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Level A (Towards Foundation)

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Critical and Creative Thinking

Critical and Creative Thinking Level Description

In Level A, the curriculum focuses on exposing students to choice making, reasoning and problem solving. Students encounter vocabulary and simple strategies used to structure and improve thinking. Students are learning how to attend to, explore and experience the world around them.

Critical and Creative Thinking Content Descriptions

Questions and Possibilities

  1. Exposed to the concept of posing questions (VCCCTQ054)
  2. React to the world around them (VCCCTQ055)
  3. Experience the generating of ideas and routine solutions (VCCCTQ056)

Reasoning

  1. Exposed to the application of reasoning and conclusions (VCCCTR057)
  2. Encounter information and ideas through everyday experiences, problems and exploration (VCCCTR058)
  3. Exposure to meaning through practical application and example in everyday experiences (VCCCTR059)

Meta-Cognition

  1. Experience the world and react using emotions (VCCCTM060)
  2. Experience the implementation of learning strategies and use of repetition in their learning experiences (VCCCTM061)
  3. Experience various problem solving approaches (VCCCTM062)

Critical and Creative Thinking Achievement Standard

By the end of Level A, students react to significant changes in their environment. Students generate ideas by using their senses to explore the characteristics of everyday objects and make choices between objects.

Students begin to identify their personal preference and make choices about what they would like and dislike.

Students are exposed to everyday problems and communicate their thinking through emotion responses. They experience the learning strategy of repetition and beginning to react in everyday routine activities. Students communicate when faced with a problem.

Dance

Dance Level Description

In Level A, students are exposed to dance. Dance assists them to attend to and explore the world around them with as much independence as possible. They experience dance and are encouraged to use gestures and body movements to react and respond to the world around them.

Students become aware of their bodies and experience body movements used in dance. They experience space, time, dynamics and...

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Dance Content Descriptions

Explore and Express Ideas

  1. Experience dance, safe movement possibilities and move their body parts intentionally in response to stimulus (VCADAE001)

Dance Practices

  1. Show general awareness of body position and own body when being moved by others during fundamental movement and dance sequences (VCADAD002)

Present and Perform

  1. Be involved in making and sharing dance that communicates ideas (VCADAP003)

Respond and Interpret

  1. React to dance (VCADAR004)

Dance Achievement Standard

By the end of Level A, students participate in dance activities. They move body parts safely and react to aspects of dance they make, perform and view.

Design and Technologies

Design and Technologies Level Description

In Level A, students are exposed to technologies, including its purpose and how technologies meet every day personal needs.

Students experience the characteristics and properties of some familiar designed solutions from one of the technologies contexts:

  • Engineering principles and systems
  • Food and fibre production
  • Food specialisations
  • Materials and technologies specialisations.

Students are exposed to designed solutions that meet their needs.

Design and Technologies Content Descriptions

Technologies and Society

  1. Experience how people create familiar designed solutions to meet their needs (VCDSTS001)

Technologies Contexts

  1. Experience the characteristics and properties of familiar designed solutions in at least one technologies context (VCDSTC002)

Creating Designed Solutions

  1. React to a designed solution that has been created and produced safely to meet their needs (VCDSCD003)

Design and Technologies Achievement Standard

By the end of Level A, students react to significant designed solutions that meet their needs.

With guidance, students experience designed solutions in at least one technologies context. They begin to communicate their needs and indicate a choice or preference through accept and reject actions.

Students react to the use of tools and equipment and experience the sequenced steps involved in producing a designed solution.

Digital Technologies

Digital Technologies Level Description

In Level A, student experiences are designed to move students from a pre-intentional level of responding to a level where the response indicates beginning intention. Students will have had opportunities to experience and react to a range of digital solutions through explorative learning and guided play and integrated learning.

Students experience different types of data such as sound, images (still and moving), text and numbers. Students experiment with alternative ways of representing data as images.

Students experience the concept of abstraction to identify significant steps involved in everyday routine activities such as having a shower or bath.

