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• Victorian Aboriginal Languages: Levels 7 to 10 description

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

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

  Level description | Languages | Victorian Aboriginal Languages

• VCASFC059

  Exchange/provide information, opinions and experiences in either formal or informal contexts

  Elaborations

  • working in groups to create an informative multimedia text that invites debate of a social or cultural question, such as the medical versus cultural view of deafness
  • viewing two or more related signed texts on a selected topic, summarising and comparing key points of information and rephrasing for a class presentation
  • creating texts such as vlogs or advertisements that present information intended to convince or persuade others of the importance of learning Auslan
  • giving presentations that include different perspectives on a selected issue, for example identifying and evaluating differences in views in relation to Deaf education
  • creating and presenting explanations about simple biological or mechanical processes, such as how the ear, hearing aids and cochlear implants work
  • presenting a critical review of media profiles of respected/high-profile members of the Australian Deaf community, focusing on the relationship between texts and contexts
  • summarising visual ways of communicating, transmitting and receiving information and how these influence group learning and information sharing among Deaf people
  • working with an interpreter to decide how to present information on a selected topic to a hearing audience
  • identifying and profiling Deaf artists who make use of music, as in work associated with the Deaf Performing Arts Network

  VCASFC059 | Languages | Auslan | First Language Learner | F–10 Sequence | Levels 7 and 8 | Communicating | Informing

• VCJAU013

  Recognise and understand the relationship between the character-based scripts of hiragana, katakana and kanji

  Elaborations

  • understanding that the Japanese language uses three different scripts depending on word origins and on the context of language use
  • reading and writing all hiragana and katakana, including voiced, contracted and blended sounds, using the kana chart
  • using the kana chart as a systematic framework to support learning
  • recognising that Japanese can be written vertically or horizontally and has various typefaces in printed form
  • understanding the use of basic Japanese punctuation marks such as a まる (。) 、 てん (、) and katakana long vowel mark (ー), for example, in a student’s name such as サリー
  • applying the principles of stroke order to write all kana and high-frequency kanji such as 行(い)きます、 月、 大(おお)きい
  • knowing that kanji were brought from China and that hiragana was formed by simplifying the form of kanji, while katakana was formed using a part of kanji
  • understanding that each individual kanji represents meaning as well as sound, such as 日 (‘sun’, ‘day’), and that some kanji come from pictographs, for example, 山
  • learning to write high-frequency kanji, such as numbers, days of the week, family members, and basic adjectives and verbs, applying the basic principles for stroke order, for example, 父(ちち)、母(はは)、小(ちい)さい、 見(み)ます、日本語(にほんご)
  • understanding the use of furigana as a tool to support reading

  VCJAU013 | Languages | Japanese | 7–10 Sequence | Levels 7 and 8 | Understanding | Systems of language

• VCASFC221

  Present and explain factual information about a range of topics of interest

  Elaborations

  • describing in the correct sequence home and school routines such as weekend activities or their school timetable
  • reporting to the class about a shared school event, such as Deaf Sports Day or a school camp
  • creating signed texts to explain a hobby or interest, using visual supports such as photos or props
  • presenting descriptions of items of school equipment such as those used in woodwork, science or sports, and giving simple signed explanations of how they work
  • instructing the class in a procedural text such as a simple recipe or instruction guide, using list buoys
  • sharing selected points of information from their home or local community, such as family traditions or cultural events, conveying key points of information from visual infographics or diagrams
  • working in groups to create an informative video or display about their school
  • assembling an information pack about their school to support newly arrived deaf students, including a signed glossary of key people and places and simple directions to navigate the school
  • explaining a favourite game that can be played in Auslan or English, highlighting key Auslan terms and supporting information with pictures, gestures and demonstrations

  VCASFC221 | Languages | Auslan | Second Language Learner | 7–10 Sequence | Levels 7 and 8 | Communicating | Informing

• VCHPEP128

  Analyse factors that influence emotions, and develop strategies to demonstrate empathy and sensitivity

  Elaborations

  • investigating personal, social and cultural factors that influence the way individuals respond emotionally to different situations at home, school and in the community
  • exploring different viewpoints, practising being empathetic and considering alternative ways to respond
  • recognising and interpreting emotional responses to stressful situations at home and at school, and proposing strategies for managing these responses

  VCHPEP128 | Health and Physical Education | Levels 7 and 8 | Personal, Social and Community Health | Communicating and interacting for health and wellbeing

