<html><head></head><body>By the end of Foundation Level A, students demonstrate the following skills in English.</body></html>

Achievement standard – Foundation Level A

Content descriptions – Foundation Level A

use their preferred communication modality to accept or reject an object, action or activity

Language for interacting with others

attend to images in print and digital texts

Text structure and organisation

respond to familiar objects, actions or activities being named

Language for expressing and developing ideas

Language

demonstrate shared attention when responding to texts by Aboriginal and Torres Strait Islander authors and illustrators and a range of Australian and world authors and illustrators

Literature and contexts

attend to and explore a range of literary texts

Engaging with and responding to literature

Literature

use their preferred communication modality to gain attention or express comfort and discomfort

Interacting with others

respond to environmental sounds and familiar spoken, written or signed words

Phonic and word knowledge

participate in the shared creation of texts

Creating texts

Literacy

English

The English curriculum is organised under 3 interrelated strands: Language, Literature and Literacy. While each strand articulates the essential skills of English, they should be seen as interlinked and interconnected. Together, the 3 strands focus on developing students’ knowledge, understanding and skills in listening, speaking, reading, viewing and writing. The English curriculum is underpinned by the selection of texts appropriate for the level.&nbsp;
The achievement standards explicitly link together skills drawn from the 3 strands, and map these directly into the sub-strands. Unlike the strands, the achievement standards are organised through the language modes of Speaking and Listening, Reading and Viewing, and Writing. Further information about the connections between the content descriptions and the achievement standards can be found in the ‘Learning in English’ section.
At Foundation Level A, learning in English builds on each student’s preferred communication modality, prior knowledge and experiences. Students show increasing interest in the world around them and begin to interact with others. Meaning is attributed to students’ actions, gestures, vocalisations and mannerisms, which are treated as communication and interpreted and responded to by others. Students participate in learning activities and experiences that build independence.
Students begin to make connections between language and context. They use their preferred communication modality to support having their needs met, gain attention, and accept or reject preferred objects, actions or events. Adults and peers act as communication partners, modelling and reinforcing language and literacy in context. Students become more intentional in their actions and verbal and/or non-verbal communication, responding to their immediate environment with increasing independence.
Through access to a text-rich environment, students demonstrate an interest in and engage with a variety of spoken, print and digital texts, including a range of literature that expands and reflects their world. Literary texts that support and enable students to become readers include simple, tactile and authentic texts; predictable texts; stories; visual displays and environmental print. These texts involve simple sequences of events and everyday happenings with recognisable, realistic or imaginary characters. Informative texts present a small amount of new content about familiar topics of interest.
Students participate in shared reading, viewing and storytelling of a range of spoken, print, digital and multimodal texts including traditional oral texts, picture books, stories, rhyming verse, poetry, non-fiction, film, songs and dramatic performances. Their learning opportunities are enriched through the shared reading and/or viewing of a wide range of literary texts. These texts include the narrative traditions and literature of Aboriginal and Torres Strait Islander Peoples, and classic and contemporary literature from Australian and world authors, including texts from and about Asia.
At Foundation Level A, students build their interaction and communication skills. They participate in writing activities such as the shared creation of&nbsp;short narrative and informative texts, which may include pictorial representations, statements, performances and recounts, for a small range of purposes and audiences.

Level description – Foundation Level A

Foundation Level A

<html><head></head><body><div class="tex2jax_process"><a id="178461" class="achievement_standard_extract" href="79849f11-7aa4-48fc-ab23-dcddff9cf8f3;&amp;24a681a8-ec9f-46c8-a22f-07f843b70077;&amp;ae753c92-0ae3-4f1f-afd2-2d69c9808e52;&amp;e04aad60-00b4-47f3-9d21-ee0e7aac2950;&amp;a850d710-879c-42af-a1c9-03745b5e019a;&amp;" type="%3Cp%3E%3Cspan%3EWhen%20interacting%20with%20others,%20students%20use%20their%20preferred%20communication%20modality%20to%20express%20immediate%20needs.%20They%20briefly%20engage%20in%20shared%20attention%20and%20use%20their%20preferred%20communication%20modality%20to%20attract%20attention%20or%20continue%20an%20action.%3C/span%3E%3C/p%3E">When interacting with others, students use their preferred communication modality to express immediate needs. They briefly engage in shared attention and use their preferred communication modality to attract attention or continue an action.</a>
<a id="178466" class="achievement_standard_extract" href="79849f11-7aa4-48fc-ab23-dcddff9cf8f3;&amp;24a681a8-ec9f-46c8-a22f-07f843b70077;&amp;e90f2e75-d4b8-4567-9a1e-8d850904cfe5;&amp;" type="%3Cp%3E%3Cspan%3EThey%20use%20their%20preferred%20communication%20modality%20to%20demonstrate%20preferences%20through%20the%20acceptance%20or%20rejection%20of%20familiar%20objects%20or%20activities.%3C/span%3E%3C/p%3E">They use their preferred communication modality to demonstrate preferences through the acceptance or rejection of familiar objects or activities.</a></div></body></html>

