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• VCZHU170

  Identify changes in tone that occur when words or tones are combined, recognise atonality in rapid connected speech, and use this knowledge to aid in interpreting meaning

  Elaborations

  • comparing ways they pronounce and use spoken Chinese with peers and other Chinese speakers, and determining the influences on their own language use, such as TV, parents, dialects spoken
  • developing tone discrimination and identifying subtle differences in pronunciation, including variations in regional accents, for example, distinguishing between ‘qing’ and ‘qin’, ‘lou’ and ‘rou’, ‘liang’ and ‘lang’, ‘shi’ and ‘si’, and ‘lan’ and ‘nan’ when listening to interactions between speakers in diverse contexts

  VCZHU170 | Languages | Chinese | Background Language Learner | F–10 Sequence | Levels 7 and 8 | Understanding | Systems of language

• VC2M8ST03

  compare variations in distributions and proportions obtained from random samples of the same size drawn from a population and recognise the effect of sample size on this variation

  Elaborations

  • comparing the proportion of students in favour of a proposal for a change in school uniform between different random samples of 50 students from the school population
  • using digital tools to simulate repeated sampling of the same population, such as heights or arm spans of students, recording and comparing means, median and range of data between samples
  • using relative frequencies from historical data to predict proportions and the likely number of outcomes in situations such as weather forecasting or the countries of origin of visitors to tourist attractions
  • investigating the effect that adding or removing data from a data set has on measures of central tendency and spread
  • investigating Aboriginal and/or Torres Strait Islander ranger groups and other groups’ use of sampling techniques to track biodiversity of species

  VC2M8ST03 | Mathematics | Mathematics Version 2.0 | Level 8 | Statistics

• VCCCTQ033

  Suspend judgements temporarily and consider how preconceptions may limit ideas and alternatives

  Elaborations

  • reflecting on whether any preconceptions such as safety or ‘price point’ can be used to test the quality of ideas
  • challenging the inclusion of a feature of an object taken for granted, such as a lid on toothpaste tubes, and how this expands ideas for product innovations
  • investigating an issue such as improvements to liveability of another place, and exploring how differences in places mean that preconceptions should be suspended
  • identifying their preconceptions about a particular text and considering the influence of these preconceptions on how they react to an adaptation of the text, for example to a film adaptation of a novel
  • exploring barriers and enablers for the greater inclusion of voices, for example in issues concerning lowering the voting age or setting gender quotas and how greater or less inclusion might affect the range of useful ideas

  VCCCTQ033 | Capabilities | Critical and Creative Thinking | Levels 7 and 8 | Questions and Possibilities

• VCVIU012

  Recognise the features of the Vietnamese sound and writing system, including tones and tone markers, and explore Vietnamese pronunciation and spelling rules

  Elaborations

  • exploring the Vietnamese alphabet, identifying letters that have no equivalent in the English alphabet, such as ă, â, ê, ô, ơ, ư and đ, and vice versa (f, w, z)
  • reading, listening to and reproducing Vietnamese words with different tone markers, recognising that Vietnamese is a tonal language, and understanding that pitch changes affect the meaning of a word, for example, ma (‘ghost’), mà (‘but’/‘that’), má (‘mother’), mả (‘grave’), mã (‘horse’), mạ (‘rice seedling’)
  • listening to, reading and reproducing Vietnamese words with the same monophthongs or diphthongs, for example, đi thi, bà già, mai, nai, vài bài, developing awareness of sound–letter relationships to establish concepts of Vietnamese spelling rules
  • identifying words with the same syllables, including monophthongs, diphthongs and triphthongs, for example, nho nhỏ, đo đỏ, ngày nay, máy may, người người cười tươi, when listening to songs and reading poems
  • differentiating between consonant blends that are pronounced similarly such as ch and tr, d and gi, s and x, for example, che chở versus cây tre; hung dữ versus giữ nhà; cá sấu versus xấu quá
  • understanding and applying spelling rules for special cases such as the initial consonant k and consonant clusters kh, gh, ngh can go with the vowels i, e, ê only, for example, kể, khi, nghỉ, ghe, nghe, nghề, and rules relating to middle tone markers dấu hỏi and dấu ngã for Vietnamese alliterations (ngang, sắc, hỏi and huyền, ngã, nặng), such as in mát mẻ, vui vẻ; bẽ bàng, hờ hững
  • applying Vietnamese spelling rules, including adding or changing initial consonants, vowels or tone markers, to form new words, for example, đi thi, bà già, hai tai, mười người, ba và bà, no nê, thủ thỉ, nho nhỏ, nho đỏ, gió to, tươi cười
  • identifying similarities in the Vietnamese pronunciation of Chinese, French and English loan words such as sư phụ, toilet, gara, tivi, video

