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

Achievement standard – Foundation Level B

Content descriptions – Foundation Level B

use their preferred communication modality to indicate a preference

Language for interacting with others

turn pages and identify the appropriate orientation of print and digital texts

Text structure and organisation

use their preferred communication modality to describe an object with a single gesture, symbol or word

identify a favourite image in print or digital text

recognise and name familiar objects, actions and activities

Language for expressing and developing ideas

Language

identify an event in literary texts by Aboriginal and Torres Strait Islander authors and illustrators and a range of Australian and world authors and illustrators

Literature and contexts

Engaging with and responding to literature

Examining literature

Literature

use their preferred communication modality to attend and respond to interactions with others

Interacting with others

identify some familiar images, symbols, letters or words in their environment

Phonic and word knowledge

use their preferred communication modality when listening to and/or viewing texts

Analysing, interpreting and evaluating

co-create short texts that record a single idea

use tools to create a variety of marks on a surface

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.&nbsp;
At Foundation Level B, learning in English builds on each student’s preferred communication modality, prior knowledge and experiences. Students attend and intentionally respond to interaction with others. They develop more consistent and intentional verbal and non-verbal communication when participating in learning activities and experiences that build independence.&nbsp;
Students make connections between language and context, and develop English knowledge, understanding, skills and processes through everyday experiences, personal interests and familiar events. They begin to develop understanding that spoken words or sounds, gestures, and written text or symbols are forms of communication to indicate a preference or idea, make choices and name familiar actions or events. Students respond to their immediate environment with increasing independence and communicate more intentionally and consistently with peers, teachers and familiar adults.&nbsp;
Students participate in activities and experiences that support and extend their learning, including the use of their preferred communication modality. Students begin to learn to follow simple instructions.
Through accessing 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. These texts support learning in English and across the curriculum. 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 new content about familiar topics of interest.
Students participate in shared reading, viewing and storytelling and learn to identify events in familiar stories using gestures, pictures, symbols and sounds. Literary texts that support and extend students as beginning readers include texts that develop early reading behaviours and extend their understanding of written texts. These include high-interest, predictable texts that present ideas about familiar topics and events using captions or simple sentences, known vocabulary, symbols and clear illustrations that strongly support the text. Their learning opportunities are enriched by a range of literary texts, including the narrative traditions and literature of Aboriginal and Torres Strait Islander Peoples, and classic and contemporary literature from a wide range of Australian and world authors, including texts from and about Asia.
Students begin to understand how books work. They may engage in role-play during shared reading experiences and respond when listening to and/or viewing rhymes, songs and texts.&nbsp;
At Foundation Level B, students co-create shared texts during structured learning opportunities. They may contribute their own ideas, or recount images, characters or events from a familiar text during shared writing experiences. They engage in writing activities by intentionally making marks using writing tools and materials.

Level description – Foundation Level B

Foundation Level B

<html><head></head><body><div class="tex2jax_process"><a id="178486" class="achievement_standard_extract" href="7f2a9d6c-0923-44f1-890a-9a506fdbfea1;&amp;27f464cf-6150-405a-aeac-288245762466;&amp;8a361958-513a-48b7-acb7-9d9b5e88ee8a;&amp;452f162e-73d3-4728-a091-f73339e3ef47;&amp;5dd8d7dc-48f8-4e7d-9341-2ede2c219419;&amp;" type="%3Cp%3E%3Cspan%3EWhen%20interacting%20with%20others,%20students%20communicate%20using%20their%20preferred%20communication%20modality.%20They%20can%20reliably%20accept%20or%20reject%20objects,%20actions%20or%20events.%3C/span%3E%3C/p%3E">When interacting with others, students communicate using their preferred communication modality. They can reliably accept or reject objects, actions or events.</a>&nbsp;
<a id="178491" class="achievement_standard_extract" href="7f2a9d6c-0923-44f1-890a-9a506fdbfea1;&amp;27f464cf-6150-405a-aeac-288245762466;&amp;6bb8890d-1bab-4b27-b882-6c77cf9b398f;&amp;1863518d-b115-4b1b-9aab-d9ef68ea4237;&amp;46599a2e-9106-47df-835c-aab29581e790;&amp;" type="%3Cp%3E%3Cspan%3EStudents%20attend%20and%20respond%20to%20interactions%20consistently.%20They%20use%20single%20objects,%20gestures,%20symbols%20or%20words%20to%20express%20ideas%20related%20to%20their%20immediate%20environment.%3C/span%3E%3C/p%3E">Students attend and respond to interactions consistently. They use single objects, gestures, symbols or words to express ideas related to their immediate environment.</a></div></body></html>

