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• VCSSU120

  The theory of evolution by natural selection explains the diversity of living things and is supported by a range of scientific evidence

  Elaborations

  • describing biodiversity as a function of evolution
  • outlining processes involved in natural selection including variation, isolation and selection
  • investigating changes caused by natural selection in a particular population as a result of a specified selection pressure, for example, artificial selection in breeding for desired characteristics
  • evaluating and interpreting evidence for evolution, including the fossil record, chemical and anatomical similarities, and the geographical distribution of species

  VCSSU120 | Science | Levels 9 and 10 | Science Understanding | Biological sciences

• VCTRC103

  Exchange views and information on local and global issues, including aspects of their own lives, such as family relationships and responsibilities, education and community

  Elaborations

  • discussing issues that are relevant to this stage of their lives, such as school, peer pressure, the use and impact of social media or the nature of parental expectations, identifying points of agreement or disagreement, for example, Ailem gece dışarı çıkmama izin vermiyor
  • participating in discussions on local issues that they see impacting on their current or future lives, such as environmental change, for example by focusing on questions such as Çevremizi korumak için neler yapmalıyız? Arkadaşlarınla sosyal medyayı nasıl kullanıyorsun?
  • engaging in online discussions with Turkish-speaking students in different contexts on topics of shared interest, such as music, sports, fashion, travel, and comparing their aspirations in terms of personal and professional opportunities, for example, liseyi bitirince Türkiye’de üniversiteye gitmek istiyorum, okulu bitirdikten sonra seyahat etmek istiyorum
  • discussing their responsibilities at home and at school, comparing with those of young people living in Turkey or other Turkish-speaking communities around the world, noting the relative importance of concepts such as Derslerde başarılı olmak, küçük kardeşlere bakmak,Türkçe öğrenmek büyük sorumluluk, aile işyerinde çalışmak
  • developing narrative skills by exchanging accounts of personally significant people, events, influences or milestones in their lives, for example, Türkiye’ye ilk ziyaret, Avustralya’ya geliş, sünnet düğünü, ilk iş görüşmesi, Türk konserine gitmek

  VCTRC103 | Languages | Turkish | 7–10 Sequence | Levels 9 and 10 | Communicating | Socialising

• VCHHK147

  Significant events, turning points of World War II and the nature of warfare, including the Holocaust and use of the atomic bomb

  Elaborations

  • investigating the scale and significance of the Holocaust, using primary sources
  • identifying key events in the European theatre of war, for example, Germany’s invasion of Poland in 1939, the Holocaust from 1942–45 and the Russians reaching Berlin in 1945
  • identifying key events in the Asia–Pacific theatre of war, for example, the Japanese attack on Pearl Harbour in 1941, the fall of Singapore in 1942 and the American victory at the Battle of Midway in 1942
  • explaining the race to build the atomic bomb by Germany, Japan, the US and why the atomic bombs were dropped on Hiroshima and Nagasaki

  VCHHK147 | The Humanities | History | Levels 9 and 10 | Historical Knowledge | The modern world and Australia | Australia at war (1914 – 1945): World War II

• 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

• VCICCD019

  Identify and analyse the challenges and benefits of living and working in an interconnected and culturally diverse world

  Elaborations

  • creating a portfolio of job advertisements that seek to recruit candidates that can speak a second language or for overseas positions, for example, from the Australian Volunteers for International Development website, and prompt students to identify complementary intercultural skills necessary for these roles
  • evaluating how cross-cultural or intercultural events may help to foster inclusiveness or contribute to division, for example, meetings of the United Nations, international sporting events or trade deals, and relationships between developed and developing nations
  • holding a student-led discussion exploring a complex intercultural topic, such as food security or an international diplomatic issue, and identify the key issues or events and the people and perspectives involved
  • comparing or tracking changing information on the Australian Government’s Smart Traveller website in response to a significant real-time event, such as the Zika virus outbreak or a volcanic eruption
  • exploring the aims of UNESCO, and investigate and discuss the notion of World Heritage Sites, such as the criteria used to confer the status

  VCICCD019 | Capabilities | Intercultural Capability | Levels 9 and 10 | Cultural Diversity

• VCEBR022

  Explain the links between economic performance and living standards, including the variations that exist within and between economies, and give reasons for the possible causes of variations

