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• Digital Technologies: Levels 7 and 8 description

  In Levels 7 and 8, students analyse the properties of networked systems and their suitability and use for the transmission of data types. They acquire, analyse, validate and evaluate various types of data, and appreciate the complexities of storing and transmitting that data in digital systems.

  Stude...

  Level description | Technologies | Digital Technologies

• 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

• VCAVCDP003

  Develop and present visual communications for different purposes, audiences and in response to specific needs

  Elaborations

  • using the visual communication design process and identifying the steps applied to develop visual communications that communicate ideas to a target audience.
  • justifying how decisions were made in the visual communication design process through an oral presentation explaining the development and refinement of a visual communication design
  • applying ethical, environmental and sustainable choices when creating visual communications, for example, the use of materials that suit audience needs, interests and values and those which are sustainable and ethical
  • considering the placement and use of images and type to communicate ideas in a visual communication
  • investigating the use of images to convey meaning in visual communication designs, for example, What is the intended message of the visual communication, and which methods best convey ideas to the audience?

  VCAVCDP003 | The Arts | Visual Communication Design | Levels 7 and 8 | Present and Perform

• VCCCTR038

  Consider how to settle matters of fact and matters of value and the degree of confidence in the conclusions

  Elaborations

  • exploring the extent to which agreement or consensus indicates certainty about matters of fact such as how the Pyramids were built; and value, such as the meaningfulness of an artwork
  • discussing whether the way something is indicates how it should be, for example choosing the least sustainable option in response to a market trial showing consumers prefer packaging that happens to be the least environmentally sustainable option
  • investigating how science knowledge and understanding is developed
  • exploring an issue and identifying areas that require technical expertise, those that require broader citizen input or both
  • evaluating different ways of negotiating an issue such as forums, information sheets or government panels

  VCCCTR038 | Capabilities | Critical and Creative Thinking | Levels 7 and 8 | Reasoning

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

  By the end of Year 8, students use spoken and written Chinese to sustain interactions in their personal and social worlds (for example, 你叫什么名字？你多大了？你住在哪个城市？,不对，我是说… and 老师，我可以用电脑吗？), making appropriate language choices for different roles, relationships and situations, for example, 你的那个，那个 as...

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

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

  By the end of Level 8, students use spoken and written Chinese to sustain interactions in a range of social and personal contexts. They exchange ideas and opinions, for example, 你要去看电影吗？；我们可以六月份一起去. They summarise the main points of information about known content from a range of spoken and print...

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

• Design and Technologies: Levels 7 and 8 description

  In Levels 7 and 8, students investigate and select from a range of technologies. They consider the ways characteristics and properties of technologies can be combined to create designed solutions to problems for individuals and the community, considering society and ethics, and economic, environmental...

  Level description | Technologies | Design and Technologies

• Music: Levels 7 and 8 description

  In Levels 7 and 8, students make and respond to music independently and collaboratively, with their peers, teachers and communities.

  Students using listening skills to identify and make decisions about how they can manipulate rhythm, pitch, dynamics and expression, form and structure, and timbre...

  Level description | The Arts | Music

• Non-Roman Alphabet Languages - F–10 Sequence: Levels 7 and 8 achievement standards

  By the end of Level 8, students use the written and spoken language being studied to initiate and sustain classroom interactions to carry out transactions and to exchange information, ideas, thoughts and feelings about people, objects, places and events. They ask and respond to open-ended questions...

  Level description | Languages | Non-Roman Alphabet Languages | F–10 Sequence | Levels 7 and 8

• Roman Alphabet Languages - 7–10 Sequence: Levels 7 and 8 achievement standards

  By the end of Level 8, students share factual information and opinions about their personal worlds, including personal details, family, pets, friends, pastimes, school and neighbourhood. They interact with others orally and in writing, asking and responding to questions, and expressing preferences...

  Level description | Languages | Roman Alphabet Languages | 7–10 Sequence | Levels 7 and 8

• Science: Levels 7 and 8 achievement standards

  By the end of Level 8, students explain how evidence has led to an improved understanding of a scientific idea. They discuss how science knowledge can be applied to generate solutions to contemporary problems and explain how these solutions may impact on society. They investigate different forms...

  Level description | Science | Levels 7 and 8

• VCADRE033

  Combine the elements of drama in devised and scripted drama to explore and develop issues, ideas and themes

  Elaborations

  • investigating and researching starting points for drama, for example, ‘What was the performer’s/director’s/playwright’s intention for this drama? or How were symbols used to convey a message in the drama?’
  • evaluating their peers’ responses to questions about an issue or image
  • working with different combinations of the elements of drama to create and sustain dramatic situations and show contrast
  • experimenting with linear and non-linear narratives to focus dramatic action and tension

  VCADRE033 | The Arts | Drama | Levels 7 and 8 | Explore and Express Ideas

• VCAVAP037

  Create and display artworks, describing how ideas are expressed to an audience

  Elaborations

  • apply ethical, environmental and sustainable choices when displaying a collection of visual artwork
  • justifying their choices for display or presentation of ideas in artworks or designs appropriate for a particular audience, for example, mounted and framed exhibition, a website, or as a children’s book
  • researching ideas for display or presentation, reflecting on different times, places and cultures, including Aboriginal and Torres Strait Islander peoples
  • exploring social relationships as subject matter within artworks and how the display of these artworks reflects, challenges or extends the relationships between the artist and the audience

