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• VCKOU128

  Notice and use simple vocabulary to identify familiar objects and to describe simple actions, states or qualities in familiar contexts

  Elaborations

  • identifying and using basic words for familiar objects, for example, body parts, pets and days of the week
  • responding to a simple question using 네/아니요 to express agreement/disagreement
  • using basic verbs with the –어/아요 ending in familiar contexts, for example, 있어요, 없어요, 좋아해요

  VCKOU128 | Languages | Korean | F–10 Sequence | Foundation to Level 2 | Understanding | Systems of language

• VCLVC130

  Interact with each other, the teaching team and visiting respected community members, using language and gestures to greet and talk about self and family

  Elaborations

  • participating in everyday exchanges, such as greeting and leave taking
  • interacting with the teaching team and visiting respected community members and community speakers, using appropriate protocols such as respect terms, behaviour and forms of address
  • introducing and describing self, family, friends, favourite objects and pets, using familiar and modelled language, supported by visual props such as drawings, photos
  • listening to questions (such as what, who, where) about self, family, friends and immediate environment and responding with words and actions, including gesture

  VCLVC130 | Languages | Victorian Aboriginal Languages | Foundation to Level 2 | Communicating | Socialising

• VCRAC006

  Participate in shared reading and play-acting, and respond through singing, chanting, action and movement

  Elaborations

  • participating in shared reading, sharing opinions and responding to questions
  • describing what is entertaining or appealing in imaginative texts, such as the characters, story or illustrations in books, songs, cartoons or comics
  • responding to imaginative texts such as stories, rhymes and songs through play-acting, illustrating or movement
  • participating in shared performance such as poetry and songs
  • interacting with a character or puppet in an imaginary situation or setting

  VCRAC006 | Languages | Roman Alphabet Languages | F–10 Sequence | Foundation to Level 2 | Communicating | Creating

• VCESU120

  Recognise and reproduce the sounds and rhythms of simple spoken Spanish, noticing how they are produced and how they are represented in writing

  Elaborations

  • becoming familiar with the Spanish alphabet, noticing that there is an additional letter as compared to English, ñ
  • imitating Spanish sounds such as j in viaje, ñ in niño, b and v (vaca y boca), ll in calle, and rr in carro
  • noticing that statements and questions have different intonations, for example, Fernando no está. ¿Fernando no está?
  • developing pronunciation, phrasing and intonation skills by singing, reciting and repeating words and phrases in context
  • experimenting with sounds in onomatopoeic words such as those related to animal sounds`, for example, pío, (pájaro), quiquiriquí (gallo), miau (gato), guau (perro)
  • noticing differences in punctuation between Spanish and English, such as inverted exclamation and question marks at the beginning of sentences

  VCESU120 | Languages | Spanish | F–10 Sequence | Foundation to Level 2 | Understanding | Systems of language

• VCADAE017

  Use fundamental locomotor and non-locomotor movements, body parts, bases and zones to explore safe movement possibilities and dance ideas

  Elaborations

  • exploring the movement possibilities of different body parts, in stillness and moving through space, using different body regions and from different body bases
  • exploring movement possibilities in response to stimulus such as words, stories, objects or images
  • using body parts in isolation and in combination to represent everyday movements, for example, brushing teeth or reading a book
  • using questions to explore forms and elements, for example, how they would move to express a word such as ‘swish’
  • using fabrics such chiffon or lycra, and equipment such as hoola hoops or lengths of rope, to create and extend dance ideas

  VCADAE017 | The Arts | Dance | Foundation Level | Explore and Express Ideas

• VCADAP019

  Use simple technical and expressive skills when presenting dance that communicates ideas to an audience

  Elaborations

  • presenting a learned sequence of movements to the class, teachers or parents, for example, a sequence the class has developed in response to a stimulus such as an image or a story
  • communicating ideas and feelings to an audience, for example, by stamping heavily or tip-toeing lightly, or using movement qualities such as slow, controlled sinking
  • using questions to explore how ideas are interpreted and presented in performance, for example, how were ideas communicated in their dance, or how would they describe the theme or ideas other students are communicating in their dance?
  • using expressive skills to engage the audience, for example, looking out to the audience and using facial expressions

  VCADAP019 | The Arts | Dance | Foundation Level | Present and Perform

• VCADAR020

  Respond to dance, expressing what they enjoy and why

  Elaborations

  • thinking about constructive feedback when revising their dance ideas
  • describing in words, symbols and/or images, the movements and phrases they create or how they have expressed a feeling by moving in particular ways
  • identifying movements such as jumps, turns, walking, sliding, twisting when viewing dance, for example, their peers, dancers in a live performance, dancers on film
  • using questions to evaluate dance they experience, as a dancer, and as an audience, what sort of movements did the dancers perform in the dances at a local festival, what were they wearing, what kind of music were they dancing to?

