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• VCZHU061

  Analyse how authors adjust features of different text types for different purposes and audiences

  Elaborations

  • comparing diverse genres with similar topics (for example, 生日会的安排 and 我的生日日记), recognising the differences in purpose, focus of information and language choice
  • analysing and explaining the organisation and development of ideas or an argument in a range of genres, including textual features such as paragraphing

  VCZHU061 | Languages | Chinese | Second Language Learner | F–10 Sequence | Levels 7 and 8 | Understanding | Systems of language

• Latin: Levels 7 and 8 achievement standards

  By the end of Level 8, students use their knowledge of vocabulary, grammar and textual cues to identify and interpret information in Latin texts, such as narratives, about the daily life and attitudes of the Romans. They interpret grammatical structures such as inflected forms; identify linguistic...

  Level description | Languages | Latin | Levels 7 and 8

• VCGGK119

  Human causes of landscape degradation, the effects on landscape quality and the implications for places

  Elaborations

  • analysing the effects of erosion and sedimentation produced by human activities on landscape quality, including farming and recreation
  • examining the effects of mining and quarrying, and urban development, on landscape quality and how this affects places
  • describing the effects of river regulation, including dams, locks, channel straightening and drains, on riverine and wetland landscape quality
  • investigating the effects on coastal landscape quality of the built elements of places. For example, urban development, marinas and sea walls
  • investigating the ways introduced plants or animals or activities such as mining affect landscape quality and examining the effects on Aboriginal and Torres Strait Islander communities

  VCGGK119 | The Humanities | Geography | Levels 7 and 8 | Geographical Knowledge | Landforms and landscapes

• VCHPEP126

  Investigate and select strategies to promote health, safety and wellbeing

  Elaborations

  • investigating reasons why young people choose to use or not use drugs, and proposing strategies to make informed choices
  • researching a variety of snack and lunch options, and evaluating nutritional value, value for money and sustainability impacts to create a weekly menu plan
  • researching opportunities in the local community to participate in regular physical activity and examining how accessible these opportunities are for students
  • proposing and practising strategies for celebrating safely, including assertiveness, refusal skills, planning travel arrangements and contingency plans
  • examining strategies for safe practices in different environments, including home, transport and aquatic environments

  VCHPEP126 | Health and Physical Education | Levels 7 and 8 | Personal, Social and Community Health | Being healthy, safe and active

• VCLVU190

  Describe and reflect on how languages change over time and influence one another

  Elaborations

  • exploring form, usage, history and impact of contact languages, including creoles, pidgins and Aboriginal Englishes
  • investigating and describing how the language has changed over time
  • observing changes to language that reflect changing lifestyles, cultural trends and emerging needs, for example, youth language, the language of new technologies, the impact of music, media and technology on communication
  • reflecting on changes in their own use of their first language(s) over time, noticing how and when new ways are adopted or existing ways adapted
  • exploring changes in language over time, for example, by reviewing old films from state archives or early television shows that include Aboriginal actors

  VCLVU190 | Languages | Victorian Aboriginal Languages | Levels 7 to 10 | Understanding | Language variation and change

• VCZHU094

  Recognise diversity in Chinese language use within different communities and regions, such as dialects, and local languages and character systems

  Elaborations

  • exploring ways Chinese language use is fostered among local communities and the use of Chinese in local media such as community radio, TV, newspapers and magazines
  • identifying examples of Chinese language used in commercial shop signs, advertisements, food and product packaging, and public notices in local areas, and exploring diversity in Chinese character texts by viewing texts containing diverse styles and fonts, including calligraphy scripts, handwriting and digital fonts
  • exploring the range and distinctiveness of different dialects in Chinese-speaking communities, including those dialects regularly used in the local community
  • knowing that China’s minority nationalities have their own languages and exploring the issues in language maintenance in such contexts

  VCZHU094 | Languages | Chinese | Second Language Learner | 7–10 Sequence | Levels 7 and 8 | Understanding | Language variation and change

• Chinese - Background Language Learner - F–10 Sequence: Levels 7 and 8 achievement standards

  By the end of Level 8, students use spoken and written Chinese to maintain exchanges, to analyse and evaluate information, and to share opinions (for example, 电视节目，纪录片，教育片，微电影， 报纸，杂志， 网站，博客， 少年百科) and experiences, for example, 我们为什么要保护熊猫？，中国和澳大利亚的一些差异， 我最喜欢的假期. They select and discern tone patterns...

