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• VCSSU092

  Cells are the basic units of living things and have specialised structures and functions

  Elaborations

  • examining a variety of cells using a light microscope, by digital technology or by viewing a simulation
  • distinguishing plant cells from animal and fungal cells
  • identifying structures within cells and describing their function
  • recognising that some organisms consist of a single cell

  VCSSU092 | Science | Levels 7 and 8 | Science Understanding | Biological sciences

• VCHHK105

  How physical or geographical features influenced the development of Aboriginal and Torres Strait Islander peoples’ communities, foundational stories and land management practices

  Elaborations

  • creating a map overlay of Australian physical features and language groups of Aboriginal and Torres Strait Islander peoples and discuss the interconnection and relationships to land observed by different groups
  • discussing how and why Aboriginal and Torres Strait Islander peoples have kept their cultural heritage alive by passing their knowledge, arts, rituals and performances through generations
  • using a variety of Dreaming creation stories from different location across Australia. Identify and describe similarities and differences in the stories
  • exploring the meaning and use of fire as a practical tool in hunting, cooking, warmth and managing the landscape.
  • examining historical interpretations of land management, laying out their burn patterns as a method of converting land to grasslands; predict plant growth, for maintenance of plants to attract animals for hunting and the prevention of larger uncontrollable destructive fires

  VCHHK105 | The Humanities | History | Levels 7 and 8 | Historical Knowledge | Aboriginal and Torres Strait Islander peoples and cultures

• VCSSU094

  Multicellular organisms contain systems of organs that carry out specialised functions that enable them to survive and reproduce

  Elaborations

  • examining the specialised cells and tissues involved in structure and function of particular organs
  • describing the structure of each organ in a system and relating its function to the overall function of the system
  • identifying the organs and overall function of a system of a multicellular organism in supporting life processes
  • comparing reproductive systems of organisms
  • comparing similar systems in different organisms, for example, digestive systems in herbivores and carnivores, respiratory systems in fish and mammals

  VCSSU094 | Science | Levels 7 and 8 | Science Understanding | Biological sciences

• VCGGK111

  Factors that influence the decisions people make about where to live and their perceptions of the liveability of places

  Elaborations

  • investigating their and others’ interpretations of the concept of liveability and why what makes a place liveable may vary from person to person according to age, education, income, cultural background and other variables
  • comparing student access to and use of places and spaces in their local area and evaluating how this affects perceptions of liveability
  • discussing why many Aboriginal and Torres Strait Islander peoples live on their Country/Place or might prefer to if they had the choice

  VCGGK111 | The Humanities | Geography | Levels 7 and 8 | Geographical Knowledge | Place and liveability

• VCHHK109

  How physical features influenced the development of the civilisation

  Elaborations

  • Egypt
    • describing the importance of the River Nile to Egyptian society, for example, inundation and farming, the worship of Hapi (god of the Nile), and the use of the Nile as a means of transportation
  • Greece
    • describing the impact of the sea and mountain ranges of Ancient Greece on the development of self-governing city-states
  • Rome
    • mapping the geography of Rome’s River Tiber and the seven hills of Rome to explain reasons for the development of the city
    • describing the methods used by the Romans to manage resources, for example the water supply through aqueducts and plumbing systems
  • India
    • describing how harmonious relationships with the natural world were reflected in Indian belief systems, for example, Hinduism, Buddhism and Jainism
    • creating a graphic representation of the extent of India as a political unit at this time, including for example its diverse climatic and geographical features, types and location of food production, areas of high and low density population
  • China
    • describing the significance of the Yellow River to irrigation and the impact of features such as the Himalayas on contacts with other societies, including trade

  VCHHK109 | The Humanities | History | Levels 7 and 8 | Historical Knowledge | Ancient world and early civilisations – 60 000 BC (BCE) – c.650 AD (CE)

• VCGGC099

  Explain processes that influence the characteristics of places

  Elaborations

  • explaining the physical causes and the temporal and spatial patterns of an atmospheric or hydrological hazard through a study of either droughts, storms, tropical cyclones or floods
  • exploring the geomorphology of the land and how this affects the liveability of a place
  • contrasting the effects of geomorphic processes that lower the land surface (weathering and erosion) and those that raise the land surface (transportation and deposition)
  • discussing urbanisation as a shift in where, how and why people live where they do

  VCGGC099 | The Humanities | Geography | Levels 7 and 8 | Geographical Concepts and Skills | Place, space and interconnection

