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Level C (Towards Foundation)

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Critical and Creative Thinking

Critical and Creative Thinking Level Description

In Level C, the curriculum focuses on developing the skills to reason, problem solve and learn. Students become familiar with simple strategies to structure thinking and solve problems. Students explore how thinking can be made explicit.

Critical and Creative Thinking Content Descriptions

Questions and Possibilities

  1. Explore and answer who, what and where questions (VCCCTQ072)
  2. Explore how past experience influences thinking and reactions to situations (VCCCTQ073)
  3. Explore and investigate ideas and solutions (VCCCTQ074)

Reasoning

  1. Create conclusions based on exploration (VCCCTR075)
  2. Apply reasoning to routine tasks and identify their feelings about their work, action or the consequences of a choice (VCCCTR076)
  3. Express preferences drawing on past experiences and everyday examples (VCCCTR077)

Meta-Cognition

  1. Express their thinking by reflecting on what they know and communicating their emotions (VCCCTM078)
  2. Use some learning strategies to demonstrate their learning and thinking (VCCCTM079)
  3. Investigate everyday problems and exploring possible solutions and their outcomes (VCCCTM080)

Critical and Creative Thinking Achievement Standard

By the end of Level C, students answer simple questions about familiar events and topics. They identify a familiar idea or experience with support and make choices from a range of options.

Students can identify their own point of view. They use personal experience and examples to explain reasons. They connect present and past experience with support.

Students predict what will happen next in a familiar routine. They practice some learning strategies including following a visual schedule. Students demonstrate some problem-solving approaches when faced with common everyday issues.

Dance

Dance Level Description

In Level C, students explore dance. They learn about how dance can represent the world and they make dances to represent their ideas about the world. They share their dance with peers and experience dance as audiences.

Students become aware of their bodies and learn about the body bases, parts and zones used safely in dance. They explore space, time and dynamics as they make and observe dances. Students explore locomotor and non-locomotor movements and use these fundamental movement skills in their own dance. They experiment with simple technical and expressive skills.

Students experience dances from a range of cultures, times and locations, including dances from cultures in their local community.

Dance Content Descriptions

Explore and Express Ideas

  1. Explore dance ideas that use safe fundamental movement patterns (VCADAE009)

Dance Practices

  1. Explore dance movements to communicate ideas (VCADAD010)

Present and Perform

  1. Perform movement sequences to express ideas, feelings and/or observations (VCADAP011)

Respond and Interpret

  1. Respond to own and others’ dance and explore where and why people dance (VCADAR012)

Dance Achievement Standard

By the end of Level C, students follow safe dance practice to make and share dance sequences and movement patterns.

Students communicate ideas and feelings about aspects of their own and others’ dance.

Design and Technologies

Design and Technologies Level Description

In Level C students explore and investigate technologies, including its purpose and how technologies meet needs.

Students describe the characteristics and properties of familiar designed solutions from one of the technologies contexts:

  • Engineering principles and systems
  • Food and fibre production
  • Food specialisations
  • Materials and technologies specialisations.

With teacher support, students communicate simple design ideas. Students are introduced to different forms of evaluating designed solutions based on personal preferences.

Students, with teacher support, follow directions to complete their own or group design ideas or projects.

Design and Technologies Content Descriptions

Technologies and Society

  1. Match familiar designed solutions to the personal needs they meet (VCDSTS007)

Technologies Contexts

  1. Examine and indicate the characteristics and properties of familiar designed solutions in at least two technologies contexts (VCDSTC008)

Creating Designed Solutions

  1. Examine and indicate how designed solutions are created and produced safely to meet needs (VCDSCD009)

Design and Technologies Achievement Standard

By the end of Level C, students use and identify the purpose of familiar designed solutions. They match some designed solutions to a need.

Students use designed solutions in at least two technologies contexts. With guidance, students reflect on created and produced designed solutions, developing ideas based on personal preferences. They begin to follow simple sequenced steps and teacher direction to use tools and equipment safely when producing designed solutions.

Digital Technologies

Digital Technologies Level Description

In Level C, students intentionally participate in learning experiences and respond more consistently to prompts and simple clear directions from the teacher to support them to learn. They will have opportunities to create a range of digital solutions through structured learning experiences and integrated learning, such as using a train or car set, software to record work, movie or personal presentation...

