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• VCSSU127

  The theory of plate tectonics explains global patterns of geological activity and continental movement

  Elaborations

  • recognising the major plates on a world map
  • considering the role of heat energy and convection currents in the movement of tectonic plates
  • modelling sea-floor spreading
  • relating the occurrence of earthquakes and volcanic activity to constructive and destructive plate boundaries
  • relating the extreme age and stability of a large part of the Australian continent to its plate tectonic history

  VCSSU127 | Science | Levels 9 and 10 | Science Understanding | Earth and space sciences

• VCZHC249

  Compare performance features of major forms of classical literature, such as in 诗, 词, making thematic and intertextual connections

  Elaborations

  • comparing how concepts such as love, bravery and friendship are expressed in Chinese and English poetry, for example, comparing 陆游的《钗头凤》 and Elizabeth Barrett Browning’s ‘How Do I Love Thee?’; comparing poems of national unity (after war) and Banjo Paterson’s ‘We’re All Australians Now’
  • comparing representations of particular concepts or experiences in different media, such as in novels and films, for example, 莫言小说《红高粱家族》 和张艺谋电影 《红高粱》
  • exploring how different forms of entertainment are used to express or reflect contemporary issues, for example, analysing 春晚小品 and how the topics are related to the ‘hot’ events of the year
  • collaborating to create a drama or comedy to depict their lives and the lives of other Chinese migrants in a new cultural environment

  VCZHC249 | Languages | Chinese | First Language Learner | 7–10 Sequence | Levels 9 and 10 | Communicating | Creating

• VCGGC132

  Analyse and evaluate data, maps and other geographical information using digital and spatial technologies and Geographical Information Systems as appropriate, to develop identifications, descriptions, explanations and conclusions that use geographical terminology

  Elaborations

  • constructing a graph to show the relationship between growth in world population and world food production
  • comparing maps showing transport networks with survey responses on personal mobility
  • analysing environmental change, such as the clearance of vegetation or a plan for a vegetation corridor, using topographic maps and satellite images
  • identifying the relevant layers of a Geographical Information System and using them to investigate how they can portray and analyse demographic, economic and environmental data, and investigating the use of GIS by organisations.
  • testing conclusions by considering alternative points of view about an area of investigation and providing a response using as organisers at least two of the concepts of place, space, environment, interconnection, sustainability, scale and change

  VCGGC132 | The Humanities | Geography | Levels 9 and 10 | Geographical Concepts and Skills | Data and information

• VC2M10A12

  solve linear equations involving simple algebraic fractions

  Elaborations

  • solving a wide range of linear equations, including those involving one or 2 simple algebraic fractions, and checking solutions by substitution
  • representing word problems, including those involving fractions, as equations and solving them to answer the question

  VC2M10A12 | Mathematics | Mathematics Version 2.0 | Level 10 | Algebra

• VCMNA340

  Solve linear equations involving simple algebraic fractions

  Elaborations

  • solving a wide range of linear equations, including those involving one or two simple algebraic fractions, and checking solutions by substitution
  • representing word problems, including those involving fractions, as equations and solving them to answer the question

  VCMNA340 | Mathematics | Level 10 | Number and Algebra | Linear and non-linear relationships

• VCGGK136

  Human alteration of biomes to produce food, industrial materials and fibres, and the environmental effects of these alterations

  Elaborations

  • identifying the biomes in Australia and overseas that produce some of the foods and plant material people consume
  • investigating ways that the production of food and fibre has altered some biomes through, for example, vegetation clearance, introduction of exotic species, drainage, terracing and irrigation
  • using the concept of a system to identify the differences between natural and agricultural ecosystems in flows of nutrients and water, and in biodiversity

  VCGGK136 | The Humanities | Geography | Levels 9 and 10 | Geographical Knowledge | Biomes and food security

• VCHHK133

  Key social, cultural, economic, and political features of one society at the start of the period

  Elaborations

  • Australia
    • examining the different contexts of the colonies of Australia and explain their influences
    • investigating the founding of Melbourne and the features of Port Phillip District/Victoria
    • analysing and evaluating the effects of Gold on Victoria using a graphic organiser
  • Asia
    • investigating ONE Asian society such as China, Japan, India, Dutch East Indies at the start of the period
    • identifying the territorial extent of Qing China, the role and influence of the Emperor, and the nature of literature, art and architecture at the time
    • describing the impacts of the Industrial revolution on Japan’s isolation and changing economy

  VCHHK133 | The Humanities | History | Levels 9 and 10 | Historical Knowledge | The making of the modern world | Australia and Asia

• VCHPEP146

  Investigate how empathy and ethical decision-making contribute to respectful relationships

  Elaborations

  • investigating the characteristics of positive, respectful relationships and the rights and responsibilities of individuals in relationships
  • investigating how gender and the balance of power influences the nature of relationships such as intimate and family relationships and proposing actions that can be taken when a relationship is not respectful
  • comparing own decisions with those of others and acknowledging others’ right to act differently and to change their mind
  • demonstrating and advocating appropriate bystander behaviour when participating in online interactions.

