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• VCGGC102

  Collect and record relevant geographical data and information from useful primary and secondary sources, using ethical protocols

  Elaborations

  • gathering from a range of primary and digital sources, for example, from GIS layers, observation, annotated field sketches, surveys and interviews, or photographs, relevant data about the impacts of and responses to a hydrological hazard, or the factors influencing decisions people make about where to live
  • collecting geographical information from secondary sources, such as digital sources, thematic maps, weather maps, climate graphs, compound column graphs and population pyramids, reports, census data and the media
  • applying ethical research methods, including the use of protocols for consultation with Aboriginal and Torres Strait Islander communities
  • considering the usefulness of primary and secondary data by finding out when it was collected and for what purpose, and comparing this to the purpose of research
  • gathering relevant data about the ways to protect significant landscapes from a range of primary and digital sources, such as from observation, annotated field sketches, surveys and interviews, or photographs

  VCGGC102 | The Humanities | Geography | Levels 7 and 8 | Geographical Concepts and Skills | Data and information

• VCGGC103

  Select and represent data and information in different forms, including by constructing appropriate maps at different scales that conform to cartographic conventions, using digital and spatial technologies as appropriate

  Elaborations

  • creating an annotated diagram to demonstrate how water flows through the environment and connects places, or the influence of environmental quality on the liveability of places
  • constructing tables and graphs of demographic or economic data for Australia or China
  • creating annotated diagrams to show a landscape and its landforms
  • creating a map to show the spatial distribution and patterns of liveability, using computer mapping software
  • using a satellite image to construct a map to show the areas affected by a hydrological hazard, in Australia and another region of the world

  VCGGC103 | The Humanities | Geography | Levels 7 and 8 | Geographical Concepts and Skills | Data and information

• VCEBE019

  Identify relationships and trends, and generate a range of alternatives for an economic or business issue or event, evaluating the potential costs and benefits of each alternative and the consequences of proposed actions

  Elaborations

  • interpreting tables, charts and graphs containing economic or business data to identify trends and using the data to make predictions about future trends, for example, trends in online shopping
  • examining the trade-offs involved in making choices
  • investigating how businesses identify opportunities in the market
  • undertaking a cost-benefit analysis of alternatives proposed and making a decision about which one to recommend
  • discussing the consequences of an economic or business decision, and reflecting on whether this was the ‘best’ decision and what might be the effect of alternative actions
  • developing skills to contest and debate ideas and to express opinions on economics and business issues that interest and/or affect them or society

  VCEBE019 | The Humanities | Economics and Business | Levels 7 and 8 | Economic and Business Reasoning and Interpretation

• 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

• VC2M8P03

  conduct repeated chance experiments and simulations, using digital tools to determine probabilities for compound events, and describe results

  Elaborations

  • using digital tools to conduct probability simulations involving compound events
  • using a random number generator and digital tools to simulate rolling 2 dice and calculating the difference between them, investigating what difference is likely to occur more often
  • using online simulation software to conduct probability simulations to determine in the long run if events are complementary

  VC2M8P03 | Mathematics | Mathematics Version 2.0 | Level 8 | Probability

• VCDTDI037

  Acquire data from a range of sources and evaluate their authenticity, accuracy and timeliness

  Elaborations

  • designing a search engine query to find specific information on the web and checking its accuracy against information contained in other sources, for example entering instructions such as intitle: and inurl: prefixes to find information within a general directory, and comparing the results with information found in a wiki
  • acquiring data from a range of sources, for example people, websites, books, mobile phones, radiofrequency identification (RFID) and data repositories such as the Australian Bureau of Statistics datasets, and compiling these data into a digital format
  • checking authenticity of data, for example ensuring the source or author is a reliable individual or organisation
  • using techniques to locate data that are timely, for example using a filtering function to specify the timeframe, such as years, for the required data

  VCDTDI037 | Technologies | Digital Technologies | Levels 7 and 8 | Data and Information

