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• VCKOU204

  Understand and use vocabulary that conveys abstract ideas and establishes register and style for specific audiences

  Elaborations

  • using a range of common nouns and verbs to describe activities and phenomena taking place in home, school and the wider context, such as transport, networking, festivals, weather, seasons, nature, transactions, for example, 여행, 기차, 비행기, …, 축제, 숙제, 음악, 산, 강, 호수, …, 여름, 겨울, …, 영화, 입장권, 표, …, 차례, 소리, 바쁘다, 아끼다, 춥다, 덥다, …, 많다, 적다, …,연락하다, 편리하다, 친절하다, 다치다, 시작하다, 출발하다, 도착하다, 참가하다, 기다리다
  • using abstract nouns and verbs associated with abstract or complex concepts, processes, attitudes, for example, 방법,문제, 계획(하다), 신선하다, 생각하다, 심각하다, 생기다, 되다, 그렇다, 믿다, 확신하다
  • using a range of descriptive verbs to express qualities of people, animals or nature, such as character, appearance or scenery, including some complex personal attributes, for example, 착하다, 부지런하다, 게으르다, 참을성이 있다, 정직하다, 깨끗하다
  • using specialised vocabulary drawn from other learning areas or broader topics of interest such as social or environmental issues, including some highly abstract words, special terminology, some loan words from English and some figurative use of common words (for example, ‘지구가 죽는다’): 지구, 북극, 남극,빙하, 환경, 자연, 태풍, 사이클론, 캠페인, 에너지, 청소년, 실업, 녹다, 보호(하다), 절약(하다), 낭비(하다), 파괴되다, ‘쓰레기 분리수거’, ‘환경보호’, ‘지구 온난화’, ‘다문화 사회’
  • using/recognising some well-known Korean geographical names (for example, 부산, 제주도)
  • identifying Korean names of some folk genres such as 민요, 설화 or 탈춤, and some titles of Korean folk songs or folk tales such as 아리랑, 강강술래, 심청전 or 흥부전
  • using/recognising some procedural vocabulary relating to some aspects of everyday life such as operating appliances or cooking instant food, for example, 국수, 국물, 정도 (for example, 4분 정도) 냄비, 끓이다, 넣다, 붓다, 젓다
  • using reflective/sympathetic words or phrases to signal empathy, down-toning or indirect disagreement, or just as a pause filler, for example, 그렇지요?; 좋았겠어요;아마; 글쎄요; 그런가요?; 아닌 것 같은데요
  • expanding and using honorific or humble vocabulary, for example, 주무시다, 여쭤 보다
  • expanding the range and use of adverbs, for example,훨씬, 함께, 겨우, 아마, 한번, 모두, 분명히, 하마터면
  • expanding the use of temporal vocabulary, including 작년, 올해, 내년, …전/후
  • using elements of metalanguage appropriately, for example, 단어, 명사, 동사, 줄임말, 높임말/존대말, 문장
  • inferring meanings of unknown words or expressions from information available from the text or context

  VCKOU204 | Languages | Korean | F–10 Sequence | Levels 9 and 10 | Understanding | Systems of language

• VCADAR046

  Analyse a range of dance from contemporary and past times, including dance of Aboriginal and Torres Strait Islander peoples, to explore differing viewpoints and develop understanding of dance practice across local, national and international contexts

  Elaborations

  • investigating the influence of Australian and international dance artists and companies on dance practices, including the influence of those who identify as belonging to specific cultural groups, for example investigating the role and influence of Bangarra
  • considering how global trends in dance influence the development of dance in Australia, for example, how global trends in street dance influence Australian dance, or how effectively have ballet conventions been manipulated within a work to communicate ideas and intentions
  • identifying the impact of media and social and technological change on dance practice, for example, interactions between kinaesthetic and visual aspects of dance in forms that incorporate digital components or the way that dance by groups such as Djuki Mala (The Chooky Dancers) can be shared across the globe via social media
  • interrogating the cultural and social roles and responsibilities of the dance industry, recognising the power of dance in advocating for change

