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• Mathematics: Level 2 achievement standards

  Number and Algebra

  Students count to and from, and order numbers up to 1000. They perform simple addition and subtraction calculations, using a range of strategies. They find the total value of simple collections of Australian notes and coins. Students represent multiplication and division by grouping...

  Level description | Mathematics | Level 2

• Mathematics Version 2.0: Foundation Level achievement standards

  By the end of Foundation, students make connections between number names, numerals and position in the sequence of numbers from zero to at least 20. They use subitising and counting strategies to quantify collections. Students compare the size of collections to at least 20. They partition...

  Level description | Mathematics | Mathematics Version 2.0 | Foundation Level

• Mathematics Version 2.0: Level 2 achievement standards

  By the end of Level 2, students order and represent numbers to at least 1000; apply knowledge of place value to partition, rearrange and rename two- and three-digit numbers in terms of their parts; and regroup partitioned numbers to assist in calculations. They use mathematical modelling...

  Level description | Mathematics | Mathematics Version 2.0 | Level 2

• Non-Roman Alphabet Languages - F–10 Sequence: Levels 3 and 4 description

  Students interact with peers and the teacher in a variety of communicative activities where grammar, vocabulary and pronunciation are purposefully integrated. They primarily engage in a variety of listening and viewing activities, and understand familiar stories, songs and poems. Language use...

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

• Roman Alphabet Languages - F–10 Sequence: Foundation to Level 2 description

  In these levels there is an emphasis on developing students’ oral language to enable them to participate in class activities. They repeat sounds, particularly of vowels, as modelled by the teacher and aural texts. Students use formulaic language and single-idea phrases. They recognise the...

  Level description | Languages | Roman Alphabet Languages | F–10 Sequence

• Science: Levels 3 and 4 description

  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

• The Arts: About the Arts

  In the Victorian Curriculum F–10, the Arts includes Dance, Drama, Media Arts, Music, Visual Arts and Visual Communication Design.

  The Arts enable students to develop their creative and expressive capacities by learning about the different practices, disciplines and traditions that have shaped...

  Overview material | The Arts

• VC2M7N04

  round decimals to a given accuracy appropriate to the context and use appropriate rounding and estimation to check the reasonableness of computations

  Elaborations

  • identifying the interval between a pair of consecutive integers that includes a given rational number
  • choosing and applying conventions for rounding correct to a specified number of decimal places based upon the context
  • checking that the accuracy of rounding is suitable for context and purpose; for example, for the amount of paint required or the cost estimate for renovating a house, purchasing 2 litres of paint to paint the bedroom even though 1.89 litres is the exact answer or estimating a renovation budget to the nearest $100

  VC2M7N04 | Mathematics | Mathematics Version 2.0 | Level 7 | Number

• VCMNA133

  Recall addition facts for single-digit numbers and related subtraction facts to develop increasingly efficient mental strategies for computation

  Elaborations

  • recognising that certain single-digit number combinations always result in the same answer for addition and subtraction, and using this knowledge for addition and subtraction of larger numbers
  • extending strategies for addition and subtraction such as 14 + 8 + 6 = 14 + 6 + 8 = 28 and 54 – 28 = 2 + 20 + 4
  • combining knowledge of addition and subtraction facts and partitioning to aid computation. For example, 57 + 19 = 57 + 20 – 1

  VCMNA133 | Mathematics | Level 3 | Number and Algebra | Number and place value

• VC2M9ST02

  analyse how different sampling methods, and different samples using the same method, can affect the results of surveys and how choice of representation can be used to support a particular point of view

  Elaborations

  • investigating and analysing different visualisations of data such as infographics found in the media and commenting on the strengths, weaknesses and possible biases of particular examples
  • discussing the impact of decreased landline usage or an increased aversion to answering calls from unknown numbers on survey data 
  • exploring potential cultural bias relating to Aboriginal and Torres Strait Islander Peoples by critically analysing sampling techniques in statistical reports 

  VC2M9ST02 | Mathematics | Mathematics Version 2.0 | Level 9 | Statistics

• Auslan - Second Language Learner - F–10 Sequence: Foundation to Level 2 achievement standards

  By the end of Level 2, students interact with teachers and each other to talk about themselves, their families, friends and immediate environment. They follow instructions to complete action-based activities such as signing games or transactional activities, using repeated constructions, gestures...

