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• VCHPEM140

  Evaluate and justify reasons for decisions and choices of action when solving movement challenges

  Elaborations

  • explaining and justifying the movement concepts and strategies selected in response to movement challenges
  • demonstrating to others the approach taken to solve movement challenges
  • identifying factors that enabled them to achieve success in movement activities and explaining how these factors can be transferred to other learning contexts

  VCHPEM140 | Health and Physical Education | Levels 7 and 8 | Movement and Physical Activity | Learning through movement

• VCPSCSO038

  Explore their personal values and beliefs and analyse how these values and beliefs might be different or similar to those of others

  Elaborations

  • brainstorming a list of values and beliefs and rank them in order of importance and compare with classmates
  • interviewing a parent or grandparent to determine what they value most and why
  • asking students to respond to a scenario individually, such as queue jumping, and comparing responses with classmates to explore differences in values and beliefs

  VCPSCSO038 | Capabilities | Personal and Social Capability | Levels 7 and 8 | Social Awareness and Management | Relationships and diversity

• 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

• VCHHK108

  The importance of conserving the remains of the ancient past, including the heritage, culture and artefacts of Aboriginal and Torres Strait Islander peoples

  Elaborations

  • examine the process Archaeologists undertake to investigate and conserve a site, including theories about the people who lived around Lake Mungo
  • discuss approaches by government and indigenous to conserve and protect sacred sites
  • investigate how museums and local councils protect and conserve including the heritage, culture and artefacts of Aboriginal and Torres Strait Islander peoples
  • evaluate how museums balance the use of items and their preservation. Is the significance of their cultural and physical aspects considered?

  VCHHK108 | The Humanities | History | Levels 7 and 8 | Historical Knowledge | Aboriginal and Torres Strait Islander peoples and cultures

• VCRAC058

  Create individual and shared texts about imagined people, places and experiences, in order to entertain others

  Elaborations

  • creating texts to entertain peers and younger audiences, for example, digital big books, short films with subtitles, comics, plays, posters for a film or websites for a fan club
  • creating the next scene, a new character or an alternative ending for fiction texts in the language such as a story, drama or film script
  • participating in spontaneous plays based on scenarios such as meeting a favourite celebrity, appearing on a television show or living in a past era
  • composing simple songs, jingles, posters and advertisements for real and imaginary situations or products

  VCRAC058 | Languages | Roman Alphabet Languages | F–10 Sequence | Levels 7 and 8 | Communicating | Creating

• Chinese - First Language Learner - 7–10 Sequence: Levels 7 and 8 achievement standards

  By the end of Level 8, students sustain oral and written interactions with known audiences, making appropriate adjustments to language use for different audiences, contexts and purposes. They access and analyse a range of authentic spoken, written and multimodal sources to support and present...

  Level description | Languages | Chinese | First Language Learner | 7–10 Sequence | Levels 7 and 8

• Media Arts: Levels 7 and 8 description

  In Levels 7 and 8, students build on their understanding of structure, intent, character, settings, viewpoints and genre conventions in their media artworks.

  Students extend use of media technologies and their understanding of story principles and media elements, such as the use of time, space,...

  Level description | The Arts | Media Arts

• VCAVCDE001

  Explore and apply methods, materials, media, design elements and design principles to create and present visual communications

  Elaborations

  • experiment with combinations of design elements and principles to create visual communications that effectively communicate ideas.
  • annotating the use of design elements and principles in visualisation drawings
  • discussing the use of design elements and design principles in visual communications appropriate to the communication need, for example, posing questions such as ‘Which design elements and design principles help communicate their ideas clearly and why?’
  • experimenting with a range of media and materials in a selected method, for example, printing, to develop and refine visual communications
  • experimenting with two different methods to communicate an idea in visual communications, for example, illustration and photography
  • justifying the use of methods to communicate ideas in visual communications, for example, which methods suit the style of the visual communication and the intended audience?

  VCAVCDE001 | The Arts | Visual Communication Design | Levels 7 and 8 | Explore and Represent Ideas

• VCCCTR035

  Examine common reasoning errors including circular arguments and cause and effect fallacies

  Elaborations

  • using examples to identify the nature of circular arguments, in which the conclusion has been included as a premise such as, ‘Gun control violates human freedom, because restricting the manufacture, sale, and use of firearms is a threat to our liberty’
  • identifying reasoning errors such as circular arguments or tautologies and using these to help evaluate and redraft written responses, such as ‘The speaker is effective because they spoke well’
  • investigating what the gambler’s fallacy is and how casinos exploit it as part of a financial literacy program
  • discussing problems with reasoning ‘if P then Q; Q, therefore P'; for example, if someone is psychic then they should be able to correctly predict something, they correctly predicted something, therefore they must be psychic

  VCCCTR035 | Capabilities | Critical and Creative Thinking | Levels 7 and 8 | Reasoning

• VCASFC093

  Develop communication and interaction skills such as asking and responding to simple questions and statements and following protocols for participation in Auslan classes and engaging with the Deaf community

  Elaborations

  • recognising and using fingerspelled names for roll call and games
  • exchanging greetings with peers and teachers and stating the day and date
  • following instructions for class routines, such as:
    DS:line-up PLEASE
    Line up, please.
    PLEASE WITH-2++ DS:sit-opposite
    Please find a partner and sit opposite each other.
    
