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Level D (Towards Foundation)

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Critical and Creative Thinking

Critical and Creative Thinking Level Description

In Level D, the curriculum focuses on developing the knowledge and skills to express reasons, to problem solve and learn more effectively. Students become familiar with simple strategies to structure and improve thinking. Students learn how thinking can be made explicit.

Critical and Creative Thinking Content Descriptions

Questions and Possibilities

  1. Pose questions to gather information (VCCCTQ081)
  2. Investigate how past experience influences thinking and reactions to situations and problems (VCCCTQ082)
  3. Generate different ideas and possibilities (VCCCTQ083)

Reasoning

  1. Explore reasons and conclusions through investigation (VCCCTR084)
  2. Identify own reasoning and explore ideas, information and options with others (VCCCTR085)
  3. Use examples and past experience to illustrate understanding and point of view (VCCCTR086)

Meta-Cognition

  1. Experience ways to express their thinking, including expression of ideas and feelings about learning (VCCCTM087)
  2. Explore learning strategies required to address everyday problems and situations (VCCCTM088)
  3. Investigate problems and begin to identify different prospects and possible solutions (VCCCTM089)

Critical and Creative Thinking Achievement Standard

By the end of Level D, students answer simple questions related to their own investigation, their feelings or concept. They identify and describe an event or scientific experiment. They generate ideas based on past experience and make choices based on their personal preferences.

Students can identify some components of a point of view. They draw on previous experience to assist with their ideas, reasoning and when drawing a conclusion.

Students actively participate in structured thinking activities. They practice some learning strategies to assist them to organise and demonstrate their ideas. Students participate in problem solving activities and can articulate some possible solutions and their outcome in structured practical situations.

Dance

Dance Level Description

In Level D, students explore dance. They learn about how dance can represent the world and they make dances to represent their ideas about the world. They share their dance with peers and experience dance as audiences.

Students become aware of their bodies and learn about the body bases, parts and zones used safely in dance. They explore space, time, dynamics and relationships as they make...

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Dance Content Descriptions

Explore and Express Ideas

  1. Develop safe fundamental movements and technical skills when exploring dance ideas (VCADAE013)

Dance Practices

  1. Improvise and sequence dance movements to communicate moods and feelings (VCADAD014)

Present and Perform

  1. Perform dance that communicates ideas, feelings, observations and/or experiences to an audience (VCADAP015)

Respond and Interpret

  1. Respond to dance and describe some of the characteristics they observe (VCADAR016)

Dance Achievement Standard

By the end of Level D, students make and share a simple dance sequence and demonstrate safe dance practice.

Students provide a simple explanation about the features and purpose of their own dance.

Design and Technologies

Design and Technologies Level Description

In Level D students explore and investigate technologies, including its purpose and how technologies meet personal and social needs within local settings.

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

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

With teacher support, students communicate simple design ideas and begin to evaluate designed solutions based on personal preferences.

Students begin to plan their design idea with teacher support, and follow simple steps and directions to complete their own or group design ideas or projects.

Design and Technologies Content Descriptions

Technologies and Society

  1. Explore how people create familiar designed solutions and identify their ability to meet personal and local community needs (VCDSTS010)

Technologies Contexts

  1. Explore and communicate the characteristics and properties of familiar designed solutions in at least two technologies contexts (VCDSTC011)

Creating Designed Solutions

  1. Explore and communicate how designed solutions are generated and produced to meet needs (VCDSCD012)

Design and Technologies Achievement Standard

By the end of Level D, students describe the purpose of familiar designed solutions and what needs they meet.

Students use designed solutions in at least two technologies contexts, identifying significant features.

With guidance, students create designed solutions evaluating their ideas based on personal preferences. They select materials based on some understanding of their properties and characteristics. They follow simple sequenced steps to create a designed solution and demonstrate safe use of tools and equipment.

