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• Intercultural Capability: Levels 7 and 8 description

  In Levels 7 and 8, the curriculum focus is on developing the knowledge, skills and understandings to reflect on how cultural practices and beliefs contributes to individual, group and national identities. This includes religious beliefs, traditional celebrations and customs, social relationships...

  Level description | Capabilities | Intercultural Capability

• History: Levels 7 and 8 description

  The Ancient World to the Modern World

  In Levels 7 and 8, students study history from the time of the earliest human communities to the end of the ancient period, approximately 60 000 BC (BCE) – c.650 AD (CE). It also covers the period from the end of the ancient period to the beginning of...

  Level description | The Humanities | History

• 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

• 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

• VCRAC062

  Consider how the students' own biographies, including family origins, traditions and beliefs, impact on identity and shapes the students' intercultural experiences

  Elaborations

  • recognising that aspects of personal identity such as family, religion and marital status may be important in interacting with speakers of the language and in how one may be perceived
  • identifying formative events and experiences in own and others’ upbringing and how these shape identity, for example, events such as graduation or achieving a goal
  • reflecting on how learning the language may have impacted on own identity and understanding of the world such as increased awareness of representations of the culture/s studied in the Australian media

  VCRAC062 | Languages | Roman Alphabet Languages | F–10 Sequence | Levels 7 and 8 | Communicating | Reflecting

• 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)

• VCIDU098

  Develop knowledge of structures and vocabulary for describing people, places and things, such as pronouns, ber- and me- verbs, adjectives, prepositions and word order

  Elaborations

  • identifying people using, for example, terms of address (Ibu/Bapak), pronouns (saya, kamu/Anda, dia, mereka, family members) and some pe- nouns, for example, pemain, pedagang, penjual
  • identifying things and animals using concrete nouns, for example, school (ruang kelas, aula, tas sekolah), objects (tempat tidur, bak mandi, sepeda), places (taman, desa, hutan, pantai, mesjid) and animals (anjing, kucing, orang utan), and some nouns with
    -an suffix, for example, makanan, rambutan, lingkaran
  • describing the qualities of people, for example, adjectives of character and appearance (gemuk, tinggi, baik hati, lucu, sopan)
  • describing qualities, of objects and animals using adjectives (besar, kecil, panas, manis, hijau, kuning ,jinak, lucu, galak)
  • indicating quantity using plurals, for example, buku-buku, tiga buku, banyak
  • referring to numbers of things using cardinal numbers (puluh, belas, ratus, ribu, juta), and things in a sequence using ordinal numbers (pertama, ke-)
  • greeting and farewelling, for example, Selamat…, Sampai jumpa
  • telling others to do something using imperatives, for example, Duduklah, Diamlah, Ayo, Mulai
  • indicating possession, placing possessive pronouns (saya, Anda/kamu/-mu, dia/nya, mereka) after the noun, and using ber- and mempunyai
  • describing simple actions using base word (for example, tahu, suka naik, tidur), and ber- and me- verbs
  • negating using tidak, bukan and belum
  • specifying place and location, for example, di sini, di sana, di atas, di bawah
  • describing actor, action and object using subject-verb-object construction
  • referring to existence/presence, for example, ada, tidak ada
  • giving directions and information about place using prepositions (di/ke, dari), and about people using the prepositions dengan, kepada
  • locating events in time, for example, days, dates and months (hari Sabtu, bulan Juli, Hari Ulang Tahun, hari Natal, pada akhir minggu, Idul Fitri, bulan puasa), and referring to the past and future using time indicators (sebelum, sesudah, kemarin, besok)
  • seeking information and assistance using interrogatives, for example, siapa, apa, bagaimana, berapa, dari mana, di mana, ke mana, apakah, kapan, berapa lama, jam berapa?, permisi boleh saya…
  • joining ideas using conjunctions, for example, dan, karena, tetapi, atau
  • expressing emotion, for example, wah, aduh, asyik, sayang, hebat
  • expressing modality, for example, bisa, harus, boleh, mau
  • comparing things using comparatives and superlatives, for example, lebih…daripada, paling

  VCIDU098 | Languages | Indonesian | 7–10 Sequence | Levels 7 and 8 | Understanding | Systems of language

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

  By the end of Level 8, students use French to interact with each other, teachers and online French-speaking contacts, to exchange information, opinions, experiences, thoughts and feelings about themselves, their families and friends. They initiate and sustain conversation by using active-listening...

