Skip to main content Skip to navigation

Level 1


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 Levels 1 and 2, students continue their exploration of how dance can communicate ideas about themselves and their world and they make dances to express their ideas. They share their dance with peers and in informal settings, learn about safe dance practice and experience dance as audiences.

As in Foundation, the starting point for Levels 1 and 2 Dance is ‘everyday movements’. Students increase...

Show more

Dance Content Descriptions

Explore and Express Ideas

  1. Use safe dance practice, fundamental locomotor and non-locomotor movements, body parts, bases and zones to explore, improvise and structure movement ideas for dance (VCADAE021)

Dance Practices

  1. Use choreographic devices to select and organise movement ideas and create and practise dance sequences (VCADAD022)

Present and Perform

  1. Use simple technical and expressive skills when presenting dance that communicates ideas about themselves and their world to an audience (VCADAP023)

Respond and Interpret

  1. identify where people can experience dance in the local community, for example, talking with Aboriginal and Torres Strait Islander people about how dance sustains and communicates cultural knowledge (VCADAR024)

Dance Achievement Standard

By the end of Level 2 students use the elements of dance and fundamental movement skills to make and perform safely, dance sequences that express ideas.

Students communicate about dances they make, perform and view, and discuss where and why people dance.

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...

Show more

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...

Show more

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 Levels 1 and 2, students continue their exploration and learning about how ideas and stories can be imagined and communicated through drama. They improvise and create roles, characters and situations and learn about focus and identifying the main idea of the drama. They share their drama with peers and experience drama as audiences.

Drama in the local community is the focus for learning. Students also draw on drama from other cultures, times and locations. As they make and respond to drama, students explore meaning and interpretation, forms and elements and social and cultural contexts of drama. They make simple evaluations of drama expressing what they enjoy and why.

Students learn about safety in dramatic play and in interaction with other actors.

Drama Content Descriptions

Explore and Express Ideas

  1. Explore roles, characters and dramatic action in dramatic play, improvisation and process drama (VCADRE021)

Drama Practices

  1. Use voice, facial expression, movement and space to imagine and establish role and situation (VCADRD022)

Present and Perform

  1. Present drama that communicates ideas, including stories from their community, to an audience (VCADRP023)

Respond and Interpret

  1. Respond to drama, expressing what they enjoy and why, and why people in their local area make and perform drama, including drama of Aboriginal and Torres Strait Islander peoples (VCADRR024)

Drama Achievement Standard

By the end of Level 2, students make and present drama using the elements of role, situation and focus in dramatic play and improvisation.

Students describe what happens in drama they make, perform and view. They identify some elements in drama and describe where and why there is drama.


English Level Description

In Level 1, 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, view and interpret spoken, written and multimodal texts designed to entertain and inform. These encompass traditional oral texts including Aboriginal stories, picture books, various types of stories, rhyming verse, poetry...

Show more

English Content Descriptions

Reading and Viewing

Text structure and organisation
  1. Understand that the purposes texts serve shape their structure in predictable ways (VCELA176)
  2. Understand concepts about print and screen, including how different types of texts are organised using page numbering, tables of content, headings and titles, navigation buttons, bars and links (VCELA177)
Expressing and developing ideas
  1. Identify the parts of a simple sentence that represent ‘What’s happening?’, ‘Who or what is involved?’ and the surrounding circumstances (VCELA178)
  2. Explore differences in words that represent people, places and things (nouns, including pronouns), happenings and states (verbs), qualities (adjectives) and details such as when, where and how (adverbs) (VCELA179)
  3. Compare different kinds of images in narrative and informative texts and discuss how they contribute to meaning (VCELA180)
Phonics and word knowledge
  1. Recognise short vowels, common long vowels and consonant digraphs, and consonant blends (VCELA181)
  2. Understand how to spell one and two syllable words with common letter patterns (VCELA182)
  3. Understand that a letter can represent more than one sound, and that a syllable must contain a vowel sound (VCELA183)
Texts in context
  1. Respond to texts drawn from a range of cultures and experiences (VCELY185)
Interpreting, analysing, evaluating
  1. Use comprehension strategies to build literal and inferred meaning about key events, ideas and information in texts that they listen to, view and read by drawing on growing knowledge of context, text structures and language features (VCELY186)
  2. Read texts with familiar features and structures using developing phrasing, fluency, phonic, semantic, contextual, and grammatical knowledge and emerging text processing strategies, including prediction, monitoring meaning and rereading (VCELY187)
  3. Describe some differences between imaginative, informative and persuasive texts, and identify the audience of imaginative, informative and persuasive texts (VCELY188)