  VCVIU012 | Languages | Vietnamese | 7–10 Sequence | Levels 7 and 8 | Understanding | Systems of language

• VCASFU229

  Recognise and restrict signing to the standard signing space, and understand that pronouns, depicting signs and verbs can be located meaningfully in that space to show participants in a process

  Elaborations

  • describing the range of signing space in normal signed discourse
  • recognising that non-body-anchored nouns can be located in space and identifying instances of this
  • comparing and contrasting Auslan and English pronouns, in particular noticing that Auslan pronouns don’t show gender but they can show location and a specific number of referents, for example, WE2 (inclusive) and WE3 (inclusive) or WE2-NOT-INCLUDING-YOU (exclusive)
  • discussing the functions of different pointing signs, such as pronouns, determiners, locatives
  • noticing that enacting a role or modifying the beginning and end locations of some verbs can show the referents involved, for example:
    PRO1 ASK PRO3 versus PRO1 ASK-_her
    PRO3 ASK-_me CA:I-was-shocked
    
  • identifying what sorts of things can be represented in a DS by a particular handshape, for example a distant person, pole or tree can be represented by a point handshape, and a cylinder can be traced by a C handshape
  • identifying examples of DSs in an Auslan text, and recognising that handshape and movement represent different things in each type of DS, for example:
    • entity DSs: the handshape is an object or person, and the movement is the movement or location of that object or person
    • handling DSs: the handshape represents a person’s hands touching or moving another object, and the movement shows how the hands move
    • SASS DSs: the handshape and movement outline the shape or size of something

  VCASFU229 | Languages | Auslan | Second Language Learner | 7–10 Sequence | Levels 7 and 8 | Understanding | Systems of language

• 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

• VCCCC025

  Identify how values can promote cohesion within Australian society, including the values of freedom, respect, inclusion, civility, responsibility, compassion, equality and a ‘fair go’

  Elaborations

  • identifying values shared by Australians and deciding which ones could also be considered universal values
  • identifying how human rights values are consistent with Australian values

  VCCCC025 | The Humanities | Civics and Citizenship | Levels 7 and 8 | Citizenship, Diversity and Identity

• VCCCTM042

  Consider how problems can be segmented into discrete stages, new knowledge synthesised during problem-solving and criteria used to assess emerging ideas and proposals

  Elaborations

  • discussing common stages in problem-solving or inquiry and proposing and justifying a particular sequence, for example for a fieldwork investigation
  • adjusting problem-solving in light of new knowledge, for example finding evidence of vested interests in collected sources
  • identifying an appropriate type of investigation, for example experimentation, fieldwork, or research of secondary sources and planning each of its stages, with annotations to justify the proposed plan

  VCCCTM042 | Capabilities | Critical and Creative Thinking | Levels 7 and 8 | Meta-Cognition

• VCGGK107

  The quantity and variability of Australia’s water resources compared with those in other continents and how water balance can be used to explain these differences

  Elaborations

  • investigating the main causes of rainfall and applying their geographical knowledge to explain the seasonal rainfall patterns in their own place and in a place with either significantly higher or lower rainfall
  • interpreting the spatial distribution of rainfall in Australia and comparing it with that of other continents
  • using the concept of the water balance (the relationship between rainfall, evaporation and runoff) to explain the differences between Australia and other continents in water resources

  VCGGK107 | The Humanities | Geography | Levels 7 and 8 | Geographical Knowledge | Water in the world

