With support, expresses ideas about how to act fairly. With prompts, helps others and is responsible in the learning environment. roles and responsibilities. Understands and uses the particular ways of behaving and communicating in their class. Ways of cooperating With scaffolding, is becoming accustomed to accepted ways of playing and interacting in the class. Needs demonstrations and support to take turns and share. Chooses solitary and parallel play, and needs demonstrations to enter and exit interactions with others. Uses gestures and familiar language to interact, e.g. watches, smiles, says no, refuses or accepts materials verbally or with gestures. Resolves conflict with explicit support from an adult. Needs explicit support to interact appropriately with others in the learning environment. With support, sometimes shares, takes turns, negotiates and compromises. With support, in familiar learning contexts, enters and exits play and maintains interactions with peers for short periods, using gestures and language. With support, expresses ideas about appropriate ways to interact (verbally and in familiar situations. When supported, chooses from a limited range of options an appropriate way to resolve a conflict. Seeks social contact with peers. Forms strong bonds with particular children and plays cooperatively with a core group for sustained periods of time. With limited prompts, shares, takes turns, negotiates, follows rules, enters and exits play with peers in familiar situations. With some prompts, understands, uses and discusses agreed ways of behaving, interacting and communicating in their class. Uses a small range of ways to resolve conflicts in familiar situations, sometimes with prompts. With help, explains their problem and suggests simple options for resolving conflicts, e.g. “I’ll have a turn and then he can.” Negotiates ways to cooperate, share and take turns, with familiar peers, in a range of situations. Sustains interactions with children outside their friendship group and groups of familiar adults. With support, reflects on ways they or others interact and can consider other options. Independently resolves conflicts in familiar situations using language and gestures. Supports others to resolve conflicts and negotiate compromises within the learning environment. HPE: EPD 1.4 Students demonstrate basic speaking, listening, sharing and cooperation skills to interact effectively with others. D 1.5 Students discuss ideas and feelings about actions and behaviours they or others regard as right or wrong.
representation of their family and points out themselves. draws about themselves as a member of a family engaged in different activities. influence their personal identity and expresses some ideas about their identity in relation to their community or country, e.g. “My grandad was in the march on ANZAC day”. they’re still a family.” or ”We put up lights for Christmas but our friends put up lights for a special Indian celebration.” Discusses the things that happen in their community that make them feel part of it, e.g. “I’m going to the Easter fete. You get fairy floss and rides there.” lives and can demonstrate the behaviours appropriate for these. 1.4 Students demonstrate basic speaking, listening, sharing and cooperation skills to interact effectively with others. Students observe and record examples of gender roles in various settings. CI 1.3 Students share an understanding of how diverse families meet human needs of food, clothing, shelter and love. SOSE: Time, continuity & change TCC 1.2 Students sequence evidence representing changes and continuities in their lives. TCC 1.3 Students share points of view about their own and others’ stories. Exploring diverse views (including fairness, bias and stereotyping) With explicit support, shows interest in exploring what is fair/ unfair, within their personal interactions. With support, participates in discussions about unfair, stereotypical or biased ideas or practices within the context of personal experiences, e.g. “It’s not fair if the boys won’t let the girls on the fort.” Participates in discussions about ideas and practices that may be unfair, stereotypical or biased, e.g. “Not all Chinese children have rice for lunch, they have sandwiches sometimes” or “Boys should be allowed to play the skipping game because skipping isn’t just for girls.” Identifies some ideas and practices that may be unfair, stereotypical or biased and suggests some new possibilities, e.g. “They should have ramps up to the Year 1 classrooms for Jack’s wheelchair.” HPE: EPD D 1.5 Students discuss ideas and feelings about actions and behaviours they or others regard as right or wrong. SOSE: Culture & identity CI D1.7 Students relate general principles of how to live peacefully and productively from messages within traditional stories.
