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• VCKOC011

  Reflect on own identity, including identity as a user and learner of Korean, comparing observations made about experiences over time

  Elaborations

  • communicating / sharing information about own identities in terms of cultural background and personal and social experience, using declarative and descriptive statements, for example, 저는중국계 호주 사람이에요; (저는) 한국어하고 스페인어를 해요; (저는) … 회원이에요
  • preparing information to exchange with Korean-speaking students, such as a class profile showing cultural backgrounds, languages used in the home, interests and values, and using resources such as photos, captions, quotes and symbols
  • sharing ideas about how cultural aspects embedded in or accompanying Korean language use might be perceived differently in different cultures, for example, politeness, terms of address, and gestures such as bowing when greeting older people, using fingers when counting, or pointing with the index finger
  • sharing feelings or ideas on the reciprocal benefits of learning and knowing each other’s language and culture, for example, mutual understanding and friendship between themselves and peers from a Korean background

  VCKOC011 | Languages | Korean | 7–10 Sequence | Levels 7 and 8 | Communicating | Reflecting

• VCDEU169

  Understand that German, like other languages, continues to change over time due to influences such as globalisation and new technologies and knowledge

  Elaborations

  • investigating and reporting on evidence of current and historical influence of German language and culture in the local and broader Australian community, for example, German/Austrian/Swiss place names (Heidelberg, Hahndorf, Leichhardt, Grindelwald), food (restaurants, bakeries, market stalls), festivals and celebrations (German Film Festival, Swiss Festival, Weihnachtsmarkt), and organisations (Goethe-Institut, SBS German Radio, clubs, churches, companies)
  • understanding that German, like all languages, is constantly expanding to include new words and expressions in response to changing environments due to globalisation, technology, language shifts and exchange, and intercultural experiences, for example, googeln, skypen
  • understanding that English grammar used to be more similar to German grammar but that English has changed, for example, the Old English ‘What thinkest thou?’ and Was denkst du?
  • noting that although German grammar has not changed as much as English over the centuries, it did relatively recently undergo changes in spelling and punctuation in the official Rechtschreibreform, requiring, for example, β to be used only after long vowel sounds or diphthongs (Fuβball, Spaβ, weiβ), and ss to be used after short vowels (dass, Klasse)

  VCDEU169 | Languages | German | F–10 Sequence | Levels 7 and 8 | Understanding | Language variation and change

• VCSSU090

  Science and technology contribute to finding solutions to a range of contemporary issues; these solutions may impact on other areas of society and involve ethical considerations

  Elaborations

  • considering decisions made in relation to the recycling of greywater and blackwater
  • investigating strategies implemented to maintain part of the local environment, such as bushland, a beach, a lake, a desert or a shoreline
  • investigating the development of vehicles over time, including the application of science and technology to the designs of solar-powered or electric vehicles
  • relating regulations about wearing seatbelts or safety helmets to knowledge of forces and motion
  • discussing ethical issues that arise from organ transplantation

  VCSSU090 | Science | Levels 7 and 8 | Science Understanding | Science as a human endeavour

• VCRAU067

  Understand that languages continue to change over time due to influences such as globalisation and technology

  Elaborations

  • analysing the influence of other languages on the language, such as in advertising and technology, food, administration, religion and everyday life
  • recording a range of borrowed words and examining their structure and rules of use
  • investigating the origins of borrowed words to discover when, how and by whom new words and expressions were introduced into the language and which languages have borrowed from the language being studied

  VCRAU067 | Languages | Roman Alphabet Languages | F–10 Sequence | Levels 7 and 8 | Understanding | Language variation and change

• VCTRU067

  Understand how their own use of Turkish in social, school and community contexts has changed over time, discussing reasons for changes or adaptations

  Elaborations

  • identifying changes in their ways of communicating in Turkish as a result of influences such as social media, popular culture, technology and intercultural experience, for example, the use of acronyms, emoticons, ‘selfies’ in text messaging, and of abbreviations such as nbr (ne haber), tmm (tamam), slm (selam), kib (kendine iyi bak), bye (güle güle) and aeo (Allaha emanet ol)
  • reflecting on how their use of language develops as they grow older and as they communicate in different contexts, with different people, for different purposes, discussing how speaking more than one language provides additional resources for making meaning
  • monitoring their own and others’ use of new forms of language, behaviour and self-expression across different contexts such as school and social worlds, including virtual forms of communication
  • investigating changes in their use of Turkish in wider contexts, for example, as a result of increased exposure to Turkish-language media in Australia, comparing the language used in various television dramas to their own use of the language in daily life

