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• VCZHC196

  Represent factual information related to other learning areas and on topics of interest in a range of texts and formats for different audiences

  Elaborations

  • preparing and creating a video clip to share with peers overseas introducing aspects of local culture, including interesting places, history, famous people, and lifestyle, for example, 墨尔本的电车
  • creating posters (for example, about a local city or popular site) to convey information to Chinese peers, using pictures, maps and data to support text
  • presenting information in alternative formats to suit the purpose and the needs of the reader, for example, creating graphs or tables to categorise information when contrasting 澳大利亚和中国的地理
  • selecting words from word lists to create informative texts such as signs, slogans and notices, and using electronic tools such as a digital dictionary to extend own expression
  • obtaining and representing information from texts that include both text and visual images to explain aspects of lifestyle or culture in different communities, for example, TV guide, brochures, advertisements or timetables
  • presenting information on topics of interest related to the natural world, human history and endeavour, geography, or the built environment, using visual supports such as tables, charts, calendars and maps
  • analysing what information is needed to research a topic, employing Chinese search engines to access diverse sources of information online and choosing the most suitable sources, for example, 这个网站看上去像正规网站吗？ 这个网站是官网吗?

  VCZHC196 | Languages | Chinese | Background Language Learner | 7–10 Sequence | Levels 7 and 8 | Communicating | Informing

• 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

• VCITC102

  Participate in listening to, reading and viewing imaginative texts and make connections with characters, events, actions, settings, and key ideas and messages

  Elaborations

  • describing characters (Chi? Com’è? Come fa?), events (Cosa succede? Quando?), settings (Dove?), and key ideas (Perché?), and establishing sequence, for example, prima … poi … dopo
  • listening to and reading stories, songs and poems, noticing aspects of meaning and style, for example, use of rhythm, rhyme, choice of key words
  • reinterpreting and performing stories and songs in spoken or written form, by retelling the sequence, reordering the events in a story, or creating an alternative representation or ending
  • comparing aspects of theatre across cultures, focusing on the purpose, origins and values

  VCITC102 | Languages | Italian | 7–10 Sequence | Levels 7 and 8 | Communicating | Creating

• VCEBC014

  Explain the reasons why and the ways in which individuals and businesses set, prioritise and plan to achieve financial and organisational goals

  Elaborations

  • prioritising short-term personal financial objectives and identifying how these objectives can be achieved, for example, through developing a budget and having a savings plan
  • explaining the need for setting long-term personal financial objectives and listing ways of achieving these objectives, for example, investment, superannuation or savings
  • explaining how financial records such as income statements, budgets and cash flow inform business decision-making

  VCEBC014 | The Humanities | Economics and Business | Levels 7 and 8 | Consumer and Financial Literacy

• VCMNA247

  Connect fractions, decimals and percentages and carry out simple conversions

  Elaborations

  • justifying choices of written, mental or calculator strategies for solving specific problems including those involving large numbers
  • understanding that quantities can be represented by different number types and calculated using various operations, and that choices need to be made about each
  • calculating the percentage of the total local municipal area set aside for parkland, manufacturing, retail and residential dwellings to compare land use

  VCMNA247 | Mathematics | Level 7 | Number and Algebra | Real numbers

• VCASFU068

  Understand that utterances in Auslan can consist of a mix of gestural and signed components, and that non-manual features are often used to link clauses into equal or unequal relationships

  Elaborations

  • recognising the nature and function of word classes and understanding that the context of the sign is important and Auslan signs will not always have the same word class as an English word, for example, adjectives can act like verbs in Auslan, for example, PRO3 BIG
  • recognising that some verbs and nouns use the same sign but change the movement in a regular way making noun-verb pairs, such as SCISSORS versus CUT-WITH-SCISSORS
  • being able to describe various types of clauses and recognising that these often co-occur with particular NMFs, such as questions, topicalised sentences, negation or conditionals
  • analysing yes/no questions and wh- questions to identify how NMFs and particular lexical signs are used to make each type of question
  • recognising how NMFs can create emphasis or stress
  • recognising that clauses can be joined by conjunctions to make longer sentences and these conjunctions can be shown with separate signs, such as PLUS or THEN, or NMFs, for example by pausing between clauses
  • noticing with support, when signers are using composite utterances, that is, those that have elements of CA, DSs, points and DSs, and fully-lexical signs in the same utterance
  • identifying clauses that are linked equally and unequally, where one clause depends on another

