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• Geography: Level A description

  The Level A curriculum develops student’s awareness of a place on a personal local scale. Places will range in size from a part of a room or garden to community place. They are supported to use their senses to explore the tangible characteristics of a place such as the sound, smell, feel of significant...

  Level description | The Humanities | Geography

• History: Level B description

  Personal and Present Family History

  The curriculum at Levels A to D provides a study of personal and family histories. Students learn about their own history and that of their family; this may include stories from different cultures and other parts of the world. As participants in their own history...

  Level description | The Humanities | History

• History: Level C description

  Personal and Recent Celebrations and History

  The curriculum at Levels A to D provides a study of personal and family histories. Students learn about their own history and that of their family; this may include stories from different cultures and other parts of the world. As participants in their...

  Level description | The Humanities | History

• History: Level D description

  Personal Past History

  The curriculum at Levels A to D provides a study of personal and family histories. Students learn about their own history and that of their family; this may include stories from different cultures and other parts of the world. As participants in their own history, students...

  Level description | The Humanities | History

• Science: Foundation to Level 2 achievement standards

  By the end of Level 2, students describe examples of how people use science in their daily lives. They identify and describe examples of the external features and basic needs of living things. They describe how different places meet the needs of living things. They describe the properties, behaviour...

  Level description | Science | Foundation to Level 2

• VCDEU117

  Recognise that in German, as in English and other languages, there are different ways of greeting and interacting with people

  Elaborations

  • recognising different forms of address and greeting, depending on time of day and the gender and social status of participants, for example, first names with peers (Tag, Luke!) and Guten Morgen, Frau Stein! for the teacher
  • recognising that there can be different forms of address for the same person, for example, Mama, Mutti, Mami, Mutter
  • understanding that the level of detail required can vary depending on the context, for example, Ich bin 5; Ich bin 6 Jahre und 3 Monate alt; Ich bin fast 7.

  VCDEU117 | Languages | German | F–10 Sequence | Foundation to Level 2 | Understanding | Language variation and change

• VC2M2A01

  recognise, describe and create additive patterns that increase or decrease by a constant amount, using numbers, shapes and objects, and identify missing elements in the pattern

  Elaborations

  • creating a pattern sequence with materials, writing the associated number sequence, and then describing the sequence so someone else can replicate it with different materials; for example, using matchsticks or toothpicks to create a growing pattern of triangles – using 3 for one triangle, 5 for 2 triangles, 7 for 3 triangles – and describing the pattern as ‘Start with 3 and add 2 each time’
  • recognising patterns in the built environment to locate additive pattern sequences (for example, responding to ‘How many windows in one train carriage, 2 train carriages, 3 train carriages …?’ or ‘How many wheels on one car, 2 cars, 3 cars …?’) and recording the results in a diagram or table
  • recognising the constant term being added or subtracted in an additive pattern and using it to identify missing elements in the sequence
  • recognising additive patterns in the environment on Country/Place and in Aboriginal and/or Torres Strait Islander material culture; and representing these patterns using drawings, coloured counters and numbers

  VC2M2A01 | Mathematics | Mathematics Version 2.0 | Level 2 | Algebra

• VC2MFN04

  partition and combine collections up to 10 using part-part-whole relationships and subitising to recognise and name the parts

  Elaborations

  • recognising numbers represented in physical or virtual ten-frames, and describing their reasoning: ‘It’s 7 because there is 5 there and 2 more’
  • partitioning collections of up to 10 objects in different ways and saying the part-part-whole relationship; for example, partitioning a collection of 6 counters into 4 counters and 2 counters and saying, ‘6 is 4 and 2 more, it’s 2 and 4’, then partitioning the same collection into 5 and 1 or 3 and 3
  • representing part-part-whole relationships in numbers up to 10 using physical or virtual materials; for example, identifying numbers represented by dots in standard number configurations such as on dominoes and dice by recognising parts that form the whole
  • exploring number groupings in Aboriginal and/or Torres Strait Islander Peoples’ counting systems and the different ways of representing these groupings to form and partition numbers, applying this to quantify collections of objects in the environment on Country/Place up to 10

  VC2MFN04 | Mathematics | Mathematics Version 2.0 | Foundation Level | Number

• Civics and Citizenship: Levels 9 and 10 description

  The Level 9 and 10 curriculum builds students’ understanding of Australia’s political system and how it enables change. Students examine the ways political parties, interest groups, media and individuals influence government and decision-making processes. They compare Australia’s system of government...

  Level description | The Humanities | Civics and Citizenship

• French - F–10 Sequence: Levels 5 and 6 description

  Students increase their range of French vocabulary, pronunciation, grammar and textual knowledge. They are aware of the role of liaisons and accents and are familiar with frequent vowel–consonant combinations (-ille, -ette, -tion). They use present tense forms of regular -er, -ir and -re verbs...

