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The Arts

Learning focus

As students work towards the achievement of Level 8 standards in the Arts, they use a range of starting points including observation, experience and research to represent, generate, develop and communicate real, imaginary and abstract ideas. For example:

  • in Drama, students work as an ensemble to explore cultural diversity by sharing experiences and observations through improvisation and role-play about a familiar situation, maintaining a diary of personal reflections throughout their performance making
  • in Art, following several lessons exploring line, tonal rendering, perspective and foreshortening as ways to represent and define form, students work from direct observation of people/places/objects and create the illusion of space and form on a two-dimensional surface.

Students explore...

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Standards

At Level 7, students are working toward the Level 8 standards.

Civics and Citizenship

Learning focus

As students work towards the achievement of Level 8 standards in Civics and Citizenship, they study the origins of democracy and various other types of government in an historical context. They learn about how past societies such as Ancient Greece and Rome have influenced modern democracies. They learn how Australian democracy developed from an autocracy to a modern democracy and the British foundations of Australian democracy.

Students learn about significant milestones in the development of Australian law, governance and rights. They explore the historical origins of some political rights, such as universal suffrage, secret ballot and payment of parliamentarians. They consider examples of the fight for political rights such as the Eureka movement, the eight-hour day and fair working...

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Standards

At Level 7, students are working toward the Level 8 standards.

Communication

Learning focus

As students work towards the achievement of Level 8 standards in Communication, they develop a range of strategies for listening attentively and extracting meaning from communications, including taking notes and small group discussion to record and summarise main messages. They reflect on how the explicit body language of a speaker influences their enjoyment and understanding of a presentation, and practise modifying their own body language to show interest and respect when listening to a speaker.

Students respond to a wide variety of aural, written and visual media; for example film, radio, the Internet, billboards, multimedia, and text messages. They explore both implicit and explicit meaning, how the author has structured and presented ideas, and whether they have used specialised...

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Standards

At Level 7, students are working toward the Level 8 standards.

Design, Creativity and Technology

Learning focus

As students work towards the achievement of Level 8 standards in Design, Creativity and Technology, they individually and in teams, develop innovative solutions in design and technology contexts (for example, creating a low-fat biscuit and designing a three-dimensional, environmentally-friendly package for eight of the biscuits) and evaluate their decisions with reference to design brief specifications. They develop greater spatial awareness, are encouraged to think flexibly, and represent their ideas using two- and three-dimensional hand- and computer-assisted drawing and modelling techniques including the use of appropriate technical language. They further explore the properties and characteristics of materials/ingredients, and carry out tests to determine their suitability for intended

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Standards

At Level 7, students are working toward the Level 8 standards.

English

English Level Description

The English curriculum is built around the three interrelated strands of Language, Literature and Literacy. Teaching and learning programs should balance and integrate all three strands. Together the strands focus on developing students’ knowledge, understanding and skills in listening, reading, viewing, speaking, writing and creating. Learning in English builds on concepts, skills and processes...

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English Content Descriptions

Reading and viewing

Language
  1. Analyse how point of view is generated in visual texts by means of choices, for example gaze, angle and social distance (ACELA1764)
  2. Investigate vocabulary typical of extended and more academic texts and the role of abstract nouns, classification, description and generalisation in building specialised knowledge through language (ACELA1537)
  3. Understand how language is used to evaluate texts and how evaluations about a text can be substantiated by reference to the text and other sources (ACELA1782)
  4. Understand and explain how the text structures and language features of texts become more complex in informative and persuasive texts and identify underlying structures such as taxonomies, cause and effect, and extended metaphors (ACELA1531)
Literature
  1. Recognise and analyse the ways that characterisation, events and settings are combined in narratives, and discuss the purposes and appeal of different approaches (ACELT1622)
  2. Compare the ways that language and images are used to create character, and to influence emotions and opinions in different types of texts (ACELT1621)
  3. Understand, interpret and discuss how language is compressed to produce a dramatic effect in film or drama, and to create layers of meaning in poetry, for example haiku, tankas, couplets, free verse and verse novels (ACELT1623)
  4. Discuss aspects of texts, for example their aesthetic and social value, using relevant and appropriate metalanguage (ACELT1803)
Literacy
  1. Analyse and explain the ways text structures and language features shape meaning and vary according to audience and purpose (ACELY1721)
  2. Compare the text structures and language features of multimodal texts, explaining how they combine to influence audiences (ACELY1724)
  3. Use prior knowledge and text processing strategies to interpret a range of types of texts (ACELY1722)
  4. Use comprehension strategies to interpret, analyse and synthesise ideas and information, critiquing ideas and issues from a variety of textual sources (ACELY1723)
  5. Analyse and explain the effect of technological innovations on texts, particularly media texts (ACELY1765)

