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• English: Level 1 description

  In Level 1, students communicate with peers, teachers, known adults and students from other classes.

  Students engage with a variety of texts for enjoyment. They listen to, read, view and interpret spoken, written and multimodal texts designed to entertain and inform. These encompass traditional...

  Level description | English

• English: Level 2 description

  In Level 2, students communicate with peers, teachers, students from other classes, and community members.

  Students engage with a variety of texts for enjoyment. They listen to, read, view and interpret spoken, written and multimodal texts in which the primary purpose is to entertain, as well as...

  Level description | English

• Geography: Level B description

  The Level B curriculum focuses on places I live in and developing students’ awareness of the places they experience daily. They are supported to develop their curiosity of place by exploring some of the significant features of the place and what they do in each. They are developing an emerging...

  Level description | The Humanities | Geography

• Geography: Level C description

  The Level C curriculum focuses on local places I live in and developing student’s exploration and curiosity of personally significant places. Students will build on their knowledge of the local space around personal significant places. Students will draw on their own experience to help them understand...

  Level description | The Humanities | Geography

• Geography: Level D description

  The Level D curriculum focuses on the features of places where students live focusing on developing student’s awareness, understanding and purpose of a place. Students are encouraged to be curious about a place and explore its local area. They use their senses to explore the tangible characteristics...

  Level description | The Humanities | Geography

• Geography: Levels 5 and 6 description

  In Levels 5 and 6, the curriculum focuses on the concepts of place and interconnection. Students’ mental maps of the world are further developed through learning the locations of the major countries in the Asia region, Europe and North America. The scale of study goes global as students...

  Level description | The Humanities | Geography

• Geography: Levels 3 and 4 description

  In Levels 3 and 4, the curriculum continues to develop students’ mental map of the world and their understanding of place through examining the major characteristics of Australia, Australia's neighbouring countries and Africa and South America. The concept of place is developed by examining...

  Level description | The Humanities | Geography

• Health and Physical Education: Level A description

  The Level A curriculum provides the basis for developing knowledge, understanding and skills for students to lead healthy, safe and active lives. Students learn about themselves and experience simple actions and activities to keep themselves healthy and safe.

  Students develop their awareness of...

  Level description | Health and Physical Education

• Languages | Turkish: Learning in Turkish

  Turkish language learning

  Turkish is the official language of the Republic of Turkey and one of the official languages of Cyprus. It originated many centuries ago in the Northern Siberian Altay Mountain Range. Nomadic people brought the language with them as they expanded out to Turkmenistan, Uzbekistan...

  Overview material | Turkish

• 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 3 and 4 description

  In Levels 3 and 4, the curriculum focus is on recognising questions that can be investigated scientifically and undertaking investigations. Students observe heat and its effects on solids and liquids and begin to develop an understanding of energy flows through simple systems. In observing day...

  Level description | Science

• Science: Levels 9 and 10 description

  In Levels 9 and 10, the curriculum focus is on explaining phenomena involving science and its applications. Students consider both classic and contemporary science contexts to explain the operation of systems at a range of scales. At a microscopic scale, they consider the atom as a system of protons...

  Level description | Science

• The Arts: About the Arts

  In the Victorian Curriculum F–10, the Arts includes Dance, Drama, Media Arts, Music, Visual Arts and Visual Communication Design.

  The Arts enable students to develop their creative and expressive capacities by learning about the different practices, disciplines and traditions that have shaped...

  Overview material | The Arts

• The Arts | Media Arts: Rationale and Aims

  Rationale

  The Media Arts curriculum encompasses the fields of media, art and design. In Media Arts, students create visual representations that communicate, challenge and express their own and others’ ideas, as both artist and audience. They develop their perceptual and conceptual understandings...

  Overview material | Media Arts

• 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

• VCVIC144

  Present ideas and information related to topics of interest in a range of formats, including digital presentations, for different audiences

  Elaborations

  • presenting information in graphs or tables in print or digital form, for example, results from a class survey on preferred leisure activities, foods or idols; or statistics related to Vietnam and Australia, such as population and physical size, climate, number and types of dwellings, pet ownership or most popular leisure activities
  • explaining to others a procedure or practice, for example, community recycling, a recipe, fashion or health-care tips, a tutorial on the rules of a sport or game, or instructions on keeping a pet
  • presenting information in a range of texts, including multimodal and digital texts, for different audiences, for example, a recount of the Year 5 camp for a school newsletter, an invitation to parents to attend the Year 6 information evening, or a review of the latest movie for peers
  • sharing information with peers or family members in Vietnamese-speaking communities overseas, for example, via a video clip or an online blog or wiki, introducing aspects of local culture, including interesting places, people and lifestyle, for example, phương tiện giao thông, cuộc sống của người thành thị và nông thôn, xã hội đa văn hóa

  VCVIC144 | Languages | Vietnamese | F–10 Sequence | Levels 5 and 6 | Communicating | Informing

• Languages | Victorian Aboriginal Languages: Learning in Victorian Aboriginal Languages

  Victorian Aboriginal Languages

  Languages can be identified differently, depending on if one is taking a community or linguistic perspective. The two views are complementary, allowing understanding of different aspects of language.

  From a community perspective, a language is identified with a...

  Overview material | Victorian Aboriginal Languages

• VCELT219

  Discuss the characters and settings of different texts and explore how language is used to present these features in different ways

  Elaborations

  • describing features of text settings including time, colours used to portray year, season, and place (country or city) and how this impacts on the characters
  • describing plots including beginnings (orientation), how the problem (complication) is introduced and solved (resolution), and considering how these features construct meanings
  • identifying features of imaginary or fantasy texts, for example magic powers, shifts in time
  • investigating Aboriginal stories, found from online sources, that explain physical features of the landscape and identify and describe the common features of language used
  • comparing two or more versions of the same story by different authors or from different cultures, describing similarities and differences in authors’ points of view

  VCELT219 | Curriculum content | English | Level 2 | Reading and Viewing | Literature

• VCGGC060

  Collect and record geographical data and information from the field and other sources

  Elaborations

  • asking questions about features they observe in the local area and collecting and recording information using all their senses
  • using geographical tools, such as photographs taken from the air or a digital application such as Google Earth, to identify places ranging from those with largely natural features to those with largely constructed features
  • interviewing their grandparents or significant Elders to find out the places they visited when they were young
  • recording what they have learned about the different weather and seasons of places in a picture diary or a series of paintings, and annotating them with changes that occur throughout a year
  • recording how frequently they visit places and for what purpose

  VCGGC060 | The Humanities | Geography | Foundation to Level 2 | Geographical Concepts and Skills | Data and information

• VCICCB002

  Describe their experiences of intercultural encounters in which they have been involved

  Elaborations

  • exploring stories that describe experiences of intercultural encounters, for example, when students met someone who spoke a language different from their own
  • brainstorming a range of activities, locations, events or technologies that may provide intercultural experiences, such as international travel, visiting their local library, attending Chinese New Year celebrations, or speaking to relatives overseas through video chat applications
  • creating posters to identify how students celebrate or commemorate a range of cultural events
  • using images of people in Australia and other countries to ask students a set of reflective questions about culture, such as whether they’re curious about their own culture or more curious about other cultures

  VCICCB002 | Capabilities | Intercultural Capability | Foundation to Level 2 | Cultural Practices