• VCICCB013

  Analyse the dynamic nature of own and others cultural practices in a range of contexts

  Elaborations

  • examining how a similar cultural practice can be expressed differently in other contexts, for example, compare the celebration of Christmas in commercial, cultural and religious contexts
  • analysing how a range of different cultural practices developed and how they may have changed, for example, comparing women’s roles over the past hundred years at home and at work, exploring changing influences of technology in popular music, discussing changes to religious observance, such as eating fish on Friday
  • exploring why people want to preserve their cultural practices, including linguistic, artistic and culinary traditions and investigating an example of cultural preservation
  • discussing possible consequences when cultural practices are not maintained, for example, changes to language practices in successive generations of migrant communities
  • exploring cultural issues in historical contexts such as the impact of a dominant culture, language, belief or legal system, for example during the Columbian Exchange

  VCICCB013 | Capabilities | Intercultural Capability | Levels 7 and 8 | Cultural Practices

• VCZHC082

  Correspond and collaborate with peers, relating aspects of their daily experiences and arranging sporting and leisure activities

  Elaborations

  • participating in posting on a shared blog and exchanging personal information (for example, name, age, nationality, school and year level) with students from sister schools, for example, 你好，我叫Ann, 我是澳大利亚的学生
  • responding to correspondence (such as emails, letters or postcards) by answering questions, clarifying meaning (for example, 你说你想来澳大利亚， 是吗？), seeking further information (for example, 你想一月份来吗？) and addressing requests, for example, 澳大利亚一月是夏天，很热
  • using supporting images in own writing, for example, using emoticons such as >_<||| to enhance meaning in digital communication
  • using digital media to produce a bilingual publicity flier for an upcoming cultural or sporting event (for example, 汉语角), to promote Chinese learning among school community members

  VCZHC082 | Languages | Chinese | Second Language Learner | 7–10 Sequence | Levels 7 and 8 | Communicating | Socialising

• VC2M8N02

  establish and apply the exponent laws with positive integer exponents and the zero exponent, using exponent notation with numbers

  Elaborations

  • recognising the connection between exponent form and expanded form with the exponent laws of product of powers rule, quotient of powers rule, and power of a power rule, for example, 23×22 can be represented as 2×2×2×2×2=25 , and connecting the result to the addition of exponents
  • applying the exponent laws of the product of powers rule, quotient of powers rule, power of a power rule and zero exponent individually and in combination; for example, using exponents to determine the effect on the volume of a 2 centimetre cube when the cube is enlarged to a 6 centimetre cube, 6323= 23×3323=33, so the volume is increased by a factor of 27
  • using digital tools to systematically explore the application of the exponent laws; observing that the bases need to be the same
  • using examples such as 3434=1, and 34-4=30 to illustrate the necessity that for any non-zero natural number n,  n0=1

  VC2M8N02 | Mathematics | Mathematics Version 2.0 | Level 8 | Number

• VCDEC005

  Present in modelled spoken and written texts information relating to own world and that of other teenagers

  Elaborations

  • presenting information, orally and in writing, on aspects of their immediate environment or personal world (a school/community event, celebration or excursion, or a new student), supported by the use of visuals
  • creating simple persuasive and informative texts for a targeted audience, for example, an advertisement for an event, a virtual tour of their own and/or a partner school, a notice for a school excursion, or a report on a favourite band or type of music
  • presenting statistics related to Australia and other countries, including German-speaking countries, for example, population and physical size, daily temperatures, number and type of dwellings, percentage of students learning one or two foreign languages
  • presenting the results of a class survey, for example, creating graphs and/or writing statements to report findings on such topics as the range of leisure activities undertaken by classmates; favourite apps/electronic games, TV series, food, music or pets; or amount of time spent using social media

  VCDEC005 | Languages | German | 7–10 Sequence | Levels 7 and 8 | Communicating | Informing

