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• VCZHU123

  Recognise that characters are the written representation of spoken Chinese and the morphological nature of Chinese words

  Elaborations

  • discussing the range of strokes and the construction of characters, and applying this understanding to differentiate between similar character forms, such as 日(sun) and 目(eye)
  • copying characters with attention to the location, direction and order of strokes
  • learning the sound and meaning of commonly seen basic characters (独体字) and components (部件), such as 木 (tree) and 人 (person), and making connections between basic characters and their bound forms (非成字), such as 水 and 氵
  • identifying components and their various forms in different locations within characters, for example, 人 、 从 、 合; 心 、 情 、 思
  • learning that Chinese words are made up of two or more characters, with each character contributing meaning to the word, for example, 大人 (literally ‘big person’) means ‘adult’
  • recognising key morphemes in word groups, for example, 白天、白雪、小白兔
  • identifying meanings of each syllable such as in xuéshēng, xuéxiào of Chinese words encountered

  VCZHU123 | Languages | Chinese | Background Language Learner | F–10 Sequence | Foundation to Level 2 | Understanding | Systems of language

• VC2M2M04

  recognise and read the time represented on an analog clock to the hour, half-hour and quarter hour

  Elaborations

  • creating an analog clock from a paper plate, showing the placement of the numbers and the 2 hands, and explaining how long it takes for the 2 hands to move around the clock face and what time unit each is showing
  • recognising and describing the relationship between the movement of the hands on an analog clock and the duration of time it represents; for example, connecting the language of ‘half past’ to mean when the ‘big hand’ will be at half past the hour and recognising this position as being halfway around its full cycle
  • dividing a clock face into halves and quarters, and connecting the subdivisions with telling the time to the half-hour and quarter hour; and explaining the meaning of ‘quarter past’ and ‘quarter to’ referring to the hour

  VC2M2M04 | Mathematics | Mathematics Version 2.0 | Level 2 | Measurement

• VCTRU017

  Understand that people use language in ways that reflect their culture, such as where and how they live and what is important to them

  Elaborations

  • exploring the meaning of ‘culture’, how it involves visible elements, such as ways of dressing, eating and dancing, and invisible elements, such as ways of thinking and valuing
  • recognising that there are words and expressions in Turkish that ‘belong’ to Turkish and not to English, for example, Hoş bulduk, Çok yaşa, Sen de gör
  • noticing that some Australian terms and expressions only have meaning in the Australian context and have no equivalent in Turkish, for example,’ the outback’, ‘bush tucker’, ‘Good on ya!’
  • noticing that using Turkish and using English involves different ways of communicating; considering what this reveals about cultural values or traditions

  VCTRU017 | Languages | Turkish | F–10 Sequence | Foundation to Level 2 | Understanding | Role of language and culture

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

  By the end of Level 2, students interact with the teacher and peers to exchange information about themselves, their family and friends, for example, إسمي هاني؛ أنا ليلى؛ عمري ست سنوات؛ أمي سميرة؛ أبي خالد؛ عندي أخ وأخت؛ صديقي رامي؛ صديقتي رنا , and initiate interactions by asking and responding...

  Level description | Languages | Arabic | F–10 Sequence | Foundation to Level 2

• Korean - F–10 Sequence: Foundation to Level 2 achievement standards

  By the end of Level 2, students interact with peers and teachers through play- and action-related talk, exchanging greetings and introducing themselves (for example, 안녕하세요?; 안녕?; 저는 ...이에요/예요 used as a set phrase) with gestures. They respond to question cues (such as 뭐예요?) by naming objects with...

  Level description | Languages | Korean | F–10 Sequence | Foundation to Level 2

• 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

• 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

• VCAMAM022

  Use media technologies to capture and edit images and sounds and text to tell stories

  Elaborations

  • using digital cameras to capture still or moving images, reviewing captured images, zooming in and out, and deleting unwanted images, to sequence a story
  • using sound recording technology to create, record and edit sound effects to support a story
  • using computer software to add captions to images to enhance meaning to a series of still images
  • selecting and arranging images, sounds and text to organise the structure of a story

  VCAMAM022 | The Arts | Media Arts | Levels 1 and 2 | Media Arts Practices

• VCAVAP023

  Create and display artworks to express ideas to an audience

  Elaborations

  • sharing ideas with their classmates about the expressive choices they made in their artwork
  • discussing specific themes when displaying artworks, for example, at the local gallery or in their classroom
  • discussing an exhibition of artworks surrounding a theme and consider the visual conventions of the artworks and how they convey meaning, for example what an artwork or design makes them think about and why?
  • discuss and decide how to display their artwork to present their ideas to an audience

  VCAVAP023 | The Arts | Visual Arts | Levels 1 and 2 | Present and Perform

• VCDEC111

  Create print or digital texts such as labels, posters, word banks and wall charts for the immediate learning environment in both German and English

  Elaborations

  • collecting German and English words that are similar or identical in spelling and have the same meaning but are pronounced differently, for example, Baby, singen, braun, Klasse
  • making and displaying labels for common objects in the classroom and home
  • compiling and displaying illustrated class German–English and English–German dictionaries or alphabet posters of classroom language and key vocabulary

  VCDEC111 | Languages | German | F–10 Sequence | Foundation to Level 2 | Communicating | Translating

• VCELY231

  Reread and edit text for spelling, sentence-boundary punctuation and text structure