• VCHPEP127

  Investigate the benefits of relationships and examine their impact on their own and others’ health and wellbeing

  Elaborations

  • examining how individuals, family and peer groups influence people’s behaviours, decisions and actions
  • understanding and applying online and social protocols to enhance relationships with others and protect their own wellbeing, including recognising and responding to inappropriate online content
  • analysing how their relationships at home and at school influence behaviours and actions
  • analysing how behaviours, actions, and responses to situations can change depending on whether they are by themselves, with friends or with family
  • recognising the impact bullying, violence and harassment can have on peer and family relationships, including online relationships

  VCHPEP127 | Health and Physical Education | Levels 7 and 8 | Personal, Social and Community Health | Communicating and interacting for health and wellbeing

• VCELU168

  Understand how language use varies according to context, purpose, audience and mode of delivery, and how language choices, such as shifting from a formal to an informal style, may signal changes in social settings

  Elaborations

  • identifying linguistic features used in different types of text, for example, different greetings and levels of formality expressed in conversations, speeches, emails and electronic text messages
  • identifying differences in language, register and style in a range of contexts, for example, in songs, graffiti and event invitations
  • understanding that different situations need different levels of politeness depending on the context and the speaker, such as thanking a peer for a gift, apologising to a host for lateness
  • recognising that there are linguistic choices to ensure appropriate interaction, for example, when giving directions εδώ είπα, δεξιά παρακαλώ, σταμάτα

  VCELU168 | Languages | Modern Greek | F–10 Sequence | Levels 7 and 8 | Understanding | Language variation and change

• VCNRU066

  Understand how language use varies according to context, purpose, audience and mode of delivery, and how language choices, such as shifting from a formal style to informal style, may signal changes in social settings

  Elaborations

  • identifying linguistic features used in different types of text, for example, different greetings and levels of formality expressed in conversations, speeches, emails and electronic text messages
  • identifying differences in language, register and style in a range of contexts, for example, in songs, graffiti and event invitations
  • understanding that different situations require different levels of politeness depending on the context and the speaker
  • recognising that there are linguistic choices to ensure appropriate interaction, for example, when giving directions

  VCNRU066 | Capabilities | Personal and Social Capability | Levels 7 and 8 | Understanding | Language variation and change

• VCGGK108

  Nature of water scarcity and the role of humans in creating and overcoming it, including studies drawn from Australia and West Asia and/or North Africa

  Elaborations

  • investigating the causes of water scarcity. For example, an absolute shortage of water (physical), inadequate development of water resources (economics), or the way water is used
  • comparing the effectiveness in reducing water scarcity of methods that increase the supply of water (such as recycling waste water, stormwater harvesting and re-use, desalination and inter-regional transfer of water) with methods that reduce the demand for water (such as pricing, changing the use of water and water restrictions)
  • examining why water is a difficult resource to manage. For example, difficulties in accounting for its economic value, its competing uses and variability of supply over time and space
  • explaining why some land use management practices such as land cleaning and some farming practices have adversely affected water supply

  VCGGK108 | The Humanities | Geography | Levels 7 and 8 | Geographical Knowledge | Water in the world

• VCICCB013

  Analyse the dynamic nature of own and others cultural practices in a range of contexts

  Elaborations

  • examining how a similar cultural practice can be expressed differently in other contexts, for example, compare the celebration of Christmas in commercial, cultural and religious contexts
  • analysing how a range of different cultural practices developed and how they may have changed, for example, comparing women’s roles over the past hundred years at home and at work, exploring changing influences of technology in popular music, discussing changes to religious observance, such as eating fish on Friday
  • exploring why people want to preserve their cultural practices, including linguistic, artistic and culinary traditions and investigating an example of cultural preservation
  • discussing possible consequences when cultural practices are not maintained, for example, changes to language practices in successive generations of migrant communities
  • exploring cultural issues in historical contexts such as the impact of a dominant culture, language, belief or legal system, for example during the Columbian Exchange

  VCICCB013 | Capabilities | Intercultural Capability | Levels 7 and 8 | Cultural Practices

