In Level A, the curriculum focuses on exposing students to choice making, reasoning and problem solving. Students encounter vocabulary and simple strategies used to structure and improve thinking. Students are learning how to attend to, explore and experience the world around them.
By the end of Level A, students react to significant changes in their environment. Students generate ideas by using their senses to explore the characteristics of everyday objects and make choices between objects.
Students begin to identify their personal preference and make choices about what they would like and dislike.
Students are exposed to everyday problems and communicate their thinking through emotion responses. They experience the learning strategy of repetition and beginning to react in everyday routine activities. Students communicate when faced with a problem.
In Level A, students are exposed to dance. Dance assists them to attend to and explore the world around them with as much independence as possible. They experience dance and are encouraged to use gestures and body movements to react and respond to the world around them.
Students become aware of their bodies and experience body movements used in dance. They experience space, time, dynamics and...
In Level A, students are exposed to dance. Dance assists them to attend to and explore the world around them with as much independence as possible. They experience dance and are encouraged to use gestures and body movements to react and respond to the world around them.
Students become aware of their bodies and experience body movements used in dance. They experience space, time, dynamics and relationships as they are supported to make and observe dances. Students experience the roles of artist and audience, and they provide feedback to their dance experiences. They share their dance with peers, experience safe dance practices, and experience dance as audiences.
Students experience a range of dances from different cultures, times and locations, including dances from their local community.
By the end of Level A, students participate in dance activities. They move body parts safely and react to aspects of dance they make, perform and view.
In Level A, students are exposed to technologies, including its purpose and how technologies meet every day personal needs.
Students experience the characteristics and properties of some familiar designed solutions from one of the technologies contexts:
Students are exposed to designed solutions that meet their needs.
By the end of Level A, students react to significant designed solutions that meet their needs.
With guidance, students experience designed solutions in at least one technologies context. They begin to communicate their needs and indicate a choice or preference through accept and reject actions.
Students react to the use of tools and equipment and experience the sequenced steps involved in producing a designed solution.
In Level A, student experiences are designed to move students from a pre-intentional level of responding to a level where the response indicates beginning intention. Students will have had opportunities to experience and react to a range of digital solutions through explorative learning and guided play and integrated learning.
Students experience different types of data such as sound, images (still and moving), text and numbers. Students experiment with alternative ways of representing data as images.
Students experience the concept of abstraction to identify significant steps involved in everyday routine activities such as having a shower or bath.
By the end of Level A, students recognise common digital systems that are used to meet specific everyday purposes.
Students react to different types of data and how digital systems can be used to represent data as images.
Students recognise that routine tasks involve completing a set of steps.
In Level A students are exposed to drama to assist them to attend to and explore the world around them with as much independence as possible. They experience how drama can represent the world and represent ideas about the world. They experience dance and are encouraged to use gestures and body movements to react and respond to the world around them. They experience drama as audiences.
Students...
In Level A students are exposed to drama to assist them to attend to and explore the world around them with as much independence as possible. They experience how drama can represent the world and represent ideas about the world. They experience dance and are encouraged to use gestures and body movements to react and respond to the world around them. They experience drama as audiences.
Students become aware of role and situation as they listen and respond as characters. They explore voice and movement to create role. They learn about focus and react to an element of a drama. They participate as an audience and experience various dramas.
As they experience drama, students are exposed to a range of cultures, times and locations. Students learn about safety in dramatic play and in interaction with other actors.
By the end of Level A, students participate in dramatic play. They react to aspects of drama they make, perform and view.
In Level A, students begin to engage, participate and receive communication with known adults, teachers and peers. Opportunities are provided for students to explore English knowledge, understanding, skills and processes through everyday experiences, personal interests and significant events. Students are exposed to various alternative and augmentative communication systems because adults model...
In Level A, students begin to engage, participate and receive communication with known adults, teachers and peers. Opportunities are provided for students to explore English knowledge, understanding, skills and processes through everyday experiences, personal interests and significant events. Students are exposed to various alternative and augmentative communication systems because adults model and reinforce communication. Picture symbols are utilised for making choices and to represent real objects and activities. Students become aware of their physical state and are moving from reflex responses to intentional responses. Students are initially encouraged to develop control over their actions and mannerisms and to communicate within the social environment by reacting and responding to their immediate environment with as much independence as possible.
In Level A, students begin to show interest in the world around them, awareness of others and of social interactions. Students’ actions and mannerisms are treated as communication and ‘interpreted’ and reacted to by adults. Students are provided with experiences that engage, support and extend their learning, including the use of verbal and non-verbal communication and making choices.
