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.