  Level description | Languages | French | F–10 Sequence

• Japanese - F–10 Sequence: Levels 5 and 6 description

  Students observe the relationship between stress, pacing and meaning, and use appropriate intonation patterns to exclaim, make a statement or ask a question. They continue to acquire a wider range of vocabulary and to build grammatical and textual knowledge. They use verbs, nouns and adjectives...

  Level description | Languages | Japanese | F–10 Sequence

• Korean - F–10 Sequence: Levels 3 and 4 achievement standards

  By the end of Level 4, students use Korean to interact in classroom routines, action-related talk and play with teachers and peers. They exchange personal information relating to aspects such as age or interests, using simple questions and short statements as set phrases (for example, 몇 살이에요?...

  Level description | Languages | Korean | F–10 Sequence | Levels 3 and 4

• Non-Roman Alphabet Languages - F–10 Sequence: Levels 5 and 6 achievement standards

  By the end of Level 6, students use the spoken and written language being studied to exchange personal information, describe feelings and express preferences. When participating in collaborative activities, transactions and classroom routines, they ask and respond to questions, plan collaboratively...

  Level description | Languages | Non-Roman Alphabet Languages | F–10 Sequence | Levels 5 and 6

• Roman Alphabet Languages - F–10 Sequence: Levels 3 and 4 achievement standards

  By the end of Level 4, students engage in classroom routines and structured interactions with teachers and peers. They reproduce a range of the sounds of the language. Students follow instructions, make requests and respond with actions. They respond to questions, often by using a simple phrase...

  Level description | Languages | Roman Alphabet Languages | F–10 Sequence | Levels 3 and 4

• Science: Levels 3 and 4 achievement standards

  By the end of Level 4, students describe situations where science understanding can influence their own and others’ actions. They explain the effects of Earth’s rotation on its axis. They distinguish between temperature and heat and use examples to illustrate how heat is produced and transferred...

  Level description | Science | Levels 3 and 4

• VCARC001

  Interact with peers and the teacher to exchange information about self, family and friends, routines, leisure activities, interests and special days, and express feelings, likes and dislikes

  Elaborations

  • greeting the teacher and peers, and introducing themselves, family and friends, using formulaic expressions and appropriate body language, for example,

    مرحبا؛ صباح الخير؛ كيف حالكَ/حالكِ؟؛ بخير شكراً

    إسمي عادل؛ أنا مريم

    هذا صديقي علي؛ هذه صديقتي ريم؛ هذا أبي وهذه أمي ؛ اسم أخي رامي؛ عمري ست سنوات؛ عمر أخي سنة

  • exchanging information about a range of topics, such as family, friends, routines, school and leisure activities, for example,

    أنا طويل؛ أنا شاطر؛ بيتي صغير؛ غرفتي واسعة؛ صديقي علي ذكي؛ مدرستي كبيرة؛ معلمتي طيبة

    أستيقظ باكراً؛ آكل الفطور؛ ألبس ثيابي؛ أشاهد التلفاز؛ أكمل فروض المدرسة؛ أرتب سريري؛ أنظف غرفتي؛ ألعب كرة القدم؛ أذهب إلى المسبح

    بعد المدرسة ألعب كرة القدم؛ في الساعة الثامنة أذهب إلى النوم

    يوم السبت ألعب التنس مع أبي؛ في عطلة نهاية الأسبوع أذهب مع عائلتي إلى المطعم؛ أحضر حصة الموسيقى يوم الجمعة؛ أشعر بالسعادة في حصة الموسيقى؛ أحب العزف على البيانو كثيراً؛ أتعلم اللغة العربية يوم السبت صباحاً

  • asking about and expressing likes and dislikes using simple language such as

    من تحب في العائلة؟ ماذا تحب في المدرسة؟ هل تحب المدرسة؟ أحب جدّي كثيرا؛ لا أحب الرياضة في المدرسة

  • asking and answering questions about personal experiences in relation to self, peers, friends and family members, for example,

    أين ولدت؟ أي لغة تتكلم في البيت؟ ماذا يعمل أبوك؟ أين تذهب يوم السبت؟ من هي صديقتك؟ لماذا تحب جدتك؟ ماذا تفعل بعد المدرسة؟ أي رياضة تلعب؟

    ولدت في العراق؛ أتكلم العربية في البيت؛ أحب الحلوى كثيراً؛ أحب أبي وأمي جداً؛ أبي يعمل في المستشفى؛ أمي طبيبة؛ أخي يدرس في المدرسة؛ أختي في الجامعة؛ يوم السبت أذهب إلى بيت جدّي؛ يوم الأحد اذهب إلى المطعم

  • exchanging correspondence such as notes, invitations or birthday cards in print or digital form, for example,

    هل تحب أن تأتي إلى حفل عيد ميلادي؟ سمير، أدعوك إلى بيتي يوم السبت؛ تعال نلعب معاً

    عيد ميلاد سعيد؛ كل عام وأنت بخير؛ أتمنى لك عيداً سعيداً

  • sharing experiences with family and friends in a variety of ways, for example, by recounting events such as special celebrations in conversations and through social media

