Search results

Result list

• VCESC119

  Recognise themselves as belonging to groups, for example, ‘my friends’, ‘my class’, ‘my school’, ‘my family’ and ‘my community’

  Elaborations

  • making simple statements about themselves, including where they come from and what language(s) they speak
  • identifying themselves as belonging to different groups, such as family, class or peer groups (Yo soy australiana y chilena, Soy un niño/una niña. Estoy en la clase B), and representing these relationships through drawing pictures, adding captions to photos, or digital text creation
  • comparing their own ways of communicating, including using any other languages with those of friends or family members who speak different languages
  • considering whether there are any aspects of their ways of communicating that might be unfamiliar to children from different cultural backgrounds

  VCESC119 | Languages | Spanish | F–10 Sequence | Foundation to Level 2 | Communicating | Reflecting

• History: Foundation to Level 2 description

  Personal and Community Histories

  In Foundation to Level 2, students study personal, family and local history. Students learn about their own history and that of their family, including stories from different cultures and other parts of the world. As participants in their own history, students develop...

  Level description | The Humanities | History

• VCELA217

  Learn some generalisations for adding suffixes to words

  Elaborations

  • joining discussion about how a suffix affects meaning, for example uncomfortable, older, and division, and investigating the ways words change when suffixes are added, for example, dropping the final 'e' when '-ing' is added

  VCELA217 | Curriculum content | English | Level 2 | Reading and Viewing | Language

• 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

• VCZHC114

  Collaborate with others in group activities and contribute to learning activities

  Elaborations

  • making suggestions when working together and allocating jobs for members of group, for example, 我们一起唱吧；我们唱，你跳舞
  • following the teacher’s instructions and responding to questions with reasons (for example, 我不高兴, 因为我累了), using language appropriate to class context (for example, 老师，我写完了) and making requests in an appropriate manner, for example, 老师，我可以喝水吗？
  • including others and recognising participants in group work, for example, Lisa 是我的好朋友; 我们组有…
  • making cards for special cultural events such as Chinese New Year or personal events such as birthdays, copying short good wishes from modelled text, for example, 生日快乐
  • recognising and copying characters relating to various events described in books, and noticing the formation of characters and spacing
  • collecting examples of common Chinese characters found in familiar settings such as signs and labels, for example, 八 (8), 面 (noodles), 春 (spring)
  • creating drawings to support written communication in cards, posters and visual displays

  VCZHC114 | Languages | Chinese | Background Language Learner | F–10 Sequence | Foundation to Level 2 | Communicating | Socialising

• VCITC012

  Identify and describe aspects of self in relation to others

  Elaborations

  • recognising themselves as belonging to groups (for example, my friends, my Italian class, my school, my family, my community), and noticing the different languages that are spoken by friends in their class, for example, Sono australiano. Parlo inglese e cinese

  VCITC012 | Languages | Italian | F–10 Sequence | Foundation to Level 2 | Communicating | Reflecting

• VCIDC009

  Create captions, labels and statements for the immediate learning environment in both Indonesian and English

  Elaborations

  • writing captions, with support, for a photographic display to show parents/others about a class event or experience such as sports day or keeping a class pet, for example, Ini kelas kami di kolam renang; Ini marmot kelas kami, namanya Henry
  • as a class, writing instructions for Indonesian 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 such as sawah, sepak takraw, lapangan futbal
  • showing others how different gestures are used and discussing what they mean, for example, beckoning with all fingers and with palm down

  VCIDC009 | Languages | Indonesian | F–10 Sequence | Foundation to Level 2 | Communicating | Translating

• VCLVU141

  Learn the different sounds of the language and link these to written symbols and conventions

  Elaborations

  • noticing and distinguishing sounds of the language and matching these with written symbols
  • recognising when the language is being spoken and distinguishing sounds of the language from English sounds and other known languages
  • experimenting with sound patterns in song, noticing how words and expressions can be separated into syllables to fit different tunes and rhythms
  • reading texts aloud to strengthen their familiarity with sound–symbol relationships, experiment with rhyme and alliteration and with written representations of these features
  • recognising and imitating intonation patterns associated with statements and questions, and understanding how these are distinguished in writing
  • learning that writing systems represent sounds and meanings, and becoming familiar with how the alphabet associates individual sounds/ a range of sounds with particular letters/ combinations of letters
  • noticing the shared alphabetic base of the language, English and other languages, with some differences
  • learning the conventions associated with the written form of the language, such as spaces between words, direction of writing and page layout, and comparing these with written forms of English and other known languages
  • associating written forms of morphemes, words and phrases with spoken forms of the language

  VCLVU141 | Languages | Victorian Aboriginal Languages | Foundation to Level 2 | Understanding | Systems of language

• 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

• VCCCTM007

  Consider ways to express and describe thinking activity, including the expression of feelings about learning, both to others and self

