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

  By the end of Level 8, students use written and spoken Arabic to initiate and sustain classroom interactions with others, to exchange views, for example, السباحة رياضة ممتعة؛ أعتقد أن السفر مفيد جدا , and express feelings such as أشعر بالفرح؛ بالسعادة عندما ألعب رياضت المفضلة؛ عندما أعزف الموسيقى ....

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

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

  By the end of Level 8, students use written and spoken German to interact with teachers, peers and others; to make decisions, solve problems and negotiate transactions; and to exchange and justify ideas, opinions and views. When interacting, they use both rehearsed and spontaneous language to...

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

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

  By the end of Level 8, students share factual information and opinions about their personal worlds, including personal details, family, pets, friends, pastimes, school and neighbourhood. They interact with others orally and in writing, asking and responding to questions using Siapa, Apakah, Berapa...

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

• VCASFC222

  Engage with different types of creative texts, identifying and discussing ideas, characters, events and personal responses

  Elaborations

  • participating in Auslan games and activities using simple clauses in creative ways, for example, ‘Sign Circle’, or passing on a sign shape, for example a rectangle is signed as a door then by the next person as a jewellery box and the next person as a computer keyboard, and so on
  • viewing creative Auslan stories, poems and theatre performances and identifying ideas, characters and events, for example, by accessing Auslan Storybooks, and work by the Australian Theatre of the Deaf
  • viewing and responding to creative visual texts such as handshape art and art produced by and about Deaf people, Deaf culture or signed languages, for example, paintings by Nancy Rourke and animations by Braam Jordaan
  • comparing different versions of imaginative signed texts and indicating which they prefer, for example, different Auslan versions of ‘The Timber Joke’, or fairytales
  • viewing and comparing personal responses to representations of deaf people in different creative texts, performative or entertainment texts, for example, reality television shows with deaf contestants or participants
  • responding to signed poems and ‘visual vernacular’ descriptions of a character’s appearance by shadowing, mimicking and drawing, for example, work by Frédéric Vaghi
  • responding to performances of Deaf poetry that evoke emotions such as sadness, fear or excitement, for example by indicating enjoyment or different personal feelings

  VCASFC222 | Languages | Auslan | Second Language Learner | 7–10 Sequence | Levels 7 and 8 | Communicating | Creating

• VCASFC220

  Identify gist and some points of factual information from a range of signed texts about familiar topics and use the information in new ways

  Elaborations

  • gathering information from their peers in relation to their interests and preferences or home and school routines and summarising findings in formats such as tables or graphs
  • observing informative signed texts such as weather reports or simple public announcements about events and celebrations, identifying key points of information to exchange with a partner in a barrier/information-gap game
  • collecting information from signed texts about people, time or activities and using the information in new ways, for example, by creating a timeline, diary or timetable to show a sequence of activities
  • viewing and following procedural signed texts such as cooking demonstrations or craft activities
  • watching/viewing a signed text and identifying specific points of information such as locations, for example, by labelling key locations on a school map
  • viewing and responding appropriately to simple class and school announcements and directions
  • watching short Auslan texts about topics such as hobbies or sports, and recording key points of information using tables or graphic organisers
  • paraphrasing content of selected community texts, such as public service or promotional announcements on the Deaf Emergency Info website

  VCASFC220 | Languages | Auslan | Second Language Learner | 7–10 Sequence | Levels 7 and 8 | Communicating | Informing

• VCASFC059

  Exchange/provide information, opinions and experiences in either formal or informal contexts

  Elaborations

  • working in groups to create an informative multimedia text that invites debate of a social or cultural question, such as the medical versus cultural view of deafness
  • viewing two or more related signed texts on a selected topic, summarising and comparing key points of information and rephrasing for a class presentation
  • creating texts such as vlogs or advertisements that present information intended to convince or persuade others of the importance of learning Auslan
  • giving presentations that include different perspectives on a selected issue, for example identifying and evaluating differences in views in relation to Deaf education
  • creating and presenting explanations about simple biological or mechanical processes, such as how the ear, hearing aids and cochlear implants work
  • presenting a critical review of media profiles of respected/high-profile members of the Australian Deaf community, focusing on the relationship between texts and contexts
  • summarising visual ways of communicating, transmitting and receiving information and how these influence group learning and information sharing among Deaf people
  • working with an interpreter to decide how to present information on a selected topic to a hearing audience
  • identifying and profiling Deaf artists who make use of music, as in work associated with the Deaf Performing Arts Network

