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• VCFRU126

  Explore the dynamic nature of the relationship between language, culture and communication and how it impacts on attitudes and beliefs

  Elaborations

  • examining how changes to the French language reflect changes in some cultural practices and attitudes, for example, le fastfood, la pub/le pub, Madame le Directeur
  • sharing ideas about how culture ‘works’ as a combination of beliefs, values and practices, and examining own personal and community cultural frames of reference and how and why these change over time
  • using personal journals and group discussions to reflect on how learning French has impacted on own assumptions about French language, culture or identity
  • considering how the experience of learning a new language has impacted on awareness of own communicative and cultural behaviours and of how these may be interpreted by others
  • developing language for thinking and talking about cultural representation and expression, for example, ‘perspectives’, ‘values’, ‘images’, ‘stereotypes’, ‘inclusions’ and ‘exclusions’

  VCFRU126 | Languages | French | 7–10 Sequence | Levels 9 and 10 | Understanding | Role of language and culture

• VCHIU087

  Analyse variations in Hindi language use that relate to social roles, values and contexts and to the nature of the interaction

  Elaborations

  • classifying forms of address in terms of social, cultural or family relationships, for example, बड़ी दीदी, मुन्ना-मुन्नी, भैया, बाबाजी and discussing the relationship between language, culture and context
  • evaluating how language choices reflect social values and attitudes, such as family loyalty, status or peer group identity
  • finding examples of colloquial and contemporary forms of language used by young people of their age, such as using words and expressions from other languages when talking about popular culture, अरे यार, कल क्या कमाल मैच देखा
  • observing non-verbal elements of communication such as gestures, facial expressions or use of space and silence, discussing their importance in communication and how they vary in formal and informal contexts
  • noticing and explaining differences in text structure and grammar between formal and informal Hindi, for example, between the structure of a business letter and an informal email आपको सूचित किया जाता है..., मैं तुम्हें बताता हूँ....

  VCHIU087 | Languages | Hindi | F–10 Sequence | Levels 9 and 10 | Understanding | Language variation and change

• VCITU131

  Analyse and understand the dynamic nature of Italian (and languages in general) recognising the impact of technology, media and intercultural contact

  Elaborations

  • developing awareness of the Latin origins of the Italian language and other Indo-European languages, how Italian has developed as a language, and the use of dialects
  • researching the use of dialects within the context of Italian-speaking communities (for example, by developing a portfolio of examples, gathered through interviews, blogs, community radio and events), considering the use of dialect and/or Standard Italian, and reflecting on the findings
  • observing changes over time in levels of formality, particularly in spoken Italian such as forms of address, for example, tu/Lei compared to voi/Loro
  • exploring, expanding and consolidating word usage using online applications relating to proverbs, sayings and set phrases

  VCITU131 | Languages | Italian | 7–10 Sequence | Levels 9 and 10 | Understanding | Language variation and change

• VCPSCSO051

  Develop specific skills and a variety of strategies to prevent or resolve conflict, and explore the nature of conflict resolution in a range of contexts

  Elaborations

  • identifying stages of conflict and the key skills required in managing conflict across a range of situations
  • researching strategies that can be used to manage conflict across home, school, community and workplace contexts
  • examining the impact of language, listening skills and power dynamics on conflict, and how this contributes to resolution or continuation of conflict

  VCPSCSO051 | Capabilities | Personal and Social Capability | Levels 9 and 10 | Social Awareness and Management | Collaboration

• VCSSU122

  All matter is made of atoms which are composed of protons, neutrons and electrons; natural radioactivity arises from the decay of nuclei in atoms

  Elaborations

  • describing and modelling the structure of atoms in terms of the nucleus, protons, neutrons and electrons
  • comparing the mass and charge of protons, neutrons and electrons
  • describing in simple terms how alpha and beta particles and gamma radiation are released from unstable atoms

