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• VCICCD003

  Identify and discuss cultural diversity in the school and/or community

  Elaborations

  • recognising that others have different cultures and beliefs whilst also reflecting on student’s own cultural background, for example, by plotting the location of each student’s background on a world map
  • identifying and listing how many languages are spoken within the families of students within the classroom, and using the internet to learn some common terms, such as how to say ‘hello’, ‘goodbye’, ‘please’ and ‘thank you’ in each language identified
  • exploring cultural diversity by identifying visible elements, such as food and behaviour, and invisible elements, such as how people live and what they value, for example, households with three generations living together
  • using prompt questions to discuss cultural diversity within the classroom/school community, for example, were all students born in Australia? Were all Australians born here? If not, how did they become Australian?
  • discussing events acknowledged, celebrated and/or observed in the school and community, by whom and for what reasons, for example, Eid and Ramadan, Harmony Day or Easter

  VCICCD003 | Capabilities | Intercultural Capability | Foundation to Level 2 | Cultural Diversity

• VCZHU014

  Recognise that Chinese is a major community language in Australia

  Elaborations

  • exploring the range of languages spoken in Australia and identifying people in the local community or in the media who speak a different language, for example, ‘My mum’s friend is from China, and she speaks Chinese’
  • discussing why there are different languages spoken by Australian families and by classmates
  • knowing that Chinese is spoken not only in China but also in other areas of the world, including Australia

  VCZHU014 | Languages | Chinese | Second Language Learner | F–10 Sequence | Foundation to Level 2 | Understanding | Language variation and change

• Visual Arts: Levels 1 and 2 description

  In Levels 1 and 2, students develop their awareness of how and why artists, craftspeople and designers express their ideas through different art forms. They enhance their perception skills as they examine and express familiar and new objects and events in their lives. They explore how and why...

  Level description | The Arts | Visual Arts

• VCHIU016

  Recognise that all languages change over time and borrow words and expressions from each other

  Elaborations

  • recognising that languages borrow words and expressions from each other and that Hindi includes many words that originated in languages such as Persian, Arabic and English
  • identifying loan words and expressions from English used in Hindi, understanding that they may be pronounced differently in the two languages, for example, phone is pronounced as फ़ोन, dollar is pronounced as डालर
  • finding examples of Hindi words that are used in other languages, for example, ‘yoga’ (योग), ‘sari’ (साड़ी), ‘khaki’ (खाकी), ‘pyjama’ (पायजामा)
  • noticing words that they use in their everyday lives that come from different languages

  VCHIU016 | Languages | Hindi | F–10 Sequence | Foundation to Level 2 | Understanding | Language variation and change

• VCARC113

  Identify themselves as members of different groups, including the Arabic class, the school, and their family and community, describing their roles within these different groups

  Elaborations

  • listing various groups they belong to, for example, family, school, class or clubs, and reflecting on themselves as a member of multiple groups and the roles they play in these groups
  • identifying themselves as belonging to a particular cultural and/or language group, for example,

    أتكلم العربي؛ صف العربي؛ أهلي من لبنان؛ أنا من الاردن؛ أنا أسترالي لكن أهلي من سوريا

  • creating own profile using drawings or providing captions for photos to express roles in or membership of various groups, including their identity as a person who knows more than one language
  • eliciting and giving information that signals identity in different contexts, such as home, school and community, for example, compiling a personal profile consisting of their name, age, and dialect spoken at home, using simple words and modelled sentences

  VCARC113 | Languages | Arabic | F–10 Sequence | Foundation to Level 2 | Communicating | Reflecting

• VCCCTM007

  Consider ways to express and describe thinking activity, including the expression of feelings about learning, both to others and self

  Elaborations

  • identifying words to describe learning experiences, for example ‘learning looks like/sounds like/feels like’
  • drawing and displaying pictures or symbols to represent the meaning of words associated with thinking activities such as ‘watching, wondering, finding, trying’

  VCCCTM007 | Capabilities | Critical and Creative Thinking | Foundation to Level 2 | Meta-Cognition

• VCCCTM008

  Explore some learning strategies, including planning, repetition, rewording, memorisation and use of mnemonics

  Elaborations

  • composing a simple song or rhyme to assist learning new words, such as greetings in another language
  • practising an oral presentation by intentionally rehearsing small parts of the presentation often