  VCADAR046 | The Arts | Dance | Levels 9 and 10 | Respond and Interpret

• VCADRR046

  Analyse a range of drama from contemporary and past times, including the drama of Aboriginal and Torres Strait Islander peoples to explore differing viewpoints and develop understanding of drama practice across local, national and international contexts

  Elaborations

  • evaluating conventions from past forms and styles to consider how these can be incorporated into own drama and contemporary practice, for example, ‘How successful were the actors and director in conveying the playwright’s stated intent? How successfully have the design elements been incorporated into the drama?
  • identifying and describing the actor-audience relationship in different dramatic contexts, forms and styles
  • linking conventions from different forms with purposes, origins and contexts
  • identifying the impact of media, and social and technological changes on drama practice, for example, interactions between kinaesthetic and visual aspects of dance in forms that incorporate digital components
  • interrogating the cultural and social roles and responsibilities of the theatre industry, recognising the power of drama in advocating for, and being a catalyst of change, for example, investigating how the work by contemporary Aboriginal and Torres Strait Islander writers and performers for television, film, circus and comedy is impacting on community understanding about issues such as land rights and reconciliation

  VCADRR046 | The Arts | Drama | Levels 9 and 10 | Respond and Interpret

• VCAMAR046

  Analyse and evaluate a range of media artworks from contemporary and past times, including media artworks of Aboriginal and Torres Strait Islander Peoples, to explore differing viewpoints and enrich their media arts making

  Elaborations

  • examining NITV (National Indigenous TV) news and sports programs to explore how Aboriginal and Torres Strait Islander peoples' perspectives create and challenge views in mainstream stories
  • investigating the differences between government regulation and self-regulation, for example, researching Australia’s classification system and its relationship to audience, in the production and reception of media artworks from different periods of time.
  • researching viral marketing campaigns and examining the social and ethical implications that arise in relation to choice of different platforms as drivers of distribution
  • exploring the role of media makers in challenging prevailing views on issues of contemporary relevance, for example, social and cultural issues presented in Australian film and television
  • identifying a variety of ways in which media can be produced, including through sole digital producers, cross-media organisations, public and private sector, and multinational organisations from different periods of time and cultures

  VCAMAR046 | The Arts | Media Arts | Levels 9 and 10 | Respond and Interpret

• VCAMUR046

  Analyse a range of music from contemporary and past times, including the music of Aboriginal and Torres Strait Islander peoples to explore differing viewpoints, enrich their music making, and develop understanding of music practice in local, national and international contexts

  Elaborations

  • evaluating and comparing stylistic interpretations of a range of music to develop aesthetic awareness
  • comparing and evaluating audience responses and performer roles across a broad range of formal, informal, virtual and interactive settings
  • evaluating their own and others’ music, and using feedback to refine and improve performances and compositions
  • discussing the influence of music on the development of personal and cultural identity in local, national and international contexts, for example, by considering songs by Aboriginal and Torres Strait Islander musicians and/or other Australian musicians who draw on the cultures of their families and asking questions such as what is the cultural context in which this music was composed or performed or how does this music relate to cultural identity of its composer/performer?

  VCAMUR046 | The Arts | Music | Levels 9 and 10 | Respond and Interpret

• VCARU030

  Expand spoken and written expression by extending grammatical knowledge of Arabic, including features such as conditional and subjunctive moods, embedded clauses, imperative, future tense and vocative case, and acquisition of vocabulary and expressions that are culturally embedded

  Elaborations

  • using سوف in addition to the present tense to express future plans, for example, سوف أذهب إلى الجامعة؛ سوف أسافر مع أهلي؛ سوف أشتري سيارة؛ سوف أعمل في مطعم
  • using the conditional mood as a formulaic expression, for example,

    لو: لو نجحت، سوف يشتري لي أبي محمولاً جديداً

  • understanding and using the conjunctions لكن to compare people and actions, expanding on their expression, for example, خالي غني لكن عمّي فقير؛

