God is love and this can be experienced in people and the world around us.
The Foundation Elements in Religious Education focus on developing students understanding of how God is love. This love is experienced in people and in the world around us. Students learn to listen to some of the stories about Jesus' family naming the key people in Jesus' life. Learning about the Bible distinguishing...
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God is love and this can be experienced in people and the world around us.
The Foundation Elements in Religious Education focus on developing students understanding of how God is love. This love is experienced in people and in the world around us. Students learn to listen to some of the stories about Jesus' family naming the key people in Jesus' life. Learning about the Bible distinguishing it from other books. Students are exploring how they are part of a bigger community the Church, building connections contributes to their sense of identity and belonging and an understanding of why and how they are part of the body of Christ. They are introduced to the idea that the Church is a community that celebrates and shares the life and work of Jesus. They start to grow in understanding how they are welcomed into the mystery of God through the Sacraments namely Baptism and Eucharist. The idea of prayer is introduced through class prayer and simple meditation. The emphasis in Foundation is to cultivate a sense of wonder and appreciation of a world that reflects the presence and goodness of God.
The Content of this year level is organised into Three Strands: Religious Knowledge and Understanding, Inquiry and Communication, Discernment and Making Connections. These strands are interrelated and are taught in ways that are appropriate to specific Elements and integrated with other key learning areas.
Key inquiry questions
A framework for developing students' religious knowledge, understanding and communication skills and the capacity to discern life giving choices making connections in their lives between faith and lived experiences is supported by the inclusion of essential questions, specific inquiry skills, and opportunities to use and develop thinking skills.
Key inquiry questions for Foundation year are articulated below.
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God is love and this can be experienced in people and the world around us (TCREK001)
Jesus reveals and is God’s love for us. Jesus cares for us (TCREK002)
The Church is a celebrating community that shares God’s love (TCREK003)
The Word of God is shared when we read the stories of God’s love in the Bible (TCREK004)
Through the Sacraments Catholics recognize and celebrate the presence of God (TCREK005)
Prayer is a way of talking to and listening to God that enables us to grow in a loving relationship (TCREK006)
God loves every person and has made each one unique (TCREK007)
All people belong to one human community (TCREK008)
Responds to questions with thoughts and feelings (TCREI001)
Listen to stories to learn words and characters, concepts and values about love (TCREI002)
Share observations, thoughts, feelings and ideas (TCREI003)
Share observations, thoughts, feelings and ideas (TCRED001)
Use senses to name important words and feelings (TCRED002)
Listen and respond to other’s ideas and thoughts. Ponder, wonder and ask questions about their world (TCRED003)
Share ideas about what could be done to model for others some loving choices (TCRED004)
By the end of Foundation, students identify God as love, revealed in Jesus, people and in their world. They engage with scripture/story, prayer and sacramental experiences. Students recognise that they belong to celebrating Church and school communities and are invited to love God in people and all creation.
Students respond to religious texts and stories, sharing observations, thoughts, feelings and ideas. They express in diverse ways their emerging understanding of and engagement with the teachings of the Catholic Church.
The English curriculum is built around the three interrelated strands of language, literature and literacy. Teaching and learning programs should balance and integrate all three strands. Together, the three strands focus on developing students’ knowledge, understanding and skills in listening, reading, viewing, speaking, writing and creating. Learning in English builds on concepts, skills...
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The English curriculum is built around the three interrelated strands of language, literature and literacy. Teaching and learning programs should balance and integrate all three strands. Together, the three strands focus on developing students’ knowledge, understanding and skills in listening, reading, viewing, speaking, writing and creating. Learning in English builds on concepts, skills and processes developed in earlier years, and teachers will develop and strengthen these as needed.
In the Foundation year, students communicate with peers, teachers, known adults and students from other classes.
