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Foundation level


Critical and Creative Thinking

Critical and Creative Thinking Level Description

From Foundation to Level 2, the curriculum focuses on developing the knowledge, skills and understanding to express reasoning and to problem solve and learn more effectively. Students become familiar with key vocabulary and simple strategies to structure and improve thinking. Students develop an understanding that thinking can be made explicit.

Critical and Creative Thinking Content Descriptions

Questions and Possibilities

  1. Identify, describe and use different kinds of question stems to gather information and ideas (VCCCTQ001)
  2. Consider personal reactions to situations or problems and how these reactions may influence thinking (VCCCTQ002)
  3. Make simple modifications to known ideas and routine solutions to generate some different ideas and possibilities (VCCCTQ003)


  1. Examine words that show reasons and words that show conclusions (VCCCTR004)
  2. Compare and contrast information and ideas in own and others reasoning (VCCCTR005)
  3. Consider how reasons and examples are used to support a point of view and illustrate meaning (VCCCTR006)


  1. Consider ways to express and describe thinking activity, including the expression of feelings about learning, both to others and self (VCCCTM007)
  2. Explore some learning strategies, including planning, repetition, rewording, memorisation and use of mnemonics (VCCCTM008)
  3. Investigate ways to problem-solve, using egocentric and experiential language (VCCCTM009)

Critical and Creative Thinking Achievement Standard

By the end of Level 2, students use and give examples of different kinds of questions. Students generate ideas that are new to them and make choices after considering personal preferences.

Students identify words that indicate components of a point of view. They use reasons and examples for different purposes.

Students express and describe thinking activity. They practise some learning strategies. Students demonstrate and articulate some problem-solving approaches.


Dance Level Description

In Foundation, students explore dance and learn about how they can dance. They share their dance with peers and experience dance as audiences.

The starting point for Dance learning is ‘everyday movements’. Students learn about dancing safely and become aware of their bodies’ movement capabilities. They explore movement possibilities using space, time, dynamics and relationships. As audience, they observe how other dancers communicate through movement.

Students are introduced to dances found in their local community and on screen.

Dance Content Descriptions

Explore and Express Ideas

  1. Use fundamental locomotor and non-locomotor movements, body parts, bases and zones to explore safe movement possibilities and dance ideas (VCADAE017)

Dance Practices

  1. Use choreographic devices to organise movement ideas and create dance sequences (VCADAD018)

Present and Perform

  1. Use simple technical and expressive skills when presenting dance that communicates ideas to an audience (VCADAP019)

Respond and Interpret

  1. Respond to dance, expressing what they enjoy and why (VCADAR020)

Dance Achievement Standard

By the end of Foundation, students make and perform dance sequences and demonstrate safe dance practice.

Students describe what happens in dance they make, perform and view.

Design and Technologies

Design and Technologies Level Description

In Foundation to Level 2 students explore and investigate technologies, including their purpose and how they meet personal and social needs within local settings. Students develop an understanding of how society and environmental sustainability factors influence design and technologies decisions. They begin to consider the impact of their decisions and of technologies on others and the environment...

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Design and Technologies Content Descriptions

Technologies and Society

  1. Identify how people create familiar designed solutions and consider sustainability to meet personal and local community needs (VCDSTS013)

Technologies Contexts

Engineering principles and systems
  1. Explore how technologies use forces to create movement in designed solutions (VCDSTC014)
Food and fibre production
  1. Explore how plants and animals are grown for food, clothing and shelter (VCDSTC015)
Food specialisations
  1. Explore how food is selected and prepared for healthy eating (VCDSTC016)
Materials and technologies specialisations
  1. Explore the characteristics and properties of materials and components that are used to create designed solutions (VCDSTC017)

Creating Designed Solutions

  1. Explore needs or opportunities for designing, and the technologies needed to realise designed solutions (VCDSCD018)
  1. Visualise, generate, and communicate design ideas through describing, drawing and modelling (VCDSCD019)
  1. Use materials, components, tools, equipment and techniques to produce designed solutions safely (VCDSCD020)
  1. Use personal preferences to evaluate the success of design ideas, processes and solutions including their care for environment (VCDSCD021)
Planning and managing
  1. Sequence steps for making designed solutions (VCDSCD022)

Design and Technologies Achievement Standard

By the end of Level 2, students describe the purpose of familiar designed solutions and how they meet the needs of users and affect others and environments. They identify the features and uses of some technologies for each of the prescribed technologies contexts.

