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• Korean - 7–10 Sequence: Levels 9 and 10 description

  Students have an increasing control over Korean pronunciation, writing in Hangeul and using vocabulary, forms and structures, and textual features. They approximate the pronunciation at syllable boundaries applying relevant Korean pronunciation rules, and write polysyllabic words that include...

  Level description | Languages | Korean | 7–10 Sequence

• Spanish - 7–10 Sequence: Levels 9 and 10 description

  Students recognise and approximate the pronunciation, rhythms and intonation patterns of more extended phrases and compound sentences. They become more fluent and accurate in both spoken and written language production. They gain more control of grammatical and textual elements. They use simple...

  Level description | Languages | Spanish | 7–10 Sequence

• VCGRCU029

  Question and explain own and others’ reactions to and assumptions about the language, culture and values of ancient Greek society, discussing how these relate to own language and culture

  Elaborations

  • discussing how values, attitudes and practices of people living in ancient Athens or Sparta are similar to or different from their own
  • exploring how cultural identity was manifested in the ancient world, and making comparisons with own cultural identity in modern Australia
  • exploring the identity and loyalty of the ancient Greeks as members of separate city-states and members of a broader Greek world and relating this to their own identity as a member of a local community, a state/territory/nation and as a global citizen
  • describing and comparing own public and private lives with those of people in ancient Greece
  • considering how cultural diversity has continued to be an integral feature of society since ancient times
  • exploring the process of decentring from own linguistic and cultural standpoint and considering how own ways of behaving and communicating may have been perceived by people of the past

  VCGRCU029 | Languages | Classical Greek | Levels 9 and 10 | Understanding | Reflecting

• VCLAU029

  Question and explain own and others’ reactions to and assumptions about the language, culture and values of Roman society, discussing how these relate to own language and culture

  Elaborations

  • investigating the extent to which values, attitudes and practices of people of cosmopolitan Rome are similar to or different from their own
  • exploring how cultural identity was manifested in the ancient world, and making comparisons with own cultural identity in modern Australia
  • exploring the identity of people living in the Roman world and relating this to their own identity as a member of a local community, a state/territory/nation and as a global citizen
  • describing own public and private lives and making comparisons with those of people in ancient Rome
  • considering how cultural diversity has continued to be an integral feature of society since ancient times
  • exploring the process of decentring from own linguistic and cultural standpoint and considering how own ways of behaving and communicating might be perceived by people of the past

  VCLAU029 | Languages | Latin | Levels 9 and 10 | Understanding | Reflecting

• VCASFC078

  Analyse different types of imaginative, creative and performative texts, considering how different techniques and modalities are employed to communicate with different audiences

  Elaborations

  • analysing examples of signed performance poetry, identifying patterns and conventions such as repetition of handshapes and movement paths of signs to create rhyme and to convey meaning
  • interpreting visual representations of Deaf experience, including the use of metaphors, perspectives, colours and textures in visual art forms such as sculpture, painting, photography, printmaking or ceramics
  • responding to forms of Deaf art that challenge perceptions and stimulate discussion, such as the work of Christine Sun Kim or members of the Australian Theatre of the Deaf or Deafinitely
  • comparing responses to imaginative texts that present particular values or points of view, for example, Deaf slam poetry
  • reflecting on the multilayered dimension of signed narrative, identifying how dynamic handshapes, facial expressions and body movements provide simultaneous narrative, commentary and emotional expression
  • comparing different recordings of signed storytelling, for example of young children making up stories or older people telling traditional tales, noticing differences in their language
  • comparing their interpretations of/responses to performances by deaf comedians, storytellers or poets
  • viewing and reviewing media texts that use aesthetic, artistic or realistic techniques to interpret and communicate dimensions of the Deaf experience, for example the documentary Deaf Jam (2011)
  • exploring the use of technology in Deaf art, film or performance, for example to help build mood or emotional expression
  • identifying relationships between elements such as imagery or signed sequences in texts such as ballads, free verse or narratives, for example by working with Auslan translations of Shakespearean texts
  • responding to signed poems that use extended metaphor to communicate values and ideas or to express emotional experience, for example, ‘Butterfly Hands’ by Walter Kadiki
  • comparing the visual nature of signed narratives with oral traditions of Indigenous cultures
  • analysing responses of hearing audiences to deaf performances, for example by evaluating comments made by judges on reality/talent television shows
  • discussing the complexity of live theatre performance interpretation and the use of deaf interpreters and consultants
  • creating highly complex narratives combining and switching between ways of reference, for example, CA, DS, lexical signs and frames of spatial reference

