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• Victorian Aboriginal Languages: Foundation to Level 2 description

  Students learn about Country/Place and community by interacting with respected community members, by exploring Country/Place, and by engaging with stories, songs and other texts such as videos, maps, and pictures. They learn about the concepts of kin and social groupings.

  Students use the language...

  Level description | Languages | Victorian Aboriginal Languages

• Vietnamese - F–10 Sequence: Foundation to Level 2 description

  Students become familiar with how the sounds and tones of the Vietnamese language are represented in words and symbols. They practise pronunciation through activities such as singing Vietnamese folk songs (đồng dao, ca dao), and experiment with sounds, single vowels, consonants, syllables, simple...

  Level description | Languages | Vietnamese | F–10 Sequence

• Victorian Aboriginal Languages: Foundation to Level 2 achievement standards

  By the end of Level 2, students interact with the teaching team and respected community members to talk about themselves and family, using familiar modelled language and gestures. They use appropriate protocols when interacting with respected community members and community speakers, such as appropriate...

  Level description | Languages | Victorian Aboriginal Languages | Foundation to Level 2

• Auslan - First Language Learner - F–10 Sequence: Foundation to Level 2 description

  Students learn to produce all handshapes, movements and locations of single signs. They make use of handling and size and shape specifiers (SASS) depicting signs with increasing accuracy, and use entity depicting signs to talk about simple movement and locations. Students produce a range of clause...

  Level description | Languages | Auslan | First Language Learner | F–10 Sequence

• 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

• English: Foundation Level description

  In the Foundation level, students communicate with peers, teachers, known adults, and students from other classes.

  Students engage with a variety of texts for enjoyment. They listen to, read and view spoken, written and multimodal texts in which the primary purpose is to entertain, as well as some...

  Level description | English

• Roman Alphabet Languages - F–10 Sequence: Foundation to Level 2 achievement standards

  By the end of Level 2, students interact with teachers and peers through play and action-related language. They use greetings and respond to instructions through actions. Students pronounce the sounds of the language. They recognise simple questions and can respond to them, in addition to names...

  Level description | Languages | Roman Alphabet Languages | F–10 Sequence | Foundation to Level 2

• 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

• VCDSTC016

  Explore how food is selected and prepared for healthy eating

  Elaborations

  • exploring the tools, equipment and techniques used to prepare food safely and hygienically for healthy eating
  • identifying and categorising a wide range of foods, including Aboriginal bush foods, into food groups and describing tools and equipment needed to prepare these for healthy eating
  • exploring how people from different cultures including those of Asia design and produce different cuisines based on the plants and animals in their region and available tools and equipment

  VCDSTC016 | Technologies | Design and Technologies | Foundation to Level 2 | Technologies Contexts | Food specialisations

• VCELY152

  Read texts with familiar structures and features, practising phrasing and fluency, and monitor meaning using concepts about print and emerging phonic, semantic, contextual and grammatical knowledge

  Elaborations

  • navigating a text correctly, starting at the right place and reading in the right direction, returning to the next line as needed, matching one spoken word to one written word
  • reading aloud with attempts at fluency and intonation
  • attempting to work out unknown words by combining contextual, semantic, grammatical and phonic knowledge
  • predicting what might happen on the basis of experience of this kind of text; at the sentence level predicting the meaning on the basis of syntax and word meaning

  VCELY152 | Curriculum content | English | Foundation Level | Reading and Viewing | Literacy

• 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

• VCSIS051

  Participate in guided investigations, including making observations using the senses, to explore and answer questions

  Elaborations

  • safely using sight, hearing, touch, taste and smell so that students can gather information about the world around them
  • manipulating objects and materials and making observations of the results
  • exploring how musical instruments can be used to produce different sounds

  VCSIS051 | Science | Foundation to Level 2 | Science Inquiry Skills | Planning and conducting

• VCHPEP062

  Identify actions that promote health, safety and wellbeing

  Elaborations

  • identifying household substances that can be dangerous and suggesting examples of how they can be stored safely in the home
  • grouping foods into categories such as food groups and ‘always’ and ‘sometimes’ foods
  • recognising and following safety symbols and procedures at home and in water and road environments
  • understanding the importance of personal hygiene practices, including hand washing, face washing, nose blowing and toilet routines
  • recognising that being kind, fair and respectful to others can support class health and wellbeing

  VCHPEP062 | Health and Physical Education | Foundation Level | Personal, Social and Community Health | Contributing to healthy and active communities

• VCLVU147

  Recognise that the language is part of the broader regional and national language diversity

  Elaborations

  • identifying/recognising Indigenous languages in the environment, for example, street names, names of parks
  • recognising that there are many different Aboriginal and Torres Strait Islander languages in Australia, for example, by viewing Language maps of their region, their state and the whole of Australia
  • identifying neighbouring Indigenous languages of their region
  • recognising that linguistic diversity in contemporary Australia includes Indigenous as well as non-Indigenous languages, and that Australia has many languages, for example, by identifying languages used by different classmates by creating a class profile or language map
  • recognising that some Indigenous languages in Australia are strong, while others are endangered or in the process of being revived or reclaimed
  • recognising shared vocabulary across groups of Aboriginal languages, for example, words such as ‘hand’, ‘water’, ‘crow’

  VCLVU147 | Languages | Victorian Aboriginal Languages | Foundation to Level 2 | Understanding | Language awareness

