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• VCDEC104

  Participate in guided group activities using simple repetitive language in songs, rhymes, games and transactions

  Elaborations

  • participating in songs, rhymes and chants by singing and using actions, for example, Kopf, Schulter, Knie und Fuß; 1, 2, Polizei
  • playing games such as Hatschi Patschi, Hier ist Platz, Lotto and Stille Post and using associated language, for example, related to turn-taking (Wer ist dran? Ich bin dran) and forming groups using numbers or colours (Blau ist hier; Gruppe 2 ist hier)
  • following a model to create a shared digital/online text, such as adding key information on a class invitation (Wann? Was? Wer? Wo?)
  • making choices in routine activities such as the selection of a song from the class songbook, for example, responding to the question Was singen wir heute?

  VCDEC104 | Languages | German | F–10 Sequence | Foundation to Level 2 | Communicating | Socialising

• VCDEC127

  Compare aspects of German and English language, such as vocabulary, sounds and rhymes, and cultural information, and share with peers and family

  Elaborations

  • comparing and matching key words in German and English, such as names for German-speaking countries and some cities (Deutschland/Germany, Wien/Vienna) and animals
  • listening to the way animal sounds are represented in German, such as in Das kleine Küken animation, and comparing them with English and other languages, for example, Ein Hahn macht, kikeriki, ein Hund macht, wau wauʻ
  • sharing an item relating to German language and culture through the school newsletter, at an assembly or in a library display, such as an Ostereierwettbewerb and Osterbaum, or electronically displaying links to digitally produced student items such as movies or photo-text collages
  • comparing the Australian and German ways of writing a postal address, for example, in German the Hausnummer appears after the street name and the Postleitzahl appears before the suburb/town

  VCDEC127 | Languages | German | F–10 Sequence | Levels 3 and 4 | Communicating | Translating

• VCELA168

  Identify rhyming words, alliteration patterns, syllables and some sounds (phonemes) in spoken words

  Elaborations

  • listening to the sounds a student hears in the word, and writing letters to represent those sounds
  • identifying rhyme and syllables in spoken words
  • identifying and manipulating sounds (phonemes) in spoken words
  • identifying onset and rime in one-syllable spoken words

  VCELA168 | Curriculum content | English | Foundation Level | Speaking and Listening | Language

• VCELC104

  Participate in guided activities and simple exchanges, such as songs, rhymes, and games, using simple repetitive language

  Elaborations

  • singing and adapting rhymes, action songs, rap, lullabies and counting songs such as Γύρω, γύρω, γύρω, μέσα, μέσα, μέσα ... έξω, έξω, έξω, Κεφάλι, χέρια, πόδια, Ένα, δύο, τρία κουνελάκια, Πάνω τα χεράκια, Το δαχτυλίδι
  • performing actions when singing songs and chants
  • making simple transactions using modelled language such as Μια μπανάνα παρακαλώ, ορίστε, ευχαριστώ, παρακαλώ, for example, in role-playing
  • playing games such as matching pairs, memory games and bingo to reinforce vocabulary

  VCELC104 | Languages | Modern Greek | F–10 Sequence | Foundation to Level 2 | Communicating | Socialising

• VCELT032

  Respond to the use of rhythms and sound patterns in stories, rhymes, songs and poems from a range of cultures

  Elaborations

  • experiencing rhythms and sound patterns in stories, rhymes, songs and poems
  • being exposed to literature through the senses

  VCELT032 | Curriculum content | English | Level A | Speaking and Listening | Literature

• VCELT102

  Repeat and follow rhythms and sound patterns in familiar rhymes and songs from a range of cultures

  Elaborations

  • learning the key actions of everyday songs and rhymes
  • exploring the use of percussion instruments to react to the rhythm of a text

  VCELT102 | Curriculum content | English | Level C | Speaking and Listening | Literature

• VCELT172

  Replicate the rhythms and sound patterns in stories, rhymes, songs and poems from a range of cultures

  Elaborations

  • using music and actions to enhance appreciation of rhymes, poems, chants and songs
  • reciting rhymes with actions

  VCELT172 | Curriculum content | English | Foundation Level | Speaking and Listening | Literature

• VCELT243

  Identify, reproduce and experiment with rhythmic, sound and word patterns in poems, chants, rhymes and songs

  Elaborations

  • exploring poems, chants, rhymes or songs from different cultures which class members may bring from home
  • learning to recite, sing or create interpretations of poems, chants, rhymes or songs from students’ own and other different cultures

  VCELT243 | Curriculum content | English | Level 2 | Speaking and Listening | Literature

• VCELT067

  Participate in rhymes and songs from a range of cultures and echo some familiar rhythms and sound patterns

  Elaborations

  • listening and responding to various rhymes and songs
  • replicating or signalling the beat or rhythm within a text

  VCELT067 | Curriculum content | English | Level B | Speaking and Listening | Literature

• VCELT138

  Identify and copy the rhythms and sound patterns in stories, rhymes and songs from a range of cultures

