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• VCZHU260

  Research the phenomenon of language change in Chinese-speaking communities and monitor language use in a range of contemporary contexts

  Elaborations

  • comparing the language of previous generations to their own language use and discussing the nature of the differences between them
  • exploring how language change reflects the values of the time, or how language use can be seen as emblematic of an era, for example, the use of respectful terms such as 老革命 and 硬骨头 in China in the 1960s
  • examining new words added to Chinese dictionaries or introduced to social media and considering the reasons behind their development
  • considering the impact of digital communication on language use, for example, that LOL in English now means ‘laugh out loud’ not ‘lots of love’, and that weibo has a 140-character word limit

  VCZHU260 | Languages | Chinese | First Language Learner | 7–10 Sequence | Levels 9 and 10 | Understanding | Language variation and change

• VCJAU198

  Understand that the Japanese language carries embedded cultural information and assumptions that can be difficult for speakers of other languages to interpret

  Elaborations

  • providing examples of exchanges in Japanese that require cultural as well as literal interpretation, such as responses that deflect personal considerations (for example, replying positively to the enquiry お元気(げんき)ですか), or strategies to preserve values of humility and honour
  • discussing how the cultural value of 内(うち)/外(そと) is expressed through language, such as the use of prefixes and suffixes when referring to people outside the immediate ‘group’, the choice of informal or formal register, and decisions about what to share/not share in general conversation
  • exploring cultural concepts embedded in Japanese language which embody important core values and behaviours and for which there is no direct English translation, for example, えんりょ and 和(わ)
  • discussing their own and others’ attitudes towards cultural diversity and difference, including the use of stereotypes and generalisations, and considering how these affect communication
  • considering how contemporary expressions of individuality exemplified in some forms of contemporary Japanese youth culture relate to traditional concepts of conformity and collective identity

  VCJAU198 | Languages | Japanese | F–10 Sequence | Levels 9 and 10 | Understanding | Role of language and culture

• History: Levels 9 and 10 description

  The Making of the Modern World and Australia

  In Levels 9 and 10, students study the making of the modern world from 1750 to 1918 and the modern world and Australia from 1918–present. It covers the period of industrialisation and rapid change in the ways people lived, worked and thought, the...

  Level description | The Humanities | History

• VCZHU259

  Explain how changes in context impact on how language is adapted to convey meaning within and across languages

  Elaborations

  • exploring how living in the Australian context impacts on how they present their ideas in Chinese, for example, considering how essays written in Chinese in Australia often follow the accepted organisation and formatting of essays in the Australian education system rather than the Chinese education system
  • analysing what is valued across cultures and discussing the impact of this on how meanings are conveyed in Chinese and English, for example, quoting 孔子 or using 成语 is evidence of a higher level of literacy in Chinese, but quoting modern-day experts or using technical vocabulary is considered to be reflective of a higher education level in many English-speaking communities
  • understanding the historical traditions behind the differences between oral and written language in Chinese ( 文言 and 白话)
  • reflecting on their own different ways of communicating and how they adjust language, gesture and content to suit different contexts, cultures and languages, for example, considering topics that are acceptable in one culture but taboo in another
  • identifying differences in pronunciation and/or tone across different Chinese-speaking environments, for example, 和 is pronounced ‘hé’ in mainland China but can be pronounced as ‘hàn’ in Taiwan

  VCZHU259 | Languages | Chinese | First Language Learner | 7–10 Sequence | Levels 9 and 10 | Understanding | Language variation and change

• VCCCTQ021

  Examine how different kinds of questions can be used to identify and clarify information, ideas and possibilities

  Elaborations

  • exploring how different questions can change the focus of a topic, for example social , political, historical, economic questions, as part of a planning an inquiry
  • comparing two sets of survey questions on the same topic and identifying similarities and differences and discussing possible reasons for these
  • discussing questions designed to elicit quantitative responses and those designed to elicit qualitative responses and constructing both kinds of questions, for example as part of research into consumer decision-making

  VCCCTQ021 | Capabilities | Critical and Creative Thinking | Levels 5 and 6 | Questions and Possibilities

• VCECD007

  Explore how apparently wrong actions can sometimes lead to good outcomes and the reverse

