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• VCDEC105

  Recognise and respond to instructions and questions about activities, games and classroom routines, and make polite requests

  Elaborations

  • responding with actions/gestures to questions such as Wo ist … ? and instructions such as Bitte aufstehen, (Klasse 1)! Hände auf den Kopf! Alle zusammen! Achtung!
  • recognising and responding to simple questions, using supporting intonation and gestures, for example, Wer/Was ist das? Das ist … ? Ist das … ? Nein, das ist ...
  • using German for everyday routines such as roll call (Hier bin ich) or naming the day of the week (Es ist Montag)
  • following simple directions supported by gestures to locate items in the classroom or playground, for example, links, rechts, auf dem Boden, hinter Peter, unter dem Tisch
  • responding to and making polite requests, for example, Ich möchte … , bitte. Bitte schön!

  VCDEC105 | Languages | German | F–10 Sequence | Foundation to Level 2 | Communicating | Socialising

• VCELC104

  Participate in guided activities and simple exchanges, such as songs, rhymes, and games, using simple repetitive language

  Elaborations

  • singing and adapting rhymes, action songs, rap, lullabies and counting songs such as Γύρω, γύρω, γύρω, μέσα, μέσα, μέσα ... έξω, έξω, έξω, Κεφάλι, χέρια, πόδια, Ένα, δύο, τρία κουνελάκια, Πάνω τα χεράκια, Το δαχτυλίδι
  • performing actions when singing songs and chants
  • making simple transactions using modelled language such as Μια μπανάνα παρακαλώ, ορίστε, ευχαριστώ, παρακαλώ, for example, in role-playing
  • playing games such as matching pairs, memory games and bingo to reinforce vocabulary

  VCELC104 | Languages | Modern Greek | F–10 Sequence | Foundation to Level 2 | Communicating | Socialising

• VCFRU015

  Understand that French speakers use language differently in different situations, such as in playground games, at home with the family or in the classroom

  Elaborations

  • noticing that different kinds of language are used in different situations and with different people, for example, exchanges between children and parents (Un bisou, Papa! Je t’aime, ma puce!) and exchanges between children and unfamiliar adults (Bonjour, Madame, comment ça va?)
  • understanding that language varies according to context and situation, for example, language used for play with friends (vas-y! bravo! cours! à moi!) is less formal than language used with teachers (Pardon, Monsieur Falcon; je suis désolé; je m’excuse...)
  • understanding that language forms such as greetings vary according to the time of day or the occasion, for example, bonjour, bonsoir, bonne nuit, bonne année, bon anniversaire
  • understanding that language associated with particular interactions can vary in different cultural contexts, for example, the use of first names in Australian or American English compared to the use of titles and family names in French or Japanese

  VCFRU015 | Languages | French | F–10 Sequence | Foundation to Level 2 | Understanding | Language variation and change

• VCHIC002

  Participate in guided activities, such as songs, games, simple tasks and transactions, using movement, gestures, pictures and concrete materials to support meaning

  Elaborations

  • participating in songs, rhymes and chants, imitating and repeating sound patterns and experimenting with alliteration and rhyme, for example, मछली जल की रानी है; लकड़ी की काठी; चंदा मामा दूर के; नानी तेरी मोरनी को; रे मामा रे मामा रे
  • participating in traditional and contemporary games such as खो-खो, पिट्ठू, गिल्ली-डंडा, कबड्डी that involve repetitive phrases and behaviours, for example, भागो; जल्दी करो; गेंद पकड़ो; बहुत अच्छे; शाबाश!
  • using appropriate phrases and expressions when taking turns in games such as साँप और सीढ़ी; कैरम बोर्ड, for example, तुम्हारी बारी; अब मैं पासा फेंकता हूँ; गोटियाँ चलो।
  • responding to instructions by using actions such as forming groups, taking up positions or placing/removing objects in activities that involve concepts such as space, time and memory
  • participating in activities that involve competing and guessing, matching or choosing objects, using modelled questions and responses and phrases such as मैं जीत गया; तुम हार गए; बाहर फेंको; अब कौन ढूँढेगा; चलो दौड़ लगाते हैं; बेईमानी मत करो
  • swapping items or describing and classifying objects and attributes such as shapes, colours and numbers, for example, तुम्हें कौन सा रंग चाहिए? अगर तुम मुझे लाल कंचे दो तो मैं तुम्हें नीले कंचे दे दूँगा।

