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• English as an Additional Language (EAL) - Pathway A: Early immersion - EAL: Level CL achievement standards - Writing

  At Level CL, in familiar contexts, students write short, grammatically simple texts based on well-rehearsed spoken and well-practised written English. They write for a range of basic classroom and personal purposes, such as making lists and writing simple journal entries and notes, and complete...

  Level description | English | English as an Additional Language (EAL) | Pathway A: Early immersion | EAL | Level CL | Writing

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

  Students consolidate their understanding and use of regular forms and familiar grammatical structures. They expand their understanding through noticing variation and non-standard forms, for example, dialects used in the local community. They also notice exceptions to rules, for example, irregular...

  Level description | Languages | Italian | F–10 Sequence

• Science: Foundation to Level 2 achievement standards

  By the end of Level 2, students describe examples of how people use science in their daily lives. They identify and describe examples of the external features and basic needs of living things. They describe how different places meet the needs of living things. They describe the properties, behaviour...

  Level description | Science | Foundation to Level 2

• The Humanities | Economics and Business: Structure

  Economics and Business is organised by six strands. Throughout these strands the study of economics and business issues, events and business case studies form an integral component of the curriculum. The content is intended to be taught through relevant contexts, which will help students make...

  Overview material | Economics and Business

• VCASFC076

  Research and evaluate information from different sources and perspectives, summarising opinions and critically appraising relationships between texts and contexts

  Elaborations

  • evaluating information collected from different sources to debate issues of interest and significance to the Deaf community, such as eugenics, deaf technology or interpreter ethics
  • using critical literacy skills to recognise textual bias and to distinguish between fact and opinion in differently sourced texts relating to the Deaf community and/or deafness
  • researching a significant event that affects/has affected the Deaf community, summarising findings in the form of contributions to a panel discussion or debate
  • evaluating information presented by their peers or teachers, providing constructive feedback supported by evidence
  • appraising and summarising opinions expressed in formally and informally signed texts
  • using stories by elders and excursions to sites of significance to document, describe and provide explanatory detail of places of importance to the Deaf community
  • using primary or secondary signed sources to research significant events in Deaf history to present a critical overview of how information can be differently presented

  VCASFC076 | Languages | Auslan | First Language Learner | F–10 Sequence | Levels 9 and 10 | Communicating | Informing

• VCFRU018

  Understand that people use language in ways that reflect their culture, such as where and how they live and what is important to them

  Elaborations

  • exploring the meaning of ‘culture’, how it involves visible elements (such as ways of eating or symbols such as flags) and invisible elements, such as how people live, what they value, and how they think about themselves and others
  • understanding that learning French involves ways of using language that may be unfamiliar (for example, using merci when refusing an offer), and also some ways of behaving and thinking that may be unfamiliar, for example, the importance of food in some family and regional traditions, or ways of expressing or describing feelings or relationships
  • noticing features of French language interactions in some texts and contexts (for example, photos, storybooks or video clips) that may be similar or different to own ways of communicating
  • identifying ways of communicating and behaving associated with Australian contexts, for example, Nippers, rip spotting, body boarding; multicultural days in primary schools

  VCFRU018 | Languages | French | F–10 Sequence | Foundation to Level 2 | Understanding | Role of language and culture

• VCHHC121

  Sequence significant events in chronological order to support analysis of the causes and effects of these events and identify the changes they brought about

  Elaborations

  • creating a timeline that identifies the significant events or individuals across the period 1750-1918 and observe and discuss patterns of causation and change and/or identifying parts of the world that were involved in, or affected by, those events
  • developing an argument using historical sources and perspectives about the effects of the Industrial Revolution on changing living and working conditions, including within Australia society in the 19th Century
  • placing in sequence the main events of the Freedom Rides campaigns in the United States and Australia and explaining the links between the two campaigns
  • using interactive timelines to explore the various manifestations or effects of an event in different geographical locations
  • organising a range of primary sources and/or perspectives in chronological order to support the development of a historical argument about effects or changes

  VCHHC121 | The Humanities | History | Levels 9 and 10 | Historical Concepts and Skills | Chronology

• VCNRC077

  Create a range of bilingual texts for a variety of purposes and audiences, reflecting on how meaning can be conveyed effectively

