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• VCFRC011

  Describe themselves, the people they are close to and the ways they communicate, using simple statements and gestures

  Elaborations

  • making simple statements about themselves, including where they come from, their age and appearance, for example, je suis australien et italien, j’habite à Darwin, je suis fils unique, je suis petit et mince
  • identifying languages they speak or are familiar with, for example, je parle vietnamien, anglais et français, comparing ways of interacting in familiar situations in different languages
  • 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 talking that may not be familiar to other people

  VCFRC011 | Languages | French | F–10 Sequence | Foundation to Level 2 | Communicating | Reflecting

• 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

• VCJAU125

  Recognise that Japanese and English borrow words and expressions from each other and from other languages

  Elaborations

  • noticing that languages borrow words from one another and that both Japanese and Australian English include many words and expressions from other languages
  • recognising that Japanese uses many loan words from English and other languages, such as ペン、テレビ、ピンク, and that these are pronounced differently by Japanese speakers
  • recognising that English loan words in Japanese are written in katakana and sound like a familiar word in English, for example, レモン、ピザ、アイスクリーム
  • creating a class record of Japanese words that are used in English and other languages, such as ‘judo’, ‘origami’, ‘sushi’ and ‘manga’, and comparing how these words are pronounced in the two languages

  VCJAU125 | Languages | Japanese | F–10 Sequence | Foundation to Level 2 | Understanding | Language variation and change

• VCKOC120

  Participate in chants, choral and shared reading of short imaginative texts in audio-visual, print and digital media such as cartoons, stories or rhymes, and responding through play-acting, illustrating, miming or making short statements

  Elaborations

  • participating in shared reading, sharing opinions and responding to questions about imaginative texts
  • responding to imaginative texts including digital texts, stories, rhymes and songs through play-acting, illustrating, facial expression or movement
  • interacting with a character or puppet in an imaginary situation or setting, for example, 안녕하세요?; 저는 미나예요; 만나서 반가워요
  • making simple evaluative statements about favourite characters in stories, rhymes or songs, for example, … 좋아해요/싫어해요
  • re-creating stories, rhymes and songs through mime, dance or drawing with simple captions

  VCKOC120 | Languages | Korean | F–10 Sequence | Foundation to Level 2 | Communicating | Creating

• VCLVU147

  Recognise that the language is part of the broader regional and national language diversity

  Elaborations

  • identifying/recognising Indigenous languages in the environment, for example, street names, names of parks
  • recognising that there are many different Aboriginal and Torres Strait Islander languages in Australia, for example, by viewing Language maps of their region, their state and the whole of Australia
  • identifying neighbouring Indigenous languages of their region
  • recognising that linguistic diversity in contemporary Australia includes Indigenous as well as non-Indigenous languages, and that Australia has many languages, for example, by identifying languages used by different classmates by creating a class profile or language map
  • recognising that some Indigenous languages in Australia are strong, while others are endangered or in the process of being revived or reclaimed
  • recognising shared vocabulary across groups of Aboriginal languages, for example, words such as ‘hand’, ‘water’, ‘crow’

  VCLVU147 | Languages | Victorian Aboriginal Languages | Foundation to Level 2 | Understanding | Language awareness

• VCITC006

  Give factual information about known people, everyday objects, family celebrations and personal experiences

  Elaborations

  • giving descriptive information using simple structures, for example, È la mia mamma. La mia mamma è alta. È il cane. L’uccello ha il becco
  • identifying the main idea or describing an event based on images, for example, naming what they see (la festa, la scuola, lo zoo, la spiaggia, l’estate, il picnic)
  • participating in ‘show and tell’, for example, Questa è la mia bambola. Si chiama Teresa
  • sequencing pictures to describe events, guided by the teacher
  • describing aspects of their immediate world by drawing and writing captions, such as:
    
    • people, for example, Ecco la mamma/mio fratello; É la mamma, Mario è il mio amico
      
    • objects, for example, Ho dieci matite. Ho la bambola, Si chiama Belinda
      
    • family celebrations, for example, Oggi è il compleanno della nonna. Tanti auguri, nonna!
      