Speaking and Listening

<html><head></head><body><a id="178496" class="achievement_standard_extract" href="049b2151-fa3c-478b-9b46-a8bff0da6f5f;&amp;584fa7dd-7a92-4617-be05-7559ff6b4ca2;&amp;708335b2-9543-4d1a-a1de-c137c3e0f7f8;&amp;27f464cf-6150-405a-aeac-288245762466;&amp;8a361958-513a-48b7-acb7-9d9b5e88ee8a;&amp;1c01e917-4e7e-4f7f-84c3-58996e02facc;&amp;6bb8890d-1bab-4b27-b882-6c77cf9b398f;&amp;1863518d-b115-4b1b-9aab-d9ef68ea4237;&amp;cd7cb523-bf85-435d-ac58-0f1d66a5c856;&amp;" type="%3Cp%3E%3Cspan%3EWhen%20listening%20to%20and/or%20viewing%20print%20and%20digital%20texts,%20students%20engage%20with%20a%20range%20of%20different%20types%20of%20texts%20and%20identify%20an%20event%20in%20a%20story.%3C/span%3E%3Cbr%3E%3Cbr%3E%3Cspan%3EThey%20recognise%20familiar%20images,%20letters%20and%20words%20in%20their%20environment.%3C/span%3E%3C/p%3E">When listening to and/or viewing print and digital texts, students engage with a range of different types of texts and identify an event in a story. They recognise familiar images, letters and words in their environment.</a>
<a id="178501" class="achievement_standard_extract" href="7f2a9d6c-0923-44f1-890a-9a506fdbfea1;&amp;708335b2-9543-4d1a-a1de-c137c3e0f7f8;&amp;8a361958-513a-48b7-acb7-9d9b5e88ee8a;&amp;452f162e-73d3-4728-a091-f73339e3ef47;&amp;1c116752-03e6-4b49-b724-42d3854e9848;&amp;99dec775-c987-452f-bb3a-1eff201bce81;&amp;cd7cb523-bf85-435d-ac58-0f1d66a5c856;&amp;" type="%3Cp%3E%3Cspan%3EWhen%20demonstrating%20understanding%20of%20texts,%20students%20use%20their%20preferred%20communication%20modality%20to%20communicate%20single%20ideas%20or%20concepts%20without%20elaboration%20or%20detail.&nbsp;%3C/span%3E%3Cbr%3E%3Cbr%3E%3Cspan%3EStudents%20identify%20how%20text%20is%20organised%20for%20navigation%20by%20using%20features%20of%20a%20text,%20such%20as%20the%20appropriate%20orientation%20and%20turning%20pages.%3C/span%3E%3C/p%3E">When demonstrating understanding of texts, students use their preferred communication modality to communicate single ideas or concepts without elaboration or detail.&nbsp; Students identify how text is organised for navigation by using features of a text, such as the appropriate orientation and turning pages.</a></body></html>

Reading and Viewing

<html><head></head><body><a id="178506" class="achievement_standard_extract" href="584fa7dd-7a92-4617-be05-7559ff6b4ca2;&amp;708335b2-9543-4d1a-a1de-c137c3e0f7f8;&amp;27f464cf-6150-405a-aeac-288245762466;&amp;8a361958-513a-48b7-acb7-9d9b5e88ee8a;&amp;1c01e917-4e7e-4f7f-84c3-58996e02facc;&amp;6bb8890d-1bab-4b27-b882-6c77cf9b398f;&amp;1863518d-b115-4b1b-9aab-d9ef68ea4237;&amp;46599a2e-9106-47df-835c-aab29581e790;&amp;ed65777a-8656-4a78-916e-6c159f74c8f1;&amp;" type="%3Cp%3E%3Cspan%3EWhen%20co-creating%20and%20sharing%20short%20texts,%20students%20recount%20ideas%20by%20identifying%20an%20image,%20character%20or%20event%20in%20a%20preferred%20or%20known%20text.&nbsp;%3C/span%3E%3Cbr%3E%3Cbr%3E%3Cspan%3EStudents%20express%20ideas%20using%20their%20preferred%20communication%20modality.&nbsp;%3C/span%3E%3Cbr%3E%3Cbr%3E%3Cspan%3EThey%20participate%20in%20writing%20by%20intentionally%20making%20marks%20and%20repeating%20movements%20using%20writing%20tools%20and%20materials.%3C/span%3E%3C/p%3E">When co-creating and sharing short texts, students recount ideas by identifying an image, character or event in a preferred or known text.&nbsp; Students express ideas using their preferred communication modality. They participate in writing by intentionally making marks and repeating movements using writing tools and materials.</a></body></html>

