Search results

Result list

• VC2M2M03

  identify the date and determine the number of days between events using calendars

  Elaborations

  • using calendars to locate specific dates and identify what day it is, to determine the date 2 weeks prior to or after a given date
  • creating a class calendar to enter specific dates relevant to the class, for example, students’ birthdays, school assemblies, sports carnivals or class excursions
  • using addition and a calendar to model and solve the problem ‘How many days are left in this year?’ by identifying the number of days left in this month and in each of the remaining months, and using addition to model and solve the problem
  • identifying and locating specific days or dates on a calendar, for example, school holidays, sports days, Anzac Day, Easter, Diwali or Ramadan

  VC2M2M03 | Mathematics | Mathematics Version 2.0 | Level 2 | Measurement

• VCZHU016

  Describe how people use different languages to communicate and participate in cultural experiences

  Elaborations

  • identifying interesting facts, for example, finding out what are the biggest celebrations in China and Australia, and comparing these celebrations
  • engaging with the traditions and customs, festivals, celebrations and food of Chinese communities, recognising the value of learning about another culture in learning a new language
  • participating in a shared meal, a New Year celebration or a Chinese performance, commenting on the experience and listening to the sounds of Chinese
  • comparing gestures and body language associated with language use in different cultures, for example hand gesturing for emphasis and encouragement or recognising taboos within Chinese communication, such as pointing directly at someone

  VCZHU016 | Languages | Chinese | Second Language Learner | F–10 Sequence | Foundation to Level 2 | Understanding | The role of language and culture

• VC2M2A03

  recall and demonstrate proficiency with multiplication facts for twos; extend and apply facts to develop the related division facts using doubling and halving

  Elaborations

  • recognising and relating terms such as ‘double’, ‘twice’ and ‘multiply by 2’, and ‘halve’ and ‘divide by 2’ using physical and virtual materials; for example, colouring numbers on a hundreds chart to represent doubles and using it to recognise halves or recognising the doubling pattern and applying the pattern to find related facts such as ‘For 8 twos, think 2 eights’
  • doubling and halving collections to practise and develop fluency with multiplication and division facts for twos, leading to recall of these facts
  • establishing an understanding of doubles and near doubles using physical or virtual manipulatives; for example, using manipulatives to establish that doubling 5 gives you 10, then extending this doubling fact to respond to the question ‘How can you use this fact to double 6 or double 4?’
  • developing fluency with doubling and halving numbers within 20 using physical or virtual materials and playing doubling and halving games; for example, using a physical or virtual dice and choosing whether to double or halve to reach a target number 

  VC2M2A03 | Mathematics | Mathematics Version 2.0 | Level 2 | Algebra

• VCZHC002

  Interact with simple written texts in familiar contexts to contribute to class discussions

  Elaborations

  • collecting examples of common Chinese characters found in familiar settings such as signs and labels, for example, 八 (8),面 (‘noodles’), 春 (‘spring’)
  • discussing the differences between the Roman alphabet and characters, for example, compare the sound and shape of each
  • labelling images of family from a provided list of characters, for example, 妈妈，爸爸，哥哥，妹妹
  • recognising and copying high-frequency characters relating to family and number, and noticing the formation and spacing of characters
  • recognising the differences in describing family members in Chinese and English, for example, ‘brothers’ can be 哥哥 or 弟弟 in Chinese
  • labelling and illustrating a class photo wall of a shared event or visit

  VCZHC002 | Languages | Chinese | Second Language Learner | F–10 Sequence | Foundation to Level 2 | Communicating | Socialising

• VCDEC113

  Express aspects of self, such as family, school/class, age and language(s), noticing how these are part of one’s sense of identity

  Elaborations

  • identifying self as part of a family, class or peer group, and representing these relationships in a variety of ways, such as through drawing pictures or by adding captions to photos
  • describing what languages they know and are learning, for example, Ich kann Englisch und Arabisch. Ich lerne Deutsch
  • eliciting and giving personal information that signals identity within home and school contexts, including age and appearance, characteristics, class and school, for example, Ich bin sechseinhalb.; Ich habe braune Haare. Ich bin in Klasse 1F
  • investigating the question ‘Where do I belong at school?’ by analysing and describing various ways that schools identify different groups within a school, such as by class levels (Foundation to Year 6), different classroom teachers, different play areas, wearing of school uniform, or changing rights and responsibilities

  VCDEC113 | Languages | German | F–10 Sequence | Foundation to Level 2 | Communicating | Reflecting

