VCPSCSO058 | Capabilities | Personal and Social Capability | Level A | Social Awareness and Management | Collaboration
Students are able to produce all handshapes, movements and locations of single signs. They can independently produce simple positive and negative statements with some time marking, and use plain verbs, indicating verbs modified for present referents and simple and familiar depicting verbs. They...
Level description | Languages | Auslan | Second Language Learner | 7–10 Sequence
In Foundation to Level 2, students are introduced to common digital systems and patterns that exist within data they collect. Students organise, manipulate and present this data, including numerical, categorical, text, image, audio and video data, in creative ways to create meaning.
Students use...
Level description | Technologies | Digital Technologies
In Levels 3 and 4, students learn by making and responding to drama, independently and collaboratively, with their peers and teachers.
Through activities that focus on sharing and communicating, students extend their understanding of role and situation as they offer, accept and extend their ideas...
Level description | The Arts | Drama
The Level B3 curriculum provides opportunities to enhance students’ knowledge, understanding and skills in relation to their spoken English. Students learn to respond to and use English appropriately in a wide range of contexts. The curriculum focuses on pronunciation, stress and intonation in...
Level description | English | English as an Additional Language (EAL) | Pathway B: Mid immersion | EAL
The curriculum for Level C1 supports students to develop their communication skills both verbally and non-verbally. It provides a range of opportunities for students to interact with their peers. Through active participation in conversations, students learn about the ways to apply formulaic language...
Level description | English | English as an Additional Language (EAL) | Pathway C: Late immersion | EAL
Students learn the sounds and written form of Indonesian. They notice similarities and differences between Indonesian and English, such as similar vocabulary and word order and differences in the position of adjectives and possessive pronouns. Students ask questions in English about Indonesia...
Level description | Languages | Indonesian | F–10 Sequence
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 | Chinese
In these levels there is an emphasis on developing students’ oral language to enable them to participate in class activities. They repeat sounds, particularly of vowels, as modelled by the teacher and aural texts. Students use formulaic language and single-idea phrases. They recognise the...
Level description | Languages | Roman Alphabet Languages | F–10 Sequence
VCELA214 | Curriculum content | English | Level 2 | Reading and Viewing | Language
VCPSCSE067 | Capabilities | Personal and Social Capability | Level C | Self-Awareness and Management | Development of resilience
The Personal and Social Capability is essential in enabling students to understand themselves and others, and manage their relationships, lives, work and learning more effectively. The capability involves students learning to recognise and regulate emotions, develop empathy for others...
Overview material | Personal and Social Capability
Students learn about Country/Place and community by interacting with respected community members, by exploring Country/Place, and by engaging with stories, songs and other texts such as videos, maps, and pictures. They learn about the concepts of kin and social groupings.
Students use the language...
Level description | Languages | Victorian Aboriginal Languages
Students increasingly use conventional Auslan: lexical signs or depicting signs with conventional classifier handshapes, and rely less on their idiosyncratic systems. They learn to modify some indicating verbs for non-present referents and use constructed action to represent themselves or others...
Level description | Languages | Auslan | First Language Learner | 7–10 Sequence
Students learn to analyse new characters encountered in texts, with a focus on mapping these character forms to their known spoken language. Students make comparisons between societies, social structures and belief systems and explore how these are conveyed through language. They discover and...
Level description | Languages | Chinese | Background Language Learner | F–10 Sequence
Students learn how to write objectively in simplified and traditional characters and substantiate their ideas and perspectives in appropriate ways. They learn to transcribe complex spoken texts and develop skills in listening to diverse speakers of Chinese who vary in rhythm and pitch. Students...
Level description | Languages | Chinese | First Language Learner | 7–10 Sequence
Students extend their knowledge of the grammatical system and its use through spoken and written communication. Students experiment with language, exploring how cultural meanings are expressed. They analyse how messages are conveyed across languages, and apply their skills in moving between Chinese...
Level description | Languages | Chinese | Second Language Learner | F–10 Sequence
In Level B, students explore dance. They explore how dance can represent the world and they make dances to represent their ideas about the world. They share their dance with peers and experience dance as audiences.
Students become aware of their bodies and explore the body bases, parts and zones...
Level description | The Arts | Dance
In Levels 1 and 2, students continue their exploration of how dance can communicate ideas about themselves and their world and they make dances to express their ideas. They share their dance with peers and in informal settings, learn about safe dance practice and experience dance as audiences.
As ...
Level description | The Arts | Dance
In Levels 7 and 8, students make and respond to dance, independently, with their peers, teachers and communities. They explore dance forms and styles through choreography and performance and by exploring ideas and intentions, forms and elements.
Working within their own body capabilities, students...
Level description | The Arts | Dance
