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

  By the end of Level 8, students use spoken and written Italian to interact in a range of personal and social contexts. They describe or present people, places, events or conditions; discuss likes, dislikes and preferences; present information; recount and narrate events; and talk about personal...

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

• VCHIC093

  Interact in classroom routines and exchanges such as asking and responding to questions, requesting help, repetition or permission, following directions, giving praise or encouragement and reflecting on learning experiences

  Elaborations

  • participating in regular classroom interactions such as asking and answering questions, for example, आज २० जून है; आज सोमवार है; आज बहुत सर्दी है; requesting permission or clarification, नहीं, मुझे समझ नहीं आया, कृपया फिर से दोहराइए। यह बहुत कठिन है। इस में मुझे क्या करना है? इस प्रश्न का उत्तर क्या है? कृपया, यह फिर से समझाइए; and responding to praise or criticism, बहुत बढ़िया! बुरा नहीं है। ठीक ठाक हैl
  • using language of comparison, opinion, reflection and response, for example, इस विकल्प को अधिक लोग चुनते हैं ... मुझे यह कार्य बहुत कठिन लगा।
  • monitoring progress during learning experiences, responding to each other’s contributions and expressing opinions and preferences, किसकी बारी है? यह बहुत कठिन लग रहा है। मैं फिर से शुरू करूंगा …
  • using evaluative language to provide feedback and encouragement and to review learning experiences, for example, by reflecting on completed tasks, हमने अच्छा प्रबंध किया। हमें उम्मीद से ज़्यादा समय लगा, प्रभावशाली सुधार, प्रयत्न करते रहो
  • identifying and discussing Hindi idioms and proverbs that may be applied to the experience of learning languages, for example, डूबते को तिनके का सहारा, नाच न जाने आंगन टेढ़ा, अँधे की लाठी, चार–चाँद लगाना

  VCHIC093 | Languages | Hindi | 7–10 Sequence | Levels 7 and 8 | Communicating | Socialising

• VCASFU231

  Recognise similarities and differences in language features of different types of texts and in Auslan and English texts of a similar type, and notice how texts build cohesion

  Elaborations

  • recognising that texts are made up of one or more clauses, which have one or more signs in them, which together make meaning
  • comparing a short text in Auslan with an equivalent type of English text (for example, a recount in both languages) and noticing similarities and differences in structure and language features
  • examining different examples of an Auslan text on the same topic, or telling the same story, and identifying different choices signers made in the production of the text, for example the amount of fingerspelling or CA they used
  • analysing linguistic structures and features associated with more dynamic texts, such as back-channels and hesitations used in casual conversations
  • identifying examples of signers pointing to an established location to refer to a non-present referent
  • identifying how signers use space to make clear the actor or undergoer of a verb through a text, for example by pointing back to an established location to refer to a noun referent
  • identifying the many ways signers can refer to the same referent in a text, for example by using DSs, points or list buoys, and how such strategies help maintain interest and support understanding

  VCASFU231 | Languages | Auslan | Second Language Learner | 7–10 Sequence | Levels 7 and 8 | Understanding | Systems of language

• VCASFU105

  Recognise similarities and differences in language features of different types of texts, and notice how signers build cohesion in texts

  Elaborations

  • recognising that texts are made up of one or more clauses, which have one or more signs in them, which together make meaning
  • looking at short recounts or narratives in Auslan and identifying information necessary to communicate with others such as who was involved or when and where the event happened
  • recognising that different signed texts serve different purposes and discussing and comparing these purposes, for example, a procedure is to explain how, a narrative is to entertain
  • identifying how signers use space to track participants through a text, for example by pointing back to an established location to refer to a noun referent
  • identifying the many ways signers can refer to the same referent in a text, for example by using DSs, points or list buoys, and noticing how such strategies help maintain interest and support understanding

  VCASFU105 | Languages | Auslan | First Language Learner | 7–10 Sequence | Levels 7 and 8 | Understanding | Systems of language

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

  By the end of Level 8, students use written and spoken Arabic to exchange information about their personal worlds and to express feelings, likes and dislikes. They use formulaic language for a range of classroom functions and processes, such as asking and responding to questions, following instructions...