Text structure and organisation
  1. Understand patterns of repetition and contrast in simple texts (VCELA189)
  2. Recognise that different types of punctuation, including full stops, question marks and exclamation marks, signal sentences that make statements, ask questions, express emotion or give commands (VCELA190)
Phonics and word knowledge
  1. Recognise and know how to use simple grammatical morphemes in word families (VCELA191)
  2. Understand how to use visual memory to write high-frequency words, and that some high-frequency words have regular and irregular spelling components (VCELA184)
Creating literature
  1. Recreate texts imaginatively using drawing, writing, performance and digital forms of communication (VCELT192)
  2. Build on familiar texts by using similar characters, repetitive patterns or vocabulary (VCELT193)
Creating texts
  1. Create short imaginative and informative texts that show emerging use of appropriate text structure, sentence-level grammar, word choice, spelling, punctuation and appropriate multimodal elements (VCELY194)
  2. Reread student's own texts and discuss possible changes to improve meaning, spelling and punctuation (VCELY195)
  3. Understand how to use learned formation patterns to represent sounds and write words using combinations of unjoined upper- and lower-case letters (VCELY196)
  4. Construct texts that incorporate supporting images using software including word processing programs (VCELY197)

Speaking and Listening

Language variation and change
  1. Understand that people use different systems of communication to cater to different needs and purposes and that many people may use sign systems to communicate with others (VCELA198)
Language for interaction
  1. Understand that language is used in combination with other means of communication (VCELA199)
  2. Understand that there are different ways of asking for information, making offers and giving commands (VCELA200)
  3. Explore different ways of expressing emotions, including verbal, visual, body language and facial expressions (VCELA201)
Expressing and developing ideas
  1. Understand the use of vocabulary in everyday contexts as well as a growing number of school contexts, including appropriate use of formal and informal terms of address in different contexts (VCELA202)
Phonics and word knowledge
  1. Identify the separate phonemes in consonant blends or clusters at the beginnings and ends of syllables (VCELA203)
  2. Manipulate phonemes by addition, deletion and substitution of initial, medial and final phonemes to generate new words (VCELA204)
Literature and context
  1. Discuss how authors create characters using language and images (VCELT205)
Responding to literature
  1. Express preferences for specific texts and authors and listen to the opinions of others (VCELT206)
  2. Discuss characters and events in a range of literary texts and share personal responses to these texts, making connections with own experiences (VCELT207)
Examining literature
  1. Discuss features of plot, character and setting in different types of literature and compare some features of characters in different texts (VCELT208)
  2. Listen to, recite and perform poems, chants, rhymes and songs, imitating and inventing sound patterns including alliteration and rhyme (VCELT209)
Interacting with others
  1. Engage in conversations and discussions, using active listening, showing interest, and contributing ideas, information and questions, taking turns and recognising the contributions of others (VCELY210)
  2. Make short presentations, speaking clearly and using appropriate voice and pace, and using some introduced text structures and language (VCELY211)

English Achievement Standard

Reading and Viewing

By the end of Level 1, students understand the different purposes of texts. They make connections to personal experience when explaining characters and main events in short texts. They identify that texts serve different purposes and that this affects how they are organised. They are able to read aloud, with developing fluency, short texts with some unfamiliar vocabulary, simple and compound sentences and supportive images. When reading, they use knowledge of the relationships between sounds and letters, high-frequency words, sentence-boundary punctuation and directionality to make meaning. They recall key ideas and recognise literal and implied meaning in texts.