  Level description | Languages | Auslan | Second Language Learner | F–10 Sequence | Foundation to Level 2

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

  By the end of Level 4, students understand a range of spoken, written, and multimodal texts on familiar topics, including home life, friends and classroom activities. They use Italian to communicate and to interact, for example, to exchange greetings and to address people, using appropriate language...

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

• Italian - F–10 Sequence: Levels 7 and 8 achievement standards

  By the end of Level 8, students use spoken and written Italian to interact in a range of personal and social contexts. They describe or present people, places, events or conditions; discuss likes, dislikes and preferences; present information; recount and narrate events; and talk about personal...

  Level description | Languages | Italian | F–10 Sequence | Levels 7 and 8

• VCZHU156

  Understand and use basic structures and features of Chinese grammar to enhance meaning and clarity of expression

  Elaborations

  • recognising grammatical functions of common suffixes and prefixes to assist comprehension in reading, for example, recognising that 子, 者， 家 are noun suffixes (for example, 家 in 书法家、数学家)
  • discriminating between the contextual meanings of characters with multiple meanings, such as 家 in 家人 and in 画家
  • recognising words that reflect particular cultural understandings, for example, 天气 means ‘weather’ but literally translates as ‘sky’s energy’
  • explaining the function of words and structures in language encountered, for example, 了 in the sentence 我早上看见了两只猫 indicates the completion of an action in the past
  • exploring and beginning to build more complex messages, such as using forms of cohesion, and finding ways to generalise or nominalise ideas, for example, 因为… 所以 …, 虽然… 可是…, 不但… 而且…, 总而言之/总的来说
  • recognising the different focus and purpose of alternative sentences, for example, 他把杯子狠狠地扔在地上 and 杯子被狠狠地扔在地上
  • understanding that there are different applications of grammatical rules in spoken and written language, for example, in ordering food (for example, comparing the structure of the following expressions: 来点儿什么菜？; 您吃点儿什么？;你想吃/要吃什么？; 你想吃海鲜炒饭吗？; 海鲜炒饭要吃吗？)
  • differentiating use of grammar based on context, for example, using sentences with more formal structures in report writing
  • recognising terms and expressions used in formal written styles, for example, 首先，其次，最后 rather than 先…后来…后来…

  VCZHU156 | Languages | Chinese | Background Language Learner | F–10 Sequence | Levels 5 and 6 | Understanding | Systems of language

• VCASFC223

  Express imaginative ideas and visual thinking through the use of familiar modelled signs, mime, gestures, drawing and visual supports, with a focus on emotions, appearance and actions

  Elaborations

  • participating in games and imaginative activities that involve representation of the appearance, characteristics and relationships between different people, animals or objects
  • working collaboratively to create and present signed skits or poems to entertain younger learners
  • re-enacting short stories or wordless animations that include two characters and their interactions through the use of constructed action
  • reinterpreting creative texts for specific effect, for example by changing emotions or movements through the use of NMFs and manner
  • using ‘visual vernacular’ to create and enact a short scenario about an imaginary character and a particular object, using SASS, entity and handling depicting signs and constructed action
  • creating amusing sequences of signs using a fixed handshape, such as the index finger ‘point’:
    PRO2 THINK PRO1 SHY?
    Do you think I’m shy?
    

  VCASFC223 | Languages | Auslan | Second Language Learner | 7–10 Sequence | Levels 7 and 8 | Communicating | Creating

• VCASFC133

  Express imaginative ideas and visual thinking through the use of familiar signs, mime and gestures, with a focus on emotions, appearance and actions

  Elaborations

  • using iconic signs to create variations to actions involved in familiar nursery rhymes, such as ‘Incy Wincy Spider’
  • exploring emotions through the use of NMFs, for example by re-enacting a familiar scenario and modifying emotions each time, for example by switching from fear to excitement to anger
  • depicting the movement of people, animals or means of transport by using handshapes in creative ways
  • creating amusing sequences of signs using a fixed handshape, such as the index finger ‘point’,
    PRO2 THINK PRO1 SHY?
    Do you think I’m shy?
    
