Search results

Result list

• VCAMAE017

  Explore ideas characters and settings in images, sounds and multi-modal texts

  Elaborations

  • exploring sound to communicate ideas, for example, creating sound effects to enhance the mood or main idea of a story
  • experimenting with images, for example, retelling a story of a school day in a series of captioned images
  • experimenting with technologies to capture sound
  • selecting and editing images and/or sounds to create characters from well-known stories or songs

  VCAMAE017 | The Arts | Media Arts | Foundation Level | Explore and Represent Ideas

• VCAMAP019

  Present media artworks that communicate ideas

  Elaborations

  • capturing and sequencing images to create comic books that retell familiar and traditional stories to share with the class
  • selecting images to tell a traditional story
  • collecting and sharing class stories and presenting them in the form of a class news bulletin
  • producing and presenting a media artwork for a particular purpose such as a school event

  VCAMAP019 | The Arts | Media Arts | Foundation Level | Present and Perform

• VCASFC011

  Notice similarities and differences between Auslan and spoken languages in relation to ways of interacting, sharing stories and playing games

  Elaborations

  • comparing aspects of their lives as signing children with those of non-signing children represented in digital images, video clips or stories, for example, ways of playing games, telling stories or interacting at school, home and in the community
  • discussing changes or adaptations they have to make to their communicative style when interacting with non-signers

  VCASFC011 | Languages | Auslan | First Language Learner | F–10 Sequence | Foundation to Level 2 | Communicating | Reflecting

• VCHHK061

  Differences and similarities between students' daily lives and perspectives of life during their parents’ and grandparents’ childhoods, including family traditions, leisure time and communications

  Elaborations

  • exploring and comparing aspects of family life in the past and present such as family traditions, leisure time, communication technologies and schooling
  • examining and commenting on photographs and oral histories, for example talking to parents, grandparents and other elders, to find out how daily lives have changed

  VCHHK061 | The Humanities | History | Foundation to Level 2 | Historical Knowledge | Personal histories

• VCHPEP061

  Identify and describe emotional responses people may experience in different situations

  Elaborations

  • identifying and describing the emotions of people who are happy, sad, excited, tired, angry, scared or confused
  • learning and using appropriate language and actions to communicate their feelings in different situations at home and at school
  • recalling and sharing emotional responses to different situations and representing this in a variety of ways

  VCHPEP061 | Health and Physical Education | Foundation Level | Personal, Social and Community Health | Communicating and interacting for health and wellbeing

• 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

• 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

• VCPSCSO004

  Identify a range of groups to which they, their family and members of their class belong

  Elaborations

  • discussing the features/characteristics of the groups that they and their families belong to by sharing stories, artefacts and images
  • sharing descriptions of groups that they belong to
  • surveying class members to show that there are many ways to group people, such as students who own a pet, walk to school or who like ice-cream

  VCPSCSO004 | Capabilities | Personal and Social Capability | Foundation Level | Social Awareness and Management | Relationships and diversity

• Hindi - F–10 Sequence: Foundation to Level 2 achievement standards

  By the end of Level 2, students interact with the teacher and peers to exchange greetings and talk about themselves and their families, for example, नमस्ते, आप कैसे हैं?, मेरा नाम गीता है, आप का क्या नाम है? मेरे घर में चार लोग हैं। मेरा एक भाई है। मेरी एक बहन है। ये मेरे पिताजी हैं। ये बहुत अच्छे...

  Level description | Languages | Hindi | F–10 Sequence | Foundation to Level 2

• VCDSTS013

  Identify how people create familiar designed solutions and consider sustainability to meet personal and local community needs

  Elaborations

  • exploring how local products, services and environments are designed by people for a purpose and meet social needs, for example the range of shelters provided for the public in a local community; graphical displays to market school and community events
  • asking questions about natural and managed environments and impacts on them when selecting materials, tools and equipment when designing and making products, for example harvesting products from the school garden and using recycled clothing
  • making design decisions based on personal and family needs, for example comparing recipes to suit available cooking facilities such as cooking in the bush compared to cooking in a kitchen
  • exploring and critiquing products, services and environments for their impact on sustainability, for example the environmental risks and benefits of a system for organically or hydroponically growing a vegetable crop from seed or seedling to harvest

  VCDSTS013 | Technologies | Design and Technologies | Foundation to Level 2 | Technologies and Society

• VCHHK060

  How the present, past and future are signified by terms indicating and describing time