  VCTRU067 | Languages | Turkish | F–10 Sequence | Levels 7 and 8 | Understanding | Language variation and change

• VCVIU016

  Recognise the dynamic nature of the Vietnamese language and how it has changed over time through interaction with other languages and cultures

  Elaborations

  • recognising that many Vietnamese words are borrowed from other languages such as French, for example, ba lê (‘ballet’), cà phê (‘café’), da-ua (‘yaourt’), căn-tin (‘cantine’) and gara (‘garage’), and particularly from Chinese, for example, hoàng thượng/sư phụ
  • identifying and explaining changes in contemporary language practices and social behaviours, for example, using less formal language (such as chào/thưa or chào/kính thưa) and gestures (such as nodding head or shaking hands instead of bowing head and folding arms) when greeting family members and friends rather than strangers
  • recognising and understanding new and borrowed words, phrases and concepts that have been created or incorporated as a result of contact with other cultures, for example, kimono, koala, sushi, pizza, mì Ý (pasta), bánh mì kẹp thịt (hamburger), thức ăn nhanh (fast food)
  • recognising the influence of English language and culture on own Vietnamese language use, including writing Vietnamese names in the English way (Lan Nguyen instead of Nguyễn Thanh Lan); using or mixing English with Vietnamese in daily interactions, such as Bạn làm homework chưa? Sorry! Thank you.

  VCVIU016 | Languages | Vietnamese | 7–10 Sequence | Levels 7 and 8 | Understanding | Language variation and change

• VCLVU190

  Describe and reflect on how languages change over time and influence one another

  Elaborations

  • exploring form, usage, history and impact of contact languages, including creoles, pidgins and Aboriginal Englishes
  • investigating and describing how the language has changed over time
  • observing changes to language that reflect changing lifestyles, cultural trends and emerging needs, for example, youth language, the language of new technologies, the impact of music, media and technology on communication
  • reflecting on changes in their own use of their first language(s) over time, noticing how and when new ways are adopted or existing ways adapted
  • exploring changes in language over time, for example, by reviewing old films from state archives or early television shows that include Aboriginal actors

  VCLVU190 | Languages | Victorian Aboriginal Languages | Levels 7 to 10 | Understanding | Language variation and change

• VCITC107

  Reflect on own identity, including identity as a user and learner of Italian, through connecting observations made about experiences over time

  Elaborations

  • creating texts to identify and describe significant events or experiences, including membership of groups (for example, sporting or cultural groups), that have shaped personal identity
  • describing orally or in writing a significant person in their life, discussing their personal qualities, why this person is important, and how they are similar to this person, for example, Anch’io;… è importante per me perché; io sono come …; assomiglio a …
  • creating personal profiles to share with others, considering which aspects of their identity to reveal to people in different contexts
  • presenting aspects of personal experience using digital photo stories with audio
  • creating timelines of significant events in their life, particularly events that have shaped their identity them, including visual representations such as photos and illustrations
  • comparing and contrasting own experiences as a learner of Italian, for example, by comparing journal entries recorded over time

  VCITC107 | Languages | Italian | 7–10 Sequence | Levels 7 and 8 | Communicating | Reflecting

• VCGRCU011

  Understand that Greek spread with the expansion of the ancient Greek world, and developed over time, influencing English and other languages

