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

  By the end of Level 8, students use written and spoken Spanish for classroom interactions, to carry out transactions and to exchange views and experiences with peers and others in a range of contexts. They use rehearsed and spontaneous language to give and follow instructions and engage in discussions...

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

• Spanish - 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, leisure activities, likes and dislikes, for example, Hola amigo, ¿Cómo estás? Me gusta tocar la guitarra, No me gusta comer carne. They interact with...

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

• Turkish - 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 express opinions, for example, Arkadaşlarımla sinemaya gitmeyi severim. They use descriptive and expressive language to share feelings and to express preferences such as Suyu gazoza tercih ederim. Student...

  Level description | Languages | Turkish | 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

• 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

• VCFRC094

  Locate factual information from a range of texts and resources and use the information in new ways

  Elaborations

  • collecting vocabulary and expressions from a range of informative texts such as posters, websites, brochures or menus for use in own short reports on topics such as les voyages, manger sain, les médias
  • listening for key points of information in short, spoken/recorded texts such as phone messages or announcements, and representing the information in note form to communicate to others
  • gathering information about places, people or events in francophone contexts and cultures, and using it to build timelines, itineraries or profiles
  • obtaining, classifying and summarising data collected from class surveys or web searches on topics such as favourite books, music, apps, films or social media
  • explaining and sequencing actions or events from texts such as magazine articles or sports reports, using conjunctions and adverbs related to time, for example, puis, d’abord, ensuite, finalement

  VCFRC094 | Languages | French | 7–10 Sequence | Levels 7 and 8 | Communicating | Informing

• VCJAC011

  Collate and present information in print, digital or online formats about self and peers to share with others, and notice own and one another’s ways of expressing identity

  Elaborations

  • identifying elements of identity that may be important across all cultures, for example, family, community, location, language, religion, age, gender
  • sharing reactions to intercultural experiences, and considering whether their individual background, age and interests contribute to attitudes and/or beliefs that impact on the experience
  • preparing a digital class profile to exchange with Japanese-speaking students, showing the cultural backgrounds, interests and personalities of each class member using images, captions and symbols
  • creating a print or digital personal ‘cultural ID profile’ to exchange with Japanese-speaking peers, making decisions about what points of information will be of most interest, for example, by creating a family tree with associated links to cultural connections, languages spoken, interests and activities
  • comparing and reflecting on how identity is expressed across cultures and languages, considering the idea of ‘belonging’ and the relative importance of group or family membership as expressed in different languages

  VCJAC011 | Languages | Japanese | 7–10 Sequence | Levels 7 and 8 | Communicating | Reflecting

• VCJAC166

  Access, summarise and reorganise information obtained from a range of texts on a variety of topics, and present it in different formats

  Elaborations

  • gathering, classifying and summarising information from class surveys, realia, notices, timetables and announcements, and presenting findings in formats such as digital presentations, posters, wall charts or oral summaries
  • identifying key details, expressions and information in authentic or modified texts, for example, signs, weather reports, print advertisements, menus, packaging, brochures or websites, and using the information to create their own texts for specific purposes and audiences
  • listening for key points of information and cultural references in short spoken or recorded texts such as phone messages, announcements or weather reports, and transposing them to note form for their own reference or to communicate to others
  • collating information from sources such as magazine articles, recorded interviews or website postings about high-profile individuals or events to edit and represent in timelines or profiles on a shared database
  • drawing on content, language, images and presentation formats from a range of Japanese media resources to design posters or leaflets on topics such as environmental sustainability or youth-related issues

  VCJAC166 | Languages | Japanese | F–10 Sequence | Levels 7 and 8 | Communicating | Informing

• VCKOC175

  Identify, classify and compare information and ideas obtained from spoken, written, print or digital texts

  Elaborations

  • identifying context, purpose and audience of texts such as advertisements, signs, announcements and recipes
  • gathering facts independently and collaboratively about events or people and report information to others, by accessing simple texts from sources such as magazines, interviews, announcements and websites, for example, drawing a timeline to show a sequence of events or to profile a famous Korean, or person from their country of origin
  • listening to, viewing and reading texts that reflect different aspects of Korean culture, art, history or geography, noting key words, specialised terms or points of information to be re-used when sharing the information in print and digital forms such as class magazines or web postings
  • analysing and summarising information from texts such as television programs, reports, interviews, video clips, documentaries and social networks, using tools such as tables, concept maps and charts to organise and order information and inform others of findings
  • comparing details from a range of texts about special occasions and ceremonies, and discussing culture-specific terms and representations

  VCKOC175 | Languages | Korean | F–10 Sequence | Levels 7 and 8 | Communicating | Informing

• VCKOC011

  Reflect on own identity, including identity as a user and learner of Korean, comparing observations made about experiences over time

