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• VCZHU125

  Recognise features of various familiar text types in Chinese

  Elaborations

  • developing awareness of bilingual texts (for example, picture books, multimedia texts, song and dance DVDs) through immersion in text-rich environments, and noticing features of punctuation and text organisation across languages (for example, spacing between words)
  • comparing familiar texts in Chinese and English and discussing features in common, for example, storybook covers normally consist of book title, image, author’s name and illustrator’s name

  VCZHU125 | Languages | Chinese | Background Language Learner | F–10 Sequence | Foundation to Level 2 | Understanding | Systems of language

• Modern Greek - F–10 Sequence: Foundation to Level 2 achievement standards

  By the end of Level 2, students interact with teachers and peers through action-related talk and play. They introduce themselves, (for example, Καλημέρα, Mε λένε Γιώργο) and their family and exchange greetings...

  Level description | Languages | Modern Greek | F–10 Sequence | Foundation to Level 2

• VCDSCD019

  Visualise, generate, and communicate design ideas through describing, drawing and modelling

  Elaborations

  • comparing and contrasting features of existing products to provide new ideas, for example exploring toys with several movable parts with the view to designing and making a simple puppet with one movable part
  • communicating design ideas by modelling, and producing and labelling two-dimensional drawings using a range of technologies to show different views (top view and side view), for example a new environment such as a cubby house or animal shelter
  • identifying one common testing method, and recording results, for example taste-testing comparisons of a food product and recording results in a digital form
  • describing how design ideas meet the needs of those who will use the solution

  VCDSCD019 | Technologies | Design and Technologies | Foundation to Level 2 | Creating Designed Solutions | Generating

• VCKOC119

  Share simple information about themselves, known people, everyday objects and places of interest

  Elaborations

  • reporting on information gathered from friends using simple structures such as ... 좋아해요 and ...있어요
  • contributing to aclass photo story, for example, creating and reading aloud captions to own photos (저는 ...이에요/예요) and aspects of personal information (저는 바나나를 좋아해요; 저는 토끼가 없어요)
  • using simple sentence structures, familiar vocabulary, concrete materials and supporting gestures to communicate about self and the immediate environment, for example, 뭐예요? 양이에요. 저는 씨월드를 좋아해요

  VCKOC119 | Languages | Korean | F–10 Sequence | Foundation to Level 2 | Communicating | Informing

• VCLVU147

  Recognise that the language is part of the broader regional and national language diversity

  Elaborations

  • identifying/recognising Indigenous languages in the environment, for example, street names, names of parks
  • recognising that there are many different Aboriginal and Torres Strait Islander languages in Australia, for example, by viewing Language maps of their region, their state and the whole of Australia
  • identifying neighbouring Indigenous languages of their region
  • recognising that linguistic diversity in contemporary Australia includes Indigenous as well as non-Indigenous languages, and that Australia has many languages, for example, by identifying languages used by different classmates by creating a class profile or language map
  • recognising that some Indigenous languages in Australia are strong, while others are endangered or in the process of being revived or reclaimed
  • recognising shared vocabulary across groups of Aboriginal languages, for example, words such as ‘hand’, ‘water’, ‘crow’

  VCLVU147 | Languages | Victorian Aboriginal Languages | Foundation to Level 2 | Understanding | Language awareness

• VCAVAE021

  Explore ideas, experiences, observations and imagination and express them through subject matter in visual artworks they create

  Elaborations

  • looking at an artworks and present a range of interpretations of the subject matter based on their ideas, experiences, observations and/or imagination
  • observing and recording the people and objects they experience in their daily lives using different art forms and materials
  • exploring the use of visual conventions in artworks, for example, what colours were used, and how, why is the colour it used in this way?, and express these conventions in their own artworks
  • drawing images and making objects related to self, others and personal environments in different forms, for example, painting, sculpture, photography
  • identifying and using visual conventions in their artworks focusing on different styles, subject matter and art forms from different cultures and historical periods, including artworks by Aboriginal and Torres Strait Islander peoples

