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• VCPSCSO012

  Listen to others’ ideas, and recognise that others may see things differently

  Elaborations

  • sharing with a partner things that they like to do and partner then retells the whole class comparing what is similar and what is different
  • providing students with a series of statements, such as cats are better than dogs or chocolate ice-cream is better than vanilla, ask students to share their opinion and provide a reason
  • discussing how opinions and thoughts may change after hearing others’ ideas, and that different views are not better or worse, just different

  VCPSCSO012 | Capabilities | Personal and Social Capability | Levels 1 and 2 | Social Awareness and Management | Relationships and diversity

• 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

• 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

• VCASFC004

  Identify specific points of information in simple Auslan texts and use the information to complete guided tasks

  Elaborations

  • retelling and responding to key points of information in class messages, directions or introductions
  • gathering information from their peers about topics such as family members, favourite foods, toys or games to report back to the class
  • identifying information in simple Auslan texts that relates to properties such as colour, number, size or shape and responding through activities such as manipulating concrete materials and objects
  • identifying and categorising signs in simple Auslan texts according to handshape
  • following a signed text that involves several steps to progressively collect information needed to complete a task, such as an obstacle course
  • watching short Auslan texts about topics such as hobbies, animals or sports, recording key points of information using tables or graphic organisers
  • watching a presentation by a teacher, peer or visitor and recalling and retelling specific points of information
  • recording new language in personal sign dictionaries acquired from simple Auslan texts in different curriculum areas, for example, when learning about the weather or countries of the world

  VCASFC004 | Languages | Auslan | First Language Learner | F–10 Sequence | Foundation to Level 2 | Communicating | Informing

• VCZHC113

  Initiate interactions, make requests and establish relationships with teachers and peers

  Elaborations

  • introducing oneself to initiate conversation for example, 我叫 Johnny， 我的中文名字叫小强，你叫什么？, interacting with teachers and classmates, sharing ideas about familiar topics such as family (for example, 我有一个姐姐，一个弟弟) and daily life, for example, 我妈妈会做饺子
  • responding to questions about and describing features of their own world (for example, 我的学校不大) and seeking more information by asking questions such as 你是 Emily 的妹妹吗？
  • using pictures and prompt cards to participate in conversations
  • introducing classmates (for example, 我叫 Anna 。我五岁) and expressing gratitude, for example, 谢谢

  VCZHC113 | Languages | Chinese | Background Language Learner | F–10 Sequence | Foundation to Level 2 | Communicating | Socialising

• VCASFC006

  Participate in a range of imaginative experiences and respond through drawing, telling with familiar signs and written words or enacting with constructed action

  Elaborations

  • viewing fairytales or stories from sources such as National Simultaneous Storytime books, demonstrating understanding through retelling or enacting
  • engaging in imaginative play that involves the creation of mood or momentum through repeated use of signs, handshapes and facial expressions to modify manner or intensify adjectives
  • responding to forms of Deaf art such as handshape creations, for example by reproducing key elements in their own artwork and indicating emotional response using lexical signs such as LOVE, LIKE, LOOK GOOD, NOT BAD, UGLY
  • responding to performances of Deaf poetry that evoke emotions such as sadness, fear or excitement, for example by indicating enjoyment or personal feelings
  • interacting with a signing puppet or doll in a fantasy context or situation, for example by asking questions such as WHAT YOUR NAME? or YOU HUNGRY G:WELL?
  • participating in indoor and outdoor games that use signs, handshapes and body movements in creative ways and focus on all Auslan parameters, for example, ‘Simon Says’
  • participating in Auslan games that use simple clauses in creative ways, for example, playing the improvisation game ‘Space Jump’
  • drawing a personal interpretation of a ‘visual vernacular’ description of a character’s appearance
  • viewing short Auslan stories and responding by identifying and comparing favourite elements, characters and events

  VCASFC006 | Languages | Auslan | First Language Learner | F–10 Sequence | Foundation to Level 2 | Communicating | Creating

• VCARU116

  Recognise that language is organised as text, and that texts such as songs, stories and labels have different features

  Elaborations

  • listening to, reading and viewing different types of simple texts in Arabic, such as stories, songs and captions, understanding that the Arabic script is written from right to left and that books and papers are written from back to front
  • observing typical features of familiar Arabic texts, such as stories, nursery rhymes and signs, for example,

    ليلى والذئب؛ الارنب والسلحفاة؛ الخنازير الثلاثة؛ كان يا ما كان

  • comparing similar texts in Arabic and English and noticing how they are the same or different, for example, a counting song, street sign, labels at a supermarket, or a cover of a picture book

  VCARU116 | Languages | Arabic | F–10 Sequence | Foundation to Level 2 | Understanding | Systems of language

