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• VCESC111

  Recognise and respond to classroom interactions such as opening and closing of lessons, transition activities, answering simple questions and following classroom instructions

  Elaborations

  • participating in class routines such as taking the roll and stating the day and date, for example, hoy es lunes 26 de julio
  • interacting with one another during class activities, for example, vamos al recreo, ¿puedo ir al baño? gracias, lo siento, por favor, dame el borrador
  • responding to classroom instructions through actions, gestures and verbal responses such as siéntense/sentaos, silencio, escuchen/escuchad, recojan/recoged sus/vuestras cosas, formen un círculo, todos de pie, levanta la mano
  • demonstrating and mimicking hand gestures, intonation patterns or facial expressions that accompany language or stand alone, for example, shrugs or exclamations such as ¡Hala! ¡Uf!

  VCESC111 | Languages | Spanish | F–10 Sequence | Foundation to Level 2 | Communicating | Socialising

• 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

• 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

• VCMNA111

  Count and order small collections of Australian coins and notes according to their value

  Elaborations

  • identifying equivalent values in collections of coins or notes, such as two five-cent coins having the same value as one 10-cent coin
  • counting collections of coins or notes to make up a particular value, such as that shown on a price tag

  VCMNA111 | Mathematics | Level 2 | Number and Algebra | Money and financial mathematics

• 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

• VCHHK063

  The history of a significant person, building, site or part of the natural environment in the local community and what it reveals about the past

  Elaborations

  • using the internet, newspapers, community information guides and local knowledge to identify and list the people and places promoted as being of historic interest in the local community
  • suggesting reasons for the location of a local landmark before searching for resources that provide an explanation
  • using books, newspapers, oral histories, audio visual material, digital sources, letters, photographs to investigate the history of a chosen person, building, site or landmark in the local community and relating a story these sources reveal about the past

  VCHHK063 | The Humanities | History | Foundation to Level 2 | Historical Knowledge | Community histories

• VCFRC005

  Convey factual information about self, family, friends and possessions, using simple statements, gestures and support materials

  Elaborations

  • labelling or naming classroom items and resources or personal possessions, for example, la table, la chaise, l’ordinateur, la carte
  • contributing to a class photo story, for example, writing and reading aloud captions to own photos (Je suis triste/content/fâché) and points of personal information (J’aime le chocolat; je suis petite; j’ai un chat noir)
  • using simple sentence structures, familiar vocabulary, concrete materials and supporting gestures to talk about self and the immediate environment, for example, Je suis à l’école; j’ai les yeux verts; voici ma chaise et voilà mon sac; j’ai un tracteur rouge
  • drawing aspects of daily routines (for example, le petit déjeuner, la récréation, le sport), and writing captions or attaching word bubbles

  VCFRC005 | Languages | French | F–10 Sequence | Foundation to Level 2 | Communicating | Informing

• VCFRU013

  Understand some first elements of French grammar, such as simple verb and gender forms, definite articles, pronouns and prepositions

  Elaborations

  • understanding the French subject-verb-object structure (je mange la pomme; tu as le cahier) and the different patterns of adjective-noun order, with some adjectives coming before and some coming after the noun (le beau manteau, la grande école, le papillon rose)
  • noticing and using definite and indefinite articles in singular or plural forms (for example, la fille, le concert, les croissants; un chapeau, une chaise, des amis), including the l’ form for nouns beginning with a vowel or letter h, for example, l’hiver, l’école
  • becoming aware of grammatical gender, noticing and using masculine or feminine forms of nouns and adjectives, for example, le chien, la maison, le petit garçon, la petite fille, le copain, la copine
  • using appropriate pronouns to identify people, for example, Je m’appelle Adam, et toi, tu t’appelles comment? C’est lui?
  • recognising and using some prepositions in simple sentence structures, for example, elle est devant la maison, je suis sous la chaise
  • developing number knowledge for numbers 0–20 and ordinals (premier, deuxième)
  • responding to and using simple imperative verb forms, for example, viens ici! écoutez bien!
  • using singular forms of common verbs in the present tense (for example, je suis chinois, tu as trois frères, il aime le football, Papa est grand) and some forms of irregular verbs such as aller, venir and faire
  • using simple questions and statements, for example, Qu’est-ce que c’est? Qui est-ce? Tu t’appelles comment? C’est un poisson. Je préfère les fraises

  VCFRU013 | Languages | French | F–10 Sequence | Foundation to Level 2 | Understanding | Systems of language

• VCFRC007

  Participate in shared performance and presentation of stories, songs or nursery rhymes, playing with sound patterns, rhyming words and non-verbal forms of expression

