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• VCZHC081

  Exchange feelings, ideas and opinions, establish and maintain friendships and participate in group action

  Elaborations

  • exchanging greetings with peers and familiar adults, choosing appropriate greetings to suit age or position (for example, 您好，老师 好) or time of day (for example, 你早，晚安), and using appropriate tone and intonation
  • sharing personal ideas and opinions on experiences such as home life and routine, school and education, diet and food, travel and leisure, climate and weather, expressing opinions and preferences and stating reasons to elaborate the message, for example, 我不太喜欢…、我觉得…因为
  • engaging in class discussion by responding to questions such as 你喜欢运动吗？, expressing agreement and disagreement with others’ opinions (for example, 对，我也很喜欢运动), and making sure that other participants are included in the interaction, for example, 我去过法国，你呢？
  • using set phrases to greet, thank, apologise and ask permission from peers and teacher, for example, 我可以上厕所吗？；谢谢；对不起
  • comparing own experiences to the lives of young Chinese people, for example, 我觉得 7:30上学太早。 我不坐地铁上学，我坐公共汽车上学

  VCZHC081 | Languages | Chinese | Second Language Learner | 7–10 Sequence | Levels 7 and 8 | Communicating | Socialising

• VCEBB015

  Explore and observe the characteristics of entrepreneurs and successful businesses

  Elaborations

  • investigating well-known entrepreneurs and identifying the behaviours and skills that they bring to their business, for example, establishing a shared vision, demonstrating initiative, innovation and enterprise
  • observing local businesses to identify factors that contribute to their success, for example, location, quality of service, a high-quality product, sound management practices

  VCEBB015 | The Humanities | Economics and Business | Levels 7 and 8 | The Business Environment

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

  By the end of Level 8, students use the language being studied to describe feelings, express likes and dislikes and exchange information about their personal worlds, including information about themselves, their family, friends and interests. They interact with others in collaborative and classroom...

  Level description | Languages | Non-Roman Alphabet Languages | 7–10 Sequence | Levels 7 and 8

• VCSSU101

  Water is an important resource that cycles through the environment

  Elaborations

  • considering the water cycle in terms of changes of state of water
  • investigating factors that influence the water cycle in nature
  • exploring how human management of water impacts on the water cycle

  VCSSU101 | Science | Levels 7 and 8 | Science Understanding | Earth and space sciences

• VCASFC217

  Interact with peers and teachers to exchange information about self, family, friends and interests and to express feelings and preferences

  Elaborations

  • exchanging greetings, wishes, thanks and apologies, adjusting language to suit the situation, for example:
    HOW-ARE-YOU? SEE LATER, GOOD-LUCK, THANKS, SORRY INTERRUPT
  • describing and comparing people and objects using SASS depicting signs, for example:
    POSS1 MATH TEACHER TALL DS:long-wavy-hair
    My maths teacher has long wavy hair.
    SCHOOL UNIFORM HAVE DS:long-thin-tie
    The school uniform has a long thin tie.
  • comparing routines, interests and leisure activities, using, for example, adverbial phrases of time, frequency and place, such as:
    REGULAR SUMMER PRO1-_plural GROUP-MOVE-TO BEACH STAY++ THREE WEEK.
    We go to the beach for three weeks in summer.
    WEEKEND PRO1 GO-TO-AND-BACK++ CAMP
    I go camping on weekends.
    
  • stating likes, dislikes and preferences using associated NMFs, for example:
    PRO1 LIKE WATERMELON. DON’T-LIKE ORANGE
    I like watermelon; I don’t like oranges.
    ART MUSIC? RATHER ART
    I prefer art to music.
  • introducing themselves and their family members and explaining relationships using personal and possessive pronouns, for example:
    HAVE ONE SISTER ONE BROTHER
    I have a brother and a sister.
    THAT BABY HER SISTER
    That baby is her sister.
  • asking and responding to questions about a familiar topic, such as a shared school experience, for example:
    PRO2 LIKE AUSLAN?
    Do you like Auslan?
    PRO2, SUBJECT WHAT STUDY WHAT?
    And you, what subjects do you study?
    SCHOOL LIKE YOU?
    Do you like school?

