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• VCELT192

  Recreate texts imaginatively using drawing, writing, performance and digital forms of communication

  Elaborations

  • creating visual representations of literary texts from Aboriginal, Torres Strait Islander or Asian cultures
  • writing character descriptions drawn from illustrations in stories
  • retelling key events in stories using oral language, arts, digital technologies and performance media

  VCELT192 | Curriculum content | English | Level 1 | Writing | Literature

• VCESU120

  Recognise and reproduce the sounds and rhythms of simple spoken Spanish, noticing how they are produced and how they are represented in writing

  Elaborations

  • becoming familiar with the Spanish alphabet, noticing that there is an additional letter as compared to English, ñ
  • imitating Spanish sounds such as j in viaje, ñ in niño, b and v (vaca y boca), ll in calle, and rr in carro
  • noticing that statements and questions have different intonations, for example, Fernando no está. ¿Fernando no está?
  • developing pronunciation, phrasing and intonation skills by singing, reciting and repeating words and phrases in context
  • experimenting with sounds in onomatopoeic words such as those related to animal sounds`, for example, pío, (pájaro), quiquiriquí (gallo), miau (gato), guau (perro)
  • noticing differences in punctuation between Spanish and English, such as inverted exclamation and question marks at the beginning of sentences

  VCESU120 | Languages | Spanish | F–10 Sequence | Foundation to Level 2 | Understanding | Systems of language

• VCMNA087

  Recognise, model, read, write and order numbers to at least 100. Locate these numbers on a number line

  Elaborations

  • modelling numbers with a range of material and images
  • identifying numbers that are represented on a number line and placing numbers on a prepared number line

  VCMNA087 | Mathematics | Level 1 | Number and Algebra | Number and place value

• VCZHU011

  Recognise Chinese characters as a form of writing and Pinyin as the spelled-out sounds of spoken Chinese

  Elaborations

  • differentiating Chinese characters from other forms of written expression, for example, the Roman alphabet, visual images (drawing)
  • recognising that each character has meaning, and exploring the connection between meaning and form, for example, pictographs such as 人 (‘person’), 日 (‘sun’)
  • examining which initials and finals can be guessed from English, for example, ‘mama’ as opposed to ‘gege’
  • copying or tracing characters with attention to stroke order and direction
  • identifying syllables that make up Chinese words, such as 小/老/鼠 (xiǎo/lǎo/shǔ), and understanding that words such as 熊猫 (xióng māo) have two syllables, with each syllable having a meaning
  • making connections between words sharing a common syllable/morpheme, for example, 小狗、小猫、小朋友
  • building new words by combining familiar meanings such as 红+苹果

  VCZHU011 | Languages | Chinese | Second Language Learner | F–10 Sequence | Foundation to Level 2 | Understanding | Systems of language

• English: Level 1 achievement standards - Writing

  When writing, students provide details about ideas or events, and details about the participants in those events. They accurately spell words with regular spelling patterns and use their knowledge of blending and segmenting, and many simple and high-frequency words to write predictable words....

  Level description | English | Level 1 | Writing

• VCELA184

  Understand how to use visual memory to write high-frequency words, and that some high-frequency words have regular and irregular spelling components

  Elaborations

  • using strategies such as look-say-cover-write-check to learn an increasing number of high-frequency sight words recognised in texts, including words with regular spelling patterns such as 'them' and 'got' and irregular patterns such as 'one' and 'was'

  VCELA184 | Curriculum content | English | Level 1 | Writing | Language

• VCELY196

  Understand how to use learned formation patterns to represent sounds and write words using combinations of unjoined upper- and lower-case letters

  Elaborations

  • using correct posture and pencil grip
  • learning how each letter is constructed including where to start and the direction to follow
  • writing words legibly using unjoined print script of consistent size

  VCELY196 | Curriculum content | English | Level 1 | Writing | Literacy

• VCKOU126

  Recognise the sounds of the Korean language and the forms of Hangeul syllable blocks, and understand that the syllable block is the basic unit of writing in Korean, associating individual syllable blocks with their pronunciations