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Digital Technologies Content Descriptions

Digital Systems

  1. Initiate some basic functions on common digital systems (hardware and software components) to meet a purpose (VCDTDS007)

Data and Information

  1. Collect, sort and recognise simple patterns in data, and assist with the use of digital systems to represent data as pictures and symbols (VCDTDI008)

Creating Digital Solutions

  1. Follow, and with assistance, represent a sequence of steps and decisions (algorithms) needed to solve simple problems (VCDTCD009)

Digital Technologies Achievement Standard

By the end of Level C, students explore alternative digital systems to meet a purpose.

Students collect and sort different data and identify patterns in data through matching. With assistance, they use digital systems to display findings with pictures and symbols.

Students represent a sequence of steps that could be followed to solve a simple problem.

Drama

Drama Level Description

In Level C, students explore drama. They learn about how drama can represent the world and that they can make drama to represent their ideas about the world. They share their drama with peers and experience drama as audiences.

Students become aware of role and situation as they listen and respond as fictional characters. They explore sound and movement to create role. They learn about focus and identifying the main idea of the drama. As audiences they recognise that the purpose of drama is to share it with others.

As they experience drama, students draw on drama from a range of cultures, times and locations. Students learn about safety in dramatic play and in interaction with other actors.

Drama Content Descriptions

Explore and Express Ideas

  1. Explore ideas for characters in dramatic play (VCADRE009)

Drama Practices

  1. Use voice, facial expression and/or movement to imagine a role and situation (VCADRD010)

Present and Perform

  1. Present drama that communicates ideas, feelings and/or experiences (VCADRP011)

Respond and Interpret

  1. Share responses to drama by answering yes/no questions and explore where and why people make drama (VCADRR012)

Drama Achievement Standard

By the end of Level C, students make and share simple drama that communicates an idea, feeling and/or experience.

Students communicate ideas about drama and reasons why people share drama by answering yes/no questions.

English

English Level Description

In Level C, students communicate with known adults, teachers and peers. Students learn about social rules of communication and experience different ways to convey information to others. Students are provided with experiences that engage, support and extend their learning, including the use of verbal and non-verbal communication, use of symbols, and choice making. Students express and record...

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English Content Descriptions

Reading and Viewing

Language
Text structure and organisation
  1. Recognise that texts and communication can take various forms including multimodal and picture books (VCELA071)
  2. Know that successive pages or images in a book or on a screen present a story in sequence (VCELA072)
Expressing and developing ideas
  1. Recognise that a group of words can communicate a message (VCELA073)
  2. Know how to use the connection between the object, its name, image or sign (VCELA074)
  3. Recognise the use of images to represent an event, object or idea (VCELA075)
Phonics and word knowledge
  1. Explore similarities and differences between letters by shape and size and match some letters with their name or sound (VCELA076)
  2. Recognise different sounds and their connection to a word or image (VCELA077)
Literature
Literature and context
  1. Recognise key events in texts which reflect personal and familiar experiences (VCELT078)
Examining literature
  1. Identify characteristics of familiar literary texts including poetry (VCELT079)
  2. Recognise familiar texts which share the same character or similar topic or event (VCELT080)
Literacy
Texts in context
  1. Explore some familiar texts and images used in the community (VCELY081)
Interpreting, analysing, evaluating
  1. Recognise that images, words and symbols convey meaning (VCELY082)
  2. Use images within text to identify key objects and events (VCELY083)
  3. Use simple visual schedules and selected imaginative and informative texts (VCELY084)

Writing

Language
Text structure and organisation
  1. Know that symbols, words and images can communicate needs (VCELA085)
  2. Know their written name (as a grapheme) and match the letters in their name (VCELA086)
Phonics and word knowledge
  1. Use spoken words, sign or Augmentative Alternative Communication System to communicate and understand that images can be used to write and express ideas (VCELA087)
  2. Know the beginning sounds (onset) of familiar words (VCELA088)
Literature
Creating literature
  1. Retell an event or familiar text through images and illustrations (VCELT089)
Literacy
Creating texts
  1. Create simple texts by labelling images from an event with own ‘writing’ (VCELY090)
  2. Review choices made during shared construction of personalised multimodal texts during shared review (VCELY091)
  3. Trace patterns and letters (VCELY092)
  4. Use software or application by selecting images and typing to ‘label’ images (VCELY093)

