HAPPEN++ WHY I-F PRO2 PAST THINK-ABOUT WILL TRUE HAPPEN
    Sometimes things happen because you think they will, so it comes true.
    CAR CRASH BECAUSE TEXTING.
    The car crashed because he was texting.
    
  • extending their repertoire of sign vocabulary through independent use of social media and digital resources to support more extended discussion
  • demonstrating culturally appropriate behaviours such as nominating themselves as interpreters in role-play interactions between deaf and hearing friends
  • demonstrating culturally appropriate behaviours when engaging with unfamiliar members of the Deaf community, for example, waiting to be introduced to new people, knowing how to introduce themselves as L2 Auslan learners
  • identifying and comparing learning strategies that support their Auslan learning experience

  VCASFC201 | Languages | Auslan | Second Language Learner | F–10 Sequence | Levels 9 and 10 | Communicating | Socialising

• VCASFU123

  Explore the relationship between particular text types, audience, purpose and context and analyse language features used by signers to create cohesion and achieve the purpose of the text

  Elaborations

  • identifying differences in different types of texts, for example by looking at a monologic recount compared to a dialogic one, and noticing differences such as the use of back-channels or hesitations
  • conducting an analysis of a selected sign text, taking into account audience, purpose and topic to explain language choices made by the signer
  • noticing how signers can compare or contrast ideas by locating things in the same or opposing sides of signing space
  • noticing how signers achieve textual cohesion and coherence through the use of connectives that create links between clauses, for example BUT and G:WELL
  • identifying where signers have established referents in locations in a text and noticing how this helps the audience to recognise who or what the referents are (actor and undergoer)
  • noticing how signers construct cohesive and coherent texts through the use of text connectives such as lexical signs NEXT or G:WELL or NMFs and pausing

  VCASFU123 | Languages | Auslan | First Language Learner | 7–10 Sequence | Levels 9 and 10 | Understanding | Systems of language

• VCHIC118

  Reflect on their own language choices and communicative behaviour when using Hindi or English, including adjustments they make between languages and strategies they adopt to support intercultural communication

  Elaborations

  • discussing differences they are conscious of when interacting in Hindi or English, for example, when expressing feelings such as anger or sadness or when talking about personal issues
  • reflecting on the importance of non-verbal elements of communication, such as hand gestures, head movements and facial expressions, and on how these are sometimes used to mean different things in different languages
  • identifying elements of successful interaction when communicating with speakers of different languages, for example, being responsive and flexible, picking up on cues that indicate misunderstanding, respecting different perspectives and traditions
  • identifying differences in the interpretation of conversational strategies such as the use of pauses or silence when speaking in Hindi as compared to English, for example, to signal disapproval, respect for an elder, waiting for consensus, reflection or waiting for the end of a turn
  • reporting on moments of intercultural miscommunication, discussing possible reasons why they happened, repair and recovery strategies and what they learnt from these experiences
  • reflecting on language choices they make when interacting with friends who also speak both Hindi and English, identifying instances when they move between languages for practical or cultural reasons

  VCHIC118 | Languages | Hindi | 7–10 Sequence | Levels 9 and 10 | Communicating | Reflecting

• VCITU133

  Reflect on intercultural exchanges and the ways in which language is used to establish relationships, indicate social values and enhance reciprocity

  Elaborations

  • examining the link between language and cultural values and practices evident in Italy, for example, the appreciation of things of beauty and style expressed by the concept of la bella figura; the connotations of the concept of mammone
  • examining how their own language and culture influence their responses to others
  • analysing and discussing language choices by asking, for example, Who uses this expression and where? Why is it meaningful? Why is it used?
  • evaluating own and others’ assumptions and generalisations about values, beliefs, cultural norms and practices of Italian-speaking communities and how these influence intercultural exchange
  • sharing own responses in class to a given topic and comparing with those of others, reflecting on how different people are perceived through their use of language and the way it reflects values and beliefs
  • understanding how language and culture convey values such as, respect, for example, Cosa ne pensi? Sei d’accordo? È giusto? In Australia invece … A differenza di …

  VCITU133 | Languages | Italian | 7–10 Sequence | Levels 9 and 10 | Understanding | Role of language and culture

• 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

• 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

• VCKOC024

  Convey ideas or viewpoints from different perspectives to various audiences in familiar contexts using different modes of presentation

  Elaborations

  • describing aspects of Australian culture for a particular audience, for example, the physical environment, specific celebrations or features of cuisine, including explanations of expressions such as ‘the bush’ or ‘fair go’
  • creating texts such as brochures, cartoons, notices, blogs or video clips to introduce Korean culture or lifestyle to Australian friends, parents or peers on social networking websites or to the general public, for example, 한국은 7월과 8월에 아주 더워요. 그래서 여름에 …
  • presenting information on different elements or perspectives on ideas such as seasons, festival food, costumes, entertainment (games, sports, dances, music …), specific cultural practices associated with festival days, for example,on 설날, 추석, in various modes (for example, concept maps, flow charts and tabulations, graphics or captioned photographs)
  • explaining to others a procedure or practice, for example, a recipe, the rules of a sport or a board game, instructions on caring for a pet/animal, or fashion tips, for example, by giving priority to classified information using 첫 번째, …, 두 번째, …
  • conveying information about different viewpoints on topics of interest such as sustainability, health or environmental issues, for example, 호주의 강과 호수는 깨끗해요

  VCKOC024 | Languages | Korean | 7–10 Sequence | Levels 9 and 10 | Communicating | Informing

• VCHIC082

  Reflect on the nature of bilingual/multilingual communication and experience

  Elaborations

  • exploring the concept of translanguage in relation to mediating thought, action and communication in situations that involve two or more languages
  • reflecting on how speakers of more than one language draw strategically on a wide range of linguistic and cultural resources to make meaning of experience and to communicate with others
  • considering whether thinking or communicating in one language rather than another affects the ways ideas or attitudes are understood or expressed
  • identifying benefits associated with bilingualism/multilingualism, drawing examples from their personal experience
  • comparing assumptions sometimes made when communicating with speakers of different languages, identifying instances when they consciously adjust how they communicate due to personal assumptions or attitudes
  • identifying cultural cues in intercultural interactions that signal variations in expectations, values or traditions that may complicate communication
  • monitoring their use of Hindi and English in different domains, for example, by keeping a record of when they use each language, for which language functions and in which contexts
  • considering how their language and interactional behaviour might be interpreted or responded to by people from different language backgrounds

  VCHIC082 | Languages | Hindi | F–10 Sequence | Levels 9 and 10 | Communicating | Reflecting

• VCIDU083

  Analyse the ways in which Indonesian varies according to spoken and written forms, cultural context and subcultures

  Elaborations

  • comparing spoken and written texts (for example, spoken and print advertisements, face-to-face conversations and emails) to understand how mode relates to linguistic structures and features, and how this affects meaning
  • analysing examples of colloquial language, such as that used by sub-groups (for example, Bahasa gaul, Bahasa SMS), and comparing these to formal forms
  • understanding how body language varies across cultures, for example, lowering body position when speaking to someone in authority to show respect; not raising voice or laughing loudly; smiling and nodding while listening to people, even when hearing bad news
  • understanding that many Indonesians are familiar with a range of languages (for example, Bahasa baku, Bahasa daerah, Bahasa gaul and English) and can shift between these depending on the context, and considering how this compares to those who are monolingual

  VCIDU083 | Languages | Indonesian | F–10 Sequence | Levels 9 and 10 | Understanding | Language variation and change