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• 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

• VCSSU097

  Differences between elements, compounds and mixtures can be described by using a particle model

  Elaborations

  • modelling the arrangement of particles in elements and compounds
  • recognising that elements and simple compounds can be represented by symbols and formulas
  • explaining why elements and compounds can be represented by chemical formulas while mixtures cannot

  VCSSU097 | Science | Levels 7 and 8 | Science Understanding | Chemical sciences

• VCSSU096

  The properties of the different states of matter can be explained in terms of the motion and arrangement of particles

  Elaborations

  • modelling the arrangement of particles in solids, liquids and gases
  • using the particle model to distinguish between the properties of liquid water, ice and steam

  VCSSU096 | Science | Levels 7 and 8 | Science Understanding | Chemical sciences

• VCLVU187

  Discuss the purpose and roles of various spoken, written and visual texts in the language

  Elaborations

  • understanding the purpose and role of different types of text in the language, for example, declaring identity, acknowledging parts of traditional belief systems, acknowledging ancestors, passing on knowledge and information, mapping resources on Country and managing natural phenomena such as weather
  • understanding that Country/Place can be interpreted as text by the community
  • discussing ways that songs function to capture language and meaning in ways similar to literature in other cultures
  • linking and sequencing ideas to form cohesive texts, using appropriate grammatical forms and elements, for example, serialisation, connectives, embedding, headings and paragraphing

  VCLVU187 | Languages | Victorian Aboriginal Languages | Levels 7 to 10 | Understanding | Systems of language

• 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 - 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

• VCHIC101

  Discuss the nature of identity and of cultural experience, considering the relationship between the two

  Elaborations

  • discussing what identity is and how their own sense of identity is influenced by their experience of living in a multicultural society and of identifying with particular language communities
  • considering how their sense of identity changes over time, taking into account changes in language use at home, in school and in the wider community
  • discussing whether their relationships with people of different generations, gender and language backgrounds influence their ways of communicating
  • reflecting on how their own perspectives and ways of communicating may be perceived by others, for example, in relation to language choice or code-switching and to behaviours that may be perceived as ‘cultural’
  • exploring how using different languages to make meaning and drawing from varied cultural resources affects how they think, behave and communicate
  • discussing whether being bilingual and bicultural affects their sense of identity in ways that involve culture as well as language

  VCHIC101 | Languages | Hindi | 7–10 Sequence | Levels 7 and 8 | Communicating | Reflecting

• VCTRU097

  Understand the relationship between the sounds, rhythms, stress and intonation patterns of spoken Turkish, and recognise elements of the written language, such as spelling patterns, agglutination, vowel harmony and symbols

  Elaborations

  • identifying and using the sounds and spelling of letters ı-i, o-ö, u-ü, ş, ç, ğ in spoken and written Turkish
  • recognising the use of yumuşak g (soft g) ğ only in the middle and end of words
  • recognising different stress, intonation patterns and rhythms, as in statements, questions or exclamations, and understanding how these affect meaning, for example, kapı açık kaldı, inanmıyorum, gerçekten mi, onun yalanlarına inanmıyorum, bana eposta yazdı, Türkiye’ye gittiğimde yazdı
  • recognising spelling patterns such as softening p, ç, t, k before suffixes starting with a vowel, and understanding how these affect meaning, for example, kitap-kitabı, ağaç-ağacı, kağıt-kağıdı, kapak-kapağı
  • learning about the pronunciation of long and short vowels with and without the accent and understanding how the length of the vowel and the accent can change the meaning of words, as in murâdına-Murat and hala-hâlâ, and palatalise the previous consonant, as in kar-kâr
  • applying principles of vowel harmony, sound assimilation of consonants and grammatical knowledge to spelling and writing unfamiliar words, for example, suffixes such as -cı, kapkaççı, bankacı, yolcu, oduncu, sound assimilation such as sokak+-da = sokakta, süt+-de = sütte, kebap+-cı = kebapçı, simit+-ci = simitçi

  VCTRU097 | Languages | Turkish | 7–10 Sequence | Levels 7 and 8 | Understanding | Systems of language

• VC2M8N06

  use mathematical modelling to solve practical problems involving rational numbers and percentages, including financial contexts involving profit and loss; formulate problems, choosing efficient mental and written calculation strategies and using digital tools where appropriate; interpret and communicate...

