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

  By the end of Level 2, students use spoken and written Chinese to communicate with teachers and peers. They participate in structured and routine interactions, such as using 谢谢， 再见， 请, using learnt sounds, formulaic phrases, and verbal and non-verbal responses. They respond to and receive information...

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

• Auslan - Second Language Learner - F–10 Sequence: Foundation to Level 2 achievement standards

  By the end of Level 2, students interact with teachers and each other to talk about themselves, their families, friends and immediate environment. They follow instructions to complete action-based activities such as signing games or transactional activities, using repeated constructions, gestures...

  Level description | Languages | Auslan | Second Language Learner | F–10 Sequence | Foundation to Level 2

• 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

• 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

• VCRAC004

  Locate specific words and familiar phrases in texts such as charts, lists and songs, and use information to complete guided oral and written tasks

  Elaborations

  • demonstrating early literacy skills by labelling, matching, clicking and dragging, drawing, miming and using actions
  • locating and using information to describe, name, draw and trace
  • classifying and categorising information gained from others, such as about family members and favourite foods, toys and games
  • using contextual and visual cues while reading with the teacher, for example, using illustrations and printed/audio narrations when reading big books or digital books
  • expressing factual information about qualities such as colour, number, size and shape through interactive play with objects, such as water play, colour mixing and play dough
  • expressing sensory responses

  VCRAC004 | Languages | Roman Alphabet Languages | F–10 Sequence | Foundation to Level 2 | Communicating | Informing

• VC2M2ST02

  create different graphical representations of data using software where appropriate; compare the different representations, and identify and describe common and distinctive features in response to questions

  Elaborations

  • collecting data from a limited list of choices, creating 2 different graphical representations of the data, and discussing and comparing the different representations; for example, asking the class to choose their favourite colour from a given set, then co-creating a picture graph with colours on the horizontal axis and comparing it to a column graph with colours on the horizontal axis and numbers on the vertical axis
  • creating different data displays (for example, lists, tally charts, jointly created column graphs and picture graphs) to represent a data set, describing the information that each display represents and discussing how easy or hard they are to interpret and why
  • using digital tools to create picture graphs to represent data using one-to-one correspondence, deciding on an appropriate title for the graph and considering whether the categories of data are appropriate for the context
  • comparing picture graphs with one-to-one column graphs of the same data, interpreting the data in each and saying how they are the same and how they are different; for example, collecting data on the country of birth of each student and creating different pictographs to represent classroom data
  • using dot plots, sticker charts, picture graphs, bar charts and column graphs to represent data

  VC2M2ST02 | Mathematics | Mathematics Version 2.0 | Level 2 | Statistics

• VCAVAE021

  Explore ideas, experiences, observations and imagination and express them through subject matter in visual artworks they create

  Elaborations

  • looking at an artworks and present a range of interpretations of the subject matter based on their ideas, experiences, observations and/or imagination
  • observing and recording the people and objects they experience in their daily lives using different art forms and materials
  • exploring the use of visual conventions in artworks, for example, what colours were used, and how, why is the colour it used in this way?, and express these conventions in their own artworks
  • drawing images and making objects related to self, others and personal environments in different forms, for example, painting, sculpture, photography
  • identifying and using visual conventions in their artworks focusing on different styles, subject matter and art forms from different cultures and historical periods, including artworks by Aboriginal and Torres Strait Islander peoples

  VCAVAE021 | The Arts | Visual Arts | Levels 1 and 2 | Explore and Express Ideas

• VCAMAR024

  Respond to media artworks and consider where and why people in their local area make media artworks, including media artworks of Aboriginal and Torres Strait Islander peoples

  Elaborations

  • identifying where they might experience media artworks in their lives and communities, for example, considering how media artworks from Aboriginal and Torres Strait Islander peoples sustain and communicate cultural knowledge
  • identifying the artistic intentions in media artworks they make and view
  • identifying features in media artworks, including elements such as time, sound, colour and lighting, and story principles such as characters and setting
  • identifying how media language and technologies are used to tell stories, for example, discussing how a family story is told using images and text

  VCAMAR024 | The Arts | Media Arts | Levels 1 and 2 | Respond and Interpret

• VCRAU013

  Recognise questions, commands and simple sentences, and develop vocabulary for people, places and things in their personal world

  Elaborations

  • identifying people using pronouns
  • describing possession in familiar phrases
  • greeting and farewelling others
  • specifying location
  • describing actions using simple verbs
  • understanding different question words and the anticipated answer
  • using imperatives to tell others to do something
  • referring to numbers of things using cardinal numbers
  • describing the colour, size, shape and character of a person, place or thing
  • joining words or phrases using conjunctions
  • using negation

  VCRAU013 | Languages | Roman Alphabet Languages | F–10 Sequence | Foundation to Level 2 | Understanding | Systems of language

• VCASFC130

  Identify specific points of information in simple Auslan texts relating to people, places and things and use the information to complete guided tasks

  Elaborations

  • responding to signed information such as class messages or short introductions, for example by identifying names, school locations, numbers or times
  • identifying and applying specific information in Auslan texts to complete guided tasks such as colouring-in and craft activities
  • gathering information from each other about topics such as family members, favourite foods, toys and games to report back to the class using familiar structures and modelled language, for example:
    SISTER-BROTHER HOW-MANY?
    How many brothers and sisters do you have?
    
