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• VCFRU125

  Understand the symbolic nature of language in local and global contexts

  Elaborations

  • identifying the function and power of cultural expressions such as stories, symbols, icons and anthems, for example, le tricolore, la Marseillaise, le fleur de lys, the Dreamtime, Aboriginal and Australian flags
  • considering how language marks respect, values and attitudes, and includes and excludes, for example, the language of law and medicine, the (changing) gendered nature of some professional titles in French (un médecin, un chef, une professeure), and access to community information for second language speakers
  • reflecting on the power of language in relation to own and others’ experience, for example, winning an argument or working out the meaning of unfamiliar French words; being locked out of conversations, or being a newcomer or an outsider in a social group

  VCFRU125 | Languages | French | 7–10 Sequence | Levels 9 and 10 | Understanding | Language variation and change

• VCKOU037

  Understand the symbolic nature and power of language in local and global contexts

  Elaborations

  • understanding the nature of language that reflects and may effect changes in peoples’ way of thinking and in aspects of society, finding examples from Korean, English and other known languages (for example, discouraging the use of language that implies social discrimination or replacing it with alternatives or newly created vocabulary
  • identifying the function and power of cultural expressions such as stories, symbols, icons and anthems, for example, 단군신화, 애국가, 아리랑, 태극기, the Dreamtime, Aboriginal and Australian flags
  • exploring and discussing how and why new products and practices from other cultures are adopted, typically with terminology in the language/s associated
  • collecting and discussing examples of language impacting on society and culture, drawing on other learning areas such as history, social studies and the arts

  VCKOU037 | Languages | Korean | 7–10 Sequence | Levels 9 and 10 | Understanding | Language variation and change

• VCARU034

  Understand the symbolic nature and influence of language in local and global contexts and how the use of language determines the nature of intercultural communication

  Elaborations

  • identifying and discussing how values or attitudes are differently reflected in Arabic and English, for example, attitudes to being on time reflected in language such as لا تستعجل؛ لن تهرب الحفلة؛ لا تهتم يوجد وقت كثير , and social interactions such as expressing thanks or appreciation more or less directly, or attitudes to making an apology
  • recognising that language and cultural practices are interconnected, for example, by identifying religious origins or connotations associated with places such as كربلاء؛ مكة الكرمة؛ أورشليم المقدسة؛ ديرالزور , or by identifying ways in which the residual influences of traditional lifestyles are preserved in language reflecting the sustainable use of resources
  • identifying similarities and differences between own ways of communicating and interactions between young Arabic speakers in different contexts and situations, for example, the expression of politeness or turn-taking in conversations
  • reflecting on personal encounters with cultural practices that have helped shape their attitudes towards and views of the world around them
  • discussing and reflecting on how language use such as persuasive, motivational and emotive language, can effect changes in social attitudes and mobilise actions and reactions
  • exploring a range of Arabic and English idioms and proverbs and analysing the cultural values and perspectives they reflect, for example,

    الجار قبل الدار؛ من جدّ وجد ومن زرع حصد؛ الوقت من ذهب؛ في التأني السلامة وفي العجلة الندامة

  VCARU034 | Languages | Arabic | 7–10 Sequence | Levels 9 and 10 | Understanding | Role of language and culture

• VCAMAM042

  Develop and refine media production skills to integrate and shape the technical and symbolic elements in images, sounds and text to represent a story, purpose, meaning and style

  Elaborations

  • refining use of production skills by working collaboratively to ensure that work meets expectations, for example, fulfilling a brief developed by in-school clients
  • designing media artworks to communicate with a particular audience, for example, applying genre conventions that engage the interests of a specific cultural or social group.
  • trialling and refining different layouts, designs and platforms for a website or virtual world, keeping the content consistent with the expectations of the end users, and with awareness of appropriate internet protocols

  VCAMAM042 | The Arts | Media Arts | Levels 9 and 10 | Media Arts Practices

• VCAMAR045

  Analyse and evaluate how technical and symbolic elements are manipulated in media artworks to challenge representations framed by social beliefs and values in different community and institutional contexts