Digital Technologies

Digital Technologies Level Description

In Level D, students are building their independence and participating cooperatively in group learning activities. They combine and sequence key words and images to communicate personal interest and significant experiences and are beginning to reflect on their own behaviour and learning. They will have opportunities to create a range of digital solutions through guided play and integrated learning...

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Digital Technologies Content Descriptions

Digital Systems

  1. Carry out some key functions on digital systems (hardware and software components) to meet a purpose (VCDTDS010)

Data and Information

  1. Collect, sort, and recognise, with assistance, different types of patterns in data, and use digital systems to represent data as pictures, symbols and diagrams (VCDTDI011)

Creating Digital Solutions

  1. Follow and represent a sequence of steps and decisions (algorithms) needed to solve simple problems (VCDTCD012)

Digital Technologies Achievement Standard

By the end of Level D, students use key functions of digital systems and indicate their purpose.

Students collect, sort and recognise, with assistance different types of patterns in data. They use digital systems to display results using pictures, symbols and diagrams.

Students use a sequence of steps and decision making processes to solve a simple problem.

Drama

Drama Level Description

In Level D, students explore drama. They learn about how drama can represent the world and that they can make drama to represent their ideas about the world. They share their drama with peers and experience drama as audiences.

Students become aware of role and situation as they listen and respond as characters. They explore voice and movement to create role. They learn about focus and identifying the main character and location of the drama. As audiences they recognise that the purpose of drama is to share it with others.

As they experience drama, students draw on drama from a range of cultures, times and locations. Students learn about safety in dramatic play and in interaction with other actors.

Drama Content Descriptions

Explore and Express Ideas

  1. Explore how characters express ideas in dramatic play (VCADRE013)

Drama Practices

  1. Use voice, facial expression, movement and/or space to express ideas and feelings about their world (VCADRD014)

Present and Perform

  1. Present drama that communicates major elements of stories and/or experiences (VCADRP015)

Respond and Interpret

  1. Respond to drama and describe some of the characteristics they observe (VCADRR016)

Drama Achievement Standard

By the end of Level D, students make and share drama that communicates major elements of stories or experiences.

Students provide a simple explanation about the characteristics of drama they make, perform and view.

English

English Level Description

In the Level D, students communicate with known adults, teachers and peers. Students are provided with experiences that engage, support and extend their learning, including the use of pictorial representations or other marks to express and record their ideas. Students communicate by using short oral statements or augmentative communication systems. Students listen and follow simple directions...

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English Content Descriptions

Reading and Viewing

Language
Text structure and organisation
  1. Investigate different forms of texts and the relationship between symbols, images and objects (VCELA106)
  2. Identify some of the features of text such as digital/screen layout or the features of a book cover (VCELA107)
Expressing and developing ideas
  1. Understand how to make a statement or ask a question (VCELA108)
  2. Recognise how a group of words can represent an object or image (VCELA109)
  3. Explore connection between words, objects and images in stories and informative texts (VCELA110)
Phonics and word knowledge
  1. Know that a letter can be the same but look different, including capital and lower-case letters, and match some letters with their sound and name (VCELA111)
  2. Identify and make sounds associated with the beginning letter of words or images (VCELA112)
Literature
Literature and context
  1. Identify topic and key events in texts that reflect personal and familiar experiences (VCELT113)
Examining literature
  1. Know some characteristics and features of literary texts, such as characters, beginning and ending in stories and rhyme in poetry (VCELT114)
  2. Identify the characters, events and setting in a literary text (VCELT115)
Literacy
Texts in context
  1. Identify some familiar texts and their use in the community (VCELY116)
Interpreting, analysing, evaluating
  1. Read a simple sentence or pictorial representation of a sentence (VCELY117)
  2. Use images to retell or comment on a familiar text listened to and viewed (VCELY118)
  3. Identify some familiar informative and imaginary texts (VCELY119)

