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• Languages | Hindi: Learning in Hindi

  Hindi language learning

  Hindi is an official language of India and Fiji. It is the most widely spoken language of the Indian subcontinent and is also widely spoken throughout the world in countries that include the United States, the United Kingdom, Canada, Mauritius, the Gulf countries and Australia.

  Overview material | Hindi

• Languages | Classical Greek: Learning in Classical Greek

  The place of Classical Greek and the heritage of the ancient Greek world

  The Classical Greek language belongs to the Indo-European linguistic family. It is thus related to most of the languages of Europe, to Old Persian and, through Sanskrit, to several major Indian languages.

  Classical Greek is...

  Overview material | Classical Greek

• Health and Physical Education | Health and Physical Education: Learning in Health and Physical Education

  The Health and Physical Education curriculum plays a significant role in building the knowledge, skills and understandings that apply to a range of health, wellbeing, safety and movement contexts, including:

  • Swimming and water safety
  • Respectful relationships
  • Building resilience
  • Healt...

  Overview material | Health and Physical Education

• Languages | Auslan: Structure

  Sequences of learning

  The Auslan curriculum takes account of different entry points into language learning across F–10, which reflects current practice in language teaching.

  There are two possible learning sequences:

  • F–10 sequence for students who begin to learn the language in primary...

  Overview material | Auslan

• The Arts | Visual Communication Design: Learning in Visual Communication Design

  In Visual Communication Design, students develop the skills and practice to communicate ideas and messages in visual communications. Visual communication design practice includes the use of design thinking skills and design as a process. Drawing conventions and the use of design elements and principles...

  Overview material | Visual Communication Design

• English | English: Learning in English

  Students develop knowledge, understanding and skills across the strands of Language, Literature and Literacy. Each strand contributes its own distinctive goals, body of knowledge, history of ideas and interests to the study of English. 

  Learning about and using language

  In the Language...

  Overview material | English

• VCASFC091

  Interact with peers and teachers to exchange information about self, family, friends and interests, describe people and objects and express some feelings and preferences

  Elaborations

  • exchanging greetings, thanks and apologies, for example, HELLO, HOW-ARE-YOU? GOOD MORNING M-R-J-O-N-E-S, THANK-YOU, SORRY
  • expressing feelings using lexical signs and affective NMFs, for example:
    PRO1 HAPPY
    I’m happy.
    PRO3 GRUMPY
    She’s grumpy.
  • using formulaic language to express wishes for particular occasions or events, for example, HAPPY BIRTHDAY, GOOD-LUCK
  • making arrangements using simple time-related signs without numeral incorporation, for example, LAST-WEEK, MONDAY and with numeral incorporation, such as THREE-DAYS-AGO, TWO-YEARS-AGO, IN-TWO-DAYS
  • stating likes, dislikes and preferences using associated NMFs, for example:
    PRO1 LIKE TV
    I like TV.
    DON’T-LIKE DRAWING
    I don’t like drawing.
  • introducing self and family and explaining relationships using possessive pronouns, for example:
    POSS1 NAME X, PRO1 12-YEARS-OLD
    My name is X, and I’m 12 years old.
    PRO3 POSS1 BROTHER
    He’s my brother.
  • asking and responding to questions about a familiar topic such as their family, a hobby or an interest, or a recent event, for example:
    PAST WEEKEND, YOU GO WHERE?
    Where did you go last weekend?
    FAMILY PRO1 GO PLAY SOCCER
    My family and I went to play soccer.
  • referring to family members and classmates by fingerspelling a name or by using a sign name and describing their appearance or characteristics, for example:
    POSS1 SISTER TALL SKINNY HAVE BLACK HAIR
    My sister is tall and thin and has black hair.
  • describing what they are doing in class activities using plain verbs, for example, PRO1 WRITE, PRO1 READ

  VCASFC091 | Languages | Auslan | First Language Learner | 7–10 Sequence | Levels 7 and 8 | Communicating | Socialising

• VCKOC008

  Translate simple idiomatic phrases and short texts such as labels, signs or short dialogues from Korean to English and vice versa, explaining perceived differences in meaning between the two versions