  • asking for help or permission, for example:
    PLEASE HELP-_me?
    Can you help me, please?
    CAN++?
    Can I?
    
  • gaining someone’s attention, for example by waving or tapping a shoulder or table
  • stopping activities and paying attention when lights are flashed or hands are waved
  • using NMFs such as focused eye gaze, nodding and head shaking to show affirmation and negation
  • keeping appropriate signing space between themselves and others
  • using visual applause to show enjoyment of entertainment or commendation

  VCASFC093 | Languages | Auslan | First Language Learner | 7–10 Sequence | Levels 7 and 8 | Communicating | Socialising

• VCZHC086

  Respond to simple narratives and create short texts about imagined characters and events

  Elaborations

  • creating digital stories by producing labels for pictures, photos and cartoons in combination with sound, voice and music to convey a sequence of events in imagined contexts
  • reading jokes or cartoons in Chinese and discussing how humour is conveyed through words and the presentation of ideas, comparing this to humour in English and discussing whether ‘entertainment’ means the same thing in different languages and cultures
  • reading short texts such as comics and cartoons, and matching labels and speech to the characters to convey ideas and emotions, for example, using euphemistic phrases to capture the emotions and reactions of characters (真的吗？真倒霉！哎呀！)
  • plotting a storyline, considering: Who is the main character? How can I make this character interesting to readers? How can I sequence my story to grab the reader’s attention?

  VCZHC086 | Languages | Chinese | Second Language Learner | 7–10 Sequence | Levels 7 and 8 | Communicating | Creating

• VCZHU064

  Compare and reflect on how cultural contexts influence the way language is used within and across communities

  Elaborations

  • identifying the things they take for granted in communication (for example, a shared understanding of gesture, body language and nuances), and reflecting on how these aspects may be interpreted differently by others
  • discussing how language use varies between communities, and reflecting on how communication is shaped by a community’s geographical location, languages and cultures, for example, 计算机 / 电脑， 哪儿 / 哪里
  • reflecting on how particular words of cultural significance may be interpreted differently by others, for example, ‘mate’ in Australian context and 兄弟 in Chinese context
  • inferring the relationship of participants in a spoken interaction by observing word choices and gestures, for example, 老张 / 张校长/张小明, and asking: What titles and terms of address are used for individuals in Chinese? How do these titles compare to English practices?

  VCZHU064 | Languages | Chinese | Second Language Learner | F–10 Sequence | Levels 7 and 8 | Understanding | The role of language and culture

• VCAMAM035

  Develop and refine media production skills using the technical and symbolic elements of images, sounds and text to represent a specific story, purpose and meaning

  Elaborations

  • creating their own media artworks that fulfil audience expectations through story structure, such as including a point of conflict, building characters and achieving a resolution
  • discussing how genres can be created through settings, images and sound, for example, creating mood and setting through images, sound and framing
  • exploring genres such as narrative, non-narrative, experimental and documentary styles, and making a trailer in a similar style
  • preparing a news story in print and for online publishing, and discussing the differences in the structure of content, meaning and delivery between the two media
  • documenting the process of making their media artwork in journals, blogs, video or audio recordings, analysing and evaluating the structural choices they made
  • analysing and evaluating the different contexts of media artworks and their effect on meaning for an audience, for example, how media artworks change when viewed outside the cultural context of Aboriginal and Torres Strait Islander peoples

  VCAMAM035 | The Arts | Media Arts | Levels 7 and 8 | Media Arts Practices

• History: Levels 7 and 8 achievement standards

  By the end of Level 8, students identify and explain patterns of change and continuity over time. They analyse the causes and effects of events and developments. They identify the motives and actions of people at the time. Students evaluate the significance of individuals and groups and how they...

  Level description | The Humanities | History | Levels 7 and 8

• Italian - 7–10 Sequence: Levels 7 and 8 description

  Students become familiar with the Italian pronunciation and sound system, noting similarities and differences with English. They build a vocabulary about people and objects in their immediate worlds. They learn how to use definite and indefinite articles. They learn how to form singular and plural...

