In Level C, the curriculum focuses on developing the skills to reason, problem solve and learn. Students become familiar with simple strategies to structure thinking and solve problems. Students explore how thinking can be made explicit.
By the end of Level C, students answer simple questions about familiar events and topics. They identify a familiar idea or experience with support and make choices from a range of options.
Students can identify their own point of view. They use personal experience and examples to explain reasons. They connect present and past experience with support.
Students predict what will happen next in a familiar routine. They practice some learning strategies including following a visual schedule. Students demonstrate some problem-solving approaches when faced with common everyday issues.
In Level C, students explore dance. They learn about 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...
In Level C, students explore dance. They learn about 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 learn about the body bases, parts and zones used safely in dance. They explore space, time and dynamics as they make and observe dances. Students explore locomotor and non-locomotor movements and use these fundamental movement skills in their own dance. They experiment with simple technical and expressive skills.
Students experience dances from a range of cultures, times and locations, including dances from cultures in their local community.
By the end of Level C, students follow safe dance practice to make and share dance sequences and movement patterns.
Students communicate ideas and feelings about aspects of their own and others’ dance.
In Level C students explore and investigate technologies, including its purpose and how technologies meet needs.
Students describe the characteristics and properties of familiar designed solutions...
In Level C students explore and investigate technologies, including its purpose and how technologies meet needs.
Students describe the characteristics and properties of familiar designed solutions from one of the technologies contexts:
With teacher support, students communicate simple design ideas. Students are introduced to different forms of evaluating designed solutions based on personal preferences.
Students, with teacher support, follow directions to complete their own or group design ideas or projects.
By the end of Level C, students use and identify the purpose of familiar designed solutions. They match some designed solutions to a need.
Students use designed solutions in at least two technologies contexts. With guidance, students reflect on created and produced designed solutions, developing ideas based on personal preferences. They begin to follow simple sequenced steps and teacher direction to use tools and equipment safely when producing designed solutions.
In Level C, students intentionally participate in learning experiences and respond more consistently to prompts and simple clear directions from the teacher to support them to learn. They will have...
In Level C, students intentionally participate in learning experiences and respond more consistently to prompts and simple clear directions from the teacher to support them to learn. They will have opportunities to create a range of digital solutions through structured learning experiences and integrated learning, such as using a train or car set, software to record work, movie or personal presentation or recording science data with software applications.
Students access common digital systems to learn, to create and store their work. They learn about patterns that exist within data. They collect and assist in the recording of data. Students organise and explore various ways to manipulate and present this data, including image, audio and video data, in creative ways to represent their achievement and understandings.
Students are starting to identify and define problems, and are learning to identify the most important information, such as the significant steps involved in completing a task. They can identify and sequence key steps for carrying out instructions, such as accessing a familiar software program.
Students carry out the safe use of common digital systems for learning.
By the end of Level C, students explore alternative digital systems to meet a purpose.
Students collect and sort different data and identify patterns in data through matching. With assistance, they use digital systems to display findings with pictures and symbols.
Students represent a sequence of steps that could be followed to solve a simple problem.
In Level C, 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...
In Level C, 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 as fictional characters. They explore sound and movement to create role. They learn about focus and identifying the main idea of the drama. As audiences they recognise that the purpose of drama is to share it with others.
As they experience drama, students draw on drama from 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 C, students make and share simple drama that communicates an idea, feeling and/or experience.
Students communicate ideas about drama and reasons why people share drama by answering yes/no questions.
In Level C, students communicate with known adults, teachers and peers. Students learn about social rules of communication and experience different ways to convey information to others. Students...
In Level C, students communicate with known adults, teachers and peers. Students learn about social rules of communication and experience different ways to convey information to others. Students are provided with experiences that engage, support and extend their learning, including the use of verbal and non-verbal communication, use of symbols, and choice making. Students express and record their wants, needs and feelings through words, gesture, and picture and symbol selection. Many students will use recognisable and consistent words.
Students engage with a variety of texts for enjoyment. They listen to, read and view spoken, written and multimodal texts in which the 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 engage, support and extend Level C students to develop early reading behaviours and extend their understanding of written texts include high-interest, predictable texts with familiar events, recognisable characters and clear illustrations that strongly support the text, and informative texts, including texts jointly constructed with audio support, that present ideas about familiar topics using captions or simple sentences, known vocabulary, symbols and illustrations to strongly support the text.
Students create a range of texts, including pictorial representations, adding writing such as scribble to label or comment on drawings and imitating writing words and sentences.
By the end of Level C, students listen to and view a range of spoken, written and multimodal texts from familiar contexts. They identify the main character or event in a familiar text using visual images from the text. They participate in interactive stories and repeat or activate a short phrase or refrain during the sharing of a familiar text. When reading, students move through a print text from front to back. They can comment or point to illustrations in reading material to predict the topic of the material. They use a key word to respond to questions about what is happening in a text. They can make a graphophonic identification of their own name. They can match letters and numbers, and identify some letters and numbers named by another.
When writing, students...
