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• VCMNA275

  Investigate the concept of irrational numbers, including π

  Elaborations

  • understanding that the real number system includes irrational numbers

  VCMNA275 | Mathematics | Level 8 | Number and Algebra | Real numbers

• Turkish - F–10 Sequence: Levels 7 and 8 description

  Students continue to expand their range of vocabulary to domains beyond their personal experience and interests. They use a range of grammatical forms and language structures to convey more complex ideas and experiences, for example, by using reflexive, reciprocal, causative and passive verbal...

  Level description | Languages | Turkish | F–10 Sequence

• VCRAC052

  Engage with others to exchange ideas, experiences and interests

  Elaborations

  • exchanging opinions about family, friends, teachers, subjects, entertainment, sport and leisure
  • comparing aspects of their personal world such as school or home life
  • recounting significant events, special occasions and milestones
  • interacting in class activities and (electronic) games
  • socialising with friends and family at events, including chatting about school or holidays

  VCRAC052 | Languages | Roman Alphabet Languages | F–10 Sequence | Levels 7 and 8 | Communicating | Socialising

• 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

• VCASFC061

  Create imaginative and expressive texts that draw from their experience as Auslan users and members of the Deaf community and which support the experience of younger learners

  Elaborations

  • composing and performing soliloquies that capture elements of the Deaf experience in a hearing world
  • creating resources to support younger learners of Auslan, such as signed versions of games such as ‘Guess Who?’, riddles, treasure hunts or amusing tales
  • creating imaginative texts that present abstract ideas, such as hope, inclusion, friendship, in creative or amusing ways
  • creating an Auslan version of a popular song, using elements of all parameters to convey key messages and nuance emotional expression
  • creating a piece of art, such as a drawing, painting or photo collage, that reflects their experience of living in and moving between the Deaf and hearing worlds
  • engaging with the work of Deaf theatre groups such as the Australian Theatre of the Deaf, using elements of performances as models for their own experimentation with signed theatre
  • creating a performance for a school or Deaf festival based on the lives of celebrated or historical members of the Deaf community
  • presenting a short story based on their own experience of being a deaf student in a hearing school community, incorporating key elements of narrative structure, such as character introduction, problem/conflict, resolution
  • re-creating a theatre set from a two-dimensional image using signed space

  VCASFC061 | Languages | Auslan | First Language Learner | F–10 Sequence | Levels 7 and 8 | Communicating | Creating

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

  By the end of Level 8, students interact to share ideas and interests and to offer opinions, using compound and complex sentences, for example by using lexical conjunctions as well as non-manual features (NMFs). They participate in discussions and debates, acknowledging others’ opinions...

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

• 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

• 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

• VCGRCU014

  Reflect on own and others’ reactions to and assumptions about the language and culture of ancient Greek society, considering similarities and differences to own language and culture

  Elaborations

  • considering own and others’ cultural assumptions about home and leisure and how these may have been different in the ancient Greek context
  • reviewing and responding to aspects of cultural practices in Classical Greek texts and ancient Greek artefacts, and discussing the reactions of peers to these
  • developing an understanding of life in ancient Athens or Sparta, and reflecting on similarities and differences to own lifestyle in multicultural Australia
  • describing own life at home and school and making comparisons with that of young people in ancient Greece
  • discussing how young people in ancient Greece may have viewed the lives of young people in the modern world

  VCGRCU014 | Languages | Classical Greek | Levels 7 and 8 | Understanding | Reflecting

• VCSSU089

  Scientific knowledge and understanding of the world changes as new evidence becomes available; science knowledge can develop through collaboration and connecting ideas across the disciplines and practice of science

  Elaborations

  • investigating how advances in telescopes and space probes have provided new evidence about space
  • investigating how the development of microscopes has changed understanding of cell function and malfunction, and how this has led to improved medical treatments for disease
  • investigating how knowledge of the location and extraction of mineral resources relies on expertise from across the disciplines of science
  • considering how advances in technology, combined with scientific understanding of the functioning of body systems, has enabled organ repair and replacement
  • investigating how land management practices of Aboriginal and Torres Strait Islander peoples can help inform sustainable management of the environment

  VCSSU089 | Science | Levels 7 and 8 | Science Understanding | Science as a human endeavour

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

  By the end of Level 8, students share factual information and opinions about their personal worlds, including personal details, family, pets, friends, pastimes, school and neighbourhood. They interact with others orally and in writing, asking and responding to questions using Siapa, Apakah, Berapa...

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

• VCLVC177

  Investigate and summarise factual information obtained from a range of sources on a variety of topics and issues related to the Country/Place

  Elaborations

  • investigating the origins of Aboriginal names in their local area, regional area and state and territory, recording meanings where known, and identifying different source languages
  • interviewing an respected community member to gain an historical perspective about their use of particular words and language constructions, observing correct respect protocols and presenting findings in formats such as digital presentations, posters, wall charts or oral summaries
  • researching and creating a profile of a prominent member of the language community, for example, an artist, sportsperson or leader
  • developing a photographic record/portfolio of different animal and plant species found in Country/Place, with commentary/annotations
  • seeking information from respected community members to assist in classifying living things according to culturally appropriate categories, comparing these classification systems with those used in western approaches to the study of living systems
  • identifying and describing the role of various Aboriginal organisations that provide services to their community
  • researching different aspects of a selected Indigenous business operating in the community, for example, an enterprise associated with arts, bush medicine, bush food, tourism, transportation or animal husbandry, and presenting findings in digital formats or oral presentation mode
  • analysing a range of historical documents recorded in the language, classifying content according to categories such as date, text genre (wordlist, letter), topic (Indigenous knowledge, environment, traditions, fishing/navigation, rules), purpose of the text and intention of the writer (to inform, prescribe, describe, assert authority); and presenting findings in chart or table form or by giving a presentation
  • interviewing local community members about their experiences of living on the land, their relationship with language and culture and their recollections from the past, recording and presenting key findings
  • researching Aboriginal words used in English, using resources such as the Australian National Dictionary, and identifying and explaining words that come from the local language

