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• Drama: Level D 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...

  Level description | The Arts | Drama

• VCHHK045

  Who the people in their family are and how they are related to me

  Elaborations

  • listening to stories from significant adults and community members about past events and personal milestones
  • exploring texts, multimedia, objects and images related to key milestones and family events
  • identifying relevant features of images, photographs and objects connected to their past

  VCHHK045 | The Humanities | History | Level D | Historical Knowledge | Personal histories

• VCADRD014

  Use voice, facial expression, movement and/or space to express ideas and feelings about their world

  Elaborations

  • communicate a character’s feelings at specific points in a familiar story
  • provided with a variety of learning experience that encourage them to express and communicate experiences, observations, ideas and feelings about themselves and their world
  • participate in simple drama activities and use gesture, sound and facial expression to communicate a character’s feelings
  • communicating verbally by using the voice to explore and show role and situation
  • communicating non-verbally by using facial expression and movement to explore and show role and situation

  VCADRD014 | The Arts | Drama | Level D | Drama Practices

• VCAMUE013

  Explore and imitate sounds, pitch and rhythm patterns using, voice, movement, body percussion and/or instruments

  Elaborations

  • copying rhythms and basic music patterns and adapting to changes to rhythm and tempo in music
  • responding to and attempting to change rhythm or tempo when prompted for example taking turn to make and copy
  • using their body and/or voice to communicate an imaginative and sensitive response to stimulus material for example moving and performing with an understanding of beat and tempo
  • listening to and imitating simply musical patterns, for example by clapping, singing and playing a musical instrument
  • holding and playing classroom instruments safely and correctly
  • beginning to recognising familiar instrument timbres, for example when they hear a drum or triangle
  • imitating pitch and rhythm patterns to develop aural recognition skills, for example, echo clapping and call and response singing

  VCAMUE013 | The Arts | Music | Level D | Explore and Express Ideas

• 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

• VCCCTQ081

  Pose questions to gather information

  Elaborations

  • exploring a wide variety of familiar contexts and with encouragement and support, they wonder, question and become adventurous in their thinking about these contexts
  • posing questions when prompted by teacher to investigate information and ideas
  • exploring how different question stems (who, what, when, why) elicit different types of information

  VCCCTQ081 | Capabilities | Critical and Creative Thinking | Level D | Questions and Possibilities

• VCGGC045

  Identify personally significant places and their connection and importance

  Elaborations

  • exploring and identifying community places and what special events they are used for
  • experiencing and learning the functions of significant community facilities
  • experiencing and learning about significant local areas and why they are important and to who
  • participate in preparing for and celebrating significant local events in their connected place

  VCGGC045 | The Humanities | Geography | Level D | Geographical Concepts and Skills | Place, space and interconnection

• VCGGC048

  Answer yes/no questions about a place based on geographical observations and information

  Elaborations

  • identify a place and why they like it and what they like to do there
  • developing an awareness of environmental issues through participation in investigating of local community issue
  • investigating questions related to who, what, where why questions about a place
  • exploring elements and features of a place

  VCGGC048 | The Humanities | Geography | Level D | Geographical Concepts and Skills | Data and information

• VCAMUM014

  Sing, use body percussion and/or play instruments to improvise patterns and practise chants, songs and rhymes

  Elaborations

  • responding to changes in rhythm and tempo when moving to music
  • recognising and singing songs associated with an occasion, e.g. happy birthday
  • practicing techniques for singing songs and playing classroom instruments
  • singing and playing music to explore the expressive possibilities of their voices and instruments
  • practicing and performing music including using accessible technologies
  • learning a song used by groups in the local community, such as Aboriginal songs or Torres Strait Islander songs from their community, following respecting cultural protocols

  VCAMUM014 | The Arts | Music | Level D | Music Practices

• VCAMUP015

  Perform a piece of music they have learnt or perform a piece of music to communicate an idea

  Elaborations

  • creating or making music for a social purpose
  • making and sharing music which shows emerging music knowledge and skills
  • creating music to communicate ideas, concepts, observations, feelings and/or experiences
  • contributing to classroom conversations about aspects of music they have made and experienced
  • choosing and combining sounds to create compositions, for example, instrument, beat, tempo
  • improvising patterns of body movement, such as clapping or stamping, and creating accompaniments to familiar music
  • improvising with voices and sound sources to express thoughts and feelings
  • creating and improvising music using technologies

  VCAMUP015 | The Arts | Music | Level D | Present and Perform

• 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

• VCGGK055

  What people do in specific spaces

  Elaborations

  • assisting to construct a recount of what a place can be used for
  • identifying how they look after a place
  • identifying some rules about a place, for example, not running, quiet voice etc.
  • participating in structured activities which investigate different places and what they do and do not do in each place
  • identifying and following rules and expectations within a place

  VCGGK055 | The Humanities | Geography | Level D | Geographical Knowledge | Places and our connections to them

• VCADRR016

  Respond to drama and describe some of the characteristics they observe

  Elaborations

  • responding to who, what, where questions in relation to Australian drama, including drama of Aboriginal and Torres Strait Islander Peoples
  • participate in teacher directed class discussions about likes, dislikes, opinion about a play
  • guided to explore the basic features of their own and others performance such as what features they like best, characters, special effects
  • identifying drama to places and spaces at school and in the community

  VCADRR016 | The Arts | Drama | Level D | Respond and Interpret

• VCHPEP046

  Practise personal skills of self-care, hygiene and independence and practise social skills to interact with others

  Elaborations

  • practising personal skills including expressing needs, wants and feelings; active listening and showing self-discipline to be an effective group member
  • undertaking basic self-care and personal hygiene activities with occasional prompts and minimal supervision
  • learning to judge right and wrong on the basis of the consequences of their actions.
  • listening to stories about characters who are making friends, working in a group and discussing how the character could deal with the various situation

  VCHPEP046 | Health and Physical Education | Level D | Personal, Social and Community Health | Communicating and interacting for health and wellbeing

• VCHPEP045

  Demonstrate an understanding of different kinds of relationships and identify some private places and safe and unsafe places or situations

  Elaborations

  • demonstrating an understanding of different kinds of relationships
  • learning how to make friends and developing and maintaining friendships
  • exploring and learning about feelings and safety and relating to private, safe and unsafe
  • exploring and labelling trusted people in their community who can help them stay safe and healthy
  • beginning to identify situations where they feel safe and unsafe and learning some basic strategies that they may use in unsafe situations

  VCHPEP045 | Health and Physical Education | Level D | Personal, Social and Community Health | Being healthy, safe and active

• VCAVAR016

  Respond to visual artworks expressing what they like and dislike

  Elaborations

  • demonstrating acceptable audience behaviour viewing artworks
  • experiencing guided discussions to explore, identify and express the basic features of their own and others’ art works, identifying the main materials used, what features they like best and characteristics of their art works
  • experience art in their lives and communities, for example, assisting to create a class diary of ‘art experiences’ and recording visual artworks and their purpose, link to sustain and communicate cultural knowledge, matching artworks to their location and/ or who like what
  • exploring and learning how design elements, such as line, shape, colour or texture, are used in their artworks and in the artwork of others
  • experiencing and identifying the role of artist and audience

  VCAVAR016 | The Arts | Visual Arts | Level D | Respond and Interpret