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• VCSSU116

  The values and needs of contemporary society can influence the focus of scientific research

  Elaborations

  • investigating how social actions have led to changed government policies and social behavioural change in relation to the use of chlorofluorocarbons (CFCs) in aerosol spray cans
  • considering how choices related to the use of fuels are influenced by environmental, social and political considerations
  • considering the use of genetic testing for decisions such as genetic counselling, embryo selection, identification of carriers of genetic mutations and the use of this information for personal use or by organisation such as insurance companies or medical facilities

  VCSSU116 | Science | Levels 9 and 10 | Science Understanding | Science as a human endeavour

• Health and Physical Education | Health and Physical Education: 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 | Health and Physical Education

• 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

• Technologies | Design and Technologies: Learning in Design and Technologies

  In Design and Technologies, students are actively engaged in the processes of creating designed solutions for personal, domestic and global settings for a sustainable future. For younger children, this usually involves personal and family settings, where there is an immediate, direct and tangible...

  Overview material | Design and Technologies

• The Humanities | Civics and Citizenship: 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 | Civics and Citizenship

• VCZHC179

  Investigate different interpretations of contemporary and historical events and people

  Elaborations

  • viewing reports on news and current affairs programs to develop an overview of events, and discussing responses of individuals and groups to issues and events such as environmental pollution, rapid urbanisation or a threat to public health or safety
  • gathering information from a range of sources on a contemporary or historical Chinese figure to evaluate that person’s impact on Chinese society past or present, for example, Mao Zedong, Deng Xiaoping, Jiang Jieshi or Confucius
  • accessing articles, history books, and newspapers to gain knowledge of the causes and potential outcomes of events and issues in contemporary societies
  • comparing different interpretations of historical and political events to develop an informed perspective
  • identifying the implied values that influence a writer’s representation of a particular issue, for example, reporting on how the issue of 空巢老人 in China is influenced by the Chinese values of ‘family being together’ and ’filial piety’

  VCZHC179 | Languages | Chinese | Background Language Learner | F–10 Sequence | Levels 9 and 10 | Communicating | Informing

• VCLAU027

  Discuss how the Roman world has influenced modern society, culture and political structures, such as literature, art, medical and scientific practices, government and infrastructure

  Elaborations

  • exploring the ancient origins of modern political and legal structures and concepts, such as republic, balance of power, jurisprudence and judicial precedent, census and elections
  • investigating modern social issues, such as class, the role of women and civil rights, and making comparisons with the Classical period
  • discussing influences of Latin literature on modern novels, poetry, drama and film, such as Book IV of the Aeneid on Miss Saigon, Ovid on David Malouf’s An Imaginary Life, Virgil on Ursula Le Guin’s Lavinia
  • recognising the transmission of literary genres, such as epic, satire, love poetry, epigram, ode
  • investigating famous artists’ incorporation of classical themes and subjects in postclassical sculpture, painting, music, opera, theatre
  • investigating ancient practices in medicine and science still relevant in the modern world, such as Galen’s surgical procedures and Pliny the Elder’s classification of animals and plants

  VCLAU027 | Languages | Latin | Levels 9 and 10 | Understanding | The powerful influence of language and culture

• The Humanities | Economics and Business: Structure

  Economics and Business is organised by six strands. Throughout these strands the study of economics and business issues, events and business case studies form an integral component of the curriculum. The content is intended to be taught through relevant contexts, which will help students make...

  Overview material | Economics and Business

• VCASFU251

  Understand the range of factors that influence the profile, diversity and distribution of Auslan use in the wider Australian society, and consider the concept of Auslan vitality in comparison with other spoken and signed languages used around the world

