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• VCMNA109

  Recognise and represent division as grouping into equal sets and solve simple problems using these representations

  Elaborations

  • dividing the class or a collection of objects into equal-sized groups
  • identifying the difference between dividing a set of objects into three equal groups (partition) and dividing the same set of objects into groups of three (quotition)

  VCMNA109 | Mathematics | Level 2 | Number and Algebra | Number and place value

• 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

• VCEALL587

  Attempt to self-correct

  Elaborations

  • applying knowledge of letter–sound relationships and familiar letter patterns to predict pronunciation

  VCEALL587 | Curriculum content | English as an Additional Language (EAL) | Level C1 | Reading and Viewing | Linguistic Structures and Features

• English | English as an Additional Language (EAL): Scope and Sequence

  The English as an Additional Language (EAL) curriculum sets out what students are expected to learn and is designed as a continuum of learning structured as three pathways. The pathways are presented in scope and sequence charts to support teachers to easily see the progression and assist in planning...

  Overview material | English as an Additional Language (EAL)

• History: Level C achievement standards

  By the end of Level C, can identify keys routines and events within their daily life. Students identify key members of their family and how they have changed over time. They recognise some important family events and some objects used in celebrations. They recognise some significant artefacts...

  Level description | The Humanities | History | Level C

• VCHIU012

  Recognise the relationship between the sounds and patterns of pronunciation and elements of the Devanagari script, including the representation of long and short vowels, consonants and conjuncts

  Elaborations

  • recognising and reproducing the sounds and letters of spoken and written Hindi
  • building phonic awareness by recognising and experimenting with sounds and focusing on those that are new and initially difficult, such as त, थ, ग, घ, ट, द, ध।
  • learning how the Hindi sound system is conventionally represented in the Devanagari system by the use of 13 letters classified as vowels (अ-अः) and 33 consonants (क-ह and ड़-ढ़)
  • developing pronunciation skills by singing, reciting, reproducing and mimicking alphabetic elements in context
  • understanding how vowels are pronounced without any obstruction of air coming out of the mouth and consonants are pronounced with obstruction of air by different parts of the mouth
  • recognising that a line on the top of written letters joins them to make words and establishes spaces between words बस, घर। अब घर चल।
  • practising the writing of Devangari letters ‘hanging’ from a line, noticing the difference between this and English, where letters are written above the line क ख ग - a, b, c
  • recognising the matra form of vowels, such as ि, ी, and distinguishing long and short vowel sounds, such as ि, ी
  • identifying and practising pronunciation of vowel sounds with consonants, for example, कइ/कि, कई/की
  • understanding the formation of conjunct consonants such as क्ष, त्र, ज्ञ

  VCHIU012 | Languages | Hindi | F–10 Sequence | Foundation to Level 2 | Understanding | Systems of language

• VCEALA148

  Understand a small range of terminology of writing

  Elaborations

  • understanding terminology such as ‘letter’, ‘word’, ‘sentence’, ‘comma’
  • understanding a small range of more technical terminology in structured activities, such as underlining verbs in a short text
  • following instructions for writing, for example ‘Fill in your name’, ‘Write each sentence on a new line’

  VCEALA148 | Curriculum content | English as an Additional Language (EAL) | Level A2 | Writing | Cultural and Plurilingual Awareness

• VCEALL672

  Develop a small range of skills to create and navigate simple digital texts

  Elaborations

  • typing short original texts using letters, common punctuation and symbols
  • editing texts in simple ways, including deleting or inserting words
  • using functions such as zoom or search to read text on a screen
  • following step-by-step instructions to navigate a digital text using menu items or links

  VCEALL672 | Curriculum content | English as an Additional Language (EAL) | Level C2 | Writing | Linguistic Structures and Features

• VCEALL125

  Understand and use a small range of metalanguage for elements of texts

  Elaborations

  • understanding terminology such as ‘author’, ‘title’, ‘letter’, ‘word’, ‘sentence’
  • locating and labelling features of a text, such as author, heading, diagram, blurb
  • identifying features of a text in answer to questions, for example ‘Who is the author of this book?’, ‘Where can we find the contents page?’

  VCEALL125 | Curriculum content | English as an Additional Language (EAL) | Level A2 | Reading and Viewing | Linguistic Structures and Features

• VCEALL135

  Read familiar texts with some fluency

  Elaborations

  • reading aloud with some accuracy and confidence words that are familiar or contain familiar letter patterns
  • imitating teacher and peers to read short texts with accurate pronunciation, fluency, pauses and intonation
  • repeating a sentence with corrected pronunciation, intonation or pausing when prompted

  VCEALL135 | Curriculum content | English as an Additional Language (EAL) | Level A2 | Reading and Viewing | Linguistic Structures and Features

• Mathematics: Level B achievement standards

  Number and Algebra

  Students participate in everyday activities that involve numbers and counting, comparing groups of objects, and pattern activities. Students can rote count to three. Students identify ‘one’ and ‘lots’ of objects and show an understanding of ‘more...

