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• VCDEC023

  Respond to a range of contemporary and traditional imaginative texts (including excerpts) by summarising, reorganising, expressing reactions and opinions, or modifying aspects

  Elaborations

  • listening to, reading and viewing digital and other texts such as songs, stories, television programs and films with subtitles, and responding by expressing views or by modifying key aspects, for example, creating a new scene, continuing the story, re-creating a video clip using parody, role-playing an interview with a character, or retelling or performing the text from the perspective of one of the minor characters
  • comparing contemporary German and Australian music by reading music blogs or online magazines, viewing video clips and listening to music stations, and identifying similarities and differences in expression, themes and styles of performance
  • writing a review of a film, television episode or performance for an entertainment guide
  • comparing Australian and German examples of a particular television genre for cultural and stylistic similarities and differences, such as the German and Australian versions of Top Gear, The X Factor/Deutschland sucht den Superstar or Home and Away/Gute Zeiten, schlechte Zeiten’

  VCDEC023 | Languages | German | 7–10 Sequence | Levels 9 and 10 | Communicating | Creating

• VCECD022

  Discuss issues raised by thinking about consequences and duties, in approaches to decision-making and action, and arguments for and against these approaches

  Elaborations

  • defining and comparing ethical terms such as deontology and consequentialism, identifying the main contestabilities and applying findings to discuss the costs and benefits of a proposal such as diverting money from a planned pedestrian crossing to a hospital, or from the foreign aid budget to domestic farmers, or from programs that respond to health problems to those that claim to prevent health problems
  • using hypothetical ethical dilemmas to compare consequential and duty-based approaches to decision-making and their contestabilities, for example the trolley problem, where a switch can be flipped to divert a runaway carriage that would crash into five railway workers, but would instead kill one person standing on the other line (from Philippa Foot), or whether to stay and look after a family member or go and fight evil forces (from Sartre), or a politician lying in an attempt to protect citizens from harm (from Machiavelli - the problem of Dirty Hands)
  • examining issues in fiction that show problems with consequence and duties-based approaches to decision-making, such as conflicts between rights or duties or potentially causing the suffering of the few for the sake of the majority, for example, in “The Hunger Games” or “Les Miserables”, for example, when Jean Valjean faces the decision of whether to save the person mistakenly identified as him

  VCECD022 | Capabilities | Ethical Capability | Levels 9 and 10 | Decision Making and Actions

• VCTRU080

  Understand regular and irregular elements of spoken and written Turkish, and use elements such as affixation and compound patterns to produce complex phrases and elaborated texts and to participate in extended interactions

  Elaborations

  • understanding the use of lexical stress in Turkish, and the relation between morphemes and stress, where usually the left-most morpheme is the one that determines the stress, as in a range of compounds such as atlıkarınca, kadınbudu, imambayıldı, akşamüstü, güneydoğu, Fenerbahçe, and depremzede
  • experimenting with different registers and vocal and stylistic effects in creating specific emphases in different types of spoken and written texts, for example, speeches, songs, letters to the editor
  • using elision in informal interactions, for example, napcaz? gelcen mi? naber?
  • knowing when to pause and what tone to use for required effects, such as emphasis or persuasion
  • recognising ways in which written language differs from spoken language, such as being more crafted, precise, elaborated or complex, for example, the use of subordinate clauses and support details, Cumartesi günkü maçta Atatürk Kupası’nı kazanan takım, Galatasaray’ı 89’uncu dakikada Mehmet’in attığı golle 1-0 yenerek kupayı 5’inci kez evine götüren Beşiktaş oldu
  • recognising the impermanent and fluid nature of spoken language, identifying features such as interactivity and turn-taking, the use of repetition, pauses, interruptions and contractions, inverted syntax, such as ben de isterim gelmeyi and the use of non-verbal language and vocal effects
  • using challenging word combinations in written and spoken Turkish tongue twisters

