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• VCASFU197

  Understand historical and contemporary factors that impact on awareness, support and use of Auslan and its vitality in contemporary Australia, comparing it with that of other signed languages around the world

  Elaborations

  • considering the impact of international historical events such as the Milan Congress (1880) and the linguistic recognition and documentation of signed languages (1960s and 1970s) on the use of signed languages in education and deaf people’s feelings of ownership and pride in their languages
  • analysing the impact of migration and settlement of deaf people from the UK and other countries in Australia, on the development of Auslan
  • investigating the geographical location, origins and history of deaf schools in Australia and the impact of these institutions on the transmission, use and status of Auslan
  • considering the contemporary influences and pressures on Aboriginal and Torres Strait Islander signed languages and how these may affect their vitality
  • describing the role religion has played in influencing Auslan in terms of usage and spread, for example, by religious orders, early Deaf Societies and Bible translation projects
  • exploring the history and acceptance of signed languages and Deaf community and culture around the world, for example by creating a timeline or a research poster
  • exploring multilingualism in the Deaf community, including the use of Auslan, English and other signed and spoken languages such as Irish-Australian sign language, and how and when users typically switch between languages and dialects
  • investigating the use and impact of generic digital technology and specific forms of communication by Auslan users, for example, video chat, social media, SMS/texting, and NRS and VRS
  • reflecting on the role of Auslan interpreters in raising awareness and understanding of Auslan in the wider community and in influencing the function and nature of Auslan, for example by the introduction of new signs for temporary use in certain contexts
  • exploring the role of deafblind people in the Deaf community
  • investigating historical patterns of employment of deaf people in certain trades and fields of work, and the impact of these traditional employment domains on Auslan development
  • considering ways that Auslan is evolving due to influences such as globalisation and the capacity for new technology to store, record and share sign languages internationally
  • comparing levels of endangerment of different sign languages, such as NZSL, village sign languages, ASL, Scandinavian, South American sign languages and Auslan, for example by using UNESCO data by reviewing the iSLanDS survey findings
  • understanding the challenges faced by Auslan and other signed languages due to intergenerational disjunction in language transmission
  • investigating how new or specialised language associated with domains such as technology, engineering, cooking or fashion are used but not documented in the Deaf community, and how such language impacts on language vitality
  • identifying contexts and circumstances that support increased usage and acceptance of newly coined Auslan terms, for example, a workplace with several deaf employees
  • recognising reasons for the shared sense of identity of sign language users and the notion of reciprocity in the Deaf community
  • researching the role of the World Federation of the Deaf in mapping and monitoring the vitality of sign languages around the world and in protecting sign language diversity
  • analysing ways in which Deaf people design and adapt spaces in cultural ways (‘Deaf space’) in order to use a visual language, for example, by eliminating visual obstacles to signed communication; using circles or semicircles for meeting and learning spaces; and using open-plan areas, lighting and window placement to maximise visual access to information, with reference to Gallaudet University’s Deaf space design principles

  VCASFU197 | Languages | Auslan | Second Language Learner | F–10 Sequence | Levels 7 and 8 | Understanding | Language awareness

• VCJAC167

  Present information about events, experiences or topics of shared interest, using modes of presentation such as charts, diagrams or digital displays to suit different audiences and contexts

  Elaborations

  • using data collected from one another to analyse and communicate information about themselves, their interests and experiences to other Japanese speakers
  • researching a Japanese cultural event, such as ゆきまつり、おしょうがつ、花見(はなみ)、お月見(つきみ), and creating an informative multimodal text that communicates key elements of that event for other learners of Japanese
  • creating texts such as brochures, posters or website posts to inform others about upcoming events such as Languages Week, a Japanese-language performance or a school exchange visit
  • creating a video clip or a photographic or journal record of activities such as a school camp, excursion, performance or sporting event as a contribution to a school or community event
  • creating a virtual introduction to the school and neighbourhood for Japanese-speaking visitors

  VCJAC167 | Languages | Japanese | F–10 Sequence | Levels 7 and 8 | Communicating | Informing

