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

  Students focus on the sounds of the alphabet, in particular the vowel sounds, and ‘c’ (ciao) and ‘ch’ (Chi?), and on intonation patterns and the use of accents. Students are also introduced to nouns and pronouns. They learn simple sentence structure using subject–...

  Level description | Languages | Italian | F–10 Sequence

• 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

• 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

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

  The language is learnt in parallel with English language and literacy. While the learning of the language differs from the learning of English, each supports and enriches the other. The language is used in classroom interactions, routines and activities, supported by the use of materials and resources...

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

• VCLVC133

  Discover key information about Country/Place by exploring Country/Place and listening to stories from respected community members

  Elaborations

  • discovering places in the local area that have Indigenous names, such as streets, suburbs, parks, rivers, public institutions
  • visiting Country/Place to identify and name key topographical features, for example, creeks, springs, rocky outcrops, estuaries, reefs, desert landforms, taking photos and labelling them to create a class book
  • listening to respected community members sharing knowledge about Country/Place, identifying and recording key words and vocabulary
  • identifying, naming and labelling salient features of the built environment, for example, dwellings, public buildings, school, places to play, ports and roads
  • recording the weather and seasons of the Country/Place throughout the year in a picture diary or through a series of captioned paintings, including the seasonal behaviour of animals and what plants grow in particular seasons
  • naming, labelling and sorting into culturally appropriate categories elements from the environment such as bush foods, animals, plants and natural objects, classifying in terms of distinctions such as, edible/non-edible, meat/non meat, salt water/fresh water, day/night animals, rough/smooth, hard/ soft,
  • learning to read Country/Place with respected community members' guidance by looking for signs such as animal tracks and fruit fall, migratory birds, turtle tracks, animal behaviour, fresh diggings around a lair, appearance of whales
  • locating specific words and familiar phrases in texts such as charts, lists, photos, maps, and using the information to complete guided oral and written tasks
  • naming, labelling, drawing and matching outside body parts
  • learning and using vocabulary and expressions related to healthy living and eating

  VCLVC133 | Languages | Victorian Aboriginal Languages | Foundation to Level 2 | Communicating | Informing

• VCPSCSO011

  Identify how families can have a range of relationships

  Elaborations

  • exploring the features of their family including who lives at home and name their relationships to each of these people
  • brainstorming what is a family’s role, such as providing love, support and food, and identify the family members who undertake these tasks
  • graphing class results showing the number of students who have brothers, sisters and pets

  VCPSCSO011 | Capabilities | Personal and Social Capability | Levels 1 and 2 | Social Awareness and Management | Relationships and diversity

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

  Students become familiar with the sound system of the Modern Greek language, such as syllables using consonants and vowels, and new sounds, such as the guttural γ, ρ and γκ and ξ and ψ in words. They learn to identify and write letters, words and simple sentences using...

  Level description | Languages | Modern Greek | F–10 Sequence

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

  By the end of Level 2, students interact with the teacher and peers to share information about themselves and to exchange greetings, for example, Merhaba! Günaydın! Tünaydın! İyi günler! İyi akşamlar! İyi geceler! Hoşça kal! Güle güle! Hoş geldiniz! Hoş bulduk! They d...

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

• VCJAU126

  Understand that language and culture are closely connected

  Elaborations

  • exploring the meaning of ‘culture’, how it involves visible elements, such as ways of eating or symbols such as flags, and invisible elements, such as how people live, how they think about themselves and others and how they relate to their environment
  • understanding that learning and using Japanese involves becoming familiar with some different ways of communicating, for example, いただきます、ごちそうさま, and also some ways of thinking about things and behaving that may be unfamiliar
  • noticing similarities and differences between classroom interactions in Japanese and English, for example, referring to the teacher using only せんせい
  • understanding that culture and cultural behaviours are woven into languages and cannot be separated from them, for example, it is possible to bow without a spoken greeting in Japanese but not to greet without bowing

  VCJAU126 | Languages | Japanese | F–10 Sequence | Foundation to Level 2 | Understanding | Role of language and culture

• 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

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

  Students become familiar with the sounds and rhythms of German, approximating the pronunciation and phrasing of single words and short phrases, including distinctive sounds such as ch, r, th, u and z, and diphthongs such as au, ei, eu and ie. They use simple basic sentence structures and familiar...

  Level description | Languages | German | F–10 Sequence

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

  Students become familiar with how the sounds and tones of the Vietnamese language are represented in words and symbols. They practise pronunciation through activities such as singing Vietnamese folk songs (đồng dao, ca dao), and experiment with sounds, single vowels, consonants, syllables, simple...

