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• VCASFC093

  Develop communication and interaction skills such as asking and responding to simple questions and statements and following protocols for participation in Auslan classes and engaging with the Deaf community

  Elaborations

  • recognising and using fingerspelled names for roll call and games
  • exchanging greetings with peers and teachers and stating the day and date
  • following instructions for class routines, such as:
    DS:line-up PLEASE
    Line up, please.
    PLEASE WITH-2++ DS:sit-opposite
    Please find a partner and sit opposite each other.
    
  • asking for help or permission, for example:
    PLEASE HELP-_me?
    Can you help me, please?
    CAN++?
    Can I?
    
  • gaining someone’s attention, for example by waving or tapping a shoulder or table
  • stopping activities and paying attention when lights are flashed or hands are waved
  • using NMFs such as focused eye gaze, nodding and head shaking to show affirmation and negation
  • keeping appropriate signing space between themselves and others
  • using visual applause to show enjoyment of entertainment or commendation

  VCASFC093 | Languages | Auslan | First Language Learner | 7–10 Sequence | Levels 7 and 8 | Communicating | Socialising

• VCLVU194

  Explore language building processes and protocols in communities

  Elaborations

  • investigating language revival efforts in their own community and neighbouring regions, for example, who and what is involved, successes, challenges and protocols, and what these efforts mean to local communities
  • understanding what lexical and grammatical resources and processes are available to build language, for example, linguistic resources and analogies from neighbouring languages, speakers, archival material
  • investigating/understanding protocols for filling gaps and extending semantic domains in the language, including protocols for borrowing from other languages, for creating words by analogy and drawing from within the resources of the language, and discussing associated ethical issues
  • investigating/researching the protocols for receiving, transferring and publishing linguistic resources
  • understanding the importance of intergenerational collaboration in reviving languages, and discussing some of the associated challenges
  • discussing the importance of reviving languages for the individual, the language community and the wider Australian society
  • identifying potential avenues/domains for expansion of the language and gaps to be filled, with the support of community language teams and respected community members
  • appreciating the role of languages advocacy, education and research in building languages
  • understanding how the process of language-building expands existing linguistic and cultural resources in the Australian community

  VCLVU194 | Languages | Victorian Aboriginal Languages | Levels 7 to 10 | Understanding | Role of language building

• 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

• VCASFC219

  Communicate appropriately and clearly with the teaching team and peers using appropriate Auslan protocols for classroom interaction

  Elaborations

  • following classroom protocols specific to an Auslan context, such as:
    • responding to flashing lights and waving for class attention
    • tapping, pointing and waving for peer attention
    • maintaining eye gaze
    • back-channelling such as nodding
    • limiting the use of voice
    • maintaining a clear line of sight
  • following and using classroom language such as instructions for class routines, for example:
    PLAY GAME. PLEASE STAND UP
    We’re going to play a game; please stand up.
    LOOK-AT-_me PRO1
    Eyes to the front.
    PLEASE WITH-2++
    Please find a partner.
  • using language to facilitate clear communication, such as asking for help or permission, for example:
    PLEASE HELP-_me?
    Can you help me, please?
    G:HANDS-UP PLEASE PRO1 NEED TOILET
    Can I go to the toilet please?
  • showing agreement/disagreement, for example, respectful manner, for example:
    AGREE YES or PRO1 AGREE
    Yes, I agree.
    PRO1 KNOW WHAT MEAN, BUT…
    I know what you mean, but …
    DOUBT
    I’m not sure.
    AGREE-NOT
    I don’t agree …
  • indicating understanding, for example by nodding, or signing SURPRISE, or KNOW++
  • apologising and thanking, for example:
    THANK-YOU HELP-_me
    Thank you for helping me.
    SORRY PRO1 FORGOT
    I’m sorry; it was an accident.
  • asking for repetition or clarification, for example:
    PLEASE SLOW SIGN
    Could you sign that slowly please?
    PRO2 SAY BEFORE WHAT?
    What did you just say, sorry?
  • negotiating turn-taking, for example:
    PRO1 FIRST YOUR-TURN
    It’s my turn first, then your turn.
    

  VCASFC219 | Languages | Auslan | Second Language Learner | 7–10 Sequence | Levels 7 and 8 | Communicating | Socialising

• VCGGC102

  Collect and record relevant geographical data and information from useful primary and secondary sources, using ethical protocols

  Elaborations

  • gathering from a range of primary and digital sources, for example, from GIS layers, observation, annotated field sketches, surveys and interviews, or photographs, relevant data about the impacts of and responses to a hydrological hazard, or the factors influencing decisions people make about where to live
  • collecting geographical information from secondary sources, such as digital sources, thematic maps, weather maps, climate graphs, compound column graphs and population pyramids, reports, census data and the media
  • applying ethical research methods, including the use of protocols for consultation with Aboriginal and Torres Strait Islander communities
  • considering the usefulness of primary and secondary data by finding out when it was collected and for what purpose, and comparing this to the purpose of research
  • gathering relevant data about the ways to protect significant landscapes from a range of primary and digital sources, such as from observation, annotated field sketches, surveys and interviews, or photographs

