VCICCB001 | Capabilities | Intercultural Capability | Foundation to Level 2 | Cultural Practices
VCIDU017 | Languages | Indonesian | F–10 Sequence | Foundation to Level 2 | Understanding | Role of language and culture
VCRAU017 | Languages | Roman Alphabet Languages | F–10 Sequence | Foundation to Level 2 | Understanding | Role of language and culture
VCTRU017 | Languages | Turkish | F–10 Sequence | Foundation to Level 2 | Understanding | Role of language and culture
VCVIU122 | Languages | Vietnamese | F–10 Sequence | Foundation to Level 2 | Understanding | Role of language and culture
VCHHK061 | The Humanities | History | Foundation to Level 2 | Historical Knowledge | Personal histories
VCHIC011 | Languages | Hindi | F–10 Sequence | Foundation to Level 2 | Communicating | Reflecting
VCKOU133 | Languages | Korean | F–10 Sequence | Foundation to Level 2 | Understanding | Role of language and culture
VCNRU017 | Capabilities | Critical and Creative Thinking | Foundation to Level 2 | Understanding | Role of language and culture
VCHPEP078 | Health and Physical Education | Levels 1 and 2 | Personal, Social and Community Health | Contributing to healthy and active communities
The curriculum for Levels 1 and 2 builds on the learning from Foundation Level and supports students to make decisions to enhance their health, safety and participation in physical activity. The content enables students to explore their own sense of self and the factors that contribute to and...
Level description | Health and Physical Education
By the end of Level 2, students describe changes that occur as they grow older. They recognise how strengths and achievements contribute to identities. They understand how emotional responses impact on others’ feelings. They examine messages related to health decisions and describe how to...
Level description | Health and Physical Education | Levels 1 and 2
VCJAU126 | Languages | Japanese | F–10 Sequence | Foundation to Level 2 | Understanding | Role of language and culture
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
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
By the end of Level 2, students begin to distinguish what is familiar and different in the ways culturally diverse individuals and families live. They describe their experiences of intercultural encounters, and identify cultural diversity in their school and/or community.
Students explain how they...
Level description | Capabilities | Intercultural Capability | Foundation to Level 2
From Foundation to Level 2, the curriculum focus is on developing the knowledge, skills and understandings to enable students to learn about cultures in their immediate world. For students at Foundation to level 2, learning typically focuses on their immediate family, home, school and friends....
Level description | Capabilities | Intercultural Capability
In Levels 1 and 2, students develop their awareness of how and why artists, craftspeople and designers express their ideas through different art forms. They enhance their perception skills as they examine and express familiar and new objects and events in their lives. They explore how and why...
Level description | The Arts | Visual Arts
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
By the end of Level 2, students interact with teachers and peers through action-related talk and play. They introduce themselves and exchange greetings such as Buenos días/tardes/noches, and farewells (for example, hasta pronto). They use simple repetitive language and respond to simple...
Level description | Languages | Spanish | F–10 Sequence | Foundation to Level 2