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• 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

• VCVIC161

  Convey information and ideas on different topics or events, describing and comparing views, experiences and aspects of culture, using different modes of presentation for particular audiences and contexts

  Elaborations

  • creating texts for a Vietnamese-speaking audience, using different forms and modes of presentation to enhance effect, for example, creating a digital presentation with visual and audio effects to introduce a famous tourist attraction or preparing a video clip of a cooking demonstration
  • investigating a social, environmental or cultural issue such as cyber bullying or cultural maintenance and presenting the findings summarising opinions, attitudes and comments collected from surveys, interviews or media sources
  • creating a range of texts to inform others of features of Vietnamese and Australian lifestyles, family life, schooling, and social and cultural norms, for example, an email in response to a Vietnamese friend’s enquiry about Australian schooling or leisure activities, a review to promote a Vietnamese restaurant, an advertisement to promote a new product, or a blog entry reflecting on the differences between Australian and Vietnamese foods or eating etiquette
  • delivering speeches or writing emails or letters to friends or relatives describing and analysing differences and similarities between the lives of Vietnamese and Australian teenagers, providing a balanced view of the lives and interests of teenagers in each country, referring to different perspectives from a range of resources and making connections with own or peers’ experiences
  • reporting in the form of a personal recount or diary entry a personal experience such as a school excursion, a holiday trip or a local cultural event, for example, a Moon festival

  VCVIC161 | Languages | Vietnamese | F–10 Sequence | Levels 7 and 8 | Communicating | Informing

• VCZHC229

  Compare how contemporary Chinese media and literature represent the notion of ‘being Chinese’ or ‘being other’, and use this knowledge to present a point of view for an identified audience

  Elaborations

  • comparing ‘being foreign’ in China and ‘being Chinese’ in Australia, for example, viewing or reading 汉语桥 performances, songs, films and fiction and discussing how Chinese-speaking foreigners are ‘celebrated’ in Chinese media
  • exploring representations of the overseas Chinese experience, both locally and globally, and the development of local Chinese identity in Australia through reading texts such as The Sojourners in Chinese translation (Zhang Wei, 2009)
  • investigating contributions made by Chinese individuals and groups in contemporary Australian culture and discussing the cultural values that are conveyed through these contributions, for example, the work of artists Ah Xian and Guan Wei, and author Sang Ye
  • exploring their own connections and responses to overseas Chinese literature, for example, the ideas and values reflected in 海外华人的文学作品 such as the song 《故乡的云》

  VCZHC229 | Languages | Chinese | First Language Learner | 7–10 Sequence | Levels 7 and 8 | Communicating | Creating

• VCLAU014

  Reflect on own and others’ reactions to and assumptions about the language and culture of Roman society, considering similarities and differences to own language and culture

  Elaborations

  • considering own and others’ cultural assumptions about home and leisure and how these were different or similar in the Roman context
  • reviewing and responding to aspects of cultural practices in Latin texts and Roman artefacts, and discussing the reactions of peers to these
  • describing own life at home and school and making comparisons with that of young people in the Roman world
  • developing an understanding of life in multicultural Rome, and reflecting on similarities and differences to own lifestyle in multicultural Australia
  • discussing how young people in ancient Rome may have viewed the lives of young people in the modern world

  VCLAU014 | Languages | Latin | Levels 7 and 8 | Understanding | Reflecting

• 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

• VCESC149

  Present information about aspects of language and culture in the Spanish-speaking world for specific audiences, using diagrams, charts, timelines and guided reports

  Elaborations

  • presenting factual information relating to cultural activities and events of significance in the Spanish-speaking world, such as las Fallas, el Día de los Muertos, carnavales in Bolivia, candombe in Uruguay, romerías, procesiones religiosas and el camino de Santiago, supporting information with a range of visual, digital and multimodal resources
  • using graphic organisers to convey information in ways that suit specific purposes and content, for example, lists or tables to show priorities, Venn diagrams to compare statistics or ideas, graphs to highlight frequency or timelines to narrate sequences of events
  • conveying information relating to significant people, places or events in different formats, for example, an advertisement or poster for an event, a profile of a Spanish-speaking celebrity or a digital guide to a place of interest
  • creating an interactive display for younger children, highlighting aspects of Spanish language and Hispanic culture

  VCESC149 | Languages | Spanish | F–10 Sequence | Levels 5 and 6 | Communicating | Informing

• VCESU030

  Recognise and apply rules of Spanish pronunciation, stress and intonation, demonstrating awareness of differences in accent and pronunciation across the Spanish-speaking world, and use appropriate writing conventions

