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• Languages | Latin: Structure

  Sequences of learning

  Victorian Curriculum Latin has one learning sequence:

  • 7–10 sequence for students who begin to learn the language in Year 7.

  Strands and Sub-strands

  The content of Latin is organised through two interrelated strands. The two strands are Engaging with texts and Understanding...

  Overview material | Latin

• The Humanities | Geography: Rationale and Aims

  Rationale

  The Geography curriculum presents a structured way of exploring, analysing and understanding the characteristics of the places that make up our world, using the concepts of place, space, environment, interconnection, sustainability, scale and change. It addresses scales from the personal...

  Overview material | Geography

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

  Students' familiarity with the spoken form of Turkish supports their introduction to the written form of the language. They become familiar with the Turkish alphabet and writing conventions, and are introduced to the sound–letter correspondence of the 21 consonants and eight vowels that...

  Level description | Languages | Turkish | F–10 Sequence

• VCCCC006

  Investigate why and how people participate within communities and cultural and social groups

  Elaborations

  • identifying groups in the local community and exploring their purpose
  • investigating ways they could participate in a school or community project, for example raising money for a local or regional aid project that they have studied, or helping reduce pollution
  • discussing the motivations of people who have contributed to communities, for example local community volunteers, leaders and elders

  VCCCC006 | The Humanities | Civics and Citizenship | Levels 3 and 4 | Citizenship, Diversity and Identity

• VCCCL004

  Explain how and why people make rules

  Elaborations

  • identifying how some rules can protect the rights of others, for example rules in the classroom
  • identifying who has the authority to make rules, for example at school or in a sporting club
  • investigating and explaining cultural norms behind some rule making, such as removing shoes before entering places of cultural significance

  VCCCL004 | The Humanities | Civics and Citizenship | Levels 3 and 4 | Laws and Citizens

• VCCCTQ081

  Pose questions to gather information

  Elaborations

  • exploring a wide variety of familiar contexts and with encouragement and support, they wonder, question and become adventurous in their thinking about these contexts
  • posing questions when prompted by teacher to investigate information and ideas
  • exploring how different question stems (who, what, when, why) elicit different types of information

  VCCCTQ081 | Capabilities | Critical and Creative Thinking | Level D | Questions and Possibilities

• VCEALC425

  Understand main ideas in a text and extract specific details

  Elaborations

  • skimming and scanning a text to identify the topic and extract specific details
  • finding answers to simple questions, such as ‘Where did …?’, ‘Who was the …?’
  • retelling a story through speech or writing, including giving characters and settings, and key events in the correct sequence

  VCEALC425 | Curriculum content | English as an Additional Language (EAL) | Level B3 | Reading and Viewing | Communication

• VCEALC167

  Identify basic items of information in short spoken texts

  Elaborations

  • naming or describing pictures, for example using names of people, single words for feelings, colours
  • pointing to relevant parts of pictures when speaking about them
  • answering specific questions about the spoken text based on familiar question stems such as ‘Who …?’, ‘Where was …?’, ‘When did …?’

  VCEALC167 | Curriculum content | English as an Additional Language (EAL) | Level BL | Speaking and Listening | Communication

• VCEALL099

  Recognise questions or statements through word order and vocabulary, as well as through intonation

  Elaborations

  • distinguishing between questions and statements based on intonation
  • recognising common forms of statements, for example ‘I am …’, ‘This is …’
  • recognising ‘Who’, ‘When’, ‘Where’, ‘How’ and ‘Why’ question forms
  • recognising a range of different question openers, such as ‘Do you ...?’, ‘Can anybody …?’, ‘Is it …?’

  VCEALL099 | Curriculum content | English as an Additional Language (EAL) | Level A2 | Speaking and Listening | Linguistic Structures and Features

• VCEALL125

  Understand and use a small range of metalanguage for elements of texts

  Elaborations

  • understanding terminology such as ‘author’, ‘title’, ‘letter’, ‘word’, ‘sentence’
  • locating and labelling features of a text, such as author, heading, diagram, blurb
  • identifying features of a text in answer to questions, for example ‘Who is the author of this book?’, ‘Where can we find the contents page?’