  Elaborations

  • reading their work and adding, deleting or changing words, prepositional phrases or sentences to improve meaning, for example replacing an everyday noun with a technical one in an informative text
  • checking spelling using a dictionary
  • checking for inclusion of relevant punctuation including capital letters to signal names, as well as sentence beginnings, full stops, question marks and exclamation marks
  • making significant changes to their texts using a word processing program ( for example add, delete or move sentences)

  VCELY231 | Curriculum content | English | Level 2 | Writing | Literacy

• VCESC115

  Create and perform simple imaginative texts that involve repetitive language, experimenting with sound patterns, rhymes and non-verbal forms of expression

  Elaborations

  • 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 a shared class story that involves repeated actions and audience involvement
  • creating a new version of well-known stories, songs or rhymes such as Tengo, tengo, tengo by substituting words, phrases and expressions
  • composing original short stories by matching or sequencing a series of pictures with captions or by creating a storyboard with labels using modelled language

  VCESC115 | Languages | Spanish | F–10 Sequence | Foundation to Level 2 | Communicating | Creating

• VCHHC057

  Identify the significance of a person and/or place in the local community

  Elaborations

  • describing a significant person or place from their community’s past, for example, a short report on a building of significance describing when, where, why, who built it, and why it is valued, or a biography on a significant individual
  • identifying place and street names in the local community and discovering their origin and meaning, for example, names that are linked to Aboriginal and Torres Strait Islander people, such as Eurobodalla National Park; historical events such as Deadman’s Creek, early settlers, and political, religious and social figures

  VCHHC057 | The Humanities | History | Foundation to Level 2 | Historical Concepts and Skills | Historical significance

• VCICCD004

  Imagine and explain what their responses might be if they were placed in a different cultural situation or setting

  Elaborations

  • exploring student responses in a role play situation, for example, imagine what it is like to have to get help or seek assistance in a setting where they do not speak the language
  • examining different meanings associated with gestures and body language in a range of cultural settings, exploring examples such as whether direct eye contact is seen as a sign of respect or why touching someone on the head is offensive in Thailand

  VCICCD004 | Capabilities | Intercultural Capability | Foundation to Level 2 | Cultural Diversity

• VCJAC117

  Create simple print or digital bilingual texts for the classroom environment, such as captions, labels and wall charts

  Elaborations

  • performing simple presentations for the school community that involve both Japanese and English language elements, such as a contribution to an assembly performance for Grandparents’ Day
  • creating bilingual wall charts or picture dictionaries with captions, stickers and simple descriptions in English to explain Japanese words and expressions that have particular cultural meaning
  • writing parallel captions in Japanese and English for a photographic display of a class event such as a sports carnival or pets’ day or about a topic such as caring for the school environment
  • creating sets of word cards in English and Japanese and playing matching games such as Memory or Snap

  VCJAC117 | Languages | Japanese | 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

• VCLVC138

  Create simple oral, print or multimodal bilingual texts for the classroom environment, such as captions, signs, labels and wall charts

  Elaborations

  • creating bilingual picture word lists, dictionaries, and class reference books of words and their meanings
  • creating bilingual texts for the school community, such as signs or notices
  • performing presentations for the school community that involve elements from the language and from English, such as a contribution to an assembly or a performance for Grandparents’ Day
  • creating bilingual resources for classroom learning activities, such as sets of word cards for matching games
  • writing captions for a photographic display to show parents/others about a class event or experience, such as sports day or caring for the environment activities

  VCLVC138 | Languages | Victorian Aboriginal Languages | Foundation to Level 2 | Communicating | Translating

• VCNRC007

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

  Elaborations

  • creating and presenting Big Books, storyboards or digital texts based on imaginary scenarios in familiar contexts, using images and captions
  • creating a puppet play or dramatic performance based on an experience or aspect of a story, song, poem or cartoon
  • creating rhymes, nonsense phrases and songs using rehearsed language
  • performing chants, rap, rhymes and songs, and using music and actions to support meaning

  VCNRC007 | Languages | Non-Roman Alphabet Languages | F–10 Sequence | Foundation to Level 2 | Communicating | Creating

• VCNRU017

  Recognise that the languages people use reflect their culture, such as who they are, where and how they live, and find examples of similarities and differences between the language being studied and their own ways of communicating

  Elaborations

  • exploring the meaning of ‘culture’, considering different lifestyles and symbols such as flags, including the Aboriginal flag and the Torres Strait Islander flag
  • exploring the significance of different cultural practices, activities and games
  • recognising words that reflect aspects of the culture of the language
  • understanding that particular Australian English terms and expressions have no equivalent in the language, for example, billabong, corroboree, the bush
  • recognising features of the target language interactions which may be similar or different to own ways of communicating

  VCNRU017 | Capabilities | Critical and Creative Thinking | Foundation to Level 2 | Understanding | Role of language and culture

• VCRAC009

  Create captions, labels and statements for the immediate learning environment

  Elaborations

  • writing captions, with support, for a photographic display about a class event or experience such as sports day or keeping a class pet to show parents/others
  • as a class, writing instructions for children on how to perform a game, noticing what can and cannot be translated easily, for example, duck duck goose
  • making own bilingual/picture dictionaries, captions, signs, labels and descriptions to convey culture-specific ideas
  • showing others how different gestures are used and discussing what they mean, for example, culturally appropriate ways of beckoning

  VCRAC009 | Languages | Roman Alphabet Languages | F–10 Sequence | Foundation to Level 2 | Communicating | Translating