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• VCESC114

  Participate in shared reading, or viewing or listening to short imaginative texts and respond through mime, drawing and dance

  Elaborations

  • reciting and performing chants and rhymes, for example, ‘El Renacuajo Paseador’ and ‘El lagarto y la lagarta’, adding gestures such as clapping or dancing to support rhythm and expression
  • listening to, reading or viewing Spanish versions of familiar stories such as Los tres ositos or El patito feo, identifying recurring expressions and re-enacting elements with puppets, props or actions
  • responding to oral, print and digital imaginative texts such as stories, rhymes and songs through play-acting, illustrating or movement
  • making simple statements in response to favourite characters in stories, rhymes or songs, for example, el lobo es feroz, el osito está triste, ¡Qué divertido!

  VCESC114 | Languages | Spanish | F–10 Sequence | Foundation to Level 2 | Communicating | Creating

• VCNRC002

  Participate in guided activities and simple exchanges using simple repetitive language

  Elaborations

  • singing and adapting rhymes, action songs, rap, lullabies and counting songs
  • performing actions when singing songs and chants
  • making simple transactions, using modelled language, for example, when role playing
  • playing games such as matching pairs, memory games and bingo to reinforce vocabulary

  VCNRC002 | Languages | Non-Roman Alphabet Languages | F–10 Sequence | Foundation to Level 2 | Communicating | Socialising

• VCRAU014

  Understand that language is organised as ‘text’, and recognise features of texts such as songs, chants, labels and captions

  Elaborations

  • recognising that sentences have separate parts, observing features of familiar texts such as greetings in a conversation, the chorus in a song, or rhyme in a song/poem
  • understanding that texts have a purpose, for example, recounts are ways of describing past events and greeting cards can convey feelings

  VCRAU014 | Languages | Roman Alphabet Languages | F–10 Sequence | Foundation to Level 2 | Understanding | Systems of language

• Spanish - 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 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

• Turkish - F–10 Sequence: Foundation to Level 2 description

  Students' familiarity with the spoken form of Turkish supports their introduction to the written form of the language. They become familiar with the Turkish alphabet and writing conventions, and are introduced to the sound–letter correspondence of the 21 consonants and eight vowels that...

  Level description | Languages | Turkish | F–10 Sequence

• VCFRC006

  Engage with a range of imaginative texts through action, dance, drawing and other forms of expression

  Elaborations

  • listening to or viewing French versions of familiar stories such as Le Navet Géant or Boucle d’Or et les Trois Ours, comparing French expressions at key points in the story with English language versions, and re-enacting with puppets, props and actions
  • performing poems, rhymes or simple stories that include repeated phrases and rhythms to emphasise key points, for example, chanting ‘Au Loup!’ in Au Loup, or ‘Ça va pas, non!’ in Je veux pas aller à l’école
  • making simple evaluative statements about favourite characters in stories, rhymes or songs, for example, Il est magnifique! J’adore Minou! Elle est sympa!
  • re-creating stories, rhymes and songs through mime, dance, or drawings with simple written captions

  VCFRC006 | Languages | French | F–10 Sequence | Foundation to Level 2 | Communicating | Creating

• VCARC108

  Listen to, view and read simple imaginative texts, including digital and multimodal texts, and respond by making simple statements about favourite elements and through action, mime, dance, drawing and other forms of expression

  Elaborations

  • participating in shared reading of imaginative texts, responding to questions and giving opinions about characters and events, for example,

    سامي ولد نشيط؛ الدّب حيوان لطيف؛ الأسد مفترس؛ الأسد صديق الفأر؛ الفراشة كبرت وعندها أجنحة

  • listening to, reading or viewing Arabic versions of stories they are familiar with in print, online or digital form, such as اليرقة الجاعة جداًّ , and re-creating them through mime, dance and drawing
  • responding to imaginative Arabic texts such as stories, rhymes and songs through play-acting, illustrating and movement
  • making simple statements in response to favourite characters in stories, rhymes, storyboards or songs, for example,

    أفضل الدب لأنه لطيف؛ أفضل السمكة الذهبية الجميلة

  VCARC108 | Languages | Arabic | F–10 Sequence | Foundation to Level 2 | Communicating | Creating

• VCDEU116

  Understand that language is organised as ‘texts’, which take different forms and use different structures and features to achieve their purposes

  Elaborations

  • understanding that texts can be spoken, written, digital, visual or multimodal, and that they can be very short (Stopp!, or a hand gesture to signal Komm her!) or much longer
  • recognising that different types of texts have different features, for example, rhythm and repetition in action songs and rhymes
  • comparing similar texts in German and English, such as counting games or simple maps, identifying elements in the German texts which look or sound different
  • identifying familiar text types such as songs, rhymes, picture books, games, family trees and tables, and naming key features, for example, Titel, Seite and Bild