• VCHHK064

  The significance today of an historical site of cultural or spiritual importance

  Elaborations

  • discussing why a particular site has heritage significance/cultural value for present generations, for example, it provides a record of a significant historical event, has aesthetic value, reflects the community’s identity
  • identifying, in consultation with Aboriginal and Torres Strait Islander people, and visiting (where appropriate) local sites, places and landscapes of significance to Aboriginal and Torres Strait Islander people, for example, engraving sites, rock paintings, natural sites or features such as the Birragai rock shelter, creeks or mountains
  • identifying and designing a local historical tour of a site, for example, one related to a particular cultural group

  VCHHK064 | The Humanities | History | Foundation to Level 2 | Historical Knowledge | Community histories

• VCTRU017

  Understand that people use language in ways that reflect their culture, such as where and how they live and what is important to them

  Elaborations

  • exploring the meaning of ‘culture’, how it involves visible elements, such as ways of dressing, eating and dancing, and invisible elements, such as ways of thinking and valuing
  • recognising that there are words and expressions in Turkish that ‘belong’ to Turkish and not to English, for example, Hoş bulduk, Çok yaşa, Sen de gör
  • noticing that some Australian terms and expressions only have meaning in the Australian context and have no equivalent in Turkish, for example,’ the outback’, ‘bush tucker’, ‘Good on ya!’
  • noticing that using Turkish and using English involves different ways of communicating; considering what this reveals about cultural values or traditions

  VCTRU017 | Languages | Turkish | F–10 Sequence | Foundation to Level 2 | Understanding | Role of language and culture

• VCDSCD019

  Visualise, generate, and communicate design ideas through describing, drawing and modelling

  Elaborations

  • comparing and contrasting features of existing products to provide new ideas, for example exploring toys with several movable parts with the view to designing and making a simple puppet with one movable part
  • communicating design ideas by modelling, and producing and labelling two-dimensional drawings using a range of technologies to show different views (top view and side view), for example a new environment such as a cubby house or animal shelter
  • identifying one common testing method, and recording results, for example taste-testing comparisons of a food product and recording results in a digital form
  • describing how design ideas meet the needs of those who will use the solution

  VCDSCD019 | Technologies | Design and Technologies | Foundation to Level 2 | Creating Designed Solutions | Generating

• VCASFC006

  Participate in a range of imaginative experiences and respond through drawing, telling with familiar signs and written words or enacting with constructed action

  Elaborations

  • viewing fairytales or stories from sources such as National Simultaneous Storytime books, demonstrating understanding through retelling or enacting
  • engaging in imaginative play that involves the creation of mood or momentum through repeated use of signs, handshapes and facial expressions to modify manner or intensify adjectives
  • responding to forms of Deaf art such as handshape creations, for example by reproducing key elements in their own artwork and indicating emotional response using lexical signs such as LOVE, LIKE, LOOK GOOD, NOT BAD, UGLY
  • responding to performances of Deaf poetry that evoke emotions such as sadness, fear or excitement, for example by indicating enjoyment or personal feelings
  • interacting with a signing puppet or doll in a fantasy context or situation, for example by asking questions such as WHAT YOUR NAME? or YOU HUNGRY G:WELL?
  • participating in indoor and outdoor games that use signs, handshapes and body movements in creative ways and focus on all Auslan parameters, for example, ‘Simon Says’
  • participating in Auslan games that use simple clauses in creative ways, for example, playing the improvisation game ‘Space Jump’
  • drawing a personal interpretation of a ‘visual vernacular’ description of a character’s appearance
  • viewing short Auslan stories and responding by identifying and comparing favourite elements, characters and events

  VCASFC006 | Languages | Auslan | First Language Learner | F–10 Sequence | Foundation to Level 2 | Communicating | Creating

• VCDEU114

  Recognise and reproduce the sounds and rhythms of spoken German, including distinctive sounds

  Elaborations

  • building phonic awareness by recognising and experimenting with sounds and rhythms, focusing on those that are novel and initially difficult such as ch (ich or acht), u (du), r (rot) and z (zehn)
  • developing pronunciation, phrasing and intonation skills by singing, reciting and repeating words and phrases in context
  • developing familiarity with the German alphabet and sound–letter correspondence through singing das Alphabetlied, identifying and naming letters, tracing words, and playing alphabet and spelling games such as Ich sehe was, was du nicht siehst using initial sounds or Galgenmännchen
  • understanding that although German and English use the same alphabet there are additional symbols in German: the Umlaut to alter the pronunciation of particular vowels (ä, ö, ü) and the Eszett (β)
  • noticing that all nouns are capitalised in German

  VCDEU114 | Languages | German | F–10 Sequence | Foundation to Level 2 | Understanding | Systems of language

• VCFRU012

  Recognise and reproduce the sounds and rhythms of spoken French, noticing how they are produced and how they are represented in words and symbols

  Elaborations

  • building phonic awareness by recognising and experimenting with sounds and rhythms, focusing on those that are novel and initially difficult such as u (tu), r (très rapide) and -ion (attention!)
  • listening closely to distinguish between sounds such as bon, bien and beau or chien, chat and champ
  • understanding that intonation patterns create different meanings, as in the distinction between statements, questions and exclamations (Tu as six ans. Tu as six ans? Tu as six ans!)
  • developing pronunciation, phrasing and intonation skills by singing, reciting and repeating words and phrases in context
  • becoming familiar with the French alphabet, noticing similarities and differences to English, for example, double-v, i-grec, and the possible confusion between g and j

  VCFRU012 | Languages | French | F–10 Sequence | Foundation to Level 2 | Understanding | Systems of language