  Level description | Languages | Chinese | Background Language Learner | F–10 Sequence | Levels 7 and 8

• Non-Roman Alphabet Languages - 7–10 Sequence: Levels 7 and 8 description

  Students listen to, speak, read and write the language being studied in a widening range of interactions for a variety of purposes. They participate in role-plays, discussions, games, hands-on activities and competitions, and are supported to use the language being studied as much as possible....

  Level description | Languages | Non-Roman Alphabet Languages | 7–10 Sequence

• Roman Alphabet Languages - F–10 Sequence: Levels 7 and 8 achievement standards

  By the end of Level 8, students use the language to interact and exchange ideas, experiences and interests with teachers, peers and others. When interacting, they ask questions, respond to questions and clarify their answers. Students give opinions, make comparisons and state preferences. They...

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

• VC2M7N01

  describe the relationship between perfect square numbers and square roots, and use squares of numbers and square roots of perfect square numbers to solve problems

  Elaborations

  • investigating squares of natural numbers from one to 20, and connecting them to visual representations such as dots arranged in a square pattern
  • using the square and square root notation, and the distributive property and area diagrams, to calculate the squares of two-digit numbers; for example, 432=40+32=402+2×40×3+32=1600+240+9=1849
  • determining between which 2 consecutive natural numbers the square root of a given number lies; for example, 43 is between the square numbers 36 and 49 so 43 is between 36 and 49 and therefore between 6 and 7
  • generating a list of perfect square numbers and describing any emerging patterns, for example, the last digit of perfect square numbers, or the difference between consecutive square numbers, and recognising the constant second difference
  • using the relationship between perfect square numbers and their square roots to determine the perimeter of a square tiled floor using square tiles; for example, an area of floor with 144 square tiles has a perimeter of 48 tile lengths

  VC2M7N01 | Mathematics | Mathematics Version 2.0 | Level 7 | Number

• VCELU013

  Recognise and use vocabulary and grammatical elements such as articles, pronouns and gender forms, and a limited range of common verbs in the present tense to create simple sentences and phrases

  Elaborations

  • using nouns and verbs, recognising agreement and word order, for example, Η μαμά μου είναι ...
  • understanding and applying the concept of verb conjugation by using appropriate verb endings
  • indicating quantity using plural forms, for example, ο, η, το, οι, οι, τα
  • using negative expressions such as δεν, μη
  • conjugating the present tense
  • using common verbs such as γράφω, θέλω, τρέχω to describe simple actions
  • using definite and indefinite articles, for example, ο, η, το,ένας, μία, ένα
  • applying appropriate gender to nouns
  • using singular and plural pronouns εγώ, εσύ, αυτός/η/ο, εμείς, εσείς, αυτοί/ες/α
  • developing knowledge of vocabulary related to personal world, for example, self, family, friends, school and home, leisure activities, food and drink

  VCELU013 | Languages | Modern Greek | 7–10 Sequence | Levels 7 and 8 | Understanding | Systems of language

• VCESC168

  Respond to a variety of imaginative texts by expressing opinions and comparing the ways in which people, places and experiences are represented

  Elaborations

  • presenting own version of an imaginary event or familiar story, for example, by removing the sound from a television show and replacing it with own invented dialogue or commentary
  • exchanging and comparing personal preferences in relation to characters, attitudes and events encountered in imaginative texts, for example, Prefiero el robot femenino… No estoy de acuerdo con…
  • comparing how key messages and beliefs are communicated across cultures through the creative arts, for example, in Australian texts such as creation and Dreaming stories, and in texts from Spanish-speaking communities, such as fables, myths and legends (La leyenda de la quinoa, La leyenda de la llorona)
  • responding to different expressions of humour in texts from Spanish-speaking communities and comparing these to Australian expressions of humour
  • exchanging opinions about typical features of and expression in traditional and contemporary stories, films or video clips from the Spanish-speaking world

  VCESC168 | Languages | Spanish | F–10 Sequence | Levels 7 and 8 | Communicating | Creating

• VCESC166

  Analyse and summarise key ideas and information from a variety of texts on a range of topics

  Elaborations

  • engaging with texts such as magazine articles, interviews and websites to gather and represent facts about events or people, for example, using a timeline to sequence historical events or creating a profile of a famous Spanish-speaking person
  • using a range of tools such as charts, tables, mind maps and graphs to organise and present information accessed from sources such as television programs, reports, interviews, video clips, documentaries and social networks on topics of relevance to their age group, for example, El trabajo infantil no debe continuar. La importancia del reciclaje para el medio ambiente
  • summarising key points in different types of informative texts, deducing the meaning of unknown words and expressions, and noticing and explaining cultural references
  • researching young people’s lifestyles across Spanish-speaking cultures and contexts, comparing information from different cultural contexts to identify factors such as geography, climate, and social and community environment
  • comparing details from a range of texts on topics such as education or cultural occasions and ceremonies across the Spanish-speaking world, identifying culture-specific terms and representations, for example, año 8 or primero de básico

