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• VCADAR012

  Respond to own and others’ dance and explore where and why people dance

  Elaborations

  • responding to various dances and indicating what they liked/ disliked about the piece
  • participating as part of an audience and developing their ability to watch and respond with audience behaviours
  • identifying where they have experience dance in their lives and exploring its’ purpose, for example, how dance communicates cultural knowledge, what the dance is about, how it makes people feel
  • exploring and responding to dances they make and view, for example, how the dance made them feel
  • providing opportunities for students to explore – What sort of movements the dancers perform? What are they wearing?

  VCADAR012 | The Arts | Dance | Level C | Respond and Interpret

• VCAMAR012

  Respond to media artworks by answering questions using one word responses or images

  Elaborations

  • responding to various media artworks and indicating if they liked or disliked it and indicating a reason why they liked it
  • pointing to or naming some of the basic features of art work to others
  • talking about aspects of their own art works
  • identifying where they have experience media artworks in their lives and communities, for example, a special event or place or place such as ANZAC day, art gallery
  • identifying interests and preferences in media artworks they make and view

  VCAMAR012 | The Arts | Media Arts | Level C | Respond and Interpret

• VCAMUR012

  Respond to music and explore why people make and listen to music

  Elaborations

  • beginning to identify and name some elements and items used in music, for example instrument
  • responding to various music, e.g. clap or sing along
  • clapping, tapping, moving to music and can indicate if he/she would like or want more
  • seeking out or identifying and requesting preferred music, e.g. favourite CD
  • exploring and identifying locations they have experience music in their lives and communities and the purpose, for example, birthday party, cultural event, to dance, celebrate
  • sharing constructive observations about music from a range of cultures as a performer and audience member
  • describing mood/ feeling of pieces of music using their own words

  VCAMUR012 | The Arts | Music | Level C | Respond and Interpret

• VCCCTQ073

  Explore how past experience influences thinking and reactions to situations

  Elaborations

  • using everyday problems and situations to explore personal reactions to situations and how this can affect their response
  • exploring how prior knowledge and past experience can be used to make predictions and understand the world around them
  • exploring how prior knowledge and past experience can be used to solve problems

  VCCCTQ073 | Capabilities | Critical and Creative Thinking | Level C | Questions and Possibilities

• VCELY081

  Explore some familiar texts and images used in the community

  Elaborations

  • exploring the texts, images and objects associated with cultural events.
  • investigating different ways texts can express the same things in different contexts

  VCELY081 | Curriculum content | English | Level C | Reading and Viewing | Literacy

• VCGGK039

  Connection of weather to seasons

  Elaborations

  • exploring how changes in the weather effected a place, activity or event
  • using structured activities to observe and develop an understanding of how changes in the weather can affect a desired activity
  • showing an understanding of how changes in the weather can affect their daily activities by matching clothing activity and weather
  • connecting weather and season to clothing, activity and events

  VCGGK039 | The Humanities | Geography | Level C | Geographical Knowledge | Places and our connections to them

• VCHHC029

  Explore their perspective on how things have changed from past and present in their daily life

  Elaborations

  • using images to explore their life and key milestones and reflect on what has changed in their life
  • investigating daily life today and in the past through images and exploring what is the same, different, good and bad
  • exploring what different class members think has changed in their daily life

  VCHHC029 | The Humanities | History | Level C | Historical Concepts and Skills | Historical sources as evidence

• VCHHC030

  Compare features of objects from the recent past and present

  Elaborations

  • exploring old and new objects that were the same and indicating where they are different
  • exploring old and new by observing things change over of time
  • comparing significant toys and preferred objects over their past and recent present
  • explore how significant toys and objects have changed over time through multimedia such as videos and photos

  VCHHC030 | The Humanities | History | Level C | Historical Concepts and Skills | Continuity and change

• VCHHK032

  Who the people in their family are

  Elaborations

  • identifying members of their family, their name, for example, grandma, aunt, uncle
  • exploring events and activities they have experienced and the people who participated in these events with them
  • creating visual representations or text with support that identifies family members and their title, for example aunt, uncle
  • grouping family members to reflect who lives where

  VCHHK032 | The Humanities | History | Level C | Historical Knowledge | Personal histories

• VCHPEM040

  Take turns with a partner or in small groups when participating in physical activities

  Elaborations

  • copying simple physical movement patterns
  • demonstrating beginning understandings of safety rules when participating in structured physical activities
  • taking turns with a partner or in small groups when using equipment
  • grasping and manipulating objects of various sizes and weights
  • participating in structured activities and games which involve turn taking and participating as part of a group or team