• VCESC170

  Translate and interpret a range of texts, compare own version with others’ and discuss reasons for any variations

  Elaborations

  • comparing own translation of a text with classmates’, commenting on differences and similarities between versions, considering possible reasons for these, and preparing a collaborative online whole-class version
  • commenting on representations of community cultural events such as Festival de Cine Mexicano, celebraciones de la vida de personajes del mundo hispanohablante en Australia, such as Monseñor Oscar Arnulfo Romero de El Salvador, explaining particular language or images in terms of cultural associations
  • translating different types of short messages or communications (Mañana voy a estrenar mi vestido, ¿Te gustó la sobremesa? No me tomes el pelo, It costs an arm and a leg, This job is a piece of cake ), reflecting on challenges associated with transferring meaning from one language to another
  • assisting a visiting Spanish speaker to communicate with an audience of school students and staff who have not studied Spanish, by explaining and interpreting aspects of their language and/or culture
  • selecting and explaining individual words or phrases in Spanish whose meaning can be affected by context, for example, Tengo una pila de cosas para hacer. La pila del celular se ha acabado

  VCESC170 | Languages | Spanish | F–10 Sequence | Levels 7 and 8 | Communicating | Translating

• VCASFU230

  Recognise and use elements of clause structure, such as noun groups/phrases or verb groups/phrases and using conjunctions to join clauses

  Elaborations

  • categorising noun signs into those for people, animals, places or things
  • learning that proper nouns can have a sign name or be fingerspelled
  • recognising different nouns in clauses, including those that are shown with a pointing sign, such as GIRL READ versus PRO3 READ, or VISIT FRIEND versus VISIT PRO3
  • knowing that adjectives describe nouns in different ways, such as how they look (BIG or RED), feel (SOFT or HOT), smell (SMELLY) or sound (LOUD)
  • recognising that a noun group is a group of signs that relate to a person, place or thing that can include elements such as adjectives or numbers
  • recognising that expanding a noun into a noun group enriches meaning
  • identifying verb signs (SIT, EAT, FEEL, WONDER, HAVE) and recognising that they are central to a clause
  • noticing there is no verb ‘to be’ in Auslan, which is a significant difference to English
  • exploring different semantic types of verbs in a text, for example by showing how:
    • doing (WALK, WRITE) and saying (TELL, CALL-OUT, ANNOUNCE) verbs in narrative texts give information about a characters’ actions
    • sensing (SEE, THINK) or possessing (THAT’S-TYPICAL-OF-THEM, OWN) verbs indicate what characters think, feel or own
  • relating verbs identify or describe a noun (for example, HAVE in PRO3 HAVE LONG-HAIR)
  • noticing that some signs modify the meaning of verbs, such as READ CAREFUL and that these are called adverbs
  • contributing examples of signs that tell:
    • when a verb happens (IN-2-WEEKS PRO1 HOLIDAY or WANT LUNCH NOW)
    • where a verb happens (PRO3 RUN FAR or COME HERE)
    • how a verb happens (FAST or SLOW or PRO2 QUICK FINISH)
  • noticing that sometimes Auslan signers have information about how a verb happens through NMFs not separate signs (for example, WRITE-_carelessly)
  • recognising that a verb group is a group of words built up around a verb that may include adverbs which modify the meaning of verbs and that adverbs and DSs can enrich a verb group
  • understanding that a clause is one or more signs expressing a single idea and that a clause has at least one verb, but often one or more nouns as well, for example:
    CALL-_him
    I called him.
    MAN THERE GO-TO POSS3 HOUSE
    That man went to his house.
    BIG MONSTER SCREAM
    A big monster screamed.
    