Students experience a variety of texts for enjoyment and to extend their experiences of the world around them. They listen to, experience and view spoken, written, visual and multimodal texts, with the primary purpose of engaging, entertaining and informing. These texts include traditional oral texts, picture books, various types of stories, rhyming verse, poetry, non-fiction, film, multimodal texts and dramatic performances. They experience shared reading, viewing and storytelling using a range of literary texts, and respond to the entertaining nature of literature.
Literary texts that support and enable Level A students to become readers include predictable texts, stories, visual displays and information, social interactions and experiences. These texts involve straightforward sequences of events and everyday happenings with recognisable, realistic or imaginary characters. Informative texts present a small amount of new content about familiar topics of interest.
Students create a range of texts coactively. They begin to develop their functional motors required for written communication. Students develop their core strength and shoulder stability. They coactively use different materials for drawing and develop their gripping skills.
By the end of Level A, students react to a range of spoken, written and multimodal texts from familiar contexts. They respond to images of familiar people, objects or events. They fleetingly maintain eye contact with a person or object. They enjoy reading material as it is being read/experienced, shown or told. They can track objects, people or images for a short period of time.
When experiencing coactive writing activities, students make choices between objects and images and accept and reject objects and activities. Students develop their fine motor skills and hand-eye coordination and they move their hands in response to tactile stimuli. Students can demonstrate their grasp and can hold an object briefly when it is placed in their hand.
Students listen to and react to some familiar objects, people, words and sounds within the environment by turning head, looking, reaching out and/or vocalising. They respond to their name and to familiar items when named. Students show an interest in others and an awareness of everyday social interactions such as greetings by using gesture or vocalisation. They recognise that their reaction can change others’ behaviour. They can choose between objects, images and activities and accept or reject an object or activity. They withdraw attention if no longer interested in a topic of communication. Students attempt to imitate sounds. They have some consistent vocalisation and gestures in response to different people, activities and environments.
The Level A curriculum develops student’s awareness of a place on a personal local scale. Places will range in size from a part of a room or garden to community place. They are supported to use their senses to explore the tangible characteristics of a place such as the sound, smell, feel of significant features, and environmental and human characteristics.
Learning about their own place and...
The Level A curriculum develops student’s awareness of a place on a personal local scale. Places will range in size from a part of a room or garden to community place. They are supported to use their senses to explore the tangible characteristics of a place such as the sound, smell, feel of significant features, and environmental and human characteristics.
Learning about their own place and building a connection with it contributes to their sense of identify and awareness. They start to explore significant places they are in, and what it is like. Students experience different places and their purposes.
The idea of a place, its purpose, features and location (a part of the concept of space) are introduced through personal experience and reinforced through the use of multisensory and multimodal texts, images, maps, photos and models. The emphasis in Level A is on the significant place in which they live and their reaction to them.
Key question:
By the end of Level A, students recognise some personally significant places. They select preferred objects through reaching towards, accepting or rejecting actions.
Students react to the familiar features of some personally significant places.
The Level A curriculum provides the basis for developing knowledge, understanding and skills for students to lead healthy, safe and active lives. Students learn about themselves and experience simple actions and activities to keep themselves healthy and safe.
Students develop their awareness of others and explore the importance of familiar people.
Students learn through movement in a range of...
The Level A curriculum provides the basis for developing knowledge, understanding and skills for students to lead healthy, safe and active lives. Students learn about themselves and experience simple actions and activities to keep themselves healthy and safe.
Students develop their awareness of others and explore the importance of familiar people.
Students learn through movement in a range of settings. They experience fundamental movement skills through structured movement activities and explore their environment. This establishes an awareness of body movements and their movement abilities.
For Level A, teachers need to select focus areas that are age appropriate and reflect the physical, social and emotional maturation of the student. The focus areas include, but are not limited to:
By the end of Level A, students recognise themselves. They demonstrate different emotions people experience. They participate in actions that help them to be healthy, safe and physically active. They experience different settings where they can be active. Students show general awareness of body position and own body when moved by others.
Students develop personal and social skills in a range of activities. Students begin to demonstrate an awareness and recognition of familiar people and routine activities. They demonstrate attachments and trust with familiar adults. They demonstrate, with assistance, safe and healthy behaviour in routine personal care activities. They coactively perform fundamental movement skills and explore basic movement challenges.
Personal Present History
The curriculum at Levels A to D provides a study of personal and family histories. Students learn about their own history and that of their family; this may include stories from different cultures and other parts of the world. As participants in their own history, students build on their knowledge and understanding of how the past is different from the present. At Level A the focus is on the present.
Key questions:
By the end of Level A, students experience routine events within their daily life and react to significant chances. They react to personally significant people, objects and sites. They participate and react to significant events, which are commemorated.