Writing

Language
  1. Understand that the coherence of more complex texts relies on devices that signal text structure and guide readers, for example overviews, initial and concluding paragraphs and topic sentences, indexes or site maps or breadcrumb trails for online texts (ACELA1763)
  2. Understand the use of punctuation to support meaning in complex sentences with prepositional phrases and embedded clauses (ACELA1532)
  3. Recognise and understand that subordinate clauses embedded within noun groups/phrases are a common feature of written sentence structures and increase the density of information (ACELA1534)
  4. Understand how modality is achieved through discriminating choices in modal verbs, adverbs, adjectives and nouns (ACELA1536)
  5. Understand how to use spelling rules and word origins, for example Greek and Latin roots, base words, suffixes, prefixes, spelling patterns and generalisations to learn new words and how to spell them (ACELA1539)
Literature
  1. Experiment with text structures and language features and their effects in creating literary texts, for example, using rhythm, sound effects, monologue, layout, navigation and colour (ACELT1805)
  2. Create literary texts that adapt stylistic features encountered in other texts, for example, narrative viewpoint, structure of stanzas, contrast and juxtaposition (ACELT1625)
Literacy
  1. Plan, draft and publish imaginative, informative and persuasive texts, selecting aspects of subject matter and particular language, visual, and audio features to convey information and ideas (ACELY1725)
  2. Edit for meaning by removing repetition, refining ideas, reordering sentences and adding or substituting words for impact (ACELY1726)
  3. Consolidate a personal handwriting style that is legible, fluent and automatic and supports writing for extended periods (ACELY1727)
  4. Use a range of software, including word processing programs, to confidently create, edit and publish written and multimodal texts (ACELY1728)

Speaking and Listening

Language
  1. Understand the way language evolves to reflect a changing world, particularly in response to the use of new technology for presenting texts and communicating (ACELA1528)
  2. Understand how accents, styles of speech and idioms express and create personal and social identities (ACELA1529)
Literature
  1. Identify and explore ideas and viewpoints about events, issues and characters represented in texts drawn from different historical, social and cultural contexts (ACELT1619)
  2. Reflect on ideas and opinions about characters, settings and events in literary texts, identifying areas of agreement and difference with others and justifying a point of view (ACELT1620)
Literacy
  1. Identify and discuss main ideas, concepts and points of view in spoken texts to evaluate qualities, for example the strength of an argument or the lyrical power of a poetic rendition (ACELY1719)
  2. Use interaction skills when discussing and presenting ideas and information, selecting body language, voice qualities and other elements, (for example music and sound) to add interest and meaning (ACELY1804)
  3. Plan, rehearse and deliver presentations, selecting and sequencing appropriate content and multimodal elements to promote a point of view or enable a new way of seeing (ACELY1720)

English Achievement Standard

Reading and viewing

By the end of Level 7, students understand how text structures can influence the complexity of a text and are dependent on audience, purpose and context. They demonstrate understanding of how the choice of language features, images and vocabulary affects meaning. They explain issues and ideas from a variety of sources, analysing supporting evidence and implied meaning. They select specific details from texts to develop their own response, recognising that texts reflect different viewpoints.

Writing

Students understand how the selection of a variety of language features can influence an audience. They understand how to draw on personal knowledge, textual analysis and other sources to express or challenge a point of view. They create texts showing how language features, text structures, and images from other texts can be combined for effect. They create structured and coherent texts for a range of purposes and audiences. When creating and editing texts they demonstrate understanding of grammar, use a variety of more specialised vocabulary, use accurate spelling and punctuation.

Speaking and Listening

Students listen for and explain different perspectives in texts...

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Health and Physical Education

Learning focus

As students work towards the achievement of Level 8 standards in Health and Physical Education, they develop and refine a range of movement and manipulative skills; for example, gymnastics routines and high-level ball skills such as shooting a basket in basketball or spiking a volleyball. They participate in a variety of team and individual games and activities, using and building on skills and strategies from other sports as well as continuing to develop new, sport-specific, skills.

