Search results

Result list

• VCDSCD018

  Explore needs or opportunities for designing, and the technologies needed to realise designed solutions

  Elaborations

  • identifying, gathering and playing with materials, components, tools and equipment to generate personal design ideas, for example designing a greeting card for a friend
  • exploring opportunities around the school for designing solutions, for example how school play areas could be improved; how the school removes classroom waste and identifying opportunities to reduce, recycle and re-use materials; reviewing the school canteen menu to identify healthy food options and suggesting changes to promote good health
  • discussing possible designed solutions based on experience and some research, for example asking adults for advice
  • considering the importance of sustainability in designed solutions, for example comparing the durability of materials for a selected solution
  • exploring which tools, equipment and techniques to use with selected materials

  VCDSCD018 | Technologies | Design and Technologies | Foundation to Level 2 | Creating Designed Solutions | Investigating

• VCHPEP073

  Practise strategies they can use when they need help with a task, problem or situation at home and/or at school

  Elaborations

  • identifying and rehearsing strategies they can use when requiring assistance, such as asking an adult, reading basic signs and solving a problem with friends
  • locating and recording phone numbers of local organisations they can contact in case of emergency and rehearsing a phone call to triple zero
  • identifying situations at home and at school that may require the help of emergency services
  • recognising photos and locations of safe places and people who can help

  VCHPEP073 | Health and Physical Education | Levels 1 and 2 | Personal, Social and Community Health | Being healthy, safe and active

• VCDTCD018

  Explore how people safely use common information systems to meet information, communication and recreation needs

  Elaborations

  • sharing and describing ways that common information systems can be used to meet communication needs, for example computers can be used as phones and social networking tools allowing communication between families living in different regions
  • recognising and discussing the need for cyber-safety when using online information systems, for example recognising that shared personal information can be used for undesirable purposes and that using a password is a means of protecting identity
  • recognising safe ergonomic practices when children are playing with information systems, for example recognising the need to take regular breaks to avoid eye strain and repetitive strain injuries
  • discussing how a range of information systems support personal needs and impact on others, for example text to speech software can be used to meet the communications needs of people with vision loss
  • sharing ideas about the ways information systems are being used by families and friends in everyday life, for example comparing current digital play equipment with play equipment of 20 years ago

  VCDTCD018 | Technologies | Digital Technologies | Foundation to Level 2 | Creating Digital Solutions

• VCSSU042

  Living things have a variety of external features and live in different places where their basic needs, including food, water and shelter, are met

  Elaborations

  • recognising common features of animals, for example, head, legs and wings
  • describing the use of animal body parts for particular purposes, for example, moving and feeding
  • identifying common features of plants, for example, leaves and roots
  • recognising that different living things live in different places, for example, land and water
  • exploring what happens when habitats change and some living things can no longer have their needs met

  VCSSU042 | Science | Foundation to Level 2 | Science Understanding | Biological sciences

• VCGGK069

  Reasons why some places are special and some places are important to people and how they can be looked after

  Elaborations

  • identifying and describing places they consider to be ‘special’. For example, their room, a play area, holiday location or an Aboriginal or Torres Strait Islander place of family significance, and explaining why the place is special to them
  • discussing different ways people care for their ‘special places’
  • discussing how places provide people with their basic needs, for example, water, food and shelter
  • proposing possible actions that could be taken by the student to improve an important place such as the school grounds or local park
  • discussing with their teacher, other students and members of their family what they know and have learned about different places, why they need to be looked after, and how this could be achieved

  VCGGK069 | The Humanities | Geography | Foundation to Level 2 | Geographical Knowledge | Places and our connections to them

• VCECD003

  Explore the effects that personal feelings can have on how people behave in situations where ethical issues are involved

  Elaborations

  • comparing the deliberations and actions of people who share a problem but experience different feelings, and reflecting on the influence feelings have on the outcome, for example, conflict over the sharing of a reward for a group effort
  • examining a range of issues to determine if feelings are important in reaching the best decision and why, for example, reaching a decision on who to invite to a party, or what jail sentence a judge should hand down
  • discussing whether a machine or robot would be able to make the best decisions in particular situations without being able to feel

  VCECD003 | Capabilities | Ethical Capability | Foundation to Level 2 | Decision Making and Actions

• VCFRU017

  Recognise that Australia is a multilingual society with speakers of many different languages, including French

  Elaborations

  • understanding that the world contains many different languages spoken by many different communities of speakers and that most people in the world speak more than one language
  • exploring the range of languages spoken in Australia, including Aboriginal languages and Torres Strait Islander languages, Asian languages and world languages
  • exploring the different languages used by peers in their class, for example, by creating a language map with greetings in each language represented in the class
  • recognising that French is an important world language, spoken in many countries in the world apart from France, including Australia

