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• VCITC119

  Select and organise information from a range of spoken, written and multimodal texts in Italian; process and analyse ideas; and represent meanings, opinions and perspectives as appropriate to particular audiences

  Elaborations

  • listening to, viewing or reading texts that depict aspects of Italian culture, art, history or geography, and sharing the information with others, for example, comparing online tourist brochures, and reading or viewing a series of advertisements and creating own advertisement to attract Italian tourists to an Australian city/town/area
  • researching, recording and synthesising information from texts, including television programs, reports, interviews, video clips, documentaries, graffiti and social networks, using tools such as tables, concept maps, webbing and charts to organise and order information and inform others of findings
  • deducing meaning, evaluating and synthesising information and identifying cultural references in texts that show different representations of Italian culture
  • conducting online surveys to report on attitudes towards topics such as water usage, consumer choice, technology use, music or celebrities

  VCITC119 | Languages | Italian | 7–10 Sequence | Levels 9 and 10 | Communicating | Informing

• VCVIC184

  Reflect on own cultural identity and how it is both shaped by and influences ways of communicating, thinking and behaving

  Elaborations

  • making decisions about relevant information to be included in a cultural identity profile to exchange with non-Vietnamese speakers, for example, deciding what personal details to include such as age, gender and salary, depending on contexts, purpose and relationships
  • reflecting on choices made to present self to others in particular ways or to conceal aspects of identity when interacting across cultures; and noticing differences in the way they communicate, think and behave in different contexts
  • exploring how individual ways of communicating, thinking and behaving help shape views of own cultural identity, for example, why a Vietnamese-Australian teenager who speaks English better than they do Vietnamese and understands more about Australian culture than Vietnamese culture may view themselves as more Australian than Vietnamese
  • comparing and contrasting a Vietnamese and Australian experience, such as a celebration, and considering how their own and others’ identity may shift according to the context

  VCVIC184 | Languages | Vietnamese | F–10 Sequence | Levels 9 and 10 | Communicating | Reflecting

• VCASFC083

  Reflect on the experience of learning and using Auslan formally in school, and considering how intercultural communication involves shared responsibility for making meaning

  Elaborations

  • reflecting and reporting on how learning Auslan formally in school provides insights into the general nature of language and culture as well as an explicit means of interpreting the world in which they live
  • considering the relationship that exists between language, culture and issues of access and identity, and the significance of issues of discrimination, inclusion and exclusion
  • keeping a journal of experiences (humorous, satisfying or challenging) associated with using Auslan in school and in wider community contexts, noting changes in their responses and reflections over time and comparing insights gained through interactions with other languages and cultures
  • considering the layers of intercultural complexity and depth in the Deaf community, for example in relation to the insider/outsider concept or the role of deaf members of deaf families, and reflecting on their own position within such frameworks
  • sharing and comparing cultural and intercultural experiences and capabilities in different signed and spoken/written languages including Auslan, and identifying benefits of using more than one language, such as a larger repertoire of communication strategies, additional insights and perspectives, opportunities for new experiences
  • reflecting on their experience of living and communicating in a visual world and on particular challenges and benefits they have experienced
  • discussing how intercultural communication is a two-way process which involves shared responsibility for meaning-making and ensuring understanding

  VCASFC083 | Languages | Auslan | First Language Learner | F–10 Sequence | Levels 9 and 10 | Communicating | Reflecting

• VC2M10SP02

  interpret networks and network diagrams used to represent relationships in practical situations and describe connectedness

  Elaborations

  • investigating how networks and network diagrams can be used to model authentic situations, recognising what real-world quantity is represented by the nodes (vertices), and what real-world quantity is represented by the links between them (edges)
  • investigating the use of graphs to represent a network, for example, investigating the Seven Bridges of Königsberg problem
  • investigating how polyhedrons may be represented as a network using edges, vertices, and interior and exterior faces; and representing the number of edges, vertices and faces in a table, exploring and demonstrating how Euler’s formula F + V = E + 2 applies
  • investigating how a social network, intranet, local area network (LAN), electrical wiring or wireless network of a home can be represented as a network diagram to specify relationships; for example, using network diagrams to investigate practical problems involving connections, power overload or the need for routers
  • investigating the use of networks to represent authentic situations, for example, rail or air travel between or within London, Paris and Hong Kong; a food web representing a simple ecosystem; metabolic networks and other chemical or biological structures
  • representing Aboriginal and Torres Strait Islander Peoples’ kinship systems using network diagrams and exploring the significance of relationships to Country/Place