    ذهبت البارحة مع عائلتي إلى المتحف؛ شاهدت مع أخي فيلماً جديداً في السينما؛ كانت لعبة الركبي ممتعة؛ كانت الرحلة المدرسية إلى حديقة الحيوان مملّة

  VCARC001 | Languages | Arabic | 7–10 Sequence | Levels 7 and 8 | Communicating | Socialising

• VCKOU032

  Extend grammatical knowledge of Korean language, including the range of forms and functions of particles, suffixes, verb endings and irregular verb forms

  Elaborations

  • modifying nouns using an adjectival form of a descriptive verb suffixed by –(으)ㄴ, for example, 예쁜 꽃, 맑은 물
  • using particles such as –한테/에게, –한테서/에게서, –(으)로 (instrumental and directional), –보다, –와/과, –만, –도,–부터 and –까지, including honorific case markers –께, –께서, –께서는
  • recognising the meaningful parts of a verb, for example, 먹+어요
  • expressing ideas or events relating to the future, suggestions, plans and hopes using forms such as –(으)ㄹ 거예요 and –(으)ㄹ까요?
  • learning how to ask and answer negative questions, for example, 숙제를 안 했어요? 아니요, 했어요 / 네, 안 했어요)
  • connecting clauses using basic conjunctive suffixes (clausal connectives) –어/아서, –고, –(으)면, –지만
  • using basic complex-verb structures such as –어/아 주다, –어/아 보다, –지 말다with an –어/아요ending to express provision, trial and prohibition (읽어 주세요, 입어 보세요, 쓰지 마세요)
  • expressing time using structures such as: a noun + 때/동안; a noun +전/후에, for example, 방학 때; 일 년 동안; 한 달 전/후에
  • using some basic irregular verbs, such as 들어요 (듣다), 불러요 (부르다), 더워요 (덥다), 추워요 (춥다), 아름다워요 (아름답다)
  • expressing relative location using a structure: a noun + a location word + 에, for example, 식탁 위에 상자가 있어요
  • expanding metalinguistic knowledge by receptive use of:
    • intimate copula verb ending (a noun + (이)야)
    • expressions of intentions and likelihood: –겠어요, –(으)ㄹ 것 같아요
    • conjunctors connecting clauses (–(으)니까, –(으)러)
    • complex structures such as –어/아야 하다, –어/아도 되다, with the informal polite ending –아/어요 (가야 해요, 먹어도 돼요), recognising that they are in the same structure as –어/아 주다, –어/아 보다 and –지 말다 (verb stem + suffix + auxiliary verb) and that the auxiliary verbs add meanings such as obligation, permission and attempt
    • complex structures connecting verbs with various functions (to be introduced as a set phrase, for example, –기 때문에, –기 위해(서)
    • levels of politeness in speech, for example, formal polite, informal polite, intimate, for example, 해, 해요, 합니다
    • honorific suffix –시–, for example, 하십니다,가르치십니다

  VCKOU032 | Languages | Korean | 7–10 Sequence | Levels 9 and 10 | Understanding | Systems of language

• VC2M8N03

  convert between fractions and terminating or recurring decimals, using digital tools as appropriate

  Elaborations

  • identifying when a fraction has a terminating decimal expansion from the prime factorisation of its denominator; for example, 724=0.2916_ does not have a terminating decimal expansion, while 725=0.28 does
  • identifying terminating, recurring and non-terminating decimals and choosing their appropriate representations such as 13 is represented as 0.3_

  VC2M8N03 | Mathematics | Mathematics Version 2.0 | Level 8 | Number

• VC2M1N04

  add and subtract numbers within 20, using physical and virtual materials, part-part-whole knowledge to 10 and a variety of calculation strategies

  Elaborations

  • using drawings, physical and virtual materials, and number combinations within 10 to add and subtract collections to 20
  • adding and subtracting numbers within 20, using a variety of representations and strategies, such as counting on, counting back, partitioning and part-part-whole knowledge of numbers to 10; for example, using partitioning and combining 7+5=7+3+2=10+2=12
  • developing and using strategies for one-digit addition and subtraction based on part-part-whole relationships for each of the numbers to 10 and subitising with physical and virtual materials; for example, 8 and 6 is the same as 8 and 2 and 4
  • representing story problems involving addition and subtraction of numbers within 20 using a Think Board; recognising and using + and − symbols and the equal sign (=) to represent the operations of addition and subtraction; and showing and explaining the connections between any materials used using the language of plus and minus, and the numbers within the story problem
  • creating and performing addition and subtraction stories told through Aboriginal and/or Torres Strait Islander dances

  VC2M1N04 | Mathematics | Mathematics Version 2.0 | Level 1 | Number

• VCEALC550

  Exchange information in oral interactions

  Elaborations

  • understanding a range of common questions on personal or familiar topics
  • using common sentence structures and borrowing phrases from questions, for example ‘What do you like to do on the weekends?’ ‘I like to do sport on the weekends’

  VCEALC550 | Curriculum content | English as an Additional Language (EAL) | Level C1 | Speaking and Listening | Communication