With guidance, students create designed solutions for each of the prescribed technologies contexts. They describe given needs or opportunities. Students create and evaluate their ideas and designed solutions based on personal preferences. They communicate design ideas for their designed solutions, using modelling and simple drawings. Following sequenced steps, students demonstrate safe use of tools and equipment when producing designed solutions.

Digital Technologies

Digital Technologies Level Description

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 the concept of abstraction when defining problems, to identify the most important information. They...

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Digital Technologies Content Descriptions

Digital Systems

  1. Identify and explore digital systems (hardware and software components) for a purpose (VCDTDS013)

Data and Information

  1. Recognise and explore patterns in data and represent data as pictures, symbols and diagrams (VCDTDI014)
  2. Collect, explore and sort data, and use digital systems to present the data creatively (VCDTDI015)
  3. Independently and with others create and organise ideas and information using information systems, and share these with known people in safe online environments (VCDTDI016)

Creating Digital Solutions

  1. Follow, describe and represent a sequence of steps and decisions (algorithms) needed to solve simple problems (VCDTCD017)
  2. Explore how people safely use common information systems to meet information, communication and recreation needs (VCDTCD018)

Digital Technologies Achievement Standard

By the end of Level 2, students identify how common digital systems are used to meet specific purposes.

Students use digital systems to represent simple patterns in data in different ways and collect familiar data and display them to convey meaning.

Students design solutions to simple problems using a sequence of steps and decisions. They create and organise ideas and information using information systems and share these in safe online environments.


Drama Level Description

In Foundation, students explore drama and learn about how they can make drama to communicate ideas and stories. They share their drama with peers and experience drama as audiences.

Students are introduced to processes that assist them to make drama about real and imagined situations. They learn that drama involves pretending that what is happening in the drama is real.

Drama in the local community is the focus for learning. Students talk about their observations of drama they see in their community, on television and film and online.

Students learn about safety in dramatic play and in interaction with others.

Drama Content Descriptions

Explore and Express Ideas

  1. Explore ideas for characters and situations through dramatic play (VCADRE017)

Drama Practices

  1. Use voice, facial expression, movement and space to imagine and improvise characters and situations (VCADRD018)

Present and Perform

  1. Present drama that communicates ideas and stories (VCADRP019)

Respond and Interpret

  1. Respond to drama, expressing what they enjoy and why (VCADRR020)

Drama Achievement Standard

By the end of Foundation, students make and perform drama that communicates ideas and stories.

Students discuss characters and situations in drama they make, perform and view.


English Level Description

In the Foundation level, students communicate with peers, teachers, known adults, and students from other classes.

Students engage with a variety of texts for enjoyment. They listen to, read and view spoken, written and multimodal texts in which the primary purpose is to entertain, as well as some texts designed to inform. These include traditional oral texts, picture books, various types of...

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English Content Descriptions

