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• English: Level 7 description

  In Levels 7 and 8, students communicate with peers, teachers, individuals, groups and community members in a range of face-to-face and online/virtual environments. They experience learning in both familiar and unfamiliar contexts that relate to the school curriculum, local community, regional...

  Level description | English

• Science: Levels 7 and 8 achievement standards

  By the end of Level 8, students explain how evidence has led to an improved understanding of a scientific idea. They discuss how science knowledge can be applied to generate solutions to contemporary problems and explain how these solutions may impact on society. They investigate different forms...

  Level description | Science | Levels 7 and 8

• VCITC106

  Reflect on own and others’ responses to intercultural experiences and interactions

  Elaborations

  • listening to and viewing interactions between Italian speakers (for example, in short video clips), noticing social norms such as levels of formality in opening and closing conversations
  • reflecting on how interactions are conducted in Australia and in Italy (for example, at school or while shopping), comparing aspects such as the exchange of social niceties or the efficiency of the interaction, for example, Buongiorno. Mi dica … /Desidera?
  • participating in guided bilingual discussion of intercultural experiences and personal reactions, noticing challenges and adjustments, for example, Cosa noti di diverso? Cosa pensi? Penso che … Che differenza c’è tra fare un acquisto in Italia e in Australia? Secondo me …

  VCITC106 | Languages | Italian | 7–10 Sequence | Levels 7 and 8 | Communicating | Reflecting

• VCZHC082

  Correspond and collaborate with peers, relating aspects of their daily experiences and arranging sporting and leisure activities

  Elaborations

  • participating in posting on a shared blog and exchanging personal information (for example, name, age, nationality, school and year level) with students from sister schools, for example, 你好，我叫Ann, 我是澳大利亚的学生
  • responding to correspondence (such as emails, letters or postcards) by answering questions, clarifying meaning (for example, 你说你想来澳大利亚， 是吗？), seeking further information (for example, 你想一月份来吗？) and addressing requests, for example, 澳大利亚一月是夏天，很热
  • using supporting images in own writing, for example, using emoticons such as >_<||| to enhance meaning in digital communication
  • using digital media to produce a bilingual publicity flier for an upcoming cultural or sporting event (for example, 汉语角), to promote Chinese learning among school community members

  VCZHC082 | Languages | Chinese | Second Language Learner | 7–10 Sequence | Levels 7 and 8 | Communicating | Socialising

• VCZHU058

  Examine differences in sounds and tones, and patterns of sound flow in speech

  Elaborations

  • discriminating between sounds heard in oral discourse, including the range of vowel and consonant combinations, for example, ‘qin’ versus ‘qing’ and ‘chi’ versus ‘ci’
  • examining the diverse meanings of words that share similar sounds (for example, the many meanings of the sound ‘shi’), and learning how to differentiate between 同音词 and 近音词 in different contexts, for example, 买东西/卖东西
  • comparing examples of regional variations in pronunciation, for example, the Beijing use of 儿 and the southern pronunciation of ‘shi’ and ‘si’
  • listening to interactions between unfamiliar voices at diverse speeds or levels of clarity to develop auditory and comprehension skills

  VCZHU058 | Languages | Chinese | Second Language Learner | F–10 Sequence | Levels 7 and 8 | Understanding | Systems of language

• VCARC010

  Reflect on personal responses and reactions during interactions in Arabic, recognising how interaction involves culture as well as language

  Elaborations

  • discussing their own level of comfort with using particular gestures when interacting across cultures, for example, making or not making eye contact when communicating with older people, kissing on the cheek, and hugging or not hugging when greeting someone
  • sharing with peers how it feels to use Arabic and English in different contexts, for example, at home, at school and in the Arabic-speaking community, reflecting on instances when these interactions have felt comfortable, awkward or difficult and explaining why this might be the case
  • developing language to describe personal reactions to and feelings about intercultural experiences, for example,

    أشعر بالراحة عندما...؛ لا أشعر بالراحة عندما...؛ أشعر بالخجل حين...؛ أشعر بالحزن...؛ أشعر بالتعب...

