By the end of Level C, students recognise key stages of life, how they have grown and changed. They identify some obvious emotions and their cause. They experience and become more independent with actions that help them be healthy, safe and physically active.
They identify some different settings...
Level description | Health and Physical Education | Level C
By the end of Level 2, students interact with the teacher and peers to share information about themselves and to exchange greetings, for example, Merhaba! Günaydın! Tünaydın! İyi günler! İyi akşamlar! İyi geceler! Hoşça kal! Güle güle! Hoş geldiniz! Hoş bulduk! They d...
Level description | Languages | Turkish | F–10 Sequence | Foundation to Level 2
VCASFC025 | Languages | Auslan | First Language Learner | F–10 Sequence | Levels 3 and 4 | Communicating | Creating
VCRAU017 | Languages | Roman Alphabet Languages | F–10 Sequence | Foundation to Level 2 | Understanding | Role of language and culture
VCTRU017 | Languages | Turkish | F–10 Sequence | Foundation to Level 2 | Understanding | Role of language and culture
VCELT477 | Curriculum content | English | Level 10 | Writing | Literature
VCSSU073 | Science | Levels 5 and 6 | Science Understanding | Science as a human endeavour
VCFRU018 | Languages | French | F–10 Sequence | Foundation to Level 2 | Understanding | Role of language and culture
VCIDU017 | Languages | Indonesian | F–10 Sequence | Foundation to Level 2 | Understanding | Role of language and culture
VCARU133 | Languages | Arabic | F–10 Sequence | Levels 3 and 4 | Understanding | Systems of language
By the end of Level C, students participate in structured investigations that look at the names and properties of living things and objects. They label, sort and group objects based on one specific property or characteristic. Students share discoveries through alternative augmentative communication...
Level description | Science | Level C
VCZHU141 | Languages | Chinese | Background Language Learner | F–10 Sequence | Levels 3 and 4 | Understanding | Systems of language
VCCCTM071 | Capabilities | Critical and Creative Thinking | Level B | Meta-Cognition
VCPSCSE018 | Capabilities | Personal and Social Capability | Levels 3 and 4 | Self-Awareness and Management | Development of resilience
By the end of Level 8, students use the language being studied to describe feelings, express likes and dislikes and exchange information about their personal worlds, including information about themselves, their family, friends and interests. They interact with others in collaborative and classroom...
Level description | Languages | Non-Roman Alphabet Languages | 7–10 Sequence | Levels 7 and 8
VCHPEP059 | Health and Physical Education | Foundation Level | Personal, Social and Community Health | Being healthy, safe and active
The Geography curriculum identifies the concepts of place, space, environment, interconnection, sustainability, scale and change, as integral to the development of geographical understanding. These are high-level ideas or ways of thinking that can be applied across the subject to identify...
Overview material | Geography
Students begin to develop a metalanguage for understanding and discussing language features, and make connections and comparisons between English and Modern Greek. For example, they understand that in English there is one word for the definite article (‘the’), whereas in Greek the...
Level description | Languages | Modern Greek | F–10 Sequence
VCEALL442 | Curriculum content | English as an Additional Language (EAL) | Level B3 | Reading and Viewing | Linguistic Structures and Features
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