Search results

Result list

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

  By the end of Level 8, students use spoken and written Chinese to interact in a range of familiar contexts. They respond to instructions, questions and directions. They use known phrases to exchange personal information (for example, 我叫…; 我的爸爸是澳大利亚人), seek clarification (for example, 对不起，我听不懂...

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

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

  By the end of Level 8, students use spoken and written Italian to interact in a range of personal and social contexts. They describe or present people, places, events or conditions; discuss likes, dislikes and preferences; present information; recount and narrate events; and talk about personal...

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

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

  Students become familiar with the sounds of Korean and approximate pronunciation of Korean syllables in words and short phrases, noting meaningful sounds in Korean and their differences from English sounds. They are introduced to Hangeul, recognising its alphabetical nature and different shapes...

  Level description | Languages | Korean | 7–10 Sequence

• VCASFU194

  Understand and control additional elements of Auslan grammar, such as the use of non-manual features for negation or conditional forms, and understand how signers use constructed action and depicting signs in composite utterances

  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
  • recognising that signers may include linguistic and gestural elements in a clause, that is, signers can tell, show or do both simultaneously
  • noticing, with support, when signers are using composite utterances, that is, those that have elements of CA, DSs, points and fully-lexical signs in the same utterance
  • understanding the different functions of a range of NMFs, such as those used for questions, topicalisation, negation or conditional forms
  • distinguishing between yes/no questions and wh- questions and statements and their corresponding NMFs
  • 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
  • recognising that clauses can be linked equally or unequally where one clause depends on another

  VCASFU194 | Languages | Auslan | Second Language Learner | F–10 Sequence | Levels 7 and 8 | Understanding | Systems of language

• VCCCTR039

  Examine how to select appropriate criteria and how criteria are used in clarifying and challenging arguments and ideas

  Elaborations

  • examining arguments for and against a proposal such as changes to the law related to compulsory wearing of a bike helmet and clarifying whether each argument uses the same or different criteria and how this affects the ability to meaningfully compare the arguments
  • comparing the clarity of ideas formed with and without criteria and discussing their usefulness, for example comparing the quality of feedback that would be received against given criteria with an open response
  • identifying considerations that influence selection of criteria, such as considering the nature of the “horror” genre when identifying criteria to compare works within the “horror” genre

  VCCCTR039 | Capabilities | Critical and Creative Thinking | Levels 7 and 8 | Reasoning

• VCGGC103

  Select and represent data and information in different forms, including by constructing appropriate maps at different scales that conform to cartographic conventions, using digital and spatial technologies as appropriate

  Elaborations

  • creating an annotated diagram to demonstrate how water flows through the environment and connects places, or the influence of environmental quality on the liveability of places
  • constructing tables and graphs of demographic or economic data for Australia or China
  • creating annotated diagrams to show a landscape and its landforms
  • creating a map to show the spatial distribution and patterns of liveability, using computer mapping software
  • using a satellite image to construct a map to show the areas affected by a hydrological hazard, in Australia and another region of the world

  VCGGC103 | The Humanities | Geography | Levels 7 and 8 | Geographical Concepts and Skills | Data and information

• VCHPEP123

  Investigate the impact of transition and change on identities

  Elaborations

  • examining the impact of physical changes on gender, cultural and sexual identities
  • investigating how changing feelings and attractions are part of developing sexual identities
  • identifying feelings and emotions associated with transitions, and practising self-talk and help-seeking strategies to manage these transitions
  • examining how traditions and cultural practices influence personal and cultural identities
  • examining online profiles and identities and developing strategies to promote safety in online environments

  VCHPEP123 | Health and Physical Education | Levels 7 and 8 | Personal, Social and Community Health | Being healthy, safe and active

• VCZHU170

  Identify changes in tone that occur when words or tones are combined, recognise atonality in rapid connected speech, and use this knowledge to aid in interpreting meaning