Social and personal learning: personal learning Learning statement: Children build a positive sense of self by: developing a sense of personal identity as a capable learner acting with increasing independence and responsibility towards learning and personal organisation. Becoming aware Exploring Making connections Applying Links to Level 1 With explicit support, the child becomes aware of the expectations of the learning environment and is willing to join in a familiar experience. With support, the child tries out some of the expected behaviours of the learning environment and acts with some self-confidence in individual and group learning contexts. With prompts, the child meets shared expectations about independence and acts with increasing self-confidence in learning situations, taking increasing responsibility for materials and behaviour. The child readily recalls shared expectations about participation in the learning environment, acts with independence and and willingly takes responsibility for materials and behaviour. and responsibility towards learning and personal organisation are fostered through all KLAs. Observes how others approach experiences and groups. Needs teacher modelling and direction to join in experiences and groups. Shows some independence and self-confidence when approaching familiar learning experiences or groups, e.g. selects resources for play or learning Needs frequent affirmation from adults or other children. Shows increasing independence and when managing and negotiating resources and spaces needed for a variety of learning experiences. Demonstrates independence, self-confidence and perseverance when approaching new learning experiences. Responds positively to occasional encouragement from others. Plans how to carry out tasks by identifying steps, selecting materials and persevering. Understands and, with prompts, willingly follows familiar classroom rules, routines and events. Helps others to learn and manage social situations when needed. confidence
With explicit support and encouragement, participates in the new classroom routine and environment. With support, copes with some familiar classroom routines and begins to form relationships with familiar adults and some children. Copes with unexpected changes to classroom routines, environments and people, sometimes needing reassurance. Takes increasing responsibility for personal belongings, e.g. remembers library bag. Demonstrates self-confidence in coping with changes to the classroom routine and environment, and with new adults and peers. Seeks opportunities to contribute to the learning program, e.g. suggests a new activity or project for the group to participate in. Health & physical learning: making healthy choices Learning statement: Children build a sense of wellbeing by making choices about their own and others’ health and safety with increasing independence. Becoming aware Exploring Making connections Applying Links to Level 1 With explicit support, the child participates in discussions about how to be healthy and safe in the learning environment. With support, the child participates in identified practices to be healthy and safe in the learning environment. With prompts, the child chooses safe and healthy practices and demonstrates an awareness of how these choices may affect them. The child makes choices from an identified range of practices to keep themself and others healthy and safe in familiar situations. HPE: Promoting the health of individuals & communities (PHIC) Students understand that a range of basic health needs must be met to maintain or promote their health and can demonstrate everyday actions to meet these needs. They understand that there are people and products that can help them meet their health needs. Students understand that elements of different environments influence their health and safety.
During explicit learning and teaching, participates in discussions about hygiene, health, safety and body systems. With support, identifies safe and unsafe practices related to hygiene, health and personal safety in familiar situations. May need reminders about their behaviours in relation to health and safety issues. Shows awareness of the need for hygiene, nutrition and maintaining a healthy lifestyle across a number of learning contexts. Sometimes encourages others to be aware of hygiene, health and safety. With occasional prompts, makes choices to maintain personal safety. Draws on understandings about familiar community health services and personnel during discussions and Discusses, describes and uses familiar hygiene, health and safety practices. Is beginning to identify body parts and the way they operate. Is able to make healthy choices and encourages others to do the same. Willingly follows and helps to create rules and routines that help maintain personal safety. Identifies and describes the role of familiar health services and personnel. HPE:PHIC 1.1 Students describe and demonstrate everyday actions that they can take in a range of situations to promote their health. 1.2 Students recommend healthy eating practices and demonstrate making healthy choices from a range of foods. 1.3 Students decide which people and things make environments and activities safe. 1.4 Students explain how health products and people in the community help them meet their health needs. Health & physical learning: gross–motor Learning statement: Children build a sense of wellbeing by using and extending gross-motor skills when integrating movements and using equipment. Becoming aware Exploring Making connections Applying Links to Level 1 With explicit support, the child joins in movement With support, the child explores different ways to With prompts, the child tries out ways to use and combine The child combines and coordinates familiar HPE: Developing skills & concepts for physical activity play.
