Students develop ethical understanding as they learn to recognise and understand matters of ethical concerns, make reasoned judgements and, in so doing, develop a personal ethical framework. develop their social and cultural heritage through engagement with Elders and community members Historical Skills Perspectives and interpretations Explanation and communication Languages:(to be developed) Languages Shape Paper, January 2011 (p. 7): The Australian Curriculum: Languages recognises the unique status of Aboriginal and Torres Strait Islander languages as the languages of the first peoples of Australia. The Australian Curriculum: Languages recognises Australia’s distinctive and dynamic migration history. come to appreciate the economic, political and cultural interconnections that Australia has with the region KC 4: Children learn to interact in relation to others with care, empathy and respect Evidence example: reflect on their actions and consider consequences for others. Early Years Learning Framework Australian Curriculum EYLF Outcomes Melbourne Declaration Goals Discipline/Learning Area General Capability Cross-curriculum Priority Outcome 2: Children are connected with and contribute to their world Key component (KC) 1: Children develop a sense of Goal 2: Active and informed citizens: act with moral and ethical integrity appreciate Australia’s Civics and citizenship (to be developed) Geography (to be developed) Personal and social competence: … making responsible decisions and working effectively in teams. Aboriginal and Torres Strait Islander histories and cultures Asia and Australia’s engagement with Asia
belonging to groups and communities and an understanding of the reciprocal rights and responsibilities necessary for active community participation social, cultural, linguistic and religious diversity … understand and acknowledge the value of Indigenous cultures possess the knowledge, skills and understanding to contribute to reconciliation work for the common good are responsible local and global citizens. Languages (to be developed) Intercultural understanding: Students learn to respect their own cultures and beliefs and those of others. Ethical behaviour: This includes acting with integrity and regard for the rights of others; and having a desire and capacity to work for the common good. KC 2: Children respond to diversity with respect Evidence examples: notice and react in positive ways to similarities and differences practice inclusive ways of achieving coexistence KC 3: Children become aware of fairness Sustainability … to allow young people to develop an appreciation of the need for more sustainable patterns of living, and to build capacities for thinking, valuing and acting necessary to create a more sustainable future. KC 4: Children become socially responsible and show respect for the environment Early Years Learning Framework Australian Curriculum EYLF Outcomes Melbourne Declaration Goals Discipline/Learning Area General Capability Cross-curriculum Priority
Outcome 3: Children have a strong sense of wellbeing KC 1: Children become strong in their social and emotional wellbeing Evidence examples: make choices, seek out and accept new challenges, manage change assert their capabilities and independence while demonstrating of the rights and needs of others Goal 2: Confident individuals: have a sense of optimism about their lives and the future—are enterprising, show initiative and use their creative abilities have the knowledge, skills, understanding and values to establish and maintain healthy satisfying lives relate well to others and form and maintain healthy relationships Health and physical education (to be developed) Personal and social competence: … recognising and regulating their emotions, establishing positive relationships … … making responsible decisions … KC 2: Children take increasing responsibility for their own health and wellbeing Evidence examples: happy, healthy, safe and connected to others demonstrate spatial awareness … moving around environments confidently Mathematics: Foundation Year Content Descriptions Measurement and Geometry Shape Location and transformation Early Years Learning Framework Australian Curriculum EYLF Outcomes Melbourne Declaration Goals Discipline/Learning Area General Capability Cross-curriculum Priority Outcome 4: Goal 2: Science: Foundation Year Critical and creative Sustainability:
Children are confident and involved learners KC 1: Children develop dispositions such as curiosity, cooperation, confidence, creativity Confident individuals: embrace opportunities, make rational and informed decisions about their own lives and accept responsibility for their own actions. Content Descriptions Science Understanding Living things have basic needs Objects are made of materials that have observable properties Daily and seasonal changes … affect everyday life The way things move depends on a variety of factors … Science as human endeavour Nature and development of science: Science involves exploring and observing the world using the senses Science inquiry Skills Questioning and predicting Planning and conducting Processing and analysing data and information Communicating thinking: Students develop creative and critical thinking as they learn to generate and evaluate knowledge, ideas and possibilities and use them in combination when seeking new pathways and solutions. … young people … build capacities for thinking, valuing and acting necessary to create a more sustainable future. KC 2: Children develop a range of skills and processes such as problem solving, inquiry experimentation, hypothesising, researching and investigating Evidence examples: create and use representation to organise, record and communicate mathematical Goal 2: Successful learners: are creative, innovative and resourceful, and are able to solve problems in ways that draw upon a range of learning areas and disciplines are creative and productive users of technology, especially ICT
Mathematics: Foundation Year Content Descriptions Statistics and Probability Data representation and interpretation Proficiency strands Understanding Fluency Problem solving Reasoning ideas and concepts contribute constructively to mathematical discussions and arguments KC 3: Children transfer and adapt what they have learned ICT competence: Students develop ICT competence as they learn to use ICT effectively and appropriately when investigating, creating and communicating ideas and information at school, at home, at work and in their communities. KC 4: Children resource their own learning through connecting with people, place, technologies and natural and processed materials Early Years Learning Framework Australian Curriculum EYLF Outcomes Melbourne Declaration Goals Discipline/Learning Area General Capability Cross-curriculum Priority Outcome 5: Children are effective communicators KC 1: Children interact verbally and non-verbally with others … Evidence examples: demonstrate an increasing understanding of measurement and number use language to describe attributes of objects and Successful learners: have the essential skills in literacy and numeracy and are creative and productive users of technology, especially ICT, as a foundation for success in all learning areas English: Foundation Year Content Descriptions Language Language for interaction Literacy Interacting with others Mathematics: Foundation Year Content Descriptions Number and Algebra Patterns and Algebra Literacy: Students develop the skills to learn and communicate confidently … These skills include listening, reading and viewing, speaking writing, and creating print, visual and audio materials Numeracy: Students develop the skills and confidence to use mathematics at school and in their lives
collections explain mathematical ideas Measurement and Geometry Using units of measurement Statistics and probability Data representation and interpretation beyond school. KC 2: Children engage with a range of texts and gain meaning from these texts Evidence example: explore texts from a range of perspectives and begin to analyse their meanings Successful learners: are able to make sense of their world and think about how things have become the way they are English: Foundation Year Content Descriptions Language Text structure and organisation Literature Literature and context Responding to literature Examining literature Literacy Texts in context Interpreting, analysing evaluating Literacy: Students develop the skills to become effective individuals, community members, workers and citizens. KC 3: Children express ideas and make meaning using a range of media English: Foundation Year Content Descriptions Language Expressing and developing ideas Literature Creating literature Literacy Creating texts The Arts (to be developed) Literacy: These skills include listening, reading and viewing, writing, speaking and creating print, visual and audio materials accurately and purposefully in all learning areas. KC 4: Children begin to understand how symbols and English: Foundation Year Content Descriptions Numeracy: Numeracy is about students
pattern systems work Evidence example: notice and predict the patterns of regular routines and the passing of time Language Sound and letter knowledge Mathematics: Foundation Year Content Descriptions Number and Algebra Patterns and Algebra Measurement and Geometry Using units of measurement Statistics and Probability Data representation and interpretation engaging with whatever mathematical knowledge and skills are needed for understanding in all learning areas. KC 5: Children use ICTs to access information, investigate ideas and represent their thinking Successful learners Technologies: (to be developed) ICT competence: Students learn to use information and communication technology effectively and appropriately to access, create and communicate information and ideas, solve problems and work collaboratively in all learning areas at school and in their lives beyond school. Foundations for Learning: Relationships between the Early Years Learning framework and the Australian Curriculum December 14, 2011