• VCMMG265

  Investigate conditions for two lines to be parallel and solve simple numerical problems using reasoning

  Elaborations

  • constructing parallel and perpendicular lines using their properties, a pair of compasses and a ruler, and dynamic geometry software
  • defining and identifying the relationships between alternate, corresponding and co-interior angles for a pair of parallel lines cut by a transversal

  VCMMG265 | Mathematics | Level 7 | Measurement and Geometry | Geometric reasoning

• VCHPEM138

  Participate in and investigate the cultural and historical significance of a range of physical activities

  Elaborations

  • examining how sport, physical activity and outdoor recreation pursuits have changed over the last century as a result of different cultural groups migrating to Australia
  • researching and participating in a range of physical activities that were performed in the early twentieth century, such as games from the Asia region
  • participating in culturally significant physical activities from around the globe and exploring the links to the culture and heritage of the country of origin of these activities

  VCHPEM138 | Health and Physical Education | Levels 7 and 8 | Movement and Physical Activity | Understanding movement

• VCHPEP124

  Evaluate strategies to manage personal, physical and social changes that occur as they grow older

  Elaborations

  • accessing and assessing health information and services that support young people to manage changes and transitions as they grow older
  • investigating the changing nature of peer and family relationships and proposing strategies to manage these changes
  • analysing how roles and responsibilities change and evaluating strategies for managing these increasing responsibilities
  • evaluating and practising coping, communication and problem-solving skills to manage changes and emotions associated with puberty and getting older

  VCHPEP124 | Health and Physical Education | Levels 7 and 8 | Personal, Social and Community Health | Being healthy, safe and active

• VCEBW016

  Consider the ways in which work can contribute to individual and societal wellbeing

  Elaborations

  • exploring ways that work can affect an individual’s self-esteem, material and non-material living standards and happiness
  • investigating the ways work affects the economy such as avoiding poverty (relative and absolute), productivity, and generating income

  VCEBW016 | The Humanities | Economics and Business | Levels 7 and 8 | Work and Work Futures

• VCRAU098

  Develop knowledge of structures and vocabulary for describing people, places and things, such as pronouns, verbs, adjectives, word order and other elements of grammar

  Elaborations

  • identifying people using, for example, terms of address, pronouns and some nouns
  • identifying things and animals using concrete nouns describing the qualities of people, for example, adjectives of character and appearance
  • describing qualities of objects and animals using adjectives
  • indicating quantity using plurals
  • referring to numbers of things using cardinal numbers and things in a sequence using ordinal numbers
  • greeting and farewelling
  • telling others to do something using imperatives
  • indicating possession
  • describing simple actions
  • negating
  • specifying place and location
  • referring to existence/presence
  • giving directions and information about place using prepositions
  • locating events in time and referring to the past and future seeking information and assistance using interrogatives
  • joining ideas using cohesive devices
  • expressing emotion
  • expressing modality
  • comparing things using comparatives and superlatives

  VCRAU098 | Languages | Roman Alphabet Languages | 7–10 Sequence | Levels 7 and 8 | Understanding | Systems of language

• VCASFC058

  Investigate and synthesise information collected from a range of perspectives and sources, identifying how culture and context affect how information is presented

  Elaborations

  • summarising ideas and information included in presentations by deaf visitors
  • collecting and summarising information on a selected topic sourced from different contexts, considering how context affects presentation of data
  • viewing Auslan texts that present different views on an issue of relevance to their age group, such as cochlear implants or social inclusion, considering how context and culture shape perspectives
  • researching information relating to deaf political movements at different times and in different contexts, drawing comparisons with current deaf organisations, such as the Deaf President Now movement and recruitment of Deaf CEOs
  • surveying peers or members of their family/community on topics related to deafness and the use of Auslan, discussing how commentaries they collect reflect different viewpoints and cultural perspectives
  • collecting information from texts such as interviews, documentaries or presentations to use in new forms, for example, to create a profile of notable Deaf Australians, such as Alastair McEwin, Nola Colefax, Colin Allen or Drisana Levitzke-Gray
  • paraphrasing and evaluating segments of recorded interviews with deaf artists on social media talking about their experience and artistic practice, for example, Deaf Arts Network

  VCASFC058 | Languages | Auslan | First Language Learner | F–10 Sequence | Levels 7 and 8 | Communicating | Informing

• VCFRC064

  Reflect on cultural differences between French and English communicative styles and on how these affect intercultural interactions

