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• VCASFC004

  Identify specific points of information in simple Auslan texts and use the information to complete guided tasks

  Elaborations

  • retelling and responding to key points of information in class messages, directions or introductions
  • gathering information from their peers about topics such as family members, favourite foods, toys or games to report back to the class
  • identifying information in simple Auslan texts that relates to properties such as colour, number, size or shape and responding through activities such as manipulating concrete materials and objects
  • identifying and categorising signs in simple Auslan texts according to handshape
  • following a signed text that involves several steps to progressively collect information needed to complete a task, such as an obstacle course
  • watching short Auslan texts about topics such as hobbies, animals or sports, recording key points of information using tables or graphic organisers
  • watching a presentation by a teacher, peer or visitor and recalling and retelling specific points of information
  • recording new language in personal sign dictionaries acquired from simple Auslan texts in different curriculum areas, for example, when learning about the weather or countries of the world

  VCASFC004 | Languages | Auslan | First Language Learner | F–10 Sequence | Foundation to Level 2 | Communicating | Informing

• Victorian Aboriginal Languages: Foundation to Level 2 achievement standards

  By the end of Level 2, students interact with the teaching team and respected community members to talk about themselves and family, using familiar modelled language and gestures. They use appropriate protocols when interacting with respected community members and community speakers, such as appropriate...

  Level description | Languages | Victorian Aboriginal Languages | Foundation to Level 2

• Auslan - First Language Learner - F–10 Sequence: Foundation to Level 2 description

  Students learn to produce all handshapes, movements and locations of single signs. They make use of handling and size and shape specifiers (SASS) depicting signs with increasing accuracy, and use entity depicting signs to talk about simple movement and locations. Students produce a range of clause...

  Level description | Languages | Auslan | First Language Learner | F–10 Sequence

• Auslan - Second Language Learner - F–10 Sequence: Foundation to Level 2 description

  Students become familiar with all handshapes, movements and locations of single signs. They are learning to produce simple positive and negative statements with some time marking, and to use plain verbs or unmodified indicating verbs. They learn to describe familiar objects, animals or people...

  Level description | Languages | Auslan | Second Language Learner | F–10 Sequence

• Chinese - Background Language Learner - F–10 Sequence: Foundation to Level 2 achievement standards

  By the end of Level 2, students use spoken Chinese to initiate interactions in a range of familiar contexts. They participate in simple exchanges to obtain and convey information and experiences relating to their personal world. They use learnt vocabulary, sounds, characters and culturally specific...

  Level description | Languages | Chinese | Background Language Learner | F–10 Sequence | Foundation to Level 2

• Roman Alphabet Languages - F–10 Sequence: Foundation to Level 2 achievement standards

  By the end of Level 2, students interact with teachers and peers through play and action-related language. They use greetings and respond to instructions through actions. Students pronounce the sounds of the language. They recognise simple questions and can respond to them, in addition to names...

  Level description | Languages | Roman Alphabet Languages | F–10 Sequence | Foundation to Level 2

• VCSIS051

  Participate in guided investigations, including making observations using the senses, to explore and answer questions

  Elaborations

  • safely using sight, hearing, touch, taste and smell so that students can gather information about the world around them
  • manipulating objects and materials and making observations of the results
  • exploring how musical instruments can be used to produce different sounds

  VCSIS051 | Science | Foundation to Level 2 | Science Inquiry Skills | Planning and conducting

• VCELA179

  Explore differences in words that represent people, places and things (nouns, including pronouns), happenings and states (verbs), qualities (adjectives) and details such as when, where and how (adverbs)

  Elaborations

  • talking about effective words that describe a place, person or event
  • learning how a sentence can be made more vivid by adding adjectives, adverbs and unusual verbs

  VCELA179 | Curriculum content | English | Level 1 | Reading and Viewing | Language

• VCPSCSE009

  Identify personal strengths and describe how these strengths are useful in school or family life

  Elaborations

  • describing a personal strength you have and how this can have a positive impact at home with your family
  • discussing personal strengths, such as listening carefully, and list possible ways this can be used in class activities and the effect it has on others
  • explaining the consequences of their strengths at school and in their family life
  • responding to the following prompt ‘It does not matter if I cannot run fast because I can ...’

  VCPSCSE009 | Capabilities | Personal and Social Capability | Levels 1 and 2 | Self-Awareness and Management | Development of resilience

• VCASFC005

  Present information about self, family, people, places and things using signed descriptions and visual prompts

  Elaborations

  • describing an object, animal or person using lexical adjectives, for example colours, or SASS depicting signs relating to size and shape
  • contributing to a digital class presentation such as a video by signing a description of their own photo or piece of work
  • demonstrating a simple procedure using list buoys and related sign vocabulary to demonstrate the different steps
  • labelling objects in the classroom and in learning resources such as books and wall charts with pictures of signs
  • recounting to the class details of a personal experience such as a holiday or weekend event
  • reporting aspects of their daily routines or family life, such as how they travel to school or what they eat for lunch
  • categorising and displaying pictures of signs, for example on a handshape wall
  • presenting specific information such as a weather report using visual prompts or a digital presentation
  • sharing information about their family, home or local community with their classmates, for example, through signed commentary to a display or digital presentation
  • reporting key elements obtained from predominantly visual infographics or diagrams related to different learning areas, for example, life cycle charts
  • providing information needed to complete an information-gap activity, for example, ‘20 Questions’ with yes/no answers, or ‘Guess Who?’