    أخي يلعب كثيرا لكن أختي تدرس دائم

  • using interrogative pronouns and expressions such as لماذا؛ لمَ؟ هل؟ to ask questions and make requests, for example,

    لماذا أحضرت الكرة معك إلى الصف؟ هل تقدر أن تعطيني القلم؟ لمَ تحب الموسيقى؟

  • expanding their knowledge of noun–adjective agreement through understanding and applying the irregular plural form, for example,

    بيت/بيوت كبيرة؛ كرسي/كراسي جديدة؛ كتاب/كتب قيمة؛ يوم/أيام جميلة؛ تلميذ/تلاميذ مجتهدون؛ معلمون ملتزمون

  • using expressions to indicate preference and compare, for example,

    هذا أقل من هذا؛ الكتاب أخف من الكرسي؛ العلوم أفضل من الرياضة

  • creating compound and complex sentences by using embedded clauses such asالكتاب المفضل لدي (والذي أحبه كثيرا) هو ...
  • understanding that Arabic uses the dual form of nouns, verbs and adjectives, in both masculine and feminine forms, for example,

    هذان كتابان جديدان؛ هاتان صديقتان وفيتان

  • understanding and applying indirect object pronouns and passive voice to express ideas objectively in texts such as articles and speeches, for example, أُنهيت المباراة سريعاً ؛ دُق الجرس متأخراً
  • using cohesive devices to sequence ideas, for example, في البداية؛ بعد ذلك؛ أخيراً
  • extending use of negative forms, for example, لن أتصل بك؛ لم أتأخر عن الدرس؛ ليس عندي وقت
  • using إلا to express exceptions, for example, أحب كل المواد إلا الرياضيات
  • describing people and objects using comparatives and superlatives, for example, رسمك جميل؛ رسم سامي أجمل من رسمي؛ رسم عدنان الأجمل
  • using elements of exaggeration and emphasis, for example,

    للمرة المليون أكرر هذه العبارة

  • using a range of irregular adjectives to describe number, shape and colour, for example, قميص أحمر؛ حقيبة حمراء؛ قلم أخضر؛ ممحاة خضراء؛ شكل مدور؛ مثلث؛ مربع؛ مستطيل
  • using singular and plural third person possessive pronouns to indicate relationships, for example, أصدقاؤهم كتابه؛ قلمها؛
  • using adverbial phrases to expand on ideas and provide further information related to feelings, attitudes and abilities, for example, متأخراً؛ باكراً؛ دائماً؛ مسرعاً
  • developing metalanguage to discuss grammatical features and to explain how word order, tenses and moods, adjectives and adverbs can be used to enhance meaning and expand expression
  • using imperative verb forms to persuade, encourage, and give advice, for example,

    لنذهب إلى المعلم ونسأله؛ هيا حاول مرة ثانية؛ ممتاز! أحسنت؛ تكلم مع سامر

  • using subjunctive mood to express doubt, uncertainty or emotion, for example,

    ربما نذهب إلى السينما يوم السبت ؛ قد أسافر في العطلة

  VCARU030 | Languages | Arabic | 7–10 Sequence | Levels 9 and 10 | Understanding | Systems of language

• VCAVAR046

  Analyse, interpret and evaluate a range of visual artworks from different cultures, historical and contemporary contexts, including artworks by Aboriginal and Torres Strait Islander Peoples to explore differing viewpoints

  Elaborations

  • analysing the role of visual arts as a means of challenging prevailing traditional ideas, for example, how contemporary Aboriginal and Torres Strait Islander artworks challenge prevailing traditional ideas about traditional art styles from this culture
  • identifying how visual arts professionals embed their values and beliefs, and how audiences react and interpret the meaning and intent of their artworks differently
  • discussing the range of viewpoints expressed about an artwork or art issue
  • considering the practices of visual arts practitioners when making commentaries about social, environmental and sustainability issues
  • interrogating the cultural and social roles and responsibilities of arts industries, recognising the power of the visual arts in advocating for, and being a catalyst for, change

