Early literacy Children become readers and viewers by using emerging understandings to predict and make meanings from a variety of written, visual and multimodal texts. Becoming aware Exploring Making connections Applying With explicit support, the child participates in experiences involving texts and draws on personal understandings to interpret a small range of familiar texts. With support, the child assigns personal meanings to symbol systems and interprets texts in personal ways in classroom contexts. With prompts, the child uses emerging reading and viewing strategies and understandings to interpret symbol systems and texts for personal and classroom purposes. The child uses shared understandings of symbol systems to interpret and make meaning from a range of familiar, simply structured text types. Children become writers and shapers by experimenting with emerging understandings of written, visual and multimodal texts to communicate meanings. Becoming aware Exploring Making connections Applying With explicit support, the child participates in writing and shaping experiences and draws on personal understandings to interpret their own or shared texts. With support, the child experiments with writing and shaping using approximations of conventional symbol systems for personal purposes. With prompts, the child uses emergent understandings of conventional symbol systems to write and shape texts for a small range of personal and classroom purposes. The child writes and shapes texts mainly using conventional symbol systems, for a range of personal and classroom purposes. Early mathematical understandings Early numeracy Children build early mathematical understandings about number, patterns & algebra, measurement, chance & data and space by: investigating and communicating ideas about quantities and their representations, and attributes of objects and collections investigating and communicating ideas about position, movement and direction investigating and communicating ideas about order, sequence and pattern. Becoming aware Exploring Making connections Applying With explicit support, the child participates in discussions about early mathematical ideas and sometimes uses modelled practices. With support, the child investigates early mathematical ideas by experimenting with objects, representations and modelled strategies to solve problems of personal interest. With prompts, the child investigates own and shared mathematical problems using familiar objects and representations, sometimes suggesting strategies needed to proceed. The child identifies and uses strategies to solve early mathematical problems and communicates about number, patterns & algebra, measurement, chance & data, and space.
Active learning processes Thinking Children think and enquire by generating and discussing ideas and plans and solving problems. Becoming aware Exploring Making connections Applying 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. Investigating the natural world Children think and enquire by: investigating their ideas about phenomena in the natural world developing shared understandings about these phenomena. Becoming aware Exploring Making connections Applying With explicit support, the child observes familiar natural phenomena and comments on them. With support, the child investigates familiar natural phenomena and discusses personal ideas about them. With prompts, the child investigates and describes their own and others’ ideas about the natural world and phenomena. The child investigates and makes predictions about familiar natural phenomena, and discusses personal and shared understandings about group investigations. Investigating technology Children think and enquire by investigating technology and considering how it affects everyday life. Becoming aware Exploring Making connections Applying With explicit support, the child talks about the 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 the 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. Investigating environments Children think and enquire by investigating features of, and ways to sustain, environments. Becoming aware Exploring Making connections Applying 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 initiates simple plans to help sustain them.