  • noticing how their Arabic/Lebanese/Egyptian/Iraqi culture influences their linguistic choices, for example, changing terms of address and level of formality depending on the context of interaction and the relationship between participants, such as the use of ‘عم؛ خالة’ or title plus first name, for example, سيدة هناء؛ عم كريم؛ إستاذ هاني , when addressing people formally
  • discussing how language reflects cultural concepts and values, for example, the importance of seeking agreement and compromise as reflected in the way Arabic people express disagreement ( بالرغم من إحترامي لك؛ لا اتفق معك), the importance of respect as seen in the way Arabic people greet each other or when showing emotion by hugging and tapping on shoulders

  VCARC010 | Languages | Arabic | 7–10 Sequence | Levels 7 and 8 | Communicating | Reflecting

• VCVIC010

  Compare personal responses and reactions during interactions in Vietnamese and English, noticing how interaction involves culture as well as language

  Elaborations

  • discussing their own level of comfort with particular gestures and body language when interacting across cultures, for example, making or not making eye contact when talking to older people, beckoning downwards or upwards, and hugging or not hugging in greeting
  • sharing with peers how it feels to use Vietnamese and English in different contexts, such as at home, at school and in the Vietnamese community, reflecting on instances when these interactions have felt comfortable, awkward or difficult, and explaining why this might be the case
  • developing language to describe personal reactions to and feelings about intercultural experiences, for example, thoải mái/không thoải mái, thích/không thích
  • noticing how their Vietnamese cultural background influences their linguistic choices in cross-cultural interactions, for example, changing terms of address and level of formality depending on the context of interaction and the relationships between participants, such as the use of ông, bà or title plus the first or full name (ông Bình, bà Hoa, Trưng Nữ Vương, Vua Quang Trung, Tiến sĩ Hiệp, Bộ trưởng Lê Trung Hiếu) when addressing people formally
  • discussing how language reflects cultural concepts and values, for example, the importance of seeking agreement and compromise as reflected in the way Vietnamese people express disagreement (Tôi không nghĩ vậy. Tôi e rằng… Bạn nói cũng có lý nhưng tôi nghĩ khác), the importance of modesty and humility as expressed in the proverb Bảy hai chưa què chớ khoe rằng khoẻ, and the importance of respect as seen in the way Vietnamese people greet each other or address the elderly (dạ/thưa/ kính thưa)

  VCVIC010 | Languages | Vietnamese | 7–10 Sequence | Levels 7 and 8 | Communicating | Reflecting

• Auslan - First Language Learner - 7–10 Sequence: Levels 7 and 8 description

  Students can identify the handshape movement and location of signs. Depending on their access to home-sign systems, they make use of varying levels of handling or SASS depicting signs, gradually learning the conventions of Auslan. They learn to use entity depicting signs to discuss movement and...

  Level description | Languages | Auslan | First Language Learner | 7–10 Sequence

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

  By the end of Level 8, students sustain oral and written interactions with known audiences, making appropriate adjustments to language use for different audiences, contexts and purposes. They access and analyse a range of authentic spoken, written and multimodal sources to support and present...

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

• Chinese - First Language Learner - 7–10 Sequence: Levels 7 and 8 description

  Students use Chinese to write and speak with imagination to engage or persuade peers, justifying their perspectives by drawing on the ideas or experiences of others. They apply linguistic expressions encountered in contemporary and traditional literature to develop their own ability to write in...

  Level description | Languages | Chinese | First Language Learner | 7–10 Sequence

• Civics and Citizenship: Levels 7 and 8 description

  The Levels 7 and 8 curriculum provides a study of the Australian Constitution and how its features, principles and values shape Australia’s democracy. They explore the responsibilities and freedoms of citizens and how citizens can participate in Australia’s democracy. They look at...

  Level description | The Humanities | Civics and Citizenship

• Drama: Levels 7 and 8 description

  In Levels 7 and 8, students make and respond to drama independently, and with their peers, teachers and communities.

  Students build on their understanding of role, character and relationships. They use voice and movement to sustain character and situation. They use focus, tension, space and...

  Level description | The Arts | Drama

• Health and Physical Education: Levels 7 and 8 achievement standards

  By the end of Level 8, students investigate strategies and resources to manage changes and transitions and their impact on identities. Students evaluate the benefits of relationships on wellbeing and respecting diversity. They analyse factors that influence emotional responses. They gather and...

  Level description | Health and Physical Education | Levels 7 and 8

• History: Levels 7 and 8 achievement standards

  By the end of Level 8, students identify and explain patterns of change and continuity over time. They analyse the causes and effects of events and developments. They identify the motives and actions of people at the time. Students evaluate the significance of individuals and groups and how they...

