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• Intercultural Capability: Foundation to Level 2 description

  From Foundation to Level 2, the curriculum focus is on developing the knowledge, skills and understandings to enable students to learn about cultures in their immediate world. For students at Foundation to level 2, learning typically focuses on their immediate family, home, school and friends....

  Level description | Capabilities | Intercultural Capability

• 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

• 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

• VCCCTM007

  Consider ways to express and describe thinking activity, including the expression of feelings about learning, both to others and self

  Elaborations

  • identifying words to describe learning experiences, for example ‘learning looks like/sounds like/feels like’
  • drawing and displaying pictures or symbols to represent the meaning of words associated with thinking activities such as ‘watching, wondering, finding, trying’

  VCCCTM007 | Capabilities | Critical and Creative Thinking | Foundation to Level 2 | Meta-Cognition

• VCCCTM008

  Explore some learning strategies, including planning, repetition, rewording, memorisation and use of mnemonics

  Elaborations

  • composing a simple song or rhyme to assist learning new words, such as greetings in another language
  • practising an oral presentation by intentionally rehearsing small parts of the presentation often

  VCCCTM008 | Capabilities | Critical and Creative Thinking | Foundation to Level 2 | Meta-Cognition

• VCPSCSO005

  Practise the skills required to include others and make friends with peers, teachers and other adults

  Elaborations

  • discussing what it means to be friendly and make a list of the qualities of a friend
  • role playing a range of scenarios such as saying hello to a new student in your class or thanking an adult for helping you
  • describing how it feels when talking with teachers and other adults

  VCPSCSO005 | Capabilities | Personal and Social Capability | Foundation Level | Social Awareness and Management | Relationships and diversity

• 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

• 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

• Critical and Creative Thinking: Foundation to Level 2 description

  From Foundation to Level 2, the curriculum focuses on developing the knowledge, skills and understanding to express reasoning and to problem solve and learn more effectively. Students become familiar with key vocabulary and simple strategies to structure and improve thinking. Students develop...

  Level description | Capabilities | Critical and Creative Thinking

• Ethical Capability: Foundation to Level 2 description

  From Foundation to Level 2, the curriculum focuses on developing the knowledge, skills and understandings to approach ethical problems and evaluate outcomes. Students develop a vocabulary to engage with ethical problems and an understanding that personal feelings can effect decision-making and actions.

  Level description | Capabilities | Ethical Capability

• VCCCTQ002

  Consider personal reactions to situations or problems and how these reactions may influence thinking

  Elaborations

  • matching reactions to a series of visual prompts with an action, for example, selecting a happy emoji in response to a dog, and matching this to a picture of patting, and reflecting on how the personal reaction influenced the choice of action
  • responding to a variety of sounds such as voices, electronic instruments and everyday objects and reflecting on how this influences their ideas when developing/creating a soundscape
  • making a prediction as part of science inquiry and considering whether their initial reaction influenced their prediction, for example predicting which object is heaviest/lightest

  VCCCTQ002 | Capabilities | Critical and Creative Thinking | Foundation to Level 2 | Questions and Possibilities

• 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

• Personal and Social Capability: Foundation Level achievement standards

  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

• Personal and Social Capability: Foundation Level description

  In Foundation, this curriculum focuses on enabling students to interact and play constructively with others and to establish friendships with peers. Students develop a vocabulary to describe the emotions they experience when interacting with others. Students begin to develop an understanding that...

  Level description | Capabilities | Personal and Social Capability

• VCICCB001

  Identify what is familiar and what is different in the ways culturally diverse individuals and families live

  Elaborations

  • noting information from stories that identify similarities and differences between families from a range of places including stories from students in the class and in stories about children in other places
  • identifying how people express a familiar cultural practice, such as the food eaten at different celebrations, or the songs sung at a celebration
  • sharing stories about familiar cultural practices from home and describing their importance to the family
  • comparing the words students use for their grandparents, such as Nanna/Pop, Grandma/Grandpa; Nonna/Nonno (Italian); Yaya/Pappous (Greek)

  VCICCB001 | Capabilities | Intercultural Capability | Foundation to Level 2 | Cultural Practices

• 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