  VCTRU080 | Languages | Turkish | F–10 Sequence | Levels 9 and 10 | Understanding | Systems of language

• VCZHU259

  Explain how changes in context impact on how language is adapted to convey meaning within and across languages

  Elaborations

  • exploring how living in the Australian context impacts on how they present their ideas in Chinese, for example, considering how essays written in Chinese in Australia often follow the accepted organisation and formatting of essays in the Australian education system rather than the Chinese education system
  • analysing what is valued across cultures and discussing the impact of this on how meanings are conveyed in Chinese and English, for example, quoting 孔子 or using 成语 is evidence of a higher level of literacy in Chinese, but quoting modern-day experts or using technical vocabulary is considered to be reflective of a higher education level in many English-speaking communities
  • understanding the historical traditions behind the differences between oral and written language in Chinese ( 文言 and 白话)
  • reflecting on their own different ways of communicating and how they adjust language, gesture and content to suit different contexts, cultures and languages, for example, considering topics that are acceptable in one culture but taboo in another
  • identifying differences in pronunciation and/or tone across different Chinese-speaking environments, for example, 和 is pronounced ‘hé’ in mainland China but can be pronounced as ‘hàn’ in Taiwan

  VCZHU259 | Languages | Chinese | First Language Learner | 7–10 Sequence | Levels 9 and 10 | Understanding | Language variation and change

• VCZHU222

  Recognise how gender, social class and age impact on language use in formal and informal contexts

  Elaborations

  • observing interactions between speakers and identifying examples of how language is adapted as the roles and positions of participants are established, for example, moving to more formal language once one participant is identified as a person of authority
  • reading texts such as 《人民日报》, and identifying words and phrases that are used to convey authority or objectivity, such as how to name students with different achievements (for example, 尖子生，中间生，临界生 优秀学生, 普通学生,后进的有潜力学生) in a report on school education
  • discussing the transferability of expressions and words across different settings, for example, following the debate on the use of internet language in education and in the media (for example, the use of 网络语言 in student’s 写作)
  • comparing the same meaning conveyed in speech and writing, (for example, in speech (你不可以进去) and on a sign (闲人免进)) and discussing why the language may vary, including aspects such as interactivity and authority

  VCZHU222 | Languages | Chinese | Background Language Learner | 7–10 Sequence | Levels 9 and 10 | Understanding | Language variation and change

• VCZHU224

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

  Elaborations

  • considering ways in which being a bilingual speaker of Chinese and English could impact on and enhance their future life and career
  • examining how language is used to marginalise groups in society, such as how labels are used to simplify identification of groups and influence how such groups are perceived by others, for example, 蚁族、80后/90后
  • considering their own perceptions of the Chinese-speaking world and identifying the influences on their perceptions, for example, trips to China when younger; stories from grandparents
  • 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
  • exploring what assumptions are inherent in one language and how the same cultural assumptions may not exist in another language, for example, analysing how the terms for ‘getting married’ differ for women (嫁出去) and men (娶妻) and the gender-neutral 结婚

  VCZHU224 | Languages | Chinese | Background Language Learner | 7–10 Sequence | Levels 9 and 10 | Understanding | Role of language and culture

• VCZHU080

  Analyse the ways in which language choices reflect cultural practices and values and how language is used to express familiarity and distance between participants in interactions

  Elaborations

  • exploring how known languages influence their own communicative preferences, such as reflecting the values of one culture when communicating in another, for example, differences in the use and frequency of ‘thank you’ and 谢谢
  • making connections between their first language and how it influences communication in additional languages, for example: Why do Chinese speak English in certain ways? What features of my first language influence how I speak Chinese? How does this affect mediation of ideas between languages?
  • interacting with people of different ages and positions, varying language and level of formality according to relative status, for example, using appropriate ways to accept or decline requests, compliments or suggestions (你能不能帮我一点忙？---- 对不起，我没有空; 您找谁？- 你爸爸在家吗？)
  • examining how concepts such as humour and humility are conveyed in Chinese, and discussing how these may be perceived by non-native Chinese speakers
  • reflecting on taboos in language use and how these can impact on communication across cultures, for example: Is it okay to ask someone’s age in China? Why do numbers and colours matter? What are we superstitious about in Australia? What hand gestures are acceptable with Chinese speakers? What can I joke about?
  • defining familiarity and distance as they relate to language use

