By the end of Level 4, students use spoken and written Chinese in simple personal interactions with familiar participants about self, family, people, places, routine, school life, and their own interests and preferences, for example, 你叫什么名字？ 你上几年级？ 你有狗吗？ 你喜欢什么运动？ They use appropriate pronunciation...
Level description | Languages | Chinese | Second Language Learner | F–10 Sequence | Levels 3 and 4
In Levels 9 and 10, students use design thinking, design and technologies knowledge and understanding, processes and production skills to produce designed solutions to identified needs or opportunities of relevance to individuals, local, national, regional and global communities.
Students undertake...
Level description | Technologies | Design and Technologies
In Level A, students begin to engage, participate and receive communication with known adults, teachers and peers. Opportunities are provided for students to explore English knowledge, understanding, skills and processes through everyday experiences, personal interests and significant events....
Level description | English
In Levels 3 and 4, students experience learning in familiar contexts and a range of contexts that relate to study in other areas of the curriculum. They interact with peers and teachers from other classes and schools in a range of face-to-face and online/virtual environments.
Students engage with...
Level description | English
In Levels 7 and 8, students communicate with peers, teachers, individuals, groups and community members in a range of face-to-face and online/virtual environments. They experience learning in both familiar and unfamiliar contexts that relate to the school curriculum, local community, regional...
Level description | English
In Levels 7 and 8, students interact with peers, teachers, individuals, groups and community members in a range of face-to-face and online/virtual environments. They experience learning in both familiar and unfamiliar contexts that relate to the school curriculum, local community, regional and...
Level description | English
In Levels 9 and 10, students interact with peers, teachers, individuals, groups and community members in a range of face-to-face and online/virtual environments. They experience learning in familiar and unfamiliar contexts, including local community, vocational and global contexts.
Students engage...
Level description | English
In Levels 9 and 10, students interact with peers, teachers, individuals, groups and community members in a range of face-to-face and online/virtual environments. They experience learning in familiar and unfamiliar contexts, including local community, vocational and global contexts.
Students engage...
Level description | English
Students expand their knowledge and control of grammatical elements such as verb tenses (l’imparfait, le futur simple, le conditionnel) and emphatic, direct and indirect object pronouns. They extend their knowledge of text types and language functions. Task characteristics and conditions...
Level description | Languages | French | F–10 Sequence
From Foundation to Level 2, the curriculum develops the concept of place through a study of what places are like over time and how they are defined. The emphasis in F-2 is on the places in which students live, but they also start to investigate other places of similar size that are familiar to...
Level description | The Humanities | Geography
Students increase their range of German vocabulary, pronunciation, and grammar and textual knowledge. They use present tense forms of regular and irregular verbs, including some modal verbs and common separable verbs, and use plural forms of nouns and possessive adjectives. They add detail and...
Level description | Languages | German | F–10 Sequence
By the end of Level 2, students interact with teachers and peers through play- and action-related language. They use greetings (Selamat pagi/siang) and respond to instructions through actions (Berdirilah, Masuklah). Students pronounce the vowel sounds, and ch for c. They recognise questions (Apa? Si...
Level description | Languages | Indonesian | F–10 Sequence | Foundation to Level 2
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
Students observe the relationship between stress, pacing and meaning, and use appropriate intonation patterns to exclaim, make a statement or ask a question. They continue to acquire a wider range of vocabulary and to build grammatical and textual knowledge. They use verbs, nouns and adjectives...
Level description | Languages | Japanese | F–10 Sequence
Students expand their range of vocabulary to subjects beyond their immediate world and familiar experiences. They develop broader grammatical knowledge, using verbs and い/な adjectives, negative conjugations, various particles, counters, superlatives and conjunctions, to describe and sequence events...
Level description | Languages | Japanese | F–10 Sequence
Students extend their grammatical knowledge to a range of particles, conjunctive suffixes (clausal connectives) and complex phrasal and sentential structures. Their vocabulary range expands to abstract words and some specialised vocabulary. With an increasing knowledge and control of language...
Level description | Languages | Korean | F–10 Sequence
This is a period of language exploration, vocabulary expansion and experimentation. As students develop greater control of language structures and systems, their confidence increases, as does their interest in communicating in a wider range of contexts. They use the language being studied to communicate...
Level description | Languages | Non-Roman Alphabet Languages | F–10 Sequence
Students recognise and use intonation patterns to express different meanings. They apply their knowledge of sound–letter associations to spell new words. They recognise and use elements of grammar such as gender and singular/plural forms, simple verb forms, adjectives, adverbs, pronouns...
Level description | Languages | Spanish | F–10 Sequence
Dance is expressive movement with purpose and form. Through Dance, students express, question and celebrate human experience, using the body as the instrument and movement as the medium for personal, social, emotional, spiritual and physical communication. Like all art forms, dance has...
Overview material | Dance
The Dance curriculum is structured around four interdependent strands, each of which involves making and responding.
| 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