Digital Technologies Content Descriptions

Digital Systems

  1. React to the use of some common digital systems, (hardware and software components), as they experience their purpose (VCDTDS001)

Data and Information

  1. React to patterns and different types of data and experience how data is sorted and represented as images using digital systems (VCDTDI002)

Creating Digital Solutions

  1. Experience steps involved in completing a routine task (VCDTCD003)

Digital Technologies Achievement Standard

By the end of Level A, students recognise common digital systems that are used to meet specific everyday purposes.

Students react to different types of data and how digital systems can be used to represent data as images.

Students recognise that routine tasks involve completing a set of steps.

Drama

Drama Level Description

In Level A students are exposed to drama to assist them to attend to and explore the world around them with as much independence as possible. They experience how drama can represent the world and represent ideas about the world. They experience dance and are encouraged to use gestures and body movements to react and respond to the world around them. They experience drama as audiences.

Students be...

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Drama Content Descriptions

Explore and Express Ideas

  1. Experience elements of dramatic play with support (VCADRE001)

Drama Practices

  1. Use facial expression to communicate a feeling or reaction (VCADRD002)

Present and Perform

  1. Be involved in sharing ideas through drama (VCADRP003)

Respond and Interpret

  1. React to drama (VCADRR004)

Drama Achievement Standard

By the end of Level A, students participate in dramatic play. They react to aspects of drama they make, perform and view.

English

English Level Description

In Level A, students begin to engage, participate and receive communication with known adults, teachers and peers. Opportunities are provided for students to explore English knowledge, understanding, skills and processes through everyday experiences, personal interests and significant events. Students are exposed to various alternative and augmentative communication systems because adults model...

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English Content Descriptions

Reading and Viewing

Language
Text structure and organisation
  1. Encounter various forms of texts and respond to sounds, text, symbols, images or objects in their environment (VCELA001)
  2. Encounter books, print and digital texts and respond to images in the text (VCELA002)
Expressing and developing ideas
  1. Experience sentences being used to express ideas and information and responds to different words, sounds and noise (VCELA003)
  2. Respond to words and groups of words and objects in texts and in the environment (VCELA004)
  3. Respond to images and words in texts (VCELA005)
Phonics and word knowledge
  1. Encounter words and writing within the environment and respond to spoken words in familiar environments (VCELA006)
  2. React to preferred sounds (VCELA007)
Literature
Literature and context
  1. React to texts, related to personal experience and familiar events (VCELT008)
Examining literature
  1. Experience and respond to different types of literary texts in various modes (VCELT009)
  2. Experience texts with different features, events and characters and respond to different literary texts (VCELT010)
Literacy
Texts in context
  1. Respond to texts within the everyday environment (VCELY011)
Interpreting, analysing, evaluating
  1. React to a range of texts including visual, audio and print text (VCELY012)
  2. Experience and respond to different forms of communication and texts being read or viewed (VCELY013)
  3. React to a variety of imaginative and informative texts (VCELY014)

Writing

Language
Text structure and organisation
  1. Respond to images, objects and the spoken word (VCELA015)
  2. React to different sounds, and words, and respond to visual text (VCELA016)
Phonics and word knowledge
  1. Experience people writing, speaking and communicating using various modes (VCELA017)
  2. React to familiar voices and preferred sounds (VCELA018)
Literature
Creating literature
  1. Encounter literature being created for various reasons and purposes and react to the retelling of a literary text (VCELT019)
Literacy
Creating texts
  1. React to the construction of text that reflects everyday events and activities (VCELY020)
  2. Respond to group text and personalised text being edited (VCELY021)
  3. Encounter a variety of objects and textures and hold objects for a short period of time (VCELY022)
  4. React to software being used to construct texts that reflect everyday events and activities (VCELY023)

