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• VCNRC006

  Participate in shared imaginative activities and respond through singing, chanting, play-acting and movement

  Elaborations

  • reading shared imaginative texts, repeating words and rehearsed language patterns, and making predictions about the storyline and characters, using cues from the heading, symbols, pictures and words in the text
  • performing songs, chants and rhymes in response to an imaginative text, experimenting with different expressive effects, such as using different voices
  • interacting with a character or puppet in an imaginary situation or setting, for example, Spot the Dog
  • acting out their favourite character or event from a shared story and making simple statements

  VCNRC006 | Languages | Non-Roman Alphabet Languages | F–10 Sequence | Foundation to Level 2 | Communicating | Creating

• 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

• VCTRC009

  Create simple bilingual print or digital texts, such as captioned picture dictionaries, wall charts, labels for the classroom or ID cards

  Elaborations

  • creating individual bilingual picture dictionaries
  • matching and sequencing words and pictures in English and Turkish to complete speech bubbles in digital or print versions of short conversations or picture stories
  • creating bilingual labels for objects used in the classroom and at home
  • creating illustrated lists of words and phrases in Turkish and English which are similar in sound and meaning, for example, polis, ambulans, doktor, spor, müzik, hobi
  • creating and performing short bilingual chants, songs and poems that move between Turkish and English

  VCTRC009 | Languages | Turkish | F–10 Sequence | Foundation to Level 2 | Communicating | Translating

• VCTRC004

  Locate key phrases and points of information in simple texts such as messages, announcements, charts, lists or illustrated reference materials, and use the information to complete guided oral and written tasks

  Elaborations

  • demonstrating comprehension of individual words, phrases and sentences in simple spoken, written and digital texts, for example, by labelling, drawing, miming or onscreen pointing, clicking or dragging
  • locating specific details about places, events or objects featured in picture books, charts or posters, for example, by responding to questions such as, Masaldaki kişiler kimler? Nerede yaşıyorlar? Neyi kutluyorlar? Bu masal bize ne anlatmak istiyor?
  • matching items from picture dictionaries or word lists to vocabulary sets associated with particular categories, such as people, animals or food groups, for example, meyveler, sebzeler, evcil hayvanlar, çiftlik hayvanları, vahşi hayvanlar
  • collecting information from texts such as charts, calendars, posters, timetables or tuckshop menus to create their own resources, such as lists of favourite lessons, colours, animals or food
  • listening to spoken texts such as class and school announcements or recorded phone messages, identifying key words and facts, such as names, places, numbers or times

  VCTRC004 | Languages | Turkish | F–10 Sequence | Foundation to Level 2 | Communicating | Informing

• VCELC111

  Create simple print or digital texts in Greek and English, such as captions and labels, for the immediate learning environment

  Elaborations

  • making and displaying labels in Greek for common objects in the classroom, for example, Η πόρτα, το τραπέζι, τα μολύβια
  • compiling and displaying illustrated Greek–English and English–Greek picture or digital dictionaries
  • matching Greek and English words, for example, name tags, through playing games such as memory or snap

  VCELC111 | Languages | Modern Greek | F–10 Sequence | Foundation to Level 2 | Communicating | Translating

• VCHPEM064

  Practise fundamental movement skills and movement sequences using different body parts and in response to stimuli in indoor, outdoor and aquatic settings

  Elaborations

  • performing locomotor skills in any direction from one point to another
  • sending, controlling and receiving objects at different levels and in different ways
  • performing a range of water confidence skills
  • creating movement sequences without equipment
  • responding with movement to rhythm, beat, music and words

  VCHPEM064 | Health and Physical Education | Foundation Level | Movement and Physical Activity | Moving the body

• VCMNA072

  Compare, order and make correspondences between collections, initially to 20, and explain reasoning

  Elaborations

  • comparing and ordering items of like and unlike characteristics using the words ‘more’, ‘less’, ‘same as’ and ‘not the same as’ and giving reasons for these answers
  • understanding and using terms such as ‘first’ and ‘second’ to indicate ordinal position in a sequence.
  • using objects which are personally and culturally relevant to students