  Elaborations

  • modelling situations involving weather and environmental contexts, including temperature or sea depths, by applying operations to positive and negative rational numbers, for example, contexts involving average temperature increases and decreases
  • modelling situations that involve percentage increases or decreases and explaining why it is an increase or decrease, such as mark-ups, discounts, Goods and Services Tax (GST), changes in populations or recycling rates
  • modelling situations involving personal income tax, and interpreting tax tables to determine income tax at various levels of income, including overall percentage of income allocated to tax
  • modelling situations involving percentage increase or decrease such as market trends, effects on population, or effects on the environment over extended time periods

  VC2M8N06 | Mathematics | Mathematics Version 2.0 | Level 8 | Number

• VCARU169

  Explore and reflect on the impact of social, cultural and intercultural changes such as globalisation and new technologies on the use of Arabic in different contexts

  Elaborations

  • investigating and describing the influence of globalisation and new technologies such as the internet on Arabic as a dynamic language
  • exploring the power and function of Arabic regional dialects in digital and social media
  • researching and reporting on the influence of Arabic language and culture in the local and broader Australian community, for example, the food industry (Lebanese restaurants and bakeries), the entertainment industry and the media (the Arab Film Festival, SBS Arabic radio and television, Arabic films) and education (Arabic bilingual schools)
  • reflecting on changes in their own use of the Arabic language, identifying new terms and behaviours that they have adopted into their everyday language in response to changes in technology and social media

  VCARU169 | Languages | Arabic | F–10 Sequence | Levels 7 and 8 | Understanding | Language variation and change

• VCASFU107

  Develop awareness of the sociocultural context, nature and status of Auslan and of the Deaf community in Australia and the impact of this on language change

  Elaborations

  • identifying where and when different people learnt to sign and whether they are from deaf or hearing families
  • exploring and providing possible explanations for variation in Auslan fluency among their classmates and members of the Deaf community
  • understanding the nature of the transmission of Auslan, for example, how in most cases Auslan is not passed on from parent to child, but from child to child (horizontal language transmission) or to children by deaf adults outside the family
  • investigating the use of digital technology/communication by Auslan users, for example, social media, SMS/texting and NRS and VRS, discussing how these modes of communication impact on accessibility and communication for members of the Deaf community
  • considering ways that Auslan is evolving due to different influences, including the capacity for new technologies to store, record and share sign languages
  • discussing the degree to which their classroom/school is an Auslan-accessible and Deaf-friendly environment, and how this might be further enhanced
  • investigating how Auslan and Deaf culture are promoted in the wider community, for example through the influence of organisations such as Deaf Australia, high-profile individuals such as activists or actors or events such as NWDP, Deaf festivals, Australian Deaf Games or Deaf art exhibitions

  VCASFU107 | Languages | Auslan | First Language Learner | 7–10 Sequence | Levels 7 and 8 | Understanding | Language awareness

• VCDEU169

  Understand that German, like other languages, continues to change over time due to influences such as globalisation and new technologies and knowledge

  Elaborations

  • investigating and reporting on evidence of current and historical influence of German language and culture in the local and broader Australian community, for example, German/Austrian/Swiss place names (Heidelberg, Hahndorf, Leichhardt, Grindelwald), food (restaurants, bakeries, market stalls), festivals and celebrations (German Film Festival, Swiss Festival, Weihnachtsmarkt), and organisations (Goethe-Institut, SBS German Radio, clubs, churches, companies)
  • understanding that German, like all languages, is constantly expanding to include new words and expressions in response to changing environments due to globalisation, technology, language shifts and exchange, and intercultural experiences, for example, googeln, skypen
  • understanding that English grammar used to be more similar to German grammar but that English has changed, for example, the Old English ‘What thinkest thou?’ and Was denkst du?
  • noting that although German grammar has not changed as much as English over the centuries, it did relatively recently undergo changes in spelling and punctuation in the official Rechtschreibreform, requiring, for example, β to be used only after long vowel sounds or diphthongs (Fuβball, Spaβ, weiβ), and ss to be used after short vowels (dass, Klasse)

  VCDEU169 | Languages | German | F–10 Sequence | Levels 7 and 8 | Understanding | Language variation and change

• VCELU016

  Understand that Greek is a language that has influenced many global languages and continues to influence and change through interaction with other languages and cultures

  Elaborations

  • understanding that Greek is an official language of Greece, Cyprus and the European Union and is also spoken in Greek-speaking communities in the Greek Diaspora
  • exploring and discussing the influence of the Greek language on English, identifying examples of Greek words and morphemes used in English, such as prefixes, suffixes and base words, using strategies to work out meanings of unknown words, and considering why word borrowing occurs across languages, for example, anti-, astro-, auto-, bio-, cosmos, deca-, demo-, geo-, glossary, -gram-, -graph-, hyper-, hypo-, -ic, -ism, -itis, kilo-, -logue, mega-, -meter-, micro-, mono-, -morph-, neo-, octo-, -ology, pent-, peri, -phil-, -phobia, photo-, -poly-, psych-, -scope, tech-, tele-, -therm-, tri-
  • recognising loan words from English that are used in Greek, such as πάρτι, and other words used in Greek that have been borrowed from other languages such as μπλε, γκρι, ροζ, παλτό, ραντεβού, λέντι, κέφι, and discussing why these words have been borrowed

