The Roman Alphabet Languages curriculum recognises that there are different entry points into language learning across F–10, which reflects current language teaching practice.
There are two possible learning sequences:
Overview material | Roman Alphabet Languages
The Spanish curriculum recognises that there are different entry points into language learning across F–10, which reflects current language teaching practice.
There are two possible learning sequences:
Overview material | Spanish
The Turkish curriculum recognises that there are different entry points into language learning across F–10, which reflects current language teaching practice.
There are two possible learning sequences:
Overview material | Turkish
The Vietnamese curriculum recognises that there are different entry points into language learning across F–10, which reflects current language teaching practice.
There are two possible learning sequences:
Overview material | Vietnamese
Economics and Business is organised by six strands. Throughout these strands the study of economics and business issues, events and business case studies form an integral component of the curriculum. The content is intended to be taught through relevant contexts, which will help students make...
Overview material | Economics and Business
Intercultural Capability is organised into two interrelated strands: Cultural Practices and Cultural Diversity.
| Strands | Cultural Practices | Cultural Diversity |
|---|---|---|
| This strand involves students in describing, observing and analysing characteristics of their own cultural identities and those... |
Overview material | Intercultural Capability
The Dance curriculum is structured around four interdependent strands, each of which involves making and responding.
| Strand | Explore and Express Ideas | Dance Practices | Present and Perform | Respond and Interpret |
|---|---|---|---|---|
Focuses on exploring and shaping ideas to express and communicate intentions. Students... |
Overview material | Dance
The curriculum is structured around four interdependent strands, each of which involves making and responding.
| Strand | Explore and Express Ideas | Drama Practices | Present and Perform | Respond and Interpret |
|---|---|---|---|---|
|
Focuses on imagining and creating characters, roles and situations. Students... |
Overview material | Drama
The curriculum is structured around four strands, each of which involves making and responding.
Strand | Explore and Represent Ideas | Media Arts Practices | Present and Perform | Respond and Interpret |
|---|---|---|---|---|
Exploring and experimenting with ideas and representations using images, sound and text. Manipulating... |
Overview material | Media Arts
The curriculum is structured around four strands, each of which involves making and responding.
| Strand | Explore and Express Ideas | Visual Arts Practices | Present and Perform | Respond and Interpret |
|---|---|---|---|---|
| Exploring, imagining, experimenting and expressing ideas, concepts, themes, values, beliefs, observations... |
Overview material | Visual Arts
Mathematics is presented in 11 levels, from Foundation to Level 10.
Level 10 also includes Level 10A, which provides opportunities for students to extend their exploration of mathematical notions and further their mathematical studies.
The curriculum is organised into 6 interrelated...
Overview material | Mathematics Version 2.0
The Geography curriculum identifies the concepts of place, space, environment, interconnection, sustainability, scale and change, as integral to the development of geographical understanding. These are high-level ideas or ways of thinking that can be applied across the subject to identify...
Overview material | Geography
The Ethical Capability curriculum explores what it means for both an individual and society to live well. Students examine what we ought to do, how we ought to live, what kind of society we should have and what kind of person one should be. These questions concern individuals alone and...
Overview material | Ethical Capability
The Chinese curriculum takes account of different entry points into language learning across F–10, which reflects current practice in language teaching.
There are two possible learning sequences:
Overview material | Chinese
While there is no formal economics and business curriculum prior to Level 5, students may have developed relevant knowledge and capabilities through other curriculum areas and interactions in everyday life.
Students may develop a basic understanding...
Overview material | Economics and Business
The Victorian Curriculum and Assessment Authority has developed a curriculum for Non-Roman Alphabet languages which will allow these languages to be offered by a Victorian school where there is no specific curriculum available.
Understanding the diverse language...
Overview material | Non-Roman Alphabet Languages
The Victorian Curriculum and Assessment Authority has developed a curriculum for Roman Alphabet languages which will allow these languages to be offered by a Victorian school where there is no specific curriculum available.
Understanding the diverse language backgrounds...
Overview material | Roman Alphabet Languages
The Music curriculum is structured around four interdependent strands, each of which involves making and responding.
| Strand | Explore and Express Ideas | Music Practices | Present and Perform | Respond and Interpret |
|---|---|---|---|---|
| Focuses on exploring sound and silence and ways of using voice, body percussion... |
Overview material | Music
The Design and Technologies curriculum is organised by the three related strands of Technologies and Society, Technological Contexts, and Creating Design Solutions. The Technological Contexts and Creating Design Solutions strands are further organised by sub-strands, as set out below.
| Strands | Technolo... |
|---|
Overview material | Design and Technologies
Victorian Curriculum Classical Greek has one learning sequence:
The content of Classical Greek is organised through two interrelated strands. The two strands are Engaging...
Overview material | Classical Greek