Speaking and Listening

<html><head></head><body><a id="178471" class="achievement_standard_extract" href="79849f11-7aa4-48fc-ab23-dcddff9cf8f3;&amp;6f49c869-3198-44c6-afd7-812ee937d304;&amp;24a681a8-ec9f-46c8-a22f-07f843b70077;&amp;ae753c92-0ae3-4f1f-afd2-2d69c9808e52;&amp;e04aad60-00b4-47f3-9d21-ee0e7aac2950;&amp;0dec8e9a-6662-4e23-9679-d28c2c1dc2b1;&amp;" type="%3Cp%3EWhen%20listening%20to%20and/or%20viewing%20print%20and%20digital%20texts,%20students%20engage%20with%20a%20range%20of%20different%20types%20of%20texts%20and%20respond%20by%20attending%20to%20and%20exploring%20images,%20sounds%20and/or%20sensory%20experiences%20related%20to%20texts.%3Cbr%3E%3Cbr%3EThey%20demonstrate%20interest%20in%20texts%20and%20engage%20for%20brief%20periods%20when%20having%20a%20book%20or%20other%20text%20read%20to%20them.%3C/p%3E">When listening to and/or viewing print and digital texts, students engage with a range of different types of texts and respond by attending to and exploring images, sounds and/or sensory experiences related to texts. They demonstrate interest in texts and engage for brief periods when having a book or other text read to them.&nbsp;</a>
<a id="178476" class="achievement_standard_extract" href="79849f11-7aa4-48fc-ab23-dcddff9cf8f3;&amp;ae753c92-0ae3-4f1f-afd2-2d69c9808e52;&amp;e04aad60-00b4-47f3-9d21-ee0e7aac2950;&amp;" type="%3Cp%3E%3Cspan%3EThey%20respond%20to%20letters%20and%20their%20sounds,%20and%20to%20vocabulary%20used%20in%20reference%20to%20objects%20and%20activities%20that%20are%20familiar%20or%20of%20personal%20interest.&nbsp;%3C/span%3E%3C/p%3E">They respond to letters and their sounds, and to vocabulary used in reference to objects and activities that are familiar or of personal interest.</a>&nbsp;</body></html>

Reading and Viewing

<html><head></head><body><a id="178481" class="achievement_standard_extract" href="24a681a8-ec9f-46c8-a22f-07f843b70077;&amp;ae753c92-0ae3-4f1f-afd2-2d69c9808e52;&amp;0dec8e9a-6662-4e23-9679-d28c2c1dc2b1;&amp;e90f2e75-d4b8-4567-9a1e-8d850904cfe5;&amp;8a09cd44-4ad9-4037-8200-d997ad8a7985;&amp;" type="%3Cp%3E%3Cspan%3EWhen%20creating%20texts,%20students%20demonstrate%20short%20periods%20of%20shared%20attention%20and%20participate%20in%20the%20joint%20construction%20of%20text.&nbsp;%3C/span%3E%3Cbr%3E%3Cbr%3E%3Cspan%3EThey%20manipulate%20a%20range%20of%20tools%20to%20make%20marks.%3C/span%3E%3C/p%3E">When creating texts, students demonstrate short periods of shared attention and participate in the joint construction of text.&nbsp; They manipulate a range of tools to make marks.</a></body></html>