  VCSSU122 | Science | Levels 9 and 10 | Science Understanding | Chemical sciences

• VCLAU026

  Understand that Latin became the official language of the Roman empire and facilitated the spread of Roman civilisation and culture, and that Latin continues to enrich English through specialist vocabulary and abstract concepts embodied in the language

  Elaborations

  • recognising that, as the Roman world expanded, Latin became the language of communication, trade, administration, education and law throughout its sphere of influence
  • exploring the role of Latin in the process of Romanisation, and its influence on local languages
  • discussing the impact on people and their lives in Roman provinces, with Latin as the common language, and Roman infrastructure such as aqueducts, sewers, roads and shipping, safe trade routes, standardised currency and weights and measures
  • recognising the spread of ancient Greek ideas through Latin, such as the use of Greek vocabulary and concepts in literature and philosophy, for example, stadium, rhetor, theatrum, poeta, stoica, philosophia
  • exploring abstract concepts derived from Latin, such as justice, liberty, republic, fraternity, charity, genius, piety
  • recognising terms in English that are hybrids of Classical Greek and Latin, for example, metalanguage, quantum physics, teleconference
  • discussing Latin words and expressions that are used in fields such as law, business and education, for example, de facto, non sequitur, agenda, forum, curriculum
  • examining the Latin roots of English words in subjects across the school curriculum, for example, technical vocabulary related to reporting research, such as ibid and stet
  • identifying Latin roots in English scientific, technical and medical terminology, for example, genus, species; computer, data, accumulator, super conductor, cellular differentiation, quantum teleportation; cancer, cannula, defibrillator, incision, amputation
  • exploring how Latin is used to coin terms for new technology and new discoveries in science and medicine in the modern world, such as internet, Trojan (horse), forum, virus
  • applying knowledge of Latin to form and explain plurals of English words borrowed from Latin, for example, indices, media, vertebrae, curricula, alumni
  • exploring mottoes and inscriptions, such as per ardua ad astra or mens sana in corpore sano, and discussing their relevance in the modern world
  • investigating the enduring nature and use of Latin in academic and religious ceremonies, for example, summa cum laude, honoris causa, gaudeamus igitur or pater noster

  VCLAU026 | Languages | Latin | Levels 9 and 10 | Understanding | The powerful influence of language and culture

• VCELC018

  Initiate and sustain interactions by sharing personal opinions and experiences, face-to-face or online, with peers, and comparing aspects of young people’s lives, such as relationships, events and aspirations

  Elaborations

  • initiating conversations, for example, with peers and sister-school friends, using expressions appropriate to context and audience, such as Tί έκανες χτες; Πάμε στο γλέντι;
  • sustaining face-to-face or online conversations on topics of mutual interest, for example, το πάρτυ, η μουσική, η φιλία, η μόδα, parties, music, friendship, fashion, through active listening strategies, turn-taking and verbal and non-verbal responses, for example, shrugging shoulders, head shaking
  • extending and elaborating on modelled language to elicit others’ and express own experiences and opinions, for example,Τι νομίζεις; Πιστεύω ότι, Μ’ αρέσει καλύτερα η θάλασσα, Συμφωνείς;
  • using formulaic language to share and compare aspects of teenage life, for example, Το κινητό μου είναι μαύρο, Το δικό μου είναι μεγαλύτερο, and aspirations, for example, Θέλω να γίνω ...

