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• VCKOC194

  Analyse, interpret and integrate information gathered from diverse sources relating to areas of interest to adolescents or young adults, making connections with own and each other’s experience and with other learning areas

  Elaborations

  • understanding gist and identifying keywords to extract specific information, by scanning through texts from various sources in conventional, digital or multimodal formats such as articles, reports or podcasts on topics such as pop culture, youth employment, the environment and world sports, or those related to other learning areas
  • 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
  • analysing and interpreting collected information by summarising, sequencing and prioritising, considering audience, purposes and context, for example, 한국에는 태풍이 오고, 호주에는 사이클론이 와요/옵니다. 태풍은 …, 사이클론은 …
  • obtaining information in order to debate issues of interest such as the environment, expectations of teenagers, and the generation gap, using persuasive or evaluative language, for example, 나는 ... 믿어요/확신해요; 이것은 분명히…–이에요/예요; 그렇지만 …; 정말 …–(으)ㄹ까요?
  • investigating aspects of Korean culture to determine a particular course of action, for example, providing a Korean exchange student with a suitable placement, or a group of Korean visitors with a suitable menu, or selecting an appropriate time of the year for a visit to Korea

  VCKOC194 | Languages | Korean | F–10 Sequence | Levels 9 and 10 | Communicating | Informing

• VCRAC072

  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
  • investigating aspects of the culture/s studied to choose a particular course of action, for example, determining a suitable placement for an exchange student, a suitable menu for a group of visitors who speak the language or an appropriate time of year to visit a region where the language is spoken
  • 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 curriculum areas
  • 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

  VCRAC072 | Languages | Roman Alphabet Languages | F–10 Sequence | Levels 9 and 10 | Communicating | Informing

• VCZHC245

  Plan and negotiate actions to contribute to their local and global community, and suggest alternatives when planning and negotiating

  Elaborations

  • displaying respect for others’ ideas in interactions, agreeing to disagree, or negotiating to achieve agreement, for example, 要么这样吧…; 你看怎么样…; 你说的很有道理，但是…
  • discussing multiple perspectives on topics such as 独生子女政策，言论自由，贫富差距，经济发展与环境保护, and raising awareness among peers and members of school community to enhance mutual understanding of others’ perspectives
  • comparing different learning environments and approaches to learning, for example, reflecting on prior learning experiences and suggesting the advantages and disadvantages of different educational systems (中国的教育是应试教育，注重死记硬背，澳洲的教育是启发式教育，培养的是学生的独立思考能力)
  • discussing issues encountered in their daily life when communicating across cultures, such as specific ‘cultural barriers’ and misunderstandings in communication, for example, 家长应不应该尊重孩子的个人隐私？
  • understanding the history of their local Chinese community and the multicultural nature of Australian society, for example, interviewing older migrants about their experiences as Chinese Australians (老一代的华人在餐饮、 木工、 香蕉种植等方面为澳洲做出了贡献，新一代的华人更多的是在金融、法律、医生等行业发展)
  • identifying areas of need within the local community and collaborating with others to provide support, for example, visiting aged-care facilities or helping to organise a cultural event to enhance understanding of Chinese culture within their own school and local communities (我们上个周末去华人养老院做义工，接触了很多很有意思的老人)

  VCZHC245 | Languages | Chinese | First Language Learner | 7–10 Sequence | Levels 9 and 10 | Communicating | Socialising

• VCECU021

  Distinguish between the ethical and non-ethical dimensions of complex issues, including the distinction between ethical and legal issues

  Elaborations

  • assessing a complex ethical issue that is, one, such as euthanasia, that involves more than one question and area of contestability, a range of diverse people, and/or is part of a wider problem or historical context, to discriminate and explain those features that are of ethical significance, using these questions: who is involved, what are their intentions and what gave rise to the intention (including relevant dispositions)?, Is there something inherently right or wrong in the act itself or interpretation of the issue?, Is there a duty at stake (for example arising out of a perceived right or a particular relationship such as friend to friend, parent to child or doctor to patient)?, What are the possible consequences?, Who is likely to be affected?
  • examining and comparing the ethical significance of codes of conduct, protocols, and legal responsibilities as preparation for undertaking research or working collaboratively
  • exploring a response to an issue such as the use of someone else’s ideas, conditions of factory workers overseas, or the rescuing of adventurers, to identify if there is no legal, but arguably an ethical, obligation