Speaking and Listening

Language
Language variation and change
  1. Recognise that words, images and actions have the same meaning across environments (VCELA094)
Language for interaction
  1. Recognise ways to greet and interact with familiar people (VCELA095)
  2. Recognise different ways to communicate needs, likes and dislikes (VCELA096)
Expressing and developing ideas
  1. Use words and images to make a request, indicate a choice, recount information, and express a feeling (VCELA097)
Phonics and word knowledge
  1. Recognise the beginning sounds of familiar words (VCELA098)
  2. Identify the initial sound of a single syllable word (VCELA099)
Literature
Responding to literature
  1. Identify a preferred aspect of text, such as image, refrain within a multimodal text (VCELT100)
  2. Identify a favourite character or event within a story (VCELT101)
Examining literature
  1. Repeat and follow rhythms and sound patterns in familiar rhymes and songs from a range of cultures (VCELT102)
Creating literature
  1. Modify part of a refrain from a familiar text (VCELT103)
Literacy
Interacting with others
  1. Listen to and respond to the communication from an adult in classroom situations (VCELY104)
  2. Deliver some comment to a small group (VCELY105)

English Achievement Standard

Reading and Viewing

By the end of Level C, students listen to and view a range of spoken, written and multimodal texts from familiar contexts. They identify the main character or event in a familiar text using visual images from the text. They participate in interactive stories and repeat or activate a short phrase or refrain during the sharing of a familiar text. When reading, students move through a print text from front to back. They can comment or point to illustrations in reading material to predict the topic of the material. They use a key word to respond to questions about what is happening in a text. They can make a graphophonic identification of their own name. They can match letters and numbers, and identify some letters and numbers named by another.

Writing

When writing, students add writing such as scribble to label or comment on drawings, and imitate writing words and sentences. They express and record their wants and needs through a word, a picture or symbol selection. They demonstrate fine motor grasp and manipulating skills such as moving, picking up and manipulating objects. They can hold and use a pencil to make purposeful marks on paper. They apply colour to an...

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Geography

Geography Level Description

The Level C curriculum focuses on local places I live in and developing student’s exploration and curiosity of personally significant places. Students will build on their knowledge of the local space around personal significant places. Students will draw on their own experience to help them understand places around them. They are learning about their own place and building a connection...

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Geography Content Descriptions

Geographical Concepts and Skills

Place, space and interconnection
  1. Identify a familiar place and present findings using locational vocabulary, photos and visuals (VCGGC029)
  2. Link activities to a location (VCGGC030)
  3. Link places to their related activities and special events (VCGGC031)
Data and information
  1. Collect geographical data and information (VCGGC032)
  2. Use images to match a familiar place to a significant feature (VCGGC033)
  3. Indicate how they use a space based on geographical information (VCGGC034)

Geographical Knowledge

Places and our connections to them
  1. Recognising and labelling familiar places in the school using a jointly constructed map (VCGGK035)
  2. Places are represented at a variety of scales (VCGGK036)
  3. The connection of their family and peers to other places in Australia and across the world (VCGGK037)
  4. Explore names and places of local spaces and their Dreaming stories (VCGGK038)
  5. Connection of weather to seasons (VCGGK039)
  6. The major features of a place and its activities (VCGGK040)
  7. What I do in this space (VCGGK041)
  8. Places regularly used at school and the location, and activities undertaken (VCGGK042)

Geography Achievement Standard

By the end of Level C, students label personally significant places and what they do in the place. Students demonstrate a few ways they can care for a familiar place by creating a simple rule for this place.

Students observe the familiar features of places and assist to represent these features and their location on group constructed pictorial maps and models. They share observations about a place using simple sentences and show the people who can be found in a place.

Students can independently locate some significant spaces within a significant local place and they begin to communicate using direction and location.

Health and Physical Education

Health and Physical Education Level Description

The Level C curriculum provides the basis for developing knowledge, understanding and skills for students to lead healthy, safe and active lives. Students learn about their personal characteristics, abilities and simple actions they can take to keep themselves healthy and safe. Students are introduced to the basic principles of living a healthy life including personal-care routines and ways...