  Elaborations

  • comparing ways they pronounce and use spoken Chinese with peers and other Chinese speakers, and determining the influences on their own language use, such as TV, parents, dialects spoken
  • developing tone discrimination and identifying subtle differences in pronunciation, including variations in regional accents, for example, distinguishing between ‘qing’ and ‘qin’, ‘lou’ and ‘rou’, ‘liang’ and ‘lang’, ‘shi’ and ‘si’, and ‘lan’ and ‘nan’ when listening to interactions between speakers in diverse contexts

  VCZHU170 | Languages | Chinese | Background Language Learner | F–10 Sequence | Levels 7 and 8 | Understanding | Systems of language

• VCZHC057

  Reflect on the cultural significance of how different groups and members of groups name themselves and are represented by others

  Elaborations

  • comparing Chinese and western cultural symbols, for example, the symbol of the dragon, 龙 across western and Chinese cultures
  • sharing information about their own membership of diverse groups and exploring how this is expressed in Chinese, for example, 每年春节小明的妈妈都会包饺子。安娜的妈妈每年圣诞节都烤火鸡
  • exploring the role of language in the formation and expression of identity, for example: Why does my classmate go to Chinese school on Saturday? Why do I speak Chinese to my teacher but feel strange speaking it to my classmates?
  • analysing expressions of identity encountered in Chinese texts and interactions, and comparing these with their own assumptions about Chinese people and with their own expressions of identity, for example, 龙的传人 (descendant of dragon)
  • identifying the differences of meaning of multiple terms use to convey a similar concept, for example, comparing representations of foreigners in 外国人有一些不同的习俗 to 老外都很奇怪
  • reflecting on their own cultural values and norms, comparing them to those of Chinese speakers, and asking, for example: Which of my own values are non-negotiable, and which Chinese values do I feel I should validate and support?

  VCZHC057 | Languages | Chinese | Second Language Learner | F–10 Sequence | Levels 7 and 8 | Communicating | Reflecting

• VCGRCE002

  Convey information and ideas about the daily life and attitudes of the ancient Greeks, in oral, written and digital forms, using Classical Greek as appropriate

  Elaborations

  • gathering, collating and presenting information about daily routine in the ancient Greek world, such as in posters or digital displays about family life, education, food, hygiene, exercise, with annotations in English or words and simple phrases in Classical Greek
  • reading stories about the daily lives of ancient Greeks, and recreating their everyday experiences, for example, through role-play or an imaginative animated cartoon
  • comparing details from different sources about where Greek people lived, such as in urban centres or rural settlements, for example, through dioramas or drawings with labels in English or Classical Greek, and discussing what they reveal about different lifestyles in the Classical period
  • researching the purpose and function of spaces in an ancient Greek home, for example, the ἀνδρών and γυναικών rooms, for an oral or digital presentation, using labels in English and Classical Greek
  • examining artefacts from the classical Greek period, such as those from ancient Athens, and discussing what they reveal about the everyday lives of ancient Greek people
  • collating and sharing information online about ancient Greek inventions, engineering and infrastructure, for example, the Antikythera Mechanism, the Hippodamian urban grid plan, Archimedes’ screw
  • researching the attitudes of ancient Greeks revealed in their myths and legends, and acting out stories, such as the labours of Heracles, to convey these attitudes
  • gathering and creating a class bank of information from texts about ancient Greek religious beliefs and practices, for example, Olympian deities, local festivals (Dionysia in Athens) and panhellenic festivals (Pythian Games at Delphi)
  • reading accounts of historical events, such as Aeschylus’ eyewitness account of the Battle of Salamis, and presenting information in new ways, for example, as a news report

  VCGRCE002 | Languages | Classical Greek | Levels 7 and 8 | Engaging with texts | Accessing the ancient Greek world through Classical Greek texts

• VCLAE002

  Convey information and ideas about the daily life and attitudes of the Romans, in oral, written and digital forms, using Latin as appropriate

