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• VCLVC134

  Give factual information using simple statements, gestures and captions

  Elaborations

  • using some location terms to talk about the Country/Place for example, up, down, near, far and using topographical words such as swamp, soakage, reef
  • presenting information about elements associated with Country/Place, for example, animals, plants, food, artefacts, using modelled sentences, matching captions to pictures and filling-in-gaps activities
  • contributing to a shared recount about an event such as sports day, an excursion, a class visit from a respected community member, a visiting performance group from the Country/Place, a community celebration, for example, by making a Big Book, creating a display, digital presentation or class photo story
  • labelling aspects of daily routines, selecting captions or attaching word bubbles and sharing information with others
  • developing a pictorial story to describe activities and routines at home, at school, in the community

  VCLVC134 | Languages | Victorian Aboriginal Languages | Foundation to Level 2 | Communicating | Informing

• 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

• VCGGC061

  Represent data and the location of places and their features by constructing tables, plans and labelled maps

  Elaborations

  • making a map to show how a bird would see a place (birds-eye view), using pictures or models of objects
  • completing a table to show the significant features or uses of different places
  • locating on an outline map the places they are connected to, or the places they visit for shopping, recreation, family, personal or other reasons
  • investigating how symbols are used to represent categories of objects and categorising drawings or images of environmental features of the local place into natural, managed and constructed features

  VCGGC061 | The Humanities | Geography | Foundation to Level 2 | Geographical Concepts and Skills | Data and information

• VCLVU145

  Recognise that different words and language forms are used to address and communicate with people according to relationship and context

  Elaborations

  • noticing that different forms of address and kinship terms are used depending on the relationship between participants
  • recognising that the way someone is related to others affects how he or she speaks to them
  • recognising that ways of speaking vary according to context and situation, for example, language used when interacting with peers during playground games is different to that used with the teaching team and with visiting respected community members
  • recognising that language used in particular interactions can vary between cultural contexts, for example, the use of titles in English compared to kin categories in the language

  VCLVU145 | Languages | Victorian Aboriginal Languages | Foundation to Level 2 | Understanding | Language variation and change

• VCRAC005

  Give factual information about self, family and significant objects using labels, captions and descriptions

  Elaborations

  • recounting with the class details about shared events such as sports day, excursions, a class visit or holidays
  • participating in ‘show and tell’, presenting topics of daily life and personal interest
  • describing aspects of shared knowledge about the use of the language, such as by pointing to places on a map or at pictures of foods, flora and fauna
  • using key words and phrases to describe aspects of a video clip, photo story, or excerpt from a television program

  VCRAC005 | Languages | Roman Alphabet Languages | F–10 Sequence | Foundation to Level 2 | Communicating | Informing

• 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

• 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

• 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

• VCICCB002

  Describe their experiences of intercultural encounters in which they have been involved

  Elaborations

  • exploring stories that describe experiences of intercultural encounters, for example, when students met someone who spoke a language different from their own
  • brainstorming a range of activities, locations, events or technologies that may provide intercultural experiences, such as international travel, visiting their local library, attending Chinese New Year celebrations, or speaking to relatives overseas through video chat applications
  • creating posters to identify how students celebrate or commemorate a range of cultural events
  • using images of people in Australia and other countries to ask students a set of reflective questions about culture, such as whether they’re curious about their own culture or more curious about other cultures

  VCICCB002 | Capabilities | Intercultural Capability | Foundation to Level 2 | Cultural Practices

• VCITC002

  Participate in shared action with peers and teacher, contributing ideas through key words, images, movement and song

  Elaborations

  • contributing to collective activities such as creating a class vegetable garden or photo display of a recent excursion or visit, by labelling and illustrating
  • contributing to guided, shared decisions, such as about a classroom display or a class party, for example, mi piace il rosso; io porto i biscotti
  • playing games, for example, counting games, sorting and order games, number games, tombola
  • making simple choices, based on given options, for example, Vuoi leggere questo? Giochi dentro o fuori?

  VCITC002 | Languages | Italian | F–10 Sequence | Foundation to Level 2 | Communicating | Socialising

• VCLVC132

  Interact in classroom routines and respond to teacher instructions

  Elaborations

  • participating in routine exchanges, such as, asking and answering questions, responding to the class roll, describing the weather, requesting classroom objects, participating in school and class creeds/affirmations
  • responding to and using routine classroom language, for example, ‘sit down’, ‘stand up’, ‘listen!’ ‘look this way’, ‘tidy up’
  • following instructions in language related to transition activities, for example, ‘form a circle’, ‘get into groups of three’, ‘put on your hat’, ‘line up’
  • responding to requests and instructions in verbal and non-verbal ways, such as movement, gesture and action, for example, in class and outdoors, in games and songs, or on visits and excursions