Reading and Viewing

Text structure and organisation
  1. Understand that texts can take many forms, and that imaginative and informative texts have different purposes (VCELA141)
  2. Understand concepts about print and screen, including how books, film and simple digital texts work, and know some features of print, including directionality (VCELA142)
Expressing and developing ideas
  1. Recognise that sentences are key units for expressing ideas (VCELA143)
  2. Recognise that texts are made up of words and groups of words that make meaning (VCELA144)
  3. Explore the different contribution of words and images to meaning in stories and informative texts (VCELA145)
Phonics and word knowledge
  1. Recognise all upper- and lower-case letters and the most common sound that each letter represents (VCELA146)
  2. Blend sounds associated with letters when reading consonant-vowel-consonant words (VCELA147)
Literature and context
  1. Recognise that texts are created by authors who tell stories and share experiences that may be similar or different to students’ own experiences (VCELT148)
Examining literature
  1. Recognise some different types of literary texts and identify some characteristic features of literary texts (VCELT149)
  2. Identify some features of texts including events and characters and retell events from a text (VCELT150)
Texts in context
  1. Identify some familiar texts and the contexts in which they are used (VCELY151)
Interpreting, analysing, evaluating
  1. Read texts with familiar structures and features, practising phrasing and fluency, and monitor meaning using concepts about print and emerging phonic, semantic, contextual and grammatical knowledge (VCELY152)
  2. Use comprehension strategies to understand and discuss texts listened to, viewed or read independently (VCELY153)
  3. Identify some differences between imaginative and informative texts (VCELY154)


Text structure and organisation
  1. Understand that some language in written texts is unlike everyday spoken language (VCELA155)
  2. Understand that punctuation is a feature of written text different from letters and recognise how capital letters are used for names, and that capital letters and full stops signal the beginning and end of sentences (VCELA156)
Phonics and word knowledge
  1. Understand that spoken sounds and words can be written and know how to write some high-frequency words and other familiar words including their name (VCELA157)
  2. Know how to use onset and rime to spell words where sounds map more directly onto letters (VCELA158)
Creating literature
  1. Retell familiar literary texts through performance, use of illustrations and images (VCELT159)
Creating texts
  1. Create short texts to explore, record and report ideas and events using familiar words and beginning writing knowledge (VCELY160)
  2. Participate in shared editing of students’ own texts for meaning, spelling, capital letters and full stops (VCELY161)
  3. Understand that sounds in English are represented by upper- and lower-case letters that can be written using learned letter formation patterns for each case (VCELY162)
  4. Construct texts using software including word processing programs (VCELY163)

Speaking and Listening

Language variation and change
  1. Understand that English is one of many languages spoken in Australia and that different languages may be spoken by family, classmates and community (VCELA164)
Language for interaction
  1. Explore how language is used differently at home and school depending on the relationships between people (VCELA165)
  2. Understand that language can be used to explore ways of expressing needs, likes and dislikes (VCELA166)
Expressing and developing ideas
  1. Understand the use of vocabulary in familiar contexts related to everyday experiences, personal interests and topics taught at school (VCELA167)
Phonics and word knowledge
  1. Identify rhyming words, alliteration patterns, syllables and some sounds (phonemes) in spoken words (VCELA168)
  2. Blend and segment onset and rime in single syllable spoken words and isolate, blend and segment phonemes in single syllable words (first consonant sound, last consonant sound, middle vowel sound) (VCELA169)
Responding to literature
  1. Respond to texts, identifying favourite stories, authors and illustrators (VCELT170)
  2. Share feelings and thoughts about the events and characters in texts (VCELT171)
Examining literature
  1. Replicate the rhythms and sound patterns in stories, rhymes, songs and poems from a range of cultures (VCELT172)
Creating literature
  1. Modify familiar texts (VCELT173)
Interacting with others
  1. Listen to and respond orally to texts and to the communication of others in informal and structured classroom situations using interaction skills, including listening, while others speak (VCELY174)
  2. Deliver short oral presentations to peers, using appropriate voice levels, articulation, body language, gestures and eye contact (VCELY175)

English Achievement Standard

Reading and Viewing

By the end of the Foundation level, students use questioning and monitoring strategies to make meaning from texts. They recall one or two events from texts with familiar topics. They understand that there are different types of texts and that these can have similar characteristics. They identify connections between texts and their personal experience. They read short predictable texts with familiar vocabulary and supportive images, drawing on their developing knowledge of concepts about print, and sound and letters. They identify all the letters of the English alphabet in both upper- and lower-case, and know and can use the sounds represented by most letters.


