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• 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

• VCSSU105

  Light can form images using the reflective feature of curved mirrors and the refractive feature of lenses, and can disperse to produce a spectrum which is part of a larger spectrum of radiation

  Elaborations

  • exploring how images can change when the arrangement of the mirror or lens system is altered
  • exploring the mechanism of the human eye and corrective technologies
  • observing the spread and order of colours in the visible spectrum
  • describing the different types of radiation in the larger spectrum of radiation

  VCSSU105 | Science | Levels 7 and 8 | Science Understanding | Physical sciences

• VCSSU089

  Scientific knowledge and understanding of the world changes as new evidence becomes available; science knowledge can develop through collaboration and connecting ideas across the disciplines and practice of science

  Elaborations

  • investigating how advances in telescopes and space probes have provided new evidence about space
  • investigating how the development of microscopes has changed understanding of cell function and malfunction, and how this has led to improved medical treatments for disease
  • investigating how knowledge of the location and extraction of mineral resources relies on expertise from across the disciplines of science
  • considering how advances in technology, combined with scientific understanding of the functioning of body systems, has enabled organ repair and replacement
  • investigating how land management practices of Aboriginal and Torres Strait Islander peoples can help inform sustainable management of the environment

  VCSSU089 | Science | Levels 7 and 8 | Science Understanding | Science as a human endeavour

• VCSSU094

  Multicellular organisms contain systems of organs that carry out specialised functions that enable them to survive and reproduce

  Elaborations

  • examining the specialised cells and tissues involved in structure and function of particular organs
  • describing the structure of each organ in a system and relating its function to the overall function of the system
  • identifying the organs and overall function of a system of a multicellular organism in supporting life processes
  • comparing reproductive systems of organisms
  • comparing similar systems in different organisms, for example, digestive systems in herbivores and carnivores, respiratory systems in fish and mammals

  VCSSU094 | Science | Levels 7 and 8 | Science Understanding | Biological sciences

• VCSSU090

  Science and technology contribute to finding solutions to a range of contemporary issues; these solutions may impact on other areas of society and involve ethical considerations

  Elaborations

  • considering decisions made in relation to the recycling of greywater and blackwater
  • investigating strategies implemented to maintain part of the local environment, such as bushland, a beach, a lake, a desert or a shoreline
  • investigating the development of vehicles over time, including the application of science and technology to the designs of solar-powered or electric vehicles
  • relating regulations about wearing seatbelts or safety helmets to knowledge of forces and motion
  • discussing ethical issues that arise from organ transplantation

  VCSSU090 | Science | Levels 7 and 8 | Science Understanding | Science as a human endeavour

• VCSSU095

  Mixtures, including solutions, contain a combination of pure substances that can be separated using a range of techniques

  Elaborations

  • recognising the differences between pure substances and mixtures and identifying examples of each
  • identifying the solvent and solute in solutions
  • investigating and using a range of physical separation techniques such as filtration, decantation, evaporation, crystallisation, chromatography and distillation
  • exploring and comparing separation methods used in the home

  VCSSU095 | Science | Levels 7 and 8 | Science Understanding | Chemical sciences

• VCSSU091

  There are differences within and between groups of organisms; classification helps organise this diversity

  Elaborations

  • grouping a variety of organisms on the basis of similarities and differences in particular features
  • classifying using hierarchical systems, for example, kingdom, phylum, class, order, family, genus, species
  • using scientific conventions for naming species
  • using provided keys to identify organisms surveyed in a local habitat

  VCSSU091 | Science | Levels 7 and 8 | Science Understanding | Biological sciences

• VCSSU099

  Predictable phenomena on Earth, including seasons and eclipses, are caused by the relative positions of the Sun, Earth and the Moon

  Elaborations

  • comparing times for the rotation of Earth, Sun and Moon, and comparing the times for the orbits of Earth and the Moon
  • modelling the relative movements of the Earth, Sun and Moon and how natural phenomena such as solar and lunar eclipses and phases of the Moon occur
  • explaining why different regions of Earth experience different seasonal conditions

  VCSSU099 | Science | Levels 7 and 8 | Science Understanding | Earth and space sciences

• 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

• VCSSU104

  Energy appears in different forms including movement (kinetic energy), heat, light, chemical energy and potential energy; devices can change energy from one form to another

  Elaborations

  • recognising that kinetic energy is the energy possessed by moving bodies
  • recognising that potential energy is stored energy, for example, gravitational, chemical and elastic energy
  • using flow diagrams to illustrate changes between different forms of energy
  • investigating the energy transformations in devices, for example, a catapult or a water wheel

  VCSSU104 | Science | Levels 7 and 8 | Science Understanding | Physical sciences

• VCSSU100

  Some of Earth’s resources are renewable, but others are non-renewable

  Elaborations

  • considering what is meant by the term ‘renewable’ in relation to the Earth’s resources
  • considering timescales for regeneration of resources

  VCSSU100 | Science | Levels 7 and 8 | Science Understanding | Earth and space sciences