  VCASFC217 | Languages | Auslan | Second Language Learner | 7–10 Sequence | Levels 7 and 8 | Communicating | Socialising

• VCASFU106

  Recognise that there is variation in in how Auslan is used depending on context, environment and influences of other signed languages

  Elaborations

  • exploring different ways to show the same concept, for example though a picture, a spoken word, a sign, a home sign or a gesture
  • exploring similarities and differences in the two main Auslan dialects, the northern dialect used in New South Wales, Queensland and the Australian Capital Territory, and the southern dialect used in Victoria, South Australia, Western Australia, Tasmania and the Northern Territory, for example through building webcam relationships with other schools or by identifying and collecting signs that differ in the two forms
  • noticing different ways that English words are borrowed into Auslan, for example, the use of fully fingerspelled words, such as D-U-E, N-O-U-N, the fingerspelling of the first letter of corresponding English words, for example TOILET, FATHER, or abbreviations of English words, for example, state names: S-A, N-S-W, V-I-C, T-A-S, and organisation names: N-A-B-S, W-A-A-D, N-S-W-A-D, D-C-S-S-A, and lexicalised fingerspelling, such as HOW, BUT, ABOUT, FOR
  • noticing the variation in ‘handedness’ between signers in relation to signs and to fingerspelling: right handers using their right hand as their dominant (main) hand; left handers doing the opposite
  • considering adaptations to language use when communicating in different physical environments, such as in video chats, across a large yard, or when one or both hands are occupied, for example choice of vocabulary, size of signing space, clarity of signs, use of fingerspelling and NMFs

  VCASFU106 | Languages | Auslan | First Language Learner | 7–10 Sequence | Levels 7 and 8 | Understanding | Language variation and change

• VCZHC055

  Translate texts for different audiences varying the language to explain key points for these different audiences

  Elaborations

  • identifying the challenges of translating some concepts (for example, ‘descendant of dragon’, 龙的传人), and developing strategies to overcome these challenges, for example: What is lost in translation? Why can’t we just translate word for word? Why does context matter?
  • translating short phrases or texts, noting culture-specific words and phrases and discussing alternatives, equivalence or non-equivalence
  • discussing reasons for producing different versions of texts for different audiences
  • describing the impact of subtle differences in language use and the way meanings are implied rather than explicitly stated, for example, the use of 吧 to indirectly reject or refuse others in 我能来看看你吗？ --- 不太好吧？
  • avoiding literal (word-for-word) translations when trying to convey the intended meaning, for example, mediating a response to a compliment such as 你的衣服真漂亮。 ---- 哪有啊?
  • reading bilingual signs in places such as restaurants, shops, pools, schools, hospitals and construction sites (for example, 出口 — ‘exit’, 入口 — ‘entrance’), determining the effectiveness of the English translations and analysing possible reasons for such interpretations
  • comparing word choices for warnings across languages, and discussing ways language is used to convey rules, expectations and permission, for example, comparing 闲人免进 to ‘Staff Only’
  • exploring a range of dictionaries, including online translation tools, and considering how these tools help or hinder in Chinese learning

  VCZHC055 | Languages | Chinese | Second Language Learner | F–10 Sequence | Levels 7 and 8 | Communicating | Translating

• VCZHC193

  Interact with peers and familiar adults, exchanging opinions and feelings and establishing friendships