When writing, students use familiar words and phrases and images to convey ideas. Their writing shows evidence of letter and sound knowledge, beginning writing behaviours and experimentation with capital letters and full stops. They correctly form all upper- and lower-case letters.

Speaking and Listening

Students listen to and use appropriate interaction skills to respond to others in a familiar environment. They can identify rhyme, letter patterns and sounds in words. Students understand that their texts can reflect their own experiences. They identify and describe likes and dislikes about familiar texts, objects, characters and events. In informal group and whole-class settings, students communicate clearly. They retell events and experiences with peers and known adults. They identify and use rhyme, letter patterns and sounds in words.

Ethical Capability

Ethical Capability Level Description

From Foundation to Level 2, the curriculum focuses on developing the knowledge, skills and understandings to approach ethical problems and evaluate outcomes. Students develop a vocabulary to engage with ethical problems and an understanding that personal feelings can effect decision-making and actions.

Ethical Capability Content Descriptions

Understanding Concepts

  1. Explore the meaning of right and wrong, good and bad, as concepts concerned with the outcomes of acts (VCECU001)

Decision Making and Actions

  1. Explore the type of acts often considered right and those often considered wrong and the reasons why they are considered so (VCECD002)
  2. Explore the effects that personal feelings can have on how people behave in situations where ethical issues are involved (VCECD003)

Ethical Capability Achievement Standard

By the end of Level 2, students identify and describe ethical concepts using illustrative examples from familiar situations and a basic vocabulary about ethical problems and their outcomes.

Students identify and explain acts and situations that have ethical dimensions, using illustrative examples. They explain that personal feelings may influence the way people behave in situations where ethical issues are involved.


Geography Level Description

From Foundation to Level 2, the curriculum develops the concept of place through a study of what places are like over time and how they are defined. The emphasis in F-2 is on the places in which students live, but they also start to investigate other places of similar size that are familiar to them or that they are curious about.

Examining the influence of distance and accessibility on the frequency...

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Geography Content Descriptions

Geographical Concepts and Skills

Place, space and interconnection
  1. Identify and describe the features of places at a local scale and how they change, recognising that people describe the features of places differently (VCGGC057)
  2. Describe and explain where places and activities are located (VCGGC058)
  3. Identify how people are connected to different places (VCGGC059)
Data and information
  1. Collect and record geographical data and information from the field and other sources (VCGGC060)
  2. Represent data and the location of places and their features by constructing tables, plans and labelled maps (VCGGC061)
  3. Interpret data and information to draw conclusions and describe the direction and location of places, using terms such as north, south, opposite, near, far (VCGGC062)

Geographical Knowledge

Places and our connections to them
  1. Representation of the location of places and their features on maps and models, including a globe, and the location of the major geographical divisions of the world in relation to Australia (VCGGK063)
  2. Definition of places as parts of the Earth’s surface that have been given meaning by people, and how places can be defined at a variety of scales (VCGGK064)
  3. Connections of people in Australia to other places in Australia and across the world (VCGGK065)
  4. Aboriginal and Torres Strait Islander Country/Place on which the school is located and why Country/Place is important to Aboriginal and Torres Strait Islander peoples, and the ways in which they maintain special connections to particular Country/Place (VCGGK066)
  5. Weather and seasons and the ways in which different cultural groups, including Aboriginal and Torres Strait Islander peoples, describe them (VCGGK067)
  6. Natural, managed and constructed features of places, their location and how they change (VCGGK068)
  7. Reasons why some places are special and some places are important to people and how they can be looked after (VCGGK069)
  8. Activities in the local place and reasons for their location, and the influence of purpose, distance and accessibility on the frequency with which people visit places (VCGGK070)

Geography Achievement Standard

By the end of Level 2, students define place and identify and describe features of places and changes in these, at a local scale. They identify how people are connected to different places and explain the value of places to people. They describe different ways that places can be cared for.