  Elaborations

  • comparing Australia’s resource base with another economy and exploring how this may influence trading relationships, for example, why does a particular economy manufacture electronic goods, while another focuses on mining?
  • locating a range of products in the local shopping centre that were produced overseas, and proposing reasons why they were not produced in Australia
  • mapping the global supply chain for a product to identify the participants in the chain
  • defining ‘living standards’, discussing why it is considered the ultimate goal for economic activity and explaining its relationship to economic performance
  • investigating economic performance and living standards and discussing how they can mean different things to different people and countries
  • investigating the ways living standards can be measured, for example, gross domestic product (GDP), Human Development Index (HDI) or total quality of life index
  • identifying policy options designed to improve living standards, such as education, training and workforce development, taxation, migration, government spending on health and infrastructure, environmental policies

  VCEBR022 | The Humanities | Economics and Business | Levels 9 and 10 | Resource Allocation and Making Choices

• Science: Levels 9 and 10 description

  In Levels 9 and 10, the curriculum focus is on explaining phenomena involving science and its applications. Students consider both classic and contemporary science contexts to explain the operation of systems at a range of scales. At a microscopic scale, they consider the atom as a system of protons...

  Level description | Science

• VCHHK138

  Position of the society in relation to other nations in the world by 1918 including the effects of ideas and movements of people

  Elaborations

  • Australia
    • investigating the type of society in Australia ‘Working Man’s Paradise’, ‘Social Laboratory’
    • investigating how the major social legislation of the new Federal Government affected living and working conditions in Australia, for example Legislation 1901–1914, including the Harvester Judgment, Immigration Restriction Act, invalid and old-age pensions and the maternity allowance scheme, Defence Acts
  • Asia
    • analysing the causes of collapse of the Qing and the 1911 Revolution. Discuss reasons why there was increasing demand for Indian independence and self-government and the founding of the Indian Congress Party
    • investigating Japan’s increased expansion into China, the signing of the ‘Twenty-one Demands’ in 1915 and territorial gains as a result of the Treaty of Versailles

  VCHHK138 | The Humanities | History | Levels 9 and 10 | Historical Knowledge | The making of the modern world | Australia and Asia

• VCLVU193

  Reflect on how ways of using language are shaped by communities’ ways of thinking, behaving and viewing the world, and the role of language in passing on knowledge

  Elaborations

  • explaining the role of Aboriginal languages and cultures in passing on knowledge such as sustainable care of the environment, rules for living, ways of behaving, spiritual and cultural functions and History
  • reflecting on Indigenous taxonomies and the ways they divide the natural and cultural world and comparing these to other systems of classification
  • analysing concepts related to cultural values in Aboriginal languages, including naming systems, for example, the use of kinship terms, nicknames, substitute words and pronoun systems, comparing to ways of referencing relationships in their own language(s) and culture(s)
  • exploring how aspects of traditional culture and society have been preserved through language, and discussing the importance of maintaining Australian Aboriginal and Torres Strait Islander languages, for their speakers and for all Australians
  • analysing and discussing core cultural concepts reflected in Aboriginal languages, such as respect, avoidance, reciprocity, obligation, responsibility
  • understanding that culturally significant attitudes and beliefs conveyed through Aboriginal languages are related to the past, to land, plants and animals and to celebrations
  • identifying and comparing how emotions or attitudes, such as respect, affection or embarrassment, are shown/displayed across different languages and cultures
  • comparing elements of communication such as the role of silence or use/avoidance of eye contact in different cultural contexts and exchanges
  • recognising that there are multiple views on and partial explanations for events and issues
  • reflecting on the ways culture is interpreted by others, for example, by identifying how stereotypes influence perceptions of other groups or individuals
  • understanding that each Aboriginal or Torres Strait Islander person inherits language as part of their birthright, along with membership of a particular group and attachment to Country or Place, and that they become custodians and owners of land, water or sea and of language

  VCLVU193 | Languages | Victorian Aboriginal Languages | Levels 7 to 10 | Understanding | Role of language and culture

• VCSSU126

  Chemical reactions, including combustion and the reactions of acids, are important in both non-living and living systems and involve energy transfer

  Elaborations

  • investigating a range of different reactions to classify them as exothermic or endothermic
  • comparing respiration and photosynthesis and their role in biological processes
  • investigating reactions of acids with metals, bases, and carbonates

  VCSSU126 | Science | Levels 9 and 10 | Science Understanding | Chemical sciences

• VCSSU132

  Energy flow in Earth’s atmosphere can be explained by the processes of heat transfer

