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• VCARC004

  Listen to, read and view a range of spoken, written and multimodal texts; identify, sequence and classify key points of information such as details about people and events; and use the information in new ways

  Elaborations

  • listening to and viewing texts such as stories, songs, notices or video clips and identifying key points of information, using intonation and visual cues such as gestures and facial expressions to assist understanding
  • identifying letters, words and phrases in written Arabic, for example, titles, labels and captions
  • participating in shared reading of print and digital texts such as short stories or other texts relating to familiar events and contexts, using pictures, intonation and contextual cues to predict meaning and identify key information
  • locating and sequencing information used to describe people and events, for example,

    البنت تدرس؛ الولد يساعد أمه؛ الأب ينظف الحديقة؛ في الصباح أمي تحضر الفطور؛ في المساء أبي ينظف السيارة

  • responding to questions that elicit details such as colour, quantity and place about participants and objects, for example,

    ما لون الفستان ؟ لون الفستان أحمر؛ ما لون المقلمة؟ لون المقلمة أحمر

    كم عدد الأقلام؟ كم كتابا يوجد هنا؟ يوجد أربعة كتب

    أين تعمل أمك؟ تعمل أمي في المستشفى؛ يدرس أخي في المدرسة

  • classifying and categorising information gained from others, such as favourite foods and places to visit, for example,

    سالم يحب التبولة؛ عادل يحب الدجاج؛ سعاد تفضل الخضار؛ علي يحب كرة القدم؛ ماجد يفضل السباحة؛ رامي يفضل العزف على الغيتار

    تحب البنات الموسيقى بينما الأولاد يحبون الرياضة

  • listening to short spoken texts with unfamiliar language, and identifying specific details, for example, the name and number on a recorded voice message

    مرحباً

    إسمي سهام

    اود التكلم مع سامر بخصوص الإمتحان

    أرجو الإتصال بي على الرقم 0456566777

  • gathering information about other peers’ activities through conducting interviews about weekend activities and selecting specific information to use in a short report

  VCARC004 | Languages | Arabic | 7–10 Sequence | Levels 7 and 8 | Communicating | Informing

• VC2M8ST04

  plan and conduct statistical investigations involving samples of a population; use ethical and fair methods to make inferences about the population and report findings, acknowledging uncertainty

  Elaborations

  • using data such as electricity consumption to draw conclusions about the impacts of events, such as pandemics, on households or business
  • identifying situations where the collection of data from a sample is necessary due to efficiency, cost or restricted time for collection of data, and is sufficiently reliable for making inferences about a population
  • exploring progress in reconciliation between Aboriginal and Torres Strait Islander Peoples and non-Indigenous Australians, investigating and evaluating sampling techniques and methods to gather relevant data to measure progress

  VC2M8ST04 | Mathematics | Mathematics Version 2.0 | Level 8 | Statistics

• Digital Technologies: Levels 7 and 8 description

  In Levels 7 and 8, students analyse the properties of networked systems and their suitability and use for the transmission of data types. They acquire, analyse, validate and evaluate various types of data, and appreciate the complexities of storing and transmitting that data in digital systems.

  Stude...

  Level description | Technologies | Digital Technologies

• VCAMUM035

  Create, practise and rehearse music to develop listening, compositional and technical and expressive performance skills

  Elaborations

  • learning and rehearsing Australian works from different musical styles and traditions
  • creating chord progressions and improvising melodies, focusing on style specific techniques, for example, using scales or modes
  • using notation and audio recordings to evaluate options for creating music, for example, recording work in progress and evaluating against criteria they have developed from listening to performances of works in similar styles
  • exploring and manipulating the elements of music within given parameters to create a personal interpretation, for example, ‘what is the social or cultural context of this piece, for whom would it be performed, and how might this influence the performance? What features of the music indicate it is from a particular time or location?’
  • using listening skills to experiment with ways of achieving cohesion and balance in ensemble performances and make choices to communicate the composer’s intentions, for example, identifying which instrument has the melody, which instruments are playing the same line, an accompaniment, or driving the feel?

  VCAMUM035 | The Arts | Music | Levels 7 and 8 | Music Practices

• Civics and Citizenship: Levels 7 and 8 achievement standards

  By the end of Level 8, students explain features of Australia’s system of government, and the purpose of the Constitution in Australia’s representative democracy. They analyse features of Australian democracy, and explain features that enable active participation. They explain how...

