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• VCFRU102

  Recognise and use features of the French sound system, including pitch, rhythm, stress and intonation

  Elaborations

  • developing awareness of French sounds, rhythms and intonation patterns, including those with no English equivalents, for example, -u (tu), -r (très vite) and -ion (attention)
  • becoming familiar with the vowel system in French, including nasalised vowels such as plein, bon, and semi-vowels such as famille, oui
  • distinguishing vowel sounds (for example by recognising distinctions between nasal vowel sounds such as cinq, sympa, manger, entre, dont, des bonbons), and experimenting with pronunciation of consonant–vowel combinations, for example by using virelangues such as un chasseur sachant chasser…, six cent six saucissons suisses…
  • using the French alphabet for spelling out names or expressions, noticing similarities and differences to English and using correct terminology for accents (accent aigu, accent cédille, accent circonflexe)
  • recognising differences in intonation and rhythm between statements, questions and commands (Vous écoutez la chanson. Vous écoutez la chanson? Ecoutez la chanson!)
  • using appropriate intonation for common fillers, interjections and responses such as hein?, bon, beh…, n’est-ce pas? Oh là là!, Aïe!, Youpi! Ça alors…

  VCFRU102 | Languages | French | 7–10 Sequence | Levels 7 and 8 | Understanding | Systems of language

• VCGGK115

  Strategies used to enhance the liveability of places, especially for young people, including examples from Australia and Europe

  Elaborations

  • researching methods implemented in Australia and Europe to improve the liveability of a place, and evaluating their applicability to their own locality
  • developing a specific proposal to improve an aspect of the liveability of their place, taking into account the needs of diverse groups in the community, including, for example, young people through fieldwork in the local recreation area or Traditional Owners by developing bilingual signage or indigenous garden projects
  • discussing the impact of increasing housing density on the liveability of places, and on their environmental sustainability

  VCGGK115 | The Humanities | Geography | Levels 7 and 8 | Geographical Knowledge | Place and liveability

• VCGRCU007

  Understand the phonological and orthographic systems of Classical Greek, including the restored pronunciation and the written alphabet

  Elaborations

  • learning the Greek alphabet in lower and upper case, including final sigma, matching script to sound, for example, δ = d, γ = g, θ = th
  • recognising the use of the upper case in Classical Greek to distinguish proper nouns
  • mimicking or copying restored pronunciation of Classical Greek words, individually or with peers
  • writing simple sentences in Classical Greek to consolidate knowledge of script
  • recognising and representing diphthongs, double consonants and aspirated consonants, for example, αι, γγ, ψ, ξ, θ, χ, φ
  • recognising and using diacritical marks to show aspiration and iota subscript, for example, ἡ ὁδός, τῇ ὁδῷ
  • learning the standard system of transliteration of Greek into English letters, for example, δ = d, χ = ch, αι = ae
  • recognising that punctuation in Classical Greek can be different from English, for example, the use of the semicolon as the question mark in Classical Greek

  VCGRCU007 | Languages | Classical Greek | Levels 7 and 8 | Understanding | Systems of language

• VCHHK110

  Changes in society and the perspectives of key groups affected by change including the influence of law and religion

  Elaborations

  • Egypt
    • distinguishing between groups using historical sources such as the nobility, bureaucracy, women, and slaves in hieroglyphics
    • creating a graphic representation of the social structure of Egyptian society
    • outlining the rights of women, for example, in the areas of marriage, family life, work and education, and their responsibilities, that is, generally limited to the home and family
  • Greece
    • examining evidence of the social structure of Athenian or Spartan society, for example, the roles of citizens, women, slaves in Athenian society and the roles of Spartiates, Perioikoi and Helots in Spartan society
    • outlining the rights of citizens in ancient Athens, for example, the right to vote, their responsibilities, for example, military service, attending assembly meetings, and the invention of freedom
  • Rome
    • examining the evidence of the social structure of Roman society, for example, the roles of patricians, plebeians, women and slaves in the city of Rome, and the idea of Republican virtue and its historical resonance
    • describing the significance of slavery in the period of the Roman Empire, for example, the acquisition of slaves through warfare, the use of slaves as gladiators and agricultural labourers, and the rise of freedmen
  • India
    • creating a graphic representation of the social structure of Indian society
    • explaining the social structure of India, including the role of Brahmins – priests, teachers, Kshatriyas – kings, warriors, Vaishyas – merchants, artisans, Shudras – labourers, peasants
  • China
    • creating a graphic representation of the social structure of Chinese society such as kings, emperors, scholars, farmers, craftsmen, women
    • outlining the rights and responsibilities of women, for example, in the areas of marriage, family life, work and education