  Elaborations

  • translating and interpreting personal texts collaboratively and with teacher support, noticing similarities and differences in language use and considering why these might exist, for example, 민수는/가 키가 커요,착해요, 입어요/써요
  • translating public signs or notices from Korean to English and English to Korean, comparing meanings and considering how effective the translations are and why
  • using bilingual dictionaries and electronic translation tools, identifying issues such as multiple meanings of words, different words inthe same sound/form (that is, homophones), the need to consider context and to understand that meaning goes beyond the literal, for example, 우리 집 (my house), 써요 (to wear/write/use/be bitter)

  VCKOC008 | Languages | Korean | 7–10 Sequence | Levels 7 and 8 | Communicating | Translating

• VC2M1N05

  use mathematical modelling to solve practical problems involving additive situations, including simple money transactions; represent the situations with diagrams, physical and virtual materials; use calculation strategies to solve the problem

  Elaborations

  • modelling problems involving addition and subtraction presented in stories, using a Think Board to represent the problem, solving the problem using physical materials and explaining the connections between any materials used, the Think Board diagram and the numbers within the story
  • modelling simple money problems involving addition and subtraction using whole dollar amounts; for example, setting up a shop and role-playing practical problems of buying and selling goods, using addition and subtraction with play money and prices in whole dollar amounts; or solving the problem ‘I had $14 and was given $15 for my birthday’ using addition to answer the problem
  • modelling a variety of different additive situations to solve practical problems; for example, keeping track of the number of people on a bus as it stops to pick up and drop off passengers or the number of people entering a lift

  VC2M1N05 | Mathematics | Mathematics Version 2.0 | Level 1 | Number

• VCZHC134

  Create short personal narratives and performances of poetry, song, dance or drama which reflect the culture and traditions of the Chinese community

  Elaborations

  • creating performances in response to legends and other forms of culturally significant literature such as 《盘古开天辟地》, or segments of 《西游记》
  • creating simple narratives of the day in the life of a person, animal or fictional character (for example, 《小狗汪汪的一天》), sequencing events and using supporting images
  • using digital media to create an imaginative story to share with peers and Chinese-speaking contacts, using both language and images to achieve particular effects, for example, using 重复（很大很大的球; 走啊走啊走啊)
  • plotting a storyline, considering: Who is the main character? How can I make this character interesting to readers? How can I sequence my story to grab the reader’s attention?
  • considering alternative endings to well-known stories, using learnt sequences and teacher guidance

  VCZHC134 | Languages | Chinese | Background Language Learner | F–10 Sequence | Levels 3 and 4 | Communicating | Creating

• VCZHC038

  Create written imaginative texts, describing characters and sequencing events, using scaffolded models of texts, learnt characters or word lists for support

  Elaborations

  • experimenting with storytelling techniques by following provided models of narrative texts, for example rewriting 她有七色花，红色，蓝色，白色… and replacing 花 with 气球 and writing 她有七色气球，红色，蓝色，白色
  • using digital media to create an imaginative story to share with peers and Chinese-speaking contacts, using both language and images to achieve particular effects, for example, using 重复（很大很大的球; 走啊走啊走啊)
  • plotting a storyline, considering: Who is the main character? How can I make this character interesting to readers? How can I sequence my story to grab the reader’s attention?
  • collaborating to create alternative endings to well-known stories using learnt sequences and word lists for support

  VCZHC038 | Languages | Chinese | Second Language Learner | F–10 Sequence | Levels 5 and 6 | Communicating | Creating

• VCZHC086

  Respond to simple narratives and create short texts about imagined characters and events

  Elaborations

  • creating digital stories by producing labels for pictures, photos and cartoons in combination with sound, voice and music to convey a sequence of events in imagined contexts
  • reading jokes or cartoons in Chinese and discussing how humour is conveyed through words and the presentation of ideas, comparing this to humour in English and discussing whether ‘entertainment’ means the same thing in different languages and cultures
  • reading short texts such as comics and cartoons, and matching labels and speech to the characters to convey ideas and emotions, for example, using euphemistic phrases to capture the emotions and reactions of characters (真的吗？真倒霉！哎呀！)
  • plotting a storyline, considering: Who is the main character? How can I make this character interesting to readers? How can I sequence my story to grab the reader’s attention?