  VCFRU017 | Languages | French | F–10 Sequence | Foundation to Level 2 | Understanding | Language variation and change

• VCVIU121

  Recognise that Australia is a multilingual society and that Vietnamese is one of the major community languages in Australia

  Elaborations

  • exploring and naming different languages that they have encountered in everyday life, for example, languages of their parents, grandparents, neighbours or classmates
  • exploring the range of languages spoken in Australia, including Aboriginal languages and Torres Strait Islander languages, Asian languages and world languages

  VCVIU121 | Languages | Vietnamese | F–10 Sequence | Foundation to Level 2 | Understanding | Language variation and change

• VCDSTC017

  Explore the characteristics and properties of materials and components that are used to create designed solutions

  Elaborations

  • exploring designed solutions to meet individual, family and community needs with a focus on materials, for example fabrics used for sports clothing, soft fall for play spaces
  • developing new meanings for objects and action during play, for example exploring how household packaging can be used to represent other objects
  • exploring systems used in the classroom or community for creatively dealing with problems and needs, for example storage systems for equipment, traffic system flow for drop and go zones, the use of hoists and ramps to facilitate access
  • exploring facilities in local environments for accessibility and environmental impact, for example location of bike tracks and sporting fields using digital maps to view local area
  • exploring materials, components, tools and equipment through play to discover potential uses when making products or modelling services and environments, for example when designing and making clothes, toys and shelters

  VCDSTC017 | Technologies | Design and Technologies | Foundation to Level 2 | Technologies Contexts | Materials and technologies specialisations

• VCADAR024

  identify where people can experience dance in the local community, for example, talking with Aboriginal and Torres Strait Islander people about how dance sustains and communicates cultural knowledge

  Elaborations

  • identifying where people can experience dance in the local community, for example, keeping a diary of ‘dance experiences’ and discussing how dance sustains and communicate cultural knowledge
  • recognising that dance can show that people have different feelings about the world based on their experiences
  • using questions to explore the societies and cultures of dance they view, for example, when is this dance performed?, who made the dance?, how do people learn this dance?
  • recognising and describing patterns of movement in dances they make, perform and view, using their own words and learnt dance terminology

  VCADAR024 | The Arts | Dance | Levels 1 and 2 | Respond and Interpret

• VCFRU016

  Understand that all languages continuously change through contact with each other and through changes in society

  Elaborations

  • understanding that languages and cultures change in response to new ideas and social and cultural developments (globalisation)
  • recognising that languages borrow from each other, that many French words are used in English (for example, ‘croissant’, ‘menu’, ‘chauffeur’, ‘chef’, ‘ballet’) and many English words are used in French, for example, le week-end, le parking, le cowboy
  • understanding that some languages are continuously growing while others, such as many Indigenous languages throughout the world, are endangered or being revived

  VCFRU016 | Languages | French | F–10 Sequence | Foundation to Level 2 | Understanding | Language variation and change

• VCHIU017

  Recognise that Australia is a multicultural society with communities of speakers of many different languages including Hindi

  Elaborations

  • understanding that there are many different languages in the world and in the Australian community and that many people speak more than one language
  • exploring the range of languages spoken in Australia, including Aboriginal and Torres Strait Islander languages
  • identifying different languages and dialects used by children in their class or friendship groups, for example, by creating a language map with greetings in each language
  • identifying different languages that they come into contact with in their extended family and communities

  VCHIU017 | Languages | Hindi | F–10 Sequence | Foundation to Level 2 | Understanding | Language variation and change

• VCVIC106

  Interact with peers and the teacher by introducing themselves and expressing needs, wishes, likes and dislikes

  Elaborations

  • greeting and farewelling peers and the teacher using appropriate terms of address, gestures and body language, for example, Em chào thầy/cô. Chào bạn. Tạm biệt
  • introducing themselves and asking questions to initiate interactions, for example, Chào bạn, tôi tên là Lan. Còn bạn? Bạn tên (là) gì? Tôi bảy tuổi. Còn bạn, bạn mấy tuổi? Bạn có khỏe không?
  • using simple statements to describe themselves and express likes and dislikes, for example, Tôi tên là Lan. Tôi sáu tuổi. Tôi thích ăn phở, and needs, for example, Tôi muốn uống nước
  • expressing thanks, for example, Cảm ơn bạn, offering wishes, for example, Chúc bạn sinh nhật vui vẻ, and apologising (Xin lỗi)

  VCVIC106 | Languages | Vietnamese | F–10 Sequence | Foundation to Level 2 | Communicating | Socialising