experiences that make use of familiar equipment, copying movements and gestures. move, and to use familiar equipment. movements, with or without equipment, for different purposes with developing confidence. movements with developing control and strength, and increasing confidence, including when using equipment. (DCSPA) Students understand that their bodies are capable of moving in different ways and can demonstrate a variety of fundamental movement skills. They understand that changes occur to their bodies during and after exercise. Students also understand that there is a range of physical activities which people watch and Range of movements and integration of movements Requires physical support and modelling to participate in movement experiences. Approaches gross motor experiences cautiously. Will observe rather than participate in physical activities. With verbal direction and some physical support, moves spontaneously, explores different movements and ways to use large muscles. With direction, copies physical gestures and movements. Moves with some confidence on familiar equipment but needs support to approach new movement experiences. With some prompts, uses different movements, positions, actions and changes of direction with increasing confidence. Plans and considers movements and alternative pathways in a range of settings, with increasing confidence. Willingly uses a variety of movements, positions and directions confidently, safely and in an integrated manner. Manages movement changes smoothly. HPE: DCSPA 1.1 Students demonstrate a variety of basic locomotor skills and non-locomotor skills, varying body actions and use of space. The Arts: Dance Developing control, strength and flexibility With direct support is able to adjust body position or movements, strength and balance on equipment to manage simple sequences/tasks. Randomly tries to kick, throw, With support, repeats and copies movements of others in order to increase control, balance and strength of movements. Repeats and copies demonstrated movements of With occasional prompts, uses different movements, positions, actions and changes of direction with increasing confidence, balance and control. Combines and uses different movements, positions, actions and changes of direction with flexibility, confidence, balance and control. Hits, kicks, throws and catches a variety of HPE: DCSPA 1.1 Students demonstrate a variety of basic locomotor skills and non-locomotor skills, varying body actions and use of space.
catch, hit and visually track objects. With explicit support, will participate in new balance/control/strength events. ways to control equipment as they hit, kick, throw, catch and visually track objects. Willingly persists in hitting, kicking, throwing and catching familiar equipment with occasional prompts. With occasional prompts, visually tracks objects with increasing control/accuracy. equipment with accuracy Visually tracks objects in familiar games/activities with increasing accuracy. 1.2 Students demonstrate a variety of manipulative skills using a range of implements and different parts the body. The Arts: Dance Gross-motor planning Responds to familiar language related to gross-motor experiences, e.g. “Move one foot and one hand” or “hold on tight” or “take one leg over first” or “jump into the hoop”. Requires demonstrations with verbal descriptions to try out new movements, e.g. “Move this leg next”; “It’s a bit wobbly, I’ll have to go slow”. With support is beginning to use familiar language to describe and plan movements and experiences, e.g. “I’m not going to climb up the ladder; I’ll pull myself up with my hands.” With support, is able to judge body space in relation to other children during games. With some prompts, describes their position and movements while planning alternative sequences or pathways. Links own movement with an understanding of positional and directional language, e.g. can stand beside the fort when asked to join in a game. With prompts, moves through spaces with more accuracy. Uses specific language to plan, discuss and describe gross-motor movements and coordinate and plan movements, e.g. “Let’s put all the hoops in a ring and jump in them” Negotiates spaces successfully, adjusting speed and balance as needed. HPE: DCSPA 1.1 Students demonstrate a variety of basic locomotor skills and non-locomotor skills, varying body actions and use of space. 1.3 Students describe the physical and emotional effects that result from their participation in a variety of vigorous, activities. 1.4 Students categorise the physical activities that they and others watch or play. The Arts: Dance Health & physical learning: Fine–motor Learning statement: Children build a sense of wellbeing by using and extending fine-motor skills when integrating movements and manipulating equipment, tools and objects.