  VCZHU080 | Languages | Chinese | Second Language Learner | F–10 Sequence | Levels 9 and 10 | Understanding | The role of language and culture

• VCZHC105

  Reflect on the reactions and experiences of participants (including their own) in interactions and observe how languages is adapted to communicate effectively in unfamiliar contexts

  Elaborations

  • sharing information about their membership of diverse groups and exploring how this is expressed in Chinese, for example, 我和他是同学，我们都在这个学校学习。我的姐姐是澳大利亚国家队的运动员
  • interacting with Chinese-speaking peers to share aspects of their own identities as young Australians, for example, considering: What aspects of my life and identity would Chinese youth find interesting? How do I want to be perceived or understood?
  • identifying how different opinions and perspectives are expressed and how this may be perceived by others, for example, comparing representations of foreigners in 外国人有一些不同的习俗 with 老外都很奇怪
  • interacting with teachers and peers and reflecting on how to respond, for example, what to do when they don’t comprehend words used or meanings expressed by other participants
  • identifying and responding to intended and unintended meanings conveyed in interactions, for example, noticing contradictions between what is being said and the posture, movement, gesture and expression of participants, and asking: How do I interpret participants’ real meaning? Are they just being polite or are their words genuine?
  • reflecting on their own language choices in interactions with Chinese speakers and how these may have been perceived, for example: Was my communication culturally appropriate? Did I adjust my language and body language to help convey my meaning more appropriately and effectively? How can I seem interested when I am not?
  • reflecting on how one’s own cultural values and norms may relate to those of Chinese speakers, for example: What are the values held by Chinese speakers? Which of my own values are non-negotiable? What Chinese values do I feel I should validate and support?
  • examining the use of inclusive language and how ideas are framed, for example, the impact of positive versus negative framing on how meaning is interpreted across languages and cultures, such as 足下留情，小草常青 versus ‘Keep off the grass’
  • considering the role of voice, pitch and pace to encourage involvement of others in interactions and experimenting with modality to empower themselves and others, for example, 你可以 versus 你一定要；我可能 versus 我会
  • exploring the contexts and implications of terms used to identify others, for example, 老外、 华侨、 华裔、 大陆人、 华人、 中国人、 少数民族

  VCZHC105 | Languages | Chinese | Second Language Learner | 7–10 Sequence | Levels 9 and 10 | Communicating | Reflecting

• VCASFU248

  Understand and control additional elements of Auslan grammar, such as the use of non-manual features for topicalisation, negation or conditional forms, and develop awareness of how signers use constructed action and depicting signs in composite utterances

  Elaborations

  • observing that some noun groups are not signed overtly, particularly if maintaining the same referent rather than introducing a new one
  • distinguishing between the citation form of a sign and the adverbial NMF overlaid and what meaning each part carries, for example: MAN SPRINT (base form), MAN SPRINT-_fast (manner added)
  • recognising that signers can give information about how a verb happens over time by changing the movement, for example, signing WATCH versus WATCH-_{for-a-long-time}, or with lexical signs such as WATCH AGAIN++
  • recognising that some adverbs modify adjectives, not verbs, for example VERY, and that these modifications to adjectives can also be expressed with NMFs, for example changes in mouth patterns and movement of signs can intensify adjectives, for example, RED-_really, PLEASED-_really, TALL-_really
  • recognising that typically signers use DSs to show spatial relationships, not separate signs such as ON or UNDER
  • recognising how conjunctions such as PLUS, IF or BUT are used to join clauses and create cohesion
  • recognising that clauses can also be joined through particular NMFs
  • noticing that clauses can be linked equally or unequally, where one clause depends on another
  • recognising that the element of a clause that a signer wants to focus on most in Auslan is sometimes moved to be signed first and that this process of topicalisation involves particular NMFs
  • noticing that clauses are elaborated and made more vivid by adding adjectives and adverbs and by enacting or using DSs
  • realising that in many clauses signers ‘tell’ with fully-lexical signs at the same time as ‘show’ with DS, periods of CA and other gestural elements
  • noticing when signers are using composite utterances, for example those that include elements of CA, DSs, points and lexical signs, and how that affects the structure of a clause