  VCASFC078 | Languages | Auslan | First Language Learner | F–10 Sequence | Levels 9 and 10 | Communicating | Creating

• Chinese - Background Language Learner - 7–10 Sequence: Levels 9 and 10 achievement standards

  By the end of Year 10, students use spoken and written Chinese to initiate and sustain extended interactions with others in their social world and in the Chinese-speaking community, for example, 我的学校生活，澳大利亚的运动，我最喜欢的春节活动. They ask questions (for example, 你真的认为…吗？请想一想…) and adapt language...

  Level description | Languages | Chinese | Background Language Learner | 7–10 Sequence | Levels 9 and 10

• VCZHC246

  Identify and analyse the effects of how information is organised in authentic texts, and apply this knowledge to create purposeful texts that persuade and inform

  Elaborations

  • examining the ways in which information is presented across diverse Chinese-speaking communities, for example, viewing news reports of world events from Beijing, Taiwan and Singapore
  • evaluating how information is presented in diverse forms of media across cultures, for example, comparing the impact of live news reports involving interviews with witnesses, and newspaper articles on the same event
  • applying understanding of news articles and other formal text types to create own response to contemporary issues in Chinese-speaking communities

  VCZHC246 | Languages | Chinese | First Language Learner | 7–10 Sequence | Levels 9 and 10 | Communicating | Informing

• VCARU187

  Explore how language both shapes and reflects thoughts and world views and encourages action and reaction, and is shaped by community and individual cultural experiences

  Elaborations

  • recognising the importance of learning and maintaining Arabic and other languages in order to access the cultural understanding, values, beliefs and mindsets of others
  • reflecting on personal encounters with cultural practices that have impacted on own ways of thinking and reacting and have helped to shape their attitudes to and views of the world around them, and discussing ways to increase intercultural understanding
  • discussing and reflecting on how language use, such as persuasive, motivational or emotive language in texts, and in different forms of media, such as the internet, impacts on social behaviour, actions and reactions

  VCARU187 | Languages | Arabic | F–10 Sequence | Levels 9 and 10 | Understanding | Role of language and culture

• VCGGK135

  The interconnection between food production and land and water degradation; shortage of fresh water; competing land uses; and climate change, for Australia and other areas of the world

  Elaborations

  • exploring environmental challenges to food production from land degradation (soil erosion, salinity, desertification), industrial pollution, water scarcity and climate change
  • identifying the impacts on food production from competing land uses. For example, urban and industrial uses, mining, production of food crops for biofuels, production of food crops for livestock, and recreation (such as golf courses)
  • evaluating whether some ways of increasing food production could threaten sustainability

  VCGGK135 | The Humanities | Geography | Levels 9 and 10 | Geographical Knowledge | Biomes and food security

• VCHHK149

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

  Elaborations

  • evaluating the significance of World War II to Australia’s international relationships in the twentieth century, with particular reference to the United Nations, Britain, the USA and Asia. Changing relationship with Britain and the emergence of ANZUS
  • evaluating the impact of World War II on the emergence of the United States as a major world power and on Australia’s alliance with the US, for example, the threat of Japan

  VCHHK149 | The Humanities | History | Levels 9 and 10 | Historical Knowledge | The modern world and Australia | Australia at war (1914 – 1945): World War II

• VCLAU027

  Discuss how the Roman world has influenced modern society, culture and political structures, such as literature, art, medical and scientific practices, government and infrastructure