Becoming aware Exploring Making connections Applying Links to Level With explicit support, the child experiments with equipment, materials, tools and objects in the learning environment. With support, the child explores ways to use equipment, materials, tools and objects for personal purposes. With prompts, the child uses manipulative skills appropriate to the selected equipment, materials, tools and objects to achieve a task. The child combines and coordinates movements with developing control, strength and increasing confidence when manipulating equipment, materials, tools and objects. HPE: DCSPA Students understand that their bodies are capable of moving in different ways and can demonstrate a variety of fundamental movement skills. They understand that changes occur to their bodies during and after exercise. Students also understand that there is a range of physical activities which people watch and play. Coordinating and integrating movements Needs explicit demonstrations and support to use new equipment, materials, tools and objects, e.g. using scissors or hammering nails. With verbal prompts, experiments with actions and grips when using equipment materials, tools and objects. Uses familiar equipment, materials, tools and objects with increasing coordination, strength and control. Rhythm of movements may be irregular, e.g. uses correct grip when using scissors but only opens scissors a little way as part of action. After explanations and demonstrations, willingly tries to integrate movements or manipulate new/unfamiliar equipment, materials, tools and objects. Manipulates familiar and new equipment, materials, tools and objects with coordination, strength and control, rhythm of movements. Integrates and adapts movements and manipulates equipment, materials, tools and objects in a variety of contexts and for different purposes. HPE: DCSPA 1.2 Students demonstrate a variety of manipulative skills using a range of implements and different parts the body. Developing control and strength
interacting with peers and familiar adults using, with support, the conventions associated with formal and informal group settings including attentive listening. Becoming aware Exploring Making connections Applying Links to Level 1 With explicit support, the child uses simple language patterns and limited vocabulary and listens to discussions about using language conventions in social and learning situations. With support, the child tries out new language patterns and vocabulary and shares some ideas about language conventions used in social and learning situations. With prompts, the child chooses appropriate language patterns and vocabulary for identified purposes and contributes to discussions about the appropriate use of language conventions. The child uses vocabulary needed for classroom learning experiences and adjusts the use of language patterns, and conventions for familiar social and learning situations. English: Speaking & Listening Students interpret and construct simply structured brief texts that make connections with own experiences in familiar situations. They use textual resources including awareness of stages of the generic structure of texts, patterns of simple sentence, words, letters, images, sounds and voice. They identify similarities between textual representations and own experiences. Learning the language of social and cultural interactions (in SAE, home language or signed or augmentative communication) Cultural strand: Making meanings in contexts Needs adult help to join play and social situations. Needs frequent prompting and modelling from adults to use spoken, signed or augmentative strategies to express needs and feelings. With support and modelling from adults, is learning to use language to join play and social situations. Participates in discussions about the language used to express needs and feelings at school. Often needs prompting to remember to use language rather than physical strategies to express needs and feelings. Uses some language strategies to join play and social situations, e.g. “Are you making a boat? I’ll help”. Can use a range of spoken, signed or augmentative strategies to express needs and feelings, sometimes with prompting from an adult or another child. Independently uses a range of spoken, signed or augmentative strategies to join play and social situations. Uses language to interact and collaborate with one or more children on projects and activities. Can use language to express needs and feelings independently. Uses language to help other children settle conflict and join play. Cu 1.1 When speaking, students: construct brief texts for a small range of purposes maintain a topic in a brief text by drawing on personal experience or knowledge of familiar texts ask questions to clarify information and to gain additional information communicate with and interact in small groups in familiar social situations experiment with different