Writing

Language
Text structure and organisation
  1. Understand that language can be represented as written text (VCELA120)
  2. Copy own name and recognise some of the letters within it, and understand that pausing is presented as a full stop in written text (VCELA121)
Phonics and word knowledge
  1. Use, communicate or articulate high-frequency words and reproduce familiar sounds and their letters (VCELA122)
  2. Identify the onset of familiar words and some words that have the same rime (VCELA123)
Literature
Creating literature
  1. Retell familiar text or event by sequencing images and simple statements (VCELT124)
Literacy
Creating texts
  1. Use symbols, letters and words to create a simple statement about an idea or event (VCELY125)
  2. Review own text and make changes during shared editing (VCELY126)
  3. Copy and write letters, symbols and numbers (VCELY127)
  4. Use software or application by selecting images and suggesting simple sentences to accompany the image (VCELY128)

Speaking and Listening

Language
Language variation and change
  1. Understand that people communicate in different ways (VCELA129)
Language for interaction
  1. Know how to greet and maintain a short interaction with others (VCELA130)
  2. Use different ways to express needs, likes and dislikes (VCELA131)
Expressing and developing ideas
  1. Use vocabulary in the form of short phrases for a variety of purposes such as to request an object, communicate a need, recount information, or express a feeling (VCELA132)
Phonics and word knowledge
  1. Identify the sounds within familiar words (VCELA133)
  2. Blend sounds to produce familiar single syllable words and identify words that have the same rime (VCELA134)
Literature
Responding to literature
  1. Identify favourite texts topic and character (VCELT136)
  2. Express likes or dislikes about characters and events in a text (VCELT137)
Examining literature
  1. Identify and copy the rhythms and sound patterns in stories, rhymes and songs from a range of cultures (VCELT138)
Creating literature
  1. Add to a familiar text (VCELT135)
Literacy
Interacting with others
  1. Listen and respond to communication of others in classroom situations and routines (VCELY139)
  2. Deliver short oral presentation about an object or event of interest that identifies some of its key characteristics (VCELY140)

English Achievement Standard

Reading and Viewing

By the end of Level D, students listen to and view a range of spoken, written and multimodal texts from familiar contexts. They identify the main character and event in an imaginative text. They use visual images to identity the key topic or theme within an informative text. They understand familiar text by using images and communicate a short statement about the text. They can follow a simple pictorial timetable. They select their own reading material by looking at the picture on the cover. They model reading by tracking text page by page, from left to right and top to bottom, and follow or point to a line of text as it is being read. They use illustrations to retell a story and answer simple questions about a story. They recognise the connection between print and the spoken word, identifying spaces, letters and/or words in text, and reading familiar words and signs using partial cues and illustrations. They identify some letters of the English alphabet and their associated sound. They retell a picture story they have selected using key words to describe each picture. They respond to questions and sequence key words to describe or predict what is happening...

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Geography

Geography Level Description

The Level D curriculum focuses on the features of places where students live focusing on developing student’s awareness, understanding and purpose of a place. Students are encouraged to be curious about a place and explore its local area. They use their senses to explore the tangible characteristics of a place such as the spaces, features and environmental and human characteristics.

Learn...

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Geography Content Descriptions

Geographical Concepts and Skills

Place, space and interconnection
  1. Identify familiar places and their features, using photos and locational vocabulary (VCGGC043)
  2. Describe the location of a familiar place and the related activities (VCGGC044)
  3. Identify personally significant places and their connection and importance (VCGGC045)
Data and information
  1. Reconstruct geographical data and information (VCGGC046)
  2. Model or draw key features of a familiar place (VCGGC047)
  3. Answer yes/no questions about a place based on geographical observations and information (VCGGC048)