• VCMNA092

  Recognise, describe and order Australian coins according to their value

  Elaborations

  • showing that coins are different in other countries by comparing Asian coins to Australian coins
  • understanding that the value of Australian coins is not related to size
  • describing the features of coins that make it possible to identify them

  VCMNA092 | Mathematics | Level 1 | Number and Algebra | Money and financial mathematics

• VCMNA088

  Count collections to 100 by partitioning numbers using place value

  Elaborations

  • understanding partitioning of numbers and the importance of grouping in tens
  • understanding two-digit numbers as being comprised of tens and ones/units

  VCMNA088 | Mathematics | Level 1 | Number and Algebra | Number and place value

• 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

• VCSSU049

  Light and sound are produced by a range of sources and can be sensed

  Elaborations

  • recognising senses are used to learn about the world around us: our eyes to detect light, our ears to detect sound, touch to feel vibrations, our noses to detect smell and our tongues to detect taste
  • identifying the Sun as a source of light
  • recognising that objects can be seen when light from sources is available to illuminate them
  • exploring different ways to produce sound using familiar objects and actions, for example, striking, blowing, scraping and shaking

  VCSSU049 | Science | Foundation to Level 2 | Science Understanding | Physical sciences

• VCASFC133

  Express imaginative ideas and visual thinking through the use of familiar signs, mime and gestures, with a focus on emotions, appearance and actions

  Elaborations

  • using iconic signs to create variations to actions involved in familiar nursery rhymes, such as ‘Incy Wincy Spider’
  • exploring emotions through the use of NMFs, for example by re-enacting a familiar scenario and modifying emotions each time, for example by switching from fear to excitement to anger
  • depicting the movement of people, animals or means of transport by using handshapes in creative ways
  • creating amusing sequences of signs using a fixed handshape, such as the index finger ‘point’,
    PRO2 THINK PRO1 SHY?
    Do you think I’m shy?
    
  • using gestures and modelled signs to create short skits that convey emotions and behaviours associated with characters from familiar stories or rhymes
  • enacting the movements and characteristics of a particular animal through the use of constructed action

  VCASFC133 | Languages | Auslan | Second Language Learner | F–10 Sequence | Foundation to Level 2 | Communicating | Creating

• VCIDU013

  Recognise questions, commands and simple subject-focus sentences, and develop vocabulary for people, places and things in their personal world

  Elaborations

  • identifying people using pronouns (ibu, ayah, bapak, adik, kakak), referring to pets (anjing, kucing), and using concrete nouns for objects (buku, tas, pintu)
  • describing possession using word order in familiar phrases, for example, nama saya…, ibu saya…
  • greetings and farewelling others, for example, Selamat pagi/siang/sore/ malam, sampai jumpa
  • specifying location using prepositions, for example, di atas, di bawah, di dalam, di belakang
  • describing actions using simple verbs, for example, makan, duduk, minum, suka, tidur
  • interacting using auxiliary verbs, for example, ada, mau, tahu, boleh, bisa
  • understanding different question words and the anticipated answer, for example, siapa? (people), apa? (objects, actions), di mana? (location), berapa? (quantity)
  • using imperatives to tell others to do something, for example, Duduklah, Lipat tangan, Tepuk tangan
  • referring to numbers of things using cardinal numbers (nol-sepuluh puluh, belas)
  • describing the colour, size, shape and character of a person, place or thing using noun–adjective phrases, for example, buku merah, anjing besar, kucing kecil, bapak tinggi, saya pendek, adik lucu
  • joining words or phrases using conjunctions, for example, dan, tetapi
  • referring to things using demonstratives ini and itu, for example, Ini buku merah
  • negating verbs and adjectives using tidak
  • expressing modality, for example, mau, ingin, boleh, bisa

  VCIDU013 | Languages | Indonesian | F–10 Sequence | Foundation to Level 2 | Understanding | Systems of language

• VCZHC117

  Participate in and respond to performances and shared reading of children’s stories, songs and rhymes with a focus on rhythm, gesture and stress

  Elaborations

  • performing songs and rhymes, noticing rhythmic features such as 押韵 and experimenting with stress and gestures to help convey meaning
  • interpreting language, facial expressions and other visual clues to inform own response to characters and stories presented in animations or songs
  • singing 儿歌 and 童谣 and discussing the traditional ideas and morals they convey
  • creating short plays based on extracts from familiar stories such as 《饥饿的毛毛虫, using puppets and props

  VCZHC117 | Languages | Chinese | Background Language Learner | F–10 Sequence | Foundation to Level 2 | Communicating | Creating