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• 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

• VCHPEM066

  Explore how regular physical activity keeps individuals healthy and well

  Elaborations

  • describing their feelings after participating in different physical activities
  • describing how the body responds to participating in different physical activities
  • sharing the things they enjoy about being physically active
  • identifying how regular physical activity can help keep people healthy

  VCHPEM066 | Health and Physical Education | Foundation Level | Movement and Physical Activity | Understanding movement

• VCRAU014

  Understand that language is organised as ‘text’, and recognise features of texts such as songs, chants, labels and captions

  Elaborations

  • recognising that sentences have separate parts, observing features of familiar texts such as greetings in a conversation, the chorus in a song, or rhyme in a song/poem
  • understanding that texts have a purpose, for example, recounts are ways of describing past events and greeting cards can convey feelings

  VCRAU014 | Languages | Roman Alphabet Languages | F–10 Sequence | Foundation to Level 2 | Understanding | Systems of language

• 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

• 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

• VCIDC007

  Use familiar words, phrases and patterns to create captions and participate in shared performances and games

  Elaborations

  • creating own version of a story by sequencing a series of pictures with captions or by creating a storyboard with labels using modelled language, for example, Pada hari Senin, si ulat makan…
  • creating a new part of a text such as changing a character or adding an extra verse in a song, for example, by matching pictures and captions
  • making a shared big book based on an event, experience or shared text, for example, Ini hari kelas kita; Pergi ke kebun binatang

  VCIDC007 | Languages | Indonesian | F–10 Sequence | Foundation to Level 2 | Communicating | Creating

• VCIDU016

  Develop awareness that Indonesian and English borrow from each other

  Elaborations

  • knowing that Indonesian and English use the same alphabet
  • recognising that Indonesian has some loan words from English, such as komputer and televisi, and that English has some from Indonesian, such as ‘orangutan’, ‘satay’ and ‘sarong’, with some changes in spelling
  • keeping a class record of words in Indonesian that are borrowed from other languages, including loan words from Aboriginal languages, Torres Strait Islander languages

  VCIDU016 | Languages | Indonesian | F–10 Sequence | Foundation to Level 2 | Understanding | Language variation and change

• VCDEU116

  Understand that language is organised as ‘texts’, which take different forms and use different structures and features to achieve their purposes

  Elaborations

  • understanding that texts can be spoken, written, digital, visual or multimodal, and that they can be very short (Stopp!, or a hand gesture to signal Komm her!) or much longer
  • recognising that different types of texts have different features, for example, rhythm and repetition in action songs and rhymes
  • comparing similar texts in German and English, such as counting games or simple maps, identifying elements in the German texts which look or sound different
  • identifying familiar text types such as songs, rhymes, picture books, games, family trees and tables, and naming key features, for example, Titel, Seite and Bild

  VCDEU116 | Languages | German | F–10 Sequence | Foundation to Level 2 | Understanding | Systems of language

• VCDEU117

  Recognise that in German, as in English and other languages, there are different ways of greeting and interacting with people

  Elaborations

  • recognising different forms of address and greeting, depending on time of day and the gender and social status of participants, for example, first names with peers (Tag, Luke!) and Guten Morgen, Frau Stein! for the teacher
  • recognising that there can be different forms of address for the same person, for example, Mama, Mutti, Mami, Mutter
  • understanding that the level of detail required can vary depending on the context, for example, Ich bin 5; Ich bin 6 Jahre und 3 Monate alt; Ich bin fast 7.

  VCDEU117 | Languages | German | F–10 Sequence | Foundation to Level 2 | Understanding | Language variation and change

• VCESU122

  Understand that language is organised as ‘text’ and recognise features of familiar texts such as charts, labels, rhymes and stories

  Elaborations

  • understanding that texts can be spoken, written, visual or acted out and that they can be very short (¡alto!) or much longer, for example, a song or story
  • observing typical features of familiar types of texts such as stories, greeting cards and nursery rhymes, for example, the use of the story-starter Érase una vez…
  • understanding that texts have a purpose, for example, timetables indicate what happens when (guía de horarios), recounts describe past events (Había una vez) and greeting cards convey feelings (Te amo/Te quiero)
  • comparing familiar texts in Spanish and English, such as counting games or street signs, identifying elements in the Spanish texts that look or sound different

