By the end of Level 8, students interact with the teaching team, class visitors and each other to share information about themselves, their families, friends, routines, pastimes and experiences. They refer to family members and classmates using fingerspelling or sign names as appropriate, and...
Level description | Languages | Auslan | First Language Learner | 7–10 Sequence | Levels 7 and 8
By the end of Level 8, students use Auslan to share information, experiences, interests, thoughts and feelings about their personal and immediate worlds. They use modelled constructions, ask for repetition or clarification, such as please slow sign, and use strategies such as fingerspelling to...
Level description | Languages | Auslan | Second Language Learner | 7–10 Sequence | Levels 7 and 8
By the end of Level 10, students use written and spoken Spanish to initiate and sustain interactions with teachers, peers and others in a range of settings and for a range of purposes. They use language spontaneously to offer opinions on social issues and to discuss young people’s interests...
Level description | Languages | Spanish | F–10 Sequence | Levels 9 and 10
By the end of Level 10, students interact in written and spoken Spanish to communicate about personal experiences, relationships and aspirations, and broader local and global issues such as the environment, social media and tourism, including issues that pertain to Spanish-speaking countries....
Level description | Languages | Spanish | 7–10 Sequence | Levels 9 and 10
By the end of Level 6, students use familiar language and modelled sentence patterns to share information about aspects of their personal worlds, such as their family and friends, interests, everyday routines and activities. They interact appropriately with respected community members and community...
Level description | Languages | Victorian Aboriginal Languages | Levels 3 to 6
By the end of Level 10, students use written and spoken Korean to interact with peers, teachers and other Korean speakers in face-to-face, local and virtual communications. They exchange information and opinions about personal and immediate interests and experiences and about broader topics of...
Level description | Languages | Korean | 7–10 Sequence | Levels 9 and 10
By the end of Level 10, students use Indonesian to communicate with teachers, peers and others in a range of settings and for a range of purposes. They pronounce the sounds ngg and ng accurately, as well as sy (masyarakat) and kh (akhir), and use stress to create fluency in sentences. Students...
Level description | Languages | Indonesian | F–10 Sequence | Levels 9 and 10
By the end of Level 8, students use their knowledge of vocabulary, grammar and textual cues to identify and interpret information in Latin texts, such as narratives, about the daily life and attitudes of the Romans. They interpret grammatical structures such as inflected forms; identify linguistic...
Level description | Languages | Latin | Levels 7 and 8
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...
Level description | Capabilities | Critical and Creative Thinking | Foundation to Level 2
By the end of Level 4, students structure movements into dance sequences and use the elements of dance and choreographic devices to communicate their ideas and intentions. They make dances and perform safely with control, accuracy, projection and focus.
Students describe and discuss similarities...
Level description | The Arts | Dance | Levels 3 and 4
By the end of Level 6, students use the elements of drama to shape character, voice and movement in improvisation, play-building and performances of devised and scripted drama for audiences.
Students explain how dramatic action and meaning is communicated in drama they make, perform and view. They...
Level description | The Arts | Drama | Levels 5 and 6
By the end of Level 4, students use relationships, tension, time and place and narrative structure when improvising and performing devised and scripted drama. They use performance skills to communicate ideas and create a sense of time and place in their drama.
Students describe and discuss similarities...
Level description | The Arts | Drama | Levels 3 and 4
Students listen to others’ views and respond appropriately using interaction skills. They understand how language features are used to link and sequence ideas. They understand how language can be used to express feelings and opinions on topics. They create a range of texts for familiar and...
Level description | English | Level 3 | Speaking and Listening
Students listen and ask questions to clarify content. They use language features to show how ideas can be extended. They develop and explain a point of view about a text selecting information, ideas and images from a range of resources. They create a variety of sequenced texts for different purposes...
Level description | English | Level 5 | Speaking and Listening
Students listen to discussions, clarifying content and challenging others’ ideas. They understand how language features and language patterns can be used for emphasis. They show how specific details can be used to support a point of view. They explain how their choices of language features and...
Level description | English | Level 6 | Speaking and Listening
Students listen for and explain different perspectives in texts. They understand how the selection of a variety of language features can influence an audience. They understand how to draw on personal knowledge, textual analysis and other sources to express or challenge a point of view. They create...
Level description | English | Level 7 | Speaking and Listening
Students use language features to show how ideas can be extended. They develop and explain a point of view about a text. They create imaginative, informative and persuasive texts for different purposes and audiences. When writing, they demonstrate understanding of grammar and sentence types, and...
Level description | English | Level 5 | Writing
Students understand how the selection of a variety of language features can influence an audience. They understand how to draw on personal knowledge, textual analysis and other sources to express or challenge a point of view. They create texts showing how language features, text structures, and...
Level description | English | Level 7 | Writing
By the end of Level 8, students explain different ways ethical concepts are represented and analyse their value to society, identifying areas of contestability. They articulate how criteria can be applied to determine the importance of ethical concerns.
Students analyse the differences in principles...
Level description | Capabilities | Ethical Capability | Levels 7 and 8
By the end of Level B, students can identify some familiar places using photos, images or augmentative alternative communication when asked. They will select to view a multimodal text about a preferred place.
Students experience the familiar features and purposes of places and the representation...
Level description | The Humanities | Geography | Level B
