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• VCELY244

  Listen for specific purposes and information, including instructions, and extend students’ own and others' ideas in discussions through initiating topics, making positive statements, and voicing disagreement in an appropriate manner

  Elaborations

  • using spoken language for problem solving, and exploring ideas and concepts
  • listening for specific information and providing two or more key facts from an informative text spoken or read aloud
  • listening to, remembering and responding to detailed instructions

  VCELY244 | Curriculum content | English | Level 2 | Speaking and Listening | Literacy

• VC2M2N06

  use mathematical modelling to solve practical problems involving additive and multiplicative situations, including money transactions; represent situations and choose calculation strategies; interpret and communicate solutions in terms of the context

  Elaborations

  • modelling practical problems by interpreting an everyday additive or multiplicative situation; for example, making a number of purchases at a store and deciding whether to use addition, subtraction, multiplication or division to solve the problem and justifying the choice of operation, such as ‘I used subtraction to solve this problem as I knew the total and one of the parts, so I needed to subtract to find the missing part’
  • modelling and solving simple money problems involving whole dollar amounts with addition, subtraction, multiplication or division, for example, ‘If each member of our class contributes $5, how much money will we have in total?’
  • modelling and solving practical problems such as deciding how many people should be in each team for a game or sports event, how many teams for a given game can be filled from a class, or how to share out some food or distribute money in whole dollar amounts, including deciding what to do if there is a remainder
  • modelling and solving the problem ‘How many days are there left in this year?’ by using a calendar
  • modelling problems involving equal grouping and sharing in Aboriginal and/or Torres Strait Islander children’s instructive games; for example, in Yangamini from the Tiwi Peoples of Bathurst Island, representing relationships with a number sentence and interpreting and communicating solutions in terms of the context

  VC2M2N06 | Mathematics | Mathematics Version 2.0 | Level 2 | Number

• VCNRU016

  Recognise that Australia has speakers of many different languages, including the language being studied, and that languages borrow words from each other and sometimes use the same alphabet symbols and vocabulary

  Elaborations

  • understanding and recognising, where applicable, the similar order of letters and comparing the lower and uppercase alphabet in the language and English-alphabet letters
  • understanding that there are many everyday words and names in English that have origins in other languages, for example, alphabet, telephone, echidna, eucalyptus, disco, hippopotamus, Zoe

  VCNRU016 | Capabilities | Critical and Creative Thinking | Foundation to Level 2 | Understanding | Language variation and change

• Dance: Levels 1 and 2 description

  In Levels 1 and 2, students continue their exploration of how dance can communicate ideas about themselves and their world and they make dances to express their ideas. They share their dance with peers and in informal settings, learn about safe dance practice and experience dance as audiences.

  As ...

  Level description | The Arts | Dance

• Music: Levels 1 and 2 description

  In Levels 1 and 2, students listen to and experiment with a range of sounds. They develop skills in imagining and creating and performing music which explores their ideas about the world. Students share their music with peers. They present music for school events and experience diverse music as...

  Level description | The Arts | Music

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

  By the end of Level 2, students interact with the teacher and peers through play- and action-related language. They use formulaic expressions and appropriate gestures in everyday interactions such as exchanging greetings and farewells, for example, おはようございます、おはよう、こんにちは、さようなら、また、あした, thanking and...

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

• Turkish - F–10 Sequence: Foundation to Level 2 description

  Students' familiarity with the spoken form of Turkish supports their introduction to the written form of the language. They become familiar with the Turkish alphabet and writing conventions, and are introduced to the sound–letter correspondence of the 21 consonants and eight vowels that...

  Level description | Languages | Turkish | F–10 Sequence

• VCASFU140

  Recognise that groups of words are combined to make a clause and that Auslan has word classes such as nouns, adjectives or verbs, and distinguish between statements and questions

  Elaborations

  • categorising noun signs into those for people, animals, places or things
  • learning that proper nouns can have a sign name or be fingerspelled
  • knowing that adjectives describe nouns in different ways, such as how they look (BIG or RED), feel (SOFT or HOT), smell (SMELLY) or sound (LOUD)
  • identifying verb signs (SIT, EAT, FEEL, WONDER, HAVE) and recognising that they are central to a clause
  • noticing there is no equivalent of the verb ‘to be’ in Auslan, which is a significant difference to English
  • understanding that a clause is one or more signs expressing a single idea and that a clause has at least one verb, but often one or more nouns as well, for example:
    CALL-_him
    I called him.
    MAN THERE GO-TO POSS3 HOUSE
    That man went to his house.
    BIG MONSTER SCREAM
    A big monster screamed.
    
  • recognising different nouns in clauses, including those that are shown with a pointing sign, such as GIRL READ versus PRO3 READ, or VISIT FRIEND versus VISIT PRO3
  • noticing that Auslan has more flexibility in word order than in English
  • distinguishing between clauses that are statements and those that are questions

  VCASFU140 | Languages | Auslan | Second Language Learner | F–10 Sequence | Foundation to Level 2 | Understanding | Systems of language

• Visual Arts: Levels 1 and 2 achievement standards

  By the end of Level 2, students make artworks using different materials, techniques and processes to express their ideas, observations and imagination.