  VCHHK110 | The Humanities | History | Levels 7 and 8 | Historical Knowledge | Ancient world and early civilisations – 60 000 BC (BCE) – c.650 AD (CE)

• VCITC107

  Reflect on own identity, including identity as a user and learner of Italian, through connecting observations made about experiences over time

  Elaborations

  • creating texts to identify and describe significant events or experiences, including membership of groups (for example, sporting or cultural groups), that have shaped personal identity
  • describing orally or in writing a significant person in their life, discussing their personal qualities, why this person is important, and how they are similar to this person, for example, Anch’io;… è importante per me perché; io sono come …; assomiglio a …
  • creating personal profiles to share with others, considering which aspects of their identity to reveal to people in different contexts
  • presenting aspects of personal experience using digital photo stories with audio
  • creating timelines of significant events in their life, particularly events that have shaped their identity them, including visual representations such as photos and illustrations
  • comparing and contrasting own experiences as a learner of Italian, for example, by comparing journal entries recorded over time

  VCITC107 | Languages | Italian | 7–10 Sequence | Levels 7 and 8 | Communicating | Reflecting

• VCITC098

  Participate in spoken and written transactions, including purchasing goods and services, and give and follow directions and instructions

  Elaborations

  • participating in real and imagined transactions such as purchasing a ticket for an event or choosing a gift for someone, for example, Quanto costa [+ definite article or demonstrative + noun]? Cosa prendi? … un caffè … e tu?
  • asking for, giving and following directions, for example, Dov'è? Qui/là. Dove si trova? A destra/sinistra. Vicino a/lontano da; sotto/sul

  VCITC098 | Languages | Italian | 7–10 Sequence | Levels 7 and 8 | Communicating | Socialising

• VCITU071

  Use grammatical knowledge to extend meanings, including knowledge of irregular, reflexive and modal verbs

  Elaborations

  • learning to use:
    
    • nouns: gender and number, regular and irregular
      
    • suffixes such as –ino/a, -issimo/a, -etto/a, -astro/a, for example, grande-grandissimo, piccolo-piccolino, casa-casetta, figlio-figliastro and figlia-figliastra; and prefixes such as pro- and bis-, for example, prozio and bisnonno
      
    • pronouns, including subject pronouns and direct object pronouns
      
    • articulated prepositions, for example, di, tra, con plus articles a, di, da, in, su plus article; and prepositions which do not combine, for example tra, per
      
    • adverbs to qualify verbs, for example, proprio, troppo, abbastanza, specialmente, spesso, nemmeno, purtroppo, non... né... né...
      
    • negative constructions including the double negative, for example, Non vado mai in centro. Non c’è niente/nessuno...
      
    • verbs to express action in time, using a range of regular and some irregular verbs, reflexive verbs in the present tense, perfect and imperfect, and exposure to the impersonal si; using modal verbs to express ability, possibility, likelihood and permission

  VCITU071 | Languages | Italian | F–10 Sequence | Levels 7 and 8 | Understanding | Systems of language

• VCITU108

  Develop awareness of features of the Italian sound system, including pronunciation, syllable stress, rhythm and intonation, and how these are represented in written form

  Elaborations

  • listening to and producing the sounds of Italian, and noticing sound–symbol correspondence, for example, consonant combinations (for example, famiglia, gnocchi, chiesa, barche), vowel combinations (for example, buono, chiave, ciliegia) and double consonants (for example, sono and sonno)
  • using the Italian alphabet, making connections between spoken and written forms, understanding the effect of grave and acute accents (for example, città, perché)
  • recognising differences in tone and rhythm between statements, questions, exclamations, requests and commands, for example, Vai a casa? Vai a casa!
  • noting differences between Italian and English use of capital letters, and using rules of capitalisation when creating own texts, for example, omission of capitals with weekdays, months of the year and nationalities
  • checking pronunciation of words using sound files and text-to-speech software
  • recording individual words to create a talking dictionary

  VCITU108 | Languages | Italian | 7–10 Sequence | Levels 7 and 8 | Understanding | Systems of language

• VCJAC173

  Consider how their own biography, including family origins, traditions, interests and experiences, impacts on their sense of identity and ways of communicating