• VCHHK060

  How the present, past and future are signified by terms indicating and describing time

  Elaborations

  • discussing what happened yesterday, what is likely to happen tomorrow, upcoming birthdays, celebrations and seasons, and ordering these references to time in sequence using terms such as ‘before’, ‘after’, ‘next’ and ‘then’
  • discussing how some cultures, for example the Chinese, describe a child as being one year old on the day they are born
  • identifying dates and changes that have personal significance, for example, birthdays, moving house, changing schools, religious and school holidays, marking these on a calendar and counting down time, as well as noting that events of personal significance may differ according to children’s cultural backgrounds
  • examining Aboriginal and Torres Strait Islander seasonal calendars, for example, the Gagadju (Kakadu) and the D'harawal (Sydney) calendars, each with six seasons, the Arrernte (central Australia) with five, the Woiwurrung (Upper Yarra Valley) with seven, and north-east Tasmania with three

  VCHHK060 | The Humanities | History | Foundation to Level 2 | Historical Knowledge | Personal histories

• Geography: Foundation to Level 2 description

  From Foundation to Level 2, the curriculum develops the concept of place through a study of what places are like over time and how they are defined. The emphasis in F-2 is on the places in which students live, but they also start to investigate other places of similar size that are familiar to...

  Level description | The Humanities | Geography

• Health and Physical Education: Levels 1 and 2 description

  The curriculum for Levels 1 and 2 builds on the learning from Foundation Level and supports students to make decisions to enhance their health, safety and participation in physical activity. The content enables students to explore their own sense of self and the factors that contribute to and...

  Level description | Health and Physical Education

• VCASFC003

  Participate in classroom routines and activities such as following directions, attracting attention, responding to questions and turn-taking

  Elaborations

  • recognising their own and their classmates’ fingerspelled names used in games or routines such as roll call
  • asking for help, offering assistance or requesting permission in polite ways, for example:
    PLEASE HELP-_me?
    Can you help me, please?
    CAN SHARE?
    Can we share these?
    
  • demonstrating attentive watching across a range of school contexts, such as assemblies or classroom discussions
  • following instructions for class routines, for example:
    PLEASE WITH-2++ DS:sit-opposite
    Please find a partner and sit opposite each other.
    DS:line-up PLEASE
    Line up, please.
    LOOK-AT-_me PRO1
    Look to the front.
    
  • gaining others’ attention in appropriate ways, relying less on tap and more on other strategies, and responding to others’ attempts to gain their attention
  • following protocols such as stopping when lights are flashed, and observing appropriate distance between signers
  • learning to be a supportive group discussion member, for example by asking relevant questions, providing feedback, prompting, using NMFs to indicate agreement or disagreement
  • formulating different kinds of open and closed questions, including WHEN, WHY and HOW questions
  • signing appropriately to maintain or change a topic, to remain on task and take turns
  • interacting with each other or the teacher by using eye gaze and other NMFs to indicate agreement/disagreement or understanding/lack of understanding
  • negotiating turn-taking, for example:
    PRO1 FIRST YOUR-TURN
    It’s my turn first, then your turn.
    
  • watching, remembering and responding to increasingly complex instructions of two or more steps, for example by moving or locating objects in the classroom
  • using the appropriate NMFs for asking questions and making statements when interacting in small groups

  VCASFC003 | Languages | Auslan | First Language Learner | F–10 Sequence | Foundation to Level 2 | Communicating | Socialising

• VCASFC130

  Identify specific points of information in simple Auslan texts relating to people, places and things and use the information to complete guided tasks

  Elaborations

  • responding to signed information such as class messages or short introductions, for example by identifying names, school locations, numbers or times
  • identifying and applying specific information in Auslan texts to complete guided tasks such as colouring-in and craft activities
  • gathering information from each other about topics such as family members, favourite foods, toys and games to report back to the class using familiar structures and modelled language, for example:
    SISTER-BROTHER HOW-MANY?
    How many brothers and sisters do you have?
    