  Elaborations

  • explaining how technical and symbolic elements, such as camera techniques, editing, sound rhythm and mise-en-scène, evoke a personal response such as excitement or fear, or convey an issue or idea such as differing opinions about climate change
  • reviewing a media artwork and adding to, disputing or endorsing the opinions expressed by another source
  • comparing the same idea, event or story presented in artworks in different media, explaining how different technical and symbolic elements are used to engage audiences and influence personal perceptions, for example, comparing two media artworks dealing with a current news event
  • deconstructing a film or television work that includes representation of Aboriginal and Torres Strait Islander peoples to analyse and evaluate the representation of traditional beliefs and values within contemporary cultures

  VCAMAR045 | The Arts | Media Arts | Levels 9 and 10 | Respond and Interpret

• Media Arts: Levels 9 and 10 achievement standards

  By the end of Level 10, students analyse how values and alternative viewpoints are portrayed in the media artworks they make, interact with and distribute.

  Students use intent, structure, setting, characters and genre conventions to evaluate how technical and symbolic elements are manipulated to...

  Level description | The Arts | Media Arts | Levels 9 and 10

• Drama: Levels 9 and 10 description

  In Levels 9 and 10, students develop more sophisticated approaches to making and responding to drama independently, in small groups, and with their teachers and communities. They continue to explore drama as an art form through improvisation, scripted drama, rehearsal and performance.

  Students...

  Level description | The Arts | Drama

• VCELA474

  Refine vocabulary choices to discriminate between shades of meaning, with deliberate attention to the effect on audiences

  Elaborations

  • creating texts that demand complex processes of responding, for example the inclusion of symbolism in advertising, foreshadowing in documentary and irony in humorous texts

  VCELA474 | Curriculum content | English | Level 10 | Writing | Language

• VCNRU117

  Examine how the language being studied and culture is variously expressed in different linguistic and cultural settings, identifying and explaining variations

  Elaborations

  • discussing elements of language and culture of the language being studied and how they have become part of Australian lifestyles
  • identifying and comparing the function and power of cultural representations, such as symbols and stories, for example, flags, Dreaming and the Dreamtime

  VCNRU117 | Languages | Non-Roman Alphabet Languages | 7–10 Sequence | Levels 9 and 10 | Understanding | Language variation and change

• 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

• VCELT464

  Analyse and evaluate text structures and language features of literary texts and make relevant thematic and intertextual connections with other texts

  Elaborations

  • using terms associated with literary text analysis (for example narrative, characters, poetry, figurative language, symbolism, soundtrack) when evaluating aspects that are valued and that contain aesthetic qualities
  • writing or speaking about how effectively the author constructed the text and engaged and sustained the reader’s/viewer’s/listener’s personal interest

  VCELT464 | Curriculum content | English | Level 10 | Reading and Viewing | Literature

• VCSIS140

  Communicate scientific ideas and information for a particular purpose, including constructing evidence-based arguments and using appropriate scientific language, conventions and representations

  Elaborations

  • using secondary sources as well as students’ own findings to help explain a scientific concept
  • using a range of representations, including mathematical and symbolic forms, to communicate science ideas
  • presenting results and ideas using formal experimental reports, oral presentations, multimodal presentations, poster presentations and contributing to group discussions

  VCSIS140 | Science | Levels 9 and 10 | Science Inquiry Skills | Communicating

• VCSSU125

  Different types of chemical reactions are used to produce a range of products and can occur at different rates; chemical reactions may be represented by balanced chemical equations

  Elaborations

  • investigating how chemical reactions result in the production of a range of useful substances, for example, fuels, metals and pharmaceuticals
  • using word or symbol equations to represent chemical reactions
  • investigating the effect of a range of factors, for example, temperature and catalysts, on the rate of chemical reactions

  VCSSU125 | Science | Levels 9 and 10 | Science Understanding | Chemical sciences

• Turkish - 7–10 Sequence: Levels 9 and 10 achievement standards

  By the end of Level 10, students interact in written and spoken Turkish to exchange and compare views and experiences on personal, local and global issues, for example, liseyi bitirince Türkiye’de üniversiteye gitmek istiyorum, okulu bitirdikten sonra seyahat etmek istiyorum. They us...