  VCELC018 | Languages | Modern Greek | 7–10 Sequence | Levels 9 and 10 | Communicating | Socialising

• VCTRC113

  Reflect on the relationship between language, culture and identity, and how this shapes and reflects ways of communicating and thinking

  Elaborations

  • discussing the inter-relationship of language, culture and identity, referencing their own relationship with different languages and with elements of Turkish and Australian cultural experience
  • considering the dynamic nature of both identity and culture, and reflecting on how identification with different communities and languages affects their sense of individual or group identity
  • comparing choices they consciously make in relation to values or practices typically associated with either Turkish or Australian traditions and priorities, such as social interactions with friends, relationships, educational experience, and considering how these choices both reflect and contribute to their sense of identity
  • exploring how ways of thinking, communicating and behaving reflect cultural identity, considering, for example, in what respects they identify as Turkish or Australian, and whether these ways shift over time and according to context and situation
  • analysing the relationship between culture, identity and representation, for example, by comparing responses to media representations of cultural difference or diversity
  • reflecting on the experience of learning and using their home language in school, considering whether it impacts on their relationship with the language in out-of-school contexts or on their degree of identification with language communities
  • identifying elements of their personal worlds that contribute to their sense of community and identity, including their use of different languages and involvement in different cultural practices, for example, aile yaşamı, düğünler, futbol maçları

  VCTRC113 | Languages | Turkish | 7–10 Sequence | Levels 9 and 10 | Communicating | Reflecting

• VCZHC247

  Evaluate the utility and reliability of sources when accessing information, and use this knowledge to present a point of view for different audiences

  Elaborations

  • identifying bias in texts, examining the values that influence bias, and discussing how bias differs from opinion and perspective, for example, 什么是偏见？ 偏见有哪些表现？ 应该怎样纠正偏见？
  • reading news articles and historical accounts of world events such as natural disasters, Olympic games, celebrations or commemorations of historical significance (such as Anzac Day), and exploring how the author’s personal values and experiences influence their reporting on such events
  • recognising key ideas and reading between the lines, for example, identifying irony and sarcasm in texts (你可真是个气管炎（妻管严）
  • presenting and discussing own position on issues such as attitudes towards recycling, education in rural communities, and impact of social media on young people
  • debating the pros and cons (for example, 这样做的好处是： …这样做的弊端是：…) and presenting a balanced and reasoned argument, for example, 综合各方面的意见， 我们认为…; 根据大家的意见， 我们想提出以下建议…
  • applying effective strategies in a debate, including the art of rebuttal and developing a team line

  VCZHC247 | Languages | Chinese | First Language Learner | 7–10 Sequence | Levels 9 and 10 | Communicating | Informing

• VCARU186

  Reflect on the dynamic nature of language, relating it to constantly changing environments and cultural conditions such as contact with other languages and cultures and changing circumstances in local and global contexts

  Elaborations

  • recognising that language changes over time, for example, by viewing classical and contemporary Arabic films and comparing how certain ideas and concepts are differently represented through the language used
  • examining how English is influencing and modifying Arabic language use in particular settings, for example, in the entertainment industry, such as in films and television programs; in online contexts; and in language used to express global concepts such as الدّيمقراطيّة؛ الّليبراليّة
  • considering how moving between Modern Standard Arabic and regional dialects reflects personal, social and political histories and changing contexts

  VCARU186 | Languages | Arabic | F–10 Sequence | Levels 9 and 10 | Understanding | Language variation and change

• VCESU197

  Investigate the variety of languages used in different communities in the Spanish-speaking world, for example, Mapudungun, Basque/Euskera and Náhuatl

  Elaborations

  • recognising that in many Spanish-speaking countries other languages are co-official with Spanish, such as Guaraní in Paraguay, Catalan, Galician and Basque/Euskera in Spain, and Quiché in Guatemala, and investigating the history and issues surrounding such relationships between languages
  • investigating the status and function of indigenous languages in Spanish-speaking countries, considering issues such as language rights, language death, and revival and reclamation efforts, and drawing comparisons with Aboriginal languages and Torres Strait Islander languages in Australia
  • considering how the process of moving between standard/national languages and regional languages such as Catalan or Basque reflects personal, social and political histories
  • considering the development of Spanglish in communities of Spanish speakers and developing awareness of current debates and discussions around such hybrid forms of languages
  • exploring the influence of Latin-American popular culture in the United States and the world, for example, cinema, music and TV channels, telenovelas, sport

