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• VCASFC128

  Participate in guided group activities such as signing games and simple tasks using repeated language structures, facial expressions and gestures

  Elaborations

  • participating in games or songs that involve the use of repeated phrases, expressions, actions and NMFs, for example, I went to market and I bought … The wheels on the bus …
  • following instructions by locating or moving classroom objects in activities, for example, hiding a marker pen somewhere in the classroom, describing where and then signing from mild to exaggerated ‘cold to hot’ as the student tries to find it
  • using appropriate signs and NMFs when taking turns in games such as 'Go Fish'
  • participating in collaborative tasks that involve selecting, exchanging or classifying objects by attributes such as shape, colour or number
  • using question signs and affirmative and negative answers when swapping or ‘buying’ objects

  VCASFC128 | Languages | Auslan | Second Language Learner | F–10 Sequence | Foundation to Level 2 | Communicating | Socialising

• VCGGC062

  Interpret data and information to draw conclusions and describe the direction and location of places, using terms such as north, south, opposite, near, far

  Elaborations

  • using information from a range of sources, such as fieldwork observations and representation of features and places in photographs, satellite images and rock art, to answer ‘what’, ‘how’ and ‘why’ questions
  • sorting transport and telecommunications technologies by time to draw conclusions about why patterns of visits to places have changed
  • investigating and reporting findings to show the influence of distance and accessibility on the use of places now and over at least one generation
  • describing the direction and location (near and far, above and below, beside and opposite) of familiar places
  • writing or talking about their connection to places using appropriate directional and locational terms, including north and south

  VCGGC062 | The Humanities | Geography | Foundation to Level 2 | Geographical Concepts and Skills | Data and information

• VCIDC008

  Translate familiar words and phrases, using visual cues and word lists, noticing how words may have similar or different meanings

  Elaborations

  • participating in shared reading of texts such as big books, and asking and answering questions about unfamiliar words and the number of words in translated texts, for example, Ada berapa kata? Apa kata ini?…sama atau tidak?
  • using visual dictionaries, word lists and pictures to translate meanings and compare similar or different meanings
  • noticing aspects of Indonesian and English that are the same, such as the alphabet and some sounds
  • discussing culture-specific words and practices (for example, mandi, guling) and terms of address, for example, Ibu/Bapak for teachers and parents

  VCIDC008 | Languages | Indonesian | F–10 Sequence | Foundation to Level 2 | Communicating | Translating

• VCLVC132

  Interact in classroom routines and respond to teacher instructions

  Elaborations

  • participating in routine exchanges, such as, asking and answering questions, responding to the class roll, describing the weather, requesting classroom objects, participating in school and class creeds/affirmations
  • responding to and using routine classroom language, for example, ‘sit down’, ‘stand up’, ‘listen!’ ‘look this way’, ‘tidy up’
  • following instructions in language related to transition activities, for example, ‘form a circle’, ‘get into groups of three’, ‘put on your hat’, ‘line up’
  • responding to requests and instructions in verbal and non-verbal ways, such as movement, gesture and action, for example, in class and outdoors, in games and songs, or on visits and excursions

  VCLVC132 | Languages | Victorian Aboriginal Languages | Foundation to Level 2 | Communicating | Socialising

• VCFRC002

  Participate in guided group activities using simple repetitive language in songs, rhymes, games and transactions

  Elaborations

  • singing and adapting rhymes, action songs and raps (Tourne, tourne petit moulin), lullabies (Fais do-do) and counting songs (Un éléphant se balançait)
  • creating class activities or projects that involve naming, labelling and illustrating, such as a garden, a pet rock collection or favourite-photos wall
  • participating in tasks involving exchanging, sorting and classifying objects and attributes such as shapes, colours and numbers, using simple question forms and affirmative/negative responses, for example, Tu as un 7? Oui, voilà. Et toi, tu as un 10? Non, j’ai un 6
  • taking turns in games and action songs that involve choice and negotiation, for example, choosing or exchanging matching cards or playing memory games such as Au marché (donne-moi deux pommes, s’il te plaȋt; donne-moi deux pommes et trois carottes…)

  VCFRC002 | Languages | French | F–10 Sequence | Foundation to Level 2 | Communicating | Socialising

• VC2M2ST01

  acquire data for categorical variables through surveys, observation, experiment and using digital tools; sort data into relevant categories and display data using lists and tables