  Elaborations

  • using examples to show how an act could lead to good or bad outcomes, or both, such as an act of generosity (for example sharing lunch, helping a friend with homework, providing welfare) or selfishness or greed; or an act of apparent duty (for example keeping a promise or being respectful, or honest)
  • evaluating the consequences of responses to problems and whether these were intended or foreseeable, for example, playing a prank on someone
  • researching changes of opinion before, during and after a development in the local community

  VCECD007 | Capabilities | Ethical Capability | Levels 3 and 4 | Decision Making and Actions

• VCPSCSE010

  Explain how being prepared to try new things can help identify strategies when faced with unfamiliar or challenging situations

  Elaborations

  • introducing the topics, such as fear, unfamiliar situations, change and challenge, and discussing how these situations make them feel and respond
  • interviewing family members, peers and others about ‘their first day of school,’ or other unfamiliar situations and acknowledging that everyone has fears
  • understanding that giving it a go and trying new things is important and can result in positive experiences and growth, and establishing when this has happened in the past

  VCPSCSE010 | Capabilities | Personal and Social Capability | Levels 1 and 2 | Self-Awareness and Management | Development of resilience

• VCHHK158

  Causes and developments of the major global influences on Australia

  Elaborations

  • Popular culture
    • analysing the causes and conditions for cultural development and the effects on Australian society
    • investigating America’s cultural influence, as seen in the arrival of television for the Melbourne Olympics (1956) and Bill Haley’s Australian tour (1957)
    • comparing and contrasting views on the values and beliefs of rock ’n’ roll, film and television across time, age and gender, for example, issues of conservatism and rebellion, the challenge to established ideas and national identity
  • Environment movement
    • analysing the causes and conditions that led to the environment movement and its effects on changing public opinion and improving the environment
    • outlining the emergence of concerns about the preservation of natural areas for future generations, for example, as reflected in the establishment of National Parks in the United States (Yellowstone National Park in 1872), Australia (Royal National Park in 1879), Canada (Rocky Mountains National Park in 1885) and New Zealand (Tongariro National Park in 1887)
    • investigating the impact of early texts that warned about environmental change, for example, Silent Spring by Rachel Carson, 1962, Don’t It Make You Want To Go Home by Joe South, 1970, Mother Earth News magazine in 1970, Mercy Mercy Me (The Ecology) lyrics by Marvin Gaye, 1971
  • Migration experiences
    • analysing the causes and conditions that led to increased migration to Australia and changing public opinion and government policy
    • describing the main features of a government policy that affected migration to Australia, such as the Immigration Restriction Act 1901 and use of the dictation test to restrict the immigration of non-Europeans
    • explaining the reasons for changes in government policy, for example the influence of White Australia ideology at the time of the introduction of the Immigration Restriction Act 1901, the Displaced Persons Scheme in the aftermath of World War II
  • Political Crisis
    • analysing the causes of the Korean or Vietnam War and its effects on Australia
    • analysing the causes and effects of the Petrov Affair
    • evaluating the developments during the Whitlam government and the causes of the government’s dismissal

  VCHHK158 | The Humanities | History | Levels 9 and 10 | Historical Knowledge | The modern world and Australia | The globalising world

• VCASFU196

  Understand that Auslan has evolved and developed through different periods of influence and cultural and societal change

  Elaborations

  • researching how BSL from the 1800s evolved into Auslan, NZSL and modern BSL, for example by finding and classifying examples from Auslan, NZSL and BSL signbanks
  • understanding that while the structure of individual signs can change over time in regular ways, there is little information about this process in signed languages due to lack of historic records of signing
  • understanding that greater contact between signers internationally has led to increased borrowing between sign languages, for example, signs that refer to different nation states and cities around the globe, for example, the old Auslan sign for America versus the current sign, or the ASL vehicle handshape in DSs
  • identifying changes to Auslan that reflect changes in social relationships and community attitudes, for example in relation to words/signs such as DEAF^DUMB, DISABILITY, HEARING^IMPAIRED/FS:HOH, DEAF^WORLD/DEAF^COMMUNITY, HUMAM^RIGHT
  • interviewing older members of Deaf families or Deaf communities and reporting back to the class about any differences in signing they noticed, such as more use of fingerspelled words, less use of NMFs and depicting signs, or the use of different signs, such as FILM (old sign), TOILET (old sign)
  • recognising that languages constantly expand to include new words, signs and expressions due to influences such as changing technologies and digital media, for example, COMPUTER, COMPUTER-MOUSE, INTERNET, FACEBOOK, WIFI, FS:PC, SELFIE