  VCESC166 | Languages | Spanish | F–10 Sequence | Levels 7 and 8 | Communicating | Informing

• VCESC172

  Reflect on intercultural communication, commenting on perceived similarities and differences in language used and on aspects of culture

  Elaborations

  • reflecting on experiences of authentic or virtual interaction in Spanish, for example, face-to-face interactions with community members through an excursion, or web-chatting, ePal or social networking, identifying moments of enjoyment, discomfort and successful intercultural communication
  • keeping a journal of experiences (humorous, satisfying or challenging) associated with learning and using Spanish, noting personal reactions and reflections over time
  • comparing own and others’ experiences of successful intercultural communication, identifying elements that required flexibility and cultural understanding, for example, responding to different ways of expressing feelings, levels of directness or culturally determined perspectives
  • noticing the impact of own assumptions when engaging with Spanish-language texts and experiences, and considering what assumptions Spanish speakers might hold about Australian people and associated cultural behaviours
  • finding examples of how language reflects cultural concepts and values across the Spanish-speaking world, for example, religious references in sayings such as Al que madruga Dios le ayuda, Bendito sea … Adiós, or changes to language forms that reflect changes in social values, such as the adoption of some feminine forms of professional titles (La doctora/el doctor, la abogada/el abogado, la jefa/el jefe)

  VCESC172 | Languages | Spanish | F–10 Sequence | Levels 7 and 8 | Communicating | Reflecting

• VCHIU105

  Understand that both spoken and written Hindi vary in form and function when used by different people in different contexts and situations

  Elaborations

  • understanding that there is a standard form of Hindi, मानक हिंदी used in writing and spoken by many people, and also a range of spoken dialects that differ from region to region, for example, ब्रज भाषा, अवधी
  • creating a map that identifies regions of India, Fiji, Mauritius and other parts of the world which have communities of Hindi-speakers and of related languages/dialects represented in the classroom, such as तमिल, गुजराती, पंजाबी, मराठी
  • examining how language users vary modes of expression to reflect different feelings, relationships, intentions or attitudes, for example, by comparing the respectful tone of devotional texts such as भजन, दोहे, the exuberance, humour and colour of Bollywood scripts and the directive tone of rules and regulations in school rules or official documents
  • comparing the style, structure and register of informal and formal texts such as invitations or the expression of wishes, noticing elements such as vocabulary used, economy/elaboration of expression, and grammatical style (मोहन और गीता की सगाई के शुभ अवसर पर आपकी परिवार सहित उपस्थिति प्रार्थनीय है। क्या तुम... के दिन.. समय मुझे मिल सकते हो?
  • comparing the informal use of greetings and wishes between friends and family members with those used in more formal situations, for example, अरे राहुल! प्यारे माता पिता,, ढेर सारा प्यार

  VCHIU105 | Languages | Hindi | 7–10 Sequence | Levels 7 and 8 | Understanding | Language variation and change

• VCHIU067

  Apply grammatical and lexical knowledge to work out the meaning of unfamiliar words, to form and spell new ones, to create compound sentences, to recognise and use prefixes and suffixes and to develop metalanguage

  Elaborations

  • strengthening vocabulary resources related to personal, social and educational worlds
  • applying phonic and grammatical knowledge to the spelling and writing of unfamiliar words such as वाक्यविन्यास
  • creating compound and complex sentences by using conjunctions such as मैं अभी लिखूँगा ताकि समय पूरा होने से पहले लेख खत्म कर लूँ।
  • recognising the function and form of commonly used suffixes and prefixes, for example, by collecting groups of words that share a base word, such as बुद्धि, सुबुद्धि, बुद्धिमान, बुद्धिमती
  • recognising and using idiomatic expressions such as आँख का तारा
  • using numbers in fraction, multiple and collective forms, such as आधा, चौथाई, एक तिहाई, सैंकड़ों, हज़ारों, तीन गुणा
  • continuing to build metalanguage to describe grammatical concepts and to organise learning resources such as verb charts, vocabulary lists, groups of pronouns, adverbs and adjectives
  • understanding and using basic joining (सन्धि) rules such as इ+आ = ए to achieve text cohesion
  • understanding the use of the active and passive voice according to context, for example, मैंने आपको बुलाया है। आपको बुलाया गया है।
  • using a range of tenses to describe routines and actions, for example, मैं दिल्ली जा रहा हूँ। मैं दिल्ली गया था। मैं दिल्ली जाऊँगा।
  • using adjectives in comparative structures such as राम थोड़ा लम्बा है। राधा हेमा से अधिक चतुर है।

