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• Non-Roman Alphabet Languages - 7–10 Sequence: Levels 9 and 10 description

  This is a period of language exploration and vocabulary expansion and experimentation with different modes of communication. Greater control of language structures and systems increases confidence and interest in communicating in a wider range of contexts. Students use the language being studied...

  Level description | Languages | Non-Roman Alphabet Languages | 7–10 Sequence

• Technologies | Design and Technologies: Rationale and Aims

  Rationale 

  In an increasingly technological and complex world, it is important students develop knowledge and confidence to critically analyse and respond creatively to design challenges. Technologies can play a crucial role in both enriching and transforming societies, and in the management...

  Overview material | Design and Technologies

• The Arts | Drama: Rationale and Aims

  Rationale

  Drama is the expression and exploration of personal, cultural and social worlds through role and situation that engages, entertains and challenges. Students create meaning as drama makers, performers and audiences as they enjoy and analyse their own and others’ stories and points...

  Overview material | Drama

• The Arts | Visual Communication Design: Rationale and Aims

  Rationale

  Visual Communication Design conveys ideas and information to an audience through visual language. In Visual Communication Design students develop conceptual and aesthetic understandings about design solutions in the world around them. The ideation and visualisation of ideas and observational...

  Overview material | Visual Communication Design

• Victorian Aboriginal Languages: Levels 3 to 6 description

  Students focus on aspects of their personal and social worlds, and are introduced to content related to the Country/Place and language community. They develop an awareness of their membership of various groups, and their widening social networks, experiences, and communicative repertoires, and...

  Level description | Languages | Victorian Aboriginal Languages

• 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

• Languages: About the Languages

  Learning languages in addition to English extends students' literacy repertoires and their capacity to communicate. It strengthens students’ understanding of the nature of language, culture, and the processes of communication.

  Language categories

  The languages included in the Victorian...

  Overview material | Languages

• Technologies | Design and Technologies: Structure

  The Design and Technologies curriculum is organised by the three related strands of Technologies and Society, Technological Contexts, and Creating Design Solutions. The Technological Contexts and Creating Design Solutions strands are further organised by sub-strands, as set out below.

  Strands	Technolo...

  Overview material | Design and Technologies

• VCHPEP031

  Identify and name members of immediate family and demonstrate safety awareness, respond to safety instructions and identify safe and unsafe places and items in the environment

  Elaborations

  • sharing information about their own family using photos
  • learning about different types of relationships and identifying the people within each relationship group
  • exploring safety and learning to demonstrate safety awareness in familiar daily routines
  • learning protective behaviours that can help keep them safe, including how to seek or communicate a need for help from trusted people in their community who can help them stay safe and healthy, recognising and communicating when then feel unsafe and practising ways of asking for help in a range of different scenarios
  • using pictures and concrete examples to identify their understanding of safe and unsafe places and items in the environment around them

  VCHPEP031 | Health and Physical Education | Level C | Personal, Social and Community Health | Being healthy, safe and active

• VCLVC184

  Participate in intercultural interactions and consider own reactions when engaging with respected community members and resources

  Elaborations

  • reflecting and reporting on how learning the language provides insights into the relationship between language and culture in general, and how their own assumptions about ways of knowing and being may change through the experience
  • reflecting on how learning the language provides a distinctive means of understanding the Country/Place, including the relationship between land, the environment and people, and issues of discrimination and reconciliation
  • keeping a journal of memorable experiences (humorous, satisfying or challenging) associated with learning and using the language in various contexts, noting personal responses and reflections over time and insights gained
  • identifying and comparing how emotions or attitudes such as respect, shyness, exuberance or embarrassment are shown, displayed and expressed across different languages and cultures

  VCLVC184 | Languages | Victorian Aboriginal Languages | Levels 7 to 10 | Communicating | Reflecting

• VCCCTM089

  Investigate problems and begin to identify different prospects and possible solutions