  VCHIC002 | Languages | Hindi | F–10 Sequence | Foundation to Level 2 | Communicating | Socialising

• VCITC003

  Participate in real or simulated transactions using simple language and gestures in activities and games involving buying and selling

  Elaborations

  • participating in a guided role-play in a shop or at the market, for example, una banana per favore… ecco …; un gelato per favore; Ecco il gelato
  • selecting between given options relating to foods, toys or classroom items, for example, Posso avere …? Vuoi …? Cosa vuoi? Voglio una pesca. E tu, cosa prendi?

  VCITC003 | Languages | Italian | F–10 Sequence | Foundation to Level 2 | Communicating | Socialising

• VCJAC110

  Participate in guided group activities such as games, songs and simple tasks, using movement, gestures and pictures to support understanding and to convey meaning

  Elaborations

  • singing and responding to action songs such as むすんでひらいて, ひげじいさん, きらきらぼし, おおきなくりのきのしたで、 or tongue twisters (早(はや)口(くち)言(こと)葉(ば)) such as なまむぎなまごめなまたまご、 あかパジャマきパジャマちゃパジャマ
  • playing じゃんけんぽん and using it in interactions such as turn-taking
  • participating in games, tasks and activities that involve guessing, matching and choosing objects, such as Bingo, Snap or Go Fish, using modelled questions and responses, for example,
    うさぎ　です　か。はい/いいえ。はい、うさぎ　です。
    いいえ、うさぎ　じゃない　です。
  • using formulaic phrases related to playing games, for example, つぎ、　はい！、　かった、 まけた、ざんねん、あたり、はずれ
  • using rehearsed language to collaborate in craft activities, for example, のり　を　ください。はい、どうぞ。

  VCJAC110 | Languages | Japanese | F–10 Sequence | Foundation to Level 2 | Communicating | Socialising

• VCLVC131

  Participate in guided group activities, such as games, songs and simple tasks, using movement and gestures to support understanding and to convey meaning

  Elaborations

  • participating in games, tasks and activities that involve turn taking, guessing, matching and choosing objects using modelled questions and responses
  • participating in action games and songs by matching actions to words
  • following instructions by moving around or locating objects in the classroom
  • accompanying respected community members to gather traditional materials, such as nuts, twigs, bark, seeds, shells for use in craft related language activities
  • working collaboratively on a class performance or activity
  • working collaboratively to adapt and perform action songs, for example, by changing lyrics, substituting words and phrases based on modelled patterns, rehearsing and performing songs with appropriate gestures and actions
  • grouping and sorting natural objects from Country/Place, for example, leaves, stones, shells according to culturally appropriate categories

  VCLVC131 | Languages | Victorian Aboriginal Languages | Foundation to Level 2 | Communicating | Socialising

• VCVIC107

  Participate in guided group activities such as songs, rhymes, games and transactions, using modelled repetitive language

  Elaborations

  • making simple requests using Làm ơn and expressing thanks with Cảm ơn
  • participating in songs, rhymes and chants by using repetitive language and actions, for example, Kìa con bướm vàng, Tết đến rồi, Rước đèn tháng Tám
  • participating in traditional and contemporary games (for example, Tập tầm vông) or activities that involve taking turns, making choices or swapping items, for example, forming groups using numbers or colours for activities such as telling the time or counting or memory games (for example, Mấy giờ rồi ông sói ơi?)

  VCVIC107 | Languages | Vietnamese | F–10 Sequence | Foundation to Level 2 | Communicating | Socialising

• 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

• 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

• 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

• Victorian Aboriginal Languages: Foundation to Level 2 description

  Students learn about Country/Place and community by interacting with respected community members, by exploring Country/Place, and by engaging with stories, songs and other texts such as videos, maps, and pictures. They learn about the concepts of kin and social groupings.

  Students use the language...

