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• VCASFC097

  Express imaginative ideas and visual thinking through the use of mime, gestures, drawing and modelled signs

  Elaborations

  • re-enacting individual short stories or wordless animations using gestures, actions and modelled signs
  • depicting the movement of people, animals or means of transport by using handshapes in creative ways
  • creating amusing sequences of signs using a fixed handshape, such as point in PRO2 THINK PRO1 SHY
  • using gestures and modelled signs to create their own short stories or mimes
  • creating an imaginative scenario that features the movements and characteristics of a particular animal through the use of constructed action
  • participating in storytelling games or imaginative activities, such as the joint construction of a humorous story
  • working with classmates to represent objects using combined bodies and hands in amusing or creative ways
  • changing elements of familiar narratives to create their own versions, with a focus on varying manner or constructed action
  • adapting an element of a familiar cartoon or story to achieve a different outcome

  VCASFC097 | Languages | Auslan | First Language Learner | 7–10 Sequence | Levels 7 and 8 | Communicating | Creating

• VCZHC163

  Collate and analyse information from a range of sources to develop a position on an issue

  Elaborations

  • accessing information from a range of sources, such as familiar adults, TV advertisements or documentaries, to inform self and others on topical issues
  • comparing information presented in various sources (for example assessing information about China in tourism videos from China and Australia), and sharing information about the differences of focus and possible reasons for these differences
  • preparing and organising a learning activity such as 小老师课堂 to engage peers, and contributing to discussions to share information drawn from a range of sources, such as documentaries and personal sources, for example, 昨天让大家采访一下家人，来帮助我们谈谈中国的方言。你们都采访了谁？
  • accessing a range of sources, such as online debates in public forums, and identifying factors that potentially create bias, for example, generational differences, cultural factors, individual personalities (有人认为愚公很傻， 尤其是生活在现代的人)

  VCZHC163 | Languages | Chinese | Background Language Learner | F–10 Sequence | Levels 7 and 8 | Communicating | Informing

• Mathematics: Level 7 description

  In Level 7, students work with powers of whole numbers, use index notation, represent numbers as products of powers of prime numbers, and investigate square roots of perfect squares. They use number properties to assist with calculation and order, and to add and subtract integers. Students find...

  Level description | Mathematics

• VCHHK115

  The significance and importance of conserving the remains and heritage of the past

  Elaborations

  • Egypt
    • explaining the role of the UNESCO World Heritage Centre in identifying, protecting and preserving cultural and natural heritage around the world considered to be of outstanding value to humanity
    • identifying past and current threats to ancient sites in Egypt. Examine ways to conserve these sites
  • Greece
    • explaining the role of the UNESCO World Heritage Centre in identifying, protecting and preserving cultural and natural heritage around the world considered to be of outstanding value to humanity
    • identifying past and current threats to ancient sites in Greece. Examine ways to conserve these sites
  • Rome
    • explaining the role of the UNESCO World Heritage Centre in identifying, protecting and preserving cultural and natural heritage around the world considered to be of outstanding value to humanity
    • identifying past and current threats to ancient sites from the Roman Empire. Examine ways to conserve these sites
  • India
    • explaining the role of the UNESCO World Heritage Centre in identifying, protecting and preserving cultural and natural heritage around the world considered to be of outstanding value to humanity
    • identifying past and current threats to ancient sites in India. Examine ways to conserve these sites
  • China
    • explaining the role of the UNESCO World Heritage Centre in identifying, protecting and preserving cultural and natural heritage around the world considered to be of outstanding value to humanity
    • identifying past and current threats to ancient sites in from Early China. Examine ways to conserve these sites

  VCHHK115 | The Humanities | History | Levels 7 and 8 | Historical Knowledge | Ancient world and early civilisations – 60 000 BC (BCE) – c.650 AD (CE)

• VCAVCDR004

  Identify and describe the purpose, intended audience and context in a range of visual communications from different historical, social and cultural contexts