By the end of Level C, students listen to and view a range of spoken, written and multimodal texts from familiar contexts. They identify the main character or event in a familiar text using visual images from the text. They participate in interactive stories and repeat or activate a short phrase or refrain during the sharing of a familiar text. When reading, students move through a print text from front to back. They can comment or point to illustrations in reading material to predict the topic of the material. They use a key word to respond to questions about what is happening in a text. They can make a graphophonic identification of their own name. They can match letters and numbers, and identify some letters and numbers named by another.
When writing, students add writing such as scribble to label or comment on drawings, and imitate writing words and sentences. They express and record their wants and needs through a word, a picture or symbol selection. They demonstrate fine motor grasp and manipulating skills such as moving, picking up and manipulating objects. They can hold and use a pencil to make purposeful marks on paper. They apply colour to an outline and draw with purposeful direction. They can press a key for particular letters or functions on a keyboard and locate and click icons on the screen. They can select pictures that are important to create a picture storybook.
Students listen to and interact with others. They use particular greetings to acknowledge people, respond with ‘yes’, ‘no’ or single words to indicate understanding and use a few words and simple phrases. They can share their favourite items or experience with a small group of students and respond to questions about it. They express and record their wants and needs through a word, picture or symbol selection. They can imitate initial word sounds and use photographs, pictures and symbols to represent people and things. They use and combine words, symbols and gestures that can be readily understood by others to make requests and to communicate needs. They make a request by linking key words, signs and/or symbols in a meaningful context.
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...
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 places around them. They are learning about their own place and building a connection to places and are developing a sense of identify and awareness. Students experience different places and their purposes. They record and reflect on significant community facilities and their experiences at these places.
Students are developing an emerging understanding of spatial concepts through structured experiences within various places and their environment. The idea of a place, its purpose, features and location (a part of the concept of space) are recorded through the use of multimodal texts, images, maps, photos and models. They assist in the caring for and maintenance of a place. They are introduced with vocabulary related to place, space, and interconnections. The emphasis in Level C is on significant places and their local area, what they do in these places.
The key questions for Level C are:
What places do I live in?
By the end of Level C, students label personally significant places and what they do in the place. Students demonstrate a few ways they can care for a familiar place by creating a simple rule for this place.
Students observe the familiar features of places and assist to represent these features and their location on group constructed pictorial maps and models. They share observations about a place using simple sentences and show the people who can be found in a place.
Students can independently locate some significant spaces within a significant local place and they begin to communicate using direction and location.
The Level C curriculum provides the basis for developing knowledge, understanding and skills for students to lead healthy, safe and active lives. Students learn about their personal characteristics...
The Level C curriculum provides the basis for developing knowledge, understanding and skills for students to lead healthy, safe and active lives. Students learn about their personal characteristics, abilities and simple actions they can take to keep themselves healthy and safe. Students are introduced to the basic principles of living a healthy life including personal-care routines and ways to indicate/communicate personal needs.
Students develop their capacity to participate in respectful relationships and explore the importance of familiar people at school, at home, in the classroom and when participating in physical activities. Students follow basic social skills and behaviour in specific situations and contexts, to regulate their emotional expression and respond to the emotions of others. Students identify the cause of their feelings, how to respond to others' feelings, and express their own feelings. They learn to make simple decisions, become socially aware and responsive to people.
Students engage in a variety of physical education experiences with and without equipment in a range of environments. They develop and practise basic motor skills through active play and structured movement. They demonstrate beginning understandings of safety rules when participating in structured physical activities and develop a movement vocabulary.
For Level C, 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 C, students recognise key stages of life, how they have grown and changed. They identify some obvious emotions and their cause. They experience and become more independent with actions that help them be healthy, safe and physically active.
They identify some different settings where they can be active by matching an activity to a location. They perform basic gross motor movement patterns and maintain balance and coordination as they move over and through a range of surfaces and use a range of equipment.
Students use personal and social skills to include others in a range of activities. Students actively participate in personal care routines and attempt some basic tasks independently. They demonstrate protective behaviours to keep them safe and healthy in different activities. Students alter their behaviour in the presence of familiar persons and demonstrate personal preference by changing, and accepting and rejecting things. They indicate the cause of a current feeling and demonstrate some acceptable ways of behaving. They identify when someone is upset or needs help. They perform fundamental movement skills and solve movement challenges in the playground and in gym sessions.
Personal and Recent Celebrations and 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...
Personal and Recent Celebrations and 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 C the focus is on present and recent past history.
Key questions:
By the end of Level C, can identify keys routines and events within their daily life. Students identify key members of their family and how they have changed over time. They recognise some important family events and some objects used in celebrations. They recognise some significant artefacts or objects associated with significant commemorative events or sites in local community.
Students sequence three elements within familiar recent events in order. They identify key milestones in their past. Students relate a story about their past using a range of texts, objects or images. They can identify objects and technology which has change over time.
In Level C, students demonstrate awareness in practical situations, connecting objects, numbers names and numerals from one to three, using ‘one more than’ and ‘one less than’.
In Level C, students demonstrate awareness in practical situations, connecting objects, numbers names and numerals from one to three, using ‘one more than’ and ‘one less than’.