  VCASFU196 | Languages | Auslan | Second Language Learner | F–10 Sequence | Levels 7 and 8 | Understanding | Language variation and change

• VCASFU070

  Understand that Auslan has evolved and developed through different periods of influence and cultural and societal change

  Elaborations

  • researching how BSL from the 1800s evolved into Auslan, NZSL and modern BSL, for example by finding and classifying examples from Auslan, NZSL and BSL signbanks
  • understanding that while the structure of individual signs can change over time in regular ways, there is little information about this process in signed languages due to lack of historic records of signing
  • understanding that greater contact between signers internationally has led to increased borrowing between sign languages, for example, signs that refer to different nation states and cities around the globe, for example, the old Auslan sign for America versus the current sign, or the ASL vehicle handshape in DSs
  • identifying changes to Auslan that reflect changes in social relationships and community attitudes, for example in relation to words/signs such as DEAF^DUMB, DISABILITY, HEARING^IMPAIRED/H-O-H, DEAF^WORLD/DEAF^COMMUNITY, HUMAN^RIGHT
  • interviewing older members of Deaf families or Deaf communities and reporting back to the class about any differences in signing they noticed, such as more use of fingerspelled words, less use of NMFs and depicting signs, or the use of different signs, such as FILM (old sign), TOILET (old sign)
  • recognising that languages constantly expand to include new words, signs and expressions due to influences such as changing technologies and digital media, for example, COMPUTER, COMPUTER-MOUSE, INTERNET, FACEBOOK, WIFI, SELFIE

  VCASFU070 | Languages | Auslan | First Language Learner | F–10 Sequence | Levels 7 and 8 | Understanding | Language variation and change

• VCIDU118

  Recognise how Indonesian impacts and is impacted by social, political and cultural changes, such as new information and communication technologies

  Elaborations

  • recognising how and why a language may borrow vocabulary and expressions from other languages, particularly when adopting new products and practices, for example, English terms for technology adapted to Indonesian grammar (nge-lunch, meng-upload, ngopi, memfotokopi), and the use of texting language for convenience and humour
  • analysing word borrowings in Indonesian, such as from Arabic (Assalam alaikum), English (teknis, format), Dutch (rekening, wortel, kantor), Sanskrit (bahasa, belanja), Tamil (roti, mangga) and Javanese (alon-alon asal kelakon), and exploring borrowings in Aboriginal and Torres Strait Islander languages from languages in Indonesia, such as the use of Makassan terms in Yolngu (balanda, rupiah)
  • understanding that cultures are constantly changing and consist of multiple subcultures with distinctive language practices such as family sayings and teenage slang, for example, nongkrong, gebetan, cowok/cewek
  • investigating how the language of texts in public spaces, such as signs and graffiti, can reflect opinions, values and beliefs, including controversial or political ideas, for example, reformasi

  VCIDU118 | Languages | Indonesian | 7–10 Sequence | Levels 9 and 10 | Understanding | Language variation and change

• VCZHU111

  Explore the role of tradition in contemporary language use and how languages change over time

  Elaborations

  • exploring the use of classical language such as 成语 and how this refines the style of writing when comparing 口语 and 书面语, for example, 她很漂亮 and 她貌美如花
  • reading texts consisting of 名人名言 (for example, 孔子说…), and discussing the cultural meaning of the quote and how it is relevant to contemporary language use, including why it is still quoted widely in modern writing, for example, 三人行必有吾师
  • exploring the nature of common idioms (成语), identifying their meanings and recognising how they can be used to add a sense of style to everyday communication, for example, 年年有余、人山人海
  • examining how globalisation is impacting on Chinese values and language use, for example, how responses to praise are shifting to reflect a western concept of gratitude (谢谢) rather than the modesty of the past (哪里哪里)
  • exploring the ways in which English words and phrases are incorporated into everyday communication in Chinese in digital media, for example, English expressions of emotion used in chat forums and text messaging (去 happy 吧), and Pinyin abbreviations replacing characters ( L P = 老婆)
  • investigating the use of internet language, including numerical representations of words (55555 = 呜呜他在哭) as a means of private communication among youth
  • examining how the adaptation of words reflects and encourages change, for example, gender equality is reflected in the use of 妳 to acknowledge females and 他 to include both men and women

  VCZHU111 | Languages | Chinese | Second Language Learner | 7–10 Sequence | Levels 9 and 10 | Understanding | Language variation and change