  Elaborations

  • identifying the intended audience, purpose and context of a range of visual communications, for example, posters, architectural drawing or packaging samples
  • describing how designers use drawing conventions and methods when developing and refining visual communications for different audiences, purposes and contexts
  • discussing how designers use drawing conventions in observational and visualisation drawings and how this differs from the drawing used in refined visual communication presentations
  • discussing the differences between drawing conventions in visual communications and how these are applied to different audience needs

  VCAVCDR004 | The Arts | Visual Communication Design | Levels 7 and 8 | Respond and Interpret

• VCDEC162

  Create bilingual resources such as games, vocabulary cards, glossaries, word lists and labelled posters for language learning and the wider community

  Elaborations

  • creating English captions, commentaries or subtitles for German multimodal texts, or vice versa
  • discussing problems associated with online translators by comparing different versions of translations and suggesting causes for differences and mistranslations, considering the need to go beyond literal meaning
  • creating vocabulary lists and annotated cultural explanations for German-speaking visitors to events such as Australian sports days, swimming carnivals or family events, explaining culture-specific elements

  VCDEC162 | Languages | German | F–10 Sequence | Levels 7 and 8 | Communicating | Translating

• VCZHU172

  Recognise ways of organising and expressing ideas in Chinese

  Elaborations

  • using connectives (连接词) and sequencing expressions (for example, 首先。。。其次。。。) to enhance flow and clarity of ideas
  • organising information in different ways, discussing the logical flow of the information and whether it suits the audience’s needs, for example, comparing 目前陆地上的煤，石油等资源 由于长期开采，已经越来越少。 and 由于长期开采陆地上的资源，比如煤和石油，目前已经越来越少

  VCZHU172 | Languages | Chinese | Background Language Learner | F–10 Sequence | Levels 7 and 8 | Understanding | Systems of language

• VCELA391

  Understand the way language evolves to reflect a changing world, particularly in response to the use of new technology for presenting texts and communicating

  Elaborations

  • exploring languages and dialects through building webcam relationships with schools across Australia and Asia
  • investigating changes in word use and meaning over time and some of the reasons for these changes, for example the influence on spelling and vocabulary of new forms of communication like texting, emoticons and email

  VCELA391 | Curriculum content | English | Level 7 | Speaking and Listening | Language

• VCELC164

  Reflect on how own biography, including personal experiences, family origins, traditions and beliefs, impacts on identity and shapes own intercultural experiences

  Elaborations

  • reflecting on the experience of learning and using Greek and the role of language and culture in expressing identity, and considering the influence of own background on ways of communicating, such as in the use of gestures and body language
  • reflecting on how learning Greek may have impacted on own identity and understanding of the world such as an increased awareness of representations of Greece and Cyprus in the media

  VCELC164 | Languages | Modern Greek | F–10 Sequence | Levels 7 and 8 | Communicating | Reflecting

• VCNRC062

  Consider how own biography, including personal experiences, family origins, traditions and beliefs, impact on identity and shape own intercultural experiences

  Elaborations

  • reflecting on the experience of learning and using the language and the role of language and culture in expressing identity, and considering the influence of own background on ways of communicating
  • reflecting on how learning the language may have impacted on own identity and understanding of the world such as an increased awareness of representations in the media of countries where the language is spoken

  VCNRC062 | Capabilities | Personal and Social Capability | Levels 7 and 8 | Communicating | Reflecting

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

  By the end of Level 8, students use written and spoken Spanish for classroom interactions, to carry out transactions and to exchange views and experiences with peers and others in a range of contexts. They use rehearsed and spontaneous language to give and follow instructions and engage in discussions...