  Elaborations

  • understanding that strong and healthy languages are those used by many people across generations in most domains to communicate about most topics
  • mapping the distribution of Auslan users across Australian states and demographics, using data from censuses and other sources to present findings in graph/visual representation forms
  • describing the role religion has played in influencing the usage and spread of Auslan, for example, through religious orders, early Deaf Societies and Bible translation projects
  • considering the impact of historical international events such as the Milan Congress (1880) and the linguistic recognition and documentation of signed languages in the1960s and 1970s on the use of signed languages in education, and on deaf people’s feelings of ownership and pride in their languages
  • analysing the impact of migration and the settlement of deaf people from the UK and other countries on the development of Auslan
  • investigating the geographical location, origins and history of deaf schools in Australia and the impact of these institutions on the transmission, use and status of Auslan
  • exploring how Auslan is used by deafblind people and their role in the Deaf community
  • investigating historical patterns of employment of deaf people in certain trades and fields of employment, and the impact these traditional domains have on the development of Auslan
  • reflecting on the role of Auslan interpreters in raising awareness and understanding of Auslan in the wider community, and considering ways in which they influence the function and nature of Auslan, for example by the introduction of neologisms
  • identifying language documentation as an important way of recording, transmitting and maintaining the vitality of languages
  • recognising that some languages have no written form and have historically been passed on face to face/orally, and so are less well recorded and documented
  • understanding that some languages used in Australia, such as English, have large numbers of users, while others, such as many spoken and signed Aboriginal and Torres Strait Islander languages, are endangered or in the process of being revived or reclaimed
  • recognising that languages may be perceived as ‘weak’ or ‘strong’ based on community values and the existence of documentation and literature in the language
  • exploring the vitality of different languages by obtaining information from the UNESCO interactive online atlas and/or Ethnologue to compare numbers of speakers/signers of different languages
  • considering ways that Auslan is evolving due to various influences, including the capacity for new technologies to store, record and share sign languages internationally
  • exploring the role of globalisation in terms of what technology offers signed languages in terms of maintaining their vitality, for example, the use of ELAN for capturing and documenting Auslan
  • understanding the importance of advocating for Deaf rights to address existing gaps in services, for example in relation to issues such as the increased provision of Auslan interpreters, Deaf interpreters or captioning
  • responding to Deaf elders' guidance on how cultural values, beliefs and traditions are connected through shared life experience, language and visual ways of being, and how they are demonstrated in community behaviour and interactions with the wider community
  • comparing strategies used by deaf and hearing adults to negotiate physical environments, for example, different behaviours at a bank of lifts, and identifying how deaf people draw on additional perceptual resources in ways hearing people are unaware of
  • exploring technologies such as videoconferencing apps used by deaf people to communicate visually, to support social networks, to strengthen a sense of individual or shared identity as sign language users and to promote language vitality
  • considering likely contemporary influences or pressures on Aboriginal and Torres Strait Islander signed languages and the possible impact on their future
  • understanding how and why some deaf children face challenges with communication in hearing families or in social settings
  • recognising the important role of deaf families and deaf schools in preserving and maintaining Auslan and cultural identity
  • identifying behaviours, rights, roles and responsibilities in relation to the ownership and maintenance of Auslan and how such ownership rests with the Deaf community and is determined by traditional social groupings/families, significant places, history and stories
  • describing the visibility and use of Auslan in the wider community, for example in television programs, on the news, at community events, sporting fixtures and in emergency announcements
  • discussing the diversity of Auslan users in the Australian community, including people who are deaf, those who are hard of hearing and hearing people such as CODAs and interpreters
  • identifying examples of deaf people who have been recognised for different reasons in wider Australian society, for example, Alastair McEwin or Drisana Levitzke-Gray, and discussing how such recognition contributes to broader awareness of Auslan in Australia
  • researching the status and recognition of signed languages in other countries, for example, New Zealand, the USA, the UK or the Scandinavian nations, considering issues such as language rights, language documentation and development efforts
  • identifying the changing status of significant sites in different international Deaf communities, for example, the loss of Deaf clubs or the closure of deaf schools in some countries, comparing this to the Australian context and reflecting on how such changes impact over time on Deaf communities and on Auslan
  • recognising different philosophical and social views about deafness, considering the impact of varying attitudes on a deaf person’s understanding of their rights and how they are represented and perceived in wider society

  VCASFU251 | Languages | Auslan | Second Language Learner | 7–10 Sequence | Levels 9 and 10 | Understanding | Language awareness

• VCCCC036

  Discuss challenges to and ways of sustaining a resilient democracy and cohesive society

  Elaborations

  • discussing the concept of ‘cohesive society’ using examples from contemporary events in Australia or in other countries to identify factors that support cohesiveness
  • considering threats to Australian democracy and other democracies, such as the influence of vested interests, organised crime, corruption and lawlessness
  • identifying the safeguards that protect Australia’s democratic system and society, including shared values and the right to dissent within the bounds of the law
  • investigating processes by which individuals and groups resolve differences in Australian communities, for example negotiation, mediation and reconciliation

  VCCCC036 | The Humanities | Civics and Citizenship | Levels 9 and 10 | Citizenship, Diversity and Identity

• VCSIS134

  Formulate questions or hypotheses that can be investigated scientifically, including identification of independent, dependent and controlled variables