  VCECU021 | Capabilities | Ethical Capability | Levels 9 and 10 | Understanding Concepts

• VCZHC251

  Interpret culture-specific concepts

  Elaborations

  • comparing idioms and colloquialisms across languages and identifying the challenges in mediating the cultural values embedded in such sayings, for example, 胸有成竹 versus ‘have a well-thought-out plan’; 山穷水尽 versus ‘at the end of one’s rope’; 入乡随俗 versus ‘when in Rome’; 绕圈子 versus ‘beating about the bush’
  • mediating Chinese jokes or l to English speakers and vice versa
  • reflecting on the beliefs, generalisations and stereotypes held by other Australians about Chinese cultural practices or values, for example,中国人只工作不享受／ 他们都很聪明／很难和中国人一起工作／中国菜都很好吃
  • introducing people, places, events and ideas of cultural and historical significance to Chinese people, for example, explaining to Australian audiences the historical and contemporary significance of 孔子 (Confucius) and his idea of 仁 (humanity)

  VCZHC251 | Languages | Chinese | First Language Learner | 7–10 Sequence | Levels 9 and 10 | Communicating | Translating

• VCZHU190

  Explain how gender, social class and age affect language use in formal and informal contexts

  Elaborations

  • exploring different levels of formality involving a range pf settings and participants
  • viewing a variety of blogs and comparing language use in order to hypothesise about the age and gender of the authors
  • comparing informal interactions such as live interviews with studio discussions about an issue on news and current affairs programs
  • considering the impact of using formal language in establishing one’s authority or to display knowledge on a topic
  • reading extracts of 古典小说, such as 《水浒传》, and noticing how language use differs from contemporary speech, for example, 史进道： 小人大胆， 敢问官人高姓大名？ 那人道：洒家是经略府提辖， 姓鲁， 讳个达字。 敢问阿哥，你姓什么？
  • converting informal spoken language into formal register to suit particular purposes, and experimenting with terms such as 明文规定 and 众所周知

  VCZHU190 | Languages | Chinese | Background Language Learner | F–10 Sequence | Levels 9 and 10 | Understanding | Language variation and change

• VCCCL032

  Explain how Australia’s international legal obligations shape Australian law and government policies, including in relation to Aboriginal and Torres Strait Islander peoples

  Elaborations

  • listing some of the international agreements Australia has ratified and identifying examples of how each one might shape government policies and laws, for example the protection of World Heritage areas
  • researching the International Convention on the Elimination of All Forms of Racial Discrimination, Convention on the Rights of the Child, and the Declaration on the Rights of Indigenous Peoples
  • identifying how international conventions and declarations have shaped Australian government policies with regard to Aboriginal and Torres Strait Islander peoples

  VCCCL032 | The Humanities | Civics and Citizenship | Levels 9 and 10 | Laws and Citizens

• VCCCTQ044

  Suspend judgements to allow new possibilities to emerge and investigate how this can broaden ideas and solutions

  Elaborations

  • comparing a creative process that quickly follows initial judgements to one that intentionally suspends judgements over a period of time and reflecting on the quality of the ideas produced
  • exploring optimum conditions for an ‘incubation period’ when problem-solving, for example ‘sleeping on it’, or undertaking a distracting menial task and then returning to the problem
  • using technology for experimenting with the relationships between compositions of functions, such as resultant shapes and behaviours, which may then be used in modelling and understanding a range of real-world phenomena

  VCCCTQ044 | Capabilities | Critical and Creative Thinking | Levels 9 and 10 | Questions and Possibilities