  VCASFC059 | Languages | Auslan | First Language Learner | F–10 Sequence | Levels 7 and 8 | Communicating | Informing

• VCASFC184

  Collate and analyse information accessed through a variety of signed texts to present an overview or develop a position on issues or interests

  Elaborations

  • viewing signed texts such as media reports on activities such as deaf sports, and providing an overview of different perspectives
  • researching signed texts such as magazine features, interviews or web posts to select information needed to prepare a signed presentation on a particular event or person
  • interviewing a member of the Deaf community about a historical or cultural event and using information provided to create and present a signed review
  • evaluating information obtained from signed media reports, posters, websites and brochures that involve different representations of deafness
  • surveying friends and family members about views on learning Auslan, analysing findings in terms of variations in understanding and attitudes
  • obtaining information about high-profile members of the international Deaf community to create profiles for an e-magazine

  VCASFC184 | Languages | Auslan | Second Language Learner | F–10 Sequence | Levels 7 and 8 | Communicating | Informing

• VCDSCD050

  Generate, develop and test design ideas, plans and processes using appropriate technical terms and technologies including graphical representation techniques

  Elaborations

  • using a variety of critical and creative thinking strategies such as brainstorming, sketching, 3-D modelling and experimenting to generate innovative design ideas
  • considering which ideas to further explore and investigating the benefits and drawbacks of ideas, for example using digital polling to capture the views of different groups in the community
  • identifying factors that may hinder or enhance project development, for example intercultural understanding
  • developing models, prototypes or samples using a range of materials, tools and equipment to test the functionality of ideas
  • producing annotated concept sketches and drawings, using: technical terms, scale, symbols, pictorial and aerial views to draw environments; production drawings, orthogonal drawings; patterns and templates to explain design ideas
  • documenting and communicating the generation of design ideas for an intended audience, for example developing a digital portfolio with images and text which clearly communicates each step of a design process

  VCDSCD050 | Technologies | Design and Technologies | Levels 7 and 8 | Creating Designed Solutions | Generating

• VCJAC168

  Analyse and respond to a range of imaginative texts, noticing cultural elements and comparing with English-language texts created for similar audiences

  Elaborations

  • responding to imaginative texts such as songs, stories, films or video clips, for example, by identifying favourite elements or characters and recording key vocabulary and expressions
  • reading and evaluating a story or manga, for example, by rating it and creating a short modelled review to present orally to the group or to post on a shared website
  • reading or viewing simple むかしばなし, identifying key messages and values and comparing them to familiar folk tales or stories associated with their own early literacy experience
  • comparing popular contemporary Japanese and Australian music by listening to and viewing music video clips, identifying similarities and differences in expression, themes and styles of performance
  • comparing how key messages and beliefs are communicated across cultures through the visual and creative arts, for example, comparing the role and representation of animals or landscapes in Indigenous Australian Dreaming stories and Japanese mythology or folk tales

  VCJAC168 | Languages | Japanese | F–10 Sequence | Levels 7 and 8 | Communicating | Creating

• VCARC159

  Compare ways in which people, places and experiences are represented in different imaginative texts, analysing ideas, themes and messages and contrasting them with own experiences

  Elaborations

  • expressing personal opinions on ideas presented in various texts such as stories, films, songs or video clips, for example,

    الفيلم يشجع الشباب على الدراسة وهذا ممتاز؛ المقطع الغنائي جميل ومؤثر؛ الفيلم غير واقعي؛ يعرض الفيلم مشاكل الشباب مع الأهل؛ الأغنية جميلة فهي تعبر عن الصداقة

  • stating and explaining personal preferences about characters, themes, ideas and events in texts, using expressions such as

    أفضل شخصية في الفيلم هي سميرة لأنها تعرف ما تريد؛ عادل شخصيته مؤثرة لأنها تمثل شخصية معظم الشباب العربي وتعرض مشاكلهم؛ أحداث القصة متسلسلة ومنطقية؛ الأب في المسلسل ليس مثاليّاً أبداً؛ الأم أيضا دورها تقليدي

  • analysing how people, places and experiences are represented in a variety of imaginative texts, such as extracts from a play or scenes from a film, and comparing how key messages and beliefs are communicated
  • expressing and exchanging opinions on typical features, language use and cultural elements in contemporary songs, films or video clips from the Arabic-speaking world, and comparing them with similar texts from the English-speaking world

  VCARC159 | Languages | Arabic | F–10 Sequence | Levels 7 and 8 | Communicating | Creating

