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• VCNRU017

  Recognise that the languages people use reflect their culture, such as who they are, where and how they live, and find examples of similarities and differences between the language being studied and their own ways of communicating

  Elaborations

  • exploring the meaning of ‘culture’, considering different lifestyles and symbols such as flags, including the Aboriginal flag and the Torres Strait Islander flag
  • exploring the significance of different cultural practices, activities and games
  • recognising words that reflect aspects of the culture of the language
  • understanding that particular Australian English terms and expressions have no equivalent in the language, for example, billabong, corroboree, the bush
  • recognising features of the target language interactions which may be similar or different to own ways of communicating

  VCNRU017 | Capabilities | Critical and Creative Thinking | Foundation to Level 2 | Understanding | Role of language and culture

• VCNRU013

  Understand elements of grammar such as those related to questions, commands and short sentences and develop vocabulary to describe self, friends and family

  Elaborations

  • recognising the order of words in phrases and sentences
  • using adverbs to indicate where, for example, inside, outside, here, there, under
  • using simple adverbs to enhance sentences
  • using verbs in the first person to describe aspects of self, for example, I am six, I have a cat
  • recognising terms for common everyday nouns, for example, the door, the chair, the house,
  • responding to and issuing commands, for example, come here please, sit down
  • responding to questions such as ‘how old are you?’ and ‘how are you?’
  • developing number knowledge for numbers up to 29 and using them in sentences
  • beginning to use conjunctions such as ‘and’

  VCNRU013 | Capabilities | Critical and Creative Thinking | Foundation to Level 2 | Understanding | Systems of language

• VCNRU014

  Recognise features of familiar spoken, written and visual texts

  Elaborations

  • listening to, reading and viewing different simple texts in the language, understanding that texts can be short or long, spoken, written, digital, visual or multimodal, for example songs, chants, labels, captions, stories and dialogues
  • identifying the language being studied from a selection of spoken or written texts from other languages represented in the classroom or in the school
  • comparing similar texts in the language with English and noticing how they are the same or different, for example, a counting song, street signs or labels at a market

  VCNRU014 | Capabilities | Critical and Creative Thinking | Foundation to Level 2 | Understanding | Systems of language

• VCNRU012

  Recognise and reproduce the sounds and letters of the alphabet of the language being studied, identifying how they are represented in words

  Elaborations

  • building phonic awareness by pronouncing and writing the target-language alphabet letters with familiar sounds, and building to more unfamiliar sounds
  • experimenting with sounds, rhythms, intonation and stress
  • noticing the number of letters in the alphabet of the language being studied
  • locating and highlighting specific alphabet letters from the language being studied
  • developing pronunciation and intonation skills by singing, reciting and repeating alphabet names in context, for example, songs
  • focusing on those letters that are different from letters in the English alphabet

  VCNRU012 | Capabilities | Critical and Creative Thinking | Foundation to Level 2 | Understanding | Systems of language

• VCNRU015

  Recognise that the greetings and forms of address in the language being studied may vary according to such things as the time of day, age, gender and relationship of participants

  Elaborations

  • using appropriate form of address or greeting with peers when speaking to adults and appropriate greeting depending on the time of day
  • recognising that there can be different forms of address for the same person, for example, mum, mother

  VCNRU015 | Capabilities | Critical and Creative Thinking | Foundation to Level 2 | Understanding | Language variation and change

• VCNRU016

  Recognise that Australia has speakers of many different languages, including the language being studied, and that languages borrow words from each other and sometimes use the same alphabet symbols and vocabulary

  Elaborations

  • understanding and recognising, where applicable, the similar order of letters and comparing the lower and uppercase alphabet in the language and English-alphabet letters
  • understanding that there are many everyday words and names in English that have origins in other languages, for example, alphabet, telephone, echidna, eucalyptus, disco, hippopotamus, Zoe

  VCNRU016 | Capabilities | Critical and Creative Thinking | Foundation to Level 2 | Understanding | Language variation and change

• VCPSCSE010

  Explain how being prepared to try new things can help identify strategies when faced with unfamiliar or challenging situations

