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• VCFRU016

  Understand that all languages continuously change through contact with each other and through changes in society

  Elaborations

  • understanding that languages and cultures change in response to new ideas and social and cultural developments (globalisation)
  • recognising that languages borrow from each other, that many French words are used in English (for example, ‘croissant’, ‘menu’, ‘chauffeur’, ‘chef’, ‘ballet’) and many English words are used in French, for example, le week-end, le parking, le cowboy
  • understanding that some languages are continuously growing while others, such as many Indigenous languages throughout the world, are endangered or being revived

  VCFRU016 | Languages | French | F–10 Sequence | Foundation to Level 2 | Understanding | Language variation and change

• VCESC110

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

  Elaborations

  • participating in games or activities that involve taking turns, making choices or swapping items, such as number, time-telling or memory games (¿Qué hora es señor Lobo?, El escondite inglés, La vaca eres tú), using language such as me toca; gané; te toca
  • contributing to class activities or projects that involve naming, illustrating and labelling, such as creating a class garden, or a photo or digital display of a shared event or activity
  • participating in tasks involving exchanging, sorting and classifying objects and attributes such as shapes, colours and numbers, using simple question forms and affirmative/negative responses, for example, ¿Tienes un triángulo amarillo? Sí, toma. ¿Tienes un círculo rojo? No, tengo un círculo azul
  • participating in songs and chants such as counting songs or rhyming games by singing and performing actions, for example, Mi carita redondita, Había una vez un barquito chiquitito, Un elefante se balanceaba

  VCESC110 | Languages | Spanish | F–10 Sequence | Foundation to Level 2 | Communicating | Socialising

• VCASFC127

  Participate in simple interactions with their peers and teachers using high-frequency signs, non-manual features and gestures to talk about self, family and class activities

  Elaborations

  • using greetings and farewells following modelled signs such as HELLO, HOW-ARE-YOU? SEE LATER, GOOD MORNING M-R J-O-N-E-S
  • asking and answering questions that require an affirmative or negative response, for example:
    WANT PLAY HIDE-AND-SEEK?
    Do you want to play hide and seek?
    PRO2 ALIGHT?
    Are you alright?
    
  • asking and answering simple questions about family, friends and pets, such as:
    PRO2 BIRD HAVE PRO2?
    Do you have a bird?
    PRO1 DON’T-HAVE
    I don’t have one.
    SISTER-BROTHER HOW MANY?
    How many brothers and sisters do you have?
    2 BROTHER 1 SISTER
    Two brothers and one sister.
    
  • describing the appearance of people or objects using simple statements and supporting pictures or props, for example:
    PRO3 HAVE DS:curly-hair
    He has curly hair.
    THAT HORSE BIG
    The horse is big.
    
  • expressing likes and dislikes using simple statements such as:
    PRO1 LIKE SCHOOL
    I like school.
    FLOWER DON’T-LIKE
    I don’t like flowers.
    PRO1 HATE APPLES
    I hate apples.
    
  • expressing feelings using lexical signs and affective NMFs, for example:
    PRO1 HAPPY
    I’m happy.
    PRO3 GRUMPY
    She’s grumpy.
    
  • expressing wishes for particular occasions or events, for example, THANK-YOU, GOOD-LUCK or HAPPY BIRTHDAY
  • making arrangements using simple time markers without numeral incorporation, for example, TODAY, TOMORROW, NEXT-WEEK
  • referring to family members and classmates by fingerspelling a name or using a sign name
  • describing what they are doing in class activities using plain verbs, for example, PRO1 RUN, PRO1 READ

  VCASFC127 | Languages | Auslan | Second Language Learner | F–10 Sequence | Foundation to Level 2 | Communicating | Socialising

• VCASFC129

  Develop interaction and communication skills for participation in regular class routines and activities

  Elaborations

  • recognising and using fingerspelled names for roll call and games
  • following instructions for class routines, such as:
    DS:line-up PLEASE
    Line up, please.
    LOOK-AT-_me PRO1
    Eyes to the front.
    PLEASE WITH-2++
    Please find a partner.
    
  • asking for help or permission, for example:
    PLEASE HELP-_me?
    Can you help me, please?
    PRO1-_plural CAN SHARE?
    Can we share these?
    
