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• VCRAC059

  Translate and analyse a range of texts, comparing language choices and exploring differences in meanings

  Elaborations

  • translating texts, identifying culture-specific vocabulary and expressions, discussing the translation process (such as possible reasons for equivalence/non-equivalence), and choosing ‘best fit’ words or omitting words
  • comparing interpretations of texts such as advertisements, songs or film extracts, noticing similarities and differences, and reflecting on why interpretations may vary

  VCRAC059 | Languages | Roman Alphabet Languages | F–10 Sequence | Levels 7 and 8 | Communicating | Translating

• VCHPEP130

  Plan and use strategies and resources to enhance the health, safety and wellbeing of their communities

  Elaborations

  • investigating preventive health practices relevant to young people, and designing and implementing health promotion activities targeting these practices
  • investigating food-serving recommendations from The Australian Guide to Healthy Eating and producing a guide to help students make healthy choices when buying food from the school canteen
  • examining how different cultures value the contribution of the mind-body-spirit connection to health and wellbeing

  VCHPEP130 | Health and Physical Education | Levels 7 and 8 | Personal, Social and Community Health | Contributing to healthy and active communities

• Geography: Levels 7 and 8 description

  In Levels 7 and 8, students examine the processes that influence the characteristics of places. They consider spatial distributions and patterns and their implications and consider interconnections between and within places and changes resulting from these. This further develops their understanding...

  Level description | The Humanities | Geography

• Mathematics Version 2.0: Level 7 achievement standards

  By the end of Level 7, students represent natural numbers in expanded form and as products of prime factors, using exponent notation. They solve problems involving squares of numbers and square roots of perfect square numbers. Students solve problems involving addition and subtraction...

  Level description | Mathematics | Mathematics Version 2.0 | Level 7

• Mathematics Version 2.0: Level 7 description

  In Level 7, learning in Mathematics builds on each student’s prior learning and experiences. Students engage in a range of approaches to the learning and doing of mathematics that develop their understanding of and fluency with concepts, procedures and processes by making connections...

  Level description | Mathematics | Mathematics Version 2.0

• VCDEC161

  Interpret and/or translate for friends or visitors terms associated with German or own culture

  Elaborations

  • translating expressions associated with politeness and social protocols in German, for example, responding to requests or thanks, or signing cards (Dein Fritz/Deine Anna), and comparing with typical expressions in similar messages in English
  • translating and discussing common idiomatic expressions in both German and English, for example, Ich drücke dir die Daumen (‘I’ll keep my fingers crossed for you’)
  • comparing and finding equivalent phrases and expressions in German and English, discussing differences and cultural influences, for example, so alt wie ein Baum/Stein (‘as old as the hills’), einen Bärenhunger haben (‘to be as hungry as a horse’)
  • explaining terms associated with practices or features of schools in German-speaking countries, such as hitzefrei or aspects of assessment and reporting, for example, das Notensystem, die mündliche Note, der blaue Brief, sitzenbleiben, and drawing comparisons with similar terms used in Australian schools

  VCDEC161 | Languages | German | F–10 Sequence | Levels 7 and 8 | Communicating | Translating

• VCECU015

  Investigate why ethical principles may differ between people and groups, considering the influence of cultural norms, religion, world views and philosophical thought

  Elaborations

  • researching contemporary or historically significant people across a range of cultures and identifying and comparing the principles evident in the decision-making and actions of, for example, William Barak, Nelson Mandela, Malala Yousafzai, Aung San Suu Kyi
  • exploring a cultural norm concerning, for example, the importance of winning, maximizing profit or teamwork, and how this may influence a decision about where duties lie or what is the best outcome
  • investigating instances where individual action differed from the wider group, and the reasons for these differences, for example, in response to discrimination, corruption or bullying

  VCECU015 | Capabilities | Ethical Capability | Levels 7 and 8 | Understanding Concepts

• VCIDC059

  Translate and analyse a range of texts, comparing language choices and exploring differences in meanings

  Elaborations

  • translating texts, identifying culture-specific vocabulary (for example, peci, kebaya) and expressions (for example, makan angin, pulang kampung), discussing the translation process (such as possible reasons for equivalence/non-equivalence), and choosing ‘best fit’ words or omitting words
  • comparing interpretations of texts such as advertisements, songs or film extracts, noticing similarities and differences, and reflecting on why interpretations may vary

  VCIDC059 | Languages | Indonesian | F–10 Sequence | Levels 7 and 8 | Communicating | Translating

• VCKOC001

  Interact with peers and teachers, using appropriate language and gestures to exchange greetings, wishes, and information about self, family and friends, routines, events, leisure activities, interests, likes and dislikes

  Elaborations

  • greeting and farewelling others, introducing themselves, expressing states of wellbeing, appreciation and wishes, using informal polite language appropriate for familiar interlocutors, for example, 안녕하세요?; 저는 …예요/이에요; 만나서 반가워요;12살이에요; 7학년이에요; 안녕히 가세요/계세요
  • describing friends, family members or pets, for example, 동생이 귀여워요, 눈이 커요, 앵무새가예뻐요, 날개가 빨간색이에요
  • describing routines, likes/dislikes, events and leisure activities, for example, 6시에 일어나요; 주말에 뭐해요?바비큐를 해요; 무슨 운동/음식을 좋아해요? 크리켓을/불고기를 좋아해요

