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• VCHHC055

  Identify perspectives about changes to daily life from people in the past or present

  Elaborations

  • discussing with parents and grandparents about life in the past
  • exploring stories from and about the past, for example letters, diaries, radio or television programs
  • inviting parents, grandparents and elders into the classroom to communicate about their childhoods and comparing their favourite toys with those of children today

  VCHHC055 | The Humanities | History | Foundation to Level 2 | Historical Concepts and Skills | Historical sources as evidence

• VCHHC056

  Identify examples of continuity and change in family life and in the local area by comparing past and present

  Elaborations

  • suggesting ideas about what objects from the past may have been used for
  • distinguishing between what is old and what is new, using such clues as the condition of the object
  • locating historical evidence of the local community including signs of the past in the present, for example, place and street names, monuments, built and non-built historical landmarks
  • identifying features of a site, such as dates, decorations and plaques on buildings, that reveal its past

  VCHHC056 | The Humanities | History | Foundation to Level 2 | Historical Concepts and Skills | Continuity and change

• VCPSCSE003

  Recognise that problems or challenges are a normal part of life and that there are actions that can be undertaken to manage problems

  Elaborations

  • developing a list of responses to the prompt ‘It is important to keep trying because...’
  • describing a challenge you may have faced in the last week, such as making a new friend, and create a list of actions that could assist
  • developing a list of challenges that a student in Prep may face this year, such as learning to swim or looking after their possessions, and discuss why it is important to keep trying

  VCPSCSE003 | Capabilities | Personal and Social Capability | Foundation Level | Self-Awareness and Management | Development of resilience

• VCSSU046

  Observable changes occur in the sky and landscape; daily and seasonal changes affect everyday life

  Elaborations

  • recording short and longer term patterns of events that occur on Earth and in the sky, for example, the appearance of the moon and stars at night, the weather and the seasons
  • linking changes in the daily weather to the way we modify our behaviour and dress for different conditions, including examples from different cultures
  • investigating how changes in the weather might affect animals such as pets, animals that hibernate, or migratory animals

  VCSSU046 | Science | Foundation to Level 2 | Science Understanding | Earth and space sciences

• 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

• History: Foundation to Level 2 achievement standards

  By the end of Level 2, students explain aspects of daily life to identify how some aspects have changed over time, while others have remained the same. They describe personal and family life, a person, a site, or an event of significance in the local community.

  Students use sources (physical, visual...

  Level description | The Humanities | History | Foundation to Level 2

• VCASFC005

  Present information about self, family, people, places and things using signed descriptions and visual prompts

  Elaborations

  • describing an object, animal or person using lexical adjectives, for example colours, or SASS depicting signs relating to size and shape
  • contributing to a digital class presentation such as a video by signing a description of their own photo or piece of work
  • demonstrating a simple procedure using list buoys and related sign vocabulary to demonstrate the different steps
  • labelling objects in the classroom and in learning resources such as books and wall charts with pictures of signs
  • recounting to the class details of a personal experience such as a holiday or weekend event
  • reporting aspects of their daily routines or family life, such as how they travel to school or what they eat for lunch
  • categorising and displaying pictures of signs, for example on a handshape wall
  • presenting specific information such as a weather report using visual prompts or a digital presentation
  • sharing information about their family, home or local community with their classmates, for example, through signed commentary to a display or digital presentation
  • reporting key elements obtained from predominantly visual infographics or diagrams related to different learning areas, for example, life cycle charts
  • providing information needed to complete an information-gap activity, for example, ‘20 Questions’ with yes/no answers, or ‘Guess Who?’

  VCASFC005 | Languages | Auslan | First Language Learner | F–10 Sequence | Foundation to Level 2 | Communicating | Informing

• History: Foundation to Level 2 description

  Personal and Community Histories

  In Foundation to Level 2, students study personal, family and local history. Students learn about their own history and that of their family, including stories from different cultures and other parts of the world. As participants in their own history, students develop...

