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• VCELY057

  Grasp and move objects within and between their hands

  Elaborations

  • imitating writing behaviour
  • drawing non-linear shapes and forms
  • making marks on paper
  • crossing the midline to handle and manipulate objects
  • manipulating objects by picking up, putting down, transferring and ‘posting’ objects of various sizes

  VCELY057 | Curriculum content | English | Level B | Writing | Literacy

• VCHPEM065

  Participate in games with and without equipment

  Elaborations

  • participating in games that require students to be aware of personal safety and game boundaries
  • participating in games from other cultures
  • participating in games responding to stimuli, such as musical chairs, rhythm actions, alphabet shapes

  VCHPEM065 | Health and Physical Education | Foundation Level | Movement and Physical Activity | Moving the body

• VCMNA219

  Continue and create sequences involving whole numbers, fractions and decimals. Describe the rule used to create the sequence

  Elaborations

  • identifying and generalising number patterns
  • investigating additive and multiplicative patterns such as the number of tiles in a geometric pattern, or the number of dots or other shapes in successive repeats of a strip or border pattern looking for patterns in the way the numbers increase/decrease

  VCMNA219 | Mathematics | Level 6 | Number and Algebra | Patterns and algebra

• VCSSU131

  The interaction of magnets can be explained by a field model; magnets are used in the generation of electricity and the operation of motors

  Elaborations

  • investigating the action at a distance or the field model around magnets of different shapes
  • investigating the movement of a magnet and a wire to produce electricity
  • investigating the effect of a magnet on a current from a battery to produce movement

  VCSSU131 | Science | Levels 9 and 10 | Science Understanding | Physical sciences

• Mathematics Version 2.0: Level 8 achievement standards

  By the end of Level 8, students recognise irrational numbers as numbers that cannot develop from the division of integer values by natural numbers and terminating or recurring decimals. They apply the exponent laws to calculations with numbers involving positive integer exponents. Students...

  Level description | Mathematics | Mathematics Version 2.0 | Level 8

• Auslan - Second Language Learner - F–10 Sequence: Levels 3 and 4 description

  Students are increasingly aware of differences between Auslan and English. They are developing a wide range of vocabulary and can use simple clause structures to generate their own ideas in structured tasks. They use depicting signs to talk about simple movements and shapes, and with support can...

  Level description | Languages | Auslan | Second Language Learner | F–10 Sequence

• English as an Additional Language (EAL) - Pathway A: Early immersion - EAL: Level CL achievement standards - Writing

  At Level CL, in familiar contexts, students write short, grammatically simple texts based on well-rehearsed spoken and well-practised written English. They write for a range of basic classroom and personal purposes, such as making lists and writing simple journal entries and notes, and complete...

  Level description | English | English as an Additional Language (EAL) | Pathway A: Early immersion | EAL | Level CL | Writing

• English: Level D achievement standards - Writing

  When writing, students produce ‘text-like’ writing to convey meaning and label images. They trace letter-like patterns moving left to right across a page. They have a preferred writing hand and hold a pencil to trace over lines, shapes and patterns with some accuracy. They colour within a clearly...

  Level description | English | Level D | Writing

• Mathematics: Foundation Level description

  In Foundation level, students play with objects and draw pictures to develop links between their immediate environment, everyday language and mathematical activity.

  Students classify and sort objects into sets and form simple correspondences between them. They decide when two sets are of equal...

  Level description | Mathematics

• Media Arts: Levels 7 and 8 achievement standards

  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

• Visual Arts: Level C description

  In Level C, students explore visual arts. They explore and learn about how to make visual representations of their ideas, experiences, observations and imagination.

  Students become aware of how artists, craftspeople and designers present their ideas. They learn how their ideas can be developed....

  Level description | The Arts | Visual Arts

• Visual Arts: Level D description

  In Level D, students explore visual arts. They learn about how to make visual representations of their ideas, experiences, observations and imagination.

  Students become aware of how and begin to explore why artists, craftspeople and designers present their ideas through different visual representations...

  Level description | The Arts | Visual Arts

• VCCCC007

  Describe the different cultural, religious and/or social groups to which they and others in the community may belong

  Elaborations

  • describe cultural, religious and/or social groups to which they and others in the community may belong and explain how belonging can shape personal identity
  • listing and comparing the different purposes, beliefs, traditions and symbols used by groups
  • recognising that the identity of Aboriginal and Torres Strait Islander Peoples in Australia is shaped by Country/Place, language and knowledge traditions

  VCCCC007 | The Humanities | Civics and Citizenship | Levels 3 and 4 | Citizenship, Diversity and Identity

• VC2M6SP01

  compare the parallel cross-sections of objects and recognise their relationships to right prisms

  Elaborations

  • using objects made of foam or polystyrene, slicing along different cross-sections, and recording the different shapes of faces that result; and comparing cross-sections of different objects
  • using different pieces of fruit, slicing across different cross-sections, and drawing the cross-section; and reporting back to the class the results of the investigation
  • observing and drawing the shapes resulting from different ways of slicing through familiar objects; for example, slicing carrots at different angles or cutting through playdough models of objects; or using playdough models, fruit or similar to establish which objects can be cut in such a way that the cross-section will always be the same shape
  • understanding that right prisms are objects where parallel cross-sections perpendicular to the base of the prism are the same shape and size
  • connecting different right prisms to the shape of their parallel cross-sections, such as a triangular prism, which can be described as a stack of the same-sized triangles, and a cube or square prism, which can be described as a stack of the same-sized squares
  • investigating the design of Aboriginal and/or Torres Strait Islander Peoples’ dwellings, exploring the relationship between the cross-sections and the dwellings’ construction

  VC2M6SP01 | Mathematics | Mathematics Version 2.0 | Level 6 | Space

• Auslan - First Language Learner - F–10 Sequence: Levels 9 and 10 description

  Students extend their grammatical knowledge to a range of forms and functions that give them control of more complex elements of text construction and sign formation. They have a greater degree of self-correction and repair. This greater control of language structures and systems increases confidence...

  Level description | Languages | Auslan | First Language Learner | F–10 Sequence

• Capabilities | Intercultural Capability: Structure

  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

• Italian - 7–10 Sequence: Levels 9 and 10 achievement standards

  By the end of Level 10, students use a range of everyday language both orally and in writing to exchange information about their personal, social, local and about broader issues of personal significance. They communicate thoughts and opinions; make comparisons and contrasts (for example, a differenz...

  Level description | Languages | Italian | 7–10 Sequence | Levels 9 and 10

• Mathematics: Level 5 description

  In Level 5, students extend decimal fractions to thousandths, and explore the ideas of factors, multiples and divisibility.

  Students use estimation and rounding for all four operations, with and without the use of technology for calculation. They solve multiple digit problems involving addition...

  Level description | Mathematics

• The Humanities | History: Rationale and Aims

  Rationale

  History is a disciplined process of investigation into the past that develops students' curiosity and imagination. Awareness of history is an essential characteristic of any society, and historical knowledge is fundamental to understanding ourselves and others. It promotes the understanding...

  Overview material | History

• The Arts | Drama: Learning in Drama

  Learning in Drama involves students making, performing, analysing and responding to drama, drawing on human experience as a source of ideas. Students engage with the knowledge of drama, develop skills, apply techniques and process and use materials and technologies as they explore a range of forms...

  Overview material | Drama