By the end of Level 10, students analyse how models and theories have developed over time and discuss the factors that prompted their review. They predict how future applications of science and technology may affect people’s lives. They explain the concept of energy conservation and model...
Level description | Science | Levels 9 and 10
By the end of Level 8, students explain how evidence has led to an improved understanding of a scientific idea. They discuss how science knowledge can be applied to generate solutions to contemporary problems and explain how these solutions may impact on society. They investigate different forms...
Level description | Science | Levels 7 and 8
By the end of Level 8, students identify and explain patterns of change and continuity over time. They analyse the causes and effects of events and developments. They identify the motives and actions of people at the time. Students evaluate the significance of individuals and groups and how they...
Level description | The Humanities | History | Levels 7 and 8
At Level C4 students demonstrate greater autonomy and control over their use of English, combining their expanding vocabulary with the appropriate use of a wide range of complex grammatical features including modal verbs, passive voice and tenses. They demonstrate understanding of the ways that...
Level description | English | English as an Additional Language (EAL) | Pathway A: Early immersion | EAL | Level C4 | Speaking and Listening
By the end of Level 10, students refer to significant events, the actions of individuals and groups, and beliefs and values to identify and evaluate the patterns of change and continuity over time. They analyse the causes and effects of events and developments and explain their significance. They...
Level description | The Humanities | History | Levels 9 and 10
By the end of Level 4, students interact with teachers and each other through classroom routines, action-related talk and play. They exchange greetings and wishes, respond to familiar instructions and to questions such as Qu’est-ce que c’est? and Qu’est-ce que tu fais? They share...
Level description | Languages | French | F–10 Sequence | Levels 3 and 4
By the end of Level 6, students use formulaic and modelled language in classroom interactions to carry out transactions and to share or convey information about daily routines, activities and events, using time expressions such as まい日、ときどき. They ask and respond to questions in familiar contexts...
Level description | Languages | Japanese | F–10 Sequence | Levels 5 and 6
By the end of Level 6, students use familiar language and modelled sentence patterns to share information about aspects of their personal worlds, such as their family and friends, interests, everyday routines and activities. They interact appropriately with respected community members and community...
Level description | Languages | Victorian Aboriginal Languages | Levels 3 to 6
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
By the end of Level 8, students use written and spoken German to interact with teachers, peers and others; to make decisions, solve problems and negotiate transactions; and to exchange and justify ideas, opinions and views. When interacting, they use both rehearsed and spontaneous language to...
Level description | Languages | German | F–10 Sequence | Levels 7 and 8
By the end of Level 10, students use written and spoken Japanese to interact with peers, the teacher and other Japanese speakers to exchange information and opinions about personal interests and experiences. With support they share information about broader topics of interest, such as education...
Level description | Languages | Japanese | 7–10 Sequence | Levels 9 and 10
By the end of Level 4, students interact with the teacher and peers to share simple information about aspects of their lives, such as school, home and everyday routines. They use formulaic expressions when participating in classroom routines, collaborative activities and simple transactional exchanges...
Level description | Languages | Non-Roman Alphabet Languages | F–10 Sequence | Levels 3 and 4
By the end of Level 4, students use Vietnamese to interact with the teacher and peers to exchange information and experiences relating to themselves, their family and friends. They use formulaic expressions to participate in simple transactional exchanges and collaborative activities, and to seek...
Level description | Languages | Vietnamese | F–10 Sequence | Levels 3 and 4
By the end of Level 2, students explain aspects of daily life to identify how some aspects have changed over time, while others have remained the same. They describe personal and family life, a person, a site, or an event of significance in the local community.
Students use sources (physical, visual...
Level description | The Humanities | History | Foundation to Level 2
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, and expressing preferences...
Level description | Languages | Roman Alphabet Languages | 7–10 Sequence | Levels 7 and 8
By the end of Level 6, students engage in classroom interactions to carry out collaborative tasks, to exchange information and to express feelings and ideas related to specific contexts, personal interests and daily routines at home and school. They ask and answer questions with appropriate intonation...
Level description | Languages | Korean | F–10 Sequence | Levels 5 and 6
By the end of Level 4, students recognise strategies for managing change. They examine influences that strengthen identities. They investigate how emotional responses vary and understand how to interact positively with others in different situations including in physical activities. Students interpret...
Level description | Health and Physical Education | Levels 3 and 4
By the end of Level 8, students use the language to interact and exchange ideas, experiences and interests with teachers, peers and others. When interacting, they ask questions, respond to questions and clarify their answers. Students give opinions, make comparisons and state preferences. They...
Level description | Languages | Roman Alphabet Languages | F–10 Sequence | Levels 7 and 8
By the end of Level 6, students use the language to convey information about themselves, their family and friends, and daily routines and activities. They locate specific details and use familiar words and phrases to predict meanings in texts. They respond to and create texts such as descriptions...
Level description | Languages | Roman Alphabet Languages | F–10 Sequence | Levels 5 and 6
By the end of Level 8, students use Korean to interact with each other and teachers in classroom routines and activities, exchanging greetings, wishes, experiences, interests and information. They approximate different sounds and intonation patterns of Korean during spoken interaction, and construct...
Level description | Languages | Korean | 7–10 Sequence | Levels 7 and 8