• VCSSU103

  Change to an object’s motion is caused by unbalanced forces acting on the object; Earth’s gravity pulls objects towards the centre of Earth

  Elaborations

  • investigating the effects of applying different forces to familiar objects
  • investigating common situations where forces are balanced and unbalanced, for example, stationary and falling objects
  • investigating a simple machine such as a lever or a pulley system
  • exploring how gravity affects objects on the surface of Earth

  VCSSU103 | Science | Levels 7 and 8 | Science Understanding | Physical 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

• VCTRC061

  Consider their use of Turkish and English in different contexts, considering how their choices position them as intercultural communicators

  Elaborations

  • reflecting on the experience of learning their home language in the school context, for example, by identifying elements that provide new challenges, such as having to adopt the standard form of Turkish as opposed to colloquial or regional varieties used at home
  • drawing on their bilingual/multilingual experience to identify elements of successful intercultural communication, such as being aware of differences in expectations, recognising and responding to signals of misunderstanding, switching between Turkish and English when it helps communication
  • providing examples of interactions that ‘work’ better in Turkish than they do in English and vice versa, for example, duygular, saymak, discussing why this might be the case
  • considering how they adjust their ways of communicating in Turkish or English when interacting with people such as elders, friends of the same or different gender, people in authority, small children or close relatives
  • keeping a journal of humorous, satisfying or challenging experiences associated with learning and using Turkish, noting personal reactions and reflections over time and insights gained into their own communicative behaviour

  VCTRC061 | Languages | Turkish | F–10 Sequence | Levels 7 and 8 | Communicating | Reflecting

• VCTRC096

  Consider the nature of identity and of cultural experience, reflecting on how their linguistic and cultural background contributes to their sense of identity

  Elaborations

  • discussing the nature of identity, including the fact that it is dynamic, changing and involves values and beliefs as well as practices and behaviours
  • reflecting on how their own identity is shaped by and also reflects the experience of living in a multicultural society, using more than one language and identifying with particular language communities
  • considering ways in which different languages offer different ways of thinking about experience, or of ‘reading’ the world; how these different standpoints influence the way meaning is made and how people think about themselves and others
  • discussing how Turkish and Australian cultural influences are reflected in their daily lives, interests, social activities and ways of thinking
  • reflecting on the relationship between language, culture and identity, for example, by identifying experiences that feel different when interacting in Turkish or in English
  • discussing whether their sense of identity changes over time, taking into account changes in language use at home, in school or in the wider and virtual community

  VCTRC096 | Languages | Turkish | 7–10 Sequence | Levels 7 and 8 | Communicating | Reflecting

• VCTRC058

  Present, reinterpret or create alternative versions of songs, images or stories, adapting events or characters to different modes or cultural contexts

  Elaborations

  • collaborating with peers to create imagined scenarios between contemporary versions of characters or events encountered in traditional Turkish literature or songs
  • selecting an imaginative text that they enjoy, such as a poem or song, and adapting it to a different text genre, such as a rap or children’s story
  • planning and performing a short play for younger learners of Turkish, which contains references to favourite stories or legends
  • adapting a popular contemporary or traditional song to suit a different audience or context, for example, Süt içtim dilim yandı, Mavi Boncuk, Sev kardeşim, Domates biber patlıcan- Barış Manço
  • creating and performing skits that respond to stimulus themes and involve characterisation, context and dramatic tension, for example, kuşak çatışması, zeka oyunları
  • creating an additional scene, new character or alternative ending that adds suspense or a twist to a familiar story, drama or film script

  VCTRC058 | Languages | Turkish | F–10 Sequence | Levels 7 and 8 | Communicating | Creating

• VCTRC059

  Translate and interpret short texts from Turkish into English and vice versa, comparing versions and considering how to explain elements that involve cultural knowledge or understanding

  Elaborations

  • identifying language associated with cultural categories such as aile hayatı, kıyafetler or batıl inançlar encountered when translating short texts from Turkish into English, noticing when expressions require explanation as well as translation
  • paraphrasing words or expressions that require cultural knowledge of events such as bayram or personal celebrations, such as sünnet and kına gecesi, noting the dangers of literal translation, for example, çay, kahve alır mısın? instead of çay, kahve içer misin?
  • translating short excerpts of folktales, stories, songs or plays into English, demonstrating how cultural elements cannot be translated literally, for example, the opening rhymes of Bir varmış, bir yokmuş; vocabulary such as Evvel zaman içinde, kalbur saman içinde, pireler berber, develer tellâl iken ben anamın beşiğini tıngır mıngır sallar iken; or the closing ryhmes of stories such as Gökten üç elma düşmüş, biri masalı anlatana, biri dinleyene, biri de bütün iyi insanlara
  • comparing translations of fairytales such as Snow White, Little Red Riding Hood and Cinderella into Turkish, noticing challenges related to the use of tenses, such as -miş’li Geçmiş Zaman, to vocabulary equivalence and to the translation of cultural elements
  • comparing their own translations of short texts with those of their classmates, then comparing both to versions produced by digital or electronic translators, discussing reasons for variations and discrepancies
  • interpreting for a guest speaker to their class or wider school community, explaining cultural references and reflecting on their significance in terms of effective intercultural communication
  • identifying and interpreting examples of colloquialisms, slang and idioms typically used by young people, such as fırça çekmek, tuzlu, kafa ütülemek, cebi delik

