Search results

Result list

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

  By the end of Level 2, students interact with teachers and peers through action-related talk and play. They introduce themselves and exchange greetings such as Buenos días/tardes/noches, and farewells (for example, hasta pronto). They use simple repetitive language and respond to simple...

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

• Victorian Aboriginal Languages: Foundation to Level 2 achievement standards

  By the end of Level 2, students interact with the teaching team and respected community members to talk about themselves and family, using familiar modelled language and gestures. They use appropriate protocols when interacting with respected community members and community speakers, such as appropriate...

  Level description | Languages | Victorian Aboriginal Languages | Foundation to Level 2

• VCITC010

  Create a personal or shared record of ‘interesting’ words in Italian

  Elaborations

  • collecting Italian and English words that are the same (for example, banana or similar, for example, pigiama
  • collecting Italian words used in English, for example, ciao, opera, pasta, spaghetti
  • creating a picture dictionary

  VCITC010 | Languages | Italian | F–10 Sequence | Foundation to Level 2 | Communicating | Translating

• VCITC002

  Participate in shared action with peers and teacher, contributing ideas through key words, images, movement and song

  Elaborations

  • contributing to collective activities such as creating a class vegetable garden or photo display of a recent excursion or visit, by labelling and illustrating
  • contributing to guided, shared decisions, such as about a classroom display or a class party, for example, mi piace il rosso; io porto i biscotti
  • playing games, for example, counting games, sorting and order games, number games, tombola
  • making simple choices, based on given options, for example, Vuoi leggere questo? Giochi dentro o fuori?

  VCITC002 | Languages | Italian | F–10 Sequence | Foundation to Level 2 | Communicating | Socialising

• VCADAD018

  Use choreographic devices to organise movement ideas and create dance sequences

  Elaborations

  • imitating and extending ideas presented by another dancer, teacher, film or a peer
  • extending single movement ideas into phrases and sequences by joining movements together, learning movement patterns varying known movement patterns, for example, changing body part, direction, level
  • using questions to explore forms and elements, for example, as students create movement, they respond to questions from peers and/or teachers such as ‘which levels are you using in this dance?’
  • developing awareness of and taking responsibility for safe dance practice, for example, being aware of self and others in the dance space, the boundaries of the dance space, and needs such as hydration
  • learning and practicing skills and techniques such as coordinating breathing and movement, developing movement memory, copying and mirroring movement, combining stillness and movement, and different locomotor movements, for example, walking, skipping, running, sliding, galloping

  VCADAD018 | The Arts | Dance | Foundation Level | Dance Practices

• VCAVAE017

  Explore ideas, experiences, observations and imagination to create visual artworks

  Elaborations

  • viewing a range of artworks with a common theme or subject matter, and make their own interpretations based on their experiences, observations and/or imagination
  • observing and recording their daily experiences in a range of visual forms
  • drawing, photographing and making images and objects related to self, others and personal environments in different art forms
  • identifying and using visual conventions in their artworks after investigating different art, craft and design styles from other cultures and times, for example, and styles from Aboriginal and Torres Strait Islander Peoples, and Asia

  VCAVAE017 | The Arts | Visual Arts | Foundation Level | Explore and Express Ideas

• VCDSTC017

  Explore the characteristics and properties of materials and components that are used to create designed solutions

  Elaborations

  • exploring designed solutions to meet individual, family and community needs with a focus on materials, for example fabrics used for sports clothing, soft fall for play spaces
  • developing new meanings for objects and action during play, for example exploring how household packaging can be used to represent other objects
  • exploring systems used in the classroom or community for creatively dealing with problems and needs, for example storage systems for equipment, traffic system flow for drop and go zones, the use of hoists and ramps to facilitate access
  • exploring facilities in local environments for accessibility and environmental impact, for example location of bike tracks and sporting fields using digital maps to view local area
  • exploring materials, components, tools and equipment through play to discover potential uses when making products or modelling services and environments, for example when designing and making clothes, toys and shelters

  VCDSTC017 | Technologies | Design and Technologies | Foundation to Level 2 | Technologies Contexts | Materials and technologies specialisations

