In Levels 3 and 4, students make and respond to dance independently, collaboratively with peers and teachers, and as an audience for other dancers’ work.
Students extend their awareness of how the whole body and different parts, zone and bases can be used to communicate ideas. They explore and...
Level description | The Arts | Dance
In Levels 5 and 6, students are making and responding to dance independently and collaboratively with their peers, teachers and communities.
Students further develop their awareness of the body, their control and accuracy of body actions and their understanding of safe dance practice. They extend...
Level description | The Arts | Dance
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
In Level B students explore technologies, including its purpose and how technologies meet personal and social needs.
Students examine the characteristics and properties of some technologies from one of the technologies contexts:
Level description | Technologies | Design and Technologies
In Level C students explore and investigate technologies, including its purpose and how technologies meet needs.
Students describe the characteristics and properties of familiar designed solutions from one of the technologies contexts:
Level description | Technologies | Design and Technologies
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
In Level B, students experience and respond to drama. They explore how drama can represent the world and make drama to represent elements of the world. They share their drama with peers and experience drama as audiences.
Students experience different roles and situations related to real life and...
Level description | The Arts | Drama
In Level C, students explore drama. They learn about how drama can represent the world and that they can make drama to represent their ideas about the world. They share their drama with peers and experience drama as audiences.
Students become aware of role and situation as they listen and respond...
Level description | The Arts | Drama
In Level D, students explore drama. They learn about how drama can represent the world and that they can make drama to represent their ideas about the world. They share their drama with peers and experience drama as audiences.
Students become aware of role and situation as they listen and respond...
Level description | The Arts | Drama
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
The English as an Additional Language (EAL) curriculum sets out what students are expected to learn and is designed as a continuum of learning structured as three pathways. The pathways are presented in scope and sequence charts to support teachers to easily see the progression and assist in planning...
Overview material | English as an Additional Language (EAL)
The curriculum sets out what students are expected to learn and is designed as a continuum of learning. The curriculum is being presented in a scope and sequence chart to support teachers to easily see the progression and assist in planning teaching and learning programs to meet the diverse needs...
Overview material | English
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
By the end of Level 4, students identify and describe spatial characteristics, and the characteristics of places and environments at a range of scales. They identify and explain interconnections and identify and describe locations, including Australia’s neighbouring countries and Africa and South America.
Level description | The Humanities | Geography | Levels 3 and 4