Students react to stories, images and representations of familiar events and stories about them. They react to significant objects of their past and present.
In Level A, students experience and respond to personally relevant and familiar situations and events that regularly and routinely involve activities and actions such as comparing, adding and removing, distributing, placing and moving.
Number and Algebra
Students observe the use of number within their daily life. They begin to respond to numbers in everyday experiences. Students demonstrate awareness of counting by responding to number rhymes, songs, stories and finger games. They experience and respond to ‘one for you, one for me’, ‘gone’, ‘no more left’ and ‘give me more’. Students participate in making piles, groups or bundles of familiar everyday objects and respond to objects being put together and taken apart.
Measurement and Geometry
Students observe and explore objects within daily life. They react and respond to objects and experience measurement attributes in practical situations. Students explore objects of varying weights, lengths, capacities and materials. They show an awareness of time and daily routine by responding to a signal from the teacher, and items being brought out or removed. Students respond to a signal from a timer, used to indicate the end of an activity. Students explore and respond to objects of varying textures, colours, sizes and shapes. Students explore space by moving and changing position and location, and respond to changes in position.
Statistics and Probability
Students observe objects and events within their daily life. Students begin to display a similar and predictable reaction to regular events. They respond to major changes to regular games and activities associated with chance, surprise and predictability, such as moving a switch to activate a toy.
In Level A, students are exposed to media arts. They experience how media artworks can represent the world in which they live.
Students become aware of character and settings as they explore sensory elements of media arts, explore ideas and assist in the construction of stories.
Students experience safety in using technologies and in interaction with others. They are exposed to the role of artist. As an audience they are exposed to the sensory elements of the media art.
By the end of Level A, students react to media artworks being made and viewed.
Students assist to make and share media artworks representing their life and preferences.
In Level A, students are exposed to music to assist them to listen to and explore sound and attend to and explore the world around them with as much independence as possible. They listen to and explore sound and experience how they can make music. They experience music as part of an audience.
Students learn to listen to music and become aware of rhythm, pitch, dynamics and expression, form and structure, timbre and texture as they explore and make music. They learn to discriminate between sounds and silence, and loud and soft sounds. They learn to move and perform with beat and tempo.
As they experience music, students are exposed to music from a range of cultures, times and locations. Music in the local community should be the initial focus for learning.
By the end of Level A, students improvise and perform music. They explore, as appropriate, the sound and feel of their voices and instruments.
Students react to music they listen to, make and perform.
In Level A, the curriculum focuses on enabling students to react and engage with and to be socially receptive to others. Students show emotions when reacting to people and events they experience. Students begin to develop an understanding of themselves and their needs. The curriculum provides opportunity for students to interact with others and develop emotional bonds.
By the end of Level A students express emotions in relation to a current situation. They indicate a preference between two alternatives. They recognise and react to significant people. They accept assistance from a familiar adult when faced with a problem and undertake simple routine tasks coactively.
Students react to the attention of others and focus on significant people and watch and respond to others showing cooperation.
In Level A, students learn that their senses can help them understand the world around them and the objects within it. They experience a range of activities that will assist them to attend to and explore the world around them with as much independence as possible. They are exposed to and encouraged to move from a pre-intentional to intentional state, and react to everyday objects, materials and living things. They are exposed to change in the world around them, including changes that impact on them, for example the weather, and changes they can effect, for example making things move or change shape. They use their senses to gather different types of information and learn to initiate and refine their responses to familiar objects and the world around them.
By the end of Level A, students react to the properties and behaviour of familiar objects. They react to environmental changes and respond to their effects through a positive or negative response. Students initiate and communicate a response to, or acceptance or rejection of, familiar objects and events.
In Level A, students are exposed to visual arts to assist them to attend to and explore the world around them with as much independence as possible. They experience visual representations of their ideas, experiences, observations and imagination.
Students become aware of artists, craftspeople and designers and how they present their ideas. They enhance their perception skills by learning to notice...
In Level A, students are exposed to visual arts to assist them to attend to and explore the world around them with as much independence as possible. They experience visual representations of their ideas, experiences, observations and imagination.
Students become aware of artists, craftspeople and designers and how they present their ideas. They enhance their perception skills by learning to notice visual detail of familiar and new objects and events in their lives. They explore how artworks are created.
As they make and respond to visual artworks, students are exposed to forms and styles through social and cultural contexts. They provide opinions about artworks by reacting and expressing what they like through gestures, facial expression and sounds. They are exposed to the role of artist and audience.
By the end of Level A, students communicate about artworks they make and view by reacting to sensory elements within artwork.
Students assist in the making of artworks in different forms using different techniques.