  Elaborations

  • posing a question of interest about favourite things (for example, asking classmates ‘What are your favourite types of fruit/football teams/days of the week?’), recording responses using a table, and using counting strategies to determine the number of different responses and the most popular and least popular responses
  • investigating questions such as ‘How much rubbish is really rubbish?’ by gathering data about objects in categories (for example, ‘throw away’, ‘recycle’ and ‘re-use’), deciding whether the data answers the question
  • using familiar software to construct a survey to collect class data; sorting and interpreting responses; and considering the questions asked and whether they need to be modified to re-use the survey
  • observing events and using the observations to design a table or list to record data; for example, observing students arriving at school prior to deciding the appropriate data categories for investigating the different ways students get to school
  • exploring the ways Aboriginal and Torres Strait Islander Peoples observe, collect, sort and record data

  VC2M2ST01 | Mathematics | Mathematics Version 2.0 | Level 2 | Statistics

• VCASFU014

  Recognise that groups of words combine to make clauses and include nouns and pronouns (people, places, things), adjectives (qualities) and verbs (happenings, states); and distinguish between statements and questions based on non-manual features

  Elaborations

  • categorising noun signs into those for people, animals, places or things
  • understanding that proper nouns can have a sign name or be fingerspelled
  • knowing that adjectives describe nouns in different ways, such as how they look (BIG or RED), feel (SOFT or HOT), smell (SMELLY) or sound (LOUD)
  • identifying verb signs (SIT, EAT, FEEL, WONDER, HAVE) and recognising that they are central to a clause
  • recognising that there is no verb ‘to be’ in Auslan
  • understanding that a clause is one or more signs expressing a single idea and that a clause has at least one verb, but often one or more nouns as well, for example,
    CALL-_him
    I called him.
    MAN THERE GO-TO POSS3 HOUSE
    That man went to his house.
    BIG MONSTER SCREAM
    A big monster screamed.
    
  • recognising different nouns in clauses, including those that are shown with a pointing sign, such as GIRL READ versus PRO3 READ, or VISIT FRIEND versus VISIT PRO3
  • noticing that Auslan has more flexibility in word order than English
  • distinguishing between clauses that are statements and those that are questions
  • knowing that signing involves either telling with signs or showing with DSs and periods of constructed action (CA)
    MAN WALK SLOW
    DS(point):man-walks-slowly
    CA:man-swinging-arms-nonchalantly
    

  VCASFU014 | Languages | Auslan | First Language Learner | F–10 Sequence | Foundation to Level 2 | Understanding | Systems of language

• VCASFC001

  Communicate with teacher, peers and familiar adults in guided and free interactions that develop social and communicative skills

  Elaborations

  • interacting with others using greetings according to relationship, context and time of day, for example: HELLO, HOW-ARE-YOU? SEE LATER, GOOD MORNING M-R-J-O-N-E-S
  • asking and answering questions about families, friends, pets, routines or pastimes, for example:
    PRO2 ARRIVE SCHOOL HOW? CAR TAXI WALK G:WELL?
    How do you get to school?
    WHAT POSS2 FAVOURITE SPORT WHAT?
    What’s your favourite sport?
    POSS1 BIRTHDAY WHEN D-E-C
    My birthday is in December.
    
  • using everyday social exchanges such as thanking, apologising, expressing wishes or congratulations, for example:
    THANK-YOU HELP-_me
    Thank you for helping me.
    SORRY A-C-C
    I’m sorry, it was an accident.
    GOOD-LUCK POSS2 RACE
    Good luck for your race.
    
  • introducing themselves or a friend to class visitors, for example:
    HELLO POSS1 NAME G-A-V-I-N SIGN-NAME:GAVIN
    Hi, my name’s Gavin and this is my sign name.
    
  • supporting interaction when socialising with their peers, for example by indicating agreement or disagreement through nodding or head shaking
  • recounting personal experiences using specific time markers such as BEFORE, AFTER, LONG-TIME-AGO, YESTERDAY
  • recounting experiences shared as a class, such as excursions or special visitors, using appropriate sequencing of information
  • describing family members, friends or teachers in terms of physical appearance and characteristics, for example:
    PRINCIPAL YOU-KNOW SHORT LONG-HAIR GLASSES?
    You know the principal? She’s short, has long hair and wears glasses.
    POSS1 BROTHER OLD++ TALL SKINNY
    My brother is older; he’s tall and skinny.
    