  VCGGC102 | The Humanities | Geography | Levels 7 and 8 | Geographical Concepts and Skills | Data and information

• VCLVU192

  Understand and apply cultural norms, skills and protocols associated with learning, using and researching Aboriginal languages

  Elaborations

  • using culturally appropriate protocols when engaging with and learning from Aboriginal peoples and communities
  • acknowledging cultural and intellectual property rights and copyright over language work, including song holders, story keepers, language informers, composers and choreographers

  VCLVU192 | Languages | Victorian Aboriginal Languages | Levels 7 to 10 | Understanding | Language awareness

• VCASFC183

  Participate in extended interactions by explaining and clarifying answers, responding to others’ contributions, asking follow-up questions and observing protocols in and beyond the classroom

  Elaborations

  • contributing to discussion and debate by expressing opinions, responding to others’ perspectives and using reflective language, such as:
    NEVER THOUGHT YEAH-RIGHT
    Oh yeah, I hadn’t thought of that before.
    
  • responding to signed class and school announcements with more elaborated responses, for example:
    YES I CAN COME-TO-YOU HELP BUT CAN-NOT THURS
    Yes, I can help you with that, but not on Thursday.
    
  • commenting on information provided by others to indicate or to clarify understanding, for example:
    NOD INTERESTING
    Mmm, interesting.
    TRUE WHAT ABOUT…?
    True, but what about …?
    
  • extending discussion or debate by asking follow-up questions, clarifying their own contributions or suggesting relevant comparisons
  • organising standing or seated positions and ‘signing space’ when talking to one or more people, and adjusting the physical environment to be well-lit and without glare to enable effective communication
  • adjusting styles of communication according to situation, for example, getting someone’s attention for a non-urgent matter versus an emergency situation
  • investigating appropriate ways to join or take leave of a group interacting in Auslan and following appropriate protocols in interpreting situations outside the classroom, for example in the playground
  • sharing responsibility for providing information and context for a new participant joining a conversation

  VCASFC183 | Languages | Auslan | Second Language Learner | F–10 Sequence | Levels 7 and 8 | Communicating | Socialising

• Victorian Aboriginal Languages: Levels 7 to 10 achievement standards

  By the end of Level 10, students use the language to initiate, sustain and extend interactions, and to exchange information about interests, experiences and aspirations. They use spontaneous language wherever possible to participate in activities that involve taking action, collaborating, planning...

  Level description | Languages | Victorian Aboriginal Languages | Levels 7 to 10

• VC2M7N02

  represent natural numbers in expanded notation using powers of 10, and as products of powers of prime numbers using exponent notation

  Elaborations

  • relating the sequences 10, 100, 1000, 10 000 … and 10¹, 10², 10³, 10⁴ …
  • applying and explaining the connections between place value and expanded notations, for example, 7000=7×103 and 3750=3×103+7×102+5×101
  • applying knowledge of factors to strategies for expressing natural numbers as products of powers of prime factors, such as repeated division by prime factors or creating factor trees, for example, 48=6×8=2×3×2×2×2=31×24=3×24
  • developing familiarity with the sequence 1, 2, 4, 8, 16, 32, 64, 128, 256, 512 and powers of 2; the sequence 1, 3, 9, 27, 81, 243, 729 and powers of 3; and the sequence 1, 5, 25, 125, 625 and powers of 5
  • solving problems involving lowest common multiples and greatest common divisors (highest common factors) for pairs of natural numbers by comparing their prime factorisation

  VC2M7N02 | Mathematics | Mathematics Version 2.0 | Level 7 | Number

• VCMMG259

  Calculate volumes of rectangular prisms

  Elaborations

  • investigating volumes of cubes and rectangular prisms and establishing and using the formula V = l × b × h
  • understanding and using cubic units when interpreting and finding volumes of cubes and rectangular prisms

  VCMMG259 | Mathematics | Level 7 | Measurement and Geometry | Using units of measurement

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

  Students recognise and use features of the Vietnamese sound and writing systems, including tones and tone markers, and apply appropriate pronunciation and spelling rules in spoken and written texts. They apply elements of Vietnamese grammar to the production of texts, such as appropriate word...