  Level description | The Humanities | History

• 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

• VCSSU043

  Living things grow, change and have offspring similar to themselves

  Elaborations

  • representing personal growth and changes from birth
  • exploring the different characteristics of the life stages in animals, for example, butterflies or frogs

  VCSSU043 | Science | Foundation to Level 2 | Science Understanding | Biological sciences

• VCSIS050

  Respond to and pose questions, and make predictions about familiar objects and events

  Elaborations

  • considering questions relating to objects used in everyday life and changes in the weather
  • thinking about ‘What will happen if...?’ type questions about everyday objects and events

  VCSIS050 | Science | Foundation to Level 2 | Science Inquiry Skills | Questioning and predicting

• VCPSCSE002

  Identify their likes and dislikes, needs and wants, abilities and strengths

  Elaborations

  • discussing and listing individual likes, interests and dislikes
  • comparing needs and wants in daily life by asking the question ‘could you live without this?’
  • exploring abilities, strengths and achievements and share with others

  VCPSCSE002 | Capabilities | Personal and Social Capability | Foundation Level | Self-Awareness and Management | Development of resilience

• VCLVU146

  Notice that languages borrow words from each other

  Elaborations

  • noticing Aboriginal words and phrases used in everyday Australian life, for example, koala, euro, billabong, dingo
  • recognising that some words in the language have come from other languages
  • recognising words in English that have been borrowed from other languages

  VCLVU146 | Languages | Victorian Aboriginal Languages | Foundation to Level 2 | Understanding | Language variation and change

• VCVIU121

  Recognise that Australia is a multilingual society and that Vietnamese is one of the major community languages in Australia

  Elaborations

  • exploring and naming different languages that they have encountered in everyday life, for example, languages of their parents, grandparents, neighbours or classmates
  • exploring the range of languages spoken in Australia, including Aboriginal languages and Torres Strait Islander languages, Asian languages and world languages

  VCVIU121 | Languages | Vietnamese | F–10 Sequence | Foundation to Level 2 | Understanding | Language variation and change

• VCESU124

  Understand that the English and Spanish languages borrow words from each other

  Elaborations

  • recognising words in Spanish that are borrowed from English (email, chat, bacon) and words in English that are borrowed from Spanish (patio, siesta, taco, tango, burrito, mosquito)
  • comparing how Spanish words that are used in everyday life in Australia (poncho, chocolate, tapas, paella, chorizo) are pronounced by speakers of English and Spanish

  VCESU124 | Languages | Spanish | F–10 Sequence | Foundation to Level 2 | Understanding | Language variation and change

• VCITU017

  Recognise that Italian and English borrow words from each other

  Elaborations

  • noticing words in Italian that are the same as in English, for example, computer, sport
  • noticing Italian words and phrases used in everyday life in Australia, for example, in the world of food (gelato, spaghetti), music (opera, forte, piano) and the arts (fresco)
  • observing that some of the Italian words which do not end with a vowel are also used in English, for example, robot, yogurt

  VCITU017 | Languages | Italian | F–10 Sequence | Foundation to Level 2 | Understanding | Language variation and change

• VCKOU132

  Recognise that Korean is one of many languages spoken in multicultural Australia and in the world

  Elaborations

  • understanding that the world contains many different languages spoken by many different communities of speakers and that most people in the world speak more than one language
  • naming languages they have encountered in their everyday life, such as the languages of their neighbours or classmates
  • exploring the range of languages spoken in Australia, including Aboriginal languages and Torres Strait Islander languages, Asian languages and world languages

  VCKOU132 | Languages | Korean | F–10 Sequence | Foundation to Level 2 | Understanding | Language variation and change

• VCRAC005

  Give factual information about self, family and significant objects using labels, captions and descriptions

  Elaborations

  • recounting with the class details about shared events such as sports day, excursions, a class visit or holidays
  • participating in ‘show and tell’, presenting topics of daily life and personal interest
  • describing aspects of shared knowledge about the use of the language, such as by pointing to places on a map or at pictures of foods, flora and fauna
  • using key words and phrases to describe aspects of a video clip, photo story, or excerpt from a television program

  VCRAC005 | Languages | Roman Alphabet Languages | F–10 Sequence | Foundation to Level 2 | Communicating | Informing

• VCHHC053

  Sequence significant events about personal and family history to create a chronological narrative

  Elaborations

  • ordering significant personal events or milestones using photographs or drawings, for example, walking, talking, the birth of a sibling, moving house, an illness, an achievement, first day at school
  • 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
  • creating a timeline, slideshow or story using photos
  • relating a story about life in their parent’s or grandparent’s time (orally or through pictures and photographs)
  • inquiring from members of their families where they were born and raised

  VCHHC053 | The Humanities | History | Foundation to Level 2 | Historical Concepts and Skills | Chronology

• 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