When writing, students provide details about ideas or events, and details about the participants in those events. They accurately spell words with regular spelling patterns and use their knowledge of blending and segmenting, and many simple and high-frequency words to write predictable words. They use capital letters and full stops appropriately.

Speaking and Listening

Students listen to others when taking part in conversations using appropriate interaction skills. They listen for and reproduce letter patterns and letter clusters. Students understand how characters in texts are developed and give reasons for personal preferences. They can describe characters, settings and events in different types of literature. They create texts that show understanding of the connection between writing, speech and images. They create short texts for a small range of purposes. They interact in pair, group and class discussions, taking turns when responding. They make short presentations on familiar topics.

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...

Show more

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 curriculum for Levels 1 and 2 builds on the learning from Foundation Level and supports students to make decisions to enhance their health, safety and participation in physical activity. The content enables students to explore their own sense of self and the factors that contribute to and influence their identities. Students learn about emotions, how to enhance their interactions with others...

Show more

Health and Physical Education Content Descriptions

Personal, Social and Community Health

Being healthy, safe and active
  1. Describe their own strengths and achievements and those of others, and identify how these contribute to personal identities (VCHPEP071)
  2. Describe physical and social changes that occur as children grow older and discuss how family and community acknowledge these (VCHPEP072)
  3. Practise strategies they can use when they need help with a task, problem or situation at home and/or at school (VCHPEP073)
  4. Recognise situations and opportunities to promote their own health, safety and wellbeing (VCHPEP074)
Communicating and interacting for health and wellbeing
  1. Describe ways to include others to make them feel that they belong (VCHPEP075)
  2. Identify and practise emotional responses that account for own and others’ feelings (VCHPEP076)
  3. Examine health messages and how they relate to health decisions and behaviours (VCHPEP077)
Contributing to healthy and active communities
  1. Explore actions that help make the classroom a healthy, safe and active place (VCHPEP078)
  2. Identify and explore natural and built environments in the local community where physical activity can take place (VCHPEP079)

Movement and Physical Activity

Moving the body
  1. Perform fundamental movement skills in different movement situations in indoor, outdoor and aquatic settings (VCHPEM080)
  2. Construct and perform imaginative and original movement sequences in response to stimuli (VCHPEM081)
  3. Create and participate in games (VCHPEM082)
Understanding movement
  1. Discuss the body’s reactions to participating in physical activities (VCHPEM083)
  2. Incorporate elements of effort, space, time, objects and people in performing simple movement sequences (VCHPEM084)
Learning through movement
  1. Use strategies to work in group situations when participating in physical activities (VCHPEM085)
  2. Propose a range of alternatives and test their effectiveness when solving movement challenges (VCHPEM086)
  3. Identify rules and fair play when creating and participating in physical activities (VCHPEM087)

Health and Physical Education Achievement Standard

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 help keep themselves and others healthy, safe and physically active. They identify areas where they can be active and how the body reacts to different physical activities.

Students demonstrate positive ways to interact with others. They select strategies at home and/or school to keep themselves healthy and safe and are able to ask for help with tasks or problems. They demonstrate fundamental movement skills in different movement situations and test alternatives to solve movement challenges. They perform movement sequences that incorporate the elements of movement.


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...

Show more

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 Level 1, students use mathematical symbols and language as well as materials and drawings in their mathematical explorations of daily life.

Students recognise, represent and order numbers to at least 100 using materials, diagrams, words, numerals and a number line, and apply this with respect to the value of Australian coins. They group and skip count by twos, fives and tens, and count to...