  Elaborations

  • exchanging greetings with peers and familiar adults, choosing the appropriate greeting to suit age or position (for example, 您好，老师好) or time of day, for example, 你早，晚安
  • responding to invitations to participate in personal celebrations, including accepting and declining in appropriate ways, for example, 谢谢你的邀请，祝你生日快乐。但是我星期日要…对不起，不能参加你的聚会。希望你玩得高兴
  • sharing personal ideas and opinions on experiences such as home life and routine, school and education, diet and food, travel and leisure, climate and weather, expressing opinions and preferences, and stating reasons to elaborate the message, for example, 我不太喜欢…、我觉得…因为
  • exchanging information and opinions in class dialogue, responding to questions (for example, 你喜欢运动吗？), expressing agreement or disagreement with others’ opinions (for example, 对，我也很喜欢运动。) and ensuring that other participants are included in interaction, for example, 我去过法国，你呢？
  • comparing own experiences to the lives of young people in other Chinese-speaking communities, for example, 我觉得 7:30上学太早。 我不坐地铁上学，我坐公共汽车上学
  • using set phrases to greet, thank, apologise, and ask permission from peers and teacher, for example, 我可以上厕所吗？；谢谢；对不起
  • following teacher’s instructions such as 站起来 or 我们看书 and restating teacher’s instructions to peers when needed (for example, 老师说我们...再…); responding to teacher’s questions with actions or answers, for example, 懂了吗？
  • responding to teacher’s praise (for example, 非常好， 太棒了) or suggestions, for example, 明天做，今天休息
  • participating in a shared blog and exchanging personal information such as name, age, school, year level and nationality with readers from a sister school, for example, 你好，我叫 Ann, 我是澳大利亚的学生
  • responding to correspondence, such as letters from pen pals, including by answering questions, clarifying meaning (for example, 你说你想来澳大利亚， 是吗？), seeking further information (for example, 你想一月来吗？) and addressing requests, for example, 澳大利亚一月是夏天，很热
  • maintaining contact with classmates and recording events in everyday life by keeping a weekly or daily online journal or blog, recording highlights of school or home life and leisure activity (for example, 今天我的足球队又输了，真没劲！ ) or a holiday experience, for example, 袋鼠岛游记
  • composing messages in an appropriate format for text messages, emails and letters, and using appropriate terms of address, for example, 敬爱的王老师 (for a formal letter) or 嘿，小王，最近好吗 (for a casual letter or message)

  VCZHC193 | Languages | Chinese | Background Language Learner | 7–10 Sequence | Levels 7 and 8 | Communicating | Socialising

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

  By the end of Level 8, students interact with one another and the teacher in classroom routines and activities, exchanging greetings, wishes and information about their personal and social worlds. They use gestures and formulaic expressions appropriately, for example, おくれて すみません。しつれいします。 They...

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

• VCRAU100

  Understand that the language, like all languages, varies according to participants, roles and relationships, situations and cultures

  Elaborations

  • recognising that register shifts according to familiarity and social position, for example, using one register for friends, and another for teachers and adults
  • examining how language varies according to ethnicity and age
  • understanding that language may change according to people’s roles and situation and that people may choose to use different languages to show, for example, familiarity or high status, such as a politician using language to show sophistication, or someone using a regional variety of language to show membership of a particular ethnic group

  VCRAU100 | Languages | Roman Alphabet Languages | 7–10 Sequence | Levels 7 and 8 | Understanding | Language variation and change

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

  By the end of Level 8, students use written and spoken French to interact with teachers, peers and others and exchange experiences, opinions and views. They use descriptive and expressive language to talk and write about immediate environments, personal interests and feelings and technical language...

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

• 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

• Geography: Levels 7 and 8 description

  In Levels 7 and 8, students examine the processes that influence the characteristics of places. They consider spatial distributions and patterns and their implications and consider interconnections between and within places and changes resulting from these. This further develops their understanding...

