By the end of Level B, students recognise themselves in mirror and photographs and explore the personal characteristics and capabilities they possess. Students express their feelings, needs, likes and dislikes through gesture and ‘yes’ and ‘no’ responses. Students recognise...
Level description | Health and Physical Education | Level B
By the end of Level D, students recognise changes to their body over the year. They identify and describe basic emotions people experience and what makes them feel this way.
They recognise some routine actions they do to help them to be healthy, safe and physically active. They identify different...
Level description | Health and Physical Education | Level D
By the end of Level 6, students investigate developmental changes and transitions. They understand the influences people and places have on personal identities. They recognise the influence of emotions on behaviours and discuss factors that influence how people interact. They describe their own...
Level description | Health and Physical Education | Levels 5 and 6
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...
Level description | Health and Physical Education | Levels 1 and 2
By the end of Level 4, students recognise strategies for managing change. They examine influences that strengthen identities. They investigate how emotional responses vary and understand how to interact positively with others in different situations including in physical activities. Students interpret...
Level description | Health and Physical Education | Levels 3 and 4
By the end of Level 6, students identify and describe change and continuity and explain the causes and effects of change on society. They compare the different experiences and perspectives of people in the past. They explain the significance of an individual and group.
Students sequence events...
Level description | The Humanities | History | Levels 5 and 6
By the end of Level 8, students identify and analyse how representations of social values and viewpoints are portrayed in the media artworks they make, distribute and view.
Students use intent, structure, setting, characters and genre conventions to shape technical and symbolic elements for specific...
Level description | The Arts | Media Arts | Levels 7 and 8
By the end of Level 8, students reflect on the influence of emotions on behaviour, learning and relationships. They use feedback to identify their achievements and prioritise areas for improvement. They initiate and undertake some tasks independently, within negotiated time frames and use criteria...
Level description | Capabilities | Personal and Social Capability | Levels 7 and 8
By the end of Level 10, students reflect critically on their emotional responses to challenging situations in a wide range of contexts. They demonstrate persistence, motivation, initiative and decision-making through completion of challenging tasks. They evaluate personal characteristics, strategies...
Level description | Capabilities | Personal and Social Capability | Levels 9 and 10
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...
Level description | Science | Foundation to Level 2
By the end of Level 10 students analyse and evaluate the visual communications they make and view, and how visual communications from different historical, social and cultural contexts communicate ideas and information.
Within visual communication fields, students develop briefs and visualise,...
Level description | The Arts | Visual Communication Design | 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 (Selamat pagi/siang) and respond to instructions through actions (Berdirilah, Masuklah). Students pronounce the vowel sounds, and ch for c. They recognise questions (Apa? Si...
Level description | Languages | Indonesian | F–10 Sequence | Foundation to Level 2
By the end of Level 8, students explain how evidence has led to an improved understanding of a scientific idea. They discuss how science knowledge can be applied to generate solutions to contemporary problems and explain how these solutions may impact on society. They investigate different forms...
Level description | Science | Levels 7 and 8
By the end of Level 2, students use spoken Chinese to initiate interactions in a range of familiar contexts. They participate in simple exchanges to obtain and convey information and experiences relating to their personal world. They use learnt vocabulary, sounds, characters and culturally specific...
Level description | Languages | Chinese | Background Language Learner | F–10 Sequence | Foundation to Level 2
By the end of Levels 4, students use spoken and written Chinese to initiate interactions. They participate in short exchanges, for example, 你晚饭吃什么？，我学汉语和英语,站起来， 大家听老师说. They organise and convey factual information and share experiences in formal and informal situations, making appropriate choices...
Level description | Languages | Chinese | Background Language Learner | F–10 Sequence | Levels 3 and 4
By the end of Level 8, students sustain oral and written interactions with known audiences, making appropriate adjustments to language use for different audiences, contexts and purposes. They access and analyse a range of authentic spoken, written and multimodal sources to support and present...
Level description | Languages | Chinese | First Language Learner | 7–10 Sequence | Levels 7 and 8
By the end of Level 10, students sustain extended interactions with diverse individuals and groups, selecting spoken and written language for precision and for effect on participants. Students collate and evaluate a range of spoken, written and multimodal sources to convey different perspectives...
Level description | Languages | Chinese | First Language Learner | 7–10 Sequence | Levels 9 and 10
By the end of Level 10 students explain how people working in design and technologies occupations consider factors that impact on design decisions and the technologies used to create designed solutions. They identify the changes necessary to designed solutions to realise preferred futures they...
Level description | Technologies | Design and Technologies | Levels 9 and 10
By the end of Level 10, students describe how resources are allocated and distributed in the Australian economy and the way economic performance is measured. They provide explanations for variations in economic performance and standards of living within and between economies. Students explain...
Level description | The Humanities | Economics and Business | Levels 9 and 10
At Level A2 students communicate ideas, events and experiences through simple texts based on familiar spoken and written language. They write for a variety of personal and classroom purposes, using known and modelled structures and features. They write everyday texts and simple stories, recounts...
Level description | English | English as an Additional Language (EAL) | Pathway A: Early immersion | EAL | Level A2 | Writing
