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• VCICCD003

  Identify and discuss cultural diversity in the school and/or community

  Elaborations

  • recognising that others have different cultures and beliefs whilst also reflecting on student’s own cultural background, for example, by plotting the location of each student’s background on a world map
  • identifying and listing how many languages are spoken within the families of students within the classroom, and using the internet to learn some common terms, such as how to say ‘hello’, ‘goodbye’, ‘please’ and ‘thank you’ in each language identified
  • exploring cultural diversity by identifying visible elements, such as food and behaviour, and invisible elements, such as how people live and what they value, for example, households with three generations living together
  • using prompt questions to discuss cultural diversity within the classroom/school community, for example, were all students born in Australia? Were all Australians born here? If not, how did they become Australian?
  • discussing events acknowledged, celebrated and/or observed in the school and community, by whom and for what reasons, for example, Eid and Ramadan, Harmony Day or Easter

  VCICCD003 | Capabilities | Intercultural Capability | Foundation to Level 2 | Cultural Diversity

• 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

• VCVIC115

  Share opinions and ways of behaving when using Vietnamese in home and school contexts

  Elaborations

  • identifying the significance of particular gestures in Vietnamese-speaking contexts, noticing own level of comfort with these, for example, making or not making eye contact when talking to older people
  • discussing one another’s ways of communicating and their appropriateness in Vietnamese contexts, such as different ways of showing politeness, for example, when making requests (giùm, làm ơn), thanking someone (cảm ơn nhiều, cảm ơn), bending when passing people, folding arms and/or nodding while greeting people
  • sharing with peers what it is like to use Vietnamese, for example, when singing a song in class, speaking Vietnamese with friends or family members, and using gestures, such as bowing when they say Con chào ba mẹ. Cháu chào ông bà

  VCVIC115 | Languages | Vietnamese | F–10 Sequence | Foundation to Level 2 | Communicating | Reflecting

• VCZHU015

  Identify the features of formal language used in familiar contexts, such as at school

  Elaborations

  • using titles to address teachers in Chinese, such as 王老师 instead of Ms Wang
  • responding to expressions commonly encountered in Chinese classrooms, such as 起立 and explore the cultural meanings behind these

  VCZHU015 | Languages | Chinese | Second Language Learner | F–10 Sequence | Foundation to Level 2 | Understanding | Language variation and change

• VCARC112

  Describe the experience of using Arabic at home or at school, such as how it feels and the particular behaviours they associate with speaking Arabic

  Elaborations

  • identifying the significance of gestures in Arabic, and noticing own level of comfort with these, for example, making or not making eye contact when talking to older people
  • discussing one another’s ways of communicating and their appropriateness in Arabic-speaking contexts, such as different ways of showing politeness, for example, when making requests من فضلك or thanking someone شكراً؛ شكراً جزيلاً
  • sharing with peers how it feels to use Arabic, for example, when singing a song in class, speaking Arabic with friends or family members, and using gestures, such as nodding the head slightly when saying نعم أو لا

  VCARC112 | Languages | Arabic | F–10 Sequence | Foundation to Level 2 | Communicating | Reflecting

• VCARC103

  Initiate interactions with peers and the teacher by asking and responding to questions and exchanging information about self and family, friends and school

  Elaborations

  • greeting peers and the teacher using appropriate expressions and body language, for example,

    مرحبا؛ صباح الخير؛ كيف حالكَ/حالكِ؟؛ بخير شكرا

  • introducing self, family and friends using formulaic expressions such as

    إسمي عادل؛ إسمي رانيا؛ أنا مريم

    هذا صديقي علي؛ هذه صديقتي ريم؛ هذا أبي وهذه أمي؛ اسم أخي رامي؛ هذا جدي؛ هذه أختي لينا؛ عمري ست سنوات؛ عمر أخي سنة؛ عمر أختي ثلاث سنوات

  • describing self, family, friends and aspects of school, for example,

    أنا طويل؛ أنا شاطر؛ بيتي صغير؛ غرفتي واسعة؛ صديقي علي ذكي؛ مدرستي كبيرة؛ معلمتي طيبة

  • sharing information about self, home, family and favourite possessions, using simple sentence structures, familiar vocabulary and concrete materials such as toys, for example,

    هذه لعبتي؛ اشترت أمي لي هذه اللعبة في عيد ميلادي؛ أسمها "ميلاني"؛ أحب ميلاني كثيراً؛ تنام ميلاني معي في سريري