  VCKOC001 | Languages | Korean | 7–10 Sequence | Levels 7 and 8 | Communicating | Socialising

• VC2M7A03

  solve one-variable linear equations of increasing complexity with natural number solutions; verify equation solutions by substitution

  Elaborations

  • recognising that solving an equation is a process of determining a value that makes the equation true; and using substitution to determine whether a given number is a solution to an equation or not
  • solving equations using concrete materials, the balance model and backtracking, explaining the process
  • solving linear equations such as 3x+7=19 algebraically, and verifying the solution by substitution

  VC2M7A03 | Mathematics | Mathematics Version 2.0 | Level 7 | Algebra

• VC2M7A02

  apply the associative, commutative and distributive laws to aid mental and written computation, and formulate algebraic expressions using constants, variables, operations and brackets

  Elaborations

  • simplifying calculations
  • forming simple estimates for calculations involving multiple and/or combined operations
  • generalising arithmetic expressions to algebraic expressions involving constants, variables, operations and brackets; for example, 7+7+7=3×7, x+x+x=3×x noting that 3x includes implied multiplication and recognising the difference between 3x+4 and 3x+4
  • formulating algebraic expressions that represent mathematical relationships; for example, translating from words to symbols in ‘think of a number’ type activities
  • recognising and applying the concept of variable as something that can change in value, investigating the relationships between variables, and the application to processes on Country/Place, including how cultural expressions of Aboriginal and Torres Strait Islander Peoples, such as storytelling, communicate mathematical relationships that can be represented as mathematical expressions

  VC2M7A02 | Mathematics | Mathematics Version 2.0 | Level 7 | Algebra

• VCDEC156

  Interact in classroom activities and discussions through asking and responding to open-ended questions, giving opinions and making suggestions

  Elaborations

  • initiating interactions in a class or group activity, such as by assigning roles to others, for example, Patrick, du kannst den Text schreiben! Sarah, du machst die Fotos!
  • stating a problem and asking for advice, for example, Ich habe mein Passwort vergessen. Was soll ich machen? Wie lernt man am besten Vokabeln?
  • discussing and sharing learning strategies, for example, Lerne jeden Tag zehn neue Wörter! Ich lerne Vokabeln am besten, wenn ich sie in einem Satz schreibe.
  • participating in classroom activities and discussions to manage shared learning experiences, considering and commenting on the contributions and views of others, for example, Ja, das stimmt.; Sie hat Recht.; Ich bin anderer Meinung.

  VCDEC156 | Languages | German | F–10 Sequence | Levels 7 and 8 | Communicating | Socialising

• VCZHU240

  Explore assumptions and challenges for language use in new environments, identifying and comparing ways in which sensitive topics are introduced and discussed across languages, for example, comparing the Chinese custom of asking direct questions about age, income and other personal matters with...

  Elaborations

  • recognising clichés, examining cases of ‘breaking’ a cliché and the impact it might have, such as 脑筋建转弯 questions
  • identifying how language use can be varied for different participants in different contexts, for example, the use of slang and abbreviations between teenagers
  • using classical terms and expressions including 成语、歇后语、俗语 appropriate to context, such as using 亭亭玉立 to describe young girls
  • discussing ‘taboo’ terms across languages, and using terms suitable for the context, such as different words for 死 (‘to die’), for example, 驾崩 (皇帝)、 仙逝 （长辈 ) 、去世（一般人) 、香消玉殒 (女性)

  VCZHU240 | Languages | Chinese | First Language Learner | 7–10 Sequence | Levels 7 and 8 | Understanding | Language variation and change

• VCADAE034

  Develop their choreographic intent by applying the elements of dance to select and organise movement

  Elaborations

  • experimenting with different elements of dance to explore ideas and develop a choreographic intention for example, translating rhythms and notations of spatial patterns into movement
  • improvising and then selecting movement to best communicate a choreographic intention, for example, a mood or emotion
  • exploring movements that may have symbolic meaning in a social or cultural context, for example, communicate a specific idea by developing a recurring movement idea or motif
  • using questions to analyse how choreographers select and organise movement to communicate choreographic intent, for example, the cultural context in which the dance was developed or viewed, and its significance, or the stylistic differences in street dance performances from different countries or regions across Asia, Europe and the USA

  VCADAE034 | The Arts | Dance | Levels 7 and 8 | Explore and Express Ideas

• VCAVCDP003

  Develop and present visual communications for different purposes, audiences and in response to specific needs

  Elaborations

  • using the visual communication design process and identifying the steps applied to develop visual communications that communicate ideas to a target audience.
  • justifying how decisions were made in the visual communication design process through an oral presentation explaining the development and refinement of a visual communication design
  • applying ethical, environmental and sustainable choices when creating visual communications, for example, the use of materials that suit audience needs, interests and values and those which are sustainable and ethical
  • considering the placement and use of images and type to communicate ideas in a visual communication
  • investigating the use of images to convey meaning in visual communication designs, for example, What is the intended message of the visual communication, and which methods best convey ideas to the audience?

