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• English as an Additional Language (EAL) - Pathway A: Early immersion - EAL: Level A2 achievement standards - Writing

  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

• English as an Additional Language (EAL) - Pathway A: Early immersion - EAL: Level A2 description

  The Level A2 curriculum supports students to expand their repertoire of spoken and written English. Students explore communication in predictable social situations. Students learn to identify key points in familiar topics and to develop their capacity to use images as cues to decode meaning.

  St...

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

• English as an Additional Language (EAL) - Pathway A: Early immersion - EAL: Level B2 achievement standards - Speaking and Listening

  At Level B2 students communicate and learn English in predictable social and learning situations, understanding some de-contextualised English and expressing simple messages in basic English. They negotiate simple transactions and ask and answer basic questions on familiar topics, using familiar...

  Level description | English | English as an Additional Language (EAL) | Pathway A: Early immersion | EAL | Level B2 | Speaking and Listening

• English as an Additional Language (EAL) - Pathway A: Early immersion - EAL: Level B2 achievement standards - Writing

  At Level B2 students write for a range of purposes on familiar topics. They write simple, organised texts demonstrating a developing use of specific vocabulary and simple sentence structures. Their writing demonstrates an understanding of the purposes of common text types, and their structures...

  Level description | English | English as an Additional Language (EAL) | Pathway A: Early immersion | EAL | Level B2 | Writing

• English as an Additional Language (EAL) - Pathway A: Early immersion - EAL: Level C2 achievement standards - Reading and Viewing

  At Level C2 students read and comprehend a range of short, familiar fictional and factual texts and, when well supported, some unfamiliar texts. These texts may be print or digital texts, including handwritten, visual, multimodal and interactive texts.

  Students show some comprehension beyond...

  Level description | English | English as an Additional Language (EAL) | Pathway A: Early immersion | EAL | Level C2 | Reading and Viewing

• History: Foundation to Level 2 description

  Personal and Community Histories

  In Foundation to Level 2, students study personal, family and local history. Students learn about their own history and that of their family, including stories from different cultures and other parts of the world. As participants in their own history, students develop...

  Level description | The Humanities | History

• Languages | Classical Greek: Learning in Classical Greek

  The place of Classical Greek and the heritage of the ancient Greek world

  The Classical Greek language belongs to the Indo-European linguistic family. It is thus related to most of the languages of Europe, to Old Persian and, through Sanskrit, to several major Indian languages.

  Classical Greek is...

  Overview material | Classical Greek

• Languages | Latin: Learning in Latin

  The place of Latin and the heritage of the ancient Roman world

  Latin developed from a local dialect of central Italy to become the official language of ancient Rome, transmitting Roman law, government, literature and social and cultural knowledge and values throughout much of Europe, North Africa...

  Overview material | Latin

• Mathematics: Level 1 achievement standards

  Number and Algebra

  Students count to and from 100 and locate these numbers on a number line. They partition numbers using place value and carry out simple additions and subtractions, using counting strategies. Students recognise Australian coins according to their value. They identify representations...

  Level description | Mathematics | Level 1

• Mathematics Version 2.0: Level 2 achievement standards

  By the end of Level 2, students order and represent numbers to at least 1000; apply knowledge of place value to partition, rearrange and rename two- and three-digit numbers in terms of their parts; and regroup partitioned numbers to assist in calculations. They use mathematical modelling...

  Level description | Mathematics | Mathematics Version 2.0 | Level 2

• Roman Alphabet Languages - F–10 Sequence: Foundation to Level 2 achievement standards

  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

• Science: Foundation to Level 2 description

  In Foundation to Level 2, the curriculum focus is on awareness of self and the local world. Students observe changes that can be large or small and happen quickly or slowly. They explore the properties of familiar objects and phenomena, identifying similarities and differences. Students observe...

  Level description | Science

• Mathematics Version 2.0: Level 10 description

  In Level 10, learning in Mathematics builds on each student’s prior learning and experiences and provides the basis for a sound background in number, algebra, function, geometry and statistics. Students engage in a range of approaches to the learning and doing of mathematics that...