  VCMNA072 | Mathematics | Foundation Level | Number and Algebra | Number and place value

• VCRAU017

  Notice that the languages people use and the way they use them relate to who they are and where and how they live

  Elaborations

  • recognise the countries and regions where the language is spoken
  • noticing similarities and differences between lifestyles and language use
  • exploring different cultural practices and related language use through games
  • recognising words that reflect aspects of culture
  • noticing that particular Australian-English terms and expressions may have no equivalent in the language, for example, 'footy' or 'lamington'

  VCRAU017 | Languages | Roman Alphabet Languages | F–10 Sequence | Foundation to Level 2 | Understanding | Role of language and culture

• VCZHC120

  Create simple bilingual vocabulary lists identifying and comparing vowel and consonant sounds in Chinese and English

  Elaborations

  • sharing knowledge of Chinese with others, explaining features that differ from English, for example, how periods of the day are defined and word order for date and time
  • comparing ways of communicating and interacting in Chinese and English by identifying similarities and differences in features such as gestures, greetings, titles

  VCZHC120 | Languages | Chinese | Background Language Learner | F–10 Sequence | Foundation to Level 2 | Communicating | Translating

• VCZHU011

  Recognise Chinese characters as a form of writing and Pinyin as the spelled-out sounds of spoken Chinese

  Elaborations

  • differentiating Chinese characters from other forms of written expression, for example, the Roman alphabet, visual images (drawing)
  • recognising that each character has meaning, and exploring the connection between meaning and form, for example, pictographs such as 人 (‘person’), 日 (‘sun’)
  • examining which initials and finals can be guessed from English, for example, ‘mama’ as opposed to ‘gege’
  • copying or tracing characters with attention to stroke order and direction
  • identifying syllables that make up Chinese words, such as 小/老/鼠 (xiǎo/lǎo/shǔ), and understanding that words such as 熊猫 (xióng māo) have two syllables, with each syllable having a meaning
  • making connections between words sharing a common syllable/morpheme, for example, 小狗、小猫、小朋友
  • building new words by combining familiar meanings such as 红+苹果

  VCZHU011 | Languages | Chinese | Second Language Learner | F–10 Sequence | Foundation to Level 2 | Understanding | Systems of language

• VCADAE017

  Use fundamental locomotor and non-locomotor movements, body parts, bases and zones to explore safe movement possibilities and dance ideas

  Elaborations

  • exploring the movement possibilities of different body parts, in stillness and moving through space, using different body regions and from different body bases
  • exploring movement possibilities in response to stimulus such as words, stories, objects or images
  • using body parts in isolation and in combination to represent everyday movements, for example, brushing teeth or reading a book
  • using questions to explore forms and elements, for example, how they would move to express a word such as ‘swish’
  • using fabrics such chiffon or lycra, and equipment such as hoola hoops or lengths of rope, to create and extend dance ideas

  VCADAE017 | The Arts | Dance | Foundation Level | Explore and Express Ideas

• VCFRC011

  Describe themselves, the people they are close to and the ways they communicate, using simple statements and gestures

  Elaborations

  • making simple statements about themselves, including where they come from, their age and appearance, for example, je suis australien et italien, j’habite à Darwin, je suis fils unique, je suis petit et mince
  • identifying languages they speak or are familiar with, for example, je parle vietnamien, anglais et français, comparing ways of interacting in familiar situations in different languages
  • noticing their own use of words, expressions or behaviours that make them who they are, such as using words from different languages, ways of celebrating or talking that may not be familiar to other people

  VCFRC011 | Languages | French | F–10 Sequence | Foundation to Level 2 | Communicating | Reflecting

• VCHIC004

  Locate specific phrases and points of information in simple texts such as charts, lists, stories and songs, and use the information to complete guided oral and written tasks

