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• German - 7–10 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 the cognitive, cultural, personal and linguistic processes. They...

  Level description | Languages | German | 7–10 Sequence

• Health and Physical Education: Levels 7 and 8 achievement standards

  By the end of Level 8, students investigate strategies and resources to manage changes and transitions and their impact on identities. Students evaluate the benefits of relationships on wellbeing and respecting diversity. They analyse factors that influence emotional responses. They gather and...

  Level description | Health and Physical Education | Levels 7 and 8

• Languages | German: Learning in German

  German language learning

  German is an official language of Germany, Austria, Switzerland and Liechtenstein, Belgium, Luxembourg and in South Tyrol in Italy. It is also used as an official regional or auxiliary language in a number of other countries in Europe, and in Namibia in Africa. As one of...

  Overview material | German

• Languages | Spanish: Learning in Spanish

  Spanish language learning

  Spanish is a language spoken by approximately 500 million people across the world. Spanish evolved from Latin on the Iberian Peninsula in around the ninth century, and spread from Spain to the Caribbean and to North, Central and South America as a result of the expeditions...

  Overview material | Spanish

• Non-Roman Alphabet Languages - F–10 Sequence: Levels 5 and 6 description

  Students use the language being studied in the classroom for a widening range of purposes: exchanging information, expressing ideas and feelings, performing role plays, dialogues, and responding to experiences. Social contexts such as families, the neighbourhood, locality and community influence...

  Level description | Languages | Non-Roman Alphabet Languages | F–10 Sequence

• Science: Foundation to Level 2 description

  In Foundation to Level 2, the curriculum focus is on awareness of self and the local world. Students observe changes that can be large or small and happen quickly or slowly. They explore the properties of familiar objects and phenomena, identifying similarities and differences. Students observe...

  Level description | Science

• Science: Levels 7 and 8 description

  In Levels 7 and 8, the curriculum focus is on explaining phenomena involving science and its applications. Students explain the role of classification in ordering and organising information about living and non-living things. They classify the diversity of life on Earth into major taxonomic groups...

  Level description | Science

• Victorian Aboriginal Languages: Levels 7 to 10 achievement standards

  By the end of Level 10, students use the language to initiate, sustain and extend interactions, and to exchange information about interests, experiences and aspirations. They use spontaneous language wherever possible to participate in activities that involve taking action, collaborating, planning...

  Level description | Languages | Victorian Aboriginal Languages | Levels 7 to 10

• Geography: Levels 7 and 8 description

  In Levels 7 and 8, students examine the processes that influence the characteristics of places. They consider spatial distributions and patterns and their implications and consider interconnections between and within places and changes resulting from these. This further develops their understanding...

  Level description | The Humanities | Geography

• The Humanities | Economics and Business: Rationale and Aims

  Rationale

  The Economics and Business curriculum explores the ways in which individuals, families, the community, workers, businesses and governments make decisions in relation to the allocation of resources. It enables students to understand the process of economic and business decision-making...

  Overview material | Economics and Business

• VCEALA250

  Distinguish spoken English from other languages and respond in English

  Elaborations

  • recognising the sounds and words of English in interactions
  • using common words and formulaic phrases to answer questions and express meanings
  • drawing on shared linguistic resources to clarify and negotiate meaning using English and other available languages

  VCEALA250 | Curriculum content | English as an Additional Language (EAL) | Level B1 | Speaking and Listening | Cultural and Plurilingual Awareness

• VCEALA683

  Explain the home language meaning of unfamiliar English words and phrases to home language peers

  Elaborations

  • assisting home language peers through English and shared languages by explaining words and concepts
  • collaborating with home language peers to access resources such as bilingual dictionaries or online translation tools

  VCEALA683 | Curriculum content | English as an Additional Language (EAL) | Level C3 | Speaking and Listening | Cultural and Plurilingual Awareness

• VCEALC758

  Read independently a wide range of accessible texts

  Elaborations

  • reading independently, applying a range of approaches such as predicting, skimming, scanning, reading for pleasure
  • locating information on a research topic using library resources and online materials, including appropriate search engines

  VCEALC758 | Curriculum content | English as an Additional Language (EAL) | Level C4 | Reading and Viewing | Communication

• VCEALC546

  Communicate needs in common social and school routines

  Elaborations

  • asking questions and following instructions to meet personal needs, such as where to find resources or what colour pen to use
  • understanding common words for social and school purposes, such as ‘I would like …’, ‘I need some help’

  VCEALC546 | Curriculum content | English as an Additional Language (EAL) | Level C1 | Speaking and Listening | Communication

• VCEALL731

  Use a growing range of simple vocabulary

  Elaborations

  • using a small range of synonyms to avoid repetition
  • understanding differences between specialised or colloquial language, for example ‘feline’, ‘cat’ and ‘moggy’
  • accessing resources such as class texts, word lists, a print or online thesaurus to expand vocabulary

  VCEALL731 | Curriculum content | English as an Additional Language (EAL) | Level C3 | Writing | Linguistic Structures and Features

• VCEBR020

  Investigate Australia as a trading nation and its place within Asia and the global economy

  Elaborations

  • describing the characteristics of the Australian economy such as its participants and resource base
  • identifying economic objectives of the Australian economy from the point of view of consumers, businesses, workers and governments and explain how these may be used as indicators of economic performance

  VCEBR020 | The Humanities | Economics and Business | Levels 9 and 10 | Resource Allocation and Making Choices

• VCITC067

  Create short bilingual texts such as captions, stories and commentaries

  Elaborations

  • creating bilingual resources such as glossaries, signage, recipes, children’s stories, factual reports, timelines or brochures, both individually and collaboratively
  • creating and presenting a bilingual oral history (possibly including fragments of dialects) of an older Italian person

  VCITC067 | Languages | Italian | F–10 Sequence | Levels 7 and 8 | Communicating | Translating

• VCPSCSE061

  Follow teacher direction and orientate their attention to an activity or person and persist in a task when supported by teacher

  Elaborations

  • demonstrating a readiness to explore and participate in new experiences
  • initiating a task once prompted by a teacher and following prompts to persist
  • exploring and using a variety of different resources and tools in structured learning activities

  VCPSCSE061 | Capabilities | Personal and Social Capability | Level B | Self-Awareness and Management | Development of resilience

• VCPSCSO078

  Respond to others in group situations, playing or working in a small group cooperatively

  Elaborations

  • demonstrating some basic rules of cooperation, for example, sharing and taking turns appropriately
  • cooperating with others when working or playing in groups
  • showing an understanding of sharing with regard to personal belongings, class items and resources

  VCPSCSO078 | Capabilities | Personal and Social Capability | Level D | Social Awareness and Management | Collaboration

• VCELC179

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

  Elaborations

  • creating bilingual digital/multimedia texts for Greek speakers in Australia, for example, leaflets promoting the arrival of a famous performer or sports team from Greece or Cyprus
  • creating bilingual digital/multimedia or online texts, such as a children’s story to read to primary school children, for example, the Spot books, Πού είναι ο Σποτ; 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 Greek and English, for example, an information leaflet for Greek exchange students coming to Australia or for a student study tour to Greece or Cyprus
  • corresponding online with Greek-speaking peers 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, Στην Ελλάδα το μάθημα αυτό το λέμε ...

  VCELC179 | Languages | Modern Greek | F–10 Sequence | Levels 9 and 10 | Communicating | Translating