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• VCHHK141

  Significant events, turning points of the war and the nature of warfare

  Elaborations

  • explaining the reasons for the failure of the Gallipoli campaign
  • investigating one major battle examining locations, techniques, warfare
  • using sources to examine the perspectives of those who fought on both sides
  • evaluating the significance of the Armistice of November 1918

  VCHHK141 | The Humanities | History | Levels 9 and 10 | Historical Knowledge | The modern world and Australia | Australia at war (1914 – 1945): World War I

• 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

• VCZHU192

  Explain how languages shape the communicative practices of individuals and groups, and identify ways to enhance understanding across cultures

  Elaborations

  • reflecting on how attitudes or values they consider normal in one language may not feel or be viewed in the same way when discussed in a different language, for example humility is a value often conveyed in Chinese but not in English
  • exploring what assumptions are inherent in one language and examining how they might talk differently about the same things in a different language
  • exploring how concepts such as modesty, individual responsibility and respect for authority influence communication styles, and how they may be interpreted by English speakers as lack of confidence, engagement or initiative

  VCZHU192 | Languages | Chinese | Background Language Learner | F–10 Sequence | Levels 9 and 10 | Understanding | Role of language and culture

• VCNRC111

  Create bilingual texts that draw on the language being studied and English for different purposes, such as menus or product instructions designed for both language contexts

  Elaborations

  • creating a range of bilingual texts to entertain and inform others, such as video clips, cartoons, posters and brochures
  • creating a shared website with a group of students who speak the language, posting items of interest, comments and questions in both the language and English
  • creating a storyboard outline which brings familiar English-speaking characters to contexts from the language being studied
  • creating a glossary of key vocabulary and expressions used in informative and persuasive texts
  • creating bilingual captions for tourist attractions in target language speaking countries or Australia to explain their significance and cultural references, for example, the bush
  • creating bilingual texts to provide information and instructions to others, for example, a bilingual brochure about the school for a visiting group of exchange students
  • creating a menu in the language with footnotes in English about the ingredients

  VCNRC111 | Languages | Non-Roman Alphabet Languages | 7–10 Sequence | Levels 9 and 10 | Communicating | Translating

• VCZHC253

  Reflect on the language choices they make when expressing their points of view to others and connect these choices to their identities in Chinese and Australian communities

  Elaborations

  • discussing available choices in how they present their own identity to others and identifying times when they choose to express one aspect of their identity over another
  • reflecting on how their language choices, including the use of English, Chinese, a dialect or accent, are indications of their sense of identity within a particular context
  • considering the differences in their own sense of identity in Australia and when they ‘return home’ (回国) in terms of changes in social contexts and in their relationships with other participants in interactions
  • describing examples of when changes in identity are more evident, such as when they are compared to friends ‘back home’
  • identifying meanings implied in facial expressions, gestures, interjections and exclamations, for example, 哎 can be used to express surprise or dissatisfaction
  • reflecting on how one’s own world view is conveyed through language choices, for example, ‘naming’ China 华夏、九州、神州大地、中原 which reflects their understanding of their history, geography, ethnicity and place in the world

  VCZHC253 | Languages | Chinese | First Language Learner | 7–10 Sequence | Levels 9 and 10 | Communicating | Reflecting

• VCZHU112

  Reflect on how language and culture both shape and reflect each other

  Elaborations

  • reflecting on the values of one culture when communicating in another, for example, differences in the use and frequency of ‘thank you’ and 谢谢
  • exploring how cultural concepts of family and the importance of one’s sense of connection to others influence use of language
  • analysing the impact on language use of context and relationships between participants, for example, discussing how concepts such as face (面子) and connections (关系) are reflected in interactions between Chinese speakers
  • identifying choices made in interactions in Chinese with people from different generations, for example, changes in greetings (吃饭了没有、拜拜、嗨) and forms of address (同志 、 小姐 、 师傅) over time

  VCZHU112 | Languages | Chinese | Second Language Learner | 7–10 Sequence | Levels 9 and 10 | Understanding | The role of language and culture

• Indonesian - F–10 Sequence: Levels 9 and 10 achievement standards

  By the end of Level 10, students use Indonesian to communicate with teachers, peers and others in a range of settings and for a range of purposes. They pronounce the sounds ngg and ng accurately, as well as sy (masyarakat) and kh (akhir), and use stress to create fluency in sentences. Students...

  Level description | Languages | Indonesian | F–10 Sequence | Levels 9 and 10

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

  By the end of Level 10, students interact with peers and adults using written and spoken Indonesian to communicate about personal interests and relationships, practices and experiences, and about broader issues such as health and the environment, including as these relate to Indonesia. They respond...