  • noticing that while word order in sentences is often important for meaning, there is flexibility in word order in Auslan and that because parts of a sentence can be signed simultaneously in Auslan, it is hard to establish word order
  • distinguishing between yes/no questions, wh- questions and statements and their corresponding NMFs

  VCASFU230 | Languages | Auslan | Second Language Learner | 7–10 Sequence | Levels 7 and 8 | Understanding | Systems of language

• VCASFU104

  Recognise and use elements of clause structure, such as noun groups/phrases or verb groups/phrases and using conjunctions to shape structure

  Elaborations

  • categorising noun signs into those for people, animals, places or things
  • learning that proper nouns can have a sign name or be fingerspelled
  • recognising different nouns in clauses, including those that are shown with a pointing sign, such as GIRL READ versus PRO3 READ, or VISIT FRIENDS versus VISIT PRO3
  • knowing that adjectives describe nouns in different ways, such as how they look (BIG or RED), feel (SOFT or HOT), smell (SMELLY) or sound (LOUD)
  • understanding that changes in mouth patterns and movement of signs can intensify adjectives, for example, RED-_really, PLEASED-_really, TALL-_really
  • identifying verb signs (SIT, EAT, FEEL, WONDER, HAVE) and recognising that they are central to a clause
  • noticing that some signs modify the meaning of verbs, such as WORSE as in WORSE OLD and that these are called adverbs
  • contributing examples of signs that tell:
    • when a verb happens (IN-2-WEEKS PRO1 HOLIDAY or WANT LUNCH NOW)
    • where a verb happens (PRO3 RUN FAR or COME HERE)
    • how a verb happens (FAST or SLOW or PRO2 QUICK FINISH)
  • understanding that a clause is one or more signs expressing a single idea and that a clause has at least one verb, but often one or more nouns as well, for example:
    CALL-_him
    I called him.
    MAN THERE GO-TO POSS3 HOUSE
    That man went to his house.
    BIG MONSTER SCREAM
    A big monster screamed.
    
  • distinguishing between clauses that are statements and those that are questions
  • distinguishing between yes/no questions, wh- questions and statements and their corresponding NMFs
  • knowing that signing involves either telling with signs or showing with DSs and periods of CA, for example,
    MAN WALK SLOW
    DS(point):man-walks-slowly
    CA:man-swinging-arms-nonchalantly
    

  VCASFU104 | Languages | Auslan | First Language Learner | 7–10 Sequence | Levels 7 and 8 | Understanding | Systems of language

• Mathematics: Level 7 description

  In Level 7, students work with powers of whole numbers, use index notation, represent numbers as products of powers of prime numbers, and investigate square roots of perfect squares. They use number properties to assist with calculation and order, and to add and subtract integers. Students find...

  Level description | Mathematics

• VCHHK117

  Significant causes and effects of developments and/or cultural achievements that reflect the concentration and/or expansion of wealth and power