• VCGGC104

  Analyse maps and other geographical data and information using digital and spatial technologies as appropriate, to develop identifications, descriptions, explanations and conclusions that use geographical terminology

  Elaborations

  • using aerial images of contrasting places to identify differences in housing density
  • using graphs, weather maps and satellite images to examine the temporal and spatial patterns of a selected hydrological hazard in Australia and another region of the world, such as countries of the Asia region, or from the Pacific region
  • using digital maps and overlays of an area to observe, describe and contrast the spatial associations of geographical phenomena. For example, the relationship between economic activities and river systems and the availability of surface water
  • interpreting topographic maps and digital terrain models, cross-sections or block diagrams to investigate landforms and their features
  • reviewing the results of an analysis to propose and defend answers to a question, emphasising at least one of the geographical concepts of place, space, environment, interconnection, sustainability, scale or change

  VCGGC104 | The Humanities | Geography | Levels 7 and 8 | Geographical Concepts and Skills | Data and information

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

  By the end of Level 8, students use Auslan to interact and to exchange information, experiences, interests and opinions with teachers, peers and others. They initiate and maintain conversations and use strategies such as fingerspelling to replace unknown signs to support continued interaction, such as

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

• VCASFC091

  Interact with peers and teachers to exchange information about self, family, friends and interests, describe people and objects and express some feelings and preferences

  Elaborations

  • exchanging greetings, thanks and apologies, for example, HELLO, HOW-ARE-YOU? GOOD MORNING M-R-J-O-N-E-S, THANK-YOU, SORRY
  • expressing feelings using lexical signs and affective NMFs, for example:
    PRO1 HAPPY
    I’m happy.
    PRO3 GRUMPY
    She’s grumpy.
  • using formulaic language to express wishes for particular occasions or events, for example, HAPPY BIRTHDAY, GOOD-LUCK
  • making arrangements using simple time-related signs without numeral incorporation, for example, LAST-WEEK, MONDAY and with numeral incorporation, such as THREE-DAYS-AGO, TWO-YEARS-AGO, IN-TWO-DAYS
  • stating likes, dislikes and preferences using associated NMFs, for example:
    PRO1 LIKE TV
    I like TV.
    DON’T-LIKE DRAWING
    I don’t like drawing.
  • introducing self and family and explaining relationships using possessive pronouns, for example:
    POSS1 NAME X, PRO1 12-YEARS-OLD
    My name is X, and I’m 12 years old.
    PRO3 POSS1 BROTHER
    He’s my brother.
  • asking and responding to questions about a familiar topic such as their family, a hobby or an interest, or a recent event, for example:
    PAST WEEKEND, YOU GO WHERE?
    Where did you go last weekend?
    FAMILY PRO1 GO PLAY SOCCER
    My family and I went to play soccer.
  • referring to family members and classmates by fingerspelling a name or by using a sign name and describing their appearance or characteristics, for example:
    POSS1 SISTER TALL SKINNY HAVE BLACK HAIR
    My sister is tall and thin and has black hair.
  • describing what they are doing in class activities using plain verbs, for example, PRO1 WRITE, PRO1 READ

  VCASFC091 | Languages | Auslan | First Language Learner | 7–10 Sequence | Levels 7 and 8 | Communicating | Socialising

• VCDEC163

  Participate in intercultural experiences, demonstrating awareness of the importance of shared understanding, and reflecting on adjustments made as a result of reactions and responses

