Foundation

By the end of Foundation, students describe experiences, observations and feelings about the drama they encounter at school, home and in the community, identifying what they enjoy and why. They develop an understanding of characters and situations. Students use play, imagination, experimentation and selected dramatic elements to create drama. They make and share drama.

By the end of Foundation, students describe experiences, observations, ideas and feelings about media arts works they encounter at school, home and in the community. Students develop an understanding of media arts processes. They use play, imagination and experimentation with media arts processes to create media arts works. Students make and share media arts works to communicate their experiences and ideas.

By the end of Foundation, students describe the music they listen to at school, at home and in the community, identifying what they enjoy and why. Students sing with pitch awareness and respond to the beat and simple rhythm patterns. They explore contrasting sounds and improvise with them, using imagination and skills to create music. They sing and play instruments to communicate their experiences and ideas.

By the end of Foundation, students describe experiences, observations, ideas and feelings about artworks they encounter at school, home and in the community, identifying what they enjoy and why. They develop an understanding of visual arts conventions, skills and processes.

Students use play, imagination and experimentation with materials and processes to create artworks. They make and share artworks that communicate their experiences, observations and ideas.

By the end of Foundation, students identify similarities and differences between themselves and others. They name parts of the body and outline how their body is growing and changing. They demonstrate personal and social skills to interact respectfully with others. Students identify different emotions people experience. They identify protective behaviours and help-seeking strategies to help keep themselves safe. Students identify different types of health information and how it can be used in their lives.

Students apply fundamental movement skills to manipulate objects and space in a range of movement situations. They recognise the benefits of being physically active. Students use...

By the end of Level 2, students define places and describe natural and constructed features of places, including weather and seasons; the importance of people’s attachments to places; and how places can change and be cared for. Students identify and describe people’s interconnections with places in Australia and the world, both at local and broader scales.

Students ask geographical questions, and they collect, sort and record related information and data from observations and provided sources. They represent and describe the information collected to draw conclusions and make proposals. Students use sources and geographical knowledge and concepts, and share observations about...

By the end of Level 2, students identify continuity and change in personal, family and community life. They describe significant aspects of personal and family life, and of an individual, a site or an event in their community. They identify how changing technology has influenced the daily life of their families and close connections and in the wider community.

Students ask historical questions to investigate the past and sequence significant events in the past and in their lives in chronological order. Students identify the features and content of sources and the perspectives of people in the past and present. They...

By the end of Level 2, students identify the different sounds, tones and intonation patterns of the Chinese language by listening to and viewing a variety of texts. They compare these sounds and tones with other languages, noticing how pronunciation changes and discovering how languages are influenced by each other. They explore Chinese through play, first imitating sounds and tones, then replicating expressions and phrases, before producing responses using formulaic and familiar language. They recognise that Chinese is represented by Hanzi and Pinyin, and they can match these with words and images, and combine them to create meaning. They develop...

By the end of Level 2, students identify the different sounds and rhythms of the French language by listening to and viewing a variety of texts. They compare these sounds with other languages, noticing how pronunciation changes and discovering how languages are influenced by each other. They explore French through play, first imitating sounds and patterns, then replicating expressions and phrases, before producing responses using formulaic and familiar language. They recognise that French sounds are represented by letters, and they can match these with words, combining them in increasingly complex ways. They develop and expand their vocabulary, from simple sounds...

By the end of Level 2, students identify the different sounds and rhythms of the German language by listening to and viewing a variety of texts. They compare these sounds with other languages, noticing how pronunciation changes and discovering how languages are influenced by each other. They explore German through play, first imitating sounds and patterns, then replicating expressions and phrases, before producing responses using formulaic and familiar language. They recognise that German sounds are represented by letters, and they can match these with words, combining them in increasingly complex ways. They develop and expand their vocabulary, from simple sounds...

By the end of Level 2, students identify the different sounds and rhythms of the Indonesian language by listening to and viewing a variety of texts. They compare these sounds with other languages, noticing how pronunciation changes and discovering how languages are influenced by each other. They explore Indonesian through play, first imitating sounds and patterns, then replicating expressions and phrases, before producing responses using formulaic and familiar language. They recognise that Indonesian sounds are represented by letters, and they can match these with words, combining them in increasingly complex ways. They develop and expand their vocabulary, from simple...

By the end of Level 2, students identify the different sounds and rhythms of the Italian language by listening to and viewing a variety of texts. They compare these sounds with other languages, noticing how pronunciation changes and discovering how languages are influenced by each other. They explore Italian through play, first imitating sounds and patterns, then replicating expressions and phrases, before producing responses using formulaic and familiar language. They recognise that Italian sounds are represented by letters, and they can match these with words, combining them in increasingly complex ways. They develop and expand their vocabulary, from simple sounds...

