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• VCELA380

  Understand that the coherence of more complex texts relies on devices that signal text structure and guide readers, for example overviews, initial and concluding paragraphs and topic sentences, indexes or site maps or breadcrumb trails for online texts

  Elaborations

  • analysing the structure of media texts such as television news items and broadcasts and various types of newspaper and magazine articles
  • writing structured paragraphs for use in a range of academic settings such as paragraph responses, reports and presentations

  VCELA380 | Curriculum content | English | Level 7 | Writing | Language

• VC2M7N10

  use mathematical modelling to solve practical problems involving rational numbers and percentages, including financial contexts such as ‘best buys’; formulate problems, choosing representations and efficient calculation strategies, designing algorithms and using digital tools as appropriate; interpret...

  Elaborations

  • modelling additive situations involving positive and negative quantities; for example, a lift travelling up and down floors in a high-rise apartment where the ground floor is interpreted as zero, or in geography when determining altitude above and below sea level
  • modelling contexts involving proportion, such as the proportion of students attending the school disco, proportion of the bottle cost to the recycling refund, proportion of the school site that is green space, 55% of Year 7 students attended the end of term function or 23% of the school population voted ‘yes’ to a change of school uniform; and interpreting and communicating answers in terms of the context of the situation
  • modelling financial problems involving profit and loss, credits and debits, gains and losses; for example, holding a fundraising sausage sizzle and determining whether the event made a percentage profit or loss
  • finding the sum of a set of consecutive numbers using a loop structure
  • constructing geometric patterns such as a honeycomb, using dynamic geometry functionality
  • using mathematical modelling to investigate the proportion of land mass/area of Aboriginal Peoples’ traditional grain belt compared with Australia’s current grain belt

  VC2M7N10 | Mathematics | Mathematics Version 2.0 | Level 7 | Number

• French - F–10 Sequence: Levels 7 and 8 description

  Students expand their range of vocabulary beyond their immediate world. They make clearer distinctions between sounds and intonation patterns. They develop more detailed grammatical knowledge, using additional tenses (le passé composé, le futur proche), some reflexive verb forms...

  Level description | Languages | French | F–10 Sequence

• VCFRU103

  Understand and use elements of the French grammatical system, including word order, gender and number variation, and present and compound forms of regular and some irregular verbs

  Elaborations

  • using and understanding nouns as core elements of sentence structure
  • using definite and indefinite articles (le, la, l’, les; un, une, des)
  • marking plural forms (le chien/les chiens, une femme/des femmes), including some irregular plural forms (l’œil/les yeux, le nez/les nez)
  • understanding and using the three main conjugations for present tense regular verbs -er, -ir and -re, and the irregular present tense conjugations of the verbs être, avoir, aller and faire
  • understanding that while some adjectives in French follow the noun (un élève intelligent, un match extraordinaire), some precede the noun (une bonne étudiante, une grande maison)
  • understanding that adjectives agree in number and gender with the noun (des élèves intelligents, de bonnes étudiantes) and that des changes to de if the adjective precedes the noun
  • understanding the form and function of subject pronouns je, tu, il, elle, nous, vous, ils and elles, how they determine verb conjugations and substitute for noun subjects (voila le frère de Michel; il est beau, n’est-ce pas?)
  • recognising and using locative prepositions à, en, au, aux and dans when describing where people live (Jean-François habite à Montréal au Canada, ma copine Juliette habite aux Phlippines, la famille Maréchal habite dans une ferme)
  • using the negative ne…pas in simple statements, questions and commands (je n’aime pas l’histoire, tu n’aimes pas le bifteck? ne recommence pas!), recognising substitution of the indefinite article with de in negative sentences (Non, je n’ai pas de frère. J’ai une sœur)
  • understanding three ways of forming a question: a simple declarative sentence with rising intonation (tu as un animal chez toi?), inverting the verb form (as-tu un animal chez toi?), and using est-ce que before a declarative sentence (est-ce que tu as un animal chez toi?)
  • gaining awareness of simple and compound tenses, using le passé composé to recount events that occurred in the past and le futur proche to describe immediate future events (il a regardé la télé, il va regarder la télé)
  • expressing ownership through the use of singular and plural possessive adjectives (mes yeux, ses cheveux, ta mère, ses copains)
  • using the imperative verb mood (mes enfants, soyez sages! va demander à ta mère)
  • recognising the function of irregular verbs such as avoir, être and faire in expressions such as avoir faim, avoir 13 ans and faire beau and as auxiliary verb forms (je suis arrivé, nous avons mangé)
  • recognising the functions of elements such as prefixes and suffixes (désagréable, la camionette, la réorganization) and how word patterns and clusters connect (triste, la tristesse; le marché, le marchand, la marchandise)
  • building metalanguage to talk about grammar and vocabulary (for example, les formes négatives, interrogatives, le futur proche, masculin, féminin, singulier, pluriel), and comparing with equivalent English terms