  Elaborations

  • Vikings
    • mapping Viking expansion across Europe, weapons and shipbuilding, and the extent of their trade
    • describing Viking craft with particular emphasis on the production of weapons, for example swords, battle axes and helmets
    • outlining the key role of gods such as Odin, Thor, Frey and Freyja in Viking religion and the adoption of Christianity during the Viking period
    • investigating the construction of longboats and their role in exploration, including innovations in keel and sail design
    • describing evidence of Viking trade between Russia (Kiev) and the east (through Constantinople)
  • Medieval Europe
    • explaining the changing relations between Islam and the West (including the Crusades), analyse the causes and effects of the crusades
    • describing the features of castles and churches of the period, for example, Warwick Castle in England and Notre Dame Cathedral in Paris, as examples of the Church’s power in terms of its control of wealth and labour
    • recognising that the medieval manuscripts of monastic scribes contributed to the survival of many ancient Greek and Roman literary texts
    • examining the religious nature of illuminated manuscripts and how they were the product of a complex and frequently costly process
    • listening to the Gregorian chants of Western Christianity and exploring how they reflect the nature and power of the Church in this period
  • Ottoman Empire
    • mapping the expanding power and influence of the Ottoman Empire, explain reasons for its development, such as the fall of Constantinople in 1453 AD (CE)
    • outlining inventions and developments in the Islamic world, for example, the astrolabe, public hospitals and libraries and their subsequent adoption in the Western world
    • describing Ottoman art and architecture, for example, the Selimiye Mosque in the city of Edirne in Turkey, and Islamic geometric design
  • Angkor/Khmer Empire
    • explaining how being revered as the ‘god-king’ or ‘deva-raja’ enabled the Khmer kings to rule over the empire with absolute authority, thereby enhancing their ability to mobilise manpower to defend the empire as well as to invade neighbours
    • describing the main features of the water management system at Angkor, for example, the extensive use of reservoirs and canals
    • investigating the significance of the archaeological site of Angkor Wat
  • Mongol Expansion
    • outlining Genghis Khan’s use of decimal organisation in his army and his policies for governing his empire, for example, codifying laws, banning the killing of animals in the breeding season, supporting religious freedom, and expanding trade
    • analysing the causes and effects of the Mongol expansion as one of the largest land empires in history, including life in China before, during and after the Mongol conquest
    • mapping the expansion of the Mongol empire across Asia and Europe
  • Japan under the Shoguns
    • discussing the role of the Tokugawa Shogunate in reimposing a feudal system (based on daimyo and samurai) and the increasing control of the Shogun over foreign trade
    • explain reasons why the Shogun controlled trade
    • explaining reasons for Japan’s closure to foreigners under the Tokugawa Shogunate and the impact of US Commodore Perry’s visit in 1853
    • explaining why the use and management of environmental resources in Shogunate Japan and the forestry and land use policies of the Tokugawa Shogunate were required
    • investigating the demand for available land and the patterns of land use in the period
    • outlining the attempts by the Tokugawa Shogunate to curb deforestation, for example imposing heavy regulations on farmers, managing the harvesting of trees, and using new, lighter and more efficient construction techniques
    • analysing the woodblock prints such as the ones created by Hokusai, geisha culture, and the development of the arts
  • Polynesian Expansion
    • locating Polynesia on a map, tracing the expansion of Polynesian settlers throughout the Pacific, and considering how they made their journeys
    • outlining different theories about the expansion, for example, west/east and east/west movement, the expansion as accidental versus intentional
    • investigating the cultural achievements of one Polynesian society, such as the Ta moko and hangi in Maori society or the moai constructed on Easter Island
    • investigating the construction of the moai (giant statues) on Easter Island (Rapa Nui), the techniques used to make and transport them, and theories about their meaning, for example, representations of dead ancestors or chiefs
  • Renaissance Italy
    • analysing the effects of the Black Death in causing the Renaissance
    • organising notes using a concept map or visual display of the significant developments and/or cultural achievements that reflect the concentration of wealth and power in the city-states, such as art and learning and the invention of the printing press
    • describing the work of Leonardo Da Vinci, for example, his artworks the Mona Lisa and The Last Supper and inventions including a rudimentary helicopter and solar power;
    • describing the work of Michelangelo for example, the Sistine Chapel paintings, David, Pieta
    • describing the thinking of Copernicus for example, seeing the sun as the centre of the universe (astronomy)
    • investigating learning in the Renaissance period, for example humanism, astrology, alchemy, the influence of ancient Greece and Rome
    • investigating the achievements of Galileo, for example improvements in the telescope and his astronomical observations
  • Spanish Conquest
    • analysing the causes of Spanish exploration and expansion including when, how and why the Spanish arrived in the Americas, and where they went, including the various societies and geographical features they encountered
    • explaining the arrival of Spanish conquistadores in Mexico and Peru from 1510 CE (Balboa) to 1531 (Pizarro), and their reasons, for example, seeking wealth, claiming land for their king, converting the local populations to Christianity, sense of adventure
    • explaining the siege of Tenochtitlan

  VCHHK117 | The Humanities | History | Levels 7 and 8 | Historical Knowledge | Middle Ages and early exploration

• VCASFC182

  Engage in different processes of collaborative learning, including planning, problem-solving, task completion and evaluation

  Elaborations

  • working in pairs or small groups to design and create visual resources that promote Auslan as an important area of study
  • brainstorming, planning and working together to advertise and present an intercultural event for their year-level peers
  • working collaboratively to create instructional or procedural texts for younger learners
  • preparing for the visit of a member of the Deaf community, discussing how to ensure effective communication between the visitor and deaf and hearing members of the class
  • providing feedback on completed events or activities, exchanging reflections such as:
    FIRST PRO1 DOUBT I-F WILL GO-WELL, HAVE-A-LOOK GO-ALONG GOOD
    At the start, I wasn’t sure it would work, but after a while I thought it went well.
    PRO1 WRONG NEVER AGAIN DO SAME
    I won’t do that ever again.
    