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

• 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

• 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

• VCTRC062

  Consider how their personal biography, including family origins, traditions, interests and experiences, shapes their sense of identity and influences their ways of communicating

  Elaborations

  • creating written, spoken and multimodal texts, such as digital profiles, identity maps, timelines or journals, to describe significant milestones in their lives, and influential people, events or experiences that have helped shape their sense of identity
  • analysing elements of their individual identity which reflect bicultural or multicultural experience and influences, for example, arabesk/pop/özgün/türkü, halay, moda, giyim tarzı, kitap zevki, eğlence tarzı, yemek çeşitleri, futbol takımları
  • reflecting on their ways of communicating and expressing identity across home, school and social contexts, considering reasons for variations they notice
  • reflecting on how their ways of communicating might be perceived by other people, such as teachers, friends or strangers, for example, how they communicate, switch between languages or use body language
  • talking about what they mean by identity, comparing their own and others’ understandings of the concept

  VCTRC062 | Languages | Turkish | F–10 Sequence | Levels 7 and 8 | Communicating | Reflecting

• VCFRU071

  Investigate the nature and extent of French language use in both Australian and global contexts

  Elaborations

  • analysing the influence of French language and culture in international contexts and activities (for example, the Olympic Committee, the International Court of Justice) and in the Australian community, (for example, sporting events, food, fashion, film industry)
  • tracking the contribution of French migrants and settlers to different phases of Australian history,( for example, as explorers, prisoners, refugees, traders, farmers, post-war migrants)
  • researching the extent and impact of French language networks, associations and activities in different Australian communities, (for example by creating a database or information wall, listing activities, events, exchanges and media organisations)

  VCFRU071 | Languages | French | F–10 Sequence | Levels 7 and 8 | Understanding | Language variation and change

• 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

• VCCCC026

  Explain how groups express their identities, including religious and cultural identity, and how this expression can influence their perceptions of others and others’ perception of them

  Elaborations

  • investigating how and why different Aboriginal and Torres Strait Islander communities are maintaining and strengthening their identities and how this contributes to Australia's national identity
  • investigating how and why the visible aspects of people’s cultural identity (for example dress, gestures, traditions/customs, accent/language) can influence interactions between people
  • considering how Australia’s location in the Asian region influences interactions between Australians an those living in the region

  VCCCC026 | The Humanities | Civics and Citizenship | Levels 7 and 8 | Citizenship, Diversity and Identity

• VCASFU108

  Explore connections between language, identity and cultural practices, values and beliefs and the expression of these connections in Auslan

  Elaborations

  • recognising that people from different places and backgrounds may use different languages and have ways of living and communicating that differ from their own
  • appreciating that culture and cultural difference means that people may value different things or live differently, noticing observable examples of ‘difference’, such as ways of greeting (bowing versus shaking hands) or conveying information (through words versus signs)
  • recognising how they as deaf people live in ways that may be different from how hearing people live and that these ways are primarily visual, for example by responding to prompts such as: Compare how deaf and hearing people get the attention of someone on the other side of the room; and How do deaf and hearing people make sure they wake up at a particular time in the morning?
  • recognising the importance of facial expression, eye gaze and non-manual features in conveying information in a visual-gestural language and culture
  • understanding that culture is more than the visible aspects of people’s lives, that it also includes invisible elements such as beliefs and values, how people think about themselves and others, how they relate to their social and physical environments; and considering how this understanding applies to themselves as users of Auslan
  • recognising that in each culture there are general rules for what to say and do, when, where and with whom, and that these rules differ from culture to culture, for example, the Deaf culture places greater importance on eye contact than cultures that communicate through spoken languages
  • identifying the importance of signing space and proxemics in Auslan, particularly in relation to a person passing between two signers, or the positioning of communication partners
  • recognising that shared experiences shape cultural values in Auslan and in other cultures, for example, the experience of deaf children being excluded from family and social discourse during dinner table conversations or social events gives rise to the value placed in the Deaf community on sharing information with each other
  • considering how some spaces make deaf people feel comfortable, for example, open-plan spaces with long sight lines allowing easy visual access