resources including awareness of stages of the generic structure of texts, patterns of simple sentence, words, letters, images, sounds and voice. They identify similarities between textual representations and own experiences. Using written language to convey meaning Cultural strand: Making meanings in contexts Observes teacher and other children discussing and making texts to communicate with others, record ideas and events, e.g. asks questions such as “What’s that for?” Participates in supported communication experiences using different mediums, e.g. drawing, role-play, sound effects, gestures. Role plays writing, e.g. uses scribble, letter-like shapes, numbers, keyboards to create objects for play, such as menu, lists, messages, emails. May “read” own writing. The message may not be constant each time. () Experiments with ways to communicate to others — speaking, writing, finger spelling, drawing, using gestures and facial expressions, construction. Can differentiate between writing and drawing. () Understands that shaping and writing are useful and purposeful activities, e.g. suggests a need for written instructions for the class on how to use a new resource; draws the design of a block building so it can be built again. Uses body movement, sound, and 2- and 3-dimensional representations to communicate meaning, e.g. creates a puppet show with support; engages in dramatic play. Identifies a number of ways to communicate, e.g. through writing, typing an email, drawing or illustration, dramatic play, construction, creating sound effects. Is able to suggest the appropriate text for a particular purpose, e.g. list for excursion; letter to parents; email to contact the museum; story for imagining. Chooses an appropriate medium or combination of mediums for communicating for a specific purpose, e.g. makes signs and costumes and uses music for a circus grand parade. Cu 1.3 When writing and shaping, students: construct texts with a small range of familiar cultural purposes maintain a topic construct texts for a small range of familiar supportive audiences use a small range of familiar paper and electronic texts to communicate. Learning to encode meanings Operational strand: Using language systems Shows an interest in familiar texts, e.g. grocery cartons, Makes a card, traffic sign, writes a list, creating an Discusses dominant features of familiar texts during shared Demonstrates increased understanding of what the Op 1.3 When writing and shaping,
e.g. plink, plonk; whizzle, frizzle; cock-a-doodle-do Hears and identifies some initial consonants in words especially own name. Experiments with using letters and numbers on the keyboard to produce something on screen. Copies letters, numbers and words, although sometime confusing the direction of letters and numbers, e.g. writing them backwards or upside down. Can identify when a word does not finish a rhyme, e.g. Humpty Dumpty sat on a wall, Humpty Dumpty had a big breakfast. Can identify the individual spoken words in a piece of written text, e.g. “Wombat stew”, “our school garden”. Can point to a letter or word when asked. Identifies a small number of letter names and their sounds, in scaffolded situations. Demonstrates an emerging understanding of some sound-letter relationships when writing. Uses some initial sound of words in their writing, e.g. “D M” ‘for “Dear Mum”. Can sometimes identify what is meant by “first” and “last” letter, “starts with”. Experiments with letters, words, symbols, drawings to write or shape simple texts. Writes left to right. Can identify where to start reading a text when asked, i.e. the first word in a text. Can separate familiar single syllable words into onset and rime, e.g. c-at, b-at, h-at. Can identify letters by name and shape. Can match most common sounds to letters. Can form most lower and upper case letters. Knows how to use an alphabet chart. Can write several of the sounds in words they write, relying on most obvious sounds, e.g. “Wok Lk A GrLA”. () Can assign letters to first, last and some medial sounds. May use capital letters and full stops more accurately. Usually writes letters, numbers, words and sentences, left to right, top to bottom. () Uses one-to-one correspondence between spoken and written words. () Spells a small number of words accurately relying on visual memory plus associations. Usually leaves a space and simple endings.