  Elaborations

  • reflecting on their own response to learning and participating in cultural behaviours such as bowing and using respectful language, identifying degrees of comfort, discomfort, challenge and enjoyment
  • creating written, spoken or multimodal texts such as identity maps, timelines, digital presentations or family trees with captions to describe significant life influences such as key people, events, educational experiences, community affiliations or travel experiences, for example, そふは　イタリア人です。でも、そぼは　イギリス人です。1950 年(ねん)に　オーストラリアに　きました。
  • reflecting on the experience of learning and using Japanese, and considering whether own previous attitudes or assumptions in relation to Japan or the Japanese language and culture have changed
  • considering their identity as a ‘second language learner’ and whether it involves changes in aspirations, career considerations or social-networking opportunities
  • sharing and comparing cultural and intercultural experiences and language capabilities, and exchanging views on the benefits of speaking more than one language, such as having a larger vocabulary to draw on, additional insights and perspectives, and opportunities for new experiences

  VCJAC173 | Languages | Japanese | F–10 Sequence | Levels 7 and 8 | Communicating | Reflecting

• VCJAU012

  Recognise and use features of the Japanese sound system, including pitch, accent, rhythm and intonation

  Elaborations

  • understanding the system of Japanese sound combinations, that Japanese has five vowels and that a vowel can be attached to all consonants except ‘ん’
  • accurately pronouncing all combinations of hiragana and katakana, including voiced and unvoiced forms and all combined sounds (contractions and blends)
  • understanding that the sounds of hiragana and katakana are identical even though the associated scripts are different
  • recognising that in the copula desu and the verb suffix masu, the ‘u’ is devoiced in normal speech
  • using available combinations of katakana to experiment with the Japanese pronunciation of loan words, for example, レストラン
  • recognising the basic unit of sound in Japanese (‘mora’: モーラ or 拍), for example, こんにちは has five moras
  • becoming familiar with the rhythm of Japanese, recognising the concept of the ‘foot’ (フット) as the minimum unit of rhythm, and that one foot in Japanese consists of two moras, for example, ごちそうさま is pronounced as a three-foot word

  VCJAU012 | Languages | Japanese | 7–10 Sequence | Levels 7 and 8 | Understanding | Systems of language

• VCKOC178

  Create and present imaginative texts including digital and interactive texts to entertain others, involving imagined characters and contexts

  Elaborations

  • creating stories with self as the main character in imaginative settings in the past, future or virtual reality, incorporating communicative styles and social behaviours observed in Korean texts (for example, 저는 화성에서 왔어요 …, 지구에 정들었어요)
  • illustrating imaginative stories in visual forms such as cartoons or captioned photo stories
  • producing performances to present imaginative stories, for example, role-plays, skits, raps, using expressive language for sounds and shapes/movements (똑똑, 첨벙첨벙, 콜콜, …)
  • creating alternative versions of stories such as a Korean tale or film script with a new character and an alternative ending

  VCKOC178 | Languages | Korean | F–10 Sequence | Levels 7 and 8 | Communicating | Creating

• VCKOC011

  Reflect on own identity, including identity as a user and learner of Korean, comparing observations made about experiences over time

  Elaborations

  • communicating / sharing information about own identities in terms of cultural background and personal and social experience, using declarative and descriptive statements, for example, 저는중국계 호주 사람이에요; (저는) 한국어하고 스페인어를 해요; (저는) … 회원이에요
  • preparing information to exchange with Korean-speaking students, such as a class profile showing cultural backgrounds, languages used in the home, interests and values, and using resources such as photos, captions, quotes and symbols
  • sharing ideas about how cultural aspects embedded in or accompanying Korean language use might be perceived differently in different cultures, for example, politeness, terms of address, and gestures such as bowing when greeting older people, using fingers when counting, or pointing with the index finger
  • sharing feelings or ideas on the reciprocal benefits of learning and knowing each other’s language and culture, for example, mutual understanding and friendship between themselves and peers from a Korean background

  VCKOC011 | Languages | Korean | 7–10 Sequence | Levels 7 and 8 | Communicating | Reflecting

• VCKOU012

  Recognise features of the Korean sound and writing systems including Hangeul, making connections between spoken and written Korean texts

  Elaborations

  • listening to and reproducing the sounds of Korean, noticing sound-symbol correspondence, for example, in consonants (발 versus 팔, 갈 versus칼), in diphthongs transcribed as combinations of vowel letters (반가워요, 와요, 왜, 의사, 가위) and in tense consonants transcribed by double-consonant letters (살 versus 쌀, 자요 versus 짜요, 고리 versus 꼬리, 방 versus빵)
  • recognising the differences in intonation between statements, questions, requests and commands, for example, 가요; 가요?; 가요; 가요!
  • constructing syllable blocks in different shapes, where a consonant and a vertical vowel are positioned side by side (for example, 가), a horizontalvowel is positioned underneath a consonant (for example, 누), or a consonant or a consonant cluster is added as asyllable-final consonant (받침) under the first two types of syllable blocks, for example, 각, 눈, 닭
  • combining syllable blocks to write a word and applying spacing rules (띄어쓰기) and basic phonological rules (for example, 친구가 교실에서 책을 읽어요) when reading and writing