  Elaborations

  • listening for specific information in stories, rhymes or songs, such as लाला जी ने केला खाया; एक कौआ प्यासा था; चूहा और शेर, using intonation, gestures and facial expressions to help understanding
  • recognising simple written words in familiar contexts, such as labels, captions and story titles
  • participating in shared readings of Big Book stories about familiar events or contexts, for example, पंचतन्त्र की कहानियाँ, using pictures, punctuation, intonation and contextual clues to predict meaning, and recording words associated with main characters and events
  • identifying key points in simple spoken, written or digital texts by miming, drawing, onscreen pointing, clicking or dragging

  VCHIC004 | Languages | Hindi | F–10 Sequence | Foundation to Level 2 | Communicating | Informing

• VCNRC011

  Describe aspects of self, such as family, school/class and language/s, recognising how these are part of one’s identity

  Elaborations

  • identifying self as belonging to family, class or peer groups and representing these relationships through drawing pictures or adding captions to photos
  • identifying languages they speak or are learning or with which they are familiar and stating with whom they speak these languages
  • recognising own use of words, expressions or behaviours that make them who they are, such as words from different languages, ways of celebrating or talking that may not be familiar to other people
  • identifying how cultural symbols reflect identity, such as flags of countries, national costumes, famous buildings and treasures, national emblems, sporting emblems/jerseys, and reflecting on own identity

  VCNRC011 | Languages | Non-Roman Alphabet Languages | F–10 Sequence | Foundation to Level 2 | Communicating | Reflecting

• VCFRU013

  Understand some first elements of French grammar, such as simple verb and gender forms, definite articles, pronouns and prepositions

  Elaborations

  • understanding the French subject-verb-object structure (je mange la pomme; tu as le cahier) and the different patterns of adjective-noun order, with some adjectives coming before and some coming after the noun (le beau manteau, la grande école, le papillon rose)
  • noticing and using definite and indefinite articles in singular or plural forms (for example, la fille, le concert, les croissants; un chapeau, une chaise, des amis), including the l’ form for nouns beginning with a vowel or letter h, for example, l’hiver, l’école
  • becoming aware of grammatical gender, noticing and using masculine or feminine forms of nouns and adjectives, for example, le chien, la maison, le petit garçon, la petite fille, le copain, la copine
  • using appropriate pronouns to identify people, for example, Je m’appelle Adam, et toi, tu t’appelles comment? C’est lui?
  • recognising and using some prepositions in simple sentence structures, for example, elle est devant la maison, je suis sous la chaise
  • developing number knowledge for numbers 0–20 and ordinals (premier, deuxième)
  • responding to and using simple imperative verb forms, for example, viens ici! écoutez bien!
  • using singular forms of common verbs in the present tense (for example, je suis chinois, tu as trois frères, il aime le football, Papa est grand) and some forms of irregular verbs such as aller, venir and faire
  • using simple questions and statements, for example, Qu’est-ce que c’est? Qui est-ce? Tu t’appelles comment? C’est un poisson. Je préfère les fraises

  VCFRU013 | Languages | French | F–10 Sequence | Foundation to Level 2 | Understanding | Systems of language

• VCZHC116

  Convey simple information to peers using illustrations and gestures to support meaning, and respond to questions from others

  Elaborations

  • presenting their learning by creating pictures and labelling them to elaborate concepts, for example, 春天；中秋节
  • presenting and expanding on details of the topic, and answering peers’ questions, for example, 我的猫很小，有棕色和白色的毛
  • presenting their knowledge of places in China and Australia, such as places they have visited or where they have relatives, supported with photographs, for example, 我的奶奶住在北京
  • sharing their knowledge of the world through and responding to questions from others, for example, 中国有什么动物？ 澳大利亚呢？ / 中国大还是澳大利亚大？/ 你抱过考拉吗？
  • creating posters on a cultural topic such as ‘Chinese food’ and selecting images and texts from magazines, newspapers and brochures to illustrate key ideas with character words such as 好吃
  • identifying familiar words and concepts drawn from recent learning in other subject areas, for example, 数学（形状） and 科学（自然现象）
  • making connections between their knowledge of the world and their Chinese learning to infer meaning of words, for example, to guess the meaning of 尾巴 in 猫有长长的尾巴， 人没有尾巴