  Elaborations

  • recognising that Greek is a member of the Indo-European family of languages, related to other ancient languages, such as Latin, Sanskrit and Old Persian
  • recognising that Greek has been spoken in various forms uninterruptedly from the 3rd millennium BCE to the present day and has been documented in writing since about 1450 BCE
  • recognising that Classical Greek is a specific form of the language, evolved from earlier forms such as Mycenaean Greek and the Archaic Greek used in the epics of Homer
  • identifying Classical Greek as the Attic/Ionic dialect of the language spoken in the 5th and 4th centuries BCE in Athens, many Aegean islands and the coast of Asia Minor
  • recognising that Classical Greek was the form of the language used by significant ancient Greek authors, such as Thucydides, Sophocles, Plato, Lysias
  • locating on a map the places where Greek was spoken in antiquity around the Mediterranean basin from Spain to the coast of Turkey and across the Black Sea
  • investigating how the geography of mainland Greece influenced the development of independent city-states such as Athens, Sparta, Corinth and Thebes
  • exploring the spread of Greek colonies across the Mediterranean and Black Sea coastlines, such as Syracuse (Sicily), Naples (Italy), Marseilles (France), Cyrene (Libya), Miletus (Turkey), Emporion (Spain)
  • identifying and using Classical Greek derivatives to expand own English vocabulary, for example, sceptic, cynic, antithesis
  • recognising connections between the spelling of Classical Greek and English words and applying understanding to improve own spelling in English, for example, psychology, rhythm, seismology
  • identifying expressions in Classical Greek that are commonly used in English, for example, hoi polloi, eureka
  • identifying words of Classical Greek origin that are used as school subjects, for example, mathematics, history, geography, music, drama, biology, chemistry, physics, philosophy, psychology, economics
  • identifying and collecting word families in which the same Classical Greek root is used with different prefixes or suffixes, for example, calligraphy, biography, biology, technology, paralysis, analysis, Palaeolithic, palaeontology
  • applying knowledge of Classical Greek to understand words and expressions in Modern Greek, such as signs in shops and public places, for example ΚΙΝΔΥΝΟΣ, ΠΡΟΣΟΧΗ, ΙΧΘΥΟΠΩΛΕΙΟΝ, ΦΑΡΜΑΚΕΙΟΝ, έν τάξει, κλειστόν
  • identifying similarities between Classical Greek and other Indo-European languages by comparing cognate words, such as ἕξ: sex (Latin), sechs (German), six; πατήρ: pater (Latin), Vater (German), father

  VCGRCU011 | Languages | Classical Greek | Levels 7 and 8 | Understanding | The powerful influence of language and culture

• VCIDU067

  Understand that Indonesian, like other languages, continues to change over time due to influences such as globalisation and technology

  Elaborations

  • analysing the influence of other languages on Indonesian, such as in advertising and technology, food, administration, religion and everyday life, for example, modern, handphone, satelit (English); mie (Chinese); sepatu (Portuguese); kantor (Dutch); guru (Sanskrit); mahal (Arabic), raja (Hindi)
  • recording a range of borrowed words and examining their structure and rules of use, for example, meng-upload, ber-AC
  • investigating the origins of borrowed words to discover when, how and by whom new words and expressions were introduced into Indonesian and which languages have borrowed from languages of Indonesia, for example, Makassan terms in Yolngu (balanda, rupiah)

  VCIDU067 | Languages | Indonesian | F–10 Sequence | Levels 7 and 8 | Understanding | Language variation and change

• VCLAU011

  Understand that Latin spread with the expansion of the Roman empire, developed over time into the Romance languages, and influenced English vocabulary

  Elaborations

  • recognising that Latin is a member of the Indo-European family of languages, related to other ancient languages, such as Classical Greek, Sanskrit and Old Persian
  • recognising that Latin was influenced by languages of other ancient peoples, such as Greek
  • locating on a map the places where Latin was spoken across the area of Roman influence, from Britain to West Asia
  • researching how Latin evolved into its modern descendants, the Romance languages, and comparing words, such as numbers, duo (Latin) – deux (French) – due (Italian) – dos (Spanish) – doi (Romanian) – dois (Portuguese), or words such as ‘hand’ or ‘friend’ across languages
  • applying knowledge of Latin to understand words and expressions in Romance languages, for example, tempo; liberté, égalité, fraternité; amigo; la dolce vita
  • identifying and using Latin derivatives to expand own English vocabulary, for example, maternal/paternal, nominate, puerile
  • recognising connections between spelling of Latin and English words and applying understanding to improve own spelling in English, for example, first conjugation verb such as portat – English ‘portable’, compared with fourth conjugation verb audit – audible
  • identifying expressions and abbreviations in Latin that are commonly used in English, for example, post mortem, in loco parentis; e.g., i.e., am, pm, etc.
  • identifying words of Latin origin that are used in subjects across the school curriculum, for example, data, agriculture, commerce, equilateral, formula, mesa, tablet
  • identifying and collecting word families in which the same Latin root is used with different prefixes or suffixes, for example, reduce, introduce, deduce, conduct, produce
  • exploring and discussing the meaning of simple Latin mottoes used by modern institutions, such as the Olympic motto citius, altius, fortius