  Level description | The Humanities | Geography

• 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

• VCASFU232

  Explore different dimensions of variation in the structure, development and use of Auslan, including how it has been influenced by English and other signed languages

  Elaborations

  • exploring similarities and differences in the two main Auslan dialects, the northern dialect, used in New South Wales, Queensland and the Australian Capital Territory, and the southern dialect, used in Victoria, South Australia, Western Australia, Tasmania and the Northern Territory, for example through building webcam relationships with other schools or by identifying and collecting signs that differ in the two forms
  • researching how BSL from the 1800s evolved into Auslan, NZSL and modern BSL, for example by finding and classifying examples from Auslan, NZSL and BSL signbanks
  • understanding that while the structure of individual signs can change over time in regular ways, there is little information about this process in signed languages due to lack of historical records of signing
  • explaining the influence of other signed languages such as BSL, ISL and ASL on Auslan over different periods of time and in different domains of language use, and discussing why this is the case
  • noticing different ways that English words are borrowed into Auslan, for example, the use of fully fingerspelled words, such as D-U-E, N-O-U-N, the fingerspelling of the first letter of corresponding English words, for example TOILET, FATHER, or abbreviations of English words, for example, state names: S-A, N-S-W, V-I-C, T-A-S, and organisation names: N-A-B-S, W-A-A-D, N-S-W-A-D, D-C-S-S-A, and lexicalised fingerspelling, such as HOW, BUT, ABOUT, FOR
  • recognising that Auslan includes loan signs from Signed English, such as TOY or DAD, and understanding why some older deaf people are uncomfortable with these changes
  • looking at style shifts in domains where English is in closer contact with Auslan, such as the use of more English-like structures in formal and educational settings
  • considering adaptations to Auslan use when communicating in different physical environments, such as in video chats, across a large yard, or when one or both hands are occupied, for example, variations in vocabulary, size of signing space, clarity of signs, use of fingerspelling and NMFs
  • noticing the variation in ‘handedness’ between signers in relation to both signs and to fingerspelling: right handers using their right hand as their dominant (main) hand; left handers doing the opposite

  VCASFU232 | Languages | Auslan | Second Language Learner | 7–10 Sequence | Levels 7 and 8 | Understanding | Language variation and change

• VCGRCU011

  Understand that Greek spread with the expansion of the ancient Greek world, and developed over time, influencing English and other languages

  Elaborations

  • recognising that Greek is a member of the Indo-European family of languages, related to other ancient languages, such as Latin, Sanskrit and Old Persian
  • recognising that Greek has been spoken in various forms uninterruptedly from the 3rd millennium BCE to the present day and has been documented in writing since about 1450 BCE
  • recognising that Classical Greek is a specific form of the language, evolved from earlier forms such as Mycenaean Greek and the Archaic Greek used in the epics of Homer
  • identifying Classical Greek as the Attic/Ionic dialect of the language spoken in the 5th and 4th centuries BCE in Athens, many Aegean islands and the coast of Asia Minor
  • recognising that Classical Greek was the form of the language used by significant ancient Greek authors, such as Thucydides, Sophocles, Plato, Lysias
  • locating on a map the places where Greek was spoken in antiquity around the Mediterranean basin from Spain to the coast of Turkey and across the Black Sea
  • investigating how the geography of mainland Greece influenced the development of independent city-states such as Athens, Sparta, Corinth and Thebes
  • exploring the spread of Greek colonies across the Mediterranean and Black Sea coastlines, such as Syracuse (Sicily), Naples (Italy), Marseilles (France), Cyrene (Libya), Miletus (Turkey), Emporion (Spain)
  • identifying and using Classical Greek derivatives to expand own English vocabulary, for example, sceptic, cynic, antithesis
  • recognising connections between the spelling of Classical Greek and English words and applying understanding to improve own spelling in English, for example, psychology, rhythm, seismology
  • identifying expressions in Classical Greek that are commonly used in English, for example, hoi polloi, eureka
  • identifying words of Classical Greek origin that are used as school subjects, for example, mathematics, history, geography, music, drama, biology, chemistry, physics, philosophy, psychology, economics
  • identifying and collecting word families in which the same Classical Greek root is used with different prefixes or suffixes, for example, calligraphy, biography, biology, technology, paralysis, analysis, Palaeolithic, palaeontology
  • applying knowledge of Classical Greek to understand words and expressions in Modern Greek, such as signs in shops and public places, for example ΚΙΝΔΥΝΟΣ, ΠΡΟΣΟΧΗ, ΙΧΘΥΟΠΩΛΕΙΟΝ, ΦΑΡΜΑΚΕΙΟΝ, έν τάξει, κλειστόν
  • identifying similarities between Classical Greek and other Indo-European languages by comparing cognate words, such as ἕξ: sex (Latin), sechs (German), six; πατήρ: pater (Latin), Vater (German), father