  VCHIU067 | Languages | Hindi | F–10 Sequence | Levels 7 and 8 | Understanding | Systems of language

• VCARU167

  Expand understanding of how the structure and language features of personal, informative and imaginative Arabic texts suit diverse audiences, contexts and purposes

  Elaborations

  • applying knowledge of texts and their purpose, and predicting the meaning of unfamiliar words and phrases
  • analysing the language features and text structure of different samples of a particular type of text, including digital and online texts, such as a diary entry or a blog, to identify how ideas, representations and reflections are presented
  • comparing the use of language features such as imagery and exaggeration in a range of imaginative texts, and discussing how these features are used to convey meaning to and entertain the audience
  • examining how the structures and features of a variety of informative texts, including online and digital texts, such as reports and articles, reflect the intended purpose and how the choice of vocabulary reflects ideas and perspectives
  • explaining linguistic choices made to vary texts according to their intended audience and degree of formality, for example, changing from Modern Standard Arabic to colloquial Arabic to indicate changes in relationship between participants or degree of (in)formality

  VCARU167 | Languages | Arabic | F–10 Sequence | Levels 7 and 8 | Understanding | Systems of language

• VCICCD016

  Evaluate the ways in which the community demonstrates the value it places on cultural diversity, and why this valuing of cultural diversity is important to the community

  Elaborations

  • exploring how councils or Governments support community commemorations and celebrations, such as Chinese New Year
  • identifying buildings or spaces that are used for cultural gatherings/meeting or religious purposes, such as libraries, theatres, community halls, prayer rooms, churches and mosques
  • discussing the ways in which different community members participate in events held across the year, such as annual fairs and music events, or by looking into the services or programs offered at libraries, in your local paper or within the school
  • using Australian Bureau of Statistics census data to create a presentation that tracks changes to the cultural composition in the local community over time and use an online service such as Trove (National Library of Australia) to uncover images or newspaper articles to include in the presentation
  • asking students to imagine they are coordinating a local event and to outline the steps they would take to show the value placed on including culturally diverse community members

  VCICCD016 | Capabilities | Intercultural Capability | Levels 7 and 8 | Cultural Diversity

• VCKOC009

  Create bilingual texts that refer to experiences, objects or events commonly encountered in both Australian and Korean contexts, considering how easily words or expressions translate and why some are more difficult to translate than others

  Elaborations

  • creating bilingual resources such as picture dictionaries or photo stories, including those in digital form, with bilingual captions and labels, for example, comparing photos of Korean and Australian classrooms for exchange students to each country and highlighting differences in the arrangement of furniture and wall displays
  • designing bilingual signage, for example, names of school facilities for school maps (화장실, 매점, 교실, 음악실, 수영장, …), explaining how well the translated labels represent the attributes of their designated items
  • creating and using bilingual texts, including those in digital form, for specific audiences (for example, a Big Book or game for young learners of Korean, invitations to a class event or posters for a performance), noticing how meanings need to be tailored to take account of intended audience and cultural perspectives

  VCKOC009 | Languages | Korean | 7–10 Sequence | Levels 7 and 8 | Communicating | Translating

• VCLVC178

  Convey information about Country/Place events, experiences or topics of shared interest, using different modes of presentation

  Elaborations

  • creating a booklet/pamphlet/guide/brochure for the local community that explains the origins of local place names and features their meaning and significance, providing explanations in language and English as appropriate
  • creating a video clip or a photographic or journal record of activities such as an excursion, performance or sporting event to share with other language learners
  • creating and editing a presentation that includes text, images and sounds to record and explain aspects of the Country/Place
  • creating a short documentary to present information and features/stories, for example, about the Country/Place and associated social and cultural events, including, for example, interviews with and quotes from prominent identities
  • compiling a portfolio of texts about Country/Place, for example, a class anthology of stories and songs from the community, procedural texts, histories of the region, profiles of community identities
  • creating an interactive presentation for younger children that highlights the benefits of maintaining and strengthening the language of the Country/Place

  VCLVC178 | Languages | Victorian Aboriginal Languages | Levels 7 to 10 | Communicating | Informing