  VCTRC059 | Languages | Turkish | F–10 Sequence | Levels 7 and 8 | Communicating | Translating

• VCTRC087

  Plan and participate in collaborative activities such as performances, displays and events which involve planning, transacting and negotiating

  Elaborations

  • participating in group activities such as surveys or interviews which involve asking and responding to questions and collecting data about individual preferences, attitudes and lifestyles, for example, Haftada kaç kez (spor) yapıyorsun? (Nesli tükenmekte olan hayvanlar) hakkında ne düşünüyorsun?
  • engaging in shared planning, creating and negotiating, for example, designing displays or resources, such as timelines, schedules, posters or appeals for a fundraiser
  • planning for an upcoming event, such as a visit of a Turkish-speaking guest to the classroom, for example, by developing an interview schedule using questions such as Lütfen kendinizi bize tanıtır mısınız? … hakkında ne düşünüyorsunuz? Ne zaman … yapmaya başladınız?
  • creating presentations, performances or interactive experiences to encourage others to either learn Turkish or to use their existing language in different domains
  • negotiating real or simulated online or face-to-face transactions that involve discussion of issues such as value, price, availability, for example, by raising questions such as … kaça aldın? Aa, çok ucuzmuş, … dün aynısını daha pahalıya aldı
  • planning and participating in activities that combine linguistic and cultural elements, such as an excursion to a Turkish exhibition, film festival, performance, restaurant or community event, for example, Ne zaman gideceğiz? Saat onda, … da buluşalım, Neler getirelim?, Üniforma giymeyelim, Önce (biletimizi alalım). Sonra (sinemaya gidelim)

  VCTRC087 | Languages | Turkish | 7–10 Sequence | Levels 7 and 8 | Communicating | Socialising

• VCTRC091

  Engage with imaginative and creative texts such as stories, cartoons, poems and songs, identifying favourite elements and discussing events, characters and messages

  Elaborations

  • listening to, reading and viewing imaginative texts such as folktales, shadow puppetry or short stories, such as Karagöz ve Hacıvat, Kaşağı, Falaka, demonstrating understanding of plot, sequence and characters, for example, by retelling or re-enacting events in their own words or by creating a timeline
  • creating digital profiles of characters they enjoy in fictional and imaginative texts, providing physical and character descriptions and examples of their style of communicating and behaving
  • sharing responses to songs, stories, poems or television programs, providing both positive and negative critique, such as …beni… çok etkiledi çünkü …, Çok komikti, çok sürükleyiciydi, akıcıydı, dili anlaşılırdı,biraz uzundu. Sıkıcıydı, Karmaşıktı, Çok üzücüydü, Anlaşılması zordu
  • identifying key messages in traditional texts such as Nasreddin Hoca fıkraları, Keloğlan, discussing their relevance to contemporary times and contexts
  • considering how humour is expressed in culturally specific ways and whether it ‘travels’ successfully across languages, for example, by comparing favourite jokes, cartoons or amusing stories in Turkish and English
  • recognising the many different ways a story can be told, for example, through Türk halıları ve kilimleri, discussing the uniqueness of symbols, colours, stories and feelings represented in carpets and rugs from different regions

  VCTRC091 | Languages | Turkish | 7–10 Sequence | Levels 7 and 8 | Communicating | Creating

• VCTRC053

  Engage in shared activities in real or imagined situations that involve planning, transacting, negotiating, and taking action

  Elaborations

  • negotiating solutions to perceived problems in particular contexts, by discussing ideas, considering options, making concessions or finding ways to reach agreement, for example, Bana göre ... Diğeri bence daha uygun, Nasıl bir yol izleyelim? Sen karar ver.
  • planning a demonstration, performance or celebration that involves cultural elements that require explanation and interpretation for the intended audience, discussing how to do this most effectively
  • preparing for activities that combine linguistic and cultural elements, such as an excursion to a Turkish exhibition, performance, restaurant or community event, by rehearsing appropriate language forms and behaviours
  • negotiating roles and responsibilities for the filming and editing of a short documentary on shared cultural experiences, for example, migration stories, visiting Turkish markets, participating in a henna ceremony
  • supporting younger learners of Turkish, for example, by developing learning resources or peer mentoring schemes, discussing the best use of their shared skills and capabilities
  • working together to design a web page to support information exchange between themselves and young Turkish-speakers in different contexts

  VCTRC053 | Languages | Turkish | F–10 Sequence | Levels 7 and 8 | Communicating | Socialising