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• 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

• Victorian Aboriginal Languages: Levels 7 to 10 description

  Students continue to engage with Country/Place to explore the environment and learn about Country/Place with respected community members.

  Students bring to their learning a range of language learning strategies. They are increasingly aware of the world beyond their own, and are engaging with the...

  Level description | Languages | Victorian Aboriginal Languages

• VCITC107

  Reflect on own identity, including identity as a user and learner of Italian, through connecting observations made about experiences over time

  Elaborations

  • creating texts to identify and describe significant events or experiences, including membership of groups (for example, sporting or cultural groups), that have shaped personal identity
  • describing orally or in writing a significant person in their life, discussing their personal qualities, why this person is important, and how they are similar to this person, for example, Anch’io;… è importante per me perché; io sono come …; assomiglio a …
  • creating personal profiles to share with others, considering which aspects of their identity to reveal to people in different contexts
  • presenting aspects of personal experience using digital photo stories with audio
  • creating timelines of significant events in their life, particularly events that have shaped their identity them, including visual representations such as photos and illustrations
  • comparing and contrasting own experiences as a learner of Italian, for example, by comparing journal entries recorded over time

  VCITC107 | Languages | Italian | 7–10 Sequence | Levels 7 and 8 | Communicating | Reflecting

• VCADRD036

  Develop and refine expressive skills in voice and movement to communicate ideas and dramatic action in different performance styles and conventions

  Elaborations

  • developing and refining vocal qualities of audibility, clarity and contrast through control of pace, pitch, dynamics and use of pause and silence
  • developing use of performance techniques and conventions relevant to selected performance styles, for example, refining use of the body to communicate through movement and stillness, and through realistic and non-realistic movement; and exploring ways to transition between scenes
  • employing voice and movement appropriate to situation and manipulating space and time in dramatic action to heighten tension, focus action and shape meaning in a scripted drama
  • developing techniques to engage an audience, for example, by expressing and experiencing character relationships through vocal dynamics and tone, eye contact, proximity and space

  VCADRD036 | The Arts | Drama | Levels 7 and 8 | Drama Practices

• VCAVAV036

  Develop skills in planning and designing art works and documenting artistic practice

  Elaborations

  • reflecting, modifying and evaluating their artwork through consistent critical assessment.
  • discussing how artists gain inspiration and develop individual styles in their artworks, for example, one artist’s influence on the work of another
  • extending technical competence when using selected techniques, for example, registration in printmaking, brush techniques in painting, digital editing, shaping 3D forms
  • researching and investigating art forms to find information about visual arts skills, use of materials, traditional and contemporary styles, display options, and sources for ideas when developing their own artwork

  VCAVAV036 | The Arts | Visual Arts | Levels 7 and 8 | Visual Arts Practices

• VCAVCDV002

  Use manual and digital drawing methods and conventions to create a range of visual communications

  Elaborations

  • using observational drawing to represent form, materials and surface textures
  • using visualisation drawings by making a series of quick freehand sketches that communicate ideas in relation to a target audience, for example, a package for a fragile object, or a typography design
  • discussing the purpose of drawing in visual communication design, for example, how can a two dimensional shape be depicted visually to represent a three dimensional form?
  • using paraline and orthogonal drawing systems to illustrate simple packaging forms
  • demonstrating the relationship between manual and freehand drawing conventions, for example, developing a series of concept drawings for a mobile application and then refine them in a computer vector based program

  VCAVCDV002 | The Arts | Visual Communication Design | Levels 7 and 8 | Visual Communication Design Practices

• VCKOC178

  Create and present imaginative texts including digital and interactive texts to entertain others, involving imagined characters and contexts

  Elaborations

  • creating stories with self as the main character in imaginative settings in the past, future or virtual reality, incorporating communicative styles and social behaviours observed in Korean texts (for example, 저는 화성에서 왔어요 …, 지구에 정들었어요)
  • illustrating imaginative stories in visual forms such as cartoons or captioned photo stories
  • producing performances to present imaginative stories, for example, role-plays, skits, raps, using expressive language for sounds and shapes/movements (똑똑, 첨벙첨벙, 콜콜, …)
  • creating alternative versions of stories such as a Korean tale or film script with a new character and an alternative ending

  VCKOC178 | Languages | Korean | F–10 Sequence | Levels 7 and 8 | Communicating | Creating

• VC2M7A05

  generate tables of values from visually changing patterns or the rule of a function; describe and plot these relationships on the Cartesian plane

