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• History: Levels 7 and 8 achievement standards

  By the end of Level 8, students identify and explain patterns of change and continuity over time. They analyse the causes and effects of events and developments. They identify the motives and actions of people at the time. Students evaluate the significance of individuals and groups and how they...

  Level description | The Humanities | History | Levels 7 and 8

• VCTRU102

  Understand the relationship between language and culture, reflecting on how language reflects personal and community experience and values, and may be differently interpreted by speakers of other languages

  Elaborations

  • discussing how values, such as politeness, affection or respect, are conveyed in Turkish, for example, by comparing interactions in their family with interactions they observe in non-Turkish speaking families, for example, the use of terms of affection, such as güzelim, hayatım, kuzum, canım, or terms of politeness, such as lütfen, rica ederim
  • understanding that people respond to intercultural experiences in different ways depending on their own cultural perspectives and recognising the validity of different perspectives and questioning notions of ‘right’ or ‘wrong’ ideas
  • identifying interaction patterns around familiar routines, such as meal times or welcoming guests, which reflect cultural values associated with family life and social relationships, for example, Afiyet olsun!, Elinize sağlık! Buyurun! Hoş geldiniz! Hoşça kal! Güle güle!
  • drawing on their own experience of using Turkish, English and other languages in different contexts to consider how language can be both empowering and disempowering and inclusive and exclusive, for example, the use of expressions such as Sen benim kim olduğumu biliyor musun?
  • noticing how choice of language when communicating with different people, such as forms of address, choice of adjectives, nouns or pronouns, reflects relationships, attitudes and values
  • experimenting with ‘reading between the lines’ of unfamiliar texts, such as an editorial, news report or advertisement, to identify cultural references, values or perspectives that reflect the intention of the text and the context in which it was produced
  • identifying changes in contemporary ways of communicating in Turkish that reflect changes in cultural and social practices, for example, Hayırlı sabahlar/günaydın, sohbet etmek/iki lafin belini kırmak

  VCTRU102 | Languages | Turkish | 7–10 Sequence | Levels 7 and 8 | Understanding | Role of language and culture

• VCZHC229

  Compare how contemporary Chinese media and literature represent the notion of ‘being Chinese’ or ‘being other’, and use this knowledge to present a point of view for an identified audience

  Elaborations

  • comparing ‘being foreign’ in China and ‘being Chinese’ in Australia, for example, viewing or reading 汉语桥 performances, songs, films and fiction and discussing how Chinese-speaking foreigners are ‘celebrated’ in Chinese media
  • exploring representations of the overseas Chinese experience, both locally and globally, and the development of local Chinese identity in Australia through reading texts such as The Sojourners in Chinese translation (Zhang Wei, 2009)
  • investigating contributions made by Chinese individuals and groups in contemporary Australian culture and discussing the cultural values that are conveyed through these contributions, for example, the work of artists Ah Xian and Guan Wei, and author Sang Ye
  • exploring their own connections and responses to overseas Chinese literature, for example, the ideas and values reflected in 海外华人的文学作品 such as the song 《故乡的云》

  VCZHC229 | Languages | Chinese | First Language Learner | 7–10 Sequence | Levels 7 and 8 | Communicating | Creating

• VCZHC161

  Interact and socialise with familiar groups and individuals, exchanging personal information such as sporting achievements, favourite pastimes, and sharing perspectives on aspects of contemporary life such as popular music