  VCHPEP146 | Health and Physical Education | Levels 9 and 10 | Personal, Social and Community Health | Communicating and interacting for health and wellbeing

• VCLVU187

  Discuss the purpose and roles of various spoken, written and visual texts in the language

  Elaborations

  • understanding the purpose and role of different types of text in the language, for example, declaring identity, acknowledging parts of traditional belief systems, acknowledging ancestors, passing on knowledge and information, mapping resources on Country and managing natural phenomena such as weather
  • understanding that Country/Place can be interpreted as text by the community
  • discussing ways that songs function to capture language and meaning in ways similar to literature in other cultures
  • linking and sequencing ideas to form cohesive texts, using appropriate grammatical forms and elements, for example, serialisation, connectives, embedding, headings and paragraphing

  VCLVU187 | Languages | Victorian Aboriginal Languages | Levels 7 to 10 | Understanding | Systems of language

• VCNRC078

  Reflect on issues related to intercultural experiences, questioning preconceptions and generalisations, and taking responsibility for modifying language and behaviours

  Elaborations

  • reflecting on learning and using the target language, and the nature of communication misunderstandings and breakdowns, discussing repair and recovery strategies and insights gained
  • exchanging correspondence with peers in communities where the language being studied is spoken and reflecting on differences and similarities in language use and conventions and cultural nuances
  • reflecting on and discussing ways of modifying own language and behaviours to communicate effectively with speakers of the target language, for example, keeping a record of required modifications for intercultural experiences
  • sharing responsibility for modifying language and behaviours through providing feedback to other learners

  VCNRC078 | Capabilities | Personal and Social Capability | Levels 9 and 10 | Communicating | Reflecting

• VCNRU083

  Analyse culturally specific ways of interacting in the language being studied and how and why language use varies according to cultural contexts, considering why these interactions differ from those in English or in other languages

  Elaborations

  • comparing texts created for different audiences, such as advertisements, brochures and signs, noticing how language use reflects ideas and messages that are relevant to a particular audience
  • investigating the nature and use of the target language in different contexts of interaction, reflecting on similarities and differences to interactions in English or other languages
  • identifying English words in the language being studied and discussing their emergence and use

  VCNRU083 | Capabilities | Personal and Social Capability | Levels 9 and 10 | Understanding | Language variation and change

• VCZHU074

  Explain differences in intonation, rhythm and sounds when listening to speakers of different ages, genders and social positions

  Elaborations

  • exploring changes in neutral tone and identifying patterns to aid their own pronunciation and flow of expression, for example, the use of neutral tone for the second syllable when it repeats or does not contribute to the meaning of the first syllable (妈妈、孩子)
  • experimenting with tone changes and reflecting on the impact on fluency when speaking, for example: Can I speak more quickly? Do my words sound less forced and more natural?
  • exploring the role of emphasis, stress and rhythm in expressing subtle meanings in interactions

  VCZHU074 | Languages | Chinese | Second Language Learner | F–10 Sequence | Levels 9 and 10 | Understanding | Systems of language

• Design and Technologies: Levels 9 and 10 achievement standards

  By the end of Level 10 students explain how people working in design and technologies occupations consider factors that impact on design decisions and the technologies used to create designed solutions. They identify the changes necessary to designed solutions to realise preferred futures they...

  Level description | Technologies | Design and Technologies | Levels 9 and 10

• VCASFU090

  Understand that Auslan and Deaf culture are interrelated, that they shape and are shaped by each other and that their relationship changes over time and across contexts

  Elaborations

  • exploring the relationship between language and culture, for example by analysing language used in pathological and sociocultural models of deafness and the impact that each philosophy and the language used to express it may have in regard to services for deaf people
  • appreciating the complexity of the relationship between language and culture, for example by discussing distinctions between Deaf cultures and other cultural minorities, such as the fact that most deaf people are born to hearing parents and typically access and experience Deaf culture through communicating with peers and other Auslan users in and out of school, in addition to their cultural experience in their families of origin
  • recognising the cultural significance of symbols and language features used in Auslan, for example the use of light and darkness in stories, poetry and performance, as in gaslight stories
  • considering cultural explanations for conversational strategies used by Auslan signers to avoid conflict and to maintain privacy, such as changing signing space and style, using indirect language such as signing lower or under the table, fingerspelling instead of signing overtly, or modifying a sign choice such as menstruation to suit the context
  • understanding that Auslan plays an important role in the expression and maintenance of Deaf culture, that each deaf person has a right to learn and use Auslan as part of their birthright and as a key element of their membership of the Deaf community, and that they become custodians and owners of the language
  • appreciating the cultural value and importance of festivals and events in the Deaf community, such as NWDP, as celebrations of language, history, culture and identity
  • analysing ways in which deaf people interpret and exploit the possibilities and cultural meanings of sound, for example, in games and stories which incorporate signs for sound and reactions to sound, for example, a door slamming
  • recognising that Auslan signs change over time due to shifting cultural values and changing experiences, for example, the sign for APPRENTICE modified to refer to TAFE, the shifting values around the sign DEAF^DEAF (culturally Deaf reference for deaf-mute), and unsuccessful attempts to reframe this with an audiological focus
  • reflecting on the ways culture is interpreted by others, for example by identifying how stereotypes about deaf and hearing people influence perceptions
  • recognising that cultural beliefs and behaviours are embedded in Auslan, for example, recounts by deaf people of interactions with hearing people might include language that reflects beliefs about English and ‘hearing-ness’, for example, an anecdote about a frustrating interaction might be concluded with hearing, their way
  • reflecting on the labels ‘deaf’ and ‘hearing’, considering what they mean to different people and their implications in terms of status, access, opportunity and privilege
  • analysing ways in which deaf people’s jokes and humorous narratives reflect cultural values about deaf/hearing relationships and how deaf people navigate the world, for example the ‘Bob’s House’ commercial
  • exploring how advocacy strategies can reflect deaf people’s cultural practices and values, for example the ‘TTY-in’ used to advocate for the National Relay Service