  VCDEU116 | Languages | German | F–10 Sequence | Foundation to Level 2 | Understanding | Systems of language

• VCELC109

  Create and participate in shared performances and imaginative activities using familiar words, phrases, captions and language patterns

  Elaborations

  • creating and presenting Big Books, storyboards or digital texts based on imaginary scenarios in familiar contexts, using images and captions, for example, Ο Σποτ ...
  • creating a puppet play or dramatic performance based on an experience or aspect of a story, song, poem or cartoon, for example, Μορμώ
  • creating rhymes, nonsense phrases and songs using rehearsed language, adding Greek dancing, clapping and gestures, for example, Όπα, Ποπό!
  • performing chants, rap, rhymes and songs, and using music and actions to support meaning, for example, Περνά περνά η μέλισσα, Μια ωραία πεταλούδα, Αχ Κουνελάκι, Φεγγαράκι μου λαμπρό, Να το, να το το αστράκι

  VCELC109 | Languages | Modern Greek | F–10 Sequence | Foundation to Level 2 | Communicating | Creating

• VCHIU014

  Understand that language is organised as ‘texts’ that take different forms and use different structures to achieve their purposes

  Elaborations

  • understanding texts as different forms of communication that can be spoken, written, digital or visual, recognising that they can be very short, for example, रुको, or much longer, for example, तुम ज़रा ठहर जाओ।
  • recognising that different types of texts have different features, for example, repetition and rhythm in action songs and rhymes, listing of items on a shopping list
  • using metalanguage to talk about texts, for example, by naming different genres, such as lullabies, stories, rhymes, tongue twisters, and by describing typical features, for example, ‘कहानियों की शुरुआत …’, ‘गाने अक्सर …’,
  • noticing how familiar texts, such as poems or stories, are sequenced and organised, for example, by identifying titles, connections between pictures and written texts or familiar opening lines, such as एक समय की बात है...

  VCHIU014 | Languages | Hindi | F–10 Sequence | Foundation to Level 2 | Understanding | Systems of language

• VCELC106

  Identify key words and information with guidance, in simple written, spoken, digital and visual texts

  Elaborations

  • listening for key words in stories, rhymes or songs, using intonation and visual cues such as gestures (hot and cold, the owl song)
  • identifying key words from different written and spoken texts by labelling, matching, selecting, miming and using actions, for example, on an interactive whiteboard
  • obtaining information from multimodal texts to identify, describe, draw and name a variety of people and objects
  • sorting and categorising information, using graphic representations such as tables, for example, to record likes and dislikes; masculine, feminine and neuter words

  VCELC106 | Languages | Modern Greek | F–10 Sequence | Foundation to Level 2 | Communicating | Informing

• VCIDU014

  Understand that language is organised as ‘text’, and recognise features of texts such as songs, chants, labels and captions

  Elaborations

  • recognising that sentences have parts, such as subject, verb and object
  • observing features of familiar texts such as greetings in a conversation, the chorus in a song, or rhyme in a song/poem
  • understanding that texts have a purpose, for example, recounts are ways of describing past events (Pada suatu hari…) and greeting cards can convey feelings (Saya cinta padamu)

  VCIDU014 | Languages | Indonesian | F–10 Sequence | Foundation to Level 2 | Understanding | Systems of language

• VCITC009

  Share with others what they can express in Italian, and explain how meanings are similar or different

  Elaborations

  • identifying when Italian or English is being used in the classroom
  • comparing Italian and English songs and rhymes, noticing similarities and differences, for example, in numbers, in some words for family, animals and toys
  • explaining to others the meanings of particular words and when they are used, for example, ciao
  • demonstrating and explaining specific gestures used in Italian

  VCITC009 | Languages | Italian | F–10 Sequence | Foundation to Level 2 | Communicating | Translating

• VCKOC121

  Create captions to images for individual presentation and participate in shared performances and imaginative activities using familiar words, phrases and language patterns

  Elaborations

  • creating own version of a story by sequencing a series of pictures with captions or by creating a storyboard with labels using modelled language, for example, 안녕하세요?; … 있어요? 네, 있어요 / 아니요, 없어요; 고맙습니다
  • 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 own Big Books, storyboards or digital texts based on imaginary scenarios in familiar contexts, for example, 곰 세 마리

  VCKOC121 | Languages | Korean | F–10 Sequence | Foundation to Level 2 | Communicating | Creating

• VCNRC006

  Participate in shared imaginative activities and respond through singing, chanting, play-acting and movement