• VCHPEM159

  Transfer understanding from previous movement experiences to create solutions to movement challenges

  Elaborations

  • drawing parallels between successful movement strategies in one sporting situation and how similar strategies could be used effectively in a different sport
  • speculating on possible outcomes of innovative solutions to movement challenges based on past experiences
  • reflecting on successful movement solutions and proposing how they can be transferred to new movement challenges
  • demonstrating motivation, persistence, confidence and commitment when faced with difficult or unfamiliar movement tasks

  VCHPEM159 | Health and Physical Education | Levels 9 and 10 | Movement and Physical Activity | Learning through movement

• VCZHU256

  Compare the nature of word formation, including subtle forms of adjectives such as 特有的 and 明朗, in the development of new words in Chinese and English, and evaluate their effectiveness in conveying new concepts

  Elaborations

  • comparing the expression of new concepts across languages and analysing the representation of new ideas in contemporary media, such as 云电视、
  • comparing the functions of semantically related morphemes and discussing why one is preferred over others in the development of new words, for example, ways of expressing ‘green’: 碧、 翠、 绿 、 青、 （翠绿、碧绿、青翠、苍翠） and new words such as: 雪碧，绿化

  VCZHU256 | Languages | Chinese | First Language Learner | 7–10 Sequence | Levels 9 and 10 | Understanding | Systems of language

• VCARC025

  Translate and interpret texts from Arabic into English and vice versa, compare own translations and interpretations with others’ and discuss reasons for differences

  Elaborations

  • translating existing texts and experimenting with unfamiliar words or expressions, reflecting on challenges associated with transferring meaning from one language to another
  • comparing one another’s translations of the same text, commenting on differences and similarities between versions and considering possible reasons for these
  • translating texts, identifying culture-specific vocabulary and expressions, such as والله ولي التوفيق؛ تقبل فائق الإحترام , discussing strategies for choosing words that best reflect the intended meaning and context
  • paraphrasing English words or expressions that have no specific equivalent in Arabic, such as ‘mufti day’ or ‘fundraiser’, and annotating them in order to convey their intended meaning
  • reflecting on the difficulty of achieving equivalence in translations of creative texts such as poems, songs and film clips, identifying words and phrases that require particular elaboration or explanation
  • experimenting with interpreting in English popular expressions, proverbs or idioms in Arabic, and reflecting on the social and cultural values that may be embedded in them
  • analysing existing translations of texts, such as film subtitles, comparing them with own translation, and reflecting on why translations may vary

  VCARC025 | Languages | Arabic | 7–10 Sequence | Levels 9 and 10 | Communicating | Translating

• VCESU036

  Understand the role of language and culture in shaping cultural identity and consider how learning a second language encourages a broadening of perspectives

  Elaborations

  • participating in guided discussion and reflection on the nature and role of ‘culture’ and its relationship with language, noting any shifts in own attitudes or understandings about culture, identity and diversity as a consequence of learning and using Spanish
  • talking with bilingual speakers about the experience of using more than one language, for example, by asking questions such as: ‘Do you identify more strongly with one language? Do you express yourself differently in each language? Do you feel like the same “you” when speaking each language?’
  • discussing ways in which learning a different language can lead to new ways of thinking or interpreting experience, for example, by providing different perspectives on the experience of younger or older people or in relation to family roles and relationships
  • developing language for thinking and talking about cultural representation and expression, for example, terms such as ‘perspectives’, ‘values’, ‘images’, ‘stereotypes’, ‘inclusions’ and ‘exclusions’
  • critically analysing texts such as advertisements, brochures, catalogues, graffiti and websites in Spanish that show different representations of culture, reflecting on language use, images and symbols

  VCESU036 | Languages | Spanish | 7–10 Sequence | Levels 9 and 10 | Understanding | Role of language and culture

