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• Italian - 7–10 Sequence: Levels 9 and 10 achievement standards

  By the end of Level 10, students use a range of everyday language both orally and in writing to exchange information about their personal, social, local and about broader issues of personal significance. They communicate thoughts and opinions; make comparisons and contrasts (for example, a differenz...

  Level description | Languages | Italian | 7–10 Sequence | Levels 9 and 10

• Mathematics Version 2.0: Level 9 achievement standards

  By the end of Level 9, students recognise and use rational and irrational numbers to solve problems.

  Students extend and apply the exponent laws with positive integers and the zero exponent to variables. They expand binomial products and factorise monic quadratic expressions. They...

  Level description | Mathematics | Mathematics Version 2.0 | Level 9

• Non-Roman Alphabet Languages - F–10 Sequence: Levels 7 and 8 achievement standards

  By the end of Level 8, students use the written and spoken language being studied to initiate and sustain classroom interactions to carry out transactions and to exchange information, ideas, thoughts and feelings about people, objects, places and events. They ask and respond to open-ended questions...

  Level description | Languages | Non-Roman Alphabet Languages | F–10 Sequence | Levels 7 and 8

• The Arts | Dance: Structure

  The Dance curriculum is structured around four interdependent strands, each of which involves making and responding.

  Strands

  Strand	Explore and Express Ideas	Dance Practices	Present and Perform	Respond and Interpret
  	Focuses on exploring and shaping ideas to express and communicate intentions. Students...

  Overview material | Dance

• The Arts | Drama: Structure

  Strands

  The curriculum is structured around four interdependent strands, each of which involves making and responding.

  Strand	Explore and Express Ideas	Drama Practices	Present and Perform	Respond and Interpret
  	Focuses on imagining and creating characters, roles and situations. Students...

  Overview material | Drama

• The Arts | Visual Arts: Structure

  Strands

  The curriculum is structured around four strands, each of which involves making and responding.

  Strand	Explore and Express Ideas	Visual Arts Practices	Present and Perform	Respond and Interpret
  	Exploring, imagining, experimenting and expressing ideas, concepts, themes, values, beliefs, observations...

  Overview material | Visual Arts

• VCADAP003

  Be involved in making and sharing dance that communicates ideas

  Elaborations

  • viewing own performance and reacting to elements
  • performing as part of a dance group, to classmates, teachers and parents
  • reacting to the audience, for example, change in expression when they hear or see known adults
  • experiencing the presenting of their dance in a digital format

  VCADAP003 | The Arts | Dance | Level A | Present and Perform

• VCAVAP019

  Create and display artworks

  Elaborations

  • displaying a series of artworks created by their class
  • viewing an exhibition at a gallery and museum and discussing the expression of ideas in the artworks exhibited.
  • describing the theme or ideas expressed in an exhibition of their class art works

  VCAVAP019 | The Arts | Visual Arts | Foundation Level | Present and Perform

• VCEALC327

  Recall and retell a simple story such as a recount, legend or fairytale

  Elaborations

  • learning the content and sequence of a story through storytelling, reading or viewing in home language or English, and retelling in English
  • using conventions of story texts, such as ‘Once upon a time’
  • controlling pronunciation, intonation and emphasis to contribute to engaging storytelling

  VCEALC327 | Curriculum content | English as an Additional Language (EAL) | Level B2 | Speaking and Listening | Communication

• VCEALC696

  Interpret and respond to accessible texts from across the curriculum

  Elaborations

  • reading and viewing in-school texts, including a range of factual and fictional text types, in print and digital formats
  • understanding background information associated with the content and text type, including the purpose and structure

  VCEALC696 | Curriculum content | English as an Additional Language (EAL) | Level C3 | Reading and Viewing | Communication

• VCEBR020

  Investigate Australia as a trading nation and its place within Asia and the global economy

  Elaborations

  • describing the characteristics of the Australian economy such as its participants and resource base
  • identifying economic objectives of the Australian economy from the point of view of consumers, businesses, workers and governments and explain how these may be used as indicators of economic performance

  VCEBR020 | The Humanities | Economics and Business | Levels 9 and 10 | Resource Allocation and Making Choices

• VCELA279

  Explore the effect of choices when framing an image, placement of elements in the image, and salience on composition of still and moving images in a range of types of texts

  Elaborations

  • examining visual and multimodal texts, building a vocabulary to describe visual elements and techniques such as framing, composition and visual point of view and beginning to understand how these choices impact on viewer response

  VCELA279 | Curriculum content | English | Level 4 | Reading and Viewing | Language

• VCELA428

  Investigate how evaluation can be expressed directly and indirectly using devices, including allusion, evocative vocabulary and metaphor

  Elaborations

  • comparing texts that use evaluative language in different ways – print advertisements, editorials, talkback radio and poetry – and identifying wordings that appraise things indirectly, through evocative language, similes and metaphors that direct the views of the readers in particular ways

  VCELA428 | Curriculum content | English | Level 9 | Reading and Viewing | Language

• VCELT228

  Create events and characters using different media that develop key events and characters from literary texts

  Elaborations

  • creating imaginative reconstructions of stories and poetry using a range of print and digital media
  • telling known stories from a different point of view
  • orally, in writing or using digital media, constructing a sequel to a known story

  VCELT228 | Curriculum content | English | Level 2 | Writing | Literature

• VCELT298

  Create literary texts that explore students’ own experiences and imagining

  Elaborations

  • drawing upon literary texts they have encountered and experimenting with changing particular aspects, for example the time or place of the setting, adding characters or changing their personalities, or offering an alternative point of view on key ideas

  VCELT298 | Curriculum content | English | Level 4 | Writing | Literature

• VCELY427

  Plan, rehearse and deliver presentations, selecting and sequencing appropriate content, including multimodal elements, to reflect a diversity of viewpoints, using voice and language conventions to suit different situations, modulating voice and incorporating elements for specific effects

  Elaborations

  • creating texts that express views and values other than own
  • researching subject matter on social issues and/or relationships and presenting ideas in particular ways to appeal to different audiences

  VCELY427 | Curriculum content | English | Level 8 | Speaking and Listening | Literacy

• VCHHC005

  Experience narratives about a person or the past

  Elaborations

  • experiencing retellings of significant events within their community, family and school life through multisensory experiences and texts
  • experiencing the construction of a narrative about a recent significant event
  • viewing various text and representation of their family, life and significant events

  VCHHC005 | The Humanities | History | Level A | Historical Concepts and Skills | Historical significance

• VCHHC001

  Recognise personally significant objects from childhood and now

  Elaborations

  • viewing various multimodal texts and stories, pictures and images that identify personally significant objects of their own
  • exploring and reacting to objects associated with personally significant events and times of their life
  • reacting to personally significant objects

  VCHHC001 | The Humanities | History | Level A | Historical Concepts and Skills | Chronology

• VCHHK048

  Similarities and differences between their life and the life of their parents and grandparents

  Elaborations

  • experiencing, hearing and viewing texts, images and artefacts related to their life and the life of their parents and grandparents
  • comparing and sorting artefacts related to everyday life to see what is the same and different from their own, their parents and their grandparents life

  VCHHK048 | The Humanities | History | Level D | Historical Knowledge | Personal histories

• VCMMG199

  Use a grid reference system to describe locations. Describe routes using landmarks and directional language

  Elaborations

  • comparing aerial views of Country, desert paintings and maps with grid references
  • creating a grid reference system for the classroom and using it to locate objects and describe routes from one object to another

  VCMMG199 | Mathematics | Level 5 | Measurement and Geometry | Location and transformation