  Elaborations

  • introducing the topics, such as fear, unfamiliar situations, change and challenge, and discussing how these situations make them feel and respond
  • interviewing family members, peers and others about ‘their first day of school,’ or other unfamiliar situations and acknowledging that everyone has fears
  • understanding that giving it a go and trying new things is important and can result in positive experiences and growth, and establishing when this has happened in the past

  VCPSCSE010 | Capabilities | Personal and Social Capability | Levels 1 and 2 | Self-Awareness and Management | Development of resilience

• VCPSCSE009

  Identify personal strengths and describe how these strengths are useful in school or family life

  Elaborations

  • describing a personal strength you have and how this can have a positive impact at home with your family
  • discussing personal strengths, such as listening carefully, and list possible ways this can be used in class activities and the effect it has on others
  • explaining the consequences of their strengths at school and in their family life
  • responding to the following prompt ‘It does not matter if I cannot run fast because I can ...’

  VCPSCSE009 | Capabilities | Personal and Social Capability | Levels 1 and 2 | Self-Awareness and Management | Development of resilience

• VCPSCSE008

  Extend their vocabulary through which to recognise and describe emotions and when, how and with whom it is appropriate to share emotions

  Elaborations

  • developing and displaying in the classroom a list of alternative words for emotions such as excited or fearful
  • discussing whether it is easy to talk to someone when you are happy, excited, angry, sad or scared
  • imagining you are afraid of the dark, describe how you would tell a friend, parent or teacher
  • identifying situations when it might not be appropriate to openly share feelings
  • exploring when it might be appropriate to use the strategy of ‘counting to ten’ before responding

  VCPSCSE008 | Capabilities | Personal and Social Capability | Levels 1 and 2 | Self-Awareness and Management | Recognition and expression of emotions

• VCPSCSO012

  Listen to others’ ideas, and recognise that others may see things differently

  Elaborations

  • sharing with a partner things that they like to do and partner then retells the whole class comparing what is similar and what is different
  • providing students with a series of statements, such as cats are better than dogs or chocolate ice-cream is better than vanilla, ask students to share their opinion and provide a reason
  • discussing how opinions and thoughts may change after hearing others’ ideas, and that different views are not better or worse, just different

  VCPSCSO012 | Capabilities | Personal and Social Capability | Levels 1 and 2 | Social Awareness and Management | Relationships and diversity

• VCPSCSO014

  Use basic skills required for participation in group tasks and respond to simple questions about their contribution to group tasks

  Elaborations

  • establishing what makes a good group member, such as sharing ideas, listening to others, questions, discussions and feedback
  • listing the ways that group members asked and responded to questions in a group task
  • asking students to reflect on their contribution to group task

  VCPSCSO014 | Capabilities | Personal and Social Capability | Levels 1 and 2 | Social Awareness and Management | Collaboration

• VCPSCSO015

  Recognise that conflict occurs and distinguish between appropriate and inappropriate ways to deal with conflict

  Elaborations

  • discussing where and when conflict has occurred and reflecting on the cause
  • role-playing familiar situations of conflict and comparing various reactions to the conflict
  • in relation to a scenario, such as a disagreement over who can play on or with equipment, asking students to discuss possible strategies to respond to this conflict in a respectful way

  VCPSCSO015 | Capabilities | Personal and Social Capability | Levels 1 and 2 | Social Awareness and Management | Collaboration

• VCPSCSO011

  Identify how families can have a range of relationships

  Elaborations

  • exploring the features of their family including who lives at home and name their relationships to each of these people
  • brainstorming what is a family’s role, such as providing love, support and food, and identify the family members who undertake these tasks
  • graphing class results showing the number of students who have brothers, sisters and pets

  VCPSCSO011 | Capabilities | Personal and Social Capability | Levels 1 and 2 | Social Awareness and Management | Relationships and diversity

• VCPSCSO013

  Describe ways of making and keeping friends, including how actions and words can help or hurt others, and the effects of modifying their behaviour