  • initiating and sustaining interactions by asking and responding to questions about likes and dislikes, الديناصور أسمه `ريكس` أبي اشتراه لي في العطلة. ريكس صديقي؛ ألعب معه في البيت, using simple language such as

    من تحب في العائلة؟ ماذا تحب في المدرسة؟ هل تحب المدرسة؟ أحب جدي كثيرا؛ لا أحب الرياضة في المدرسة

  VCARC103 | Languages | Arabic | F–10 Sequence | Foundation to Level 2 | Communicating | Socialising

• VCARC113

  Identify themselves as members of different groups, including the Arabic class, the school, and their family and community, describing their roles within these different groups

  Elaborations

  • listing various groups they belong to, for example, family, school, class or clubs, and reflecting on themselves as a member of multiple groups and the roles they play in these groups
  • identifying themselves as belonging to a particular cultural and/or language group, for example,

    أتكلم العربي؛ صف العربي؛ أهلي من لبنان؛ أنا من الاردن؛ أنا أسترالي لكن أهلي من سوريا

  • creating own profile using drawings or providing captions for photos to express roles in or membership of various groups, including their identity as a person who knows more than one language
  • eliciting and giving information that signals identity in different contexts, such as home, school and community, for example, compiling a personal profile consisting of their name, age, and dialect spoken at home, using simple words and modelled sentences

  VCARC113 | Languages | Arabic | F–10 Sequence | Foundation to Level 2 | Communicating | Reflecting

• VCARC111

  Create simple print or digital bilingual texts in Arabic and English, such as word lists, labels and captions, for their class, school and family

  Elaborations

  • creating a bilingual picture dictionary for classroom use
  • making bilingual greeting cards in print or digital form for family celebrations such as Mother’s Day, using greetings and simple expressions in Arabic and English, for example,

    ماما؛ حبيبتي ماما؛ مبروك ماما؛ عيد أم سعيد

  • creating a bilingual personal profile containing information relating to self, family and friends
  • labelling photos in both Arabic and English for a display of a class event or experience such as a sports day or school concert

  VCARC111 | Languages | Arabic | F–10 Sequence | Foundation to Level 2 | Communicating | Translating

• VCASFC136

  Describe aspects of themselves, such as membership of family and their school/class and languages they use, considering how these different elements contribute to their sense of identity

  Elaborations

  • describing themselves and their family using supports such as pictures, photos and family trees
  • identifying themselves as belonging to a family, class or peer group, representing these relationships through captioned pictures or photos or by creating simple digital presentations
  • identifying friends, favourite places, objects or languages they know or are learning that contribute to their identity

  VCASFC136 | Languages | Auslan | Second Language Learner | F–10 Sequence | Foundation to Level 2 | Communicating | Identity

• 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

• 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

• VCELC113

  Describe aspects of self, such as family, school/class and language/s, recognising how these are part of one’s identity

  Elaborations

  • identifying self as belonging to family, class or peer groups and representing these relationships through drawing pictures or adding captions to photos, for example, Εγώ, Είμαι έξι, Να η οικογένειά μου, Να η φίλη μου, Να ο σκύλος μου, Τον λένε Φρίξο
  • identifying languages they speak or are learning or with which they are familiar and stating with whom they speak these languages
  • recognising own use of words, expressions or behaviours that make them who they are, such as words from different languages, ways of celebrating or communicating that may not be familiar to other people
  • identifying how cultural symbols reflect identity, such as flags, national costumes, the owl as a symbol of education, famous buildings and treasures, national emblems, sporting emblems/jerseys, and reflecting on own identity

  VCELC113 | Languages | Modern Greek | F–10 Sequence | Foundation to Level 2 | Communicating | Reflecting

• 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

• VCHIC011

  Use simple statements, gestures and support materials to identify themselves as members of different groups, including their family, community and school

  Elaborations

  • sharing information about their family background, such as country or region of origin, languages and dialects spoken in the home and where extended family members live
  • representing their membership of family, peer or community groups through pictures or captions to photos
  • discussing the role of Hindi in their lives, for example, in family relationships, in special events or things they like to do
  • describing how it feels to use Hindi in different contexts, for example, when singing or playing games or when listening to other people using the language
  • considering their personal cultural identity, for example, by discussing how ‘Australian’ or ‘Indian’ they feel in different situations

