By the end of Level 2, students use and give examples of different kinds of questions. Students generate ideas that are new to them and make choices after considering personal preferences.
Students identify words that indicate components of a point of view. They use reasons and examples for different...
Level description | Capabilities | Critical and Creative Thinking | Foundation to Level 2
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...
Level description | Capabilities | Critical and Creative Thinking | Level A
In Levels 7 and 8, the curriculum focuses on developing the knowledge, skills and understanding to analyse thinking and the selection and application of a range of techniques to support effective thinking. Students learn strategies to assist them synthesise their thinking. Students develop an...
Level description | Capabilities | Critical and Creative Thinking
By the end of Level 4, students structure movements into dance sequences and use the elements of dance and choreographic devices to communicate their ideas and intentions. They make dances and perform safely with control, accuracy, projection and focus.
Students describe and discuss similarities...
Level description | The Arts | Dance | Levels 3 and 4
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.
Studen...
Level description | Technologies | Design and Technologies | Level A
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:
Level description | Technologies | Design and Technologies
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.
Level description | Technologies | Design and Technologies | Level B
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...
Level description | Technologies | Design and Technologies | Level C
By the end of Level D, students describe the purpose of familiar designed solutions and what needs they meet.
Students use designed solutions in at least two technologies contexts, identifying significant features.
With guidance, students create designed solutions evaluating their ideas based on...
Level description | Technologies | Design and Technologies | Level D
By the end of Level 2, students identify how common digital systems are used to meet specific purposes.
Students use digital systems to represent simple patterns in data in different ways and collect familiar data and display them to convey meaning.
Students design solutions to simple problems...
Level description | Technologies | Digital Technologies | Foundation to Level 2
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.
Level description | Technologies | Digital Technologies | Level A
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.
Level description | Technologies | Digital Technologies | Level B
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...
Level description | Technologies | Digital Technologies | Level C
By the end of Level D, students use key functions of digital systems and indicate their purpose.
Students collect, sort and recognise, with assistance different types of patterns in data. They use digital systems to display results using pictures, symbols and diagrams.
Students use a sequence of...
Level description | Technologies | Digital Technologies | Level D
By the end of Level 6, students use the elements of drama to shape character, voice and movement in improvisation, play-building and performances of devised and scripted drama for audiences.
Students explain how dramatic action and meaning is communicated in drama they make, perform and view. They...
Level description | The Arts | Drama | Levels 5 and 6
By the end of Level 4, students use relationships, tension, time and place and narrative structure when improvising and performing devised and scripted drama. They use performance skills to communicate ideas and create a sense of time and place in their drama.
Students describe and discuss similarities...
Level description | The Arts | Drama | Levels 3 and 4
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...
Level description | English | Level A | Reading and Viewing
By the end of Level 4, students understand that texts have different structures depending on the purpose and context. They explain how language features, images and vocabulary are used to engage the interest of audiences and can describe literal and implied meaning connecting ideas in different...
Level description | English | Level 4 | Reading and Viewing
By the end of Level 5, students explain how text structures assist in understanding the text. They understand how language features, images and vocabulary influence interpretations of characters, settings and events. They analyse and explain literal and implied information from a variety of texts...
Level description | English | Level 5 | Reading and Viewing
By the end of Level 6, students understand how to use knowledge of phonics when decoding familiar words and the technical or derived words in increasingly complex texts. They understand how the use of text structures can achieve particular effects and can analyse and explain how language features...
Level description | English | Level 6 | Reading and Viewing
