Search results - Victorian Curriculum (2024)

VCCCG031

Explain the Australian government’s roles and responsibilities at a global level, including provision of foreign aid, peacekeeping and the United Nations

Elaborations

• identifying and explaining the types of participation that Australia has in the Asia region and internationally, for example exchange programs, peacekeeping, election monitoring, health programs, disaster management
• investigating Australia’s involvement with the United Nations, for example representation in the organisation and adherence to conventions and declarations that Australia has ratified

VCCCG031 | The Humanities | Civics and Citizenship | Levels 9 and 10 | Government and Democracy

VCAVAV036

Develop skills in planning and designing art works and documenting artistic practice

Elaborations

• reflecting, modifying and evaluating their artwork through consistent critical assessment.
• discussing how artists gain inspiration and develop individual styles in their artworks, for example, one artist’s influence on the work of another
• extending technical competence when using selected techniques, for example, registration in printmaking, brush techniques in painting, digital editing, shaping 3D forms
• researching and investigating art forms to find information about visual arts skills, use of materials, traditional and contemporary styles, display options, and sources for ideas when developing their own artwork

VCAVAV036 | The Arts | Visual Arts | Levels 7 and 8 | Visual Arts Practices

VCASFU053

Explore the current status and profile of Auslan and of the Deaf community in contemporary Australian society, considering issues such as language transmission, usage and documentation

Elaborations

• discussing the diversity of Auslan users in the Australian community, including people who are deaf, those who are hard of hearing and hearing people such as CODAs and interpreters
• investigating the signed languages used by deaf and hard of hearing members of Aboriginal and Torres Strait Islander communities
• exploring variation in Auslan fluency among classmates and members of the Deaf community, considering the relevance of factors such as where and when individual users learnt to sign and whether they are from a Deaf or hearing family
• mapping sign language use around the world using data from Ethnologue, for example by identifying and labelling countries with correct naming of the sign language used, such as France = LSF: Langue des Signes Française; Germany = DGS: Deutsche Gebärdensprache
• finding representations of signing deaf people in the media or in literary texts, and evaluating how they and the language are represented
• investigating the profile and distribution of members of the Deaf community, for example across states of Australia or by age or gender, using data from censuses and other sources to summarise and represent information in graph/visual forms, and to suggest possible explanations of patterns or statistics
• understanding the role and function of Auslan–English interpreters and Deaf interpreters and the access and opportunities they provide to language users
• recognising that many languages are well-documented, strong, healthy and widely used by many people across generations while others are less documented and robust
• recognising that some languages have no written form and have historically been passed on face to face/orally, which means that they are less well recorded or documented
• recognising language documentation as an important means of recording, maintaining, transmitting and revitalising a language
• understanding the nature of transmission of Auslan, for example, that in most cases Auslan is not passed on from parent to child but from peers, or is learnt by children from adults outside the family, and that some deaf people learn Auslan later in early adulthood
• describing how Auslan has been transmitted across generations and how it has been recorded, investigating reasons for the ‘oral’ tradition language transmission
• using the UNESCO atlas to map the world’s minority languages and those that are in critical endangerment and to document the vitality of signed languages

VCASFU053 | Languages | Auslan | First Language Learner | F–10 Sequence | Levels 5 and 6 | Understanding | Language awareness

VCASFU179

Explore the current status and profile of Auslan and of the Deaf community in contemporary Australian society, considering issues such as language transmission, usage and documentation

