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• The Arts | Visual Communication Design: Scope and Sequence

  The curriculum sets out what students are expected to learn and is designed as a continuum of learning. The curriculum is being presented in a scope and sequence chart to support teachers to easily see the progression and assist in planning teaching and learning programs to meet the diverse needs...

  Overview material | Visual Communication Design

• The Humanities | Civics and Citizenship: Scope and Sequence

  The curriculum sets out what students are expected to learn and is designed as a continuum of learning. The curriculum is being presented in a scope and sequence chart to support teachers to easily see the progression and assist in planning teaching and learning programs to meet the diverse needs...

  Overview material | Civics and Citizenship

• The Humanities | Economics and Business: Scope and Sequence

  The curriculum sets out what students are expected to learn and is designed as a continuum of learning. The curriculum is being presented in a scope and sequence chart to support teachers to easily see the progression and assist in planning teaching and learning programs to meet the diverse needs...

  Overview material | Economics and Business

• The Humanities | Geography: Scope and Sequence

  The curriculum sets out what students are expected to learn and is designed as a continuum of learning. The curriculum is being presented in a scope and sequence chart to support teachers to easily see the progression and assist in planning teaching and learning programs to meet the diverse...

  Overview material | Geography

• The Humanities | History: Scope and Sequence

  The curriculum sets out what students are expected to learn and is designed as a continuum of learning. The curriculum is being presented in a scope and sequence chart to support teachers to easily see the progression and assist in planning teaching and learning programs to meet the diverse needs...

  Overview material | History

• Visual Arts: Level D description

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

  Students become aware of how and begin to explore why artists, craftspeople and designers present their ideas through different visual representations...

  Level description | The Arts | Visual Arts

• VCEALL471

  Write using extended descriptive phrases

  Elaborations

  • writing extended noun phrases, such as ‘a large shark with sharp teeth’, using an expanding range of elements including pointers (‘a’, ‘the’, ‘my’), concrete and abstract key nouns (‘shark’, ‘packet’, ‘idea’), describers (‘large’, ‘empty’, ‘excellent’), classifiers (‘endangered’, ‘recyclable’, ‘financial’) and simple qualifiers (‘with sharp teeth’, ‘in my bag’)
  • applying rules for expressing comparisons, such as ‘as … as’, ‘more … than’, ‘–er than’
  • using short relative clauses to expand descriptions, for example ‘The girl who was late had to go to the office’

  VCEALL471 | Curriculum content | English as an Additional Language (EAL) | Level B3 | Writing | Linguistic Structures and Features

• Critical and Creative Thinking: Foundation to Level 2 description

  From Foundation to Level 2, the curriculum focuses on developing the knowledge, skills and understanding to express reasoning and to problem solve and learn more effectively. Students become familiar with key vocabulary and simple strategies to structure and improve thinking. Students develop...

  Level description | Capabilities | Critical and Creative Thinking

• Critical and Creative Thinking: Level A description

  In Level A, the curriculum focuses on exposing students to choice making, reasoning and problem solving. Students encounter vocabulary and simple strategies used to structure and improve thinking. Students are learning how to attend to, explore and experience the world around them.

  Level description | Capabilities | Critical and Creative Thinking

• Critical and Creative Thinking: Level B description

  In Level B, the curriculum focuses on developing students understanding of the world around them, how to learn and solve everyday problems. Students become familiar with simple strategies to structure and understand the world and thinking. Students are exposed to thinking processes.

  Level description | Capabilities | Critical and Creative Thinking

• Critical and Creative Thinking: Level C 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.

  Level description | Capabilities | Critical and Creative Thinking

• Critical and Creative Thinking: Levels 9 and 10 description

  In Levels 9 and 10, the curriculum focuses on developing the knowledge, skills and understanding to recognise and manage what is often implicit in thinking. Students learn and apply techniques to progress, analyse and evaluate thinking. Students develop an understanding that it is often necessary...

