By the end of Level 10, students critically analyse contextual factors that influence their identities, relationships, decisions and behaviours. They analyse the impact of attitudes and beliefs about diversity on community connection and wellbeing. They evaluate the outcomes of emotional responses...
Level description | Health and Physical Education | Levels 9 and 10
By the end of Level 2, students interact with teachers and peers through play and action-related language. They use greetings and respond to instructions through actions. Students pronounce the sounds of the language. They recognise simple questions and can respond to them, in addition to names...
Level description | Languages | Roman Alphabet Languages | F–10 Sequence | Foundation to Level 2
By the end of Level 8, students explain features of Australia’s system of government, and the purpose of the Constitution in Australia’s representative democracy. They analyse features of Australian democracy, and explain features that enable active participation. They explain how...
Level description | The Humanities | Civics and Citizenship | Levels 7 and 8
By the end of Level B, students use their senses and cause and effect to explore and understand the world around them. Students generate ideas based on their experiences and make choices in structured situations.
Students begin to become aware of their own point of view through their emotions...
Level description | Capabilities | Critical and Creative Thinking | Level B
By the end of Level C, students answer simple questions about familiar events and topics. They identify a familiar idea or experience with support and make choices from a range of options.
Students can identify their own point of view. They use personal experience and examples to explain reasons...
Level description | Capabilities | Critical and Creative Thinking | Level C
By the end of Level D, students answer simple questions related to their own investigation, their feelings or concept. They identify and describe an event or scientific experiment. They generate ideas based on past experience and make choices based on their personal preferences.
Students can...
Level description | Capabilities | Critical and Creative Thinking | Level D
By the end of Level 10, students construct and evaluate questions, including their own, for their effectiveness. They demonstrate a willingness to shift their perspective when generating ideas, resulting in new ways of perceiving solutions.
Students structure complex valid arguments. They explain...
Level description | Capabilities | Critical and Creative Thinking | Levels 9 and 10
By the end of Level 6, students structure movements in dance sequences and use elements of dance and choreographic devices to make dances that communicate ideas and intentions. They perform dances for audiences, demonstrating technical and expressive skills and safe dance practice.
Students explain...
Level description | The Arts | Dance | Levels 5 and 6
By the end of Level 8 students choreograph and perform dances to communicate ideas and intentions. They improvise movement and select and organise the elements of dance, choreographic devices and form to communicate choreographic intent. Students learn, rehearse and perform dances, demonstrating...
Level description | The Arts | Dance | Levels 7 and 8
By the end of Level 10, students choreograph dances by manipulating and combining the elements of dance, choreographic devices, and form and production elements to communicate their choreographic intent. They choreograph, rehearse and perform dances, demonstrating safe dance practice and technical...
Level description | The Arts | Dance | Levels 9 and 10
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...
Level description | Technologies | Design and Technologies | Foundation to Level 2
By the end of Level 4, students describe how a range of digital systems and their peripheral devices can be used for different purposes.
Students explain how the same data sets can be represented in different ways. They collect and manipulate different data when creating information and digital...
Level description | Technologies | Digital Technologies | Levels 3 and 4
By the end of Level 8, students devise, interpret and perform drama. They manipulate the elements of drama, narrative and structure to control and communicate meaning. They apply different performance styles and conventions to convey status, relationships and intentions. They use performance skills...
Level description | The Arts | Drama | Levels 7 and 8
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...
Level description | English | Foundation Level | 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...
Level description | English | Level 1 | Reading and Viewing
By the end of Level 3, students understand how content can be organised using different text structures depending on the purpose of the text. They understand how language features, images and vocabulary choices are used for different effects. They read texts that contain varied sentence structures...
Level description | English | Level 3 | Reading and Viewing
By the end of Level B, students will listen to and view a range of spoken, written and multimodal texts from familiar contexts. They can focus on an image during the sharing of a text. They select a text using visual images and request a text to be read. Students can recognise images of familiar...
Level description | English | Level B | Reading and Viewing
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 co...
Level description | The Humanities | Geography | Foundation to Level 2
By the end of Level C, students label personally significant places and what they do in the place. Students demonstrate a few ways they can care for a familiar place by creating a simple rule for this place.
Students observe the familiar features of places and assist to represent these features...
Level description | The Humanities | Geography | Level C
By the end Level D, students label familiar routine places and some of their features and the related activities undertaken in these places. They recognise places can have a special purpose or connection for some people. Students reflect on their learning to suggest ways they can care for a familiar...
Level description | The Humanities | Geography | Level D