  Level description | Languages | Spanish | F–10 Sequence | Levels 7 and 8

• VCLVU191

  Investigate and compare the ecology of Aboriginal and Torres Strait Islander languages to Indigenous languages in other countries, and consider issues such as language policy, language rights, language loss, advocacy, reform and multilingualism

  Elaborations

  • investigating the social, cultural and linguistic effects of language change and/or language loss in the region
  • understanding terms used in the discussion of language revival, for example, revitalisation, reclamation, renewal
  • investigating the geographical extent of use of the language in earlier times
  • considering the future prospects of the language in the context of its current linguistic ecology
  • exploring Indigenous multilingualism in various communities, including regional varieties, Aboriginal Englishes and creoles
  • researching the impact on Aboriginal and Torres Strait Islander languages in general, and on the target language in particular, of historical events, government policies, legislation and judicial processes, such as stolen generations, mission schools and advocacy
  • identifying social and government policies and practices that have impacted positively on language acquisition, for example, the performing of Welcome to Country and the Acknowledgement of Country at events, on television programs, in films, and efforts to raise the profile of Aboriginal and Torres Strait Islander languages in the wider Australian community and in particular geographical regions
  • investigating the situation of indigenous languages in other countries, for example, New Zealand, Hawaii, North America, Japan, Latin America, considering issues such as language rights, language endangerment, revival and reclamation, drawing comparisons with the situation of Aboriginal languages and Torres Strait Islander languages in Australia
  • researching current media debates in relation to Aboriginal languages
  • comparing word lists of languages and dialects of the region, to understand similarities and differences and identify potential opportunities for reconstruction

  VCLVU191 | Languages | Victorian Aboriginal Languages | Levels 7 to 10 | Understanding | Language awareness

• VC2M7N06

  use the 4 operations with positive rational numbers, including fractions and decimals, to solve problems using efficient mental and written calculation strategies

  Elaborations

  • solving addition and subtraction problems involving fractions and decimals; for example, using rectangular arrays with dimensions equal to the denominators, algebra tiles, digital tools or informal jottings
  • choosing an appropriate numerical representation for a problem so that efficient computations can be made, such as 12.5%, 18, 0.125 or 1251000
  • developing efficient strategies with appropriate use of the commutative and associative properties, place value, patterning, and multiplication facts to solve multiplication and division problems involving fractions and decimals; for example, using the commutative property to calculate 23 of 12 , giving 12 of 23=13
  • solving multiplicative problems involving fractions and decimals using fraction walls, rectangular arrays, algebra tiles, calculators or informal jottings
  • developing efficient strategies with appropriate use of the commutative and associative properties, regrouping or partitioning to solve additive problems involving fractions and decimals
  • carrying out calculations to solve problems using the representation that makes computations efficient, such as 12.5% of 96 is more efficiently calculated as 18 of 96, including contexts such as comparing land use by calculating the total local municipal area set aside for parkland or manufacturing and retail, the amount of protein in daily food intake across several days, or increases or decreases in energy accounts each account cycle

  VC2M7N06 | Mathematics | Mathematics Version 2.0 | Level 7 | Number

• VCAMUE034

  Develop music ideas through improvisation, composition and performance, combining and manipulating the elements of music

  Elaborations

  • using technology to manipulate specific elements such as pitch or timbre to create intended effects in composition and performance
  • manipulating their voices and/or instruments through timbre and expressive techniques to convey intended style, considering safety, correct posture and technique
  • use recordings to research different ways of interpreting notated solo or ensemble music, or to create a specific feel, for example straight/swing, smooth, tense, light
  • experimenting with different types of notation to communicate and record ideas
  • identifying musical ideas behind variations of the same piece of music, for example, why does the same piece sound different when different musicians play it?, which version do they prefer and why?

