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• The Arts | Visual Arts: Rationale and Aims

  Rationale

  Visual Arts includes the fields of art, craft and design. Students create visual art works that communicate, challenge and express their own and others’ ideas. They develop perceptual and conceptual understanding, critical reasoning and practical skills through exploring and expanding...

  Overview material | Visual Arts

• Visual Arts: Level B description

  In Level B, students explore visual arts. They explore how visual arts can represent ideas, experiences, observations and imagination.

  Students become aware how artists, craftspeople and designers present their ideas. They explore how their ideas can be developed. They enhance their perception...

  Level description | The Arts | Visual Arts

• VCEALA511

  Recognise differences between texts in English and other languages

  Elaborations

  • orienting texts in English and texts in home language appropriately
  • identifying different scripts and learning their directionality

  VCEALA511 | Curriculum content | English as an Additional Language (EAL) | Level CL | Reading and Viewing | Cultural and Plurilingual Awareness

• VCELA086

  Know their written name (as a grapheme) and match the letters in their name

  Elaborations

  • matching letters that are the same
  • recognising that letters and numbers are different
  • learning to speak and communicate using simple sentence starters

  VCELA086 | Curriculum content | English | Level C | Writing | Language

• VCELA050

  Recognise the connection between an object, image and spoken word

  Elaborations

  • learning that objects and actions are represented by a word or image
  • using an associated picture/image to request a familiar object, action or event

  VCELA050 | Curriculum content | English | Level B | Writing | Language

• VCELA076

  Explore similarities and differences between letters by shape and size and match some letters with their name or sound

  Elaborations

  • tracing and exploring letter-like shapes and patterns
  • learning to identify the written form of their name

  VCELA076 | Curriculum content | English | Level C | Reading and Viewing | Language

• VCELA202

  Understand the use of vocabulary in everyday contexts as well as a growing number of school contexts, including appropriate use of formal and informal terms of address in different contexts

  Elaborations

  • learning forms of address for visitors and how to use language appropriately to ask directions and for information, for example on excursions

  VCELA202 | Curriculum content | English | Level 1 | Speaking and Listening | Language

• VCELA369

  Understand and explain how the text structures and language features of texts become more complex in informative and persuasive texts and identify underlying structures such as taxonomies, cause and effect, and extended metaphors

  Elaborations

  • learning about the structure of the book or film review and how it moves from context description to text summary and then to a text judgment

  VCELA369 | Curriculum content | English | Level 7 | Reading and Viewing | Language

• VCELA142

  Understand concepts about print and screen, including how books, film and simple digital texts work, and know some features of print, including directionality

  Elaborations

  • learning about print: direction of print and return sweep, spaces between words
  • learning that Standard Australian English in written texts is read from left to right and from top to bottom of the page and that direction of print may differ in other cultures, for example Japanese texts
  • learning about front and back covers; title and author, layout and navigation of digital/screen texts
  • learning about simple functions of keyboard and mouse including typing letters, scrolling, selecting icons and drop-down menu

  VCELA142 | Curriculum content | English | Foundation Level | Reading and Viewing | Language

• VCELT080

  Recognise familiar texts which share the same character or similar topic or event

  Elaborations

  • learning that texts can share a similar theme or character
  • joining in the chant or rhyme during shared reading

  VCELT080 | Curriculum content | English | Level C | Reading and Viewing | Literature

• VCELT101

  Identify a favourite character or event within a story

  Elaborations

  • learning to link an event within a text to a feeling, for example happy, sad, angry
  • identifying a favourite image within a preferred text

  VCELT101 | Curriculum content | English | Level C | Speaking and Listening | Literature

• VCELT102

  Repeat and follow rhythms and sound patterns in familiar rhymes and songs from a range of cultures

  Elaborations

  • learning the key actions of everyday songs and rhymes
  • exploring the use of percussion instruments to react to the rhythm of a text

  VCELT102 | Curriculum content | English | Level C | Speaking and Listening | Literature

• VCELT089

  Retell an event or familiar text through images and illustrations

  Elaborations

  • labelling images from a familiar text or event
  • learning to sequence images to retell a significant event or routine

  VCELT089 | Curriculum content | English | Level C | Writing | Literature

• VCELY083

  Use images within text to identify key objects and events

  Elaborations

  • using images to select a text to be read or viewed
  • learning to sequence images to demonstrate an understanding of a text that has been listened to or viewed

  VCELY083 | Curriculum content | English | Level C | Reading and Viewing | Literacy

• VCPSCSO057

  Develop ability to focus attention on others and acknowledge their presence

  Elaborations

  • attending to activities and people for short periods of time
  • learning to follow teacher direction
  • orientating their attention to an activity or person

  VCPSCSO057 | Capabilities | Personal and Social Capability | Level A | Social Awareness and Management | Collaboration

• Arabic - F–10 Sequence: Foundation to Level 2 description

  Students become familiar with how the sounds of the Arabic language are represented in letters and words. They practise pronunciation and intonation through activities such as reciting rhymes and singing songs, and experiment with sounds, short and long vowels, phonemes, words, simple phrases...

  Level description | Languages | Arabic | F–10 Sequence

• Capabilities | Critical and Creative Thinking: Rationale and Aims

  Rationale

  Responding effectively to environmental, social and economic challenges requires young people to be creative, innovative, enterprising and adaptable, with the motivation, confidence and skills to use critical and creative thinking purposefully. Explicit attention to and application of...

  Overview material | Critical and Creative Thinking

• Design and Technologies: Levels 3 and 4 description

  In Levels 3 and 4, students develop ways of thinking about their peers and communities and as consumers and a sense of self and ownership of their ideas. Students explore and learn to harness their creative, innovative and imaginative ideas and approaches to achieve designed solutions. They do...

  Level description | Technologies | Design and Technologies

• English as an Additional Language (EAL) - Pathway C: Late immersion - EAL: Level C3 description

  The Level C3 curriculum supports students to expand their knowledge, understanding and skills in relation to their spoken English. At this level, students learn to listen, question and respond in English in a broad range of contexts. Students are provided with a variety of listening and speaking...

  Level description | English | English as an Additional Language (EAL) | Pathway C: Late immersion | EAL

• English | English: Rationale and Aims

  Rationale

  The study of English is central to the learning and development of all young Australians. It helps create confident communicators, imaginative thinkers and informed citizens. It is through the study of English that individuals learn to analyse, understand, communicate and build relationships...

  Overview material | English