VCGGK080 | The Humanities | Geography | Levels 3 and 4 | Geographical Knowledge | Diversity and significance of places and environments
VCHPEM052 | Health and Physical Education | Level D | Movement and Physical Activity | Understanding movement
VCLAU013 | Languages | Latin | Levels 7 and 8 | Understanding | Role of language and culture
VCKOU013 | Languages | Korean | 7–10 Sequence | Levels 7 and 8 | Understanding | Systems of language
VCVIU186 | Languages | Vietnamese | F–10 Sequence | Levels 9 and 10 | Understanding | Systems of language
By the end of Level 4, students interact with teachers and peers in classroom routines, action-related talk and play. They use formulaic expressions when participating in classroom routines and collaborative activities, such as complimenting others (for example, El bolso de Susana es hermoso), reque...
Level description | Languages | Spanish | F–10 Sequence | Levels 3 and 4
VCELA458 | Curriculum content | English | Level 10 | Reading and Viewing | Language
VCASFU231 | Languages | Auslan | Second Language Learner | 7–10 Sequence | Levels 7 and 8 | Understanding | Systems of language
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)
Students use a range of grammatical forms and structures to convey more complex relationships between ideas and events, developing awareness of how language structures and features build up textural features. They use descriptive and expressive language including onomatopoeic and mimetic words...
Level description | Languages | Korean | F–10 Sequence
VCELY046 | Curriculum content | English | Level B | Reading and Viewing | Literacy
VCESU121 | Languages | Spanish | F–10 Sequence | Foundation to Level 2 | Understanding | Systems of language
VCGGK096 | The Humanities | Geography | Levels 5 and 6 | Geographical Knowledge | Factors that shape places and influence interconnections
Students have an increasing control over Korean pronunciation, writing in Hangeul and using vocabulary, forms and structures, and textual features. They approximate the pronunciation at syllable boundaries applying relevant Korean pronunciation rules, and write polysyllabic words that include...
Level description | Languages | Korean | 7–10 Sequence
By the end of Level 10, students use Auslan to share information, experiences, interests, thoughts and feelings in relation to their personal and immediate worlds. They describe the appearance of people, objects and places using SASS depicting signs and spatial location, for example, HAVE DS:...
Level description | Languages | Auslan | First Language Learner | 7–10 Sequence | Levels 9 and 10
VCHIU104 | Languages | Hindi | 7–10 Sequence | Levels 7 and 8 | Understanding | Systems of language
VCRAU098 | Languages | Roman Alphabet Languages | 7–10 Sequence | Levels 7 and 8 | Understanding | Systems of language
By the end of Level 2, students interact with the teacher and peers to exchange greetings and talk about themselves and their families, for example, नमस्ते, आप कैसे हैं?, मेरा नाम गीता है, आप का क्या नाम है? मेरे घर में चार लोग हैं। मेरा एक भाई है। मेरी एक बहन है। ये मेरे पिताजी हैं। ये बहुत अच्छे...
Level description | Languages | Hindi | F–10 Sequence | Foundation to Level 2
VCDEC007 | Languages | German | 7–10 Sequence | Levels 7 and 8 | Communicating | Creating
VCELY330 | Curriculum content | English | Level 5 | Writing | Literacy