Show more

Mathematics Content Descriptions

Number and Algebra

Number and place value
  1. Develop confidence with number sequences to and from 100 by ones from any starting point. Skip count by twos, fives and tens starting from zero (VCMNA086)
  2. Recognise, model, read, write and order numbers to at least 100. Locate these numbers on a number line (VCMNA087)
  3. Count collections to 100 by partitioning numbers using place value (VCMNA088)
  4. Represent and solve simple addition and subtraction problems using a range of strategies including counting on, partitioning and rearranging parts (VCMNA089)
  5. Represent practical situations that model sharing (VCMNA090)
Fractions and decimals
  1. Recognise and describe one-half as one of two equal parts of a whole (VCMNA091)
Money and financial mathematics
  1. Recognise, describe and order Australian coins according to their value (VCMNA092)
Patterns and algebra
  1. Investigate and describe number patterns formed by skip counting and patterns with objects (VCMNA093)
  2. Recognise the importance of repetition of a process in solving problems (VCMNA094)

Measurement and Geometry

Using units of measurement
  1. Measure and compare the lengths, masses and capacities of pairs of objects using uniform informal units (VCMMG095)
  2. Tell time to the half-hour (VCMMG096)
  3. Describe duration using months, weeks, days and hours (VCMMG097)
  1. Recognise and classify familiar two-dimensional shapes and three-dimensional objects using obvious features (VCMMG098)
Location and transformation
  1. Give and follow directions to familiar locations (VCMMG099)

Statistics and Probability

  1. Identify outcomes of familiar events involving chance and describe them using everyday language such as ‘will happen’, ‘won’t happen’ or ‘might happen’ (VCMSP100)
Data representation and interpretation
  1. Choose simple questions and gather responses (VCMSP101)
  2. Represent data with objects and drawings where one object or drawing represents one data value. Describe the displays (VCMSP102)

Mathematics Achievement Standard

Number and Algebra

Students count to and from 100 and locate these numbers on a number line. They partition numbers using place value and carry out simple additions and subtractions, using counting strategies. Students recognise Australian coins according to their value. They identify representations of one half. Students describe number sequences resulting from skip counting by 2s, 5s and 10s. They continue simple patterns involving numbers and objects with and without the use of digital technology.

Measurement and Geometry

Students use informal units of measurement to order objects based on length, mass and capacity. They tell time to the half-hour and explain time durations. Students describe two-dimensional shapes and three-dimensional objects. They use the language of distance and direction to move from place to place.

Statistics and Probability

Students describe data displays. They ask questions to collect data and draw simple data displays. Students classify outcomes of simple familiar events.

Media Arts

Media Arts Level Description

In Levels 1 and 2, students explore media arts and experiment with story and elements of media arts. They develop an understanding of a range of media artworks. They make and share their media artworks as artists and audience.

Students become aware of structure, intent, character and settings as they explore ideas, and plan and construct stories. They learn about the elements of media arts and about different audience groups. They experience media arts from a range of cultures, times and locations.

Students learn how to safely use media technologies in media arts practice. They develop their role as an artist in their media artworks, and ways to respond to media artworks as an audience.

Media Arts Content Descriptions

Explore and Represent Ideas

  1. Experiment with ideas and develop characters and settings through stories using images, sounds and text (VCAMAE021)

Media Arts Practices

  1. Use media technologies to capture and edit images and sounds and text to tell stories (VCAMAM022)

Present and Perform

  1. Create and present media artworks that communicate ideas and stories to an audience (VCAMAP023)

Respond and Interpret

  1. Respond to media artworks and consider where and why people in their local area make media artworks, including media artworks of Aboriginal and Torres Strait Islander peoples (VCAMAR024)

Media Arts Achievement Standard

By the end of Level 2, students describe the media artworks that they make and view, and describe where and why media artworks are made.

Students use the story principles of structure, character, intent and setting, media technologies and the elements of media arts to make and share media artworks.


Music Level 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 members of an audience.

Students select and make choices about their use of the elements of music as...