• VCKOC124

  Notice aspects of Korean language and culture that are ‘new’, sharing how interacting in Korean can be different to interacting in own language/s

  Elaborations

  • noticing that there are different ways to greet people in Korean, recognising their similarities and differences to those in their own language and culture
  • familiarising themselves with simple spoken exchanges in Korean, including how to use appropriate gestures, for example, how to bow and make hand gestures when saying 안녕하세요?
  • describing how it feels to use Korean, for example, when singing a song or hearing Korean spoken by others
  • including some Korean words and expressions in English conversation when it feels appropriate (for example, 네, 선생님, 고맙습니다), noticing changes in behaviour or body language when speaking Korean

  VCKOC124 | Languages | Korean | F–10 Sequence | Foundation to Level 2 | Communicating | Reflecting

• VCNRU033

  Understand that languages may change over time and that they influence each other, recognising words in the language being studied that are derived from other languages

  Elaborations

  • recognising that the language has a history and has developed into what is the spoken language today
  • understanding that the language being studied may be spoken elsewhere in the diaspora of speakers of that language
  • noticing that languages are fluid and ever-evolving and can be incorporated into and influence other languages beyond their own

  VCNRU033 | Capabilities | Personal and Social Capability | Levels 3 and 4 | Understanding | Language variation and change

• VCASFU090

  Understand that Auslan and Deaf culture are interrelated, that they shape and are shaped by each other and that their relationship changes over time and across contexts

  Elaborations

  • exploring the relationship between language and culture, for example by analysing language used in pathological and sociocultural models of deafness and the impact that each philosophy and the language used to express it may have in regard to services for deaf people
  • appreciating the complexity of the relationship between language and culture, for example by discussing distinctions between Deaf cultures and other cultural minorities, such as the fact that most deaf people are born to hearing parents and typically access and experience Deaf culture through communicating with peers and other Auslan users in and out of school, in addition to their cultural experience in their families of origin
  • recognising the cultural significance of symbols and language features used in Auslan, for example the use of light and darkness in stories, poetry and performance, as in gaslight stories
  • considering cultural explanations for conversational strategies used by Auslan signers to avoid conflict and to maintain privacy, such as changing signing space and style, using indirect language such as signing lower or under the table, fingerspelling instead of signing overtly, or modifying a sign choice such as menstruation to suit the context
  • understanding that Auslan plays an important role in the expression and maintenance of Deaf culture, that each deaf person has a right to learn and use Auslan as part of their birthright and as a key element of their membership of the Deaf community, and that they become custodians and owners of the language
  • appreciating the cultural value and importance of festivals and events in the Deaf community, such as NWDP, as celebrations of language, history, culture and identity
  • analysing ways in which deaf people interpret and exploit the possibilities and cultural meanings of sound, for example, in games and stories which incorporate signs for sound and reactions to sound, for example, a door slamming
  • recognising that Auslan signs change over time due to shifting cultural values and changing experiences, for example, the sign for APPRENTICE modified to refer to TAFE, the shifting values around the sign DEAF^DEAF (culturally Deaf reference for deaf-mute), and unsuccessful attempts to reframe this with an audiological focus
  • reflecting on the ways culture is interpreted by others, for example by identifying how stereotypes about deaf and hearing people influence perceptions
  • recognising that cultural beliefs and behaviours are embedded in Auslan, for example, recounts by deaf people of interactions with hearing people might include language that reflects beliefs about English and ‘hearing-ness’, for example, an anecdote about a frustrating interaction might be concluded with hearing, their way
  • reflecting on the labels ‘deaf’ and ‘hearing’, considering what they mean to different people and their implications in terms of status, access, opportunity and privilege
  • analysing ways in which deaf people’s jokes and humorous narratives reflect cultural values about deaf/hearing relationships and how deaf people navigate the world, for example the ‘Bob’s House’ commercial
  • exploring how advocacy strategies can reflect deaf people’s cultural practices and values, for example the ‘TTY-in’ used to advocate for the National Relay Service

  VCASFU090 | Languages | Auslan | First Language Learner | F–10 Sequence | Levels 9 and 10 | Understanding | Role of language and culture

• Mathematics | Mathematics Version 2.0: Learning in Mathematics Version 2.0

  Learning in Mathematics emphasises the importance of providing opportunities for students to develop proficiency in mathematics. This development of proficiency is achieved in how content is explored or developed, that is, how students experience the thinking and doing of mathematics.