  VCLVC132 | Languages | Victorian Aboriginal Languages | Foundation to Level 2 | Communicating | Socialising

• 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

• VCELA238

  Manipulate more complex sounds in spoken words through knowledge of blending and segmenting sounds, phoneme deletion and substitution

  Elaborations

  • separating and blending more difficult sounds when saying words, for example 'squint' and 'watch'
  • generating new words by deleting one phoneme and replacing it with another, for example substituting 'b' in 'back' with 's' to make 'sack'

  VCELA238 | Curriculum content | English | Level 2 | Speaking and Listening | Language

• VCHPEM082

  Create and participate in games

  Elaborations

  • inventing games with rules using one or two pieces of equipment
  • participating in games that use a number of different fundamental movement skills
  • using stimuli such as equipment, rhythm, music and words to create games

  VCHPEM082 | Health and Physical Education | Levels 1 and 2 | Movement and Physical Activity | Moving the body

• VCHPEM086

  Propose a range of alternatives and test their effectiveness when solving movement challenges

  Elaborations

  • predicting possible outcomes of alternative actions and deciding which one is likely to be the most effective
  • asking for and responding to feedback from peers or teachers on their performance
  • reflecting on their performance and identifying and demonstrating ways they can perform a skill more successfully

  VCHPEM086 | Health and Physical Education | Levels 1 and 2 | Movement and Physical Activity | Learning through movement

• VCSIS053

  Use a range of methods, including drawings and provided tables, to sort information

  Elaborations

  • using matching activities, including identifying similar things, odd-one-out and opposites
  • sorting information in provided tables or graphic organisers
  • constructing column and picture graphs with teacher guidance to record gathered information

  VCSIS053 | Science | Foundation to Level 2 | Science Inquiry Skills | Recording and processing

• VCLVC140

  Notice how using different languages involves some different ways of communicating and behaving

  Elaborations

  • capturing and sharing their impressions when singing songs, dancing, reading stories or playing games in the language, for example, by responding to teacher prompts in language or English, such as, What do you hear? What do you see? What do you notice about…? Why do you think that? How is this similar/different to…?
  • noticing similarities and differences between the language and English/other known languages in relation to cultural elements, such as the names of foods and animals particular to the climate and environment; and in cultural practices, such as sharing in extended families, special times, story-telling, yarning
  • considering how they communicate with different friends and family members who have different language backgrounds
  • describing how it feels to use the language in the classroom and with visiting respected community members

  VCLVC140 | Languages | Victorian Aboriginal Languages | Foundation to Level 2 | Communicating | Reflecting

• VCZHC002

  Interact with simple written texts in familiar contexts to contribute to class discussions

  Elaborations

  • collecting examples of common Chinese characters found in familiar settings such as signs and labels, for example, 八 (8),面 (‘noodles’), 春 (‘spring’)
  • discussing the differences between the Roman alphabet and characters, for example, compare the sound and shape of each
  • labelling images of family from a provided list of characters, for example, 妈妈，爸爸，哥哥，妹妹
  • recognising and copying high-frequency characters relating to family and number, and noticing the formation and spacing of characters
  • recognising the differences in describing family members in Chinese and English, for example, ‘brothers’ can be 哥哥 or 弟弟 in Chinese
  • labelling and illustrating a class photo wall of a shared event or visit

  VCZHC002 | Languages | Chinese | Second Language Learner | F–10 Sequence | Foundation to Level 2 | Communicating | Socialising

• VC2M2A01

  recognise, describe and create additive patterns that increase or decrease by a constant amount, using numbers, shapes and objects, and identify missing elements in the pattern

  Elaborations

  • creating a pattern sequence with materials, writing the associated number sequence, and then describing the sequence so someone else can replicate it with different materials; for example, using matchsticks or toothpicks to create a growing pattern of triangles – using 3 for one triangle, 5 for 2 triangles, 7 for 3 triangles – and describing the pattern as ‘Start with 3 and add 2 each time’
  • recognising patterns in the built environment to locate additive pattern sequences (for example, responding to ‘How many windows in one train carriage, 2 train carriages, 3 train carriages …?’ or ‘How many wheels on one car, 2 cars, 3 cars …?’) and recording the results in a diagram or table
  • recognising the constant term being added or subtracted in an additive pattern and using it to identify missing elements in the sequence
  • recognising additive patterns in the environment on Country/Place and in Aboriginal and/or Torres Strait Islander material culture; and representing these patterns using drawings, coloured counters and numbers

  VC2M2A01 | Mathematics | Mathematics Version 2.0 | Level 2 | Algebra

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

  By the end of Level 2, students interact with peers and teachers through play- and action-related talk, exchanging greetings and introducing themselves (for example, 안녕하세요?; 안녕?; 저는 ...이에요/예요 used as a set phrase) with gestures. They respond to question cues (such as 뭐예요?) by naming objects with...

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