  VCFRU103 | Languages | French | 7–10 Sequence | Levels 7 and 8 | Understanding | Systems of language

• VCFRU104

  Recognise and use features of common spoken, written and multimodal texts, and compare with features of similar texts in English

  Elaborations

  • identifying the purpose, intended audience and key language features of familiar texts such as road signs, instructions or postcards, for example, Grosses bises! Défense de fumer; stationnement interdit
  • listening, viewing and reading for gist, context and purpose, drawing on knowledge of types of text, context and language features to predict and confirm meaning, for example, the use of imperative verb forms and specialised vocabulary in an in-flight safety demonstration (en préparation pour le décollage, le gilet de sauvetage, respirez normalement, gardez votre ceinture attaché…)
  • identifying elements of common types of text (le courriel, la météo, les slogans), and explaining relationships between language, structure and textual purpose
  • building understanding of text features through activities such as ‘genre substitution’; that is, transferring typical features from one genre to a different one, for example, a greeting that sounds like an announcement (Attention, Madame, comment-allez vous!), or a weather report that reads like a recipe (Un litre de pluie, un peu de vent, six nuages…)
  • understanding how to create textual cohesion, using elements such as conjunctions or causal phrases to sequence and link ideas and maintain the flow of expression, for example, donc, mais, à propos de, pendant, si, grace à, à cause de…

  VCFRU104 | Languages | French | 7–10 Sequence | Levels 7 and 8 | Understanding | Systems of language

• VCNRC060

  Create texts in the language being studied and English, such as menus, posters or brochures on the same theme or event, and provide subtitles, captions or commentaries in either language to assist meaning

  Elaborations

  • working individually and collaboratively to create bilingual resources for the home and school environments, such as glossaries, signage, recipes and menus
  • creating English subtitles, footnotes, captions or commentaries for texts such as brochures, video clips, or advertisements that inform the school community about aspects of the culture of the target language
  • creating glossaries, tourist brochures or itineraries for English-speaking travellers to countries where the language is spoken including and explaining key words, phrases and protocol
  • creating vocabulary lists and annotated cultural explanations for target language-speaking visitors to events such as Australian sports days or family events, explaining culturally specific elements, for example, Australian Rules Football Final, Anzac Day, Harmony Day, BBQ

  VCNRC060 | Capabilities | Personal and Social Capability | Levels 7 and 8 | Communicating | Translating

• VCVIC009

  Create a range of bilingual texts and resources such as captions, signs, posters, digital picture dictionaries or menus to assist language learning in the classroom and in the school community

  Elaborations

  • making and using bilingual resources for language learning, such as glossaries or personal Vietnamese–English and English–Vietnamese print and digital dictionaries
  • composing bilingual menus for Vietnamese restaurants, paraphrasing words that cannot be translated directly
  • developing bilingual signs and notices for the school and local community, for example, Thư viện – ‘Library’, Hội trường – ‘School hall’, Trung tâm thương mại – ‘Shopping centre’, Ga xe lửa – ‘Train station’, Trạm xe buýt – ‘Bus stop’
  • creating bilingual captions for tourist attractions in Vietnam and Australia to explain their significance for example, hoàng thành (‘royal palace’), lăng tẩm (‘royal mausoleum’), núi (‘mountain’), bãi biển(‘beach’) and thành phố(‘city’)
  • creating subtitles for short video clips or descriptions for slideshow presentations of intercultural experiences such as going on holiday, attending a wedding ceremony, giving or accepting a gift, or informing Vietnamese peers and community of school or cultural events
  • producing glossaries of cultural terms in English and Vietnamese to inform Vietnamese and Australian visitors about events in each country, such as Australia Day, Anzac Day, Christmas/New Year celebrations or Moon/food/boat racing festivals, and explaining culture-specific elements

  VCVIC009 | Languages | Vietnamese | 7–10 Sequence | Levels 7 and 8 | Communicating | Translating

• VCVIC165

  Produce bilingual texts in multimodal and digital forms for the school and wider community, and provide subtitles, commentaries or glossaries of cultural terms in either language to assist meaning

  Elaborations

  • creating Vietnamese glossaries to accompany English texts such as dự báo thời tiết (weather forecasts), phim tài liệu về thiên nhiên (nature documentary), phim hoạt họa (cartoons) or truyện cổ tích (folk tales)
  • participating in projects to facilitate the learning of Vietnamese, for example, creating crosswords, picture dictionaries or glossaries to assist with vocabulary acquisition or revision, and simple short texts with various questions and activities to assist reading comprehension and writing development
  • composing bilingual texts for non-Vietnamese and non-English speakers, for example, subtitled animation of home energy saving suggestions, menus for Vietnamese restaurants with footnotes in English, and public signs and notices for Australian and Vietnamese contexts, paying attention to aspects of culture
  • creating captions and commentaries for short video clips or slideshow presentations of intercultural experiences such as going on a holiday, attending a wedding ceremony, giving or accepting a gift, or informing Vietnamese peers and community of school or cultural events
  • creating tourist brochures or itineraries for young Australian travellers to Vietnam, supplying key words, phrases, and information about cultural behaviours, for example, Bao nhiêu tiền? Phòng vệ sinh ở đâu? Làm ơn chở tôi đến nhà hàng/khách sạn/phi trường, xin lỗi, cám ơn