  Elaborations

  • recognising that the Law of Conservation of Energy explains that total energy is maintained in energy transfers and transformations
  • recognising that in energy transfers and transformations, a number of steps can occur and the system is not 100% efficient so that usable energy is reduced
  • comparing energy changes in physical events, for example, car crashes, the motion of pendulums, lifting and dropping

  VCSSU132 | Science | Levels 9 and 10 | Science Understanding | Physical sciences

• VCASFC109

  Describe activities and experiences and share and respond to ideas and feelings about people they know, their daily lives, social worlds and school community

  Elaborations

  • recounting classroom events using indicating, plain and depicting verbs, for example:
    MONDAY PRO1-_plural DS:many-people-go-to SPORT DAY. PRO1 ENJOY
    We all went to a sports day on Monday. I enjoyed it.
  • describing the appearance of people, objects and places using SASS depicting signs and spatial location
  • recounting personal experiences using specific time-related signs and conjunctions, such as:
    LAST HOLIDAYS PRO1 CAMP
    Last holidays I went camping.
  • describing activities they have completed using some verb modifications to show manner, for example:
    PRO1 WRITE-_carelessly
    I wrote it very quickly.
  • interacting with members of the Deaf community to share details of their personal world
  • describing relationships between themselves and members of their school community, for example:
    PRO3 POSS1 BEST FRIEND
    She’s my best friend.
    M-R-S S-M-I-T-H POSS1 SCIENCE TEACHER
    Mrs Smith is my science teacher.
  • recounting events involving more than one person using constructed action
  • describing events that they have experienced and how they made them feel, for example:
    MONDAY DEAF PERSON VISIT SCHOOL PRO1 EXCITED MEET
    On Monday a Deaf visitor came to school. I was excited to meet them.
    MOVIE SCARY BUT PRO1 LIKE
    The movie was scary but I liked it.
  • comparing attributes or characteristics of classmates or classroom objects, for example:
    S-A-M RUN FAST C-H-R-I-S WORSE FAST SPEED
    Sam runs fast but Chris runs the fastest.
    THAT BEST COMPUTER
    That’s the best computer.
    
  • comparing weekend or holiday routines, interests and activities, using signs associated with time, sequence and location, for example:
    REGULAR SUMMER PRO1-_plural GROUP-MOVE-TO COUNTRY STAY++ TWO WEEK
    We go to the beach for three weeks in summer.
    WEEKEND PRO1 GO-TO-AND-BACK++ CAMP
    I go camping on weekends.
    

  VCASFC109 | Languages | Auslan | First Language Learner | 7–10 Sequence | Levels 9 and 10 | Communicating | Socialising

• VCKOU208

  Explore how language shapes thoughts and world views and mobilises action

  Elaborations

  • collecting examples that show the reciprocal relationship between language and culture, drawing on areas of interest including other learning areas
  • comparing and discussing the examples collected and relating them to Korean language and culture, for example, how the creation of Hangeul in the 15th century has continued to impact on Korean language and culture up until now
  • reflecting on how world views of a culture are reflected in and shaped by the way people use everyday language, for example, different ways to answer negative questions between Korean and English (숙제를 안 했어요? 아니요, 했어요 / 네, 안 했어요), or different perspectives involved in the use of 가다 /오다 and ‘go/come’ (파티에갈 거예요. 나하고 같이 가겠어요?; 빨리 올래요? 지금 가요!)
  • understanding how language influences people’s actions and beliefs, for example, by analysing language used in community appeals in response to natural disasters

  VCKOU208 | Languages | Korean | F–10 Sequence | Levels 9 and 10 | Understanding | Language variation and change

• VCHHK157

  Effects of significant post-World War II world events and developments on one major global influence that shaped change in Australian society

  Elaborations

  • Popular culture
    • examining how post World War II effected popular culture in Australia, including music, film and sport
    • identifying sports that were popular in Australia such as football, horse racing, cricket
  • Environment movement
    • discussing the effects of nuclear warfare and M.A.D in raising concerns about the environment
    • explaining reason why the United Kingdom conducted 12 major nuclear weapons tests in Australia between 1952 and 1957 at the Montebello Islands, Emu Field and Maralinga and why opposition to the testing grew in the 1950’s
  • Migration experiences
    • investigating the nature of the waves of migration such as the countries that were the source of migrants, the numbers of migrants from those countries, and trends in migration since World War II, such as increasing migration from the Asian region to Australia
  • Political Crisis
    • examining how the post war ideologies and fears of the cold war influenced change in Australian society, such as the Korean War and Vietnam War
    • explaining the influence of McCarthyism and the significance of the Petrov Affair in shaping Australian society
    • investigating how changing political ideologies influenced change, such as Labor’s win in 1972 and the causes of the Whitlam Dismissal in 1975

