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• VC2M4N04

  count by multiples of quarters, halves and thirds, including mixed numerals; locate and represent these fractions as numbers on number lines

  Elaborations

  • cutting objects such as oranges or sandwiches into quarters and counting by quarters to find the total number, and saying the counting sequence ‘one-quarter, two-quarters, three-quarters, four-quarters or one-whole, five-quarters or one-and-one-quarter, six-quarters or one-and-two-quarters … eight-quarters or two-wholes ...’
  • subdividing the sections between whole numbers on parallel number lines so that one shows halves, another shows quarters and one other shows thirds; and counting the fractions by jumping along the number lines, and noticing when the count is at the same position on the parallel lines
  • converting mixed numerals into improper fractions and vice versa, and representing mixed numerals on a number line
  • using a number line to represent and count in tenths, recognising that 10 tenths is equivalent to one

  VC2M4N04 | Mathematics | Mathematics Version 2.0 | Level 4 | Number

• VC2M9P01

  list all outcomes for two-step chance experiments both with and without replacement, using lists, tree diagrams, tables or arrays; assign probabilities to outcomes and events

  Elaborations

  • discussing two-step chance experiments, such as the game of heads and tails, describing the different outcomes and their related probabilities 
  • using systematic methods such as lists or arrays to record outcomes and assign probabilities, such as drawing the names of students from a bag to appoint 2 team leaders
  • using a tree diagram to represent a three-stage event and assigning probabilities to these events; for example, selecting 3 cards from a deck, assigning the probability of drawing an ace, then a king, then a queen of the same suit, with and without replacing the cards after every draw
  • assigning probabilities to compound events involving the random selection of people from a given population; for example, selecting 2 names at random from all of the students at a high school and assigning the probability that they are both in Year 9

  VC2M9P01 | Mathematics | Mathematics Version 2.0 | Level 9 | Probability

• VC2M10P01

  use the language of ‘if … then …’, ‘given’, ‘of’ and ‘knowing that’ to investigate conditional statements and identify common mistakes in interpreting such language, and describe and interpret situations involving conditional probability; design and conduct simulations using digital tools to model...

  Elaborations

  • using two-way tables and Venn diagrams to understand conditional statements using the language of ‘if … then …’, ‘given’, ‘of’ and ‘knowing that’ and identifying common mistakes in interpreting such language
  • using arrays and tree diagrams to represent, interpret and compare probabilities of dependent and independent events 
  • using samples of different sizes with and without replacement from a population to identify when the difference in methods becomes negligible
  • using simulations to gather data on frequencies for situations involving chance that appear to be counterintuitive, such as the three-door problem or the birthday problem
  • identifying situations in real life where probability simulations are used for decision-making, such as supply and demand of product, insurance risk and queueing 
  • using simulation to predict the number of people likely to be infected with a strain of flu or virus

  VC2M10P01 | Mathematics | Mathematics Version 2.0 | Level 10 | Probability

• Chinese - Second Language Learner - F–10 Sequence: Foundation to Level 2 achievement standards

  By the end of Level 2, students use spoken and written Chinese to communicate with teachers and peers. They participate in structured and routine interactions, such as using 谢谢， 再见， 请, using learnt sounds, formulaic phrases, and verbal and non-verbal responses. They respond to and receive information...

  Level description | Languages | Chinese | Second Language Learner | F–10 Sequence | Foundation to Level 2

• Classical Greek: Levels 7 and 8 description

  Students become familiar with the sounds of Classical Greek, including the restored pronunciation. They use appropriate phrasing and voice inflection when reading aloud, reciting or performing Classical Greek texts, such as stories, dialogues, songs or plays, and develop their understanding of...

  Level description | Languages | Classical Greek

• English: Level C description

  In Level C, students communicate with known adults, teachers and peers. Students learn about social rules of communication and experience different ways to convey information to others. Students are provided with experiences that engage, support and extend their learning, including the use of...

  Level description | English

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

  Students become familiar with the sounds of German, including pronunciation, rhythm, intonation and stress. They recognise similarities with many English words, noting differences in pronunciation (Computer, Buch, Auto). They approximate the pronunciation and phrasing of single words and short...

  Level description | Languages | German | 7–10 Sequence

• Korean - F–10 Sequence: Levels 5 and 6 achievement standards

  By the end of Level 6, students engage in classroom interactions to carry out collaborative tasks, to exchange information and to express feelings and ideas related to specific contexts, personal interests and daily routines at home and school. They ask and answer questions with appropriate intonation...

  Level description | Languages | Korean | F–10 Sequence | Levels 5 and 6

• Korean - F–10 Sequence: Levels 5 and 6 description

  Students expand their knowledge of Korean vocabulary, grammar and honorific elements. They are aware of some patterns of sound changes at syllable boundaries such as 연음법칙, 비음화 and 구개음화 in familiar words and expressions. They express past tense and use some verb phrases in complex structures as...

