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• 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

• The Arts | Visual Arts: Learning in Visual Arts

  Learning in Visual Arts involves students making and responding to artworks, drawing on the world as a source of ideas. Students engage with and develop knowledge of visual arts, skills, techniques and processes, and use materials as they explore a range of forms, styles and contexts.

  Through...

  Overview material | Visual Arts

• Capabilities | Personal and Social Capability: Structure

  The Personal and Social Capability curriculum is organised into two interrelated strands: Self-Awareness and Management and Social Awareness and Management.

  Each strand contains content descriptions that are organised in sub-strands.

  Strands	Self-Awareness and Management	Social Awareness...

  Overview material | Personal and Social Capability

• Languages | Latin: Rationale and Aims

  Rationale

  The study of Latin allows students to enter and explore ancient worlds that have shaped contemporary life and societies. Authentic engagement with seminal works of great literature and antiquities gives direct access to ancient ways of living in and viewing the world, and an appreciation...

  Overview material | Latin

• Mathematics Version 2.0: Level 2 description

  In Level 2, learning in Mathematics builds on each student’s prior learning and experiences, including the learning opportunities acquired through the implementation of the Victorian Early Years Learning and Development Framework (VEYLDF). Students engage in a range of approaches...

  Level description | Mathematics | Mathematics Version 2.0

• VCELA165

  Explore how language is used differently at home and school depending on the relationships between people

  Elaborations

  • learning that language varies according to the relationships between people, for example between parent and child, teacher and student, siblings, friends, shopkeepers and customers
  • learning that we use a different tone and style of language with different people
  • learning to ask relevant questions and to express requests and opinions in ways that suit different contexts

  VCELA165 | Curriculum content | English | Foundation Level | Speaking and Listening | Language

• VCHPEP020

  Participate in a variety of health, safety and wellbeing actions

  Elaborations

  • actively participate in activities associated with their personal health and life skills
  • cooperating and learning to complete some health and safety steps independently
  • learning actions associated with healthy eating including assisting in the grouping of foods into categories
  • learning to follow safety routine symbols and procedures at school, and in aquatic and road environments and use safety equipment

  VCHPEP020 | Health and Physical Education | Level B | Personal, Social and Community Health | Contributing to healthy and active communities

• VCHPEP019

  Express their feelings, needs, likes and dislikes

  Elaborations

  • learning to indicate their basic needs, including being hungry, tired, or needing the toilet
  • learning appropriate language and actions to communicate their feelings in different situations
  • matching basic feelings of 'happiness' and 'sadness' to an event or facial expression
  • learning and using strategies to persist until they are successful

  VCHPEP019 | Health and Physical Education | Level B | Personal, Social and Community Health | Communicating and interacting for health and wellbeing

• English | English as an Additional Language (EAL): Structure

  The English as an Additional Language (EAL) curriculum is organised by pathways, language modes and strands.

  Pathways

  The EAL curriculum is a continuum structured as three EAL pathways (A, B, C). Each pathway describes a different stage of English-language learning (early, mid and late), and...

  Overview material | English as an Additional Language (EAL)

• VCELA110

  Explore connection between words, objects and images in stories and informative texts

  Elaborations

  • learning that text can provide information about an image
  • understanding that words can be used to describe an image
  • learning that words and images can be used to tell a story about an event

  VCELA110 | Curriculum content | English | Level D | Reading and Viewing | Language

• VCELA200

  Understand that there are different ways of asking for information, making offers and giving commands

  Elaborations

  • learning the difference between questions and statements, requests and commands
  • learning about different types of questions including closed and open questions and ‘where’, ‘what’, ‘who’ and ‘why’ questions

  VCELA200 | Curriculum content | English | Level 1 | Speaking and Listening | Language

• VCELA073

  Recognise that a group of words can communicate a message

  Elaborations

  • learning to build on spoken sentence starters to communicate a need or want, for example ‘I want … a drink’
  • learning to combine words to convey a message, for example ‘Dad’s car’, ‘throw ball’

  VCELA073 | Curriculum content | English | Level C | Reading and Viewing | Language

• VCELA063

  Connect sounds and words and match them to objects

  Elaborations

  • learning about the connection between everyday images and objects
  • learning about the connection between everyday objects and their name
  • exploring different sounds and words and their connection to objects and people
  • exploring sounds and words by imitating and making approximations of words

  VCELA063 | Curriculum content | English | Level B | Speaking and Listening | Language

• VCPSCSE060

  Indicate the personal characteristics and the abilities they possess

  Elaborations

  • starting to recognise themselves in a mirror and photographs
  • exploring the personal characteristics and capabilities they possess through structured learning activities
  • reflecting on their own learning and personal characteristics by answering ‘yes’ and ‘no’ questions

  VCPSCSE060 | Capabilities | Personal and Social Capability | Level B | Self-Awareness and Management | Development of resilience

• Languages | Arabic: Structure

  Sequences of learning

  The Arabic curriculum recognises that there are different entry points into language learning across F–10, which reflects current language teaching practice.

  There are two possible learning sequences:

  • F–10 sequence for students who begin to learn the language...

  Overview material | Arabic

• Languages | French: Structure

  Sequences of learning

  The French curriculum recognises that there are different entry points into language learning across F–10, which reflects current language teaching practice.

  There are two possible learning sequences:

  • F–10 sequence for students who begin to learn the language in...

  Overview material | French

• Languages | German: Structure

  Sequences of learning

  The German curriculum recognises that there are different entry points into language learning across F–10, which reflects current language teaching practice.

  There are two possible learning sequences:

  • F–10 sequence for students who begin to learn the language...

  Overview material | German

• Languages | Hindi: Structure

  Sequences of learning

  The Hindi curriculum recognises that there are different entry points into language learning across F–10, which reflects current language teaching practice.

  There are two possible learning sequences:

  • F–10 sequence for students who begin to learn the language...

  Overview material | Hindi

• Languages | Indonesian: Structure

  Sequences of learning

  The Indonesian curriculum recognises that there are different entry points into language learning across Foundation–10, which reflects current language teaching practice.

  There are two possible learning sequences:

  • F–10 sequence for students who begin to learn the...

  Overview material | Indonesian

• Languages | Italian: Structure

  Sequences of learning

  The Italian curriculum takes account of different entry points into language learning across F–10, which reflects current practice in language teaching.

  There are two possible learning sequences:

  • F–10 sequence for students who begin to learn the language in primary...

  Overview material | Italian