• VCHIC082

  Reflect on the nature of bilingual/multilingual communication and experience

  Elaborations

  • exploring the concept of translanguage in relation to mediating thought, action and communication in situations that involve two or more languages
  • reflecting on how speakers of more than one language draw strategically on a wide range of linguistic and cultural resources to make meaning of experience and to communicate with others
  • considering whether thinking or communicating in one language rather than another affects the ways ideas or attitudes are understood or expressed
  • identifying benefits associated with bilingualism/multilingualism, drawing examples from their personal experience
  • comparing assumptions sometimes made when communicating with speakers of different languages, identifying instances when they consciously adjust how they communicate due to personal assumptions or attitudes
  • identifying cultural cues in intercultural interactions that signal variations in expectations, values or traditions that may complicate communication
  • monitoring their use of Hindi and English in different domains, for example, by keeping a record of when they use each language, for which language functions and in which contexts
  • considering how their language and interactional behaviour might be interpreted or responded to by people from different language backgrounds

  VCHIC082 | Languages | Hindi | F–10 Sequence | Levels 9 and 10 | Communicating | Reflecting

• VCARC172

  Negotiate actions and contribute ideas, opinions and suggestions in interactions related to shared tasks, transactions and problem-solving, managing different views and perspectives

  Elaborations

  • planning and negotiating collaboratively in scenarios related to travelling or living in an Arabic-speaking country, such as using transport, eating out or visiting tourist attractions, for example,

    عندما أصل إلى القاهرة سوف أستأجر سيارة لأصل إلى الفندق؛ أفضل وسيلة مواصلات هي سيارة الأجرة؛ سوف أسافر إلى المناطق الريفيّة في القطار؛ في لبنان الأطعمة لذيذة لذلك سأذهب إلى مطاعم مختلفة؛ أحب المأكولات العربية الشعبية. سوف أزور جميع المناطق الأثرية في الأردن

  • making complaints and recommendations and seeking solutions, for example,

    أعترض على طريقة معاملة الزبائن؛ الفندق بحاجة إلى منظفين أكثر؛ الطعام كان بارداً ولم أقدر أن آكله؛ أسعار الثياب غالية جداً

  • organising an event such as a youth meeting through social media to raise awareness of environmental or ethical issues
  • contributing opinions using online and digital forms of communication such as emails, school chat forums and community websites to discuss various social issues such as youth employment opportunities or issues related to freedom and equality, for example,

    أصبح وجود فرص للعمل مستحيلاً؛ إنها كارثة إنسانية؛ إنها عار على مجتمعنا؛ مساواة جميع المواطنين حق إنساني؛ حرية الإنسان في التعبير خط أحمر

  VCARC172 | Languages | Arabic | F–10 Sequence | Levels 9 and 10 | Communicating | Socialising

• VCASFC110

  Participate in shared learning activities that involve planning, transacting and problem-solving, using simple signed statements, questions and directions

  Elaborations

  • negotiating roles and responsibilities in shared learning activities, using expressions such as:
    PRO2 TYPE PRO1 WRITE
    You type and I’ll write.
  • understanding and using expressions of support, encouragement or praise during shared activities, for example, EXCELLENT, THAT GREAT
  • playing games that involve detailed information exchange, such as a ‘murder mystery’ type game, asking for and supplying descriptions about the suspect, for example:
    PRO3 HAVE GLASSES?
    Does he have glasses?
  • working collaboratively to plan an event such as a handball competition, using expressions related to place, time and numbers, for example:
    BEST PLAY WHERE?
    Where will we play?
    TEAM+ HOW MANY?
    How many teams are there?
  • following and giving directions for outdoor activities such as an obstacle course
  • expressing preferences in relation to roles and responsibilities in shared learning activities, using NMFs and statements such as:
    HANDWRITING PRO1 DON’T-LIKE RATHER TYPING
    I don’t like handwriting; I prefer to type it
    
  • working with peers to plan for a visit from a Deaf community member, prioritising and sequencing tasks

  VCASFC110 | Languages | Auslan | First Language Learner | 7–10 Sequence | Levels 9 and 10 | Communicating | Socialising

• VCELC172

  Take action, and contribute ideas and opinions in collaborative tasks, activities and experiences which involve making decisions, negotiating, planning and shared transactions