  Level description | Capabilities | Critical and Creative Thinking

• English as an Additional Language (EAL) - Pathway A: Early immersion - EAL: Level A2 description

  The Level A2 curriculum supports students to expand their repertoire of spoken and written English. Students explore communication in predictable social situations. Students learn to identify key points in familiar topics and to develop their capacity to use images as cues to decode meaning.

  St...

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

• English as an Additional Language (EAL) - Pathway B: Mid immersion - EAL: Level B2 description

  The Level B2 curriculum develops students’ knowledge, understanding and skills in relation to their spoken English. Students learn to negotiate simple exchanges in English, combining their understanding of both verbal and non-verbal language. They refine and further develop a wide range of fundamental...

  Level description | English | English as an Additional Language (EAL) | Pathway B: Mid immersion | EAL

• English as an Additional Language (EAL) - Pathway C: Late immersion - EAL: Level C2 description

  The Level C2 curriculum supports students to enhance their knowledge, understanding and skills in relation to spoken English. At this level, students learn to initiate and negotiate topics when speaking in English in a range of contexts. The curriculum focuses on pronunciation, stress and intonation...

  Level description | English | English as an Additional Language (EAL) | Pathway C: Late immersion | EAL

• VCZHU255

  Identify and explain how Chinese orthography enables access to technical and unusual vocabulary, including specialised abstract nouns, and a wider range of texts, using orthographic knowledge to identify characters related to topics studied in other learning areas, such as chemical elements (periodic...

  Elaborations

  • experimenting with the use of abstract nouns such as 物种 、 深春 、 微风 to create procedural texts
  • developing skills to comprehend simplified or traditional Chinese characters in print media and online texts
  • discriminating correct forms and sounds of 多音字 (polyphonic characters) such as 行 (háng 同行 and xíng 行进), and appreciating multiple forms of 通假字 such as 反 - 返; 说 - 悦

  VCZHU255 | Languages | Chinese | First Language Learner | 7–10 Sequence | Levels 9 and 10 | Understanding | Systems of language

• VCZHU203

  Identify features of individual characters and the form and function of components in individual characters and in related characters (for example, 心,想,情,闷), and learn to relate components (部件) and sides (偏旁) to the meaning and sound of characters

  Elaborations

  • recognising subtle differences and the implications for sound and meaning when discriminating between characters of similar appearance, for example, 我 and 找
  • analysing the nature of components, and their arrangement and function in a range of characters, for example, fire （火/灬） and heart （心/忄） components
  • analysing common simple and compound characters and identifying the possible placement of specific radicals and components in a compound character, for example, the placement of 扌 on the left-hand side
  • recognising clues inherent in characters when attempting to map specific sounds and meanings onto correct character forms, for example, exploring the reliability of semantic and phonetic functions of components and sides regularly encountered in characters containing common elements such as 请、 精、 猜; 认、 忍、 任; 忍、 想、思
  • categorising words containing a common morpheme to better understand the relationship between morphemes and specific word meanings, for example, using dictionaries to explore the range of words created from a common character morpheme such as 情 and 性
  • discriminating between the functions of morphemes with related meanings, for example, 餐-饭; 玩-做; 做-作

  VCZHU203 | Languages | Chinese | Background Language Learner | 7–10 Sequence | Levels 7 and 8 | Understanding | Systems of language

• Chinese - Background Language Learner - F–10 Sequence: Levels 9 and 10 description

  Students elaborate messages, nominalise, and add complexity to the expression of their ideas. They apply their understanding of appropriate register in a widening range of interactions, and experiment with increasing sophistication in writing, through the use of idiom and references to classical...

  Level description | Languages | Chinese | Background Language Learner | F–10 Sequence

• Critical and Creative Thinking: Level B achievement standards

  By the end of Level B, students use their senses and cause and effect to explore and understand the world around them. Students generate ideas based on their experiences and make choices in structured situations.

  Students begin to become aware of their own point of view through their emotions...

  Level description | Capabilities | Critical and Creative Thinking | Level B

• Dance: Level C 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...

  Level description | The Arts | Dance