  VCCCTM008 | Capabilities | Critical and Creative Thinking | Foundation to Level 2 | Meta-Cognition

• VCDSCD021

  Use personal preferences to evaluate the success of design ideas, processes and solutions including their care for environment

  Elaborations

  • developing criteria for success with teacher guidance including consideration of impact on environment
  • recording a judgment about design ideas with teacher guidance, for example expressing own likes and dislikes about a design idea
  • reflecting on the processes and challenges of creating a designed solution and sharing these reflections using digital technologies, for example when growing a food product, designing a structure to take a load or making a nutritious snack
  • suggesting areas for design improvement

  VCDSCD021 | Technologies | Design and Technologies | Foundation to Level 2 | Creating Designed Solutions | Evaluating

• VCELA201

  Explore different ways of expressing emotions, including verbal, visual, body language and facial expressions

  Elaborations

  • extending students’ vocabularies for the expression of feelings and emotions
  • considering how others might respond before expressing their views, and how students might respond to others’ views in civil and constructive ways

  VCELA201 | Curriculum content | English | Level 1 | Speaking and Listening | Language

• VCELY197

  Construct texts that incorporate supporting images using software including word processing programs

  Elaborations

  • creating digital images and composing a story or information sequence on screen using images and captions
  • adding images to digital written communications such as emails with pictures of self, classmates or location

  VCELY197 | Curriculum content | English | Level 1 | Writing | Literacy

• VCGGK067

  Weather and seasons and the ways in which different cultural groups, including Aboriginal and Torres Strait Islander peoples, describe them

  Elaborations

  • describing the daily and seasonal weather of their place by its rainfall, temperature, sunshine and wind, and comparing it with the weather of other places that they know or are aware of
  • comparing the Aboriginal or Torres Strait Islander People’s seasonal calendar for the local area with one students are familiar with, such as the four-seasons calendar derived from Europe

  VCGGK067 | The Humanities | Geography | Foundation to Level 2 | Geographical Knowledge | Places and our connections to them

• VCHIU012

  Recognise the relationship between the sounds and patterns of pronunciation and elements of the Devanagari script, including the representation of long and short vowels, consonants and conjuncts

  Elaborations

  • recognising and reproducing the sounds and letters of spoken and written Hindi
  • building phonic awareness by recognising and experimenting with sounds and focusing on those that are new and initially difficult, such as त, थ, ग, घ, ट, द, ध।
  • learning how the Hindi sound system is conventionally represented in the Devanagari system by the use of 13 letters classified as vowels (अ-अः) and 33 consonants (क-ह and ड़-ढ़)
  • developing pronunciation skills by singing, reciting, reproducing and mimicking alphabetic elements in context
  • understanding how vowels are pronounced without any obstruction of air coming out of the mouth and consonants are pronounced with obstruction of air by different parts of the mouth
  • recognising that a line on the top of written letters joins them to make words and establishes spaces between words बस, घर। अब घर चल।
  • practising the writing of Devangari letters ‘hanging’ from a line, noticing the difference between this and English, where letters are written above the line क ख ग - a, b, c
  • recognising the matra form of vowels, such as ि, ी, and distinguishing long and short vowel sounds, such as ि, ी
  • identifying and practising pronunciation of vowel sounds with consonants, for example, कइ/कि, कई/की
  • understanding the formation of conjunct consonants such as क्ष, त्र, ज्ञ

  VCHIU012 | Languages | Hindi | F–10 Sequence | Foundation to Level 2 | Understanding | Systems of language

• VCIDC003

  Participate with teacher and peers in class routines and activities, including following instructions and taking turns

  Elaborations

  • responding to classroom instructions, for example, duduklah, berdirilah, diamlah, lihatlah, maju, klik di sini
  • giving peers reminders, for example, cuci tangan dulu, pakai topi, makan dulu, jangan lari di kelas, berbaris
  • participating in routine exchanges such as saying the date, responding to the class roll, expressing thanks, greeting and taking leave, for example, Sampai jumpa Ibu/Bapak
  • playing with others, asking for help or permission (for example, boleh saya…?, Giliran siapa?), and using numbers to form groups, for example, Buatlah kelompok empat orang
  • participating in games and activities requiring turn-taking, for example, gado-gado, lompat tali, siapa dia, kelereng and board games such as congklak

  VCIDC003 | Languages | Indonesian | 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