  • problem-solving around collaborative activities such as website design, science experiments or model-building, using wh- questions such as:
    WHY FAIL WHY?
    Why isn’t it working?
    WHO THINK CAN FIX?
    Who thinks they can fix it?
    FINISH, NEXT WHAT?
    What do we do next after we finish this?
    
  • giving directions for outdoor activities such as an obstacle course or bushwalk, including expressions such as:
    HAVE DS:round-oval FIRST RUN DS:draw-line THEN STOP. NEXT CLIMB DS:climb-over DS:land-on-feet THEN CRAWL DS:crawl-under-flat-thing
    There’s a big oval. First you will run along one side of it. Then stop at the wall. Next you will climb over the wall then crawl under the net.
    

  VCASFC182 | Languages | Auslan | Second Language Learner | F–10 Sequence | Levels 7 and 8 | Communicating | Socialising

• VCIDC060

  Create bilingual texts in collaboration with others for the wider community

  Elaborations

  • creating bilingual texts, using subtitles and captions, to inform school community about aspects of Indonesian culture, (such as visiting an Indonesian home, shopping at a market, attending a ceremony, giving a gift)
  • producing public information texts in both Indonesian and English, such as promoting a concert, or an interview with a celebrity for a teen radio station
  • creating digital texts such as songs or dialogues with options for displaying in either Indonesian or English

  VCIDC060 | Languages | Indonesian | F–10 Sequence | Levels 7 and 8 | Communicating | Translating

• VCRAC060

  Create bilingual texts in collaboration with others for the wider community

  Elaborations

  • creating bilingual texts, using subtitles and captions to inform the school community about aspects of the culture/s studied, such as shopping at a market, visiting a home, attending a ceremony, giving a gift
  • producing public information texts in both the language and English, such as promoting a concert, or an interview with a celebrity for a teen radio station
  • creating digital texts such as songs or dialogues with options for displaying them in either the language or English

  VCRAC060 | Languages | Roman Alphabet Languages | F–10 Sequence | Levels 7 and 8 | Communicating | Translating

• 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

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

  By the end of Level 8, students engage in social interaction to exchange greetings and to share ideas and information related to their personal, social and school worlds. They use known phrases to exchange ideas and opinions, for example, Non mi piace la pallacanestro. They participate in classroom...

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

• VCZHC198

  Adapt events and characters from popular Chinese narratives for particular audiences and to create specific effects

  Elaborations

  • creating songs or jingles to promote products, services or events in imaginative ways
  • performing Chinese songs, experimenting with rhythm, voice, emotion and gesture to convey the songs’ intended sentiment and meaning and to enhance entertainment
  • exploring personal response to people, places, events and experiences within texts (for example, creating a diary entry from the perspective of a character encountered in a traditional story), and reflecting on language choices made
  • creating short narratives to capture the experiences, thoughts and emotions of characters in imagined contexts
  • creating digital stories by producing labels for pictures, photographs and cartoons, and presenting them in combination with sound, voice and music to convey a sequence of events
  • plotting a storyline in Chinese, considering: Who is the main character? How can I make this character interesting to readers? How can I sequence my story to grab the reader’s attention?
  • creating narratives to describe imagined experiences in diverse contexts, based on sample topics and texts, for example, imagining a visit to China and recounting a visit to a homestay family or an adventure on the Great Wall, or describing experiences when a Chinese student comes to stay in Australia
  • creating stories in various literary styles (for example, 记叙文、散文、诗歌), experimenting with descriptive language to capture the intensity of characters’ emotions and to create tension, for example, 我看到好多漂亮的花，有粉红的，雪白的，真是太美了