  Elaborations

  • gathering, collating and presenting information about daily routine in the Roman world, such as posters or digital displays about family life, education, food, hygiene, exercise, with annotations in English or words and simple phrases in Latin
  • reading stories about the daily lives of ancient Romans, and recreating their everyday experiences, for example, through role play or an imaginative animated cartoon
  • comparing details from different sources about where Roman people lived, such as in tenements or houses, or on country estates, for example, through dioramas or drawings, with labels in English or Latin, and discussing what they reveal about different lifestyles in the Classical period
  • researching the purpose and function of spaces in a Roman home, such as in a domus or a villa, for an oral or digital presentation, using labels in English and Latin, for example, vestibulum, atrium, triclinium, cubicula, peristylium
  • examining artefacts from the Roman period, such as those from Pompeii, and discussing what they reveal about the everyday lives of Romans
  • collating and sharing information online about Roman engineering and infrastructure, such as roads, aqueducts, cloaca maxima
  • researching the attitudes of Romans revealed in Graeco-Roman myths and legends and acting out stories, such as Romulus and Remus, or Hercules’ labours, to convey these attitudes
  • gathering and creating a class bank of information from texts about Roman religious beliefs and practices, for example, Olympian deities, Lares et Penates, special festivals such as the Liberalia and the Vestalia
  • reading accounts of historical events, such as Pliny’s eyewitness account of the eruption of Vesuvius, and presenting information in new ways, for example, creating and recording own news report or documentary, making comparisons between Pliny’s account and an online reconstruction of the eruption

  VCLAE002 | Languages | Latin | Levels 7 and 8 | Engaging with texts | Accessing the Roman world through Latin texts

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

  By the end of Level 8, students use written and spoken German to interact with teachers, peers and others; to make decisions, solve problems and negotiate transactions; and to exchange and justify ideas, opinions and views. When interacting, they use both rehearsed and spontaneous language to...

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

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

  Students develop explicit knowledge of the forms and functions of language elements that some may already use fluently in their spoken language. Literacy development provides the opportunity not only to read and write the language but also to understand how it is formed and how it works. Students...

  Level description | Languages | Hindi | 7–10 Sequence

• Modern Greek - F–10 Sequence: Levels 7 and 8 description

  By building their vocabulary knowledge, students are able to develop and express more complex concepts in Modern Greek. They use a range of grammatical forms and structures to convey relationships between ideas, events and experiences, developing awareness of the language structures and features...

  Level description | Languages | Modern Greek | F–10 Sequence

• VCDEC009

  Create and maintain individual and shared bilingual texts and resources such as signs, word lists, posters, games and photo stories

  Elaborations

  • creating and using bilingual resources for language learning, such as glossaries or personal German–English and English–German print and digital word lists and dictionaries with examples and explanations of language use and parts of speech
  • creating bilingual texts for specific audiences, for example, a Big Book or game for young learners of German, invitations to a class event or posters for a performance, noticing how meaning needs to be tailored to audience and cultural perspectives
  • creating bilingual signs and notices for the school and local community, such as Bücherei – Library, Sporthalle – Gymnasium
  • designing and maintaining a bilingual website with a partner school or contact group of English learners in a German-speaking community, making choices about when to use German or English depending on the context, topic and nature of the interaction

  VCDEC009 | Languages | German | 7–10 Sequence | Levels 7 and 8 | Communicating | Translating

• VCIDC093

  Translate and interpret texts such as descriptions, emails, signs and notices, from Indonesian to English and vice versa, using contextual cues and textual features, and noticing non-equivalence of meaning

  Elaborations

  • collaborating with peers and teacher to translate and interpret personal texts, such as correspondence and conversations, noticing similarities and differences in language use and considering why these might exist
  • translating public signs or notices from Indonesian to English and vice versa, comparing meanings and considering how effective the translations are and why
  • experimenting with translating, both literally and for meaning, by using strategies such as explaining rather than word-for-word translation, for example, describing Australian Rules football or kaki lima
  • learning to use bilingual dictionaries and electronic translation tools, identifying issues such as multiple meanings of words and the need to consider context and understand that meaning goes beyond the literal, for example, jam karet