  Level description | The Humanities | History | Levels 7 and 8

• Media Arts: Levels 7 and 8 description

  In Levels 7 and 8, students build on their understanding of structure, intent, character, settings, viewpoints and genre conventions in their media artworks.

  Students extend use of media technologies and their understanding of story principles and media elements, such as the use of time, space,...

  Level description | The Arts | Media Arts

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

  At this level, students express ideas and feelings, exchange opinions, negotiate relationships and manage shared activities. They use modelled and rehearsed language in familiar and unfamiliar contexts and increasingly generate original and personal language. They create and perform more complex...

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

• 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

• VCARU168

  Explain how elements of communication and choice of language and register vary according to the cultural context and situation

  Elaborations

  • understanding how particular gestures and body language used by various Arabic speakers, such as eye contact and the use of personal space, reflect feelings and attitudes towards other people and towards ideas
  • recognising that different situations require different levels of politeness depending on the context and speaker, for example, a gift from parents to a teacher may be seen as a polite gesture in some Arabic cultures but as inappropriate in the Australian school context, while declaring an opposing opinion on a current issue may be acceptable in the Australian context but viewed as being disrespectful in some Arabic cultures
  • identifying and reflecting on how emotions and attitudes, such as respect or embarrassment, and personal views are reflected in the choice of language in various social settings, such as public forums and school contexts
  • identifying and comparing the features of language that distinguish the purpose for which it is used, for example

    فعل الأمر مع واو الجماعة في الخطبة: هيا شاركوا في المهرجان العربي الحافل؛ استخدام "يا ليت؛ يا ليتني" في التعقيب على الأحداث في مدونة شخصية

  • comparing informal classroom discussions of a current event or issue with news and current-affairs programs, and analysing differences

  VCARU168 | Languages | Arabic | F–10 Sequence | Levels 7 and 8 | Understanding | Language variation and change

• VCDEC011

  Reflect on experiences of learning and using another language, and share aspects of own identity, such as age, interests and family background, reflecting on how these impact on intercultural exchange

  Elaborations

  • sharing ideas about the experience of learning and using German, including any perceived changes in levels of confidence, or in attitudes to culture and intercultural communication, for example, ‘How did I feel when I first heard/spoke German? How do I feel now?’
  • preparing a class profile to exchange with German-speaking students, showing cultural backgrounds, languages used in the home, interests and values, and using resources such as photos, captions, quotes and symbols
  • annotating a family tree with information about family members, such as significant places or languages spoken, identifying own heritage (Ich bin Australier/-in. Mein Opa kommt aus Griechenland.), and reflecting on how own background has shaped identity
  • participating in a discussion in English about an aspect of identity, for example, considering the impact of a school uniform on personal identity and exploring how German students might view wearing a school uniform
  • comparing aspects of identity that may be important across cultures, such as state, country, ethnic group, language, religion, age, gender, and position in family

  VCDEC011 | Languages | German | 7–10 Sequence | Levels 7 and 8 | Communicating | Reflecting

• VCDEU168

  Identify features of German that vary according to audience, context and purpose in familiar spoken and written texts

  Elaborations

  • identifying differences in register and style when using language in different contexts, for example, language in songs and graffiti, and teacher feedback on a test or in a formal school report
  • comparing German and English language use in similar situations and in texts with similar content such as advertisements, or student blogs about school issues
  • understanding particular functions of speech such as making a request or expressing pleasure or dissatisfaction, and considering how it is realised with different speakers (strangers, acquaintances, friends, family members), and possible consequences, including compliance, giving offence or being accepted into a group
  • recognising that different situations require different levels of politeness depending on the context and speaker, such as thanking a host parent or a peer for a gift or apologising to a teacher or a family member for being late
  • understanding that texts have different purposes (to persuade, to entertain), different audiences (children, adolescents, German speakers, Australians) and different forms (short speech, blog)
  • recognising textual conventions popular with young German speakers, such as the use of contractions, abbreviations and acronyms in text messages, for example, 4u = für dich = for you, brb = bin gleich wieder da = be right back, 8ung = Achtung!, dubido = du bist doof, sz = schreib zurück, sTn = schöner Tag noch

  VCDEU168 | Languages | German | F–10 Sequence | Levels 7 and 8 | Understanding | Language variation and change