  Elaborations

  • participating in cultural experiences, such as eating at a Swiss restaurant/café in Australia, watching a German soccer match or Austrian skiing competition, or listening to a pop group performance on Radio Liechtenstein, and reflecting on cultural similarities and differences that are manifested through language
  • reflecting on how some personal or community ideas and actions in the Australian context may be perceived by German speakers, for example, being able to go camping all year round or taking into account the vastness of Australia when planning a holiday, and discussing possible implications
  • observing and recording aspects of language (such as register and use of the imperative) and cultural behaviour that need to be modified when communicating in German, depending on audience and social context
  • reflecting on and explaining which aspects of culture and language use can be comfortably adopted and where adjustments should be made, such as the use of Sie and titles (Herr Dr. Meier), wearing of Hausschuhe, placing payment and receiving change on a tray rather than in the hand in a shop
  • providing advice for others in intercultural situations where it is difficult to make oneself understood clearly or to understand the other speaker

  VCDEC163 | Languages | German | F–10 Sequence | Levels 7 and 8 | Communicating | Reflecting

• VCITU108

  Develop awareness of features of the Italian sound system, including pronunciation, syllable stress, rhythm and intonation, and how these are represented in written form

  Elaborations

  • listening to and producing the sounds of Italian, and noticing sound–symbol correspondence, for example, consonant combinations (for example, famiglia, gnocchi, chiesa, barche), vowel combinations (for example, buono, chiave, ciliegia) and double consonants (for example, sono and sonno)
  • using the Italian alphabet, making connections between spoken and written forms, understanding the effect of grave and acute accents (for example, città, perché)
  • recognising differences in tone and rhythm between statements, questions, exclamations, requests and commands, for example, Vai a casa? Vai a casa!
  • noting differences between Italian and English use of capital letters, and using rules of capitalisation when creating own texts, for example, omission of capitals with weekdays, months of the year and nationalities
  • checking pronunciation of words using sound files and text-to-speech software
  • recording individual words to create a talking dictionary

  VCITU108 | Languages | Italian | 7–10 Sequence | Levels 7 and 8 | Understanding | Systems of language

• VCZHC085

  Express opinions about imagined characters and events seen and heard in contemporary media and performances, and create own portrayals of characters using gesture, action, stress, and modelled phrases

  Elaborations

  • watching segments of texts in Chinese, such as popular music videos from various sources of media, and expressing personal opinions, for example, 我觉得…很有意思
  • performing Chinese songs and experimenting with rhythm, voice, emotion and gesture to convey the intended sentiment and meaning of songs and rhymes and enhance performance
  • comparing stories and characters in both Chinese and Australian popular media, and exploring themes and topics that interest young people from different cultural backgrounds, such as 澳大利亚的年轻人也很喜欢看动作片。成龙很有名
  • creating short plays or skits and taking on roles in imagined scenarios such as visiting or hosting a Chinese friend, a shopping experience or a fashion show
  • assuming the role of a young Chinese person in the performance of a play about, for example, celebrating Chinese New Year
  • creating and performing a rap about learning Chinese, experimenting with voice, gesture and action to convey different emotions and attitudes, including use of word stress to alter the way meaning is expressed and interpreted, for example, exploring the implications of expressing 不要 with varying degrees of volume and emphasis

  VCZHC085 | Languages | Chinese | Second Language Learner | 7–10 Sequence | Levels 7 and 8 | Communicating | Creating

• VCZHC088

  Interpret common colloquial phrases and culturally specific practices from Chinese contexts into Australian contexts and vice versa, identifying contextual restraints and considering alternatives

  Elaborations

  • watching interactions in Chinese between peers or in texts (for example, viewing a segment of a movie), and interpreting the meaning of the dialogue as well as comparing culturally determined manners or behaviour
  • interpreting key ideas from Chinese to English with explanation of the context and the use of fixed phrases, for example, discussing what Chinese parents would say to their child when dropping them off at school as the Chinese version of ‘Have a good day’ (听老师的话，不要调皮); what is the English version of 加油; and why people say 加油 at a Chinese sports event
  • explaining key cultural concepts and practices to English speakers through translation, for example: Do we translate 春节 as ‘Spring Festival’ or ‘Chinese New Year’? Why is 端午节 called ‘dragon boat festival’ in English? Does this translation capture the essence of this celebration? What is lost in translation? What are similar examples in English?
  • considering how aspects of life in Australia that are culturally determined or reflect culture-specific behaviours may be rendered in Chinese, such as Anzac Day, Australia Day, the Ashes cricket