  Elaborations

  • contributing to class discussions to share opinions on topics such as homework and study habits, parental expectations and generational differences; elaborating on own perspectives, clarifying ideas and opinions (for example, 奥运会 我既为澳大利亚加油 也为中国加油， 因为这两个国家对我来说都很重要), and summarising various perspectives in interaction, for example, 大家的意思是… or 也就是说…
  • initiating conversations to share aspects of personal world such as a recent overseas holiday, future plans, achievements in life, for example, 你知道我今年冬天去了哪儿吗？ 说起来真好玩
  • acknowledging others’ ideas and indicating agreement or disagreement in non-judgmental ways (for example, 我们也没办法，不得不…); using language to persuade or influence others, for example, listing possible consequences (要不然; 如果… … 的话; 那么 …)
  • eliciting others’ opinions; exploring others’ perspectives and the influences on their perspectives; asking questions and inviting elaboration (for example, 你为什么说…?); and responding to others’ opinions by providing a different perspective, for example, 你说你喜欢滑雪， 我也很喜欢滑雪。 因为滑雪不仅有趣， 它也是很好的运动，可以锻炼身体；你还可以和家人一起滑雪，所以它也是很好的家庭活动
  • sharing experiences relating to school (for example, camps, excursions, class activities) and leisure (for example, sporting competitions, television programs, family holidays) with participants of online communities of Chinese speakers, such as educational blogs
  • responding to enquiries from others through correspondence and online communities, and describing lifestyle of Australian young people with attention to what makes Australia unique, for example, 澳大利亚有…，人们生活…
  • engaging with educational social media to document own experiences and achievements by posting a weekly journal or blog for others to read, for example, 本周XX俱乐部足球赛
  • using mobile technologies to maintain contact, share thoughts and experiences, and plan activities with Chinese classmates

  VCZHC161 | Languages | Chinese | Background Language Learner | F–10 Sequence | Levels 7 and 8 | Communicating | Socialising

• 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

• VCGGK114

  Influence of social connectedness and community identity on the liveability of places

  Elaborations

  • discussing the different types of places where people and groups can feel included or excluded, safe or threatened, and evaluating how this affects perceptions about liveability of places
  • investigating the extent to which people in their place are socially connected or socially isolated and its effect on liveability

  VCGGK114 | The Humanities | Geography | Levels 7 and 8 | Geographical Knowledge | Place and liveability

• VCCCC026

  Explain how groups express their identities, including religious and cultural identity, and how this expression can influence their perceptions of others and others’ perception of them

  Elaborations

  • investigating how and why different Aboriginal and Torres Strait Islander communities are maintaining and strengthening their identities and how this contributes to Australia's national identity
  • investigating how and why the visible aspects of people’s cultural identity (for example dress, gestures, traditions/customs, accent/language) can influence interactions between people
  • considering how Australia’s location in the Asian region influences interactions between Australians an those living in the region

  VCCCC026 | The Humanities | Civics and Citizenship | Levels 7 and 8 | Citizenship, Diversity and Identity

• VCHIU107

  Recognise that Australia is a multicultural society with communities of speakers of many different languages including Hindi, and reflect on the diversity of language practices that characterise members of this multicultural community

  Elaborations

  • recognising the linguistic diversity of the global community, understanding that many people around the world speak more than one language, comparing with the multilingual character of Australian society, for example, by talking about the different languages represented in the classroom and local community
  • exploring the range of languages spoken in Australia, including Aboriginal and Torres Strait Islander languages, for example, by constructing a linguistic profile of their own class or school community
  • recognising that there are many different Indian languages and dialects spoken in India and other regions of the world, such as Hindi, Tamil, Gujarati, Panjabi, Marathi, involving variations in accents, vocabulary and syntax, and that most Hindi speakers also speak other languages
  • comparing their individual language profiles, explaining which languages or dialects they use in their family, social and community lives
  • reflecting on the impact on their personal lives and sense of identity of being bilingual or multilingual
  • explaining the influence of Indian language and culture on their ways of communicating in different situations, for example, by creating a glossary of Hindi words and expressions that they use when communicating in English

  VCHIU107 | Languages | Hindi | 7–10 Sequence | Levels 7 and 8 | Understanding | Language variation and change

• VCHHK112

  Causes and effects of contacts and conflicts with other societies and/or peoples, resulting in developments such as expansion of trade, colonisation and war, and spread of beliefs

