In Level B, the curriculum focuses on developing students understanding of the world around them, how to learn and solve everyday problems. Students become familiar with simple strategies to structure and understand the world and thinking. Students are exposed to thinking processes.
By the end of Level B, students use their senses and cause and effect to explore and understand the world around them. Students generate ideas based on their experiences and make choices in structured situations.
Students begin to become aware of their own point of view through their emotions. Students answer ‘yes’ and ‘no’ questions which assist them to reflect on their learning and choice making.
Students use learning strategies including repetition to participate in everyday routines and events. They use cause and effect to understand the world around them and solve problems.
In Level B, students explore dance. They explore how dance can represent the world and they make dances to represent their ideas about the world. They share their dance with peers and experience dance as audiences.
Students become aware of their bodies and explore the body bases, parts and zones used safely in dance. They experience space, time, dynamics and relationships as they make and observe...
In Level B, students explore dance. They explore how dance can represent the world and they make dances to represent their ideas about the world. They share their dance with peers and experience dance as audiences.
Students become aware of their bodies and explore the body bases, parts and zones used safely in dance. They experience space, time, dynamics and relationships as they make and observe dances. They explore locomotor and non-locomotor movements, learn some fundamental movement skills and perform their own dance. They experiment with simple technical and expressive skills in their own dances and begin to learn about choreographic devices through practicing dance sequences movements, observing dances and their own performances.
Students experience dances from a range of cultures, times and locations, including dances form their local community.
By the end of Level B, students follow safe practice when moving body parts and performing dance sequences.
Students communicate responses to dances they make, perform and view.
In Level B students explore technologies, including its purpose and how technologies meet personal and social needs.
Students examine the characteristics and properties of some technologies from one of the technologies contexts:
With teacher support, students communicate simple design ideas.
Students experience how designed solutions meet their needs.
By the end of Level B, students are using some familiar designed solutions appropriately to meet their needs.
With guidance, students explore designed solutions in at least one technologies context. They experience designed solution ideas and select materials and components based on personal preferences.
Students follow a design process step by step and use tools safely when prompted.
In Level B, students become less reliant on high levels of co-active support and become more reliant on verbal prompts and gestures to facilitate learning. Students will have opportunities to create a range of digital solutions through structured learning experience, guided play and integrated learning, such as using a switch to access a variety of cause and effect programs, toys and devices...
In Level B, students become less reliant on high levels of co-active support and become more reliant on verbal prompts and gestures to facilitate learning. Students will have opportunities to create a range of digital solutions through structured learning experience, guided play and integrated learning, such as using a switch to access a variety of cause and effect programs, toys and devices and recording mathematical data with software applications.
Students begin to experience the use of common digital systems and begin to explore and to sort data. They assist to organise, manipulate and present this data in various creative ways.
Students follow schedules and sequence steps to complete many routine tasks and manage everyday problems. They begin to develop their ability to carry out instructions through sequenced steps.
Through structured learning experience students learn about the safe use of devices for learning and communicating.
By the end of Level B, students explore some common digital systems for a purpose.
Students collect data, sort them based on given characteristics and with assistance use digital systems to display findings as images.
Students follow a sequence of steps and decisions needed to solve simple problems.
In Level B, students experience and respond to drama. They explore how drama can represent the world and make drama to represent elements of the world. They share their drama with peers and experience drama as audiences.
Students experience different roles and situations related to real life and everyday experiences. They explore voice and movement to create role. They experience drama as a performer and audience.
As they explore drama, students experience drama from a range of cultures, times and locations. Students learn about safety in dramatic play and personal space through their interaction with other actors.
By the end Level B, students make and share drama through dramatic play and improvisation.
Students communicate likes and dislikes in response to elements of drama they make, perform and view.
In Level B, students communicate with peers, teachers and known adults. Opportunities are provided for students to explore English knowledge, understanding, skills and processes through everyday experiences, personal interests and significant events. Students begin to understand that communication is a tool that can be used to indicate needs, make choices and gain attention. Students communicate...
In Level B, students communicate with peers, teachers and known adults. Opportunities are provided for students to explore English knowledge, understanding, skills and processes through everyday experiences, personal interests and significant events. Students begin to understand that communication is a tool that can be used to indicate needs, make choices and gain attention. Students communicate intentionally by using gesture, eye gaze or sound, or through selecting an object. They are learning to follow simple one-word instructions. Students are provided with experiences that engage, support and extend their learning, including the use of verbal and non-verbal communication, symbols, and choice making.
Students engage with a variety of texts for enjoyment. They listen to and role-play reading, and view spoken, written and multimodal texts whose primary purpose is to entertain, as well as some texts that are designed to inform. These include traditional oral texts, picture books, various types of stories, rhyming verse, poetry, non-fiction, film, multimodal texts and dramatic performances. They participate in shared reading, viewing and storytelling using a range of literary texts, and recognise the entertaining nature of literature.
