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• VCFRU032

  Notice differences between simple spoken, written and multimodal French texts used in familiar contexts, and compare with similar texts in English.

  Elaborations

  • noticing and applying features of familiar types of texts such as greetings, requests, weather reports or recipes through activities such as ‘genre-swapping’; that is, transferring features associated with one genre to a different one, for example, greetings that sound like announcements (Attention, Madame, comment-allez vous!) or weather reports that read like recipes (Un litre de pluie, six nuages…)
  • recognising how different textual elements combine to make meaning (for example, the images, font and script of a web page; the layout, title and illustrations in a picture book; the highlighting of names, dates and times on an invitation), and copying and creating templates to store as learning resources
  • analysing features of simple spoken and written texts in French, such as a verbal greeting or a written postcard (noting, for example, the sequencing of the message, terms of address and ways of signing off), and comparing with similar texts in English

  VCFRU032 | Languages | French | F–10 Sequence | Levels 3 and 4 | Understanding | Systems of language

• VCJAC166

  Access, summarise and reorganise information obtained from a range of texts on a variety of topics, and present it in different formats

  Elaborations

  • gathering, classifying and summarising information from class surveys, realia, notices, timetables and announcements, and presenting findings in formats such as digital presentations, posters, wall charts or oral summaries
  • identifying key details, expressions and information in authentic or modified texts, for example, signs, weather reports, print advertisements, menus, packaging, brochures or websites, and using the information to create their own texts for specific purposes and audiences
  • listening for key points of information and cultural references in short spoken or recorded texts such as phone messages, announcements or weather reports, and transposing them to note form for their own reference or to communicate to others
  • collating information from sources such as magazine articles, recorded interviews or website postings about high-profile individuals or events to edit and represent in timelines or profiles on a shared database
  • drawing on content, language, images and presentation formats from a range of Japanese media resources to design posters or leaflets on topics such as environmental sustainability or youth-related issues

  VCJAC166 | Languages | Japanese | F–10 Sequence | Levels 7 and 8 | Communicating | Informing

• Chinese - Background Language Learner - F–10 Sequence: Levels 9 and 10 description

  Students elaborate messages, nominalise, and add complexity to the expression of their ideas. They apply their understanding of appropriate register in a widening range of interactions, and experiment with increasing sophistication in writing, through the use of idiom and references to classical...

  Level description | Languages | Chinese | Background Language Learner | F–10 Sequence

• History: Levels 5 and 6 description

  From Colony to Nation

  In Levels 5 and 6, students study colonial Australia in the 1800s and the development of Australia as a nation, particularly after 1900. Students look at the founding of British colonies and the development of a colony. They learn about what life was like for different groups...

  Level description | The Humanities | History

• History: Levels 7 and 8 description

  The Ancient World to the Modern World

  In Levels 7 and 8, students study history from the time of the earliest human communities to the end of the ancient period, approximately 60 000 BC (BCE) – c.650 AD (CE). It also covers the period from the end of the ancient period to the beginning of...

  Level description | The Humanities | History

• Mathematics: Level A achievement standards

  Number and Algebra

  Students observe the use of number within their daily life. They begin to respond to numbers in everyday experiences. Students demonstrate awareness of counting by responding to number rhymes, songs, stories and finger games. They experience and respond to ‘one for you,...

  Level description | Mathematics | Level A

• VCELT448

  Create literary texts, including hybrid texts, that innovate on aspects of other texts, including through the use of parody, allusion and appropriation

  Elaborations

  • creating a contemporary parody of an historical text to highlight changes in societal attitudes

  VCELT448 | Curriculum content | English | Level 9 | Writing | Literature

• VCHHK035

  Similarities and differences in their daily life over time

  Elaborations

  • comparing daily routines to see how they have changed over time
  • exploring their life at key milestones and investigate how their life has changed over time

  VCHHK035 | The Humanities | History | Level C | Historical Knowledge | Personal histories

• VCASFC149

  Present information associated with their home, school and community activities and routines, using signed descriptions and visual prompts

  Elaborations

  • recounting to the class a personal or community experience such as a holiday or weekend event
  • presenting routine class information, such as weather reports or daily schedules, using visual prompts and signed descriptions
  • sharing selected points of information from their home or local community, such as family traditions or cultural events, conveying key points of information from visual infographics or diagrams
  • providing information needed to complete an information-gap activity
  • demonstrating a simple procedure using gestures, objects and list buoys

  VCASFC149 | Languages | Auslan | Second Language Learner | F–10 Sequence | Levels 3 and 4 | Communicating | Informing

• VCDEU167

  Understand the structures and conventions associated with different types of personal, informative and persuasive texts such as emails, news items and advertisements

  Elaborations

  • applying knowledge of text types and their purposes to identify the gist and predict the meaning of unfamiliar vocabulary in texts
  • analysing different samples of a particular text type such as advertisements to determine the targeted audience(s), and describing the techniques used
  • identifying the structure and conventions of a range of texts, such as a diary entry, a weather report and a news report
  • describing relationships between language, structure and textual purpose, for example, in a personal text using informal register, such as a thank-you email to a friend (Liebe Grüße; du; Dein(e) X)