  Level description | The Humanities | Civics and Citizenship | Levels 7 and 8

• 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 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

• VCMNA283

  Plot linear relationships on the Cartesian plane with and without the use of digital technologies

  Elaborations

  • completing a table of values, plotting the resulting points and determining whether the relationship is linear
  • finding the rule for a linear relationship

  VCMNA283 | Mathematics | Level 8 | Number and Algebra | Linear and non-linear relationships

• VCAMUM036

  Structure compositions by combining and manipulating the elements of music and using notation

  Elaborations

  • combining and manipulating the elements of music to imitate a range of styles, for example world music styles, street music styles, jazz styles, minimalism, K-Pop, a capella, dance styles
  • exploring ways to combine and extend music ideas within specific forms such as song form, ABA, or improvising motifs and combining them with a chord progression to create music for a film-score segment to create solo (unaccompanied) work or an ensemble work
  • arranging a familiar melody, for example, writing counter-melody, bass line and variations or reworking the rhythm/feel to fit a particular music style and create a score using notation (by hand or with technology)
  • exploring technologies as tools for creating, notating, recording, sharing and discussing music ideas, for example, how effectively are the expressive techniques indicated in the notation of the composition? What are the strengths of this performance or composition?

  VCAMUM036 | The Arts | Music | Levels 7 and 8 | Music Practices

• VCPSCSO042

  Identify ways to be proactive in initiating strategies to prevent and/or accomplish positive resolutions to conflict

  Elaborations

  • exploring the different types of potential conflicts and points of intervention
  • discussing the merits of pre-emptive action versus conflict resolution
  • developing a toolkit of strategies to use in different conflict situations to achieve successful outcomes

  VCPSCSO042 | Capabilities | Personal and Social Capability | Levels 7 and 8 | Social Awareness and Management | Collaboration

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

  By the end of Level 8, students interact with the teaching team, class visitors and each other to share information about themselves, their families, friends, routines, pastimes and experiences. They refer to family members and classmates using fingerspelling or sign names as appropriate, and...

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

• VCJAC164

  Engage in activities that involve collaboration, planning, organising, negotiating and transacting

  Elaborations

  • participating in scenarios related to accepting and declining invitations, planning, making arrangements and negotiating details, using language related to place, time and activity, for example, 月よう日に　日本のレストランに行きましょうか。月よう日は、ちょっと…。火よう日は　どうですか。
  • budgeting for virtual shopping expeditions, consulting online catalogues and websites, comparing prices and value, and discussing intended purchases, for example, ゲームが/を　 かいたいです。二千円(にせんえん)　あります。どれが一ばんやすいですか。
  • participating in authentic or simulated transactions that involve making requests, considering options, buying, selling or ordering, for example, この　T シャツは　L サイズですね。ちょっと　大きいです。M サイズを　ください。
  • creating displays, presentations or performances for family, friends or the school community to showcase their progress in learning and using Japanese
  • giving and following instructions to play games, follow recipes, or carry out traditional Japanese activities such as calligraphy, origami or martial arts, using language forms and vocabulary associated with sequencing, such as さいしょに、つぎに、それから、そして

  VCJAC164 | Languages | Japanese | F–10 Sequence | Levels 7 and 8 | Communicating | Socialising

• VCLVC175

  Engage in activities that involve collaboration, planning, organising, promoting and taking action

  Elaborations

  • participating in planning and making arrangements, using language related to place and activity, for example, organising class events, such as holding a lunch, party or performance
  • creating displays, presentations or performances for family, friends or the school community to showcase progress in learning and using the language
  • giving and following instructions, using hand signs as appropriate, for example, explaining how to cook bush tucker or to make artefacts
  • planning and participating in learning experiences that combine linguistic and cultural elements, such as an excursion to an art exhibition or performance, sharing responses and reactions
  • designing posters, displays and digital presentations to draw attention to issues relevant to the Country/Place, such as reinstating names of places and features, protection of significant trees and landmarks, endangered wildlife, erosion, urban development, the importance of learning the language of Country/Place at school
  • promoting events in the local community, such as festivals, sporting, music and cultural events that support/promote well-being and community development
  • promoting Reconciliation in community by showcasing local language learning and language revival activities

