Australian Curriculum Standards (ACARA) — Grade 8


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Based on the ACARA curriculum.


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ACELA.8.1.

Language variation and change

ACELA.8.1.1.1.

Exploring examples of Singlish (Singapore English) from a Singlish dictionary

ACELA.8.1.1.2.

Investigating borrowings from a range of languages into English, for example from French and Italian

ACELA.8.1.2.1.

Understanding that our use of language helps to create different identities, for example teenage groups and sportspeople have adopted particular words or ways of speaking

ACELA.8.1.3.1.

Identifying and evaluating examples of how rhetorical devices reveal the dark or serious aspects of a topic in ways that cause laughter or amusement, for example by making a statement but implying/meaning the opposite (irony); exaggerating or overstating something (hyperbole); imitating or sending up something (parody), and making something appear less serious than it really is (understatement)

ACELA.8.2.

Text structure and organisation

ACELA.8.2.1.1.

Discussing how particular perspectives of the same event are portrayed through the combination of images and words in various media texts

ACELA.8.2.2.1.

Writing paragraphs of extended length that explain and substantiate a particular personal viewpoint

ACELA.8.2.3.1.

Interpreting complex sentence structures through reading aloud literary texts such as sonnets or plays

ACELA.8.2.3.2.

Using cohesive devices when writing complex texts

ACELA.8.2.4.1.

Creating dialogue in drama showing interruptions, asides and pauses for effect

ACELA.8.3.

Expressing and developing ideas

ACELA.8.3.1.1.

Evaluating how speechmakers influence audiences though specific language features such as the use of embedded clauses to add information

ACELA.8.3.2.1.

Analysing formal and persuasive texts to identify and explain language choices such as nominalisation

ACELA.8.3.3.1.

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

ACELA.8.3.3.2.

Analysing the relationship between visual elements and text in non-fiction texts such as documentaries, television news, online newspapers and digital magazines

ACELA.8.3.4.1.

Experimenting with vocabulary choices in a range of written and spoken texts and assessing the different effects these choices generate

ACELA.8.3.5.1.

Understanding the different ways complex words are constructed and, when spelling these words, drawing on morphemic knowledge and knowledge of unusual letter combinations

ACELT.8.1.

Literature and context

ACELT.8.1.1.1.

Investigating texts about Aboriginal and Torres Strait Islander history from different sources and explaining differing viewpoints

ACELT.8.1.1.2.

Comparing attitudes and ideas in texts drawn from contexts that are different to students own

ACELT.8.1.2.1.

Identifying and describing the ways films suggest Country/Place and Identity through language features such as image, soundtrack and narrative control

ACELT.8.1.2.2.

Selecting aspects of a text related to Country/Place, People, Identity and Culture and adapt it for a new context, noting if changes in one aspect will result in changes in another

ACELT.8.1.2.3.

Explaining how individual interpretations of these aspects are influenced by students own knowledge, values and cultural assumptions

ACELT.8.2.

Responding to literature

ACELT.8.2.2.1.

Recognising the similarities and differences between types of texts (for example a complex picture book and a feature film) in order to understand how different combinations of words and images lead readers to interpret visual texts in particular ways, according to audience, purpose and context

ACELT.8.3.1.1.

Exploring how some writers use terse and relatively simple language choices while others use more elaborate and complex syntax

ACELT.8.3.1.2.

Examining the language patterns, including sentence patterns, in a range of short texts and discussing the effect on readers interpretation of these choices

ACELT.8.3.1.3.

Writing or speaking about a literary text and outlining the impact of the text on a listener, viewer or reader, for example in a journal in which students reflect on their personal responses and on how language and structural features in the text contribute to its impact

ACELT.8.3.1.4.

Discussing, debating and assessing remakes of literary texts and their effectiveness and purpose

ACELT.8.3.1.5.

Discussing, debating and assessing book or film series, sequels, prequels, fan fiction sites, tie-in publications or merchandise

ACELT.8.3.2.1.

Understanding that tone (serious, bitter, sincere, amused) indicates attitude to the subject and to readers/listeners, who can identify or judge tone through past experience and language clues in the text

ACELT.8.4.1.1.

Creating literary interpretations of short stories based on understanding and analysis of their context, narrative structure (including the twist at the end), layers of meaning, themes, point of view and style

ACELT.8.4.1.2.

Combining visual and digital elements to create layers of meaning for serious and humorous purposes

ACELT.8.4.2.1.

Creating and performing scripts for short plays that make use of the affordances of visual, verbal and additional modes (for example music) to create atmosphere, to deepen interpretation of verbal meaning and to enhance the drama of a performance

ACELY.8.1.1.2.

Analysing the ways that identity may be created in digital contexts

ACELY.8.1.1.3.

Identifying how meanings or words change or shift depending on context, for example the word cool is used to describe temperature or to express approval when used in informal contexts

ACELY.8.2.

Interacting with others

ACELY.8.2.1.1.