  VCAVAR046 | The Arts | Visual Arts | Levels 9 and 10 | Respond and Interpret

• VCAVCDR010

  Analyse and evaluate the factors that influence design decisions in a range of visual communications from different historical, social and cultural contexts, including presentations by Aboriginal and Torres Strait Islander peoples

  Elaborations

  • analysing the connections between materials, media, and methods in a visual communications in a range of historical, cultural and social contexts
  • investigating and evaluating the use of materials, methods and media used by designers from different historical, social and cultural contexts
  • evaluating the forms and styles of visual communication designs from different historical, social and cultural contexts
  • evaluating the use of drawing conventions and methods by designers from different times and places at different stages of the design process
  • analysing the effective use of materials, methods and media in communicating ideas to targeted audiences
  • analysing and evaluating the most effective use of drawing conventions in a range of historical, social and cultural contexts

  VCAVCDR010 | The Arts | Visual Communication Design | Levels 9 and 10 | Respond and Interpret

• VCAVCDR011

  Analyse and evaluate the use of methods, media, materials, design elements and design principles in visual communications from different historical, social and cultural contexts, including presentations by Aboriginal and Torres Strait Islander peoples

  Elaborations

  • investigate the methods used by designers to create visual communications, for example the methods the designer used that best suited the design style and aesthetic.
  • investigating the practices of designers from different cultures, for example, compare the practice of Aboriginal and Torres Strait Islander designers with other Australian designers
  • analysing and evaluating the use of visual imagery to persuade audience choice, for example, how designers use visual imagery to persuade their audiences
  • researching how design styles from different periods of time and cultures reflect their respective societies and cultures
  • discussing the use of design elements and design principles to communicate messages to different audiences in a range of contexts, for example, producing an advertisement for the same product in a magazine, on a billboard, and on a website
  • investigating and analysing the ways in which designers use materials, methods and media in sustainable practices to produce visual communications

  VCAVCDR011 | The Arts | Visual Communication Design | Levels 9 and 10 | Respond and Interpret

• VCCCG028

  Discuss the role of political parties and independent representatives in Australia’s system of government, including the formation of governments, and explain the process through which government policy is shaped and developed

  Elaborations

  • investigating how the contemporary party system operates in Australia’s liberal democracy and how governments are formed in parliament
  • discussing the meaning of key concepts such as parliamentary majority, the opposition, hung parliament, minority government, party platform, and mandate
  • investigating the role of the Prime Minister and Cabinet, the bureaucracy and the parliament in policy-making
  • discussing the development of government policy such as health, education, disability

  VCCCG028 | The Humanities | Civics and Citizenship | Levels 9 and 10 | Government and Democracy

• VCCCL033

  Describe the key features of Australia’s court system, including jurisdictions and how courts apply and interpret the law, resolve disputes and make law through judgments, and describe the role of the High Court in interpreting the Constitution

  Elaborations

  • creating a visual representation of the court jurisdictions in Australia
  • categorising sample cases in relation to the courts in which they would be heard, for example cases from criminal, consumer, family, human rights and environmental law
  • describing the role of a particular court, for example a supreme court, a magistrates court, or the Family Court of Australia
  • analysing how court judgments impact on the development of law, for example the role of precedents
  • examining the jurisdiction of the High Court
  • investigating an example of a High Court judgment in interpreting and applying Australian law, such as the Mabo decision

  VCCCL033 | The Humanities | Civics and Citizenship | Levels 9 and 10 | Laws and Citizens

• VCDEU183

  Understand and apply in complex sentences a range of vocabulary and grammatical structures, including future tense, imperative mood and some relative pronouns, for the purposes of interaction, narration, description, persuasion, argument and exposition