  Elaborations

  • exploring trial and error sequences and learning how to try again
  • investigating different people’s roles and feelings in structured situations
  • beginning to identify how they think and that other people may think/ feel differently

  VCCCTM089 | Capabilities | Critical and Creative Thinking | Level D | Meta-Cognition

• VCCCTQ065

  Generate ideas and solutions about everyday objects and experience

  Elaborations

  • exploring objects, their characteristics and purpose through structured explorations
  • learning routine solutions and actions to everyday programs and activities
  • developing ideas about objects, their name, purpose and use

  VCCCTQ065 | Capabilities | Critical and Creative Thinking | Level B | Questions and Possibilities

• VCCCTQ074

  Explore and investigate ideas and solutions

  Elaborations

  • exploring possibilities and ideas through structured learning
  • developing ideas and solutions about everyday objects through inquiry and investigation
  • modifying ideas and thinking based on structured investigating

  VCCCTQ074 | Capabilities | Critical and Creative Thinking | Level C | Questions and Possibilities

• VCCCTR075

  Create conclusions based on exploration

  Elaborations

  • communicating their discoveries and understandings from investigations and learning experiences
  • assisting to create conclusions about investigations and problem solving activities
  • indicating choices and how a decision can be made when selecting one

  VCCCTR075 | Capabilities | Critical and Creative Thinking | Level C | Reasoning

• VCEALA411

  Make own translation of specific words and help other home language speakers to check context or match concepts

  Elaborations

  • inferring the meaning and translation of new words based on context and previous learning in home language
  • assisting same language peers through English and shared languages by explaining words and concepts

  VCEALA411 | Curriculum content | English as an Additional Language (EAL) | Level B3 | Speaking and Listening | Cultural and Plurilingual Awareness

• VCEALA459

  Use own experience and perspectives to elaborate and support a viewpoint

  Elaborations

  • structuring a text simply, for example using an explanation of the issue, statement of opinion and reasons for the viewpoint
  • using subjective phrases to signal opinion, such as ‘I believe’ or ‘I think’
  • giving reasons and elaborations from personal experience and previous learning

  VCEALA459 | Curriculum content | English as an Additional Language (EAL) | Level B3 | Writing | Cultural and Plurilingual Awareness

• VCEALC327

  Recall and retell a simple story such as a recount, legend or fairytale

  Elaborations

  • learning the content and sequence of a story through storytelling, reading or viewing in home language or English, and retelling in English
  • using conventions of story texts, such as ‘Once upon a time’
  • controlling pronunciation, intonation and emphasis to contribute to engaging storytelling

  VCEALC327 | Curriculum content | English as an Additional Language (EAL) | Level B2 | Speaking and Listening | Communication

• VCEALL398

  Spell frequently used words with common patterns with increased accuracy

  Elaborations

  • spelling accurately high-frequency words and words from shared texts and classroom activities
  • using knowledge of letter–sound relationships and common letter groups to attempt to spell new words, with varied accuracy, such as ‘lern’ for ‘learn’

  VCEALL398 | Curriculum content | English as an Additional Language (EAL) | Level B2 | Writing | Linguistic Structures and Features

• VCEALL343

  Use clear pronunciation for common words and learnt key topic words

  Elaborations

  • attending to pronunciation and making adjustments based on the reaction of listeners or direct feedback
  • accurately pronouncing common words and learnt words used in interpersonal interactions, classroom situations and content learning

  VCEALL343 | Curriculum content | English as an Additional Language (EAL) | Level B2 | Speaking and Listening | Linguistic Structures and Features

• VCEALL477

  Spell most words accurately, drawing on a range of strategies but with some invented spelling still evident

  Elaborations

  • learning an expanding repertoire of sight words from shared texts and classroom activities
  • drawing on knowledge of letter–sound relationships and common spelling patterns to spell new words

  VCEALL477 | Curriculum content | English as an Additional Language (EAL) | Level B3 | Writing | Linguistic Structures and Features