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• The Humanities | Economics and Business: Rationale and Aims

  Rationale

  The Economics and Business curriculum explores the ways in which individuals, families, the community, workers, businesses and governments make decisions in relation to the allocation of resources. It enables students to understand the process of economic and business decision-making...

  Overview material | Economics and Business

• VCAMAP011

  Present media artworks that communicate an idea or concept

  Elaborations

  • using software to create an art work that expresses and communicates an experience in structured learning experiences
  • talking about aspects of their work, by pointing to and naming some basic features of their own art works to others
  • sequencing images and text to create books that retell familiar events and traditional stories to share with the class
  • producing and presenting a media artwork for a particular purpose, for example, creating an advertisement that recommends appropriate behaviour when using a tablet in a structured learning experience

  VCAMAP011 | The Arts | Media Arts | Level C | Present and Perform

• VCAMUM022

  Sing and play instruments to improvise, compose and practise a repertoire of chants, songs and rhymes, including those used by cultural groups in the local community

  Elaborations

  • practising and performing music, learnt aurally and through reading from invented and learnt symbols
  • singing and playing music to explore the expressive possibilities of their voices and instruments, for example in music games
  • using responses to music to inform interpretations, for example, how is the mood of this music communicated? What instruments were used and how was their sound different?
  • using movement and body percussion to create accompaniments for songs, chants and rhymes
  • learning songs that were created in or are about the local area, for example, learning a song taught by a member of the local Koorie community

  VCAMUM022 | The Arts | Music | Levels 1 and 2 | Music Practices

• VCELA037

  Recognise and attend to images in texts and on the screen

  Elaborations

  • learning about print and screen through adaptive personal text using a keyboard, a touchscreen or switches
  • learning how to use a book through observation of others reading, for example pick up, hold upright, turn pages and attend to the pictures
  • touching a switch, keyboard or touchscreen to cause something to happen
  • identifying repeated images and objects within a text

  VCELA037 | Curriculum content | English | Level B | Reading and Viewing | Language

• VCELA236

  Identify language that can be used for appreciating texts and the qualities of people and things

  Elaborations

  • exploring how language is used to express feelings including learning vocabulary to express a gradation of feeling, for example ‘happy’, ‘joyful’, ‘pleased’, ‘contented’
  • exploring in stories, everyday and media texts moral and social dilemmas; such as right and wrong, fairness/unfairness, inclusion and exclusion; learning to use language to describe actions and consider consequences
  • exploring how language is used to construct characters and settings in narratives, including choice of nouns such as ‘girl’, ‘princess’ or ‘orphan’, and choice of adjectives such as ‘gentle’, ‘timid’ or ‘frightened’

  VCELA236 | Curriculum content | English | Level 2 | Speaking and Listening | Language

• VCELY221

  Read familiar and some unfamiliar texts with phrasing and fluency by combining phonic, semantic, contextual and grammatical knowledge using text processing strategies, including monitoring meaning, predicting, rereading and self-correcting

  Elaborations

  • using prior and learned knowledge and vocabulary to make and confirm predictions when reading text
  • using grammatical knowledge to predict likely sentence patterns when reading more complex narratives and informative texts
  • using knowledge of sound–letter relationships and high-frequency sight words when decoding text
  • monitoring own reading and self-correcting when reading does not make sense, using illustrations, context, phonics, grammar knowledge and prior and learned topic knowledge
  • using grammar and meaning to read aloud with fluency and intonation

  VCELY221 | Curriculum content | English | Level 2 | Reading and Viewing | Literacy

• VCELY194

  Create short imaginative and informative texts that show emerging use of appropriate text structure, sentence-level grammar, word choice, spelling, punctuation and appropriate multimodal elements

  Elaborations

  • referring to learned knowledge of text structure and grammar when creating a new text
  • applying new vocabulary appropriately in creating text
  • learning how to plan spoken and written communications so that listeners and readers might follow the sequence of ideas or events
  • beginning to consider audience in designing a communication involving visual components, selecting images for maximum impact