  Level description | Languages | Vietnamese | F–10 Sequence

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

  By the end of Level 2, students interact with the teacher and peers to exchange information about themselves, their family and friends, for example, إسمي هاني؛ أنا ليلى؛ عمري ست سنوات؛ أمي سميرة؛ أبي خالد؛ عندي أخ وأخت؛ صديقي رامي؛ صديقتي رنا , and initiate interactions by asking and responding...

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

• VCHPEP078

  Explore actions that help make the classroom a healthy, safe and active place

  Elaborations

  • creating a bank of movement games and physical activity cards students can select from and play during lesson breaks and before or after school
  • exploring sustainable practices that students can implement in the classroom to improve the health and wellbeing of the class
  • exploring how fruit and water breaks help support class health and wellbeing
  • recognising how their actions help keep classmates safe, including identifying things not to be shared due to potential of contamination, infection and anaphylaxis
  • explaining and demonstrating how being fair and respectful contributes to class health and wellbeing

  VCHPEP078 | Health and Physical Education | Levels 1 and 2 | Personal, Social and Community Health | Contributing to healthy and active communities

• VCHPEP074

  Recognise situations and opportunities to promote their own health, safety and wellbeing

  Elaborations

  • identifying poison labels and medicine packaging and understanding to ask an adult before taking medicines
  • exploring how eating healthy foods can influence health and wellbeing
  • exploring benefits of regular physical activity and identifying opportunities when they can be active at school, at home and in the community
  • describing actions to stay safe in a range of environments, including home, water, road, nature and outdoors

  VCHPEP074 | Health and Physical Education | Levels 1 and 2 | Personal, Social and Community Health | Being healthy, safe and active

• Intercultural Capability: Foundation to Level 2 achievement standards

  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

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

  By the end of Level 2, students interact with the teacher and peers to exchange greetings and talk about themselves and their families, for example, नमस्ते, आप कैसे हैं?, मेरा नाम गीता है, आप का क्या नाम है? मेरे घर में चार लोग हैं। मेरा एक भाई है। मेरी एक बहन है। ये मेरे पिताजी हैं। ये बहुत अच्छे...

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

• VCADRP023

  Present drama that communicates ideas, including stories from their community, to an audience

  Elaborations

  • presenting scenes in which they apply story structures to set the scene, link action and create an ending, such as re-telling a cultural or community story with the assistance of representatives from the community
  • following cues and using voice and movement to link action, ideas and stories in their drama
  • considering meanings and interpretations when rehearsing and performing sequences of ideas to communicate stories through drama, for example, ‘what do they want the audience to think about their drama?
  • enhancing ideas and stories in their drama by using available software and technologies, for example, using a mobile device to add sound effects to a performance

  VCADRP023 | The Arts | Drama | Levels 1 and 2 | Present and Perform

• VCDEU114

  Recognise and reproduce the sounds and rhythms of spoken German, including distinctive sounds

  Elaborations

  • building phonic awareness by recognising and experimenting with sounds and rhythms, focusing on those that are novel and initially difficult such as ch (ich or acht), u (du), r (rot) and z (zehn)
  • developing pronunciation, phrasing and intonation skills by singing, reciting and repeating words and phrases in context
  • developing familiarity with the German alphabet and sound–letter correspondence through singing das Alphabetlied, identifying and naming letters, tracing words, and playing alphabet and spelling games such as Ich sehe was, was du nicht siehst using initial sounds or Galgenmännchen
  • understanding that although German and English use the same alphabet there are additional symbols in German: the Umlaut to alter the pronunciation of particular vowels (ä, ö, ü) and the Eszett (β)
  • noticing that all nouns are capitalised in German

  VCDEU114 | Languages | German | F–10 Sequence | Foundation to Level 2 | Understanding | Systems of language

• VCHPEP075

  Describe ways to include others to make them feel that they belong

  Elaborations

  • identifying and appreciating similarities and differences in people and groups
  • exploring how people feel when they are included and excluded from groups and activities
  • demonstrating appropriate language when encouraging others at home and at school
  • demonstrating how to include others in physical activities when completing movement tasks or practising for performance
  • expressing appreciation and offering encouragement using a variety of communication techniques

  VCHPEP075 | Health and Physical Education | Levels 1 and 2 | Personal, Social and Community Health | Communicating and interacting for health and wellbeing