  VC2M10SP02 | Mathematics | Mathematics Version 2.0 | Level 10 | Space

• VCARC024

  Create imaginative texts in multimodal forms, including digital, that draw on past experiences or future possibilities, experimenting with different techniques

  Elaborations

  • creating imaginative texts in multimodal forms that include illustrations, such as cartoons or captioned photo stories
  • composing and performing or filming imaginative texts such as role-plays, raps and video clips, using expressive language and movement
  • creating alternative versions of traditional Arabic stories and films by introducing new characters and contexts and alternative endings
  • expressing imagined experiences in a range of texts such as poems and video clips that relate to significant celebrations or events in both Australia and the Arabic-speaking world, for example,

    عيد الأم؛ عيد الأنزاك؛ العيد الوطني الأسترالي ؛ الأعياد الدينية مثل عيد الميلاد وعيد القيامة وعيد الفطر وعيد الأضحى

  VCARC024 | Languages | Arabic | 7–10 Sequence | Levels 9 and 10 | Communicating | Creating

• VCDTCD052

  Design algorithms represented diagrammatically and in structured English and validate algorithms and programs through tracing and test cases

  Elaborations

  • designing algorithms to solve real-world problems and describing algorithms using flow charts and structured English, for example START, END, IF and UNTIL
  • recognising that different algorithms can solve a problem with different trade-offs
  • tracing algorithms to predict results and program state for a given input, for example desk checking or using an interactive debugging tool
  • using tracing techniques to test algorithms, for example desk checking an algorithm for a given input by stepping through the algorithm while keeping track of contents of the variables
  • developing test cases that correspond to the requirements of the specifications, for example validating program behaviour on a range of valid and invalid user input

  VCDTCD052 | Technologies | Digital Technologies | Levels 9 and 10 | Creating Digital Solutions

• VCELU187

  Understand that language, culture and communication are interrelated and shaped by each other, and recognise how this impacts on attitudes and beliefs

  Elaborations

  • collecting examples of Greek in the local landscape, for example, in particular parts of the city such as marketplaces, exhibitions or cultural events, and discussing the influence and significance of Greek language and culture on the sustainability of communities in Australia today
  • reflecting on the impact of Greek migration on many other languages and cultures, for example, by conducting a classroom project on Greek ideas which have shaped and influenced the world
  • recognising the importance of learning and using different languages to access the cultural practices, values and beliefs of others
  • analysing and describing how language use and culture are interrelated and reflect and shape relationships, practices and attitudes across Greek-speaking communities

  VCELU187 | Languages | Modern Greek | F–10 Sequence | Levels 9 and 10 | Understanding | Role of language and culture

• VCESC025

  Express creative ideas and imagined experiences that relate to the cultures of Spanish-speaking communities using a variety of texts

  Elaborations

  • reinterpreting familiar stories or fictional characters, referencing cultural characteristics while creating new situations or different effects, for example, incorporating alternative text into popular cartoons such as Mafalda
  • composing adapted or simplified versions of classic stories such as Caperucita Verde or Los doce enanos for a younger audience
  • composing performance texts such as skits, raps or poems to amuse, entertain and engage other learners of Spanish
  • creating a video clip or digital story involving imaginary persona or avatar in a Spanish-speaking fantasy world, incorporating communicative styles and behaviours observed in texts from Spanish-speaking contexts

  VCESC025 | Languages | Spanish | 7–10 Sequence | Levels 9 and 10 | Communicating | Creating

• VCESC023

  Organise and present critical perspectives on information obtained from different sources to a variety of audiences

