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• Victorian Aboriginal Languages: Foundation to Level 2 description

  Students learn about Country/Place and community by interacting with respected community members, by exploring Country/Place, and by engaging with stories, songs and other texts such as videos, maps, and pictures. They learn about the concepts of kin and social groupings.

  Students use the language...

  Level description | Languages | Victorian Aboriginal Languages

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

  Students become familiar with how the sounds and tones of the Vietnamese language are represented in words and symbols. They practise pronunciation through activities such as singing Vietnamese folk songs (đồng dao, ca dao), and experiment with sounds, single vowels, consonants, syllables, simple...

  Level description | Languages | Vietnamese | F–10 Sequence

• 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

• VC2M2A04

  apply repetition in arithmetic operations, including multiplication as repeated addition and division as repeated subtraction

  Elaborations

  • using technology to construct a sequence of numbers based on constant addition or subtraction from a given starting value
  • sharing a set of objects equally between a small number of groups

  VC2M2A04 | Mathematics | Mathematics Version 2.0 | Level 2 | Algebra

• VCMNA114

  Apply repetition in arithmetic operations, including multiplication as repeated addition and division as repeated subtraction

  Elaborations

  • using technology to construct a sequence of numbers based on constant addition or subtraction from a given starting value
  • sharing a set of objects equally between a small number of groups

  VCMNA114 | Mathematics | Level 2 | Number and Algebra | Patterns and algebra

• 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

• 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

• VCAVAE021

  Explore ideas, experiences, observations and imagination and express them through subject matter in visual artworks they create

  Elaborations

  • looking at an artworks and present a range of interpretations of the subject matter based on their ideas, experiences, observations and/or imagination
  • observing and recording the people and objects they experience in their daily lives using different art forms and materials
  • exploring the use of visual conventions in artworks, for example, what colours were used, and how, why is the colour it used in this way?, and express these conventions in their own artworks
  • drawing images and making objects related to self, others and personal environments in different forms, for example, painting, sculpture, photography
  • identifying and using visual conventions in their artworks focusing on different styles, subject matter and art forms from different cultures and historical periods, including artworks by Aboriginal and Torres Strait Islander peoples

  VCAVAE021 | The Arts | Visual Arts | Levels 1 and 2 | Explore and Express Ideas

• VCASFC131

  Present information about self, family, school and significant objects, using modelled signs and formulaic phrases

  Elaborations

  • describing an object, animal or person using familiar lexical adjectives such as RED, TALL and SMALL
  • contributing to a digital presentation such as a class video by signing a basic description of their family members
  • labelling objects in the classroom with pictures of signs
  • recounting a class excursion, sequencing events through the use of familiar signs, gestures and photos
  • reporting aspects of their daily routines using modelled signs and visual prompts
  • sequencing points of signed information needed to complete an action-based activity such as a treasure hunt

  VCASFC131 | Languages | Auslan | Second Language Learner | F–10 Sequence | Foundation to Level 2 | Communicating | Informing

• VCDSTC016

  Explore how food is selected and prepared for healthy eating

  Elaborations

  • exploring the tools, equipment and techniques used to prepare food safely and hygienically for healthy eating
  • identifying and categorising a wide range of foods, including Aboriginal bush foods, into food groups and describing tools and equipment needed to prepare these for healthy eating
  • exploring how people from different cultures including those of Asia design and produce different cuisines based on the plants and animals in their region and available tools and equipment

  VCDSTC016 | Technologies | Design and Technologies | Foundation to Level 2 | Technologies Contexts | Food specialisations

• 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

• VCELA225

  Recognise that capital letters signal proper nouns and commas are used to separate items in lists

  Elaborations

  • talking about how a comma can be used to separate two or more elements in a list, for example ‘At the museum they saw a tiger, a dinosaur and two snakes’

  VCELA225 | Curriculum content | English | Level 2 | Writing | 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

• VCLVU147

  Recognise that the language is part of the broader regional and national language diversity