  VCLVC177 | Languages | Victorian Aboriginal Languages | Levels 7 to 10 | Communicating | Informing

• Intercultural Capability: Levels 7 and 8 achievement standards

  By the end of Level 8, students explain how cultural practices may change over time in a range of contexts. They understand how cultural groups can be represented, and comment on the effects of these representations.

  Students understand the challenges and benefits of living and working in culturally...

  Level description | Capabilities | Intercultural Capability | Levels 7 and 8

• VCFRU107

  Recognise that French is both a local and a global language

  Elaborations

  • recognising that French is an important world language spoken with a variety of accents and dialects in many regions of the world as well as in France, for example, le Québec, le Sénégal, le Maroc, La Suisse, La Nouvelle Calédonie
  • understanding that French serves different functions within France and in other regions of the world, including Australia, for example, as a langue nationale, officielle, de communauté, diplomatique and culturelle
  • mapping and comparing variations in forms and expressions of French language in different geographical contexts, for example, les langues kanakes de la Nouvelle Calédonie, les langues bretonnes de la Bretagne, la créole de la Guadaloupe
  • comparing diversity in accents, dialects and vocabulary in French-speaking communities with similar diversity in the use of English within and beyond Australia

  VCFRU107 | Languages | French | 7–10 Sequence | Levels 7 and 8 | Understanding | Language variation and change

• VCGGK117

  Geomorphic processes that produce landforms, including a case study of at least one landform

  Elaborations

  • describing the influence of folding, faulting or volcanism on a chosen landform
  • contrasting the effects of geomorphic processes that lower the land surface (weathering and erosion) and those that raise the land surface (transportation and deposition)

  VCGGK117 | The Humanities | Geography | Levels 7 and 8 | Geographical Knowledge | Landforms and landscapes

• VCLAU007

  Understand the phonological and orthographic systems of Latin, including the restored pronunciation and the written alphabet

  Elaborations

  • recognising that the written alphabet used by the Romans is the basis for the modern English alphabet, although some letters are pronounced differently, for example, u/v; i, c and g
  • mimicking or copying the restored pronunciation of Latin words, individually or with peers
  • matching script to sound, using the restored pronunciation, for example, single consonants, long and short vowels, vowels before final m, diphthongs, h and aspirated h, consonant combinations/clusters as in ingens, magnus, urbs
  • distinguishing i as a vowel and as a consonant, for example, intrat; ianua
  • using the spoken stress of Latin, and dramatic expression appropriate to the tone and purpose of a text
  • acknowledging the absence of punctuation in Latin in comparison with English, for example, by working with a sentence spelt out with no pauses between words
  • recognising conventions of punctuation used by editors of Latin texts to assist comprehension

  VCLAU007 | Languages | Latin | Levels 7 and 8 | Understanding | Systems of language

• VCMSP300

  Investigate the effect of individual data values including outliers, on the range, mean and median

  Elaborations

  • using displays of data to explore and investigate effects
  • exploring the effect of outliers on the range for different sets of data by comparing its value with and without outliers included

  VCMSP300 | Mathematics | Level 8 | Statistics and Probability | Data representation and interpretation

• 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

• VCESC010

  Notice while participating in intercultural activities that interaction involves culture as well as language

  Elaborations

  • exploring Spanish language features that reflect and embody cultural values and practices, for example, regional differences in naming conventions, such as the use of apellidos
  • reading transcripts or viewing recordings of interactions between members of an extended family, and considering how respect, affection and family relationships are expressed in Spanish
  • observing live or recorded Spanish-language interactions in different contexts, and identifying what they find is confusing or surprising, for example, body language, exclamations, gestures, levels of politeness, and ways of requesting or thanking
  • developing language for describing personal reactions to intercultural experience, for example, No me gusta, estoy sorprendido de ver, me encanta, es maleducado, es cortés
  • considering how communicating in Spanish requires thinking about things differently from when communicating in English, for example, making a choice between tú/usted/vos involves thinking about social relations between people, while using ‘you’ does not

  VCESC010 | Languages | Spanish | 7–10 Sequence | Levels 7 and 8 | Communicating | Reflecting

• VCZHU242

  Identify the features of persuasive language and analyse its use in advertising

  Elaborations

  • discussing the impact of word choices, including 连接词, and stylistic devices (for example 排比，拟人，比喻) on the effectiveness of television and print advertising campaigns
  • considering the role of English in the world of Chinese advertising and how English words and expressions are embedded into Chinese speech to market products to Chinese speakers, within China and globally.

  VCZHU242 | Languages | Chinese | First Language Learner | 7–10 Sequence | Levels 7 and 8 | Understanding | Language variation and change