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• VCDTDI016

  Independently and with others create and organise ideas and information using information systems, and share these with known people in safe online environments

  Elaborations

  • using different types of data such as images, sound and text to create information for sharing online, for example creating a multimedia class profile that includes a photo of each student, a personal audio recording and a written message
  • planning and creating text, drawings and sound files to share online, for example jointly creating a photo story to illustrate a fable or fairy-tale from the Asia region or a local Aboriginal and Torres Strait Islander community story
  • making ethical decisions when using images for public viewing and using the work of others, for example asking the question ‘What is fair and just?’ to compare images of events or activities and decide whether or not to publish
  • participating in safe online environments, for example sharing ideas and information through intranets, messaging only to people they know, bookmarked websites and moderated online spaces

  VCDTDI016 | Technologies | Digital Technologies | Foundation to Level 2 | Data and Information

• VCDTDI014

  Recognise and explore patterns in data and represent data as pictures, symbols and diagrams

  Elaborations

  • sorting objects and events based on easily identified characteristics and using digital systems to represent patterns in data, for example sorting birthdates and presenting the patterns using seasonal symbols
  • making generalisations about data sets, for example comparing different ways of travelling to and from school using classroom data, discussing results and finding patterns in modes of travel
  • experimenting with different ways of representing patterns, for example using materials, sounds, movements or drawing
  • exploring patterns of objects or symbols to represent data, for example the symbol 12 may represent different data to 21
  • learning about how data are represented by changing pixel density (resolution) in a photograph and noting the change in file size to successfully email to a friend

  VCDTDI014 | Technologies | Digital Technologies | Foundation to Level 2 | Data and Information

• VCDTDI015

  Collect, explore and sort data, and use digital systems to present the data creatively

  Elaborations

  • collecting, and sorting data through play, for example collecting data about favourite toys and sorting the results into categories such as toys they like or dislike
  • locating image or text data, for example searching through a digital photo library, taking into account cultural considerations such as appropriate use of images of deceased Aboriginal and Torres Strait Islanders
  • exploring, imagining and comparing the usefulness of different data displays, for example jointly creating simple column graphs and picture graphs to represent different types of items
  • exploring and creating graphs to represent classroom data, for example collecting data on the country of birth of each student and presenting the results as a picture graph
  • using digital systems to organise data to improve meaning, for example using visualisation software to create a mind map (diagram) showing relationships between characters in a story
  • using common software to present data creatively, for example using word processing, multimedia, graphic, numeric and presentation software to create a slideshow, movie, sounds, image, chart, word art, poster or drawing

  VCDTDI015 | Technologies | Digital Technologies | Foundation to Level 2 | Data and Information

• VCDTDS013

  Identify and explore digital systems (hardware and software components) for a purpose

  Elaborations

  • playing with and using different digital systems for transferring and capturing data, for example using a tablet to take a photograph of a grandparent and recording an interview with them about life in the past
  • exploring and using digital systems for downloading and storing information, for example knowing how to download images from a website and insert them into a document
  • exploring and identifying hardware and software components of digital systems when creating ideas and information, for example experimenting with different ways of providing instructions to games software using a mouse, touch pad, touch screen, keyboard, stylus
  • recognising and using hardware and software components of digital systems and experimenting with their functions, for example playing with interactive toys and robotic devices to determine which ones can work with other devices
  • recognising that a digital system follows instructions or commands, for example instructing robotic toys to perform a function such as a dance movement
  • constructing a model of a real or imaginary digital systems device for use in role-play scenarios and explaining the features of the device to an adult

  VCDTDS013 | Technologies | Digital Technologies | Foundation to Level 2 | Digital Systems

• VCECD003

  Explore the effects that personal feelings can have on how people behave in situations where ethical issues are involved

  Elaborations

  • comparing the deliberations and actions of people who share a problem but experience different feelings, and reflecting on the influence feelings have on the outcome, for example, conflict over the sharing of a reward for a group effort
  • examining a range of issues to determine if feelings are important in reaching the best decision and why, for example, reaching a decision on who to invite to a party, or what jail sentence a judge should hand down
  • discussing whether a machine or robot would be able to make the best decisions in particular situations without being able to feel

  VCECD003 | Capabilities | Ethical Capability | Foundation to Level 2 | Decision Making and Actions

• VCECD002

  Explore the type of acts often considered right and those often considered wrong and the reasons why they are considered so

  Elaborations

  • considering a range of actions and typical reasons people use to justify whether an act is right or wrong, for example, whether the action breaks rules or results in harm
  • exploring the reasons for a widely held remembrance or commemoration, for example, the meaning and significance of Australia Day as a public holiday
  • identifying acts many people associate with good and bad behaviours and discussing reasons for these, for example, behaviour in groups such as teams, audiences or social communities
  • classifying acts as right and/or wrong and discussing what is common and different in the reasons why, for example, sharing a small amount of water between many thirsty people, pushing someone out of the way and copying, appropriating or reworking someone’s ideas or solutions

  VCECD002 | Capabilities | Ethical Capability | Foundation to Level 2 | Decision Making and Actions

• VCECU001

  Explore the meaning of right and wrong, good and bad, as concepts concerned with the outcomes of acts

  Elaborations

  • exploring how the terms good, bad, right and wrong are used in different ways and identifying whether these are concerned with ethical outcomes, for example, ‘she is good at kicking a football’, ‘he is a good person’, ’this is a good drawing/design solution’, ‘it is wrong to give money to a beggar’, ‘winning was good’
  • using the term ‘good’, ‘bad’, ‘right’ or ‘wrong’ to describe a choice and exploring whether this reflects consideration of a likely outcome, for example, identifying a game rule ‘youngest goes first’ as a good or bad rule of a game and examining if the reasons are influenced by perception of the outcome

