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• Languages | French: Learning in French

  French language learning

  French is an Indo-European language and belongs to the family of Romance languages derived from the spoken Latin language of the Roman Empire. It is closely related to English, due to the shared influence of Latin and to the fact that French was the official language of...

  Overview material | French

• The Arts | Music: Rationale and Aims

  Rationale

  Music is uniquely an aural art form. The essential nature of music is abstract. Music encompasses existing sounds that are selected and shaped; new sounds created by composers and performers, and the placement of sounds in time and space. Composers, performers and listeners perceive and...

  Overview material | Music

• Languages | Auslan: Rationale and Aims

  Rationale

  The formal study of Auslan contributes to the overall intellectual and social enrichment of both first language and second language learners by providing:

  • opportunities for engagement with the Deaf community and insight into its rich cultural heritage
  • opportunities to develop intercultural...

  Overview material | Auslan

• Mathematics Version 2.0: Level 3 description

  In Level 3, learning in Mathematics builds on each student’s prior learning and experiences. Students engage in a range of approaches to the learning and doing of mathematics that develop their understanding of and fluency with concepts, procedures and processes by making connections...

  Level description | Mathematics | Mathematics Version 2.0

• Victorian Aboriginal Languages: Levels 7 to 10 description

  Students continue to engage with Country/Place to explore the environment and learn about Country/Place with respected community members.

  Students bring to their learning a range of language learning strategies. They are increasingly aware of the world beyond their own, and are engaging with the...

  Level description | Languages | Victorian Aboriginal Languages

• VCASFC003

  Participate in classroom routines and activities such as following directions, attracting attention, responding to questions and turn-taking

  Elaborations

  • recognising their own and their classmates’ fingerspelled names used in games or routines such as roll call
  • asking for help, offering assistance or requesting permission in polite ways, for example:
    PLEASE HELP-_me?
    Can you help me, please?
    CAN SHARE?
    Can we share these?
    
  • demonstrating attentive watching across a range of school contexts, such as assemblies or classroom discussions
  • following instructions for class routines, for example:
    PLEASE WITH-2++ DS:sit-opposite
    Please find a partner and sit opposite each other.
    DS:line-up PLEASE
    Line up, please.
    LOOK-AT-_me PRO1
    Look to the front.
    
  • gaining others’ attention in appropriate ways, relying less on tap and more on other strategies, and responding to others’ attempts to gain their attention
  • following protocols such as stopping when lights are flashed, and observing appropriate distance between signers
  • learning to be a supportive group discussion member, for example by asking relevant questions, providing feedback, prompting, using NMFs to indicate agreement or disagreement
  • formulating different kinds of open and closed questions, including WHEN, WHY and HOW questions
  • signing appropriately to maintain or change a topic, to remain on task and take turns
  • interacting with each other or the teacher by using eye gaze and other NMFs to indicate agreement/disagreement or understanding/lack of understanding
  • negotiating turn-taking, for example:
    PRO1 FIRST YOUR-TURN
    It’s my turn first, then your turn.
    
  • watching, remembering and responding to increasingly complex instructions of two or more steps, for example by moving or locating objects in the classroom
  • using the appropriate NMFs for asking questions and making statements when interacting in small groups

  VCASFC003 | Languages | Auslan | First Language Learner | F–10 Sequence | Foundation to Level 2 | Communicating | Socialising

• VCELA041

  Explore the concept of difference through matching letters, images, shapes and familiar words and sounds

  Elaborations

  • matching pictures and shapes that are the same
  • learning to match letters of the alphabet that are the same

  VCELA041 | Curriculum content | English | Level B | Reading and Viewing | Language

• VCPSCSO058

  Interact with another showing cooperation

  Elaborations

  • experiencing the sensory elements of an interaction
  • learning to react and give attention to others

  VCPSCSO058 | Capabilities | Personal and Social Capability | Level A | Social Awareness and Management | Collaboration

• Auslan - First Language Learner - 7–10 Sequence: Levels 7 and 8 description

  Students can identify the handshape movement and location of signs. Depending on their access to home-sign systems, they make use of varying levels of handling or SASS depicting signs, gradually learning the conventions of Auslan. They learn to use entity depicting signs to discuss movement and...

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

• Auslan - Second Language Learner - 7–10 Sequence: Levels 7 and 8 description

  Students are able to produce all handshapes, movements and locations of single signs. They can independently produce simple positive and negative statements with some time marking, and use plain verbs, indicating verbs modified for present referents and simple and familiar depicting verbs. They...

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

• Digital Technologies: Foundation to Level 2 description

  In Foundation to Level 2, students are introduced to common digital systems and patterns that exist within data they collect. Students organise, manipulate and present this data, including numerical, categorical, text, image, audio and video data, in creative ways to create meaning.

  Students use...

  Level description | Technologies | Digital Technologies

• Drama: Levels 3 and 4 description

  In Levels 3 and 4, students learn by making and responding to drama, independently and collaboratively, with their peers and teachers.

  Through activities that focus on sharing and communicating, students extend their understanding of role and situation as they offer, accept and extend their ideas...

  Level description | The Arts | Drama

• English as an Additional Language (EAL) - Pathway B: Mid immersion - EAL: Level B3 description

  The Level B3 curriculum provides opportunities to enhance students’ knowledge, understanding and skills in relation to their spoken English. Students learn to respond to and use English appropriately in a wide range of contexts. The curriculum focuses on pronunciation, stress and intonation in...

  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 C1 description

  The curriculum for Level C1 supports students to develop their communication skills both verbally and non-verbally. It provides a range of opportunities for students to interact with their peers. Through active participation in conversations, students learn about the ways to apply formulaic language...

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

• Indonesian - F–10 Sequence: Foundation to Level 2 description

  Students learn the sounds and written form of Indonesian. They notice similarities and differences between Indonesian and English, such as similar vocabulary and word order and differences in the position of adjectives and possessive pronouns. Students ask questions in English about Indonesia...

  Level description | Languages | Indonesian | F–10 Sequence

• Languages | Chinese: 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 | Chinese

• Roman Alphabet Languages - F–10 Sequence: Foundation to Level 2 description

  In these levels there is an emphasis on developing students’ oral language to enable them to participate in class activities. They repeat sounds, particularly of vowels, as modelled by the teacher and aural texts. Students use formulaic language and single-idea phrases. They recognise the...

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

• VCELA214

  Understand that simple connections can be made between ideas by using a compound sentence with two or more clauses usually linked by a coordinating conjunction

  Elaborations

  • learning how to express ideas using compound sentences
  • learning how to join simple sentences with conjunctions, for example ‘and’, ‘but’ or ‘so’, to construct compound sentences

  VCELA214 | Curriculum content | English | Level 2 | Reading and Viewing | Language

• VCPSCSE067

  Change, accept and reject things based on their personal preference

  Elaborations

  • producing responses to specific people and objects based on experience and preference
  • trying a variety of learning activities and developing personal preferences
  • expressing feelings about learning activities

  VCPSCSE067 | Capabilities | Personal and Social Capability | Level C | Self-Awareness and Management | Development of resilience

• Capabilities | Ethical Capability: Learning in Ethical Capability

  The Ethical capability curriculum focuses on the conceptual and analytical skills necessary for informed deliberation on ethical issues. This curriculum enables students to identify the assumptions and implications of different ethical positions, recognising the areas of contestability within...

  Overview material | Ethical Capability