  VCVIC165 | Languages | Vietnamese | F–10 Sequence | Levels 7 and 8 | Communicating | Translating

• VCZHC056

  Create short bilingual texts on topics of personal interest and on key content from other learning areas and provide subtitles or commentary to assist meaning

  Elaborations

  • translating special terms from their favourite subjects into Chinese, for example, 加、减、乘、除
  • producing bilingual instructions for classmates, explaining how to perform a particular activity relating to their favourite game or subject
  • preparing a voiceover text in Chinese for a video presentation about the Chinese language program or the school environment and adjusting anything that is unclear before voice recording

  VCZHC056 | Languages | Chinese | Second Language Learner | F–10 Sequence | Levels 7 and 8 | Communicating | Translating

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

  By the end of Level 8, students use written and spoken French to interact with teachers, peers and others and exchange experiences, opinions and views. They use descriptive and expressive language to talk and write about immediate environments, personal interests and feelings and technical language...

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

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

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

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

• VCHHK114

  The different methods and sources used by historians and archaeologists to investigate history and/or a historical mystery

  Elaborations

  • Egypt
    • analysing how the Pyramids were constructed
    • investigating past techniques of Howard Carter's exploration of the Valley of the Kings and current methods
    • investigating a current site in Egypt such as the Valley of the Kings or Thebes
    • evaluating the theories and hypothesis of archaeologists about the significance of the sites social, political, economic features
  • Greece
    • investigating a site such as the Acropolis, Agora of Athens, Delos, Delphi Archaeological Site, Olympia
    • creating a diorama of an ancient site
    • evaluating the theories and hypothesis of archaeologists about the significance of the sites social, political, economic features
  • Rome
    • investigating a site such as the Colosseum, Herculaneum, Pompeii, and Roman Forum
    • creating a diorama of an ancient site
    • evaluating the theories and hypothesis of archaeologists about the significance of the sites social, political, economic features
  • India
    • investigating a site such as the city of Lothal, and Sanchi
    • creating a diorama of an ancient site
    • evaluating the theories and hypothesis of archaeologists about the significance of the sites social, political, economic features
  • China
    • investigating a site such as the Great Wall of China, The Forbidden City, Terracotta Warriors
    • creating a diorama of an ancient site
    • evaluating the theories and hypothesis of archaeologists about the significance of the sites social, political, economic features

  VCHHK114 | The Humanities | History | Levels 7 and 8 | Historical Knowledge | Ancient world and early civilisations – 60 000 BC (BCE) – c.650 AD (CE)

• VCZHC087

  Translate simple texts from Chinese to English and vice versa, identifying words and phrases in Chinese that do not readily translate into English, using contextual cues, action and gesture to assist translation

  Elaborations

  • translating English texts into Chinese, focusing on overall meaning, and identifying how best to interpret key words, for example, the use of 是 after first-, second- and third-person pronouns; numbers with measure words; possessives with 的; plurals
  • identifying Chinese symbols in print and digital texts (for example, the longevity symbol), and developing ways to include the culturally attached value when expressing the meaning of these symbols in English
  • learning how to look up unfamiliar characters and words in bilingual dictionaries, and experimenting with different online dictionaries and translation tools to investigate how specific meanings are rendered into English
  • translating public texts in Chinese (for example, signs in shops and restaurants) into English and explaining their possible meaning and purpose, for example, translating the sign 休息中 on an unlit shop window to mean ‘closed’ instead of its literal translation, ‘resting’
  • using etiquette phrases within appropriate contexts and discussing whether the translation of 对不起 is the same across contexts, for example comparing its meaning in 对不起，让一让 and 对不起，我错了

  VCZHC087 | Languages | Chinese | Second Language Learner | 7–10 Sequence | Levels 7 and 8 | Communicating | Translating

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

  By the end of Level 8, students use French to interact with each other, teachers and online French-speaking contacts, to exchange information, opinions, experiences, thoughts and feelings about themselves, their families and friends. They initiate and sustain conversation by using active-listening...