  Elaborations

  • communicating / sharing information about own identities in terms of cultural background and personal and social experience, using declarative and descriptive statements, for example, 저는중국계 호주 사람이에요; (저는) 한국어하고 스페인어를 해요; (저는) … 회원이에요
  • preparing information to exchange with Korean-speaking students, such as a class profile showing cultural backgrounds, languages used in the home, interests and values, and using resources such as photos, captions, quotes and symbols
  • sharing ideas about how cultural aspects embedded in or accompanying Korean language use might be perceived differently in different cultures, for example, politeness, terms of address, and gestures such as bowing when greeting older people, using fingers when counting, or pointing with the index finger
  • sharing feelings or ideas on the reciprocal benefits of learning and knowing each other’s language and culture, for example, mutual understanding and friendship between themselves and peers from a Korean background

  VCKOC011 | Languages | Korean | 7–10 Sequence | Levels 7 and 8 | Communicating | Reflecting

• VCVIU170

  Expand understanding of how different types of texts are structured and employ particular language features to suit different audiences, contexts and purposes

  Elaborations

  • analysing different types of texts, such as recipes, profiles, songs, poems, stories, recounts, reports, advertisements or conversations, to identify audience, purpose, structure and language techniques
  • examining structural features of informal text types, for example, dates on letters, postcards and diary entries
  • exploring the way content is developed in different types of texts, and how ideas and information are structured, for example, headings, paragraphs, topic sentences, elaborations, topic/idea shifts
  • identifying and comparing language features of different types of texts, for example, use of first person point of view and descriptive and emotive language in personal recounts and diary entries
  • recognising linguistic choices made to vary texts according to their intended audience and degree of formality, for example, changing personal pronouns or tone to indicate changes in relationship between participants or degree of (in)formality

  VCVIU170 | Languages | Vietnamese | F–10 Sequence | Levels 7 and 8 | Understanding | Systems of language

• VCZHC225

  Interact with peers and exchange opinions and preferences about new social and cultural experiences, adjusting tone, vocabulary and phrasing to influence others

  Elaborations

  • sharing experiences and discussing how their own cultural practices are maintained or adapted in their new environment, for example, 来到澳洲以后， 我开始对土著人的艺术感兴趣了
  • identifying and challenging stereotypes about Chinese and Australian cultures
  • discussing the concept of friendship across cultures, and describing own sources of social support within the local community, for example, 我现在在一个羽毛球俱乐部打球， 认识了不少朋友， 挺开心的
  • using appropriate strategies to maintain communication, such as explaining concepts and ideas when other participants are not familiar with the topic of conversation, for example, 我很喜欢吃榴莲， 榴莲就是那种有点臭，身上长很多刺的水果
  • listening to a conversation about a new song, dance style or pop-culture phenomenon, and identifying the points being made, explaining the tone and manner of communication

  VCZHC225 | Languages | Chinese | First Language Learner | 7–10 Sequence | Levels 7 and 8 | Communicating | Socialising

• VCASFU229

  Recognise and restrict signing to the standard signing space, and understand that pronouns, depicting signs and verbs can be located meaningfully in that space to show participants in a process

  Elaborations

  • describing the range of signing space in normal signed discourse
  • recognising that non-body-anchored nouns can be located in space and identifying instances of this
  • comparing and contrasting Auslan and English pronouns, in particular noticing that Auslan pronouns don’t show gender but they can show location and a specific number of referents, for example, WE2 (inclusive) and WE3 (inclusive) or WE2-NOT-INCLUDING-YOU (exclusive)
  • discussing the functions of different pointing signs, such as pronouns, determiners, locatives
  • noticing that enacting a role or modifying the beginning and end locations of some verbs can show the referents involved, for example:
    PRO1 ASK PRO3 versus PRO1 ASK-_her
    PRO3 ASK-_me CA:I-was-shocked
    
  • identifying what sorts of things can be represented in a DS by a particular handshape, for example a distant person, pole or tree can be represented by a point handshape, and a cylinder can be traced by a C handshape
  • identifying examples of DSs in an Auslan text, and recognising that handshape and movement represent different things in each type of DS, for example:
    • entity DSs: the handshape is an object or person, and the movement is the movement or location of that object or person
    • handling DSs: the handshape represents a person’s hands touching or moving another object, and the movement shows how the hands move
    • SASS DSs: the handshape and movement outline the shape or size of something

  VCASFU229 | Languages | Auslan | Second Language Learner | 7–10 Sequence | Levels 7 and 8 | Understanding | Systems of language

• VCASFU103

  Recognise and restrict signing to the standard signing space, and understand that particular signs, depicting signs, some verbs, enacting and pronouns make use of spatial relationships