  Elaborations

  • contributing opinions and suggestions during shared problem-solving tasks, for example, in resolving a disagreement about a planned activity, for example, Η πτήση ακυρώθηκε και πρέπει να αλλάξουμε τα σχέδιά μας, Δεν είμαι απόλυτα σίγουρος, αλλά επειδή δεν έχουμε πλέον καιρό, θα πρέπει να συμφωνήσω
  • organising and participating in activities, such as a volunteer visit to a nursing home to communicate to Greek speakers, and developing a classroom journal to document examples of language used in particular contexts, for example, Σήμερα επισκεφθήκαμε το γεροκομείο όπου γνώρισα μια συμπαθητική γιαγιά ...
  • expressing agreement or disagreement when accepting or declining offers, requests and invitations, for example, inviting peers to attend a celebration or party for example, Θέλεις να πάμε στη θάλασσα; Ευχαριστώ πολύ που με καλέσατε, αλλά έχω πολλή δουλειά
  • planning events and making decisions with peers, for example, choosing a venue for an event, expressing preferences and asking questions to clarify intentions, for example, Πότε θα γίνει ο χορός μας; Προτιμώ να γίνει μετά τις διακοπές. Μήπως πρέπει να καλέσουμε και τον διευθυντή;
  • participating in role-plays to complain about something, such as returning damaged or unsuitable goods, for example, Αυτή η μπλούζα ήταν λερωμένη όταν την αγόρασα / το γάλα αυτό δεν είναι φρέσκο, η ημερομηνία έχει περάσει

  VCELC172 | Languages | Modern Greek | F–10 Sequence | Levels 9 and 10 | Communicating | Socialising

• VCELC174

  Obtain, analyse and evaluate information and ideas from multiple spoken, written, print or digital sources on a range of issues

  Elaborations

  • gathering information from different sources and reporting to others, for example, interpreting a weather report or a map, for example, Αύριο στη Θεσσαλονίκη ο καιρός θα είναι άστατος με πιθανές βροχές, επομένως, Γιάννη, δεν θα μπορέσουμε να πάμε εκδρομή
  • extracting information, discussing gist and evaluating main ideas of texts, such as a conversation, film or music review, advertisement or article, for example, Η υπόθεση του έργου είναι ... , Ο συγγραφέας προσπαθεί να μας δείξει ..., Ο νέος δίσκος του τραγουδιστή … είναι υπέροχος …
  • analysing reports of an event from a range of sources, and comparing different perspectives, for example, statements from a victim and witnesses to a crime (Τον είδα να κλέβει τα χρήματα ... Δεν το έκανα εγώ)
  • accessing informative texts such as news reports or feature articles, noting key words, specialised terms or points of information to be used in own news report, for example, Στο αποψινό μας ρεπορτάζ, ο ανταποκριτής μας από την Πάτρα θα μας ...
  • researching aspects of Greek culture and choosing and explaining a particular course of action, for example, a suitable time to visit Greece and Cyprus, or a suitable holiday for Greek-speaking visitors to Australia,for example, designing a poster for Greek visitors to Australia, Επισκεφτείτε την πανέμορφη Αυστραλία με τις υπέροχες παραλίες της και ...

  VCELC174 | Languages | Modern Greek | F–10 Sequence | Levels 9 and 10 | Communicating | Informing

• VCFRC110

  Participate in collaborative projects that make connections between French language and culture and other curriculum areas

  Elaborations

  • organising class displays that combine print and digital resources with demonstrations and performances around themes such as le 14 juillet, le voyage, la Fête de la Musique, la gastronomie francophone
  • finding connections between French language and culture and areas of the curriculum such as history, music, science, sport or the arts (for example, le ballet, Marcel Marceau, Zaz, Zinedine Zidane, le Tour de France, Louis Pasteur), and reporting on particular contributions or achievements
  • participating in visites virtuelles (for example, Le Musée du Quai Branly, le Tour de France, la Martinique, la Nouvelle Calédonie), sharing responsibility for individual elements of a report that highlights key features of the experience
  • designing action-oriented projects such as websites, posters or presentations which include images and expressions that invite concern or support for social or environmental issues, for example, les SDF, le commerce équitable, le développement durable
  • using mathematical language and processes in real or simulated transactions, for example, creating a virtual bureau de change, setting exchange rates with the euro, CHF, CFP, XAF; managing a budget for online shopping on French-language internet sites