about having/needing “more”. Plays randomly with materials and resources available. (A6) collections and assigns numbers at random. Recognises a need for “more” items without knowing exactly how many. () Experiments with combining objects and parts to make a whole, e.g. a jigsaw, a Mobilo truck. Identifies collections with exaggerated differences for “more” or “less”, e.g. compares collections of 50 to collections of two or three. () Represents the quantities of small collections in different ways, e.g. makes five playdough snakes; finds five things to eat for lunch. Recognises the required number of items needed to complete a planned task. Recognises parts of a whole, e.g. a slice of cake, a bit of an apple, parts of a construction, parts of the body. With support, counts to identify the next number in a counting sequence. Makes collections of different quantities and identifies the number of objects. () Compares small collections to identify which has “more” or “less” using one-to-one correspondence. () Identifies the quantity of a collection and represents it in different ways, e.g. drawing, labelling using numerals or words, making different collections of the same quantity. Uses knowledge of a whole and its parts to put together and take apart objects, e.g. construction, puzzles, patterns, sequences in routines. N 1.2 Students identify and solve addition and subtraction problems involving small whole numbers. N 1.3 Students identify and describe equal groups and equal sharing within everyday situations. Investigating and communicating ideas about money Observes other children pretending to exchange money in play. With prompts, gives money to people in play situations, for the exchange of goods and services. Imitates exchange processes as part of play. Identifies a random monetary cost for the exchange of goods or services. (B 10) Recognises the difference between coins and notes. (B 10) Investigating and communicating ideas about attributes of objects and collections Mathematics: Measurement, space
Becoming aware Exploring Making connections Applying Links to Level 1 With explicit support, the child identifies problems and randomly experiments with ways to find personal solutions to problems. With support, the child uses a small range of thinking strategies and experiments with ways to solve problems in familiar situations. With prompts, the child draws on their own experiences to identify relevant thinking strategies and plans ways to solve problems in familiar situations. The child uses and discusses a small range of thinking strategies and solves problems individually or collectively in a range of familiar situations. Thinking is developed through all of the key learning area syllabuses. Using thinking processes With explicit support, shows interest in discussions about situations, actions and relationships of personal interest, e.g. “I kicked the ball and it went high” or discusses why another child cried when hosed or why their bag won’t close. With support, observes and discusses obvious relationships by: comparing, e.g. “My shirt is the same colour as yours”. exploring cause and effect relationships, e.g. pours water on a wilting plant and observes change. exploring part-whole relationships, e.g. explores how to put pieces together in a puzzle or combine materials in a collage. With prompts, asks questions about and explores possible explanations for relationships by: comparing and contrasting, e.g. the weight or speed of objects. inferring relationships e.g. “I’m sweating because I’m hot”. observing/predicting cause and effect relationships e.g. “The blocks were crooked, so the building fell down”. observing part-whole relationships, e.g. combines shapes pieces to make a picture or labels objects used in a box construction. Explores alternative explanations for relationships by: comparing and contrasting, e.g. “Your ramp is the same as my bridge, but my ramp slopes down — it’ll` still help the trucks get across the river”. making inferences, e.g. asks whether it rained or whether the sprinkler has been on because the grass is wet. predicting and considering cause and effect relationships, e.g. “Why did the heavy ball leave a deeper hole than the tennis ball when we dropped it in the sand?” considering part-whole relationships, e.g. combines the same pieces of a construction set to create two different machines or identifies that two different patterns use the same objects in different sequences.
Asks questions to clarify understandings. With support, follows suggestions for how to plan and makes simple choices from a small range of familiar options, based on personal interest, e.g. follows directions to gather materials needed for a task or chooses from two play choices. Makes simple plans and chooses materials and actions, asking for help when needed, e.g. “I’m going to make a box castle; I’ll need some boxes, sticky-tape and paint. I’ll need paper for the flags”. Initiates plans, chooses familiar materials and processes, follows through plan, and, with support evaluates plans and considers some alternatives. Gathers information and explores information sources, including using communication and information technology, in collaboration with others, e.g. finds out how to use a tape player and tapes a song. With some prompts, makes links between prior experiences and familiar information to help solve a problem, manage a task, choose an action/material. Participates in collaborative plans — gathers, organises, uses and begins to evaluate information gathered from familiar sources, e.g. web page, book and asking an adult. In familiar contexts, transfers information and understandings to solve new problems, manage new tasks and select appropriate actions and materials.