Geographical Knowledge

Places and our connections to them
  1. Locating familiar places and label place and purpose (VCGGK049)
  2. How places can be defined at a variety of scales (VCGGK050)
  3. The connection of their school and local community to other places in Australia and across the world (VCGGK051)
  4. The Countries/Places that Aboriginal and Torres Strait Islander people belong to in the local area (VCGGK052)
  5. Ways weather and seasons are described (VCGGK053)
  6. The major features of a place and their location (VCGGK054)
  7. What people do in specific spaces (VCGGK055)
  8. Places used regularly in the community, their location, activities undertaken in this place and frequency of visits (VCGGK056)

Geography Achievement Standard

By the end Level D, students label familiar routine places and some of their features and the related activities undertaken in these places. They recognise places can have a special purpose or connection for some people. Students reflect on their learning to suggest ways they can care for a familiar place.

Students observe the familiar features of places and represent these features and their location on jointly constructed pictorial maps and models. They can identify how they travel to a place and one or two key features of the journey. They recognise that places can be represented by an image or on a map.

They follow and use simple everyday language to describe direction and location to explain where a place is or to locate a place or object.

Health and Physical Education

Health and Physical Education Level Description

The Level D curriculum provides the basis for developing knowledge, understanding and skills for students to lead healthy, safe and active lives. Students learn about their strengths and simple actions they can take to keep themselves and their classmates healthy and safe. They learn about major body parts, their family, healthy eating, feelings and safety.

Students explore the people that...

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Health and Physical Education Content Descriptions

Personal, Social and Community Health

Being healthy, safe and active
  1. Identify what they can do (VCHPEP043)
  2. Identify the major parts of the body by their names and sequence images of major stages of life (VCHPEP044)
  3. Demonstrate an understanding of different kinds of relationships and identify some private places and safe and unsafe places or situations (VCHPEP045)
Communicating and interacting for health and wellbeing
  1. Practise personal skills of self-care, hygiene and independence and practise social skills to interact with others (VCHPEP046)
  2. Identify emotional responses and describe their feelings using pictures and/or words (VCHPEP047)
Contributing to healthy and active communities
  1. Explore what actions promote health, safety and wellbeing (VCHPEP048)
  2. Explore play in outdoor settings and the natural environment (VCHPEP049)

Movement and Physical Activity

Moving the body
  1. Practise simple gross motor and fine motor skills in a range of environments showing increasing control (VCHPEM050)
  2. Participate in simple games with support and begin to anticipate the next step in familiar physical routines (VCHPEM051)
Understanding movement
  1. Explore how regular physical activity keeps them healthy and well (VCHPEM052)
  2. Identify their pathway through a space and use vocabulary associated with movement to describe how their body moves in relation to space, objects and people (VCHPEM053)
Learning through movement
  1. Cooperate with others and demonstrate characteristics of a good sport when participating in physical activities (VCHPEM054)
  2. Test possible solutions to movement challenges by negotiating the space around them and manipulate objects (VCHPEM055)
  3. Follow basic safety directions, and familiar game rules when participating in physical activities (VCHPEM056)

Health and Physical Education Achievement Standard

By the end of Level D, students recognise changes to their body over the year. They identify and describe basic emotions people experience and what makes them feel this way.

They recognise some routine actions they do to help them to be healthy, safe and physically active. They identify different settings where they can be active and ways they move and play safely. They reflect upon how their body responds to movement.

Students make use of personal and social skills in a range of activities to be healthy and work with others. In structured situations they demonstrate practices and protective behaviours to keep themselves safe and healthy in everyday events and different routine activities. They perform fundamental movement skills involving simple gross motor movements and solve basic movement challenges.

History

History Level Description

Personal Past 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 D the focus is on present and past history.

Key questions:

  • What is my history and what objects relate to this?
  • What stories do other people tell about my past?
  • How can stories of my past be told and shared?