  VCAVCDP003 | The Arts | Visual Communication Design | Levels 7 and 8 | Present and Perform

• VCEBE019

  Identify relationships and trends, and generate a range of alternatives for an economic or business issue or event, evaluating the potential costs and benefits of each alternative and the consequences of proposed actions

  Elaborations

  • interpreting tables, charts and graphs containing economic or business data to identify trends and using the data to make predictions about future trends, for example, trends in online shopping
  • examining the trade-offs involved in making choices
  • investigating how businesses identify opportunities in the market
  • undertaking a cost-benefit analysis of alternatives proposed and making a decision about which one to recommend
  • discussing the consequences of an economic or business decision, and reflecting on whether this was the ‘best’ decision and what might be the effect of alternative actions
  • developing skills to contest and debate ideas and to express opinions on economics and business issues that interest and/or affect them or society

  VCEBE019 | The Humanities | Economics and Business | Levels 7 and 8 | Economic and Business Reasoning and Interpretation

• VCIDC055

  Identify, summarise and evaluate factual information related to topics of interest such as leisure, food and diet, entertainment and special occasions

  Elaborations

  • gathering data from class surveys, social networking profiles, realia and charts to use in own texts, for example, synthesising information for a report or presentation
  • listening to, reading and viewing (digital) invitations, cards and messages, and responding to them
  • engaging with simple texts such as magazines, interviews, announcements and websites to gather facts about events or people, and reporting information to others, for example, using a timeline to show a sequence of events or create a profile of a famous Indonesian
  • analysing and summarising information from reports, posters, websites, itineraries and brochures, using tools such as concept maps and tables to organise and present information
  • comparing details from a range of texts about special occasions and ceremonies, and discussing culture-specific terms and representations

  VCIDC055 | Languages | Indonesian | F–10 Sequence | Levels 7 and 8 | Communicating | Informing

• VCJAC166

  Access, summarise and reorganise information obtained from a range of texts on a variety of topics, and present it in different formats

  Elaborations

  • gathering, classifying and summarising information from class surveys, realia, notices, timetables and announcements, and presenting findings in formats such as digital presentations, posters, wall charts or oral summaries
  • identifying key details, expressions and information in authentic or modified texts, for example, signs, weather reports, print advertisements, menus, packaging, brochures or websites, and using the information to create their own texts for specific purposes and audiences
  • listening for key points of information and cultural references in short spoken or recorded texts such as phone messages, announcements or weather reports, and transposing them to note form for their own reference or to communicate to others
  • collating information from sources such as magazine articles, recorded interviews or website postings about high-profile individuals or events to edit and represent in timelines or profiles on a shared database
  • drawing on content, language, images and presentation formats from a range of Japanese media resources to design posters or leaflets on topics such as environmental sustainability or youth-related issues

  VCJAC166 | Languages | Japanese | F–10 Sequence | Levels 7 and 8 | Communicating | Informing

• VCRAC055

  Identify, summarise and evaluate factual information related to topics of interest such as leisure, food and diet, entertainment and special occasions

  Elaborations

  • gathering data from class surveys, social networking profiles, realia and charts to use in own texts, for example, synthesising information for a report or presentation
  • listening to, reading and viewing (digital) invitations, cards and messages, and responding to them
  • engaging with simple texts such as magazines, interviews, announcements and websites to gather facts about events or people, and reporting information to others for example, by using a timeline to show a sequence of events or creating a profile of a famous speaker of the language
  • analysing and summarising information from, for example, reports, posters, websites, itineraries and brochures, using tools such as concept maps and tables to organise and present information
  • comparing details from a range of texts about special occasions and ceremonies, and discussing culture-specific terms and representations

  VCRAC055 | Languages | Roman Alphabet Languages | F–10 Sequence | Levels 7 and 8 | Communicating | Informing

• VCDEC008

  Translate and interpret texts such as greetings, signs, emails and conversations, from German to English and vice versa, noticing similarities and differences

  Elaborations

  • translating short personal texts, identifying words and phrases that can be translated literally and those that cannot, for example, Guten Appetit! Guten Tag! Ohrwurm
  • using German–English cognates to predict meaning, for example, Brot/‘bread’, kalt/‘cold’, trinken/‘to drink’
  • recognising compound words, and collecting and analysing interesting examples (der Schulsport, die Realschule, babyleicht), noting that compound nouns take the gender of the last noun in the compound
  • translating public signs from German to English and vice versa, noticing similarities and differences
  • interpreting for and explaining to peers and family members aspects of German language and culture (in texts such as emails and conversations) that are interesting and/or different, for example, that when addressing teachers in German you use family names after the titles Frau and Herr, unlike the English use of just ‘Miss’ or ‘Sir’

  VCDEC008 | Languages | German | 7–10 Sequence | Levels 7 and 8 | Communicating | Translating