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• 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

• VCDSCD018

  Explore needs or opportunities for designing, and the technologies needed to realise designed solutions

  Elaborations

  • identifying, gathering and playing with materials, components, tools and equipment to generate personal design ideas, for example designing a greeting card for a friend
  • exploring opportunities around the school for designing solutions, for example how school play areas could be improved; how the school removes classroom waste and identifying opportunities to reduce, recycle and re-use materials; reviewing the school canteen menu to identify healthy food options and suggesting changes to promote good health
  • discussing possible designed solutions based on experience and some research, for example asking adults for advice
  • considering the importance of sustainability in designed solutions, for example comparing the durability of materials for a selected solution
  • exploring which tools, equipment and techniques to use with selected materials

  VCDSCD018 | Technologies | Design and Technologies | Foundation to Level 2 | Creating Designed Solutions | Investigating

• Design and Technologies: Foundation to Level 2 description

  In Foundation to Level 2 students explore and investigate technologies, including their purpose and how they meet personal and social needs within local settings. Students develop an understanding of how society and environmental sustainability factors influence design and technologies decisions...

  Level description | Technologies | Design and Technologies

• Health and Physical Education: Foundation Level description

  The Foundation Level curriculum provides the basis for developing the knowledge, understanding and skills students need to lead healthy, safe and active lives. The content provides opportunities for students to learn about their strengths and describes simple actions they can take to keep themselves...

  Level description | Health and Physical Education

• VCDTCD018

  Explore how people safely use common information systems to meet information, communication and recreation needs

  Elaborations

  • sharing and describing ways that common information systems can be used to meet communication needs, for example computers can be used as phones and social networking tools allowing communication between families living in different regions
  • recognising and discussing the need for cyber-safety when using online information systems, for example recognising that shared personal information can be used for undesirable purposes and that using a password is a means of protecting identity
  • recognising safe ergonomic practices when children are playing with information systems, for example recognising the need to take regular breaks to avoid eye strain and repetitive strain injuries
  • discussing how a range of information systems support personal needs and impact on others, for example text to speech software can be used to meet the communications needs of people with vision loss
  • sharing ideas about the ways information systems are being used by families and friends in everyday life, for example comparing current digital play equipment with play equipment of 20 years ago

  VCDTCD018 | Technologies | Digital Technologies | Foundation to Level 2 | Creating Digital Solutions

• Critical and Creative Thinking: Foundation to Level 2 description

  From Foundation to Level 2, the curriculum focuses on developing the knowledge, skills and understanding to express reasoning and to problem solve and learn more effectively. Students become familiar with key vocabulary and simple strategies to structure and improve thinking. Students develop...

  Level description | Capabilities | Critical and Creative Thinking

• Ethical Capability: Foundation to Level 2 description

  From Foundation to Level 2, the curriculum focuses on developing the knowledge, skills and understandings to approach ethical problems and evaluate outcomes. Students develop a vocabulary to engage with ethical problems and an understanding that personal feelings can effect decision-making and actions.

  Level description | Capabilities | Ethical Capability

• VCSSU042

  Living things have a variety of external features and live in different places where their basic needs, including food, water and shelter, are met

  Elaborations

  • recognising common features of animals, for example, head, legs and wings
  • describing the use of animal body parts for particular purposes, for example, moving and feeding
  • identifying common features of plants, for example, leaves and roots
  • recognising that different living things live in different places, for example, land and water
  • exploring what happens when habitats change and some living things can no longer have their needs met

  VCSSU042 | Science | Foundation to Level 2 | Science Understanding | Biological sciences

• VCGGK069

  Reasons why some places are special and some places are important to people and how they can be looked after

  Elaborations

  • identifying and describing places they consider to be ‘special’. For example, their room, a play area, holiday location or an Aboriginal or Torres Strait Islander place of family significance, and explaining why the place is special to them
  • discussing different ways people care for their ‘special places’
  • discussing how places provide people with their basic needs, for example, water, food and shelter
  • proposing possible actions that could be taken by the student to improve an important place such as the school grounds or local park
  • discussing with their teacher, other students and members of their family what they know and have learned about different places, why they need to be looked after, and how this could be achieved

  VCGGK069 | The Humanities | Geography | Foundation to Level 2 | Geographical Knowledge | Places and our connections to them

• Chinese - Background Language Learner - F–10 Sequence: Foundation to Level 2 description

  Students recognise tones as an important element of Chinese speech and learn how the sounds of Chinese can be encoded in Pinyin, using Roman letters that often convey different sounds than those which students are accustomed to in English. They learn to recognise basic character forms that represent...