  VCAVAE021 | The Arts | Visual Arts | Levels 1 and 2 | Explore and Express Ideas

• VCELU119

  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 Greek 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
  • understanding that traditional cultures reflect conditions and resources in particular environments and contribute to the sustainability of communities
  • exploring the significance of different cultural practices, activities and games, for example, using a κομπολόι, making wreaths for 1 May, making masks or kites for Απόκριες
  • recognising words that reflect aspects of culture, for example, γλέντι, κέφι, χρόνια πολλά, όπα!
  • understanding that particular Australian English terms and expressions have no equivalent in Greek, for example, ‘billabong’, ‘corroboree’, ‘the bush’
  • recognising features of Greek language interactions which may be similar to own ways of communicating, such as politely speaking to an adult, or different from own ways of communicating, for example, physical contact when farewelling someone

  VCELU119 | Languages | Modern Greek | F–10 Sequence | Foundation to Level 2 | Understanding | Role of language and culture

• VCJAU126

  Understand that language and culture are closely connected

  Elaborations

  • exploring the meaning of ‘culture’, how it involves visible elements, such as ways of eating or symbols such as flags, and invisible elements, such as how people live, how they think about themselves and others and how they relate to their environment
  • understanding that learning and using Japanese involves becoming familiar with some different ways of communicating, for example, いただきます、ごちそうさま, and also some ways of thinking about things and behaving that may be unfamiliar
  • noticing similarities and differences between classroom interactions in Japanese and English, for example, referring to the teacher using only せんせい
  • understanding that culture and cultural behaviours are woven into languages and cannot be separated from them, for example, it is possible to bow without a spoken greeting in Japanese but not to greet without bowing

  VCJAU126 | Languages | Japanese | F–10 Sequence | Foundation to Level 2 | Understanding | Role of language and culture

• VCLVC140

  Notice how using different languages involves some different ways of communicating and behaving

  Elaborations

  • capturing and sharing their impressions when singing songs, dancing, reading stories or playing games in the language, for example, by responding to teacher prompts in language or English, such as, What do you hear? What do you see? What do you notice about…? Why do you think that? How is this similar/different to…?
  • noticing similarities and differences between the language and English/other known languages in relation to cultural elements, such as the names of foods and animals particular to the climate and environment; and in cultural practices, such as sharing in extended families, special times, story-telling, yarning
  • considering how they communicate with different friends and family members who have different language backgrounds
  • describing how it feels to use the language in the classroom and with visiting respected community members

  VCLVC140 | Languages | Victorian Aboriginal Languages | Foundation to Level 2 | Communicating | Reflecting

• VCLVU149

  Notice that people use language in ways that reflect their culture, such as where and how they live and what is important to them

  Elaborations

  • exploring culture as an essential part of human life, understanding that it is shared and passed on between generations; that it includes observable elements, such as ways of cooking or greeting, symbols such as flags and colours, as well as things that are not observable, such as beliefs and values, people’s ways of thinking about themselves and others and relating to their environment
  • recognising that in each culture there are general rules of what to say and do, when, where and with whom, and that these rules differ from culture to culture
  • recognising that beliefs and behaviours are woven into and expressed through languages, and cannot be separated from them
  • noticing how respect for respected community members and Country/Place is built into the language
  • recognising significant cultural symbols and features in the language, for example, in song, visual design, dance moves
  • recognising that languages encapsulate values held about lands, waters and sky, for example, in expressions and concepts such as Caring for Country

  VCLVU149 | Languages | Victorian Aboriginal Languages | Foundation to Level 2 | Understanding | Role of language and culture

• VCVIC110

  Share information about self, family, school and friends, using modelled sentence structures and illustrations to support meaning