  • identifying information in simple Auslan texts that relates to properties such as colour, number, size or shape, for example when interacting with materials and objects
  • identifying and categorising a select range of signs according to handshape
  • following an Auslan text to gain information needed to complete an action-based activity, such as an obstacle course

  VCASFC130 | Languages | Auslan | Second Language Learner | F–10 Sequence | Foundation to Level 2 | Communicating | Informing

• VCIDC004

  Locate specific words and familiar phrases in texts such as charts, lists and songs, and use information to complete guided oral and written tasks

  Elaborations

  • demonstrating early literacy skills by labelling, matching, clicking and dragging, drawing, miming and using actions
  • locating and using information to describe, name, draw and trace
  • classifying and categorising information gained from others, such as about family members and favourite foods, toys and games, for example, Suzi suka apel, tiga murid main computer, saya ada dua blok
  • using contextual and visual cues while reading with the teacher, for example, using illustrations and printed/audio narrations when reading big books or digital books
  • expressing factual information about qualities such as colour, number, size and shape (for example, tiga pensil, meja putih, buku besar) through interactive play with objects, such as water play, colour mixing and play dough
  • expressing sensory responses, for example, melihat, merasa, mendengar, mencium meraba…

  VCIDC004 | Languages | Indonesian | F–10 Sequence | Foundation to Level 2 | Communicating | Informing

• VCAMUE021

  Use imagination and experimentation to explore musical ideas using voice, movement, instruments and body percussion

  Elaborations

  • improvising short pitch and rhythm patterns using voice and instruments
  • using voice and body percussion to experiment with the elements of music and create contrasting musical ideas, for example, noise and silence, faster and slower, longer and shorter, higher and lower, louder and softer, happy and sad
  • recording music ideas using technologies and graphic notation
  • exploring contrasting tone colours on the same instrument, for example, scraping and hitting a drum, using hands and different beaters
  • using listening as a starting point for exploration, for example, discussing how other performers use loud and soft or identifying ideas that could be used in compositions

  VCAMUE021 | The Arts | Music | Levels 1 and 2 | Explore and Express Ideas

• VCASFC128

  Participate in guided group activities such as signing games and simple tasks using repeated language structures, facial expressions and gestures

  Elaborations

  • participating in games or songs that involve the use of repeated phrases, expressions, actions and NMFs, for example, I went to market and I bought … The wheels on the bus …
  • following instructions by locating or moving classroom objects in activities, for example, hiding a marker pen somewhere in the classroom, describing where and then signing from mild to exaggerated ‘cold to hot’ as the student tries to find it
  • using appropriate signs and NMFs when taking turns in games such as 'Go Fish'
  • participating in collaborative tasks that involve selecting, exchanging or classifying objects by attributes such as shape, colour or number
  • using question signs and affirmative and negative answers when swapping or ‘buying’ objects

  VCASFC128 | Languages | Auslan | Second Language Learner | F–10 Sequence | Foundation to Level 2 | Communicating | Socialising

• 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

• VCHIC009

  Create simple spoken, print or digital texts for the classroom that combine Hindi and English, such as songs, captions, picture dictionaries, wall charts or labels

  Elaborations

  • creating and performing bilingual versions of nursery rhymes such as धोबी और चिड़िया; alternating verses in Hindi and English
  • creating a bilingual picture dictionary for classroom use, labelling items in both languages
  • creating sets of matching vocabulary cards in Hindi and English and playing Matching Pairs or Memory
  • creating captions in Hindi and English for photos or images to create simple bilingual storybooks in print or digital formats
  • creating a personal ID card with details in both Hindi and English, for example, नाम, कद, आँखों का रंग, जन्म तिथि: ‘name’, ‘height’, ‘eye colour’, ‘date of birth’

  VCHIC009 | Languages | Hindi | F–10 Sequence | Foundation to Level 2 | Communicating | Translating

• VCITC005

  Locate specific items of information in texts using early literacy skills

  Elaborations

  • participating in shared reading with the teacher, using contextual and visual clues such as illustrations in resources such as big books or digital books to decipher meaning
  • demonstrating understanding by using early literacy skills such as labelling, naming, pointing, matching, clicking and dragging, describing, drawing, tracing and miming
  • identifying words in written Italian
  • responding to questions eliciting specific details about participants, objects (size, colour) or events, for example, C’è il gatto? Sì/no. C’è il treno? Sì/no. È verde? Sì/no. Il treno è rosso? Sì/no. La pasta è buona? Sì/no

  VCITC005 | Languages | Italian | F–10 Sequence | Foundation to Level 2 | Communicating | Informing

• VCLVC139

  Describe aspects of self, such as family, school/class and language/s spoken, considering how these contribute to their sense of identity

  Elaborations

  • describing self and their family, for example, by drawing pictures of immediate family members or creating a family tree and labelling it with appropriate kinship terms
  • identifying self in relation to different groups, such as family, class or peer group, and representing these relationships through drawing captioned pictures, photos or digital presentations (Aboriginal and Torres Strait Islander students may be able to depict their totems/moieties and other affiliations)
  • exploring the idea of collective identity through symbols and practices such as Aboriginal flags, items of dress, use of colours and patterns
  • noticing and comparing their own choices and use of words or expressions from different languages when communicating in English
  • recognising the relationship between language, place and family in the formation of identity in Aboriginal communities

  VCLVC139 | Languages | Victorian Aboriginal Languages | Foundation to Level 2 | Communicating | Identity

• 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

• 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