• VCDSTC014

  Explore how technologies use forces to create movement in designed solutions

  Elaborations

  • exploring how the principles of push and pull are used in the design of toys, for example in a spinning toy such as an Aboriginal mammandur
  • identifying, and playing and experimenting with, components such as wheels, balls, slides, springs and available local materials, tools and equipment to solve problems requiring movement
  • selecting materials to demonstrate how material properties are appropriate for particular designed solutions, for example materials that enable sliding or floating
  • exploring a system such as a marionette or Indonesian wayang kulit shadow puppet to see that movement can be created by combining materials with forces
  • combining materials and using forces in design, for example designing the door on a cage or a simple conveyor belt to move materials short distances
  • exploring how to manipulate materials using a range of tools, equipment and techniques to create movement, for example when constructing a toy boat that floats and moves

  VCDSTC014 | Technologies | Design and Technologies | Foundation to Level 2 | Technologies Contexts | Engineering principles and systems

• VCHHC053

  Sequence significant events about personal and family history to create a chronological narrative

  Elaborations

  • ordering significant personal events or milestones using photographs or drawings, for example, walking, talking, the birth of a sibling, moving house, an illness, an achievement, first day at school
  • identifying dates and changes that have personal significance, for example, birthdays, moving house, changing schools, religious and school holidays, marking these on a calendar and counting down time, as well as noting that events of personal significance may differ according to children’s cultural backgrounds
  • creating a timeline, slideshow or story using photos
  • relating a story about life in their parent’s or grandparent’s time (orally or through pictures and photographs)
  • inquiring from members of their families where they were born and raised

  VCHHC053 | The Humanities | History | Foundation to Level 2 | Historical Concepts and Skills | Chronology

• VCZHC006

  Create short imaginative written texts using images and copied characters

  Elaborations

  • creating storyboards for well-known Chinese stories such as Mulan or Pangu (盘古)
  • captioning or labelling illustrations on storyboards, practising the strokes of high-frequency characters
  • participating in the shared reading of books, making predictions about characters and events from the cover and illustrations
  • listening to Chinese idiom stories and retelling these stories using illustrations

  VCZHC006 | Languages | Chinese | Second Language Learner | F–10 Sequence | Foundation to Level 2 | Communicating | Creating

• VCZHC118

  Create own representations of imagined people or events using illustrations and actions

  Elaborations

  • expressing opinions about characters or retelling the storyline after viewing or listening to stories, for example, 我觉得…真讨厌！
  • selecting words from lists to produce captions for images related to familiar narratives heard or viewed in Chinese
  • copying from models to convey meanings for a sequence of images, such as creating sequential captions for photos, pictures and paintings
  • using characters and images to convey ideas in imaginative texts, for example, using pictographs such as 马, 田，山 to illustrate an imagined event
  • experimenting with storytelling by rewriting a segment of a modelled narrative text by replacing characters, actions or descriptions of objects

  VCZHC118 | Languages | Chinese | Background Language Learner | F–10 Sequence | Foundation to Level 2 | Communicating | Creating

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

  Students become familiar with the sounds and rhythms of German, approximating the pronunciation and phrasing of single words and short phrases, including distinctive sounds such as ch, r, th, u and z, and diphthongs such as au, ei, eu and ie. They use simple basic sentence structures and familiar...

  Level description | Languages | German | F–10 Sequence

• Non-Roman Alphabet Languages - F–10 Sequence: Foundation to Level 2 description

  The language is learnt in parallel with English language and literacy. While the learning of the language differs from the learning of English, each supports and enriches the other. The language is used in classroom interactions, routines and activities, supported by the use of materials and resources...

  Level description | Languages | Non-Roman Alphabet Languages | F–10 Sequence

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

  Students become familiar with the sound system of the Modern Greek language, such as syllables using consonants and vowels, and new sounds, such as the guttural γ, ρ and γκ and ξ and ψ in words. They learn to identify and write letters, words and simple sentences using...