  Elaborations

  • labelling or naming classroom items and resources or personal possessions
  • describing self and the immediate environment, such as by writing or reading aloud captions to own photos, using simple sentences, familiar vocabulary and visual, concreate and digital supports, for example, Đây là tôi. Tôi là con trai. Đây là gia đình tôi. Đây là bạn thân của tôi
  • annotating pictures or photos using digital technologies and modelled language to describe people and objects, for example, Cái nhà cũ. Cái áo mới
  • conveying aspects of their knowledge of their Vietnamese heritage, for example, by sharing a family story, photo or object from Vietnam

  VCVIC110 | Languages | Vietnamese | F–10 Sequence | Foundation to Level 2 | Communicating | Informing

• VCLVC133

  Discover key information about Country/Place by exploring Country/Place and listening to stories from respected community members

  Elaborations

  • discovering places in the local area that have Indigenous names, such as streets, suburbs, parks, rivers, public institutions
  • visiting Country/Place to identify and name key topographical features, for example, creeks, springs, rocky outcrops, estuaries, reefs, desert landforms, taking photos and labelling them to create a class book
  • listening to respected community members sharing knowledge about Country/Place, identifying and recording key words and vocabulary
  • identifying, naming and labelling salient features of the built environment, for example, dwellings, public buildings, school, places to play, ports and roads
  • recording the weather and seasons of the Country/Place throughout the year in a picture diary or through a series of captioned paintings, including the seasonal behaviour of animals and what plants grow in particular seasons
  • naming, labelling and sorting into culturally appropriate categories elements from the environment such as bush foods, animals, plants and natural objects, classifying in terms of distinctions such as, edible/non-edible, meat/non meat, salt water/fresh water, day/night animals, rough/smooth, hard/ soft,
  • learning to read Country/Place with respected community members' guidance by looking for signs such as animal tracks and fruit fall, migratory birds, turtle tracks, animal behaviour, fresh diggings around a lair, appearance of whales
  • locating specific words and familiar phrases in texts such as charts, lists, photos, maps, and using the information to complete guided oral and written tasks
  • naming, labelling, drawing and matching outside body parts
  • learning and using vocabulary and expressions related to healthy living and eating

  VCLVC133 | Languages | Victorian Aboriginal Languages | Foundation to Level 2 | Communicating | Informing

• VCDEC107

  Convey factual information about self, family and possessions through pictures, labels, captions and short descriptions, using familiar words and modelled language

  Elaborations

  • using key words and simple phrases to annotate a picture, diagram or photo for public display
  • contributing to a digital photo story on Meine Klasse, for example, writing and recording captions to own photos (Das bin ich. Ich heiße… und ich bin… Das ist meine Mami. Sie ist nett)
  • using simple sentence structures, familiar vocabulary, supporting resources and gestures to communicate about self and the immediate environment, for example, Ich bin im Kindergarten. Ich bin in Klasse 1. Das ist mein Kissen.
  • conveying aspects of shared knowledge about German language and culture, such as by pointing to places on a map or pictures of symbols or typical foods, for example, Das ist Deutschland. Die Flagge ist Schwarz-Rot-Gold.

  VCDEC107 | Languages | German | F–10 Sequence | Foundation to Level 2 | Communicating | Informing

• VCESC113

  Present factual information about self, family, friends and everyday objects using simple statements and support materials

  Elaborations

  • labelling or naming personal possessions and classroom items and resources, for example, la mesa, mi lápiz, tu cuaderno, la pizarra portátil
  • using simple statements, familiar vocabulary and concrete materials to talk about self and the immediate environment, for example, Tengo el pelo largo. Estoy en mi clase. Mi hermana se llama Lucía. Este/a es mi mejor amigo/a. Me gusta tocar el/la piano/flauta
  • contributing to shared understanding of aspects of the Spanish-speaking world through activities such as pointing to places on a map or at pictures of foods, flora and fauna, for example, En México, la comida es picante. Guinea Ecuatorial está en Africa. El lince es bonito
  • drawing aspects of daily routines (la merienda, los deportes, las tareas de la casa) and creating captions or attaching word bubbles
  • using key words and phrases to describe aspects of a video clip, photo story or excerpt from a television program such as Barrio Sésamo, for example, Hoy vamos a hablar de la letra ñ