  Level description | Languages | Chinese | Background Language Learner | F–10 Sequence

• 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

• VCFRU017

  Recognise that Australia is a multilingual society with speakers of many different languages, including French

  Elaborations

  • understanding that the world contains many different languages spoken by many different communities of speakers and that most people in the world speak more than one language
  • exploring the range of languages spoken in Australia, including Aboriginal languages and Torres Strait Islander languages, Asian languages and world languages
  • exploring the different languages used by peers in their class, for example, by creating a language map with greetings in each language represented in the class
  • recognising that French is an important world language, spoken in many countries in the world apart from France, including Australia

  VCFRU017 | Languages | French | F–10 Sequence | Foundation to Level 2 | Understanding | Language variation and change

• VCVIU121

  Recognise that Australia is a multilingual society and that Vietnamese is one of the major community languages in Australia

  Elaborations

  • exploring and naming different languages that they have encountered in everyday life, for example, languages of their parents, grandparents, neighbours or classmates
  • exploring the range of languages spoken in Australia, including Aboriginal languages and Torres Strait Islander languages, Asian languages and world languages

  VCVIU121 | Languages | Vietnamese | F–10 Sequence | Foundation to Level 2 | Understanding | Language variation and change

• Science: Foundation to Level 2 achievement standards

  By the end of Level 2, students describe examples of how people use science in their daily lives. They identify and describe examples of the external features and basic needs of living things. They describe how different places meet the needs of living things. They describe the properties, behaviour...

  Level description | Science | Foundation to Level 2

• VCDSTC017

  Explore the characteristics and properties of materials and components that are used to create designed solutions

  Elaborations

  • exploring designed solutions to meet individual, family and community needs with a focus on materials, for example fabrics used for sports clothing, soft fall for play spaces
  • developing new meanings for objects and action during play, for example exploring how household packaging can be used to represent other objects
  • exploring systems used in the classroom or community for creatively dealing with problems and needs, for example storage systems for equipment, traffic system flow for drop and go zones, the use of hoists and ramps to facilitate access
  • exploring facilities in local environments for accessibility and environmental impact, for example location of bike tracks and sporting fields using digital maps to view local area
  • exploring materials, components, tools and equipment through play to discover potential uses when making products or modelling services and environments, for example when designing and making clothes, toys and shelters

  VCDSTC017 | Technologies | Design and Technologies | Foundation to Level 2 | Technologies Contexts | Materials and technologies specialisations

• VCPSCSE002

  Identify their likes and dislikes, needs and wants, abilities and strengths

  Elaborations

  • discussing and listing individual likes, interests and dislikes
  • comparing needs and wants in daily life by asking the question ‘could you live without this?’
  • exploring abilities, strengths and achievements and share with others

  VCPSCSE002 | Capabilities | Personal and Social Capability | Foundation Level | Self-Awareness and Management | Development of resilience

• Drama: Foundation Level description

  In Foundation, students explore drama and learn about how they can make drama to communicate ideas and stories. They share their drama with peers and experience drama as audiences.

  Students are introduced to processes that assist them to make drama about real and imagined situations. They learn...

  Level description | The Arts | Drama

• Geography: Foundation to Level 2 achievement standards

  By the end of Level 2, students define place and identify and describe features of places and changes in these, at a local scale. They identify how people are connected to different places and explain the value of places to people. They describe different ways that places can be cared for.

  They co...

  Level description | The Humanities | Geography | Foundation to Level 2

• VCFRU016

  Understand that all languages continuously change through contact with each other and through changes in society

  Elaborations

  • understanding that languages and cultures change in response to new ideas and social and cultural developments (globalisation)
  • recognising that languages borrow from each other, that many French words are used in English (for example, ‘croissant’, ‘menu’, ‘chauffeur’, ‘chef’, ‘ballet’) and many English words are used in French, for example, le week-end, le parking, le cowboy
  • understanding that some languages are continuously growing while others, such as many Indigenous languages throughout the world, are endangered or being revived

  VCFRU016 | Languages | French | F–10 Sequence | Foundation to Level 2 | Understanding | Language variation and change

• VCHIU017

  Recognise that Australia is a multicultural society with communities of speakers of many different languages including Hindi

  Elaborations

  • understanding that there are many different languages in the world and in the Australian community and that many people speak more than one language
  • exploring the range of languages spoken in Australia, including Aboriginal and Torres Strait Islander languages
  • identifying different languages and dialects used by children in their class or friendship groups, for example, by creating a language map with greetings in each language
  • identifying different languages that they come into contact with in their extended family and communities

  VCHIU017 | Languages | Hindi | F–10 Sequence | Foundation to Level 2 | Understanding | Language variation and change