Writing

<html><head></head><body>By the end of Foundation Level A, <a id="178286" class="achievement_standard_extract" href="d10e64a9-cb79-4e34-96a8-215903f4f26f;&amp;f44718ad-cd19-47e2-8230-78ca85d771bc;&amp;d12de287-1470-425b-ab61-933a719aabd9;&amp;5993d8f1-6ae6-4297-bc28-6e98d6fcde90;&amp;feb6445b-01bd-49f9-b8a3-cfea13ff62e3;&amp;" type="%3Cp%3E%3Cspan%20lang=%22EN-US%22%3Estudents%20participate%20in%20and%20respond%20to%20structured%20learning%20experiences,%20including%20counting,%20sharing,%20and%20adding%20and%20taking%20away%20from%20collections,%20in%20practical%20situations.%3C/span%3E%3C/p%3E">students participate in and respond to structured learning experiences, including counting, sharing, and adding and taking away from collections, in practical situations.</a>&nbsp;
<a id="178356" class="achievement_standard_extract" href="761e1465-0fc1-4ac7-ac65-cc86e156cb92;&amp;" type="%3Cp%3E%3Cspan%3EStudents%20respond%20to%20cause-and-effect%20experiences.%3C/span%3E%3C/p%3E">Students respond to cause-and-effect experiences.</a>&nbsp;
<a id="178361" class="achievement_standard_extract" href="e9156f4d-a725-4646-a140-13d5aa0cb7a1;&amp;" type="%3Cp%3E%3Cspan%20lang=%22EN-US%22%3EStudents%20participate%20in%20and%20respond%20to%20measurement%20activities%20through%20structured%20routine%20and%20non-routine%20activities%20and%20events%20during%20the%20school%20day%3C/span%3E%3Cspan%3E.%3C/span%3E%3C/p%3E">Students participate in and respond to measurement activities through structured routine and non-routine activities and events during the school day.</a>
<a id="178366" class="achievement_standard_extract" href="a776b93f-ec25-424e-b85a-c05ff2770b5f;&amp;" type="%3Cp%3E%3Cspan%3EStudents%20observe%20and%20experience%20shapes%20and%20objects%20and%20respond%20to%20the%20sorting%20and%20naming%20of%20them.%3C/span%3E%3C/p%3E">Students observe and experience shapes and objects and respond to the sorting and naming of them.</a> <a id="178371" class="achievement_standard_extract" href="4509580d-b32a-4942-9504-ded697f7e293;&amp;" type="%3Cp%3E%3Cspan%3EStudents%20respond%20when%20the%20position%20of%20their%20body%20changes,%20and%20when%20they%20move%20to%20a%20different%20environment.%3C/span%3E%3C/p%3E">Students respond when the position of their body changes, and when they move to a different environment.</a></body></html>

respond to number names and representations of number

responding to the use of number names and numerals in stories, songs and music; for example, showing interest when listening to counting in books or interacting with numbers and quantities of objects in sensory tubs

touching or feeling objects as they are being counted; for example, touching objects as they are lined up in order or touching tactile (sandpaper) numbers while they are being named

participating in movement activities such as counting when walking up steps, walking over sensory pads or moving fingers while they are being counted

respond to changing collections of objects 

tracking groups of objects; for example, following an object or group of objects with their eyes or through gesture

responding to significant disparity in collections of motivational objects; for example, vocalising excitement when shown 20 cars compared to 1 car or when motivational items are covered to represent ‘all gone’

vocalising or gesturing when objects appear; for example, making a noise when shown a preferred object, reaching towards a group of their favourite items when presented, or vocalising or gesturing when playing peekaboo and a face appears

vocalising or gesturing when familiar objects are taken away; for example, gesturing towards a sensory object when it is taken away or when a familiar person leaves a space

respond to counting, comparing and labelling of collections

responding to the use of number names and number sequences in everyday routines and activities; for example, participating in counting the number of classmates at school, or vocalising or gesturing when objects are counted as they are being packed away

participating in modelled rote counting through songs, stories and activities; for example, participating in role-playing in the song ‘Ten little monkeys jumping on the bed’ or ‘Five little ducks’, or experiencing modelled counting when being pushed on the swing

participating in modelled counting, using one-to-one correspondence; for example, touching each cup of flour as it is added into a bowl or touching each pompom as it is counted in a line

respond to practical situations involving addition and subtraction of collections with physical and virtual materials 

responding to a familiar object being removed or added from a collection; for example, using gestures or vocalisations to indicate a change when the adult says ‘all gone’, ‘no more left’, ‘another one’, ‘give me more’ or ‘finished’