Elaborations

• describing the visibility and use of Auslan in the wider community, for example in television programs, on the news, at community events, sporting fixtures and in emergency announcements
• discussing the diversity of Auslan users in the Australian community, including people who are deaf, those who are hard of hearing and hearing people such as CODAs and interpreters
• investigating the signed languages used by deaf and hard of hearing members of Aboriginal and Torres Strait Islander communities
• exploring variation in Auslan fluency among classmates and members of the Deaf community, considering the relevance of factors such as where and when individual users learnt to sign and whether they are from a Deaf or hearing family
• mapping sign language use around the world using data from Ethnologue, for example by identifying and labelling countries with correct naming of the sign language used, such as France = LSF: Langue des Signes Française; Germany = DGS: Deutsche Gebärdensprache
• finding representations of signing deaf people in the media or in literary texts, and evaluating how they and the language are represented
• investigating the profile and distribution of members of the Deaf community, for example across states of Australia or by age or gender, using data from censuses and other sources to summarise and represent information in graph/visual forms, and to suggest possible explanations of patterns or statistics
• understanding the role and function of Auslan–English interpreters and Deaf interpreters and the access and opportunities they provide to language users
• recognising that many languages are well-documented, strong, healthy and widely used by many people across generations while others are less well-documented and robust
• recognising that some languages have no written form and have historically been passed on face to face/orally, which means that they are less well recorded or documented
• recognising language documentation as an important means of recording, maintaining, transmitting and revitalising a language
• understanding the nature of transmission of Auslan, for example, that in most cases Auslan is not passed on from parent to child but from peers, or is learnt by children from adults outside the family, and that some Deaf people learn Auslan later in early adulthood
• describing how Auslan has been transmitted across generations and how it has been recorded, investigating reasons for the ‘oral’ tradition language transmission
• using the UNESCO atlas to map the world’s minority languages and those that are in critical endangerment and to document the vitality of signed languages
• exploring how different technologies are used by deaf people to support social networks and strengthen their community and language
• explaining the significance of stories linked to Deaf social history and the responsibility of the Deaf community to convey shared experiences that relate to Deaf history and significant sites, for example by sharing stories about school days in the past
• identifying examples of deaf people who have been recognised for different reasons in wider Australian society, for example, Alastair McEwin or Drisana Levitzke-Gray, and discussing how such recognition contributes to broader awareness of Auslan in Australia

VCASFU179 | Languages | Auslan | Second Language Learner | F–10 Sequence | Levels 5 and 6 | Understanding | Language awareness

VCDSCD039

Generate, develop, communicate and document design ideas and processes for audiences using appropriate technical terms and graphical representation techniques

Elaborations

• generating a range of design ideas for products, services or environments using prior knowledge, skills and research
• developing alternative design ideas and considering implications for the future to broaden the appeal and acceptance of design ideas
• analysing and modifying design ideas to enhance and improve the sustainability of a product, service, environment or system
• representing and communicating design ideas using modelling and drawing standards including the use of digital technologies, for example scale; symbols and codes in diagrams; pictorial maps and aerial views using web mapping service applications
• experimenting with materials, tools and equipment to refine design ideas, for example considering the selection of materials and joining techniques to suit the purpose of a product

VCDSCD039 | Technologies | Design and Technologies | Levels 5 and 6 | Creating Designed Solutions | Generating

VCLVC155

Gather, record and classify information from a range of sources from Country/Place, historical documents and contemporary resources

Elaborations

• finding out the origins of Indigenous names, for example, of streets, city parks, rivers, public institutions, social programs in their area
• labelling, ordering and classifying natural objects from the environment according to Indigenous taxonomies
• obtaining information from a variety of sources about the natural environment, for example, by listening to visiting respected community members, reading, viewing, consulting historical resources and photos, and presenting findings in chart, poster, table, graphic or digital form
• reading, viewing or listening to simple texts such as posters, signs, historical documents, word lists, answering questions by selecting from options and filling in gaps
• viewing a demonstration, for example, of cooking bush tucker, cooking in an earth oven, and recording key words/phrases related to processes associated with the collection and preparation of food
• surveying peers and community members on different topics, for example, favourite television programs, video games, foods, football teams, sports or bands, after school activities/time spent in those activities, languages spoken; and presenting results in chart, graph or digital formats
• labelling, drawing and matching inside and outside body parts
• observing and reading signs of Country/Place with the guidance of respected community members/community speakers, for example, the presence of bees, dragonflies, changing colours of bark, different tracks, tides, seaweed dumps, regeneration of vegetation, special (warning) calls of birds, turtle mating, ripening of fruit, changes in the night sky; and recording these details through photos, pictures, diagrams, captions, simple descriptions and commentaries
• classifying different types of plants/parts of plants and their uses, for example, what different parts are used for or which are poisonous, presenting findings in chart, poster, table, graphic or digital form
• mapping Country/Place in various forms, for example, on paper, in sand or mud, labelling key topographical features and infrastructure and making simple statements about their locations in relation to other places, for example, east, west, near, far, other side of…
• investigating and discussing where appropriate the meaning of personal and family names of Aboriginal origin
• surveying and comparing healthy ways of eating, for example, by identifying what is available from the school canteen and listing which healthy foods they like to eat, recording and presenting results in chart, graph or digital format or by giving an oral presentation