  VCASFC005 | Languages | Auslan | First Language Learner | F–10 Sequence | Foundation to Level 2 | Communicating | Informing

• VCHIC003

  Recognise and respond to classroom routines and interactions, such as opening and closing of lessons, transition activities, following instructions and taking turns

  Elaborations

  • using and responding to language that structures routines such as opening and closing of lessons, for example, नमस्ते बच्चो, बैठ जाओ; किताब खोलो; जी, ठीक है। अपने अपने आई पैड्स निकालो; पाठ ख़त्म हुआ; अब तुम सब जा सकते हो; कल मिलेंगें
  • participating in daily classroom interactions such as roll call, naming the months and days of the week and describing the weather, for example, परसों २० जून है; कल सोमवार है; आज बहुत सर्दी है।
  • following instructions in learning activities, for example, किताब में लिखो; बारी बारी पढ़ो; चार का समूह बनाओ; गोल घेरा बनाओ और बैठ जाओ; बैग ज़मीन पर रखो; कृपया खड़े हो जाओ
  • using appropriate language to apologise or make excuses, for example, माफ़ कीजिए, मुझे देरी हो गई क्योंकि …, or to ask for help, for example, मुझे समझ नहीं आया, क्या आप मेरी मदद कर सकते हैं?
  • responding with actions, gestures or verbal responses to teacher instructions such as धीरे बोलो; ध्यान से सुनो; मेरी ओर देखो; बात मत करो; चुपचाप बैठो

  VCHIC003 | Languages | Hindi | F–10 Sequence | Foundation to Level 2 | Communicating | Socialising

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

  Students become familiar with how the sounds of the Arabic language are represented in letters and words. They practise pronunciation and intonation through activities such as reciting rhymes and singing songs, and experiment with sounds, short and long vowels, phonemes, words, simple phrases...

  Level description | Languages | Arabic | F–10 Sequence

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

  Students become familiar with the sound systems of the French language, including pronunciation, rhythm, pitch and stress. They learn to pronounce individual letters and letter combinations, including unfamiliar sounds such as -eau, -u, è, é, ou, r and g. They recognise and use the...

  Level description | Languages | French | F–10 Sequence

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

  Students become familiar with the sounds and rhythms of German, approximating the pronunciation and phrasing of single words and short phrases, including distinctive sounds such as ch, r, th, u and z, and diphthongs such as au, ei, eu and ie. They use simple basic sentence structures and familiar...

  Level description | Languages | German | F–10 Sequence

• VCHPEM086

  Propose a range of alternatives and test their effectiveness when solving movement challenges

  Elaborations

  • predicting possible outcomes of alternative actions and deciding which one is likely to be the most effective
  • asking for and responding to feedback from peers or teachers on their performance
  • reflecting on their performance and identifying and demonstrating ways they can perform a skill more successfully

  VCHPEM086 | Health and Physical Education | Levels 1 and 2 | Movement and Physical Activity | Learning through movement

• 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

• Non-Roman Alphabet Languages - F–10 Sequence: Foundation to Level 2 description

  The language is learnt in parallel with English language and literacy. While the learning of the language differs from the learning of English, each supports and enriches the other. The language is used in classroom interactions, routines and activities, supported by the use of materials and resources...

  Level description | Languages | Non-Roman Alphabet Languages | F–10 Sequence

• VCCCTR006

  Consider how reasons and examples are used to support a point of view and illustrate meaning

  Elaborations

  • comparing a reason supported by an example and one without an example to show how examples help to clarify meaning
  • identifying how curiosity about the past compared to the present, can lead to seeking reasons and supporting examples
  • investigating how reasons can assist in decision-making between alternatives, for example discussing preferences for different data displays and how giving reasons for preferences assists with the final decision

  VCCCTR006 | Capabilities | Critical and Creative Thinking | Foundation to Level 2 | Reasoning

• VCDSTC015

  Explore how plants and animals are grown for food, clothing and shelter

  Elaborations

  • exploring which plants and animals can provide food or materials for clothing and shelter and what basic needs those plants and animals have
  • identifying products that can be designed and produced from plants and animals, for example food products, paper and wood products, fabrics and yarns, and fertilisers
  • considering the suitability of a range of tools when cultivating gardens, mulching and building garden structures

  VCDSTC015 | Technologies | Design and Technologies | Foundation to Level 2 | Technologies Contexts | Food and fibre production

• VCHPEP074

  Recognise situations and opportunities to promote their own health, safety and wellbeing

  Elaborations

  • identifying poison labels and medicine packaging and understanding to ask an adult before taking medicines
  • exploring how eating healthy foods can influence health and wellbeing
  • exploring benefits of regular physical activity and identifying opportunities when they can be active at school, at home and in the community
  • describing actions to stay safe in a range of environments, including home, water, road, nature and outdoors

  VCHPEP074 | Health and Physical Education | Levels 1 and 2 | Personal, Social and Community Health | Being healthy, safe and active