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• VCASFC218

  Collaborate with peers to plan and conduct shared events or activities such as presentations, demonstrations or transactions

  Elaborations

  • participating in games and activities such as enacting scenarios involving being lost and asking for or giving directions
  • following and giving instructions in groups on topics such as how to use video chat, Signbank or Auslan dictionaries
  • working collaboratively on learning activities that involve organising, negotiating and prioritising tasks, for example, in devising an activity or game for the class
  • working collaboratively on tasks that involve assigning and reviewing roles and responsibilities, offering feedback, support and encouragement, for example:
    PRO2 TYPE PRO1 WRITE
    You type and I’ll write.
    GOOD TYPING-_hard WORK-_hard
    Great typing up; looks like lots of work.
    G:FLOP-HAND DOESN’T MATTER NOT WORRY
    Oh, it doesn’t matter, don’t worry about it.
  • giving, accepting or declining invitations, including making excuses to avoid causing offence or embarrassment, such as:
    SORRY PRO1 STUCK, BASKETBALL TRAINING
    Sorry, I can’t go because I have basketball training.
  • participating in hypothetical scenarios that involve transactions, for example, preparing for or participating in a Deaf World workshop

  VCASFC218 | Languages | Auslan | Second Language Learner | 7–10 Sequence | Levels 7 and 8 | Communicating | Socialising

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

  By the end of Level 8, students use spoken and written Chinese to interact in a range of familiar contexts. They respond to instructions, questions and directions. They use known phrases to exchange personal information (for example, 我叫…; 我的爸爸是澳大利亚人), seek clarification (for example, 对不起，我听不懂...

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

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

  Students become familiar with the sounds of French, including pronunciation, rhythm, pitch and stress. They recognise similarities with many English words, noting differences in pronunciation (attention, menu). They approximate the pronunciation and phrasing of single words and short phrases,...

  Level description | Languages | French | 7–10 Sequence

• Mathematics Version 2.0: Level 8 description

  In Level 8, 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

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

  By the end of Level 8, students use Korean to interact with each other and teachers in classroom routines and activities, exchanging greetings, wishes, experiences, interests and information. They approximate different sounds and intonation patterns of Korean during spoken interaction, and construct...

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

• VCAMAM035

  Develop and refine media production skills using the technical and symbolic elements of images, sounds and text to represent a specific story, purpose and meaning

  Elaborations

  • creating their own media artworks that fulfil audience expectations through story structure, such as including a point of conflict, building characters and achieving a resolution
  • discussing how genres can be created through settings, images and sound, for example, creating mood and setting through images, sound and framing
  • exploring genres such as narrative, non-narrative, experimental and documentary styles, and making a trailer in a similar style
  • preparing a news story in print and for online publishing, and discussing the differences in the structure of content, meaning and delivery between the two media
  • documenting the process of making their media artwork in journals, blogs, video or audio recordings, analysing and evaluating the structural choices they made
  • analysing and evaluating the different contexts of media artworks and their effect on meaning for an audience, for example, how media artworks change when viewed outside the cultural context of Aboriginal and Torres Strait Islander peoples

  VCAMAM035 | The Arts | Media Arts | Levels 7 and 8 | Media Arts Practices

• VCEBC013

  Investigate the rights and responsibilities of consumers and businesses in terms of financial and economic decision making

  Elaborations

  • creating a list of the rights of consumers and businesses to compare with the responsibilities of consumers and businesses
  • investigating the ways the rights of consumers are protected through the law, for example, warranties, cooling-off periods
  • identifying examples of how businesses are required by government to protect the safety of consumers, for example, mandatory and voluntary standards, product safety recalls

  VCEBC013 | The Humanities | Economics and Business | Levels 7 and 8 | Consumer and Financial Literacy

• VCELY410

  Analyse and explain how language has evolved over time and how technology and the media have influenced language use and forms of communication

  Elaborations

  • identifying and explaining how mobile technologies are influencing language uses and structures
  • analysing the ways that identity may be created in digital contexts
  • identifying how meanings or words change or shift depending on context, for example the word ‘cool’ is used to describe temperature or to express approval when used in informal contexts

  VCELY410 | Curriculum content | English | Level 8 | Reading and Viewing | Literacy

• 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)