• VCASFC061

  Create imaginative and expressive texts that draw from their experience as Auslan users and members of the Deaf community and which support the experience of younger learners

  Elaborations

  • composing and performing soliloquies that capture elements of the Deaf experience in a hearing world
  • creating resources to support younger learners of Auslan, such as signed versions of games such as ‘Guess Who?’, riddles, treasure hunts or amusing tales
  • creating imaginative texts that present abstract ideas, such as hope, inclusion, friendship, in creative or amusing ways
  • creating an Auslan version of a popular song, using elements of all parameters to convey key messages and nuance emotional expression
  • creating a piece of art, such as a drawing, painting or photo collage, that reflects their experience of living in and moving between the Deaf and hearing worlds
  • engaging with the work of Deaf theatre groups such as the Australian Theatre of the Deaf, using elements of performances as models for their own experimentation with signed theatre
  • creating a performance for a school or Deaf festival based on the lives of celebrated or historical members of the Deaf community
  • presenting a short story based on their own experience of being a deaf student in a hearing school community, incorporating key elements of narrative structure, such as character introduction, problem/conflict, resolution
  • re-creating a theatre set from a two-dimensional image using signed space

  VCASFC061 | Languages | Auslan | First Language Learner | F–10 Sequence | Levels 7 and 8 | Communicating | Creating

• VCHIU107

  Recognise that Australia is a multicultural society with communities of speakers of many different languages including Hindi, and reflect on the diversity of language practices that characterise members of this multicultural community

  Elaborations

  • recognising the linguistic diversity of the global community, understanding that many people around the world speak more than one language, comparing with the multilingual character of Australian society, for example, by talking about the different languages represented in the classroom and local community
  • exploring the range of languages spoken in Australia, including Aboriginal and Torres Strait Islander languages, for example, by constructing a linguistic profile of their own class or school community
  • recognising that there are many different Indian languages and dialects spoken in India and other regions of the world, such as Hindi, Tamil, Gujarati, Panjabi, Marathi, involving variations in accents, vocabulary and syntax, and that most Hindi speakers also speak other languages
  • comparing their individual language profiles, explaining which languages or dialects they use in their family, social and community lives
  • reflecting on the impact on their personal lives and sense of identity of being bilingual or multilingual
  • 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 that they use when communicating in English

  VCHIU107 | Languages | Hindi | 7–10 Sequence | Levels 7 and 8 | Understanding | Language variation and change

• VCAVAV035

  Experiment with materials, techniques, technologies and processes in a range of art forms to express ideas, concepts and themes in artworks

  Elaborations

  • imagining and refining their visual and spatial expressions of the world, combining a variety of materials, techniques and technologies
  • problem-solving with increasing confidence to expand their repertoire of visual arts practices and skills, for example, designing a mural for a local space
  • exploring artists use of materials and techniques to create artworks for public spaces, for example, researching the context of time and place, culture and ideology as an influence on the look and meaning of art in public spaces
  • developing and refining technical skills when designing and making visual arts images and objects, employing safe and sustainable practices
  • annotating their own and others’ art making by keeping a written or digital journal, or portfolio

  VCAVAV035 | The Arts | Visual Arts | Levels 7 and 8 | Visual Arts Practices

• VCELC005

  Use spoken, written and multimodal forms of presentation to convey information on selected topics of interest

  Elaborations

  • creating texts relating to own experiences, for example, Easter celebrations, using appropriate and related greetings, Καλό Πάσχα, Χριστός Ανέστη
  • describing aspects of life in Australia for an audience in Greece or Cyprus, such as a teenage birthday party
  • presenting information in different formats for different audiences, for example, writing an email to a pen pal in Greece or Cyprus, introducing a new student to the class
  • reporting on events in their school life, personal world and immediate environment, for example, in a diary entry
  • using different modes of presentation to profile significant events, people or places related to Greek-speaking communities, for example, a flyer about a community event, a digital presentation on a favourite musician

  VCELC005 | Languages | Modern Greek | 7–10 Sequence | Levels 7 and 8 | Communicating | Informing

• VCGGK109

  The spiritual, economic, cultural and aesthetic value of water for people, including Aboriginal and Torres Strait Islander peoples and peoples of the Asia region, that influence the significance of places