VCLVC155 | Languages | Victorian Aboriginal Languages | Levels 3 to 6 | Communicating | Informing

VCLVU195

Investigate and explain techniques used to build language, considering challenges involved and understanding their role as contemporary documenters of language

Elaborations

• identifying and discussing the main areas of the language that could be served by language building
• analysing the authenticity of historical sources used in language building and discuss the strengths and limitations of these
• investigating different approaches that have historically been used to record language and what this means for language revival, for example, different spellings, different domains of use, lexical biases
• understanding challenges in developing new words and structures for the language, and how these words might be developed within the existing resources of the language or by analogy from related languages
• discussing techniques used to build language, such as analysing historical sources, interviewing/recording existing speakers
• understanding the orthographic and grammatical choices of the contemporary community
• considering domains of use where the language may grow in the future
• trying out ways of making new words under the guidance of an Aboriginal languages specialist or a respected community member where appropriate
• working with local Aboriginal communities in language-related projects, and contributing to local language records and resources through structured and research-based projects
• understanding their role as contemporary documenters of the language, for example, listening and transcribing spoken texts, preserving language resources developed at school
• developing a variety of resources for younger and future students of the language
• investigating programs and initiatives that serve to maintain and strengthen language use, for example, school languages programs, bilingual education, research programs, recording and archiving material, websites, databases and documentaries
• exploring the importance of advocacy in supporting the maintenance and development of language and culture

VCLVU195 | Languages | Victorian Aboriginal Languages | Levels 7 to 10 | Understanding | Role of language building

VCASFU089

Investigate and compare the nature and status of Auslan and other signed languages, considering issues such as language and education policies, language rights, representation and processes of language preservation and language building

Elaborations

• identifying historical events, government policies and educational initiatives that have impacted on the status of Auslan and the identity of the Deaf community, such as ALLP, DDA, the mainstreaming of deaf students
• researching the nature of International Sign, including its relationship to national signed languages and its use by deaf people
• analysing subjective measures of language vitality, such as societal attitudes towards Auslan or the perceived strength of the language identity group, and identifying challenges facing Auslan in terms of societal attitudes, provision of resources, access, education systems and social networks
• analysing the status and use of Aboriginal and Torres Strait Islander signed languages and comparing these to Auslan
• appreciating the impact of the use of Auslan in settings such as education, health care and different workplace settings in terms of the evolution of the language and specialised terminology
• analysing representations of deaf people and sign language in the Australian media and wider community, making comparisons with representations of other languages and cultures
• investigating how Auslan and Deaf culture are promoted in the wider community, for example, through the influence of organisations such as Deaf Australia, of high-profile individuals such as activists or actors and of events such as NWDP Deaf Festival, Australian Deaf Games or Deaf art exhibitions
• considering how processes of language building and evolution may expand existing Auslan linguistic and cultural resources in the Australian community
• investigating programs and initiatives that maintain and strengthen Auslan use, such as school language programs; bilingual education and research programs; recording, archiving and documentation of the language; and the establishment of websites and databases
• appreciating the importance of documenting and promoting Auslan in raising community awareness of the richness and value of signed languages
• recognising that Auslan requires maintenance, development and documentation, considering historical and contemporary circ*mstances which have either contributed to or impeded these processes, for example the use of technology such as ELAN for capturing and documenting the language
• considering domains where Auslan may grow in the future, and contributing to localised Auslan signbanks on specific topics, for example, creating a bank/dictionary of signs used by deaf students and interpreters in Year 9 Science
• researching the status and recognition of signed languages in other countries, for example, New Zealand, the USA, the UK, the Scandinavian nations, considering issues such as language rights, documentation and development efforts
• discussing the concept of ‘language health’ and how it applies to Auslan, for example by designing a chart of relevant factors such as status (social, economic, historical), demography (number and distribution of users) and institutional support (media, government, education, religion, industry, culture)

VCASFU089 | Languages | Auslan | First Language Learner | F–10 Sequence | Levels 9 and 10 | Understanding | Language awareness

Mathematics | Mathematics Version 2.0: Downloads

Overview material | Mathematics Version 2.0

VCASFU215

Investigate and compare the nature and status of Auslan and other signed languages, considering issues such as language and education policies, language rights, representation and processes of language preservation and language building

