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• VCRAC009

  Create captions, labels and statements for the immediate learning environment

  Elaborations

  • writing captions, with support, for a photographic display about a class event or experience such as sports day or keeping a class pet to show parents/others
  • as a class, writing instructions for children on how to perform a game, noticing what can and cannot be translated easily, for example, duck duck goose
  • making own bilingual/picture dictionaries, captions, signs, labels and descriptions to convey culture-specific ideas
  • showing others how different gestures are used and discussing what they mean, for example, culturally appropriate ways of beckoning

  VCRAC009 | Languages | Roman Alphabet Languages | F–10 Sequence | Foundation to Level 2 | Communicating | Translating

• VCHPEP063

  Participate in play that promotes engagement with outdoor settings including aquatic and the natural environment

  Elaborations

  • exploring a range of ways to play and be active in outdoor, aquatic or natural settings
  • understanding how to be safe in the outdoors through play in natural environments

  VCHPEP063 | Health and Physical Education | Foundation Level | Personal, Social and Community Health | Contributing to healthy and active communities

• VCIDC009

  Create captions, labels and statements for the immediate learning environment in both Indonesian and English

  Elaborations

  • writing captions, with support, for a photographic display to show parents/others about a class event or experience such as sports day or keeping a class pet, for example, Ini kelas kami di kolam renang; Ini marmot kelas kami, namanya Henry
  • as a class, writing instructions for Indonesian children on how to perform a game, noticing what can and cannot be translated easily, for example, duck duck goose
  • making own bilingual/picture dictionaries, captions, signs, labels and descriptions to convey culture-specific ideas such as sawah, sepak takraw, lapangan futbal
  • showing others how different gestures are used and discussing what they mean, for example, beckoning with all fingers and with palm down

  VCIDC009 | Languages | Indonesian | F–10 Sequence | Foundation to Level 2 | Communicating | Translating

• 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

• VCDEC111

  Create print or digital texts such as labels, posters, word banks and wall charts for the immediate learning environment in both German and English

  Elaborations

  • collecting German and English words that are similar or identical in spelling and have the same meaning but are pronounced differently, for example, Baby, singen, braun, Klasse
  • making and displaying labels for common objects in the classroom and home
  • compiling and displaying illustrated class German–English and English–German dictionaries or alphabet posters of classroom language and key vocabulary

  VCDEC111 | Languages | German | F–10 Sequence | Foundation to Level 2 | Communicating | Translating

• VCDSCD021

  Use personal preferences to evaluate the success of design ideas, processes and solutions including their care for environment

  Elaborations

  • developing criteria for success with teacher guidance including consideration of impact on environment
  • recording a judgment about design ideas with teacher guidance, for example expressing own likes and dislikes about a design idea
  • reflecting on the processes and challenges of creating a designed solution and sharing these reflections using digital technologies, for example when growing a food product, designing a structure to take a load or making a nutritious snack
  • suggesting areas for design improvement

  VCDSCD021 | Technologies | Design and Technologies | Foundation to Level 2 | Creating Designed Solutions | Evaluating

• VCDTDI016

  Independently and with others create and organise ideas and information using information systems, and share these with known people in safe online environments

  Elaborations

  • using different types of data such as images, sound and text to create information for sharing online, for example creating a multimedia class profile that includes a photo of each student, a personal audio recording and a written message
  • planning and creating text, drawings and sound files to share online, for example jointly creating a photo story to illustrate a fable or fairy-tale from the Asia region or a local Aboriginal and Torres Strait Islander community story
  • making ethical decisions when using images for public viewing and using the work of others, for example asking the question ‘What is fair and just?’ to compare images of events or activities and decide whether or not to publish
  • participating in safe online environments, for example sharing ideas and information through intranets, messaging only to people they know, bookmarked websites and moderated online spaces

  VCDTDI016 | Technologies | Digital Technologies | Foundation to Level 2 | Data and Information

