Search results

Result list

• VCHIU012

  Recognise the relationship between the sounds and patterns of pronunciation and elements of the Devanagari script, including the representation of long and short vowels, consonants and conjuncts

  Elaborations

  • recognising and reproducing the sounds and letters of spoken and written Hindi
  • building phonic awareness by recognising and experimenting with sounds and focusing on those that are new and initially difficult, such as त, थ, ग, घ, ट, द, ध।
  • learning how the Hindi sound system is conventionally represented in the Devanagari system by the use of 13 letters classified as vowels (अ-अः) and 33 consonants (क-ह and ड़-ढ़)
  • developing pronunciation skills by singing, reciting, reproducing and mimicking alphabetic elements in context
  • understanding how vowels are pronounced without any obstruction of air coming out of the mouth and consonants are pronounced with obstruction of air by different parts of the mouth
  • recognising that a line on the top of written letters joins them to make words and establishes spaces between words बस, घर। अब घर चल।
  • practising the writing of Devangari letters ‘hanging’ from a line, noticing the difference between this and English, where letters are written above the line क ख ग - a, b, c
  • recognising the matra form of vowels, such as ि, ी, and distinguishing long and short vowel sounds, such as ि, ी
  • identifying and practising pronunciation of vowel sounds with consonants, for example, कइ/कि, कई/की
  • understanding the formation of conjunct consonants such as क्ष, त्र, ज्ञ

  VCHIU012 | Languages | Hindi | F–10 Sequence | Foundation to Level 2 | Understanding | Systems of language

• VCNRU015

  Recognise that the greetings and forms of address in the language being studied may vary according to such things as the time of day, age, gender and relationship of participants

  Elaborations

  • using appropriate form of address or greeting with peers when speaking to adults and appropriate greeting depending on the time of day
  • recognising that there can be different forms of address for the same person, for example, mum, mother

  VCNRU015 | Capabilities | Critical and Creative Thinking | Foundation to Level 2 | Understanding | Language variation and change

• VCLVC136

  Create and present shared stories, songs and performances, using familiar words and patterns and support materials

  Elaborations

  • making a shared Big Book based on an event, experience or performance, labelling, captioning and drawing key elements
  • creating own stories by sequencing a series of pictures with captions or by creating a storyboard with labels, using modelled language and repetitive phrases
  • re-enacting or retelling simple stories, episodes or interactions, using puppets, props, actions or gestures and modelled language
  • creating digital texts based around familiar contexts and characters using images and captions
  • creating their own songs/raps, or new versions of contemporary songs/raps by substituting words and phrases such as animal names, places, geographical features, adding elements such as characters or places, incorporating non-verbal supporting elements such as clapping, gestures and facial expressions
  • creating dances, paintings and visual designs appropriate to the Country/Place

  VCLVC136 | Languages | Victorian Aboriginal Languages | Foundation to Level 2 | Communicating | Creating

• VCVIC107

  Participate in guided group activities such as songs, rhymes, games and transactions, using modelled repetitive language

  Elaborations

  • making simple requests using Làm ơn and expressing thanks with Cảm ơn
  • participating in songs, rhymes and chants by using repetitive language and actions, for example, Kìa con bướm vàng, Tết đến rồi, Rước đèn tháng Tám
  • participating in traditional and contemporary games (for example, Tập tầm vông) or activities that involve taking turns, making choices or swapping items, for example, forming groups using numbers or colours for activities such as telling the time or counting or memory games (for example, Mấy giờ rồi ông sói ơi?)

  VCVIC107 | Languages | Vietnamese | F–10 Sequence | Foundation to Level 2 | Communicating | Socialising

• VCCCTR006

  Consider how reasons and examples are used to support a point of view and illustrate meaning

  Elaborations

  • comparing a reason supported by an example and one without an example to show how examples help to clarify meaning
  • identifying how curiosity about the past compared to the present, can lead to seeking reasons and supporting examples
  • investigating how reasons can assist in decision-making between alternatives, for example discussing preferences for different data displays and how giving reasons for preferences assists with the final decision

  VCCCTR006 | Capabilities | Critical and Creative Thinking | Foundation to Level 2 | Reasoning

• VCHPEP059

  Identify people and actions that help keep themselves safe and healthy

  Elaborations

  • identifying characters in different texts who help the main character to stay safe and healthy
  • identifying protective behaviours that can help keep them safe
  • identifying different relationships they have with people and which of these relationships make them feel loved, safe and supported
  • naming trusted people in their community who can help them stay safe and healthy, and practising ways of asking for help in a range of different scenarios

  VCHPEP059 | Health and Physical Education | Foundation Level | Personal, Social and Community Health | Being healthy, safe and active

• VCHPEP057

  Identify personal strengths

  Elaborations

  • identifying things they are good at and describing how these have changed over time
  • participating in a range of minor games and exploring which ones they enjoy and what makes them enjoyable
  • describing how they feel when they are learning a new skill and what strategies they can use to persist until they are successful
  • identifying ways they can use their strengths to help themselves and others