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

• VCHHK132

  Significant effects of the Industrial Revolution, including global changes in landscapes, movements of people, development and influence of ideas, political and social reforms, and transport and communication

  Elaborations

  • describing the effects of factories, mines and cities on the environment, and on population growth and distribution
  • outlining the growth of trade unions as a response to the effects of the Industrial Revolution
  • investigating and explaining the emergence and the influence of individuals and/or groups on key ideas in the period, with a particular focus on one of the following: capitalism, socialism, egalitarianism, nationalism, imperialism, Darwinism or Chartism

  VCHHK132 | The Humanities | History | Levels 9 and 10 | Historical Knowledge | The making of the modern world | Industrial Revolution (1750 – 1914)

• VCHPEM152

  Perform and refine specialised movement skills in challenging movement situations

  Elaborations

  • adapting and responding to changes in equipment that increase the complexity of a movement task or performance
  • transferring skills learnt in one movement situation to a different situation
  • performing specialised movement skills in situations where the rules or conditions have been modified to vary complexity
  • using feedback from a variety of sources to refine specialised movement skills and performances

  VCHPEM152 | Health and Physical Education | Levels 9 and 10 | Movement and Physical Activity | Moving the body

• VCPSCSE045

  Analyse the significance of independence and individual responsibility in the completion of challenging tasks

  Elaborations

  • creating a mind map drawing connections between independence, individual responsibility and successful completion of a challenging task
  • drawing links between the degree of responsibility and their motivation to complete tasks
  • responding to the following statement ‘There is no one to blame when you work on your own’

  VCPSCSE045 | Capabilities | Personal and Social Capability | Levels 9 and 10 | Self-Awareness and Management | Development of resilience

• VCRAU080

  Understand pronunciation and intonation conventions, and apply to new words and a range of complex sentences

  Elaborations

  • recognising the role of stress and rhythm in creating emphasis, for example, recurring patterns, chorus, rhymes and onomatopoeia
  • noticing how tone can convey emotion, such as in colloquial language
  • using elision in informal communication
  • recognising that there may be more than one spelling of loan words
  • knowing when to pause in complex sentences with embedded clauses

  VCRAU080 | Languages | Roman Alphabet Languages | F–10 Sequence | Levels 9 and 10 | Understanding | Systems of language

• VCSIS139

  Use knowledge of scientific concepts to evaluate investigation conclusions, including assessing the approaches used to solve problems, critically analysing the validity of information obtained from primary and secondary sources, suggesting possible alternative explanations and describing specific...

  Elaborations

  • discussing what is meant by 'validity' and how we can evaluate the validity of information in secondary sources
  • judging the validity of science-related media reports and how these reports might be interpreted by the public
  • using primary or secondary scientific evidence to support or refute a conclusion or claim
  • suggesting more than one possible explanation of the data presented

  VCSIS139 | Science | Levels 9 and 10 | Science Inquiry Skills | Analysing and evaluating

• VCDEC181

  Explore and express own identity and ability to act as a cultural mediator between German speakers and Australians

  Elaborations

  • evaluating own experiences of using and learning German and other languages across diverse contexts over time, for example, through keeping a reflective journal based on questions such as: Wann und warum benutze ich Englisch/Deutsch? Wie fühlte ich mich früher und jetzt als Englisch-, Deutsch-, X-sprechende(r)? Warum ist es wichtig, dass ich eine neue Sprache lerne?
  • analysing the key influences (people and events) on a person’s identity by interviewing an older German speaker or researching the life of a famous person
  • explaining important cultural information that a German-speaking visitor would need to know to behave appropriately on a visit to Australia, such as when participating in a meal with a host family, attending an Australian Rules football or rugby game or a barbecue, for example, in a blog or short film clip
  • developing an annotated digital itinerary of events for a visitor from a German-speaking country to give them a sense of Australian cultural diversity

  VCDEC181 | Languages | German | F–10 Sequence | Levels 9 and 10 | Communicating | Reflecting

• VCELC026

  Create bilingual texts that draw on Greek and English for different purposes, such as menus or product instructions designed for both language contexts

  Elaborations

  • creating a range of bilingual texts to entertain and inform others, such as video clips, cartoons, posters and brochures
  • creating a shared website with a group of Greek-speaking students, posting items of interest, comments and questions in Greek and English
  • creating a storyboard outline which brings familiar English-speaking characters to Greek-speaking worlds and contexts, such as Harry Potter as your tour guide in Athens or Nicosia
  • creating a glossary of key vocabulary and expressions used in informative and persuasive texts, such as promotional material, Μη χάσετε, Τελευταία προσφορά
  • creating bilingual captions for tourist attractions in Greece, Cyprus or Australia to explain their significance and cultural references, for example, bush, beach, το Αιγαίο, Πέτρα του Ρωμιού, Άγιον Όρος
  • creating bilingual texts to give information and instructions to others, for example, a bilingual brochure about the school for a visiting group of exchange students
  • creating a menu in Greek with footnotes in English about the ingredients

  VCELC026 | Languages | Modern Greek | 7–10 Sequence | Levels 9 and 10 | Communicating | Translating

• VCELC019

  Participate in collaborative planning and decision-making for events and shared experiences, and engage in different transactions