  VCASFU068 | Languages | Auslan | First Language Learner | F–10 Sequence | Levels 7 and 8 | Understanding | Systems of language

• VCASFU229

  Recognise and restrict signing to the standard signing space, and understand that pronouns, depicting signs and verbs can be located meaningfully in that space to show participants in a process

  Elaborations

  • describing the range of signing space in normal signed discourse
  • recognising that non-body-anchored nouns can be located in space and identifying instances of this
  • comparing and contrasting Auslan and English pronouns, in particular noticing that Auslan pronouns don’t show gender but they can show location and a specific number of referents, for example, WE2 (inclusive) and WE3 (inclusive) or WE2-NOT-INCLUDING-YOU (exclusive)
  • discussing the functions of different pointing signs, such as pronouns, determiners, locatives
  • noticing that enacting a role or modifying the beginning and end locations of some verbs can show the referents involved, for example:
    PRO1 ASK PRO3 versus PRO1 ASK-_her
    PRO3 ASK-_me CA:I-was-shocked
    
  • identifying what sorts of things can be represented in a DS by a particular handshape, for example a distant person, pole or tree can be represented by a point handshape, and a cylinder can be traced by a C handshape
  • identifying examples of DSs in an Auslan text, and recognising that handshape and movement represent different things in each type of DS, for example:
    • entity DSs: the handshape is an object or person, and the movement is the movement or location of that object or person
    • handling DSs: the handshape represents a person’s hands touching or moving another object, and the movement shows how the hands move
    • SASS DSs: the handshape and movement outline the shape or size of something

  VCASFU229 | Languages | Auslan | Second Language Learner | 7–10 Sequence | Levels 7 and 8 | Understanding | Systems of language

• VCGGK107

  The quantity and variability of Australia’s water resources compared with those in other continents and how water balance can be used to explain these differences

  Elaborations

  • investigating the main causes of rainfall and applying their geographical knowledge to explain the seasonal rainfall patterns in their own place and in a place with either significantly higher or lower rainfall
  • interpreting the spatial distribution of rainfall in Australia and comparing it with that of other continents
  • using the concept of the water balance (the relationship between rainfall, evaporation and runoff) to explain the differences between Australia and other continents in water resources

  VCGGK107 | The Humanities | Geography | Levels 7 and 8 | Geographical Knowledge | Water in the world

• VCADAR039

  Identify and connect specific features of dance from different times and locations, including the dance of Aboriginal and Torres Strait Islander peoples, to explore viewpoints and enrich their dance-making

  Elaborations

  • identifying the distinguishing stylistic features of different dances and consider how this can inform their choreography
  • using questions to compare dance styles in different contexts, for example, ‘How does the dance relate to its social context and that of its audience?’, and ‘What are the conventions or protocols for viewing and performing the dance?’
  • investigating the role of dance in transmitting cultural information, such as sharing stories from a Koorie community or advocating for change in relation to contemporary issues that face the Aboriginal and Torres Strait Islander community
  • recognising ethical issues for dancers and choreographers, for example, acknowledging sources, respecting the intellectual property of others

  VCADAR039 | The Arts | Dance | Levels 7 and 8 | Respond and Interpret

• Hindi - 7–10 Sequence: Levels 7 and 8 achievement standards

  By the end of Level 8, students interact with the teacher and peers to exchange information and opinions about their personal worlds, for example, मेरे परिवार के अधिकतर सदस्य ऑस्ट्रेलिया में रहते हैं लेकिन कुछ सदस्य भारत में भी रहते हैं। मुझे क्रिकेट खेलना अच्छा लगता है क्योंकि...... They exchange...