They collect and record geographical data and information. They represent data and information in tables, plans and labelled maps and interpret it to draw conclusions.

They describe and explain location and distance using geographical terms, and describe the location of the major geographical divisions of the world.

Health and Physical Education

Health and Physical Education Level Description

The Foundation Level curriculum provides the basis for developing the knowledge, understanding and skills students need to lead healthy, safe and active lives. The content provides opportunities for students to learn about their strengths and describes simple actions they can take to keep themselves and their classmates healthy and safe.

The content explores the people that are important to students...

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Health and Physical Education Content Descriptions

Personal, Social and Community Health

Being healthy, safe and active
  1. Identify personal strengths (VCHPEP057)
  2. Name parts of the body and describe how their body is growing and changing (VCHPEP058)
  3. Identify people and actions that help keep themselves safe and healthy (VCHPEP059)
Communicating and interacting for health and wellbeing
  1. Practise personal and social skills to interact with others (VCHPEP060)
  2. Identify and describe emotional responses people may experience in different situations (VCHPEP061)
Contributing to healthy and active communities
  1. Identify actions that promote health, safety and wellbeing (VCHPEP062)
  2. Participate in play that promotes engagement with outdoor settings including aquatic and the natural environment (VCHPEP063)

Movement and Physical Activity

Moving the body
  1. Practise fundamental movement skills and movement sequences using different body parts and in response to stimuli in indoor, outdoor and aquatic settings (VCHPEM064)
  2. Participate in games with and without equipment (VCHPEM065)
Understanding movement
  1. Explore how regular physical activity keeps individuals healthy and well (VCHPEM066)
  2. Identify and describe how their body moves in relation to effort, space, time, objects and people (VCHPEM067)
Learning through movement
  1. Cooperate with others when participating in physical activities (VCHPEM068)
  2. Use trial and error to test solutions to movement challenges (VCHPEM069)
  3. Follow rules when participating in physical activities (VCHPEM070)

Health and Physical Education Achievement Standard

By the end of Foundation Level, students recognise how they are growing and changing. They identify and describe the different emotions people experience. They identify actions that help them be healthy, safe and physically active. They identify different settings where they can be active and how to move and play safely. They describe how their body responds to movement.

Students use personal and social skills when working with others in a range of activities. They demonstrate, with guidance, practices to keep themselves safe and healthy in different situations and activities. They perform fundamental movement skills and solve movement challenges.


History Level Description

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 their knowledge and understanding of how the past is different from the present. Students also...

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History Content Descriptions

Historical Concepts and Skills

  1. Sequence significant events about personal and family history to create a chronological narrative (VCHHC053)
Historical sources as evidence
  1. Identify the content features of primary sources when describing the significance of people, places or events (VCHHC054)
  2. Identify perspectives about changes to daily life from people in the past or present (VCHHC055)
Continuity and change
  1. Identify examples of continuity and change in family life and in the local area by comparing past and present (VCHHC056)
Historical significance
  1. Identify the significance of a person and/or place in the local community (VCHHC057)

Historical Knowledge

Personal histories
  1. Who the people in their family are, describe where they were born and raised and how they are related to each other and how their stories are communicated and shared (VCHHK058)
  2. Differences in family structures of families and the role of family groups today, and what they have in common and how these have changed or remained the same over time (VCHHK059)
  3. How the present, past and future are signified by terms indicating and describing time (VCHHK060)
  4. Differences and similarities between students' daily lives and perspectives of life during their parents’ and grandparents’ childhoods, including family traditions, leisure time and communications (VCHHK061)
Community histories
  1. How they, their family, friends and communities commemorate past events that are important to them (VCHHK062)
  2. The history of a significant person, building, site or part of the natural environment in the local community and what it reveals about the past (VCHHK063)
  3. The significance today of an historical site of cultural or spiritual importance (VCHHK064)
  4. The effect of changing technology on people’s lives and their perspectives on the significance of that change (VCHHK065)

History Achievement Standard

By the end of Level 2, students explain aspects of daily life to identify how some aspects have changed over time, while others have remained the same. They describe personal and family life, a person, a site, or an event of significance in the local community.