Listen to a conversation or speech and identify the point being made and explain the tone and manner of presentation. Change the focus of the conversation or speech and identify how meaning has changed

ACELY.8.2.1.2.

Change the tone in which the speech or conversation is presented and discuss how interpretations can also change.

ACELY.8.2.2.1.

Participating in pair, group, class, school and community speaking and listening situations, including informal conversations, discussions, debates and presentations

ACELY.8.2.2.2.

Using effective strategies for dialogue and discussion in range of formal and informal contexts, including speaking clearly and coherently and at appropriate length, asking questions about stated and implied ideas, and restating and summarising main ideas

ACELY.8.2.2.3.

Choosing vocabulary and spoken text and sentence structures for particular purposes and audiences, such as debating a topic with a team from another school, creating a voiceover for a media presentation, and adapting language choices such as use of similes, metaphors and personification, to meet perceived audience needs

ACELY.8.2.2.4.

Selecting voice effects, such as tone, volume, pitch and pace, with particular attention to the effects these may have on audience reaction and acceptance of the ideas presented

ACELY.8.2.3.1.

Creating texts that express views and values other than students own

ACELY.8.2.3.2.

Researching subject matter on social issues and/or relationships and presenting ideas in particular ways to appeal to different audiences

ACELY.8.3.

Interpreting, analysing, evaluating

ACELY.8.3.1.1.

Evaluating an author's use of particular textual structures and language features in achieving the representation of a point of view

ACELY.8.3.2.1.

Identifying the meaning of a wide range of words, including technical and literary language in various contexts

ACELY.8.3.2.2.

Using print and digital/online thesauruses and dictionaries of synonyms, antonyms and homonyms and subject-specific dictionaries

ACELY.8.3.3.1.

Reflecting on content by connecting and comparing information found in a text to knowledge sourced elsewhere

ACELY.8.3.3.3.

Explaining whether the author conveys meaning adequately, particularly in distinguishing fact from opinion

ACELY.8.3.4.1.

Comparing representations of different social groups in texts drawn from different modes and media, for example comparing contemporary representations of homeless people with romantic representations of the swagman and the impact of these representations on the audience

ACELY.8.4.1.1.

Integrating multimodal approaches within a spoken presentation to purposefully develop meaning for a given audience

ACELY.8.4.2.1.

Experimenting with text structures and language features, for example paragraph order and content, language choices or mode of delivery, to refine and clarify ideas and to improve text effectiveness

ACELY.8.4.2.2.

Combining verbal, visual and sound elements in imaginative multimodal texts

ACELY.8.4.2.3.

Ordering paragraphs to best support and sustain an argument and to organise and convey information clearly

ACMMG.8.1.1.

Choose appropriate units of measurement for area and volume and convert from one unit to another (ACMMG195)

ACMMG.8.1.1.1.

Choosing units for area including mm2, cm2, m2, hectares, km2, and units for volume including mm3, cm3, m3

ACMMG.8.1.2.

Find perimeters and areas of parallelograms, trapeziums, rhombuses and kites (ACMMG196)

ACMMG.8.1.2.1.

Establishing and using formulas for areas such as trapeziums, rhombuses and kites

ACMMG.8.1.3.

Investigate the relationship between features of circles such as circumference, area, radius and diameter. Use formulas to solve problems involving circumference and area (ACMMG197)

ACMMG.8.1.3.1.

Investigating the circumference and area of circles with materials or by measuring, to establish an understanding of formulas

ACMMG.8.1.3.2.

Investigating the area of circles using a square grid or by rearranging a circle divided into sectors

ACMMG.8.1.4.

Develop formulas for volumes of rectangular and triangular prisms and prisms in general. Use formulas to solve problems involving volume (ACMMG198)

ACMMG.8.1.4.1.

Investigating the relationship between volumes of rectangular and triangular prisms

ACMMG.8.1.5.

Solve problems involving duration, including using 12- and 24- hour time within a single time zone (ACMMG199)

ACMMG.8.1.5.1.

Identifying regions in Australia and countries in Asia that are in the same time zone

ACMMG.8.2.1.

Define congruence of plane shapes using transformations (ACMMG200)

ACMMG.8.2.1.1.

Understanding the properties that determine congruence of triangles and recognising which transformations create congruent figures

ACMMG.8.2.1.2.

Establishing that two figures are congruent if one shape lies exactly on top of the other after one or more transformations (translation, reflection, rotation), and recognising that the matching sides and the matching angles are equal

ACMMG.8.2.2.

Develop the conditions for congruence of triangles (ACMMG201)

ACMMG.8.2.2.1.

Investigating the minimal conditions needed for the unique construction of triangles, leading to the establishment of the conditions for congruence (SSS, SAS, ASA and RHS)

ACMMG.8.2.2.2.

Solving problems using the properties of congruent figures

ACMMG.8.2.2.3.

Constructing triangles using the conditions for congruence

ACMMG.8.2.3.