  Elaborations

  • exploring the ancient origins of modern political and legal structures and concepts, such as republic, balance of power, jurisprudence and judicial precedent, census and elections
  • investigating modern social issues, such as class, the role of women and civil rights, and making comparisons with the Classical period
  • discussing influences of Latin literature on modern novels, poetry, drama and film, such as Book IV of the Aeneid on Miss Saigon, Ovid on David Malouf’s An Imaginary Life, Virgil on Ursula Le Guin’s Lavinia
  • recognising the transmission of literary genres, such as epic, satire, love poetry, epigram, ode
  • investigating famous artists’ incorporation of classical themes and subjects in postclassical sculpture, painting, music, opera, theatre
  • investigating ancient practices in medicine and science still relevant in the modern world, such as Galen’s surgical procedures and Pliny the Elder’s classification of animals and plants

  VCLAU027 | Languages | Latin | Levels 9 and 10 | Understanding | The powerful influence of language and culture

• VCELU186

  Reflect on the dynamic and ecological nature of language, recognising that Modern Greek still uses some words and phrases from earlier Greek versions of its language, and that all languages influence each other

  Elaborations

  • examining traditional and contemporary Greek texts and identifying expressions still in use today, for example, Εν τω μεταξύ
  • recognising how English is modifying Greek language use in particular spheres, for example, language used in the entertainment industry, films and television programs, or language used to express modern concepts, for example, το ματς, το φαστφουντάδικο , να μπω στο ίντερνετ, σε φόρουμ , κάνω τσατ/τσατάρω or language used to keep up with trends, for example, ρελάξ , OK, κουλ
  • recognising that language changes over time, for example, by viewing Greek films in historical settings and those in contemporary settings and discussing the language used

  VCELU186 | Languages | Modern Greek | F–10 Sequence | Levels 9 and 10 | Understanding | Language variation and change

• VCHIC116

  Translate and interpret familiar social and community texts such as emails/text messages, informal conversations with friends, proverbs or quotations, considering the nature of translation and the role of culture when transferring meaning from one language to another

  Elaborations

  • translating and glossing words, symbols or expressions commonly used in emails and sms messages, for example, हे हे – LOL
  • recording, transcribing and translating short conversations between family members or friends from English into Hindi or vice versa, recording words or phrases that either do not translate or require no translation
  • translating proverbs such as दूर के ढोल सुहावने, examining literal translations for cultural information and identifying English-language proverbs that approximate the ideas behind the words (The grass is always greener on the other side of the fence)
  • identifying the need to sometimes recast language, considering why one language may use more words than another to communicate a particular meaning
  • discussing how translation sometimes involves literal decoding of word-for-word meaning, sometimes involves interpreting meaning and finding equivalent forms in the other language, and sometimes involves cultural meaning that cannot be translated
  • interpreting the significance of terms or phrases that carry specific cultural connotations which might be unfamiliar when translated into English, for example, साला, बहु, दलाल

  VCHIC116 | Languages | Hindi | 7–10 Sequence | Levels 9 and 10 | Communicating | Translating

• VCKOU207

  Reflect on the dynamic and ecological nature of language that interacts with constantly changing environments such as contact with different languages and cultures and changing sociocultural circumstances in local and global contexts, identifying and illustrating examples from Korean language...

  Elaborations

  • exploring how Korean language has changed over time, for example, by viewing Korean dramas in historical settings and those in contemporary settings and comparing the language used between people in comparable relationships such as between family members
  • examining possible influences on language change in Korean, such as exposure to other languages, contexts of use and the development of digital technology
  • comparing spoken and written texts (for example, spoken and print advertisements, face-to-face conversations and emails) to understand how mode relates to linguistic structures and features, and how this affects meaning
  • understanding that languages incorporate other languages into their systems and examining how this takes place in Korean, for example, 조깅해요, 온라인으로

  VCKOU207 | Languages | Korean | F–10 Sequence | Levels 9 and 10 | Understanding | Language variation and change

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

  Students use more complex language in spoken and written forms. They adjust tone, expression and intonation to shade meaning and to convey emotions. They expand their knowledge and control of grammatical elements such as verb tenses (imperfecto, futuro simple, condicional) and direct and indirect...