  Elaborations

  • recognising the importance of appropriate stress, pronunciation and spelling for meaning-making, for example, estudio versus estudió
  • understanding variation in pronunciation across the Spanish-speaking world, for example, the pronunciation of ce and ci in different regions (ceceo or seseo) for example in the words gracias, Cecilia, and the soft sh pronunciation of the letters ll and y in Argentine Spanish (calle/cashe)
  • adapting the tone, intonation and rhythm of language to their own expressive needs and to the nature of the interaction, for example, calming a child or attracting attention
  • using the Spanish alphabet to spell out names or expressions, noticing similarities and differences to English and using correct terminology for accents and marks (tilde, acento, diéresis)
  • listening to and reciting texts such as poems, stories or song lyrics to familiarise themselves with the rhythm and musicality of the language, for example, Proverbios y cantares de Antonio Machado, Guantanamera de José Martí

  VCESU030 | Languages | Spanish | 7–10 Sequence | Levels 9 and 10 | Understanding | Systems of language

• VCGGK135

  The interconnection between food production and land and water degradation; shortage of fresh water; competing land uses; and climate change, for Australia and other areas of the world

  Elaborations

  • exploring environmental challenges to food production from land degradation (soil erosion, salinity, desertification), industrial pollution, water scarcity and climate change
  • identifying the impacts on food production from competing land uses. For example, urban and industrial uses, mining, production of food crops for biofuels, production of food crops for livestock, and recreation (such as golf courses)
  • evaluating whether some ways of increasing food production could threaten sustainability

  VCGGK135 | The Humanities | Geography | Levels 9 and 10 | Geographical Knowledge | Biomes and food security

• VCGRCU012

  Examine the enduring influence of ancient Greek culture on the modern world, by discussing the ancient origins of modern values, pursuits, citizenship, literature, the arts and architecture

  Elaborations

  • recognising the ancient origins of national values such as democracy, equity and justice, freedom of speech and independent thought
  • comparing the concept of citizenship, rights and responsibilities in ancient Greece and the modern world
  • identifying references to ancient Greek mythology and literature in visual and performing arts and literature from antiquity to the present
  • exploring ancient connections with daily routines in modern society, such as sport, theatre and schooling
  • identifying literary influences from the Classical Greek period on popular culture, such as brand names, cartoons, adventure films, for example, Clash of the Titans, Troy, Hercules
  • exploring connections between ancient and modern music, for example, musical instruments such as the guitar, which is descended from the cithara or lyre
  • recognising the use of Greek as the language of the New Testament and as the original language of well-known texts such as the Lord’s Prayer
  • researching elements of Greek engineering and architecture seen in public buildings in Australia and across the world, for example, the use of Doric, Ionic and Corinthian columns
  • observing and discussing ancient Greek architectural structures and influences in Roman, Renaissance, Neoclassical and New Classical architecture

  VCGRCU012 | Languages | Classical Greek | Levels 7 and 8 | Understanding | The powerful influence of language and culture

• VCHHK149

  Significance of World War II to Australia’s international relationships in the twentieth century, with particular reference to the Britain, the USA, Asia and United Nations

  Elaborations

  • evaluating the significance of World War II to Australia’s international relationships in the twentieth century, with particular reference to the United Nations, Britain, the USA and Asia. Changing relationship with Britain and the emergence of ANZUS
  • evaluating the impact of World War II on the emergence of the United States as a major world power and on Australia’s alliance with the US, for example, the threat of Japan

  VCHHK149 | The Humanities | History | Levels 9 and 10 | Historical Knowledge | The modern world and Australia | Australia at war (1914 – 1945): World War II

• VCHIC095

  Convey information obtained from different sources relating to personal, social and natural worlds in spoken, written and multimodal forms suitable for a particular audience

  Elaborations

  • creating multimodal texts to share with Hindi speakers in different contexts that capture elements of their personal and social worlds, for example, हमारे स्कूल का एक दिन, मेरी मित्र-मण्डली
  • using different modes of presentation such as photo montages, written journals or recorded interviews to provide information for extended family members overseas about their social and educational experience in Australia
  • creating a video clip to support new students to the school, introducing aspects of school culture, key personnel and available study and extra-curricular options
  • presenting information gathered from print media/online sources on selected topics, using formats such as tables, graphs or spreadsheets to present statistical information or captions or spoken commentaries to report on environmental issues such as disaster relief or land degradation
  • creating a short video to post on their school website to report on a good news story, such as a successful fund-raising event or sporting or academic achievements
  • creating an interactive presentation for younger children to highlight the advantages of being bilingual/multilingual in a globalised world and of maintaining and strengthening a home/first language