  Elaborations

  • specifying and describing people, places and objects by applying knowledge of the case system to articles, common demonstratives, and possessives followed by adjectives, for example, Jedes deutsche Kind isst gern Kartoffelpuffer.; Ich habe mit meinem neuen Computer große Probleme.
  • recognising instances of the genitive case mainly in written texts, for example, Omas Leben, die Rolle der Frau, der Gebrauch des Genitivs, understanding its function to indicate possession and using the more common ‘von + dative case + noun’ as an alternative, for example, das Haus von meinen Eltern/das Haus meiner Eltern
  • noticing that relative pronouns have gender and case and are usually the same as definite articles, and understanding the difference in function, for example, Der Mann, der am Tisch sitzt, ist Koch.; Das ist der Beruf, den ich am interessantesten finde.
  • understanding and using the appropriate tense (present, present perfect, simple past, future) with a range of regular and irregular verbs, including:
    • common reflexive verbs, including some with dative reflexive pronoun and noun direct object, for example, Ich wasche mir die Hände.
    • transitive and intransitive verbs
    • modal verbs
    • verbs with separable and inseparable prefixes
  • describing plans and aspirations using werden and a single infinitive, for example, In der Zukunft werde ich mehr Sport treiben.
  • using the different imperative forms of verbs for peers and adults, for example, SpielSpielt/Spielen Sie mit! Sei/Seid/Seien Sie willkommen!
  • indicating contradiction using doch
  • connecting and contrasting ideas, events and actions using a variety of conjunctions and cohesive devices, including embedded clauses such as relative clauses, and noticing the word order, for example, Um Geld zu haben, muss man einen Job finden.; Entweder werde ich Klempner oder Elektriker. Der Film, den du sehen willst, läuft jetzt im Kino
  • understanding the difference between interrogatives which incorporate a preposition and refer to people and those which refer to objects, for example, Mit wem gehst du zur Party?; Worüber schreibst du deinen Englischaufsatz?
  • noticing and experimenting with compound forms such as common da- and wo(r)- constructions, for example, Was machst du damit? Woran erinnerst du dich?
  • understanding and using the accusative, dative and ‘two-way’ prepositions accurately with regard to case and meaning, including a limited range of common idiomatic prepositional phrases, for example, Meine Eltern sind mit 21 aus Deutschland ausgewandert. Sie denkt oft an ihre Kindheit
  • modifying meaning through the use of adverbs and adverbial phrases, for example, Das haben sie schon gemacht. Lauft so schnell wie möglich zum Supermarkt!
  • using a range of expressions for indefinite quantities, for example, einige, manche, mehrere
  • understanding and using formulaically common subjunctive forms (Konjunktiv II) such as hätte and wäre and würde + infinitive, for example, Wenn ich reich wäre, würde ich ein schnelles Auto kaufen. Er tut so, als ob er keine Zeit hätte

  VCDEU183 | Languages | German | F–10 Sequence | Levels 9 and 10 | Understanding | Systems of language

• VCDEU031

  Identify, comprehend and create a range of different text types, including simple narrative, informative and persuasive texts such as diary entries, letters, advertisements and articles, incorporating appropriate linguistic, textual and cultural elements

  Elaborations

  • applying knowledge of the interrelationship of audience, context and purpose and using knowledge of text types and their purpose to predict the meaning of unfamiliar vocabulary in texts
  • identifying how grammatical choices, words and images combine in a text to achieve particular intentions and effects, for example, the positioning of the reader in advertisements through the use of personal pronouns, imperative/interrogative verb forms and emotive language and images
  • comparing German and English versions of texts with easily recognisable language features, such as love songs or recipes, noticing differences or similarities in imagery or focus that might be culturally significant
  • analysing structural and linguistic differences through reading, viewing, listening to and/or performing texts with common content, such as print, radio and television advertisements for the same product
  • understanding, creating and transforming texts with different purposes (to persuade, to entertain), different audiences (children, adolescents, German speakers, Australians) and different forms, including digital (short speech, blog)

  VCDEU031 | Languages | German | 7–10 Sequence | Levels 9 and 10 | Understanding | Systems of language

• VCDEU030

  Extend grammatical knowledge, including of cases, demonstrative and interrogative adjectives, prepositions, common subordinating conjunctions, and past and future tenses, to describe, situate and link people, objects and events in time and place