Students use sources (physical, visual, oral) including the perspectives of others (parents, grandparents) to describe changes to daily life and the significance of people, places or events. They compare objects from the past and present. Students create a narrative about the past using terms and a range of sources.

Intercultural Capability

Intercultural Capability Level Description

From Foundation to Level 2, the curriculum focus is on developing the knowledge, skills and understandings to enable students to learn about cultures in their immediate world. For students at Foundation to level 2, learning typically focuses on their immediate family, home, school and friends. This includes cultural practices relevant to their lived experiences such as choice of food, clothing or housing, cultural celebrations and language.

The curriculum provides the opportunity for students to begin to explore similarities and difference in cultural practices. They begin to understand the concept of cultural diversity.

Intercultural Capability Content Descriptions

Cultural Practices

  1. Identify what is familiar and what is different in the ways culturally diverse individuals and families live (VCICCB001)
  2. Describe their experiences of intercultural encounters in which they have been involved (VCICCB002)

Cultural Diversity

  1. Identify and discuss cultural diversity in the school and/or community (VCICCD003)
  2. Imagine and explain what their responses might be if they were placed in a different cultural situation or setting (VCICCD004)

Intercultural Capability Achievement Standard

By the end of Level 2, students begin to distinguish what is familiar and different in the ways culturally diverse individuals and families live. They describe their experiences of intercultural encounters, and identify cultural diversity in their school and/or community.

Students explain how they might respond in different cultural situations.


Mathematics Level Description

In Foundation level, students play with objects and draw pictures to develop links between their immediate environment, everyday language and mathematical activity.

Students classify and sort objects into sets and form simple correspondences between them. They decide when two sets are of equal size, or one is smaller or bigger than another. They develop an understanding of the concepts of number...

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Mathematics Content Descriptions

Number and Algebra

Number and place value
  1. Establish understanding of the language and processes of counting by naming numbers in sequences, initially to and from 20, moving from  any starting point (VCMNA069)
  2. Connect number names, numerals and quantities, including zero, initially up to 10 and then beyond (VCMNA070)
  3. Subitise small collections of objects (VCMNA071)
  4. Compare, order and make correspondences between collections, initially to 20, and explain reasoning (VCMNA072)
  5. Represent practical situations to model addition and subtraction (VCMNA073)
  6. Represent practical situations to model sharing (VCMNA074)
Money and financial mathematics
  1. Represent simple, everyday financial situations involving money (VCMNA075)
Patterns and algebra
  1. Sort and classify familiar objects and explain the basis for these classifications, and copy, continue and create patterns with objects and drawings (VCMNA076)
  2. Follow a short sequence of instructions (VCMNA077)

Measurement and Geometry

Using units of measurement
  1. Use direct and indirect comparisons to decide which is longer, heavier or holds more, and explain reasoning in everyday language (VCMMG078)
  2. Compare and order the duration of events using the everyday language of time (VCMMG079)
  3. Connect days of the week to familiar events and actions (VCMMG080)
  1. Sort, describe and name familiar two-dimensional shapes and three-dimensional objects in the environment (VCMMG081)
Location and transformation
  1. Describe position and movement (VCMMG082)

Statistics and Probability

Data representation and interpretation
  1. Answer yes/no questions to collect information (VCMSP083)
  2. Organise answers to yes/no questions into simple data displays using objects and drawings (VCMSP084)
  3. Interpret simple data displays about yes/no questions (VCMSP085)

Mathematics Achievement Standard

Number and Algebra

Students connect number names and numerals with sets of up to 20 elements, estimate the size of these sets, and use counting strategies to solve problems that involve comparing, combining and separating these sets. They match individual objects with counting sequences up to and back from 20. Students order the first 10 elements of a set. They represent, continue and create simple patterns.