    • places, for example, La casa di Tina è grande

  VCITC006 | Languages | Italian | F–10 Sequence | Foundation to Level 2 | Communicating | Informing

• VCDEC113

  Express aspects of self, such as family, school/class, age and language(s), noticing how these are part of one’s sense of identity

  Elaborations

  • identifying self as part of a family, class or peer group, and representing these relationships in a variety of ways, such as through drawing pictures or by adding captions to photos
  • describing what languages they know and are learning, for example, Ich kann Englisch und Arabisch. Ich lerne Deutsch
  • eliciting and giving personal information that signals identity within home and school contexts, including age and appearance, characteristics, class and school, for example, Ich bin sechseinhalb.; Ich habe braune Haare. Ich bin in Klasse 1F
  • investigating the question ‘Where do I belong at school?’ by analysing and describing various ways that schools identify different groups within a school, such as by class levels (Foundation to Year 6), different classroom teachers, different play areas, wearing of school uniform, or changing rights and responsibilities

  VCDEC113 | Languages | German | F–10 Sequence | Foundation to Level 2 | Communicating | Reflecting

• VCDTDI016

  Independently and with others create and organise ideas and information using information systems, and share these with known people in safe online environments

  Elaborations

  • using different types of data such as images, sound and text to create information for sharing online, for example creating a multimedia class profile that includes a photo of each student, a personal audio recording and a written message
  • planning and creating text, drawings and sound files to share online, for example jointly creating a photo story to illustrate a fable or fairy-tale from the Asia region or a local Aboriginal and Torres Strait Islander community story
  • making ethical decisions when using images for public viewing and using the work of others, for example asking the question ‘What is fair and just?’ to compare images of events or activities and decide whether or not to publish
  • participating in safe online environments, for example sharing ideas and information through intranets, messaging only to people they know, bookmarked websites and moderated online spaces

  VCDTDI016 | Technologies | Digital Technologies | Foundation to Level 2 | Data and Information

• VCJAC114

  Participate in shared listening to, viewing and reading of imaginative texts, and respond through singing, chanting, miming, play-acting, drawing, action and movement

  Elaborations

  • performing songs such as あたまかたひざあし、むすんでひらいて, rhymes, chants or simple stories that include repeated phrases and rhythms and non-verbal forms of expression such as clapping, gestures and facial expressions
  • using simple language structures and supporting drawings or actions to describe and respond to imaginary characters or experiences, for example, おばけ/おに/かっぱ/たぬき/ようかい　です。
  • participating in shared reading and viewing of print and digital imaginative texts, sharing opinions and responding to prompt questions such as だれ　です　か。ちいさい　です　か。おおきい　です　か。かわいい　です　か。
  • making simple statements about favourite characters in stories or songs, for example, やさしいかわいい こわいつよい
  • responding to Japanese versions of familiar children’s stories and folk tales, comparing expressions at key points in the story with English-language versions, and re-enacting with puppets, props or actions

  VCJAC114 | Languages | Japanese | F–10 Sequence | Foundation to Level 2 | Communicating | Creating

• VC2M2A02

  recall and demonstrate proficiency with addition facts to 20; extend and apply facts to develop related subtraction facts

  Elaborations

  • using ten-frames or materials such as connecting cubes to develop and record addition and subtraction strategies including doubles, near doubles, counting on, combinations to 10 and bridging to 10, explaining patterns and connections noticed within the facts
  • partitioning and rearranging collections to practise and develop fluency with addition and subtraction facts to 20, leading to the recall of these facts; for example, partitioning using materials and part-part-whole diagrams to develop subtraction facts related to addition facts, such as 8 + 7 = 15 therefore 15 − 7 = 8 and 15 − 8 = 7
  • using partitioning to develop and record facts systematically (for example, ‘How many ways can 10 birds be spread among 2 trees?’, 10 = 10 + 0, 10 = 9 + 1, 10 = 8 + 2, 10 = 7 + 3, …), explaining how they know they have found all possible partitions 

  VC2M2A02 | Mathematics | Mathematics Version 2.0 | Level 2 | Algebra

• VC2M2SP01

  recognise, compare and classify shapes, referencing the number of sides and using spatial terms such as ‘opposite’, ‘parallel’, ‘curved’ and ‘straight’

  Elaborations

  • sorting a collection of shapes in different ways based on their features, such as number of sides, whether all sides are equal and whether pairs of opposite sides are parallel; for example, sorting collections of triangles and other polygons
  • manipulating shapes and recognising that different orientations do not change the shape; for example, cutting out pictures of various shapes and recognising that they are still classified as the same shape even if they are upside down or on their side
  • investigating the shapes of different sporting fields, describing and labelling their features, including sidelines, centre circles and goal squares; for example, labelling the lines on a basketball court and using spatial terms to describe them
  • creating regular shapes using digital tools, describing and observing what happens when you manipulate them; for example, dragging or pushing vertices to produce irregular shapes, or moving or rotating a shape