  • identifying information in simple Auslan texts that relates to properties such as colour, number, size or shape, for example when interacting with materials and objects
  • identifying and categorising a select range of signs according to handshape
  • following an Auslan text to gain information needed to complete an action-based activity, such as an obstacle course

  VCASFC130 | Languages | Auslan | Second Language Learner | F–10 Sequence | Foundation to Level 2 | Communicating | Informing

• VCDTCD018

  Explore how people safely use common information systems to meet information, communication and recreation needs

  Elaborations

  • sharing and describing ways that common information systems can be used to meet communication needs, for example computers can be used as phones and social networking tools allowing communication between families living in different regions
  • recognising and discussing the need for cyber-safety when using online information systems, for example recognising that shared personal information can be used for undesirable purposes and that using a password is a means of protecting identity
  • recognising safe ergonomic practices when children are playing with information systems, for example recognising the need to take regular breaks to avoid eye strain and repetitive strain injuries
  • discussing how a range of information systems support personal needs and impact on others, for example text to speech software can be used to meet the communications needs of people with vision loss
  • sharing ideas about the ways information systems are being used by families and friends in everyday life, for example comparing current digital play equipment with play equipment of 20 years ago

  VCDTCD018 | Technologies | Digital Technologies | Foundation to Level 2 | Creating Digital Solutions

• VC2M2N06

  use mathematical modelling to solve practical problems involving additive and multiplicative situations, including money transactions; represent situations and choose calculation strategies; interpret and communicate solutions in terms of the context

  Elaborations

  • modelling practical problems by interpreting an everyday additive or multiplicative situation; for example, making a number of purchases at a store and deciding whether to use addition, subtraction, multiplication or division to solve the problem and justifying the choice of operation, such as ‘I used subtraction to solve this problem as I knew the total and one of the parts, so I needed to subtract to find the missing part’
  • modelling and solving simple money problems involving whole dollar amounts with addition, subtraction, multiplication or division, for example, ‘If each member of our class contributes $5, how much money will we have in total?’
  • modelling and solving practical problems such as deciding how many people should be in each team for a game or sports event, how many teams for a given game can be filled from a class, or how to share out some food or distribute money in whole dollar amounts, including deciding what to do if there is a remainder
  • modelling and solving the problem ‘How many days are there left in this year?’ by using a calendar
  • modelling problems involving equal grouping and sharing in Aboriginal and/or Torres Strait Islander children’s instructive games; for example, in Yangamini from the Tiwi Peoples of Bathurst Island, representing relationships with a number sentence and interpreting and communicating solutions in terms of the context

  VC2M2N06 | Mathematics | Mathematics Version 2.0 | Level 2 | Number

• VCASFC129

  Develop interaction and communication skills for participation in regular class routines and activities

  Elaborations

  • recognising and using fingerspelled names for roll call and games
  • following instructions for class routines, such as:
    DS:line-up PLEASE
    Line up, please.
    LOOK-AT-_me PRO1
    Eyes to the front.
    PLEASE WITH-2++
    Please find a partner.
    
  • asking for help or permission, for example:
    PLEASE HELP-_me?
    Can you help me, please?
    PRO1-_plural CAN SHARE?
    Can we share these?
    
  • gaining attention in appropriate ways, for example by waving or tapping a shoulder or table
  • stopping activities and paying attention when lights are flashed or hands are waved
  • using NMFs such as focused eye gaze, nodding and head shaking to show affirmation and negation
  • using voice-off when possible while signing and keeping appropriate signing space between signers
  • positioning seating to keep visual communication clear or sitting across from/opposite signers when communicating
  • using visual applause to show enjoyment of entertainment or commendation

  VCASFC129 | Languages | Auslan | Second Language Learner | F–10 Sequence | Foundation to Level 2 | Communicating | Socialising

• VCASFC007

  Express imaginative experience through creative games, role-play and mime, using familiar signs, modelled language and constructed action

  Elaborations

  • changing elements of favourite stories to create their own versions, with a focus on varying manner or constructed action
  • interacting with imaginary characters using lexical and non-lexical signs and NMFs to express emotions such as excitement, fear or amazement
  • using iconic signs to create their own variations on familiar nursery rhyme actions, such as in ‘Incy Wincy Spider’
  • 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 YOU THINK PRO1 SHY
  • experimenting with NMFs and handshapes to play games such as ‘Simon Says’, taking turns to be Simon
  • experimenting with facial expressions to match different emotional expressions, such as HAPPY, SCARED, TIRED
  • changing an aspect of a cartoon or picture story, using gestures, handshapes and NMFs to explain differences
  • representing objects using combined bodies and hands in amusing or creative ways
  • exploring the use of constructed action such as eye gaze change, body shift and head orientation when enacting imagined adventures
  • making their own handshape creations
  • assuming the role of a character from a story and responding to signed questions from classmates, such as:
    YOUR NOSE DS:long-nose WHY?
    Why is your nose so long, Pinocchio?
    