  VCHPEM040 | Health and Physical Education | Level C | Movement and Physical Activity | Learning through movement

• VCHPEM038

  Engage in regular physical activities and explore the development of their ability and health

  Elaborations

  • moving around their environment and perform simple whole-body movements
  • learning through a range of structured learning activities to use equipment to slide, climb, float, ride and swing
  • choose from a series of structured leisure activities at home and at school
  • identifying how regular physical activity can help keep people healthy
  • exploring how their ability and health improve over time due to regular physical activities

  VCHPEM038 | Health and Physical Education | Level C | Movement and Physical Activity | Understanding movement

• VCHPEM042

  Follow simple movement instructions and safety rules when participating in structured physical activities

  Elaborations

  • demonstrating an understanding of safety equipment and clothing associated with physical activity
  • follow simple movement instructions and demonstrate understanding of descriptors associated with basic movement commands
  • following instructions for personal safety and fair play
  • identifying boundaries including personal space and playing area
  • demonstrating appropriate use of equipment

  VCHPEM042 | Health and Physical Education | Level C | Movement and Physical Activity | Learning through movement

• VCHPEM037

  Participate in a variety of physical education experiences and games with simple rules with equipment in a range of environments

  Elaborations

  • copying simple physical movement patterns
  • beginning to learn to ride a tricycle or bike with training wheels
  • learning the skills needed to perform basic games
  • demonstrating safety rules when participating in structured physical activities
  • participating in games that require students to be aware of personal safety and game boundaries

  VCHPEM037 | Health and Physical Education | Level C | Movement and Physical Activity | Moving the body

• VCHPEP029

  Identify their personal characteristics

  Elaborations

  • learning to express their feelings, needs, likes and dislikes using simple communication tools
  • describe in simple terms, basic physical characteristics of themselves and others
  • identifying things they can do and explore how these develop over time
  • participating in a range of minor games and activities and exploring what they can do, which ones they like and would like to do more

  VCHPEP029 | Health and Physical Education | Level C | Personal, Social and Community Health | Being healthy, safe and active

• VCHPEP034

  Practise a variety of health, safety and wellbeing actions

  Elaborations

  • learning about the basic elements of living a healthy life
  • identifying some acceptable and safe ways of behaving
  • follow stepped instructions in basic food preparation and hygiene procedures
  • identifying some basic characteristics of food and grouping objects as foods and non-foods, hot and cold, hard and soft foods, always and sometimes food, personal preference
  • exploring safety and following safety rules and procedures in familiar daily routines
  • learning a new skill and feeling positive about their achievement and with support implementing strategies they can use to persist until they are successful

  VCHPEP034 | Health and Physical Education | Level C | Personal, Social and Community Health | Contributing to healthy and active communities

• VCPSCSE067

  Change, accept and reject things based on their personal preference

  Elaborations

  • producing responses to specific people and objects based on experience and preference
  • trying a variety of learning activities and developing personal preferences
  • expressing feelings about learning activities

  VCPSCSE067 | Capabilities | Personal and Social Capability | Level C | Self-Awareness and Management | Development of resilience

• VCSIS027

  Supported to use the senses to identify some characteristics

  Elaborations

  • using the senses to identify some characteristics of familiar living things, for example, colour, texture, smell and sound
  • using objects and materials in a more purposeful way, for example, intentionally using an object to cause an effect, bouncing a ball

  VCSIS027 | Science | Level C | Science Inquiry Skills | Planning and conducting

• VCSSU022

  Living things have different names and parts

  Elaborations

  • developing an understanding of some features of living things
  • identifying some features of living things, for example, plants have leaves, dogs have fur, eyes, mouths and legs, flowers have petals, fish have scales

  VCSSU022 | Science | Level C | Science Understanding | Biological sciences

• VCSSU025

  Objects can move in different ways

  Elaborations

  • developing a basic understanding of how things move, for example, push and pull, drop or throw, battery power
  • using words that describe simple forces, for example, ‘fast’, ‘slow’, ‘push’, ‘pull’

  VCSSU025 | Science | Level C | Science Understanding | Physical sciences

• Geography: Level C description

  The Level C curriculum focuses on local places I live in and developing student’s exploration and curiosity of personally significant places. Students will build on their knowledge of the local space around personal significant places. Students will draw on their own experience to help them understand...

  Level description | The Humanities | Geography