  VCIDC093 | Languages | Indonesian | 7–10 Sequence | Levels 7 and 8 | Communicating | Translating

• VCJAC008

  Translate and interpret short texts such as self-introductions or conversations, noticing and explaining aspects that are similar or different in Japanese and English versions

  Elaborations

  • collaborating with peers and the teacher to translate and interpret familiar texts in Japanese such as emails and phone conversations between friends or self-introductions, noticing similarities and differences between Japanese interactions and their own communicative style
  • interpreting words and expressions encountered in simple Japanese texts such as greeting cards, menus or stories that do not translate easily into English and that reflect aspects of Japanese culture, for example, ていしょく、いただきます、 the use of ‘happy’ in English compared to おめでとう in Japanese, しつれいします、はじめまして、どうぞよろしく
  • comparing own translations of simple texts with peers’, explaining why words or expressions were translated in particular ways and considering reasons for any differences
  • learning to use dictionaries and electronic translation tools, identifying issues such as multiple meanings of words and the need to consider context
  • comparing the meaning and use of emoticons in Japanese and English

  VCJAC008 | Languages | Japanese | 7–10 Sequence | Levels 7 and 8 | Communicating | Translating

• VCKOC008

  Translate simple idiomatic phrases and short texts such as labels, signs or short dialogues from Korean to English and vice versa, explaining perceived differences in meaning between the two versions

  Elaborations

  • translating and interpreting personal texts collaboratively and with teacher support, noticing similarities and differences in language use and considering why these might exist, for example, 민수는/가 키가 커요,착해요, 입어요/써요
  • translating public signs or notices from Korean to English and English to Korean, comparing meanings and considering how effective the translations are and why
  • using bilingual dictionaries and electronic translation tools, identifying issues such as multiple meanings of words, different words inthe same sound/form (that is, homophones), the need to consider context and to understand that meaning goes beyond the literal, for example, 우리 집 (my house), 써요 (to wear/write/use/be bitter)

  VCKOC008 | Languages | Korean | 7–10 Sequence | Levels 7 and 8 | Communicating | Translating

• VCKOC009

  Create bilingual texts that refer to experiences, objects or events commonly encountered in both Australian and Korean contexts, considering how easily words or expressions translate and why some are more difficult to translate than others

  Elaborations

  • creating bilingual resources such as picture dictionaries or photo stories, including those in digital form, with bilingual captions and labels, for example, comparing photos of Korean and Australian classrooms for exchange students to each country and highlighting differences in the arrangement of furniture and wall displays
  • designing bilingual signage, for example, names of school facilities for school maps (화장실, 매점, 교실, 음악실, 수영장, …), explaining how well the translated labels represent the attributes of their designated items
  • creating and using bilingual texts, including those in digital form, for specific audiences (for example, a Big Book or game for young learners of Korean, invitations to a class event or posters for a performance), noticing how meanings need to be tailored to take account of intended audience and cultural perspectives

  VCKOC009 | Languages | Korean | 7–10 Sequence | Levels 7 and 8 | Communicating | Translating

• VCASFU103

  Recognise and restrict signing to the standard signing space, and understand that particular signs, depicting signs, some verbs, enacting and pronouns make use of spatial relationships

  Elaborations

  • describing the range of signing space in normal signed discourse
  • recognising that non-body-anchored nouns can be located in the signing space and identifying instances of this
  • noticing that Auslan pronouns are different from English because they don’t show gender but they can show the location and a specific number of referents, for example, WE2 (inclusive) and WE3 (inclusive) or WE2-NOT-INLCLUDING-YOU (exclusive)
  • noticing that a point can refer to a person, place or thing
  • 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

  • distinguishing between entity, handling or SASS DSs by looking at what the handshape represents in each type:

    • entity: the handshape is an object or person
    • handling: the handshape represents a person’s hands touching or moving another object
    • SASS: the handshape traces the shape or size

  VCASFU103 | Languages | Auslan | First Language Learner | 7–10 Sequence | Levels 7 and 8 | Understanding | Systems of language