Elaborations

• identifying historical events, government policies and educational initiatives that have impacted on the status of Auslan and the identity of the Deaf community, such as ALLP, DDA, the mainstreaming of deaf students
• researching the nature of International Sign, including its relationship to national signed languages and its use by deaf people
• exploring how deaf people around the world build shared group identity, for example through gathering formally as national and international communities through activities such as Deaf film festivals, performing arts or sporting events such as Deaf Way, Australian Deaf Games, Deaflympics, and how these contribute to language building, language preservation and greater awareness of signed languages
• analysing subjective measures of language vitality, such as societal attitudes towards Auslan or the perceived strength of the language identity group, and identifying challenges facing Auslan in terms of societal attitudes, provision of resources, access, education systems and social networks
• analysing the status and use of Aboriginal and Torres Strait Islander signed languages and comparing these to Auslan
• appreciating the impact of the use of Auslan in settings such as education, health care and different workplace settings in terms of the evolution of the language and specialised terminology
• analysing representations of deaf people and sign language in the Australian media and wider community, making comparisons with representations of other languages and cultures
• exploring the role of the Deaf ecosystem in language and cultural maintenance
• investigating how Auslan and Deaf culture are promoted in the wider community, for example, through the influence of organisations such as Deaf Australia, of high-profile individuals such as activists or actors and of events such as NWDP Deaf Festival, Australian Deaf Games or Deaf art exhibitions
• considering how processes of language building and evolution may expand existing Auslan linguistic and cultural resources in the Australian community
• investigating programs and initiatives that maintain and strengthen Auslan use, such as school language programs; bilingual education and research programs; recording, archiving and documentation of the language; and the establishment of websites and databases
• appreciating the importance of documenting and promoting Auslan in raising community awareness of the richness and value of signed languages
• recognising that Auslan requires maintenance, development and documentation, considering historical and contemporary circ*mstances which have either contributed to or impeded these processes, for example the use of technology such as ELAN for capturing and documenting the language
• considering domains where Auslan may grow in the future, and contributing to localised Auslan signbanks on specific topics, for example, creating a bank/dictionary of signs used by deaf students and interpreters in Year 9 Science
• researching the status and recognition of signed languages in other countries, for example, New Zealand, the USA, the UK, the Scandinavian nations, considering issues such as language rights, documentation and development efforts
• identifying the changing status of sites of significance in different international Deaf communities, for example, the loss of Deaf clubs or closure of deaf schools in some countries, comparing this to the Australian context, and reflecting on the implications of these changes over time for the Deaf community and for the status of Auslan
• recognising different philosophical and social views about deafness, considering the impact of varying attitudes on a deaf person’s understanding of their rights and how they are represented and perceived in wider society
• explaining the influence of other signed languages such as BSL, ISL and ASL on Auslan over different periods of time and in different domains of language use, and discussing reasons for such influence
• looking at style shifts in domains where English is in closer contact with Auslan, such as the use of more English-like structures in educational settings
• discussing the concept of ‘language health’ and how it applies to Auslan, for example by designing a chart of relevant factors such as status (social, economic, historical), demography (number and distribution of users) and institutional support (media, government, education, religion, industry, culture)

VCASFU215 | Languages | Auslan | Second Language Learner | F–10 Sequence | Levels 9 and 10 | Understanding | Language awareness

VCASFU251

Understand the range of factors that influence the profile, diversity and distribution of Auslan use in the wider Australian society, and consider the concept of Auslan vitality in comparison with other spoken and signed languages used around the world