  VCESU197 | Languages | Spanish | F–10 Sequence | Levels 9 and 10 | Understanding | Language variation and change

• VCGRCE016

  Read, analyse and interpret Classical Greek texts, using vocabulary, grammar and textual cues, to engage with the ancient Greek world

  Elaborations

  • predicting the context and content of Classical Greek texts through initial holistic reading, by identifying key words and phrases, for example, οἱ βάρβαροι μάλα φοβούμενοι
  • inferring meaning using knowledge of the text type and the author’s purpose and technique, for example, νῦν οὖν ἀτεχνῶς ἥκω παρασκευασμένος/βοᾶν, ὑποκρούειν, λοιδορεῖν τοὺς ῥήτορας/ἐάν τις ἄλλο πλὴν περὶ εἰρήνης λέγῃ. (Aristophanes’ Acharnians)
  • investigating and explaining the effect of word order in Classical Greek in producing emphasis and tone, for example, indignation, anger, suspense
  • examining and interpreting complex sentence structures, such as the use of the optative mood in indirect statements, for example, ὁ στρατηγὸς εἶπεν ὅτι οἱ σύμμαχοι δ’ ὁλίγου νικήσοιεν
  • reflecting on the particular use of tenses in Classical Greek and making comparisons with English, such as use of aspect, vivid use of the present in indirect speech, or use of the aorist in gnomic statements, for example, παθὼν δέ τε νήπιος ἔγνω
  • explaining how the coherence of complex texts relies on devices that signal text structure and guide readers, for example, οὖν, γάρ. μέντοι, δήπου
  • discussing conventions of Classical Greek texts, such as the inclusion of speeches in historiography
  • investigating how different conjunctions are used in complex sentences to extend, elaborate and explain ideas, for example, εἴχομεν ἡμεῖς Πύδναν καὶ Μεθώνην καὶ πάντα τὸν τόπον τοῦτον
  • explaining allusions to historical or mythological characters who exemplify Greek virtues, such as Achilles, Hector, Theseus, Solon, Socrates
  • recognising positive and negative connotations implicit in Classical Greek words, for example, τύραννος, δαίμων
  • examining cultural assumptions that influence ways in which meanings are expressed or interpreted, for example, the use of pompous or tragic language for comic effect in Aristophanes’ plays
  • discussing the function and power of cultural representations such as symbols, for example, the gorgon/aegis, the omphalos, Asclepius’ wand, the owl
  • justifying interpretations of texts, using examples or quotations from or references to the text, such as line numbers or a paraphrase of a longer section of text
  • constructing, editing and presenting interpretations of and responses to literary Classical Greek, using ICT collaboratively

  VCGRCE016 | Languages | Classical Greek | Levels 9 and 10 | Engaging with texts | Accessing the ancient Greek world through Classical Greek texts

• VCHHK143

  Significance of World War I to Australia’s international relationships in the twentieth century, with particular reference to the Britain, the USA and Asia

  Elaborations

  • evaluating how the war strengthened the bond of Australia with Britain and the British Empire

  VCHHK143 | The Humanities | History | Levels 9 and 10 | Historical Knowledge | The modern world and Australia | Australia at war (1914 – 1945): World War I

• VCHHK150

  Different historical interpretations and contested debates about World War II and the significance of Australian commemoration of war

  Elaborations

  • analysing the contest debate over the Battle for Australia 1942 and its commemoration since 2008 Battle for Australia Day

  VCHHK150 | The Humanities | History | Levels 9 and 10 | Historical Knowledge | The modern world and Australia | Australia at war (1914 – 1945): World War II

• VCHHK139

  Causes of World War I, the reasons why men enlisted to go to war, and how women contributed in the war effort

  Elaborations

  • creating a concept map to analyse the causes of World War I
  • investigating the rise of nationalist sentiment as well as the values and attitudes towards war in the period 1750–1918, for example idealistic notions of war or sense of adventure