  Elaborations

  • describing the range of signing space in normal signed discourse
  • recognising that non-body-anchored nouns can be located in the signing space and identifying instances of this
  • noticing that Auslan pronouns are different from English because they don’t show gender but they can show the location and a specific number of referents, for example, WE2 (inclusive) and WE3 (inclusive) or WE2-NOT-INLCLUDING-YOU (exclusive)
  • noticing that a point can refer to a person, place or thing
  • noticing that enacting a role or modifying the beginning and end locations of some verbs can show the referents involved, for example:
    PRO1 ASK PRO3 versus PRO1 ASK-_her
    PRO3 ASK-_me CA:I-was-shocked
    
  • identifying what sorts of things can be represented in a DS by a particular handshape, for example a distant person, pole or tree can be represented by a point handshape, and a cylinder can be traced by a C handshape

  • distinguishing between entity, handling or SASS DSs by looking at what the handshape represents in each type:

    • entity: the handshape is an object or person
    • handling: the handshape represents a person’s hands touching or moving another object
    • SASS: the handshape traces the shape or size

  VCASFU103 | Languages | Auslan | First Language Learner | 7–10 Sequence | Levels 7 and 8 | Understanding | Systems of language

• VCASFU198

  Reflect on how language use is influenced by communities’ world views and sense of identity and on how language and culture influence each other

  Elaborations

  • exploring the nature of culture and how it is related to ways of thinking and using language, for example by comparing the cultural concept of Deaf identity with a medical model of deafness
  • reflecting on ways that Auslan describes and reflects Deaf culture, comparing this to the relationship between their own hearing/background language and culture
  • analysing how concepts related to cultural practices are expressed through language, for example, by identifying elements of naming systems such as the use of pointing, NMFs and name signs, as in the case of number name signs of older deaf people who attended the Victorian School for Deaf Children
  • identifying and discussing core cultural concepts reflected in Auslan, such as the collective nature of the Deaf community, the importance of respect for elders and of reciprocity and responsibility, for example, how signing TAP-2h++ reflects the shared understanding of responsibility to share information and pass on knowledge, or greater use of the ‘flat hand’ rather than the ‘point hand’ and use of full titles in acknowledgements and forms of address when introducing an esteemed elder
  • identifying culturally significant attitudes and beliefs conveyed through Auslan that relate to history, significant individuals, places or events, for example, frustration with the use of ‘voice’ in front of deaf signers can be traced to the historical oppression of signed languages
  • comparing elements of communication in different contexts and exchanges that are culturally specific, such as back-channelling, the use of silence or eye contact, head nodding to indicate understanding rather than agreement, and the implications of such cultural variability in contexts such as in courts of law
  • observing that concepts may be culture and language specific, for example, in relation to time and space, as in the spatial mapping for timelines in Auslan
  • exploring ways in which production and affect related to the sign for COCHLEAR IMPLANT have evolved due to shifting values and perceptions within the Deaf community in relation to the implant, noting, for example, the transition from a negative affect to more neutral production of the sign

  VCASFU198 | Languages | Auslan | Second Language Learner | F–10 Sequence | Levels 7 and 8 | Understanding | Role of language and culture

• VCIDC061

  Participate in intercultural interactions with peers, comparing aspects of culture, monitoring how own culture impacts on language use and how this may enhance or inhibit understanding

  Elaborations

  • experimenting with Indonesian gestures and body language, and considering which will or will not be incorporated into own interactions, for example, not putting hands on hips, use of ‘soft’ handshakes, pointing with the thumb, beckoning downwards, not always queuing
  • noticing the use of Indonesian expressions such as fillers (anu) and exclamations (Aduh!, Astaga!) and deciding whether or not to adopt them in own language use
  • making language choices with awareness of how these might be interpreted by Indonesian speakers, for example, using Pak not kamu when communicating with an older male to show respect, or seldom using terima kasih
  • recognising how others’ perceptions will influence the language used in an interaction, for example, being a ‘foreigner’ means language is often slowed and Bahasa baku is used, and people may invite them to their home or ask to correspond with them
  • reflecting on how own cultural etiquette and behaviour may be interpreted when interacting with Indonesians, for example, noticing own body language and modifying gestures such as pointing, shouting, laughing with mouth open
  • developing language for monitoring, describing and reflecting on using Indonesian in intercultural experiences such as in journals, portfolios, blogs and correspondence, for example, Saya merasa bingung karena belum tahu kata itu…; Saya kaget karena dia tidak setuju…; Dia tertawa waktu saya…

  VCIDC061 | Languages | Indonesian | F–10 Sequence | Levels 7 and 8 | Communicating | Reflecting

• VCVIC160

  Locate, analyse and compare information relating to topics of shared interest or other learning areas from a range of print, visual, digital and online sources