  Elaborations

  • reading shared imaginative texts, repeating words and rehearsed language patterns, and making predictions about the storyline and characters, using cues from the heading, symbols, pictures and words in the text
  • performing songs, chants and rhymes in response to an imaginative text, experimenting with different expressive effects, such as using different voices
  • interacting with a character or puppet in an imaginary situation or setting, for example, Spot the Dog
  • acting out their favourite character or event from a shared story and making simple statements

  VCNRC006 | Languages | Non-Roman Alphabet Languages | F–10 Sequence | Foundation to Level 2 | Communicating | Creating

• VCNRC004

  Identify key words and information with guidance in simple written, spoken and visual texts

  Elaborations

  • listening for key words in stories, rhymes or songs, using intonation and visual cues
  • identifying key words from different written and spoken texts by labelling, matching, clicking and dragging, miming and using actions, for example, on an interactive whiteboard
  • obtaining information from multimodal texts to identify, describe, draw and name a variety of people and objects
  • sorting and categorising information, using graphic representations such as tables, for example, to record likes and dislikes, singular/plural words

  VCNRC004 | Languages | Non-Roman Alphabet Languages | F–10 Sequence | Foundation to Level 2 | Communicating | Informing

• VCZHU122

  Recognise the four tones and their function in Chinese, and compare consonant and vowel sounds in Chinese and English

  Elaborations

  • participating in activities aimed at raising awareness of pronouncing and differentiating between tones and syllables in Chinese and noting differences in own spoken language, for example comparing a recording of own spoken Chinese with other students in the class
  • practising the ‘flow’ of a sentence in Chinese, using gesture to help demonstrate tone and stress
  • performing or reciting texts with strong rhythmic features such as nursery rhymes or tongue twisters, for example, 《猴子穿新衣》

  VCZHU122 | Languages | Chinese | Background Language Learner | F–10 Sequence | Foundation to Level 2 | Understanding | Systems of language

• VCASFC006

  Participate in a range of imaginative experiences and respond through drawing, telling with familiar signs and written words or enacting with constructed action

  Elaborations

  • viewing fairytales or stories from sources such as National Simultaneous Storytime books, demonstrating understanding through retelling or enacting
  • engaging in imaginative play that involves the creation of mood or momentum through repeated use of signs, handshapes and facial expressions to modify manner or intensify adjectives
  • responding to forms of Deaf art such as handshape creations, for example by reproducing key elements in their own artwork and indicating emotional response using lexical signs such as LOVE, LIKE, LOOK GOOD, NOT BAD, UGLY
  • responding to performances of Deaf poetry that evoke emotions such as sadness, fear or excitement, for example by indicating enjoyment or personal feelings
  • interacting with a signing puppet or doll in a fantasy context or situation, for example by asking questions such as WHAT YOUR NAME? or YOU HUNGRY G:WELL?
  • participating in indoor and outdoor games that use signs, handshapes and body movements in creative ways and focus on all Auslan parameters, for example, ‘Simon Says’
  • participating in Auslan games that use simple clauses in creative ways, for example, playing the improvisation game ‘Space Jump’
  • drawing a personal interpretation of a ‘visual vernacular’ description of a character’s appearance
  • viewing short Auslan stories and responding by identifying and comparing favourite elements, characters and events

  VCASFC006 | Languages | Auslan | First Language Learner | F–10 Sequence | Foundation to Level 2 | Communicating | Creating

• 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

• VCDEC108

  Engage with a range of imaginative texts through action, dance, singing, drawing, shared reading and collaborative retelling

  Elaborations

  • responding to imaginative print and digital texts, such as stories, rhymes or cartoons, by performing excerpts of texts or creating their own texts, using repetitive actions, gestures and words/sentences, and sequencing pictures from the text to reflect the correct order of events
  • expressing a personal opinion of a text, for example, Das ist lustig/komisch/langweilig
  • drawing their favourite character or scene from stories, rhymes, songs or cartoons such as Schnappi and attaching/writing a simple evaluative statement, for example, … ist fantastisch. Ich mag …
  • performing the story of a book, for example, Wir gehen auf Bärenjagd, Der Baum und das Mädchen, Weißt du wie lieb ich dich hab?
  • reading or viewing English and German versions of a familiar print or digital text such as ‘Spot’/Flecki or ‘Bob the Builder’/Bob der Baumeister, and noticing similarities and differences
  • responding in German or English to questions about a text, for example, Wer ist das?; War das eine gute Idee?; Und dann … ?
  • contributing to a collaborative retelling of a text using prompts such as pictures, cut-outs or puppets

  VCDEC108 | Languages | German | F–10 Sequence | Foundation to Level 2 | Communicating | Creating