  Elaborations

  • noticing cultural cues that suggest differences in traditions, ideas or values when interacting with French speakers or resources, for example, ways of expressing feelings, or politeness protocols associated with social events
  • discussing elements of successful intercultural communication when using French or other languages, for example, awareness of differences, flexibility, and respect for other perspectives and traditions
  • interacting with young French-speakers who are learning English, comparing views on cultural aspects of communication and discussing individual challenges and gains
  • identifying gestures, intonation patterns and facial expressions that are different in French, and explaining how some could be adopted in other-language contexts or situations
  • reflecting on own ways of communicating and behaving and how these may be interpreted by French speakers

  VCFRC064 | Languages | French | F–10 Sequence | Levels 7 and 8 | Communicating | Reflecting

• VCGGK106

  Ways that flows of water connect places as they move through the environment and the ways this affects places

  Elaborations

  • explaining how the movement of water through the environment connects places. For example, the melting of snow in spring feeding rivers and dams downstream
  • investigating the environmental, economic and social effects of water as it connects people and places. For example, the effects of water in the Snowy Mountains, or of upstream irrigation on downstream water quality

  VCGGK106 | The Humanities | Geography | Levels 7 and 8 | Geographical Knowledge | Water in the world

• VCHHK110

  Changes in society and the perspectives of key groups affected by change including the influence of law and religion

  Elaborations

  • Egypt
    • distinguishing between groups using historical sources such as the nobility, bureaucracy, women, and slaves in hieroglyphics
    • creating a graphic representation of the social structure of Egyptian society
    • outlining the rights of women, for example, in the areas of marriage, family life, work and education, and their responsibilities, that is, generally limited to the home and family
  • Greece
    • examining evidence of the social structure of Athenian or Spartan society, for example, the roles of citizens, women, slaves in Athenian society and the roles of Spartiates, Perioikoi and Helots in Spartan society
    • outlining the rights of citizens in ancient Athens, for example, the right to vote, their responsibilities, for example, military service, attending assembly meetings, and the invention of freedom
  • Rome
    • examining the evidence of the social structure of Roman society, for example, the roles of patricians, plebeians, women and slaves in the city of Rome, and the idea of Republican virtue and its historical resonance
    • describing the significance of slavery in the period of the Roman Empire, for example, the acquisition of slaves through warfare, the use of slaves as gladiators and agricultural labourers, and the rise of freedmen
  • India
    • creating a graphic representation of the social structure of Indian society
    • explaining the social structure of India, including the role of Brahmins – priests, teachers, Kshatriyas – kings, warriors, Vaishyas – merchants, artisans, Shudras – labourers, peasants
  • China
    • creating a graphic representation of the social structure of Chinese society such as kings, emperors, scholars, farmers, craftsmen, women
    • outlining the rights and responsibilities of women, for example, in the areas of marriage, family life, work and education

  VCHHK110 | The Humanities | History | Levels 7 and 8 | Historical Knowledge | Ancient world and early civilisations – 60 000 BC (BCE) – c.650 AD (CE)

• VCJAC172

  Participate in intercultural interactions, identifying and comparing aspects of culture that affect communication and noticing how own culture impacts on language use

  Elaborations

  • recognising the link between language and culture by reflecting on frequently used expressions such as しつれいします、おくれてすみません, and ways in which values and culture are embedded in the language
  • making a list of perceived benefits of learning Japanese and developing an intercultural capacity, for example, access to different perspectives and experiences, and insights into their own language and cultural experience
  • experiencing authentic or virtual interaction with Japanese language and culture, for example, through face-to-face or online interactions with other Japanese speakers through exchanges, excursions, school visits or web-chatting
  • making appropriate language choices for particular social situations in different cultural contexts, for example, using appropriate familial terms to refer to their own or to others’ family members
  • reflecting on how their own cultural etiquette and behaviour may be interpreted when interacting with Japanese people, noticing their own body language and modifying gestures, such as beckoning with the palm facing upwards or downwards, or avoiding eye contact when talking to older people

  VCJAC172 | Languages | Japanese | F–10 Sequence | Levels 7 and 8 | Communicating | Reflecting

• VCSSU093

  Interactions between organisms can be described in terms of food chains and food webs and can be affected by human activity

  Elaborations

  • constructing and interpreting food chains and food webs to show relationships between organisms in an environment
  • recognising the role of microorganisms within food chains and food webs
  • researching examples of human impacts on specific ecosystems, for example, the use of fire by traditional Aboriginal people, the effects of palm oil harvesting, deforestation, agricultural practices or the introduction of new species

