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• VCVIU121

  Recognise that Australia is a multilingual society and that Vietnamese is one of the major community languages in Australia

  Elaborations

  • exploring and naming different languages that they have encountered in everyday life, for example, languages of their parents, grandparents, neighbours or classmates
  • exploring the range of languages spoken in Australia, including Aboriginal languages and Torres Strait Islander languages, Asian languages and world languages

  VCVIU121 | Languages | Vietnamese | F–10 Sequence | Foundation to Level 2 | Understanding | Language variation and change

• VC2M1N02

  partition one- and two-digit numbers in different ways using physical and virtual materials, including partitioning two-digit numbers into tens and ones

  Elaborations

  • building knowledge and understanding of the part-part-whole facts to 10, using physical and virtual materials; for example, using virtual ten-frames through a digital app or website to identify pairs of numbers that combine to make 10
  • using physical and virtual materials to partition numbers into counts of tens and ones; for example, recognising 35 as 3 tens and 5 ones or as 2 tens and 15 ones
  • using part-part-whole reasoning and physical or virtual materials to represent 24, then partitioning 24 in different ways and recording the partitions using numbers; for example, 10, 10 and 4 combine to make 24 or 10 and 14 combine to make 24

  VC2M1N02 | Mathematics | Mathematics Version 2.0 | Level 1 | Number

• VC2M1ST02

  represent collected data for a categorical variable using one-to-one displays and digital tools where appropriate; compare the data using frequencies and discuss the findings

  Elaborations

  • creating a pictograph with objects or drawings; discussing the possible categories for the pictograph, arranging the objects or drawings into the categories; and then reflecting on the chosen categories and deciding whether they were helpful
  • translating data from a list or pictorial display into a tally chart to make counting easier; describing what the tally chart is showing, by referring to the categories; using skip counting by fives to compare the numbers within each category; and explaining how the tally chart answers the question
  • recognising that when there is no data for a particular category you may choose whether or not to include it in your data display, and you may use a zero or blank for that category depending on the purpose of the data collection or presentation; for example, creating a birthday calendar for the class and discussing that there are no students born in May and therefore there are no names listed
  • representing data with objects and drawings where one object or drawing represents one data value, and describing the displays and explaining patterns that have been created using counting strategies to determine the frequency of responses
  • exploring Aboriginal and/or Torres Strait Islander children’s instructive games, for example, Kolap from Mer Island in the Torres Strait region, recording the outcomes, and representing and discussing the results

  VC2M1ST02 | Mathematics | Mathematics Version 2.0 | Level 1 | Statistics

• 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

• VCARU118

  Recognise that Australia has speakers of many different languages, including Arabic, and that languages borrow words from one another

  Elaborations

  • understanding that the world contains many different languages and that many people around the world speak more than one language
  • recognising that Arabic has borrowed many words from English, for example, إنترنت؛ كومبيوتر؛ تلفاز , and that English has borrowed words from Arabic, such as ‘admiral’, ‘candy’, ‘coffee’, ‘cotton’, ‘genie’, ‘sugar’ and ‘sultan’
  • exploring the range of languages spoken in Australia, including Aboriginal languages and Torres Strait Islander languages

  VCARU118 | Languages | Arabic | F–10 Sequence | Foundation to Level 2 | Understanding | Language variation and change

• VCASFU143

  Recognise that Auslan is a legitimate language, one of many languages used in Australia and around the world

  Elaborations

  • identifying different languages used by their classmates or members of their families, for example by creating a class profile or language map
  • exploring similarities and differences between the many languages used in Australia and represented in the school, including spoken and signed Aboriginal and Torres Strait Islander languages, and comparing the ways different languages use writing, sound/speech, gestures, drawings, art and signs to communicate
  • recognising the unique nature of signed languages and understanding that there are many different signed languages in use around the world, including in Aboriginal and Torres Strait Islander communities, and that there is not one ‘universal’ signed language
  • recognising that Auslan is a legitimate language, different from mime and gestures such as those used to accompany songs in spoken languages
  • exploring why and how some people are deaf, and identifying different ways that they access language; and investigating the use of hearing aids, FM systems or cochlear implants

  VCASFU143 | Languages | Auslan | Second Language Learner | F–10 Sequence | Foundation to Level 2 | Understanding | Language awareness

• VCASFU017

  Recognise that Auslan is a legitimate language, one of many languages used in Australia and around the world

  Elaborations

  • identifying different languages used by their classmates or members of their families, for example by creating a class profile or language map
  • exploring similarities and differences between the many languages used in Australia and represented in the school, including spoken and signed Aboriginal and Torres Strait Islander languages, and comparing the ways different languages use writing, sound/speech, gestures, drawings, art and signs to communicate
  • recognising the unique nature of signed languages and understanding that there are many different signed languages in use around the world, including in Aboriginal and Torres Strait Islander communities, and that there is not one ‘universal’ signed language
  • recognising that Auslan is a legitimate language, different from mime and gestures such as those used to accompany songs in spoken languages

  VCASFU017 | Languages | Auslan | First Language Learner | F–10 Sequence | Foundation to Level 2 | Understanding | Language awareness

• VCELA183

  Understand that a letter can represent more than one sound, and that a syllable must contain a vowel sound