  Elaborations

  • planning a performance, event or presentation, making decisions collaboratively, for example, a class party, activities for languages week
  • making transactions in either authentic or simulated situations, such as purchasing goods, checking receipts to confirm the price and other information relating to a purchase, for example, currency conversion, change, το ευρώ, τα δολάρια, η έκπτωση
  • planning an orientation activity to guide younger students around the school, and collaboratively developing a map of the school with Greek names and symbols, for example, Πού είναι ...; δεξιά, αριστερά, πάνω, κάτω, μέσα, έξω, η καντίνα, το γραφείο
  • planning collaboratively for an event by participating in scenarios related to travelling in Greece or Cyprus, for example, planning an itinerary, Τη Δευτέρα θα πάμε στην Ακρόπολη, Την Τρίτη θα είμαστε στο Σούνιο
  • sharing opinions about the benefits of visiting various tourist sites in Greece or Cyprus, for example, Θέλω να πάω στα νησιά/στην Ακρόπολη/στο μουσείο ... γιατί/επειδή…

  VCELC019 | Languages | Modern Greek | 7–10 Sequence | Levels 9 and 10 | Communicating | Socialising

• VCESC184

  Analyse, synthesise and evaluate ideas and information from multiple sources on a range of local and global issues

  Elaborations

  • gathering information from a range of print and digital sources on topics such as ecoturismo or machismo, and identifying, evaluating and reporting on perspectives
  • distinguishing between fact and opinion in texts such as articles and reports, using critical literacy skills to recognise bias, for example, identifying the author, audience and purpose of the text
  • comparing and evaluating a range of perspectives on topics such as health, music, sport and religion presented in different media texts, and considering why people may have different perspectives
  • presenting commentaries collected from print, digital and personal sources of information on issues of interest to themselves and other young people, such as El impacto de los medios sociales en la vida cotidiana, El vestuario y la identidad, La influencia de la música en los jóvenes, classifying issues according to viewpoints and perspectives
  • researching cultural characteristics of a specific group of Spanish speakers to inform a course of action such as providing a Spanish-speaking exchange student with a suitable placement or a group of Spanish visitors with a suitable menu, or deciding on an appropriate time of year to visit a particular Spanish-speaking country or region
  • analysing published accounts of an event such as a sports match, a concert or a street party, identifying varying viewpoints

  VCESC184 | Languages | Spanish | F–10 Sequence | Levels 9 and 10 | Communicating | Informing

• VCIDC072

  Investigate, synthesise and evaluate information from a range of perspectives in relation to topical issues and concepts from a range of learning areas

  Elaborations

  • comparing and evaluating a range of perspectives on topics such as sport, health, music and religion, and considering why people may hold different perspectives
  • obtaining information in order to debate issues of interest such as the environment, expectations of teenagers, and the generation gap, and cultural practices such as marriage or rites of passage, using persuasive or evaluative language, for example, Saya percaya…, Ini pasti berguna bagi…, mau tidak mau…
  • investigating aspects of Indonesian culture to choose a particular course of action, for example, determining a suitable placement for an Indonesian exchange student, a suitable menu for a group of Indonesian visitors, or an appropriate time of year to visit Indonesia
  • distinguishing between fact and opinion in texts such as articles and reports, and using critical literacy skills to recognise bias, for example, identifying the author, audience and purpose of the text
  • researching a concept or issue, including those drawn from other learning areas such as art, history, science, geography or health
  • identifying and evaluating ways in which values shape content and language in texts such as announcements, surveys, interviews, documentaries, recipes, advertisements, web pages or magazines
  • listening to, viewing and reading texts such as interviews, documentaries and speeches to obtain and synthesise information and use it in new forms, for example, creating a profile of a famous person from an interview

  VCIDC072 | Languages | Indonesian | F–10 Sequence | Levels 9 and 10 | Communicating | Informing

• VCJAC023

  Convey factual information, ideas and opinions using different modes of presentation that take account of context, purpose and audience

  Elaborations

  • collecting and organising information to report significant events in their personal worlds, such as family celebrations, travel or personal milestones, to classmates, parents or peers, using formats such as schedules, timetables, graphs, tables or statistics
  • preparing multimodal presentations on aspects of Japanese lifestyles and cultural practices that invite comparison and contrast with their own experience, such as aspects of popular culture, for example, fashion, music or anime/manga, or ways of preparing and eating food in different regions and/or seasonal influences, for example, おこのみやき and なべ
  • preparing and presenting/publishing an article for a magazine, e-journal or website with a specified audience in mind, for example, a film review for young learners of Japanese or a digital travel guide for a proposed visit to Japan
  • creating texts to inform others about or promote events, places or experiences, such as a poster or flier for a multicultural event or a brochure about their school for a Japanese audience, for example, ミュージカルにきてください。私の学校にようこそ。

  VCJAC023 | Languages | Japanese | 7–10 Sequence | Levels 9 and 10 | Communicating | Informing