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• Spanish - F–10 Sequence: Levels 5 and 6 description

  Students use an increasing range of vocabulary, become more confident in terms of pronunciation and continue to build grammatical and textual knowledge. They apply phonic knowledge to unfamiliar language and notice the relationship between accents and stress or intonation. They use present, past...

  Level description | Languages | Spanish | F–10 Sequence

• VCFRC073

  Discuss and compare young people’s interests, behaviours and values across cultural contexts, using formal and informal registers

  Elaborations

  • using different forms of communication, including formal debates and informal exchanges, to discuss young people’s experience in contemporary culture, for example, la santé des jeunes, la vie des banlieues, les rapports avec les parents
  • initiating and sustaining conversation by introducing topics, inviting contributions or asking for clarification, for example, je n’ai pas bien compris … si on parlait de…? qu’est-ce que vous en pensez?
  • focusing on oral fluency and accuracy, exploring how rhythm, pitch and the use of connectives (for example, normalement…à vrai dire…) and gestures contribute to maintaining momentum and increasing confidence and engagement
  • contributing to online discussions with young people in French-speaking contexts, comparing aspects of school and home life, for example, les examens, le stress, les sports, les droits, les responsabilités

  VCFRC073 | Languages | French | F–10 Sequence | Levels 9 and 10 | Communicating | Socialising

• Classical Greek: Levels 9 and 10 achievement standards

  By the end of Level 10, students analyse a range of Classical Greek texts to obtain information and ideas about ancient Greek society and culture. They use vocabulary, grammar and textual cues to analyse and interpret language use and cultural references in Classical Greek texts, such as poetry...

  Level description | Languages | Classical Greek | Levels 9 and 10

• VCHHK120

  One significant challenge and one development faced by the society that caused progress or decline

  Elaborations

  • Vikings
    • using a cause effect wheel, explain the decline of Viking power such as defeats in battle, the Battle of Stanford Bridge, treaty of Saint-Clair-sur-Epte ending Viking raids in France, new colonies, changing climate and the spread of Christianity
  • Medieval Europe
    • analysing the causes and effects of the Black Death in Europe and Asia
    • investigating living conditions in London in the fourteenth century, for example, the lack of sanitation, crowded housing; the extent of medical knowledge, for example, based on Hippocrates’ theory; and beliefs about the power of God, for example, that diseases were a punishment of God
    • mapping the origin spread of the Black Death (Asia, Africa, Europe) in the fourteenth century CE and The role of expanding trade between Europe and Asia in the Black Death
    • evaluating the long and short term effects of the Black Death on Asian, European and African populations, and conflicting theories about the impact of the plague. Other immediate and long-term effects of the Black Death, including labour shortages, peasant uprisings, the weakening of feudal structures, and increased social mobility
    • using studies of church records from the period to identify the effect of the Black Death on human populations and to consider the reliability of these statistics
    • using a graphic organiser to identify and describe short-term and long-term effects of the Black Death in Europe and draw conclusions about the severity over time
  • Ottoman Empire
    • examining the significance of the Crusades in challenging Ottoman Empire and their responses to the challenge
    • analysing the causes and effects of the Black Death in Europe and Asia.
    • mapping the origin spread of the Black Death (Asia, Africa, Europe) in the fourteenth century CE and The role of expanding trade between Europe and Asia in the Black Death
    • evaluating the long and short term effects of the Black Death on Asian, European and African populations, and conflicting theories about the impact of the plague. Other immediate and long-term effects of the Black Death, including expansion of the Ottoman Empire, labour shortages, peasant uprisings, the weakening of feudal structures, and increased social mobility
    • categorising the effects of the Black Death on the Ottoman Empire using a graphic organiser to identify and describe the effects as either short-term or long-term and drawing conclusions about the severity of the Black Death
  • Angkor/Khmer Empire
    • analysing reasons for the decline of the Khmer Empire
    • discussing theories about the causes and/or contributing factors to the decline the Khmer Empire for example, Tai invasions,  economic decline as a result of Jayavarman VII’s building program, population growth and attempts to control trade routes, religious revolution through the rise of Theravada Buddhism, internal political tension, environmental challenges such as soil sterilisation, over-intensified land use, the development of an unstable climate such as drought and monsoons and the breakdown of Angkor’s water management system
  • Mongol Expansion
    • analysing reasons for the decline of the Mongol Empire
    • analysing the causes and effects of the Black Death in Europe and Asia. The Black Death began in the densely inhabited Mongol dominions from 1313 to 1331. This disastrous plague devastated all khanates, cutting off commercial ties and resulting in the death of millions
  • Japan under the Shoguns
    • examining the theories about the decline of the Shogunate, including modernisation and westernisation, through the adoption of Western arms and technology
    • describing internal pressures in Shogunate Japan, for example, the rise of a commercial class at the expense of the samurai, peasant uprisings such as Osaka 1837, and famine
    • describing the increasing exposure to Western technology and ideas, for example, the establishment of a naval school with Dutch instructors, the translation of Western books
    • evaluating the significance of the Meiji Restoration of 1868 CE that restored imperial rule to Japan
  • Polynesian Expansion
    • investigating the way Polynesian societies used environmental resources (sustainably and unsustainably), including the extinction of the moa in New Zealand, the use of religious/supernatural threats to conserve resources, and the exploitation of Easter Island’s palm trees
    • researching the extinction of the moa in New Zealand as a result of hunting and habitat decline
    • explaining the significance of Rahui as a way of prohibiting the collection of resources, to ensure their sustainability
    • evaluating the evidence for theories about the deforestation of Easter Island (Rapa Nui)
  • Renaissance Italy
    • explaining the causes and effects of the spread of Renaissance culture to the rest of Europe, and its legacy
    • outlining the spread of Renaissance culture to England, for example, the rise of literature through Shakespeare
  • Spanish Conquest
    • using a fishbone to explain the conquest on the Aztecs or Incas as well as on the wider world, such as the introduction of new diseases, horses and gunpowder in the Americas, and new foods and increased wealth in Europe
    • outlining the effects of Spanish conquest on the Americas, for example, the spread of disease due to the lack of immunity; the introduction of crops such as maize, beans, potatoes, tobacco and chocolate from the Americas to Europe, the Encomieda system, mining
    • explaining the longer-term effects of conquest and colonisation on the indigenous populations of the Americas, for example, the unequal distribution of land and wealth, and political inequality, rise of the Spanish language

