Number and Algebra
Students apply the index laws using integer indices to variables and numbers, express numbers in scientific notation, solve problems involving very small and very large numbers, and check the order of magnitude of calculations. They solve problems involving simple interest. Students...
Level description | Mathematics | Level 9
Number and Algebra
Students connect number names and numerals with sets of up to 10 elements. They match individual objects with counting sequences up to and back from 10. They recognise and point to numerals in and around the classroom, for example, numbers on a clock face. Students use concrete...
Level description | Mathematics | Level D
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
In Level 6, students work with prime, composite, square and triangular numbers and carry out mental, written and technology based computation to solve whole number problems involving all four operations. They explore everyday situations involving integers, and use a number line to represent them...
Level description | Mathematics
By the end of Level 6, students use integers to represent points on a number line and on the Cartesian plane. They solve problems using the properties of prime, composite, square and triangular numbers. Students order common fractions, giving reasons, and add and subtract fractions with...
Level description | Mathematics | Mathematics Version 2.0 | Level 6
In Level 6, learning in Mathematics builds on each student’s prior learning and experiences. Students engage in a range of approaches to the learning and doing of mathematics that develop their understanding of and fluency with concepts, procedures and processes by making connections...
Level description | Mathematics | Mathematics Version 2.0
By the end of Level 8, students use the language being studied to describe feelings, express likes and dislikes and exchange information about their personal worlds, including information about themselves, their family, friends and interests. They interact with others in collaborative and classroom...
Level description | Languages | Non-Roman Alphabet Languages | 7–10 Sequence | Levels 7 and 8
Drama is the expression and exploration of personal, cultural and social worlds through role and situation that engages, entertains and challenges. Students create meaning as drama makers, performers and audiences as they enjoy and analyse their own and others’ stories and points...
Overview material | Drama
The Geography curriculum identifies the concepts of place, space, environment, interconnection, sustainability, scale and change, as integral to the development of geographical understanding. These are high-level ideas or ways of thinking that can be applied across the subject to identify...
Overview material | Geography
Victorian Curriculum Classical Greek has one learning sequence:
The content of Classical Greek is organised through two interrelated strands. The two strands are Engaging...
Overview material | Classical Greek
Victorian Curriculum Latin has one learning sequence:
The content of Latin is organised through two interrelated strands. The two strands are Engaging with texts and Understanding...
Overview material | Latin
The proficiencies of Understanding, Fluency, Problem Solving and Reasoning are fundamental to learning mathematics and working mathematically and are applied across all three strands Number and Algebra, Measurement and Geometry, and Statistics and Probability.
Understanding refers to students...
Overview material | Mathematics
In Design and Technologies, students are actively engaged in the processes of creating designed solutions for personal, domestic and global settings for a sustainable future. For younger children, this usually involves personal and family settings, where there is an immediate, direct and tangible...
Overview material | Design and Technologies
Economics and Business is organised by six strands. Throughout these strands the study of economics and business issues, events and business case studies form an integral component of the curriculum. The content is intended to be taught through relevant contexts, which will help students make...
Overview material | Economics and Business
History is organised by two strands: Historical Concepts and Skills and Historical Knowledge.
Historical Concepts and Skills are fundamental to the discipline of history and provide a structure for the development of historical understanding.
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Chronology |
Historical... |
Overview material | History
Students' familiarity with the spoken form of Turkish supports their introduction to the written form of the language. They become familiar with the Turkish alphabet and writing conventions, and are introduced to the sound–letter correspondence of the 21 consonants and eight vowels that...
Level description | Languages | Turkish | F–10 Sequence
By the end of Level 10, students use spoken and written Turkish to initiate, sustain and extend interactions with peers, teachers and others in a range of contexts and for a range of purposes. They exchange ideas, opinions and aspirations, for example, Türkçe öğretmeni olmak istiyorum.
Level description | Languages | Turkish | F–10 Sequence | Levels 9 and 10
Students' development of literacy skills progresses from supported comprehension and use of high-frequency and personally significant sight words to understanding and applying basic grammatical features of the language, such as simple verb tenses and verb moods, for example, recognising question...
Level description | Languages | Turkish | F–10 Sequence
Students extend their grammatical knowledge to a range of forms and functions that give them control of more complex elements of text construction and word formation. They analyse functions of affixation through the identification of adverbial, adjectival and noun phrases, for example, by recognising...
Level description | Languages | Turkish | F–10 Sequence
VCASFC112 | Languages | Auslan | First Language Learner | 7–10 Sequence | Levels 9 and 10 | Communicating | Informing