  • using gestures and modelled signs to create short skits that convey emotions and behaviours associated with characters from familiar stories or rhymes
  • enacting the movements and characteristics of a particular animal through the use of constructed action

  VCASFC133 | Languages | Auslan | Second Language Learner | F–10 Sequence | Foundation to Level 2 | Communicating | Creating

• VCKOC024

  Convey ideas or viewpoints from different perspectives to various audiences in familiar contexts using different modes of presentation

  Elaborations

  • describing aspects of Australian culture for a particular audience, for example, the physical environment, specific celebrations or features of cuisine, including explanations of expressions such as ‘the bush’ or ‘fair go’
  • creating texts such as brochures, cartoons, notices, blogs or video clips to introduce Korean culture or lifestyle to Australian friends, parents or peers on social networking websites or to the general public, for example, 한국은 7월과 8월에 아주 더워요. 그래서 여름에 …
  • presenting information on different elements or perspectives on ideas such as seasons, festival food, costumes, entertainment (games, sports, dances, music …), specific cultural practices associated with festival days, for example,on 설날, 추석, in various modes (for example, concept maps, flow charts and tabulations, graphics or captioned photographs)
  • explaining to others a procedure or practice, for example, a recipe, the rules of a sport or a board game, instructions on caring for a pet/animal, or fashion tips, for example, by giving priority to classified information using 첫 번째, …, 두 번째, …
  • conveying information about different viewpoints on topics of interest such as sustainability, health or environmental issues, for example, 호주의 강과 호수는 깨끗해요

  VCKOC024 | Languages | Korean | 7–10 Sequence | Levels 9 and 10 | Communicating | Informing

• VCTRC021

  Locate and organise information in spoken, written and visual texts relating to personal, social and natural worlds

  Elaborations

  • obtaining information from each other and their teacher about likes, dislikes and interests, for example, en sevdiğin hayvanlar, spor, ya da oyun, and presenting findings in formats such as individual/group profiles, charts or graphs
  • recognising key phrases and sentences when viewing/listening to simple community texts such as sports programs or announcements, for example, Gösteri saat 7’de başlayacak, Kapılar bir saat sonar açılacak, Kapıda lütfen biletlerinizi gösterin, spor, takım, sporcular, oyunun kuralları
  • collating information about aspects of Turkey or Australia from texts such as magazines, brochures or maps, for example, Türkiye ve Avustralya’nın haritadaki konumu, bölgeleri, başlıca illeri, iklimi, gölleri, nehirleri ve dağları
  • collecting information from texts such as advertisements, catalogues or menus about products, ranges and prices to create a shared wish list of purchases or future excursions
  • locating information about children’s social activities in different Turkish-speaking regions of the world, drawing comparisons with typically Australian activities and things they do in their own local community context

  VCTRC021 | Languages | Turkish | F–10 Sequence | Levels 3 and 4 | Communicating | Informing

• VCVIC022

  Convey information and opinions on a variety of selected topics using diverse modes of presentation to suit specific audiences and purposes, and applying conventions of text types

  Elaborations

  • expressing opinions on an event or performance, such as a cultural celebration (lễ Vu lan, tết Trung thu, hội chợ Tết) or a Vietnamese concert, using different forms to record own views, for example, a diary entry or a letter to the editor
  • constructing texts in multimodal and digital forms to present information for particular audiences, aligning language choice and text structure to purpose and topics, for example, announcing an event, promoting a product or service, explaining a recycling system, reporting on a favourite band or song, or creating a virtual tour to introduce the school to Year 7 parents and students
  • conveying information and different perspectives on topics of interest such as peer pressure, the impact of technology, or a health or sustainability issue
  • conveying information to a Vietnamese audience to describe aspects of Australian environment and culture such as famous scenery and landmarks, celebrations, cuisine, or Aboriginal and Torres Strait Islander peoples’ histories and cultures
  • developing a glossary of key vocabulary and expressions used in informative and persuasive texts, for example, đặc điểm, chất lượng cao, nội dung phong phú, hình thức trình bày, tiện lợi, giá rẻ không ngờ!, Hãy nhanh chân lên!, Bạn có phải là người năng động, thích thể thao/yêu thiên nhiên/say mê khoa học kỹ thuật không?

  VCVIC022 | Languages | Vietnamese | 7–10 Sequence | Levels 9 and 10 | Communicating | Informing

• VCEALC614

  Interact with peers in routine pair or group work activities

  Elaborations

  • listening to peers and responding appropriately, by acknowledging, clarifying or adding to what they say
  • negotiating meaning by rephrasing, clarifying and asking questions

  VCEALC614 | Curriculum content | English as an Additional Language (EAL) | Level C2 | Speaking and Listening | Communication