  VCADAR020 | The Arts | Dance | Foundation Level | Respond and Interpret

• VCAMUE017

  Explore sound and silence and ways of using their voices, movement and instruments to express ideas

  Elaborations

  • exploring ways of producing sound using their voices, body percussion, acoustic and electronic/digital instruments and objects individually and in groups, for example, responding to questions such as how can voices and instruments create long/short/loud/soft sounds?
  • practising matching pitch to sing in tune and experimenting with speaking and singing voice to recognise the differences
  • improvising movement to represent rhythmic patterns in songs they are learning
  • creating long/short/loud/soft sounds with their voices or instruments
  • experimenting with ways of using graphic notation to represent different qualities of sounds in music they are improvising, for example, high/low, long/short

  VCAMUE017 | The Arts | Music | Foundation Level | Explore and Express Ideas

• VCAMUM018

  Sing and play instruments to create and practise chants, songs and rhymes including those used by cultural groups in the local community

  Elaborations

  • practising techniques for singing songs and playing classroom instruments, for example through music games
  • singing and playing music to explore the expressive possibilities of their voices and instruments
  • learning songs that feature patterns or familiar language, for example, working with a Koorie Elder to learn counting songs, colour songs or alphabet songs in the local Aboriginal language
  • improvising and documenting (notate) patterns and soundscapes, for example using graphic notation
  • using questions such as ‘what did this music make you think about and why’ as a starting point for making decisions about how music will be performed

  VCAMUM018 | The Arts | Music | Foundation Level | Music Practices

• VCGGC060

  Collect and record geographical data and information from the field and other sources

  Elaborations

  • asking questions about features they observe in the local area and collecting and recording information using all their senses
  • using geographical tools, such as photographs taken from the air or a digital application such as Google Earth, to identify places ranging from those with largely natural features to those with largely constructed features
  • interviewing their grandparents or significant Elders to find out the places they visited when they were young
  • recording what they have learned about the different weather and seasons of places in a picture diary or a series of paintings, and annotating them with changes that occur throughout a year
  • recording how frequently they visit places and for what purpose

  VCGGC060 | The Humanities | Geography | Foundation to Level 2 | Geographical Concepts and Skills | Data and information

• VCICCB002

  Describe their experiences of intercultural encounters in which they have been involved

  Elaborations

  • exploring stories that describe experiences of intercultural encounters, for example, when students met someone who spoke a language different from their own
  • brainstorming a range of activities, locations, events or technologies that may provide intercultural experiences, such as international travel, visiting their local library, attending Chinese New Year celebrations, or speaking to relatives overseas through video chat applications
  • creating posters to identify how students celebrate or commemorate a range of cultural events
  • using images of people in Australia and other countries to ask students a set of reflective questions about culture, such as whether they’re curious about their own culture or more curious about other cultures

  VCICCB002 | Capabilities | Intercultural Capability | Foundation to Level 2 | Cultural Practices

• VCIDU012

  Reproduce the sound and spelling of the vowels and the letters c (ch) and trilled r, and recognise that Indonesian is written using the Roman alphabet

  Elaborations

  • imitating Indonesian pronunciation, for example, vowels, trilled r, c (ch) and the unaspirated sounds p, t and k
  • noticing that statements, commands and questions have different intonations
  • experimenting with sounds and emphasis such as onomatopoeic words related to animal or human sounds, for example, meong or ngeong (meowing), cit-cit (tweeting), gong-gong (barking) and hacciihh (sneezing)

  VCIDU012 | Languages | Indonesian | F–10 Sequence | Foundation to Level 2 | Understanding | Systems of language

• VCITC005

  Locate specific items of information in texts using early literacy skills

  Elaborations

  • participating in shared reading with the teacher, using contextual and visual clues such as illustrations in resources such as big books or digital books to decipher meaning
  • demonstrating understanding by using early literacy skills such as labelling, naming, pointing, matching, clicking and dragging, describing, drawing, tracing and miming
  • identifying words in written Italian
  • responding to questions eliciting specific details about participants, objects (size, colour) or events, for example, C’è il gatto? Sì/no. C’è il treno? Sì/no. È verde? Sì/no. Il treno è rosso? Sì/no. La pasta è buona? Sì/no

  VCITC005 | Languages | Italian | F–10 Sequence | Foundation to Level 2 | Communicating | Informing

• VCJAU120

  Recognise sounds and rhythms of spoken Japanese, and learn how sounds are produced and represented in the three different scripts

  Elaborations

  • recognising the concept of the basic unit of sound in Japanese (‘mora’: モーラ or 拍(はく)), for example, いいえ has three moras
  • understanding that the independent nasal sound ‘n’ (ん) has a mora of its own, for example, こんにちは
  • understanding that when pronouncing Japanese it is important to keep the length of each mora even
  • noticing that statements and questions have different intonation patterns

  VCJAU120 | Languages | Japanese | F–10 Sequence | Foundation to Level 2 | Understanding | Systems of language

• VCKOC120

  Participate in chants, choral and shared reading of short imaginative texts in audio-visual, print and digital media such as cartoons, stories or rhymes, and responding through play-acting, illustrating, miming or making short statements