  VCHPEP057 | Health and Physical Education | Foundation Level | Personal, Social and Community Health | Being healthy, safe and active

• VCLVU149

  Notice 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 culture as an essential part of human life, understanding that it is shared and passed on between generations; that it includes observable elements, such as ways of cooking or greeting, symbols such as flags and colours, as well as things that are not observable, such as beliefs and values, people’s ways of thinking about themselves and others and relating to their environment
  • recognising that in each culture there are general rules of what to say and do, when, where and with whom, and that these rules differ from culture to culture
  • recognising that beliefs and behaviours are woven into and expressed through languages, and cannot be separated from them
  • noticing how respect for respected community members and Country/Place is built into the language
  • recognising significant cultural symbols and features in the language, for example, in song, visual design, dance moves
  • recognising that languages encapsulate values held about lands, waters and sky, for example, in expressions and concepts such as Caring for Country

  VCLVU149 | Languages | Victorian Aboriginal Languages | Foundation to Level 2 | Understanding | Role of language and culture

• VCADAD018

  Use choreographic devices to organise movement ideas and create dance sequences

  Elaborations

  • imitating and extending ideas presented by another dancer, teacher, film or a peer
  • extending single movement ideas into phrases and sequences by joining movements together, learning movement patterns varying known movement patterns, for example, changing body part, direction, level
  • using questions to explore forms and elements, for example, as students create movement, they respond to questions from peers and/or teachers such as ‘which levels are you using in this dance?’
  • developing awareness of and taking responsibility for safe dance practice, for example, being aware of self and others in the dance space, the boundaries of the dance space, and needs such as hydration
  • learning and practicing skills and techniques such as coordinating breathing and movement, developing movement memory, copying and mirroring movement, combining stillness and movement, and different locomotor movements, for example, walking, skipping, running, sliding, galloping

  VCADAD018 | The Arts | Dance | Foundation Level | Dance Practices

• VCASFC004

  Identify specific points of information in simple Auslan texts and use the information to complete guided tasks

  Elaborations

  • retelling and responding to key points of information in class messages, directions or introductions
  • gathering information from their peers about topics such as family members, favourite foods, toys or games to report back to the class
  • identifying information in simple Auslan texts that relates to properties such as colour, number, size or shape and responding through activities such as manipulating concrete materials and objects
  • identifying and categorising signs in simple Auslan texts according to handshape
  • following a signed text that involves several steps to progressively collect information needed to complete a task, such as an obstacle course
  • watching short Auslan texts about topics such as hobbies, animals or sports, recording key points of information using tables or graphic organisers
  • watching a presentation by a teacher, peer or visitor and recalling and retelling specific points of information
  • recording new language in personal sign dictionaries acquired from simple Auslan texts in different curriculum areas, for example, when learning about the weather or countries of the world

  VCASFC004 | Languages | Auslan | First Language Learner | F–10 Sequence | Foundation to Level 2 | Communicating | Informing

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

  By the end of Level 2, students interact with the teaching team, class visitors and each other to share information about themselves, their families, friends, routines, pastimes and experiences. They use fingerspelling or sign names as appropriate and lexical adjectives or size and shape specifiers...

  Level description | Languages | Auslan | First Language Learner | F–10 Sequence | Foundation to Level 2

• Auslan - Second Language Learner - F–10 Sequence: Foundation to Level 2 achievement standards

  By the end of Level 2, students interact with teachers and each other to talk about themselves, their families, friends and immediate environment. They follow instructions to complete action-based activities such as signing games or transactional activities, using repeated constructions, gestures...

  Level description | Languages | Auslan | Second Language Learner | F–10 Sequence | Foundation to Level 2

• VCHHC057

  Identify the significance of a person and/or place in the local community

  Elaborations

  • describing a significant person or place from their community’s past, for example, a short report on a building of significance describing when, where, why, who built it, and why it is valued, or a biography on a significant individual
  • identifying place and street names in the local community and discovering their origin and meaning, for example, names that are linked to Aboriginal and Torres Strait Islander people, such as Eurobodalla National Park; historical events such as Deadman’s Creek, early settlers, and political, religious and social figures

  VCHHC057 | The Humanities | History | Foundation to Level 2 | Historical Concepts and Skills | Historical significance

• 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

• VCSSU047

  Earth’s resources are used in a variety of ways

  Elaborations

  • identifying Earth’s resources, including water, soil and minerals, and describing how they are used at school and in the home
  • considering what might happen to humans if there were a change in a familiar available resource, for example, water
  • identifying actions at school that can conserve resources, for example, turning off dripping taps

  VCSSU047 | Science | Foundation to Level 2 | Science Understanding | Earth and space sciences

• VCCCTQ003

  Make simple modifications to known ideas and routine solutions to generate some different ideas and possibilities