Students engage with a variety of texts for enjoyment. They listen to, read and view spoken, written and multimodal texts in which the primary purpose is to entertain, as well as some texts designed to inform. These include traditional oral texts, picture books, various types of stories, rhyming verse, poetry, non-fiction, film, multimodal texts and dramatic performances. They participate in shared reading, viewing and storytelling using a range of literary texts, and recognise the entertaining nature of literature.
The range of literary texts for Foundation to Year 10 comprises Australian literature, including the oral narrative traditions of Aboriginal and Torres Strait Islander Peoples, as well as the contemporary literature of these two cultural groups, and classic and contemporary world literature, including texts from and about Asia. Literary texts that support and extend Foundation students as beginner readers include decodable and predictable texts that range from caption books to books with one or more sentences per page. These texts involve straightforward 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; a small range of language features, including simple and compound sentences; mostly familiar vocabulary, known, high-frequency words and single-syllable words that can be decoded phonically, and illustrations that strongly support the printed text.
Students create a range of imaginative, informative and persuasive texts including pictorial representations, short statements, performances, recounts and poetry.
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Understand that English is one of many languages spoken in Australia and that different languages may be spoken by family, classmates and community (ACELA1426)
Explore how language is used differently at home and school depending on the relationships between people (ACELA1428)
Understand that language can be used to explore ways of expressing needs, likes and dislikes (ACELA1429)
Understand that texts can take many forms, can be very short (for example an exit sign) or quite long (for example an information book or a film) and that stories and informative texts have different purposes (ACELA1430)
Understand that some language in written texts is unlike everyday spoken language (ACELA1431)
Understand that punctuation is a feature of written text different from letters; recognise how capital letters are used for names, and that capital letters and full stops signal the beginning and end of sentences (ACELA1432)
Understand concepts about print and screen, including how books, film and simple digital texts work, and know some features of print, for example directionality (ACELA1433)
Recognise that sentences are key units for expressing ideas (ACELA1435)
Recognise that texts are made up of words and groups of words that make meaning (ACELA1434)
Explore the different contribution of words and images to meaning in stories and informative texts (ACELA1786)
Understand the use of vocabulary in familiar contexts related to everyday experiences, personal interests and topics taught at school (ACELA1437)
Recognise and generate rhyming words, alliteration patterns, syllables and sounds (phonemes) in spoken words (ACELA1439)
Recognise and name all upper and lower case letters (graphemes) and know the most common sound that each letter represents (ACELA1440)
Understand how to use knowledge of letters and sounds including onset and rime to spell words (ACELA1438)
Know how to read and write some high-frequency words and other familiar words (ACELA1817)
Understand that words are units of meaning and can be made of more than one meaningful part (ACELA1818)
Segment sentences into individual words and orally blend and segment onset and rime in single syllable spoken words, and isolate, blend and manipulate phonemes in single syllable words (ACELA1819)
Write consonant-vowel-consonant (CVC) words by representing some sounds with the appropriate letters, and blend sounds associated with letters when reading CVC words (ACELA1820)
Recognise that texts are created by authors who tell stories and share experiences that may be similar or different to students’ own experiences (ACELT1575)
Respond to texts, identifying favourite stories, authors and illustrators (ACELT1577)
Share feelings and thoughts about the events and characters in texts (ACELT1783)
Identify some features of texts including events and characters and retell events from a text (ACELT1578)
Recognise some different types of literary texts and identify some characteristic features of literary texts, for example beginnings and endings of traditional texts and rhyme in poetry (ACELT1785)
Replicate the rhythms and sound patterns in stories, rhymes, songs and poems from a range of cultures (ACELT1579)
Retell familiar literary texts through performance, use of illustrations and images (ACELT1580)
Innovate on familiar texts through play (ACELT1831)
Identify some familiar texts and the contexts in which they are used (ACELY1645)
Listen to and respond orally to texts and to the communication of others in informal and structured classroom situations (ACELY1646)
Use interaction skills including listening while others speak, using appropriate voice levels, articulation and body language, gestures and eye contact (ACELY1784)
Deliver short oral presentations to peers (ACELY1647)
Identify some differences between imaginative and informative texts (ACELY1648)
Read decodable and predictable texts, practising phrasing and fluency, and monitor meaning using concepts about print and emerging contextual, semantic, grammatical and phonic knowledge (ACELY1649)
Use comprehension strategies to understand and discuss texts listened to, viewed or read independently (ACELY1650)
Create short texts to explore, record and report ideas and events using familiar words and beginning writing knowledge (ACELY1651)
Participate in shared editing of students’ own texts for meaning, spelling, capital letters and full stops (ACELY1652)
Produce some lower case and upper case letters using learned letter formations (ACELY1653)
Construct texts using software including word processing programs (ACELY1654)
By the end of the Foundation year, students use predicting and questioning strategies to make meaning from texts. They recall one or two events from texts with familiar topics. They understand that there are different types of texts and that these can have similar characteristics. They identify connections between texts and their personal experience.
