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• 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

• Mathematics: Level 1 description

  In Level 1, students use mathematical symbols and language as well as materials and drawings in their mathematical explorations of daily life.

  Students recognise, represent and order numbers to at least 100 using materials, diagrams, words, numerals and a number line, and apply this with respect...

  Level description | Mathematics

• Mathematics Version 2.0: Level 1 achievement standards

  By the end of Level 1, students connect number names, numerals and quantities, and order numbers to at least 120. They demonstrate how one- and two-digit numbers can be partitioned in different ways and that two-digit numbers can be partitioned into tens and ones. Students partition collections...

  Level description | Mathematics | Mathematics Version 2.0 | Level 1

• Roman Alphabet Languages - F–10 Sequence: Foundation to Level 2 description

  In these levels there is an emphasis on developing students’ oral language to enable them to participate in class activities. They repeat sounds, particularly of vowels, as modelled by the teacher and aural texts. Students use formulaic language and single-idea phrases. They recognise the...

  Level description | Languages | Roman Alphabet Languages | F–10 Sequence

• Science: Foundation to Level 2 description

  In Foundation to Level 2, the curriculum focus is on awareness of self and the local world. Students observe changes that can be large or small and happen quickly or slowly. They explore the properties of familiar objects and phenomena, identifying similarities and differences. Students observe...

  Level description | Science

• 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

• VC2M1ST01

  acquire and record data for categorical variables in various ways including using digital tools, objects, images, drawings, lists, tally marks and symbols

  Elaborations

  • discussing methods of collecting data to answer a question such as ‘What types of rubbish are found in the playground?’, sharing ideas and trying out some of the suggested methods, reviewing the data collected and explaining how they might change the way they collect data next time
  • collecting and recording information on a topic of interest using lists (for example, ‘How many people follow a particular football team’ or ‘What colour eyes each person has’), examining the data to generate some questions that it could answer, and then rearranging the data or collecting different data to answer the question
  • creating a tally to record data while observing events such as the year level of students using the bike shed, deciding on the possible categories before the observations are taken, and then reviewing the data afterwards to notice whether the tally was effective
  • using star charts with stickers or emojis to represent class data; for example, using emojis on a personal feeling chart to represent how they are feeling each day or using emojis to represent activities on the class calendar
  • exploring ways of representing, sharing and communicating data through stories and symbols used by Aboriginal and Torres Strait Islander Peoples

  VC2M1ST01 | Mathematics | Mathematics Version 2.0 | Level 1 | Statistics

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

  By the end of Level 2, students interact with the teacher and peers through play- and action-related language. They use formulaic expressions and appropriate gestures in everyday interactions such as exchanging greetings and farewells, for example, おはようございます、おはよう、こんにちは、さようなら、また、あした, thanking and...

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

• 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

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

  By the end of Level 2, students use spoken and written Chinese to communicate with teachers and peers. They participate in structured and routine interactions, such as using 谢谢， 再见， 请, using learnt sounds, formulaic phrases, and verbal and non-verbal responses. They respond to and receive information...

  Level description | Languages | Chinese | Second Language Learner | F–10 Sequence | Foundation to Level 2

• Design and Technologies: Foundation to Level 2 description

  In Foundation to Level 2 students explore and investigate technologies, including their purpose and how they meet personal and social needs within local settings. Students develop an understanding of how society and environmental sustainability factors influence design and technologies decisions...

  Level description | Technologies | Design and Technologies

• French - F–10 Sequence: Foundation to Level 2 description

  Students become familiar with the sound systems of the French language, including pronunciation, rhythm, pitch and stress. They learn to pronounce individual letters and letter combinations, including unfamiliar sounds such as -eau, -u, è, é, ou, r and g. They recognise and use the...

  Level description | Languages | French | F–10 Sequence

• 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

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

  By the end of Level 2, students use Italian to communicate with their teacher and peers through action-related talk and play. They demonstrate comprehension by responding both verbally and non-verbally. They imitate without always comprehending. They respond to familiar games and routines such...