  Elaborations

  • identifying words to describe learning experiences, for example ‘learning looks like/sounds like/feels like’
  • drawing and displaying pictures or symbols to represent the meaning of words associated with thinking activities such as ‘watching, wondering, finding, trying’

  VCCCTM007 | Capabilities | Critical and Creative Thinking | Foundation to Level 2 | Meta-Cognition

• VCCCTM008

  Explore some learning strategies, including planning, repetition, rewording, memorisation and use of mnemonics

  Elaborations

  • composing a simple song or rhyme to assist learning new words, such as greetings in another language
  • practising an oral presentation by intentionally rehearsing small parts of the presentation often

  VCCCTM008 | Capabilities | Critical and Creative Thinking | Foundation to Level 2 | Meta-Cognition

• 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

• VCELC111

  Create simple print or digital texts in Greek and English, such as captions and labels, for the immediate learning environment

  Elaborations

  • making and displaying labels in Greek for common objects in the classroom, for example, Η πόρτα, το τραπέζι, τα μολύβια
  • compiling and displaying illustrated Greek–English and English–Greek picture or digital dictionaries
  • matching Greek and English words, for example, name tags, through playing games such as memory or snap

  VCELC111 | Languages | Modern Greek | F–10 Sequence | Foundation to Level 2 | Communicating | Translating

• VCJAU120

  Recognise sounds and rhythms of spoken Japanese, and learn how sounds are produced and represented in the three different scripts

  Elaborations

  • recognising the concept of the basic unit of sound in Japanese (‘mora’: モーラ or 拍(はく)), for example, いいえ has three moras
  • understanding that the independent nasal sound ‘n’ (ん) has a mora of its own, for example, こんにちは
  • understanding that when pronouncing Japanese it is important to keep the length of each mora even
  • noticing that statements and questions have different intonation patterns

  VCJAU120 | Languages | Japanese | F–10 Sequence | Foundation to Level 2 | Understanding | Systems of language

• VCKOC123

  Create labels, captions or short statements in Korean and English for the immediate learning environment and for familiar objects or images

  Elaborations

  • creating a bilingual picture dictionary for their classroom use
  • matching Korean and English texts, for example, name tags of friends in Korean and English
  • creating bilingual captions in Korean and English for a photographic display using digital technologies to show parents or others about a class event or experience such as sports day, school camp or pets day

  VCKOC123 | Languages | Korean | F–10 Sequence | Foundation to Level 2 | Communicating | Translating

• VCLVU150

  Recognise that learning Aboriginal and Torres Strait Islander languages can provide language revival benefits to communities

  Elaborations

  • understanding that language is communally owned and therefore owners must be consulted regarding any use of it, including learning it in school
  • identifying and engaging with local identities/personalities/people who are involved in language revival efforts
  • considering why learning an Aboriginal and/or Torres Strait Islander language is important in Australia

  VCLVU150 | Languages | Victorian Aboriginal Languages | Foundation to Level 2 | Understanding | Role of language building

• VCLVU148

  Understand that language belongs to communities, and that language learning requires the application of respectful and appropriate behaviour

  Elaborations

  • understanding that each Aboriginal language is recognised as belonging to a group of people who are the language owners or custodians
  • demonstrating and applying respectful and appropriate behaviours, including appropriate language forms, in the presence of visiting respected community members and during visits to important sites
  • understanding the purpose of Welcomes to Country/Acknowledgements of Country, and talking about their experiences of participating in Welcomes and Acknowledgements, for example, at school, sporting events, festivities

  VCLVU148 | Languages | Victorian Aboriginal Languages | Foundation to Level 2 | Understanding | Language awareness

• VCNRC009

  Create simple print or digital texts in the language and English, such as captions and labels, for the immediate learning environment

  Elaborations

  • making and displaying labels or captions in the language being studied for common objects in the classroom
  • compiling and displaying illustrated picture or digital dictionaries
  • matching words in English and the language, for example, name tags, by playing games such as memory or snap

  VCNRC009 | Languages | Non-Roman Alphabet Languages | F–10 Sequence | Foundation to Level 2 | Communicating | Translating

• VCVIC114

  Create bilingual texts in both Vietnamese and English for the immediate learning environment such as labels, captions, wall charts and other resources

  Elaborations

  • creating bilingual identity cards that contain personal information, for example, Đây là tôi. Tôi có mắt màu đen. Tôi có tóc ngắn/‘This is me. I have brown eyes. I have short hair’
  • creating parallel cards (in English and Vietnamese) and playing matching games such as Memory or Snap
  • creating bilingual resources such as illustrated Vietnamese–English and English–Vietnamese wall charts or online flashcards for classroom use
  • creating bilingual captions in Vietnamese and English for a photographic display for the classroom about a class event or experience such as a sports day, multicultural day or school camp
  • making and displaying labels in Vietnamese and English for classroom objects

  VCVIC114 | Languages | Vietnamese | F–10 Sequence | Foundation to Level 2 | Communicating | Translating

• 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