Elaborations

• understanding that strong and healthy languages are those used by many people across generations in most domains to communicate about most topics
• mapping the distribution of Auslan users across Australian states and demographics, using data from censuses and other sources to present findings in graph/visual representation forms
• describing the role religion has played in influencing the usage and spread of Auslan, for example, through religious orders, early Deaf Societies and Bible translation projects
• considering the impact of historical international events such as the Milan Congress (1880) and the linguistic recognition and documentation of signed languages in the1960s and 1970s on the use of signed languages in education, and on deaf people’s feelings of ownership and pride in their languages
• analysing the impact of migration and the settlement of deaf people from the UK and other countries on the development of Auslan
• investigating the geographical location, origins and history of deaf schools in Australia and the impact of these institutions on the transmission, use and status of Auslan
• exploring how Auslan is used by deafblind people and their role in the Deaf community
• investigating historical patterns of employment of deaf people in certain trades and fields of employment, and the impact these traditional domains have on the development of Auslan
• reflecting on the role of Auslan interpreters in raising awareness and understanding of Auslan in the wider community, and considering ways in which they influence the function and nature of Auslan, for example by the introduction of neologisms
• identifying language documentation as an important way of recording, transmitting and maintaining the vitality of languages
• recognising that some languages have no written form and have historically been passed on face to face/orally, and so are less well recorded and documented
• understanding that some languages used in Australia, such as English, have large numbers of users, while others, such as many spoken and signed Aboriginal and Torres Strait Islander languages, are endangered or in the process of being revived or reclaimed
• recognising that languages may be perceived as ‘weak’ or ‘strong’ based on community values and the existence of documentation and literature in the language
• exploring the vitality of different languages by obtaining information from the UNESCO interactive online atlas and/or Ethnologue to compare numbers of speakers/signers of different languages
• considering ways that Auslan is evolving due to various influences, including the capacity for new technologies to store, record and share sign languages internationally
• exploring the role of globalisation in terms of what technology offers signed languages in terms of maintaining their vitality, for example, the use of ELAN for capturing and documenting Auslan
• understanding the importance of advocating for Deaf rights to address existing gaps in services, for example in relation to issues such as the increased provision of Auslan interpreters, Deaf interpreters or captioning
• responding to Deaf elders' guidance on how cultural values, beliefs and traditions are connected through shared life experience, language and visual ways of being, and how they are demonstrated in community behaviour and interactions with the wider community
• comparing strategies used by deaf and hearing adults to negotiate physical environments, for example, different behaviours at a bank of lifts, and identifying how deaf people draw on additional perceptual resources in ways hearing people are unaware of
• exploring technologies such as videoconferencing apps used by deaf people to communicate visually, to support social networks, to strengthen a sense of individual or shared identity as sign language users and to promote language vitality
• considering likely contemporary influences or pressures on Aboriginal and Torres Strait Islander signed languages and the possible impact on their future
• understanding how and why some deaf children face challenges with communication in hearing families or in social settings
• recognising the important role of deaf families and deaf schools in preserving and maintaining Auslan and cultural identity
• identifying behaviours, rights, roles and responsibilities in relation to the ownership and maintenance of Auslan and how such ownership rests with the Deaf community and is determined by traditional social groupings/families, significant places, history and stories
• describing the visibility and use of Auslan in the wider community, for example in television programs, on the news, at community events, sporting fixtures and in emergency announcements
• discussing the diversity of Auslan users in the Australian community, including people who are deaf, those who are hard of hearing and hearing people such as CODAs and interpreters
• identifying examples of deaf people who have been recognised for different reasons in wider Australian society, for example, Alastair McEwin or Drisana Levitzke-Gray, and discussing how such recognition contributes to broader awareness of Auslan in Australia
• researching the status and recognition of signed languages in other countries, for example, New Zealand, the USA, the UK or the Scandinavian nations, considering issues such as language rights, language documentation and development efforts
• identifying the changing status of significant sites in different international Deaf communities, for example, the loss of Deaf clubs or the closure of deaf schools in some countries, comparing this to the Australian context and reflecting on how such changes impact over time on Deaf communities and on Auslan
• recognising different philosophical and social views about deafness, considering the impact of varying attitudes on a deaf person’s understanding of their rights and how they are represented and perceived in wider society

VCASFU251 | Languages | Auslan | Second Language Learner | 7–10 Sequence | Levels 9 and 10 | Understanding | Language awareness

Languages | Victorian Aboriginal Languages: Learning in Victorian Aboriginal Languages

Overview material | Victorian Aboriginal Languages

VCASFC118

Identify and analyse ways in which deaf people behave and relate within society as a distinct social group as ‘people of the eye’, demonstrate responsibility for connections between the Deaf community and the wider ‘hearing’ society, and for culturally rich and appropriate places and spaces