  Level description | Languages | Modern Greek | F–10 Sequence

• VCARC111

  Create simple print or digital bilingual texts in Arabic and English, such as word lists, labels and captions, for their class, school and family

  Elaborations

  • creating a bilingual picture dictionary for classroom use
  • making bilingual greeting cards in print or digital form for family celebrations such as Mother’s Day, using greetings and simple expressions in Arabic and English, for example,

    ماما؛ حبيبتي ماما؛ مبروك ماما؛ عيد أم سعيد

  • creating a bilingual personal profile containing information relating to self, family and friends
  • labelling photos in both Arabic and English for a display of a class event or experience such as a sports day or school concert

  VCARC111 | Languages | Arabic | F–10 Sequence | Foundation to Level 2 | Communicating | Translating

• VCASFC009

  Create simple print or digital texts such as labels, posters, wall charts or cards that use both Auslan images and English words

  Elaborations

  • labelling objects and classroom items in both English and Auslan, using posters, word cards and alphabet cards, pictures and images of Auslan signs and words, for example, ‘a is for apple’ with a fingerspelled letter for ‘a’
  • creating and using handshape images to represent signs and label with words, for example, flat hand = FISH
  • developing a simple handshape dictionary with English captions
  • using photos of family members to create a family tree or similar representation of relationships, captioning and labelling in English with corresponding images of Auslan signs for each family member

  VCASFC009 | Languages | Auslan | First Language Learner | F–10 Sequence | Foundation to Level 2 | Communicating | Translating

• VCASFC135

  Create simple print or digital texts such as labels, posters, wall charts or cards that use Auslan images and English words

  Elaborations

  • using images of Auslan signs to name and label familiar objects and classroom items, using posters, word cards with pictures or alphabet cards with images, for example, A is for apple with fingerspelled letter for A
  • creating and using handshape images to represent signs and label with words, for example, flat hand = FISH
  • making their own bilingual picture dictionaries with English labels, images of signs and simple descriptions of signs

  VCASFC135 | Languages | Auslan | Second Language Learner | F–10 Sequence | Foundation to Level 2 | Communicating | Translating

• VCDEC111

  Create print or digital texts such as labels, posters, word banks and wall charts for the immediate learning environment in both German and English

  Elaborations

  • collecting German and English words that are similar or identical in spelling and have the same meaning but are pronounced differently, for example, Baby, singen, braun, Klasse
  • making and displaying labels for common objects in the classroom and home
  • compiling and displaying illustrated class German–English and English–German dictionaries or alphabet posters of classroom language and key vocabulary

  VCDEC111 | Languages | German | F–10 Sequence | Foundation to Level 2 | Communicating | Translating

• VCDSTS013

  Identify how people create familiar designed solutions and consider sustainability to meet personal and local community needs

  Elaborations

  • exploring how local products, services and environments are designed by people for a purpose and meet social needs, for example the range of shelters provided for the public in a local community; graphical displays to market school and community events
  • asking questions about natural and managed environments and impacts on them when selecting materials, tools and equipment when designing and making products, for example harvesting products from the school garden and using recycled clothing
  • making design decisions based on personal and family needs, for example comparing recipes to suit available cooking facilities such as cooking in the bush compared to cooking in a kitchen
  • exploring and critiquing products, services and environments for their impact on sustainability, for example the environmental risks and benefits of a system for organically or hydroponically growing a vegetable crop from seed or seedling to harvest

  VCDSTS013 | Technologies | Design and Technologies | Foundation to Level 2 | Technologies and Society

• VCDTDI016

  Independently and with others create and organise ideas and information using information systems, and share these with known people in safe online environments

  Elaborations

  • using different types of data such as images, sound and text to create information for sharing online, for example creating a multimedia class profile that includes a photo of each student, a personal audio recording and a written message
  • planning and creating text, drawings and sound files to share online, for example jointly creating a photo story to illustrate a fable or fairy-tale from the Asia region or a local Aboriginal and Torres Strait Islander community story
  • making ethical decisions when using images for public viewing and using the work of others, for example asking the question ‘What is fair and just?’ to compare images of events or activities and decide whether or not to publish
  • participating in safe online environments, for example sharing ideas and information through intranets, messaging only to people they know, bookmarked websites and moderated online spaces

  VCDTDI016 | Technologies | Digital Technologies | Foundation to Level 2 | Data and Information