• VCELC111

  Create simple print or digital texts in Greek and English, such as captions and labels, for the immediate learning environment

  Elaborations

  • making and displaying labels in Greek for common objects in the classroom, for example, Η πόρτα, το τραπέζι, τα μολύβια
  • compiling and displaying illustrated Greek–English and English–Greek picture or digital dictionaries
  • matching Greek and English words, for example, name tags, through playing games such as memory or snap

  VCELC111 | Languages | Modern Greek | F–10 Sequence | Foundation to Level 2 | Communicating | Translating

• VCHHK063

  The history of a significant person, building, site or part of the natural environment in the local community and what it reveals about the past

  Elaborations

  • using the internet, newspapers, community information guides and local knowledge to identify and list the people and places promoted as being of historic interest in the local community
  • suggesting reasons for the location of a local landmark before searching for resources that provide an explanation
  • using books, newspapers, oral histories, audio visual material, digital sources, letters, photographs to investigate the history of a chosen person, building, site or landmark in the local community and relating a story these sources reveal about the past

  VCHHK063 | The Humanities | History | Foundation to Level 2 | Historical Knowledge | Community histories

• VCHIC005

  Use simple statements, gestures and support materials to convey factual information about self, family, friends and the immediate environment

  Elaborations

  • labelling or naming classroom items, resources and personal possessions, for example, मेज़, कुर्सी, कम्प्यूटर, पेंसिल, बस्ता
  • contributing to a class photo story by creating and reading captions to their own photos, for example, मैं ख़ुश/उदास हूँ।, or by presenting points of personal information, मुझे चॉक्लेट पसंद है। मेरे पास एक काली बिल्ली है। मैं एक अच्छी क्रिकेट खिलाड़ी हूँl
  • using simple sentence structures, familiar vocabulary and supporting gestures to talk about themselves and their immediate environment, for example, मेरे पास एक लाल गाड़ी है। मैं प्रार्थना करने मंदिर/ मस्जिद / गुरुद्वारे / गिरिजाघर जाता हूँ l
  • representing aspects of their daily routines by writing captions to drawings/pictures or attaching word bubbles, such as स्कूल जाना, दोपहर का खाना, पार्क में खेलना।
  • participating in ‘Show and Tell’ by presenting and commenting on items of personal interest, for example, मेरा पालतू जानवर; मेरा मनपसंद खिलौना

  VCHIC005 | Languages | Hindi | F–10 Sequence | Foundation to Level 2 | Communicating | Informing

• VCJAC117

  Create simple print or digital bilingual texts for the classroom environment, such as captions, labels and wall charts

  Elaborations

  • performing simple presentations for the school community that involve both Japanese and English language elements, such as a contribution to an assembly performance for Grandparents’ Day
  • creating bilingual wall charts or picture dictionaries with captions, stickers and simple descriptions in English to explain Japanese words and expressions that have particular cultural meaning
  • writing parallel captions in Japanese and English for a photographic display of a class event such as a sports carnival or pets’ day or about a topic such as caring for the school environment
  • creating sets of word cards in English and Japanese and playing matching games such as Memory or Snap

  VCJAC117 | Languages | Japanese | F–10 Sequence | Foundation to Level 2 | Communicating | Translating

• VCKOC123

  Create labels, captions or short statements in Korean and English for the immediate learning environment and for familiar objects or images

  Elaborations

  • creating a bilingual picture dictionary for their classroom use
  • matching Korean and English texts, for example, name tags of friends in Korean and English
  • creating bilingual captions in Korean and English for a photographic display using digital technologies to show parents or others about a class event or experience such as sports day, school camp or pets day

  VCKOC123 | Languages | Korean | F–10 Sequence | Foundation to Level 2 | Communicating | Translating

• VCLVC138

  Create simple oral, print or multimodal bilingual texts for the classroom environment, such as captions, signs, labels and wall charts

