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• VCSSU128

  Global systems, including the carbon cycle, rely on interactions involving the atmosphere, biosphere, hydrosphere and lithosphere

  Elaborations

  • modelling a nutrient cycle within the biosphere, for example, the carbon, nitrogen or phosphorus cycle
  • investigating how human activity affects global systems
  • distinguishing between 'natural' and 'enhanced' greenhouse effects
  • investigating the effect of climate change on sea levels and biodiversity

  VCSSU128 | Science | Levels 9 and 10 | Science Understanding | Earth and space sciences

• VCAMAP031

  Plan, produce and present media artworks for specific audiences and purposes using responsible media practice

  Elaborations

  • designing a storyboard that reflects a key scene in a sequence, for example, an opening scene of a film that shows camera angles, transitions, edits, voice and soundtrack
  • designing a navigational plan for a game, using multiple levels and obstacles, for example, creating and designing problems to be solved in order to progress to a new level
  • creating a script for a radio production and documenting the appropriate permissions required for music and voice talents if it were to be aired on community radio
  • considering the ethical implications of using different cultural images, including those of Aboriginal and Torres Strait Islander peoples, in publishing media artworks, for example, when making and publishing cultural images in an artwork

  VCAMAP031 | The Arts | Media Arts | Levels 5 and 6 | Present and Perform

• VCELU168

  Understand how language use varies according to context, purpose, audience and mode of delivery, and how language choices, such as shifting from a formal to an informal style, may signal changes in social settings

  Elaborations

  • identifying linguistic features used in different types of text, for example, different greetings and levels of formality expressed in conversations, speeches, emails and electronic text messages
  • identifying differences in language, register and style in a range of contexts, for example, in songs, graffiti and event invitations
  • understanding that different situations need different levels of politeness depending on the context and the speaker, such as thanking a peer for a gift, apologising to a host for lateness
  • recognising that there are linguistic choices to ensure appropriate interaction, for example, when giving directions εδώ είπα, δεξιά παρακαλώ, σταμάτα

  VCELU168 | Languages | Modern Greek | F–10 Sequence | Levels 7 and 8 | Understanding | Language variation and change

• Capabilities | Critical and Creative Thinking: Structure

  Critical and Creative Thinking is organised into three interrelated strands: Questions and Possibilities, Reasoning and Meta-Cognition.

  Strands	Questions and Possibilities	Reasoning	Meta-Cognition
  	Explore the nature of questioning and a range of processes and techniques to develop ideas	Explore...

  Overview material | Critical and Creative Thinking

• English as an Additional Language (EAL) - Pathway C: Late immersion - EAL: Level C2 description

  The Level C2 curriculum supports students to enhance their knowledge, understanding and skills in relation to spoken English. At this level, students learn to initiate and negotiate topics when speaking in English in a range of contexts. The curriculum focuses on pronunciation, stress and intonation...

  Level description | English | English as an Additional Language (EAL) | Pathway C: Late immersion | EAL

• Geography: Level B description

  The Level B curriculum focuses on places I live in and developing students’ awareness of the places they experience daily. They are supported to develop their curiosity of place by exploring some of the significant features of the place and what they do in each. They are developing an emerging...

  Level description | The Humanities | Geography

• Geography: Level C description

  The Level C curriculum focuses on local places I live in and developing student’s exploration and curiosity of personally significant places. Students will build on their knowledge of the local space around personal significant places. Students will draw on their own experience to help them understand...

  Level description | The Humanities | Geography

• Geography: Level D description

  The Level D curriculum focuses on the features of places where students live focusing on developing student’s awareness, understanding and purpose of a place. Students are encouraged to be curious about a place and explore its local area. They use their senses to explore the tangible characteristics...

  Level description | The Humanities | Geography

• Science: Levels 7 and 8 description

  In Levels 7 and 8, the curriculum focus is on explaining phenomena involving science and its applications. Students explain the role of classification in ordering and organising information about living and non-living things. They classify the diversity of life on Earth into major taxonomic groups...

  Level description | Science

• Capabilities | Critical and Creative Thinking: Scope and Sequence

  The curriculum sets out what students are expected to learn and is designed as a continuum of learning. The curriculum is being presented in a scope and sequence chart to support teachers to easily see the progression and assist in planning teaching and learning programs to meet the diverse needs...

  Overview material | Critical and Creative Thinking

• Capabilities | Ethical Capability: Scope and Sequence

  The curriculum sets out what students are expected to learn and is designed as a continuum of learning. The curriculum is being presented in a scope and sequence chart to support teachers to easily see the progression and assist in planning teaching and learning programs to meet the diverse needs...

  Overview material | Ethical Capability

• Capabilities | Intercultural Capability: Scope and Sequence

  The curriculum sets out what students are expected to learn and is designed as a continuum of learning. The curriculum is being presented in a scope and sequence chart to support teachers to easily see the progression and assist in planning teaching and learning programs to meet the diverse needs...

  Overview material | Intercultural Capability

• Capabilities | Personal and Social Capability: Scope and Sequence

  The curriculum sets out what students are expected to learn and is designed as a continuum of learning. The curriculum is being presented in a scope and sequence chart to support teachers to easily see the progression and assist in planning teaching and learning programs to meet the diverse needs...

  Overview material | Personal and Social Capability

• Dance: Levels 1 and 2 description

  In Levels 1 and 2, students continue their exploration of how dance can communicate ideas about themselves and their world and they make dances to express their ideas. They share their dance with peers and in informal settings, learn about safe dance practice and experience dance as audiences.

  As ...

  Level description | The Arts | Dance

• Digital Technologies: Level B description

  In Level B, students become less reliant on high levels of co-active support and become more reliant on verbal prompts and gestures to facilitate learning. Students will have opportunities to create a range of digital solutions through structured learning experience, guided play and integrated...

  Level description | Technologies | Digital Technologies

• English as an Additional Language (EAL) - Pathway A: Early immersion - EAL: Level C3 achievement standards - Writing

  At Level C3, through guided activities, students write texts based on an extensive range of fictional and factual text types from across the curriculum, showing an awareness of purpose and audience. They consistently use the basic structures of these text types, and demonstrate consistent but...

  Level description | English | English as an Additional Language (EAL) | Pathway A: Early immersion | EAL | Level C3 | Writing

• Geography: Level A description

  The Level A curriculum develops student’s awareness of a place on a personal local scale. Places will range in size from a part of a room or garden to community place. They are supported to use their senses to explore the tangible characteristics of a place such as the sound, smell, feel of significant...

  Level description | The Humanities | Geography

• Health and Physical Education | Health and Physical Education: Scope and Sequence

  The curriculum sets out what students are expected to learn and is designed as a continuum of learning. The curriculum is being presented in a scope and sequence chart to support teachers to easily see the progression and assist in planning teaching and learning programs to meet the diverse needs...

  Overview material | Health and Physical Education

• History: Level B description

  Personal and Present Family History

  The curriculum at Levels A to D provides a study of personal and family histories. Students learn about their own history and that of their family; this may include stories from different cultures and other parts of the world. As participants in their own history...

  Level description | The Humanities | History

• History: Level C description

  Personal and Recent Celebrations and History

  The curriculum at Levels A to D provides a study of personal and family histories. Students learn about their own history and that of their family; this may include stories from different cultures and other parts of the world. As participants in their...

  Level description | The Humanities | History