  Elaborations

  • creating bilingual texts for speakers of the target language in Australia, for example, leaflets promoting the arrival of a famous performer or sports team from a country where the language is spoken
  • creating bilingual texts, such as a children’s story to read to primary school children and comparing aspects of language and culture and discussing with peers and teachers how meaning can be conveyed effectively
  • producing bilingual texts such as articles and brochures for different contexts and purposes, and reflecting on the process of working in both the target language and English for example, an information leaflet for exchange students coming to Australia or for a student study tour to a place where the target language is spoken
  • corresponding with peers who speak the language being studied to compare experiences and attitudes, making choices about how to represent intended meaning, for example, exchanging views and opinions about school subjects and future aspirations

  VCNRC077 | Capabilities | Personal and Social Capability | Levels 9 and 10 | Communicating | Translating

• VCEALC345

  Read simple, unfamiliar informative, imaginative and persuasive texts, with support

  Elaborations

  • reading a new text with occasional prompts and corrections from the teacher
  • using resources to support reading and understanding, such as vocabulary lists or group discussions

  VCEALC345 | Curriculum content | English as an Additional Language (EAL) | Level B2 | Reading and Viewing | Communication

• Economics and Business: Levels 5 and 6 description

  In Levels 5 and 6, students explore the importance of economic and financial decision-making in everyday life. They consider the concept of opportunity cost and examine why decisions about the ways resources are allocated to meet needs and wants in their community involve trade-offs.

  Students examine...

  Level description | The Humanities | Economics and Business

• English | English as an Additional Language (EAL): Learning in English as an Additional Language

  The language modes and strands of the English as an Additional Language (EAL) curriculum are interrelated, and learning in one often supports and extends learning in the others. Each content description contains specific and discrete information identifying what teachers are expected to teach...

  Overview material | English as an Additional Language (EAL)

• Japanese - F–10 Sequence: Levels 5 and 6 description

  Students observe the relationship between stress, pacing and meaning, and use appropriate intonation patterns to exclaim, make a statement or ask a question. They continue to acquire a wider range of vocabulary and to build grammatical and textual knowledge. They use verbs, nouns and adjectives...

  Level description | Languages | Japanese | F–10 Sequence

• Hindi - F–10 Sequence: Levels 9 and 10 description

  Students extend and consolidate grammatical knowledge, including the use of compound sentences by using postpositions मैं पहले दिल्ली जाऊँगा और अपना काम पूरा करने के बाद कोलकता पहुँचूँगा। and a range of tenses to describe events and personal experiences, पिछले वर्ष जैसे हमने होली का त्योहार मन...

  Level description | Languages | Hindi | F–10 Sequence

• Languages | Italian: Learning in Italian

  Italian language learning

  Italian belongs to the Romance family of languages and is closely connected to its ‘sibling’ languages of Spanish, Portuguese and French. It also has many commonalities and connections with English, sharing many Latin-derived words and using the same Roman...

  Overview material | Italian

• Turkish - F–10 Sequence: Levels 9 and 10 description

  Students extend their grammatical knowledge to a range of forms and functions that give them control of more complex elements of text construction and word formation. They analyse functions of affixation through the identification of adverbial, adjectival and noun phrases, for example, by recognising...

  Level description | Languages | Turkish | F–10 Sequence

• The Arts | Visual Communication Design: Learning in Visual Communication Design

  In Visual Communication Design, students develop the skills and practice to communicate ideas and messages in visual communications. Visual communication design practice includes the use of design thinking skills and design as a process. Drawing conventions and the use of design elements and principles...

  Overview material | Visual Communication Design

• Auslan - Second Language Learner - 7–10 Sequence: Levels 9 and 10 description

  Students are increasingly aware of differences between Auslan and English. They are expanding their knowledge of vocabulary and sentence construction. With support, they use constructed action to show participants in a text, modify indicating verbs for non-present referents with increasing accuracy...

  Level description | Languages | Auslan | Second Language Learner | 7–10 Sequence

• Economics and Business: Levels 9 and 10 achievement standards

  By the end of Level 10, students describe how resources are allocated and distributed in the Australian economy and the way economic performance is measured. They provide explanations for variations in economic performance and standards of living within and between economies. Students explain...

  Level description | The Humanities | Economics and Business | Levels 9 and 10

• Geography: Levels 3 and 4 description

  In Levels 3 and 4, the curriculum continues to develop students’ mental map of the world and their understanding of place through examining the major characteristics of Australia, Australia's neighbouring countries and Africa and South America. The concept of place is developed by examining...

  Level description | The Humanities | Geography

• German - F–10 Sequence: Levels 9 and 10 description

  Students expand their knowledge and control of grammatical elements such as register, future tense, reflexive verbs and subordinate clauses. They examine the processes involved in learning and using a different language, recognising cognitive, cultural, personal and linguistic processes. They...

  Level description | Languages | German | F–10 Sequence