• VCRAC052

  Engage with others to exchange ideas, experiences and interests

  Elaborations

  • exchanging opinions about family, friends, teachers, subjects, entertainment, sport and leisure
  • comparing aspects of their personal world such as school or home life
  • recounting significant events, special occasions and milestones
  • interacting in class activities and (electronic) games
  • socialising with friends and family at events, including chatting about school or holidays

  VCRAC052 | Languages | Roman Alphabet Languages | F–10 Sequence | Levels 7 and 8 | Communicating | Socialising

• VCJAC009

  Create simple bilingual texts and resources such as learning support materials, menus, brochures, signs, digital presentations, displays and captions

  Elaborations

  • creating written or digital bilingual resources to support their language learning, such as captions for photo stories or displays, glossaries or personal Japanese–English dictionaries, with examples and explanations of terms or expressions that have cultural associations
  • preparing bilingual captions for texts such as a newsletter item for the school community or for Japanese-speaking peers, exploring how to convey specific ideas in two different languages
  • interpreting aspects of spoken Japanese texts for others, for example, providing an English commentary on a Japanese item at a class, school or community event, assembly or parent evening, explaining culturally significant expressions and gestures
  • creating bilingual menus, signs or brochures for the school or local community, such as information about caring for the environment or school resources

  VCJAC009 | Languages | Japanese | 7–10 Sequence | Levels 7 and 8 | Communicating | Translating

• VCADAD036

  Structure dances using choreographic devices and form

  Elaborations

  • selecting, combining, refining and sequencing movement using choreographic devices such as transitions, variation and contrast and choreographic forms such as binary, ternary and narrative
  • using questions to analyse the form and use of elements in a dance, for example, how elements of dance been used by the choreographer to express their stated intention, what choreographic devices are evident in the dance, what choreographic form has been used
  • analysing and evaluating structural choices made by documenting their process in a journal, blog or video recording, securing permissions as necessary
  • responding to feedback by changing aspects of the dance to enhance communication of ideas, for example, by changing the order and pattern of dance movement, phrases or sequences or by using choreographic devices
  • using collaborative planning, selection and evaluation process to structure group dances

  VCADAD036 | The Arts | Dance | Levels 7 and 8 | Dance Practices

• VCDEC156

  Interact in classroom activities and discussions through asking and responding to open-ended questions, giving opinions and making suggestions

  Elaborations

  • initiating interactions in a class or group activity, such as by assigning roles to others, for example, Patrick, du kannst den Text schreiben! Sarah, du machst die Fotos!
  • stating a problem and asking for advice, for example, Ich habe mein Passwort vergessen. Was soll ich machen? Wie lernt man am besten Vokabeln?
  • discussing and sharing learning strategies, for example, Lerne jeden Tag zehn neue Wörter! Ich lerne Vokabeln am besten, wenn ich sie in einem Satz schreibe.
  • participating in classroom activities and discussions to manage shared learning experiences, considering and commenting on the contributions and views of others, for example, Ja, das stimmt.; Sie hat Recht.; Ich bin anderer Meinung.

  VCDEC156 | Languages | German | F–10 Sequence | Levels 7 and 8 | Communicating | Socialising

• VCDTDI038

  Analyse and visualise data using a range of software to create information, and use structured data to model objects or events

  Elaborations

  • using features and functions of software to summarise data to create information, for example calculating a simple budget of income and payments and creating a summary table for analysis
  • visualising data to create information, for example displaying geocoded data on a map
  • applying a set of conditions to a spreadsheet to organise and filter data, for example using conditional formatting to highlight the state of particular cells, and filtering and sorting categorical data using column filters
  • querying an existing database to extract data for analysis, for example devising multiple selection criteria or using simple structured query language (SQL) SELECT statements to select records and retrieve specified fields
  • describing the attributes of complex objects, for example defining the records, fields, formats and relationships of a simple dataset
  • modelling the attributes of real-world objects for a computer game

  VCDTDI038 | Technologies | Digital Technologies | Levels 7 and 8 | Data and Information

• VC2M8M04

  solve problems involving time and duration, including using 12- and 24-hour time across multiple time zones

  Elaborations

  • using digital tools to investigate time zones around the world and convert from one zone to another, such as time in Perth, Western Australia, compared to Suva in Fiji or Toronto in Canada
  • recognising the challenges of planning regular virtual meeting times for a company that has both international staff and staff within different states and territories, and the impact daylight savings has due to multiple time zones, explaining the mathematical language used to communicate current time such as Coordinated Universal Time (UTC)+8, Australian Eastern Standard Time (AEST), Australian Central Standard Time (ACST) and Australian Western Standard Time (AWST)
  • planning an international travel itinerary that covers destinations in different time zones across Asia