  • comparing likes, dislikes and preferences, for example:
    PRO1 LIKE APPLE PRO1 DON’T-LIKE ORANGE
    I like apples but I don’t like oranges.
    
  • exploring different ways of expressing emotion through the use of NMFs and lexical signs, for example:
    PRO3 TEASE-_me
    She teased me.
    NOW PRO1 HAPPY BEFORE PRO1 CRANKY
    I’m happy now but before I was cranky.
    
  • sharing their opinions about classmates or classroom resources using evaluative language and superlatives, for example:
    S-A-M RUN FAST C-H-R-I-S WOW FAST SPEED
    Sam runs fast but Chris runs the fastest.
    THAT BEST COMPUTER
    That’s the best computer.
    
  • sharing information about personal experiences or recent events, using time markers that incorporate numerals, such as THREE-DAYS-AGO, NEXT-WEEK, LAST YEAR, IN-TWO-DAYS
  • referring to family members’ and classmates’ names using fingerspelling or sign names as appropriate
  • describing class activities using plain or indicating verbs, modifying the indicating verbs some of the time, for example:
    THERE SIT BOOK READ, FINISH PUT++
    Over there we sit and read books, and when we’re finished we put them away.
    PENCIL PRO1 GIVE++
    I’ll give out the pencils.
    
  • conversing with friends using appropriate turn-taking strategies
  • asking and answering questions related to time, place, number, days of the week, months and seasons, for example:
    WHY SHOULD LOOK-_left LOOK-_right BEFORE ROAD CROSS
    Why do we need to look left and right before crossing the road?
    ONE WEEK DS:length HOW-MANY DAY?
    How many days in a week?
    
  • describing relationships between members of their family or between classmates, for example:
    PRO3 POSS1 COUSIN WE2 GOOD FRIEND.
    She’s my cousin; we’re good friends.
    POSS3 FATHER PUNISH PRO3
    Her father punished her.
    

  VCASFC001 | Languages | Auslan | First Language Learner | F–10 Sequence | Foundation to Level 2 | Communicating | Socialising

• VC2M2A02

  recall and demonstrate proficiency with addition facts to 20; extend and apply facts to develop related subtraction facts

  Elaborations

  • using ten-frames or materials such as connecting cubes to develop and record addition and subtraction strategies including doubles, near doubles, counting on, combinations to 10 and bridging to 10, explaining patterns and connections noticed within the facts
  • partitioning and rearranging collections to practise and develop fluency with addition and subtraction facts to 20, leading to the recall of these facts; for example, partitioning using materials and part-part-whole diagrams to develop subtraction facts related to addition facts, such as 8 + 7 = 15 therefore 15 − 7 = 8 and 15 − 8 = 7
  • using partitioning to develop and record facts systematically (for example, ‘How many ways can 10 birds be spread among 2 trees?’, 10 = 10 + 0, 10 = 9 + 1, 10 = 8 + 2, 10 = 7 + 3, …), explaining how they know they have found all possible partitions 

  VC2M2A02 | Mathematics | Mathematics Version 2.0 | Level 2 | Algebra

• VC2M2N04

  add and subtract one- and two-digit numbers, represent problems using number sentences and solve using part-part-whole reasoning and a variety of calculation strategies

  Elaborations

  • using the associative property of addition to assist with mental calculation by partitioning, rearranging and regrouping numbers using number knowledge, near doubles and bridging-to-10 strategies; for example, calculating 7 + 8 using 7 + (7 + 1) = (7 + 7) + 1, the associative property and near doubles; or calculating 7 + 8 using the associative property and bridging to 10: 7 + (3 + 5) = (7 + 3) + 5
  • using strategies such as doubles, near doubles, part-part-whole knowledge to 10, bridging tens and partitioning to mentally solve problems involving two-digit numbers; for example, calculating 56 + 37 by thinking 5 tens and 3 tens is 8 tens, 6 + 7 = 6 + 4 + 3 is one 10 and 3, and so the result is 9 tens and 3, or 93
  • representing addition and subtraction problems using a bar model and writing a number sentence, explaining how each number in the sentence is connected to the situation
  • using mental strategies and informal written jottings to help keep track of the numbers when solving addition and subtraction problems involving two-digit numbers and recognising that zero added to a number leaves the number unchanged; for example, in calculating 34 + 20 = 54, 3 tens add 2 tens is 5 tens, which is 50, and 4 ones add zero ones is 4 ones, which is 4, so the result is 50 + 4 = 54
  • using a physical or mental number line or hundreds chart to solve addition or subtraction problems by moving along or up and down in tens and ones; for example, solving the problem ‘I was given a $100 gift card for my birthday and spent $38 on a pair of shoes and $15 on a T-shirt. How much money do I have left on the card?’
  • using Aboriginal and Torres Strait Islander Peoples’ stories and dances to understand the balance and connection between addition and subtraction, representing relationships as number sentences