  VCHHK139 | The Humanities | History | Levels 9 and 10 | Historical Knowledge | The modern world and Australia | Australia at war (1914 – 1945): World War I

• VCHHK144

  Different historical interpretations and contested debates about World War I and the significance of Australian commemorations of the war

  Elaborations

  • investigating the ideals associated with the Anzac tradition and how and why World War I is commemorated within Australian society
  • evaluating the fairness of the post war treaties on Axis powers

  VCHHK144 | The Humanities | History | Levels 9 and 10 | Historical Knowledge | The modern world and Australia | Australia at war (1914 – 1945): World War I

• VCLAE016

  Read, analyse and interpret Latin texts, using vocabulary, grammar and textual cues, to engage with the Roman world

  Elaborations

  • predicting the context and content of Latin texts through initial holistic reading, by identifying key words and phrases, for example, Romani Carthaginienses valde timebant
  • inferring the meaning of new words, using knowledge of the text type and the author’s purpose and technique, for example, res, gero, rem gerere
  • investigating and explaining the effect of word order in Latin in producing emphasis and tone, such as indignation, anger, suspense, for example, qualis vir? conclamant omnes; miser Catulle
  • examining and interpreting complex sentence structures, such as conditional sentences, indirect speech and subordinate clauses, for example, adjectival, causal, purpose or result clauses, indirect questions or commands
  • reflecting on the precise use of tenses in Latin and making comparisons with English, for example, cotidie ibat; si veneris
  • explaining how the coherence of complex texts relies on devices that signal text structure and guide readers, for example, paulisper … dum … interea …; primo … deinde … tandem; non solum … verum etiam
  • investigating how different conjunctions are used in complex sentences to extend, elaborate and explain ideas, for example, in periodic sentences using quod, quamquam, cum
  • explaining allusions to historical or mythological characters which exemplify Roman values and attitudes, such as Romulus and Remus, Lucretia, Horatius, Cloelia
  • discussing conventions of Latin texts, such as letter format, for example, Marcus Quinto SPD … cura ut valeas, or metre in poetry, for example, acknowledging quantities
  • recognising positive and negative cultural connotations of concepts implicit in Latin vocabulary, for example, rex, imperium
  • analysing cultural values and attitudes embedded in language use, for example, vocabulary and expressions particular to festivals and ceremonies such as Io triumphe; ave Caesar
  • discussing the function and power of cultural representations such as symbols, for example, SPQR, aquila, fasces
  • justifying interpretations of texts, using examples or quotations from or references to the text, such as line numbers or a paraphrase of a longer section of text
  • constructing, editing and presenting interpretations of and responses to literary Latin, using ICT collaboratively

  VCLAE016 | Languages | Latin | Levels 9 and 10 | Engaging with texts | Accessing the Roman world through Latin texts

• Auslan - First Language Learner - 7–10 Sequence: Levels 9 and 10 achievement standards

  By the end of Level 10, students use Auslan to share information, experiences, interests, thoughts and feelings in relation to their personal and immediate worlds. They describe the appearance of people, objects and places using SASS depicting signs and spatial location, for example, HAVE DS:...

  Level description | Languages | Auslan | First Language Learner | 7–10 Sequence | Levels 9 and 10

• Victorian Aboriginal Languages: Levels 7 to 10 description

  Students continue to engage with Country/Place to explore the environment and learn about Country/Place with respected community members.

  Students bring to their learning a range of language learning strategies. They are increasingly aware of the world beyond their own, and are engaging with the...

  Level description | Languages | Victorian Aboriginal Languages

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

  Students use more complex language in oral, written and multimodal forms. They expand their knowledge and control of grammatical elements including using the て form and plain form of verbs, for example, ～ています、～てもいい、～と思(おも)います、and ～たり～たり、and conjugation patterns for both verbs and adjectives. Students...

  Level description | Languages | Japanese | F–10 Sequence