  VCHIC095 | Languages | Hindi | 7–10 Sequence | Levels 7 and 8 | Communicating | Informing

• VCITU018

  Understand that Italian is one of many community languages spoken in Australia including Aboriginal languages and Torres Strait Islander languages, Asian languages and world languages

  Elaborations

  • understanding that Italian is the national language of Italy and is spoken in Italian-speaking communities around the world
  • experiencing the sounds, texts and images of different languages and cultures to develop an understanding of different languages used in the Australian community
  • noticing the different languages used by peers in their class and in their local community

  VCITU018 | Languages | Italian | F–10 Sequence | Foundation to Level 2 | Understanding | Language variation and change

• VCJAC001

  Interact with peers and the teacher to socialise and to exchange information about self, personal worlds and immediate environment, and to express feelings, likes and dislikes, using appropriate gestures

  Elaborations

  • exchanging greetings depending on the time of day, for example, おはよう　ございます。こんにちは。, using appropriate titles and terms of address, such as ～先生(せんせい) or Simon さん、 and gestures such as bowing to show respect
  • giving and receiving items using culturally appropriate gestures and language, for example, どうぞ。どうも　ありがとう。
  • exchanging personal details with Japanese-speaking peers via online or virtual forums, for example, providing name, age, school, and language(s) spoken at home
  • introducing themselves (じこしょうかい) using culturally appropriate formulaic expressions and gestures, はじめまして 、どうぞ　よろしく。、 with bowing and appropriate eye contact
  • describing aspects of their personal worlds, for example, friends, family, pets, teachers, school and interests, using expressions such as noun は　adjective　です。わたしの　ともだちは　おもしろい　です。
  • exchanging information about daily or leisure activities or events via face-to-face or online modes of communication such as blogs or virtual conversations, and comparing experiences with those of Japanese-speaking peers, using cohesive devices such as conjunctions when sequencing or elaborating, for example, 日(にち)よう日(び)に　えいがに行(い)きます。それから、かいものを　します。 or すしが好(す)き　です。でも、さしみが　好(す)きじゃない　です。
  • expressing likes and dislikes, for example, スポーツが　好(す)き　です。しゅくだいは　ちょっと…。
  • using formulaic language to express feelings, for example, おなかが　ぺこぺこ　です。つかれました 。さむい　です。どきどき　します。

  VCJAC001 | Languages | Japanese | 7–10 Sequence | Levels 7 and 8 | Communicating | Socialising

• 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

• VCLVC152

  Interact with peers, the teaching team and visiting respected community members about aspects of personal worlds, such as experiences at school, home, everyday routines, interests and activities

  Elaborations

  • describing self in relation to daily routines, family and friends, pastimes and aspects of school and home life
  • sharing and reflecting on learning experiences, such as visits, meetings, school and community activities with class members, using gestures, illustrations and graphics to support commentary
  • recounting specific events or experiences, using familiar and modelled language
  • asking and responding to questions to identify/describe features of people, plants, animals and items in the environment, for example, by referring to colour, size, number, location
  • talking about aspects of their personal worlds, such as interests and leisure activities
  • describing other people, such as family members, friends and teachers, for example, by identifying their kin relationship
  • showing interest in and respect for others, for example, by expressing praise or encouragement
  • expressing personal experiences and future plans, using modelled sentence patterns

  VCLVC152 | Languages | Victorian Aboriginal Languages | Levels 3 to 6 | Communicating | Socialising

• VCRAU030

  Develop understanding of ways to express possession and describe qualities of people and objects, and expand vocabulary and grammatical elements related to personal and social world

  Elaborations

  • describing people and animals using pronouns and adjectives of character
  • describing places and movement using prepositions and adjectives
  • referring to objects using concrete nouns related to home, school and local environment, for example, forms of transport and items such as foods
  • describing quantity using cardinal numbers, ordinal numbers, and plural forms
  • describing actions using simple verbs
  • recognising imperatives
  • seeking information using questions
  • linking ideas using conjunctions
  • locating events in time and using days of the week and months
  • understanding the rules for simple sentence construction and the use of possessive forms
  • giving praise, gratitude and encouragement
  • comparing the rules of punctuation in the language with those used in English, for example, using capital letters and full stops for sentences

  VCRAU030 | Languages | Roman Alphabet Languages | F–10 Sequence | Levels 3 and 4 | Understanding | Systems of language

• VCVIC005

  Present information and ideas relating to personal, social and natural worlds in spoken, written, digital and multimodal forms using modelled language structures

