Students working at Level B1 read short familiar texts, based on simple language structures and features, common vocabulary and familiar contexts. They retell simply, predict likely outcomes, sequence ideas, and complete basic comprehension activities. These texts may be print or digital, including...
Level description | English | English as an Additional Language (EAL) | Pathway A: Early immersion | EAL | Level B1 | Reading and Viewing
At Level B3 students generally respond to and use the structures and features of English appropriately in an increasing variety of familiar formal and informal contexts. They demonstrate awareness of the register requirements of spoken English necessary for a variety of purposes. They understand...
Level description | English | English as an Additional Language (EAL) | Pathway A: Early immersion | EAL | Level B3 | Speaking and Listening
At Level C1 students write for a range of basic classroom and personal purposes, making lists and writing simple journal entries, notes, descriptions, recounts of events and instructional texts. Their basic sentences and short texts are based on well-practised spoken English and familiar contexts...
Level description | English | English as an Additional Language (EAL) | Pathway A: Early immersion | EAL | Level C1 | Writing
At Level CL students communicate simply but effectively in English in familiar social and classroom contexts. They communicate using formulaic language; short, simple and well-rehearsed grammatical features; and adaptations of their emerging English repertoire. They use stress and intonation appropriately...
Level description | English | English as an Additional Language (EAL) | Pathway A: Early immersion | EAL | Level CL | Speaking and Listening
At Level BL students read a wide range of familiar, short, simple, repetitive fictional and everyday texts, and complete basic structured activities based on them. These texts may be print or digital, including visual, multimodal and interactive.
Students retell a simple and familiar story...
Level description | English | English as an Additional Language (EAL) | Pathway B: Mid immersion | EAL | Level BL | Reading and Viewing
At Level C2 students use simple but effective strategies for initiating communication and negotiating meaning. They communicate effectively in a range of familiar social and some basic academic contexts, experimenting with and adapting their developing English and cultural understanding. With...
Level description | English | English as an Additional Language (EAL) | Pathway C: Late immersion | EAL | Level C2 | Speaking and Listening
At Level C1 students communicate simply but effectively in English in social and classroom contexts across the curriculum. They negotiate meaning and interact with others using formulaic language; short, simple and well-rehearsed grammatical features; and creative adaptations of their English...
Level description | English | English as an Additional Language (EAL) | Pathway C: Late immersion | EAL | Level C1 | Speaking and Listening
When writing, students produce ‘text-like’ writing to convey meaning and label images. They trace letter-like patterns moving left to right across a page. They have a preferred writing hand and hold a pencil to trace over lines, shapes and patterns with some accuracy. They colour within a clearly...
Level description | English | Level D | Writing
By the end of Level 6, students investigate developmental changes and transitions. They understand the influences people and places have on personal identities. They recognise the influence of emotions on behaviours and discuss factors that influence how people interact. They describe their own...
Level description | Health and Physical Education | Levels 5 and 6
By the end of Level 2, students describe changes that occur as they grow older. They recognise how strengths and achievements contribute to identities. They understand how emotional responses impact on others’ feelings. They examine messages related to health decisions and describe how to...
Level description | Health and Physical Education | Levels 1 and 2
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 6, students identify and describe change and continuity and explain the causes and effects of change on society. They compare the different experiences and perspectives of people in the past. They explain the significance of an individual and group.
Students sequence events...
Level description | The Humanities | History | Levels 5 and 6
The Auslan curriculum takes account of different entry points into language learning across F–10, which reflects current practice in language teaching.
There are two possible learning sequences:
Overview material | Auslan
VCELT089 | Curriculum content | English | Level C | Writing | Literature
VCELY083 | Curriculum content | English | Level C | Reading and Viewing | Literacy
VCELY359 | Curriculum content | English | Level 6 | Writing | Literacy
VC2M10A06 | Mathematics | Mathematics Version 2.0 | Level 10 | Algebra
VCMMG079 | Mathematics | Foundation Level | Measurement and Geometry | Using units of measurement
VCMNA334 | Mathematics | Level 10 | Number and Algebra | Patterns and algebra
VCMNA009 | Mathematics | Level A | Number and Algebra | Patterns and algebra
