Each Collection is designed using inclusive learning principles, supporting diverse learning needs through self-paced exploration, clear instructions, flexible activity options, visual supports, and multiple ways for learners to engage, create, and reflect.
A Curiosity Collection includes multiple Wonder activities completed over several sessions.
Each activity introduces new ideas through exploration, investigation, and creative design, leading to a final project where Wonder Seekers combine what they have learned.
The Collection includes:
| Learning Area | Level, Code | Descriptor |
|---|---|---|
| English | Level 3, VC2E3LY01 | Use interaction skills to contribute to conversations and discussions to share text- or topic-based information and ideas. |
| English | Level 3, VC2E3LY10 | Use comprehension strategies, such as visualising, predicting, connecting, summarising, monitoring and questioning, to analyse texts by drawing on a growing knowledge of context, text structures and language features to build literal and inferred meanings. |
| English | Level 3, VC2E3LY11 | Create narrative, informative and persuasive texts, written and spoken, with ideas grouped in simple paragraphs, using topic-specific and precise vocabulary and multimodal elements as appropriate. |
| English | Level 3, VC2E3LE03 | Discuss how an author uses language and illustrations to build plots and portray characters and settings in literary texts, and explore how mood is created through settings and events. |
| Mathematics | Level 3, VC2M3ST01 | Acquire data for categorical and discrete numerical variables to address a question of interest or purpose by observing, collecting and accessing data sets; record the data using appropriate methods, including frequency tables and spreadsheets. |
| Mathematics | Level 3, VC2M3ST02 | Create and compare different graphical representations of data sets, including using software where appropriate; interpret the data in terms of the context. |
| Mathematics | Level 3, VC2M3ST03 | Conduct guided statistical investigations involving the collection, representation and interpretation of data for categorical and discrete numerical variables with respect to questions of interest. |
| Science | Levels 3–4, VC2S4H01 | Examine how people use data to develop scientific explanations. |
| Science | Levels 3–4, VC2S4H02 | Examine how people use science knowledge and skills in their occupations and everyday life. |
| Science | Levels 3–4, VC2S4I01 | Pose questions to explore observed patterns and relationships and make predictions based on observations. |
| Science | Levels 3–4, VC2S4I03 | Collect and record observations and measurements, using familiar tools and methods. |
| Science | Levels 3–4, VC2S4I05 | Compare findings with predictions and use evidence to develop explanations. |
| Humanities – Geography | Levels 3–4, VC2HG4K01 | Describe the characteristics of places at a range of scales. |
| Humanities – Geography | Levels 3–4, VC2HG4S01 | Develop questions to guide investigations about people, places, and environments. |
| Humanities – Geography | Levels 3–4, VC2HG4S02 | Locate, collect and record information and data from a range of sources. |
| Humanities – Geography | Levels 3–4, VC2HG4S03 | Represent information and data using maps, tables, graphs, and simple geographic models. |
| Humanities – History | Levels 3–4, VC2HH4K03 | Describe the significance of symbols and emblems in the celebration of Australia’s identity and diversity. |
| Humanities – Civics and Citizenship | Levels 3–4, VC2HC4K03 | Describe the importance of rules and distinguish between rules and laws. |
| Humanities – Civics and Citizenship | Levels 3–4, VC2HC4K04 | Describe how people participate in their community as active citizens, their rights and responsibilities, and factors that shape a person’s identity and communities. |
| Design and Technologies | Levels 3–4, VC2TDE4S01 | Explain how people design products, services and environments to address needs or opportunities that consider sustainability. |
| Design and Technologies | Levels 3–4, VC2TDE4C01 | Describe the features and uses of technologies and create designed solutions. |
| Design and Technologies | Levels 3–4, VC2TDE4P01 | Describe needs or opportunities for designing, and produce, document and select design ideas against design criteria. |
| Design and Technologies | Levels 3–4, VC2TDE4P02 | Communicate design ideas using models and drawings as well as annotations and symbols. |
| Design and Technologies | Levels 3–4, VC2TDE4P03 | Select and safely use materials, components, tools, equipment and techniques to produce designed solutions. |