  Elaborations

  • creating bilingual picture word lists, dictionaries, and class reference books of words and their meanings
  • creating bilingual texts for the school community, such as signs or notices
  • performing presentations for the school community that involve elements from the language and from English, such as a contribution to an assembly or a performance for Grandparents’ Day
  • creating bilingual resources for classroom learning activities, such as sets of word cards for matching games
  • writing captions for a photographic display to show parents/others about a class event or experience, such as sports day or caring for the environment activities

  VCLVC138 | Languages | Victorian Aboriginal Languages | Foundation to Level 2 | Communicating | Translating

• VC2MFSP01

  sort, name and create familiar shapes; recognise and describe familiar shapes within objects in the environment, giving reasons

  Elaborations

  • sorting a collection of shapes into groups based on different features, such as the number of sides, colour or size, and describing how they have been sorted
  • creating a picture using a variety of shapes and a range of materials, including objects to trace around, describing the shapes they have created or used and sharing why they chose each shape in their picture
  • creating familiar shapes using groups of people; for example, holding hands and creating a circle
  • recognising and naming shapes that are (close to) rectangles, squares, triangles and circles in component parts of everyday items, for example, on bicycles, toy vehicles or kitchen pantry items
  • describing and naming shapes within objects that can be observed on Country/Place, recreating and sorting into groups based on their shape

  VC2MFSP01 | Mathematics | Mathematics Version 2.0 | Foundation Level | Space

• VCMMG081

  Sort, describe and name familiar two-dimensional shapes and three-dimensional objects in the environment

  Elaborations

  • sorting and describing squares, circles, triangles, rectangles, spheres and cubes

  VCMMG081 | Mathematics | Foundation Level | Measurement and Geometry | Shape

• VCNRC009

  Create simple print or digital texts in the language and English, such as captions and labels, for the immediate learning environment

  Elaborations

  • making and displaying labels or captions in the language being studied for common objects in the classroom
  • compiling and displaying illustrated picture or digital dictionaries
  • matching words in English and the language, for example, name tags, by playing games such as memory or snap

  VCNRC009 | Languages | Non-Roman Alphabet Languages | F–10 Sequence | Foundation to Level 2 | Communicating | Translating

• VCVIC114

  Create bilingual texts in both Vietnamese and English for the immediate learning environment such as labels, captions, wall charts and other resources

  Elaborations

  • creating bilingual identity cards that contain personal information, for example, Đây là tôi. Tôi có mắt màu đen. Tôi có tóc ngắn/‘This is me. I have brown eyes. I have short hair’
  • creating parallel cards (in English and Vietnamese) and playing matching games such as Memory or Snap
  • creating bilingual resources such as illustrated Vietnamese–English and English–Vietnamese wall charts or online flashcards for classroom use
  • creating bilingual captions in Vietnamese and English for a photographic display for the classroom about a class event or experience such as a sports day, multicultural day or school camp
  • making and displaying labels in Vietnamese and English for classroom objects

  VCVIC114 | Languages | Vietnamese | F–10 Sequence | Foundation to Level 2 | Communicating | Translating

• Mathematics: Foundation Level description

  In Foundation level, students play with objects and draw pictures to develop links between their immediate environment, everyday language and mathematical activity.

  Students classify and sort objects into sets and form simple correspondences between them. They decide when two sets are of equal...

  Level description | Mathematics

• Science: Foundation to Level 2 achievement standards

  By the end of Level 2, students describe examples of how people use science in their daily lives. They identify and describe examples of the external features and basic needs of living things. They describe how different places meet the needs of living things. They describe the properties, behaviour...

  Level description | Science | Foundation to Level 2

• Digital Technologies: Foundation to Level 2 achievement standards

  By the end of Level 2, students identify how common digital systems are used to meet specific purposes.

  Students use digital systems to represent simple patterns in data in different ways and collect familiar data and display them to convey meaning.

  Students design solutions to simple problems...

  Level description | Technologies | Digital Technologies | Foundation to Level 2