Writing

<html><head></head><body>By the end of Foundation Level B, <a id="178291" class="achievement_standard_extract" href="debcc6d2-9f41-4302-9e9e-c0318afd8656;&amp;6eb95047-e5ca-4b69-9927-3157ceec37fc;&amp;" type="%3Cp%3E%3Cspan%3Estudents%20identify%20%E2%80%98one%E2%80%99%20object%20and%20%E2%80%98more%E2%80%99%20objects,%20and%20recognise%20one%20or%20more%20number%20names.%3C/span%3E%3C/p%3E">students identify ‘one’ object and ‘more’ objects, and recognise one or more number names.</a> <a id="178296" class="achievement_standard_extract" href="1fce5d3d-8ea4-4ad2-850b-e1e6b3fc2193;&amp;c643ffca-d02c-45af-bff3-364573985484;&amp;6013345c-3743-4df6-9d7c-70cbcc739fb6;&amp;c56c6da0-5595-4080-9e81-92a6fce36997;&amp;" type="%3Cp%3E%3Cspan%3EStudents%20demonstrate%20an%20awareness%20of%20quantity%20and%20use%20direct%20comparison%20to%20determine%20%E2%80%98more%E2%80%99%20and%20%E2%80%98different%E2%80%99%20in%20practical%20situations,%20including%20partitioning%20and%20combining%20collections,%20sharing%20collections,%20and&nbsp;adding%20to%20and%20taking%20away%20from%20collections.%3C/span%3E%3C/p%3E">Students demonstrate an awareness of quantity and use direct comparison to determine ‘more’ and ‘different’ in practical situations, including partitioning and combining collections, sharing collections, and adding to and taking away from collections.</a>&nbsp;
<a id="178376" class="achievement_standard_extract" href="a25868ec-12e9-4d49-ae28-2dfc2996f92d;&amp;" type="%3Cp%3E%3Cspan%20lang=%22EN-US%22%3EStudents%20initiate%20cause-and-effect%20experiences.%3C/span%3E%3C/p%3E">Students initiate cause-and-effect experiences.</a>
<a id="178381" class="achievement_standard_extract" href="a4cf801b-b063-4a67-b4d4-b6c4a46ed862;&amp;" type="%3Cp%3E%3Cspan%20lang=%22EN-US%22%3EStudents%20identify%20familiar%20objects%20as%20%E2%80%98big%E2%80%99%20or%20%E2%80%98little%E2%80%99,%20using%20direct%20comparison%20in%20practical%20situations.%3C/span%3E%3C/p%3E">Students identify familiar objects as ‘big’ or ‘little’, using direct comparison in practical situations.</a> <a id="178386" class="achievement_standard_extract" href="587a2d7c-5b34-4dfa-b056-055222c9733d;&amp;" type="%3Cp%3E%3Cspan%20lang=%22EN-US%22%3EThey%20show%20anticipation%20in%20response%20to%20routine%20events%20when%20transitioning%20from%20one%20experience%20to%20another.%3C/span%3E%3C/p%3E">They show anticipation in response to routine events when transitioning from one experience to another.&nbsp;</a>
<a id="178391" class="achievement_standard_extract" href="37c692b6-a2a9-4a9c-80c8-72668079b310;&amp;" type="%3Cp%3E%3Cspan%20lang=%22EN-US%22%3EStudents%20investigate%20the%20attributes%20of%20shapes%20and%20objects.%20They%20use%20direct%20comparison%20to%20determine%20if%20shapes%20and%20objects%20are%20%E2%80%98big%E2%80%99%20or%20%E2%80%98little%E2%80%99.%3C/span%3E%3C/p%3E">Students investigate the attributes of shapes and objects. They use direct comparison to determine if shapes and objects are ‘big’ or ‘little’.</a> <a id="178396" class="achievement_standard_extract" href="3a8f326d-1ccf-4fbf-996a-fa4d67fdbe02;&amp;" type="%3Cp%3E%3Cspan%20lang=%22EN-US%22%3EStudents%20locate%20objects%20or%20people%20in%20a%20familiar%20environment.%3C/span%3E%3C/p%3E">Students locate objects or people in a familiar environment.</a>&nbsp;</body></html>