  VCZHC116 | Languages | Chinese | Background Language Learner | F–10 Sequence | Foundation to Level 2 | Communicating | Informing

• VCELC108

  Participate in shared imaginative activities and respond in a variety of ways such as through predicting, singing, chanting, play-acting and movement

  Elaborations

  • reading shared imaginative digital and online texts, repeating words and rehearsed language patterns, and making predictions about the storyline and characters, using cues from the heading, symbols, pictures and words in the text
  • performing songs, chants and rhymes in response to an imaginative digital or online text, for example, Η πολύ πεινασμένη κάμπια, experimenting with different expressive effects, such as using simple gestures or different voices
  • interacting with a character or puppet in an imaginary situation or setting, for example, ‘Spot the dog’, Πού είναι ο Σπότ; Τί κάνει ο Σποτ;
  • acting out their favourite character or event from a shared story and making simple statements, for example, Είμαι η Μορμώ.

  VCELC108 | Languages | Modern Greek | F–10 Sequence | Foundation to Level 2 | Communicating | Creating

• VCELC113

  Describe aspects of self, such as family, school/class and language/s, recognising how these are part of one’s identity

  Elaborations

  • identifying self as belonging to family, class or peer groups and representing these relationships through drawing pictures or adding captions to photos, for example, Εγώ, Είμαι έξι, Να η οικογένειά μου, Να η φίλη μου, Να ο σκύλος μου, Τον λένε Φρίξο
  • identifying languages they speak or are learning or with which they are familiar and stating with whom they speak these languages
  • recognising own use of words, expressions or behaviours that make them who they are, such as words from different languages, ways of celebrating or communicating that may not be familiar to other people
  • identifying how cultural symbols reflect identity, such as flags, national costumes, the owl as a symbol of education, famous buildings and treasures, national emblems, sporting emblems/jerseys, and reflecting on own identity

  VCELC113 | Languages | Modern Greek | F–10 Sequence | Foundation to Level 2 | Communicating | Reflecting

• VCELC107

  Share and present information about self, family, friends and possessions, using gestures, labels, pictures and modelled language

  Elaborations

  • using familiar vocabulary and simple sentences to create texts about self, family, friends and possessions, such as a family album, a class picture dictionary or a family tree
  • contributing to classroom resources that involve naming, labelling and illustrating, using digital technologies, for example, a favourite photos wall, a word wall
  • giving information about self, family, friends, and possessions by writing captions or attaching word bubbles to drawings or photos, using digital technologies
  • using simple sentences and supporting gestures to communicate informally about self, friends and favourite possessions, for example, Παίζεις νέτμπολ; lifting head/eyebrows to answer ‘no’, hand action to show Έτσι κι έτσι, lifting head and shoulders to convey not knowing something

  VCELC107 | Languages | Modern Greek | F–10 Sequence | Foundation to Level 2 | Communicating | Informing

• VCLVC131

  Participate in guided group activities, such as games, songs and simple tasks, using movement and gestures to support understanding and to convey meaning

  Elaborations

  • participating in games, tasks and activities that involve turn taking, guessing, matching and choosing objects using modelled questions and responses
  • participating in action games and songs by matching actions to words
  • following instructions by moving around or locating objects in the classroom
  • accompanying respected community members to gather traditional materials, such as nuts, twigs, bark, seeds, shells for use in craft related language activities
  • working collaboratively on a class performance or activity
  • working collaboratively to adapt and perform action songs, for example, by changing lyrics, substituting words and phrases based on modelled patterns, rehearsing and performing songs with appropriate gestures and actions
  • grouping and sorting natural objects from Country/Place, for example, leaves, stones, shells according to culturally appropriate categories

  VCLVC131 | Languages | Victorian Aboriginal Languages | Foundation to Level 2 | Communicating | Socialising