History Content Descriptions

Historical Concepts and Skills

Chronology
  1. Sequence significant family milestones (VCHHC040)
Historical sources as evidence
  1. Explore a range of sources that describe families in the past (VCHHC041)
  2. Explore peoples perspectives about change to daily life (VCHHC042)
Continuity and change
  1. Identify and compare features of objects used by the family from the past and present (VCHHC043)
Historical significance
  1. Develop a narrative about a significant family member and/or place (VCHHC044)

Historical Knowledge

Personal histories
  1. Who the people in their family are and how they are related to me (VCHHK045)
  2. The different family groups in my class and what they have in common (VCHHK046)
  3. Distinguish between 'today’, ‘tomorrow’ and ‘yesterday’ (VCHHK047)
  4. Similarities and differences between their life and the life of their parents and grandparents (VCHHK048)
Community histories
  1. How they and their family celebrate past events that are important to them (VCHHK049)
  2. Explore and sequence the history of a significant place, person or building or site (VCHHK050)
  3. Explore the significance of cultural or spiritual places to us today and to people in the past (VCHHK051)
  4. Explore technologies of the past and today and what people like and why (VCHHK052)

History Achievement Standard

By the end of Level D, students identify similarities and differences between families in their class. They identify many important family events and indicate how they were commemorated. Students use images to describe a significant family, personal event, site or person of significance.

Students sequence their key milestones in order. They can sequence key events related to a significant person, building or site. They can sequence routine events. Students answer questions about their past by using a variety of sources provided. Students relate a narrative about their past using objects, images, and perspectives of other (parents and grandparents).

Mathematics

Mathematics Level Description

In Level D, students actively use concrete models to represent number in various situations, and use number names when comparing, counting, ordering, adding to or taking away from sets of one to five objects.

They form the initial terms of basic patterns and identify and sequence regular daily events, make simple qualitative measurement comparisons, match objects with their pictorial representations, and name them.

Students follow instructions to place and find objects in various locations and they recognise that similar events or activities may have different outcomes at different times.

Mathematics Content Descriptions

Number and Algebra

Number and place value
  1. Use a number names in sequence to count in everyday situations, initially from one to ten (VCMNA052)
  2. Recognise number name, numerals and quantities, initially up to five and beyond (VCMNA053)
  3. Subitise regular arrangements of objects and arrays up to five (VCMNA054)
  4. Compare, order and make comparisons between two collections, according to their quantity, using numbers initially to five (VCMNA055)
  5. Model practical situations involving ‘adding to’ or ‘taking away’ with collections of up to five objects (VCMNA056)
  6. Sharing material in practical situations so everyone has the same amount (VCMNA057)
Money and financial mathematics
  1. Using money in everyday financial situations and matching coins to two dimensional images (VCMNA058)
Patterns and algebra
  1. Sort like objects based on a given classification, and identify and continue a simple repeated pattern with its next element (VCMNA059)
  2. Follow a sequence of steps (VCMNA060)

Measurement and Geometry

Using units of measurement
  1. Respond to contexts involving ‘heavier/lighter’ than and ‘holds more/less’ than (VCMMG061)
  2. Identify and sequence regular events that occur during the school day and comment on their duration (short/long) (VCMMG062)
  3. Identify the days of the week in sequence (VCMMG063)
Shape
  1. Use direct comparison to sort three dimensional objects and two dimensional shapes (VCMMG064)
Location and transformation
  1. Follow simple directional words to locate or move an object ‘on’, ‘in’ or ‘under’ (VCMMG065)

Statistics and Probability

Data representation and interpretation
  1. Answer simple yes/no questions about data that has been gathered in a given context (VCMSP066)
  2. Collect and display data in response to a question using materials (VCMSP067)
  3. Identify what the data display is representing and answer questions using yes/no responses (VCMSP068)

Mathematics Achievement Standard

Number and Algebra

Students connect number names and numerals with sets of up to 10 elements. They match individual objects with counting sequences up to and back from 10. They recognise and point to numerals in and around the classroom, for example, numbers on a clock face. Students use concrete materials to solve problems that involve comparing, combining and separating sets. They can indicate when groups of less than 10 objects are the same or different in number and that two collections have the ‘same’ quantity by matching items one to one. They can find the first and last object in a sequence and place objects into sets to make ‘more’ and take objects from a group to make ‘less’. Students order the first five elements of a set. They sort objects and shapes based on a given attribute and create simple repeating patterns of two elements or more by copying a pattern.