Establish properties of quadrilaterals using congruent triangles and angle properties, and solve related numerical problems using reasoning (ACMMG202)

ACMMG.8.2.3.2.

Identifying properties related to side lengths, parallel sides, angles, diagonals and symmetry

ACMNA.8.1.1.

Use index notation with numbers to establish the index laws with positive integral indices and the zero index (ACMNA182)

ACMNA.8.1.1.1.

Evaluating numbers expressed as powers of positive integers

ACMNA.8.1.2.

Carry out the four operations with rational numbers and integers, using efficient mental and written strategies and appropriate digital technologies (ACMNA183)

ACMNA.8.1.2.1.

Using patterns to assist in finding rules for the multiplication and division of integers

ACMNA.8.1.2.2.

Using the number line to develop strategies for adding and subtracting rational numbers

ACMNA.8.2.1.

Investigate terminating and recurring decimals (ACMNA184)

ACMNA.8.2.1.1.

Recognising terminating, recurring and non-terminating decimals and choosing their appropriate representations

ACMNA.8.2.2.

Investigate the concept of irrational numbers, including (ACMNA186)

ACMNA.8.2.2.1.

Understanding that the real number system includes irrational numbers

ACMNA.8.2.3.

Solve problems involving the use of percentages, including percentage increases and decreases, with and without digital technologies (ACMNA187)

ACMNA.8.2.3.1.

Using percentages to solve problems, including those involving mark-ups, discounts, and GST

ACMNA.8.2.3.2.

Using percentages to calculate population increases and decreases

ACMNA.8.2.4.

Solve a range of problems involving rates and ratios, with and without digital technologies (ACMNA188)

ACMNA.8.2.4.1.

Understanding that rate and ratio problems can be solved using fractions or percentages and choosing the most efficient form to solve a particular problem

ACMNA.8.3.1.

Solve problems involving profit and loss, with and without digital technologies (ACMNA189)

ACMNA.8.3.1.2.

Investigating the methods used in retail stores to express discounts

ACMNA.8.4.1.

Extend and apply the distributive law to the expansion of algebraic expressions (ACMNA190)

ACMNA.8.4.1.1.

Applying the distributive law to the expansion of algebraic expressions using strategies such as the area model

ACMNA.8.4.2.

Factorise algebraic expressions by identifying numerical factors (ACMNA191)

ACMNA.8.4.2.2.

Identifying the greatest common divisor (highest common factor) of numeric and algebraic expressions and using a range of strategies to factorise algebraic expressions

ACMNA.8.4.3.

Simplify algebraic expressions involving the four operations (ACMNA192)

ACMNA.8.4.3.1.

Understanding that the laws used with numbers can also be used with algebra

ACMNA.8.5.1.

Plot linear relationships on the Cartesian plane with and without the use of digital technologies (ACMNA193)

ACMNA.8.5.1.1.

Completing a table of values, plotting the resulting points and determining whether the relationship is linear

ACMNA.8.5.1.2.

Finding the rule for a linear relationship

ACMNA.8.5.2.

Solve linear equations using algebraic and graphical techniques. Verify solutions by substitution (ACMNA194)

ACMNA.8.5.2.1.

Solving real life problems by using variables to represent unknowns

ACMSP.8.1.1.

Identify complementary events and use the sum of probabilities to solve problems (ACMSP204)

ACMSP.8.1.1.1.

Identifying the complement of familiar events

ACMSP.8.1.1.2.

Understanding that probabilities range between 0 to 1 and that calculating the probability of an event allows the probability of its complement to be found

ACMSP.8.1.2.

Describe events using language of 'at least', exclusive 'or' (A or B but not both), inclusive 'or' (A or B or both) and 'and'. (ACMSP205)

ACMSP.8.1.2.1.

Posing 'and', 'or' and 'not' probability questions about objects or people

ACMSP.8.1.3.

Represent events in two-way tables and Venn diagrams and solve related problems (ACMSP292)

ACMSP.8.1.3.1.

using Venn diagrams and two-way tables to calculate probabilities for events, satisfying 'and', 'or' and 'not' conditions

ACMSP.8.1.3.2.

understanding that representing data in Venn diagrams or two-way tables facilitates the calculation of probabilities

ACMSP.8.1.3.3.

collecting data to answer the questions using Venn diagrams or two-way tables.

ACMSP.8.2.1.

Investigate techniques for collecting data, including census, sampling and observation (ACMSP284)

ACMSP.8.2.1.1.

Identifying situations where data can be collected by census and those where a sample is appropriate

ACMSP.8.2.2.

Explore the practicalities and implications of obtaining data through sampling using a variety of investigative processes (ACMSP206)

ACMSP.8.2.2.1.

Investigating the uses of random sampling to collect data

ACMSP.8.2.3.

Explore the variation of means and proportions of random samples drawn from the same population (ACMSP293)

ACMSP.8.2.3.1.

Using sample properties to predict characteristics of the population