  VCKOU012 | Languages | Korean | 7–10 Sequence | Levels 7 and 8 | Understanding | Systems of language

• VCKOU183

  Use appropriate pronunciation rules and writing conventions to produce and read short texts in Korean that include some less familiar language

  Elaborations

  • applying pronunciation rules and writing conventions to reading and writing, inferring meanings of less familiar texts provided in Korean, such as 먹고, 어떻게 and 축하합니다 pronounced as 먹꼬, 어떠케 and 추카함니다
  • experimenting with pronunciation of less familiar texts
  • comparing how loan words from English are written in Hangeul and pronounced in Korean with how their original counterparts in English are written and pronounced, for example, 테니스versus ‘tennis’, 포크 versus ‘fork’, 인터넷 versus ‘internet’
  • composing texts, applying spacing rules in Korean

  VCKOU183 | Languages | Korean | F–10 Sequence | Levels 7 and 8 | Understanding | Systems of language

• VC2M7M02

  solve problems involving the volume of right prisms including rectangular and triangular prisms, using established formulas and appropriate units

  Elaborations

  • building a rectangular prism out of unit cubes and showing that the measure of volume is the same as would be found by multiplying the 3 edge lengths or by multiplying the area of the base by the height/length
  • developing the connection between the area of the parallel cross-section (base), the height and the volume of a rectangular or triangular prism to other prisms
  • connecting the area of the floor space and the number of floors of a high-rise building to calculate the volume of a building
  • using dynamic geometry software, spatial reasoning and prediction to derive the formula for the volume of prisms

  VC2M7M02 | Mathematics | Mathematics Version 2.0 | Level 7 | Measurement

• VCMNA257

  Investigate, interpret and analyse graphs from real life data, including consideration of domain and range

  Elaborations

  • using travel graphs to investigate and compare the distance travelled to and from school
  • interpreting features of travel graphs such as the slope of lines and the meaning of horizontal lines
  • using graphs of evaporation rates to explore water storage
  • describing and comparing temperature during a day at different times of the year from the corresponding graphs

  VCMNA257 | Mathematics | Level 7 | Number and Algebra | Linear and non-linear relationships

• VC2M7SP03

  describe the effect of transformations of a set of points using coordinates in the Cartesian plane, including translations, reflections in an axis, and rotations about the origin

  Elaborations

  • using digital tools to transform shapes in the Cartesian plane, describing and recording the transformations
  • describing patterns and investigating different ways to produce the same transformation, such as using 2 successive reflections to provide the same result as a translation
  • experimenting with, creating and re-creating patterns using combinations of translations, reflections and rotations, using digital tools

  VC2M7SP03 | Mathematics | Mathematics Version 2.0 | Level 7 | Space

• VCMSP269

  Construct and compare a range of data displays including stem-and-leaf plots and dot plots

  Elaborations

  • understanding that some data representations are more appropriate than others for particular data sets, and answering questions about those data sets
  • using ordered stem-and-leaf plots to record and display numerical data collected in a class investigation, such as constructing a class plot of height in centimetres on a shared stem-and-leaf plot for which the stems 12, 13, 14, 15, 16 and 17 have been produced

  VCMSP269 | Mathematics | Level 7 | Statistics and Probability | Data representation and interpretation

• VCSIS113

  Communicate ideas, findings and solutions to problems including identifying impacts and limitations of conclusions and using appropriate scientific language and representations

  Elaborations

  • using digital technologies to access information, to communicate and collaborate with others on and off site and to present science ideas
  • selecting and using appropriate language and representations to communicate science ideas within a specified text type and for a specified audience

  VCSIS113 | Science | Levels 7 and 8 | Science Inquiry Skills | Communicating

• VCSIS112

  Reflect on the method used to investigate a question or solve a problem, including evaluating the quality of the data collected, and identify improvements to the method

  Elaborations

  • identifying and considering indicators of the quality of the data when analysing results
  • discussing investigation methods with others to share ideas about the quality of the inquiry processes used
  • suggesting improvements to investigation methods that would improve the accuracy of the data recorded

  VCSIS112 | Science | Levels 7 and 8 | Science Inquiry Skills | Analysing and evaluating