  VCEALL125 | Curriculum content | English as an Additional Language (EAL) | Level A2 | Reading and Viewing | Linguistic Structures and Features

• VCEALL024

  Understand gender in common personal and possessive pronouns

  Elaborations

  • pointing correctly to people or illustrations based on questions or instructions using gendered personal (‘him’, ‘her’) or possessive pronouns (‘his’, ‘her’), for example ‘Who is he?’, ‘Which is her bag?’
  • using gendered pronouns with accuracy some of the time, for example ‘He is my dad’, ‘My aunty, he …’

  VCEALL024 | Curriculum content | English as an Additional Language (EAL) | Level A1 | Speaking and Listening | Linguistic Structures and Features

• VCELT206

  Express preferences for specific texts and authors and listen to the opinions of others

  Elaborations

  • sharing favourite texts and authors and some reasons for preferences
  • discussing different texts and considering what is entertaining or appealing
  • using arts methods and role play to express personal responses to characters and events in stories
  • identifying who is telling the story in different texts

  VCELT206 | Curriculum content | English | Level 1 | Speaking and Listening | Literature

• VCGGC045

  Identify personally significant places and their connection and importance

  Elaborations

  • exploring and identifying community places and what special events they are used for
  • experiencing and learning the functions of significant community facilities
  • experiencing and learning about significant local areas and why they are important and to who
  • participate in preparing for and celebrating significant local events in their connected place

  VCGGC045 | The Humanities | Geography | Level D | Geographical Concepts and Skills | Place, space and interconnection

• VCGGC048

  Answer yes/no questions about a place based on geographical observations and information

  Elaborations

  • identify a place and why they like it and what they like to do there
  • developing an awareness of environmental issues through participation in investigating of local community issue
  • investigating questions related to who, what, where why questions about a place
  • exploring elements and features of a place

  VCGGC048 | The Humanities | Geography | Level D | Geographical Concepts and Skills | Data and information

• VCHHC069

  Identify and describe continuity and change over time in the local community, region or state and as a result of the effects of European exploration

  Elaborations

  • investigating the establishment of a local community such as 'How did people settle?' 'Who were they?' 'Why did they come to the area?'
  • investigating the contribution that individuals and groups have made to the development of the local community
  • identifying the origins of place names in Australia, for example, those named by French explorers and Aboriginal place names

  VCHHC069 | The Humanities | History | Levels 3 and 4 | Historical Concepts and Skills | Continuity and change

• VCHHK107

  The nature of sources of evidence about ancient Australia and what they reveal about Australia’s ancient past, such as the use of resources

  Elaborations

  • investigating a local site of indigenous historical and cultural significance. Discuss reasons why this site is significant
  • analysing and evaluate the significance of Lake Mungo as a site of importance. Examine theories and hypothesis about the people who lived around Lake Mungo

  VCHHK107 | The Humanities | History | Levels 7 and 8 | Historical Knowledge | Aboriginal and Torres Strait Islander peoples and cultures

• VCHPEP061

  Identify and describe emotional responses people may experience in different situations

  Elaborations

  • identifying and describing the emotions of people who are happy, sad, excited, tired, angry, scared or confused
  • learning and using appropriate language and actions to communicate their feelings in different situations at home and at school
  • recalling and sharing emotional responses to different situations and representing this in a variety of ways

  VCHPEP061 | Health and Physical Education | Foundation Level | Personal, Social and Community Health | Communicating and interacting for health and wellbeing

• VCLVU170

  Understand that the use of stories and names in Aboriginal languages are culturally determined

  Elaborations

  • observing and discussing protocols surrounding the retelling and sharing of stories
  • recognising and using principles and protocols of cultural safety when engaging with cultural material/property, such as names of things, peoples and places, visual and aural recordings, art work
  • understanding how and when Welcomes and Acknowledgements are required and who is entitled to deliver them

  VCLVU170 | Languages | Victorian Aboriginal Languages | Levels 3 to 6 | Understanding | Language awareness

• VCLVU150

  Recognise that learning Aboriginal and Torres Strait Islander languages can provide language revival benefits to communities

  Elaborations

  • understanding that language is communally owned and therefore owners must be consulted regarding any use of it, including learning it in school
  • identifying and engaging with local identities/personalities/people who are involved in language revival efforts
  • considering why learning an Aboriginal and/or Torres Strait Islander language is important in Australia

  VCLVU150 | Languages | Victorian Aboriginal Languages | Foundation to Level 2 | Understanding | Role of language building

• VCNRC008

  Translate familiar words or phrases using visual cues or word lists, explaining the meaning of particular words or expressions

  Elaborations

  • comparing words and phrases in the language and in other known languages, observing similarities or differences in terms, for example, the word for ‘mum’ is similar in many languages
  • making comparisons between words in the language and English words, noticing similarities
  • demonstrating to others the ways in which people who speak the language greet each other verbally and non-verbally

  VCNRC008 | Languages | Non-Roman Alphabet Languages | F–10 Sequence | Foundation to Level 2 | Communicating | Translating