  VCELY194 | Curriculum content | English | Level 1 | Writing | Literacy

• VCHPEM038

  Engage in regular physical activities and explore the development of their ability and health

  Elaborations

  • moving around their environment and perform simple whole-body movements
  • learning through a range of structured learning activities to use equipment to slide, climb, float, ride and swing
  • choose from a series of structured leisure activities at home and at school
  • identifying how regular physical activity can help keep people healthy
  • exploring how their ability and health improve over time due to regular physical activities

  VCHPEM038 | Health and Physical Education | Level C | Movement and Physical Activity | Understanding movement

• VCHPEP048

  Explore what actions promote health, safety and wellbeing

  Elaborations

  • exploring and learning about healthy eating and showing an understanding of basic food-handling hygiene
  • identifying safety equipment used to minimise injury during physical activities
  • identifying personal hygiene routines that need to be carried out each day
  • learning the basic rules of respect for another person; sharing, offering assistance and cooperating and practising these skills
  • following safety symbols and procedures at school, home and in aquatic and road environments

  VCHPEP048 | Health and Physical Education | Level D | Personal, Social and Community Health | Contributing to healthy and active communities

• VCHPEP032

  Practise personal hygiene, independence skills and social skills including taking turns

  Elaborations

  • practising expressing needs, wants and feelings, and self-discipline to be an effective group member
  • participating in personal hygiene practices including hand washing, face washing, nose blowing and toilet routines and beginning to identify why they are important
  • exploring scenarios, actions and consequences and discussing how it feels and their choices
  • creating and retelling stories about social skills and exploring and practising the skills targeted
  • learning how to be kind, fair and respectful to others through structured learning experiences and social stories and how they can make people feel

  VCHPEP032 | Health and Physical Education | Level C | Personal, Social and Community Health | Communicating and interacting for health and wellbeing

• VCJAU139

  Recognise the systematic order within the hiragana character set; commence hiragana script writing and recognise and write frequently used kanji

  Elaborations

  • learning how to use the character chart as a systematic framework for reading and writing
  • understanding that there is a stroke order for both kana and kanji
  • recognising that Japanese has various printed fonts and that handwritten forms of several characters differ from the printed versions in most fonts, for example, き、さ、ふ、ら、り
  • learning to read and write words using kana

  VCJAU139 | Languages | Japanese | F–10 Sequence | Levels 3 and 4 | Understanding | Systems of language

• VCNRC036

  Collaborate in group tasks and shared experiences which involve planning, making suggestions and completing transactions

  Elaborations

  • planning and organising an event, such as inviting a special guest to speak to the class about celebrations or to share a traditional recipe
  • working with another group, for example, by reading books to younger students, or teaching a skill, such as dyeing eggs, to another class
  • planning and organising an activity such as an excursion or party, using expressions related to place, time and numbers
  • creating displays, presentations or performances for family, friends or the school community to showcase their progress in learning the target language or to promote the learning of the target language and culture

  VCNRC036 | Capabilities | Critical and Creative Thinking | Levels 5 and 6 | Communicating | Socialising

• VCZHU043

  Identify how character structure, position, and component sequences relate the form of a character to its particular sound and meaning

  Elaborations

  • decoding characters by analysing their structure and the number of components, and recognising familiar components
  • applying their knowledge of characters to learn to read and write new characters, and developing strategies for learning, for example, making connections between characters with a common component (你、他、们)
  • identifying different meanings of key morphemes used in different contexts, for example, 天，日，二/两，你好 versus 好玩

  VCZHU043 | Languages | Chinese | Second Language Learner | F–10 Sequence | Levels 5 and 6 | Understanding | Systems of language

• Mathematics | Mathematics Version 2.0: Structure

  Mathematics is presented in 11 levels, from Foundation to Level 10.