• VCELT219

  Discuss the characters and settings of different texts and explore how language is used to present these features in different ways

  Elaborations

  • describing features of text settings including time, colours used to portray year, season, and place (country or city) and how this impacts on the characters
  • describing plots including beginnings (orientation), how the problem (complication) is introduced and solved (resolution), and considering how these features construct meanings
  • identifying features of imaginary or fantasy texts, for example magic powers, shifts in time
  • investigating Aboriginal stories, found from online sources, that explain physical features of the landscape and identify and describe the common features of language used
  • comparing two or more versions of the same story by different authors or from different cultures, describing similarities and differences in authors’ points of view

  VCELT219 | Curriculum content | English | Level 2 | Reading and Viewing | Literature

• VCESC118

  Recognise what aspects of songs, stories, rhymes and pictures from Spanish-speaking cultures may look or feel similar or different to own language(s) and culture(s)

  Elaborations

  • comparing aspects of the lives of children in Australian and Spanish-speaking countries as represented in print and digital images, video clips and stories, for example, ways of playing games, eating food, or interacting at school or at home
  • using some Spanish words, expressions and exclamations when playing with one another, for example, ¡Ay! ¡salud! and noticing any differences in behaviour, use of voice or body language compared to when using English
  • responding to teacher prompts in Spanish or English, for example, ¿Qué ves/notas? or ‘What do you notice about…?’, to capture their impressions when viewing images or stories involving children in Spanish-speaking contexts

  VCESC118 | Languages | Spanish | F–10 Sequence | Foundation to Level 2 | Communicating | Reflecting

• 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

• VCRAC010

  Notice what may look or feel similar or different to own language and culture when interacting in the language being studied

  Elaborations

  • recognising ways in which the language differs from English for example, greetings and forms of politeness
  • noticing similarities and differences in language that relates to culture, such as the names of foods and animals and in cultural practices, such as family structures and attitudes towards pets
  • noticing and recalling information by responding to teacher prompts (for example, ‘What do you notice about…?’) when viewing television programs, video clips of children’s stories, or pictures of families, homes and schools
  • developing language to discuss aspects of language and culture, for example, terms such as ‘country’ or ‘groups of people’
  • describing how it feels to use the language, for example, when singing a song or hearing it spoken by others

  VCRAC010 | Languages | Roman Alphabet Languages | F–10 Sequence | Foundation to Level 2 | Communicating | Reflecting

• VCZHC003

  Locate information about family and familiar events from spoken and visual sources and convey this information in simple visual and oral texts

  Elaborations

  • using teacher scaffolding (for example, ‘We are going to listen for the information about the boy’s family members: what words might be used?’) to predict content before listening to spoken texts
  • matching information heard with pictures or other visual clues, such as identifying colours and fruit in game and real-life situations
  • sequencing pictures to describe events, guided by the teacher
  • responding to questions and retelling information obtained from listening to and viewing scaffolded models of texts, such as a video clip or an avatar of a Chinese student
  • practising tone, actions and gestures that support meaning to share information
  • expressing preferences, for example, 喜欢，不喜欢

  VCZHC003 | Languages | Chinese | Second Language Learner | F–10 Sequence | Foundation to Level 2 | Communicating | Informing

• VCASFU142

  Understand that all languages including signed languages vary and borrow words and signs from each other

  Elaborations

  • understanding that there are two main Auslan dialects: the southern dialect used in Victoria, South Australia, Western Australia, Tasmania and the Northern Territory; and the northern dialect used in New South Wales, Queensland and the Australian Capital Territory
  • viewing videoed examples of Auslan signers from different parts of Australia, identifying the different signs used in southern and northern dialects, for example, signs for colours and some numbers
  • noticing that words such as proper nouns for names of people, places or schools are borrowed from English by fingerspelling and mouthing, but some also have sign names
  • recognising that Auslan borrows from other languages just as English does, and collecting words and signs used in their everyday lives that come from different signed and spoken languages
  • noticing the variation in ‘handedness’ between signers in relation to signs and fingerspelling: right handers using their right hand as their dominant (main) hand; left handers doing the opposite

  VCASFU142 | Languages | Auslan | Second Language Learner | F–10 Sequence | Foundation to Level 2 | Understanding | Language variation and change

• VCASFU016

  Understand that all languages including signed languages vary and borrow words and signs from each other

  Elaborations

  • understanding that there are two main Auslan dialects: the southern dialect used in Victoria, South Australia, Western Australia, the Northern Territory and Tasmania and the northern dialect used in New South Wales, Queensland and the Australian Capital Territory
  • viewing videoed examples of Auslan signers from different parts of Australia, identifying the different signs used in southern and northern dialects, for example, signs for colours and some numbers
  • noticing that words such as proper nouns for names of people, places or schools are borrowed from English by fingerspelling and mouthing, but some also have sign names
  • recognising that Auslan borrows from other languages just as English does, and collecting words and signs used in their everyday lives that come from different signed and spoken languages
  • noticing the variation in ‘handedness’ between signers in relation to signs and fingerspelling: right handers using their right hand as their dominant (main) hand; left handers doing the opposite