  Level description | Languages | Vietnamese | 7–10 Sequence

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

  By the end of Level 8, students use written and spoken Vietnamese to interact with peers and the teacher to exchange personal information (for example, Em tên Nam. Em mười hai tuổi. Em sinh ở Úc), describe feelings (for example, Em vui/hạnh phúc) and express preferences (for example

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

• VCDTDS035

  Investigate how data is transmitted and secured in wired, wireless and mobile networks

  Elaborations

  • explaining that networks have components that control the movement of data, for example routers, hubs, switches and bridges manage data traffic and that the characteristics of these components impact on the operation (speed and security) of networks
  • explaining how cellular radio towers (transceivers) and mobile phones work together to create mobile networks
  • comparing the reliability and speed of transmitting data through wireless, wired and mobile networks
  • recognising that there are different communications protocols for transmitting data in networks, for example hypertext transfer protocol (HTTP) is used for transferring web page files in a browser, file transfer protocol (FTP) is used for sending and receiving any files over a network and transmission control protocol/internet protocol (TCP/IP) is used for controlling file transfers over the internet

  VCDTDS035 | Technologies | Digital Technologies | Levels 7 and 8 | Digital Systems

• VCVIC164

  Translate and interpret texts, compare own translation of a range of texts with others’, and explore differences and strategies to overcome challenges in translation

  Elaborations

  • interpreting and translating a range of texts from English to Vietnamese and vice versa, using and evaluating translation resources such as web-based translation tools and print and digital dictionaries
  • comparing and discussing various translations (including print and electronic translations, own and peers’ translation work) of common words, phrases, expressions and texts, explaining the possible reasons for differences and similarities, selecting the most appropriate translation and negotiating adjustment if necessary
  • discussing and amending inaccurate translations of public signs or notices in Vietnam and in Australia
  • identifying and discussing strategies for translating difficult words and concepts or instances of non-equivalence, such as expanding descriptions or explanations, providing examples to assist meaning, or connecting to context to identify the meaning of a word, for example, ‘a strong person’ (một người mạnh khỏe) versus ‘strong tea’ (trà đậm); ‘hot weather’ (thời tiết nóng nực) versus ‘a hot issue’ (vấn đề gây tranh cãi) or ‘a hot zone’ (khu vực nguy hiểm)
  • recognising changes required to sentence structure or word use in English–Vietnamese translation, for example, ‘This lesson is too hard to understand’ = Bài học này khó quá, tôi không hiểu được; ‘I can’t help laughing’ = Tôi không thể nhịn cười được
  • observing peers working as interpreters in the classroom in different contexts, identifying challenges in language mediation and exploring strategies to overcome these challenges

  VCVIC164 | Languages | Vietnamese | F–10 Sequence | Levels 7 and 8 | Communicating | Translating

• Auslan - First Language Learner - F–10 Sequence: Levels 7 and 8 achievement standards

  By the end of Level 8, students interact to share ideas and interests and to offer opinions, using compound and complex sentences, for example by using lexical conjunctions as well as non-manual features (NMFs). They participate in discussions and debates, acknowledging others’ opinions...

  Level description | Languages | Auslan | First Language Learner | F–10 Sequence | Levels 7 and 8

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

  By the end of Level 8, students use spoken and written Vietnamese to initiate and sustain interactions with peers, teachers, family members and other known adults, and to engage in transactions and exchange ideas and experiences. They ask and respond to open-ended questions such as Bạn nghĩ...

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

• VCHPEP127

  Investigate the benefits of relationships and examine their impact on their own and others’ health and wellbeing

  Elaborations

  • examining how individuals, family and peer groups influence people’s behaviours, decisions and actions
  • understanding and applying online and social protocols to enhance relationships with others and protect their own wellbeing, including recognising and responding to inappropriate online content
  • analysing how their relationships at home and at school influence behaviours and actions
  • analysing how behaviours, actions, and responses to situations can change depending on whether they are by themselves, with friends or with family
  • recognising the impact bullying, violence and harassment can have on peer and family relationships, including online relationships

  VCHPEP127 | Health and Physical Education | Levels 7 and 8 | Personal, Social and Community Health | Communicating and interacting for health and wellbeing

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

  By the end of Level 8, students use Auslan to interact and to exchange information, experiences, interests and opinions with teachers, peers and others. They initiate and maintain conversations and use strategies such as fingerspelling to replace unknown signs to support continued interaction, such as

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

• VCLAU007

  Understand the phonological and orthographic systems of Latin, including the restored pronunciation and the written alphabet

  Elaborations

  • recognising that the written alphabet used by the Romans is the basis for the modern English alphabet, although some letters are pronounced differently, for example, u/v; i, c and g
  • mimicking or copying the restored pronunciation of Latin words, individually or with peers
  • matching script to sound, using the restored pronunciation, for example, single consonants, long and short vowels, vowels before final m, diphthongs, h and aspirated h, consonant combinations/clusters as in ingens, magnus, urbs
  • distinguishing i as a vowel and as a consonant, for example, intrat; ianua
  • using the spoken stress of Latin, and dramatic expression appropriate to the tone and purpose of a text
  • acknowledging the absence of punctuation in Latin in comparison with English, for example, by working with a sentence spelt out with no pauses between words
  • recognising conventions of punctuation used by editors of Latin texts to assist comprehension

  VCLAU007 | Languages | Latin | Levels 7 and 8 | Understanding | Systems of language

• 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