  • gaining attention in appropriate ways, for example by waving or tapping a shoulder or table
  • stopping activities and paying attention when lights are flashed or hands are waved
  • using NMFs such as focused eye gaze, nodding and head shaking to show affirmation and negation
  • using voice-off when possible while signing and keeping appropriate signing space between signers
  • positioning seating to keep visual communication clear or sitting across from/opposite signers when communicating
  • using visual applause to show enjoyment of entertainment or commendation

  VCASFC129 | Languages | Auslan | Second Language Learner | F–10 Sequence | Foundation to Level 2 | Communicating | Socialising

• VCFRC002

  Participate in guided group activities using simple repetitive language in songs, rhymes, games and transactions

  Elaborations

  • singing and adapting rhymes, action songs and raps (Tourne, tourne petit moulin), lullabies (Fais do-do) and counting songs (Un éléphant se balançait)
  • creating class activities or projects that involve naming, labelling and illustrating, such as a garden, a pet rock collection or favourite-photos wall
  • participating in tasks involving exchanging, sorting and classifying objects and attributes such as shapes, colours and numbers, using simple question forms and affirmative/negative responses, for example, Tu as un 7? Oui, voilà. Et toi, tu as un 10? Non, j’ai un 6
  • taking turns in games and action songs that involve choice and negotiation, for example, choosing or exchanging matching cards or playing memory games such as Au marché (donne-moi deux pommes, s’il te plaȋt; donne-moi deux pommes et trois carottes…)

  VCFRC002 | Languages | French | F–10 Sequence | Foundation to Level 2 | Communicating | Socialising

• VCASFC001

  Communicate with teacher, peers and familiar adults in guided and free interactions that develop social and communicative skills

  Elaborations

  • interacting with others using greetings according to relationship, context and time of day, for example: HELLO, HOW-ARE-YOU? SEE LATER, GOOD MORNING M-R-J-O-N-E-S
  • asking and answering questions about families, friends, pets, routines or pastimes, for example:
    PRO2 ARRIVE SCHOOL HOW? CAR TAXI WALK G:WELL?
    How do you get to school?
    WHAT POSS2 FAVOURITE SPORT WHAT?
    What’s your favourite sport?
    POSS1 BIRTHDAY WHEN D-E-C
    My birthday is in December.
    
  • using everyday social exchanges such as thanking, apologising, expressing wishes or congratulations, for example:
    THANK-YOU HELP-_me
    Thank you for helping me.
    SORRY A-C-C
    I’m sorry, it was an accident.
    GOOD-LUCK POSS2 RACE
    Good luck for your race.
    
  • introducing themselves or a friend to class visitors, for example:
    HELLO POSS1 NAME G-A-V-I-N SIGN-NAME:GAVIN
    Hi, my name’s Gavin and this is my sign name.
    
  • supporting interaction when socialising with their peers, for example by indicating agreement or disagreement through nodding or head shaking
  • recounting personal experiences using specific time markers such as BEFORE, AFTER, LONG-TIME-AGO, YESTERDAY
  • recounting experiences shared as a class, such as excursions or special visitors, using appropriate sequencing of information
  • describing family members, friends or teachers in terms of physical appearance and characteristics, for example:
    PRINCIPAL YOU-KNOW SHORT LONG-HAIR GLASSES?
    You know the principal? She’s short, has long hair and wears glasses.
    POSS1 BROTHER OLD++ TALL SKINNY
    My brother is older; he’s tall and skinny.
    
  • comparing likes, dislikes and preferences, for example:
    PRO1 LIKE APPLE PRO1 DON’T-LIKE ORANGE
    I like apples but I don’t like oranges.
    
  • exploring different ways of expressing emotion through the use of NMFs and lexical signs, for example:
    PRO3 TEASE-_me
    She teased me.
    NOW PRO1 HAPPY BEFORE PRO1 CRANKY
    I’m happy now but before I was cranky.
    
  • sharing their opinions about classmates or classroom resources using evaluative language and superlatives, for example:
    S-A-M RUN FAST C-H-R-I-S WOW FAST SPEED
    Sam runs fast but Chris runs the fastest.
    THAT BEST COMPUTER
    That’s the best computer.
    
  • sharing information about personal experiences or recent events, using time markers that incorporate numerals, such as THREE-DAYS-AGO, NEXT-WEEK, LAST YEAR, IN-TWO-DAYS
  • referring to family members’ and classmates’ names using fingerspelling or sign names as appropriate
  • describing class activities using plain or indicating verbs, modifying the indicating verbs some of the time, for example:
    THERE SIT BOOK READ, FINISH PUT++
    Over there we sit and read books, and when we’re finished we put them away.
    PENCIL PRO1 GIVE++
    I’ll give out the pencils.
    
  • conversing with friends using appropriate turn-taking strategies
  • asking and answering questions related to time, place, number, days of the week, months and seasons, for example:
    WHY SHOULD LOOK-_left LOOK-_right BEFORE ROAD CROSS
    Why do we need to look left and right before crossing the road?
    ONE WEEK DS:length HOW-MANY DAY?
    How many days in a week?
    