Literary texts that support and extend Level B students as beginning readers include literary texts that develop early reading behaviours and extend their understanding of written texts. These texts involve high-interest, predictable texts with familiar and significant events and clear illustrations that strongly support the text, and informative texts, including jointly constructed texts with audio support, that present ideas about familiar topics using captions or simple sentences, known vocabulary, symbols and illustrations that strongly support the print text. Students develop some simple understandings of how books work and are supported to listen and respond to familiar rhymes and stories. They role-play reading and are in the process of learning to recognise their name in print, using visual cues. Students are learning to identify pictures, shapes and sounds.
Students coactively create texts in structured activities. They develop their fine motor skills through the use and manipulation of objects. They engage in role-play writing, labelling images or drawings and begin to trace over patterns. Students encounter information technology in the writing process and explore the use of a keyboard and move a mouse.
By the end of Level B, students will listen to and view a range of spoken, written and multimodal texts from familiar contexts. They can focus on an image during the sharing of a text. They select a text using visual images and request a text to be read. Students can recognise images of familiar people. They recognise their own name in print using a shape or beginning letter. They can sort and match pictures and shapes. They imitate some reading behaviour, including holding reading material upright and turning pages several at a time. They can show another person their favourite character or object in a text.
When writing, they can scribble freely using various materials or computer mouse. Students draw non-linear shapes and forms. They can use a touchscreen, press keys on keyboard and move a computer mouse. They begin to hold and manipulate objects. They assist in the construction of text by selecting images and topics through choice making.
Students look towards and attend to significant people for short periods of time. They attend to and respond to key word instructions. They imitate familiar words, spoken and/or signed. They use gesture or ‘yes’ or ‘no’ responses to answer a question or respond to an instruction. They communicate basic wants and needs through the selection of objects, gestures, sounds, or action. Students find and identify a variety of objects in their environment, choose an activity by pointing to an object, and point to objects as they are named by the teacher. They communicate intentionally by using gesture, eye gaze or sound, or by selecting an object. They follow a simple one-word instruction.
The Level B curriculum focuses on places I live in and developing students’ awareness of the places they experience daily. They are supported to develop their curiosity of place by exploring some of the significant features of the place and what they do in each. They are developing an emerging understanding of special awareness such as location, direction and distance. Places will range in size...
The Level B curriculum focuses on places I live in and developing students’ awareness of the places they experience daily. They are supported to develop their curiosity of place by exploring some of the significant features of the place and what they do in each. They are developing an emerging understanding of special awareness such as location, direction and distance. Places will range in size from part of a room, to a building or area.
Students are encouraged to explore the space within a place. They use their senses to explore the tangible characteristics of a place such as the features, its environmental and human characteristics. Learning about their own place and building a connection with it contributes to their sense of identify and awareness. Students experience different places and their purposes.
The idea of a place, its purpose, features and location (a part of the concept of space and distance) are introduced through experiences and reinforced through the use of multi-model texts, images, maps, photos and models. The emphasis in Level B is on the significant places in which they live and what they do in each place.
The key questions for Level B are:
By the end of Level B, students can identify some familiar places using photos, images or augmentative alternative communication when asked. They will select to view a multimodal text about a preferred place.
Students experience the familiar features and purposes of places and the representation of these features, purposes and their location as words, gestures, images, pictures and photos. They begin to indicate objects and places they like from a field of two to three choices. They begin to follow everyday language related to direction and location.
The Level B curriculum provides the basis for developing knowledge, understanding and skills for students to lead healthy, safe and active lives. Students learn about their ability and simple actions they can take to keep themselves healthy and safe. Students are supported to participate in activities associated with their personal health and hygiene. They cooperate and learn to complete some...
The Level B curriculum provides the basis for developing knowledge, understanding and skills for students to lead healthy, safe and active lives. Students learn about their ability and simple actions they can take to keep themselves healthy and safe. Students are supported to participate in activities associated with their personal health and hygiene. They cooperate and learn to complete some steps independently.
Students are introduced to the basic types of food and they begin to indicate personal needs.
Students explore topics related to their body parts, feelings, family and safety. Students are taught and encouraged to express their feelings, needs, likes and dislikes. Students learn to adhere to single-word safety instructions and start identifying some basic road safety behaviour.
Students develop their capacity to initiate and participate in respectful relationships in different contexts. These include at school, at home, in the classroom and when participating in physical activities.
Students learn through movement as they participate in physical activity in a range of different settings. They engage in a variety of physical activities and explore basic play equipment. The content enables students to experience a range of motor activities and develop and practise fundamental movement skills through active play and structured movement activities. They develop balance and mobility whilst moving independently and negotiate various surfaces. Students start developing their fine motor grasp and manipulation skills as they use equipment and objects.