| Digital Technologies | Levels 3–4, VC2TDI4D01 | Represent different types of data for different purposes. |
| Digital Technologies | Levels 3–4, VC2TDI4P01 | Use the core features of common digital tools to create, locate and communicate content for an audience. |
| The Arts – Visual Arts | Levels 3–4, VC2AVA4E01 | Explore where, when, why and how visual artists create and display artworks across cultures, times, places and other contexts. |
| The Arts – Visual Arts | Levels 3–4, VC2AVA4D01 | Explore and experiment with visual conventions, materials and processes to develop visual arts practice. |
| The Arts – Visual Arts | Levels 3–4, VC2AVA4C01 | Use visual conventions, visual arts processes and materials to communicate ideas, perspectives and meaning. |
| The Arts – Media Arts | Levels 3–4, VC2AMA4E01 | Explore media arts works and identify how media languages and media technologies are used to construct representations. |
| The Arts – Media Arts | Levels 3–4, VC2AMA4C01 | Use media languages, technologies and production processes to communicate ideas and stories. |
| The Arts – Drama | Levels 3–4, VC2ADR4C01 | Use the elements of drama and expressive and performance skills to create drama works that communicate ideas and stories. |
| Health and Physical Education | Levels 3–4, VC2HP4P01 | Describe influences that strengthen resilience and identity. |
| Health and Physical Education | Levels 3–4, VC2HP4P06 | Apply personal and social skills and strategies to interact respectfully with others. |
| Health and Physical Education | Levels 3–4, VC2HP4P07 | Describe the influences that inclusion and challenging stereotypes have on choices and actions. |
| Critical and Creative Thinking | Levels 3–4, VCCCTQ010 | Construct and use open and closed questions for different purposes. |
| Critical and Creative Thinking | Levels 3–4, VCCCTQ012 | Investigate different techniques to sort facts and extend known ideas to generate novel and imaginative ideas. |
| Critical and Creative Thinking | Levels 3–4, VCCCTR013 | Examine and use the structure of a basic argument, with an aim, reasons and conclusion to present a point of view. |
| Critical and Creative Thinking | Levels 3–4, VCCCTR014 | Distinguish between main and peripheral ideas in own and others information and points of view. |
| Personal and Social Capability | Levels 3–4, VCPSCSE017 | Identify personal strengths and select personal qualities that could be further developed. |
| Personal and Social Capability | Levels 3–4, VCPSCSE018 | Identify how persistence and adaptability can be used when faced with challenging situations and change. |
| Personal and Social Capability | Levels 3–4, VCPSCSE019 | Name and describe the skills required to work independently. |
| Personal and Social Capability | Levels 3–4, VCPSCSO022 | Identify the importance of including others in activities, groups and games. |
| Personal and Social Capability | Levels 3–4, VCPSCSO023 | Demonstrate skills for effective participation in group tasks and use criteria provided to reflect on the effectiveness of the teams in which they participate. |
| Ethical Capability | Levels 3–4, VC2CE4K01 | Describe ethical concepts using examples from a range of situations. |
| Ethical Capability | Levels 3–4, VC2CE4S01 | Identify an ethical dilemma or issue and describe the ethical perspectives and concepts involved. |
| Intercultural Capability | Levels 3–4, VC2CI4K01 | Describe similarities and differences among diverse cultures and describe ways in which diverse cultural and worldview communities foster a sense of belonging and inclusion. |
| Intercultural Capability | Levels 3–4, VC2CI4S01 | Identify and describe ways to build intercultural understanding among culturally diverse groups and individuals, including through intercultural experiences. |
Our guided learning journey that moves from curiosity to understanding. Each step
builds naturally, so your child can explore, think, create, and grow at their own pace.
Get orientated and understand the challenge, goals and what you’ll create.
Ask questions, explore different ideas and perspectives and gather inspiration.
Dig deeper into your ideas, test possibilities and build understanding.
Create, make and experiment using the skills and ideas you’ve developed.
Look back on your process and results, celebrate growth and consider what’s next.
Explore legends, creatures, and mythical worlds while building skills
Discover how animals live, adapt, and survive while learning about the natural world.
Use gaming worlds to strengthen problem-solving, digital literacy, and thinking.
Discover the science behind speed while developing skills in physics, measurement, and data.