  • describing relationships between members of their family or between classmates, for example:
    PRO3 POSS1 COUSIN WE2 GOOD FRIEND.
    She’s my cousin; we’re good friends.
    POSS3 FATHER PUNISH PRO3
    Her father punished her.
    

  VCASFC001 | Languages | Auslan | First Language Learner | F–10 Sequence | Foundation to Level 2 | Communicating | Socialising

• VCASFC003

  Participate in classroom routines and activities such as following directions, attracting attention, responding to questions and turn-taking

  Elaborations

  • recognising their own and their classmates’ fingerspelled names used in games or routines such as roll call
  • asking for help, offering assistance or requesting permission in polite ways, for example:
    PLEASE HELP-_me?
    Can you help me, please?
    CAN SHARE?
    Can we share these?
    
  • demonstrating attentive watching across a range of school contexts, such as assemblies or classroom discussions
  • following instructions for class routines, for example:
    PLEASE WITH-2++ DS:sit-opposite
    Please find a partner and sit opposite each other.
    DS:line-up PLEASE
    Line up, please.
    LOOK-AT-_me PRO1
    Look to the front.
    
  • gaining others’ attention in appropriate ways, relying less on tap and more on other strategies, and responding to others’ attempts to gain their attention
  • following protocols such as stopping when lights are flashed, and observing appropriate distance between signers
  • learning to be a supportive group discussion member, for example by asking relevant questions, providing feedback, prompting, using NMFs to indicate agreement or disagreement
  • formulating different kinds of open and closed questions, including WHEN, WHY and HOW questions
  • signing appropriately to maintain or change a topic, to remain on task and take turns
  • interacting with each other or the teacher by using eye gaze and other NMFs to indicate agreement/disagreement or understanding/lack of understanding
  • negotiating turn-taking, for example:
    PRO1 FIRST YOUR-TURN
    It’s my turn first, then your turn.
    
  • watching, remembering and responding to increasingly complex instructions of two or more steps, for example by moving or locating objects in the classroom
  • using the appropriate NMFs for asking questions and making statements when interacting in small groups

  VCASFC003 | Languages | Auslan | First Language Learner | F–10 Sequence | Foundation to Level 2 | Communicating | Socialising

• 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

• VCLVU148

  Understand that language belongs to communities, and that language learning requires the application of respectful and appropriate behaviour

  Elaborations

  • understanding that each Aboriginal language is recognised as belonging to a group of people who are the language owners or custodians
  • demonstrating and applying respectful and appropriate behaviours, including appropriate language forms, in the presence of visiting respected community members and during visits to important sites
  • understanding the purpose of Welcomes to Country/Acknowledgements of Country, and talking about their experiences of participating in Welcomes and Acknowledgements, for example, at school, sporting events, festivities

  VCLVU148 | Languages | Victorian Aboriginal Languages | Foundation to Level 2 | Understanding | Language awareness

• 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

• VCITU014

  Notice and use some aspects of the Italian language system, including gender forms, simple sentence structures and the placement of adjectives

  Elaborations

  • noticing definite and indefinite articles with nouns, for example, la casa, una casa; il giardino, un giardino
  • noticing that Italian words end mostly with vowels to mark gender and number; observing that some words which do not end with a vowel are the same in English, for example, computer, robot, yogurt, sport
  • noticing that adjectives are used to describe people, objects or places and are usually placed after the noun, for example, la penna rossa
  • observing gender in patterns of naming, for example, Paolo/Paola, Alessandro/Alessandra
  • exploring how to use singular and plural forms
  • understanding different words for asking questions, for example, Chi? Quando? Quanti?
  • identifying people using pronouns, for example, io, tu, lui, lei
  • noticing that the verbs essere and avere are used when giving personal information about state or identity, for example, Ho due fratelli, sono basso, Ho 6 anni, Ho gli occhi verdi, sono alto
  • learning simple verbs to describe actions and using them in formulaic expressions, for example, Mi piace cantare/giocare; Ti piace questo giocattolo?
  • understanding and responding to imperatives, for example, Vieni qui!
  • learning the structure of simple statements and questions based on models, for example, lo sono Anna. Non sto bene. È un gatto? Sìcomptue è un gatto
  • expressing negation, for example, Non mi piace, Non ho un cane.