  VCDEU167 | Languages | German | F–10 Sequence | Levels 7 and 8 | Understanding | Systems of language

• VCESU032

  Analyse textual features of spoken, written and digital texts and consider how they shape meaning and influence responses

  Elaborations

  • comparing language features of Spanish and English versions of different types of texts, such as riddles, weather reports, text messages or horoscopes, noting differences that may be culturally significant
  • examining language structures and features used for specific communicative effect, such as to persuade, amuse, sympathise, challenge, include or exclude
  • understanding textual elements that provide coherence at a whole text level, such as cohesive devices (sin, aunque, debido a, según, por otro lado), linked paragraphs, introductions and summaries, and sequencing of ideas

  VCESU032 | Languages | Spanish | 7–10 Sequence | Levels 9 and 10 | Understanding | Systems of language

• VCRAC019

  Contribute to class activities such as solving a problem or planning an event

  Elaborations

  • participating in class routines such as taking the roll, saying the day and date, and describing the weather and the day’s schedule
  • working with others to take action, such as creating a model with captions, producing a poster or invitation for a special event, or designing a garden
  • preparing, rehearsing and conducting public presentations and performances, such as an item in the language for assembly, or a presentation about a significant event
  • interacting with the teacher and peers by asking and responding to questions and generating ‘small talk’
  • participating in group activities such as role-plays, asking and responding to questions and invitations, and negotiating with others to make decisions

  VCRAC019 | Languages | Roman Alphabet Languages | F–10 Sequence | Levels 3 and 4 | Communicating | Socialising

• VCCCG003

  Explain the roles of local government and some familiar services provided at the local level

  Elaborations

  • investigating what local government does, including the services it provides such as libraries, health, environment and waste, parks, pools and sport, arts, and pet management
  • describing how local government services may affect the lives of students
  • using online sources to identify local government services

  VCCCG003 | The Humanities | Civics and Citizenship | Levels 3 and 4 | Government and Democracy

• VCCCTR037

  Investigate when counter examples might be used in expressing a point of view

  Elaborations

  • discussing whether exceptions to a rule affect its strength, for example in testing technological solutions and considering the number of times the solution failed and how it failed
  • identifying reasons for seeking counter examples in evaluating arguments, for example to mitigate confirmation bias, or to identify the limits of a claim

  VCCCTR037 | Capabilities | Critical and Creative Thinking | Levels 7 and 8 | Reasoning

• VCEALL256

  Use a small range of descriptive language

  Elaborations

  • using a range of adjectives to express affect (‘frightened’, ‘surprised’), judgement (‘naughty’, ‘brave’) and appreciation (‘interesting’, ‘amazing’)
  • forming simple noun groups that combine one or two adjectives with a noun, for example ‘hot day’, ‘scary old house’
  • formulating short adverbial phrases, such as ‘on my bike’, ‘with his brother’, ‘every week’

  VCEALL256 | Curriculum content | English as an Additional Language (EAL) | Level B1 | Speaking and Listening | Linguistic Structures and Features

• Auslan - Second Language Learner - 7–10 Sequence: Levels 7 and 8 description

  Students are able to produce all handshapes, movements and locations of single signs. They can independently produce simple positive and negative statements with some time marking, and use plain verbs, indicating verbs modified for present referents and simple and familiar depicting verbs. They...

  Level description | Languages | Auslan | Second Language Learner | 7–10 Sequence

• English as an Additional Language (EAL) - Pathway B: Mid immersion - EAL: Level B2 description

  The Level B2 curriculum develops students’ knowledge, understanding and skills in relation to their spoken English. Students learn to negotiate simple exchanges in English, combining their understanding of both verbal and non-verbal language. They refine and further develop a wide range of fundamental...

  Level description | English | English as an Additional Language (EAL) | Pathway B: Mid immersion | EAL

• English as an Additional Language (EAL) - Pathway C: Late immersion - EAL: Level C2 description

  The Level C2 curriculum supports students to enhance their knowledge, understanding and skills in relation to spoken English. At this level, students learn to initiate and negotiate topics when speaking in English in a range of contexts. The curriculum focuses on pronunciation, stress and intonation...

  Level description | English | English as an Additional Language (EAL) | Pathway C: Late immersion | EAL

• Geography: Levels 3 and 4 description

  In Levels 3 and 4, the curriculum continues to develop students’ mental map of the world and their understanding of place through examining the major characteristics of Australia, Australia's neighbouring countries and Africa and South America. The concept of place is developed by examining...

  Level description | The Humanities | Geography

• Mathematics Version 2.0: Level 1 achievement standards

  By the end of Level 1, students connect number names, numerals and quantities, and order numbers to at least 120. They demonstrate how one- and two-digit numbers can be partitioned in different ways and that two-digit numbers can be partitioned into tens and ones. Students partition collections...

  Level description | Mathematics | Mathematics Version 2.0 | Level 1