  VCECU001 | Capabilities | Ethical Capability | Foundation to Level 2 | Understanding Concepts

• VCELA166

  Understand that language can be used to explore ways of expressing needs, likes and dislikes

  Elaborations

  • recognising some of the ways we can use speech, gesture, writing and media to communicate feelings
  • recognising some of the ways emotions and feelings can be conveyed and influenced by visual representations, for example in advertising and animations

  VCELA166 | Curriculum content | English | Foundation Level | Speaking and Listening | Language

• VCELA141

  Understand that texts can take many forms, and that imaginative and informative texts have different purposes

  Elaborations

  • sharing experiences of different texts and discussing some differences
  • discussing the purpose of texts, for example ‘This text will tell a story’, ‘This text will give information’
  • repeating parts of texts, for example characteristic refrains, predicting cumulative storylines, reciting poetic and rhyming phrases

  VCELA141 | Curriculum content | English | Foundation Level | Reading and Viewing | Language

• VCELA155

  Understand that some language in written texts is unlike everyday spoken language

  Elaborations

  • learning that written text in Standard Australian English has conventions about words, spaces between words, layout on the page and consistent spelling because it has to communicate when the speaker/writer is not present

  VCELA155 | Curriculum content | English | Foundation Level | Writing | Language

• VCELA165

  Explore how language is used differently at home and school depending on the relationships between people

  Elaborations

  • learning that language varies according to the relationships between people, for example between parent and child, teacher and student, siblings, friends, shopkeepers and customers
  • learning that we use a different tone and style of language with different people
  • learning to ask relevant questions and to express requests and opinions in ways that suit different contexts

  VCELA165 | Curriculum content | English | Foundation Level | Speaking and Listening | Language

• VCELA144

  Recognise that texts are made up of words and groups of words that make meaning

  Elaborations

  • exploring spoken, written and multimodal texts and identifying elements, for example words and images

  VCELA144 | Curriculum content | English | Foundation Level | Reading and Viewing | Language

• VCELA164

  Understand that English is one of many languages spoken in Australia and that different languages may be spoken by family, classmates and community

  Elaborations

  • learning that different languages exist; discussing the various languages encountered in the community and at school; acknowledging the home languages of students who speak another language, and valuing the ability to speak more than one language
  • recognising that some texts can include both Standard Australian English and elements of other languages including Aboriginal and Torres Strait Islander languages

  VCELA164 | Curriculum content | English | Foundation Level | Speaking and Listening | Language

• VCELA168

  Identify rhyming words, alliteration patterns, syllables and some sounds (phonemes) in spoken words

  Elaborations

  • listening to the sounds a student hears in the word, and writing letters to represent those sounds
  • identifying rhyme and syllables in spoken words
  • identifying and manipulating sounds (phonemes) in spoken words
  • identifying onset and rime in one-syllable spoken words

  VCELA168 | Curriculum content | English | Foundation Level | Speaking and Listening | Language

• VCELA146

  Recognise all upper- and lower-case letters and the most common sound that each letter represents

  Elaborations

  • recognising and saying the name and most common sound made by each upper and lower case letter of the alphabet, including consonants and short vowel sounds, such as /a/ in cat
  • using familiar and common letters in handwritten and digital communications

  VCELA146 | Curriculum content | English | Foundation Level | Reading and Viewing | Language

• VCELA167

  Understand the use of vocabulary in familiar contexts related to everyday experiences, personal interests and topics taught at school

  Elaborations

  • engaging in multiple speaking and listening experiences to build vocabulary
  • discussing new vocabulary found in texts
  • bringing vocabulary from personal experiences, relating this to new experiences and building a vocabulary for thinking and talking about school topics

  VCELA167 | Curriculum content | English | Foundation Level | Speaking and Listening | Language

• VCELA157

  Understand that spoken sounds and words can be written and know how to write some high-frequency words and other familiar words including their name

  Elaborations

  • recognising the most common sound made by each letter of the alphabet, including consonants and short vowel sounds
  • writing consonant-vowel-consonant words by writing letters to represent the sounds in the spoken words
  • knowing that spoken words are written down by listening to the sounds heard in the word and then writing letters to represent those sounds

  VCELA157 | Curriculum content | English | Foundation Level | Writing | Language

• VCELA142

  Understand concepts about print and screen, including how books, film and simple digital texts work, and know some features of print, including directionality

  Elaborations

  • learning about print: direction of print and return sweep, spaces between words
  • learning that Standard Australian English in written texts is read from left to right and from top to bottom of the page and that direction of print may differ in other cultures, for example Japanese texts
  • learning about front and back covers; title and author, layout and navigation of digital/screen texts
  • learning about simple functions of keyboard and mouse including typing letters, scrolling, selecting icons and drop-down menu

  VCELA142 | Curriculum content | English | Foundation Level | Reading and Viewing | Language

• VCELA158

  Know how to use onset and rime to spell words where sounds map more directly onto letters

  Elaborations

  • breaking words into onset and rime, for example c/at
  • building word families using onset and rime, for example h/ot, g/ot, n/ot, sh/ot, sp/ot

  VCELA158 | Curriculum content | English | Foundation Level | Writing | Language

• VCELA156

  Understand that punctuation is a feature of written text different from letters and recognise how capital letters are used for names, and that capital letters and full stops signal the beginning and end of sentences

  Elaborations

  • pointing to the letters and the punctuation in a text
  • commenting on punctuation encountered in the everyday texts, for example ‘That’s the letter that starts my name’, ‘The name of my family and my town has a capital letter’

  VCELA156 | Curriculum content | English | Foundation Level | Writing | Language