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Health and Physical Education Content Descriptions

Personal, Social and Community Health

Being healthy, safe and active
  1. Identify their personal characteristics (VCHPEP029)
  2. Identify major body parts and stages of life (VCHPEP030)
  3. Identify and name members of immediate family and demonstrate safety awareness, respond to safety instructions and identify safe and unsafe places and items in the environment (VCHPEP031)
Communicating and interacting for health and wellbeing
  1. Practise personal hygiene, independence skills and social skills including taking turns (VCHPEP032)
  2. Explore their feelings and practice expressing their needs, likes and dislikes using simple communication tools (VCHPEP033)
Contributing to healthy and active communities
  1. Practise a variety of health, safety and wellbeing actions (VCHPEP034)
  2. Participate in structured play in various settings (VCHPEP035)

Movement and Physical Activity

Moving the body
  1. Practise simple whole-body movements and gross motor movement patterns (VCHPEM036)
  2. Participate in a variety of physical education experiences and games with simple rules with equipment in a range of environments (VCHPEM037)
Understanding movement
  1. Engage in regular physical activities and explore the development of their ability and health (VCHPEM038)
  2. Identify how their body moves and relate to space and objects (VCHPEM039)
Learning through movement
  1. Take turns with a partner or in small groups when participating in physical activities (VCHPEM040)
  2. Test possible solutions to movement challenges through trial and error to maintain balance and coordination as they move over and through a range of surfaces and grasp and manipulate objects (VCHPEM041)
  3. Follow simple movement instructions and safety rules when participating in structured physical activities (VCHPEM042)

Health and Physical Education Achievement Standard

By the end of Level C, students recognise key stages of life, how they have grown and changed. They identify some obvious emotions and their cause. They experience and become more independent with actions that help them be healthy, safe and physically active.

They identify some different settings where they can be active by matching an activity to a location. They perform basic gross motor movement patterns and maintain balance and coordination as they move over and through a range of surfaces and use a range of equipment.

Students use personal and social skills to include others in a range of activities. Students actively participate in personal care routines and attempt some basic tasks independently. They demonstrate protective behaviours to keep them safe and healthy in different activities. Students alter their behaviour in the presence of familiar persons and demonstrate personal preference by changing, and accepting and rejecting things. They indicate the cause of a current feeling and demonstrate some acceptable ways of behaving. They identify when someone is upset or needs help. They perform fundamental movement skills and solve movement challenges in the playground and in gym sessions.

History

History Level Description

Personal and Recent Celebrations and History

The curriculum at Levels A to D provides a study of personal and family histories. Students learn about their own history and that of their family; this may include stories from different cultures and other parts of the world. As participants in their own history, students build on their knowledge and understanding of how the past is different from the present. At Level C the focus is on present and recent past history.

Key questions:

  • What people are part of my family?
  • What is my history?
  • What stories do other people tell about major milestones in my past?
  • How can events and stories of the past be told and shared?

History Content Descriptions

Historical Concepts and Skills

Chronology
  1. Sequence parts within a significant event (VCHHC027)
Historical sources as evidence
  1. Explore a range of sources that describe an event in the recent past (VCHHC028)
  2. Explore their perspective on how things have changed from past and present in their daily life (VCHHC029)
Continuity and change
  1. Compare features of objects from the recent past and present (VCHHC030)
Historical significance
  1. Assist to construct a narrative about a significant person or past event (VCHHC031)

Historical Knowledge

Personal histories
  1. Who the people in their family are (VCHHK032)
  2. The people and their name in the family (VCHHK033)
  3. Distinguish between events within the day and the past (VCHHK034)
  4. Similarities and differences in their daily life over time (VCHHK035)
Community histories
  1. How events are celebrated and how to assist to prepare and participate in personal, school and community events (VCHHK036)
  2. Link significant local sites and people to events (VCHHK037)
  3. Link cultural or spiritual sites to their events or history (VCHHK038)
  4. Explore changes in technology and the difference between each (VCHHK039)

History Achievement Standard

By the end of Level C, can identify keys routines and events within their daily life. Students identify key members of their family and how they have changed over time. They recognise some important family events and some objects used in celebrations. They recognise some significant artefacts or objects associated with significant commemorative events or sites in local community.

Students sequence three elements within familiar recent events in order. They identify key milestones in their past. Students relate a story about their past using a range of texts, objects or images. They can identify objects and technology which has change over time.

Mathematics

Mathematics Level Description

In Level C, students demonstrate awareness in practical situations, connecting objects, numbers names and numerals from one to three, using ‘one more than’ and ‘one less than’.

They match like objects, describe differences between objects for given attribute, show familiarity with stages of time and events within a day using visual schedules, visually locate named objects in a familiar environment and identify some data relevant to a situation.