  Elaborations

  • presenting information in graphs or tables, for example, results from a class survey on preferred leisure activities, foods or idols
  • explaining to others a procedure or practice, for example, a recipe, fashion or health-care tips, a tutorial on rules of a sport or game, or instructions on keeping a pet
  • presenting a report in multimodal or digital form about personal interests or experiences, such as their favourite music, singer, film or book, a school excursion, a holiday or a local cultural event, using graphics to support meaning
  • describing aspects of life in Australia for an audience in Vietnam, for example, school life, community recycling, a birthday party, or a national event such as Anzac Day or Australia Day
  • using different modes of presentation to profile significant events, people or places related to the cultures and histories of Vietnamese-speaking communities
  • producing a program for a cultural event in Vietnam such as hội chợ Tết, tết Trung thu, or a promotional brochure about a tourist attraction such as chương trình tham quan vịnh Hạ Long

  VCVIC005 | Languages | Vietnamese | 7–10 Sequence | Levels 7 and 8 | Communicating | Informing

• VCRAC103

  Share personal opinions and experiences with peers, comparing aspects of teenage life

  Elaborations

  • interacting with peers to share experiences of and opinions about teenage life, such as responsibilities, relationships and aspirations
  • exchanging with peers aspects of own identity and personal world, for example, describing significant events such as a recent party, childhood holidays, school highlights, influential figures or milestones
  • developing relationships with peers by exchanging views and expressing empathy and well-wishes, for example, describing views of particular people or events, wishing others well, and experimenting with informal language where appropriate
  • debating issues and discussing personal views on topics such as education, relationships, environment, sustainability, employment, self-image, health and music
  • participating in conversations, using strategies to sustain interactions, such as asking for repetition, clarification or confirmation, and inviting further exchange

  VCRAC103 | Languages | Roman Alphabet Languages | 7–10 Sequence | Levels 9 and 10 | Communicating | Socialising

• VCLAU028

  Identify how cultural values, attitudes and beliefs of the Romans are embedded in their language

  Elaborations

  • discussing Roman values that are embedded in language, such as pietas, virtus, hospitium, fides
  • understanding how language and cultural practices are interconnected, for example, by explaining religious origins or connotations associated with words and expressions such as the polite command in the English RIP (‘rest in peace’) and the use of the more prayerful subjunctive in the Latin requiescat in pace
  • investigating the importance of Latin to personal status in the Roman world, as a means to social, economic and political advancement
  • examining language that reveals information about Roman government and administration, such as res publica, senatus, comitia, consul, dictator, princeps, census, and references in texts to public service, justice and the court system
  • discussing language that reveals the importance of public spaces and buildings in ancient Rome, for example, forum, temples, theatres
  • explaining references in texts to amphitheatres, gladiatorial combat, Circus Maximus, ‘bread and circuses’ and understanding the important place of entertainment in the Roman world
  • explaining the importance of religion to the Romans, with reference to concepts such as Lares et Penates, household genius, the worship of local gods at shrines, vestal virgins, cult of the Emperor
  • researching and discussing political and cultural influences in and on the works of leading writers, such as Cicero, Horace, Virgil, Livy, for example, mos maiorum; pax Romana
  • exploring the formal language that Romans used for greetings, or responding to the challenges of public life, such as ave, plurimas gratias, di immortales, and making comparisons with own language use in formal contexts
  • reflecting on how language, texts and artefacts provide a means of understanding the social and cultural practices of the Romans and how they conceptualised their world

  VCLAU028 | Languages | Latin | Levels 9 and 10 | Understanding | Role of language and culture

• VCECD017

  Explore the extent of ethical obligation and the implications for thinking about consequences and duties in decision-making and action

  Elaborations

  • placing a range of acts on a continuum from strictly obligatory to ‘above and beyond the call of duty’, and comparing the reasons for and implications of the placements, for example, giving up a full-time job to help family/friends/strangers, obeying rules/the law, handing in small/large amounts of found money, fighting in a war to protect your own country/a neighbouring or far or poor country/a country that has helped you in the past, volunteering at school/in the community, giving first aid at an accident, rescuing people who have disobeyed safety signs
  • discussing the views of a range of major religious traditions and non-religious world views on ethical obligation, to inform a response to an ethical issue, for example responding to global people movements or armed conflict
  • discussing a philosophical view on ethical obligation, for example those of Peter Singer in relation to poverty, and the kind of community change that would occur if those views were followed

  VCECD017 | Capabilities | Ethical Capability | Levels 7 and 8 | Decision Making and Actions