For Level B, 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 B, students recognise themselves in mirror and photographs and explore the personal characteristics and capabilities they possess. Students express their feelings, needs, likes and dislikes through gesture and ‘yes’ and ‘no’ responses. Students recognise actions that help them be healthy, safe and physically active. They can identify places where they play and participate in physical activity from an option of two images.
Students use personal and social skills to assist them to participate in a range of activities. They demonstrate, with guidance, practices and protective behaviours to keep them safe and healthy in a variety of different regular activities. They intentionally perform some basic gross motor movement skills and use trial and error to solve basic movement challenges.
Personal and Present Family 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 B the focus is on present and recent history.
Key questions:
By the end of Level B, students identify immediate family members. They recognise some significant events. Students respond to images of personal, family and sites of significance.
Students assist to sequence significant parts of recent familiar events. They can identify themselves at different milestones in their past. They assist to create a story about their past using a range of texts, objects and images.
In Level B, students participate in everyday activities involving making simple correspondences between objects, and explore qualitative, quantitative and comparative concepts in action and language such as none, one, more, same, different, again and gather.
They recognise regularity in some events and that not all events are certain.
Number and Algebra
Students participate in everyday activities that involve numbers and counting, comparing groups of objects, and pattern activities. Students can rote count to three. Students identify ‘one’ and ‘lots’ of objects and show an understanding of ‘more’ in familiar situations. They manipulate objects and build a tall tower by using ‘more’ blocks and take blocks away from a tower to make the tower ‘less’ tall.
Measurement and Geometry
Students participate in everyday activities that explore measurement and use measurement attributes in practical situations. Students demonstrate beginning understanding of basic measurement concepts such as ‘long or short’, ‘heavy or light’. They explore routine events and show an awareness of time and daily routines by responding to a routine signal from the teacher. They demonstrate an awareness of object permanence by searching for objects that have been hidden and participate in class activities that explore three-dimensional objects. They can match identical familiar three-dimensional shapes that are ‘the same’. Students respond to specific instructions relating to manipulating the movement and location of self and objects.
Statistics and Probability
Students participate in class activities that explore object, events and displaying information. They develop an awareness of chance by playing with materials or objects that involve cause and effect (actions that will happen) and playing games where the outcome is unpredictable. Students respond to a simple pictorial representation of their activities related to a short time-frame.
In Level B, students explore media arts. They explore how media artworks can represent the world and that they can make media artworks to represent their ideas about the world.
Students learn about safety in using technologies and in interaction with others. They experience the role of artist. As an audience they learn to focus their attention on the media artwork and to respond at the end of the viewing.
By the end of Level B, students indicate what they like and dislike about media artworks they make and view.
Students assist to make and share media artworks using technologies and by selecting images and sounds to represent an idea or familiar story.
In Level B, students explore music. They listen to and explore sound and how music can represent the world and that they can make music. They share their music with peers and experience music as part of an audiences.
Students learn to listen to music and experience rhythm, pitch, dynamics and expression, form and structure, timbre and texture as they explore and make music.
While music in the local community should be the initial focus for learning, students experience and are encouraged to take an interested in music from more distant locations and the curriculum provides opportunities to build on their curiosity.
By the end Level B, students make and perform music using voice and/or instruments.
Students communicate responses to music they listen to, create and perform.
In Level B, the curriculum focuses on students learning how to be socially responsive. Students are developing an awareness of the emotions in themselves and others. Students are developing a sense of self and exploring their personal characteristics and abilities. The curriculum provides opportunity for students to participate in a variety of social situations. At this level student involvement in social exchanges is directed and regulated by the teacher.
By the end of Level B, students express a range of basic emotions that indicate their feelings. They explore personal characteristics and abilities. Students focus on a task demonstrating persistence.
Students recognise familiar people and demonstrate ways to interact with others. They respond to teacher prompts to follow basic social rules when working alongside others.
In Level B, students play and use structured activities to make observations and use their senses to investigate the behaviours 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, and changes they can effect, for example making things move or change shape. They use their senses to gather information and learn that explorations and observations are a core part of science.
By the end of Level B, students can identify some familiar objects. They actively explore the properties of familiar objects and deliberately initiate a cause to achieve the expected effect. In structured situations, teachers assist the student to record observations of the weather, familiar objects and events using real objects and visual aids. They communicate their choices and indicate ‘yes’ and ‘no’ responses to simple questions.
In Level B, students explore visual arts. They explore how visual arts can represent ideas, experiences, observations and imagination.
Students become aware how artists, craftspeople and designers present their ideas. They explore how their ideas can be developed. They enhance their perception skills by learning to notice visual detail as they examine and represent familiar and new objects and events in their lives. They explore how artworks are created.
As they make and respond to visual artworks, students explore social and cultural contexts. They provide opinions about artworks expressing what they like. They experience the role of artist and audience.
By the end of Level B, students indicate what they like about artworks they make and view.
Students make artworks using different techniques and processes and make simple choices on the use of materials.