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

• Japanese - F–10 Sequence: Foundation to Level 2 description

  Students become familiar with the sound systems of the Japanese language, including pronunciation and rhythm. They learn to pronounce individual sounds and sound combinations. They understand basic word order in simple sentences, indicate affirmative or negative responses, respond to requests,...

  Level description | Languages | Japanese | F–10 Sequence

• Mathematics Version 2.0: Level 1 description

  In Level 1, learning in Mathematics builds on each student’s prior learning and experiences, including the learning opportunities acquired through the implementation of the Victorian Early Years Learning and Development Framework (VEYLDF). Students engage in a range of approaches...

  Level description | Mathematics | Mathematics Version 2.0

• Non-Roman Alphabet Languages - 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 their family and exchange greetings, farewells, and express thanks. They use simple repetitive language when participating in shared activities and simple exchanges...

  Level description | Languages | Non-Roman Alphabet Languages | F–10 Sequence | Foundation to Level 2

• VCJAC109

  Exchange greetings and introduce and share information about self with the teacher and peers using simple language and gestures

  Elaborations

  • learning how to greet others at different times of the day using appropriate gestures and forms of address, for example, せんせい、おはようございます、さようなら、おはよう、じゃあね
  • using culturally appropriate titles, forms of address and levels of politeness in everyday interactions with the teacher and peers, for example, Smith せんせい、ありがとう　ございます。 Tom くん、ありがとう。Alisa さん、おめでとう。
  • introducing self, using formal spoken language and appropriate non-verbal language such as bowing, for example, はじめまして、Hana　です。どうぞよろしく。
  • using formulaic Japanese phrases for everyday interactions such as giving and receiving, thanking, apologising and offering wishes or congratulations, for example, どうぞ、(どうも) ありがとう、すみません、がんばって
  • indicating likes and dislikes, using modelled statements such as いぬ　が　すき　です。わに　が　すき　じゃない　です。
  • describing friends, favourite things and objects, using visual, concrete and digital support material, for example, これ　は　ねずみ　です。ちいさい　です。かわいい　です。 はいいろ　です。 すいか　です。おいしい　です。 ちいさい　目(め)　です。
  • responding to questions and indicating ownership, for example, だれ　の　ですか。わたし　の　です。Ollie くん/ Sarah さん　の　です 。わたし　の　えんぴつ（です）。
  • using formulaic expressions to convey emotions, for example, すごい、え～！、 かわいい、 やったー！

  VCJAC109 | Languages | Japanese | F–10 Sequence | Foundation to Level 2 | Communicating | Socialising

• 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

• VCJAU122

  Understand the structure of basic sentences in Japanese and recognise some key elements of Japanese grammar

  Elaborations

  • knowing common forms of greetings, for example, おはようございます、おはよう, and noticing the different levels of formality
  • identifying gender-specific pronouns わたし and ぼく
  • understanding the use of common suffixes such as さん or くん or titles such as せんせい to address and refer to other people, for example, Luke くん and White せんせい
  • understanding basic word order in simple sentences, for example, noun　が　すき です。りんご　が　すき　です。, adjective + noun　です。 おおきい　いぬ　です。
  • understanding how to specify items using the possessive particle の, for example, わたし　 の　 かぞく、 Sarah さん　の　ほん、おばあさん　 の　いえ
  • referring to numbers of things using cardinal numbers 0–100: 一(いち)、二(に)、三(さん) …百(ひゃく)
  • learning to describe the colour あお　です。size おおきい　です。 and shape まる　です。of things
  • understanding different question words such as だれ、なに、どこ and the sentence-ending particle か
  • recognising and responding to a request using verb 　ください, for example, きいて　ください。and すわって　ください。
  • indicating affirmative and negative responses using はい and いいえ
  • using some culturally specific parallel phrases related to giving and receiving, for example, どうぞ and ありがとう
  • learning to use common onomatopoeia such as ぺこぺこ and わんわん
  • building vocabulary to describe and label familiar and immediate objects and environments

  VCJAU122 | Languages | Japanese | F–10 Sequence | Foundation to Level 2 | Understanding | Systems of language