  VCASFU016 | Languages | Auslan | First Language Learner | F–10 Sequence | Foundation to Level 2 | Understanding | Language variation and change

• VCDSTC017

  Explore the characteristics and properties of materials and components that are used to create designed solutions

  Elaborations

  • exploring designed solutions to meet individual, family and community needs with a focus on materials, for example fabrics used for sports clothing, soft fall for play spaces
  • developing new meanings for objects and action during play, for example exploring how household packaging can be used to represent other objects
  • exploring systems used in the classroom or community for creatively dealing with problems and needs, for example storage systems for equipment, traffic system flow for drop and go zones, the use of hoists and ramps to facilitate access
  • exploring facilities in local environments for accessibility and environmental impact, for example location of bike tracks and sporting fields using digital maps to view local area
  • exploring materials, components, tools and equipment through play to discover potential uses when making products or modelling services and environments, for example when designing and making clothes, toys and shelters

  VCDSTC017 | Technologies | Design and Technologies | Foundation to Level 2 | Technologies Contexts | Materials and technologies specialisations

• 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

• VCTRC010

  Notice how using Turkish and English involves some different ways of communicating and behaving

  Elaborations

  • noticing which language they are more comfortable in and choose to use in particular situations, for example, at home or on the phone with grandparents, at bayram or in the playground
  • identifying language or behaviours that fit well in their Turkish family or community context but not in other contexts or situations, for example, kissing hands of older people and receiving spending money during bayram
  • identifying gestures or body language that are used more often in Turkish than in English, for example, raising the head to indicate ‘no’, tutting to indicate shock or upset, raising the index finger to ask permission to speak in class
  • considering whether they feel different when using Turkish in the classroom to how they feel when using it at home
  • reflecting on their impressions of cultural differences when viewing images, video clips, singing songs, dancing or listening to stories from Turkish-speaking regions, responding to teacher prompts such as Neyi farkettiniz? Neden öyle düşünüyorsun? Farklılıkları ve benzerlikleri nelerdir?

  VCTRC010 | Languages | Turkish | F–10 Sequence | Foundation to Level 2 | Communicating | Reflecting

• 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

• VCASFU144

  Notice that people use language in ways that reflect their culture, such as where and how they live, who they live with and what is important to them

  Elaborations

  • recognising that people from different places and backgrounds may use different languages and have ways of living and communicating that differ from their own
  • appreciating that culture and cultural difference means that people may value different things or live differently, noticing observable examples of such difference, such as ways of greeting (bowing versus shaking hands) or conveying information (through words versus signs)
  • exploring how learning Auslan involves entering into a visual world or culture, for example by exploring different connections with physical space, such as being able to communicate through windows, or from a distance
  • exploring how deaf people live in ways that may be different from how hearing people live, for example by responding to stimulus questions such as How do deaf people ensure they can always see other people who are signing? How do deaf people watch movies or television programs?
  • recognising the importance of facial expression, eye gaze and NMFs in conveying information in a visual-gestural language and culture
  • recognising the importance of community and culture in relation to their own lives and communities and in relation to other language groups and their communities

  VCASFU144 | Languages | Auslan | Second Language Learner | F–10 Sequence | Foundation to Level 2 | Understanding | Role of language and culture

• VCESC113

  Present factual information about self, family, friends and everyday objects using simple statements and support materials

  Elaborations

  • labelling or naming personal possessions and classroom items and resources, for example, la mesa, mi lápiz, tu cuaderno, la pizarra portátil
  • using simple statements, familiar vocabulary and concrete materials to talk about self and the immediate environment, for example, Tengo el pelo largo. Estoy en mi clase. Mi hermana se llama Lucía. Este/a es mi mejor amigo/a. Me gusta tocar el/la piano/flauta
  • contributing to shared understanding of aspects of the Spanish-speaking world through activities such as pointing to places on a map or at pictures of foods, flora and fauna, for example, En México, la comida es picante. Guinea Ecuatorial está en Africa. El lince es bonito
  • drawing aspects of daily routines (la merienda, los deportes, las tareas de la casa) and creating captions or attaching word bubbles
  • using key words and phrases to describe aspects of a video clip, photo story or excerpt from a television program such as Barrio Sésamo, for example, Hoy vamos a hablar de la letra ñ

  VCESC113 | Languages | Spanish | F–10 Sequence | Foundation to Level 2 | Communicating | Informing