  Elaborations

  • Egypt
    • analysing the causes and effects of the rise and expansion of the Egyptian Empire
    • explaining the nature of contact with other societies, for example, trade with Cyprus, Crete and Greece, and conflict, such as the Battle of Kadesh in the New Kingdom that concluded with Rameses II’s peace treaty with the Hittites
  • Greece
    • analysing the causes and effects of the rise and expansion of the Greek Empire
    • explaining the nature of contact with other societies, for example, the commodities that formed the trade with Egypt, Greek colonisation of the Mediterranean, and conflict, for example, the Persian Wars and the Battle of Salamis, the empire of Alexander the Great and the reach of Greek culture
    • analysing the causes and effect of a conflict such as the Peloponnesian and Persian wars
  • Rome
    • analysing the causes and effects of the rise and expansion of the Roman Empire
    • describing the furthest expansion of the Roman Empire and the influence of foreign cults on Roman religious beliefs and practices (for example the Pantheon of Gods (Greece), Isis (Egypt) and Mithras (Persia)
    • reading accounts of contacts between Rome and Asian societies in the ancient period, for example, the visit of Chinese and Indian envoys to Rome in the time of Augustus, as described by the Roman historian Florus
  • India
    • analysing the causes of the rise of the Mauryan Empire (including its material remains), and the spread of philosophies and beliefs
    • examining the extent of Indian contact with other societies such as the Persians under Cyrus, the Macedonians under Alexander; the extensive trade with the Romans and Chinese, the material remains of the Mauryan Empire such as the Pillars of Ashoka and the Barabar Caves, the spread of Hinduism and Buddhism
  • China
    • analysing the causes and effects of the rise and expansion of the Chinese Empire
    • explaining the rise of imperial China, for example, the use of chariot warfare and the adoption of mass infantry armies, the building of the first phase of the Great Wall of China, military strategies as codified in Sun Tzu’s The Art of War

  VCHHK112 | The Humanities | History | Levels 7 and 8 | Historical Knowledge | Ancient world and early civilisations – 60 000 BC (BCE) – c.650 AD (CE)

• 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

• 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

• VCSSU093

  Interactions between organisms can be described in terms of food chains and food webs and can be affected by human activity

  Elaborations

  • constructing and interpreting food chains and food webs to show relationships between organisms in an environment
  • recognising the role of microorganisms within food chains and food webs
  • researching examples of human impacts on specific ecosystems, for example, the use of fire by traditional Aboriginal people, the effects of palm oil harvesting, deforestation, agricultural practices or the introduction of new species

  VCSSU093 | Science | Levels 7 and 8 | Science Understanding | Biological sciences

• 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

• VCAMAE034

  Develop media representations to show familiar or shared social and cultural values and beliefs

  Elaborations

  • investigating different viewpoints and making decisions about how they will represent a theme, concept or idea, considering media conventions and genres
  • manipulating combinations of technical and symbolic elements such as composition, time, space, sound, movement, lighting, to represent ideas and feelings in their media artworks
  • discussing and documenting their choices of representation to strengthen meaning in their media artworks
  • discussing the different intentions of media artists and the influence of media artworks on different audiences, for example, how ideological or political perspectives are used to engage particular audience
  • exploring media artworks that provide different ideas and concepts based on viewpoints and institutional practice, for example, the depiction of cultural groups and social values in Australian film and television

  VCAMAE034 | The Arts | Media Arts | Levels 7 and 8 | Explore and Represent Ideas

• VCJAU018

  Explore connections between languages and cultures as exemplified in particular words, expressions and communicative behaviours, noticing how meaning can be culture-specific and difficult to transfer between languages

