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• Mathematics | Mathematics Version 2.0: Structure

  Mathematics is presented in 11 levels, from Foundation to Level 10.

  Level 10 also includes Level 10A, which provides opportunities for students to extend their exploration of mathematical notions and further their mathematical studies.

  Strands

  The curriculum is organised into 6 interrelated...

  Overview material | Mathematics Version 2.0

• The Arts | Media Arts: Learning in Media Arts

  In Media Arts students engage with communications technologies and cross-disciplinary art forms to design, produce, distribute and interact with a range of print, audio, screen-based or hybrid artworks. Students explore, view, analyse and participate in media culture from a range of viewpoints...

  Overview material | Media Arts

• The Arts | Visual Arts: Learning in Visual Arts

  Learning in Visual Arts involves students making and responding to artworks, drawing on the world as a source of ideas. Students engage with and develop knowledge of visual arts, skills, techniques and processes, and use materials as they explore a range of forms, styles and contexts.

  Through...

  Overview material | Visual Arts

• VCELA216

  Understand that nouns represent people, places, things and ideas and include common, proper, concrete or abstract, and that noun groups/phrases can be expanded using articles and adjectives

  Elaborations

  • exploring texts and identifying nouns that refer to characters, elements of the setting, and ideas
  • exploring illustrations and noun groups/phrases in picture books to identify how the participants have been represented by an illustrator
  • exploring names of people and places and how to write them using capital letters
  • building extended noun groups/phrases that provide a clear description of an item

  VCELA216 | Curriculum content | English | Level 2 | Reading and Viewing | Language

• VCESU140

  Recognise that texts such as stories, emails and dialogues have particular characteristic features, and notice similarities and differences between some Spanish and English versions

  Elaborations

  • noticing differences between written and spoken forms of different types of texts in both Spanish and English, for example, comparing a written story with a spoken one, or a letter with a phone call; and recognising how elements of texts combine to make meaning, for example, the images, font and script of a cartoon; the title, layout and illustrations in a picture book; and the highlighting of names, dates and times on an invitation
  • comparing features of similar texts in Spanish and English, for example, greeting cards, interactive games or tuckshop menus

  VCESU140 | Languages | Spanish | F–10 Sequence | Levels 3 and 4 | Understanding | Systems of language

• VCHHK073

  A significant example of change and a significant example of continuity over time in the local community, region or state/territory

  Elaborations

  • investigating changes and continuity in relation to transport, work, education, natural and built environments, entertainment and daily life
  • investigating a development in the local community from the time of European settlement to the present day, for example, through photographs, newspapers, oral histories, diaries and letters
  • comparing key similarities and differences in photographs from both the past and present of a specific location to identify change or continuity

  VCHHK073 | The Humanities | History | Levels 3 and 4 | Historical Knowledge | Community, remembrance and celebrations

• VCHHK063

  The history of a significant person, building, site or part of the natural environment in the local community and what it reveals about the past

  Elaborations

  • using the internet, newspapers, community information guides and local knowledge to identify and list the people and places promoted as being of historic interest in the local community
  • suggesting reasons for the location of a local landmark before searching for resources that provide an explanation
  • using books, newspapers, oral histories, audio visual material, digital sources, letters, photographs to investigate the history of a chosen person, building, site or landmark in the local community and relating a story these sources reveal about the past

  VCHHK063 | The Humanities | History | Foundation to Level 2 | Historical Knowledge | Community histories

• VCITU073

  Recognise how language use varies depending on the context of the situation and the context of culture

  Elaborations

  • identifying the way in which the choice of vocabulary and grammar relates to variables such as age, social status, relationship and situation
  • recognising that language use changes according to the text type and modality, for example, comparing emails and letters, written notes and SMS, diary and interactive webpages
  • identifying and comparing the features of language that distinguish the purpose for which it is used, and the age and gender of the audience, for example, the difference between Non mi piace and Non mi piace per niente

  VCITU073 | Languages | Italian | F–10 Sequence | Levels 7 and 8 | Understanding | Language variation and change

• VCITU034

  Recognise how grammatical structures are used to form simple texts

  Elaborations

  • creating paragraphs for a range of texts, including descriptions, cards, letters or emails
  • recognising how ideas are sequenced in simple texts (for example, prima, dopo), noticing patterns in the organisation of texts, for example, sequence in a narrative
  • noticing some commonalities between particular text types in Italian and English, for example, greeting cards have a front cover with images or photos specific to the occasion, an opening and closing address, and a written message

  VCITU034 | Languages | Italian | F–10 Sequence | Levels 3 and 4 | Understanding | Systems of language

• VCKOU126

  Recognise the sounds of the Korean language and the forms of Hangeul syllable blocks, and understand that the syllable block is the basic unit of writing in Korean, associating individual syllable blocks with their pronunciations

  Elaborations

  • differentiating Korean and English sounds, for example, by comparing names in Korean and English (for example, 로버트versus ‘Robert’)
  • categorising names according to their first consonant, for example, 마크, 매튜, 마이클
  • discriminating between simple vowel and consonant letters in a syllable block
  • recognising the order of strokes in writing syllable blocks