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

• VCHHK107

  The nature of sources of evidence about ancient Australia and what they reveal about Australia’s ancient past, such as the use of resources

  Elaborations

  • investigating a local site of indigenous historical and cultural significance. Discuss reasons why this site is significant
  • analysing and evaluate the significance of Lake Mungo as a site of importance. Examine theories and hypothesis about the people who lived around Lake Mungo

  VCHHK107 | The Humanities | History | Levels 7 and 8 | Historical Knowledge | Aboriginal and Torres Strait Islander peoples and cultures

• VCHHK115

  The significance and importance of conserving the remains and heritage of the past

  Elaborations

  • Egypt
    • explaining the role of the UNESCO World Heritage Centre in identifying, protecting and preserving cultural and natural heritage around the world considered to be of outstanding value to humanity
    • identifying past and current threats to ancient sites in Egypt. Examine ways to conserve these sites
  • Greece
    • explaining the role of the UNESCO World Heritage Centre in identifying, protecting and preserving cultural and natural heritage around the world considered to be of outstanding value to humanity
    • identifying past and current threats to ancient sites in Greece. Examine ways to conserve these sites
  • Rome
    • explaining the role of the UNESCO World Heritage Centre in identifying, protecting and preserving cultural and natural heritage around the world considered to be of outstanding value to humanity
    • identifying past and current threats to ancient sites from the Roman Empire. Examine ways to conserve these sites
  • India
    • explaining the role of the UNESCO World Heritage Centre in identifying, protecting and preserving cultural and natural heritage around the world considered to be of outstanding value to humanity
    • identifying past and current threats to ancient sites in India. Examine ways to conserve these sites
  • China
    • explaining the role of the UNESCO World Heritage Centre in identifying, protecting and preserving cultural and natural heritage around the world considered to be of outstanding value to humanity
    • identifying past and current threats to ancient sites in from Early China. Examine ways to conserve these sites

  VCHHK115 | The Humanities | History | Levels 7 and 8 | Historical Knowledge | Ancient world and early civilisations – 60 000 BC (BCE) – c.650 AD (CE)

• VCFRC096

  Engage with imaginative and creative texts such as stories, poems, songs or cartoons, comparing favourite elements, and discussing characters, events, themes and effects

  Elaborations

  • responding to questions about characters or events in different types of imaginative texts, and listing and using associated key words or expressions
  • interacting with texts such as stories, poems, songs or cartoons, using modelled and scaffolded language to express opinions, for example, trop triste, si amusant, affreux; pour moi les images…; personnellement, je préfère…
  • noticing and engaging with rhythm, intonation and imagery used to build mood and meaning in poems, songs and performances, and experimenting with language, voice and actions to create similar effects in own re-enactments
  • listening to or viewing texts such as songs, raps or film and video clips, and noticing ideas and comparing aspects that may be similar or different across cultures

  VCFRC096 | Languages | French | 7–10 Sequence | Levels 7 and 8 | Communicating | Creating

• VC2M7A04

  investigate, interpret and describe relationships between variables represented in graphs of functions developed from authentic data

  Elaborations

  • using graphs to analyse a building’s electricity or gas usage over a period of time, the value of shares on a stock market, or the temperature during a day, interpreting and discussing the relationships they represent
  • using travel graphs to compare the distance travelled to and from school, interpreting and discussing features of travel graphs such as the slope of lines and the meaning of horizontal line segments
  • telling the story behind what is being represented in graphs of functions, for example, graphs representing pouring rates or distance versus time
  • using graphs of evaporation rates to explore and discuss Aboriginal and Torres Strait Islander Peoples’ methods of water resource management

  VC2M7A04 | Mathematics | Mathematics Version 2.0 | Level 7 | Algebra

• Critical and Creative Thinking: Levels 7 and 8 description

  In Levels 7 and 8, the curriculum focuses on developing the knowledge, skills and understanding to analyse thinking and the selection and application of a range of techniques to support effective thinking. Students learn strategies to assist them synthesise their thinking. Students develop an...

  Level description | Capabilities | Critical and Creative Thinking

• VCFRU106

  Understand the dynamic nature of French and other languages

  Elaborations

  • understanding that languages and cultures change continuously due to contact with each other and in response to new ideas and developments in communications and technology (la mondialisation)
  • recognising that the French language continuously borrows and adapts words and expressions from other languages, including English, for example, stop! le football, le sketch, le clown; le sushi, l’origami
  • recognising that many French words are used in English and in other languages (for example, croissant, menu, ballet, chef, chauffeur), and noticing the different vocabulary areas that these words tend to belong to (such as terms relating to food and fashion) and considering possible reasons for this
  • collecting French words used in English (for example, le restaurant, le menu, le chauffeur, le ballet, la pirouette), and comparing how they are pronounced by French or English speakers
  • understanding that some languages are growing and adapting, while others (such as indigenous languages across the world) are endangered, disappearing or reviving, or blending with stronger languages

  VCFRU106 | Languages | French | 7–10 Sequence | Levels 7 and 8 | Understanding | Language variation and change