  VCAMUE034 | The Arts | Music | Levels 7 and 8 | Explore and Express Ideas

• VCDEC160

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

  Elaborations

  • creating the next scene, a new character or an alternative ending for imaginative texts such as a story, drama or film script
  • dramatising a text, for example, performing a poem or imagining they are the ‘characters’ in a painting and creating a scenario and dialogue
  • creating texts to entertain younger audiences, such as an ebook, an alphabet or number book, a puppet play or short film depicting an aspect of contemporary teenage life, considering different cultural perspectives and selecting appropriate language, rhythms and images to enrich the listening or visual experience
  • composing and performing short songs with particular themes or for real or imagined occasions, for example, Liebe, Ferien, Freunde

  VCDEC160 | Languages | German | F–10 Sequence | Levels 7 and 8 | Communicating | Creating

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

  By the end of Level 8, students use written and spoken Arabic to exchange information about their personal worlds and to express feelings, likes and dislikes. They use formulaic language for a range of classroom functions and processes, such as asking and responding to questions, following instructions...

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

• VCLVC177

  Investigate and summarise factual information obtained from a range of sources on a variety of topics and issues related to the Country/Place

  Elaborations

  • investigating the origins of Aboriginal names in their local area, regional area and state and territory, recording meanings where known, and identifying different source languages
  • interviewing an respected community member to gain an historical perspective about their use of particular words and language constructions, observing correct respect protocols and presenting findings in formats such as digital presentations, posters, wall charts or oral summaries
  • researching and creating a profile of a prominent member of the language community, for example, an artist, sportsperson or leader
  • developing a photographic record/portfolio of different animal and plant species found in Country/Place, with commentary/annotations
  • seeking information from respected community members to assist in classifying living things according to culturally appropriate categories, comparing these classification systems with those used in western approaches to the study of living systems
  • identifying and describing the role of various Aboriginal organisations that provide services to their community
  • researching different aspects of a selected Indigenous business operating in the community, for example, an enterprise associated with arts, bush medicine, bush food, tourism, transportation or animal husbandry, and presenting findings in digital formats or oral presentation mode
  • analysing a range of historical documents recorded in the language, classifying content according to categories such as date, text genre (wordlist, letter), topic (Indigenous knowledge, environment, traditions, fishing/navigation, rules), purpose of the text and intention of the writer (to inform, prescribe, describe, assert authority); and presenting findings in chart or table form or by giving a presentation
  • interviewing local community members about their experiences of living on the land, their relationship with language and culture and their recollections from the past, recording and presenting key findings
  • researching Aboriginal words used in English, using resources such as the Australian National Dictionary, and identifying and explaining words that come from the local language

  VCLVC177 | Languages | Victorian Aboriginal Languages | Levels 7 to 10 | Communicating | Informing

• VCDEU013

  Develop knowledge of elements of the German grammatical system, including gender and number, nominative and accusative cases, present tense of regular and some irregular verbs, personal pronouns, possessive adjectives and word order, to describe people, objects, actions, events and relationships