  Elaborations

  • specifying a person, object or place using knowledge of the German case system (nominative, accusative and dative), and using definite and indefinite articles, personal pronouns (including man), and possessive, demonstrative and interrogative adjectives such as ihr, sein, unser, dieser, jeder and welcher
  • noticing use of the genitive case mainly in written texts, for example, Deutschlands Schulen, die Rolle der Frau, der Gebrauch des Genitivs
  • understanding the relationship between gender, article and case and the adjectival ending when describing people, objects, places and events, for example, Mein Freund hat lange, schwarze Haare und trägt einen kleinen Ohrring.; Es gibt kein groβes Einkaufszentrum in dieser Stadt.
  • selecting the correct personal pronoun for ‘it’ (er/sie/es; ihn) for objects, for example, Woher hast du den Hut? Er ist sehr schön. Ich habe ihn bei … gekauft.
  • comparing the meanings and use of the German modal verbs with their English equivalents, for example, Wir müssen eine Schuluniform tragen. Man darf hier nicht essen. Du musst das nicht essen.
  • describing current, recurring and future actions using regular, irregular, modal, separable and inseparable verbs, for example, Er sieht viel fern.; Ich muss meine Hausaufgaben machen.; Morgen ist unser letzter Schultag. Wir werden nächstes Jahr in der 11. Klasse sein.
  • describing past events and experiences in the present perfect and/or simple past tense using a limited range of common verbs, for example, Ich bin gestern Skateboard gefahren.; Als Kind trank ich gern Milch.
  • using reflexive verbs in present tense with their appropriate reflexive pronouns to describe daily routines and express emotions and interests, for example, Ich dusche mich morgens.; Interessierst du dich für Geschichte?; Wir freuen uns auf die Ferien.; Erinnerst du dich an … ?
  • noticing that some verbs can be combined with a separable or inseparable prefix which alters the meaning, for example, Er kommt um 17.15 Uhr.; Kommst du mit?; Ich bekomme manchmal Geld zum Geburtstag.
  • understanding and giving instructions, applying the different forms for single/plural addressees and informal/formal register, for example, Mach dein Buch zu, Angela! Freunde, helft mir! Hilf mir! Machen Sie das Fenster bitte zu, Frau Berger!
  • linking and sequencing events and ideas using a range of cohesive devices, including adverbs (dann, früher, danach, vorher) and common subordinating conjunctions (als, dass, obwohl, wenn, weil), usually with the subordinate clause after the main clause
  • expressing opinions using, for example, meiner Meinung nach; Ich glaube, dass ... ; Wir sind dagegen/dafür, denn ...
  • asking and answering questions using a range of interrogatives, including warum to elicit reasons and wozu to clarify purpose
  • understanding and applying the ‘verb as second element’ and ‘subject-time-object-manner-place’ (STOMP) word order rules for main clauses and realising that German word order is flexible, allowing other elements apart from the subject to begin the sentence, for example, Langsam verstehe ich mehr Deutsch.; In der Schule gibt es viele Umweltaktionen.
  • understanding and using dative and accusative prepositions with their core meanings, for example, Ich komme aus Australien.; Das Eis ist für mich.; Der Junge geht zum Bahnhof.
  • understanding the meaning of and using ‘two-way‘ prepositions (Wechselpräpositionen), for example, Wir gehen ins Kino.; Sie wohnen in der Schweiz.
  • making comparisons using a range of structures, for example, Ich esse lieber Salat als Fleisch. Welches Auto ist am sichersten?; Kaffee ist nicht so gesund wie Wasser. using appropriate units of measurement, for example, for height/length, area, time and velocity (Meter, Kilometer; Quadratmeter, Quadratkilometer; Jahrzehnt, Jahrhundert, Jahrtausend; Stundenkilometer)
  • extending metalanguage to communicate in German and English about case, word order, verb tenses and moods (for example, Dativ, Wechselpräpositionen, das Imperfekt, der Imperativ, Hilfsverben, trennbare Verben)