  Level description | Mathematics | Mathematics Version 2.0

• VCICCD016

  Evaluate the ways in which the community demonstrates the value it places on cultural diversity, and why this valuing of cultural diversity is important to the community

  Elaborations

  • exploring how councils or Governments support community commemorations and celebrations, such as Chinese New Year
  • identifying buildings or spaces that are used for cultural gatherings/meeting or religious purposes, such as libraries, theatres, community halls, prayer rooms, churches and mosques
  • discussing the ways in which different community members participate in events held across the year, such as annual fairs and music events, or by looking into the services or programs offered at libraries, in your local paper or within the school
  • using Australian Bureau of Statistics census data to create a presentation that tracks changes to the cultural composition in the local community over time and use an online service such as Trove (National Library of Australia) to uncover images or newspaper articles to include in the presentation
  • asking students to imagine they are coordinating a local event and to outline the steps they would take to show the value placed on including culturally diverse community members

  VCICCD016 | Capabilities | Intercultural Capability | Levels 7 and 8 | Cultural Diversity

• VC2M9ST01

  analyse reports of surveys in digital media and elsewhere for information on how data was obtained around everyday questions and issues involving at least one numerical and at least one categorical variable, to estimate population means and medians

  Elaborations

  • investigating and evaluating statistical reports in the media and other places by linking claims to displays, statistics and representative data
  • investigating the use of statistics in reports regarding the growth of Australia’s trade with other countries of the Asia region
  • investigating a range of data and its sources, for example, the age of residents in Australia, Cambodia and Tonga, or the number of subjects studied at school in a year by 14-year-old students in Australia, Singapore, Japan, South Korea and Timor-Leste
  • analysing reports of public opinion surveys on environmental issues, such as land clearing, wind farms or single-use plastics, discussing methods of data collection and the reasonableness of any inferences made
  • comparing the annual rainfall in various parts of Australia, Pakistan, New Guinea and Malaysia

  VC2M9ST01 | Mathematics | Mathematics Version 2.0 | Level 9 | Statistics

• VCELT208

  Discuss features of plot, character and setting in different types of literature and compare some features of characters in different texts

  Elaborations

  • examining different types of literature including traditional tales, humorous stories and poetry
  • discussing similarities and differences between texts ( for example features of main characters in different stories)
  • discussing features of book settings including time (year, season) and place (country or city, realistic or imagined)
  • discussing how plots develop including: beginnings (orientation), how the problem (complication) is introduced and solved (resolution)

  VCELT208 | Curriculum content | English | Level 1 | Speaking and Listening | Literature

• VCHHK077

  Significance of celebrations and commemorations in other places around the world

  Elaborations

  • exploring for example, Bastille Day in France, Independence Day in the USA, Chinese New Year, Christmas Day, Diwali, Easter, Hanukkah, the Moon Festival and Ramadan
  • comparing the significance of national days in different countries, looking at why they developed and elements they have in common
  • viewing on the internet videos of celebrations of significant days, such as Independence Day in Greece
  • investigating the origins and significance of international celebrations or commemorations, for example, the International Day of Peace, and of celebrations significant to particular cultural groups in Australia and in other countries

  VCHHK077 | The Humanities | History | Levels 3 and 4 | Historical Knowledge | Community, remembrance and celebrations

• VCITC088

  Investigate and share family and cultural traditions and experiences, considering how these have shaped and continue to shape personal identity

  Elaborations

  • sharing ideas about themselves (for example, describing memberships and special talents, explaining family traditions, writing an autobiographical text), and reflecting on themselves as an interactant in Italian/English intercultural exchanges and how they want to be perceived
  • considering how their identity has changed over time, based on experiences recorded in a journal throughout the school year
  • expressing to others how Italian is part of their identity, and reflecting on when, how and why they use Italian (and other known languages)
  • reflecting on how language and culture shape their identity, history and understanding

  VCITC088 | Languages | Italian | F–10 Sequence | Levels 9 and 10 | Communicating | Reflecting

• VCPSCSE003

  Recognise that problems or challenges are a normal part of life and that there are actions that can be undertaken to manage problems

  Elaborations

  • developing a list of responses to the prompt ‘It is important to keep trying because...’
  • describing a challenge you may have faced in the last week, such as making a new friend, and create a list of actions that could assist
  • developing a list of challenges that a student in Prep may face this year, such as learning to swim or looking after their possessions, and discuss why it is important to keep trying

  VCPSCSE003 | Capabilities | Personal and Social Capability | Foundation Level | Self-Awareness and Management | Development of resilience

• VCRAU068

  Understand that language is not neutral and that its use reflects cultural ideas, assumptions and perspectives

  Elaborations

  • analysing culture-specific values reflected in the language such as respect for diversity, social justice and social responsibility and comparing these values to those evident in own language and culture
  • analysing the meaning and nuances of culture-specific descriptions
  • recognising that there are culture-specific meanings associated with body language, for example, hands on hips can suggest arrogance and aggression
  • recognising that language and cultural practices are interconnected and that some expressions may have religious connotations, for example, OMG
  • investigating and using language associated with significant cultural practices and events such as celebrations, birthdays, New Year

  VCRAU068 | Languages | Roman Alphabet Languages | F–10 Sequence | Levels 7 and 8 | Understanding | Role of language and culture