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

• 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

• VCADRE033

  Combine the elements of drama in devised and scripted drama to explore and develop issues, ideas and themes

  Elaborations

  • investigating and researching starting points for drama, for example, ‘What was the performer’s/director’s/playwright’s intention for this drama? or How were symbols used to convey a message in the drama?’
  • evaluating their peers’ responses to questions about an issue or image
  • working with different combinations of the elements of drama to create and sustain dramatic situations and show contrast
  • experimenting with linear and non-linear narratives to focus dramatic action and tension

  VCADRE033 | The Arts | Drama | Levels 7 and 8 | Explore and Express Ideas

• VCELA402

  Investigate how visual and multimodal texts allude to or draw on other texts or images to enhance and layer meaning

  Elaborations

  • comprehending a series of static images and combinations of language and images in a picture book, for example title, setting, characters, actions, as well as technical elements including position, size, colour, angle, framing, point of view
  • analysing the relationship between visual elements and text in non-fiction texts such as documentaries, television news, online newspapers and digital magazines

  VCELA402 | Curriculum content | English | Level 8 | Reading and Viewing | Language

• VCELY413

  Analyse and evaluate the ways that text structures and language features vary according to the purpose of the text and the ways that referenced sources add authority to a text

  Elaborations

  • evaluating an author's use of particular textual structures and language features in achieving the representation of a point of view
  • making assertions about the sufficiency and adequacy of information or evidence and the credibility of sources
  • exploring texts that attempt to solve moral problems in a particular way, for example by consideration of consequences or rights/duties, and by identifying strengths as well as problems that arise from this approach

  VCELY413 | Curriculum content | English | Level 8 | Reading and Viewing | Literacy

• VCLVU189

  Discuss variations in language use that reflect different social and cultural contexts, purposes and relationships

  Elaborations

  • understanding how elements of communication in Aboriginal languages languages, such as gestures, facial expressions, choice of language and use of silence, vary according to context, situation and kin relationships, for example, eye contact, pointing with lips
  • analysing and discussing intergenerational differences in language use, for example, young people’s language compared to the language of older generations
  • explaining variations in language use that reflect different levels of formality, authority and status, for example, expressions used with respected kin, ways of asking questions of different people

  VCLVU189 | Languages | Victorian Aboriginal Languages | Levels 7 to 10 | Understanding | Language variation and change

• VCASFC221

  Present and explain factual information about a range of topics of interest

  Elaborations

  • describing in the correct sequence home and school routines such as weekend activities or their school timetable
  • reporting to the class about a shared school event, such as Deaf Sports Day or a school camp
  • creating signed texts to explain a hobby or interest, using visual supports such as photos or props
  • presenting descriptions of items of school equipment such as those used in woodwork, science or sports, and giving simple signed explanations of how they work
  • instructing the class in a procedural text such as a simple recipe or instruction guide, using list buoys
  • sharing selected points of information from their home or local community, such as family traditions or cultural events, conveying key points of information from visual infographics or diagrams
  • working in groups to create an informative video or display about their school
  • assembling an information pack about their school to support newly arrived deaf students, including a signed glossary of key people and places and simple directions to navigate the school
  • explaining a favourite game that can be played in Auslan or English, highlighting key Auslan terms and supporting information with pictures, gestures and demonstrations

  VCASFC221 | Languages | Auslan | Second Language Learner | 7–10 Sequence | Levels 7 and 8 | Communicating | Informing

• VCADAE033

  Use safe dance practice, elements of dance, body actions and improvisations to explore ways of making literal movements into abstract movements

  Elaborations

  • experimenting with realistic, everyday movements, for example, exaggerating the movement of a single body part such as the arm in eating spaghetti and blurring this into abstract movements
  • analysing dances from a range of times and locations, considering how a single realistic movement can be manipulated from representational to symbolic
  • asking questions about ideas from other choreographer’s work as a starting point for creating new work, for example, the choreographer’s intention for the dance, or ideas that students think the dance expressed
  • using the elements of dance to develop new movements that still maintain the essence of the original movement

  VCADAE033 | The Arts | Dance | Levels 7 and 8 | Explore and Express Ideas

• VCAMAM036

  Plan, structure and design media artworks for a range of purposes that engage audiences using media elements, technologies and production processes

  Elaborations

  • selecting footage captured on a camera, editing the footage into a sequence and applying a soundtrack that matches the edited sequence’s pace, rhythm and style
  • manipulating sound and camera angles to create mood and setting
  • manipulating and evaluating the use of media elements to create genres, for example, creating mood and setting through images, and sound and framing
  • applying image manipulation software to manipulate contrast, correct colour and add filters or text to an image, to enhance the mood or strengthen a point of view
  • documenting the use of technical and symbolic elements in media artworks providing specific examples that demonstrate an awareness of responsible media practices