  Level 10 also includes Level 10A, which provides opportunities for students to extend their exploration of mathematical notions and further their mathematical studies.

  Strands

  The curriculum is organised into 6 interrelated...

  Overview material | Mathematics Version 2.0

• Science | Science: Learning in Science

  The key concepts

  Six key concepts frame learning in the Science Understanding strand, support key aspects of the Science Inquiry Skills strand and contribute to developing students’ appreciation of the nature of science.

  The six key concepts are:

  Patterns, order and organisation

  An important...

  Overview material | Science

• VCASFC155

  Describe ways in which communicating and behaving when using Auslan are similar to or different from their use of their own language(s) and forms of cultural expression

  Elaborations

  • reflecting on similarities and differences between ways of communicating in Auslan and in their first language in different social situations, for example, when greeting/leave-taking; introducing people; and using body language, facial expression and eye contact
  • comparing their own and each other’s reflections on the experience of learning and communicating in Auslan, and considering whether their attitudes or understandings have changed through this experience
  • reflecting on similarities and differences in communication that reflect culture, such as visual ways of being among deaf people and ways of sharing storytelling or jokes
  • reflecting on the need for sustained eye contact when using Auslan in order to understand a message and before teacher instructions can proceed
  • reflecting on differences in forms of address in signed and spoken languages, for example, not using a person’s name when signing directly to them, unlike the common use of names in Australian English/other languages
  • identifying assumptions that they bring to the experience of learning Auslan and considering how these may change through the learning experience

  VCASFC155 | Languages | Auslan | Second Language Learner | F–10 Sequence | Levels 3 and 4 | Communicating | Reflecting

• VCAVAV006

  Experience some materials and techniques to make artworks

  Elaborations

  • exploring techniques, technologies materials and processes through supported learning experiences for example use materials such as paper, cardboard, cloth and other natural materials to create a collages or sculptures
  • exploring material through sensory art experiences, for example bubble, shaving cream or soap flake painting
  • using basic tools and different mediums to create art works in supported art experiences
  • learning to use basic tools appropriately to create an art work, for example holding and using basic familiar utensils such as a paint brush, roller or sponge for short period of time or attempting to continue to use utensil after demonstration
  • using different mediums in structured learning experiences such as wet and dry materials, clay, play dough to create art works
  • exploring the techniques that can be used with different materials in structured art experiences for example, rolling, brushing, rolling, overlapping

  VCAVAV006 | The Arts | Visual Arts | Level B | Visual Arts Practices

• VCADRD002

  Use facial expression to communicate a feeling or reaction

  Elaborations

  • provided with a variety of learning experiences that encourage them to explore different ways of using drama
  • communicating verbally by using the voice in relation to a situation
  • communicating non-verbally by using facial expression and movement to explore re react to a situation
  • experience movement within a space as performance space and audience space

  VCADRD002 | The Arts | Drama | Level A | Drama Practices

• VCASFC136

  Describe aspects of themselves, such as membership of family and their school/class and languages they use, considering how these different elements contribute to their sense of identity

  Elaborations

  • describing themselves and their family using supports such as pictures, photos and family trees
  • identifying themselves as belonging to a family, class or peer group, representing these relationships through captioned pictures or photos or by creating simple digital presentations
  • identifying friends, favourite places, objects or languages they know or are learning that contribute to their identity

  VCASFC136 | Languages | Auslan | Second Language Learner | F–10 Sequence | Foundation to Level 2 | Communicating | Identity

• VCCCTM080

  Investigate everyday problems and exploring possible solutions and their outcomes

  Elaborations

  • learning to have a go at something new or different and persevere when they have a problem before seeking help
  • using simple strategies and learnt processes to address routine problems and situations
  • identifying a problem and possible solutions from a range of options

  VCCCTM080 | Capabilities | Critical and Creative Thinking | Level C | Meta-Cognition