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• History: Level C achievement standards

  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...

  Level description | The Humanities | History | Level C

• VCELA087

  Use spoken words, sign or Augmentative Alternative Communication System to communicate and understand that images can be used to write and express ideas

  Elaborations

  • learning to use high-frequency images and words, for example the student’s own name, ‘stop’
  • using spoken words, articulating most of the sounds
  • learning that images/signs can be combined to make a word
  • listening to sounds and words and reproducing them using a personalised communication system

  VCELA087 | Curriculum content | English | Level C | Writing | Language

• VCELA097

  Use words and images to make a request, indicate a choice, recount information, and express a feeling

  Elaborations

  • exploring and matching everyday words, signs and images to objects, events and places
  • using an ever-widening vocabulary associated with familiar routines and actions

  VCELA097 | Curriculum content | English | Level C | Speaking and Listening | Language

• VCSIS030

  Use pictures, symbols, concrete objects and/or simple familiar words to facilitate communication

  Elaborations

  • recognising and beginning to use words that describe the characteristics of substances, for example, ‘red’, ‘soft’, ‘hard’, ‘light’, ‘heavy’
  • learning to use words that describe simple forces, for example, ‘fast’, ‘slow’, ‘push’ and ‘pull’

  VCSIS030 | Science | Level C | Science Inquiry Skills | Communicating

• English: Level C achievement standards - Speaking and Listening

  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...

  Level description | English | Level C | Speaking and Listening

• Media Arts: Level C achievement standards

  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.

  Level description | The Arts | Media Arts | Level C

• VCDTCD009

  Follow, and with assistance, represent a sequence of steps and decisions (algorithms) needed to solve simple problems

  Elaborations

  • re-sequencing a known everyday activity using visual images or verbal cues
  • experimenting with very simple, visual step-by-step procedures to explore using a device or completing a task, for example printing a picture or starting a game
  • identifying sequences of instructions or events that are commonly experienced such as the sequence of traffic lights or instructions for making a sandwich
  • following two to three-step series of instructions to use a piece of hardware or software, for example locating a website by keying in its URL or inserting an image in a file

  VCDTCD009 | Technologies | Digital Technologies | Level C | Creating Digital Solutions

• VCHPEP030

  Identify major body parts and stages of life

  Elaborations

  • exploring major body parts through supported experiences and learning to label major body parts
  • learning about and identifying some private parts of the body from a field of three (RS, S)
  • exploring and identifying major stages of life through exploration of own family and significant people
  • learning about their current stage of life and how they are growing and changing

  VCHPEP030 | Health and Physical Education | Level C | Personal, Social and Community Health | Being healthy, safe and active

• English: Level C description

  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...

  Level description | English

• VCELA074

  Know how to use the connection between the object, its name, image or sign

  Elaborations

  • learning to scan a collection of images and select one image to describe an object or action
  • matching 3D objects to an image, sign or spoken word, for example using an apple, an image and a word

  VCELA074 | Curriculum content | English | Level C | Reading and Viewing | Language

• VCGGC033

  Use images to match a familiar place to a significant feature

  Elaborations

  • representing a local place and its spaces, for example, using a photo college
  • representing an environmental through photos, images and words
  • selecting photos, images or words to represent a place and its features

  VCGGC033 | The Humanities | Geography | Level C | Geographical Concepts and Skills | Data and information

• VCELA096

  Recognise different ways to communicate needs, likes and dislikes

  Elaborations

  • expressing needs, wants and feelings through language and communication
  • making requests through the use of words, photographs, pictures or alternative and augmentative communication

  VCELA096 | Curriculum content | English | Level C | Speaking and Listening | Language

• VCELA075

  Recognise the use of images to represent an event, object or idea

  Elaborations

  • exploring what information an image tells us
  • learning that words and images can be used to tell a story about an event
  • using images to represent a story or an event

  VCELA075 | Curriculum content | English | Level C | Reading and Viewing | Language

• VCELY104

  Listen to and respond to the communication from an adult in classroom situations

  Elaborations

  • listening and responding to simple instructions and questions
  • answering simple questions using single word responses, for example yes, no, red, bus or alternative and augmentative communication

  VCELY104 | Curriculum content | English | Level C | Speaking and Listening | Literacy

• VCPSCSE066

  Name emotions shown by self and match these emotions to familiar events or experiences

  Elaborations

  • using words, signs or symbols to name emotions of self or others
  • responding to the emotions of others and indicating the immediate and present causes of other’s emotional reactions
  • matching emotion to a recent familiar event or experience

  VCPSCSE066 | Capabilities | Personal and Social Capability | Level C | Self-Awareness and Management | Recognition and expression of emotions

• 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

• VCSSU021

  Objects and parts of the world around us have names and particular characteristics

  Elaborations

  • beginning to categorise some familiar substances, for example, cup (plastic), animal (furry), bird (feathered)
  • recognising and beginning to use alternative and augmentative communication or words that describe an object and the characteristics of substances, for example, hard, soft, fast, slow

  VCSSU021 | Science | Level C | Science Understanding | Science as a human endeavour

• VCMNA035

  Use number names in sequence to count in everyday situations, initially from one to five

  Elaborations

  • developing fluency in forward counting to five using words, sign or augmentative and alternative communication (AAC) in meaningful contexts, including everyday experiences and stories
  • knowing that the forward sequence of counting words occurs in the same order, for example always communicating numbers in the same sequence, indicating when another person uses number names in the wrong sequence
  • developing one-to-one correspondence by recognising that each object is counted, by indicating an object during counting situations, for example, indicating by pointing, activating a switch or eye gaze

  VCMNA035 | Mathematics | Level C | Number and Algebra | Number and place value

• VCELA095

  Recognise ways to greet and interact with familiar people

  Elaborations

  • greeting people, such as a grandparent, helper or teacher, differently according to their relationship, for example how they use their name or a particular form of greeting
  • using social aspects of listening and speaking
  • using appropriate combinations of words, signs, gestures, or assistive technologies and alternative and augmentative communication to signal greetings such as hello or goodbye

  VCELA095 | Curriculum content | English | Level C | Speaking and Listening | Language

• VCADAD010

  Explore dance movements to communicate ideas

  Elaborations

  • imitating a simple movement sequence as it is modelled by an adult
  • responding to words ‘fast’, ‘slow, ‘high’, ‘low’ etc. while practising movements
  • practising and responding to a range of fundamental movements to music, for example, walking, running, marching, crawling (locomotor); bending, stretching, twisting, turning (non-locomotor)
  • practising fundamental movements to develop technical skills of body control, balance and coordination

  VCADAD010 | The Arts | Dance | Level C | Dance Practices