  VCZHC088 | Languages | Chinese | Second Language Learner | 7–10 Sequence | Levels 7 and 8 | Communicating | Translating

• VCZHU063

  Explain how the Chinese language adapts to social and technological changes

  Elaborations

  • enquiring into the use of internet language, including numerical representations of words (for example, 55555 = 呜呜他在哭) as a means of private communication among youth
  • exploring the use of mobile phones and the internet to replace old ways of communication, for example, texting or emailing New Year greetings instead of going to 拜年 in person
  • comparing features of correspondence and the circumstances in which some forms of correspondence are preferred, for example, why 贺节短信 is popular as a way to save time and money
  • exploring the ways in which new words and phrases are incorporated into everyday communication in Chinese, for example, how English expressions of emotion (去 happy 吧) are used in chat forums and text messaging, and how Pinyin abbreviations are used to replace characters (L P = 老婆)
  • examining how the adaptation of words reflects and encourages cultural change, for example, gender equality is reflected in the use of 妳 to address females and 他们 to include both men and women

  VCZHU063 | Languages | Chinese | Second Language Learner | F–10 Sequence | Levels 7 and 8 | Understanding | Language variation and change

• VCASFC057

  Use interactions to support discussion and debate and to demonstrate culturally appropriate behaviours in and beyond the classroom

  Elaborations

  • following protocols for interacting with sign language interpreters in various contexts in and out of school
  • using statements and discussion techniques to participate in class and school debates, for example by acknowledging others’ opinions and supporting their own with examples and accounts of personal experiences
  • understanding and adopting different roles in a debate, using more elaborated sentence structures and interactional strategies to support discussion and provide clarification, for example:
    PRO2 DIGRESS NEED COME-BACK-TO-POINT
    You’ve gone off the topic. Can you get back to your point?
    SUMMARY…
    In summary;
    PRO2 CONFUSE. PRO1 WIND-BACK
    I’ve confused you; let’s go back …
    
  • using evaluative language to acknowledge strengths in others’ arguments or to challenge others’ views in a courteous manner, for example:
    RIGHT-YEAH, PRO2 DIFFERENT PERSPECTIVE. PRO1 NEVER THOUGHT
    Oh yeah, that’s a different take on it. I never thought about it that way.
    G:WELL RIGHT-YEAH, BUT I WANT ADD COMMENT
    Well, yes, that’s true but I’d like to add something.
    
  • being a supportive group participant, for example by asking relevant questions, providing feedback, prompting and eliciting contributions from others

  VCASFC057 | Languages | Auslan | First Language Learner | F–10 Sequence | Levels 7 and 8 | Communicating | Socialising

• VCASFC097

  Express imaginative ideas and visual thinking through the use of mime, gestures, drawing and modelled signs

  Elaborations

  • re-enacting individual short stories or wordless animations using gestures, actions and modelled signs
  • depicting the movement of people, animals or means of transport by using handshapes in creative ways
  • creating amusing sequences of signs using a fixed handshape, such as point in PRO2 THINK PRO1 SHY
  • using gestures and modelled signs to create their own short stories or mimes
  • creating an imaginative scenario that features the movements and characteristics of a particular animal through the use of constructed action
  • participating in storytelling games or imaginative activities, such as the joint construction of a humorous story
  • working with classmates to represent objects using combined bodies and hands in amusing or creative ways
  • changing elements of familiar narratives to create their own versions, with a focus on varying manner or constructed action
  • adapting an element of a familiar cartoon or story to achieve a different outcome

  VCASFC097 | Languages | Auslan | First Language Learner | 7–10 Sequence | Levels 7 and 8 | Communicating | Creating