  VCLAU011 | Languages | Latin | Levels 7 and 8 | Understanding | The powerful influence of language and culture

• VCHHC101

  Explain different historical interpretations and contested debates about the past

  Elaborations

  • explaining why historians have different interpretations, distinguishing between a fact, for example, ‘some gladiators wore helmets’, and an opinion, such as ‘all gladiators were brave’
  • exploring different historical interpretations, such as how were the Pyramids built or theories about the decline of Angkor/Khmer Empire
  • using a range of historical interpretations to explain the significant achievements of the Ottoman Empire or Renaissance Italy
  • using a selection of historical interpretations to identify the positive and negative effects of Spanish Conquest of the Americas

  VCHHC101 | The Humanities | History | Levels 7 and 8 | Historical Concepts and Skills | Historical sources as evidence

• VCITC069

  Reflect on own participation in intercultural exchange and consider how this shapes own identity over time

  Elaborations

  • creating a learning journal or autobiography relating intercultural experiences and their impact
  • recognising own culture-based understanding of ideas and experiences
  • reflecting on own positioning in exchanges with members of the Italian community

  VCITC069 | Languages | Italian | F–10 Sequence | Levels 7 and 8 | Communicating | Reflecting

• VCZHU207

  Explore the role of language in passing on cultural values and beliefs to younger generations and identify changes in language use over time

  Elaborations

  • exploring the extensive and ongoing role of idiom (for example, 成语 and 谚语) in contemporary texts and everyday speech
  • recognising the influences of other languages and cultures on the Chinese language (for example, and the use of code-switching), and exploring how language choice (such as communicating in regional Chinese, English, standard Chinese or youth slang) indicates membership of a group and can exclude others from the interaction
  • identifying situations in language can be used to position themselves or others as an insider or outsider, for example, the use of 老外 in Australia to refer to non-Chinese; the choice between 咱们 and 我们 to include or exclude participants
  • experimenting with voice projection, pitch and rhythm when trying to assert own view or idea without disempowering or dismissing others, for example, to appear authoritative when speaking on an issue or topic, or to reprimand, advise or motivate others

  VCZHU207 | Languages | Chinese | Background Language Learner | 7–10 Sequence | Levels 7 and 8 | Understanding | Language variation and change

• VCECU014

  Explore the contested meaning of concepts including freedom, justice, and rights and responsibilities, and the extent they are and should be valued by different individuals and groups

  Elaborations

  • exploring the meaning of justice by proposing and evaluating criteria that might be used for justice, such as what is deserved, adherence to laws or maximising the common good
  • comparing and evaluating two conceptions of freedom: the absence of anything that prevents you achieving what you want, and the ability to control your own interests (self- determination); and whether the harm principle should be used to limit freedom, as part of a study of an issue concerning freedom of speech, or freedom of action (such as restrictions to gambling or alcohol consumption)
  • using a range of examples, such as drink driving, to examine whether there are more important rights and responsibilities than others, whether rights are means or ends and the extent to which reasons involving rights do and should outweigh other reasons for actions

  VCECU014 | Capabilities | Ethical Capability | Levels 7 and 8 | Understanding Concepts

• VC2M8M07

  use mathematical modelling to solve practical problems involving ratios and rates, including distance-time problems for travel at a constant speed and financial contexts; formulate problems; interpret and communicate solutions in terms of the situation, reviewing the appropriateness of the model

