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• 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

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

  Students use the language in a range of classroom interactions and experiences. They read and listen to texts, and apply modelled language in creating their own texts, such as scripts, messages and stories. Learners draw on their literacy in their first language and their understanding of features...

  Level description | Languages | Roman Alphabet Languages | 7–10 Sequence

• 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

• Science: Levels 7 and 8 description

  In Levels 7 and 8, the curriculum focus is on explaining phenomena involving science and its applications. Students explain the role of classification in ordering and organising information about living and non-living things. They classify the diversity of life on Earth into major taxonomic groups...

  Level description | Science

• 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

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

  Students expand their range of vocabulary beyond their immediate world and familiar experiences. They make clearer distinctions between stress and intonation patterns to increase fluency and enhance expression. They develop broader grammatical knowledge, using present, past and future tenses of...

  Level description | Languages | Spanish | F–10 Sequence

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

  By the end of Level 8, students share information about their personal worlds, including personal details, family, friends, leisure activities, likes and dislikes, for example, Hola amigo, ¿Cómo estás? Me gusta tocar la guitarra, No me gusta comer carne. They interact with...

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

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

  Students become familiar with the sounds of Spanish, including pronunciation, rhythm, pitch and stress. They recognise similarities with many English words, noting differences in pronunciation and spelling. They understand and apply elements of Spanish grammar such as word order; simple verb forms...

  Level description | Languages | Spanish | 7–10 Sequence

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

  By the end of Level 8, students use spoken and written Turkish to initiate and sustain social interactions and to reflect on their experiences. They exchange ideas on topics such as Türkiye’ye ilk ziyaret, Avustralya’ya ilk geliş and offer and justify opinions, for example, Sana kat...

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

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

  Students continue to expand their range of vocabulary to domains beyond their personal experience and interests. They use a range of grammatical forms and language structures to convey more complex ideas and experiences, for example, by using reflexive, reciprocal, causative and passive verbal...

  Level description | Languages | Turkish | F–10 Sequence

• Turkish - 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 express opinions, for example, Arkadaşlarımla sinemaya gitmeyi severim. They use descriptive and expressive language to share feelings and to express preferences such as Suyu gazoza tercih ederim. Student...

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

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

  Students recognise and use key elements of Turkish grammar, such as word order, positions of adjectives, adverbs and postpositions, and recognise how grammatical forms and functions are represented through agglutination. They apply the principles of vowel harmony, for example, when adding nominal...

  Level description | Languages | Turkish | 7–10 Sequence

• VCADAD035

  Practise and refine technical and expressive skills in style-specific techniques

  Elaborations

  • learn, extending and practising movement vocabulary relevant to specific styles
  • extending technical competences such as articulation, control, coordination, accuracy, alignment, balance, flexibility, strength and endurance
  • using questions to develop or extend understanding of style-specific techniques, for example, viewing dances from different cultures and asking ‘is the relationship between dance, sound or music accompaniment the same for each dance?’, or ‘How costumes and props are used symbolically in dances?’
  • applying safe dance practices when performing a specific dance style, for example, identifying the musculoskeletal system and linking to alignment
  • analysing and practising technical skills to build safe dance practice, for example, develop awareness of self and others in a dance space and use techniques to control movement through the space

  VCADAD035 | The Arts | Dance | Levels 7 and 8 | Dance Practices

• VCADAD036

  Structure dances using choreographic devices and form

  Elaborations

  • selecting, combining, refining and sequencing movement using choreographic devices such as transitions, variation and contrast and choreographic forms such as binary, ternary and narrative
  • using questions to analyse the form and use of elements in a dance, for example, how elements of dance been used by the choreographer to express their stated intention, what choreographic devices are evident in the dance, what choreographic form has been used
  • analysing and evaluating structural choices made by documenting their process in a journal, blog or video recording, securing permissions as necessary
  • responding to feedback by changing aspects of the dance to enhance communication of ideas, for example, by changing the order and pattern of dance movement, phrases or sequences or by using choreographic devices
  • using collaborative planning, selection and evaluation process to structure group dances

  VCADAD036 | The Arts | Dance | Levels 7 and 8 | Dance Practices

• VCADAE033

  Use safe dance practice, elements of dance, body actions and improvisations to explore ways of making literal movements into abstract movements

