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• VCGGK125

  The reasons for and effects of internal migration in Australia and China

  Elaborations

  • identifying and explaining the main types, patterns and trends of internal migration in Australia. For example, employment, lifestyle and retirement migration
  • examining the effects of resource development in Australia on employment growth in both the resource regions and the cities, and on internal migration
  • explaining why changes in the spatial distribution of population are a good indicator of economic and social change in a country
  • examining the role of labour migration in the urban development of China. For example, the growth of Shenzhen, Guangdong Province
  • exploring the issues relating to China’s ‘floating population’

  VCGGK125 | The Humanities | Geography | Levels 7 and 8 | Geographical Knowledge | Changing nations

• 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

• 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

• VCLVC182

  Create bilingual texts for the wider community collaboration with others

  Elaborations

  • creating shared bilingual learning resources, such as print or digital word banks or glossaries of expressions used in everyday interactions in the language and in English
  • creating bilingual learning resources for younger learners, for example, children’s stories and games
  • performing a role-play or skit for a specified audience, using the language for the performance and English for supporting explanations and commentary
  • creating bilingual texts, using subtitles and captions, to inform the school community about aspects of the language and culture
  • creating a bilingual display, for example, a video-clip or photographic display to showcase events and shared experiences, such as a bush trip
  • creating bilingual digital texts such as song lyrics or dialogues which allow display in the language, in English or in both

  VCLVC182 | Languages | Victorian Aboriginal Languages | Levels 7 to 10 | Communicating | Translating

• 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

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

  Students expand their range of vocabulary to subjects beyond their immediate world and familiar experiences. They develop broader grammatical knowledge, using verbs and い/な adjectives, negative conjugations, various particles, counters, superlatives and conjunctions, to describe and sequence events...

  Level description | Languages | Japanese | F–10 Sequence

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

  Students listen to, speak, read and write the language being studied in a widening range of interactions for a variety of purposes. They participate in role-plays, discussions, games, hands-on activities and competitions, and are supported to use the language being studied as much as possible....

  Level description | Languages | Non-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

• 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

• Victorian Aboriginal Languages: Levels 7 to 10 description

  Students continue to engage with Country/Place to explore the environment and learn about Country/Place with respected community members.

  Students bring to their learning a range of language learning strategies. They are increasingly aware of the world beyond their own, and are engaging with the...

  Level description | Languages | Victorian Aboriginal Languages

• VCHHK118

  Perspectives of subject peoples and their interactions with power and/or authority of others

  Elaborations

  • Vikings
    • comparing different perspectives of monks, changes in the way of life of the English, and the Norman invasion
    • explaining the attacks on monasteries, for example Lindisfarne (793 CE) and Iona (795 CE) and reviewing the written accounts by monks that contributed to the Vikings' reputation for pillage and violence
    • explaining the survival of a heroic Iron Age society in Early Medieval Ireland, as described in the vernacular epics, and its transformation by the spread of Christianity; the influence of the Vikings; the Anglo-Norman conquest
    • investigating the remains of Viking settlements, for example, Dublin (Ireland) and Jorvik (York)
  • Medieval Europe
    • investigating different types of crime and punishment, for example, trial by combat as a privilege granted to the nobility; being hanged, drawn and quartered as a punishment for heinous crimes such as treason, and the use of the ducking stool as a punishment for women
    • explaining the ways in which the nature of crime and punishment stayed the same or changed over time
  • Ottoman Empire
    • discussing why the Ottoman Empire practiced religious tolerance
    • outlining the millet system that regarded non-Muslim people as subjects, but as not being subject to Muslim law
    • explaining the tolerance of the Ottomans towards Christians and Jews
  • Angkor/Khmer Empire
    • evaluating the perspectives of Angkor trough stone carvings and the writings of the Chinese Ambassador Zhou Daguan, for example, in relation to fishing, trading in markets, temple construction
  • Mongol Expansion
    • describing the way of life in Mongolia and its incorporation into Chinese life. For example agriculture (domestication of animals such as horses, camels and cattle); food (dried meat and yoghurt); and housing (yurts)
    • explaining the role of the Mongols in forging connections between Europe and Asia through conquest, settlement and trade, for example, the use of paper money and coinage; the growing number of European merchants travelling to China
  • Japan under the Shoguns
    • examining extracts from Sei Shonagon’s <i>The Pillow Book</i> and extract points/quotes that explain what life was like for women
  • Polynesian Expansion
    • examining artefacts such as Lapita pottery from Vanuatu or tapa cloth or ship building techniques to give insights into those societies
  • Renaissance Italy
    • using primary sources to analyse the relationships between rulers and ruled in one Italian city-state such as Florence, Venice or Naples
  • Spanish Conquest
    • using sources examine the nature of the interaction between the Spanish and the indigenous populations, with a particular focus on either the Aztecs or Incas
    • describing encounters between Hernan Cortes and the Aztecs, as well as the siege of Tenochtitlan

  VCHHK118 | The Humanities | History | Levels 7 and 8 | Historical Knowledge | Middle Ages and early exploration

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

  Students become familiar with the sounds of French, including pronunciation, rhythm, pitch and stress. They recognise similarities with many English words, noting differences in pronunciation (attention, menu). They approximate the pronunciation and phrasing of single words and short phrases,...