Students develop their swimming stroke techniques and proficiency in a range of water safety skills as they participate within an aquatic environment. This could include: swimming for a continuous distance of 150 metres, changing between freestyle, backstroke, breaststroke or survival backstroke; and while...

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Standards

At Level 7, students are working toward the Level 8 standards.

History

History Level Description

The Ancient World

The Level 7 curriculum provides a study of 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 was a...

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Key inquiry questions

  1. How do we know about the ancient past?
  2. Why and where did the earliest societies develop?
  3. What emerged as the defining characteristics of ancient societies?
  4. What have been the legacies of ancient societies?

History Content Descriptions

Historical Knowledge and Understanding

Overview

The following content is to be taught as part of an overview for the historical period. It is not intended to be taught in depth. An overview will constitute approximately 10% of the total teaching time for the level. Overview content identifies important features of the period, approximately 60 000 BC (BCE) - c.650 AD (CE), as part of an expansive chronology that helps students understand broad patterns of historical change. As such, the overview provides the broader context for the teaching of depth study content and can be built into various parts of a teaching and learning program. This means that overview content can be used to give students an introduction to the historical period; to make the links to and between the depth studies; and to consolidate understanding through a review of the period.

Overview content for the ancient world (Egypt, Mesopotamia, Persia, Greece, Rome, India, China and the Maya) includes the following:

  1. the theory that people moved out of Africa around 60 000 BC (BCE) and migrated to other parts of the world, including Australia.
  2. the evidence for the emergence and establishment of ancient societies (including art, iconography, writing tools and pottery)
  3. key features of ancient societies (farming, trade, social classes, religion, rule of law)
Depth studies
There are three depth studies for this historical period. For each depth study, there are up to three electives that focus on a particular society, event, movement or development. It is expected that ONE elective will be studied in detail. A depth study elective will constitute approximately 30% of the total teaching time for the level. The content in each depth study elective is designed to allow detailed study of specific aspects of this historical period. As part of a teaching and learning program, depth study content can be integrated with the overview content and/or with other depth study electives.
1 Investigating the ancient past
Students build on and consolidate their understanding of historical inquiry from previous levels in depth, using a range of sources for the study of the ancient past.
  1. Investigating the ancient past
    1. How historians and archaeologists investigate history, including excavation and archival research (ACDSEH001)
    2. The range of sources that can be used in an historical investigation, including archaeological and written sources (ACDSEH029)
    3. The methods and sources used to investigate at least ONE historical controversy or mystery that has challenged historians or archaeologists, such as in the analysis of unidentified human remains (ACDSEH030)
    4. The nature of the sources for ancient Australia and what they reveal about Australia’s past in the ancient period, such as the use of resources (ACDSEH031)
    5. The importance of conserving the remains of the ancient past, including the heritage of Aboriginal and Torres Strait Islander Peoples. (ACDSEH148)
2 The Mediterranean world
Students investigate ONE of these Mediterranean societies in depth: Egypt or Greece or Rome.
  1. Egypt
    1. The physical features of ancient Egypt (such as the River Nile) and how they influenced the civilisation that developed there (ACDSEH002)
    2. Roles of key groups in ancient Egyptian society (such as the nobility, bureaucracy, women, slaves), including the influence of law and religion (ACDSEH032)
    3. The significant beliefs, values and practices of the ancient Egyptians, with a particular emphasis on ONE of the following areas: everyday life, warfare, or death and funerary customs (ACDSEH033)
    4. Contacts and conflicts within and/or with other societies, resulting in developments such as the conquest of other lands, the expansion of trade, and peace treaties (ACDSEH034)
    5. The role of a significant individual in ancient Egyptian history such as Hatshepsut or Rameses II (ACDSEH129)
    OR
  2. Greece
    1. The physical features of ancient Greece (such as its mountainous landscape) and how they influenced the civilisation that developed there (ACDSEH003)
    2. Roles of key groups in Athenian and/or Spartan society (such as citizens, women, slaves), including the influence of law and religion (ACDSEH035)
    3. The significant beliefs, values and practices of the ancient Greeks, with a particular emphasis on ONE of the following areas: everyday life, warfare, or death and funerary customs (ACDSEH036)
    4. Contacts and conflicts within and/or with other societies, resulting in developments such as the expansion of trade, colonisation and war (such as the Peloponnesian and Persian wars) (ACDSEH037)
    5. The role of a significant individual in ancient Greek history such as Leonidas or Pericles (ACDSEH130)
    OR
  3. Rome
    1. The physical features of ancient Rome (such as the River Tiber) and how they influenced the civilisation that developed there. (ACDSEH004)
    2. Roles of key groups in ancient Roman society (such as patricians, plebeians, women, slaves), including the influence of law and religion. (ACDSEH038)
    3. The significant beliefs, values and practices of the ancient Romans, with a particular emphasis on ONE of the following areas: everyday life, warfare, or death and funerary customs. (ACDSEH039)
    4. Contacts and conflicts within and/or with other societies, resulting in developments such as the expansion of trade, the rise of the Roman empire (including its material remains), and the spread of religious beliefs (ACDSEH040)
    5. The role of a significant individual in ancient Rome’s history such as Julius Caesar or Augustus (ACDSEH131)
3 The Asian world
Students investigate ONE of these Asian societies in depth: China or India
  1. India
    1. The physical features of India (such as fertile river plains) and how they influenced the civilisation that developed there (ACDSEH006)
    2. Roles of key groups in Indian society in this period (such as kings, emperors, priests, merchants, peasants), including the influence of law and religion. (ACDSEH044)
    3. The significant beliefs, values and practices of Indian society, with a particular emphasis on ONE of the following areas: everyday life, warfare, or death and funerary customs (ACDSEH045)
    4. Contacts and conflicts within and/or with other societies, resulting in developments such as the expansion of trade, the rise of the Mauryan Empire (including its material remains), and the spread of philosophies and beliefs (ACDSEH046)
    5. The role of a significant individual in Indian history such as Chandragupta Maurya or Ashoka (ACDSEH133)
    OR
  2. China
    1. The physical features of China (such as the Yellow River) and how they influenced the civilisation that developed there (ACDSEH005)
    2. Roles of key groups in Chinese society in this period (such as kings, emperors, scholars, craftsmen, women), including the influence of law and religion. (ACDSEH041)
    3. The significant beliefs, values and practices of Chinese society, with a particular emphasis on ONE of the following areas: everyday life, warfare, or death and funerary customs (ACDSEH042)
    4. Contacts and conflicts within and/or with other societies, resulting in developments such as the expansion of trade, the rise of Imperial China (including its material remains), and the spread of philosophies and beliefs (ACDSEH043)
    5. The role of a significant individual in ancient Chinese history such as Confucius or Qin Shi Huang (ACDSEH132)