  VCASFU248 | Languages | Auslan | Second Language Learner | 7–10 Sequence | Levels 9 and 10 | Understanding | Systems of language

• VCASFC119

  Reflect on the experience of learning and using Auslan in and out of school, and ways in which their understanding of intercultural communication has developed

  Elaborations

  • describing how it feels to use Auslan to communicate outside their inner circle or school, or to watch Auslan being used by others, responding to prompts such as What are the main differences you notice when observing a conversation between deaf people and one between hearing people?
  • reflecting on similarities and differences in language and communication access, such as the extent of incidental learning acquired by hearing children through interaction with their external environment, for example by overhearing conversations or news on the radio
  • reflecting on similarities and differences between signed language and spoken language users when joining interactions, taking turns, using names, or passing between people who are communicating with each other
  • identifying and comparing how various emotions and different attitudes such as respect, shyness, exuberance or embarrassment are expressed across different languages and cultures
  • reflecting on the experience of interacting with hearing people in various domains online or face to face, such as after-school sports clubs, analysing these experiences in terms of their own perceptions, understandings or attitudes
  • reflecting on social attitudes and on their own reactions to observed responses to differences in behaviours or communicative styles, such as their feelings when hearing people fail to make eye contact with them during interactions in the wider community
  • reflecting on how their own ways of communicating may be interpreted when interacting with hearing people, and on how they may need to modify elements of their behaviour, such as the use of eye contact, facial expression or body language, and to consider other communication strategies such as the use of notes or gestures

  VCASFC119 | Languages | Auslan | First Language Learner | 7–10 Sequence | Levels 9 and 10 | Communicating | Reflecting

• VCJAC021

  Develop classroom language to participate in interactions such as clarifying, apologising, showing appreciation, complimenting, and reflecting on their learning experiences

  Elaborations

  • interacting in classroom routines using appropriate language to apologise, for example, すみません、しゅくだいをわすれました。、 to request clarification, for example, テストは何日(なんにち)ですか。ゆっくり言ってください。、 and to ask and respond to questions, for example, ～は英語(えいご)で何ですか。この漢(かん)字(じ)はどう読(よ)みますか。
  • further developing metalanguage to communicate about language and about their experience of learning Japanese, using Japanese for terms such as verbs (どうし), adjectives (けいようし) and nouns (めいし)
  • enquiring about and describing the location of classroom items and materials by using appropriate prepositions, for example, げんこうようしはどこにありますか。テーブルの上(うえ)にあります。学校の左(ひだり)にあります 。
  • participating in class discussion by eliciting or offering opinions, for example, どうおもいますか。つまらないです 。、 and by asking questions or making suggestions, for example, つぎはだれですか。 いっしょにしましょうか。
  • discussing their language-learning experience, for example, 日本語はやさしいですね。かんじはむずかしいです。でも、おもしろいです。
  • showing appreciation and complimenting one another, for example, よくできました。うたがじょうずですね。

  VCJAC021 | Languages | Japanese | 7–10 Sequence | Levels 9 and 10 | Communicating | Socialising

• VCJAU194

  Understand how sophistication in expression can be achieved by the use of a variety of verb and adjective conjugations

