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• VCMNA077

  Follow a short sequence of instructions

  Elaborations

  • carrying out a specified sequence of actions to move an object from one location to another
  • playing a simple rule-based game moving a specified number of places according to the result on a die in a chance-based game

  VCMNA077 | Mathematics | Foundation Level | Number and Algebra | Patterns and algebra

• VCDSCD022

  Sequence steps for making designed solutions

  Elaborations

  • checking that key features have been included in design plans and drawings by referring to identified criteria for success
  • using lists or storyboarding when planning and making, for example, using an electronic planting calendar
  • recording the procedure for making a product, for example, writing a list of key steps for making a recipe or writing instructions for making a container

  VCDSCD022 | Technologies | Design and Technologies | Foundation to Level 2 | Creating Designed Solutions | Planning and managing

• 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

• 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

• VCZHC115

  Locate information about people and objects from a range of sources, and sequence events

  Elaborations

  • sharing information with the class on topics of interest (for example, 我的宠物), providing information and answering peers’ questions, for example, 我的猫很小，有棕色和白色的毛
  • identifying details about people and events heard in media texts, including children’s educational TV programs

  VCZHC115 | Languages | Chinese | Background Language Learner | F–10 Sequence | Foundation to Level 2 | Communicating | Informing

• VCDTCD017

  Follow, describe and represent a sequence of steps and decisions (algorithms) needed to solve simple problems

  Elaborations

  • experimenting with very simple, step-by-step procedures to explore programmable devices, for example providing instructions to physical or virtual objects or robotic devices to move in an intended manner
  • jointly writing and entering a simple set of instructions to sequence events and actions, for example scanning personal photographs and collating and ordering significant personal events or milestones and describing the steps involved in the process
  • presenting a sequence of instructions or events in a series of slides or screens with text and pictures
  • recognising sequences of instructions or events that are commonly experienced such as the sequence of traffic lights, or how their lunch order is taken and delivered
  • following a series of instructions to use a piece of hardware or software, for example taking a photograph, editing and storing it to include in a slow motion

  VCDTCD017 | Technologies | Digital Technologies | Foundation to Level 2 | Creating Digital Solutions

• VCHPEM064

  Practise fundamental movement skills and movement sequences using different body parts and in response to stimuli in indoor, outdoor and aquatic settings

  Elaborations

  • performing locomotor skills in any direction from one point to another
  • sending, controlling and receiving objects at different levels and in different ways
  • performing a range of water confidence skills
  • creating movement sequences without equipment
  • responding with movement to rhythm, beat, music and words

  VCHPEM064 | Health and Physical Education | Foundation Level | Movement and Physical Activity | Moving the body

• VC2MFA01

  follow a short sequence of instructions; recognise, copy, continue and create repeating patterns represented in different ways

  Elaborations

  • carrying out a specified sequence of actions to move an object from one location to another
  • playing a simple rule-based game, moving a specified number of places according to the result on a dice in a chance-based game
  • recognising, copying and describing different repeating patterns using materials, shapes, sounds and movements during activities and play; for example, making a bead necklace and describing the pattern they have created, such as ‘red, blue, green, red, blue, green, red, blue, green’, or copying repeating patterns of drumbeats or dance moves during music activities
  • recognising repeating patterns used at home and in daily activities to help make tasks easier or to solve problems; for example, setting the table to eat
  • recognising and describing repeating patterns that can be observed on Country/Place and in Aboriginal and Torres Strait Islander artwork, cultural performances and material cultures, for example, shell and seed necklaces, dances and songs

  VC2MFA01 | Mathematics | Mathematics Version 2.0 | Foundation Level | Algebra

• VC2MFM02

  sequence days of the week and times of the day, including morning, lunchtime, afternoon and night-time, and connect them to familiar events and actions

  Elaborations

  • ordering images of daily events on a string line across the room, and justifying the placement by referring to morning, lunchtime, afternoon and night-time
  • distinguishing between the days of the school week and weekends, and recognising that the days of the week form a sequence that repeats, with Monday always following on from Sunday
  • sequencing the events from a story in the order in which they occurred, using language like ‘this happened first’ then ‘this happened next’
  • creating, interpreting and discussing classroom rosters, for example, a roster for watering the classroom garden, and asking, ‘Who watered the garden yesterday?’ or ‘Whose turn is it today?’
  • creating a pictorial diary to show the important events that happen on the various days of the week

  VC2MFM02 | Mathematics | Mathematics Version 2.0 | Foundation Level | Measurement