They read short, decodable and predictable texts with familiar vocabulary and supportive images, drawing on their developing knowledge of concepts of print, sounds and letters and decoding and self-monitoring strategies. They recognise the letters of the English alphabet, in upper and lower case and know and use the most common sounds represented by most letters. They read high-frequency words and blend sounds orally to read consonant-vowel-consonant words. They use appropriate interaction skills to listen and respond to others in a familiar environment. They listen for rhyme, letter patterns and sounds in words.
Students understand that their texts can reflect their own experiences. They identify and describe likes and dislikes about familiar texts, objects, characters and events.
In informal group and whole class settings, students communicate clearly. They retell events and experiences with peers and known adults. They identify and use rhyme, and orally blend and segment sounds in words. When writing, students use familiar words and phrases and images to convey ideas. Their writing shows evidence of letter and sound knowledge, beginning writing behaviours and experimentation with capital letters and full stops. They correctly form known upper- and lower-case letters.
The proficiency strands understanding, fluency, problem-solving and reasoning are an integral part of mathematics content across the three content strands: number and algebra, measurement and geometry, and statistics and probability. The proficiencies reinforce the significance of working mathematically within the content and describe how the content is explored or developed. They provide the...
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The proficiency strands understanding, fluency, problem-solving and reasoning are an integral part of mathematics content across the three content strands: number and algebra, measurement and geometry, and statistics and probability. The proficiencies reinforce the significance of working mathematically within the content and describe how the content is explored or developed. They provide the language to build in the developmental aspects of the learning of mathematics. The achievement standards reflect the content and encompass the proficiencies.
At this year level:
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Establish understanding of the language and processes of counting by naming numbers in sequences, initially to and from 20, moving from any starting point (ACMNA001)
Connect number names, numerals and quantities, including zero, initially up to 10 and then beyond (ACMNA002)
Subitise small collections of objects (ACMNA003)
Compare, order and make correspondences between collections, initially to 20, and explain reasoning (ACMNA289)
Represent practical situations to model addition and sharing (ACMNA004)
Sort and classify familiar objects and explain the basis for these classifications. Copy, continue and create patterns with objects and drawings (ACMNA005)
Use direct and indirect comparisons to decide which is longer, heavier or holds more, and explain reasoning in everyday language (ACMMG006)
Compare and order duration of events using everyday language of time (ACMMG007)
Connect days of the week to familiar events and actions (ACMMG008)
Sort, describe and name familiar two-dimensional shapes and three-dimensional objects in the environment (ACMMG009)
Describe position and movement (ACMMG010)
Answer yes/no questions to collect information and make simple inferences (ACMSP011)
By the end of the Foundation year, students make connections between number names, numerals and quantities up to 10. They compare objects using mass, length and capacity. Students connect events and the days of the week. They explain the order and duration of events. They use appropriate language to describe location.