identify number names and representations of number 

participating in activities, stories, songs and music that involve number names, numerals and quantities; for example, nodding as objects are counted, tapping an object as it is counted, assisting to move objects from one container to another as each object is counted, or repeating some number names as objects are counted

participating in activities that model one-to-one correspondence, such as putting pegs on a string number line one by one, when counting is being modelled

responding to number names in everyday situations; for example, waiting for counting down or counting up before starting an action (‘Three, two, one, go’) or stepping, clapping, vocalising, making a sound or tapping a switch for each number being counted

observing and indicating representations of numbers in a familiar environment; for example, identifying numerals in the classroom, even if they are not always correct in naming the numerals, such as saying ‘two’ when the numeral is 5

identify, name and represent ‘one’ and ‘more’ using physical and virtual materials 

representing ‘one’ using a single object; for example, handing over one object when asked for ‘one’, pointing to the one object when shown a group of objects and one object, or looking at the single object when asked ‘Where is one?’ when offered 2 options

identifying collections as either ‘one’ object or ‘more’ objects; for example, saying ‘more’ or a bigger number to indicate collections that are more than one, or indicating the group of objects when shown collections of ‘one cow’ and ‘more cows’

using an action, gesture or vocalisation to indicate when they want more or fewer objects

compare the quantity of collections using direct comparison to identify which has more or if they are different 

participating in collections being directly compared; for example, matching quantities of 2 groups to identify which one has ‘more’

participating in the comparison of groups using modelled counting; for example, observing modelled counting using one-to-one correspondence and identifying whether 2 groups of objects are ‘different’ or which group has ‘more’

comparing collections of familiar objects by directly matching quantities of each group to determine if they are different; for example, lining up 2 collections and using matching to determine if the collections have a different number

using direct comparison to respond to questions about group composition; for example, observing students lined up in 2 rows and responding to questions such as ‘Are they different?’ and ‘Which one has more?’

partition and combine collections to make ‘more’ or ‘different’ 

partitioning a collection of objects into 2 groups and using matching and direct comparison to determine if the number of objects in each group is ‘different’; for example, partitioning a group of 5 pencils by placing one pencil in a container and 4 pencils in another container and identifying which group has more

joining 2 collections of objects together; for example, connecting 2 towers of blocks together to make one tower

splitting an object into 2 parts and determining if they have different sizes; for example, breaking playdough into 2 unequal sections and comparing their sizes to determine which section has ‘more’

joining 2 parts together to make a whole; for example, squashing 2 balls of playdough together to make one big ball or pushing together 2 horseshoe magnets to make one circle

add or take away objects, using physical and virtual materials and matching to determine whether the changed total is more or different 

starting with 2 collections with the same quantity, then adding or taking away objects from one collection to make the collections different; for example, matching elements in 2 equal collections of strawberries and taking one away from, or adding one to, one of the collections, and matching to determine if the totals are different or which collection has more

responding to questions about group composition after 1 of 2 collections with the same starting quantity has changed, such as responding to ‘Which has more?’ and ’Are they different?’

participating in modelled counting with demonstrated one-to-one correspondence; for example, assisting in counting the starting number of a collection of objects, and adding one or taking away one object from the collection and re-counting to find the changed total

role-playing situations that involve simple money transactions using a group of one-dollar coins to ‘pay’ for physical items

share physical objects and collections equally in practical situations

sharing objects equally among a group; for example, giving each group member a biscuit from a packet of biscuits or a book from the library shelf

distributing objects to others in everyday situations by demonstrating one-to-one correspondence; for example, handing out one paintbrush to each student from a collection of paintbrushes

participating in sharing a collection of objects; for example, giving each student a sticker until all the stickers are gone

responding to yes/no questions about the equal and unequal sharing of objects or collections using direct comparison, such as ‘Does anyone have a different amount?’ and ‘Who has more?’