  VCASFU090 | Languages | Auslan | First Language Learner | F–10 Sequence | Levels 9 and 10 | Understanding | Role of language and culture

• Critical and Creative Thinking: Levels 9 and 10 achievement standards

  By the end of Level 10, students construct and evaluate questions, including their own, for their effectiveness. They demonstrate a willingness to shift their perspective when generating ideas, resulting in new ways of perceiving solutions.

  Students structure complex valid arguments. They explain...

  Level description | Capabilities | Critical and Creative Thinking | Levels 9 and 10

• Indonesian - F–10 Sequence: Levels 9 and 10 description

  Students engage with a range of Indonesian texts. They participate in tasks and experiences. Students acquire skills in analysing and translating increasingly complex texts. They use modelled language to write for personal and public purposes.

  Students extend their grammatical knowledge and metalanguage...

  Level description | Languages | Indonesian | F–10 Sequence

• VCGGK151

  Reasons and consequences for spatial variations in human wellbeing on a regional scale within India or another country of the Asia region; and on a local scale in Australia

  Elaborations

  • 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
  • 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
  • researching spatial differences in the wellbeing of the Aboriginal and Torres Strait Islander population across Australia, and the extent to which these differences depend on how wellbeing is measured
  • explaining the spatial pattern of human wellbeing in Australia at a local scale, such as within a city or region, and its causes

  VCGGK151 | The Humanities | Geography | Levels 9 and 10 | Geographical Knowledge | Geographies of human wellbeing

• VCHPEP151

  Critique behaviours and contextual factors that influence the health and wellbeing of their communities

  Elaborations

  • examining social, cultural and economic factors that influence the health behaviours of people in their community
  • investigating community health resources to evaluate how accessible they are for marginalised individuals and groups, and proposing changes to promote greater inclusiveness and accessibility
  • analysing the implications of attitudes and behaviours such as prejudice, marginalisation, homophobia, sexism, discrimination, violence and harassment on individuals and communities, and proposing counter-measures to prevent these behaviours
  • investigating the role that extended family and broader community play in the lives of Aboriginal and Torres Strait Islander peoples

  VCHPEP151 | Health and Physical Education | Levels 9 and 10 | Personal, Social and Community Health | Contributing to healthy and active communities

• VCASFU213

  Explore the relationship between particular text types, audience, purpose and context and analyse language features used by signers to create cohesion and achieve the purpose of the text

  Elaborations

  • analysing specific types of text by identifying characteristic language features
  • analysing a videoed class debate to see how language is used to justify opinions and persuade others
  • conducting an in-depth analysis of a selected sign text, taking into account audience, purpose and topic to explain language choices made by the signer
  • noticing how grammatical choices can shade meaning, determine perspective and establish relationship, for example the effect of choosing to be more or less English-like
  • expanding understanding of textual conventions, for example by explaining why signers choose alternatives to actor-verb-undergoer in a real text to topicalise an important point
  • noticing how signers can compare or contrast ideas by locating things in the same or opposing sides of signing space
  • analysing the ways in which Auslan uses NMFs to link clauses and achieve textual cohesion

  VCASFU213 | Languages | Auslan | Second Language Learner | F–10 Sequence | Levels 9 and 10 | Understanding | Systems of language

• VCASFU087

  Understand the interrelationship between text types, linguistic features, cohesive devices, audience, context and purpose

  Elaborations

  • analysing expository texts, identifying characteristic language elements and features
  • analysing a videoed class debate to identify how language is used to justify opinions and persuade others
  • analysing an Auslan text in depth, for example by identifying characteristic features of the particular text type and discussing how language choices are made to take account of a text’s intended audience and purpose
  • noticing how grammatical choices shade meaning, reflect perspective and establish relationship between text participants, for example choosing to be more or less English-like in a particular context or relationship
  • noticing how signers can compare or contrast ideas by locating things in the same or opposing sides of signing space
  • applying knowledge of ellipsis to achieve cohesion

  VCASFU087 | Languages | Auslan | First Language Learner | F–10 Sequence | Levels 9 and 10 | Understanding | Systems of language