  Elaborations

  • identifying/recognising Indigenous languages in the environment, for example, street names, names of parks
  • recognising that there are many different Aboriginal and Torres Strait Islander languages in Australia, for example, by viewing Language maps of their region, their state and the whole of Australia
  • identifying neighbouring Indigenous languages of their region
  • recognising that linguistic diversity in contemporary Australia includes Indigenous as well as non-Indigenous languages, and that Australia has many languages, for example, by identifying languages used by different classmates by creating a class profile or language map
  • recognising that some Indigenous languages in Australia are strong, while others are endangered or in the process of being revived or reclaimed
  • recognising shared vocabulary across groups of Aboriginal languages, for example, words such as ‘hand’, ‘water’, ‘crow’

  VCLVU147 | Languages | Victorian Aboriginal Languages | Foundation to Level 2 | Understanding | Language awareness

• VCMNA105

  Group, partition and rearrange collections up to 1000 in hundreds, tens and ones to facilitate more efficient counting

  Elaborations

  • using an abacus to model and represent numbers
  • understanding three-digit numbers as comprised of hundreds, tens and ones/units
  • demonstrating and using models such as linking blocks, sticks in bundles, place-value blocks and Aboriginal bead strings and explaining reasoning

  VCMNA105 | Mathematics | Level 2 | Number and Algebra | Number and place value

• VCHHK064

  The significance today of an historical site of cultural or spiritual importance

  Elaborations

  • discussing why a particular site has heritage significance/cultural value for present generations, for example, it provides a record of a significant historical event, has aesthetic value, reflects the community’s identity
  • identifying, in consultation with Aboriginal and Torres Strait Islander people, and visiting (where appropriate) local sites, places and landscapes of significance to Aboriginal and Torres Strait Islander people, for example, engraving sites, rock paintings, natural sites or features such as the Birragai rock shelter, creeks or mountains
  • identifying and designing a local historical tour of a site, for example, one related to a particular cultural group

  VCHHK064 | The Humanities | History | Foundation to Level 2 | Historical Knowledge | Community histories

• 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

• VCDSCD019

  Visualise, generate, and communicate design ideas through describing, drawing and modelling

  Elaborations

  • comparing and contrasting features of existing products to provide new ideas, for example exploring toys with several movable parts with the view to designing and making a simple puppet with one movable part
  • communicating design ideas by modelling, and producing and labelling two-dimensional drawings using a range of technologies to show different views (top view and side view), for example a new environment such as a cubby house or animal shelter
  • identifying one common testing method, and recording results, for example taste-testing comparisons of a food product and recording results in a digital form
  • describing how design ideas meet the needs of those who will use the solution

  VCDSCD019 | Technologies | Design and Technologies | Foundation to Level 2 | Creating Designed Solutions | Generating

• VC2M2M01

  measure and compare objects based on length, capacity and mass using appropriate uniform informal units and smaller units for accuracy when necessary

  Elaborations

  • choosing suitable informal units to measure the length of a range of objects, and justifying their choice of a longer unit to measure things that are long (such as the width of a room) and a shorter unit to measure shorter things or when more accuracy is needed
  • comparing the capacity of several containers using sand and units such as a spoon or cup, to say which container will hold the most and how much more it will hold; recording the results; writing an explanation of their measurement process, including using smaller units to be more accurate; and justifying the result
  • using balance scales to compare the mass of several objects, selecting an appropriate informal unit; counting the number of informal units to determine which object is heavier and how much heavier; and explaining why the informal units chosen need to be the same mass
  • recognising that the same informal unit needs to be used when measuring (for example, demonstrating and discussing why using different shoe lengths to measure the same distance could result in the measures being different) and discussing why a smaller-sized informal unit may result in a larger number of units compared to a larger-sized informal unit
  • investigating Aboriginal and/or Torres Strait Islander Peoples’ use of body parts, such as hands, as uniform informal units of measurement used to measure and compare objects, for example, in the manufacturing of nets for a particular purpose
  • investigating and comparing measurable attributes that are interpreted by Aboriginal and/or Torres Strait Islander Peoples to understand animal behaviour, such as the length, width and depth of animal tracks

  VC2M2M01 | Mathematics | Mathematics Version 2.0 | Level 2 | Measurement