By the end of Foundation, students sing and play instruments to communicate their experiences and ideas. They explore contrasting sounds and improvise with them. Students match pitch when singing. They understand and respond to the beat and simple rhythm patterns.
Students describe the music to...
Level description | The Arts | Music | Foundation Level
By the end of Level 2, students interact with teachers and peers through action-related talk and play. They introduce themselves and their family and exchange greetings, farewells, and express thanks. They use simple repetitive language when participating in shared activities and simple exchanges...
Level description | Languages | Non-Roman Alphabet Languages | F–10 Sequence | Foundation to Level 2
By the end of Foundation Level, students identify and express a range of emotions in their interactions with others. They recognise personal qualities and achievements by describing activities they enjoy at school and home, noting their strengths. They recognise that attempting new and challenging...
Level description | Capabilities | Personal and Social Capability | Foundation Level
By the end of Level 2, students interact with teachers and peers through play and action-related language. They use greetings and respond to instructions through actions. Students pronounce the sounds of the language. They recognise simple questions and can respond to them, in addition to names...
Level description | Languages | Roman Alphabet Languages | F–10 Sequence | Foundation to Level 2
By the end of Level 2, students describe examples of how people use science in their daily lives. They identify and describe examples of the external features and basic needs of living things. They describe how different places meet the needs of living things. They describe the properties, behaviour...
Level description | Science | Foundation to Level 2
By the end of Level 2, students interact with teachers and peers through action-related talk and play. They introduce themselves and exchange greetings such as Buenos días/tardes/noches, and farewells (for example, hasta pronto). They use simple repetitive language and respond to simple...
Level description | Languages | Spanish | F–10 Sequence | Foundation to Level 2
By the end of Level 2, students interact with the teacher and peers to share information about themselves and to exchange greetings, for example, Merhaba! Günaydın! Tünaydın! İyi günler! İyi akşamlar! İyi geceler! Hoşça kal! Güle güle! Hoş geldiniz! Hoş bulduk! They d...
Level description | Languages | Turkish | F–10 Sequence | Foundation to Level 2
By the end of Level 2, students interact with the teaching team and respected community members to talk about themselves and family, using familiar modelled language and gestures. They use appropriate protocols when interacting with respected community members and community speakers, such as appropriate...
Level description | Languages | Victorian Aboriginal Languages | Foundation to Level 2
By the end of Foundation, students make artworks using different materials and techniques that express their ideas, observations and imagination.
Students identify and describe the subject matter and ideas in artworks they make and view.
Level description | The Arts | Visual Arts | Foundation Level