Speaking and Listening

Language
Language variation and change
  1. Use sounds and facial expressions to affect familiar others (VCELA024)
Language for interaction
  1. Respond to a familiar person and engage with them (VCELA025)
  2. Explore how sound, facial expression and actions can cause a change (VCELA026)
Expressing and developing ideas
  1. Respond to vocabulary used in everyday experiences (VCELA027)
Phonics and word knowledge
  1. Respond to different sounds and words used in everyday experiences (VCELA028)
  2. Encounter words being isolated into onset and rime (VCELA029)
Literature
Responding to literature
  1. Respond to images, sounds or actions within a multimodal text (VCELT030)
  2. Respond to texts listened to, viewed or read (VCELT031)
Examining literature
  1. Respond to the use of rhythms and sound patterns in stories, rhymes, songs and poems from a range of cultures (VCELT032)
Creating literature
  1. React to texts and familiar parts of a preferred text (VCELT033)
Literacy
Interacting with others
  1. Respond to various types of communication (VCELY034)
  2. React to others sharing and delivering a presentation on a personally or culturally relevant event (VCELY035)

English Achievement Standard

Reading and Viewing

By the end of Level A, students react to a range of spoken, written and multimodal texts from familiar contexts. They respond to images of familiar people, objects or events. They fleetingly maintain eye contact with a person or object. They enjoy reading material as it is being read/experienced, shown or told. They can track objects, people or images for a short period of time.

Writing

When experiencing coactive writing activities, students make choices between objects and images and accept and reject objects and activities. Students develop their fine motor skills and hand-eye coordination and they move their hands in response to tactile stimuli. Students can demonstrate their grasp and can hold an object briefly when it is placed in their hand.

Speaking and Listening

Students listen to and react to some familiar objects, people, words and sounds within the environment by turning head, looking, reaching out and/or vocalising. They respond to their name and to familiar items when named. Students show an interest in others and an awareness of everyday social interactions such as greetings by using gesture or vocalisation. They recognise that their reaction can change others’ behaviour. They can choose between objects, images and activities and accept or reject an object or activity. They withdraw attention if no longer interested in a topic of communication. Students attempt to imitate sounds. They have some consistent vocalisation and gestures in response to different people, activities and environments.

Geography

Geography Level Description

The Level A curriculum develops student’s awareness of a place on a personal local scale. Places will range in size from a part of a room or garden to community place. They are supported to use their senses to explore the tangible characteristics of a place such as the sound, smell, feel of significant features, and environmental and human characteristics.

Learning about their own place...

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Geography Content Descriptions

Geographical Concepts and Skills

Place, space and interconnection
  1. Experience and react to a place and its features (VCGGC001)
  2. React to familiar places and activities (VCGGC002)
  3. Experience places that are important for specific people and related activities (VCGGC003)
Data and information
  1. Experience geographical information by using their senses (VCGGC004)
  2. React to images or sensory elements which represent preferred personally significant places (VCGGC005)
  3. React to an element of a place (VCGGC006)

Geographical Knowledge

Places and our connections to them
  1. Experience the distance and location of familiar places (VCGGK007)
  2. Experience personal places and their features represented on large-scale maps and models (VCGGK008)
  3. Experience their connection to a place in Australia and across the world (VCGGK009)
  4. Experience local area dreaming stories and country/places (VCGGK010)
  5. Experience weather and seasons (VCGGK011)
  6. Experience and react to the sensory elements of a places (VCGGK012)
  7. Experience the purpose of or the special event/s of a space (VCGGK013)
  8. React to features and activities of a familiar place (VCGGK014)

Geography Achievement Standard

By the end of Level A, students recognise some personally significant places. They select preferred objects through reaching towards, accepting or rejecting actions.

Students react to the familiar features of some personally significant places.

Health and Physical Education

Health and Physical Education Level Description

The Level A curriculum provides the basis for developing knowledge, understanding and skills for students to lead healthy, safe and active lives. Students learn about themselves and experience simple actions and activities to keep themselves healthy and safe.

Students develop their awareness of others and explore the importance of familiar people.

Students learn through movement in a range...

