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• VCHHK146

  Significant places where Australians fought and their perspectives and experiences in these places

  Elaborations

  • explaining the significance of Kokoda as the battle that halted the Japanese advance on Port Moresby and helped foster the Anzac legend
  • using historical perspectives comparing the experiences of Australians during World War II, such as Prisoners of War (POWs), the Battle of Britain, Kokoda, the Fall of Singapore

  VCHHK146 | The Humanities | History | Levels 9 and 10 | Historical Knowledge | The modern world and Australia | Australia at war (1914 – 1945): World War II

• VCSSU127

  The theory of plate tectonics explains global patterns of geological activity and continental movement

  Elaborations

  • recognising the major plates on a world map
  • considering the role of heat energy and convection currents in the movement of tectonic plates
  • modelling sea-floor spreading
  • relating the occurrence of earthquakes and volcanic activity to constructive and destructive plate boundaries
  • relating the extreme age and stability of a large part of the Australian continent to its plate tectonic history

  VCSSU127 | Science | Levels 9 and 10 | Science Understanding | Earth and space sciences

• VCGGC131

  Select, organise and represent data and information in different forms, including by constructing special purpose maps that conform to cartographic conventions, using digital and spatial technologies as appropriate

  Elaborations

  • creating a diagram to illustrate the flows of nutrients and energy within a biome, and the alterations to these flows produced by agriculture
  • developing a table to show the types of challenges to food production in Australia compared to other areas of the world, or the ways that places and people are interconnected through trade
  • using scatter plots of data for countries or smaller areas to investigate the relationship between two variables, such as per capita income and life expectancy for countries, and to identify anomalies
  • creating a map to show the relationship between biomes and world food production, using a spatial technologies application
  • constructing and interpreting choropleth maps to show patterns of human wellbeing at a local scale

  VCGGC131 | The Humanities | Geography | Levels 9 and 10 | Geographical Concepts and Skills | Data and information

• 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

• 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

• English: Level 9 description

  In Levels 9 and 10, students interact with peers, teachers, individuals, groups and community members in a range of face-to-face and online/virtual environments. They experience learning in familiar and unfamiliar contexts, including local community, vocational and global contexts.

  Students engage...

  Level description | English

• 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

• VCITC126

  Reflect on own identity in general and as a user and learner of Italian by sharing personal experiences, perspectives and values and considering their influence

  Elaborations

  • recounting personal experiences and expressing opinions through a range of texts, using present and past tenses as appropriate, for example, writing an autobiography indicating how their identity has changed and why; writing a narrative about their family history and generational influences (Ammiro … Giovanni perché è venuto in Australia da solo quando aveva diciotto anni)
  • reflecting on texts such as diaries, articles and documentaries about the lives of Italians in the diaspora; making comparisons with learners and speakers of Italian, for example, through interviews, social media, wikis and video; discussing how people’s identities, values and beliefs (including their own) are maintained and/or change over time
  • comparing and contrasting Italian and Australian experiences such as a concert or celebration, or teenage use of technologies (mobile phones, social networking), and considering how their own and others’ identity may shift according to place and time; discussing cultural notions of ‘self’ as public or private
  • engaging with other learners and speakers of Italian such as through social media, wikis and video, to describe experiences of using and learning Italian, seeking advice on how to learn and navigate aspects of Italian language and culture such as taboo topics, personal space, and perceptions of image (for example, È permesso parlare di politca/religione? Con chi? Perché no?); surveying class-/schoolmates, relatives, neighbours and friends to examine how identities may vary
  • reflecting on choices made to present self to others in particular ways or to conceal aspects of identity when interacting across cultures; noticing the adjustments made when interacting with different people

  VCITC126 | Languages | Italian | 7–10 Sequence | Levels 9 and 10 | Communicating | Reflecting

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

  By the end of Level 10, students use spoken and written Vietnamese to initiate, sustain and extend interactions with peers, teachers and others in a range of contexts and for a range of purposes, such as to explore peers’ perspectives on youth culture and personal experiences. They use language...

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

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

  Students use appropriate pronunciation, rhythm and intonation in communication and interaction, and apply accurate spelling and punctuation in a range of written texts. They gain greater control of grammatical elements, such as word order, a range of tenses, conditional and subjunctive moods,...

  Level description | Languages | Arabic | 7–10 Sequence

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

  Students become more fluent and accurate in spoken and written language production. They gain greater control of grammatical and textual elements. They use expressive and descriptive language as appropriate for different purposes and demonstrate understanding of language variation and change....