  Elaborations

  • differentiating Korean and English sounds, for example, by comparing names in Korean and English (for example, 로버트versus ‘Robert’)
  • categorising names according to their first consonant, for example, 마크, 매튜, 마이클
  • discriminating between simple vowel and consonant letters in a syllable block
  • recognising the order of strokes in writing syllable blocks

  VCKOU126 | Languages | Korean | F–10 Sequence | Foundation to Level 2 | Understanding | Systems of language

• VCDEC109

  Express ideas and experiences in a variety of ways using familiar words and modelled language, such as through imaginative role-play, mime, drawing, oral discussion or scaffolded writing activities

  Elaborations

  • using story maps to share an imaginative experience such as what they would eat over a week, for example, like the caterpillar in Die kleine Raupe Nimmersatt, using digital technologies
  • creating and presenting own Big Books in German based on a familiar Australian text such as ‘Tiddalick’ or ‘Kookaburra sits in the old gum tree’
  • creating short dialogues, for example, between dolls, puppets and toys, using familiar modelled language

  VCDEC109 | Languages | German | F–10 Sequence | Foundation to Level 2 | Communicating | Creating

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

  Students learn the sounds and written form of Indonesian. They notice similarities and differences between Indonesian and English, such as similar vocabulary and word order and differences in the position of adjectives and possessive pronouns. Students ask questions in English about Indonesia...

  Level description | Languages | Indonesian | F–10 Sequence

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

  In these levels there is an emphasis on developing students’ oral language to enable them to participate in class activities. They repeat sounds, particularly of vowels, as modelled by the teacher and aural texts. Students use formulaic language and single-idea phrases. They recognise the...

  Level description | Languages | Roman Alphabet Languages | 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

• English: Level 1 achievement standards - Speaking and Listening

  Students listen to others when taking part in conversations using appropriate interaction skills. They listen for and reproduce letter patterns and letter clusters. Students understand how characters in texts are developed and give reasons for personal preferences. They can describe characters...

  Level description | English | Level 1 | Speaking and Listening

• 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

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

  Students are immersed in listening to, viewing and reading Chinese. They become aware of Chinese as a separate language to English and that other languages exist within their own classroom, their country and overseas. They begin to recognise the importance of tone in Chinese speech and observe...

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

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

  Students' familiarity with the spoken form of Hindi supports their introduction to the written form of the language. They make connections between speech and writing, and are introduced to the Devanagari script, recognising and reproducing written forms of the 13 sounds classified as vowels and...

  Level description | Languages | Hindi | F–10 Sequence

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

  Students become familiar with the sound systems of the Japanese language, including pronunciation and rhythm. They learn to pronounce individual sounds and sound combinations. They understand basic word order in simple sentences, indicate affirmative or negative responses, respond to requests,...

  Level description | Languages | Japanese | F–10 Sequence

• VCDSCD022

  Sequence steps for making designed solutions

  Elaborations

  • checking that key features have been included in design plans and drawings by referring to identified criteria for success
  • using lists or storyboarding when planning and making, for example, using an electronic planting calendar
  • recording the procedure for making a product, for example, writing a list of key steps for making a recipe or writing instructions for making a container

  VCDSCD022 | Technologies | Design and Technologies | Foundation to Level 2 | Creating Designed Solutions | Planning and managing

• VCELT193

  Build on familiar texts by using similar characters, repetitive patterns or vocabulary

  Elaborations

  • creating familiar text types in shared or independent writing by drawing on details of characters, repeated phrases and similar vocabulary encountered in known texts

  VCELT193 | Curriculum content | English | Level 1 | Writing | Literature

• VCELY185

  Respond to texts drawn from a range of cultures and experiences

  Elaborations

  • exploring some of the meanings and teachings embedded in Dreaming stories
  • using drawing and writing to depict and comment on people and places beyond their immediate experience

  VCELY185 | Curriculum content | English | Level 1 | Reading and Viewing | Literacy