  VCESC113 | Languages | Spanish | F–10 Sequence | Foundation to Level 2 | Communicating | Informing

• VCFRC005

  Convey factual information about self, family, friends and possessions, using simple statements, gestures and support materials

  Elaborations

  • labelling or naming classroom items and resources or personal possessions, for example, la table, la chaise, l’ordinateur, la carte
  • contributing to a class photo story, for example, writing and reading aloud captions to own photos (Je suis triste/content/fâché) and points of personal information (J’aime le chocolat; je suis petite; j’ai un chat noir)
  • using simple sentence structures, familiar vocabulary, concrete materials and supporting gestures to talk about self and the immediate environment, for example, Je suis à l’école; j’ai les yeux verts; voici ma chaise et voilà mon sac; j’ai un tracteur rouge
  • drawing aspects of daily routines (for example, le petit déjeuner, la récréation, le sport), and writing captions or attaching word bubbles

  VCFRC005 | Languages | French | F–10 Sequence | Foundation to Level 2 | Communicating | Informing

• VCZHC009

  Notice aspects of Chinese language and culture that are ‘new’ or ‘interesting’, and observe how relationships influence language use and own identity

  Elaborations

  • examining the meanings behind Chinese family names and other related vocabulary
  • having a shared meal of 饺子，春卷 etc. and appreciating cultural diversity in the school community
  • responding to questions by sharing with students in Chinese sister school personal information related to identity, for example, name, family name, zodiac sign, family members
  • comparing learning in English with learning in Chinese, for example, learning about syllables and components
  • presenting a collage or poster which represents aspects of their identity, using text and images
  • observing interactions to notice cultural aspects such as use of voice to show courtesy, how disagreement is expressed, or smiling so as not to offend while saying ‘too expensive’
  • expressing personal responses to aspects of culture encountered when viewing images, such as of classrooms, home environments or street scenes in diverse contexts, responding to teacher prompts (for example, What do you see …? What do you notice …? How do you celebrate …?), and relating to own experience

  VCZHC009 | Languages | Chinese | Second Language Learner | F–10 Sequence | Foundation to Level 2 | Communicating | Reflecting

• VCESU121

  Notice and apply grammatical rules such as those relating to gender, simple verb forms and definite articles when describing people, places, things and relationships

  Elaborations

  • learning the structure of simple affirmative/negative statements and questions based on models, for example, No tengo perro. Gloria come verduras. ¿María tiene cinco años?
  • recognising definite and indefinite articles with nouns, for example, la mesa, una mesa; el niño, un niño
  • noticing that adjectives usually follow nouns and are used to describe the colour, size, shape or characteristics of a person, place or object, for example, la casa grande, el balón gris, la silla amarilla, un auto azul, una mesa cuadrada, una niña alta
  • noticing and using singular masculine or feminine forms of nouns and adjectives, for example, el plátano delicioso, la canción chilena
  • understanding and responding to basic familiar instructions and imperatives, for example, siéntate, escucha, cierra la puerta, silencio
  • observing gender in patterns of naming, for example, Julio/Julia, Patricio/Patricia
  • using subject pronouns to identify people, objects or animals, for example, Yo, tú, él, ella
  • building vocabulary related to familiar environments (lápiz, casa, mamá, papá), and using cognates such as animal, color, triángulo, familia…
  • learning simple verbs to express likes and dislikes, for example, comer, bailar, hablar, correr, jugar and caminar, and using them in modelled and formulaic expressions such as No me gusta correr/caminar; ¿Te gusta este juguete?
  • using singular possessive adjectives, for example, mi casa, mi hermano, tu amiga

  VCESU121 | Languages | Spanish | F–10 Sequence | Foundation to Level 2 | Understanding | Systems of language

• VCJAC113

  Convey factual information about self, family, friends and significant objects, using simple statements, gestures and support materials