  Elaborations

  • plotting points from a table of values generated using simple linear functions and recognising patterns, such as the points lie on a straight line
  • discussing and using variables to create a general rule and using the rule to determine the value of the dependent variable for any given value of the independent variable; for example, plotting the value of the circumference of a circle for varying values of radius
  • using function machines to generate a table of ordered pairs using input and output values, plotting the relationships on a Cartesian plane and describing the graph in terms of shape
  • using diagrams and manipulatives to form linear growth patterns, representing these patterns in tables and describing the relationship in terms of the way the pattern is growing and in the context of the situation

  VC2M7A05 | Mathematics | Mathematics Version 2.0 | Level 7 | Algebra

• VC2M7SP01

  represent three-dimensional objects in 2 dimensions; discuss and reason about the advantages and disadvantages of different representations

  Elaborations

  • deconstructing packaging to identify shapes and nets
  • using different nets to construct prisms and determining which nets will make a cube, rectangular prism, triangular prism or pyramid
  • using aerial views of buildings and other three-dimensional structures to visualise the footprint made by the building or structure, identifying prisms that could approximate the structure
  • building objects by interpreting isometric and perspective drawings
  • using isometric and square grid paper to draw views of front, back, side, top and bottom of objects
  • exploring different two-dimensional representations of objects in Aboriginal and/or Torres Strait Islander artworks or cultural maps of Country/Place

  VC2M7SP01 | Mathematics | Mathematics Version 2.0 | Level 7 | Space

• Victorian Aboriginal Languages: Levels 7 to 10 achievement standards

  By the end of Level 10, students use the language to initiate, sustain and extend interactions, and to exchange information about interests, experiences and aspirations. They use spontaneous language wherever possible to participate in activities that involve taking action, collaborating, planning...

  Level description | Languages | Victorian Aboriginal Languages | Levels 7 to 10

• VCLVC183

  Consider and discuss their own and each other’s ways of communicating and expressing identity, reflecting on how the language links the local, regional and national identity of its speakers with the land

  Elaborations

  • considering how their own biography, including elements such as family origins, traditions, beliefs, practices, interests and experiences, shapes their sense of identity and ways of communicating
  • describing kinship connections with the surrounding Country/Place or connections of a respected community member or guest speaker
  • creating spoken, written or multimodal texts, such as identity maps, timelines, digital presentations or family trees with captions, to mark key milestones and significant influences in their lives, for example, key people, events, educational experiences, community affiliations, traditions or travel experiences, considering how these shape identity
  • comparing and reflecting on how identity is expressed across languages and cultures, for example, by considering the idea of ‘belonging’ as expressed in different languages
  • discussing the role that language and culture play in the identity and well-being of Aboriginal and Torres Strait Islander peoples
  • investigating how particular policies and practices affect the sense of identity of Aboriginal and Torres Strait Islander peoples, for example, the effect of language loss, separation from Country/Place/family/community
  • reflecting on how Aboriginal and Torres Strait Islander Peoples from different nations express their group identity, for example, through practices and symbols such as flags, Welcomes to Country, Indigenous rounds in sporting leagues
  • reflecting on how their own biography, including family origins, traditions, beliefs, practices, interests and experiences, shapes their sense of identity and ways of communicating
  • discussing the link between identity and connections to land/water/sea/sky, culture and language and the health and well-being of individuals and community
  • reflecting on how the language links the local, regional and national identity of its speakers with the land, water, sea and sky

  VCLVC183 | Languages | Victorian Aboriginal Languages | Levels 7 to 10 | Communicating | Identity

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

  Students expand their range of vocabulary beyond their personal experience and interests, applying phonic and grammatical knowledge to spell and write unfamiliar words. They use a range of grammatical forms and language structures to convey more complex relationships between ideas and experiences...

  Level description | Languages | Hindi | F–10 Sequence

• 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

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

  Students become familiar with the sounds of Korean and approximate pronunciation of Korean syllables in words and short phrases, noting meaningful sounds in Korean and their differences from English sounds. They are introduced to Hangeul, recognising its alphabetical nature and different shapes...