  VCAVAP037 | The Arts | Visual Arts | Levels 7 and 8 | Present and Perform

• VCCCTQ032

  Consider how to approach and use questions that have different elements, including factual, temporal and conceptual elements

  Elaborations

  • identifying whether questions about a prequel or main film or written text should be answered first and explaining why
  • discussing the importance of defining key terms in a question, identifying them and explaining which should be defined first, for example when investigating daily lives of people in Ancient Greece
  • using the purpose of an inquiry to consider choices that can be made when constructing questions about it, for example, sustainable food production techniques in Australia

  VCCCTQ032 | Capabilities | Critical and Creative Thinking | Levels 7 and 8 | Questions and Possibilities

• VCDSCD051

  Effectively and safely use a broad range of materials, components, tools, equipment and techniques to produce designed solutions

  Elaborations

  • using technical production skills and safe working practices with independence to produce quality solutions designed for sustainability
  • practising techniques to improve expertise, for example handling animals, cutting and joining materials
  • developing innovative ways of manipulating technologies using traditional and contemporary materials, components, tools, equipment and techniques and considering alternatives including emerging technologies that could be substituted to reduce waste or time

  VCDSCD051 | Technologies | Design and Technologies | Levels 7 and 8 | Creating Designed Solutions | Producing

• VCGGK126

  The challenges of managing and planning Australia’s urban future

  Elaborations

  • examining the forecasts for the size of Australia’s major cities and regional urban centres, and discussing the implications for their environmental sustainability and liveability
  • investigating ways of managing the projected growth of Australia’s cities and regional urban centres
  • exploring the arguments for and against a more balanced distribution of the urban population
  • examining how Canberra can be used as an example of urban decentralisation
  • proposing action to respond to geographical issues related to urbanisation

  VCGGK126 | The Humanities | Geography | Levels 7 and 8 | Geographical Knowledge | Changing nations

• VCGGK115

  Strategies used to enhance the liveability of places, especially for young people, including examples from Australia and Europe

  Elaborations

  • researching methods implemented in Australia and Europe to improve the liveability of a place, and evaluating their applicability to their own locality
  • developing a specific proposal to improve an aspect of the liveability of their place, taking into account the needs of diverse groups in the community, including, for example, young people through fieldwork in the local recreation area or Traditional Owners by developing bilingual signage or indigenous garden projects
  • discussing the impact of increasing housing density on the liveability of places, and on their environmental sustainability

  VCGGK115 | The Humanities | Geography | Levels 7 and 8 | Geographical Knowledge | Place and liveability

• VCHPEP131

  Plan and implement strategies for connecting to natural and built environments to promote the health and wellbeing of their communities

  Elaborations

  • identifying local natural resources and built environments where individuals and groups can connect as a community and participate in physical and social activities
  • reflecting on the physical, social, emotional and spiritual benefits to health and wellbeing of being outdoors and of being active in a natural setting
  • promoting an understanding of minimal-impact outdoor recreation in the local area
  • exploring how a sense of connection to Country/Place sustains the health and wellbeing of Aboriginal and Torres Strait Islander peoples and communities

  VCHPEP131 | Health and Physical Education | Levels 7 and 8 | Personal, Social and Community Health | Contributing to healthy and active communities

• VCAVAV035

  Experiment with materials, techniques, technologies and processes in a range of art forms to express ideas, concepts and themes in artworks

  Elaborations

  • imagining and refining their visual and spatial expressions of the world, combining a variety of materials, techniques and technologies
  • problem-solving with increasing confidence to expand their repertoire of visual arts practices and skills, for example, designing a mural for a local space
  • exploring artists use of materials and techniques to create artworks for public spaces, for example, researching the context of time and place, culture and ideology as an influence on the look and meaning of art in public spaces
  • developing and refining technical skills when designing and making visual arts images and objects, employing safe and sustainable practices
  • annotating their own and others’ art making by keeping a written or digital journal, or portfolio

  VCAVAV035 | The Arts | Visual Arts | Levels 7 and 8 | Visual Arts Practices

• VCELU017

  Identify connections between language, culture and communication, recognising how communication styles and practices vary across cultures and how intercultural exchange involves the exchange of meaning as well as words

  Elaborations

  • investigating own personal and community practices to identify connections with Greek language and culture, for example, in cooking, sport, music, dance or technology
  • discussing elements of culture in Greek language and their significance in reflecting values, attitudes and traditions, such as references to saints’ days
  • discussing, questioning and explaining understanding of own and other cultures, and considering how attitudes towards diversity and difference affect communication and the sustainability of communities
  • examining culturally specific terms and phrases, such as η παρέα , το κέφι, Στην υγειά σου, Με γεια, Γεια στα χέρια σου/σας, developing appropriate explanations for them and discussing equivalent terms in other languages

  VCELU017 | Languages | Modern Greek | 7–10 Sequence | Levels 7 and 8 | Understanding | Role of language and culture