  Level description | Languages | Hindi | 7–10 Sequence | Levels 7 and 8

• Turkish - 7–10 Sequence: Levels 7 and 8 achievement standards

  By the end of Level 8, students interact with the teacher and peers to exchange information and express opinions, for example, Arkadaşlarımla sinemaya gitmeyi severim. They use descriptive and expressive language to share feelings and to express preferences such as Suyu gazoza tercih ederim. Student...

  Level description | Languages | Turkish | 7–10 Sequence | Levels 7 and 8

• VCITU074

  Recognise the impact of media and technology on the way Italian is changing as a language of local and international communication

  Elaborations

  • discussing global and cultural influences on the Italian language and noticing when and how hybrid forms are used, for example, use of numbers, mathematical symbols, single letters and acronyms to replace words in SMS messaging, such as TVTB (ti voglio tanto bene), 6 (sei), x (per)
  • investigating the impact of the media on the Italian language by analysing headlines, advertisements and news reports, and comparing these with texts in English (for example, comparisons of vocabulary or syntax) noticing how English is modifying Italian in particular spheres, for example, language used in the entertainment industry, in movies and television series; and language used to express contemporary concepts (match, hardware, fast food, acquagym, relax, weekend, budget, fiction)

  VCITU074 | Languages | Italian | F–10 Sequence | Levels 7 and 8 | Understanding | Language variation and change

• VCSSU091

  There are differences within and between groups of organisms; classification helps organise this diversity

  Elaborations

  • grouping a variety of organisms on the basis of similarities and differences in particular features
  • classifying using hierarchical systems, for example, kingdom, phylum, class, order, family, genus, species
  • using scientific conventions for naming species
  • using provided keys to identify organisms surveyed in a local habitat

  VCSSU091 | Science | Levels 7 and 8 | Science Understanding | Biological sciences

• VCZHU208

  Discuss ways in which language choices indicate aspects of social position (such as class, gender and ethnicity) and inhibit or encourage others’ involvement or sense of belonging

  Elaborations

  • exploring how known languages influence their communicative preferences, such as how the values of one culture may be reflected when communicating in another, for example, differences in the use and frequency of ‘thank you’ and 谢谢 which is simply a sign of gratitude in English, whereas in Chinese overuse of this indicates distance between participants in interactions
  • exploring how cultural concepts of family and the importance of one’s sense of connection to others influence use of Chinese
  • exploring the origins of 成语 and 歇后语 encountered in texts such as 朝三暮四，姜太公钓鱼, and using set phrases to share or convey a cultural idea in own writing, for example, 塞翁失马，笨鸟先飞

  VCZHU208 | Languages | Chinese | Background Language Learner | 7–10 Sequence | Levels 7 and 8 | Understanding | Role of language and culture

• VCJAC168

  Analyse and respond to a range of imaginative texts, noticing cultural elements and comparing with English-language texts created for similar audiences

  Elaborations

  • responding to imaginative texts such as songs, stories, films or video clips, for example, by identifying favourite elements or characters and recording key vocabulary and expressions
  • reading and evaluating a story or manga, for example, by rating it and creating a short modelled review to present orally to the group or to post on a shared website
  • reading or viewing simple むかしばなし, identifying key messages and values and comparing them to familiar folk tales or stories associated with their own early literacy experience
  • comparing popular contemporary Japanese and Australian music by listening to and viewing music video clips, identifying similarities and differences in expression, themes and styles of performance
  • comparing how key messages and beliefs are communicated across cultures through the visual and creative arts, for example, comparing the role and representation of animals or landscapes in Indigenous Australian Dreaming stories and Japanese mythology or folk tales

  VCJAC168 | Languages | Japanese | F–10 Sequence | Levels 7 and 8 | Communicating | Creating

• VCZHC053

  Engage with imaginative texts, observing how characters, emotions and attitudes are portrayed, express opinions about these aspects of an imagined experience and apply this knowledge in their own performances and texts