  VC2M2SP01 | Mathematics | Mathematics Version 2.0 | Level 2 | Space

• VC2M2SP02

  locate positions in two-dimensional representations of a familiar space; move positions by following directions and pathways

  Elaborations

  • interpreting maps of familiar places and identifying the position of key features
  • understanding that we use maps to receive and give directions and to describe place and spatial relationships between places
  • using a classroom seating plan to locate a new seating position and giving directions to other classmates to find their seats
  • following and creating movement instructions that need to be carried out to move through a 4 × 4 grid mat on the classroom floor or on a computer screen, for example, one forward, 2 to the right and one backwards and so on to reach a target square; or using a robotic toy to follow a path on a street scene on a floor mat, adjusting their instructions to the robot toy as they consider the order of their instructions, the direction and how far they want the toy to travel
  • moving around a two-dimensional maze using directional language to describe turns and changes in direction, including saying, for example, ‘clockwise’, ‘anticlockwise’, ‘quarter turn to the left’ and ‘take the path to the right’

  VC2M2SP02 | Mathematics | Mathematics Version 2.0 | Level 2 | Space

• VCZHU128

  Recognise differences and similarities in communication across cultures, such as greetings, names and gestures

  Elaborations

  • viewing and listening to Chinese and Australian cartoons and identifying similarities and differences
  • examining pictures of different marketplaces and noticing differences between food markets and grocery stores in China and Australia
  • observing what is the same and what is different in their classroom interactions and classroom interactions in China
  • discussing communicative practices across cultures and identifying culture-specific practices (for example 拜年) in Chinese culture, including noting culture-specific phrases used in either Chinese or English
  • recognising various ways in which familiar concepts are expressed in different cultures, such as greetings
  • using non-verbal communication, such as gestures and facial expressions, for example, showing numbers 1–10 with fingers
  • recognising ways in which people express their culture in music, dance, traditional stories, food, games and celebrations
  • recognising visible expressions of identity such as flags, maps, traditional dress, and landmarks
  • exploring cultural symbols and practices through stories, songs, dances, games and crafts

  VCZHU128 | Languages | Chinese | Background Language Learner | F–10 Sequence | Foundation to Level 2 | Understanding | Role of language and culture

• Auslan - First Language Learner - F–10 Sequence: Foundation to Level 2 achievement standards

  By the end of Level 2, students interact with the teaching team, class visitors and each other to share information about themselves, their families, friends, routines, pastimes and experiences. They use fingerspelling or sign names as appropriate and lexical adjectives or size and shape specifiers...

  Level description | Languages | Auslan | First Language Learner | F–10 Sequence | Foundation to Level 2

• VCARC106

  Locate and organise information from simple spoken, written and visual texts to identify details about people and objects

  Elaborations

  • listening for key words in stories, rhymes or songs, using intonation and visual cues such as gestures and facial expressions to assist understanding
  • identifying letters, words and phrases in written Arabic, for example, titles, labels and captions, by labelling, matching, clicking and dragging, miming and using actions
  • participating in shared reading of print and digital texts such as stories in Big Books and other texts relating to familiar events and contexts, using pictures, intonation and contextual cues to predict meaning and identify key information
  • sorting and categorising information in graphic representations such as tables, including details about colour, quantity and place relating to people and objects, for example,

    ما لون الفستان ؟ لون الفستان أحمر؛ ما لون المقلمة؟ لون المقلمة أحمر

    كم عدد الأقلام؟ كم كتاباً يوجد هنا؟ يوجد أربعة كتب

    أين تعمل أمك؟ تعمل أمي في المستشفى؛ يدرس أخي في المدرسة

  VCARC106 | Languages | Arabic | F–10 Sequence | Foundation to Level 2 | Communicating | Informing

• VCASFU138

  Recognise that meaning can be expressed through English words or Auslan signs and that signs have set handshapes, movements and locations, and identify and reproduce them independently

  Elaborations

  • realising that meaning is communicated through the use of signs, pictures, written or spoken words or miming
  • identifying the handshape of a sign, for example, COCKATOO (hs:5) and SOCCER (hs:fist)
  • recognising major types of path movements
  • understanding that sounds in English words are like handshapes, movements and locations in Auslan in the sense that they are combined together to make signs
  • noticing that in signed languages meaning can be expressed through whole signs or through fingerspelling
  • recognising that some signs are iconic, linking to the appearance of a referent, for example, HOUSE, TREE, DRINK, ELEPHANT, and that some are not, such as SISTER, WHY, SIMPLE
  • understanding that while English is spoken and heard as well as written and read, Auslan is usually uniquely ‘through the air’ and not written down
  • experimenting with different ways of recording signs, including video, writing an English word or drawing pictures