Historical Skills

Chronology, terms and concepts
  1. Sequence historical events, developments and periods (ACHHS205)
  2. Use historical terms and concepts (ACHHS206)
Historical questions and research
  1. Identify a range of questions about the past to inform an historical inquiry (ACHHS207)
  2. Identify and locate relevant sources, using ICT and other methods (ACHHS208)
Analysis and use of sources
  1. Identify the origin and purpose of primary and secondary sources (ACHHS209)
  2. Locate, compare, select and use information from a range of sources as evidence (ACHHS210)
  3. Draw conclusions about the usefulness of sources (ACHHS211)
Perspectives and interpretations
  1. Identify and describe points of view, attitudes and values in primary and secondary sources (ACHHS212)
Explanation and communication
  1. Develop texts, particularly descriptions and explanations that use evidence from a range of sources that are acknowledged (ACHHS213)
  2. Use a range of communication forms (oral, graphic, written) and digital technologies (ACHHS214)

History Achievement Standard

By the end of Level 7, students suggest reasons for change and continuity over time. They describe the effects of change on societies, individuals and groups. They describe events and developments from the perspective of different people who lived at the time. Students explain the role of groups and the significance of particular individuals in society. They identify past events and developments that have been interpreted in different ways.

Students sequence events and developments within a chronological framework, using dating conventions to represent and measure time. When researching, students develop questions to frame an historical inquiry. They identify and select a range of sources and locate, compare and use information to answer inquiry questions. They examine sources to explain points of view. When interpreting sources, they identify their origin and purpose. Students develop texts, particularly descriptions and explanations. In developing these texts and organising and presenting their findings, they use historical terms and concepts, incorporate relevant sources, and acknowledge their sources of information.

The Humanities - Economics

Learning focus

As students work towards the achievement of Level 8 standards in Economics, they develop an understanding of the nature of scarcity, opportunity cost and resource allocation, and how these influence the Australian economy.