  Elaborations

  • understanding that German has multiple words for ‘the’ and ‘a/an’ according to the gender of the relevant noun, and noticing that the articles for masculine nouns sometimes change (nominative to accusative), for example, Die Frau hat einen BMW.; Der Film hat ein Happy End
  • comparing pluralisation of nouns in German and English, for example, die for plural nouns
  • using post-nominal (predicative) adjectives, for example, Unsere Deutschlehrerin ist intelligent.; Die Berge in Österreich sind sehr schön.; Meine Augen sind blau.
  • noticing the relationship between gender, article, adjective and case when using pre-nominal (attributive) adjectives to describe people, objects, places and events, for example, Ich habe einen kleinen Bruder.
  • noticing that as well as the articles (for masculine nouns), some pronouns change after certain verbs (accusative direct object), for example, Wir sehen heute den Film.; Es gibt einen neuen Schüler in Klasse 8A.; Ich mag dich.
  • noticing that articles and pronouns change after particular prepositions (dative), such as those associated with location and destination, for example, Wir sind in der Stadt.; Die Party ist im Garten.; Wie kommst du zur Schule?
  • using common prepositional phrases formulaically, for example, nach Hause, zu Hause
  • using personal pronouns to refer to people and things, for example, Was kostet die App? Sie kostet… .
  • understanding the three German pronouns for ‘you’ (du/ihr/Sie) and when to use them
  • expressing a relationship to a person or object using some possessive adjectives in the nominative and accusative case, for example, Seine Familie kommt aus Afrika.; Ich liebe meinen Hund .
  • recognising that in German a subject + verb can have multiple English translations, for example, wir spielen can mean ‘we play’, ‘we are playing’, ‘we do play’, ‘we shall/will play’ and ‘we’re going to play’, and applying this understanding when formulating own German sentences
  • understanding the concept of regular and irregular verbs (spielen and lesen) and noticing that this is a feature of both German and English (and other languages, such as French, Italian and Spanish)
  • conjugating the present tense of regular verbs and some common irregular verbs, including sein and haben
  • understanding structures to express likes, dislikes and preferences, for example, Ich mag Tennis. Ich spiele nicht gern Fuβball. Ich spiele lieber Kricket.
  • using common modal verbs such as können to describe capabilities (Ich kann gut schwimmen., and Ich möchte and Darf ich… ?) or to make polite requests
  • gaining awareness of a limited number of routine past tense expressions including some with war and hatte and the present perfect, for example, Sabine war gestern krank. Das hat Spaβ gemacht. Habt ihr ein schönes Wochenende gehabt?
  • negating verbs and adjectives using nicht and nouns using kein/e, for example, Nein, Marcus hat keine Geschwister.
  • describing frequency using adverbs and adverbial expressions such as oft, manchmal, jeden Tag, ab und zu, nie
  • understanding the subject-verb-object (SVO) word order, for example, Ich spiele Basketball., and the need for subject-verb inversion to keep the verb as the second idea/element in the sentence, for example, Heute Abend spiele ich Basketball.
  • joining words, phrases and sentences using the coordinating conjunctions und, oder, aber
  • understanding how to form a question, using subject-verb inversion, for example, Hast du Geschwister? and with interrogatives such as wann, was, wer, wie, wie viel, wie viele, wo, woher, warum, welche(-r/s/n) and wohin
  • locating people, places and objects using adverbs such as rechts, links, oben, unten, hier, dort
  • using ordinal numbers to give the date or a birthday, for example, Heute ist der erste Ma.i; Seine Mutter hat am 22. April Geburtstag.
  • understanding and locating events in time (days, months, seasons), including the use of the 24-hour clock, prepositions such as nach and vor, and adverbs and formulaic expressions such as heute, vorgestern, früher, später, am Wochenende, in den Ferien
  • referring to quantities of people and things, including money, using cardinal numbers up to a billion, as well as decimals, common fractions and negative numbers, for example, Deutschland hat 81,9 Millionen Einwohner.; Die Tagestemperatur liegt bei minus 3 Grad.; Ich habe eine Halbschwester.
  • building metalanguage to comment on grammar and vocabulary (for example, Nomen, Verben, Zahlen, Fragewörter, groβ/klein schreiben), comparing with equivalent English terms

  VCDEU013 | Languages | German | 7–10 Sequence | Levels 7 and 8 | Understanding | Systems of language

• VCZHC227

  Interpret the stated and implied meanings in authentic informative texts, and use evidence to support or challenge different perspectives

  Elaborations

  • comparing a range of ideas on topics such as different generations’ perspectives on the importance of traditional festivals, the lifestyles of rural and urban communities, and the traditions and values of 少数民族
  • discussing and explaining own response to perspectives presented, for example, 有人说…还有人说…我认为他们站在不同的角度当然看问题不完全一样。我觉得… 因为…

  VCZHC227 | Languages | Chinese | First Language Learner | 7–10 Sequence | Levels 7 and 8 | Communicating | Informing

• English: Level 7 description

  In Levels 7 and 8, students communicate with peers, teachers, individuals, groups and community members in a range of face-to-face and online/virtual environments. They experience learning in both familiar and unfamiliar contexts that relate to the school curriculum, local community, regional...

  Level description | English