  VCITU014 | Languages | Italian | F–10 Sequence | Foundation to Level 2 | Understanding | Systems of language

• VCESC113

  Present factual information about self, family, friends and everyday objects using simple statements and support materials

  Elaborations

  • labelling or naming personal possessions and classroom items and resources, for example, la mesa, mi lápiz, tu cuaderno, la pizarra portátil
  • using simple statements, familiar vocabulary and concrete materials to talk about self and the immediate environment, for example, Tengo el pelo largo. Estoy en mi clase. Mi hermana se llama Lucía. Este/a es mi mejor amigo/a. Me gusta tocar el/la piano/flauta
  • contributing to shared understanding of aspects of the Spanish-speaking world through activities such as pointing to places on a map or at pictures of foods, flora and fauna, for example, En México, la comida es picante. Guinea Ecuatorial está en Africa. El lince es bonito
  • drawing aspects of daily routines (la merienda, los deportes, las tareas de la casa) and creating captions or attaching word bubbles
  • using key words and phrases to describe aspects of a video clip, photo story or excerpt from a television program such as Barrio Sésamo, for example, Hoy vamos a hablar de la letra ñ

  VCESC113 | Languages | Spanish | F–10 Sequence | Foundation to Level 2 | Communicating | Informing

• VCASFU014

  Recognise that groups of words combine to make clauses and include nouns and pronouns (people, places, things), adjectives (qualities) and verbs (happenings, states); and distinguish between statements and questions based on non-manual features

  Elaborations

  • categorising noun signs into those for people, animals, places or things
  • understanding that proper nouns can have a sign name or be fingerspelled
  • knowing that adjectives describe nouns in different ways, such as how they look (BIG or RED), feel (SOFT or HOT), smell (SMELLY) or sound (LOUD)
  • identifying verb signs (SIT, EAT, FEEL, WONDER, HAVE) and recognising that they are central to a clause
  • recognising that there is no verb ‘to be’ in Auslan
  • understanding that a clause is one or more signs expressing a single idea and that a clause has at least one verb, but often one or more nouns as well, for example,
    CALL-_him
    I called him.
    MAN THERE GO-TO POSS3 HOUSE
    That man went to his house.
    BIG MONSTER SCREAM
    A big monster screamed.
    
  • recognising different nouns in clauses, including those that are shown with a pointing sign, such as GIRL READ versus PRO3 READ, or VISIT FRIEND versus VISIT PRO3
  • noticing that Auslan has more flexibility in word order than English
  • distinguishing between clauses that are statements and those that are questions
  • knowing that signing involves either telling with signs or showing with DSs and periods of constructed action (CA)
    MAN WALK SLOW
    DS(point):man-walks-slowly
    CA:man-swinging-arms-nonchalantly
    

  VCASFU014 | Languages | Auslan | First Language Learner | F–10 Sequence | Foundation to Level 2 | Understanding | Systems of language

• VCASFU140

  Recognise that groups of words are combined to make a clause and that Auslan has word classes such as nouns, adjectives or verbs, and distinguish between statements and questions

  Elaborations

  • categorising noun signs into those for people, animals, places or things
  • learning that proper nouns can have a sign name or be fingerspelled
  • knowing that adjectives describe nouns in different ways, such as how they look (BIG or RED), feel (SOFT or HOT), smell (SMELLY) or sound (LOUD)
  • identifying verb signs (SIT, EAT, FEEL, WONDER, HAVE) and recognising that they are central to a clause
  • noticing there is no equivalent of the verb ‘to be’ in Auslan, which is a significant difference to English
  • understanding that a clause is one or more signs expressing a single idea and that a clause has at least one verb, but often one or more nouns as well, for example:
    CALL-_him
    I called him.
    MAN THERE GO-TO POSS3 HOUSE
    That man went to his house.
    BIG MONSTER SCREAM
    A big monster screamed.
    
  • recognising different nouns in clauses, including those that are shown with a pointing sign, such as GIRL READ versus PRO3 READ, or VISIT FRIEND versus VISIT PRO3
  • noticing that Auslan has more flexibility in word order than in English
  • distinguishing between clauses that are statements and those that are questions

  VCASFU140 | Languages | Auslan | Second Language Learner | F–10 Sequence | Foundation to Level 2 | Understanding | Systems of language

• VCASFC132

  Participate in the shared viewing of recorded or live imaginative signed texts, responding through drawing, miming, gesture or familiar signs

  Elaborations

  • viewing recorded or live children’s stories and nursery rhymes in Auslan, for example National Simultaneous Storytime books, demonstrating understanding through drawing, gesture, modelled signs or voice
  • responding to short expressive texts that involve the movement of people, animals and/or vehicles, using drawings, familiar signs or re-enactments with puppets or props
  • playing with key elements of short signed stories, for example by mimicking facial expressions or repeated signs
  • interacting with a signing puppet or doll in an imaginary setting, for example by signing simple questions such as:
    WHAT NAME PRO2?
    What is your name?
    WHAT LIKE D-O PRO2?
    What do you like to do?
    