They consider the use, ownership and management of resources in personal, business and community contexts, and participate in activities in which they begin to appreciate that economic choices involve trade-offs that have both immediate and future consequences. They learn that a market, consisting of buyers and sellers, is one method of allocating resources. Students begin to identify markets in which they participate, and how the interaction of buyers and sellers influences prices. They explore how access to resources is a significant factor in determining income...

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Standards

At Level 7, students are working toward the Level 8 standards.

The Humanities - Geography

Learning focus

As students work towards the achievement of Level 8 standards in Geography, they use a variety of geographic tools and skills, together with an inquiry-based approach, to investigate the characteristics of the regions of Australia and those surrounding it: Asia, the Pacific and Antarctica. They explore how and why, over time, human and physical interactions produce changes to the characteristics of regions, for example, settlement patterns and agricultural and urban land use.

Students extend their knowledge and understanding of physical phenomena, including natural hazards, and of the physical processes that produce them. They identify patterns of distribution and occurrence of major physical features and their interrelationship with human activities such as farming, fishing, manufacturing...

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Standards

At Level 7, students are working toward the Level 8 standards.

Information and Communications Technology

Learning focus

As students work towards the achievement of Level 8 standards in Information and Communications Technology, they learn to use a variety of ICT tools and techniques to assist with filtering, classifying, representing, describing and organising ideas, concepts and issues. For example, a graphic/visual organisers such as an interaction outliner can be used to help structure thinking about the actions, reactions and outcomes of two groups associated with an issue; and rule-using software such as databases and spreadsheets enable the filtering and classifying of data and information in order to make more informed decisions. Students begin to use ICT tools and peripherals, such as dataloggers, to support the input of data for sensing, monitoring, measuring or controlling sequences and events...

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Standards

At Level 7, students are working toward the Level 8 standards.

Interpersonal Development

Learning focus

As students work towards the achievement of Level 8 standards in Interpersonal Development, they develop positive relationships through understanding and respecting others. They participate in activities which enable them to identify the differing values and beliefs held by individuals in local, national and global contexts, and reflect on the impact these may have on relationships.

They learn how to manage their emotions and behaviour in their relationships, especially with peers. They consider the needs of others and ways of responding with appropriate sensitivity, learning to adapt their behaviour and language to suit different settings. Exploring appropriate scenarios, students learn that while they need to value friendship and respect confidentiality, in certain circumstances confidentiality...

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Standards

At Level 7, students are working toward the Level 8 standards.

Languages Pathway 1

Learning focus

As students work towards the achievement of standards in Languages at Pathway 1 Level 8, they develop their understanding that cultural diversity exists and that customs and traditions vary within countries and over time. They investigate the important elements that make up a language system and the particular functions of grammatical concepts, and learn that words may not have a direct equivalent in another language.

They begin to understand and use the language other than English within the world of teenage experience, on topics related to general interest, topics drawn from other domains and the world of learning. They start to exchange personal information, opinions, ideas, feelings and plans orally and through correspondence. They continue to adapt the language they use to...

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Standards

At Level 7, students are working toward the Level 8 standards.

Languages Pathway 2

Learning focus

As students work towards the achievement of standards in Languages at Pathway 2 Level 7, they develop their understanding that cultural diversity exists and that customs and traditions vary within countries and over time. They understand that these influence Australian life and culture. They also learn about the basic geography and history of the country or countries where the language other than English is used and make comparisons with Australia and other countries associated with the languages they have previously studied.

Students learn why there are similarities and differences between languages, and how these are related. They begin to have a grasp of the history of the language they are studying and its links with other languages.

Students begin to understand and use the...

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Standards

At Pathway 2 Level 7, students are working toward the Level 8 standards.

Mathematics

Mathematics Level Description

The proficiency strands Understanding, Fluency, Problem Solving and Reasoning are an integral part of mathematics content across the three content strands: Number and Algebra, Measurement and Geometry, and Statistics and Probability. The proficiencies reinforce the significance of working mathematically within the content and describe how the content is explored or developed. They provide the...