Measurement and Geometry

Students identify measurement attributes in practical situations and compare lengths, masses and capacities of familiar objects. They order events, explain their duration, and match days of the week to familiar events. Students identify simple shapes in their environment and sort shapes by their common and distinctive features. They use simple statements and gestures to describe location.

Statistics and Probability

Students sort familiar categorical data into sets and use these to answer yes/no questions and make simple true/false statements about the data.

Media Arts

Media Arts Level Description

In Foundation, students explore media arts and learn how media artworks represent the world in which they live. Students make media artworks with their peers, and experience media artworks as audiences.

Students become aware of character and settings as they explore ideas and construct stories. They learn about the elements of media arts such as composition and sound, and experience media arts from a range of cultures, times and locations.

Students experience the role of artist in their media arts making, and as an audience, learn to respond to media artworks they view.

Media Arts Content Descriptions

Explore and Represent Ideas

  1. Explore ideas characters and settings in images, sounds and multi-modal texts (VCAMAE017)

Media Arts Practices

  1. Use media technologies to capture and edit images, sounds and text (VCAMAM018)

Present and Perform

  1. Present media artworks that communicate ideas (VCAMAP019)

Respond and Interpret

  1. Respond to media artworks by describing ideas, characters, settings and stories (VCAMAR020)

Media Arts Achievement Standard

By end of Foundation, students describe the media art works they make and view.

They make and share media artworks representing stories with settings and characters.


Music Level Description

In Foundation level, students explore music. They experiment with diverse sounds and discover how they can be effectively combined. They share their music with peers and experience a range of music as audiences.

Students learn to listen and respond to music, becoming aware of the elements of beat, rhythm, pitch, dynamics and tempo as they sing, play, improvise and move to music. They learn to feel the beat, sing with pitch accuracy and to discriminate between sound and silence, loud and soft, and fast and slow. They experiment with contrasting sounds on non-melodic and melodic percussion instruments, learning to use instruments appropriately and safely.

Students talk about their experiences of music they hear in their community, identifying what they enjoy and why.

Music Content Descriptions

Explore and Express Ideas

  1. Explore sound and silence and ways of using their voices, movement and instruments to express ideas (VCAMUE017)

Music Practices

  1. Sing and play instruments to create and practise chants, songs and rhymes including those used by cultural groups in the local community (VCAMUM018)

Present and Perform

  1. Rehearse and perform songs and short instrumental pieces which they have learnt and composed (VCAMUP019)

Respond and Interpret

  1. Respond to music, expressing what they enjoy and why (VCAMUR020)

Music Achievement Standard

By the end of Foundation, students sing and play instruments to communicate their experiences and ideas. They explore contrasting sounds and improvise with them. Students match pitch when singing. They understand and respond to the beat and simple rhythm patterns.

Students describe the music to which they listen, identifying what they enjoy and why.

Personal and Social Capability

Personal and Social Capability Level Description

In Foundation, this curriculum focuses on enabling students to interact and play constructively with others and to establish friendships with peers. Students develop a vocabulary to describe the emotions they experience when interacting with others. Students begin to develop an understanding that individuals are unique but also have characteristics in common. The curriculum provides opportunity for students to begin establishing and naming the skills required to work in groups.

Personal and Social Capability Content Descriptions

Self-Awareness and Management

Recognition and expression of emotions
  1. Develop a vocabulary and practise the expression of emotions to describe how they feel in different familiar situations (VCPSCSE001)
Development of resilience
  1. Identify their likes and dislikes, needs and wants, abilities and strengths (VCPSCSE002)
  2. Recognise that problems or challenges are a normal part of life and that there are actions that can be undertaken to manage problems (VCPSCSE003)

Social Awareness and Management

Relationships and diversity
  1. Identify a range of groups to which they, their family and members of their class belong (VCPSCSO004)
  2. Practise the skills required to include others and make friends with peers, teachers and other adults (VCPSCSO005)
  1. Name and practise basic skills required to work collaboratively with peers (VCPSCSO006)
  2. Use appropriate language to describe what happens and how they feel when experiencing positive interactions or conflict (VCPSCSO007)

Personal and Social Capability Achievement Standard

By the end of Foundation Level, students identify and express a range of emotions in their interactions with others. They recognise personal qualities and achievements by describing activities they enjoy at school and home, noting their strengths. They recognise that attempting new and challenging tasks are an important part of their development.

