The Level D curriculum focuses on the features of places where students live focusing on developing student’s awareness, understanding and purpose of a place. Students are encouraged to be curious about a place and explore its local area. They use their senses to explore the tangible characteristics of a place such as the spaces, features and environmental and human characteristics.
Learning...
The Level D curriculum focuses on the features of places where students live focusing on developing student’s awareness, understanding and purpose of a place. Students are encouraged to be curious about a place and explore its local area. They use their senses to explore the tangible characteristics of a place such as the spaces, features and environmental and human characteristics.
Learning about a place and building a connection with it, contributes to the student’s sense of identify and awareness. They continue to develop a connection and understanding of significant places they are in and what it is they like. Students experience and develop their curiosity about different places and their purposes. The idea of a place, its purpose, features and location (a part of the concept of space) are explored through the use of multimodal texts, images, maps, photos and models.
The emphasis in Level D is on the significant places students regularly visit, their major characteristics, purpose and how students connect to each place. They also explore and how a place is affected by natural factors, and the environmental issues associated with the place.
The key questions for Level D are:
By the end Level D, students label familiar routine places and some of their features and the related activities undertaken in these places. They recognise places can have a special purpose or connection for some people. Students reflect on their learning to suggest ways they can care for a familiar place.
Students observe the familiar features of places and represent these features and their location on jointly constructed pictorial maps and models. They can identify how they travel to a place and one or two key features of the journey. They recognise that places can be represented by an image or on a map.
They follow and use simple everyday language to describe direction and location to explain where a place is or to locate a place or object.
The VCAA has recently published the Victorian Curriculum F–10 Version 2.0. To view the revised curriculum, familiarisation resources and support material, go to the Victorian Curriculum F–10 Version 2.0 website.