  • participating in interactions in Auslan that involve imaginative responses to stimuli, using gestures, handshapes, facial expressions and simple signs
  • engaging with different forms of Deaf art, such as handshape creations
  • shadowing non-manual features in short Auslan poems or stories

  VCASFC132 | Languages | Auslan | Second Language Learner | F–10 Sequence | Foundation to Level 2 | Communicating | Creating

• 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

• VCASFC002

  Participate in group learning activities that involve taking turns, playing action games, making choices or swapping and classifying items

  Elaborations

  • participating in signing songs and games that involve repeated signs, gestures and NMFs, for example, I went to the market and I bought … Old MacDonald had a farm …
  • participating in activities that involve classifying objects by attributes such as shapes, colours and numbers
  • following directions in activities such as an obstacle course or action game, using directional terms or depicting signs such as
    DS:turn-left DEAD-END DS:turn-right
    Go left, then at the end turn right.
    PLEASE BRING MILK FRIDGE DS:open-door POINT
    Please bring the milk; it’s at the bottom of the fridge door.
    
  • playing games that involve choice, memory or information exchange to reinforce number skills or language patterns
  • collaborating in art or craft activities that involve making decisions about choices or contributions
  • participating in barrier games and other information-gap activities that focus on describing appearance or scenes, such as a game of ‘Guess Who’ on paper with some characters named on paper A and some not named on paper B, and vice versa; taking turns to describe appearance of the characters with no name and having partner fingerspell their names back
  • participating in role-plays that involve scenarios such as ordering a meal, buying food or other items, transacting payment or giving feedback

  VCASFC002 | Languages | Auslan | First Language Learner | F–10 Sequence | Foundation to Level 2 | Communicating | Socialising

• VCZHC008

  Identify common Chinese characters and words in Pinyin using contextual cues

  Elaborations

  • experimenting with using high-frequency Chinese sounds to transcribe simple common words into Pinyin, such as 我 wŏ
  • developing a class list of contextual cues such as images, text structure and other features that would help with understanding meaning
  • typing known or given list of Pinyin words into an online dictionary to turn the Pinyin into characters to express good wishes, such as ‘Happy birthday’ (zhὺ nĭ shēng rì kuài le◊ 祝你生日快乐！)
  • using flashcards to indicate likes and dislikes, for example, 喜欢 / 不喜欢

  VCZHC008 | Languages | Chinese | Second Language Learner | F–10 Sequence | Foundation to Level 2 | Communicating | Translating

• VCASFC130

  Identify specific points of information in simple Auslan texts relating to people, places and things and use the information to complete guided tasks

  Elaborations

  • responding to signed information such as class messages or short introductions, for example by identifying names, school locations, numbers or times
  • identifying and applying specific information in Auslan texts to complete guided tasks such as colouring-in and craft activities
  • gathering information from each other about topics such as family members, favourite foods, toys and games to report back to the class using familiar structures and modelled language, for example:
    SISTER-BROTHER HOW-MANY?
    How many brothers and sisters do you have?
    
  • identifying information in simple Auslan texts that relates to properties such as colour, number, size or shape, for example when interacting with materials and objects
  • identifying and categorising a select range of signs according to handshape
  • following an Auslan text to gain information needed to complete an action-based activity, such as an obstacle course

  VCASFC130 | Languages | Auslan | Second Language Learner | F–10 Sequence | Foundation to Level 2 | Communicating | Informing

• VCASFC133

  Express imaginative ideas and visual thinking through the use of familiar signs, mime and gestures, with a focus on emotions, appearance and actions

  Elaborations

  • using iconic signs to create variations to actions involved in familiar nursery rhymes, such as ‘Incy Wincy Spider’
  • exploring emotions through the use of NMFs, for example by re-enacting a familiar scenario and modifying emotions each time, for example by switching from fear to excitement to anger
  • depicting the movement of people, animals or means of transport by using handshapes in creative ways
  • creating amusing sequences of signs using a fixed handshape, such as the index finger ‘point’,
    PRO2 THINK PRO1 SHY?
    Do you think I’m shy?
    
  • using gestures and modelled signs to create short skits that convey emotions and behaviours associated with characters from familiar stories or rhymes
  • enacting the movements and characteristics of a particular animal through the use of constructed action

  VCASFC133 | Languages | Auslan | Second Language Learner | F–10 Sequence | Foundation to Level 2 | Communicating | Creating