  Elaborations

  • formulating questions that can be investigated within the scope of the classroom or field with available resources
  • developing ideas from students' own or others' investigations and experiences to investigate further
  • revising and refining research questions to target specific information and data collection or finding a solution to the specific problem identified

  VCSIS134 | Science | Levels 9 and 10 | Science Inquiry Skills | Questioning and predicting

• VCCCC025

  Identify how values can promote cohesion within Australian society, including the values of freedom, respect, inclusion, civility, responsibility, compassion, equality and a ‘fair go’

  Elaborations

  • identifying values shared by Australians and deciding which ones could also be considered universal values
  • identifying how human rights values are consistent with Australian values

  VCCCC025 | The Humanities | Civics and Citizenship | Levels 7 and 8 | Citizenship, Diversity and Identity

• Languages | Latin: Rationale and Aims

  Rationale

  The study of Latin allows students to enter and explore ancient worlds that have shaped contemporary life and societies. Authentic engagement with seminal works of great literature and antiquities gives direct access to ancient ways of living in and viewing the world, and an appreciation...

  Overview material | Latin

• Science | Science: 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 | Science

• VCCCC014

  Identify who can be an Australian citizen and describe the rights, responsibilities and shared values of Australian citizenship and explore ways citizens can participate in society

  Elaborations

  • investigating how people become Australian citizens
  • discussing the Australian citizenship pledge to explore the values and dispositions that characterise Australian citizenship
  • clarifying the formal rights and responsibilities of Australian citizenship
  • explaining personal roles and actions as a citizen in the school and in the community

  VCCCC014 | The Humanities | Civics and Citizenship | Levels 5 and 6 | Citizenship, Diversity and Identity

• VCASFU071

  Understand historical and contemporary factors that impact on awareness, support and use of Auslan and its vitality in contemporary Australia, comparing it with that of other signed languages around the world

  Elaborations

  • considering the impact of international historical events such as the Milan Congress (1880) and the linguistic recognition and documentation of signed languages (1960s and 1970s) on the use of signed languages in education and deaf people’s feelings of ownership and pride in their languages
  • analysing the impact of migration and settlement of deaf people from the UK and other countries in Australia on the development of Auslan
  • investigating the geographical location, origins and history of deaf schools in Australia and the impact of these institutions on the transmission, use and status of Auslan
  • considering the contemporary influences and pressures on Aboriginal and Torres Strait Islander signed languages and how these may affect their vitality
  • describing the role religion has played in influencing Auslan in terms of usage and spread, for example, by religious orders, early Deaf Societies and Bible translation projects
  • exploring multilingualism in the Deaf community, including the use of Auslan, English and other signed and spoken languages such as Irish-Australian sign language, and how and when users typically switch between languages and dialects
  • investigating the use and impact of generic digital technology and specific forms of communication by Auslan users, for example, video chat, social media, SMS/texting, and NRS and VRS
  • reflecting on the role of Auslan interpreters in raising awareness and understanding of Auslan in the wider community and in influencing the function and nature of Auslan, for example by the introduction of new signs for temporary use in certain contexts
  • investigating historical patterns of employment of deaf people in certain trades and fields of work, and the impact of these traditional employment domains on Auslan development
  • considering ways that Auslan is evolving due to influences such as globalisation and the capacity for new technology to store, record and share sign languages internationally
  • comparing levels of endangerment of different sign languages, such as NZSL, village sign languages, ASL, Scandinavian, South American sign languages and Auslan, for example by using UNESCO data by reviewing the iSLanDS survey findings
  • understanding the challenges faced by Auslan and other signed languages due to intergenerational disjunction in language transmission
  • investigating how new or specialised language associated with domains such as technology, engineering, cooking or fashion are used but not documented in the Deaf community, and how such language impacts on language vitality
  • identifying contexts and circumstances that support increased usage and acceptance of newly coined Auslan terms, for example, a workplace with several deaf employees
  • researching the role of the World Federation of the Deaf in mapping and monitoring the vitality of sign languages around the world and in protecting sign language diversity

  VCASFU071 | Languages | Auslan | First Language Learner | F–10 Sequence | Levels 7 and 8 | Understanding | Language awareness

• Science: Levels 7 and 8 achievement standards

  By the end of Level 8, students explain how evidence has led to an improved understanding of a scientific idea. They discuss how science knowledge can be applied to generate solutions to contemporary problems and explain how these solutions may impact on society. They investigate different forms...