  Elaborations

  • accessing diverse sources in a range of media, such as books, web pages, television programs, radio news items, interviews, reports, video clips or documentaries, to collate information about aspects of Vietnamese and Australian lifestyles, for example, schooling, leisure activities or preservation of natural environments
  • researching young people’s lifestyles across Vietnamese-speaking communities, comparing information from different cultural contexts to identify the impact of such factors as climate, customs, transport, economy or globalisation, for example, the influence of Korean pop culture on Vietnamese teenagers’ fashion and hairstyles, and their tastes in food, music and movies
  • using reading strategies to enhance understanding of texts, such as identifying and clarifying the meaning of key words or concepts, or distinguishing main points from supporting details
  • summarising, analysing and comparing information obtained from a range of sources, for example, information about Vietnam from a cookbook, a tourism website and a documentary such as Luke Nguyen in Vietnam or Hành Trình Xuyên Việt, selecting appropriate resources for research projects, and discussing and explaining the reasons for similarities and differences in the information obtained
  • comparing key points and supporting details from a range of texts about special occasions and ceremonies, and discussing culture-specific terms and representations
  • using concept maps, charts and tables to organise and analyse information
  • contributing to a shared class database or online library information that has been drawn from various sources, and classifying selected information according to topic, genre or level

  VCVIC160 | Languages | Vietnamese | F–10 Sequence | Levels 7 and 8 | Communicating | Informing

• VCAMUE033

  Experiment with elements of music, in isolation and in combination, using listening skills, voice, instruments and technologies to find ways to create and manipulate effects

  Elaborations

  • identifying use of elements of music, for example, pitch contour/phrasing , articulations, dynamics, tempo, tone colour, melodic or rhythmic patterns in music they listen to and perform or transcribing ideas for use in own performance or composition
  • improvising on given material to extend music ideas through singing and playing, for example, learning (aurally), memorising and then extending a short melodic motif
  • experimenting with texture by layering sound in different ways, for example, using looping software
  • manipulating sound quality by exploring how sounds are produced by different instruments and voice types, for example, manipulating timbre, dynamics or by trialling use of different bowing or breathing techniques or use of equipment such as a plectrum, and using this knowledge when learning a new solo, improvising or composing an ensemble piece
  • using listening response as starting points for improvisation, composition or performance, for example, how are the elements of music manipulated to create an effect/mood/feel? How can I manipulate dynamics/articulation/tone colour to achieve this effect in performance?

  VCAMUE033 | The Arts | Music | Levels 7 and 8 | Explore and Express Ideas

• VCASFC223

  Express imaginative ideas and visual thinking through the use of familiar modelled signs, mime, gestures, drawing and visual supports, with a focus on emotions, appearance and actions

  Elaborations

  • participating in games and imaginative activities that involve representation of the appearance, characteristics and relationships between different people, animals or objects
  • working collaboratively to create and present signed skits or poems to entertain younger learners
  • re-enacting short stories or wordless animations that include two characters and their interactions through the use of constructed action
  • reinterpreting creative texts for specific effect, for example by changing emotions or movements through the use of NMFs and manner
  • using ‘visual vernacular’ to create and enact a short scenario about an imaginary character and a particular object, using SASS, entity and handling depicting signs and constructed action
  • creating amusing sequences of signs using a fixed handshape, such as the index finger ‘point’:
    PRO2 THINK PRO1 SHY?
    Do you think I’m shy?
    

  VCASFC223 | Languages | Auslan | Second Language Learner | 7–10 Sequence | Levels 7 and 8 | Communicating | Creating

• VCASFC059

  Exchange/provide information, opinions and experiences in either formal or informal contexts

  Elaborations

  • working in groups to create an informative multimedia text that invites debate of a social or cultural question, such as the medical versus cultural view of deafness
  • viewing two or more related signed texts on a selected topic, summarising and comparing key points of information and rephrasing for a class presentation
  • creating texts such as vlogs or advertisements that present information intended to convince or persuade others of the importance of learning Auslan
  • giving presentations that include different perspectives on a selected issue, for example identifying and evaluating differences in views in relation to Deaf education
  • creating and presenting explanations about simple biological or mechanical processes, such as how the ear, hearing aids and cochlear implants work
  • presenting a critical review of media profiles of respected/high-profile members of the Australian Deaf community, focusing on the relationship between texts and contexts
  • summarising visual ways of communicating, transmitting and receiving information and how these influence group learning and information sharing among Deaf people
  • working with an interpreter to decide how to present information on a selected topic to a hearing audience
  • identifying and profiling Deaf artists who make use of music, as in work associated with the Deaf Performing Arts Network

  VCASFC059 | Languages | Auslan | First Language Learner | F–10 Sequence | Levels 7 and 8 | Communicating | Informing