  VCFRC110 | Languages | French | 7–10 Sequence | Levels 9 and 10 | Communicating | Socialising

• VCJAC182

  Collaborate, plan and manage activities, events or experiences, such as hosting a Japanese class or visitor, going to a restaurant, or preparing for a real or virtual event, trip or excursion

  Elaborations

  • expressing preferences in relation to shared plans, for example, それはいいですね。そうしましょう。and summarising and clarifying arrangements, for example, 金曜日のごご三時半に、えきの前で会(あ)いましょう。じゃあ、金曜日のごご三時半に、えきの前ですね。
  • planning and preparing for a real or virtual event, trip or excursion, such as a visit to Japan
  • participating in scenarios related to travelling and living in Japan, for example, interacting with a host family, using public transport, shopping, sightseeing or eating out
  • planning and making shared arrangements for Japanese visitors to the school or a homestay, for example, by preparing print or digital informative materials, such as filming an introduction to Australian school and home life, preparing welcome speeches, or conducting school tours
  • planning and completing tasks that involve asking for, giving and following directions to real or virtual locations, for example, すみません、としょかんはどこですか。, using resources such as digital devices, street or rail maps
  • planning and participating in learning experiences that combine linguistic and cultural elements, such as an excursion to a Japanese restaurant, exhibition, film festival or community event, by preparing and rehearsing language forms, structures and vocabulary and considering appropriate behaviours, for example, 六時半に学校(がっこう)の前で会って、バスで行きます。

  VCJAC182 | Languages | Japanese | F–10 Sequence | Levels 9 and 10 | Communicating | Socialising

• VCZHC210

  Participate in planning and presenting a social or cultural event, negotiating options and solving problems

  Elaborations

  • designing a campaign to promote a community organisation and persuade people to join, for example, creating slogans such as 加入澳洲华人青年会，你会认识更多的朋友！
  • asking open questions, inviting others to elaborate their ideas and restating to confirm understanding, for example, 请说一下您为什么决定…？为了保护环境，你一般做什么？你已经说过…；你说的是…，对不对？
  • considering how the use of a polite tone and respectful language when making a complaint may empower both speaker and listener to achieve a positive outcome, and how advice may be given in a non-judgmental way, for example, 你最好/我觉得你应该/我知道…对你很重要，可是… rather than 你一定要/如果你…，就…/你太…
  • negotiating to achieve desired goals by asserting, conceding, and expressing obligation (for example, 必须、一定要) or absence of choice （for example, 没办法、不得不）in an appropriate manner
  • participating in organised visits to Chinese-owned stores in the local area; specifying the quantity or nature of items required; requesting, negotiating and accepting prices; and completing transaction
  • participating in shopping scenarios with classmates, expressing opinions about qualities of goods (for example, 这个红色的裤子真好看), making comparisons with other retailers or service providers (for example, 他要一百块，你要一百三十块) and expressing satisfaction or dissatisfaction with price, for example, 太贵了
  • negotiating with classmates to determine an appropriate gift for an overseas visitor, acknowledging others’ ideas and opinions, and offering alternatives, for example, 这件大衣太大了，我不要，我看一看那件吧
  • acknowledging the ideas and opinions of others and expressing agreement (for example, 好的、 我同意), disagreement (for example, 对，可是), excitement (for example, 太好了) or disappointment (for example, 真可惜) when interacting with others

  VCZHC210 | Languages | Chinese | Background Language Learner | 7–10 Sequence | Levels 9 and 10 | Communicating | Socialising