  Elaborations

  • examining and comparing places in Australia and countries of the Asia region that have economies and communities based on irrigation. For example, rice production in the Murrumbidgee Irrigation Area in NSW and the Mekong Delta in Vietnam
  • exploring the multilayered meanings (material, cultural and spiritual wellbeing) associated with rivers, waterholes, seas, lakes, soaks and springs for Aboriginal and Torres Strait Islander peoples
  • examining bays, rivers, waterfalls or lakes in Australia and in countries of the Asia region that have been listed as either World Heritage sites or national parks for their aesthetic and cultural value
  • investigating the spiritual significance of water in an Asian culture

  VCGGK109 | The Humanities | Geography | Levels 7 and 8 | Geographical Knowledge | Water in the world

• VCHHC097

  Sequence significant events in chronological order to analyse the causes and effects and identify continuities and changes

  Elaborations

  • analysing and evaluating the theory that people moved out of Africa around 60 000 BC and migrated to other parts of the world, including Australia
  • placing historical events in sequence in order to identify broader patterns of cause and effect and continuity and change, for example, the Polynesian expansion across the Pacific; the stability of the Angkor/Khmer Empire over many centuries
  • defining and using terms such as BC (Before Christ), AD (Anno Domini), BCE (Before Common Era), and CE (Common Era); BP (Before Present) prehistory (before the period of textual recording) and history (the period beginning with named individuals and textual recording)

  VCHHC097 | The Humanities | History | Levels 7 and 8 | Historical Concepts and Skills | Chronology

• VCKOC005

  Present ideas and information obtained from different sources in a variety of ways for a different audiences such as listing, tabulating, sequencing or charting information

  Elaborations

  • reporting, orally and in writing, on events in their immediate environments or personal worlds, such as a school/community event, celebration, excursion, or the arrival of a new student, for example, 토니는 아주 재미있어요, 토니는 김치를 안/못 먹어요
  • presenting in the form of graphs or tables information collected from surveys, for example, results from a class survey about likes and dislikes, leisure activities or diets
  • creating texts to present information or ideas to a particular audience, for example, to advertise an event, create a virtual tour of the school or report on a favourite band or type of music
  • describing and classifying aspects of Australian culture for a Korean audience, for example, food/diet, daily life, significant places or cultural practices

  VCKOC005 | Languages | Korean | 7–10 Sequence | Levels 7 and 8 | Communicating | Informing

• VC2M7ST03

  plan and conduct statistical investigations for issues involving discrete and continuous numerical data, and data collected from primary and secondary sources; analyse and interpret distributions of data and report findings in terms of shape and summary statistics

  Elaborations

  • obtaining secondary data from newspapers, the internet or the Australian Bureau of Statistics
  • investigating secondary data relating to the distribution and use of non-renewable resources around the world
  • conducting an investigation to draw conclusions about whether teenagers have faster reaction times than adults
  • conducting an investigation to support claims that a modification of a science, technology, engineering and mathematics (STEM) related design has improved performance
  • using secondary data from the Australian Reconciliation Barometer to conduct and report on statistical investigations relating to Aboriginal and Torres Strait Islander Peoples

  VC2M7ST03 | Mathematics | Mathematics Version 2.0 | Level 7 | Statistics

• VCNRC090

  Use spoken, written and multimodal forms of presentation to convey information on selected topics of interest

  Elaborations

  • creating texts relating to own experiences, for example, celebrations using appropriate and related greetings
  • describing aspects of life in Australia for an audience in communities where the language being studied is spoken, such as a teenage birthday party
  • presenting information in different formats for different audiences, for example, writing an email to a pen pal or introducing a new student to the class
  • reporting on events in their school life, personal world and immediate environment, for example, in a diary entry
  • using different modes of presentation to profile significant events, people or places, for example, a flyer about a community event, a digital presentation on a favourite musician

  VCNRC090 | Languages | Non-Roman Alphabet Languages | 7–10 Sequence | Levels 7 and 8 | Communicating | Informing

• VCRAC090

  Present factual information and ideas about aspects of language and culture in oral, written and multimodal form

  Elaborations

  • reporting, orally and in writing, on events in their immediate environment or personal world, for example, a school/community event, celebration or excursion, or a new student
  • creating texts to present information or ideas to an audience, for example, advertise an event, create a virtual tour of the school, report on a favourite band or type of music
  • describing an aspect of Australian culture for an audience of speakers of the language being learned, for example, food/diet, daily life, a significant place or cultural practice
  • preparing presentations about aspects of daily life and practices in a region where the language is spoken, such as school, leisure, entertainment, diet or education

  VCRAC090 | Languages | Roman Alphabet Languages | 7–10 Sequence | Levels 7 and 8 | Communicating | Informing