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Mathematics Content Descriptions

Number and Algebra

Number and place value
  1. Investigate index notation and represent whole numbers as products of powers of prime numbers (ACMNA149)
  2. Investigate and use square roots of perfect square numbers (ACMNA150)
  3. Apply the associative, commutative and distributive laws to aid mental and written computation (ACMNA151)
  4. Compare, order, add and subtract integers (ACMNA280)
Real numbers
  1. Compare fractions using equivalence. Locate and represent positive and negative fractions and mixed numbers on a number line (ACMNA152)
  2. Solve problems involving addition and subtraction of fractions, including those with unrelated denominators (ACMNA153)
  3. Multiply and divide fractions and decimals using efficient written strategies and digital technologies (ACMNA154)
  4. Express one quantity as a fraction of another, with and without the use of digital technologies (ACMNA155)
  5. Round decimals to a specified number of decimal places (ACMNA156)
  6. Connect fractions, decimals and percentages and carry out simple conversions (ACMNA157)
  7. Find percentages of quantities and express one quantity as a percentage of another, with and without digital technologies. (ACMNA158)
  8. Recognise and solve problems involving simple ratios (ACMNA173)
Money and financial mathematics
  1. Investigate and calculate 'best buys', with and without digital technologies (ACMNA174)
Patterns and algebra
  1. Introduce the concept of variables as a way of representing numbers using letters (ACMNA175)
  2. Create algebraic expressions and evaluate them by substituting a given value for each variable (ACMNA176)
  3. Extend and apply the laws and properties of arithmetic to algebraic terms and expressions (ACMNA177)
Linear and non-linear relationships
  1. Given coordinates, plot points on the Cartesian plane, and find coordinates for a given point (ACMNA178)
  2. Solve simple linear equations (ACMNA179)
  3. Investigate, interpret and analyse graphs from authentic data (ACMNA180)

Measurement and Geometry

Using units of measurement
  1. Establish the formulas for areas of rectangles, triangles and parallelograms and use these in problem solving (ACMMG159)
  2. Calculate volumes of rectangular prisms (ACMMG160)
Shape
  1. Draw different views of prisms and solids formed from combinations of prisms (ACMMG161)
Location and transformation
  1. Describe translations, reflections in an axis, and rotations of multiples of 90° on the Cartesian plane using coordinates. Identify line and rotational symmetries (ACMMG181)
Geometric reasoning
  1. Identify corresponding, alternate and co-interior angles when two straight lines are crossed by a transversal (ACMMG163)
  2. Investigate conditions for two lines to be parallel and solve simple numerical problems using reasoning (ACMMG164)
  3. Demonstrate that the angle sum of a triangle is 180° and use this to find the angle sum of a quadrilateral (ACMMG166)
  4. Classify triangles according to their side and angle properties and describe quadrilaterals (ACMMG165)

Statistics and Probability

Chance
  1. Construct sample spaces for single-step experiments with equally likely outcomes (ACMSP167)
  2. Assign probabilities to the outcomes of events and determine probabilities for events (ACMSP168)
Data representation and interpretation
  1. Identify and investigate issues involving numerical data collected from primary and secondary sources (ACMSP169)
  2. Construct and compare a range of data displays including stem-and-leaf plots and dot plots (ACMSP170)
  3. Calculate mean, median, mode and range for sets of data. Interpret these statistics in the context of data (ACMSP171)
  4. Describe and interpret data displays using median, mean and range (ACMSP172)

Mathematics Achievement Standard

Number and Algebra

Students solve problems involving the order, addition and subtraction of integers. They make the connections between whole numbers and index notation and the relationship between perfect squares and square roots. They solve problems involving all four operations with fractions, decimals, percentages and their equivalences, and express fractions in their simplest form. Students compare the cost of items to make financial decisions, with and without the use of digital technology. They make simple estimates to judge the reasonableness of results. Students use variables to represent arbitrary numbers and connect the laws and properties of number to algebra and substitute numbers into algebraic expressions. They assign ordered pairs to given points on the Cartesian plane and interpret and analyse graphs of relations from real data. Students develop simple linear models for situations, make predictions based on these models, solve related equations and check their solutions.

Measurement and Geometry

Students use formulas for the area and perimeter of rectangles. They classify triangles and quadrilaterals and represent transformations of these shapes on the Cartesian plane, with and without the use of digital technology. Students name the types of angles formed by a transversal crossing parallel lines and solve simple numerical problems involving these lines and angles. They describe different views of three-dimensional objects, and use models, sketches and digital technology to represent these views. Students calculate volumes of rectangular prisms.

Statistics and Probability

Students identify issues involving the collection of discrete and continuous data from primary and secondary sources. They construct stem-and-leaf plots and dot-plots. Students identify or calculate mean, mode, median and range for data sets, using digital technology for larger data sets. They describe the relationship between the median and mean in data displays. Students determine the sample space for simple experiments with equally likely outcomes, and assign probabilities outcomes. 