  Elaborations

  • investigating how making one change to a characteristic such as shape, position, size or materials can make a significant difference, for example how changing the size and/or design of the school garden could reduce the amount of water it requires
  • reading a picture story book with two endings, and exploring how the author makes modifications to create different endings
  • using unifix blocks to explore number nbonds for addition and subtraction problems, making and breaking a given number as many ways as possible to generate different possibilities of equivalence for addition and subtraction problems, for example in response to prompts such as ‘How can you break 9?’ (8+1)

  VCCCTQ003 | Capabilities | Critical and Creative Thinking | Foundation to Level 2 | Questions and Possibilities

• VCASFC007

  Express imaginative experience through creative games, role-play and mime, using familiar signs, modelled language and constructed action

  Elaborations

  • changing elements of favourite stories to create their own versions, with a focus on varying manner or constructed action
  • interacting with imaginary characters using lexical and non-lexical signs and NMFs to express emotions such as excitement, fear or amazement
  • using iconic signs to create their own variations on familiar nursery rhyme actions, such as in ‘Incy Wincy Spider’
  • depicting the movement of people, animals or means of transport by using handshapes in creative ways
  • creating amusing sequences of signs using a fixed handshape, such as YOU THINK PRO1 SHY
  • experimenting with NMFs and handshapes to play games such as ‘Simon Says’, taking turns to be Simon
  • experimenting with facial expressions to match different emotional expressions, such as HAPPY, SCARED, TIRED
  • changing an aspect of a cartoon or picture story, using gestures, handshapes and NMFs to explain differences
  • representing objects using combined bodies and hands in amusing or creative ways
  • exploring the use of constructed action such as eye gaze change, body shift and head orientation when enacting imagined adventures
  • making their own handshape creations
  • assuming the role of a character from a story and responding to signed questions from classmates, such as:
    YOUR NOSE DS:long-nose WHY?
    Why is your nose so long, Pinocchio?
    

  VCASFC007 | Languages | Auslan | First Language Learner | F–10 Sequence | Foundation to Level 2 | Communicating | Creating

• VCASFC002

  Participate in group learning activities that involve taking turns, playing action games, making choices or swapping and classifying items

  Elaborations

  • participating in signing songs and games that involve repeated signs, gestures and NMFs, for example, I went to the market and I bought … Old MacDonald had a farm …
  • participating in activities that involve classifying objects by attributes such as shapes, colours and numbers
  • following directions in activities such as an obstacle course or action game, using directional terms or depicting signs such as
    DS:turn-left DEAD-END DS:turn-right
    Go left, then at the end turn right.
    PLEASE BRING MILK FRIDGE DS:open-door POINT
    Please bring the milk; it’s at the bottom of the fridge door.
    
  • playing games that involve choice, memory or information exchange to reinforce number skills or language patterns
  • collaborating in art or craft activities that involve making decisions about choices or contributions
  • participating in barrier games and other information-gap activities that focus on describing appearance or scenes, such as a game of ‘Guess Who’ on paper with some characters named on paper A and some not named on paper B, and vice versa; taking turns to describe appearance of the characters with no name and having partner fingerspell their names back
  • participating in role-plays that involve scenarios such as ordering a meal, buying food or other items, transacting payment or giving feedback

  VCASFC002 | Languages | Auslan | First Language Learner | F–10 Sequence | Foundation to Level 2 | Communicating | Socialising

• VCVIU117

  Recognise the sounds and tones of spoken Vietnamese, and notice how they are represented in words and symbols

  Elaborations

  • identifying the 29 letters of the Vietnamese alphabet by their names and sounds as well as the five tone markers
  • building phonic awareness by recognising and experimenting with sounds and rhythms, focusing on letters that are similar in the English alphabet but produce different sounds in Vietnamese, for example, e and i, d and đ
  • developing pronunciation, phrasing and intonation skills by singing, reciting and repeating words and phrases
  • noticing that Vietnamese is a tonal language, and that pitch changes affect the meaning of words
  • understanding that although Vietnamese and English use the same alphabet there are additional symbols/markers that create more letters in Vietnamese
  • developing familiarity with similarities and differences in Vietnamese sound–letter correspondence, such as a, ă, â; e, ê; o, ô, ơ; u, ư; as well as c and k, i and y, s and x, and ch and tr
  • noticing that the same word with different tone markers has different meanings, for example, ma, mà, má, mả, mã and mạ
  • exploring Vietnamese spelling strategies such as grouping words according to initial letters that represent particular sounds, for example, h (hoa hồng, hát, học) or m (mẹ, má, mèo)
  • using single and consonant clusters, vowels and vowel clusters with tone markers to form and spell words, for example, ta, la, tha, nga
  • recognising and using lower and upper case letters

  VCVIU117 | Languages | Vietnamese | F–10 Sequence | Foundation to Level 2 | Understanding | Systems of language