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• VCSIS010

  Communicate by initiating and refining their responses and using accept-or-reject gestures or actions

  Elaborations

  • intentionally responding to an activity, change, object with accept-or-reject gestures or actions
  • gaining the attention of familiar adults and intentionally communicating with vocal sounds, eye gaze, facial expression

  VCSIS010 | Science | Level A | Science Inquiry Skills | Communicating

• VCGGK008

  Experience personal places and their features represented on large-scale maps and models

  Elaborations

  • reacting to the features of a place
  • exposed to the collection and construction of texts which record different places, their features and their purpose
  • exposed to places and their features being represented by images and photos
  • experiencing places being represented in different ways and scales, for example through a series of large-scale bird's eye maps
  • exposed to sensory and visual representations of significant places, for example, thorough the use of daily timetable, or multimodal text of a daily task or activity

  VCGGK008 | The Humanities | Geography | Level A | Geographical Knowledge | Places and our connections to them

• VCELY022

  Encounter a variety of objects and textures and hold objects for a short period of time

  Elaborations

  • experiencing objects with different textures, sizes, shapes and temperatures
  • experiencing and holding objects with varying characteristics, sizes, textures and densities
  • reacting to the sensory input of different objects
  • reaching, feeling and tapping objects
  • accepting materials for drawing

  VCELY022 | Curriculum content | English | Level A | Writing | Literacy

• VCMNA001

  Respond to objects being counted and distributed

  Elaborations

  • experiencing number names and number sequence in everyday experiences, for example birthdays, distributing equipment, collecting materials
  • experiencing number and its use in stories, songs and rhythm, chosen for their interest and relevance to the student’s age
  • attending to number and counting in daily routines, for example cups of flour in the bowl, number of times an action or event is repeated or experienced
  • reacting to everyday situations where objects are counted, for example number of items on a plate or tray, steps to the door, eggs in the carton, bounces of a ball
  • being supported as they touch, feel or move over objects as they are being counted

  VCMNA001 | Mathematics | Level A | Number and Algebra | Number and place value

• VCELY012

  React to a range of texts including visual, audio and print text

  Elaborations

  • experiencing multimodal texts and discussions on their meaning and characteristics
  • using sounds, gesture and facial features in response to their environment
  • reacting to interactions, experiences and activities

  VCELY012 | Curriculum content | English | Level A | Reading and Viewing | Literacy

• VCCCTR059

  Exposure to meaning through practical application and example in everyday experiences

  Elaborations

  • beginning to use past experience to predict their preference, for example smile when they see their parent, reaching towards a preferred object
  • developing and refining reactions and responses based on adult feedback, for example developing a noise, action or gesture to gain attention

  VCCCTR059 | Capabilities | Critical and Creative Thinking | Level A | Reasoning

• VCCCTM061

  Experience the implementation of learning strategies and use of repetition in their learning experiences

  Elaborations

  • reacting to repetition in their everyday routines
  • encountering adults’ modelling strategies and reasoning – using a think aloud
  • learning how to communicate their needs to others in the same way

  VCCCTM061 | Capabilities | Critical and Creative Thinking | Level A | Meta-Cognition

• VCPSCSO057

  Develop ability to focus attention on others and acknowledge their presence

  Elaborations

  • attending to activities and people for short periods of time
  • learning to follow teacher direction
  • orientating their attention to an activity or person

  VCPSCSO057 | Capabilities | Personal and Social Capability | Level A | Social Awareness and Management | Collaboration

• VCSSU001

  There are objects in the world around us

  Elaborations

  • directing attention towards objects in the world around them
  • responding to preferred objects by reaching towards or holding an object for a short time

  VCSSU001 | Science | Level A | Science Understanding | Science as a human endeavour

• VCSSU004

  Changes in the world around us can affect responses

  Elaborations

  • making decisions about clothing, location and activity based on their reaction to, and changes in, the weather
  • demonstrating an awareness of the time of day by responding to activities associated with different times of the day, for example, eating lunch, getting dressed to go to school, packing bags to go home