  VCASFC007 | Languages | Auslan | First Language Learner | F–10 Sequence | Foundation to Level 2 | Communicating | Creating

• VCASFC002

  Participate in group learning activities that involve taking turns, playing action games, making choices or swapping and classifying items

  Elaborations

  • participating in signing songs and games that involve repeated signs, gestures and NMFs, for example, I went to the market and I bought … Old MacDonald had a farm …
  • participating in activities that involve classifying objects by attributes such as shapes, colours and numbers
  • following directions in activities such as an obstacle course or action game, using directional terms or depicting signs such as
    DS:turn-left DEAD-END DS:turn-right
    Go left, then at the end turn right.
    PLEASE BRING MILK FRIDGE DS:open-door POINT
    Please bring the milk; it’s at the bottom of the fridge door.
    
  • playing games that involve choice, memory or information exchange to reinforce number skills or language patterns
  • collaborating in art or craft activities that involve making decisions about choices or contributions
  • participating in barrier games and other information-gap activities that focus on describing appearance or scenes, such as a game of ‘Guess Who’ on paper with some characters named on paper A and some not named on paper B, and vice versa; taking turns to describe appearance of the characters with no name and having partner fingerspell their names back
  • participating in role-plays that involve scenarios such as ordering a meal, buying food or other items, transacting payment or giving feedback

  VCASFC002 | Languages | Auslan | First Language Learner | F–10 Sequence | Foundation to Level 2 | Communicating | Socialising

• VCASFU013

  Recognise that signing happens in a finite space that can be used meaningfully within individual signs, learning in particular how depicting signs, some verbs, pronouns and enacting make use of spatial relationships

  Elaborations

  • realising that meaning is communicated through the use of signs, pictures, written or spoken words or miming
  • describing the range of signing space in normal signed discourse
  • noticing that single-digit numbers can be separate lexical items or merged into other signs (numeral incorporation) such as those for ages (for example, 5-YEARS-OLD) or adverbs of time (for example, 3-WEEKS-AGO) or pronouns (WE3, WE4)
  • noticing that Auslan pronouns are different from English ones because they don’t show gender but they can show location and a specific number of referents, for example, WE2 (inclusive) and WE3 (inclusive) or WE2-NOT-INCLUDING-YOU (exclusive)
  • noticing that enacting a role or modifying the beginning and end locations of some verbs can show the referents involved, for example:
    PRO1 ASK PRO3 versus PRO1 ASK-_her
    PRO3 ASK-_me CA:I-was-shocked
    
  • identifying what sort of things can be represented in a DS by a particular handshape, for example a distant person, pole or tree can be represented by a point handshape, and a cylinder can be traced by a C handshape

  VCASFU013 | Languages | Auslan | First Language Learner | F–10 Sequence | Foundation to Level 2 | Understanding | Systems of language

• 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

• VCVIU118

  Understand some first elements of Vietnamese grammar, such as personal pronouns, frequently used nouns, adjectives, verbs and prepositions, and basic rules of word order in simple sentences

  Elaborations

  • noticing that there are multiple forms of personal pronouns in Vietnamese compared to English, for example, con, cháu, em, tôi, mình, anh, chị versus ‘I’ and ‘you’
  • using common adjectives such as to, nhỏ, cũ, mới, ngắn and dài to describe people, animals and objects, noticing that nouns come before adjectives, for example, áo xanh
  • using common verb forms, for example, ăn, uống, chơi, ngủ, đọc, nghe, viết, hỏi, trả lời, nói, thích
  • recognising common prepositions relating to location, for example, trong, ngoài, trên, dưới, ở giữa
  • using vocabulary relating to time, such as days of the week (thứ Hai, thứ Ba, thứ Tư), months of the year (tháng Giêng/tháng Một, tháng Hai, tháng Tư, tháng Chạp/Mười hai) and ‘o’clock time’ (một giờ, hai giờ)
  • developing vocabulary knowledge relating to the school context, for example, cái bảng, lớp học, giờ ra chơi, ăn trưa, sân chơi, cổng trường, thư viện
  • recognising basic structures of closed and open-ended questions, for example, Em thích nghe truyện cổ tích không? Tại sao em thích truyện ‘Cô bé quàng khăn đỏ’?
  • using some question words in familiar contexts, for example, ai, cái gì, ở đâu, bao nhiêu
  • recognising word order in simple sentences, noticing that the subject is placed before the predicate, for example, Em + đi học

  VCVIU118 | Languages | Vietnamese | F–10 Sequence | Foundation to Level 2 | Understanding | Systems of language