  VCGRCU011 | Languages | Classical Greek | Levels 7 and 8 | Understanding | The powerful influence of language and culture

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

  By the end of Level 8, students use Indonesian to interact and exchange ideas, experiences and interests with teachers, peers and others. They pronounce polysyllabic words such as mendengarkan, pekerjaan and menyiapkan, stressing the penultimate syllable with some accuracy. When interacting, they...

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

• 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

• VCVIU169

  Understand and use elements of Vietnamese grammar to organise and elaborate on ideas and opinions, such as direct/indirect speech and verbs to express modality

  Elaborations

  • differentiating interrogative forms with tag questions and using them according to context, for example, Em thích ăn cơm chiên không? (a yes/no question to discover whether the other person likes fried rice) and Em thích ăn cơm chiên phải không? (a tag question to confirm that the other person likes fried rice)
  • recognising differences in Vietnamese and English responses to negative tag questions to avoid misinterpretation, for example, in Vietnamese the response to the question Em chưa làm bài tập về nhà phải không? (‘You haven’t done your homework, have you?’) would be Dạ phải. Em chưa làm (‘YES, I haven’t’), while in English it would be ‘NO, I haven’t’
  • recognising the purpose and effect of exclamatory sentences as opposed to statements, for example, the statement Hôm nay Lan đi học sớm simply states that Lan came to school early today, while the exclamatory sentence Hôm nay Lan đi học sớm thế/vậy! may suggest surprise or irony
  • constructing a range of sentences in affirmative, negative, interrogative and imperative forms for different purposes
  • understanding the use of được and bị for positive and negative meaning, for example, Em được điểm tốt. Em được thầy cô khen. Em bị bệnh. Em bị ba mẹ la
  • understanding and using verbs to express modality such as nên (‘should’), cần (‘need to’) and phải (‘must’), for example, Các em nên chăm học. Chúng ta cần không khí để thở, thức ăn để ăn và nhà để ở. Học sinh phải mặc đồng phục khi đi học
  • using direct speech, for example, Ba mẹ nói với tôi: ‘Con nên chăm học’, and indirect speech, for example, Ba mẹ bảo tôi nên chăm học, to relate ideas, opinions, actions and events
  • using a range of expressions for indefinite quantities, for example, hàng ngàn, triệu triệu, vô số, hàng hà sa số, biết bao nhiêu là …
  • exploring homonyms encountered in texts, for example, bò (‘cow’ or ‘to crawl’), ăn (‘eat’ or ‘win’), đỗ/đậu (‘pass the exam’ or ‘bean’), bàn (‘table’ or ‘discuss’), lợi (‘benefit’ or ‘gum’), đen (‘black’ or ‘unlucky’)
  • recognising the features of alliteration in Vietnamese, for example, vui vẻ, mát mẻ, lanh lợi, and using them in own spoken and written texts
  • explaining to peers the meaning of common idioms and proverbs, for example, tiền rừng bạc biển, mò kim đáy biển<; đói cho sạch, rách cho thơm

  VCVIU169 | Languages | Vietnamese | F–10 Sequence | Levels 7 and 8 | Understanding | Systems of language

• Health and Physical Education: Levels 7 and 8 achievement standards

  By the end of Level 8, students investigate strategies and resources to manage changes and transitions and their impact on identities. Students evaluate the benefits of relationships on wellbeing and respecting diversity. They analyse factors that influence emotional responses. They gather and...

  Level description | Health and Physical Education | Levels 7 and 8