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• Intercultural Capability: Foundation to Level 2 achievement standards

  By the end of Level 2, students begin to distinguish what is familiar and different in the ways culturally diverse individuals and families live. They describe their experiences of intercultural encounters, and identify cultural diversity in their school and/or community.

  Students explain how they...

  Level description | Capabilities | Intercultural Capability | 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

• VCADRP023

  Present drama that communicates ideas, including stories from their community, to an audience

  Elaborations

  • presenting scenes in which they apply story structures to set the scene, link action and create an ending, such as re-telling a cultural or community story with the assistance of representatives from the community
  • following cues and using voice and movement to link action, ideas and stories in their drama
  • considering meanings and interpretations when rehearsing and performing sequences of ideas to communicate stories through drama, for example, ‘what do they want the audience to think about their drama?
  • enhancing ideas and stories in their drama by using available software and technologies, for example, using a mobile device to add sound effects to a performance

  VCADRP023 | The Arts | Drama | Levels 1 and 2 | Present and Perform

• VCDEU114

  Recognise and reproduce the sounds and rhythms of spoken German, including distinctive sounds

  Elaborations

  • building phonic awareness by recognising and experimenting with sounds and rhythms, focusing on those that are novel and initially difficult such as ch (ich or acht), u (du), r (rot) and z (zehn)
  • developing pronunciation, phrasing and intonation skills by singing, reciting and repeating words and phrases in context
  • developing familiarity with the German alphabet and sound–letter correspondence through singing das Alphabetlied, identifying and naming letters, tracing words, and playing alphabet and spelling games such as Ich sehe was, was du nicht siehst using initial sounds or Galgenmännchen
  • understanding that although German and English use the same alphabet there are additional symbols in German: the Umlaut to alter the pronunciation of particular vowels (ä, ö, ü) and the Eszett (β)
  • noticing that all nouns are capitalised in German

  VCDEU114 | Languages | German | F–10 Sequence | Foundation to Level 2 | Understanding | Systems of language

• VCHPEP075

  Describe ways to include others to make them feel that they belong

  Elaborations

  • identifying and appreciating similarities and differences in people and groups
  • exploring how people feel when they are included and excluded from groups and activities
  • demonstrating appropriate language when encouraging others at home and at school
  • demonstrating how to include others in physical activities when completing movement tasks or practising for performance
  • expressing appreciation and offering encouragement using a variety of communication techniques

  VCHPEP075 | Health and Physical Education | Levels 1 and 2 | Personal, Social and Community Health | Communicating and interacting for health and wellbeing

• 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

• VCELA226

  Understand how to use digraphs, long vowels, blends, silent letters and syllabification to spell simple words including compound words

  Elaborations

  • drawing on knowledge of high-frequency sight words
  • drawing on knowledge of sound–letter relationships (for example breaking words into syllables and phonemes)
  • using known words in writing and spelling unknown words using developing visual, graphophonic and morphemic knowledge

  VCELA226 | Curriculum content | English | Level 2 | Writing | Language

• VCELA239

  Identify all Standard Australian English phonemes, including short and long vowels, separate sounds in clusters

  Elaborations

  • listening for and recognising different sounds in words during shared reading and read alouds including short vowels ('a' as in can), long vowels ('o' as in pony) and separate sounds in letter clusters ('s-t-r' in strap)

  VCELA239 | Curriculum content | English | Level 2 | Speaking and Listening | Language

• VCELY233

  Construct texts featuring print, visual and audio elements using software, including word processing programs

  Elaborations

  • experimenting with and combining elements of software programs to create texts

  VCELY233 | Curriculum content | English | Level 2 | 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