participating in objects or groups of objects being subtracted from a collection to make none; for example, putting away all the pencils to leave none or posting letters in a letterbox until there are none left

participating in objects or groups of objects being added to a collection; for example, adding 3 flowers to a vase with 2 flowers

assisting in adding or taking away one object from a collection; for example, touching or gesturing at the object that will be removed

participating in situations that involve simple money transactions; for example, using a group of one-dollar coins or notes to ‘pay’ for physical items

respond to sharing objects or a collection equally, in practical situations

participating in objects being equally distributed and shared; for example, assisting to distribute objects while an adult uses modelled phrases such as ‘one each’, ‘two for everyone’ or ‘one for you and one for me’

assisting in distributing objects to or sharing objects with others in everyday situations; for example, handing out a writing implement to each student from a collection of writing implements or sharing muffins with each class member after a cooking lesson

participating in the modelled partitioning or combining of collections of objects; for example, vocalising or gesturing as the teacher partitions counters using a ten-frame while saying ‘We have 6 counters altogether: there are 4 in this group and 2 in that group’

Number

participating in using objects that generate an immediate effect upon an action; for example, using musical instruments, touch-sensitive lights, crinkly materials, pull-and-push toys, and adapted switch toys or appliances

experiencing a repeating pattern on textured material; for example, rolling over a series of bumps or feeling a repeating pattern on objects with different textures

using an instrument such as a drum or triangle to make a repeating sound

participating in mark-making; for example, making lines or dots using paint, marker pens or a digital device

Algebra

respond to routine and non-routine events during the school day

responding to a routine or non-routine event by demonstrating a change in body language or facial expression or through vocalisation; for example, looking towards their lunchbox when brought out during mealtime, or responding to a change or disruption to a daily routine or event such as a wet-weather timetable or an incursion

participating in everyday events and their associated visual, equipment and sensory elements; for example, indicating a preference for a known activity through vocalisation or gesture, or looking towards a lunchbox when paired with a symbol, object and single word in response to the teacher saying ‘lunchtime’

responding to routine school events; for example, gesturing or vocalising in response to teacher statements such as ‘Today is Monday. We have swimming after lunch’ or ‘It is recess. Get your morning tea’, or looking at the ‘then’ item on a ‘first-then’ board

Measurement

respond to shapes and objects in their environment

participating in exploring shapes and objects; for example, feeling the curved edge of a circle compared to the straight edges of a rectangle, tracing the outline of the shapes

responding to the naming of different two-dimensional shapes; for example, looking at the corresponding object or picture symbol when it is named

assisting in sorting shapes and objects by a single attribute; for example, gazing or gesturing when objects are sorted by colour or shape

responding to objects that indicate routine activities; for example, vocalising when presented with a hat to be worn outside for playtime

respond to movement of objects, people or self within a familiar space

participating in activities where there is a change of location or position; for example, exploring the concepts of ‘inside’ and ‘outside’ during structured activities

responding when participating in activities where there is a change of movement or body position; for example, vocalising when they move towards or away from an object

responding when participating in changes of location of objects or their body position; for example, responding to directions, statements or questions from familiar people (‘Arms up’, ‘I am moving your bag’, ‘Where did it go?’) or when they move from one place to another

gesturing at, reaching for or looking for a desired object by moving their head or body for a better view; for example, tilting their head towards a preferred object

Space

Mathematics

In Foundation Level A, learning in Mathematics builds on each student’s daily experiences. Students engage in a range of approaches to the learning and doing of mathematics that encourage their awareness of mathematical concepts, skills, procedures and processes and that support the establishment of cause and effect and intentional responses. Through multiple exposures and repetition within their daily lives and routines, students become aware of the environment around them and respond to changes within that environment.
Students develop awareness of and positive dispositions towards mathematics and its use as they:&nbsp;
<ul>
<li>experience number in their environment and experience physical and virtual materials that build awareness of the number names and quantities</li>
<li>respond and communicate with beginning intention, as they encounter situations and observe objects and situations</li>
<li>engage, initiate and refine their responses towards mathematical experiences</li>
<li>develop awareness and recognition of familiar people and routine activities</li>
<li>respond to situations and events that occur regularly and routinely, developing a sense of sameness and routine patterns</li>
<li>respond to personally relevant and familiar events that routinely involve activities and actions such as comparing, adding, removing, sharing, placing and moving.</li>
</ul>

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