  Elaborations

  • considering how Japanese language and interaction patterns around familiar routines such as mealtimes reflect traditional practices and values associated with family life, for example, using formulaic expressions such as いただきます。 いってきます。いってらっしゃい 。ただいま 。おかえり。
  • identifying changes in contemporary communication styles that reflect changes in Japanese and Australian cultures and social practices, for example, ハロー、 バイバイ and グッドラック
  • identifying and explaining phrases that require cultural knowledge in order to be understood in translation, for example, はじめまして。よろしく　おねがいします 。or that the question おげんき　ですか。is a genuine health enquiry rather than a greeting
  • understanding that the Japanese language has many ways of expressing values such as consideration and respect, for example, どうぞ, >どうも、 すみません、 おくれて　すみません、 しつれいします、 and using indirect forms of refusal and softening responses, for example, ちょっと…。あんまり…。

  VCJAU018 | Languages | Japanese | 7–10 Sequence | Levels 7 and 8 | Understanding | Role of language and culture

• VCADRR039

  Identify and connect specific features and purposes of drama from contemporary and past times, including the drama of Aboriginal and Torres Strait Islander peoples to explore viewpoints and enrich their drama making

  Elaborations

  • identifying contexts, for example, social, historical or cultural relevant to the forms and styles represented in their drama
  • locating and exploring specific examples of contemporary Australian, Asian and other world drama
  • describing the role of drama in different cultures and use this information when planning their own drama
  • considering the cultural context in which the drama they view was made, for example, what are the protocols for viewing Aboriginal and Torres Strait Islander drama and other culturally specific performances? What historical forces and influences are evident in the drama? How does this style of drama vary from drama that is typical of other traditions or other locations?

  VCADRR039 | The Arts | Drama | Levels 7 and 8 | Respond and Interpret

• 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)

• VCLVU190

  Describe and reflect on how languages change over time and influence one another

  Elaborations

  • exploring form, usage, history and impact of contact languages, including creoles, pidgins and Aboriginal Englishes
  • investigating and describing how the language has changed over time
  • observing changes to language that reflect changing lifestyles, cultural trends and emerging needs, for example, youth language, the language of new technologies, the impact of music, media and technology on communication
  • reflecting on changes in their own use of their first language(s) over time, noticing how and when new ways are adopted or existing ways adapted
  • exploring changes in language over time, for example, by reviewing old films from state archives or early television shows that include Aboriginal actors

  VCLVU190 | Languages | Victorian Aboriginal Languages | Levels 7 to 10 | Understanding | Language variation and change

• VCAMUR039

  Identify and connect specific features and purposes of music from contemporary and past times including the music of Aboriginal and Torres Strait Islander peoples, to explore viewpoints and enrich their music making

  Elaborations

  • identifying contexts, for example, social, historical or cultural contexts relevant to the forms and styles represented in music they listen to and/or perform
  • locating and exploring specific examples of contemporary Australian or Asian music, through questions such as ‘How does this music relate to its social context, its makers and audiences? What are the protocols for performing Aboriginal and Torres Strait Islander music and other culturally specific performances? What historical forces and influences are evident in the music? How does this style of music vary from those seen in other traditions or other locations?
  • describing the role of music in different cultures including local Koorie culture and using this information when planning performances or compositions, for example, when planning a program for a multi-cultural day concert that will feature performances by students and members of the local community of music created by the students and other performers
  • using scores or charts to annotate features and ideas for interpretation, for example, annotating the score of a work they have created to prepare for a rehearsal

  VCAMUR039 | The Arts | Music | Levels 7 and 8 | Respond and Interpret

• VCADRR038

  Analyse how the elements of drama have been combined in devised and scripted drama to convey different forms, performance styles and dramatic meaning

  Elaborations

  • identifying and analysing how the elements of drama are combined to focus and drive the dramatic action for an audience
  • identifying and analysing how the elements of drama are used in the historical and contemporary conventions of particular forms and styles
  • discussing how the elements of drama and stagecraft have been used in a performance they have seen
  • researching directors’ works through real or virtual performances to interpretations of scripted drama, considering implications for their own work

  VCADRR038 | The Arts | Drama | Levels 7 and 8 | Respond and Interpret