• VCDEC010

  Engage with German speakers and texts, noticing how interactions involve culture as well as language

  Elaborations

  • reflecting on choices made when using German to interact with others, considering the relationship between language, culture and behaviour, for example, the use of family names with titles (Guten Tag, Frau Stein) and formal/informal register (du/ihr/Sie), and comparing these with English and other known languages
  • observing interactions between German speakers in different contexts, noticing and recording elements that reflect cultural attitudes or behaviours, such as language associated with politeness or emotion (bitte schön; Entschuldigung; Wie schön!; Du bist gemein!), gift-giving customs, or ways of showing collective appreciation or approval, for example, applauding by rapping on surface
  • participating in cultural experiences, such as eating at a German/Swiss/Austrian restaurant or café in Australia or watching a German music performance, soccer match or skiing competition, and reflecting on cultural similarities and differences that are manifested through language
  • reflecting on how some personal or community ideas and actions in the Australian context may be perceived by German speakers, for example, being able to go camping all year round, or taking into account the vastness of Australia when planning a holiday, and discussing possible implications
  • comparing the use and cultural significance of gestures and body language in German and other languages and selecting those that can be easily incorporated into own interactions when communicating in German, for example, shaking hands as a common greeting, not putting hands in pockets while talking with someone (as this may be considered rude), and maintaining eye contact

  VCDEC010 | Languages | German | 7–10 Sequence | Levels 7 and 8 | Communicating | Reflecting

• VCGGK118

  The differences in at least one landform in Australia compared to other places and the geomorphic processes involved

  Elaborations

  • undertaking fieldwork at a site such as the 12 Apostles and using secondary sources to compare wave action and weathering with a similar landform, such as Raukar - Limestone Sea Stacks of Gotland in Sweden
  • comparing weathering processes acting on rock masses in one location with another in Australia or elsewhere, considering differences in climate, rock type, rock structure and erosion

  VCGGK118 | The Humanities | Geography | Levels 7 and 8 | Geographical Knowledge | Landforms and landscapes

• Mathematics Version 2.0: Level 8 description

  In Level 8, learning in Mathematics builds on each student’s prior learning and experiences. Students engage in a range of approaches to the learning and doing of mathematics that develop their understanding of and fluency with concepts, procedures and processes by making connections...

  Level description | Mathematics | Mathematics Version 2.0

• Science: Levels 7 and 8 description

  In Levels 7 and 8, the curriculum focus is on explaining phenomena involving science and its applications. Students explain the role of classification in ordering and organising information about living and non-living things. They classify the diversity of life on Earth into major taxonomic groups...

  Level description | Science

• VCCCC027

  Examine how national identity can shape a sense of belonging and examine different perspectives about Australia’s national identity, including Aboriginal and Torres Strait Islander peoples' perspectives

  Elaborations

  • investigating representations of Australian identity evident in national day events (such as Anzac Day), and in the media and popular culture, to analyse different perspectives on the interpretation of national identity
  • explaining contemporary influences on the shaping of Australian national identity, such as the natural environment, immigration, attitudes to Asia and Reconciliation between Aboriginal and Torres Strait Islander peoples and other Australians
  • using personal stories to explore how individuals relate to national identity and how it impacts on their sense of belonging in the Australian community
  • investigating the extent of ethnic diversity in Australia

  VCCCC027 | The Humanities | Civics and Citizenship | Levels 7 and 8 | Citizenship, Diversity and Identity

• VCCCG020

  Explain how citizens can participate in Australia's democracy, including the use of the electoral system, contact with their elected representatives, use of lobby groups, interest groups and direct action

  Elaborations

  • comparing the effectiveness of different forms of participation in Australia's democracy
  • investigating how elected representatives can advocate on behalf of citizens
  • analysing how opinion polls are conducted and the ways they are used in democratic debate
  • explaining how to enrol to vote in Australia and the role of the Australian Electoral Commission in the electoral process

  VCCCG020 | The Humanities | Civics and Citizenship | Levels 7 and 8 | Government and Democracy