  Elaborations

  • discussing what happened yesterday, what is likely to happen tomorrow, upcoming birthdays, celebrations and seasons, and ordering these references to time in sequence using terms such as ‘before’, ‘after’, ‘next’ and ‘then’
  • discussing how some cultures, for example the Chinese, describe a child as being one year old on the day they are born
  • identifying dates and changes that have personal significance, for example, birthdays, moving house, changing schools, religious and school holidays, marking these on a calendar and counting down time, as well as noting that events of personal significance may differ according to children’s cultural backgrounds
  • examining Aboriginal and Torres Strait Islander seasonal calendars, for example, the Gagadju (Kakadu) and the D'harawal (Sydney) calendars, each with six seasons, the Arrernte (central Australia) with five, the Woiwurrung (Upper Yarra Valley) with seven, and north-east Tasmania with three

  VCHHK060 | The Humanities | History | Foundation to Level 2 | Historical Knowledge | Personal histories

• 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

• VCELU116

  Recognise features of familiar spoken, written and visual texts, such as songs, labels and captions

  Elaborations

  • listening to, reading and viewing different simple texts in Greek, understanding that texts can be short or long; and spoken, written, digital, visual or multimodal; for example, songs, chants, labels, captions, stories and dialogues
  • identifying Greek from a selection of spoken or written texts from other languages represented in the classroom or in the school
  • comparing similar texts in Greek and English and noticing how they are the same or different, for example, a counting song, street signs or labels at a market

  VCELU116 | Languages | Modern Greek | F–10 Sequence | Foundation to Level 2 | Understanding | Systems of language

• VCELU118

  Recognise that Australia has speakers of many different languages, including Greek, and that languages borrow words from each other and sometimes use the same alphabet symbols and vocabulary

  Elaborations

  • understanding that the 26 English alphabet letters (Latin/Roman alphabet), have their roots in the Ancient Greek alphabet, recognising the similar order of letters and comparing lower and upper case Greek and English alphabet letters
  • understanding that there are many everyday words and names in English that have Greek origins, for example, alphabet, Chloe, disco, echidna, eucalyptus, hippopotamus, mathematics, school, story, telephone, Timothy, Zoe
  • understanding that there are many technical/scientific words in English that have Greek origins, for example, astronaut, chemist, dentist, disc, physiotherapist, telescope, thermometer

  VCELU118 | Languages | Modern Greek | F–10 Sequence | Foundation to Level 2 | Understanding | Language variation and change

• VCHPEP060

  Practise personal and social skills to interact with others

  Elaborations

  • respond to stories about characters who have been excluded from a group and discuss how the character could deal with the situation
  • discussing how it feels to be included in activities
  • practising personal skills such as expressing needs, wants and feelings, active listening and showing self-discipline to be an effective group member at home and at school
  • listening and responding to others when participating in physical activities to achieve agreed outcomes

  VCHPEP060 | Health and Physical Education | Foundation Level | Personal, Social and Community Health | Communicating and interacting for health and wellbeing

• VCITC011

  Begin noticing what is ‘new’ or ‘interesting’ in Italian language and culture and recognising similarities and differences between Italian and Australian cultural practices and related language use

  Elaborations

  • viewing images of home, school and neighbourhood in Italy and Australia, and choosing from word lists to express reactions
  • noticing, recalling and responding to teacher prompts, such as Cosa vedi? Cosa pensi di …?
  • noticing similarities and differences in language use in Italian and English
  • expressing reactions to using Italian, for example, ‘I like it when …’ or ‘That word sounds like …’

  VCITC011 | Languages | Italian | F–10 Sequence | Foundation to Level 2 | Communicating | Reflecting

• VCLVU151

  Build the resources of the language by creating, performing and recording new texts, and by creating new contexts for its use

  Elaborations

  • using the language in performances at school and wider public community events
  • building language resources, for example, by creating posters and/or language/cultural displays, and by working with the community language team to create new games and songs in the language
  • noticing that new words can be formed from within the language itself, rather than through borrowing words from other languages

  VCLVU151 | 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

• VCNRU014

  Recognise features of familiar spoken, written and visual texts

  Elaborations

  • listening to, reading and viewing different simple texts in the language, understanding that texts can be short or long, spoken, written, digital, visual or multimodal, for example songs, chants, labels, captions, stories and dialogues
  • identifying the language being studied from a selection of spoken or written texts from other languages represented in the classroom or in the school
  • comparing similar texts in the language with English and noticing how they are the same or different, for example, a counting song, street signs or labels at a market

  VCNRU014 | Capabilities | Critical and Creative Thinking | Foundation to Level 2 | Understanding | Systems of language