  Elaborations

  • participating in shared reading, sharing opinions and responding to questions about imaginative texts
  • responding to imaginative texts including digital texts, stories, rhymes and songs through play-acting, illustrating, facial expression or movement
  • interacting with a character or puppet in an imaginary situation or setting, for example, 안녕하세요?; 저는 미나예요; 만나서 반가워요
  • making simple evaluative statements about favourite characters in stories, rhymes or songs, for example, … 좋아해요/싫어해요
  • re-creating stories, rhymes and songs through mime, dance or drawing with simple captions

  VCKOC120 | Languages | Korean | F–10 Sequence | Foundation to Level 2 | Communicating | Creating

• VCZHC003

  Locate information about family and familiar events from spoken and visual sources and convey this information in simple visual and oral texts

  Elaborations

  • using teacher scaffolding (for example, ‘We are going to listen for the information about the boy’s family members: what words might be used?’) to predict content before listening to spoken texts
  • matching information heard with pictures or other visual clues, such as identifying colours and fruit in game and real-life situations
  • sequencing pictures to describe events, guided by the teacher
  • responding to questions and retelling information obtained from listening to and viewing scaffolded models of texts, such as a video clip or an avatar of a Chinese student
  • practising tone, actions and gestures that support meaning to share information
  • expressing preferences, for example, 喜欢，不喜欢

  VCZHC003 | Languages | Chinese | Second Language Learner | F–10 Sequence | Foundation to Level 2 | Communicating | Informing

• VCARC108

  Listen to, view and read simple imaginative texts, including digital and multimodal texts, and respond by making simple statements about favourite elements and through action, mime, dance, drawing and other forms of expression

  Elaborations

  • participating in shared reading of imaginative texts, responding to questions and giving opinions about characters and events, for example,

    سامي ولد نشيط؛ الدّب حيوان لطيف؛ الأسد مفترس؛ الأسد صديق الفأر؛ الفراشة كبرت وعندها أجنحة

  • listening to, reading or viewing Arabic versions of stories they are familiar with in print, online or digital form, such as اليرقة الجاعة جداًّ , and re-creating them through mime, dance and drawing
  • responding to imaginative Arabic texts such as stories, rhymes and songs through play-acting, illustrating and movement
  • making simple statements in response to favourite characters in stories, rhymes, storyboards or songs, for example,

    أفضل الدب لأنه لطيف؛ أفضل السمكة الذهبية الجميلة

  VCARC108 | Languages | Arabic | F–10 Sequence | Foundation to Level 2 | Communicating | Creating

• VCARU114

  Recognise the letters and sounds of the Arabic alphabet and identify how letters are modified so they can be joined to form words

  Elaborations

  • recognising and reproducing the 28 letters of the alphabet and the three short and long vowels
  • recognising that Arabic words are written from right to left, numbers from left to right
  • recognising and producing distinctive Arabic sounds such as guttural sounds ع؛غ؛ق and other sounds such as

    ص؛ ض؛ ط؛ ظ؛ ح؛ خ

  • recognising that making Arabic words requires most letters to be joined, for example

    طار؛ طير؛ ذهب؛ أكل؛ شرب؛ ولد؛ أب؛ ام

  • developing pronunciation, phrasing and intonation skills by singing, reciting and repeating frequently used words and phrases, noticing that statements and questions have different intonation, for example,

    أكلت الطعام كله؟

  VCARU114 | Languages | Arabic | F–10 Sequence | Foundation to Level 2 | Understanding | Systems of language

• VCDEC106

  Identify key words and information in simple shared texts related to personal worlds

  Elaborations

  • recognising symbols, words and phrases of written German, for example, labels, titles and captions
  • recognising key words in stories, rhymes or songs, using intonation and visual cues such as gestures and facial expressions to assist understanding
  • demonstrating understanding by labelling, pointing, matching, clicking, dragging, drawing, miming, facial expressions and actions
  • locating specific words and expressions, for example, in spoken texts by clapping or raising hands, and in written texts by pointing to or highlighting the word(s)
  • ordering/matching items of information in relation to different texts, such as responding to questions about story, for example, Wer ist das? Er hat drei Brüder und wohnt in …

  VCDEC106 | Languages | German | F–10 Sequence | Foundation to Level 2 | Communicating | Informing

• VCDEC113

  Express aspects of self, such as family, school/class, age and language(s), noticing how these are part of one’s sense of identity

  Elaborations

  • identifying self as part of a family, class or peer group, and representing these relationships in a variety of ways, such as through drawing pictures or by adding captions to photos
  • describing what languages they know and are learning, for example, Ich kann Englisch und Arabisch. Ich lerne Deutsch
  • eliciting and giving personal information that signals identity within home and school contexts, including age and appearance, characteristics, class and school, for example, Ich bin sechseinhalb.; Ich habe braune Haare. Ich bin in Klasse 1F
  • investigating the question ‘Where do I belong at school?’ by analysing and describing various ways that schools identify different groups within a school, such as by class levels (Foundation to Year 6), different classroom teachers, different play areas, wearing of school uniform, or changing rights and responsibilities

  VCDEC113 | Languages | German | F–10 Sequence | Foundation to Level 2 | Communicating | Reflecting