Measurement and Geometry

Students explore measurement attributes in practical situations and identify and describe the basic characteristics of a range of objects. They can identify regular events within the school week. They can follow a class pictorial schedule and mark off each passing day on a calendar. Students demonstrate an understanding of two- and three-dimensional shapes by matching basic geometric objects to pictures of that object, identifying basic three-dimensional shapes in the classroom and sorting shapes into like groups. Students show an understanding of ‘location’ and spatial concepts by responding to instructions to position items.

Statistics and Probability

Students explore events and follow a simple picture schedule, and use these to answer simple ‘yes’ or ‘no’ questions. They play a variety of chance games such as bingo or snakes and ladders and demonstrate an understanding that they will not always win.

Media Arts

Media Arts Level Description

In Level D, students explore media arts. They learn how media artworks can represent the world and that they can make media artworks to represent their ideas about the world. Students become aware of character and settings as they explore ideas and construct stories. They learn about composition, sound and technologies.

Students learn about safety in using technologies and in interaction with others. They experience the role of artist and they respond to feedback in their media arts making. As an audience they learn to focus their attention on the media artwork and to respond at the end of the viewing. They make simple evaluations of media artworks expressing simple statements about what they like and why.

Media Arts Content Descriptions

Explore and Represent Ideas

  1. Explore ideas, characters and settings through stories in images, sounds and multi-modal texts (VCAMAE013)

Media Arts Practices

  1. Develop skills to use media technology to capture images, sounds and text for a story (VCAMAM014)

Present and Perform

  1. Present media artworks that communicate a simple idea or story (VCAMAP015)

Respond and Interpret

  1. Respond to media artworks and describe some of the characteristics they observe (VCAMAR016)

Media Arts Achievement Standard

By the end of Level D, students describe the characteristics of media artworks they make and view.

Students make and share media artworks representing a significant idea, event or story.

Music

Music Level Description

In Level D, students explore music. They listen to and explore sound and learn about how music can represent the world and that they can make music to represent their ideas about the world. They share their music with peers and experience music as audiences.

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 copy beat, rhythms and basic music patterns and respond to changes in rhythm and tempo when accompanying music.

While music in the local community should be the initial focus for learning, students are also aware of and interested in music from more distant locations and the curriculum provides opportunities to build on this curiosity.

Music Content Descriptions

Explore and Express Ideas

  1. Explore and imitate sounds, pitch and rhythm patterns using, voice, movement, body percussion and/or instruments (VCAMUE013)

Music Practices

  1. Sing, use body percussion and/or play instruments to improvise patterns and practise chants, songs and rhymes (VCAMUM014)

Present and Perform

  1. Perform a piece of music they have learnt or perform a piece of music to communicate an idea (VCAMUP015)

Respond and Interpret

  1. Respond to music and describe features they observe, including likes and dislikes (VCAMUR016)

Music Achievement Standard

By the end of Level D, students compose and perform music to communicate ideas.

Students explore sounds through singing. They demonstrate rhythm skills by listening to and imitating simple musical beat and patterns. They describe the music they like and dislike.

Personal and Social Capability

Personal and Social Capability Level Description

In Level D, the curriculum focuses on enabling students to learn how to be socially perceptive. Students learn to guide their behaviour across a range of familiar situations. They learn to adhere to class practice, offer assistance, share, initiate activities and regulate emotional expression.

Students are learning to name emotional responses and becoming aware of how their reactions impact on others. Students are learning about their characteristics, strengths and preferences. The curriculum provides opportunities for students to build their independence to establish and maintain friendships and skills required to work in a small group.

