In Level D, the curriculum focuses on developing the knowledge and skills to express reasons, to problem solve and learn more effectively. Students become familiar with simple strategies to structure and improve thinking. Students learn how thinking can be made explicit.
Level description | Capabilities | Critical and Creative Thinking
From Foundation to Level 2, the curriculum focuses on developing the knowledge, skills and understandings to approach ethical problems and evaluate outcomes. Students develop a vocabulary to engage with ethical problems and an understanding that personal feelings can effect decision-making and actions.
Level description | Capabilities | Ethical Capability
VCHIU106 | Languages | Hindi | 7–10 Sequence | Levels 7 and 8 | Understanding | Language variation and change
VCDTCD044 | Technologies | Digital Technologies | Levels 7 and 8 | Creating Digital Solutions
In Levels 9 and 10, students apply systems thinking skills when considering how human interaction with networked systems introduces complexities surrounding access to, and the security and privacy of, data of various types. They interrogate security practices and techniques used to compress data...
Level description | Technologies | Digital Technologies
VCDSCD049 | Technologies | Design and Technologies | Levels 7 and 8 | Creating Designed Solutions | Investigating
VCCCTM051 | Capabilities | Critical and Creative Thinking | Levels 9 and 10 | Meta-Cognition
By the end of Level B, students will listen to and view a range of spoken, written and multimodal texts from familiar contexts. They can focus on an image during the sharing of a text. They select a text using visual images and request a text to be read. Students can recognise images of familiar...
Level description | English | Level B | Reading and Viewing
VC2M6A02 | Mathematics | Mathematics Version 2.0 | Level 6 | Algebra
By the end of Level 8, students use their knowledge of vocabulary, grammar and textual cues to identify and interpret information in Latin texts, such as narratives, about the daily life and attitudes of the Romans. They interpret grammatical structures such as inflected forms; identify linguistic...
Level description | Languages | Latin | Levels 7 and 8
VCICCD008 | Capabilities | Intercultural Capability | Levels 3 and 4 | Cultural Diversity
VCECU019 | Capabilities | Ethical Capability | Levels 9 and 10 | Understanding Concepts
VCCCTR024 | Capabilities | Critical and Creative Thinking | Levels 5 and 6 | Reasoning
VCELA304 | Curriculum content | English | Level 4 | Speaking and Listening | Language
VCIDU050 | Languages | Indonesian | F–10 Sequence | Levels 5 and 6 | Understanding | Language variation and change
VCZHU176 | Languages | Chinese | Background Language Learner | F–10 Sequence | Levels 7 and 8 | Understanding | Role of language and culture
VCNRC095 | Languages | Non-Roman Alphabet Languages | 7–10 Sequence | Levels 7 and 8 | Communicating | Reflecting
VCELT454 | Curriculum content | English | Level 9 | Speaking and Listening | Literature
In Levels 3 and 4, students develop ways of thinking about their peers and communities and as consumers and a sense of self and ownership of their ideas. Students explore and learn to harness their creative, innovative and imaginative ideas and approaches to achieve designed solutions. They do...
Level description | Technologies | Design and Technologies
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)