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• VCDSTC011

  Explore and communicate the characteristics and properties of familiar designed solutions in at least two technologies contexts

  Elaborations

  • experimenting with materials and techniques to make movement, for example, to roll or float
  • exploring the safe use of tools in the care and use of plants and animals
  • using tools and equipment safely and hygienically to prepare simple, healthy food
  • discovering uses for materials and components, for example, how household packaging can be used to represent other objects

  VCDSTC011 | Technologies | Design and Technologies | Level D | Technologies Contexts

• VCDSTS010

  Explore how people create familiar designed solutions and identify their ability to meet personal and local community needs

  Elaborations

  • making design decisions in everyday activities, for example, what should we cook today and why?
  • exploring what technologies they use in their daily life, for example, what tools and equipment do we need to grow vegetables?
  • exploring how and why their local environment has changed over time, for example, new buildings or play equipment

  VCDSTS010 | Technologies | Design and Technologies | Level D | Technologies and Society

• VCDTCD012

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

  Elaborations

  • taking and using photos to represent the sequence of events, for example placing in order photos of buildings/rooms that need to be passed when getting from the classroom to the front school gate
  • viewing a game and listing the number of levels within it
  • writing a simple set of instructions to sequence events, for example the processes involved in making toast with jam
  • recognising sequences of instructions or events that are commonly experienced such as crossing a road that has traffic lights

  VCDTCD012 | Technologies | Digital Technologies | Level D | Creating Digital Solutions

• VCDTDI011

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

  Elaborations

  • collecting, sorting and displaying data in a personally meaningful way, for example collecting leaves, sorting them into groups based on size, shape or colour and using a drawing program to represent the findings
  • sorting like objects based on a given classification, for example group shoes based on colour or size and presenting the findings
  • examining and continuing a simple repeated pattern with given objects, movement or sounds
  • using common software to present ideas creatively, for example creating a slideshow, poster, drawing or image about a wishful holiday destination

  VCDTDI011 | Technologies | Digital Technologies | Level D | Data and Information

• VCDTDS010

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

  Elaborations

  • identifying and using different techniques to carry out an instruction, for example a control key or mouse to close a file, or a mouse or hand movement to resize an image, or a stylus or selecting an existing object to create a shape
  • using some features of a computer to carry out a number of functions, for example saving work, moving the cursor and scrolling within a file
  • using icons to operate familiar software such as Save, Favourites, Home

  VCDTDS010 | Technologies | Digital Technologies | Level D | Digital Systems

• VCELA121

  Copy own name and recognise some of the letters within it, and understand that pausing is presented as a full stop in written text

  Elaborations

  • learning that each letter has two symbols, a capital and lowercase symbol
  • recognising the capital letter of their name in other contexts
  • understanding what a full stop looks like
  • locating full stops in text

  VCELA121 | Curriculum content | English | Level D | Writing | Language

• VCELA111

  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

  Elaborations

  • recognising the individual letters of their name
  • experiencing the individual letters of the alphabet, their name letter and common sounds
  • identifying their name as starting with a capital letter

  VCELA111 | Curriculum content | English | Level D | Reading and Viewing | Language

• VCELA120

  Understand that language can be represented as written text

  Elaborations

  • identifying object or action by matching object to word
  • contributing text during shared writing experiences

  VCELA120 | Curriculum content | English | Level D | Writing | Language

• VCELA129

  Understand that people communicate in different ways

  Elaborations

  • knowing that people use different communication forms, such as image, voice, facial expressions or sign, to communicate the same intention, for example ‘stop’ as a sign, image or expression
  • recognising that people communicate in different ways
  • learning that English is the spoken language used at school
  • modifying the style (for example, volume, rate or intensity) of communication to suit familiar locations and contexts

  VCELA129 | Curriculum content | English | Level D | Speaking and Listening | Language

• VCELA133

  Identify the sounds within familiar words

  Elaborations

  • identifying the beginning sound of their own name, and in familiar everyday words
  • tapping out a beat to represent the syllables in two and three syllable words including their own name

  VCELA133 | Curriculum content | English | Level D | Speaking and Listening | Language

• VCELA132

  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

  Elaborations

  • building the vocabulary to label personal interests, experiences and associated objects
  • building vocabulary and images used to label experiences at school including those associated with topics or themes of study

  VCELA132 | Curriculum content | English | Level D | Speaking and Listening | Language

• VCELA110

  Explore connection between words, objects and images in stories and informative texts

  Elaborations

  • learning that text can provide information about an image
  • understanding that words can be used to describe an image
  • learning that words and images can be used to tell a story about an event

  VCELA110 | Curriculum content | English | Level D | Reading and Viewing | Language

• VCELA130

  Know how to greet and maintain a short interaction with others

  Elaborations

  • intentionally conveying information during a communication exchange
  • changing volume based on the context, for example inside and outside
  • learning to recognise the space required when communicating with another person

  VCELA130 | Curriculum content | English | Level D | Speaking and Listening | Language

• VCELA134

  Blend sounds to produce familiar single syllable words and identify words that have the same rime

  Elaborations

  • exploring words which share the same rime
  • identifying the sounds within the word
  • matching the grapheme (letter) with the phoneme (sound)

  VCELA134 | Curriculum content | English | Level D | Speaking and Listening | Language

• VCELA112

  Identify and make sounds associated with the beginning letter of words or images

  Elaborations

  • identifying the beginning sound of a word
  • identifying familiar words or image which start with the same sound

  VCELA112 | Curriculum content | English | Level D | Reading and Viewing | Language

• VCELA108

  Understand how to make a statement or ask a question

  Elaborations

  • recognising when to ask a question
  • communicating a statement to express an idea
  • communicating a statement to answer a question
  • communicating a statement to ask a simple question

  VCELA108 | Curriculum content | English | Level D | Reading and Viewing | Language

• VCELA109

  Recognise how a group of words can represent an object or image

  Elaborations

  • using a noun and adjective to refer to an object or image, for example ‘the red car’ to refer to an object or image
  • making a request using a group of words, for example ‘I want the red car’, ‘cold drink please’, ‘work book please’
  • identifying spaces, letters and words in text

  VCELA109 | Curriculum content | English | Level D | Reading and Viewing | Language

• VCELA107

  Identify some of the features of text such as digital/screen layout or the features of a book cover

  Elaborations

  • learning that an idea can be represented in different ways, for example a word, a picture, an image
  • identifying the topic of a book from the image on the cover
  • using an icon image to select a digital text

  VCELA107 | Curriculum content | English | Level D | Reading and Viewing | Language

• VCELA106

  Investigate different forms of texts and the relationship between symbols, images and objects

  Elaborations

  • making meaning from familiar environmental texts, for example a stop or exit sign
  • recognising that texts can be used to outline a series of actions or schedule, for example, a routine, sequence, daily timetable

  VCELA106 | Curriculum content | English | Level D | Reading and Viewing | Language

• VCELA123

  Identify the onset of familiar words and some words that have the same rime

  Elaborations

  • recognising one-syllable spoken words that start with the same sound
  • recognising one-syllable spoken words with the same end sound
  • investigating sounds and syllables within familiar words

  VCELA123 | Curriculum content | English | Level D | Writing | Language