  Elaborations

  • creating a list of strategies, including words and actions, which students have used to make friends in their life
  • discussing what friendships require to be maintained such as kindness, support, acceptance, respect
  • providing examples of respect to one another showing both words and actions and discussing how negative words and actions can hurt and making suggestions about how to modify behaviours

  VCPSCSO013 | Capabilities | Personal and Social Capability | Levels 1 and 2 | Social Awareness and Management | Relationships and diversity

• VCRAC004

  Locate specific words and familiar phrases in texts such as charts, lists and songs, and use information to complete guided oral and written tasks

  Elaborations

  • demonstrating early literacy skills by labelling, matching, clicking and dragging, drawing, miming and using actions
  • locating and using information to describe, name, draw and trace
  • classifying and categorising information gained from others, such as about family members and favourite foods, toys and games
  • using contextual and visual cues while reading with the teacher, for example, using illustrations and printed/audio narrations when reading big books or digital books
  • expressing factual information about qualities such as colour, number, size and shape through interactive play with objects, such as water play, colour mixing and play dough
  • expressing sensory responses

  VCRAC004 | Languages | Roman Alphabet Languages | F–10 Sequence | Foundation to Level 2 | Communicating | Informing

• VCRAC008

  Translate familiar words and phrases, using visual cues and word lists, noticing how words may have similar or different meanings

  Elaborations

  • participating in shared reading of texts such as big books, and asking and answering questions about unfamiliar words and the number of words in translated texts
  • using visual dictionaries, word lists and pictures to translate meanings and compare similar or different meanings
  • noticing how aspects of the language studied and English are the same, such as the alphabet and some sounds
  • discussing culture-specific words and practices and terms of address

  VCRAC008 | Languages | Roman Alphabet Languages | F–10 Sequence | Foundation to Level 2 | Communicating | Translating

• VCRAC010

  Notice what may look or feel similar or different to own language and culture when interacting in the language being studied

  Elaborations

  • recognising ways in which the language differs from English for example, greetings and forms of politeness
  • noticing similarities and differences in language that relates to culture, such as the names of foods and animals and in cultural practices, such as family structures and attitudes towards pets
  • noticing and recalling information by responding to teacher prompts (for example, ‘What do you notice about…?’) when viewing television programs, video clips of children’s stories, or pictures of families, homes and schools
  • developing language to discuss aspects of language and culture, for example, terms such as ‘country’ or ‘groups of people’
  • describing how it feels to use the language, for example, when singing a song or hearing it spoken by others

  VCRAC010 | Languages | Roman Alphabet Languages | F–10 Sequence | Foundation to Level 2 | Communicating | Reflecting

• VCRAC002

  Participate in guided group activities such as games, songs and simple tasks, using movement, gesture and pictures to support meaning

  Elaborations

  • creating pictures or craft and giving descriptions in order to express ideas
  • participating in songs and chants by singing and performing actions
  • following instructions by moving around or locating objects in the class
  • expressing preferences, such as by choosing objects

  VCRAC002 | Languages | Roman Alphabet Languages | F–10 Sequence | Foundation to Level 2 | Communicating | Socialising

• VCRAC001

  Participate in structured play and class activities, exchanging greetings and information about self, family and interests with peers and teacher

  Elaborations

  • learning how to greet others at different times of the day using appropriate forms of address and body language
  • expressing feelings, opinions and reactions
  • introducing and giving descriptions of self, family members, pets and favourite objects

  VCRAC001 | Languages | Roman Alphabet Languages | F–10 Sequence | Foundation to Level 2 | Communicating | Socialising

• VCRAC006

  Participate in shared reading and play-acting, and respond through singing, chanting, action and movement

  Elaborations

  • participating in shared reading, sharing opinions and responding to questions
  • describing what is entertaining or appealing in imaginative texts, such as the characters, story or illustrations in books, songs, cartoons or comics
  • responding to imaginative texts such as stories, rhymes and songs through play-acting, illustrating or movement
  • participating in shared performance such as poetry and songs
  • interacting with a character or puppet in an imaginary situation or setting

  VCRAC006 | Languages | Roman Alphabet Languages | F–10 Sequence | Foundation to Level 2 | Communicating | Creating