  Elaborations

  • researching, presenting and taking a position on questions relating to contemporary topics such as Los efectos de las redes sociales en la vida de los jóvenes
  • producing a brochure to identify aspects of their city/town/region likely to be of interest to Spanish-speaking visitors of the same age
  • presenting a personal or shared perspective on topics such as fashion, music, cinema or social media, using formats such as displays, online posts or oral presentations to provide critical or explanatory commentary
  • researching and presenting information about social and environmental issues affecting Spanish-speaking regions of the world, for example, consecuencias de la deforestación en el Amazonas

  VCESC023 | Languages | Spanish | 7–10 Sequence | Levels 9 and 10 | Communicating | Informing

• VCGGC129

  Identify, analyse and explain significant interconnections within places and between places over time and at different scales, and evaluate the resulting changes and further consequences

  Elaborations

  • evaluating the effects of international demand for food products on biodiversity throughout the world, in the places of their production
  • using the concept of a system to examine the interconnections between biophysical processes and the human actions, and their underlying causes, that generate environmental change, together with the consequences of these changes
  • identifying the biomes in Australia and overseas that produce some of the foods and plant material people consume and ways that the production of food and fibre has altered some biomes through, for example, vegetation clearance
  • examining how a person’s wellbeing is influenced by where they live, with reference to at least two different scales in a country of the Asia region
  • exploring how transport networks operate to connect people to services, including how supply chain logistics influence these connections

  VCGGC129 | The Humanities | Geography | Levels 9 and 10 | Geographical Concepts and Skills | Place, space and interconnection

• VCGGC128

  Identify, analyse and explain significant spatial distributions and patterns and identify and evaluate their implications, over time and at different scales

  Elaborations

  • identifying and describing the major aquatic and terrestrial biomes of Australia and the world, and their spatial distribution
  • examining how information and communication technologies have made it possible for places in India and the Philippines, for example, to provide a range of global business services
  • proposing geographical management strategies for the environmental change being investigated, for example, establishing reserves and corridors to preserve biodiversity (a spatial strategy), ecosystem-based management (an environmental strategy), urban planning to reduce energy consumption (a spatial strategy), and addressing the underlying as well as immediate causes of environmental change (holistic thinking)
  • examining spatial data on human wellbeing in India to identify the regions with different levels of wellbeing, identifying patterns and debating explanations of the differences

  VCGGC128 | The Humanities | Geography | Levels 9 and 10 | Geographical Concepts and Skills | Place, space and interconnection

• VCGGK140

  Ways in which transportation and information and communication technologies are used to connect people to services, information and people in other places

  Elaborations

  • describing the differences in people’s access to the internet between and within countries and exploring how information and communication technologies are being used to connect people to information, services and people in other places, for example, in rural and remote areas across Australia and the world, including selected countries of the Asia region
  • examining how information and communication technologies have made it possible for places in India and the Philippines, for example, to provide a range of global business services
  • exploring how transport networks operate to connect people to services, including how supply chain logistics influence these connections

  VCGGK140 | The Humanities | Geography | Levels 9 and 10 | Geographical Knowledge | Geographies of interconnection

• VCHHC128

  Evaluate the historical significance of an event, idea, individual or place

  Elaborations

  • developing questions and criteria that support the evaluation of historical significance
  • identifying a significant event, person or idea and evaluate its significance using the criteria of importance, profundity, quantity, durability, relevance
  • explaining the significance of the fall of Singapore (1942) in the changes in Australia’s military alliances and use of troops during World War II, using a range of sources, for example, accounts of prisoners of war, commanders such as General Gordon Bennett, politicians such as Prime Minister John Curtin, and Japanese and British sources
  • constructing an explanation using sources of evidence to support the analysis of a significant individual, event and/or cultural achievement. Use consistent referencing and historical terms and concepts

  VCHHC128 | The Humanities | History | Levels 9 and 10 | Historical Concepts and Skills | Historical significance

• VCECD023

  Investigate how different factors involved in ethical decision-making can be managed by people and groups

  Elaborations

  • identifying an ethical problem and how a social and/or private institution negotiates different points of view, for example NGOs working in local communities, or government organisations such as local councils with a planning or development issue
  • analysing a range of fiction and non-fiction texts such as autobiographies to compare and reflect on how characters/people internally managed the interaction of factors such as feelings, reasoning, experience, dispositions and conscience