  Level description | Languages | Spanish | F–10 Sequence

• VCHHK131

  Different experiences and perspectives of individuals or groups and how ideas, beliefs and values changed during the significant events of the Industrial Revolution

  Elaborations

  • describing the effects of steam, gas and electricity on people’s way of life during the Industrial Revolution
  • investigating the changes in working conditions, for example, longer working hours for low pay and the use of children as a cheap source of labour
  • investigating the support for Chartism among the poorer classes as a response to deteriorating living and working conditions
  • explaining how religious groups responded to the ideas in Charles Darwin’s 1859 book On the Origin of Species
  • investigating sources that record the reactions of new arrivals to other countries in this period, for example, responses to the natural environment and climate

  VCHHK131 | The Humanities | History | Levels 9 and 10 | Historical Knowledge | The making of the modern world | Industrial Revolution (1750 – 1914)

• VC2M10A15

  use mathematical modelling to solve applied problems involving inverse proportion, growth and decay, including in financial contexts to establish the compound interest formula as repeated applications of simple interest; formulate problems, choosing to apply linear, quadratic or exponential models...

  Elaborations

  • modelling problems involving inverse proportion in real-life contexts such as travel time decreasing with increased travel speed, the brightness of luminous objects decreasing with distance, or household expenditure and savings, and solving related equations
  • modelling situations and choosing between linear, quadratic and exponential models by representing relationships in a table of values and recognising that linear functions have constant first differences, quadratic functions have constant second differences and exponential functions have a constant ratio between consecutive values of the dependent variable
  • modelling situations involving exponential growth and decay, and contrasting this with linear growth or decay, for example, situations involving constant percentage change and constant ratio, and determining doubling time and half-life and approximate intervals for which the values of the model lie within a given range
  • modelling situations that involve working with authentic information, data and interest rates to calculate compound interest and solve related problems
  • modelling and investigating how exponential equations are used in carbon dating to estimate the age of Aboriginal and Torres Strait Islander artefacts or material culture
  • modelling situations involving the growth of native animal populations on Country/Place with varying reproductive behaviour, using exponential functions and critiquing their applicability to real-world situations

  VC2M10A15 | Mathematics | Mathematics Version 2.0 | Level 10 | Algebra

• VCARU185

  Analyse and explain how variations in Arabic language use relate to roles, relationships and the context of interactions, and consider how and why these would differ from interactions in English or other languages represented in the classroom

  Elaborations

  • investigating the nature and use of the Arabic language in different contexts of interaction, for example, by asking Arabic-speaking students in Australia when, with whom and for what purpose they use Arabic or English, and reflecting on similarities and differences in interactions in both languages
  • reflecting on how various Arabic speakers’ views on social or cultural roles and relationships are reflected in texts such as traditional sayings, idioms, proverbs, poetry and song lyrics
  • comparing a variety of texts relating to interactions in different Arabic-speaking regions, and analysing how aspects of the language used in varying social contexts reflect certain values and world views

  VCARU185 | Languages | Arabic | F–10 Sequence | Levels 9 and 10 | Understanding | Language variation and change

• Civics and Citizenship: Levels 9 and 10 description

  The Level 9 and 10 curriculum builds students’ understanding of Australia’s political system and how it enables change. Students examine the ways political parties, interest groups, media and individuals influence government and decision-making processes. They compare Australia’s system of government...

  Level description | The Humanities | Civics and Citizenship

• VCECU020

  Explore a range of ethical problems and examine the extent to which different positions are related to commonly held ethical concepts and principles, considering the influence of cultural norms, religion, world views and philosophical thought

  Elaborations

  • identifying and discriminating the ethical concepts and principles raised by people or groups in a globally significant debate such as responses to people movements, poverty or climate change
  • identifying and analysing why members of the same religious tradition may hold different views, for example, on capital punishment

  VCECU020 | Capabilities | Ethical Capability | Levels 9 and 10 | Understanding Concepts