  Elaborations

  • using digital technologies to help label and name personal items, classroom objects and shared resources, for example, ほん、きょうしつ、つくえ、いす、まど
  • using simple sentence structures, familiar vocabulary, concrete materials and appropriate gestures to provide information about self and immediate environment, for example, ぼく　の　えんぴつ　です。いぬ　が　すき　です。
  • presenting spoken information related to significant objects, using phrases such as わたし/ぼく　の noun　です。 adjective　です。これ　は　noun　です。
  • expressing factual information about qualities such as colour あか、あお、しろ、くろ、きいろ、 number 一(いち)～百(ひゃく)、size おおきい、ちいさい and shape まる、さんかく、しかく
  • making simple spoken statements about friends, family or favourite characters, for example, げんき、やさしい、おもしろい、つよい、しずか, using images or support materials

  VCJAC113 | Languages | Japanese | F–10 Sequence | Foundation to Level 2 | Communicating | Informing

• VCLVU142

  Recognise the function of different word types and understand basic elements of language structures

  Elaborations

  • understanding that words in the language have different functions, for example, words for things, words for actions, and that these functions are also found in other languages, such as English
  • identifying people, places, things and events using:
    • nouns, for example, family, kinship, plants/ animals, items in immediate natural and built environments
    • pronouns, for example, personal, interrogative, kinship, demonstrative
    • verbs for simple actions, states and processes
    • terms to qualify, quantify, classify or compare things, for example, size, colour, number
    • adverbs, for example, of location, time and manner
    • simple forms of negation
  • becoming aware of how word order may differ from English, for example, noun + qualifier vs qualifier + noun, ’child happy’ vs ’happy child’
  • recognising the use of common affixes on nouns, for example, the man’s dog’’, to the river’’, in the sea’’
  • learning the use of common affixes on verbs, for example, to indicate tense or mood
  • understanding and using metalanguage to describe word types, for example, noun, pronoun, verb
  • understanding that some parts of the language may have fallen into disuse and not be known today
  • noticing that new words can be formed from within the language itself, rather than borrowed from other languages
  • noticing that compared to English some words may be left out (ellipsis), or must be included or repeated in phrases and sentences, for example, “(it) went”, “big (dog) ate (it)”

  VCLVU142 | Languages | Victorian Aboriginal Languages | Foundation to Level 2 | Understanding | Systems of language

• VCTRU013

  Recognise parts of speech and frequently used words in familiar contexts and understand the basic rules of word order in simple sentences

  Elaborations

  • recognising the basic word order, subject–object–verb, and applying it in simple statements, imperatives and questions, for example, Ali gel. Ali okula gel. Ali okula geldi. Ali okula geldi mi?
  • describing colour (mavi), size (büyük/küçük) and shape (üçgen), and recognising that adjectives come before nouns
  • describing quantity, using cardinal numbers such as bir-yüz and ordinal numbers such as birinci, ikinci
  • using the ending -ler/-lar to express plurality, mainly with countable nouns, such as çocuklar, ördekler
  • recognising question words and anticipating likely answers, for example, Kim? Ne? Nerede? Nereye? Kimle? Ne kadar? Ne zaman? Nasıl? Hangisi?
  • expressing affirmative and negative responses, such as evet, hayır, değil, doğru, yanlış
  • learning how to use simple suffixes and subject and possessive pronouns, for example, ben/benim, sen/senin, o/onun and evim/evimiz, evin/eviniz, evi/evleri
  • building vocabulary related to familiar environments, such as anne, kitap, kedi, and using cognates, such as ev, okul, aile, hayvanlar
  • using prepositions to specify locations, for example, üstünde, altında, yanında, arkasında, önünde, arasında, sağında, solunda
  • describing actions using imperatives and simple verbs, such as otur, kalk, elini kaldır, koş, yürü, gel, git, oku, yaz
  • linking ideas using simple conjunctions, for example, ve, ile, ama

  VCTRU013 | Languages | Turkish | F–10 Sequence | Foundation to Level 2 | Understanding | Systems of language