  Level description | Languages | Japanese | 7–10 Sequence

• Science: Levels 9 and 10 achievement standards

  By the end of Level 10, students analyse how models and theories have developed over time and discuss the factors that prompted their review. They predict how future applications of science and technology may affect people’s lives. They explain the concept of energy conservation and model...

  Level description | Science | Levels 9 and 10

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

  By the end of Level 10, students use written and spoken French to communicate with teachers, peers and others in a range of settings and for a range of purposes They use language to access and exchange information on a broad range of social, cultural and youth-related issues (for example, student...

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

• VCGRCU028

  Identify how cultural values, attitudes and beliefs of the ancient Greeks are embedded in their language

  Elaborations

  • discussing ancient Greek values that are embedded in terms such as such as σοφία and ξενία and considering their significance in the modern world
  • understanding how language and cultural practices are interconnected, for example, by explaining religious origins or connotations associated with words and expressions such as ἱερόν/τέμενος/ἡρῷον/ἄβατον/μυστήρια/εὐσέβεια
  • investigating the use of dialects to denote differences in ethnicity and social status in ancient Greece, for example, Aristophanes’ use of Doric to ridicule a Spartan character
  • exploring the formal language that ancient Greeks used for greetings, or responding to the challenges of public life, such as ἔρρωσθε καὶ ἐδαιμονεῖτε, ἀσπάζομαι, ὦ ἄνδρες Ἀθηναῖοι, ὦ δικασταί, and making comparisons with own language use in formal contexts
  • reflecting on how language, texts and artefacts provide a means of understanding the social and cultural practices of ancient Greeks and how they conceptualised their world

  VCGRCU028 | Languages | Classical Greek | Levels 9 and 10 | Understanding | Role of language and culture

• 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

• VCHHC127

  Analyse the long term causes, short term triggers and the intended and unintended effects of significant events and developments

  Elaborations

  • using sources of evidence (perspectives and interpretations) identify causes and effects of the civil rights movement
  • using chronologies to observe and identify long term causes, short term triggers, turning points, short and long term effects of World War I and World War II
  • organising causes and effects of European settlement into a concept map
  • differentiating between intended and unintended effects.
  • using graphic organisers such as concept maps, causal spider webs, fishbone or ripple effect charts
  • analysing the multiplicity of causes and effects that may have a varying of influence and rank according to their significance and justify ranking
  • constructing an explanation using sources of evidence to support the analysis of a significant individual, event and/or cultural achievement

  VCHHC127 | The Humanities | History | Levels 9 and 10 | Historical Concepts and Skills | Cause and effect

• VCHHK135

  Significant events and influencing ideas in the development of the society, including different perspectives of the events at the time and different historical interpretations and debates

  Elaborations

  • Australia
    • discussing the rise of nationalist sentiment in Australia in the mid to late nineteenth century
    • sequencing the key events and ideas in the development of Australian self-government and democracy, including women's voting rights
    • explaining the factors that contributed to federation and the development of democracy in Australia, including defence concerns, the 1890s depression, nationalist ideals, egalitarianism, the Westminster system
  • Asia
    • explaining the position of the Asian society in relation to other nations in the world around the turn of the twentieth century, including the influence of key ideas such as nationalism
    • investigating the fall of the Shogun and the Meiji Restoration, rise of nationalism, militarism and expansionism, confrontation between Japan and China, and with Western powers, for example, the Russo-Japanese war, and the emergence of Japan as a major world power
    • describing the activities of Christian missionaries in China and the outcomes of the Boxer Rebellion
    • analysing the significant causes and effects of the Indian Great Rebellion 1857

  VCHHK135 | The Humanities | History | Levels 9 and 10 | Historical Knowledge | The making of the modern world | Australia and Asia

• 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

• VCCCTR049

  Consider ambiguity and equivocation and how they affect the strength of arguments

  Elaborations

  • identifying phrases or words in an argument that are misleading because they do not contain a single meaning and discussing which meaning serves the argument better
  • discussing why ambiguity and/or equivocation might be deliberately used in a point of view, for example to express humour
  • examining strategies to resolve ambiguities such as declaring a definition or making context clearer

  VCCCTR049 | Capabilities | Critical and Creative Thinking | Levels 9 and 10 | Reasoning

• VCPSCSO047

  Analyse how divergent values and beliefs contribute to different perspectives on social issues

  Elaborations

  • reading letters to the editor on a particular issue and summarising the different perspectives presented
  • exploring links between personal values and perspectives on social issues such as homelessness in major cities, asylum seekers or the celebration of Indigenous Australian heritage
  • exploring a social issue, such as homelessness, and articulating a range of views and possible reasons for differences

  VCPSCSO047 | Capabilities | Personal and Social Capability | Levels 9 and 10 | Social Awareness and Management | Relationships and diversity