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• Geography: Level D 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...

  Level description | The Humanities | Geography

• Health and Physical Education: Level D achievement standards

  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...

  Level description | Health and Physical Education | Level D

• Health and Physical Education: Level D 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...

  Level description | Health and Physical Education

• Science: Level D achievement standards

  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...

  Level description | Science | Level D

• Science: Level D 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,...

  Level description | Science

• VCADAR016

  Respond to dance and describe some of the characteristics they observe

  Elaborations

  • discussing basic features, such as what is the dance about, its costumes, movements
  • identifying where they have experience dance in their lives, for example, community, social events and what these dances are about
  • identifying in dance the different feelings about the world and other people’s ideas and explore how each dance can be different

  VCADAR016 | The Arts | Dance | Level D | Respond and Interpret

• VCAMAR016

  Respond to media artworks and describe some of the characteristics they observe

  Elaborations

  • demonstrating acceptable audience behaviour when attending school functions
  • discussing and expressing an opinion about the way artwork was created including expressing what features they like best in others’ arts work
  • discussing basic features of their own and others’ arts work such as identifying main materials used, characteristics of the art work and what the piece is about
  • investigating where the class experience media artworks in their lives and communities and exploring the purpose of the pieces, for example, what is media artworks are used to communicate cultural knowledge

  VCAMAR016 | The Arts | Media Arts | Level D | Respond and Interpret

• VCAMUR016

  Respond to music and describe features they observe, including likes and dislikes

  Elaborations

  • exploring the basic features of their own and others’ music, through guided learning experiences to identifying the main elements, what features they like best
  • demonstrating acceptable audience behaviour when in the classroom and when attending school functions, for example watching for extended period of time and responding to performance and clapping at the conclusion
  • listening to and identifying simple musical patterns and changes to rhythm and tempo in music
  • contributing to classroom conversation about aspects of music have made or experienced
  • identifying where they might experience music in their lives and communities, for example, considering how music sustains and communicates a sense of identity and community
  • participating in discussion on social and cultural elements of music, for example Where is this music from? Why was it made? What is it about?
  • describing music using their own words and learnt music terminology, for example loud, soft, happy, sad
  • listening to and talking about music and musical instruments from different contexts and cultures

  VCAMUR016 | The Arts | Music | Level D | Respond and Interpret

• 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

• VCHHC044

  Develop a narrative about a significant family member and/or place

  Elaborations

  • assisting to construct texts that retell history including significant milestones events of a significant family member or place
  • using images and objects to give a simple retelling about a significant place, milestone or event
  • reacting to and recognising some changes to a place, person or self over time, such as a change in hair and physical features

  VCHHC044 | The Humanities | History | Level D | Historical Concepts and Skills | Historical significance

• VCHPEM054

  Cooperate with others and demonstrate characteristics of a good sport when participating in physical activities

  Elaborations

  • participating in simple games with support and practising social skills
  • demonstrating an understanding of and following familiar game rules
  • demonstrating characteristics of a good sport
  • learning to negotiate with others when working or playing games in groups

  VCHPEM054 | Health and Physical Education | Level D | Movement and Physical Activity | Learning through movement

• VCHPEM052

  Explore how regular physical activity keeps them healthy and well

  Elaborations

  • recording their skills and abilities and celebrating improvements in endurance, achievements and fitness
  • labelling their feelings after participating in different physical activities
  • exploring what body parts are used in different physical activities
  • sharing the things they like to do to stay physically active
  • exploring and linking how regular physical activity can help keep people healthy

  VCHPEM052 | Health and Physical Education | Level D | Movement and Physical Activity | Understanding movement

• VCHPEM051

  Participate in simple games with support and begin to anticipate the next step in familiar physical routines

  Elaborations

  • preparing for games and physical activities by collecting and dressing in appropriate clothing and safety gear
  • participating in games that require students to be aware of sequence, personal safety and game boundaries
  • participating in games from other cultures and for specific events
  • participating in games responding to stimuli

  VCHPEM051 | Health and Physical Education | Level D | Movement and Physical Activity | Moving the body

• VCHPEM056

  Follow basic safety directions, and familiar game rules when participating in physical activities

  Elaborations

  • using basic equipment and facilities safely
  • following safety rules and expected behaviours for a game or physical activity
  • following instructions for personal safety and fair play
  • responding to commands when participating in physical activities
  • indicating boundaries including personal space and playing area

  VCHPEM056 | Health and Physical Education | Level D | Movement and Physical Activity | Learning through movement

• VCHPEM050

  Practise simple gross motor and fine motor skills in a range of environments showing increasing control

  Elaborations

  • beginning to anticipate the next step in familiar physical routines
  • performing a range of water confidence skills including learning in aquatic sessions to perform a safe entry into the pool and blowing bubbles with face in water
  • riding a bicycle in structured environments
  • performing various locomotor skills once modelled
  • sending and receiving objects at different levels and in different ways

  VCHPEM050 | Health and Physical Education | Level D | Movement and Physical Activity | Moving the body

• VCHPEP048

  Explore what actions promote health, safety and wellbeing

  Elaborations

  • exploring and learning about healthy eating and showing an understanding of basic food-handling hygiene
  • identifying safety equipment used to minimise injury during physical activities
  • identifying personal hygiene routines that need to be carried out each day
  • learning the basic rules of respect for another person; sharing, offering assistance and cooperating and practising these skills
  • following safety symbols and procedures at school, home and in aquatic and road environments

  VCHPEP048 | Health and Physical Education | Level D | Personal, Social and Community Health | Contributing to healthy and active communities

• VCHPEP043

  Identify what they can do

  Elaborations

  • identifying some characteristics of self and others including what they can do and achievements
  • identifying things they are good at and how they have improved over time
  • describing self help skills and what strategies they can use to persist until they are successful
  • identifying ways they can use their strengths and skills to help themselves and others

  VCHPEP043 | Health and Physical Education | Level D | Personal, Social and Community Health | Being healthy, safe and active

• VCPSCSE075

  Identify situations that could be a problem or challenge and discuss relevant self-help skills

  Elaborations

  • expressing and communicating their feelings, needs and choices in increasingly appropriate ways
  • showing a readiness and willingness to be taught how to do some things not yet learned or tried
  • seeking help when they cannot solve a problem or challenge, or when a peer needs help

  VCPSCSE075 | Capabilities | Personal and Social Capability | Level D | Self-Awareness and Management | Development of resilience

• VCSIS039

  Use words to answer simple questions about observations and findings

  Elaborations

  • identifying the characteristics of an object or living thing, for example, ‘a house has a roof, windows, doors, a floor and rooms’, ‘an animal has eyes and a mouth, while a plant has roots, stems, leaves, flowers and fruit’
  • taking part in formal and guided discussions relating to students’ observations

  VCSIS039 | Science | Level D | Science Inquiry Skills | Analysing and evaluating

• VCSIS038

  Use pictures, words and provided simple graphic organisers to record observations and findings and sort objects into groups based on particular characteristics

  Elaborations

  • using photos , pictures and words to represent and record their observations, for example, the life cycle of living things, parts of different plants
  • sorting objects or living things based on set characteristics, for example, number of legs, type of body covering

  VCSIS038 | Science | Level D | Science Inquiry Skills | Recording and processing