  Level description | Languages | Korean | F–10 Sequence

• Korean - F–10 Sequence: Levels 3 and 4 description

  Students begin to make connections between speech and writing in Korean and understand that Korean is a system that works differently from English. They differentiate sounds of Hangeul syllable blocks, and their literacy in Hangeul develops with a growing phonological awareness and understanding of

  Level description | Languages | Korean | F–10 Sequence

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

  By the end of Level 8, students share factual information and opinions about their personal worlds, including personal details, family, pets, friends, pastimes, school and neighbourhood. They interact with others orally and in writing, asking and responding to questions, and expressing preferences...

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

• Languages | Chinese: Structure

  Sequences of learning

  The Chinese curriculum takes account of different entry points into language learning across F–10, which reflects current practice in language teaching.

  There are two possible learning sequences:

  • F–10 sequence for students who begin to learn the language in primary...

  Overview material | Chinese

• Technologies | Design and Technologies: Structure

  The Design and Technologies curriculum is organised by the three related strands of Technologies and Society, Technological Contexts, and Creating Design Solutions. The Technological Contexts and Creating Design Solutions strands are further organised by sub-strands, as set out below.

  Strands	Technolo...

  Overview material | Design and Technologies

• VCEALA300

  Create short, simple texts for particular purposes, with some support and modelling

  Elaborations

  • using learnt text structures or model texts to begin writing independently
  • creating simple responses to texts, for example replying to a letter or stating a personal opinion about an issue in a video clip
  • building on feedback from previous writing tasks to improve accuracy and extend sophistication in writing

  VCEALA300 | Curriculum content | English as an Additional Language (EAL) | Level B1 | Writing | Cultural and Plurilingual Awareness

• VCEALA573

  Identify the basic purposes and audiences of different print and digital news media texts

  Elaborations

  • categorising texts as fiction and non-fiction
  • suggesting the purpose and audience of a range of common news media texts, such as websites, news reports, opinion columns, persuasive letters
  • recognising the function of features of an instructional text, such as a title, illustrations, imperative verbs

  VCEALA573 | Curriculum content | English as an Additional Language (EAL) | Level C1 | Reading and Viewing | Cultural and Plurilingual Awareness

• VCEALC297

  Write ‘real world’ texts

  Elaborations

  • making a list of items to take on excursion, using the names of familiar objects
  • writing a letter introducing themselves, using some formulaic expressions such as ‘Dear …’, ‘I live in …’
  • writing a simple story to share with the class, based on listening to a story told at home

  VCEALC297 | Curriculum content | English as an Additional Language (EAL) | Level B1 | Writing | Communication

• VCHHC055

  Identify perspectives about changes to daily life from people in the past or present

  Elaborations

  • discussing with parents and grandparents about life in the past
  • exploring stories from and about the past, for example letters, diaries, radio or television programs
  • inviting parents, grandparents and elders into the classroom to communicate about their childhoods and comparing their favourite toys with those of children today

  VCHHC055 | The Humanities | History | Foundation to Level 2 | Historical Concepts and Skills | Historical sources as evidence

• VCITU072

  Apply understanding of distinctive features of text organisation

  Elaborations

  • describing and applying the main features of familiar text types in Italian, for example, letter, email, description, narrative, report
  • observing that texts are constructed for a variety of purposes (for example, to request, to instruct, to invite and to describe) and for a variety of audiences, for example, child/adult, known/unknown people

  VCITU072 | Languages | Italian | F–10 Sequence | Levels 7 and 8 | Understanding | Systems of language

• VCITU091

  Analyse and apply linguistic, cultural and textual features of specific text types

  Elaborations

  • using knowledge of text types in Italian to analyse different texts, for example, a narrative, letter, recipe, message or report
  • comparing Italian and English versions of particular text types, noticing any differences
  • using knowledge of text types to create texts that respect the conventions

  VCITU091 | Languages | Italian | F–10 Sequence | Levels 9 and 10 | Understanding | Systems of language

• VCPSCSO047

  Analyse how divergent values and beliefs contribute to different perspectives on social issues

  Elaborations

  • reading letters to the editor on a particular issue and summarising the different perspectives presented
  • exploring links between personal values and perspectives on social issues such as homelessness in major cities, asylum seekers or the celebration of Indigenous Australian heritage
  • exploring a social issue, such as homelessness, and articulating a range of views and possible reasons for differences

  VCPSCSO047 | Capabilities | Personal and Social Capability | Levels 9 and 10 | Social Awareness and Management | Relationships and diversity