  Elaborations

  • experimenting with realistic, everyday movements, for example, exaggerating the movement of a single body part such as the arm in eating spaghetti and blurring this into abstract movements
  • analysing dances from a range of times and locations, considering how a single realistic movement can be manipulated from representational to symbolic
  • asking questions about ideas from other choreographer’s work as a starting point for creating new work, for example, the choreographer’s intention for the dance, or ideas that students think the dance expressed
  • using the elements of dance to develop new movements that still maintain the essence of the original movement

  VCADAE033 | The Arts | Dance | Levels 7 and 8 | Explore and Express Ideas

• VCADAE034

  Develop their choreographic intent by applying the elements of dance to select and organise movement

  Elaborations

  • experimenting with different elements of dance to explore ideas and develop a choreographic intention for example, translating rhythms and notations of spatial patterns into movement
  • improvising and then selecting movement to best communicate a choreographic intention, for example, a mood or emotion
  • exploring movements that may have symbolic meaning in a social or cultural context, for example, communicate a specific idea by developing a recurring movement idea or motif
  • using questions to analyse how choreographers select and organise movement to communicate choreographic intent, for example, the cultural context in which the dance was developed or viewed, and its significance, or the stylistic differences in street dance performances from different countries or regions across Asia, Europe and the USA

  VCADAE034 | The Arts | Dance | Levels 7 and 8 | Explore and Express Ideas

• VCADAP037

  Rehearse and perform focusing on technical and expressive skills appropriate to style and/or choreographic intent

  Elaborations

  • identifying and demonstrating distinct stylistic characteristics of dance, for example, body posture and attitude within various styles such as contemporary music theatre or hip hop, from different locations such as Asia or USA
  • using evaluation and rehearsal strategies to enhance confidence, clarity of movement, project, focus and musicality in performance
  • linking the application of the elements of dance to the communication of the choreographer’s intent when performing learnt dance works
  • experimenting with alternative expressive skills to enhance performance presence and mood
  • using questions to evaluate dance, for example, how successful was the choreographer in expressing his/her stated intention to the audience, or how well did the dancers use expressive skills in the performance?

  VCADAP037 | The Arts | Dance | Levels 7 and 8 | Present and Perform

• VCADAR038

  Analyse how choreographers use elements of dance and production elements to communicate intent

  Elaborations

  • deconstructing sections of a dance, for example identifying and describing recurring movement/s within sequences or the use of the elements of dance and production elements in a contemporary dance choreographed by an Aboriginal or Torres Strait Islander
  • identifying and interpreting how interrelating elements, choreographic devices such as variation, contrast and transition and forms are used to communicate intent.
  • presenting an informed opinion about a dance performance using descriptive, style-specific terminology, for example, identifying philosophical, ideological or political perspectives presented in the dance and considering how these perspectives affect the audience’s interpretation
  • accessing and researching choreographers’ works through real or virtual performances to research choreographers’ intentions

  VCADAR038 | The Arts | Dance | Levels 7 and 8 | Respond and Interpret

• VCADAR039

  Identify and connect specific features of dance from different times and locations, including the dance of Aboriginal and Torres Strait Islander peoples, to explore viewpoints and enrich their dance-making

  Elaborations

  • identifying the distinguishing stylistic features of different dances and consider how this can inform their choreography
  • using questions to compare dance styles in different contexts, for example, ‘How does the dance relate to its social context and that of its audience?’, and ‘What are the conventions or protocols for viewing and performing the dance?’
  • investigating the role of dance in transmitting cultural information, such as sharing stories from a Koorie community or advocating for change in relation to contemporary issues that face the Aboriginal and Torres Strait Islander community
  • recognising ethical issues for dancers and choreographers, for example, acknowledging sources, respecting the intellectual property of others

  VCADAR039 | The Arts | Dance | Levels 7 and 8 | Respond and Interpret

• VCADRD036

  Develop and refine expressive skills in voice and movement to communicate ideas and dramatic action in different performance styles and conventions

  Elaborations

  • developing and refining vocal qualities of audibility, clarity and contrast through control of pace, pitch, dynamics and use of pause and silence
  • developing use of performance techniques and conventions relevant to selected performance styles, for example, refining use of the body to communicate through movement and stillness, and through realistic and non-realistic movement; and exploring ways to transition between scenes
  • employing voice and movement appropriate to situation and manipulating space and time in dramatic action to heighten tension, focus action and shape meaning in a scripted drama
  • developing techniques to engage an audience, for example, by expressing and experiencing character relationships through vocal dynamics and tone, eye contact, proximity and space

  VCADRD036 | The Arts | Drama | Levels 7 and 8 | Drama Practices