  VCHHK120 | The Humanities | History | Levels 7 and 8 | Historical Knowledge | Middle Ages and early exploration

• VCHPEP073

  Practise strategies they can use when they need help with a task, problem or situation at home and/or at school

  Elaborations

  • identifying and rehearsing strategies they can use when requiring assistance, such as asking an adult, reading basic signs and solving a problem with friends
  • locating and recording phone numbers of local organisations they can contact in case of emergency and rehearsing a phone call to triple zero
  • identifying situations at home and at school that may require the help of emergency services
  • recognising photos and locations of safe places and people who can help

  VCHPEP073 | Health and Physical Education | Levels 1 and 2 | Personal, Social and Community Health | Being healthy, safe and active

• The Arts | Visual Communication Design: Rationale and Aims

  The VCAA has published the Victorian Curriculum F–10 Version 2.0. To view the curriculum, familiarisation resources and support material, go to the Victorian Curriculum F–10 Version 2.0 website.
  
  Go to the VCAA website to explore the timeline for familiarisation and implementation of...

  Overview material | Visual Communication Design

• VCELA131

  Use different ways to express needs, likes and dislikes

  Elaborations

  • using communication systems to express preferences and make requests and comments
  • recognising that symbols and signs can be used in conjunction with spoken language to communicate ideas
  • using words, signs or images to express needs and feelings

  VCELA131 | Curriculum content | English | Level D | Speaking and Listening | Language

• VCEALL695

  Identify specific pronunciation problems that need attention

  Elaborations

  • identifying key words in a text that may pose pronunciation problems, based on general guidance from the teacher, such as ‘Highlight all the words ending in a consonant’
  • articulating specific difficulties with pronunciation, such as ‘I can’t tell the difference between “walk” and “work”’

  VCEALL695 | Curriculum content | English as an Additional Language (EAL) | Level C3 | Speaking and Listening | Linguistic Structures and Features

• The Arts | Music: Structure

  Strands

  The Music curriculum is structured around four interdependent strands, each of which involves making and responding.

  Strand	Explore and Express Ideas	Music Practices	Present and Perform	Respond and Interpret
  	Focuses on exploring sound and silence and ways of using voice, body percussion...

  Overview material | Music

• VCKOC025

  Respond to imaginative texts such as stories, films or illustrations, explaining messages and key ideas, stating views on themes, events and values, and making connections with own experiences

  Elaborations

  • listening to, reading and viewing imaginative texts in various modes, such as stories (print, digital or multimodal), films, paintings, songs or video clips, and responding by expressing views, 제 생각에는 …, –(으)ㄴ/는 것 같아요
  • identifying key ideas, messages, main events and characters and creating a new scene, story development or video clip using parody
  • exchanging views on imaginative texts such as songs, stories, television programs and films, making connections with own experiences
  • reading stories such as Korean folktales, discussing associated ideas and values (for example, attitudes towards greed, jealousy or loyalty), considering how these relate to contemporary society and own cultural experience, for example, 소가 된 게으름뱅이

  VCKOC025 | Languages | Korean | 7–10 Sequence | Levels 9 and 10 | Communicating | Creating

• VCLAU030

  Reflect on self as a language learner, explaining how the study of Latin influences own style of communicating, ways of thinking and viewing the world

  Elaborations

  • exploring own sense of identity, challenging own and others’ assumptions about family and civic responsibilities, traditions, values and attitudes
  • drawing on knowledge of ancient society to examine and interpret own world, including aspects such as ancestry, values, traditions, social status, family and national pride
  • reflecting, such as in discussions, blogs and journals, on experiences in the course of learning Latin and their impact on perceptions of own cultural experience and ways of communicating
  • identifying challenges and achievements associated with learning Latin, for example, learning to ‘read between the lines’ to identify thought implicit in the use of language
  • reinterpreting own experience of learning Latin, listening to others’ perspectives and comparing these with own experience
  • discussing how learning Latin impacts on own ways of thinking and viewing the world

