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• VCITC003

  Participate in real or simulated transactions using simple language and gestures in activities and games involving buying and selling

  Elaborations

  • participating in a guided role-play in a shop or at the market, for example, una banana per favore… ecco …; un gelato per favore; Ecco il gelato
  • selecting between given options relating to foods, toys or classroom items, for example, Posso avere …? Vuoi …? Cosa vuoi? Voglio una pesca. E tu, cosa prendi?

  VCITC003 | Languages | Italian | F–10 Sequence | Foundation to Level 2 | Communicating | Socialising

• 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

• VCGGK070

  Activities in the local place and reasons for their location, and the influence of purpose, distance and accessibility on the frequency with which people visit places

  Elaborations

  • identifying the activities located in their place, such as retailing, medical, educational, police, religious, recreational, farming, manufacturing or office activities, locating them on a pictorial map, and suggesting why they are located where they are
  • investigating the places they and their families visit for shopping recreation, religious or ceremonial activities, or other reasons
  • suggesting what the pattern of visits to places might have been two generations ago and comparing this to their current pattern
  • investigating how people's patterns of visits to places are affected by transport and information and telecommunications technologies

  VCGGK070 | The Humanities | Geography | Foundation to Level 2 | Geographical Knowledge | Places and our connections to them

• VCLVC130

  Interact with each other, the teaching team and visiting respected community members, using language and gestures to greet and talk about self and family

  Elaborations

  • participating in everyday exchanges, such as greeting and leave taking
  • interacting with the teaching team and visiting respected community members and community speakers, using appropriate protocols such as respect terms, behaviour and forms of address
  • introducing and describing self, family, friends, favourite objects and pets, using familiar and modelled language, supported by visual props such as drawings, photos
  • listening to questions (such as what, who, where) about self, family, friends and immediate environment and responding with words and actions, including gesture

  VCLVC130 | Languages | Victorian Aboriginal Languages | Foundation to Level 2 | Communicating | Socialising

• 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

• 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

• 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

• Geography: Foundation to Level 2 description

  From Foundation to Level 2, the curriculum develops the concept of place through a study of what places are like over time and how they are defined. The emphasis in F-2 is on the places in which students live, but they also start to investigate other places of similar size that are familiar to...

  Level description | The Humanities | Geography

• Victorian Aboriginal Languages: Foundation to Level 2 description

  Students learn about Country/Place and community by interacting with respected community members, by exploring Country/Place, and by engaging with stories, songs and other texts such as videos, maps, and pictures. They learn about the concepts of kin and social groupings.

  Students use the language...

  Level description | Languages | Victorian Aboriginal Languages

• VCLVU148

  Understand that language belongs to communities, and that language learning requires the application of respectful and appropriate behaviour

  Elaborations

  • understanding that each Aboriginal language is recognised as belonging to a group of people who are the language owners or custodians
  • demonstrating and applying respectful and appropriate behaviours, including appropriate language forms, in the presence of visiting respected community members and during visits to important sites
  • understanding the purpose of Welcomes to Country/Acknowledgements of Country, and talking about their experiences of participating in Welcomes and Acknowledgements, for example, at school, sporting events, festivities

  VCLVU148 | Languages | Victorian Aboriginal Languages | Foundation to Level 2 | Understanding | Language awareness

• VCGGC060

  Collect and record geographical data and information from the field and other sources

  Elaborations

  • asking questions about features they observe in the local area and collecting and recording information using all their senses
  • using geographical tools, such as photographs taken from the air or a digital application such as Google Earth, to identify places ranging from those with largely natural features to those with largely constructed features
  • interviewing their grandparents or significant Elders to find out the places they visited when they were young
  • recording what they have learned about the different weather and seasons of places in a picture diary or a series of paintings, and annotating them with changes that occur throughout a year
  • recording how frequently they visit places and for what purpose

  VCGGC060 | The Humanities | Geography | Foundation to Level 2 | Geographical Concepts and Skills | Data and information

• 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

• VCGGC059

  Identify how people are connected to different places

  Elaborations

  • examining the ways people are connected to other places through, for example, relatives, friends, things people buy or obtain, holidays, sport, family origin, beliefs, and places of particular significance
  • suggesting what the pattern of visits to places might have been two generations ago and comparing this to their current pattern
  • discussing how some people are connected to one Country, for example, because it is ‘mother’s’ Country or ‘father’s’ Country

  VCGGC059 | The Humanities | Geography | Foundation to Level 2 | Geographical Concepts and Skills | Place, space and interconnection

• 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

• 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

• 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