VCCCTQ074 | Capabilities | Critical and Creative Thinking | Level C | Questions and Possibilities
VCEALA575 | Curriculum content | English as an Additional Language (EAL) | Level C1 | Reading and Viewing | Cultural and Plurilingual Awareness
VCPSCSO070 | Capabilities | Personal and Social Capability | Level C | Social Awareness and Management | Relationships and diversity
Students recognise and apply elements of Auslan grammar, such as marking manner or aspect on verbs. They use increasingly sophisticated means of showing constructed action, and of using space to track a character or location through a text for purposes of cohesion. They develop metalanguage for...
Level description | Languages | Auslan | First Language Learner | F–10 Sequence
Students become familiar with all handshapes, movements and locations of single signs. They are learning to produce simple positive and negative statements with some time marking, and to use plain verbs or unmodified indicating verbs. They learn to describe familiar objects, animals or people...
Level description | Languages | Auslan | Second Language Learner | F–10 Sequence
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
In Levels 5 and 6, the curriculum focuses on the concepts of place and interconnection. Students’ mental maps of the world are further developed through learning the locations of the major countries in the Asia region, Europe and North America. The scale of study goes global as students...
Level description | The Humanities | Geography
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
The curriculum consists of two strands: Understanding Concepts and Decision Making and Actions.
Strands | Understanding Concepts | Decision Making and Actions |
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Students explore:
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Overview material | Ethical Capability
Students use Chinese to write and speak with imagination to engage or persuade peers, justifying their perspectives by drawing on the ideas or experiences of others. They apply linguistic expressions encountered in contemporary and traditional literature to develop their own ability to write in...
Level description | Languages | Chinese | First Language Learner | 7–10 Sequence
In Foundation to Level 2, students are introduced to common digital systems and patterns that exist within data they collect. Students organise, manipulate and present this data, including numerical, categorical, text, image, audio and video data, in creative ways to create meaning.
Students use...
Level description | Technologies | Digital Technologies
In Level D, students are building their independence and participating cooperatively in group learning activities. They combine and sequence key words and images to communicate personal interest and significant experiences and are beginning to reflect on their own behaviour and learning. They...
Level description | Technologies | Digital Technologies
In Levels 3 and 4, students explore digital systems in terms of their components and peripheral devices such as digital microscopes, cameras and interactive whiteboards. They collect, manipulate and interpret data, developing an understanding of the characteristics of data and their representation.
S...
Level description | Technologies | Digital Technologies
By the end of Level D, students listen to and view a range of spoken, written and multimodal texts from familiar contexts. They identify the main character and event in an imaginative text. They use visual images to identify the key topic or theme within an informative text. They understand familiar...
Level description | English | Level D | Reading and Viewing
Personal and Community Histories
In Foundation to Level 2, students study personal, family and local history. Students learn about their own history and that of their family, including stories from different cultures and other parts of the world. As participants in their own history, students develop...
Level description | The Humanities | History
The Chinese curriculum takes account of different entry points into language learning across F–10, which reflects current practice in language teaching.
There are two possible learning sequences:
Overview material | Chinese
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
VCEBW016 | The Humanities | Economics and Business | Levels 7 and 8 | Work and Work Futures
VCPSCSE002 | Capabilities | Personal and Social Capability | Foundation Level | Self-Awareness and Management | Development of resilience
By the end of Level D, students describe the purpose of familiar designed solutions and what needs they meet.
Students use designed solutions in at least two technologies contexts, identifying significant features.
With guidance, students create designed solutions evaluating their ideas based on...
Level description | Technologies | Design and Technologies | Level D