  Elaborations

  • further developing metalanguage to describe and increase control of grammatical concepts and language elements and to organise learning resources such as verb charts and lists of vocabulary and sentence structures
  • understanding and applying the rules of the plain form, and knowing that the basic form of all Japanese verbs ends in -u, -eru or -iru, the forms they are listed under in dictionaries
  • understanding that verbs can be divided into three groups according to the way they are conjugated: Group 1 (five-step verbs), Group 2 (one-step verbs) and Group 3 (irregular verbs)
  • using character charts as a systematic framework for recognising patterns for verb conjugation, and applying the formation rules of each verb group
  • using verb て form to connect events, for example, 朝(あさ)おきてジョギングをします。
  • understanding and using the different functions of verb て form
  • using present continuous tense using verb ています, for example, ラジオを聞いています。
  • requesting and giving permission and expressing prohibition using verb て form, for example, ～てもいいです。～てはいけません。～てはだめです。
  • using verb stems with grammatical features such as ～かった。～やすい／にくいです。～に行きます。
  • exploring how to use plain forms in authentic contexts such as conversations with peers, for example, 食べる？　見る？
  • expressing opinions, intentions and thoughts using the plain form, for example:
    • plain verb つもりです。
    • verb /adjective とおもいます。
    • ～たり～たりします。
  • using い and な adjectives in present and past tenses, for example:
    • おいしい ◊ おいしかったです。
    • たのしくない ◊ たのしくなかったです。
    • しずかな ◊ しずかでした。
  • using adverbs and intensifiers such as かなり, ぜんぜん, たいてい
  • sequencing actions, for example, 朝おきてジョギングをします。
  • increasing cohesion within paragraphs by using conjunctions, for example, ですから
  • indicating the status of actions using adverbs such as まだ and もう
  • understanding the concept of uchi-soto (内(うち)と外(そと)) for making appropriate choices of register, for example, 食べる？食べますか？

  VCJAU194 | Languages | Japanese | F–10 Sequence | Levels 9 and 10 | Understanding | Systems of language

• VCJAU032

  Understand the systematic nature of Japanese language and grammatical forms, and explore how to use/combine these elements to express complex ideas

  Elaborations

  • further developing metalanguage to describe and apply grammatical concepts and language elements, and to organise learning resources such as verb charts and lists of vocabulary and sentence structures
  • understanding and applying the rules of the plain form, and knowing that the basic form of all Japanese verbs ends in -u, -eru or -iru, as listed in dictionaries
  • understanding that verbs can be divided into three groups according to the way they are conjugated: Group 1 (five-step verbs), Group 2 (one-step verbs) and Group 3 (irregular verbs)
  • using character charts as a systematic framework that enables recognition of verb conjugation patterns, and applying the formation rules of each verb group
  • understanding and using a range of particles such as:
    • か (or)
    • に (purpose, indirect object, location)
    • で (location of action, by means such as ペンで、 日本語で)
  • understanding and using いand な adjectives in the present and past tense
  • using verb stems with grammatical features such as ～たい、 ～ たくない、 ～ かった、 ～ やすい／にくいです
  • understanding and using verbてforms to express a range of ideas, for example, ～ている、 ～てもいいです、 ～てはいけません、 ～てはだめです
  • creating cohesion and flow by using conjunctions, for example, だから、 それで、 それに、 verbてform, だから、 しかし、 それに、 けれども
  • expressing opinions, intentions and thoughts using the plain form, for example, ～つもりです、 ～とおもいます、 ～たり～たりします
  • asking and responding to questions using 何で? どうして/なぜ？ どのぐらい? いくつ？
  • building vocabulary that relates to daily life and the world beyond school and home and that can be used for cross-curricular content learning
  • elaborating ideas or statements using expressions such as 今(こん)しゅう、 先(せん)しゅう、 来年(らいねん)、 いつも、 ぜんぜん、 あまり
  • understanding Japanese counting systems using units of 10, 100, 1000 and 10,000 and associated kanji, for example, 百(ひゃく) 、 千(せん)、 万(まん)
  • extending the use of counter classifiers to include ～円(えん)、 ～分、 ～まい、 ～本、 ～つ、 ～日 (date)
  • expressing superlative forms using 一番(いちばん)、 for example, 一番好きなかもくは日本語です。
  • expressing the location of items by using prepositions such as 右(みぎ)、 左(ひだり)、 前(まえ)、 後(うし)ろ、 上(うえ)、 下(した)、 となり、 そば　
  • understanding and using plain or polite forms as appropriate to context, for example, understanding the concept of uchi-soto (内(うち)/外(そと)) for making appropriate choices of register