  VCLAU030 | Languages | Latin | Levels 9 and 10 | Understanding | Reflecting

• VCECU015

  Investigate why ethical principles may differ between people and groups, considering the influence of cultural norms, religion, world views and philosophical thought

  Elaborations

  • researching contemporary or historically significant people across a range of cultures and identifying and comparing the principles evident in the decision-making and actions of, for example, William Barak, Nelson Mandela, Malala Yousafzai, Aung San Suu Kyi
  • exploring a cultural norm concerning, for example, the importance of winning, maximizing profit or teamwork, and how this may influence a decision about where duties lie or what is the best outcome
  • investigating instances where individual action differed from the wider group, and the reasons for these differences, for example, in response to discrimination, corruption or bullying

  VCECU015 | Capabilities | Ethical Capability | Levels 7 and 8 | Understanding Concepts

• VCSIS136

  Select and use appropriate equipment and technologies to systematically collect and record accurate and reliable data, and use repeat trials to improve accuracy, precision and reliability

  Elaborations

  • applying specific skills in the use of scientific instruments
  • selecting and using probes and data loggers to record information
  • identifying how human error can influence the reliability of data

  VCSIS136 | Science | Levels 9 and 10 | Science Inquiry Skills | Planning and conducting

• VCSIS026

  Supported to engage in simple scientific inquiry

  Elaborations

  • engaging in simple scientific inquiry to find answers to simple questions, for example, ‘What happens when I freeze water?’
  • participating in simple structured investigations to explore an object’s characteristics

  VCSIS026 | Science | Level C | Science Inquiry Skills | Questioning and predicting

• 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

• VCZHC212

  Develop and present a position on an issue based on information drawn from different perspectives and sources and provide advice and guidance

  Elaborations

  • identifying the positions of different speakers and exploring the explicit and implicit values and reasons that may have led to the development of their own perspectives, for example, why a Western speaker of Chinese may look at an issue differently to a native Chinese speaker; the different perspectives of a city resident versus a rural resident
  • developing an information kit about the local city or region to provide to Chinese visitors via a local tourism website, including details on history, climate, environment and cultural activities supported by visuals
  • creating short texts to inform others on topics of interest (such as 中国的茶-澳洲咖啡), and providing an objective perspective by discussing alternative views, for example, 有人说…也有人说…他们都不知道...所以…
  • accessing a range of sources of discussion (such as online debates in public forums and TV talk shows) and identifying factors that potentially cause bias on an issue, such as era, generational differences, cultural factors and individual personalities, for example, 有人认为愚公很傻， 尤其是生活在现代的人
  • presenting a balanced view on a contemporary issue, referring to evidence to support ideas and elaborating on own perspective
  • engaging with different representations of ideas, comparing perspectives and developing an informed position on issues relevant to their own lives, for example, 在中国有人说移民澳洲好，因为生活轻松； 也有人说移民澳洲不好，因为没有熟悉的家人朋友。我觉得… 因为…
  • presenting information on an issue such as 独生子女政策 by discussing perspectives and comparing experiences and opinions, noting how some people focus on positive effects on society and others focus on personal experiences of being a 独生子女
  • collaborating to produce multimedia displays to share with readers overseas to provide a local insight into issues such as the experience of international students in Australia, and highlighting the features that might be most relevant to overseas readers
  • collating information from personal research and writing reports on issues relevant to youth across cultures, such as pressure to follow fashions and trends, bullying, and inspirational people

  VCZHC212 | Languages | Chinese | Background Language Learner | 7–10 Sequence | Levels 9 and 10 | Communicating | Informing

• 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

• VCCCG008

  Discuss the values, principles and institutions that underpin Australia’s democratic forms of government and explain how this system is influenced by the Westminster system

  Elaborations

  • explaining the role of the monarchy and its representatives in Australia including the Governor-General, and the parliaments and courts in Australia's system of government
  • discussing the meaning and importance of the values and principles of Australian democracy such as freedom, representation, majority rule, equality, fairness and justice

  VCCCG008 | The Humanities | Civics and Citizenship | Levels 5 and 6 | Government and Democracy

• VCELA457

  Understand that people’s evaluations of texts are influenced by their value systems, the context and the purpose and mode of communication

  Elaborations

  • considering whether ethical judgments of good, bad, right or wrong are absolute or relative through consideration of texts with varying points of view and through discussion with others
  • interpreting texts by drawing on knowledge of the historical context in which texts were created

  VCELA457 | Curriculum content | English | Level 10 | Reading and Viewing | Language

• VCELY467

  Identify and analyse implicit or explicit values, beliefs and assumptions in texts and how these are influenced by purposes and likely audiences

  Elaborations

  • skim reading sections of a persuasive text to identify the main contention, key arguments in linked paragraphs and supporting evidence in order to locate points for building rebuttal or counter argument

  VCELY467 | Curriculum content | English | Level 10 | Reading and Viewing | Literacy