  Level description | Mathematics | Level B

• Mathematics Version 2.0: Level 3 achievement standards

  By the end of Level 3, students order and represent natural numbers beyond 10 000, classify numbers as either odd or even, and use the properties of odd and even numbers. They partition, rearrange and regroup two- and three-digit numbers in different ways to assist in calculations. Students...

  Level description | Mathematics | Mathematics Version 2.0 | Level 3

• Languages | Chinese: Learning in Chinese

  Chinese language learning

  China's official language is Modern Standard Chinese, or Putonghua (the common or shared language) in Chinese. The language is also referred to as Hanyu, the spoken language of the Han people, or Zhongwen, the written language of China. In Taiwan it is more usually called...

  Overview material | Chinese

• VCELT124

  Retell familiar text or event by sequencing images and simple statements

  Elaborations

  • identifying key images of a story
  • using two to three images in sequence to retell an event or familiar text

  VCELT124 | Curriculum content | English | Level D | Writing | Literature

• VCEALC030

  Read short, familiar texts

  Elaborations

  • reading familiar texts aloud, such as own writing, a familiar story, a text used in class, with prompts from the teacher
  • tracking words with a finger while listening to a simple text read aloud
  • reading short, previously learnt texts, such as simple rhymes, songs, repetitive texts
  • reading classroom signs, labels, words from classroom charts
  • reading some familiar words and short phrases in context, such as everyday signs and labels, familiar names, some letters, basic numbers, some common logos

  VCEALC030 | Curriculum content | English as an Additional Language (EAL) | Level A1 | Reading and Viewing | Communication

• Languages | Modern Greek: Learning in Modern Greek

  Modern Greek language learning

  Modern Greek is the official language of Greece and Cyprus. It is spoken throughout the world – wherever there are Greek-speaking communities. One of the major characteristics of the extensive Greek Diaspora is the maintenance of the Greek language and culture...

  Overview material | Modern Greek

• VCZHU093

  Identify the characteristics of familiar text types, noting particular textual features distinctive to Chinese

  Elaborations

  • exploring features and conventions of Chinese texts, including lack of word spacing and punctuation, and variability in text direction, and comparing texts in traditional characters with texts in simplified characters
  • describing the major features of familiar text types in Chinese (for example, narratives), and experimenting with analysing Chinese texts, for example, recognising the ‘problem’ and the ‘resolution’ in a narrative
  • comparing textual features and language used in different types of written communication within and across languages, for example: How does the formatting of a letter and an email differ in English? Why are there such differences? How does the formatting of a letter in English compare to Chinese formatting?
  • discussing how the organisation of information reflects concepts of hierarchy and authority, for example, the placement of the date in personal correspondence; how the address is organised on a letter (小区名，楼号，楼, for example, 龙江小区蓝天园15栋2单元504室)
  • comparing textual and linguistic features in diverse forms of written Chinese texts, such as letters, emails and text messages, and exploring the use of visual symbols such as emoticons in digital correspondence
  • experimenting with features of text presentation in Chinese, for example, text direction, word spacing, punctuation, and overall paragraph format when using squared paper

  VCZHU093 | Languages | Chinese | Second Language Learner | 7–10 Sequence | Levels 7 and 8 | Understanding | Systems of language

• Languages | Auslan: Learning in Auslan

  Auslan (Australian Sign Language) is the language of the Deaf community of Australia and is descended from British Sign Language (BSL). Auslan and other signed languages around the world are fully-fledged languages that are visual-gestural in nature. They have a complete set of linguistic...

  Overview material | Auslan

• Chinese - Background Language Learner - F–10 Sequence: Foundation to Level 2 description

  Students recognise tones as an important element of Chinese speech and learn how the sounds of Chinese can be encoded in Pinyin, using Roman letters that often convey different sounds than those which students are accustomed to in English. They learn to recognise basic character forms that represent...

  Level description | Languages | Chinese | Background Language Learner | F–10 Sequence

• VCELY231

  Reread and edit text for spelling, sentence-boundary punctuation and text structure

  Elaborations

  • reading their work and adding, deleting or changing words, prepositional phrases or sentences to improve meaning, for example replacing an everyday noun with a technical one in an informative text
  • checking spelling using a dictionary
  • checking for inclusion of relevant punctuation including capital letters to signal names, as well as sentence beginnings, full stops, question marks and exclamation marks
  • making significant changes to their texts using a word processing program ( for example add, delete or move sentences)

  VCELY231 | Curriculum content | English | Level 2 | Writing | Literacy