• 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

• VCARC107

  Share information obtained from different sources, including online and digital sources, by listing, tabulating or sequencing information and using illustrations and gestures to support meaning

  Elaborations

  • creating short texts to label and describe personal possessions and objects in the classroom using simple sentences, for example,

    حقيبتي كبيرة وثقيلة؛ صفي صغير وجميل؛ طاولة المعلمة غير مرتبة؛ النافذة في الصف مكسورة؛ عندنا لوح ذكي جديد في الصف؛ صديقي وليد يجلس معي

  • reporting information gathered from peers about their families, using modelled language such as

    وليد لا يحب الحساب ولا القراءة؛ فادية عندها أخ صغير في المدرسة؛ فاطمة تسكن في شقة؛ مازن يحب الديناصورات

  • contributing aspects of personal information to a class digital photo story, for example, writing or reading aloud captions to own photos

    هذه أنا عندما كان عمري أربع سنوات؛ كان شعري طويلاً؛ هذا مازن؛ كان يبكي في الصباح؛ صورة أميرة كانت على حقيبتي؛ هاني يحب الكرة؛ هذه أنا أكتب الحروف؛ هذا شادي يلون صورة؛ هذه عبير ترسم شجرة

  • sharing information about self, home, family and favourite possessions, using simple sentence structures, familiar vocabulary, appropriate gestures and concrete materials such as toys, for example,

    هذه لعبتي؛ اشترت أمي لي هذه اللعبة في عيد ميلادي؛ أسمها "ميلاني"؛ أحب ميلاني كثيراً؛ تنام ميلاني معي في سريري

    هذا الديناصور أسمه "ريكس"؛ أبي اشتراه لي في العطلة؛ ريكس صديقي؛ ألعب معه في البيت

  VCARC107 | Languages | Arabic | F–10 Sequence | Foundation to Level 2 | Communicating | Informing

• Dance: Foundation Level achievement standards

  By the end of Foundation, students make and perform dance sequences and demonstrate safe dance practice.

  Students describe what happens in dance they make, perform and view.

  Level description | The Arts | Dance | Foundation Level

• 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

• Mathematics Version 2.0: Foundation Level achievement standards

  By the end of Foundation, students make connections between number names, numerals and position in the sequence of numbers from zero to at least 20. They use subitising and counting strategies to quantify collections. Students compare the size of collections to at least 20. They partition...

  Level description | Mathematics | Mathematics Version 2.0 | Foundation Level

• Design and Technologies: Foundation to Level 2 achievement standards

  By the end of Level 2, students describe the purpose of familiar designed solutions and how they meet the needs of users and affect others and environments. They identify the features and uses of some technologies for each of the prescribed technologies contexts.

  With guidance, students create...

  Level description | Technologies | Design and Technologies | Foundation to Level 2

• VCMMG079

  Compare and order the duration of events using the everyday language of time

  Elaborations

  • knowing and identifying the days of the week and linking specific days to familiar events
  • sequencing familiar events in time order

  VCMMG079 | Mathematics | Foundation Level | Measurement and Geometry | Using units of measurement

• VCELY153

  Use comprehension strategies to understand and discuss texts listened to, viewed or read independently

  Elaborations

  • talking about the meanings in texts listened to, viewed and read
  • visualising elements in a text (for example drawing an event or character from a text read aloud)
  • providing a simple, correctly-sequenced retelling of narrative texts
  • relating one or two key facts from informative texts
  • finding a key word in a text to answer a literal question
  • making links between events in a text and students’ own experiences
  • making an inference about a character's feelings
  • discussing and sequencing events in stories
  • drawing events in sequence, recognising that for some Aboriginal and Torres Strait Islander stories the sequence of events may be cyclical

  VCELY153 | Curriculum content | English | Foundation Level | Reading and Viewing | Literacy

• Digital Technologies: Foundation to Level 2 description

  In Foundation to Level 2, students are introduced to common digital systems and patterns that exist within data they collect. Students organise, manipulate and present this data, including numerical, categorical, text, image, audio and video data, in creative ways to create meaning.

  Students use...

  Level description | Technologies | Digital Technologies

• English: Foundation Level description

  In the Foundation level, students communicate with peers, teachers, known adults, and students from other classes.

  Students engage with a variety of texts for enjoyment. They listen to, read and view spoken, written and multimodal texts in which the primary purpose is to entertain, as well as some...

  Level description | English

• 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