  VCESU122 | Languages | Spanish | F–10 Sequence | Foundation to Level 2 | Understanding | Systems of language

• VCHIU014

  Understand that language is organised as ‘texts’ that take different forms and use different structures to achieve their purposes

  Elaborations

  • understanding texts as different forms of communication that can be spoken, written, digital or visual, recognising that they can be very short, for example, रुको, or much longer, for example, तुम ज़रा ठहर जाओ।
  • recognising that different types of texts have different features, for example, repetition and rhythm in action songs and rhymes, listing of items on a shopping list
  • using metalanguage to talk about texts, for example, by naming different genres, such as lullabies, stories, rhymes, tongue twisters, and by describing typical features, for example, ‘कहानियों की शुरुआत …’, ‘गाने अक्सर …’,
  • noticing how familiar texts, such as poems or stories, are sequenced and organised, for example, by identifying titles, connections between pictures and written texts or familiar opening lines, such as एक समय की बात है...

  VCHIU014 | Languages | Hindi | F–10 Sequence | Foundation to Level 2 | Understanding | Systems of language

• VCARC110

  Translate familiar Arabic and English words, phrases and expressions, using visual cues and word lists, and explain the meaning of particular words and verbal and non-verbal expressions

  Elaborations

  • using Arabic and English to name familiar objects and conduct simple conversations, translating when necessary to help others understand
  • translating and interpreting particular words and expressions and simple texts such as songs for friends and family
  • playing matching games with Arabic and English words from Big Books and picture books
  • demonstrating and explaining hand gestures, intonation patterns and facial expressions that can be used without language to convey meaning, for example, nodding to indicate agreement

  VCARC110 | Languages | Arabic | F–10 Sequence | Foundation to Level 2 | Communicating | Translating

• VCCCTM009

  Investigate ways to problem-solve, using egocentric and experiential language

  Elaborations

  • discussing sequencing of steps as a problem-solving approach in response to a ‘how do I…?’ problem, and experimenting with different sequences
  • using number sentences as a problem-solving approach to solve a worded problem involving quantities, and thinking out loud to a partner while constructing these sentences, for example ‘I want to know how many farm animals have escaped. I can see that…’

  VCCCTM009 | Capabilities | Critical and Creative Thinking | Foundation to Level 2 | Meta-Cognition

• VCCCTQ001

  Identify, describe and use different kinds of question stems to gather information and ideas

  Elaborations

  • constructing questions with different stems (what, how, when, why) to match a given range of answers, for example about the seasons
  • responding to a prompt such as a historical image and using question stems to construct as many different questions as possible to gather information
  • discussing what types of question stems can be used, for example, to respond to an artwork, or to find out about someone’s personal strengths

  VCCCTQ001 | Capabilities | Critical and Creative Thinking | Foundation to Level 2 | Questions and Possibilities

• 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

• VCIDU014

  Understand that language is organised as ‘text’, and recognise features of texts such as songs, chants, labels and captions

  Elaborations

  • recognising that sentences have parts, such as subject, verb and object
  • observing features of familiar texts such as greetings in a conversation, the chorus in a song, or rhyme in a song/poem
  • understanding that texts have a purpose, for example, recounts are ways of describing past events (Pada suatu hari…) and greeting cards can convey feelings (Saya cinta padamu)

  VCIDU014 | Languages | Indonesian | F–10 Sequence | Foundation to Level 2 | Understanding | Systems of language

• 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

• VCMNA069

  Establish understanding of the language and processes of counting by naming numbers in sequences, initially to and from 20, moving from  any starting point

  Elaborations

  • reading stories from other cultures featuring counting in sequence to assist students to recognise ways of counting in local languages and across cultures
  • identifying the number words in sequence, backwards and forwards, and reasoning with the number sequences, establishing the language on which subsequent counting experiences can be built
  • developing fluency with forwards and backwards counting in meaningful contexts, including stories and rhymes
  • understanding that numbers are said in a particular order and there are patterns in the way we say them

  VCMNA069 | Mathematics | Foundation Level | Number and Algebra | Number and place value

• 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