  VCHIC011 | Languages | Hindi | F–10 Sequence | Foundation to Level 2 | Communicating | Reflecting

• VCHPEP073

  Practise strategies they can use when they need help with a task, problem or situation at home and/or at school

  Elaborations

  • identifying and rehearsing strategies they can use when requiring assistance, such as asking an adult, reading basic signs and solving a problem with friends
  • locating and recording phone numbers of local organisations they can contact in case of emergency and rehearsing a phone call to triple zero
  • identifying situations at home and at school that may require the help of emergency services
  • recognising photos and locations of safe places and people who can help

  VCHPEP073 | Health and Physical Education | Levels 1 and 2 | Personal, Social and Community Health | Being healthy, safe and active

• VCIDC011

  Describe aspects of self such as family, school/class, gender and language/s, noticing how these are part of one’s identity

  Elaborations

  • identifying self as part of a family, class or peer group (for example, ini saya, saya dari Australia, saya laki-laki) and representing these relationships through drawing pictures or by adding captions to photos
  • describing friends and favourite places, such as who they play with at lunch, and favourite objects, for example, saya suka kucing; ini boneka saya
  • acknowledging special characteristics and talents of self and others, for example, saya pandai; dia bermain tenis
  • describing what languages they know and are learning, for example, Bisa berbahasa Indonesia

  VCIDC011 | Languages | Indonesian | F–10 Sequence | Foundation to Level 2 | Communicating | Reflecting

• VCJAC119

  Use simple statements and gestures to express aspects of self, such as membership of family, friendship, gender, school/class or cultural groups

  Elaborations

  • making simple statements about themselves, such as their name and age, for example, ぼく　は　Sam 　です、9 さい　です 。
  • identifying themselves as part of a family, class or peer group ぼく　は　おとうと　です。おねえさん　は 15 さい　で す。, for example, by representing these relationships through drawing pictures or a family tree, adding captions to photos or creating digital presentations
  • noticing and comparing their own use of words or expressions from different languages when communicating in English

  VCJAC119 | Languages | Japanese | F–10 Sequence | Foundation to Level 2 | Communicating | Reflecting

• VCKOC125

  Recognise themselves as members of different groups, including the Korean class, the school, their family and community, and consider their roles within these different groups

  Elaborations

  • naming languages they know and are learning, for example, 한국어
  • making simple statements about themselves, including who they are and their personal preferences, for example, 저는 …이에요/예요, 저는 … 좋아해요/싫어해요
  • noticing their own use of words, expressions or behaviours that make them who they are, such as using words from different languages, ways of celebrating or communicating that may not be familiar to other people

  VCKOC125 | Languages | Korean | F–10 Sequence | Foundation to Level 2 | Communicating | Reflecting

• VCLVC139

  Describe aspects of self, such as family, school/class and language/s spoken, considering how these contribute to their sense of identity

  Elaborations

  • describing self and their family, for example, by drawing pictures of immediate family members or creating a family tree and labelling it with appropriate kinship terms
  • identifying self in relation to different groups, such as family, class or peer group, and representing these relationships through drawing captioned pictures, photos or digital presentations (Aboriginal and Torres Strait Islander students may be able to depict their totems/moieties and other affiliations)
  • exploring the idea of collective identity through symbols and practices such as Aboriginal flags, items of dress, use of colours and patterns
  • noticing and comparing their own choices and use of words or expressions from different languages when communicating in English
  • recognising the relationship between language, place and family in the formation of identity in Aboriginal communities

  VCLVC139 | Languages | Victorian Aboriginal Languages | Foundation to Level 2 | Communicating | Identity

• VCNRC011

  Describe aspects of self, such as family, school/class and language/s, recognising how these are part of one’s identity

  Elaborations

  • identifying self as belonging to family, class or peer groups and representing these relationships through drawing pictures or adding captions to photos
  • identifying languages they speak or are learning or with which they are familiar and stating with whom they speak these languages
  • recognising own use of words, expressions or behaviours that make them who they are, such as words from different languages, ways of celebrating or talking that may not be familiar to other people
  • identifying how cultural symbols reflect identity, such as flags of countries, national costumes, famous buildings and treasures, national emblems, sporting emblems/jerseys, and reflecting on own identity

  VCNRC011 | Languages | Non-Roman Alphabet Languages | F–10 Sequence | Foundation to Level 2 | Communicating | Reflecting