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• English: Level D achievement standards - Writing

  When writing, students produce ‘text-like’ writing to convey meaning and label images. They trace letter-like patterns moving left to right across a page. They have a preferred writing hand and hold a pencil to trace over lines, shapes and patterns with some accuracy. They colour within a clearly...

  Level description | English | Level D | Writing

• French - F–10 Sequence: Levels 3 and 4 description

  Students develop active-listening and comprehension skills, using contextual, grammatical, phonic and non-verbal cues. The language they hear is authentic with modification, involving familiar vocabulary and simple structures. The balance between listening and speaking gradually shifts as students...

  Level description | Languages | French | F–10 Sequence

• Health and Physical Education: Level D achievement standards

  By the end of Level D, students recognise changes to their body over the year. They identify and describe basic emotions people experience and what makes them feel this way.

  They recognise some routine actions they do to help them to be healthy, safe and physically active. They identify different...

  Level description | Health and Physical Education | Level D

• Health and Physical Education: Levels 1 and 2 achievement standards

  By the end of Level 2, students describe changes that occur as they grow older. They recognise how strengths and achievements contribute to identities. They understand how emotional responses impact on others’ feelings. They examine messages related to health decisions and describe how to...

  Level description | Health and Physical Education | Levels 1 and 2

• Mathematics: About Mathematics

  The VCAA is developing the Victorian Curriculum F–10 Version 2.0, starting with the publication of the Mathematics Version 2.0 curriculum in Term 3 2023.

  You can access both the current Mathematics curriculum and Mathematics Version 2.0 using the menu on this page.

  Go to the VCAA website to ...

  Overview material | Mathematics

• Mathematics | Mathematics: Learning in Mathematics

  The proficiencies of Understanding, Fluency, Problem Solving and Reasoning are fundamental to learning mathematics and working mathematically and are applied across all three strands Number and Algebra, Measurement and Geometry, and Statistics and Probability.

  Understanding refers to students...

  Overview material | Mathematics

• Music: Levels 1 and 2 description

  In Levels 1 and 2, students listen to and experiment with a range of sounds. They develop skills in imagining and creating and performing music which explores their ideas about the world. Students share their music with peers. They present music for school events and experience diverse music as...

  Level description | The Arts | Music

• Visual Arts: Level C description

  In Level C, students explore visual arts. They explore and learn about how to make visual representations of their ideas, experiences, observations and imagination.

  Students become aware of how artists, craftspeople and designers present their ideas. They learn how their ideas can be developed....

  Level description | The Arts | Visual Arts

• Visual Arts: Level D description

  In Level D, students explore visual arts. They learn about how to make visual representations of their ideas, experiences, observations and imagination.

  Students become aware of how and begin to explore why artists, craftspeople and designers present their ideas through different visual representations...

  Level description | The Arts | Visual Arts

• Japanese - 7–10 Sequence: Levels 9 and 10 description

  Students become more fluent and accurate in spoken and written language production. They gain greater control of grammatical and textual elements. They use expressive and descriptive language as appropriate for different purposes and demonstrate understanding of language variation and change....

  Level description | Languages | Japanese | 7–10 Sequence

• Spanish - 7–10 Sequence: Levels 7 and 8 description

  Students become familiar with the sounds of Spanish, including pronunciation, rhythm, pitch and stress. They recognise similarities with many English words, noting differences in pronunciation and spelling. They understand and apply elements of Spanish grammar such as word order; simple verb forms...