  VCASFU108 | Languages | Auslan | First Language Learner | 7–10 Sequence | Levels 7 and 8 | Understanding | Role of language and culture

• VCASFC096

  Participate in the viewing of recorded or live imaginative signed texts, responding through drawing, miming, gesture or modelled signs

  Elaborations

  • viewing narratives in Auslan, for example, from the Auslan Storybooks website, demonstrating understanding through drawing, gesture and modelled signs
  • responding to short expressive texts that involve the movement of people, animals or vehicles, demonstrating understanding through drawings or familiar signs
  • responding to key elements of short signed stories, for example by mimicking facial expressions or repeated signs
  • participating in interactions in Auslan that involve imaginative responses to stimuli such as cartoons using gestures, handshapes, facial expressions and simple signs to suggest what happens next in the story
  • engaging with different forms of Deaf art, such as handshape creations, and responding by creating their own piece of art on a similar theme
  • shadowing NMFs in short Auslan poems or narratives
  • retelling favourite events of an Auslan story using modelled signing
  • engaging in imaginative interactions that involve the creation of mood or momentum through repeated use of signs, handshapes and facial expressions to modify manner or intensify adjectives
  • responding to performances of Deaf poetry that evoke emotions such as sadness, fear or excitement, for example by indicating enjoyment or different personal feelings

  VCASFC096 | Languages | Auslan | First Language Learner | 7–10 Sequence | Levels 7 and 8 | Communicating | Creating

• VCGGK111

  Factors that influence the decisions people make about where to live and their perceptions of the liveability of places

  Elaborations

  • investigating their and others’ interpretations of the concept of liveability and why what makes a place liveable may vary from person to person according to age, education, income, cultural background and other variables
  • comparing student access to and use of places and spaces in their local area and evaluating how this affects perceptions of liveability
  • discussing why many Aboriginal and Torres Strait Islander peoples live on their Country/Place or might prefer to if they had the choice

  VCGGK111 | The Humanities | Geography | Levels 7 and 8 | Geographical Knowledge | Place and liveability

• VCKOU018

  Explore how language use and communicative practices can influence people’s lives, thoughts and perceptions

  Elaborations

  • identifying examples of language use that show membership of a particular social group, for example, slang, accents, jargon
  • observing how differently abbreviated forms in multimedia and social media are accepted in Korean and English, for example, ‘ASAP’, ‘RSVP’, 쌤, 여친, 남친
  • examining the presence of Korean language and culture in the Australian linguistic landscape (for example, signage, food, art and music, local newspapers, television or radio), and reflecting on how this is perceived by other cultural groups in Australia

  VCKOU018 | Languages | Korean | 7–10 Sequence | Levels 7 and 8 | Understanding | Language variation and change

• VCIDC062

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

  Elaborations

  • noticing that aspects of personal identity such as family, religion and marital status are important in interacting with Indonesians and in how one may be perceived, for example, Saya orang Australia, Saya berasal dari Sri Lanka, Nenek saya dari Inggris, Saya orang Kristen
  • identifying formative events and experiences in own and others’ upbringing and how these shape identity, for example, rites of passage such as potong gigi, and events such as graduation or achieving a goal (Saya bangga waktu saya lulus ujian saxofon)
  • reflecting on how learning Indonesian may have impacted on own identity and understanding of the world, such as increased awareness of representations of Indonesia in the Australian media

  VCIDC062 | Languages | Indonesian | F–10 Sequence | Levels 7 and 8 | Communicating | Reflecting