By the end of Level 2, students identify the different sounds and rhythms of the Japanese language by listening to and viewing a variety of texts. They compare these sounds with other languages, noticing how pronunciation changes and discovering how languages are influenced by each other. They explore Japanese through play, first imitating sounds and patterns, then replicating expressions and phrases, before producing responses using formulaic and familiar language. They recognise that Japanese uses 3 scripts: Hiragana, Katakana and Kanji. They can match words with images and combine them to create meaning. They develop and expand their vocabulary, from simple...

By the end of Level 2, students identify the different sounds and rhythms of the Korean language by listening to and viewing a variety of texts. They compare these sounds with other languages, noticing how pronunciation changes and discovering how languages are influenced by each other. They explore Korean through play, first imitating sounds and patterns, then replicating expressions and phrases, before producing responses using formulaic and familiar language. They recognise that Korean sounds are represented by Hangeul, and they can match these with words and images, and combine them to create meaning. They develop and expand their vocabulary, from simple...

By the end of Level 2, students identify the different sounds and rhythms of the Greek language by listening to and viewing a variety of texts. They compare these sounds with other languages, noticing how pronunciation changes and discovering how languages are influenced by each other. They explore Greek through play, first imitating sounds and patterns, then replicating expressions and phrases, before producing responses using formulaic and familiar language. They recognise that Greek sounds are represented by letters of the Greek alphabet, and they can match these with words and images, combining them in increasingly complex ways. They develop...

By the end of Level 2, students identify the different sounds and rhythms of the Spanish language by listening to and viewing a variety of texts. They compare these sounds with other languages, noticing how pronunciation changes and discovering how languages are influenced by each other. They explore Spanish through play, first imitating sounds and patterns, then replicating expressions and phrases, before producing responses using formulaic and familiar language. They recognise that Spanish sounds are represented by letters, and they can match these with words, combining them in increasingly complex ways. They develop and expand their vocabulary, from simple sounds...

By the end of Level 2, students make and compare observations about the world around them. They describe situations in their lives where they ask questions about natural phenomena and use patterns from their observations to make scientific predictions.

Students group plants and animals based on observable features, and identify how living things meet their needs in the places they live. They explain how the features of plants and animals enable their survival. They describe the observable properties of the materials that make up objects. They provide examples of objects and mixtures that are made from a combination of materials,...

By the end of Level 2, students identify and describe the purpose of familiar products, services and environments. For each of the 4 Technologies Contexts sub-strands, they identify the features and uses of technologies, and create designed solutions. Students explore and select design ideas based on their personal preferences, and communicate these using simple models and drawings. Students follow sequenced steps to use tools and materials to safely produce designed solutions.

By the end of Level 2, students access and show familiarity with digital systems and use them for a purpose.

Students identify patterns and represent data in different ways. They use the basic features of common digital tools to create, locate and share content for an audience. Students share content and collaborate following agreed behaviours. They recognise and explain how digital tools may store their personal data online.

Students explain and solve simple problems. They follow and represent basic algorithms involving a sequence of steps, branching and iteration. Students explain how digital systems meet the needs of known users.

By the end of Level 2, students construct and use questions with a range of stems. They generate ideas and possibilities that are new to them and identify the strategy used. They describe personal responses to ideas and possibilities and identify how these influenced their thinking.

Students identify and use words that show reasons and conclusions and identify suitable examples to support claims when reasoning. They practise and use a range of simple general learning strategies and express and describe their thinking processes. Students propose a solution to a problem, describing how the solution was selected.

By the end of Level 2, students describe ethical concepts and associated behaviours using an example. They use examples to show why values, rights and responsibilities, and shared expectations are considered important, and they identify the influence of emotions and dispositions on ethical perspectives.

Students identify examples of situations involving disagreements about right, wrong, good, bad, better or worse, including reasons for disagreements. They identify examples of actions in response to these situations. They select an action and provide reasons for their decision, with reference to emotions, dispositions or consequences.

By the end of Level 2, students identify and describe ways in which culturally and worldview diverse individuals and families live. They identify and describe a range of ways to be respectful in intercultural experiences and identify and describe cultural diversity in familiar places.

By the end of Foundation, students identify emotions and their own and others’ responses in different situations and interactions. They recognise their own and others’ personal strengths and interests. They identify a range of strategies for supporting themselves and others when experiencing social, emotional and learning challenges, and recognise that attempting challenges and new experiences is an important part of their development.

Students identify different types of relationships and the skills for developing them, and describe behaviours that support inclusion and collaboration.