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• Media Arts: Levels 7 and 8 achievement standards

  By the end of Level 8, students identify and analyse how representations of social values and viewpoints are portrayed in the media artworks they make, distribute and view.

  Students use intent, structure, setting, characters and genre conventions to shape technical and symbolic elements for specific...

  Level description | The Arts | Media Arts | Levels 7 and 8

• VCGGK123

  The causes and consequences of urban concentration and urban settlement patterns between Australia and the United States of America and reasons for these similarities and differences

  Elaborations

  • researching the causes of urban concentration in Australia and the United States of America. For example, the history of European settlement, migration, the export orientation of the economy, the centralisation of state governments, environmental constraints and the shape of transportation networks
  • applying the concept of place to explain why urbanisation produces different spatial outcomes in different countries

  VCGGK123 | The Humanities | Geography | Levels 7 and 8 | Geographical Knowledge | Changing nations

• VCHIC065

  Discuss the nature of identity and of cultural experience, considering the dynamic and responsive relationship between the two

  Elaborations

  • comparing views about the nature of identity, for example, by discussing elements that they believe shape and reflect their personal sense of identity, such as community, ethnicity, personality, languages, tastes and interests
  • considering how identity changes over time, taking into account ways of thinking, behaving and communicating, and influences such as education, intercultural experience, digital worlds and popular culture
  • sharing views about the nature of culture, referencing their own relationship with different elements of Indian and Australian cultural experience
  • exploring how individual ways of thinking and communicating both shape and reflect cultural identity
  • considering whether their sense of cultural identity varies according to place, time and situation

  VCHIC065 | Languages | Hindi | F–10 Sequence | Levels 7 and 8 | Communicating | Reflecting

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

  Students are able to produce all handshapes, movements and locations of single signs. They can independently produce simple positive and negative statements with some time marking, and use plain verbs, indicating verbs modified for present referents and simple and familiar depicting verbs. They...

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

• 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

• 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

• VCASFC190

  Consider their own and each other’s cultural experiences and ways of expressing identity and reflect on the role of Auslan in building and expressing identity for Deaf people

  Elaborations

  • exploring how their own biography shapes their sense of identity and ways of communicating, for example by considering elements such as family origins, traditions, beliefs, practices, interests and experiences
  • noticing and comparing how they use signs or expressions when communicating in English or Auslan and considering which feel closest to their sense of identity
  • comparing and reflecting on how identity is expressed across cultures and languages, for example by considering the idea of ‘belonging’ as expressed in different languages and cultures
  • discussing how their upbringing and personal experience impact on assumptions or attitudes that they bring to interactions with people who have different backgrounds or experiences, considering concepts such as communication, personality, family and community
  • discussing the impact of language and culture on the shaping of identity and the sense of wellbeing
  • considering connections and shared identity between local, regional and national communities of deaf people, for example by inviting a deaf guest to share their experiences of travel or international contact

  VCASFC190 | Languages | Auslan | Second Language Learner | F–10 Sequence | Levels 7 and 8 | Communicating | Identity

• VCAMAE033

  Experiment with the organisation of ideas to structure stories through settings, genre conventions and viewpoints, in images, sounds and text

  Elaborations

  • creating multiple representations of the same person, place or concept, using different media, to create different viewpoints.in media artworks
  • experimenting with use of images, sounds and text and selected conventions to challenge existing stereotypes in society
  • combining established genre conventions such as framing in still and moving image, sound in radio plays or audio-visual artworks, and font size, shape and colour in print

  VCAMAE033 | The Arts | Media Arts | Levels 7 and 8 | Explore and Represent Ideas

• VCAMUR038

  Analyse composers’ use of the elements of music and stylistic features when listening to and interpreting music

  Elaborations

  • identifying the elements of music aurally and then discussing how these elements, performance techniques and composition devices are used and manipulated, for example, discussing the shape of a melody in a particular part and how that part relates to the rest of the musical texture
  • identifying how the elements of music and instruments have been used in the piece, and compare them to the compositional devices used in their piece
  • researching performances through real or virtual sources to analyse and compare performers’ interpretations and discuss how each communicates the composer’s intentions

  VCAMUR038 | The Arts | Music | Levels 7 and 8 | Respond and Interpret

• VCAVAR039

  Identify and connect specific features of visual artworks from different cultures, historical and contemporary times, including artworks by Aboriginal and Torres Strait Islander peoples

  Elaborations

  • comparing and contrasting different visual images and interpretations of place and country, starting with the local Koorie people, from a range of viewpoints and contexts
  • researching, analysing and examining the way an artist’s cultural experiences have influenced the expression of ideas and concepts in their artworks
  • recognising how different factors contribute to the ways in which visual artworks are judged to be meaningful by an audience
  • analysing how artists have expressed historical and social value and influences in their artworks
  • analysing how visual arts processes and technologies shape the practices of art and craft

  VCAVAR039 | The Arts | Visual Arts | Levels 7 and 8 | Respond and Interpret

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

  Students continue to expand their language use to additional domains beyond their personal experience and interests. They use a range of grammatical forms and language structures to convey more complex relationships between ideas and experiences, creating compound and complex sentences by using...

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

• 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

• Health and Physical Education: Levels 7 and 8 description

  The Level 7 and 8 curriculum expands students’ knowledge, understanding and skills to help them achieve successful outcomes in classroom, leisure, social, movement and online situations. Students learn how to take positive action to enhance their own and others’ health, safety and wellbeing. They...

  Level description | Health and Physical Education

• History: Levels 7 and 8 description

  The Ancient World to the Modern World

  In Levels 7 and 8, students study history from the time of the earliest human communities to the end of the ancient period, approximately 60 000 BC (BCE) – c.650 AD (CE). It also covers the period from the end of the ancient period to the beginning of...

  Level description | The Humanities | History

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

  By the end of Level 8, students engage in social interaction to exchange greetings and to share ideas and information related to their personal, social and school worlds. They use known phrases to exchange ideas and opinions, for example, Non mi piace la pallacanestro. They participate in classroom...

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

• Mathematics: Level 8 achievement standards

  Number and Algebra

  Students use efficient mental and written strategies to make estimates and carry out the four operations with integers, and apply the index laws to whole numbers. They identify and describe rational and irrational numbers in context. Students estimate answers and solve everyday...

  Level description | Mathematics | Level 8

• Mathematics: Level 8 description

  In Level 8, students consolidate their proficiency with the four arithmetic operations, and combinations of these, for general computation involving natural numbers, integers and rational numbers, with and without the use of technology. They represent these numbers on the real number line. They...

  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