  VCJAU032 | Languages | Japanese | 7–10 Sequence | Levels 9 and 10 | Understanding | Systems of language

• VC2M9N01

  recognise that the real number system includes the rational numbers and the irrational numbers, and solve problems involving real numbers with and without using digital tools

  Elaborations

  • investigating the real number system by representing the relationships between irrational numbers, rational numbers, integers and natural numbers and discussing the difference between exact representations and approximate decimal representations of irrational numbers
  • using a real number line to indicate the solution interval for inequalities of the form ax+b <c ,
    for example, 2x+7<0 ; or of the form ax+b>c , for example, 1.2x-5.4>10.8
  • using positive and negative rational numbers to solve problems, for example, for financial planning such as budgeting
  • solving problems involving the substitution of real numbers into formulas, understanding that solutions can be represented in exact form or as a decimal approximation, such as calculating the area of a circle using the formula A=πr2 and specifying the answer in terms of π as an exact real number; for example, the circumference of a circle with diameter 5 units is 5π units, and the exact area is π(52)2=254π square units, which rounds to 19.63 square units, correct to 2 decimal places
  • investigating the position of rational and irrational numbers on the real number line, using geometric constructions to locate rational numbers and square roots on a number line; for example, 2 is located at the intersection of an arc and the number line, where the radius of the arc is the length of the diagonal of a one-unit square

  VC2M9N01 | Mathematics | Mathematics Version 2.0 | Level 9 | Number

• VC2M9A01

  apply the exponent laws to numerical expressions with integer exponents and the zero exponent, and extend to variables

  Elaborations

  • representing decimals in exponential form; for example, 0.475 can be represented as 0.475=410+7100+51000=4×10-1+7×10-2+5×10-3 and 0.00023 as 23 × 10^-5
  • simplifying and evaluating numerical expressions, involving both positive and negative integer exponents, explaining why; for example, 5-3=153=(15)3=1125 and connecting terms of the sequence 125, 25, 5, 1, 15, 125, 1125… to terms of the sequence 53, 52,51, 50, 5-1, 5-2, 5-3...
  • relating the computation of numerical expressions involving exponents to the exponent laws and the definition of an exponent; for example, 23÷25=2-2=122=14 and (3×5)2=32×52=9×25=225
  • recognising exponents in algebraic expressions and applying the relevant exponent laws and conventions; for example, for any non-zero natural number a, a0=1, x1=x,  r2=r×r,  h3=h×h×h,  y4=y×y×y×y, and 1w×1w=1w2=w-2
  • relating simplification of expressions from first principles and counting to the use of exponent laws; for example,
    (a2)3=a×a×a×a×a×a=a×a×a×a×a×a=a6;
    b2×b3=b×b×b×b×b=b×b×b×b×b=b5; y4y2=y×y×y×yy×y=y21=y2 and (5a)2=5×a×5×a=5 ×5×a×a=25×a2=25a2 
  • applying the exponent laws to simplifying expressions involving products, quotients, and powers of constants and variables; for example, (2xy)3xy4=8x3y3xy4=8x2y-1
  • relating the prefixes for SI units from pico- (trillionth) to tera- (trillion) to the corresponding powers of 10; for example, one pico-gram = 10^-12 grams and one terabyte = 10¹² bytes

  VC2M9A01 | Mathematics | Mathematics Version 2.0 | Level 9 | Algebra