  Level description | Languages | Italian | 7–10 Sequence

• VCHHK114

  The different methods and sources used by historians and archaeologists to investigate history and/or a historical mystery

  Elaborations

  • Egypt
    • analysing how the Pyramids were constructed
    • investigating past techniques of Howard Carter's exploration of the Valley of the Kings and current methods
    • investigating a current site in Egypt such as the Valley of the Kings or Thebes
    • evaluating the theories and hypothesis of archaeologists about the significance of the sites social, political, economic features
  • Greece
    • investigating a site such as the Acropolis, Agora of Athens, Delos, Delphi Archaeological Site, Olympia
    • creating a diorama of an ancient site
    • evaluating the theories and hypothesis of archaeologists about the significance of the sites social, political, economic features
  • Rome
    • investigating a site such as the Colosseum, Herculaneum, Pompeii, and Roman Forum
    • creating a diorama of an ancient site
    • evaluating the theories and hypothesis of archaeologists about the significance of the sites social, political, economic features
  • India
    • investigating a site such as the city of Lothal, and Sanchi
    • creating a diorama of an ancient site
    • evaluating the theories and hypothesis of archaeologists about the significance of the sites social, political, economic features
  • China
    • investigating a site such as the Great Wall of China, The Forbidden City, Terracotta Warriors
    • creating a diorama of an ancient site
    • evaluating the theories and hypothesis of archaeologists about the significance of the sites social, political, economic features

  VCHHK114 | The Humanities | History | Levels 7 and 8 | Historical Knowledge | Ancient world and early civilisations – 60 000 BC (BCE) – c.650 AD (CE)

• VCNRU101

  Understand that the language being studied continues both to influence and change through interaction with other languages and cultures

  Elaborations

  • understanding that the language is a language of a particular country and is also spoken in language-speaking communities
  • exploring and discussing the influence of the language on English using strategies to work out meanings of unknown words, and considering why word borrowing occurs across languages
  • recognising loan words from English that are used in the language and other words used in the language that have been borrowed from other languages and discussing why these words have been borrowed

  VCNRU101 | Capabilities | Personal and Social Capability | Levels 7 and 8 | Understanding | Language variation and change

• VCGGK118

  The differences in at least one landform in Australia compared to other places and the geomorphic processes involved

  Elaborations

  • undertaking fieldwork at a site such as the 12 Apostles and using secondary sources to compare wave action and weathering with a similar landform, such as Raukar - Limestone Sea Stacks of Gotland in Sweden
  • comparing weathering processes acting on rock masses in one location with another in Australia or elsewhere, considering differences in climate, rock type, rock structure and erosion

  VCGGK118 | The Humanities | Geography | Levels 7 and 8 | Geographical Knowledge | Landforms and landscapes

• VCITU112

  Analyse and understand the dynamic nature of the Italian language, and of languages in general

  Elaborations

  • exploring the influence of technological change on the Italian language, such as:
    
    • the borrowing and adapting of technical terms, for example, cliccare, il mouse, la password, chattare
      
    • observing the changes to language when used in abbreviated forms in multimedia communications, for example, 6 = sei, x = per, + = più, - = meno, TVTB = ti voglio tanto bene, ke = che
      
    • understanding the influence of other cultures on Italian, for example, the use of borrowed words such as il make-up, il bebé, un tailleur, il wurstel, il krapfen
      
    • recognising that Italian is used in diverse communities and that it changes in response to local cultural contexts

  VCITU112 | Languages | Italian | 7–10 Sequence | Levels 7 and 8 | Understanding | Language variation and change

• VCVIC163

  Create and present a range of texts, including multimodal and digital texts, involving imagined places, events, people and experiences, to entertain others

  Elaborations

  • creating texts such as a diary entry to reflect on an event in a story or film, or an interview with an imaginary character in a story or film
  • performing scenes that illustrate aspects of the personality and attitudes of characters from a variety of written and visual imaginative texts
  • creating the next scene, a new character or an alternative ending for Vietnamese imaginative texts such as a folk tale, short story, drama or film
  • performing a dramatisation of a creative text, for example, imagining themselves as characters in a poem, song or painting and creating a scenario and dialogue
  • adapting stories or films to new settings and contexts, imagining how characters might behave and react differently in different contexts and times
  • creating performances that reflect on significant Vietnamese or Australian events or histories, for example, Thánh Gióng, Hưng Đạo Vương, Bánh Dày Bánh Chưng, tết Nguyên đán, tết Trung thu, Australia Day, Anzac Day, Harmony Day
  • creating and performing simple raps, songs, skits or poems, using own imagination or relating own and others’ experiences

  VCVIC163 | Languages | Vietnamese | F–10 Sequence | Levels 7 and 8 | Communicating | Creating