Mathematics Content Descriptions

Number and Algebra

Number and place value
  1. Use number names in sequence to count in everyday situations, initially from one to five (VCMNA035)
  2. Know and match number name, numerals and quantities to three (VCMNA036)
  3. Identify groups as being ‘one’, ‘more’ or ‘less’ (VCMNA037)
  4. Compare and order two collections according to their quantity (VCMNA038)
  5. Demonstrate in practical situations, ‘adding one more to’ and ‘taking one away from’ in everyday situations (VCMNA039)
  6. Sharing materials in practical situations (VCMNA040)
Money and financial mathematics
  1. Use direct comparison to sort coins or notes into groups (VCMNA041)
Patterns and algebra
  1. Pair identical objects from a small collection, and recognise simple repeated patterns (VCMNA042)
  2. Identify repeated routines and sequences in everyday events (VCMNA043)

Measurement and Geometry

Using units of measurement
  1. Compare two objects based on measurement attributes of length (VCMMG044)
  2. Identify familiar events that occur at different stages of a day (morning, afternoon, evening, night) (VCMMG045)
  3. Identify the familiar events within the day using a visual schedule (VCMMG046)
Shape
  1. Match familiar two dimensional shapes and three dimensional objects (VCMMG047)
Location and transformation
  1. Locate familiar three-dimensional objects in the classroom when they are named (VCMMG048)

Statistics and Probability

Data representation and interpretation
  1. Identify data relevant to a given context (VCMSP049)
  2. Follow simple instructions to sort objects into a simple data display (VCMSP050)
  3. Identify the choices/responses of a data display (VCMSP051)

Mathematics Achievement Standard

Number and Algebra

Students connect number names and numerals with sets of up to five elements. They match individual objects with counting sequences up to and back from five. Students use concrete materials to solve problems that involve comparing, combining and separating sets. Students make ‘groups’, ‘lots’ and groups of ‘one’ and can indicate which collection has ‘more’ than the other. They can distribute objects to each person in a group until there are no objects left. Students order the first three elements of a set. Students can match one attribute of familiar objects.

Measurement and Geometry

Students explore measurement attributes in practical situations and use words to describe the characteristics of familiar objects. Students solve simple mathematical problems associated with longer and shorter lengths. They explore events and identify day and night events. They can identify events that may or may not happen today. Students respond to a simple pictorial representation of activities related to their whole day. They match objects that are the same and sort familiar objects, and an understanding of the concept of ‘inside and outside’ by following instructions. They demonstrate an understanding of location and spatial awareness by following simple instructions related to simple spatial concepts.

Statistics and Probability

Students participate in and contribute to the development of picture schedules, timetables and pictorial lists associated with familiar activities, such as listing the ingredients needed for a cooking session. They demonstrate an understanding of the concept of chance by participating in games of chance, and identifying events that may or may not happen today.

Media Arts

Media Arts Level Description

In Level C, students explore media arts. They explore and learn about how media artworks can represent elements of the world and that they can make media artworks to represent their ideas about the world. Students become aware of simple structure, character and settings as they explore ideas and construct stories.

Students learn about safety in using technologies and in interaction with others. They experience the role of artist. As an audience they learn to focus their attention on the media artwork and to respond at the end of the viewing.

Media Arts Content Descriptions

Explore and Represent Ideas

  1. Explore different ways of representing characters and settings through images, sounds and multi-modal texts (VCAMAE009)

Media Arts Practices

  1. Assist in the use of media technologies to capture images and sounds for a story (VCAMAM010)

Present and Perform

  1. Present media artworks that communicate an idea or concept (VCAMAP011)

Respond and Interpret

  1. Respond to media artworks by answering questions using one word responses or images (VCAMAR012)

Media Arts Achievement Standard

By the end of Level C, students communicate about media artworks they make and view, and why media artworks are made.

Students make media artworks that communicate a word or concept.

Music

Music Level Description

In Level C, students explore music. They listen to and explore sound and learn about how music can represent the world and that they can make music to represent their ideas. They share their music with peers and experience music as part of an audience.

Students learn to listen to music and explore rhythm, pitch, dynamics and expression, form and structure, timbre and texture as they experience and make music. They learn to listen to and copy basic music elements, such as, playing loudly, quietly, quickly or slowly when using musical instruments.

While music in the local community should be the initial focus for learning, before exploring music from more distant locations building on student interest and curiosity.

Music Content Descriptions

Explore and Express Ideas

  1. Explore and imitate sounds and patterns using voice, movement, body percussion and/or instruments (VCAMUE009)

Music Practices

  1. Sing, use body percussion and/or play instruments to practise chants, songs and rhymes (VCAMUM010)

Present and Perform

  1. Perform a short piece of music they have learnt (VCAMUP011)

Respond and Interpret

  1. Respond to music and explore why people make and listen to music (VCAMUR012)

Music Achievement Standard

By the end of Level C, students make and perform music.