  VCELU016 | Languages | Modern Greek | 7–10 Sequence | Levels 7 and 8 | Understanding | Language variation and change

• VCHHC103

  Analyse the causes and effects of significant events that caused change and/or a decline over the period

  Elaborations

  • identifying and explaining the causes and effects of conflicts on Ancient Rome using a fishbone
  • analysing the multiplicity of causes and effects of decline of Ancient Greece and rank according to their significance
  • organising causes and effects of Viking Conquests on subject peoples using a graphic organiser
  • differentiating between intended and unintended causes and effects of the crusades
  • categorising the long-term effects of the Black Death at the end of the Medieval period, including labour shortages, peasant uprisings, the weakening of feudal structures, and increased social mobility and drawing conclusions about the severity of the Black Death and it causing the Renaissance period

  VCHHC103 | The Humanities | History | Levels 7 and 8 | Historical Concepts and Skills | Cause and effect

• VCHHC097

  Sequence significant events in chronological order to analyse the causes and effects and identify continuities and changes

  Elaborations

  • analysing and evaluating the theory that people moved out of Africa around 60 000 BC and migrated to other parts of the world, including Australia
  • placing historical events in sequence in order to identify broader patterns of cause and effect and continuity and change, for example, the Polynesian expansion across the Pacific; the stability of the Angkor/Khmer Empire over many centuries
  • defining and using terms such as BC (Before Christ), AD (Anno Domini), BCE (Before Common Era), and CE (Common Era); BP (Before Present) prehistory (before the period of textual recording) and history (the period beginning with named individuals and textual recording)

  VCHHC097 | The Humanities | History | Levels 7 and 8 | Historical Concepts and Skills | Chronology

• VCHHC098

  Describe and explain the broad patterns of change over the period from the Ancient to the Modern World

  Elaborations

  • using the evidence for the emergence and establishment of ancient societies, including art, iconography, writing tools and pottery
  • describing key features of ancient societies, for example, farming, trade, social classes, religion, rule of law
  • explaining the transformation of the Roman world and the spread of Christianity and Islam
  • explaining key features of the medieval world, for example, feudalism, trade routes, voyages of discovery, contact and conflict
  • locating the major trading routes, including the Mediterranean; the Silk Road; the sea route between China, India and the east coast of Africa, and the Columbian Exchange, on a map and identifying the nature of the trade/contact, for example, slaves, spices, silk, glassware, spread of knowledge and diseases along the Silk Road
  • explaining the emergence of ideas about the world and the place of people in it by the end of the period, for example, the Renaissance, the Scientific Revolution and the Enlightenment

  VCHHC098 | The Humanities | History | Levels 7 and 8 | Historical Concepts and Skills | Chronology

• VCHHK116

  The significant social, cultural, economic, environmental and political changes and continuities in the way of life and the roles and relationships of different groups in society

  Elaborations

  • Vikings
    • locating Viking lands in Scandinavia (Denmark, Norway and Sweden)
    • describing the way of life of the Vikings, for example, living in a cold and harsh environment; the importance of farming and raids; the significance of honour in Viking warrior society
  • Medieval Europe
    • describing the structure of feudal society, for example, the role and responsibilities of the king, nobles, church, knights and peasants
    • using a selection of primary sources track changes to the way of life in medieval Europe across time or across locations
    • continuity and change in society in one of the following areas: crime and punishment; military and defence systems; towns, cities and commerce
  • Ottoman Empire
    • describing the way of life of people in the Ottoman Empire, for example, the role of the coffee house and bazaar or marketplace
    • using a selection of primary sources track changes to the way of life in the Ottoman Empire across time or across locations
    • explaining the power and responsibility of the Sultan to ensure that justice was served within society
  • Angkor/Khmer Empire
    • mapping the Khmer empire and its physical features and annotate how these significantly influenced everyday life
    • describing the way of life in the Khmer Empire through 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 nomadic nature of Mongol life and the rise of Temujin (Genghis Khan) who united all Mongol tribes in 1206 CE
    • 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)
  • Japan under the Shoguns
    • describing the way of life in feudal Japan under the shoguns, for example, ‘bushido’, the chivalric code of conduct of the samurai that emphasised frugality, loyalty, mastery of martial arts, and honour
    • explaining reasons why the Shogun increased power
    • describing the relationship between the emperor, shogun, daimyo (lords) samurai (warriors), workers (for example farmers, artisans and traders)
  • Polynesian Expansion
    • describing the way of life in one Polynesian society, including social, cultural, economic and political features, such as the role of the ariki in Maori and in Rapa Nui society (Easter Island)
    • investigating the way of life of Easter Island society (Rapa Nui), for example, fishing by the men, links between the household and the extended clan through the exchange of goods, wives, and labour; the use of stone tools
  • Renaissance Italy
    • examining the way of life in Renaissance Italy (social, cultural, economic and political features) and the roles and relationships of different groups in society
    • mapping the political city states on the Italian peninsula. Annotate their significance
    • describing the way of life of people in Renaissance Italy, for example, the role of men in tending the fields or merchant shops,
    • explaining the influence of government in particular city-states, for example the monarchy of Naples or the Florentine republic
  • Spanish Conquest
    • describing pre-Columbian life in the Americas, including the social organisation of the Aztecs, (for example, nobility, slaves), their beliefs (for example, worship of a number of gods and the need to make human sacrifices to appease these gods), life in the capital city Tenochtitlan