  Elaborations

  • modelling simple motion problems, finding one of distance travelled, time taken or average speed, given the other 2 quantities
  • modelling and solving problems related to situations such as scales on maps and plans, the mixing of chemicals or ingredients, or calculating magnification factors applying relevant ratios and proportions
  • modelling problems involving converting money amounts using different exchange rates and applying them when planning and budgeting for overseas travel
  • modelling situations involving financial contexts (for example, income tax, using taxation rates on annual income, comparing different taxation brackets and rates of pay) or comparing the benefits of different phone plans using different call rates and associated fees to determine the best plan
  • modelling situations involving the use of ratios in radiocarbon dating methods, including the ratio of carbon-14 to carbon-12 isotopes in organisms, to measure dates of Aboriginal and Torres Strait Islander Peoples’ habitation on the Australian continent
  • modelling situations involving ratio and its application in the making of string and cordage by Aboriginal and/or Torres Strait Islander Peoples, including the ratio of length to the mass of a rope, the strength of the ply in proportion to a rope’s pulling force, and the proportion of fibre for the length of string required

  VC2M8M07 | Mathematics | Mathematics Version 2.0 | Level 8 | Measurement

• VC2M8N06

  use mathematical modelling to solve practical problems involving rational numbers and percentages, including financial contexts involving profit and loss; formulate problems, choosing efficient mental and written calculation strategies and using digital tools where appropriate; interpret and communicate...

  Elaborations

  • modelling situations involving weather and environmental contexts, including temperature or sea depths, by applying operations to positive and negative rational numbers, for example, contexts involving average temperature increases and decreases
  • modelling situations that involve percentage increases or decreases and explaining why it is an increase or decrease, such as mark-ups, discounts, Goods and Services Tax (GST), changes in populations or recycling rates
  • modelling situations involving personal income tax, and interpreting tax tables to determine income tax at various levels of income, including overall percentage of income allocated to tax
  • modelling situations involving percentage increase or decrease such as market trends, effects on population, or effects on the environment over extended time periods

  VC2M8N06 | Mathematics | Mathematics Version 2.0 | Level 8 | Number

• VCSSU089

  Scientific knowledge and understanding of the world changes as new evidence becomes available; science knowledge can develop through collaboration and connecting ideas across the disciplines and practice of science

  Elaborations

  • investigating how advances in telescopes and space probes have provided new evidence about space
  • investigating how the development of microscopes has changed understanding of cell function and malfunction, and how this has led to improved medical treatments for disease
  • investigating how knowledge of the location and extraction of mineral resources relies on expertise from across the disciplines of science
  • considering how advances in technology, combined with scientific understanding of the functioning of body systems, has enabled organ repair and replacement
  • investigating how land management practices of Aboriginal and Torres Strait Islander peoples can help inform sustainable management of the environment

  VCSSU089 | Science | Levels 7 and 8 | Science Understanding | Science as a human endeavour

• VCADAD035

  Practise and refine technical and expressive skills in style-specific techniques

  Elaborations

  • learn, extending and practising movement vocabulary relevant to specific styles
  • extending technical competences such as articulation, control, coordination, accuracy, alignment, balance, flexibility, strength and endurance
  • using questions to develop or extend understanding of style-specific techniques, for example, viewing dances from different cultures and asking ‘is the relationship between dance, sound or music accompaniment the same for each dance?’, or ‘How costumes and props are used symbolically in dances?’
  • applying safe dance practices when performing a specific dance style, for example, identifying the musculoskeletal system and linking to alignment
  • analysing and practising technical skills to build safe dance practice, for example, develop awareness of self and others in a dance space and use techniques to control movement through the space

  VCADAD035 | The Arts | Dance | Levels 7 and 8 | Dance Practices

• VCITU113

  Analyse and understand the place of Italian locally and internationally, including the relationship between Standard Italian and regional dialects, and Italian in the ecology of languages in Australia

  Elaborations

  • understanding that differences exist between Standard Italian, regional varieties and dialects, for example, by noticing lexical differences and comparing gestures and accents
  • recognising that Standard Italian is used in diverse communities throughout the world and that many speakers of Italian may also speak a regional and/or local dialect
  • examining the presence of Italian in the Australian linguistic landscape, for example, through signage, the culture of coffee, food, art and music, and in newspapers, television and radio, and the interpreter service
  • exploring the changing profile of languages in Australia by, for example, comparing maps of languages over time, developing a class language tree, examining the Australian Languages map, conducting a survey about languages spoken at home or in the community, or examining census data
  • presenting connections between languages and dialects

  VCITU113 | Languages | Italian | 7–10 Sequence | Levels 7 and 8 | Understanding | Language variation and change