Students communicate ideas and feelings about aspects of music they create and perform and reasons why people make and listen to music.

Personal and Social Capability

Personal and Social Capability Level Description

In Level C, this curriculum focuses on enabling students to be socially active. Students are becoming peer focused and learning how to actively interact with peers. Students are learning to name and respond to emotions.

Students are learning about their personal preferences. They are learning to try a variety of learning activities and, with support and encouragement, participate in an unfamiliar activity.

The curriculum provides opportunity for students to learn skills required to work in a group.

Personal and Social Capability Content Descriptions

Self-Awareness and Management

Recognition and expression of emotions
  1. Name emotions shown by self and match these emotions to familiar events or experiences (VCPSCSE066)
Development of resilience
  1. Change, accept and reject things based on their personal preference (VCPSCSE067)
  2. Try a variety of activities and completing some steps in a set routine independently (VCPSCSE068)

Social Awareness and Management

Relationships and diversity
  1. Identify familiar adults and explore groups they belong to (VCPSCSO069)
  2. Follow adult directions to intentionally participate in class activities and follow rules and routines (VCPSCSO070)
Collaboration
  1. Follow basic social rules regarding the sharing and care of property and social expectations regarding behaviour (VCPSCSO071)
  2. Identify reactions and solutions to familiar social problems in supported situations (VCPSCSO072)

Personal and Social Capability Achievement Standard

By the end of Level C, students can recognise some key emotions and identify events or people that impact on these feelings. They can complete some familiar tasks unaided and try some new activities.

Students identify and name some class members and familiar adults. They follow simple rules, participate in group activities cooperatively, take turns and share some items. When prompted they can identify acceptable and unacceptable ways to behave in familiar situations.

Science

Science Level Description

In Level C, students intentionally participate in investigations that require them to explore, observe and identify properties of everyday objects, materials and living things. They explore change in the world around them, including changes that impact on them, for example the weather, and changes they can effect, for example making things move or change shape. They use their senses to gather information and learn that exploring questions and making observations are a core part of science.

Science Content Descriptions

Science Understanding

Science as a human endeavour
  1. Objects and parts of the world around us have names and particular characteristics (VCSSU021)
Biological sciences
  1. Living things have different names and parts (VCSSU022)
Chemical sciences
  1. Objects have different names and properties, and some can be manipulated and changed (VCSSU023)
Earth and space sciences
  1. Weather involves sun, rain, wind and clouds and can be hot, cold and warm (VCSSU024)
Physical sciences
  1. Objects can move in different ways (VCSSU025)

Science Inquiry Skills

Questioning and predicting
  1. Supported to engage in simple scientific inquiry (VCSIS026)
Planning and conducting
  1. Supported to use the senses to identify some characteristics (VCSIS027)
Recording and processing
  1. Use pictures and words to describe observations and findings and begin to categorise objects (VCSIS028)
Analysing and evaluating
  1. Make links between observations and findings (VCSIS029)
Communicating
  1. Use pictures, symbols, concrete objects and/or simple familiar words to facilitate communication (VCSIS030)

Science Achievement Standard

By the end of Level C, students participate in structured investigations that look at the names and properties of living things and objects. They label, sort and group objects based on one specific property or characteristic. Students share discoveries through alternative augmentative communication and the use of objects, images and pictures.

Visual Arts

Visual Arts Level Description

In Level C, students explore visual arts. They explore and learn about how to make visual representations of their ideas, experiences, observations and imagination.

Students become aware of how artists, craftspeople and designers present their ideas. They learn how their ideas can be developed. They enhance their perception skills by learning to notice visual detail as they examine and represent...

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Visual Arts Content Descriptions

Explore and Express Ideas

  1. Explore experiences and observations to create visual artworks (VCAVAE009)

Visual Arts Practices

  1. Use different materials and techniques to make artworks (VCAVAV010)

Present and Perform

  1. Create artworks to communicate ideas or observation (VCAVAP011)

Respond and Interpret

  1. Respond to visual artworks by indicating subject matter (VCAVAR012)

Visual Arts Achievement Standard

By the end of Level C, students communicate about artworks they make and view.

Students make artworks in different forms to express their ideas and observations, using different techniques and processes.

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