world and phenomena in everyday language, e.g. “That’s slippery.” “One’s green and one’s red.” understandings of the immediate natural world, e.g. “That flower is tipping over” when looking at a wilting flower. about the natural world. With prompts, selects ways to represent understandings about the natural world in different ways, e.g. through discussion, drawing, dictating/writing, using a simple diagram or graph or making a construction. the natural world and phenomena, e.g. after experimenting with the effect of placing whole eggs in vinegar suggests that vinegar would make seashells rubbery too. Describes, represents and compares different understandings about the natural world and phenomena, e.g. draws a series of pictures to represent changes in a growing plant or helps to make a list of possible explanations for the ways differently shaped objects move. thinking about natural phenomena. 1.3 Students illustrate different ways that applications of science affect their daily lives. D 1.4 Students make generalisations from observations made during an investigation. Active learning processes: Investigating technology Learning statement: Children think and enquire by investigating technology and considering how it affects everyday life. Becoming aware Exploring Making connections Applying Links to Level 1 With explicit support, the child talks about the information and communication technologies (ICTs, products, processes, etc.) that they randomly explore in the learning environment. With support, the child experiments with different technologies and, talks about some of the purposes they serve at home or in the learning environment. With prompts, the child uses familiar technologies and talks about how these technologies help them to learn, play or live at home or in their communities. The child uses some available technologies for personal or learning needs, and talks about how these technologies might work, or help people in their communities. Technology — technology practice Students gather information from familiar environments, generate design ideas and communicate these through experimentation, play and pictures. They make products and describe the production procedures used. Students express opinions about their own and others’ design ideas
purposes in the learning environment. out familiar tasks. Active learning processes: Investigating environments Learning statement: Children think and enquire by investigating features of, and ways to sustain, environments. Becoming aware Exploring Making connections Applying Links to Level 1 With explicit support, the child makes personal comments about features of their school or home environment. With support, the child investigates the features of a range of familiar environments and shares personal ideas about them. With prompts, the child investigates and compares features of familiar environments and collaborates on ways to care for them. The child investigates familiar environments and discusses simple plans to help sustain them. SOSE: Place and space Students understand the relationship between themselves and elements of familiar environments and can participate in caring for a place they use. They also understand ways in which information about their local environment can be represented and can reflect on personal actions in a significant place. Identifies features of personal interest in their familiar environment, e.g. talks about the features of their home. Uses understanding about maintaining their home and school environments experimentally in their play, e.g. clearing the dirty dishes in the classroom coffee shop. Represents familiar places symbolically through drawings, models and constructions. Is beginning to show a desire to care for people, objects and living things in the immediate environment, e.g. asks if it is their turn to feed the class guinea pigs; suggests that others use a rubbish bin when they are looking for a place to put unwanted paper. In discussions, identifies ways to take care of people, objects and living things in the home, learning and community environment. With prompts, willingly Shares and represents ideas and feelings about caring for the home, classroom and community environment, e.g. makes a poster showing which types of household junk can be recycled. In discussions, questions some practices used to maintain home, classroom and community environments, e.g. “I saw rubbish in my drain, that’s not good for the fishes”. Contributes to collaborative plans and actions for caring SOSE PS 1.1 Students match relationships between environmental conditions and people’s clothes, food, shelter, work and leisure. PS 1.2 Students make connections between elements of simple ecosystems. PS 1.3 Students participate in a cooperative project to cater for the needs of living things.
and ways to combine material. () collaboratively constructed set of features — boats must be light to float, must stay up, must have a mast etc. explain their experiences, feelings, ideas and observations through making images and objects. VA 1.3 Students describe elements and concepts in a variety of images and objects. ME 1.1 Students combine images, sounds and words to communicate. Technology TP 1.2 Students generate design ideas and communicate these through experimentation, play and pictures. TP 1.3 Students make products that are meaningful to them, and describe their production procedures. Ways to represent With explicit support, copies ways of representing ideas creatively that they have observed others use, e.g. makes swirls for a map or makes a snake and a ball with dough after the teacher models. With explicit support, listens to and responds to music, singing and musical games, With support, begins to try out different ways to represent ideas, experiences and possibilities, e.g. draw, construct, model, make a diagram or map, role-play, move to music; tape recording everyday sounds or voice. () With support, joins in simple singing and musical games. With some prompts, experiments with using different ways to imaginatively represent experiences, ideas and designs, e.g. flapping their arms to represent a bird flying; making birds out of clay; using different textured materials to represent bird feathers. Experiments with using different ways to imaginatively represent experiences, ideas and designs, e.g. experiments with different materials when making props for role-play — creates masks that show the differences between two characters; experiments with using a range of movements The Arts ME 1.1 Students combine images, sounds and words to communicate. DR 1.1 Students create and accept roles while participating in dramatic play. Technology