• VCHIC095

  Convey information obtained from different sources relating to personal, social and natural worlds in spoken, written and multimodal forms suitable for a particular audience

  Elaborations

  • creating multimodal texts to share with Hindi speakers in different contexts that capture elements of their personal and social worlds, for example, हमारे स्कूल का एक दिन, मेरी मित्र-मण्डली
  • using different modes of presentation such as photo montages, written journals or recorded interviews to provide information for extended family members overseas about their social and educational experience in Australia
  • creating a video clip to support new students to the school, introducing aspects of school culture, key personnel and available study and extra-curricular options
  • presenting information gathered from print media/online sources on selected topics, using formats such as tables, graphs or spreadsheets to present statistical information or captions or spoken commentaries to report on environmental issues such as disaster relief or land degradation
  • creating a short video to post on their school website to report on a good news story, such as a successful fund-raising event or sporting or academic achievements
  • creating an interactive presentation for younger children to highlight the advantages of being bilingual/multilingual in a globalised world and of maintaining and strengthening a home/first language

  VCHIC095 | Languages | Hindi | 7–10 Sequence | Levels 7 and 8 | Communicating | Informing

• VCMMG291

  Define congruence of plane shapes using transformations and use transformations of congruent shapes to produce regular patterns in the plane including tessellations with and without the use of digital technology

  Elaborations

  • understanding the properties that determine congruence of triangles and recognising which transformations create congruent figures
  • establishing that two figures are congruent if one shape lies exactly on top of the other after one or more transformations (translation, reflection, rotation), and recognising that the matching sides and the matching angles are equal
  • exploring tiling patterns in art and design

  VCMMG291 | Mathematics | Level 8 | Measurement and Geometry | Geometric reasoning

• VC2M8SP04

  design and test algorithms involving a sequence of steps and decisions that identify congruency or similarity of shapes, and describe how the algorithm works

  Elaborations

  • listing the properties or criteria necessary to determine if shapes are similar or congruent
  • using the conditions for congruence of triangles and similarity of triangles to develop a sorting algorithm; for example, creating a flow chart
  • evaluating algorithms for accuracy in classifying and distinguishing between similar and congruent triangles

  VC2M8SP04 | Mathematics | Mathematics Version 2.0 | Level 8 | Space

• VCSIS110

  Construct and use a range of representations including graphs, keys and models to record and summarise data from students’ own investigations and secondary sources, and to represent and analyse patterns and relationships

  Elaborations

  • understanding different types of diagrammatic, graphical and physical representations and considering their strengths and limitations
  • comparing and contrasting data from a number of sources in order to create a summary of collected data
  • using diagrammatic representations to convey abstract ideas and to simplify complex situations

  VCSIS110 | Science | Levels 7 and 8 | Science Inquiry Skills | Recording and processing

• VCTRC060

  Produce short bilingual texts such as digital stories, comics, blogs and contributions to newsletters or websites which capture the experience of ‘living between languages’

  Elaborations

  • contributing posts to websites or online forums which provide examples of challenges involved in bilingual communication, for example, by glossing Australian expressions, such as ‘to cost an arm and a leg’, ‘to barrack for’, ‘bush tucker’, ‘snags’ and ‘good on you!’
  • creating menus or programs for Turkish-themed events, with key items/information in Turkish and explanatory footnotes/glossaries in English
  • creating subtitles, captions or commentaries for texts such as video clips, displays or slide shows which introduce the school community to significant aspects of Turkish culture, such as Ramazan/Kurban Bayramı, 19 Mayıs Gençlik ve Spor Bayramı, Cumhuriyet Bayramı, yayla festivalleri
  • creating glossaries for friends and relatives in other Turkish-speaking countries to explain aspects of Australian lifestyles and terminology, for example, the use of abbreviations and colloquialisms such as ‘barbie’, ‘arvo’, ‘brekkie’, ‘g’day’, ‘fair dinkum’ or ‘No worries!’
  • creating humorous bilingual texts, such as comics, stories or dialogues between Turkish-speaking characters in Australia, highlighting challenges associated with the experience of ‘living between languages’

  VCTRC060 | Languages | Turkish | F–10 Sequence | Levels 7 and 8 | Communicating | Translating

• VCZHC196

  Represent factual information related to other learning areas and on topics of interest in a range of texts and formats for different audiences