  Level description | Languages | Spanish | 7–10 Sequence

• VCCCTR047

  Examine how to identify and analyse suppressed premises and assumptions

  Elaborations

  • analysing inferences and the assumptions they are based on and discussing if these are justified
  • discussing a claim that an assumption is ‘self-evident’ and does not need to be separately argued for, for example that projected rapid population growth will decrease food security
  • supplying a suppressed premise in order to fill a gap in an argument and justifying the selection

  VCCCTR047 | Capabilities | Critical and Creative Thinking | Levels 9 and 10 | Reasoning

• VCDSTC005

  Explore the characteristics and properties of familiar designed solutions in at least one technologies context

  Elaborations

  • beginning to appropriately push or pull and object to make it work, for example, push a toy car or spin a top
  • learning how to care for a plant or animal
  • beginning to use tools and equipment needed to prepare food
  • discovering the characteristics of materials, for example, materials that float or sink

  VCDSTC005 | Technologies | Design and Technologies | Level B | Technologies Contexts

• VCEALC166

  Negotiate familiar social situations and learning activities with the teacher or with friends

  Elaborations

  • understanding simple, predictable questions
  • following simple instructions using the actions of others as cues, for example moving to the floor or collecting a book
  • making simple requests or expressing needs using actions, single words and short phrases
  • giving simple responses, such as nodding or saying ‘yes’, ‘no’ or short learnt phrases

  VCEALC166 | Curriculum content | English as an Additional Language (EAL) | Level BL | Speaking and Listening | Communication

• VCEALC486

  Express personal meanings non-verbally or using simple language

  Elaborations

  • showing personal non-verbal responses to oral texts, such as indicating a positive or negative reaction by smiling, nodding or pointing
  • beginning to use common expressions of opinion, for example ‘I think’, ‘I like’
  • using simple vocabulary to express personal needs and wants, such as ‘hungry’, ‘help’

  VCEALC486 | Curriculum content | English as an Additional Language (EAL) | Level CL | Speaking and Listening | Communication

• VCEALL772

  Understand a range of verb forms in particular text types

  Elaborations

  • understanding complex verb groups, including elaborated tenses (such as ‘had not realised’), extended verb groups (such as ‘did not expect to be found’) and modality (such as ‘need to consider’)
  • recognising verb forms that are used in particular text types, such as passive voice in procedural recounts

  VCEALL772 | Curriculum content | English as an Additional Language (EAL) | Level C4 | Reading and Viewing | Linguistic Structures and Features

• VCEALL790

  Demonstrate control of a wide range of verb forms

  Elaborations

  • controlling a wide range of tenses
  • attempting complex verb groups incorporating multiple elements such as time and negatives, for example ‘I guess you are not planning to go’
  • using modal verbs, including with complex tenses, such as ‘They should not have to go’, ‘This needs to be considered’

  VCEALL790 | Curriculum content | English as an Additional Language (EAL) | Level C4 | Writing | Linguistic Structures and Features

• VCEALL796

  Use a range of digital formats and images to enhance meaning and impact

  Elaborations

  • producing texts in a range of digital formats, such as text documents, slides, infographics, simple websites, videos
  • using advanced writing and formatting functions in software applications, such as spellchecker, font styles, paragraph formatting
  • using modal verbs, including with complex tenses, such as ‘They should not have to go’, ‘This needs to be considered’

  VCEALL796 | Curriculum content | English as an Additional Language (EAL) | Level C4 | Writing | Linguistic Structures and Features

• VCHPEM037

  Participate in a variety of physical education experiences and games with simple rules with equipment in a range of environments

  Elaborations

  • copying simple physical movement patterns
  • beginning to learn to ride a tricycle or bike with training wheels
  • learning the skills needed to perform basic games
  • demonstrating safety rules when participating in structured physical activities
  • participating in games that require students to be aware of personal safety and game boundaries

  VCHPEM037 | Health and Physical Education | Level C | Movement and Physical Activity | Moving the body

• VCHPEP005

  Use facial expressions to indicate an emotion and demonstrate preference

  Elaborations

  • show a reaction to multimodal texts that identify what emotions what they look like, and identify the actions that make them feel that way
  • using facial expressions, gestures, sounds to indicate an emotion, want or need
  • reacting to being comforted when distressed
  • relying on adults for support or comfort to cope with emotional events

  VCHPEP005 | Health and Physical Education | Level A | Personal, Social and Community Health | Communicating and interacting for health and wellbeing