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Health and Physical Education Content Descriptions

Personal, Social and Community Health

Being healthy, safe and active
  1. Identify self (self-awareness) (VCHPEP001)
  2. React as body parts are moved and named (VCHPEP002)
  3. React to significant people (VCHPEP003)
Communicating and interacting for health and wellbeing
  1. React to people and sensory experiences (VCHPEP004)
  2. Use facial expressions to indicate an emotion and demonstrate preference (VCHPEP005)
Contributing to healthy and active communities
  1. Experience health and safety actions (VCHPEP006)
  2. Experience play activities (VCHPEP007)

Movement and Physical Activity

Moving the body
  1. Experience their body being moved through a variety of positions and locations (VCHPEM008)
  2. Experience a variety of physical and structured leisure activities (VCHPEM009)
Understanding movement
  1. Experience regular physical activities and begin to develop an awareness of how different parts of the body move (VCHPEM010)
  2. Experience their body moving in relation to effort, space, objects and people (VCHPEM011)
Learning through movement
  1. Cooperate when experiencing physical activities and movement (VCHPEM012)
  2. Experience body movement and demonstrate some basic movements (VCHPEM013)
  3. Engage in physical activities (VCHPEM014)

Health and Physical Education Achievement Standard

By the end of Level A, students recognise themselves. They demonstrate different emotions people experience. They participate in actions that help them to be healthy, safe and physically active. They experience different settings where they can be active. Students show general awareness of body position and own body when moved by others.

Students develop personal and social skills in a range of activities. Students begin to demonstrate an awareness and recognition of familiar people and routine activities. They demonstrate attachments and trust with familiar adults. They demonstrate, with assistance, safe and healthy behaviour in routine personal care activities. They coactively perform fundamental movement skills and explore basic movement challenges.

History

History Level Description

Personal Present History

The curriculum at Levels A to D provides a study of personal and family histories. Students learn about their own history and that of their family; this may include stories from different cultures and other parts of the world. As participants in their own history, students build on their knowledge and understanding of how the past is different from the present. At Level A the focus is on the present.

Key questions:

  • What is my name and what do I look like?
  • What people are familiar and support me?
  • What objects are familiar to me?

History Content Descriptions

Historical Concepts and Skills

Chronology
  1. Recognise personally significant objects from childhood and now (VCHHC001)
Historical sources as evidence
  1. Explore a source that describes a person (VCHHC002)
  2. Explore their own perspective on events in their routine daily life (VCHHC003)
Continuity and change
  1. Explore objects from the past and present (VCHHC004)
Historical significance
  1. Experience narratives about a person or the past (VCHHC005)

Historical Knowledge

Personal histories
  1. Who they are and what they look like (VCHHK006)
  2. The people in their family (VCHHK007)
  3. Indicate what event was first in a routine daily event (VCHHK008)
  4. Similarities and differences within their daily life (VCHHK009)
Community histories
  1. Commemorate significant events (VCHHK010)
  2. Experience significant places and sites (VCHHK011)
  3. Exposure to the cultural or spiritual importance of significant places and sites (VCHHK012)
  4. Experience the use of technology in their lives (VCHHK013)

History Achievement Standard

By the end of Level A, students experience routine events within their daily life and react to significant chances. They react to personally significant people, objects and sites. They participate and react to significant events, which are commemorated.

Students react to stories, images and representations of familiar events and stories about them. They react to significant objects of their past and present.

Mathematics

Mathematics Level Description

In Level A, students experience and respond to personally relevant and familiar situations and events that regularly and routinely involve activities and actions such as comparing, adding and removing, distributing, placing and moving.