  VCKOU126 | Languages | Korean | F–10 Sequence | Foundation to Level 2 | Understanding | Systems of language

• VCKOU150

  Understand that languages change over time and influence each other through contact and cultural exchanges

  Elaborations

  • viewing images of the original version of 훈민정음 and recognising that some letters in the original are not used in modern Korean, for example, •, ᅙ, ᅀ
  • reflecting on and discussing which languages Korean might have influenced and might have been influenced by over time, for example,Chinese, Japanese, English, French and Italian

  VCKOU150 | Languages | Korean | F–10 Sequence | Levels 3 and 4 | Understanding | Language variation and change

• VCKOU167

  Identify and use distinctive features of different types of spoken and written texts in Korean such as salutations in different contexts

  Elaborations

  • identifying the functions of parts of simple discourse such as letters/cards of invitation, for example, … 에게/께 (‘to’ in salutation) and …(으)로부터/올림 (‘from’ in closing), and comparing them with English
  • identifying the purpose, context and intended audience of a range of familiar texts, for example, phone messages, sports reports, take-away food orders
  • recognising differences between spoken and written texts, noting that some types of text such as emails or text messages combine elements of each

  VCKOU167 | Languages | Korean | F–10 Sequence | Levels 5 and 6 | Understanding | Systems of language

• VCKOU170

  Investigate how language can be used to influence people, ideas and the understanding of cultures

  Elaborations

  • exploring various ways language is used to influence perceptions of people, through verbal interactions, for example, using polite language or slang, or other means of communicating, for example, fashion or graphic design
  • experimenting with spoken and written Korean to enhance and explore others’ perceptions of Korea and Korean, for example, by designing art work using Korean letters/expressions and by predicting and reflecting on responses

  VCKOU170 | Languages | Korean | F–10 Sequence | Levels 5 and 6 | Understanding | Language variation and change

• VCRAC087

  Make plans and obtain goods or services in real or simulated situations, through corresponding and transacting with others using modelled texts

  Elaborations

  • participating in scenarios such as being lost and asking for and giving directions or assistance
  • negotiating and making decisions about goods and services such as transport, ordering goods such as food and drink, or purchasing goods
  • giving, accepting or declining invitations including making excuses to avoid causing offence or embarrassment
  • exchanging details such as time, place, activity and participants when organising events, using texts such as phone conversations, emails, text messages, notes and letters

  VCRAC087 | Languages | Roman Alphabet Languages | 7–10 Sequence | Levels 7 and 8 | Communicating | Socialising

• VCRAU048

  Develop understanding of how the choice of text type influences the use of grammatical structures and rules

  Elaborations

  • noticing that different text types have a different register, for example, a speech, a dialogue with peers, an email or a letter to someone in authority
  • analysing how different text types use linguistic features to create effects, such as superlatives in advertisements designed to persuade, the imperative in signs designed to advise or prohibit, salutations in emails designed to maintain relationships, and declaratives in announcements designed to inform

  VCRAU048 | Languages | Roman Alphabet Languages | F–10 Sequence | Levels 5 and 6 | Understanding | Systems of language

• VCZHU109

  Compare the purposes, text structures and language features of traditional and contemporary Chinese texts

  Elaborations

  • analysing and explaining the organisation and development of ideas or an argument in a range of genres, including textual features such as paragraphing
  • applying understanding of genre to determine the purpose and intended message of a text, for example, the use of markers 第一步 and 第二步 in a recipe for fried rice
  • recognising the purposes of texts and analysing features of format and language used, for example, in a diary, letter or advertisement
  • comparing features of narrative, recount, report and procedural texts to identify ways in which information is structured and sequenced for particular purposes

  VCZHU109 | Languages | Chinese | Second Language Learner | 7–10 Sequence | Levels 9 and 10 | Understanding | Systems of language

• VCEALC613

  Extract specific information from spoken or visual texts, using guide questions from the teacher

  Elaborations

  • using questions to identify key words in the text or predict the sequence of information

  VCEALC613 | Curriculum content | English as an Additional Language (EAL) | Level C2 | Speaking and Listening | Communication

• VCEALL211

  Attempt to self-correct

  Elaborations

  • self-correcting pronunciation when the listener does not understand the word being read

  VCEALL211 | Curriculum content | English as an Additional Language (EAL) | Level BL | Reading and Viewing | Linguistic Structures and Features

• VCEALL500

  Use a range of vocabulary from lexical sets related to immediate need, interest or learning

  Elaborations

  • using a small range of words related to familiar topics, such as family, school, numbers

  VCEALL500 | Curriculum content | English as an Additional Language (EAL) | Level CL | Speaking and Listening | Linguistic Structures and Features

• VCEALL028

  Use intelligible pronunciation but with many pauses and hesitations

  Elaborations

  • imitating and rehearsing pronunciation for familiar and commonly used words
  • accurately pronouncing a small range of familiar words, including personal language, classroom language, some basic topic vocabulary
  • pronouncing familiar individual words clearly and pausing between words rather than using fluent phrasing

  VCEALL028 | Curriculum content | English as an Additional Language (EAL) | Level A1 | Speaking and Listening | Linguistic Structures and Features