• VCKOC125

  Recognise themselves as members of different groups, including the Korean class, the school, their family and community, and consider their roles within these different groups

  Elaborations

  • naming languages they know and are learning, for example, 한국어
  • making simple statements about themselves, including who they are and their personal preferences, for example, 저는 …이에요/예요, 저는 … 좋아해요/싫어해요
  • noticing their own use of words, expressions or behaviours that make them who they are, such as using words from different languages, ways of celebrating or communicating that may not be familiar to other people

  VCKOC125 | Languages | Korean | F–10 Sequence | Foundation to Level 2 | Communicating | Reflecting

• VCMNA089

  Represent and solve simple addition and subtraction problems using a range of strategies including counting on, partitioning and rearranging parts

  Elaborations

  • developing a range of mental strategies for addition and subtraction problems

  VCMNA089 | Mathematics | Level 1 | Number and Algebra | Number and place value

• VCPSCSO013

  Describe ways of making and keeping friends, including how actions and words can help or hurt others, and the effects of modifying their behaviour

  Elaborations

  • creating a list of strategies, including words and actions, which students have used to make friends in their life
  • discussing what friendships require to be maintained such as kindness, support, acceptance, respect
  • providing examples of respect to one another showing both words and actions and discussing how negative words and actions can hurt and making suggestions about how to modify behaviours

  VCPSCSO013 | Capabilities | Personal and Social Capability | Levels 1 and 2 | Social Awareness and Management | Relationships and diversity

• VCTRC011

  Identify themselves as members of different groups, including their family, community and school, using simple statements, gestures and support materials

  Elaborations

  • sharing information about their family background, such as their country or region of origin, languages spoken at home and connections with extended family overseas, for example, Ben Avustralyalıyım/Türküm. Türkçe konuşurum. Ailem İstanbul’dan geldi
  • creating self-profiles, using drawings and captions or photos to identify their membership of different groups and communities, for example, home, school, friendship or sporting groups
  • identifying words or expressions in Turkish that they particularly associate with their sense of home and ‘who they are’
  • designing a ‘class tree’ that reflects the linguistic and cultural diversity represented in their class
  • considering how they communicate with different friends and family members who speak different languages

  VCTRC011 | Languages | Turkish | F–10 Sequence | Foundation to Level 2 | Communicating | Reflecting

• VCVIC116

  Identify themselves as members of different groups, including the Vietnamese class, the school, their family and the community, describing their roles within these groups

  Elaborations

  • listing various groups that they belong to, for example, family, school, class or clubs, and reflecting on themselves as a member of these groups and the role they play in each one
  • identifying themselves as belonging to a particular cultural and/or language group, for example, ‘my Vietnamese class’, ‘my Vietnamese school’ and ‘my community’, or ‘I speak Vietnamese’ (Tôi biết tiếng Việt)
  • reflecting on how their own identity as a person who knows more than one language influences the role they play in various groups
  • eliciting and giving information that signals identity in different contexts such as home and school, including age and appearance, class and school, for example, compiling a personal profile consisting of their Vietnamese name, age and animal sign, using simple words and modelled statements, such as Em tên (là) Nguyễn Hoàng Nam. Em bảy tuổi. Em học lớp hai. Em tuổi con heo

  VCVIC116 | Languages | Vietnamese | F–10 Sequence | Foundation to Level 2 | Communicating | Reflecting

• VC2M1N01

  recognise, represent and order numbers to at least 120 using physical and virtual materials, numerals, number lines and charts

  Elaborations

  • reading, writing and naming numerals and ordering two-digit numbers from zero to at least 120, using patterns within the natural number system, including numbers that look and sound similar, for example, 16, 60, 61 and 66
  • using number tracks or positioning a set of numbered cards in the correct order and relative location by pegging them on an empty number line
  • using hundreds charts to build understanding and fluency with numbers; for example, collaboratively building a hundreds chart using cards numbered from zero to 99, or colour-coding the count of tens in a hundreds chart using one colour to represent the number of tens and another to represent the number of ones
  • recognising that numbers are used in all languages and cultures but may be represented differently in words and symbols (for example, through kanji numbers in Japanese and characters in Chinese) and that there are alternative numeration systems (for example, using special characters for 10 and 100 and other multiples of 10 in Japanese and Chinese numeration)

  VC2M1N01 | Mathematics | Mathematics Version 2.0 | Level 1 | Number