Personal and Social Capability Content Descriptions

Self-Awareness and Management

Recognition and expression of emotions
  1. Name a range of emotions and describe how these are expressed or shown (VCPSCSE073)
Development of resilience
  1. Identify characteristics of self and share their likes and dislikes (VCPSCSE074)
  2. Identify situations that could be a problem or challenge and discuss relevant self-help skills (VCPSCSE075)

Social Awareness and Management

Relationships and diversity
  1. Categorise familiar people and members of their family and class (VCPSCSO076)
  2. Work with various peers, including participating in an activity they didn’t like (VCPSCSO077)
Collaboration
  1. Respond to others in group situations, playing or working in a small group cooperatively (VCPSCSO078)
  2. Demonstrate some understanding that negative words and actions are hurtful and that their behaviour can impact on others (VCPSCSO079)

Personal and Social Capability Achievement Standard

By the end of Level D, students can name emotional responses and identify the cause of emotions. They can identify some characteristics of self. They use cues and prompts to solve simple problems.

Students can identify people associated with particular events and routines. They attend to and implement some basic social rules. They cooperate with others when working or playing in groups, showing an understanding of the impact of their behaviour on others.

Science

Science Level Description

In Level D, students are building their independence to observe and share what they discover about the characteristics and properties of everyday objects, materials and living things. They explore 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 information and learn that investigating objects, asking questions, seeking answers to questions and making observations are a core part of science.

Science Content Descriptions

Science Understanding

Science as a human endeavour
  1. Science is about exploring the world around me (VCSSU031)
Biological sciences
  1. Living things can be plants or animals (VCSSU032)
Chemical sciences
  1. Objects can be sorted into groups based on their properties, and some objects can be mixed and changed (VCSSU033)
Earth and space sciences
  1. The weather and time of day affect events and clothing choices (VCSSU034)
Physical sciences
  1. The shape of objects will affect how they move (VCSSU035)

Science Inquiry Skills

Questioning and predicting
  1. Actively join in exploration of familiar objects and events (VCSIS036)
Planning and conducting
  1. Actively observe, explore and manipulate (VCSIS037)
Recording and processing
  1. Use pictures, words and provided simple graphic organisers to record observations and findings and sort objects into groups based on particular characteristics (VCSIS038)
Analysing and evaluating
  1. Use words to answer simple questions about observations and findings (VCSIS039)
Communicating
  1. Use both general terms and simple, scientific vocabulary to begin to describe their activities and observations (VCSIS040)

Science Achievement Standard

By the end of Level D, students can identify and label many familiar objects and indicate some of their properties by using gestures, words, images and objects. They can sort objects based on two properties and can identify key characteristics of familiar plants and animals. Students can identify some ways the weather affects the environment and their clothing choices. Students share and demonstrate their understanding of objects and events through images, pictures, alternative and augmentative communication and simple statements.

Visual Arts

Visual Arts Level Description

In Level D, students explore visual arts. They learn about how to make visual representations of their ideas, experiences, observations and imagination.

Students become aware of how and begin to explore why artists, craftspeople and designers present their ideas through different visual representations, practices and processes. They learn how their ideas or subject matter can be developed....

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Visual Arts Content Descriptions

Explore and Express Ideas

  1. Explore ideas, experiences and observations to create visual artworks (VCAVAE013)

Visual Arts Practices

  1. Explore different materials and techniques to make artworks (VCAVAV014)

Present and Perform

  1. Create and display artworks to communicate an idea, concept or observation (VCAVAP015)

Respond and Interpret

  1. Respond to visual artworks expressing what they like and dislike (VCAVAR016)

Visual Arts Achievement Standard

By the end of Level D, students describe artworks they make and view.

Students make artworks in different forms to express their ideas, observations and imagination, using different materials, techniques and processes.

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