  VCASFU138 | Languages | Auslan | Second Language Learner | F–10 Sequence | Foundation to Level 2 | Understanding | Systems of language

• VCFRC006

  Engage with a range of imaginative texts through action, dance, drawing and other forms of expression

  Elaborations

  • listening to or viewing French versions of familiar stories such as Le Navet Géant or Boucle d’Or et les Trois Ours, comparing French expressions at key points in the story with English language versions, and re-enacting with puppets, props and actions
  • performing poems, rhymes or simple stories that include repeated phrases and rhythms to emphasise key points, for example, chanting ‘Au Loup!’ in Au Loup, or ‘Ça va pas, non!’ in Je veux pas aller à l’école
  • making simple evaluative statements about favourite characters in stories, rhymes or songs, for example, Il est magnifique! J’adore Minou! Elle est sympa!
  • re-creating stories, rhymes and songs through mime, dance, or drawings with simple written captions

  VCFRC006 | Languages | French | F–10 Sequence | Foundation to Level 2 | Communicating | Creating

• VCFRC010

  Notice how using French feels and sounds different to using own language(s) and involves behaviours as well as words

  Elaborations

  • noticing French ways of talking and behaving that appear different to own ways, finding examples in children’s stories such as Marie de Paris or Je veux pas aller à l’école or in recordings of French-speaking children in different contexts
  • comparing aspects of Australian and French children’s lifestyles, such as ways of playing games, buying and eating food or interacting with family members, for example, school cantine meals, daily greetings in the family
  • using French versions of spontaneous exclamations or interactions, for example, Aïe! instead of ouch!, or ça va! plus hand gestures or facial expressions when responding to a greeting
  • including some French words and expressions in English conversation when it feels appropriate (for example, bon…voilà, pardon, merci, attention!), noticing changes in behaviour, voice or body language when speaking French

  VCFRC010 | Languages | French | F–10 Sequence | Foundation to Level 2 | Communicating | Reflecting

• VC2M2M02

  identify common uses and represent halves, quarters and eighths in relation to shapes, objects and events

  Elaborations

  • demonstrating how food items can be cut in halves, quarters or eighths; for example, cutting pizzas, slices, cakes or sandwiches into equal parts by halving, then halving again to form quarters and eighths, ensuring that the parts are equal
  • investigating cup and spoon measures used in cooking and discussing what half or quarter of a cup or tablespoon measure means, and using sand or water to compare these to the full cup and tablespoon measures
  • demonstrating and using halves and quarters in folding activities; for example, folding paper in half and quarters and ensuring that the pieces are the same size
  • recognising that halves and quarters can be used to describe lengths, positions and distances; for example, describing the halfway point in a race or instructing someone to stand halfway between 2 chairs
  • discussing that halves and quarters are used to describe durations of time, including durations of time in sporting events, and what this means; for example, discussing how the sirens used during an Australian Rules football game represent quarter time, half-time and three-quarter time during the game, or recognising and using half an hour or quarter of an hour to describe a duration of time

  VC2M2M02 | Mathematics | Mathematics Version 2.0 | Level 2 | Measurement

• VCZHC114

  Collaborate with others in group activities and contribute to learning activities

  Elaborations

  • making suggestions when working together and allocating jobs for members of group, for example, 我们一起唱吧；我们唱，你跳舞
  • following the teacher’s instructions and responding to questions with reasons (for example, 我不高兴, 因为我累了), using language appropriate to class context (for example, 老师，我写完了) and making requests in an appropriate manner, for example, 老师，我可以喝水吗？
  • including others and recognising participants in group work, for example, Lisa 是我的好朋友; 我们组有…
  • making cards for special cultural events such as Chinese New Year or personal events such as birthdays, copying short good wishes from modelled text, for example, 生日快乐
  • recognising and copying characters relating to various events described in books, and noticing the formation of characters and spacing
  • collecting examples of common Chinese characters found in familiar settings such as signs and labels, for example, 八 (8), 面 (noodles), 春 (spring)
  • creating drawings to support written communication in cards, posters and visual displays

  VCZHC114 | Languages | Chinese | Background Language Learner | F–10 Sequence | Foundation to Level 2 | Communicating | Socialising