In Level C, the curriculum focuses on developing the skills to reason, problem solve and learn. Students become familiar with simple strategies to structure thinking and solve problems. Students explore how thinking can be made explicit.
Level description | Capabilities | Critical and Creative Thinking
In Level D, the curriculum focuses on developing the knowledge and skills to express reasons, to problem solve and learn more effectively. Students become familiar with simple strategies to structure and improve thinking. Students learn how thinking can be made explicit.
Level description | Capabilities | Critical and Creative Thinking
In Levels 9 and 10, the curriculum focuses on developing the knowledge, skills and understanding to recognise and manage what is often implicit in thinking. Students learn and apply techniques to progress, analyse and evaluate thinking. Students develop an understanding that it is often necessary...
Level description | Capabilities | Critical and Creative Thinking
In Levels 3 and 4, the curriculum focuses on developing the knowledge, skills and understanding to improve and monitor thinking. Students learn and consider the advantages of different thinking techniques. Students learn there are different ways to respond to problems, visualise thinking and think...
Level description | Capabilities | Critical and Creative Thinking
By the end of Level B, students follow safe practice when moving body parts and performing dance sequences.
Students communicate responses to dances they make, perform and view.
Level description | The Arts | Dance | Level B
By the end of Level C, students follow safe dance practice to make and share dance sequences and movement patterns.
Students communicate ideas and feelings about aspects of their own and others’ dance.
Level description | The Arts | Dance | Level C
By the end of Level D, students make and share a simple dance sequence and demonstrate safe dance practice.
Students provide a simple explanation about the features and purpose of their own dance.
Level description | The Arts | Dance | Level D
By the end of Level 2 students use the elements of dance and fundamental movement skills to make and perform safely, dance sequences that express ideas.
Students communicate about dances they make, perform and view, and discuss where and why people dance.
Level description | The Arts | Dance | Levels 1 and 2
By the end Level B, students make and share drama through dramatic play and improvisation.
Students communicate likes and dislikes in response to elements of drama they make, perform and view.
Level description | The Arts | Drama | Level B
By the end of Level C, students make and share simple drama that communicates an idea, feeling and/or experience.
Students communicate ideas about drama and reasons why people share drama by answering yes/no questions.
Level description | The Arts | Drama | Level C
By the end of Level D, students make and share drama that communicates major elements of stories or experiences.
Students provide a simple explanation about the characteristics of drama they make, perform and view.
Level description | The Arts | Drama | Level D
By the end of Level 2, students make and present drama using the elements of role, situation and focus in dramatic play and improvisation.
Students describe what happens in drama they make, perform and view. They identify some elements in drama and describe where and why there is drama.
Level description | The Arts | Drama | Levels 1 and 2
The curriculum for Level C1 supports students to develop their communication skills both verbally and non-verbally. It provides a range of opportunities for students to interact with their peers. Through active participation in conversations, students learn about the ways to apply formulaic language...
Level description | English | English as an Additional Language (EAL) | Pathway C: Late immersion | EAL
From Foundation to Level 2, the curriculum focuses on developing the knowledge, skills and understandings to approach ethical problems and evaluate outcomes. Students develop a vocabulary to engage with ethical problems and an understanding that personal feelings can effect decision-making and actions.
Level description | Capabilities | Ethical Capability
In Levels 9 and 10, the curriculum focuses on developing the knowledge, skills and understandings to analyse and evaluate ethical problems and their resolution and to identify and manage contestability in ethical matters. Students reflect on whether there are ethical concepts and principles common...
Level description | Capabilities | Ethical Capability
By the end of Level A, students recognise some personally significant places. They select preferred objects through reaching towards, accepting or rejecting actions.
Students react to the familiar features of some personally significant places.
Level description | The Humanities | Geography | Level A
By the end of Level B, students indicate what they like and dislike about media artworks they make and view.
Students assist to make and share media artworks using technologies and by selecting images and sounds to represent an idea or familiar story.
Level description | The Arts | Media Arts | Level B
By the end of Level C, students communicate about media artworks they make and view, and why media artworks are made.
Students make media artworks that communicate a word or concept.
Level description | The Arts | Media Arts | Level C
By the end of Level D, students describe the characteristics of media artworks they make and view.
Students make and share media artworks representing a significant idea, event or story.
Level description | The Arts | Media Arts | Level D
By the end of Level 2, students describe the media artworks that they make and view, and describe where and why media artworks are made.
Students use the story principles of structure, character, intent and setting, media technologies and the elements of media arts to make and share media artworks.
Level description | The Arts | Media Arts | Levels 1 and 2