Students identify different types of relationships. They begin to identify and practise basic skills for including and working with others in groups.


Science Level Description

In Foundation to Level 2, the curriculum focus is on awareness of self and the local world. Students observe changes that can be large or small and happen quickly or slowly. They explore the properties of familiar objects and phenomena, identifying similarities and differences. Students observe patterns of growth and change in the world around them, including weather and living things. They...

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Science Content Descriptions

Science Understanding

Science as a human endeavour
  1. People use science in their daily lives (VCSSU041)
Biological sciences
  1. Living things have a variety of external features and live in different places where their basic needs, including food, water and shelter, are met (VCSSU042)
  2. Living things grow, change and have offspring similar to themselves (VCSSU043)
Chemical sciences
  1. Objects are made of materials that have observable properties (VCSSU044)
  2. Everyday materials can be physically changed or combined with other materials in a variety of ways for particular purposes (VCSSU045)
Earth and space sciences
  1. Observable changes occur in the sky and landscape; daily and seasonal changes affect everyday life (VCSSU046)
  2. Earth’s resources are used in a variety of ways (VCSSU047)
Physical sciences
  1. The way objects move depends on a variety of factors including their size and shape: a push or a pull affects how an object moves or changes shape (VCSSU048)
  2. Light and sound are produced by a range of sources and can be sensed (VCSSU049)

Science Inquiry Skills

Questioning and predicting
  1. Respond to and pose questions, and make predictions about familiar objects and events (VCSIS050)
Planning and conducting
  1. Participate in guided investigations, including making observations using the senses, to explore and answer questions (VCSIS051)
Recording and processing
  1. Use informal measurements in the collection and recording of observations (VCSIS052)
  2. Use a range of methods, including drawings and provided tables, to sort information (VCSIS053)
Analysing and evaluating
  1. Compare observations and predictions with those of others (VCSIS054)
  1. Represent and communicate observations and ideas about changes in objects and events in a variety of ways (VCSIS055)

Science Achievement Standard

By the end of Level 2, students describe examples of how people use science in their daily lives. They identify and describe examples of the external features and basic needs of living things. They describe how different places meet the needs of living things. They describe the properties, behaviour, uses and the effects of interacting with familiar materials and objects. They discuss how light and sound can be produced and sensed. They identify and describe the changes to objects, materials, resources, living things and things in their local environment. They suggest how the environment affects them and other living things.

Students pose and respond to questions about familiar objects and events and predict outcomes of investigations. They use their senses to explore the world around them and record informal measurements to make and compare observations. They record, sort and represent their observations and communicate their ideas to others.

Visual Arts

Visual Arts Level Description

In Foundation, students explore visual arts. They make and share their artworks with peers and experience visual arts as audiences.

Students become aware of whom artists, craftspeople and designers are, and that they express their ideas through different art forms and visual expressions.

As they make and respond to visual artworks, students identify art forms in different social and cultural contexts. They make artworks as an artist and view them as an audience.

Visual Arts Content Descriptions

Explore and Express Ideas

  1. Explore ideas, experiences, observations and imagination to create visual artworks (VCAVAE017)

Visual Arts Practices

  1. Experiment with different materials and techniques to make artworks (VCAVAV018)

Present and Perform

  1. Create and display artworks (VCAVAP019)

Respond and Interpret

  1. Respond to visual artworks and consider where and why people make visual artworks (VCAVAR020)

Visual Arts Achievement Standard

By the end of Foundation, students make artworks using different materials and techniques that express their ideas, observations and imagination.

Students identify and describe the subject matter and ideas in artworks they make and view.

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