  VC2M8M04 | Mathematics | Mathematics Version 2.0 | Level 8 | Measurement

• VCHIC063

  Produce bilingual texts such as digital stories, programs for events, performances, skits or poems that reflect the experience of ‘living between languages’

  Elaborations

  • creating a short bilingual documentary about a local community event or locale, with narration in one language and subtitles in the other
  • composing menus or programs for school or community events that include footnotes in English to explain key terms or items
  • creating a bilingual resource to present to the school library, for example, an illustrated anthology of popular Hindi poems or proverbs with English translations
  • performing a role play, skit or song for a school concert or assembly, using Hindi for the performance and English for supporting explanations and commentary

  VCHIC063 | Languages | Hindi | F–10 Sequence | Levels 7 and 8 | Communicating | Translating

• VCIDC090

  Present factual information and ideas about aspects of language and culture in oral, written and multimodal form

  Elaborations

  • reporting, orally and in writing, on events in their immediate environment or personal world, for example, a school/community event, celebration or excursion, or a new student
  • creating texts to present information or ideas to an audience, for example, advertise an event, create a virtual tour of the school, report on a favourite band or type of music
  • describing an aspect of Australian culture for an Indonesian audience, for example, food/diet, daily life, a significant place or cultural practice
  • preparing presentations about aspects of daily life and practices in Indonesia, such as school, leisure, entertainment, diet or education

  VCIDC090 | Languages | Indonesian | 7–10 Sequence | Levels 7 and 8 | Communicating | Informing

• Auslan - First Language Learner - F–10 Sequence: Levels 7 and 8 achievement standards

  By the end of Level 8, students interact to share ideas and interests and to offer opinions, using compound and complex sentences, for example by using lexical conjunctions as well as non-manual features (NMFs). They participate in discussions and debates, acknowledging others’ opinions...

  Level description | Languages | Auslan | First Language Learner | F–10 Sequence | Levels 7 and 8

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

  By the end of Level 8, students use spoken and written Italian to interact in a range of personal and social contexts. They describe or present people, places, events or conditions; discuss likes, dislikes and preferences; present information; recount and narrate events; and talk about personal...

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

• VCASFC098

  Translate familiar words and phrases from Auslan to English and vice versa, noticing similarities and differences in meaning

  Elaborations

  • recognising that every language uses words or signs to make meaning
  • identifying aspects of Auslan which are the same in English, such as the fingerspelled alphabet
  • participating in shared reading of age-appropriate high-interest, low-readability books containing images and plain English text, asking and answering questions about unfamiliar words and phrases, working collaboratively to produce an Auslan version of the text
  • comparing key signs used in Auslan versions of familiar and simple texts, such as stories from the Auslan Storybooks site, to words used in written English texts, and noticing how signs can convey rich, multilayered meaning, which might not have a direct match in English captioning
  • playing matching-pair games with Auslan sign flashcards and English word cards, matching cards in each language associated with concepts such as weather or animals
  • identifying examples of words and signs that seem to have direct matches/equivalents in Auslan and English and examples of those that do not, such as GO-TO in Auslan requiring more than one English word
  • finding and using phrases that have direct sign-for-word translations between Auslan and English, such as Goodnight, Happy birthday and Happy New Year and others that do not, such as None of your business!
  • identifying challenges associated with Auslan–English translation, such as multiple meanings for words like run, the fact that meaning is not always literal and that sign translations of a word will vary according to the meaning in context
  • paraphrasing and summarising short Auslan texts containing familiar content, providing simple translations in written English, and following the reverse process working from texts in written English into Auslan

  VCASFC098 | Languages | Auslan | First Language Learner | 7–10 Sequence | Levels 7 and 8 | Communicating | Translating

• VCESC001

  Interact with teacher and peers to exchange information about self, family, friends and leisure activities, and to express feelings, likes and dislikes