Students count to and from 20 and order small collections. They group objects based on common characteristics and sort shapes and objects. Students answer simple questions to collect information and make simple inferences.
The Science content includes the three strands of science understanding, science inquiry skills and science as a human endeavour. The three strands of the curriculum are interrelated and their content is taught in an integrated way. The order and detail in which the content descriptions are organised into teaching and learning programs are decisions to be made by the teacher.
Incorporating the...
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The Science content includes the three strands of science understanding, science inquiry skills and science as a human endeavour. The three strands of the curriculum are interrelated and their content is taught in an integrated way. The order and detail in which the content descriptions are organised into teaching and learning programs are decisions to be made by the teacher.
Incorporating the key ideas of science
From Foundation to Year 2, students learn that observations can be organised to reveal patterns, and that these patterns can be used to make predictions about phenomena.
In Foundation, students observe and describe the behaviours and properties of everyday objects, materials and living things. They explore change in the world around them, including changes that impact on them, such as the weather, and changes they can effect, such as making things move or change shape. They learn that seeking answers to questions they pose and making observations is a core part of science and use their senses to gather different types of information.
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Living things have basic needs, including food and water (ACSSU002)
Objects are made of materials that have observable properties (ACSSU003)
Daily and seasonal changes in our environment affect everyday life (ACSSU004)
The way objects move depends on a variety of factors, including their size and shape (ACSSU005)
Science involves observing, asking questions about, and describing changes in, objects and events (ACSHE013)
Pose and respond to questions about familiar objects and events (ACSIS014)
Participate in guided investigations and make observations using the senses (ACSIS011)
Engage in discussions about observations and represent ideas (ACSIS233)
Share observations and ideas (ACSIS012)
My personal world
The Foundation curriculum focuses on developing students’ understanding of their personal worlds, including their personal and family histories and the places they and their families live in and belong to. The emphasis is on the student’s own history and their own place. They explore why places are special to them and others. As students explore the people and features...
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My personal world
The Foundation curriculum focuses on developing students’ understanding of their personal worlds, including their personal and family histories and the places they and their families live in and belong to. The emphasis is on the student’s own history and their own place. They explore why places are special to them and others. As students explore the people and features of their social and physical worlds, they examine representations of place and sources, which may include stories from family members and from different cultures. They may also study places of similar size that are familiar to them or that they are curious about, coming to see how people feel about and look after places. Learning about their own heritage and their own place contributes to students’ sense of identity and belonging, beginning the idea of active citizenship.
The content provides opportunities for students to begin to develop humanities and social sciences understanding through key concepts including significance, continuity and change, place and space and perspectives. These concepts may provide a focus for inquiries and be investigated across sub-strands or within a particular sub-strand context.
The content at this year level is organised into two strands: knowledge and understanding, and inquiry and skills. The knowledge and understanding strand draws from two sub-strands: history and geography. These strands (knowledge and understanding, and inquiry and skills) are interrelated and have been developed to be taught in an integrated way, which may include integrating with content from the sub-strands and from other learning areas, and in ways that are appropriate to specific local contexts. The order and detail in which they are taught are programming decisions.
Inquiry Questions
A framework for developing students’ knowledge, understanding and skills is provided by inquiry questions. The following inquiry questions allow for connections to be made across the sub-strands and may be used or adapted to suit local contexts: inquiry questions are also provided for each sub-strand that may enable connections within the humanities and social sciences learning area or across other learning areas.