  VCECD023 | Capabilities | Ethical Capability | Levels 9 and 10 | Decision Making and Actions

• VCECU019

  Investigate the connections and distinctions between and the relative value of concepts including fairness and equality, and respect and tolerance

  Elaborations

  • discussing whether fairness and equality are the same thing, and if not, which is more important, using examples such as affirmative action, concessions for those with special needs, or differences in tax rates
  • discussing whether there are distinctions in attitudes of respect and tolerance, in relation to, for example, different views on child vaccination
  • discussing why punishments may be unequal and whether this is fair, for example, if applied to the same case in court or in a sporting tribunal

  VCECU019 | Capabilities | Ethical Capability | Levels 9 and 10 | Understanding Concepts

• VCHHC125

  Evaluate different historical interpretations and contested debates

  Elaborations

  • developing an historical argument that identifies different possibilities in interpretation and argues a particular point of view, with consistent and specific reference to the evidence available
  • using a selection of narratives and historical interpretations discuss why there are different interpretations.
  • analysing a contested debate such as the effects of European settlement, ANZAC legend, the Brisbane Line, reds under the bed and McCarthyism
  • constructing a historical argument using sources of evidence.
  • comparing interpretations with others and evaluate differences

  VCHHC125 | The Humanities | History | Levels 9 and 10 | Historical Concepts and Skills | Historical sources as evidence

• VCNRC106

  Obtain, analyse and use information from a range of spoken, written, digital and visual texts, identifying and comparing perspectives on social and cultural issues

  Elaborations

  • listening to, reading or viewing a range of texts, for example, a recount of a celebration, and identifying cultural use of language
  • compiling and comparing perspectives on social and cultural issues in communities that speak the language being studied, such as comparing attitudes to sport
  • identifying different perspectives in a range of texts that relate to social and cultural issues such as special occasions, and associated greetings
  • exploring and gathering information on a range of cultural practices through a variety of sources, for example, excerpts from a song

  VCNRC106 | Languages | Non-Roman Alphabet Languages | 7–10 Sequence | Levels 9 and 10 | Communicating | Informing

• VCNRC109

  Experiment with different techniques to create and present imaginative texts designed to engage different audiences

  Elaborations

  • listening to, reading and viewing texts, such as songs and films, and creating a new version or modifying key aspects, for example, introducing a new character or changing the ending
  • illustrating and captioning imaginative stories in different formats, such as cartoons, photo stories, using descriptive and expressive language
  • composing and presenting texts, using verbal and nonverbal expressions
  • creating a range of texts to entertain particular audiences, for example, children’s books, songs, cartoons and video clips suitable for younger learners of the language

  VCNRC109 | Languages | Non-Roman Alphabet Languages | 7–10 Sequence | Levels 9 and 10 | Communicating | Creating

• VCNRU084

  Reflect on the dynamic and ecological nature of language, and that all languages influence each other

  Elaborations

  • recognising how English may be modifying language use in particular spheres in the language being studied, for example, language used in the entertainment industry, films and television programs, or language used to express modern concepts, or language used to keep up with trends
  • recognising that language changes over time by, for example, viewing films in historical settings and those in contemporary settings and discussing the language used

  VCNRU084 | Capabilities | Personal and Social Capability | Levels 9 and 10 | Understanding | Language variation and change

• VCRAC113

  Interact with others, monitoring how identity influences intercultural exchange, and reflect on own identity

  Elaborations

  • analysing language choices and gestures used by speakers of the language and considering whether or not and how to use these in own communication
  • reflecting on choices made to reveal or conceal aspects of identity when interacting with different people across cultures
  • gathering examples of language/s used by various people in different contexts, and discussing how the examples reveal aspects of identity
  • monitoring own language use and identity across a range of intercultural interactions, such as by using a blog or journal, and considering own views about being a learner and user of the language studied

  VCRAC113 | Languages | Roman Alphabet Languages | 7–10 Sequence | Levels 9 and 10 | Communicating | Reflecting