Show more

Music Content Descriptions

Explore and Express Ideas

  1. Use imagination and experimentation to explore musical ideas using voice, movement, instruments and body percussion (VCAMUE021)

Music Practices

  1. Sing and play instruments to improvise, compose and practise a repertoire of chants, songs and rhymes, including those used by cultural groups in the local community (VCAMUM022)

Present and Perform

  1. Rehearse and perform songs and instrumental music they have learnt and composed to communicate ideas to an audience (VCAMUP023)

Respond and Interpret

  1. Respond to music, communicating their preferences and discussing where and why people in their local area make and perform music, including the music of Aboriginal and Torres Strait Islander peoples (VCAMUR024)

Music Achievement Standard

By the end of Level 2 students use imagination, their voices and instruments to improvise, compose, arrange and perform music. They explore and make decisions about ways of organising sounds to communicate ideas. They achieve intended effects and demonstrate accuracy when performing and composing.

They describe ways contrasts and effects can be created in music they listen to, compose and perform and their understanding of the purposes of music in different social and cultural contexts.

Personal and Social Capability

Personal and Social Capability Level Description

In Levels 1 and 2, the curriculum focuses on enabling students to learn about making and keeping friends and understanding the effects that their actions have on others. Students extend their vocabulary to describe the emotions they experience when interacting with others. Students develop an understanding that others can have different opinions and they learn to identify appropriate ways to respond to these differences. The curriculum provides opportunities for students to use skills required for participation in group tasks. Students practise the skills to solve simple problems and suggest actions that could be taken to resolve conflict.

Personal and Social Capability Content Descriptions

Self-Awareness and Management

Recognition and expression of emotions
  1. Extend their vocabulary through which to recognise and describe emotions and when, how and with whom it is appropriate to share emotions (VCPSCSE008)
Development of resilience
  1. Identify personal strengths and describe how these strengths are useful in school or family life (VCPSCSE009)
  2. Explain how being prepared to try new things can help identify strategies when faced with unfamiliar or challenging situations (VCPSCSE010)

Social Awareness and Management

Relationships and diversity
  1. Identify how families can have a range of relationships (VCPSCSO011)
  2. Listen to others’ ideas, and recognise that others may see things differently (VCPSCSO012)
  3. Describe ways of making and keeping friends, including how actions and words can help or hurt others, and the effects of modifying their behaviour (VCPSCSO013)
  1. Use basic skills required for participation in group tasks and respond to simple questions about their contribution to group tasks (VCPSCSO014)
  2. Recognise that conflict occurs and distinguish between appropriate and inappropriate ways to deal with conflict (VCPSCSO015)

Personal and Social Capability Achievement Standard

By the end of Level 2, students show an awareness of the feelings and needs of others. They identify and describe personal interests, skills and achievements and reflect on how these might contribute to school or family life. They recognise the importance of persisting when faced with new and challenging tasks.

Students recognise the diversity of families and communities. They describe similarities and differences in points of view between themselves and others. They demonstrate ways to interact with and care for others. They describe their contribution to group tasks. They practise solving simple problems, recognising there are many ways to resolve conflict.


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...

Show more

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 Levels 1 and 2, students develop their awareness of how and why artists, craftspeople and designers express their ideas through different art forms. They enhance their perception skills as they examine and express familiar and new objects and events in their lives. They explore how and why artworks are created. They develop and apply safe and sustainable practices when experimenting with different materials, techniques and technologies

As they make and respond to visual artworks, students explore meaning, forms and styles in different social, cultural and historical contexts. They experience the role of artist and audience in their visual arts making.

Visual Arts Content Descriptions

Explore and Express Ideas

  1. Explore ideas, experiences, observations and imagination and express them through subject matter in visual artworks they create (VCAVAE021)

Visual Arts Practices

  1. Experiment with different materials, techniques and processes to make artworks in a range of art forms (VCAVAV022)

Present and Perform

  1. Create and display artworks to express ideas to an audience (VCAVAP023)

Respond and Interpret

  1. Respond to visual artworks, including artworks by local Aboriginal and Torres Strait Islander peoples, by describing subject matter and ideas (VCAVAR024)

Visual Arts Achievement Standard

By the end of Level 2, students make artworks using different materials, techniques and processes to express their ideas, observations and imagination.

Students describe artworks they make and view, including where and why artworks are made and viewed.

Scroll to the top of the page