  Elaborations

  • accompanying songs and rhymes using a range of musical instruments

  VCELT138 | Curriculum content | English | Level D | Speaking and Listening | Literature

• VCESC115

  Create and perform simple imaginative texts that involve repetitive language, experimenting with sound patterns, rhymes and non-verbal forms of expression

  Elaborations

  • performing songs, rhymes and action stories using non-verbal forms of expression such as clapping, gestures and facial expressions to support the making of meaning
  • creating and presenting a shared class story that involves repeated actions and audience involvement
  • creating a new version of well-known stories, songs or rhymes such as Tengo, tengo, tengo by substituting words, phrases and expressions
  • composing original short stories by matching or sequencing a series of pictures with captions or by creating a storyboard with labels using modelled language

  VCESC115 | Languages | Spanish | F–10 Sequence | Foundation to Level 2 | Communicating | Creating

• VCESC110

  Participate in guided group activities and simple transactions such as games, performances, songs and rhymes, using modelled repetitive language

  Elaborations

  • participating in games or activities that involve taking turns, making choices or swapping items, such as number, time-telling or memory games (¿Qué hora es señor Lobo?, El escondite inglés, La vaca eres tú), using language such as me toca; gané; te toca
  • contributing to class activities or projects that involve naming, illustrating and labelling, such as creating a class garden, or a photo or digital display of a shared event or activity
  • participating in tasks involving exchanging, sorting and classifying objects and attributes such as shapes, colours and numbers, using simple question forms and affirmative/negative responses, for example, ¿Tienes un triángulo amarillo? Sí, toma. ¿Tienes un círculo rojo? No, tengo un círculo azul
  • participating in songs and chants such as counting songs or rhyming games by singing and performing actions, for example, Mi carita redondita, Había una vez un barquito chiquitito, Un elefante se balanceaba

  VCESC110 | Languages | Spanish | F–10 Sequence | Foundation to Level 2 | Communicating | Socialising

• VCESU122

  Understand that language is organised as ‘text’ and recognise features of familiar texts such as charts, labels, rhymes and stories

  Elaborations

  • understanding that texts can be spoken, written, visual or acted out and that they can be very short (¡alto!) or much longer, for example, a song or story
  • observing typical features of familiar types of texts such as stories, greeting cards and nursery rhymes, for example, the use of the story-starter Érase una vez…
  • understanding that texts have a purpose, for example, timetables indicate what happens when (guía de horarios), recounts describe past events (Había una vez) and greeting cards convey feelings (Te amo/Te quiero)
  • comparing familiar texts in Spanish and English, such as counting games or street signs, identifying elements in the Spanish texts that look or sound different

  VCESU122 | Languages | Spanish | F–10 Sequence | Foundation to Level 2 | Understanding | Systems of language

• VCFRC002

  Participate in guided group activities using simple repetitive language in songs, rhymes, games and transactions

  Elaborations

  • singing and adapting rhymes, action songs and raps (Tourne, tourne petit moulin), lullabies (Fais do-do) and counting songs (Un éléphant se balançait)
  • creating class activities or projects that involve naming, labelling and illustrating, such as a garden, a pet rock collection or favourite-photos wall
  • participating in tasks involving exchanging, sorting and classifying objects and attributes such as shapes, colours and numbers, using simple question forms and affirmative/negative responses, for example, Tu as un 7? Oui, voilà. Et toi, tu as un 10? Non, j’ai un 6
  • taking turns in games and action songs that involve choice and negotiation, for example, choosing or exchanging matching cards or playing memory games such as Au marché (donne-moi deux pommes, s’il te plaȋt; donne-moi deux pommes et trois carottes…)

  VCFRC002 | Languages | French | F–10 Sequence | Foundation to Level 2 | Communicating | Socialising

• VCHIC026

  Translate simple texts such as rhymes, captions, story books or familiar social interactions, noticing words and expressions that are difficult to translate

  Elaborations

  • translating popular children’s rhymes into English, for example, चूँ-चूँ करती आई चिड़िया; चंदा मामा, noticing words that are difficult to translate or explain
  • identifying Hindi words or expressions that do not easily translate into English, for example, आँखों का तारा
  • translating exchanges between characters in favourite stories from Hindi into English
  • discussing the meaning of traditional Hindi phrases used on special occasions, comparing how similar wishes are expressed in English, for example, जीते रहो
  • translating lines from cartoon or comic-strip characters such as पिंकी और बबली, noticing how meanings sometimes get changed or confused when translated into another language

  VCHIC026 | Languages | Hindi | F–10 Sequence | Levels 3 and 4 | Communicating | Translating

• VCIDC023

  Listen to, read and view creative texts such as rhymes, songs and stories, identifying characters and acting out events