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Pose questions about past and present objects, people, places and events (ACHASSI001)
Collect data and information from observations and identify information and data from sources provided (ACHASSI002)
Sort and record information and data, including location, in tables and on plans and labelled maps (ACHASSI003)
Sequence familiar objects and events (ACHASSI004)
Explore a point of view (ACHASSI005)
Compare objects from the past with those from the present and consider how places have changed over time (ACHASSI006)
Interpret data and information displayed in pictures and texts and on maps (ACHASSI007)
Draw simple conclusions based on discussions, observations and information displayed in pictures and texts and on maps (ACHASSI008)
Reflect on learning to propose how to care for places and sites that are important or significant (ACHASSI009)
Present narratives, information and findings in oral, graphic and written forms using simple terms to denote the passing of time and to describe direction and location (ACHASSI010)
Who the people in their family are, where they were born and raised and how they are related to each other (ACHASSK011)
How they, their family and friends commemorate past events that are important to them (ACHASSK012)
How the stories of families and the past can be communicated, for example, through photographs, artefacts, books, oral histories, digital media and museums (ACHASSK013)
The representation of the location of places and their features on simple maps and models (ACHASSK014)
The places people live in and belong to, their familiar features and why they are important to people (ACHASSK015)
The Aboriginal or Torres Strait Islander Country/Place on which the school is located and why Country/Place is important to Aboriginal and Torres Strait Islander Peoples (ACHASSK016)
The reasons why some places are special to people, and how they can be looked after (ACHASSK017)
By the end of Foundation Year, students identify important events in their own lives and recognise why some places are special to people. They describe the features of familiar places and recognise that places can be represented on maps and models. They identify how they, their families and friends know about their past and commemorate events that are important to them.
Students respond to questions about their own past and places they belong to. They sequence familiar events in order. They observe the familiar features of places and represent these features and their location on pictorial maps and models. They reflect on their learning to suggest ways they can care for a familiar place. Students relate stories about their past and share and compare observations about familiar places.
In Foundation to Year 2, learning in The Arts builds on the Early Years Learning Framework. Students are engaged through purposeful and creative play in structured activities, fostering a strong sense of wellbeing and developing their connection with and contribution to the world.
In the Foundation Year, students undertake The Arts appropriate for their level of development.
They explore the...
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In Foundation to Year 2, learning in The Arts builds on the Early Years Learning Framework. Students are engaged through purposeful and creative play in structured activities, fostering a strong sense of wellbeing and developing their connection with and contribution to the world.
In the Foundation Year, students undertake The Arts appropriate for their level of development.
They explore the arts and learn how artworks can represent the world and that they can make artworks to represent their ideas about the world. They share their artworks with peers and experience being an audience to respond to others’ art making.
As they experience the arts, students draw on artworks from a range of cultures, times and locations. They explore the arts of Aboriginal and Torres Strait Islander Peoples and of the Asia region and learn that they are used for different purposes. While the arts in the local community should be the initial focus for learning, students are also aware of and interested in the arts from more distant locations and the curriculum provides opportunities to build on this curiosity.
As they make and respond to artworks, students explore meaning and interpretation, forms and processes, and social and cultural contexts of the arts. They make early evaluations of artworks expressing what they like and why.
Students learn about safe practices in the arts through making and responding safely in the different arts subjects.
They experience the role of artist and they respond to feedback in their art making. As an audience, they learn to focus their attention on artworks presented and to respond to artworks appropriately. In Foundation to Year 2, students learn to be an audience for different arts experiences within the classroom.
In Dance, students:
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Explore, improvise and organise ideas to make dance sequences using the elements of dance (ACADAM001)
Use fundamental movement skills to develop technical skills when practising dance sequences (ACADAM002)
Present dance that communicates ideas to an audience, including dance used by cultural groups in the community (ACADAM003)
Respond to dance and consider where and why people dance, starting with dances from Australia including dances of Aboriginal and Torres Strait Islander Peoples (ACADAR004)
By the end of Year 2, students describe the effect of the elements in dance they make, perform and view and where and why people dance.
Students use the elements of dance to make and perform dance sequences that demonstrate fundamental movement skills to represent ideas. Students demonstrate safe practice.
In Foundation to Year 2, learning in The Arts builds on the Early Years Learning Framework. Students are engaged through purposeful and creative play in structured activities, fostering a strong sense of wellbeing and developing their connection with and contribution to the world.