  VCSSU093 | Science | Levels 7 and 8 | Science Understanding | Biological sciences

• VCICCD015

  Identify the challenges and benefits of living and working in a culturally diverse society

  Elaborations

  • asking students to imagine themselves in the future or in another country and provide a range of prompts for them to address, such as ‘What does society look like?’, ‘How important is it that society is inclusive?’ or ‘If you could live in another country, where would you go and why?’ and ‘What skills might you need?’
  • identifying attributes that help people forge positive intercultural relationships, such as curiosity, sensitivity, empathy and kindness
  • holding a student-led discussion or role-play about the social challenges that arise from cultural diversity, for example, how people from different backgrounds with different levels of attainment in English experience contemporary Australian society, such as at the local supermarket, when applying for a job, or watching the news
  • creating a portfolio that identifies the characteristics of a ‘monocultural’ society and those of a ‘multicultural’ society , and using reflective prompts to challenge students assumptions, such as by identifying various sub-cultures within each type of society
  • prompting students to identify the criteria they would use to help decide where to live if they were migrating to another country, and extend advanced students by introducing challenges into the scenario, such as linguistic or economic restrictions

  VCICCD015 | Capabilities | Intercultural Capability | Levels 7 and 8 | Cultural Diversity

• VCLAU013

  Recognise that the language of the Romans provides insights into their daily lives, ideas, feelings and attitudes

  Elaborations

  • investigating connections between language and significant cultural attitudes, for example, discussing how the terms civis, libertus, servus relate to rights of citizens
  • exploring and discussing language use that reflects social structure in ancient Rome, for example, pater familias, patronus/cliens relationships, matrona; Julia = daughter of Julius
  • exploring references in texts to life at home, daily bathing, dining and entertainment, such as public spectacles, and discussing the importance of family and social life to the Romans
  • recognising language that reflects the nature and use of private spaces, such as domus, villa, atrium, hortus, insula
  • understanding the importance of religion and festivals in Roman society, for example, by examining references in texts to worship of the Olympian gods, or festivals such as Saturnalia
  • considering the impact of stories about major early Roman heroes on the formation and transmission of Roman values, for example, Cloelia helping the kidnapped girls to escape, Horatius guarding the bridge
  • discussing the influence on Romans of myths and legends, as represented in their literature and visual arts such as sculpture and mosaics, for example, Romulus and Remus, Aeneas, Hercules
  • exploring the colloquial language that Romans used, such as salvete; gratum; licet

  VCLAU013 | Languages | Latin | Levels 7 and 8 | Understanding | Role of language and culture

• VCASFU234

  Explore connections between language, identity and cultural practices, values and beliefs and the expression of these connections in Auslan

  Elaborations

  • recognising that people from different places and backgrounds may use different languages and have ways of living and communicating that differ from their own
  • appreciating that culture and cultural difference means that people may value different things or live differently, noticing observable examples of such difference, such as ways of greeting (bowing versus shaking hands) or conveying information (through words versus signs)
  • exploring how deaf people live in ways that may be different from how hearing people live and that they are primarily visual, for example by responding to stimulus questions such as How do deaf people ensure they can always see other people who are signing?
  • recognising the importance of facial expression, eye gaze and non-manual features in conveying information in a visual-gestural language and culture
  • exploring the nature of culture as an essential part of human life, understanding that it is shared, passed on between generations and is closely connected to language and identity
  • understanding that culture is more than the visible aspects of people’s lives; that it also includes invisible elements such as beliefs and values, how people think about themselves and others, how they relate to their social and physical environments; and considering how this understanding applies to users of Auslan
  • recognising that in each culture there are general rules for what to say and do, when, where and with whom, and that these rules differ from culture to culture, for example, the Deaf culture places greater importance on eye contact than cultures that communicate through spoken languages
  • identifying the importance of signing space and proxemics in Auslan, particularly in relation to a person passing between two signers, or to the positioning of communication partners
  • recognising that shared experiences shape cultural values in Auslan as in other cultures, for example the experience of deaf children being excluded from family and social discourse during dinner table conversations or social events gives rise to the value placed in the Deaf community on ensuring inclusivity and sharing information with each other
  • recognising the importance of community and culture in relation to their own lives and communities and in relation to other language groups and their communities
  • recognising the role of the Deaf community and its networks and significant places in maintaining, reflecting and strengthening Auslan and Deaf culture

  VCASFU234 | Languages | Auslan | Second Language Learner | 7–10 Sequence | Levels 7 and 8 | Understanding | Role of language and culture