  VCSSU004 | Science | Level A | Science Understanding | Earth and space sciences

• VCHPEM010

  Experience regular physical activities and begin to develop an awareness of how different parts of the body move

  Elaborations

  • participating in physical activities which increase their mobility, flexibility and endurance including in an aquatic environment
  • reacting to participation in different physical activities
  • experiencing the benefits of regular physical activities including strength, balance, flexibility and endurance

  VCHPEM010 | Health and Physical Education | Level A | Movement and Physical Activity | Understanding movement

• VCMMG014

  Respond to movement of an object

  Elaborations

  • experiencing movement and position within various environments and everyday events, for example exploring the concept of ‘inside and outside’ during structured activities
  • experiencing the language used to name movement and changes in position during everyday experiences, such as up, down, over, under
  • reacting to a variety of body positions and movements within the context of everyday activities
  • using everyday language of location and position to assist students to react to changes to objects and their body, for example, ‘arms up’, ‘I am moving your bag’, ‘Where did it go?’
  • reaching for or looking for a desired object by moving head or body for a better view

  VCMMG014 | Mathematics | Level A | Measurement and Geometry | Location and transformation

• VCHHC001

  Recognise personally significant objects from childhood and now

  Elaborations

  • viewing various multimodal texts and stories, pictures and images that identify personally significant objects of their own
  • exploring and reacting to objects associated with personally significant events and times of their life
  • reacting to personally significant objects

  VCHHC001 | The Humanities | History | Level A | Historical Concepts and Skills | Chronology

• VCSIS008

  React and respond to objects and events

  Elaborations

  • exploring the sensory feedback they receive from objects around them that are placed within their space, for example, temperature, weight , texture or taste
  • attending to an activity or event for short periods of time

  VCSIS008 | Science | Level A | Science Inquiry Skills | Recording and processing

• VCELA017

  Experience people writing, speaking and communicating using various modes

  Elaborations

  • experiencing speech being broken down into different sounds
  • reacting to interactive and multimodal texts
  • exploring a range of sounds and movements, including facial expression and gesture

  VCELA017 | Curriculum content | English | Level A | Writing | Language

• VCADAE001

  Experience dance, safe movement possibilities and move their body parts intentionally in response to stimulus

  Elaborations

  • coactively moving to music
  • experiencing sensory elements of dance and reacting to stimuli, for example the movement of a dancer, or clothing worn, or music
  • experiencing dance sequences which explore the elements of space, time, dynamics and relationships through movement, for example, levels, tempo and dynamics

  VCADAE001 | The Arts | Dance | Level A | Explore and Express Ideas

• VCAMAR004

  React to stimuli in media artworks

  Elaborations

  • attending for a short period of time or reacting to media artwork
  • responding to art experiences, for example maintaining attention, visual tracking
  • exposed to media artworks which reflect the local community, which represents different stories, people, locations and purposes

  VCAMAR004 | The Arts | Media Arts | Level A | Respond and Interpret

• VCELT031

  Respond to texts listened to, viewed or read

  Elaborations

  • experiencing literature in various modes that create different feelings and responses
  • experiencing texts of different genres, including subject matter, form and structure
  • viewing stories from various sources
  • reacting to some images, sounds and action within a text

  VCELT031 | Curriculum content | English | Level A | Speaking and Listening | Literature

• VCELY023

  React to software being used to construct texts that reflect everyday events and activities

  Elaborations

  • experiencing multimedia and text constructing software
  • being exposed to people creating text and images using a range of software, including word-processing programs
  • reacting to images, sounds and text being added to a digital text
  • responding to familiar texture, sound or image during text construction

  VCELY023 | Curriculum content | English | Level A | Writing | Literacy

• VCHPEP001

  Identify self (self-awareness)

  Elaborations

  • exploring objects using their senses and through their reactions having their preferences identified
  • participating in activities which explore physical (facial and body) characteristics and abilities, e.g. exploring and viewing images of their body, identifying photo image of self
  • practising and using their abilities to help themselves, including indicating when thirsty or hungry

  VCHPEP001 | Health and Physical Education | Level A | Personal, Social and Community Health | Being healthy, safe and active