  VCDEU030 | Languages | German | 7–10 Sequence | Levels 9 and 10 | Understanding | Systems of language

• VCITU128

  Extend knowledge of and use more complex features and patterns of the Italian grammatical system, including possessive, reflexive, demonstrative and relative pronouns; irregular and reflexive verbs; and comparatives and superlatives

  Elaborations

  • learning how to use:
    
    • articles — rules for inclusion or omission, for example, mio padre and il mio papà; Buongiorno signora… È la signora …
      
    • nouns — irregular plurals (for example, la città/le città, il dito/le dita), and collective nouns, for example, la gente
      
    • pronouns — possessive, reflexive, demonstrative and relative
      
    • comparatives and superlatives (regular and irregular) to make descriptions more precise, for example, Il film è piu bello del romanzo; è bellissimo
      
    • adverbs of time and manner, for example, ieri, di solito
      
    • prepositions (articulated or simple) to indicate destinations and directions, for example, in Italia, a Roma, al parco
      
    • interrogatives, for example, Chi …? Quando …? Come…?
      
    • verbs indicating action in the present (including irregular verbs and reflexives) and action across time: present perfect; imperfect; exposure to the future and conditional tenses and impersonal si; use of modals to indicate ability/willingness/necessity
      
    • compound sentences (for example, Mi piace la pizza ma preferisco le lasagne), and complex sentences, for example, La città che ho visitato era bellissima

  VCITU128 | Languages | Italian | 7–10 Sequence | Levels 9 and 10 | Understanding | Systems of language

• VCKOC199

  Create bilingual texts that reflect aspects of Australian culture (for example, Christmas celebrations) for Korean-speaking audiences in the school and wider community including virtual communities, reflecting on how meaning can be conveyed effectively

  Elaborations

  • creating captions or commentaries using Korean or English to accompany texts produced in English or Korean such as lyrics, video clips and film extracts, exchanging and comparing own bilingual texts with peers, discussing which version better fits the original version and why
  • producing public texts for different contexts in both Korean and English such as brochures, advertisements or leaflets, for example, for Korean exchange students to Australia or for student visitors to Korea on a study tour, and reflecting on the process of working in both languages
  • creating bilingual texts such as video clips with subtitles explaining Australian cultural practices, for example, bushwalking, New Year’s Eve celebrations, the Melbourne Cup

  VCKOC199 | Languages | Korean | F–10 Sequence | Levels 9 and 10 | Communicating | Translating

• VCLAU023

  Understand concepts of accidence and syntax used in complex Latin sentences, including subordinate clauses, non-finite verb forms, pronoun forms, mood, voice, and conventions of complex sentence structure

  Elaborations

  • identifying the endings of fourth and fifth declension nouns, for example, exercitus, cornua; dies, fides
  • acknowledging that nouns may have unexpected genders, for example, first declension agricola (m), second declension pirus (f)
  • recognising relative, emphatic and indefinite pronouns, for example, qui, quae, quod; ipse; quisquis; quidam
  • recognising reflexive pronouns and adjectives, for example, se; suus
  • analysing case usage of nouns in all five declensions, for example, partitive genitive quid novi?
  • identifying and understanding the use of the locative case, for example, Romae, Pompeiis
  • identifying and understanding words used in apposition in all cases, for example, Venus, dea, est pulchra
  • explaining case usage of pronouns, for example, personal ego, tu, nos, vos; demonstrative hic, ille; interrogative quis, quis, quid; relative qui, quae, quod; emphatic ipse, ipsa, ipsum; reflexive me, te, nos, vos, se
  • distinguishing the use of different moods
  • extending identification of indicative endings of regular and irregular verbs to different tenses
  • understanding the concept of the principal parts for verbs in all conjugations, for example, voco, vocare, vocavi, vocatum; sum, esse, fui
  • identifying and understanding the use of infinitives for all four conjugations and irregular verbs, for example, a prolative infinitive with amat, such as natare amat
  • recognising impersonal expressions, for example, mihi difficile est dormire
  • understanding the use of present, future and perfect participles, for example, clamans, moriturus, vocatus
  • recognising passive voice forms and the forms of deponent verbs and distinguishing their meanings, for example, laudata est – she has been praised; collapsa est – she collapsed
  • distinguishing in complex sentences between principal and subordinate clauses, for example, relative, causal, temporal, concessive, conditional, such as si/nisi with the indicative
  • recognising comparison of adjectives and adverbs, regular and irregular, for example, stulta, stultior, stultissima; malus, peior, pessimus
  • recognising quam + superlative, for example, quam celerrime
  • understanding conventions of the use of numbers to express distance, capacity, time and price, for example, duo milia passuum, quinquaginta denariis
  • understanding the conventions of the Roman calendar, for example, a.d. XIV Kal Jul
  • recognising creative variations in Latin word order, for example, delay of a key word or clause to create suspense, ordering of clauses to increase impact, bracketing/nesting, juxtaposition