They match like objects, describe differences between objects for given attribute, show familiarity with stages of time and events within a day using visual schedules, visually locate named objects in a familiar environment and identify some data relevant to a situation.
Number and Algebra
Students connect number names and numerals with sets of up to five elements. They match individual objects with counting sequences up to and back from five. Students use concrete materials to solve problems that involve comparing, combining and separating sets. Students make ‘groups’, ‘lots’ and groups of ‘one’ and can indicate which collection has ‘more’ than the other. They can distribute objects to each person in a group until there are no objects left. Students order the first three elements of a set. Students can match one attribute of familiar objects.
Measurement and Geometry
Students explore measurement attributes in practical situations and use words to describe the characteristics of familiar objects. Students solve simple mathematical problems associated with...
Number and Algebra
Students connect number names and numerals with sets of up to five elements. They match individual objects with counting sequences up to and back from five. Students use concrete materials to solve problems that involve comparing, combining and separating sets. Students make ‘groups’, ‘lots’ and groups of ‘one’ and can indicate which collection has ‘more’ than the other. They can distribute objects to each person in a group until there are no objects left. Students order the first three elements of a set. Students can match one attribute of familiar objects.
Measurement and Geometry
Students explore measurement attributes in practical situations and use words to describe the characteristics of familiar objects. Students solve simple mathematical problems associated with longer and shorter lengths. They explore events and identify day and night events. They can identify events that may or may not happen today. Students respond to a simple pictorial representation of activities related to their whole day. They match objects that are the same and sort familiar objects, and an understanding of the concept of ‘inside and outside’ by following instructions. They demonstrate an understanding of location and spatial awareness by following simple instructions related to simple spatial concepts.
Statistics and Probability
Students participate in and contribute to the development of picture schedules, timetables and pictorial lists associated with familiar activities, such as listing the ingredients needed for a cooking session. They demonstrate an understanding of the concept of chance by participating in games of chance, and identifying events that may or may not happen today.
In Level C, students explore media arts. They explore and learn about how media artworks can represent elements of the world and that they can make media artworks to represent their ideas about...
In Level C, students explore media arts. They explore and learn about how media artworks can represent elements of the world and that they can make media artworks to represent their ideas about the world. Students become aware of simple structure, character and settings as they explore ideas and construct stories.
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 C, students communicate about media artworks they make and view, and why media artworks are made.
Students make media artworks that communicate a word or concept.
In Level C, students explore music. They listen to and explore sound and learn about how music can represent the world and that they can make music to represent their ideas. They share their music...
In Level C, students explore music. They listen to and explore sound and learn about how music can represent the world and that they can make music to represent their ideas. They share their music with peers and experience music as part of an audience.
Students learn to listen to music and explore rhythm, pitch, dynamics and expression, form and structure, timbre and texture as they experience and make music. They learn to listen to and copy basic music elements, such as, playing loudly, quietly, quickly or slowly when using musical instruments.
While music in the local community should be the initial focus for learning, before exploring music from more distant locations building on student interest and curiosity.
By the end of Level C, students make and perform music.
Students communicate ideas and feelings about aspects of music they create and perform and reasons why people make and listen to music.
In Level C, this curriculum focuses on enabling students to be socially active. Students are becoming peer focused and learning how to actively interact with peers. Students are learning to name...
In Level C, this curriculum focuses on enabling students to be socially active. Students are becoming peer focused and learning how to actively interact with peers. Students are learning to name and respond to emotions.
Students are learning about their personal preferences. They are learning to try a variety of learning activities and, with support and encouragement, participate in an unfamiliar activity.
The curriculum provides opportunity for students to learn skills required to work in a group.
By the end of Level C, students can recognise some key emotions and identify events or people that impact on these feelings. They can complete some familiar tasks unaided and try some new activities.
Students identify and name some class members and familiar adults. They follow simple rules, participate in group activities cooperatively, take turns and share some items. When prompted they can identify acceptable and unacceptable ways to behave in familiar situations.
In Level C, students intentionally participate in investigations that require them to explore, observe and identify properties of everyday objects, materials and living things. They explore change...
In Level C, students intentionally participate in investigations that require them to explore, observe and identify 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 exploring questions and making observations are a core part of science.
By the end of Level C, students participate in structured investigations that look at the names and properties of living things and objects. They label, sort and group objects based on one specific property or characteristic. Students share discoveries through alternative augmentative communication and the use of objects, images and pictures.
In Level C, students explore visual arts. They explore and learn about how to make visual representations of their ideas, experiences, observations and imagination.
Students become aware of how artists...
In Level C, students explore visual arts. They explore and learn about how to make visual representations of their ideas, experiences, observations and imagination.
Students become aware of how artists, craftspeople and designers present their ideas. They learn 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 and learn about using and applying visual conventions, such as line, shape, colour and texture.
As they make and respond to visual artworks, students explore meaning and interpretation through social and cultural contexts. They provide opinions about artworks expressing what they like and explore why. They experience the role of artist and audience and receiving and giving feedback on their visual arts making.
By the end of Level C, students communicate about artworks they make and view.
Students make artworks in different forms to express their ideas and observations, using different techniques and processes.