  Elaborations

  • performing songs, rhymes and action stories using non-verbal forms of expression such as clapping, gestures and facial expressions to support the making of meaning
  • creating and presenting own Big Books, storyboards or digital texts based on imaginary scenarios in familiar contexts (for example, Petit Ours Brun fait un tour à notre classe), building on key words and phrases, and using punctuation to guide intonation and drawings to support written text
  • creating rhythms for difficult or complicated phrases or intonation patterns, such as Comment t’appelles-tu? Qu’est-ce que tu manges pour le petit déjeuner? Le chocolat chaud

  VCFRC007 | Languages | French | F–10 Sequence | Foundation to Level 2 | Communicating | Creating

• VCESC119

  Recognise themselves as belonging to groups, for example, ‘my friends’, ‘my class’, ‘my school’, ‘my family’ and ‘my community’

  Elaborations

  • making simple statements about themselves, including where they come from and what language(s) they speak
  • identifying themselves as belonging to different groups, such as family, class or peer groups (Yo soy australiana y chilena, Soy un niño/una niña. Estoy en la clase B), and representing these relationships through drawing pictures, adding captions to photos, or digital text creation
  • comparing their own ways of communicating, including using any other languages with those of friends or family members who speak different languages
  • considering whether there are any aspects of their ways of communicating that might be unfamiliar to children from different cultural backgrounds

  VCESC119 | Languages | Spanish | F–10 Sequence | Foundation to Level 2 | Communicating | Reflecting

• History: Foundation to Level 2 achievement standards

  By the end of Level 2, students explain aspects of daily life to identify how some aspects have changed over time, while others have remained the same. They describe personal and family life, a person, a site, or an event of significance in the local community.

  Students use sources (physical, visual...

  Level description | The Humanities | History | Foundation to Level 2

• VCFRC001

  Interact with each other and the teacher using simple language and gestures for exchanges such as greetings and farewells, thanks and introductions, and for talking about self and family

  Elaborations

  • introducing themselves and responding to greetings, for example, Comment t’appelles-tu? Je m’appelle…; Ça va, Emilie? Ça va bien, merci
  • using simple descriptive or expressive statements to describe themselves and to express likes, preferences or feelings, for example, moi, j’ai cinq ans; je suis australien; j’aime le sport; moi, je préfère la danse; je suis très content
  • recognising and responding to simple questions on topics such as home, school or pets, using supporting intonation and gestures, for example, Qui est-ce? C’est Maman. Qu’est-ce que c’est? C’est la chaise. Où est…? Il est…C’est un chien? Mais non…C’est un chat!
  • using formulaic French phrases for everyday interactions such as thanking, apologising, and offering wishes or congratulations, for example, Merci!…oh, pardon; bon appétit; bonne fête! bravo!

  VCFRC001 | Languages | French | F–10 Sequence | Foundation to Level 2 | Communicating | Socialising

• VCFRC003

  Recognise and respond to classroom interactions such as opening and closing of lessons, transition activities, and giving and following instructions

  Elaborations

  • using French for everyday routines such as roll call or naming the day of the week (for example, aujourd’hui c’est lundi), opening and closing lessons (for example, singing: Bonjour, mes amis/Au revoir, mes amis), or transition activities, for example, on fait un grand cercle…
  • responding to instructions or directions through actions, gestures or verbal responses, for example, Lève-toi, regardez-moi, écoutez, doucement!
  • asking for information or for a turn, for example, Madame … Qu’est-ce que c’est? Et moi?
  • interacting with each other during learning activities, for example, Donne-moi le crayon. Voilà/voici…merci

  VCFRC003 | Languages | French | F–10 Sequence | Foundation to Level 2 | Communicating | Socialising

• Mathematics: Level 2 achievement standards

  Number and Algebra

  Students count to and from, and order numbers up to 1000. They perform simple addition and subtraction calculations, using a range of strategies. They find the total value of simple collections of Australian notes and coins. Students represent multiplication and division by grouping...

  Level description | Mathematics | Level 2

• Mathematics: Level 2 description

  In Level 2, students use grouping partitioning and re-arrangement to apply place value and extend the range of numbers they use and apply to thousands.

  Students recognise, model and order numbers to at least 1000 and use a variety of strategies to count efficiently, including skip counting forwards...