  VCLAU023 | Languages | Latin | Levels 9 and 10 | Understanding | Systems of language

• VC2M10ST04

  analyse claims, inferences and conclusions of statistical reports in the media and other places, by linking claims to displays, statistics and representative data, including ethical considerations and identification of potential sources of bias

  Elaborations

  • identifying potentially misleading data representations in the media such as graphs with broken axes and scales that do not start at zero or are nonlinear; and recognising when data is not relating to the claim, not representative of the population or is deliberately being used to mislead or support a claim or biased point of view
  • investigating the source and size of the sample from which the data was collected and deciding whether the sample is appropriately representative of the population 
  • investigating population proportions and rates, and discussing potential ethical considerations, for example, when presenting statistical data involving infection rates and the number of cases per head of population
  • discussing the ethical considerations associated with collecting data to predict the number of people likely to be infected with a strain of flu or experience side effects with a certain medication, considering validity claims and sample sizes
  • using the concept of Indigenous data sovereignty to critique and evaluate the Australian Government’s ‘Closing the Gap’ report 

  VC2M10ST04 | Mathematics | Mathematics Version 2.0 | Level 10 | Statistics

• VC2M10ST01

  compare data distributions for continuous numerical variables using quartiles and interquartile range and appropriate data displays including boxplots, histograms and dot plots; discuss the shapes of these distributions in terms of centre, spread, shape and outliers in the context of the data

  Elaborations

  • finding the five-number summary (minimum and maximum values, median and upper and lower quartiles) and using its graphical representation, the boxplot, as tools for both numerically and visually comparing the centre and spread of data sets
  • exploring the effect of varying data values, including outliers, on the interquartile range for different sets of data
  • constructing and interpreting boxplots and using them to compare data sets, understanding that boxplots are an efficient and common way of representing and summarising data and can facilitate comparisons between data sets
  • comparing shapes of distributions using boxplots, histograms, cumulative frequency graphs and dot plots, discussing symmetry, skew and modality
  • using digital tools to compare boxplots and histograms as displays of the same data in the light of the statistical questions being addressed and the effectiveness of the display in helping to answer the question
  • comparing the information that can be extracted and the stories that can be told about continuous and discrete numerical data sets that have been displayed in different ways, including histograms, dot plots, boxplots and cumulative frequency graphs

  VC2M10ST01 | Mathematics | Mathematics Version 2.0 | Level 10 | Statistics

• VCPSCSO050

  Evaluate own and others contribution to group tasks, critiquing roles including leadership and provide useful feedback to peers, evaluate task achievement and make recommendations for improvements in relation to team goals

  Elaborations

  • assessing the overall success of completion of a task by a group
  • describing and reflecting on the relative contribution of individual group members to the overall completion of a task and provide feedback to peers
  • relating group success to the clarity of roles each member has and develop strategies to ensure future role division aligns with the demands of tasks and skill sets of group members
  • suggesting improvements to the process of working in teams, by reflecting on a specific experience

  VCPSCSO050 | Capabilities | Personal and Social Capability | Levels 9 and 10 | Social Awareness and Management | Collaboration