  VC2M2N04 | Mathematics | Mathematics Version 2.0 | Level 2 | Number

• VCASFC008

  Translate familiar words and phrases from Auslan into English and vice versa, using visual cues, signs and English words, noticing how signs and words differ

  Elaborations

  • recognising that every language uses words or signs to make meaning
  • identifying aspects of Auslan which are the same in English, such as the fingerspelled alphabet
  • participating in shared reading of children’s books containing Auslan images and English text, asking and answering questions about unfamiliar words and phrases, and noticing the comparative number of signs and words used in the book
  • translating simple Auslan signs to family and friends by fingerspelling or writing the English word, for example, DOG, CAT, BIRD
  • comparing Auslan expressions used in everyday interactions such as greetings with equivalent English expressions, for example, HOW-ARE-YOU? compared to How are you?

  VCASFC008 | Languages | Auslan | First Language Learner | F–10 Sequence | Foundation to Level 2 | Communicating | Translating

• 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

• 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

• Critical and Creative Thinking: Foundation to Level 2 achievement standards

  By the end of Level 2, students use and give examples of different kinds of questions. Students generate ideas that are new to them and make choices after considering personal preferences.

  Students identify words that indicate components of a point of view. They use reasons and examples for different...

  Level description | Capabilities | Critical and Creative Thinking | Foundation to Level 2

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

  By the end of Level 2, students use spoken and written Chinese to communicate with teachers and peers. They participate in structured and routine interactions, such as using 谢谢， 再见， 请, using learnt sounds, formulaic phrases, and verbal and non-verbal responses. They respond to and receive information...

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

• VCVIC109

  Identify key words and specific information related to their personal world in simple spoken, written, digital and visual texts

  Elaborations

  • identifying familiar words or concepts related to familiar people, for example, Ðây là ba. Ðây là mẹ và chị, or everyday objects, for example, Đây là cái nhà. Đây là cái cổng. Đây là chiếc xe
  • viewing and/or listening to familiar texts such as posters, songs and short films to locate key words, for example, bìa tranh minh họa, truyện tranh, từ điển bằng hình, trò chơi xếp hình, học vần tiếng Việt
  • demonstrating comprehension of words and short sentences in familiar texts by pointing, labelling, matching, clicking and dragging, drawing and miming
  • using contextual and visual cues to identify main points when participating in shared reading of print and digital texts

  VCVIC109 | Languages | Vietnamese | F–10 Sequence | Foundation to Level 2 | Communicating | Informing

• VCHIC001

  Interact with teacher and peers to exchange greetings, talk about themselves and their families, to express thanks, wishes, feelings and preferences

  Elaborations

  • greeting and farewelling each other and the teacher using appropriate expressions and body language, for example, joining both hands and bowing the head while saying नमस्ते and using terms, such as फिर मिलेंगे and गुरुजी
  • using appropriate greetings in different contexts, for example, अध्यापिका जी! आप कैसी हैं? नमस्ते विनोद, तुम कैसे हो?
  • introducing and describing themselves, their friends and family members, for example, मेरा नाम कविता है। ये मेरे पिताजी हैं। ये बहुत दयालु व्यक्ति हैं। ये मेरी माता जी हैं। ये बहुत सुन्दर हैं। ये मेरे बड़े भाई हैं। ये बहुत परिश्रमी हैं। यह मेरी छोटी बहन है। इसका नाम सुधा है। यह पाँच साल की है।
  • exchanging phrases used in everyday social interactions, such as thanking, apologising or offering congratulations, for example, धन्यवाद; शुक्रिया; माफ़ करना; बधाई हो; बहुत अच्छे! वाह! क्या बात है!
  • using simple statements to express likes or dislikes, preferences or feelings, for example, मुझे खेलना पसंद है। मुझे किताबें पढ़ना पसंद नहीं है। मैं उदास हूँ l मैं बहुत ख़ुश हूँ l
  • expressing wishes for different kinds of occasions and events, for example, दिवाली की शुभ कामनाएँ; ईद मुबारक; जन्मदिन की बधाई
  • asking and answering questions about each other’s daily routines at home and at school, for example, तुम्हेँ अपने खाली समय में क्या करना पसंद है? मैं आठ बजे सो जाता हूँ l तुम विद्यालय कैसे जाते हो?