  Elaborations

  • preparing and creating a video clip to share with peers overseas introducing aspects of local culture, including interesting places, history, famous people, and lifestyle, for example, 墨尔本的电车
  • creating posters (for example, about a local city or popular site) to convey information to Chinese peers, using pictures, maps and data to support text
  • presenting information in alternative formats to suit the purpose and the needs of the reader, for example, creating graphs or tables to categorise information when contrasting 澳大利亚和中国的地理
  • selecting words from word lists to create informative texts such as signs, slogans and notices, and using electronic tools such as a digital dictionary to extend own expression
  • obtaining and representing information from texts that include both text and visual images to explain aspects of lifestyle or culture in different communities, for example, TV guide, brochures, advertisements or timetables
  • presenting information on topics of interest related to the natural world, human history and endeavour, geography, or the built environment, using visual supports such as tables, charts, calendars and maps
  • analysing what information is needed to research a topic, employing Chinese search engines to access diverse sources of information online and choosing the most suitable sources, for example, 这个网站看上去像正规网站吗？ 这个网站是官网吗?

  VCZHC196 | Languages | Chinese | Background Language Learner | 7–10 Sequence | Levels 7 and 8 | Communicating | Informing

• VCAMUE034

  Develop music ideas through improvisation, composition and performance, combining and manipulating the elements of music

  Elaborations

  • using technology to manipulate specific elements such as pitch or timbre to create intended effects in composition and performance
  • manipulating their voices and/or instruments through timbre and expressive techniques to convey intended style, considering safety, correct posture and technique
  • use recordings to research different ways of interpreting notated solo or ensemble music, or to create a specific feel, for example straight/swing, smooth, tense, light
  • experimenting with different types of notation to communicate and record ideas
  • identifying musical ideas behind variations of the same piece of music, for example, why does the same piece sound different when different musicians play it?, which version do they prefer and why?

  VCAMUE034 | The Arts | Music | Levels 7 and 8 | Explore and Express Ideas

• VCHHC099

  Analyse and corroborate sources and ask questions about their accuracy, usefulness and reliability

  Elaborations

  • differentiating between primary sources (those from the time of the event/person/site being investigated) and secondary sources (those that represent later interpretation).
  • organising historical sources into artefacts, visual, written, audio
  • asking questions of sources when identify origin, content, explaining context, and analysing reliability the usefulness about the historical context
  • discussing the difficulties in identifying the origin and purpose of some sources
  • creating categories with which to organise information obtained from sources. Identifying features and symbols in primary source
  • creating an annotated visual concept map using historical sources to explain the changes brought to Europe during the Renaissance

  VCHHC099 | The Humanities | History | Levels 7 and 8 | Historical Concepts and Skills | Historical sources as evidence

• VCIDC058

  Compose individual and shared texts about imagined people, places and experiences, in order to entertain others

  Elaborations

  • creating texts to entertain peers and younger audiences, for example, digital big books, short films with subtitles, comics, wayang plays, posters for a film or websites for a fan club
  • creating the next scene, a new character or an alternative ending for Indonesian fiction texts such as a story, drama or film script
  • participating in spontaneous plays based on scenarios such as meeting a favourite celebrity, appearing on a television show or living in a past era
  • composing simple songs, jingles, posters and advertisements for real and imaginary situations or products, such as advertising an Australian product for the Indonesian market

  VCIDC058 | Languages | Indonesian | F–10 Sequence | Levels 7 and 8 | Communicating | Creating

• VCIDC089

  Identify gist and locate factual information (such as details about people and events) from a range of spoken and written texts, and use the information in new ways

  Elaborations

  • identifying key details, expressions and information in conversations, announcements and notes, and using obtained information to create own texts, for example, listening to a weather report and then cancelling an event due to bad weather
  • reading and viewing a range of texts (for example, promotional brochures and signs, websites and cards) to obtain and compile information about Indonesian places, lifestyle and practices
  • locating, classifying and summarising data such as results of class surveys, or factual information from notices, timetables and announcements, and presenting findings to others, for example, in a digital visual presentation, poster or wall chart
  • gathering information about people, time and activities, and using the information, for example, creating a timeline, diary or timetable to show a sequence of activities

  VCIDC089 | Languages | Indonesian | 7–10 Sequence | Levels 7 and 8 | Communicating | Informing

• 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