VCKOC142 | Languages | Korean | F–10 Sequence | Levels 3 and 4 | Communicating | Translating
VC2M9M01 | Mathematics | Mathematics Version 2.0 | Level 9 | Measurement
VC2M7ST03 | Mathematics | Mathematics Version 2.0 | Level 7 | Statistics
VCRAC107 | Languages | Roman Alphabet Languages | 7–10 Sequence | Levels 9 and 10 | Communicating | Informing
By the end of Level 2, students interact with teachers and peers through play and action-related language. They use greetings and respond to instructions through actions. Students pronounce the sounds of the language. They recognise simple questions and can respond to them, in addition to names...
Level description | Languages | Roman Alphabet Languages | F–10 Sequence | Foundation to Level 2
VCCCTR066 | Capabilities | Critical and Creative Thinking | Level B | Reasoning
VC2M7M01 | Mathematics | Mathematics Version 2.0 | Level 7 | Measurement
VCMMG258 | Mathematics | Level 7 | Measurement and Geometry | Using units of measurement
VCSSU022 | Science | Level C | Science Understanding | Biological sciences
VCSSU025 | Science | Level C | Science Understanding | Physical sciences
VCCCTM008 | Capabilities | Critical and Creative Thinking | Foundation to Level 2 | Meta-Cognition
بيت؛ عائلة؛ أب؛ أم؛ إخوة؛ معلمة؛ مدرسة؛ حصّة؛ صف؛ كتاب؛ دراسة؛ فرصة؛ وقت فراغ؛ ايام الأسبوع
الجملة الفعلية: كتب الولد القصة؛ جاءت البنت إلى المدرسة؛ يعمل أبي في المطار
باكراً؛ صباحاً؛ بعيداً ؛ قريباً؛ شرقاً؛ غرباً
أمي طويلة وأبي وسيم؛ صديقي سعيد ومعلمتي حزينة؛ أخي ظريف وأختي مزعجة
قدمت فرضي للمعلمة؛ تأخرت عن الدرس؛ نمت متأخرا؛ نسيت كتبي في البيت
متى أتيت إلى البيت؟ من أعدّ لك الفطور؟ ماذا احضرتِ للغداء؟ كيف أتيت إلى المدرسة؟
أنتَ تدرس كثيرا؛ أنتِ تلعبين مع غيري؛ أنتم تلاميذ مجتهدون
VCARU013 | Languages | Arabic | 7–10 Sequence | Levels 7 and 8 | Understanding | Systems of language
VCGGK039 | The Humanities | Geography | Level C | Geographical Knowledge | Places and our connections to them
VCHPEP005 | Health and Physical Education | Level A | Personal, Social and Community Health | Communicating and interacting for health and wellbeing
The Health and Physical Education curriculum is organised by two strands: Personal, Social and Community Health, and Movement and Physical Activity. Each strand contains content descriptions which are organised under three sub-strands.
Strands | Personal, Social and Community Health |
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Overview material | Health and Physical Education
The English as an Additional Language (EAL) curriculum is organised by pathways, language modes and strands.
The EAL curriculum is a continuum structured as three EAL pathways (A, B, C). Each pathway describes a different stage of English-language learning (early, mid and late), and...
Overview material | English as an Additional Language (EAL)
VCEALA384 | Curriculum content | English as an Additional Language (EAL) | Level B2 | Writing | Cultural and Plurilingual Awareness
VCEALA271 | Curriculum content | English as an Additional Language (EAL) | Level B1 | Reading and Viewing | Cultural and Plurilingual Awareness
VCEALA117 | Curriculum content | English as an Additional Language (EAL) | Level A2 | Reading and Viewing | Cultural and Plurilingual Awareness
VCEALA118 | Curriculum content | English as an Additional Language (EAL) | Level A2 | Reading and Viewing | Cultural and Plurilingual Awareness