  Level description | Languages | French | 7–10 Sequence

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

  Students expand their range of vocabulary beyond their personal experience and interests, applying phonic and grammatical knowledge to spell and write unfamiliar words. They use a range of grammatical forms and language structures to convey more complex relationships between ideas and experiences...

  Level description | Languages | Hindi | F–10 Sequence

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

  Students become familiar with the sounds and patterns of spoken Japanese, including pronunciation, rhythm and intonation. They identify words borrowed from English, observing differences in pronunciation and spelling. They use Japanese in classroom interactions and short communicative tasks. They...

  Level description | Languages | Japanese | 7–10 Sequence

• 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

• VCGGC101

  Identify, analyse and explain interconnections within places and between places and identify and explain changes resulting from these interconnections

  Elaborations

  • describing how water is an available resource when it is groundwater, soil moisture (green water), and surface water in dams, rivers and lakes (blue water), and a potential resource when it exists as salt water, ice, water vapour or waste water, and using the concept of the water cycle to show the connections between the different forms
  • explaining how the movement of water through the environment connects places. For example, the melting of snow in spring feeding rivers and dams downstream
  • comparing student access to and use of places and spaces in their local area and evaluating how this affects perceptions of liveability
  • analysing the role of landforms and landscapes in tourism. For example, Uluru in Australia or the Grand Canyon in the USA
  • examining how urbanisation can affect environmental quality and analysing the effects of erosion and sedimentation produced by human activities on landscape quality

  VCGGC101 | The Humanities | Geography | Levels 7 and 8 | Geographical Concepts and Skills | Place, space and interconnection

• VCGGK108

  Nature of water scarcity and the role of humans in creating and overcoming it, including studies drawn from Australia and West Asia and/or North Africa

  Elaborations

  • investigating the causes of water scarcity. For example, an absolute shortage of water (physical), inadequate development of water resources (economics), or the way water is used
  • comparing the effectiveness in reducing water scarcity of methods that increase the supply of water (such as recycling waste water, stormwater harvesting and re-use, desalination and inter-regional transfer of water) with methods that reduce the demand for water (such as pricing, changing the use of water and water restrictions)
  • examining why water is a difficult resource to manage. For example, difficulties in accounting for its economic value, its competing uses and variability of supply over time and space
  • explaining why some land use management practices such as land cleaning and some farming practices have adversely affected water supply

  VCGGK108 | The Humanities | Geography | Levels 7 and 8 | Geographical Knowledge | Water in the world

• VCDSCD053

  Use project management processes to coordinate production of designed solutions

  Elaborations

  • explaining and interpreting drawings, planning and production steps needed to produce products, services or environments for specific purposes
  • organising time, evaluating decisions and managing resources to ensure successful project completion and protection of the work space and local environment
  • investigating the time needed for each step of production
  • identifying and managing risks in the development of various projects, for example assessing uncertainty and risk in relation to long-term health and environmental impacts

  VCDSCD053 | Technologies | Design and Technologies | Levels 7 and 8 | Creating Designed Solutions | Planning and managing

• VCEBW017

  Describe the nature and investigate the influences on the work environment

  Elaborations

  • investigating present influences on the ways people work, such as technological change, outsourced labour in the global economy, rapid communication changes
  • identifying changes to the workforce over time, such as the jobs available, the way individuals or communities value particular work, career length and human resource development
  • predicting changes to work in the future and possible outcomes, for example, ‘What could be the effect of a changing attitude to work–life balance or the decline of some industries?’

  VCEBW017 | The Humanities | Economics and Business | Levels 7 and 8 | Work and Work Futures

• VCHHK106

  The significant beliefs, values and practices of Aboriginal and Torres Strait Islander peoples and cultures including trade with other communities, causes and effects of warfare, and death and funerary customs

  Elaborations

  • inviting a local elder to conduct a smoking ceremony and Welcome to Country
  • explaining why different language and tribal groups have different beliefs. Compare and contrast their understandings of creation beings, ancestral beings, and totemic beings
  • explaining the purpose of ceremonies of initiation of boys and girls and funeral ceremonies
  • identifying reasons for trade between tribes and explain that trading via overland pathways and songlines was a method of sharing resources and a form of social control and law, respect for others boundaries, marriage arrangements, sharing the Dreaming, songs, rituals and settling disputes

  VCHHK106 | The Humanities | History | Levels 7 and 8 | Historical Knowledge | Aboriginal and Torres Strait Islander peoples and cultures