  Elaborations

  • reading, listening to and viewing texts, through shared and guided reading, and responding to questions about characters, ideas and events, including by illustrating and captioning aspects of texts
  • expressing personal opinions about and reactions to creative texts using artefacts, for example, using a puppet or mask to give an opinion about a character in a story or song
  • using movement or actions to reinforce meaning in texts such as a television program, song or game
  • sequencing texts, such as by creating a storyboard using pictures and captions

  VCIDC023 | Languages | Indonesian | F–10 Sequence | Levels 3 and 4 | Communicating | Creating

• VCJAC112

  Locate items of information in simple texts such as charts, songs, rhymes, video clips and anime to complete guided tasks

  Elaborations

  • listening for key words in stories, rhymes or songs, using visual cues such as gestures and facial expressions to assist understanding
  • recognising simple kanji, hiragana or words in familiar contexts such as labels and titles
  • demonstrating early Japanese literacy skills by selecting the correct hiragana or kanji through labelling, matching, clicking and dragging, drawing, mime and actions
  • listening to and/or viewing texts to obtain information such as colour (あか、あお、しろ、くろ、きいろ), size (おおきい、ちいさい) and shape (まる、さんかく、しかく), and using this information in guided activities such as drawing, building or collecting
  • listening to information about Japan, and demonstrating understanding by responding to questions such as 日本(にほん)　です　か。しんかんせん　です　か。すし　です　か。はい/いいえ, for example, by pointing to places on a map, such as Japan, Tokyo or Mount Fuji, or at pictures of different types of food

  VCJAC112 | Languages | Japanese | F–10 Sequence | Foundation to Level 2 | Communicating | Informing

• VCJAU123

  Understand that language is organised as ‘text’, and that different types of texts, such as storybooks, songs, chants, labels or rhymes, have different features

  Elaborations

  • understanding texts as different forms of communication that are spoken, written, digital or visual, and recognising that they can be very short, for example, たって, or much longer, for example, たって　ください。
  • recognising that different types of texts have different features, for example, repetition and rhythm in action songs and chants
  • beginning to use metalanguage to talk about texts, identifying and naming familiar types of texts, such as ‘story’, ‘list’, ‘song’, ‘rhyme’ and ‘tongue twister’, and describing features, for example, stories usually have a story starter (むかしむかし), while songs usually have rhyming and the repetition of words
  • noticing how texts such as storybooks are sequenced and organised, for example, by identifying the main title and the connections between pictures and text

  VCJAU123 | Languages | Japanese | F–10 Sequence | Foundation to Level 2 | Understanding | Systems of language

• VCRAC023

  Listen to, read and view creative texts such as rhymes, songs and stories, identifying characters and acting out events

  Elaborations

  • reading, listening to and viewing texts, through shared and guided reading
  • expressing personal opinions about and reactions to creative texts using artefacts, for example, using a puppet or mask to give an opinion about a character in a story or song
  • using movement or actions to reinforce meaning in texts such as a television program, song or game
  • sequencing texts, such as by creating a storyboard using pictures and captions

  VCRAC023 | Languages | Roman Alphabet Languages | F–10 Sequence | Levels 3 and 4 | Communicating | Creating

• VCTRC006

  Listen to, view and participate in readings of stories, rhymes or action songs, and respond through singing, drawing, gesture and action

  Elaborations

  • participating in shared readings of Turkish versions of familiar stories, such as Kırmızı Başlıklı Kız (Little Red Riding Hood) or Aç Tırtıl (The Very Hungry Caterpillar), Çirkin Ördek Yavrusu (The Ugly Duckling), Kül Kedisi (Cinderella) Pinokyo (Pinocchio), comparing with English versions and re-enacting favourite elements with puppets, props or actions
  • responding to stories such as Arı Maya, rhymes such as Komşu komşu hu hu and songs such as Küçük Kurbağa, Ali Baba’nın Çiftliği, through actions, drawings and simple statements and expressions
  • viewing scenes of the shadow puppet play Karagöz ve Hacıvat, repeating key words and expressions and drawing and describing the characters, for example, Hacıvat akıllı, bilgili ve kurnaz birisidir. Hacıvat’ın sivri sakalı vardır. Karagöz bilgisiz ve komik birisidir. Karagöz top sakallıdır
  • performing rhymes, tongue twisters, poems and songs that use repetition, gestures, mime and finger puppet play to support language development, for example, Ben bir küçük insanım, Hem aklım var hem canım … Portakalı Soydum, O piti piti karamela sepeti!
  • building vocabulary skills and developing appreciation of language by participating in shared readings of simple stories that use repetition and recycling of phrases or actions, such as Cin Ali, Keloğlan
  • performing marching songs, for example, Türk Çocukları, Sol sağ sol sağ yarın bayram olsa, Hoş gelişler ola, Dağ başını duman almış
  • viewing children’s TV programs, such as Sevimli Dostlar, Pepe, Biz İkimiz, Niloya, and responding by singing, chanting, mimicking and acting out favourite moments

  VCTRC006 | Languages | Turkish | F–10 Sequence | Foundation to Level 2 | Communicating | Creating