Mathematics Content Descriptions

Number and Algebra

Number and place value
  1. Respond to objects being counted and distributed (VCMNA001)
  2. Respond to situations where counting is involved (VCMNA002)
  3. Respond to groups of personally relevant objects (VCMNA003)
  4. Respond to situations where the comparison of two collections or objects is involved (VCMNA004)
  5. Respond to the removal and addition of familiar items and objects in practical situations (VCMNA005)
  6. React to practical situations of sharing (VCMNA006)
Money and financial mathematics
  1. React to everyday financial situations involving money (VCMNA007)
Patterns and algebra
  1. Respond to the identification of objects (VCMNA008)
  2. Respond to repeated routines in everyday events (VCMNA009)

Measurement and Geometry

Using units of measurement
  1. Respond to objects based on length (VCMMG010)
  2. Respond to personally relevant everyday events (VCMMG011)
  3. Respond to personally relevant routine events (VCMMG012)
Shape
  1. Respond to familiar everyday shapes and objects (VCMMG013)
Location and transformation
  1. Respond to movement of an object (VCMMG014)

Statistics and Probability

Data representation and interpretation
  1. Respond to objects relevant to a given context (VCMSP015)
  2. Respond to objects being moved and organised to make a data display (VCMSP016)
  3. Experience data display being interpreted (VCMSP017)

Mathematics Achievement Standard

Number and Algebra

Students observe the use of number within their daily life. They begin to respond to numbers in everyday experiences. Students demonstrate awareness of counting by responding to number rhymes, songs, stories and finger games. They experience and respond to ‘one for you, one for me’, ‘gone’, ‘no more left’ and ‘give me more’. Students participate in making piles, groups or bundles of familiar everyday objects and respond to objects being put together and taken apart.

Measurement and Geometry

Students observe and explore objects within daily life. They react and respond to objects and experience measurement attributes in practical situations. Students explore objects of varying weights, lengths, capacities and materials. They show an awareness of time and daily routine by responding to a signal from the teacher, and items being brought out or removed. Students respond to a signal from a timer, used to indicate the end of an activity. Students explore and respond to objects of varying textures, colours, sizes and shapes. Students explore space by moving and changing position and location, and respond to changes in position.

Statistics and Probability

Students observe objects and events within their daily life. Students begin to display a similar and predictable reaction to regular events. They respond to major changes to regular games and activities associated with chance, surprise and predictability, such as moving a switch to activate a toy.

Media Arts

Media Arts Level Description

In Level A, students are exposed to media arts. They experience how media artworks can represent the world in which they live.

Students become aware of character and settings as they explore sensory elements of media arts, explore ideas and assist in the construction of stories.

Students experience safety in using technologies and in interaction with others. They are exposed to the role of artist. As an audience they are exposed to the sensory elements of the media art.

Media Arts Content Descriptions

Explore and Represent Ideas

  1. Experience characters and settings through stories in images, sounds and multi-modal texts (VCAMAE001)

Media Arts Practices

  1. Experience media technologies to capture images and sounds for a story (VCAMAM002)

Present and Perform

  1. Experience the presentation of media artworks (VCAMAP003)

Respond and Interpret

  1. React to stimuli in media artworks (VCAMAR004)

Media Arts Achievement Standard

By the end of Level A, students react to media artworks being made and viewed.

Students assist to make and share media artworks representing their life and preferences.

Music

Music Level Description

In Level A, students are exposed to music to assist them to listen to and explore sound and attend to and explore the world around them with as much independence as possible. They listen to and explore sound and experience how they can make music. They experience music as part of an audience.

Students learn to listen to music and become aware of rhythm, pitch, dynamics and expression, form and structure, timbre and texture as they explore and make music. They learn to discriminate between sounds and silence, and loud and soft sounds. They learn to move and perform with beat and tempo.

As they experience music, students are exposed to music from a range of cultures, times and locations. Music in the local community should be the initial focus for learning.

Music Content Descriptions

Explore and Express Ideas

  1. Exposure to sound and silence and ways of using voice, movement and/or instruments (VCAMUE001)

Music Practices

  1. Experience the use of voice and/or instruments through chants, songs and rhymes (VCAMUM002)

Present and Perform

  1. Be involved in music performances (VCAMUP003)

Respond and Interpret

  1. React to music (VCAMUR004)

Music Achievement Standard

By the end of Level A, students improvise and perform music. They explore, as appropriate, the sound and feel of their voices and instruments.