  Level description | Languages | Turkish | 7–10 Sequence | Levels 9 and 10

• Victorian Aboriginal Languages: Levels 7 to 10 achievement standards

  By the end of Level 10, students use the language to initiate, sustain and extend interactions, and to exchange information about interests, experiences and aspirations. They use spontaneous language wherever possible to participate in activities that involve taking action, collaborating, planning...

  Level description | Languages | Victorian Aboriginal Languages | Levels 7 to 10

• VCADAP044

  Perform dances using genre-and style specific techniques, expressive skills and productions elements to communicate a choreographer’s intent

  Elaborations

  • performing dances with an awareness of a choreographer’s intent and style, for example, focusing on culturally symbolic movements in a dance
  • refining confidence, clarity of movement, projection and focus to communicate the choreographer’s intent
  • manipulating the elements of dance in performance to reflect the social context a dance was created in, or to interpret a choreographer’s style and intent in contemporary styles, for example, a street dance style
  • identifying and refining expressive skills in performance, for example, selecting appropriate expressive skills to sensitively connect with varying social and cultural contexts, and audiences

  VCADAP044 | The Arts | Dance | Levels 9 and 10 | Present and Perform

• VCELU032

  Examine how Greek language and culture is variously expressed in different linguistic and cultural settings, identifying and explaining variations

  Elaborations

  • examining and explaining variations in language use in different Greek-speaking communities, and why the Greek language varies according to geographical location
  • discussing elements of Greek language and culture and how they have become part of Australian lifestyles, for example, celebrations such as το Γλέντι, το Πανηγύρι
  • identifying and comparing the function and power of cultural representations, such as symbols and stories, for example, flags, Greek myths and legends

  VCELU032 | Languages | Modern Greek | 7–10 Sequence | Levels 9 and 10 | Understanding | Language variation and change

• VCRAC076

  Translate a range of informative, literary and personal texts, comparing interpretations and explaining how cultural perspectives and concepts have been represented

  Elaborations

  • translating short texts and excerpts from a range of informative and literary texts, and reflecting on aspects of culture embedded in idiomatic language and proverbs, for example, proverbs in both the language and English such as 'The early bird catches the worm' or sayings such as ‘it’s raining cats and dogs’, or ‘as tough as nails’
  • choosing how to best represent cultural concepts and expressions for example, ‘best friend’, ‘better late than never’, ‘home sweet home’
  • translating signs and symbols such as public signs and emoticons

  VCRAC076 | Languages | Roman Alphabet Languages | F–10 Sequence | Levels 9 and 10 | Communicating | Translating

• VCADRE040

  Improvise with the elements of drama and narrative structure to develop ideas, and explore subtext to shape devised and scripted drama

  Elaborations

  • communicating meaning through realistic and non-realistic performance styles and dramatic forms by manipulating the elements of drama
  • establishing aspects of the dramatic action as symbolic, such as a suitcase being a person’s memories, a light symbolising hope
  • exploring the implied or underlying aspects of character and dramatic action
  • using questions to frame devising process, for example, What personal meaning is intended? What political statement is this work making? How have you used critical theories about drama to make your own drama? What emotion was most strongly felt as you viewed the drama?

  VCADRE040 | The Arts | Drama | Levels 9 and 10 | Explore and Express Ideas

• VCADRE041

  Manipulate combinations of the elements of drama to develop and convey the physical and psychological aspects of roles and characters consistent with intentions in dramatic forms and performance styles

  Elaborations

  • analyse and create performance highlighting subtext, dramatic tension, atmosphere and mood based on the story, setting, dialogue and stage directions
  • apply the conventions of character in particular forms and performance styles, using research to develop understanding of the conventions and refining use of relevant techniques
  • using questions to build an understanding of ways context can influence creative choices, for example, how does the drama relate to the social context in which it was created? What culturally symbolic movements are evident in this drama? What historical influences might be evident in contemporary drama created by Aboriginal and Torres Strait Islander Peoples? How are global trends in drama influencing Australian drama?

  VCADRE041 | The Arts | Drama | Levels 9 and 10 | Explore and Express Ideas