  VCHHK116 | The Humanities | History | Levels 7 and 8 | Historical Knowledge | Middle Ages and early exploration

• VCHHK111

  Significant beliefs, values and practices with a particular emphasis on changes to everyday life, cause and effect of warfare, and perspectives of death and funerary customs

  Elaborations

  • Egypt
    • investigating significant beliefs associated with death and funerary customs, for example belief in an afterlife, and practices, for example, burial in tombs and techniques of mummification
    • analysing hieroglyphic representations of the Book of the Dead
    • generating alternative explanations for the building of the pyramids at Giza
  • Greece
    • investigating the significant beliefs, values and practices of the ancient Greeks, for example, the Olympic Games or the Delphic Oracle
    • investigating significant beliefs and values associated with warfare, for example, heroic ideals as revealed in the Iliad, and military practices, for example, army organisation, the hoplite phalanx and naval warfare
  • Rome
    • investigating significant beliefs associated with daily life, for example, the evidence of household religion, and practices, such as the use of public amenities such as baths, and the forms of entertainment in theatres and amphitheatres
  • India
    • investigating the significant beliefs, values and practices of Indian society associated with for example, rites of passage for boys and men; rites of passage for girls and women; marriage rites, for example, the role of the family, religious ceremonies
    • investigating the significant beliefs, values and practices of Indian society associated with death and funerary customs, for example, cremation, the use of professional mourners, the construction of stupas
  • China
    • investigating the significant beliefs, values and practices of Chinese society associated with daily life, for example, irrigation and the practice of agriculture, the teachings of Confucius, the evidence of daily life from the Han tombs

  VCHHK111 | The Humanities | History | Levels 7 and 8 | Historical Knowledge | Ancient world and early civilisations – 60 000 BC (BCE) – c.650 AD (CE)

• VCIDU101

  Understand that Indonesian is a national language that has been and continues to be changed through interaction with other languages and cultures

  Elaborations

  • identifying loan words in Indonesian and English, such as ‘cockatoo’ (kakaktua), ‘bamboo’ (bambu), ‘orangutan’, ‘satay’ (sate), ‘rattan’ (rotan), komputer, apartemen, televisi, pilot and modern, and understanding that borrowings are part of the nature of language
  • analysing texts as a class, recording loan words and investigating their origins, and comparing these with borrowings in English and other known languages
  • understanding the importance of Indonesian as a national language, for example, by discussing its origins and observing when and why it is used in contemporary society, such as by comparing versions of the national anthem

  VCIDU101 | Languages | Indonesian | 7–10 Sequence | Levels 7 and 8 | Understanding | Language variation and change

• VCIDU067

  Understand that Indonesian, like other languages, continues to change over time due to influences such as globalisation and technology

  Elaborations

  • analysing the influence of other languages on Indonesian, such as in advertising and technology, food, administration, religion and everyday life, for example, modern, handphone, satelit (English); mie (Chinese); sepatu (Portuguese); kantor (Dutch); guru (Sanskrit); mahal (Arabic), raja (Hindi)
  • recording a range of borrowed words and examining their structure and rules of use, for example, meng-upload, ber-AC
  • investigating the origins of borrowed words to discover when, how and by whom new words and expressions were introduced into Indonesian and which languages have borrowed from languages of Indonesia, for example, Makassan terms in Yolngu (balanda, rupiah)

  VCIDU067 | Languages | Indonesian | F–10 Sequence | Levels 7 and 8 | Understanding | Language variation and change