Number

initiate and repeat actions that have an effect

creating patterns through songs and music; for example, moving a shaker to start a pattern

repeating actions or sounds in familiar songs, stories or games, such as ‘A sailor went to sea’, We’re going on a bear hunt and pat-a-cake

identifying the first element of a repeating pattern comprising at least 2 elements; for example, touching a shape on a device to continue a pattern

using repeated actions in play or to generate an effect; for example, sorting shape blocks in a shape sorter, placing puzzle pieces into a puzzle tray, stacking blocks, moving a bell or an egg shaker to generate a noise or tapping a drum

Algebra

identify whether 2 familiar objects are ‘big’ or ‘little’, using direct comparison

sorting everyday familiar objects by size, using direct comparison; for example, sorting square and circle shapes of the same colour into 2 collections based on size

using direct comparison to compare the lengths of 2 objects; for example, lining up a stapler and a ruler next to each other and responding to the question ‘Which one is big?’ or ‘Which one is little?’

experiencing the modelled language of measurement when comparing objects in a pair that are big and little

responding to yes/no questions about measurement attributes when directly comparing the sizes of objects, such as responding to the questions ‘Is this circle the little circle?’ and ‘Is this circle the big circle?’ when the teacher shows 2 different-sized circles

recognise and participate in routine and non-routine daily events

responding to familiar signals for transitions; for example, lining up when the school bell rings indicating the end of lunch or packing up an activity on the signal from a timer

responding to regular routines and their representation on a visual schedule; for example, using a ‘first-then’ card to transition from one familiar activity to the next or placing items in a finished box

responding to a change in daily schedule through the co-creation of a visual schedule, such as a ‘first-then’ card or an individual visual schedule, and then transitioning to the changed activity

Measurement

match and sort objects and shapes that are ‘big’ or ‘little’, using direct comparison

matching shapes to the correct spaces in inset puzzles

comparing physical and digital representations of two-dimensional shapes to identify attributes that are ‘big’ or ‘little’; for example, ‘posting’ items into different containers or holes to sort different-sized familiar shapes, using object cutters to reproduce a shape with playdough or using other malleable materials to make shapes that have different sizes

sorting a large collection of objects into ‘big’ or ‘little’ groups; for example, sorting a collection of cars and animals into a ‘big’ group and a ‘little’ group based on size

indicate the location of known objects within a familiar environment 

responding to the language of location and direction through modelled daily routines; for example, looking upwards for ‘up’, using rhymes and chants that relate to movement, following a warm-up sequence for sport, unpacking their bag, washing their hands or getting their lunchbox before lunch

participating in games and activities to reinforce the concept of object permanence; for example, answering yes/no questions when playing a game in which a familiar object is moved while they are not looking, or searching for a preferred object that has been hidden and indicating its location when found by gesturing, pointing or vocalising

participating in activities that develop the concepts of ‘in’ and ‘out’; for example, putting objects ‘in’ and ‘out’ of a container when asked, or following routines and instructions that involve moving between inside and outside locations

responding to yes/no questions about location of self, people or objects, such as ‘Is teddy on the floor?’, ‘Is Tuan next to Amy?’ and ‘Is the teddy in the same place as before?’

responding to one-step directional language and communication used in the daily routine, such as ‘sit down’, ‘stand up’ and ‘look here’ during an activity or program

Space

Mathematics

In Foundation Level B, learning in Mathematics builds on each student’s prior learning and experiences. Students begin to explore their world with increasing independence. They begin to&nbsp;develop their understanding of mathematical concepts, skills, procedures and processes through practical experiences. They participate in structured learning activities for short periods of time. Students begin to attend to learning activities, and to compare, match and sort objects.
Students begin to develop proficiency and establish positive dispositions towards mathematics and its use as they:&nbsp;
<ul>
<li>rely on multisensory experiences, concrete materials, verbal prompts and gestures to support and facilitate their learning</li>
<li>look for and make connections to explore their world and engage in cause-and-effect activities</li>
<li>participate in structured learning activities for short periods of time that explore and compare quantities and attributes of shapes and objects&nbsp;</li>
<li>develop and use the concepts of ‘more’, ‘different’, ‘lots’, ‘big’ and ‘little’ to perceive, explore and compare:
<ul>
<li>numbers and counting</li>
<li>collections of objects and two-element repeating patterns</li>
<li>measurement and measurement attributes&nbsp;</li>
<li>two-dimensional shapes and three-dimensional objects and their attributes</li>
<li>familiar events, locations and environments</li>
</ul>
</li>
<li>recognise, anticipate and respond to familiar people and events&nbsp;</li>
<li>engage, initiate and refine the communication of their mathematical understandings</li>
<li>recognise regularity in some events and not others</li>
<li>participate in learning activities that explore objects, events and recording of mathematical information.</li>
</ul>

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