Students react to music they listen to, make and perform.

Personal and Social Capability

Personal and Social Capability Level Description

In Level A, the curriculum focuses on enabling students to react and engage with and to be socially receptive to others. Students show emotions when reacting to people and events they experience. Students begin to develop an understanding of themselves and their needs. The curriculum provides opportunity for students to interact with others and develop emotional bonds.

Personal and Social Capability Content Descriptions

Self-Awareness and Management

Recognition and expression of emotions
  1. React to people and express emotions (VCPSCSE052)
Development of resilience
  1. Identify significant objects and people and make a choice between alternatives to show what they like (VCPSCSE053)
  2. Experience problems within everyday situations and assist to implement routine and accept assistance from familiar adults to manage problems (VCPSCSE054)

Social Awareness and Management

Relationships and diversity
  1. Identify significant people by gesturing, vocalising or orienting towards them (VCPSCSO055)
  2. Supported to interact with others (VCPSCSO056)
Collaboration
  1. Develop ability to focus attention on others and acknowledge their presence (VCPSCSO057)
  2. Interact with another showing cooperation (VCPSCSO058)

Personal and Social Capability Achievement Standard

By the end of Level A students express emotions in relation to a current situation. They indicate a preference between two alternatives. They recognise and react to significant people. They accept assistance from a familiar adult when faced with a problem and undertake simple routine tasks coactively.

Students react to the attention of others and focus on significant people and watch and respond to others showing cooperation.

Science

Science Level Description

In Level A, students learn that their senses can help them understand the world around them and the objects within it. They experience a range of activities that will assist them to attend to and explore the world around them with as much independence as possible. They are exposed to and encouraged to move from a pre-intentional to intentional state, and react to everyday objects, materials and living things. They are exposed to change in the world around them, including changes that impact on them, for example the weather, and changes they can effect, for example making things move or change shape. They use their senses to gather different types of information and learn to initiate and refine their responses to familiar objects and the world around them.

Science Content Descriptions

Science Understanding

Science as a human endeavour
  1. There are objects in the world around us (VCSSU001)
Biological sciences
  1. Living things are part of the world around us (VCSSU002)
Chemical sciences
  1. Objects are part of the world around us (VCSSU003)
Earth and space sciences
  1. Changes in the world around us can affect responses (VCSSU004)
Physical sciences
  1. Objects can be moved and touched (VCSSU005)

Science Inquiry Skills

Questioning and predicting
  1. Engage and react to objects and events (VCSIS006)
Planning and conducting
  1. Gather information about objects and events (VCSIS007)
Recording and processing
  1. React and respond to objects and events (VCSIS008)
Analysing and evaluating
  1. Accept and reject objects and events from the world around them (VCSIS009)
Communicating
  1. Communicate by initiating and refining their responses and using accept-or-reject gestures or actions (VCSIS010)

Science Achievement Standard

By the end of Level A, students react to the properties and behaviour of familiar objects. They react to environmental changes and respond to their effects through a positive or negative response. Students initiate and communicate a response to, or acceptance or rejection of, familiar objects and events.

Visual Arts

Visual Arts Level Description

In Level A, students are exposed to visual arts to assist them to attend to and explore the world around them with as much independence as possible. They experience visual representations of their ideas, experiences, observations and imagination.

Students become aware of artists, craftspeople and designers and how they present their ideas. They enhance their perception skills by learning to...

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Visual Arts Content Descriptions

Explore and Express Ideas

  1. Experience creation of visual artworks (VCAVAE001)

Visual Arts Practices

  1. Exposure to different materials and techniques to make artworks (VCAVAV002)

Present and Perform

  1. Experience the display of artworks (VCAVAP003)

Respond and Interpret

  1. React to visual artworks (VCAVAR004)

Visual Arts Achievement Standard

By the end of Level A, students communicate about artworks they make and view by reacting to sensory elements within artwork.

Students assist in the making of artworks in different forms using different techniques.

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