  Students describe artworks they make and view, including where and why artworks are made and viewed.

  Level description | The Arts | Visual Arts | Levels 1 and 2

• Chinese - Background Language Learner - F–10 Sequence: Foundation to Level 2 achievement standards

  By the end of Level 2, students use spoken Chinese to initiate interactions in a range of familiar contexts. They participate in simple exchanges to obtain and convey information and experiences relating to their personal world. They use learnt vocabulary, sounds, characters and culturally specific...

  Level description | Languages | Chinese | Background Language Learner | F–10 Sequence | Foundation to Level 2

• VCMNA103

  Investigate number sequences, initially those increasing and decreasing by twos, threes, fives and ten from any starting point, then moving to other sequences

  Elaborations

  • developing fluency and confidence with numbers and calculations by saying number sequences
  • recognising that the natural numbers with zero form an ordered infinite set {0, 1, 2, 3 … } with a first element but no last element
  • recognising patterns in number sequences, such as adding 10 always results in the same final digit

  VCMNA103 | Mathematics | Level 2 | Number and Algebra | Number and place value

• VCSSU044

  Objects are made of materials that have observable properties

  Elaborations

  • sorting and grouping materials on the basis of observable properties such as colour, texture and flexibility
  • comparing the traditional materials used for clothing from around the world
  • thinking about how the materials used in buildings and shelters are suited to the local environment

  VCSSU044 | Science | Foundation to Level 2 | Science Understanding | Chemical sciences

• 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

• VCASFC011

  Notice similarities and differences between Auslan and spoken languages in relation to ways of interacting, sharing stories and playing games

  Elaborations

  • comparing aspects of their lives as signing children with those of non-signing children represented in digital images, video clips or stories, for example, ways of playing games, telling stories or interacting at school, home and in the community
  • discussing changes or adaptations they have to make to their communicative style when interacting with non-signers

  VCASFC011 | Languages | Auslan | First Language Learner | F–10 Sequence | Foundation to Level 2 | Communicating | Reflecting

• VCHIC008

  Explain the meaning of simple Hindi words, phrases and gestures, noticing similarities or differences with English or other known languages

  Elaborations

  • recognising that every language has its own words, sounds and gestures that it uses to make meaning
  • translating and explaining the meaning of Hindi words and expressions often used by children of their age, for example, अच्छा!, comparing with expressions they use in similar situations in English
  • translating simple classroom texts, such as captions, signs, word lists, charts
  • demonstrating body language, gestures or facial expressions that they use with families and friends when speaking Hindi, such as moving the head in different ways to mean different things
  • explaining why particular forms of behaviour accompany interactions such as greetings in Hindi, for example, touching the feet of elders while saying प्रणाम to show respect, and receiving blessings

  VCHIC008 | Languages | Hindi | F–10 Sequence | Foundation to Level 2 | Communicating | Translating

• VC2M2M05

  identify, describe and demonstrate quarter, half, three-quarter and full measures of turn in everyday situations

  Elaborations

  • identifying things that turn in the school environment, for example, the handle on a tap or a door, or the dial or switch on a piece of equipment; and identifying a half turn and a full turn, drawing a diagram and labelling it with arrows to show the direction and amount of turn
  • giving and following instructions to move during an activity; for example, demonstrating and describing half, quarter and full turns in a choreographed dance
  • investigating hands turning on a clock and relating quarter, half and full hours to angles and the language of clockwise or anticlockwise
  • giving or following directions to locate an object in the room or to provide a pathway through a grid, such as programming a robot, referring to quarter, half, three-quarter and full turns

  VC2M2M05 | Mathematics | Mathematics Version 2.0 | Level 2 | Measurement

• VCAMUP023

  Rehearse and perform songs and instrumental music they have learnt and composed to communicate ideas to an audience

  Elaborations

  • working collaboratively to make choices about dynamics to perform a variety of music such as songs and rounds using their natural voice
  • following cues when performing songs and short instrumental pieces they have learnt
  • experimenting with contrasting tempos and sudden and gradual changes of dynamics to achieve particular effects in performance
  • accurately playing and singing rhythmic and melodic phrases and patterns using their voices, tuned and untuned instruments
  • clapping the repeating pattern in a piece, identifying which instruments played the melody and the accompaniment

  VCAMUP023 | The Arts | Music | Levels 1 and 2 | Present and Perform

• 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

• English: Level 2 description

  In Level 2, students communicate with peers, teachers, students from other classes, and community members.

  Students engage with a variety of texts for enjoyment. They listen to, read, view and interpret spoken, written and multimodal texts in which the primary purpose is to entertain, as well as...

  Level description | English

• 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