Elaborations

• using a vlog journal entry to discuss how having peers who share the same language provides a social bond and builds confidence
• identifying characteristics of deaf people’s visual awareness, such as good observation of body language and heightened alertness to hazards in the environment while walking/driving and signing
• comparing strategies used by deaf and hearing adults to negotiate physical environments, for example, different behaviours at a bank of lifts, identifying how deaf people draw on additional perceptual resources in ways hearing people are unaware of
• exploring technologies used by deaf people to communicate visually, such as videoconferencing apps, to support social networks and to strengthen a sense of individual or shared identity
• investigating ways in which a sense of confidence in relation to identity influences awareness and a capacity for advocacy for Deaf rights, for example in relation to issues such as the provision of interpreters or captioning
• discussing how their sense of identity may shift according to context and situation, and how as people mature they learn to manage ‘multiple identities’ in relation to different elements of experience, such as background ethnicity and culture and Deaf identity culture
• identifying strategies used by deaf people to negotiate the hearing world, such as travelling with paper and pen or smart phone to take notes
• using the concept of Deafhood to map and communicate their own journeys of identity development, for example, their identification with particular Deaf role models, and considering the role identity plays in contributing to individual, peer group and community health and wellbeing
• engaging with deaf visitors from different groups and backgrounds about their experiences in the Deaf community, for example by interviewing the visitors and recording their responses
• using drawings, photos or presentations to describe characteristic features of Deaf spaces beyond the classroom, such as removal of visual obstacles to signed communication, circles or semicircles for meeting and learning spaces, open-plan areas, lighting and window placement to maximise visual access to information
• documenting and discussing places of importance to the Deaf community, such as Deaf schools, and understanding the value of these based on stories by elders and excursions to sites of significance
• responding to elders' guidance on how cultural values, beliefs and traditions are connected through shared life experience and visual ways of being, and how they are demonstrated in community behaviour and interactions with the wider community
• describing ways in which they can take responsibility for increasing others’ awareness of their communication and learning preferences, for example in the classroom and with extended family
• exploring the concept of ‘Deaf gain’ and identifying examples of how wider society may ‘gain’ from the Deaf community, for example, benefits of captioning for other sectors of the broader community, such as elderly people or newly arrived migrants
• discussing their sense of responsibility for each other as members of the Deaf community, and the need to support younger deaf individuals in the community

VCASFC118 | Languages | Auslan | First Language Learner | 7–10 Sequence | Levels 9 and 10 | Communicating | Identity

Latin: Levels 7 and 8 achievement standards

By the end of Level 8, students use their knowledge of vocabulary, grammar and textual cues to identify and interpret information in Latin texts, such as narratives, about the daily life and attitudes of the Romans. They interpret grammatical structures such as inflected forms; identify linguistic...

Level description | Languages | Latin | Levels 7 and 8

Music: Levels 3 and 4 achievement standards

Level description | The Arts | Music | Levels 3 and 4

Korean - F–10 Sequence: Levels 3 and 4 description

Students begin to make connections between speech and writing in Korean and understand that Korean is a system that works differently from English. They differentiate sounds of Hangeul syllable blocks, and their literacy in Hangeul develops with a growing phonological awareness and understanding of

Level description | Languages | Korean | F–10 Sequence

VCEALC324

Comprehend social English in most familiar contexts, and use conversation partners to support understanding

Elaborations

• using support from conversation partners, including gestures, modified speech, provision of wait-time
• repeating and adapting another speaker’s words to formulate responses, such as Student 1: ‘Where did you plant the seeds?’ Student 2: ‘Plant the seeds in a pot’

VCEALC324 | Curriculum content | English as an Additional Language (EAL) | Level B2 | Speaking and Listening | Communication

VCEALL239

Demonstrate basic keyboard skills

Elaborations

• identifying basic letters, numbers, symbols and punctuation marks on a keyboard
• placing a cursor in the correct position on a document page
• using a mouse to scroll through a document
• copying basic words from a text

VCEALL239 | Curriculum content | English as an Additional Language (EAL) | Level BL | Writing | Linguistic Structures and Features

Mathematics | Mathematics Version 2.0: Resources

Overview material | Mathematics Version 2.0

Music: Levels 9 and 10 achievement standards

By the end of Level 10, students interpret, rehearse and perform solo and ensemble repertoire in a range of forms and styles. They demonstrate a developing personal voice and technical control, expression and stylistic understanding. They use general listening and specific aural skills to enhance...

Level description | The Arts | Music | Levels 9 and 10