  VCZHC086 | Languages | Chinese | Second Language Learner | 7–10 Sequence | Levels 7 and 8 | Communicating | Creating

• VCZHU079

  Explain how language defines people’s roles as outsiders or insiders in groups and cultures

  Elaborations

  • experimenting with internet language to communicate with peers in a class blog and recognising the value of technology in exploring and constructing own texts
  • considering how they can be more inclusive in their own language use, for example: What questions can I ask to understand others better? What words are best to be avoided? How can I express my opinion without causing offence?
  • examining the use of inclusive language and how ideas are framed, for example, the impact of positive versus negative framing on how meaning is interpreted across languages and cultures, such as 足下留情，小草常青 versus ‘Keep off the grass’
  • exploring the contexts and implications of terms used to identify others, for example, 老外、 华侨、 华裔、 大陆人、 华人、 中国人、 少数民族

  VCZHU079 | Languages | Chinese | Second Language Learner | F–10 Sequence | Levels 9 and 10 | Understanding | Language variation and change

• VCADAD006

  Explore ways of moving in response to stimulus

  Elaborations

  • attempting to imitate familiar actions when dancing to a favourite song or piece of music
  • learning and practising to a range of fundamental movements to music, for example, walking, (locomotor), bending and stretching (non-locomotor)
  • learning and practising fundamental movements to develop balance and coordination

  VCADAD006 | The Arts | Dance | Level B | Dance Practices

• VCELA051

  Recognise that text can be attached to images and recognise that people pause when talking and communicating

  Elaborations

  • attending to written texts attached to images within their environment
  • learning that objects can be represented by an image or text
  • communicating using a word/image to request an object
  • pausing to wait for a response after a communication
  • learning about taking turns in communication

  VCELA051 | Curriculum content | English | Level B | Writing | Language

• VCELA087

  Use spoken words, sign or Augmentative Alternative Communication System to communicate and understand that images can be used to write and express ideas

  Elaborations

  • learning to use high-frequency images and words, for example the student’s own name, ‘stop’
  • using spoken words, articulating most of the sounds
  • learning that images/signs can be combined to make a word
  • listening to sounds and words and reproducing them using a personalised communication system

  VCELA087 | Curriculum content | English | Level C | Writing | Language

• VCELC164

  Reflect on how own biography, including personal experiences, family origins, traditions and beliefs, impacts on identity and shapes own intercultural experiences

  Elaborations

  • reflecting on the experience of learning and using Greek and the role of language and culture in expressing identity, and considering the influence of own background on ways of communicating, such as in the use of gestures and body language
  • reflecting on how learning Greek may have impacted on own identity and understanding of the world such as an increased awareness of representations of Greece and Cyprus in the media

  VCELC164 | Languages | Modern Greek | F–10 Sequence | Levels 7 and 8 | Communicating | Reflecting

• 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

• VCHPEM037

  Participate in a variety of physical education experiences and games with simple rules with equipment in a range of environments

  Elaborations

  • copying simple physical movement patterns
  • beginning to learn to ride a tricycle or bike with training wheels
  • learning the skills needed to perform basic games
  • demonstrating safety rules when participating in structured physical activities
  • participating in games that require students to be aware of personal safety and game boundaries

  VCHPEM037 | Health and Physical Education | Level C | Movement and Physical Activity | Moving the body

• VCHPEP047

  Identify emotional responses and describe their feelings using pictures and/or words

  Elaborations

  • identifying situations when they might feel angry, afraid, happy, sad, lonely, anxious or excited
  • learning to differentiate emotional responses and become aware of the causes of their emotions
  • behaving appropriately in different familiar social settings and adhering to class practices
  • learning and using appropriate language and actions to communicate their feelings in different situations

  VCHPEP047 | Health and Physical Education | Level D | Personal, Social and Community Health | Communicating and interacting for health and wellbeing