  Elaborations

  • identifying how features of performance, including the use of posture, movement, voice, images and sound, are used to convey different emotions and attitudes, for example, 她跑得很快; 音乐听起来很轻快; 森林里很暗; 我很害怕
  • writing a short dialogue about an emotion and performing it in groups
  • expressing and justifying their music preferences, for example 我喜欢这首歌，因为歌词很美
  • producing short performances, for example, a skit about celebrating Spring Festival, a simple lyric for a song about school life, or a rap about being a student of Chinese
  • noticing how emotion is expressed in song, film or poems and discussing its impact on listeners and viewers
  • reflecting on the language, beliefs and values of characters in traditional and modern literature and Chinese popular culture, and comparing different students’ responses to the same story, event, character or place, for example, viewing excerpts from contemporary films and discussing personal responses to and the sociocultural context of the film

  VCZHC053 | Languages | Chinese | Second Language Learner | F–10 Sequence | Levels 7 and 8 | Communicating | Creating

• VCELC008

  Translate and interpret texts such as emails, signs and notices from Greek to English and English to Greek, using contextual cues and familiar textual features and recognising aspects that are similar and different in the two language versions

  Elaborations

  • translating short, simple texts from Greek to English and English to Greek, identifying words and expressions that can be readily translated and those that can be ‘lost in translation’, for example, το κέφι, βρέχει καρεκλοπόδαρα
  • translating signs and notices from Greek to English and English to Greek, identifying similarities and differences in both language versions
  • identifying and explaining expressions that need interpretation rather than translation, for example, Γιάννης - Γιαννάκης, τσάκα-τσάκα
  • using bilingual dictionaries and electronic translation tools to become aware of alternative or multiple meanings of words and the importance of context when making meaning, for example, το κορίτσι/αγόρι μου

  VCELC008 | Languages | Modern Greek | 7–10 Sequence | Levels 7 and 8 | Communicating | Translating

• VCELU167

  Examine the structure and linguistic choices of a range of personal, informative and imaginative texts, such as digital/online diary entries, news reports, cartoons and stories, and consider how these choices were influenced by audience and purpose

  Elaborations

  • describing the main features of familiar text types, for example, cartoon, digital story/DVD, storyboard, online news report, and identifying features such as sequencing
  • observing that texts are constructed for a variety of purposes, such as to request, instruct, invite or describe, for example, an invitation to a party or a greeting card
  • identifying the structure and organisation of a range of text types, for example, comparing emails and letters, written notes, text messages and print and digital versions of a journal/diary entry
  • identifying and comparing features of language use in different text types, such as formality/informality, headings, and lexical and grammatical choices that distinguish textual purpose and audience

  VCELU167 | Languages | Modern Greek | F–10 Sequence | Levels 7 and 8 | Understanding | Systems of language

• VCNRU065

  Examine the structure and linguistic choices of a range of personal, informative and imaginative texts, such as diary entries, news reports, cartoons and stories, and consider how these choices were influenced by audience and purpose

  Elaborations

  • describing the main features of familiar text types for example, cartoon, story/storyboard, news report, and identifying features such as sequencing
  • observing that texts are constructed for a variety of purposes, such as to request, instruct, invite or describe the features of a particular text, for example, an invitation to a party or a greeting card
  • identifying the structure and organisation of a range of text types, for example, comparing emails and letters, written notes, text messages and print and digital versions of a journal/diary entry
  • identifying and comparing features of language use in different text types, such as formality/informality, headings, and lexical and grammatical choices that distinguish textual purpose and audience

  VCNRU065 | Capabilities | Personal and Social Capability | Levels 7 and 8 | Understanding | Systems of language

• VCZHC168

  Create bilingual texts relating to other learning areas and topics of interest, considering the influence of different roles, relationships, settings and situations when interpreting both Chinese and English

  Elaborations

  • observing others involved in interpreting meaning in bilingual contexts and identifying challenges and potential issues in mediation
  • using Chinese dictionaries to enhance understanding of subtle differences in how and when words are used, and applying this knowledge to interpreting meanings in texts and interactions

  VCZHC168 | Languages | Chinese | Background Language Learner | F–10 Sequence | Levels 7 and 8 | Communicating | Translating