  Level description | Languages | Korean | 7–10 Sequence

• 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

• VCASFU193

  Develop knowledge of additional elements of the Auslan grammatical system, analysing indicating verbs, depicting signs and constructed action

  Elaborations

  • noticing that meaning is created in Auslan from fully-lexical signs, partly-lexical signs and non-lexical CA and gesture
  • recognising that signers can use locations for present referents, non-present referents, or abstract referents that do not exist in space
  • recognising that nouns can be pluralised by locating them repeatedly regardless of their original location
  • distinguishing between directional and locational indicating verbs

  • recognising that handshape and movement represent different things in each type of DS, for example:

    • entity DSs: the handshape is an object or person, and the movement is the movement or location of that object or person
    • handling DSs: the handshape represents a person’s hands touching or moving another object, and the movement shows how the hands move
    • SASS DSs: the handshape and movement outline the shape or size of something
  • observing instances of CA in a text and discussing how it was marked

  VCASFU193 | Languages | Auslan | Second Language Learner | F–10 Sequence | Levels 7 and 8 | Understanding | Systems of language

• VCHIU071

  Recognise the intercultural and multilingual nature of language use in social media and popular culture, considering how this influences aspects of their lives

  Elaborations

  • finding examples of language/behaviours associated with Indian culture that are part of everyday life in Australia, for example, words and expressions associated with religion, yoga, dance, Bollywood, food, sport
  • explaining the influence of Indian language and culture on their ways of communicating in different situations, for example, by creating a glossary of Hindi words and expressions they use when communicating in English or when thinking about themselves and their families
  • investigating different forms and functions of multilingualism in today’s society, for example, by tracking the mixing of languages such as Hindi, Urdu, Punjabi and English in Bollywood scripts and song lyrics, or by creating their own hybrid-language advertisements, songs or raps, for example, Life style से तय होगा car का premium..
  • reflecting on other people’s reactions to their use of Hindi and/or English, considering how perceptions of people’s ways of communicating are shaped by cultural standpoints and perspectives

  VCHIU071 | Languages | Hindi | F–10 Sequence | Levels 7 and 8 | Understanding | Language variation and change

• VCKOC182

  Create spoken, written or multimodal texts that reflect significant experiences related to the experience of learning Korean language and culture

  Elaborations

  • mapping their own linguistic and cultural profiles, for example, by creating a chart/timeline/webprofile to highlight formative elements such as family languages, key relationships and intercultural experiences
  • describing their significant past encounters with Korean language and culture involving people, places and events, and the influence these encounters have had in shaping own identity, recording their experiences by, for example, keeping a digital/online journal in blogs or wikis
  • reflecting on own identity, relating it to own past experience involving Korean language and culture,and considering how others’ experience impacts on their identity
  • sharing and comparing, face-to-face and online, cultural and intercultural experiences and language capabilities, and exchanging views on the benefits of speaking more than one language, such as having a larger vocabulary to draw on, new insights and perspectives, and opportunities for new experiences

  VCKOC182 | Languages | Korean | F–10 Sequence | Levels 7 and 8 | Communicating | Reflecting

• VCTRC096

  Consider the nature of identity and of cultural experience, reflecting on how their linguistic and cultural background contributes to their sense of identity

  Elaborations

  • discussing the nature of identity, including the fact that it is dynamic, changing and involves values and beliefs as well as practices and behaviours
  • reflecting on how their own identity is shaped by and also reflects the experience of living in a multicultural society, using more than one language and identifying with particular language communities
  • considering ways in which different languages offer different ways of thinking about experience, or of ‘reading’ the world; how these different standpoints influence the way meaning is made and how people think about themselves and others
  • discussing how Turkish and Australian cultural influences are reflected in their daily lives, interests, social activities and ways of thinking
  • reflecting on the relationship between language, culture and identity, for example, by identifying experiences that feel different when interacting in Turkish or in English
  • discussing whether their sense of identity changes over time, taking into account changes in language use at home, in school or in the wider and virtual community

  VCTRC096 | Languages | Turkish | 7–10 Sequence | Levels 7 and 8 | Communicating | Reflecting

• VCZHU064

  Compare and reflect on how cultural contexts influence the way language is used within and across communities

  Elaborations

  • identifying the things they take for granted in communication (for example, a shared understanding of gesture, body language and nuances), and reflecting on how these aspects may be interpreted differently by others
  • discussing how language use varies between communities, and reflecting on how communication is shaped by a community’s geographical location, languages and cultures, for example, 计算机 / 电脑， 哪儿 / 哪里
  • reflecting on how particular words of cultural significance may be interpreted differently by others, for example, ‘mate’ in Australian context and 兄弟 in Chinese context
  • inferring the relationship of participants in a spoken interaction by observing word choices and gestures, for example, 老张 / 张校长/张小明, and asking: What titles and terms of address are used for individuals in Chinese? How do these titles compare to English practices?

  VCZHU064 | Languages | Chinese | Second Language Learner | F–10 Sequence | Levels 7 and 8 | Understanding | The role of language and culture