  Level description | Mathematics

• 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

• VCFRU016

  Understand that all languages continuously change through contact with each other and through changes in society

  Elaborations

  • understanding that languages and cultures change in response to new ideas and social and cultural developments (globalisation)
  • recognising that languages borrow from each other, that many French words are used in English (for example, ‘croissant’, ‘menu’, ‘chauffeur’, ‘chef’, ‘ballet’) and many English words are used in French, for example, le week-end, le parking, le cowboy
  • understanding that some languages are continuously growing while others, such as many Indigenous languages throughout the world, are endangered or being revived

  VCFRU016 | Languages | French | F–10 Sequence | Foundation to Level 2 | Understanding | Language variation and change

• VCESC110

  Participate in guided group activities and simple transactions such as games, performances, songs and rhymes, using modelled repetitive language

  Elaborations

  • participating in games or activities that involve taking turns, making choices or swapping items, such as number, time-telling or memory games (¿Qué hora es señor Lobo?, El escondite inglés, La vaca eres tú), using language such as me toca; gané; te toca
  • contributing to class activities or projects that involve naming, illustrating and labelling, such as creating a class garden, or a photo or digital display of a shared event or activity
  • participating in tasks involving exchanging, sorting and classifying objects and attributes such as shapes, colours and numbers, using simple question forms and affirmative/negative responses, for example, ¿Tienes un triángulo amarillo? Sí, toma. ¿Tienes un círculo rojo? No, tengo un círculo azul
  • participating in songs and chants such as counting songs or rhyming games by singing and performing actions, for example, Mi carita redondita, Había una vez un barquito chiquitito, Un elefante se balanceaba

  VCESC110 | Languages | Spanish | F–10 Sequence | Foundation to Level 2 | Communicating | Socialising

• VCASFC127

  Participate in simple interactions with their peers and teachers using high-frequency signs, non-manual features and gestures to talk about self, family and class activities

  Elaborations

  • using greetings and farewells following modelled signs such as HELLO, HOW-ARE-YOU? SEE LATER, GOOD MORNING M-R J-O-N-E-S
  • asking and answering questions that require an affirmative or negative response, for example:
    WANT PLAY HIDE-AND-SEEK?
    Do you want to play hide and seek?
    PRO2 ALIGHT?
    Are you alright?
    
  • asking and answering simple questions about family, friends and pets, such as:
    PRO2 BIRD HAVE PRO2?
    Do you have a bird?
    PRO1 DON’T-HAVE
    I don’t have one.
    SISTER-BROTHER HOW MANY?
    How many brothers and sisters do you have?
    2 BROTHER 1 SISTER
    Two brothers and one sister.
    
  • describing the appearance of people or objects using simple statements and supporting pictures or props, for example:
    PRO3 HAVE DS:curly-hair
    He has curly hair.
    THAT HORSE BIG
    The horse is big.
    
  • expressing likes and dislikes using simple statements such as:
    PRO1 LIKE SCHOOL
    I like school.
    FLOWER DON’T-LIKE
    I don’t like flowers.
    PRO1 HATE APPLES
    I hate apples.
    
  • expressing feelings using lexical signs and affective NMFs, for example:
    PRO1 HAPPY
    I’m happy.
    PRO3 GRUMPY
    She’s grumpy.
    
  • expressing wishes for particular occasions or events, for example, THANK-YOU, GOOD-LUCK or HAPPY BIRTHDAY
  • making arrangements using simple time markers without numeral incorporation, for example, TODAY, TOMORROW, NEXT-WEEK
  • referring to family members and classmates by fingerspelling a name or using a sign name
  • describing what they are doing in class activities using plain verbs, for example, PRO1 RUN, PRO1 READ

  VCASFC127 | Languages | Auslan | Second Language Learner | F–10 Sequence | Foundation to Level 2 | Communicating | Socialising

• VCASFC129

  Develop interaction and communication skills for participation in regular class routines and activities

  Elaborations

  • recognising and using fingerspelled names for roll call and games
  • following instructions for class routines, such as:
    DS:line-up PLEASE
    Line up, please.
    LOOK-AT-_me PRO1
    Eyes to the front.
    PLEASE WITH-2++
    Please find a partner.
    
  • asking for help or permission, for example:
    PLEASE HELP-_me?
    Can you help me, please?
    PRO1-_plural CAN SHARE?
    Can we share these?
    
  • gaining attention in appropriate ways, for example by waving or tapping a shoulder or table
  • stopping activities and paying attention when lights are flashed or hands are waved
  • using NMFs such as focused eye gaze, nodding and head shaking to show affirmation and negation
  • using voice-off when possible while signing and keeping appropriate signing space between signers
  • positioning seating to keep visual communication clear or sitting across from/opposite signers when communicating
  • using visual applause to show enjoyment of entertainment or commendation

  VCASFC129 | Languages | Auslan | Second Language Learner | F–10 Sequence | Foundation to Level 2 | Communicating | Socialising