  VCLVC175 | Languages | Victorian Aboriginal Languages | Levels 7 to 10 | Communicating | Socialising

• VCTRC088

  Interact in classroom routines and exchanges, such as asking and responding to questions, requesting help, repetition or permission, giving praise or encouragement

  Elaborations

  • interacting during group activities by asking each other questions, making suggestions or checking on progress, for example, Ben ne yapabilirim? Sen not alır mısın? Bu sayfayı mı okuyacaktık? Cevapları maddeler halinde yazsak daha iyi olur. Ne dersiniz?
  • praising or encouraging each other, for example, çok güzel, aferin, harika, tebrikler, başarılarının devamını dilerim, seninle gurur duyuyorum
  • using appropriate language to seek clarification, to attract attention or to ask for something to be repeated, for example, Sence bu doğru mu? Tekrar eder misiniz? Arkadaşlar bakar mısınız? Bunu nasıl yapacağız?
  • using evaluative language to reflect on learning activities, for example, … başardık, … konularda zorlandık, … bu çalışmada … öğrendik
  • identifying and discussing Turkish idioms or proverbs that could be applied to their experience of learning languages in school, for example, Bir lisan, bir insan, Bir elin nesi var, iki elin sesi var

  VCTRC088 | Languages | Turkish | 7–10 Sequence | Levels 7 and 8 | Communicating | Socialising

• VCZHU060

  Identify and apply features of Chinese grammar and sentence structure to organise and sequence ideas in oral and written texts

  Elaborations

  • comparing ways in which tense is expressed in Chinese, for example, 了 to indicate completion; 完 to indicate the achievement of a desired result; 想 to indicate intention; verb negation (没有) to indicate incomplete past; and 正在 to indicate action in progress
  • exploring the use of diverse time expressions and ways to sequence events in time, for example, 先…然后; 一…就…; …了，就…;才; 第一；然后
  • comparing the functions of prepositions, and discussing the importance of context when determining their meaning in texts, for example, 跟；对；给
  • exploring and applying the use of conjunctions to sequence and connect ideas when constructing texts, for example, 不但…而且…；虽然…但是…
  • using different ways to negate ideas depending on degree of formality or emphasis, for example, 我不是…；我哪儿有…？；我没有办法…；我不能…；不行; 别 ; 不准

  VCZHU060 | Languages | Chinese | Second Language Learner | F–10 Sequence | Levels 7 and 8 | Understanding | Systems of language

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

  By the end of Level 8, students use spoken and written Chinese to sustain interactions in a range of social and personal contexts. They exchange ideas and opinions, for example, 你要去看电影吗？；我们可以六月份一起去. They summarise the main points of information about known content from a range of spoken and print...

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

• Non-Roman Alphabet Languages - 7–10 Sequence: Levels 7 and 8 achievement standards

  By the end of Level 8, students use the language being studied to describe feelings, express likes and dislikes and exchange information about their personal worlds, including information about themselves, their family, friends and interests. They interact with others in collaborative and classroom...

  Level description | Languages | Non-Roman Alphabet Languages | 7–10 Sequence | Levels 7 and 8

• VCELT419

  Create literary texts that draw upon text structures and language features of other texts for particular purposes and effects

  Elaborations

  • creating literary interpretations of short stories based on understanding and analysis of their context, narrative structure (including the twist at the end), layers of meaning, themes, point of view and style
  • combining visual and digital elements to create layers of meaning for serious and humorous purposes

  VCELT419 | Curriculum content | English | Level 8 | Writing | Literature

• VCELY426

  Interpret the stated and implied meanings in spoken texts, and use interaction skills including voice and language conventions to discuss evidence that supports or challenges different perspectives

  Elaborations

  • listen to a conversation or speech and identify the point being made and explain the tone and manner of presentation. Change the focus of the conversation or speech and identify how meaning has changed
  • change the tone in which the speech or conversation is presented and discuss how interpretations can also change.

  VCELY426 | Curriculum content | English | Level 8 | Speaking and Listening | Literacy

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

  By the end of Level 8, students use Auslan to share information, experiences, interests, thoughts and feelings about their personal and immediate worlds. They use modelled constructions, ask for repetition or clarification, such as please slow sign, and use strategies such as fingerspelling to...

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