  Elaborations

  • recognising that letters can have more than one sound (for example ‘u’ in ‘cut’, ‘put’, ‘use’ and a in ‘cat’, ‘father’, ‘any’)
  • recognising sounds that can be produced by different letters (for example the /s/ sound in ‘sat’, ‘cent’, ‘scene’)

  VCELA183 | Curriculum content | English | Level 1 | Reading and Viewing | Language

• VCITU018

  Understand that Italian is one of many community languages spoken in Australia including Aboriginal languages and Torres Strait Islander languages, Asian languages and world languages

  Elaborations

  • understanding that Italian is the national language of Italy and is spoken in Italian-speaking communities around the world
  • experiencing the sounds, texts and images of different languages and cultures to develop an understanding of different languages used in the Australian community
  • noticing the different languages used by peers in their class and in their local community

  VCITU018 | Languages | Italian | F–10 Sequence | Foundation to Level 2 | Understanding | Language variation and change

• VCMNA086

  Develop confidence with number sequences to and from 100 by ones from any starting point. Skip count by twos, fives and tens starting from zero

  Elaborations

  • using the popular Korean counting game sam-yuk-gu for skip counting
  • developing fluency with forwards and backwards counting in meaningful contexts such as circle games

  VCMNA086 | Mathematics | Level 1 | Number and Algebra | Number and place value

• VCGGC059

  Identify how people are connected to different places

  Elaborations

  • examining the ways people are connected to other places through, for example, relatives, friends, things people buy or obtain, holidays, sport, family origin, beliefs, and places of particular significance
  • suggesting what the pattern of visits to places might have been two generations ago and comparing this to their current pattern
  • discussing how some people are connected to one Country, for example, because it is ‘mother’s’ Country or ‘father’s’ Country

  VCGGC059 | The Humanities | Geography | Foundation to Level 2 | Geographical Concepts and Skills | Place, space and interconnection

• VCELU118

  Recognise that Australia has speakers of many different languages, including Greek, and that languages borrow words from each other and sometimes use the same alphabet symbols and vocabulary

  Elaborations

  • understanding that the 26 English alphabet letters (Latin/Roman alphabet), have their roots in the Ancient Greek alphabet, recognising the similar order of letters and comparing lower and upper case Greek and English alphabet letters
  • understanding that there are many everyday words and names in English that have Greek origins, for example, alphabet, Chloe, disco, echidna, eucalyptus, hippopotamus, mathematics, school, story, telephone, Timothy, Zoe
  • understanding that there are many technical/scientific words in English that have Greek origins, for example, astronaut, chemist, dentist, disc, physiotherapist, telescope, thermometer

  VCELU118 | Languages | Modern Greek | F–10 Sequence | Foundation to Level 2 | Understanding | Language variation and change

• VCGGC062

  Interpret data and information to draw conclusions and describe the direction and location of places, using terms such as north, south, opposite, near, far

  Elaborations

  • using information from a range of sources, such as fieldwork observations and representation of features and places in photographs, satellite images and rock art, to answer ‘what’, ‘how’ and ‘why’ questions
  • sorting transport and telecommunications technologies by time to draw conclusions about why patterns of visits to places have changed
  • investigating and reporting findings to show the influence of distance and accessibility on the use of places now and over at least one generation
  • describing the direction and location (near and far, above and below, beside and opposite) of familiar places
  • writing or talking about their connection to places using appropriate directional and locational terms, including north and south

  VCGGC062 | The Humanities | Geography | Foundation to Level 2 | Geographical Concepts and Skills | Data and information

• VCHHK064

  The significance today of an historical site of cultural or spiritual importance

  Elaborations

  • discussing why a particular site has heritage significance/cultural value for present generations, for example, it provides a record of a significant historical event, has aesthetic value, reflects the community’s identity
  • identifying, in consultation with Aboriginal and Torres Strait Islander people, and visiting (where appropriate) local sites, places and landscapes of significance to Aboriginal and Torres Strait Islander people, for example, engraving sites, rock paintings, natural sites or features such as the Birragai rock shelter, creeks or mountains
  • identifying and designing a local historical tour of a site, for example, one related to a particular cultural group

  VCHHK064 | The Humanities | History | Foundation to Level 2 | Historical Knowledge | Community histories

• 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

• Geography: Foundation to Level 2 description

  From Foundation to Level 2, the curriculum develops the concept of place through a study of what places are like over time and how they are defined. The emphasis in F-2 is on the places in which students live, but they also start to investigate other places of similar size that are familiar to...

  Level description | The Humanities | Geography

• VCSIS055

  Represent and communicate observations and ideas about changes in objects and events in a variety of ways

  Elaborations

  • discussing with others what was discovered from an investigation
  • presenting ideas to other students, both one-to-one and in small groups

  VCSIS055 | Science | Foundation to Level 2 | Science Inquiry Skills | Communicating

• 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

• VCGGC060

  Collect and record geographical data and information from the field and other sources

  Elaborations

  • asking questions about features they observe in the local area and collecting and recording information using all their senses
  • using geographical tools, such as photographs taken from the air or a digital application such as Google Earth, to identify places ranging from those with largely natural features to those with largely constructed features
  • interviewing their grandparents or significant Elders to find out the places they visited when they were young
  • recording what they have learned about the different weather and seasons of places in a picture diary or a series of paintings, and annotating them with changes that occur throughout a year
  • recording how frequently they visit places and for what purpose

  VCGGC060 | The Humanities | Geography | Foundation to Level 2 | Geographical Concepts and Skills | Data and information