  Level description | Languages | Victorian Aboriginal Languages

• VCARC104

  Engage in guided group activities and transactions such as playing games, role-playing, singing and dancing, and communicate ideas, using movement, gestures and pictures to support meaning

  Elaborations

  • participating in group activities by singing, chanting and performing actions
  • engaging in simple transactions in role-plays, such as making requests using من فضلك؛ أقدر أن , and expressing thanks, for example

    شكراً؛ شكراً جزيلاً

  • following instructions such as ضع يدك على رأسك؛ أغمض عينيك؛ أنظر إلي؛ إرفع يدك for a variety of language games
  • providing simple information about familiar objects and people, using pictures and crafts to support communication, for example,

    طاولة صغيرة؛ قلم رصاص؛ تلميذ شاطر؛ معلم جيد؛ شجرة كبيرة؛ بيت واسع؛ بنت جميلة؛ أمي طيبة؛ أبي حنون

  VCARC104 | Languages | Arabic | F–10 Sequence | Foundation to Level 2 | Communicating | Socialising

• VCASFC137

  Notice what is similar to or different from their own language and culture when interacting with stories, games and different forms of artistic expression in Auslan and from Deaf culture

  Elaborations

  • responding to teacher prompts in Auslan or English to capture their impressions when viewing images, video clips or stories in Auslan, for example:
    PRO2 LOOK VIDEO. LOOK WHAT?
    You saw the video. What did you notice?
    HAVE SAME? HAVE DIFFERENT? WHAT?
    What’s the same? What’s different?
    
  • comparing aspects of their own lives with those of deaf children represented in digital images, video clips and stories, for example, ways of playing games, telling stories or interacting at school, home and in the community
  • describing how it feels to use Auslan to communicate or to watch Auslan being used by others, for example by responding to questions such as What are the main differences you notice when observing conversations between hearing people and between deaf people?
  • discussing changes or adaptations they make to their communicative style when using Auslan, for example waiting until they have a deaf person’s visual attention before signing to them, maintaining eye contact when the other person is signing to them

  VCASFC137 | Languages | Auslan | Second Language Learner | F–10 Sequence | Foundation to Level 2 | Communicating | Reflecting

• VCKOC116

  Engage in guided group activities and simple exchanges such as playing games; group singing or dancing; contributing ideas through key words, images, mimes

  Elaborations

  • participating in group singing and chanting and performing actions, for example, 가나다 노래, 안녕 노래
  • making simple requests using … 주세요 and expressing thanks, 고맙습니다
  • providing descriptions of familiar objects or people, for example, 마이클이에요, 코예요
  • following instructions for language games such as pass the message, 코코코 놀이

  VCKOC116 | Languages | Korean | F–10 Sequence | Foundation to Level 2 | Communicating | Socialising

• VC2M1A01

  recognise, continue and create pattern sequences, with numbers, symbols, shapes and objects including Australian coins, formed by skip counting, initially by twos, fives and tens

  Elaborations

  • using number charts, songs, rhymes and stories to establish skip counting sequences of twos, fives and tens
  • using shapes and objects to represent a growing pattern formed by skip counting; for example, using blocks or beads to represent the growing patterns 2, 4, 6, 8, 10 … and 5, 10, 15, 20 …
  • recognising the patterns in sequences formed by skip counting; for example, recognising that skip counting in fives starting from zero always results in either a 5 or zero as the final digit
  • counting by twos, fives or tens to determine how much money is in a collection of coins or notes of the same denomination, for example, 5-cent, 10-cent and $2 coins or $5 and $10 notes
  • using different variations of the popular Korean counting game Sam-yuk-gu for generating skip counting pattern sequences

  VC2M1A01 | Mathematics | Mathematics Version 2.0 | Level 1 | Algebra

• Auslan - Second Language Learner - F–10 Sequence: Foundation to Level 2 achievement standards

  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

• German - F–10 Sequence: Foundation to Level 2 achievement standards

  By the end of Level 2, students interact with teachers and peers through action-related talk and play. They introduce themselves, exchange greetings and farewells, for example, Ich heiße … Auf Wiedersehen! and express likes and dislikes. When interacting, they use short formulaic...

  Level description | Languages | German | F–10 Sequence | Foundation to Level 2

• VCITC008

  Create stories and perform imaginary experiences

  Elaborations

  • drawing illustrations and using captions, for example, making a big book or photo story, as guided by the teacher
  • performing an imagined event to entertain others
  • matching or sequencing pictures to create a story

  VCITC008 | Languages | Italian | F–10 Sequence | Foundation to Level 2 | Communicating | Creating

• Spanish - F–10 Sequence: Foundation to Level 2 achievement standards

  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