  VCHHK157 | The Humanities | History | Levels 9 and 10 | Historical Knowledge | The modern world and Australia | The globalising world

• VCITU132

  Compare and contrast aspects of communication and the relationship among languages used in the ecology of languages in Australia, including Aboriginal languages and Torres Strait Islander Languages, Asian languages and world languages

  Elaborations

  • analysing examples of Italian used in the Australian context (for example, by compiling a record of language observed in the community, noting the contexts or domains in which these occur), and comparing own observations with others’
  • discussing the choices made by bilingual users of language about which language to use when, and the influences on such choices
  • researching the changing nature of languages in contemporary Australia, and considering how it relates to issues such as migration

  VCITU132 | Languages | Italian | 7–10 Sequence | Levels 9 and 10 | Understanding | Language variation and change

• History: Levels 9 and 10 description

  The Making of the Modern World and Australia

  In Levels 9 and 10, students study the making of the modern world from 1750 to 1918 and the modern world and Australia from 1918–present. It covers the period of industrialisation and rapid change in the ways people lived, worked and thought, the...

  Level description | The Humanities | History

• VCDEU034

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

  Elaborations

  • establishing a deeper understanding of diversity, and reflecting on what own experience of linguistic and cultural diversity means for them
  • 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
  • reflecting, through personal journals and group discussions, on how learning German has impacted on own assumptions about German language, culture or identity
  • considering how the experience of learning a new language has impacted on their awareness of their own communicative and cultural behaviours and of how these may be interpreted by others
  • analysing how language use and culture reflect and construct relationships, practices and attitudes, including expressions and concepts in German related to education, social equality, national identity and commitment to world peace, for example, Fremdsprache, Ausbildung/Erziehung; Nationalismus/Heimat; those related to Ausländer in German-speaking countries and those within Germany, such as Nord–Süd/Ost–West (Ossi/Wessi) identity

  VCDEU034 | Languages | German | 7–10 Sequence | Levels 9 and 10 | Understanding | Role of language and culture

• 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

• VCFRU125

  Understand the symbolic nature of language in local and global contexts

  Elaborations

  • identifying the function and power of cultural expressions such as stories, symbols, icons and anthems, for example, le tricolore, la Marseillaise, le fleur de lys, the Dreamtime, Aboriginal and Australian flags
  • considering how language marks respect, values and attitudes, and includes and excludes, for example, the language of law and medicine, the (changing) gendered nature of some professional titles in French (un médecin, un chef, une professeure), and access to community information for second language speakers
  • reflecting on the power of language in relation to own and others’ experience, for example, winning an argument or working out the meaning of unfamiliar French words; being locked out of conversations, or being a newcomer or an outsider in a social group

  VCFRU125 | Languages | French | 7–10 Sequence | Levels 9 and 10 | Understanding | Language variation and change

• VCARU034

  Understand the symbolic nature and influence of language in local and global contexts and how the use of language determines the nature of intercultural communication

  Elaborations

  • identifying and discussing how values or attitudes are differently reflected in Arabic and English, for example, attitudes to being on time reflected in language such as لا تستعجل؛ لن تهرب الحفلة؛ لا تهتم يوجد وقت كثير , and social interactions such as expressing thanks or appreciation more or less directly, or attitudes to making an apology
  • recognising that language and cultural practices are interconnected, for example, by identifying religious origins or connotations associated with places such as كربلاء؛ مكة الكرمة؛ أورشليم المقدسة؛ ديرالزور , or by identifying ways in which the residual influences of traditional lifestyles are preserved in language reflecting the sustainable use of resources
  • identifying similarities and differences between own ways of communicating and interactions between young Arabic speakers in different contexts and situations, for example, the expression of politeness or turn-taking in conversations
  • reflecting on personal encounters with cultural practices that have helped shape their attitudes towards and views of the world around them
  • discussing and reflecting on how language use such as persuasive, motivational and emotive language, can effect changes in social attitudes and mobilise actions and reactions
  • exploring a range of Arabic and English idioms and proverbs and analysing the cultural values and perspectives they reflect, for example,

    الجار قبل الدار؛ من جدّ وجد ومن زرع حصد؛ الوقت من ذهب؛ في التأني السلامة وفي العجلة الندامة

  VCARU034 | Languages | Arabic | 7–10 Sequence | Levels 9 and 10 | Understanding | Role of language and culture