  VCAMAM036 | The Arts | Media Arts | Levels 7 and 8 | Media Arts Practices

• VCCCTQ033

  Suspend judgements temporarily and consider how preconceptions may limit ideas and alternatives

  Elaborations

  • reflecting on whether any preconceptions such as safety or ‘price point’ can be used to test the quality of ideas
  • challenging the inclusion of a feature of an object taken for granted, such as a lid on toothpaste tubes, and how this expands ideas for product innovations
  • investigating an issue such as improvements to liveability of another place, and exploring how differences in places mean that preconceptions should be suspended
  • identifying their preconceptions about a particular text and considering the influence of these preconceptions on how they react to an adaptation of the text, for example to a film adaptation of a novel
  • exploring barriers and enablers for the greater inclusion of voices, for example in issues concerning lowering the voting age or setting gender quotas and how greater or less inclusion might affect the range of useful ideas

  VCCCTQ033 | Capabilities | Critical and Creative Thinking | Levels 7 and 8 | Questions and Possibilities

• VCELC011

  Recognise their own and others’ ways of expressing identity, reflecting on the relationship between language, culture and identity

  Elaborations

  • monitoring own development as a Greek speaker and exploring the relationship between identity, culture and language in relation to learning and using Greek
  • recognising and exploring how identity is expressed through languages spoken by people in various cultural contexts, including languages spoken by classmates and family or community members
  • participating in Greek cultural experiences, such as eating at a Greek restaurant, going to a concert or attending a function, and reflecting on cultural similarities and differences in own language and behaviours
  • reflecting on gestures and language choices used by speakers of Greek and considering when and how to use these in own communication, for example, shaking head in agreement, use of hands to emphasise points made in conversation

  VCELC011 | Languages | Modern Greek | 7–10 Sequence | Levels 7 and 8 | Communicating | Reflecting

• VCKOU019

  Identify beliefs, attitudes and value systems reflected in their own everyday language use in English, other languages and Korean, comparing ways of communicating across cultures

  Elaborations

  • identifying non-verbal expressions taken for granted in communication in different cultures, for example, the use/non-use of eye contact, bowing, nodding, pointing
  • reflecting on individual words which may be interpreted differently by people who do not know Korean culture, for example, 우리 집, 우리 선생님
  • discussing, questioning and explaining understanding of other cultures including Korean to others non-judgmentally, for example, without stereotyping
  • understanding the significance of social conventions and cultural concepts, for example, 잘 먹겠습니다, 잘 먹었습니다
  • exploring how politeness is expressed differently in Korean and English

  VCKOU019 | Languages | Korean | 7–10 Sequence | Levels 7 and 8 | Understanding | Role of language and culture

• VCNRC056

  Convey and present information and ideas on a range of topics in different types of texts and in a variety of modes

  Elaborations

  • presenting information on a variety of topics for a range of purposes and audiences
  • presenting findings from interviews with peers in own class or in language classes and settings, using formats such as profile posters, charts and timelines
  • summarising and conveying the main points of texts, deducing the meaning of some unknown words and phrases, and identifying known cultural references, images and other content which contribute to the overall meaning
  • organising and presenting information for an audience who speak the language, for example, a web page describing and explaining leisure activities of young people in Australia
  • reporting in either a journal/diary entry or article for a school magazine on own and others’ experiences of events such as a concert, school camp, excursion or new educational computer game

  VCNRC056 | Capabilities | Personal and Social Capability | Levels 7 and 8 | Communicating | Informing

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

  By the end of Level 8, students share information about their personal worlds, including personal details, family, friends, interests, likes, dislikes and preferences. They interact with others to carry out transactions, participate in class routines and socialise. They use modelled language and...

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

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

  By the end of Level 8, students interact with the teacher and peers to exchange information and opinions about their personal worlds, for example, मेरे परिवार के अधिकतर सदस्य ऑस्ट्रेलिया में रहते हैं लेकिन कुछ सदस्य भारत में भी रहते हैं। मुझे क्रिकेट खेलना अच्छा लगता है क्योंकि...... They exchange...

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

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

  By the end of Level 8, students interact with one another and the teacher in classroom routines and activities, exchanging greetings, wishes and information about their personal and social worlds. They use gestures and formulaic expressions appropriately, for example, おくれて すみません。しつれいします。 They...

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