  VCZHC198 | Languages | Chinese | Background Language Learner | 7–10 Sequence | Levels 7 and 8 | Communicating | Creating

• VCNRC095

  Engage with speakers of the language being studied, recognising that interaction involves the expression of cultural experience and values as well as language

  Elaborations

  • participating in and discussing experiences in intercultural interactions, for example, using appropriate greetings, terms and non-verbal gestures and explaining why they vary in different cultural and social settings and contexts
  • researching language used in different contexts, for example, informal texts such as text messages, recognising elements that reflect cultural attitudes and trends
  • reflecting on choices made when using the language to interact with others, considering the relationship between language and culture, for example, when speaking in the formal and informal register
  • participating in intercultural experiences, for example, visiting a cultural establishment, reflecting on etiquette, cultural expressions and language choices

  VCNRC095 | Languages | Non-Roman Alphabet Languages | 7–10 Sequence | Levels 7 and 8 | Communicating | Reflecting

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

  By the end of Level 8, students initiate and sustain a range of spoken and written interactions on topics of mutual interest, for example, आपका क्या हाल है? आप कब वापस आये? परिवार में सब कैसे हैं? आप कहना क्या चाहते हैं? रमा मुझे माफ़ करना लेकिन मुझे लगता है कि ..., सच पूछो तो मेरे विचार से; मैं...

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

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

  By the end of Level 8, students interact with one another and the teacher in classroom routines and activities, exchanging greetings, wishes and information about their personal and social worlds. They use gestures and formulaic expressions appropriately, for example, おくれて すみません。しつれいします。 They...

  Level description | Languages | Japanese | 7–10 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

• Spanish - 7–10 Sequence: Levels 7 and 8 description

  Students become familiar with the sounds of Spanish, including pronunciation, rhythm, pitch and stress. They recognise similarities with many English words, noting differences in pronunciation and spelling. They understand and apply elements of Spanish grammar such as word order; simple verb forms...

  Level description | Languages | Spanish | 7–10 Sequence

• VCDEC004

  Identify topic, gist and specific points of information in a range of simple spoken and written texts relating to own world and that of other teenagers

  Elaborations

  • identifying key details, expressions and information in conversations and announcements, and using obtained information in new ways, for example, listening to an interview with a German teenager about family and completing a family tree
  • reading and viewing a range of simple texts (promotional brochures, signs, websites and cards) to obtain and compile information about places, lifestyles and events, for example, information related to homes, schools, leisure activities, climate and geography
  • locating, classifying and summarising data such as results of class surveys or information from notices, timetables and announcements, and presenting findings to others, for example, in a digital visual presentation, poster or wall chart
  • gathering information about people, time and activities in German-speaking contexts, and using the information, for example, to create a profile or timetable/timeline to show a sequence of activities/events
  • compiling a list of questions and interviewing a German speaker, such as a visiting exchange student, about family, home, interests and abilities, and presenting the responses in Steckbrief format

  VCDEC004 | Languages | German | 7–10 Sequence | Levels 7 and 8 | Communicating | Informing

• VCELC010

  Engage with speakers of Greek recognising that interaction involves the expression of cultural experience and values as well as language

  Elaborations

  • participating in and discussing experiences in intercultural interactions, for example, using appropriate greetings, terms and non-verbal gestures and explaining why they vary in different cultural and social settings and contexts
  • researching language used in different contexts, for example, informal texts such as text messages, recognising elements that reflect cultural attitudes and trends, for example, τα λέμε
  • reflecting on choices made when using Greek to interact with others, considering the relationship between language and culture, for example, when speaking in the formal and informal register Kαλημέρα σας κυρία/κύριε, Αγαπημένο μου ημερολόγιο ... σε φιλώ, φιλάκια
  • participating in intercultural experiences, for example, visiting a Greek cultural establishment, reflecting on etiquette, cultural expressions and language choices

  VCELC010 | Languages | Modern Greek | 7–10 Sequence | Levels 7 and 8 | Communicating | Reflecting