  Proficiency...

  Overview material | Mathematics Version 2.0

• VCASFU050

  Understand that the starting point of a clause gives prominence to the message, that clauses can be linked equally or unequally with conjunctions and connectives, and that signers can show as well as tell about an event to provide more detail

  Elaborations

  • recognising that quantifiers such as FEW or THERE are also types of adjective signs
  • 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
  • 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 how conjunctions such as PLUS, IF or BUT are used to join clauses and create cohesion
  • recognising that clauses can be linked equally, for example:
    STUDENT BORED, TRY FOCUS
    The student was bored and tried to focus.
    
  • or unequally, where one clause depends on another, for example:
    I-F BORED, OPEN-BOOK READ
    If you are bored, read a book.
    
  • 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 word order within a clause is freer in Auslan than in English and that parts of a clause can be signed simultaneously, making it hard to establish word order
  • realising that in many clauses signers ‘tell’ with fully-lexical signs at the same time as ‘show’ with DS, CA and other gestural elements
  • recognising that some nouns are not signed overtly in a clause, for example in the clauses below, the noun (the swimmer) is given in the first clause but not repeated in the second
    PRO2 SWIM DETERMINED SWIM, NOT WIN
    You swam really hard but you didn’t win.
    

  VCASFU050 | Languages | Auslan | First Language Learner | F–10 Sequence | Levels 5 and 6 | Understanding | Systems of language

• VCASFC058

  Investigate and synthesise information collected from a range of perspectives and sources, identifying how culture and context affect how information is presented

  Elaborations

  • summarising ideas and information included in presentations by deaf visitors
  • collecting and summarising information on a selected topic sourced from different contexts, considering how context affects presentation of data
  • viewing Auslan texts that present different views on an issue of relevance to their age group, such as cochlear implants or social inclusion, considering how context and culture shape perspectives
  • researching information relating to deaf political movements at different times and in different contexts, drawing comparisons with current deaf organisations, such as the Deaf President Now movement and recruitment of Deaf CEOs
  • surveying peers or members of their family/community on topics related to deafness and the use of Auslan, discussing how commentaries they collect reflect different viewpoints and cultural perspectives
  • collecting information from texts such as interviews, documentaries or presentations to use in new forms, for example, to create a profile of notable Deaf Australians, such as Alastair McEwin, Nola Colefax, Colin Allen or Drisana Levitzke-Gray
  • paraphrasing and evaluating segments of recorded interviews with deaf artists on social media talking about their experience and artistic practice, for example, Deaf Arts Network

  VCASFC058 | Languages | Auslan | First Language Learner | F–10 Sequence | Levels 7 and 8 | Communicating | Informing

• VCESU144

  Discuss examples of ways in which the cultures of Spanish speakers influence everyday interactions such as expressions of respect and affection

  Elaborations

  • understanding that language carries information about the people who use it and that common expressions and conventions often reflect cultural values, for example, the explicit expression of affection reflected in the use of diminutives (primita, mami, papito, hermanito), and the importance of religion reflected in the use of names with religious associations (Rosario, Mercedes, Pilar)
  • learning how to talk about culture and language using terms such as ‘meaning’, ‘difference’ and ‘behaviour’, and thinking about values, ideas and traditions that sit inside language, for example, responding to prompts such as: What does it mean when…? Why do you think people…?

  VCESU144 | Languages | Spanish | F–10 Sequence | Levels 3 and 4 | Understanding | Role of language and culture

• VCFRC064

  Reflect on cultural differences between French and English communicative styles and on how these affect intercultural interactions

  Elaborations

  • noticing cultural cues that suggest differences in traditions, ideas or values when interacting with French speakers or resources, for example, ways of expressing feelings, or politeness protocols associated with social events
  • discussing elements of successful intercultural communication when using French or other languages, for example, awareness of differences, flexibility, and respect for other perspectives and traditions
  • interacting with young French-speakers who are learning English, comparing views on cultural aspects of communication and discussing individual challenges and gains
  • identifying gestures, intonation patterns and facial expressions that are different in French, and explaining how some could be adopted in other-language contexts or situations
  • reflecting on own ways of communicating and behaving and how these may be interpreted by French speakers

  VCFRC064 | Languages | French | F–10 Sequence | Levels 7 and 8 | Communicating | Reflecting