  Elaborations

  • exchanging greetings with others using appropriate formal or informal language, for example, ¡Buenos días, clase!, Buenas tardes señor Rodríguez, ¿cómo está usted?, ¡Buenas noches señoras y señores!, Hola¿qué tal Pedro? Adiós señora, que le vaya bien ¡Hasta luego amigos!
  • describing routines, events and leisure activities using language associated with time, frequency and location, for example, Todos los días me levanto a las 7. Los fines de semana voy a la playa con mi familia. Mi fiesta de cumpleaños es el domingo
  • using present tense high-frequency verbs such as ser, estar, tener, llamarse and vivir to introduce self and others and to describe and share aspects of personal worlds, for example, Me llamo David y vivo con mi padre. Mi amigo es divertido, vive en un apartamento elegante. Mi hermana tiene 24 años y está casada
  • recounting significant or special events and comparing these to similar events for Spanish-speaking teenagers, for example, cumpleaños, vacaciones, celebraciones especiales, eventos deportivos
  • expressing likes, dislikes, preferences and feelings, for example, Me gusta jugar con el ordenador/computador. No me gusta la sopa. Me encanta la música. Mi deporte favorito es la natación. Estoy estresada..., estoy contenta..., estoy cansado ..., estoy aburrido ...

  VCESC001 | Languages | Spanish | 7–10 Sequence | Levels 7 and 8 | Communicating | Socialising

• VCESU175

  Understand and control grammatical structures such as different forms of the past tense, regular and irregular verbs, interrogative and imperative moods, and conjunctions in a range of familiar types of texts

  Elaborations

  • conjugating common regular verbs and high-frequency irregular verbs (ir, tener, ser, haber) in the present (hablo inglés) past (nadasteis en el río) and present perfect (¿han llegado ya?) tenses
  • using present, past and future tenses of modal verbs, for example, no pudo comer, debemos dormir bien
  • using adjectives to describe and compare people and some aspects of the environment, for example, mi tía es generosa, los Andes son inmensos
  • using adverbs to modify the meaning of verbs and adjectives, for example, casi nunca, demasiado
  • using subject-verb-object word order and comparing it to English structures, for example, Simón busca la información para la tarea en la red
  • expressing quantity, for example, miles de personas, mucha gente, varios libros, tanto dinero, pocas ideas, bastante calor, algunos amigos
  • joining elements of more complex sentences using conjunctions, for example, y, pero, porque, además
  • using interrogative and imperative moods, for example, ¿Has comido? ¡Abre la puerta!
  • indicating possession by using de followed by a pronoun (de él) or noun, for example, El carro de mi mamá, Las camisas de mi hermano

  VCESU175 | Languages | Spanish | F–10 Sequence | Levels 7 and 8 | Understanding | Systems of language

• VCFRU067

  Understand and control additional elements of French grammar such as compound tenses, irregular and reflexive verb forms, verb moods and modalities

  Elaborations

  • increasing control of the conjugation of regular verbs in le présent and le passé composé and of high-frequency irregular verbs such as avoir, être, faire, devoir, vouloir, savoir
  • recognising and using idiomatic expressions such as those using avoir, for example, avoir soif, avoir sommeil, avoir peur
  • understanding the form and function of reflexive verbs, for example, il se lève très tard, nous nous promenons chaque soir, je veux m’asseoir à côté de toi
  • extending knowledge of negative constructions such as ne…plus, ne…rien, ne…jamais, ne…que..
  • using le passé composé and le futur proche
  • understanding how to use modal verb forms to express possibility, obligation and ability (for example, je peux m’imaginer…, il doit partir demain), and impersonal expressions such as il faut… and on…
  • learning to use direct object pronouns in conjunction with the present tense, for example, je t’écoute, elle les mange tous les jours!
  • continuing to build a metalanguage to describe grammatical concepts and to organise learning resources, for example, verb charts, vocabulary lists and groups of pronouns, adverbs and adjectives

  VCFRU067 | Languages | French | F–10 Sequence | Levels 7 and 8 | Understanding | Systems of language

• VCRAC090

  Present factual information and ideas about aspects of language and culture in oral, written and multimodal form

  Elaborations

  • reporting, orally and in writing, on events in their immediate environment or personal world, for example, a school/community event, celebration or excursion, or a new student
  • creating texts to present information or ideas to an audience, for example, advertise an event, create a virtual tour of the school, report on a favourite band or type of music
  • describing an aspect of Australian culture for an audience of speakers of the language being learned, for example, food/diet, daily life, a significant place or cultural practice
  • preparing presentations about aspects of daily life and practices in a region where the language is spoken, such as school, leisure, entertainment, diet or education

  VCRAC090 | Languages | Roman Alphabet Languages | 7–10 Sequence | Levels 7 and 8 | Communicating | Informing