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• VCELA184

  Understand how to use visual memory to write high-frequency words, and that some high-frequency words have regular and irregular spelling components

  Elaborations

  • using strategies such as look-say-cover-write-check to learn an increasing number of high-frequency sight words recognised in texts, including words with regular spelling patterns such as 'them' and 'got' and irregular patterns such as 'one' and 'was'

  VCELA184 | Curriculum content | English | Level 1 | Writing | Language

• VCELA107

  Identify some of the features of text such as digital/screen layout or the features of a book cover

  Elaborations

  • learning that an idea can be represented in different ways, for example a word, a picture, an image
  • identifying the topic of a book from the image on the cover
  • using an icon image to select a digital text

  VCELA107 | Curriculum content | English | Level D | Reading and Viewing | Language

• VCELA074

  Know how to use the connection between the object, its name, image or sign

  Elaborations

  • learning to scan a collection of images and select one image to describe an object or action
  • matching 3D objects to an image, sign or spoken word, for example using an apple, an image and a word

  VCELA074 | Curriculum content | English | Level C | Reading and Viewing | Language

• VCHHK026

  Explore different technologies used to make their daily life better

  Elaborations

  • experiencing high and low technical solutions to everyday problems, for example egg beater and mixer during cooking, story book and interactive multimodal story
  • learning how technology makes their daily routine and life better

  VCHHK026 | The Humanities | History | Level B | Historical Knowledge | Community histories

• VCHHK039

  Explore changes in technology and the difference between each

  Elaborations

  • using past and modern technological solutions to everyday problems and experience how they are the same and different
  • exploring how technology is used in daily life and learning to match current technology to the part of daily life it help us with

  VCHHK039 | The Humanities | History | Level C | Historical Knowledge | Community histories

• VCHPEM028

  Follow basic single word instructions when participating in structured physical activities

  Elaborations

  • waiting for and attending to teacher directions
  • wearing safety equipment during some physical activities
  • responding to single-word safety instructions from a familiar adult, including ‘stop’, ‘wait’, ‘come’
  • learning how to use equipment appropriately

  VCHPEM028 | Health and Physical Education | Level B | Movement and Physical Activity | Learning through movement

• VCHPEM054

  Cooperate with others and demonstrate characteristics of a good sport when participating in physical activities

  Elaborations

  • participating in simple games with support and practising social skills
  • demonstrating an understanding of and following familiar game rules
  • demonstrating characteristics of a good sport
  • learning to negotiate with others when working or playing games in groups

  VCHPEM054 | Health and Physical Education | Level D | Movement and Physical Activity | Learning through movement

• VCHPEP007

  Experience play activities

  Elaborations

  • participate in structured play with significant people and classmates
  • experiencing objects and environments and learning to react to elements
  • experiencing a range of ways to play and reacting to and demonstrating a readiness to engage in play

  VCHPEP007 | Health and Physical Education | Level A | Personal, Social and Community Health | Contributing to healthy and active communities

• VCITC069

  Reflect on own participation in intercultural exchange and consider how this shapes own identity over time

  Elaborations

  • creating a learning journal or autobiography relating intercultural experiences and their impact
  • recognising own culture-based understanding of ideas and experiences
  • reflecting on own positioning in exchanges with members of the Italian community

  VCITC069 | Languages | Italian | F–10 Sequence | Levels 7 and 8 | Communicating | Reflecting

• VCPSCSE037

  Reflect on their effectiveness in working independently by identifying enablers and barriers to achieving goals

  Elaborations

  • identifying positive and negative factors that influence independent learning to achieve goals
  • responding to scenarios and identifying a range of responses and analyse their effectiveness
  • writing a journal entry identifying enablers and barriers after the completion of an independent task

  VCPSCSE037 | Capabilities | Personal and Social Capability | Levels 7 and 8 | Self-Awareness and Management | Development of resilience

• VCPSCSE061

  Follow teacher direction and orientate their attention to an activity or person and persist in a task when supported by teacher

  Elaborations

  • demonstrating a readiness to explore and participate in new experiences
  • initiating a task once prompted by a teacher and following prompts to persist
  • exploring and using a variety of different resources and tools in structured learning activities

  VCPSCSE061 | Capabilities | Personal and Social Capability | Level B | Self-Awareness and Management | Development of resilience

• VCRAC001

  Participate in structured play and class activities, exchanging greetings and information about self, family and interests with peers and teacher

  Elaborations

  • learning how to greet others at different times of the day using appropriate forms of address and body language
  • expressing feelings, opinions and reactions
  • introducing and giving descriptions of self, family members, pets and favourite objects

  VCRAC001 | Languages | Roman Alphabet Languages | F–10 Sequence | Foundation to Level 2 | Communicating | Socialising

• VCSIS030

  Use pictures, symbols, concrete objects and/or simple familiar words to facilitate communication

  Elaborations

  • recognising and beginning to use words that describe the characteristics of substances, for example, ‘red’, ‘soft’, ‘hard’, ‘light’, ‘heavy’
  • learning to use words that describe simple forces, for example, ‘fast’, ‘slow’, ‘push’ and ‘pull’

  VCSIS030 | Science | Level C | Science Inquiry Skills | Communicating

• Hindi - 7–10 Sequence: Levels 7 and 8 description

  Students develop explicit knowledge of the forms and functions of language elements that some may already use fluently in their spoken language. Literacy development provides the opportunity not only to read and write the language but also to understand how it is formed and how it works. Students...

  Level description | Languages | Hindi | 7–10 Sequence

• Languages | Classical Greek: Structure

  Sequences of learning

  Victorian Curriculum Classical Greek has one learning sequence:

  • 7–10 sequence for students who begin to learn the language in Year 7.

  Strands and Sub-strands

  The content of Classical Greek is organised through two interrelated strands. The two strands are Engaging...

  Overview material | Classical Greek

• Languages | Latin: Structure

  Sequences of learning

  Victorian Curriculum Latin has one learning sequence:

  • 7–10 sequence for students who begin to learn the language in Year 7.

  Strands and Sub-strands

  The content of Latin is organised through two interrelated strands. The two strands are Engaging with texts and Understanding...

  Overview material | Latin

• Vietnamese - F–10 Sequence: Levels 7 and 8 description

  Students use appropriate pronunciation, accent and intonation patterns and spelling in a range of sentences, such as statements, questions and exclamations. By building their language knowledge, students are able to develop and express more complex concepts in Vietnamese. They use a range of grammatical...

  Level description | Languages | Vietnamese | F–10 Sequence

• Auslan - First Language Learner - F–10 Sequence: Levels 3 and 4 description

  Students recognise and apply elements of Auslan grammar, such as marking manner or aspect on verbs. They use increasingly sophisticated means of showing constructed action, and of using space to track a character or location through a text for purposes of cohesion. They develop metalanguage for...

  Level description | Languages | Auslan | First Language Learner | F–10 Sequence

• Auslan - Second Language Learner - 7–10 Sequence: Levels 9 and 10 description

  Students are increasingly aware of differences between Auslan and English. They are expanding their knowledge of vocabulary and sentence construction. With support, they use constructed action to show participants in a text, modify indicating verbs for non-present referents with increasing accuracy...

  Level description | Languages | Auslan | Second Language Learner | 7–10 Sequence

• Capabilities | Critical and Creative Thinking: Resources

  A range of resources to assist with implementing the Victorian Curriculum F – 10 are available. Please visit the following websites to access these resources (links open in a new window):

  • Victorian Curriculum F – 10 Resources and Support (VCAA)

  Includes general advice and information...

  Overview material | Critical and Creative Thinking