  VCHIC001 | Languages | Hindi | F–10 Sequence | Foundation to Level 2 | Communicating | Socialising

• VCASFC127

  Participate in simple interactions with their peers and teachers using high-frequency signs, non-manual features and gestures to talk about self, family and class activities

  Elaborations

  • using greetings and farewells following modelled signs such as HELLO, HOW-ARE-YOU? SEE LATER, GOOD MORNING M-R J-O-N-E-S
  • asking and answering questions that require an affirmative or negative response, for example:
    WANT PLAY HIDE-AND-SEEK?
    Do you want to play hide and seek?
    PRO2 ALIGHT?
    Are you alright?
    
  • asking and answering simple questions about family, friends and pets, such as:
    PRO2 BIRD HAVE PRO2?
    Do you have a bird?
    PRO1 DON’T-HAVE
    I don’t have one.
    SISTER-BROTHER HOW MANY?
    How many brothers and sisters do you have?
    2 BROTHER 1 SISTER
    Two brothers and one sister.
    
  • describing the appearance of people or objects using simple statements and supporting pictures or props, for example:
    PRO3 HAVE DS:curly-hair
    He has curly hair.
    THAT HORSE BIG
    The horse is big.
    
  • expressing likes and dislikes using simple statements such as:
    PRO1 LIKE SCHOOL
    I like school.
    FLOWER DON’T-LIKE
    I don’t like flowers.
    PRO1 HATE APPLES
    I hate apples.
    
  • expressing feelings using lexical signs and affective NMFs, for example:
    PRO1 HAPPY
    I’m happy.
    PRO3 GRUMPY
    She’s grumpy.
    
  • expressing wishes for particular occasions or events, for example, THANK-YOU, GOOD-LUCK or HAPPY BIRTHDAY
  • making arrangements using simple time markers without numeral incorporation, for example, TODAY, TOMORROW, NEXT-WEEK
  • referring to family members and classmates by fingerspelling a name or using a sign name
  • describing what they are doing in class activities using plain verbs, for example, PRO1 RUN, PRO1 READ

  VCASFC127 | Languages | Auslan | Second Language Learner | F–10 Sequence | Foundation to Level 2 | Communicating | Socialising

• VCDEU115

  Understand some first elements of German grammar, such as simple verb forms, definite articles and pronouns, to identify and describe people and objects in the family and school domains

  Elaborations

  • noticing that German has multiple words for ‘the’ and ‘a/an’
  • identifying people, animals and things using an article and a concrete noun (der Lehrer, eine Freundin) or a pronoun (ich, du, er, sie, es, wir)
  • using the possessive adjectives mein/e and dein/e or a form of haben and an indefinite article to express a relationship to a person or object, for example, Das ist mein Bleistift; Ich habe einen Bruder
  • describing people, animals or objects using bin/bist/ist and an adjective, for example, Ich bin klein; Der Bär ist braun; Das Buch ist neu
  • understanding and describing actions using verbs such as gehen, kommen, machen, malen, lesen, schreiben, sehen, singen, spielen and wohnen
  • negating verbs and adjectives using nicht
  • understanding and using some question words and the intended/related answer in limited contexts, including was (an object), wer (a person), wie (manner), wo (a place), wann (a time) and wie viele (quantity)
  • understanding the location or origin of a person or object, such as hier, links and rechts, and prepositions such as auf, aus, hinter, in, neben and unter
  • gaining awareness of vocabulary referring to time, such as days, months, time of day (Morgen, Nachmittag, Mittag) and o’clock time, for example, Es ist drei Uhr.
  • gaining awareness of terms referring to quantities of people and things, including cardinal numbers (0–20) and mehr, viel/e, nichts and kein/e

  VCDEU115 | Languages | German | F–10 Sequence | Foundation to Level 2 | Understanding | Systems of language

• Science: Foundation to Level 2 achievement standards

  By the end of Level 2, students describe examples of how people use science in their daily lives. They identify and describe examples of the external features and basic needs of living things. They describe how different places meet the needs of living things. They describe the properties, behaviour...

  Level description | Science | Foundation to Level 2