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• VCHHC040

  Sequence significant family milestones

  Elaborations

  • identifying images of personally significant milestones
  • assisting to sequence images of major milestones into a text
  • using chronological terms to label milestones, for example first, before, after, next, one, two etc.

  VCHHC040 | The Humanities | History | Level D | Historical Concepts and Skills | Chronology

• VCMMG063

  Identify the days of the week in sequence

  Elaborations

  • using picture schedules to identify key events of a day and a week
  • using everyday language ‘sometimes’, ‘always’ and never to indicate the likelihood of an event on a day or week
  • using ‘morning routine’ to identify the days and what will occur during the day
  • communicating the days of the week

  VCMMG063 | Mathematics | Level D | Measurement and Geometry | Using units of measurement

• VCMNA060

  Follow a sequence of steps

  Elaborations

  • using sequence steps to complete an activity
  • representing a sequence of steps using visuals
  • identify options and following steps through everyday situations and events
  • participate in a variety of chance games and experiences

  VCMNA060 | Mathematics | Level D | Number and Algebra | Patterns and algebra

• VCADAD014

  Improvise and sequence dance movements to communicate moods and feelings

  Elaborations

  • dancers changing tempo and rhythm as the music changes
  • exploring and practising a range of movement types, for example light and heavy movements
  • practising to a range of fundamental movements to music, for example, walking, running, marching, galloping, skipping, crawling (locomotor), bending, stretching, twisting, turning (non-locomotor)
  • practising to begin to develop technical skills of body control, balance and coordination and responding to teacher’s feedback

  VCADAD014 | The Arts | Dance | Level D | Dance Practices

• 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

• VCELT124

  Retell familiar text or event by sequencing images and simple statements

  Elaborations

  • identifying key images of a story
  • using two to three images in sequence to retell an event or familiar text

  VCELT124 | Curriculum content | English | Level D | Writing | Literature

• VCHHK050

  Explore and sequence the history of a significant place, person or building or site

  Elaborations

  • exploring significant places, persons and building their artefacts, stories and history through objects and multimedia
  • using images to sequence and retell the history of a significant place, person or building

  VCHHK050 | The Humanities | History | Level D | Historical Knowledge | Community histories

• VCHPEP044

  Identify the major parts of the body by their names and sequence images of major stages of life

  Elaborations

  • identifying the major parts of the body by their proper names and beginning to describe their function
  • identifying those parts of the body that are ‘private’ and identify the contexts in which body parts should be kept private
  • learning how bodies grow and change over time through major stages of life, baby, toddler, child, teenager, adult, older person

  VCHPEP044 | Health and Physical Education | Level D | Personal, Social and Community Health | Being healthy, safe and active

• VCMMG062

  Identify and sequence regular events that occur during the school day and comment on their duration (short/long)

  Elaborations

  • creating and following a visual schedule based on the school day’s events
  • ordering events based on duration, for example, ‘I can do more at lunch time than recess’
  • comparing and labelling events as long, short, quick
  • understanding the purpose of a clock and some of its features
  • using timers and a clock to explore and compare time and duration of events

  VCMMG062 | Mathematics | Level D | Measurement and Geometry | Using units of measurement

• VCMNA052

  Use number names in sequence to count in everyday situations, initially from one to ten

  Elaborations

  • developing fluency with forward counting by communicating number names while counting, initially to 10 and in meaningful contexts such as cooking, collecting equipment, stories and games
  • understanding one-to-one correspondence by knowing that each object is counted only once, by tracking an object while counting in shared and structured counting experiences, for example moving objects once counted, counting objects left to right

  VCMNA052 | Mathematics | Level D | Number and Algebra | Number and place value

• History: Level D achievement standards

  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...

  Level description | The Humanities | History | Level D

• English: Level D achievement standards - Speaking and Listening

  Students listen to and use spoken language to acknowledge and answer a person who communicates with them, giving a response of up to three words. Students use some social conventions during social interaction, such as making eye contact, show some understanding of turn taking, use appropriate...

  Level description | English | Level D | Speaking and Listening

• Dance: Level D achievement standards

  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.

  Level description | The Arts | Dance | Level D

• Design and Technologies: Level D achievement standards

  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...

  Level description | Technologies | Design and Technologies | Level D

• Digital Technologies: Level D achievement standards

  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...

  Level description | Technologies | Digital Technologies | Level D

• Digital Technologies: Level D 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...

  Level description | Technologies | Digital Technologies

• Mathematics: Level D 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...

  Level description | Mathematics

• English: Level D achievement standards - Writing

  When writing, students produce ‘text-like’ writing to convey meaning and label images. They trace letter-like patterns moving left to right across a page. They have a preferred writing hand and hold a pencil to trace over lines, shapes and patterns with some accuracy. They colour within a clearly...

  Level description | English | Level D | Writing

• Mathematics: Level D achievement standards

  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...

  Level description | Mathematics | Level D

• VCHHK047

  Distinguish between 'today’, ‘tomorrow’ and ‘yesterday’

  Elaborations

  • sequencing images of significant events of the day or week
  • sequencing images of significant milestones in order, for example birthday images first, third, fourth birthday
  • identifying events that have and have not happened during a day
  • distinguishing between event or activity that have or will occur ‘ today’, ‘tomorrow’, ‘yesterday’

  VCHHK047 | The Humanities | History | Level D | Historical Knowledge | Personal histories