Personal Learning

Learning focus

As students work towards the achievement of Level 8 standards in Personal Learning, they explore a range of preferred and non-preferred learning strategies and reflect on how various strategies contribute to their learning, recognising that particular learning tasks may require different strategies. They take greater responsibility for their own learning, making choices and decisions about their learning and considering their strengths and weaknesses.

With support, students identify difficulties in their understanding of new material and develop a range of strategies to aid comprehension and understanding. They use feedback from teachers and other adults beyond the school context to expand their content knowledge, making use of learning opportunities within the school such as specialist...

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Standards

At Level 7, students are working toward the Level 8 standards.

Science

Science Level Description

The Science Inquiry Skills and Science as a Human Endeavour strands are described across a two-level band. In their planning, schools and teachers refer to the expectations outlined in the Achievement Standards and also to the content of the Science Understanding strand for the relevant level to ensure that these two strands are addressed over the two-level period. The three strands of the curriculum...

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Science Content Descriptions

Science Understanding

Biological sciences
  1. There are differences within and between groups of organisms; classification helps organise this diversity (ACSSU111)
  2. Interactions between organisms can be described in terms of food chains and food webs; human activity can affect these interactions (ACSSU112)
Chemical sciences
  1. Mixtures, including solutions, contain a combination of pure substances that can be separated using a range of techniques (ACSSU113)
Earth and space sciences
  1. Predictable phenomena on Earth, including seasons and eclipses, are caused by the relative positions of the sun, Earth and the moon (ACSSU115)
  2. Some of Earth’s resources are renewable, but others are non-renewable (ACSSU116)
  3. Water is an important resource that cycles through the environment (ACSSU222)
Physical sciences
  1. Change to an object’s motion is caused by unbalanced forces acting on the object (ACSSU117)
  2. Earth’s gravity pulls objects towards the centre of the Earth (ACSSU118)

Science as a Human Endeavour

Nature and development of science
  1. Scientific knowledge changes as new evidence becomes available, and some scientific discoveries have significantly changed people’s understanding of the world (ACSHE119)
  2. Science knowledge can develop through collaboration and connecting ideas across the disciplines of science (ACSHE223)
Use and influence of science
  1. Science and technology contribute to finding solutions to a range of contemporary issues; these solutions may impact on other areas of society and involve ethical considerations (ACSHE120)
  2. Science understanding influences the development of practices in areas of human activity such as industry, agriculture and marine and terrestrial resource management (ACSHE121)
  3. People use understanding and skills from across the disciplines of science in their occupations (ACSHE224)

Science Inquiry Skills

Questioning and predicting
  1. Identify questions and problems that can be investigated scientifically and make predictions based on scientific knowledge (ACSIS124)
Planning and conducting
  1. Collaboratively and individually plan and conduct a range of investigation types, including fieldwork and experiments, ensuring safety and ethical guidelines are followed (ACSIS125)
  2. In fair tests, measure and control variables, and select equipment to collect data with accuracy appropriate to the task (ACSIS126)
Processing and analysing data and information
  1. Construct and use a range of representations, including graphs, keys and models to represent and analyse patterns or relationships, including using digital technologies as appropriate (ACSIS129)
  2. Summarise data, from students’ own investigations and secondary sources, and use scientific understanding to identify relationships and draw conclusions (ACSIS130)
Evaluating
  1. Reflect on the method used to investigate a question or solve a problem, including evaluating the quality of the data collected, and identify improvements to the method (ACSIS131)
  2. Use scientific knowledge and findings from investigations to evaluate claims (ACSIS132)
Communicating
  1. Communicate ideas, findings and solutions to problems using scientific language and representations using digital technologies as appropriate (ACSIS133)

Science Achievement Standard

At Level 7, the student is working towards the Level 8 standard.

Thinking Processes

Learning focus

As students work towards the achievement of Level 8 standards in Thinking Processes, they participate in increasingly complex investigations and activities in which they seek evidence to support their conclusions, and investigate the validity of other people’s ideas; for example, by testing the credibility of differing accounts of the same event, questioning conclusions based on very small or biased samples of data, and identifying and questioning generalisations. From such investigations and activities, students learn to make and justify changes to their thinking and develop awareness that others may have perceptions different from their own.

Students draw on an increasing range of contexts to formulate the questions that drive their investigations. They participate in challenging...

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Standards

At Level 7, students are working toward the Level 8 standards.

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