  Level description | Science | Levels 7 and 8

• VCASFU197

  Understand historical and contemporary factors that impact on awareness, support and use of Auslan and its vitality in contemporary Australia, comparing it with that of other signed languages around the world

  Elaborations

  • considering the impact of international historical events such as the Milan Congress (1880) and the linguistic recognition and documentation of signed languages (1960s and 1970s) on the use of signed languages in education and deaf people’s feelings of ownership and pride in their languages
  • analysing the impact of migration and settlement of deaf people from the UK and other countries in Australia, on the development of Auslan
  • investigating the geographical location, origins and history of deaf schools in Australia and the impact of these institutions on the transmission, use and status of Auslan
  • considering the contemporary influences and pressures on Aboriginal and Torres Strait Islander signed languages and how these may affect their vitality
  • describing the role religion has played in influencing Auslan in terms of usage and spread, for example, by religious orders, early Deaf Societies and Bible translation projects
  • exploring the history and acceptance of signed languages and Deaf community and culture around the world, for example by creating a timeline or a research poster
  • exploring multilingualism in the Deaf community, including the use of Auslan, English and other signed and spoken languages such as Irish-Australian sign language, and how and when users typically switch between languages and dialects
  • investigating the use and impact of generic digital technology and specific forms of communication by Auslan users, for example, video chat, social media, SMS/texting, and NRS and VRS
  • reflecting on the role of Auslan interpreters in raising awareness and understanding of Auslan in the wider community and in influencing the function and nature of Auslan, for example by the introduction of new signs for temporary use in certain contexts
  • exploring the role of deafblind people in the Deaf community
  • investigating historical patterns of employment of deaf people in certain trades and fields of work, and the impact of these traditional employment domains on Auslan development
  • considering ways that Auslan is evolving due to influences such as globalisation and the capacity for new technology to store, record and share sign languages internationally
  • comparing levels of endangerment of different sign languages, such as NZSL, village sign languages, ASL, Scandinavian, South American sign languages and Auslan, for example by using UNESCO data by reviewing the iSLanDS survey findings
  • understanding the challenges faced by Auslan and other signed languages due to intergenerational disjunction in language transmission
  • investigating how new or specialised language associated with domains such as technology, engineering, cooking or fashion are used but not documented in the Deaf community, and how such language impacts on language vitality
  • identifying contexts and circumstances that support increased usage and acceptance of newly coined Auslan terms, for example, a workplace with several deaf employees
  • recognising reasons for the shared sense of identity of sign language users and the notion of reciprocity in the Deaf community
  • researching the role of the World Federation of the Deaf in mapping and monitoring the vitality of sign languages around the world and in protecting sign language diversity
  • analysing ways in which Deaf people design and adapt spaces in cultural ways (‘Deaf space’) in order to use a visual language, for example, by eliminating visual obstacles to signed communication; using circles or semicircles for meeting and learning spaces; and using open-plan areas, lighting and window placement to maximise visual access to information, with reference to Gallaudet University’s Deaf space design principles

  VCASFU197 | Languages | Auslan | Second Language Learner | F–10 Sequence | Levels 7 and 8 | Understanding | Language awareness

• The Arts | Visual Communication Design: Learning in Visual Communication Design

  In Visual Communication Design, students develop the skills and practice to communicate ideas and messages in visual communications. Visual communication design practice includes the use of design thinking skills and design as a process. Drawing conventions and the use of design elements and principles...

  Overview material | Visual Communication Design

• VCGRCU027

  Discuss how the ancient Greek world has influenced the modern world, in its social, political and legal structures; philosophy; literature; arts; and medical and scientific practices

  Elaborations

  • discussing the ancient origins of modern political and legal structures and concepts, such as jury service, elections, trials
  • exploring modern social issues, such as class, the role of women and civil rights, and making comparisons with the Classical Greek period
  • researching the influence of leading Greek intellectuals, such as Socrates, Plato, Aristotle, on modern Western philosophy
  • discussing influences of Classical Greek literature on modern novels, poetry, drama and film, such as World War I poetry, David Malouf’s Ransom, Anouilh’s Antigone, A Dream of Passion (Medea)
  • recognising the importance of literary genres such as epic, tragedy, comedy, epigram, ode, history, myth
  • viewing artworks to investigate the incorporation of classical techniques and themes by later artists, for example, Botticelli, Michelangelo, Bernini
  • investigating ancient practices in medicine and science still relevant in the modern world, such as the theories of Hippocrates, Democritus, Pythagoras, Archimedes, Eratosthenes, Aristarchus

  VCGRCU027 | Languages | Classical Greek | Levels 9 and 10 | Understanding | The powerful influence of language and culture