In the Foundation Year, students undertake The Arts appropriate for their level of development.
They explore the...
Read full description ›
In Foundation to Year 2, learning in The Arts builds on the Early Years Learning Framework. Students are engaged through purposeful and creative play in structured activities, fostering a strong sense of wellbeing and developing their connection with and contribution to the world.
In the Foundation Year, students undertake The Arts appropriate for their level of development.
They explore the arts and learn how artworks can represent the world and that they can make artworks to represent their ideas about the world. They share their artworks with peers and experience being an audience to respond to others’ art making.
As they experience the arts, students draw on artworks from a range of cultures, times and locations. They explore the arts of Aboriginal and Torres Strait Islander Peoples and of the Asia region and learn that they are used for different purposes. While the arts in the local community should be the initial focus for learning, students are also aware of and interested in the arts from more distant locations and the curriculum provides opportunities to build on this curiosity.
As they make and respond to artworks, students explore meaning and interpretation, forms and processes, and social and cultural contexts of the arts. They make early evaluations of artworks expressing what they like and why.
Students learn about safe practices in the arts through making and responding safely in the different arts subjects.
They experience the role of artist and they respond to feedback in their art making. As an audience, they learn to focus their attention on artworks presented and to respond to artworks appropriately. In Foundation to Year 2, students learn to be an audience for different arts experiences within the classroom.
In Drama, students:
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Explore role and dramatic action in dramatic play, improvisation and process drama (ACADRM027)
Use voice, facial expression, movement and space to imagine and establish role and situation (ACADRM028)
Present drama that communicates ideas, including stories from their community, to an audience (ACADRM029)
Respond to drama and consider where and why people make drama, starting with Australian drama including drama of Aboriginal and Torres Strait Islander Peoples (ACADRR030)
In Foundation to Year 2, learning in The Arts builds on the Early Years Learning Framework. Students are engaged through purposeful and creative play in structured activities, fostering a strong sense of wellbeing and developing their connection with and contribution to the world.
In the Foundation Year, students undertake The Arts appropriate for their level of development.
They explore the...
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In Foundation to Year 2, learning in The Arts builds on the Early Years Learning Framework. Students are engaged through purposeful and creative play in structured activities, fostering a strong sense of wellbeing and developing their connection with and contribution to the world.
In the Foundation Year, students undertake The Arts appropriate for their level of development.
They explore the arts and learn how artworks can represent the world and that they can make artworks to represent their ideas about the world. They share their artworks with peers and experience being an audience to respond to others’ art making.
As they experience the arts, students draw on artworks from a range of cultures, times and locations. They explore the arts of Aboriginal and Torres Strait Islander Peoples and of the Asia region and learn that they are used for different purposes. While the arts in the local community should be the initial focus for learning, students are also aware of and interested in the arts from more distant locations and the curriculum provides opportunities to build on this curiosity.
As they make and respond to artworks, students explore meaning and interpretation, forms and processes, and social and cultural contexts of the arts. They make early evaluations of artworks expressing what they like and why.
Students learn about safe practices in the arts through making and responding safely in the different arts subjects.
They experience the role of artist and they respond to feedback in their art making. As an audience, they learn to focus their attention on artworks presented and to respond to artworks appropriately. In Foundation to Year 2, students learn to be an audience for different arts experiences within the classroom.
In Media Arts, students:
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Explore ideas, characters and settings in the community through stories in images, sounds and text (ACAMAM054)
Use media technologies to capture and edit images, sounds and text for a purpose (ACAMAM055)
Create and present media artworks that communicate ideas and stories to an audience (ACAMAM056)
Respond to media artworks and consider where and why people make media artworks, starting with media from Australia including media artworks of Aboriginal and Torres Strait Islander Peoples (ACAMAR057)
By the end of Year 2, students communicate about media artworks they make and view, and where and why media artworks are made.
Students make and share media artworks using story principles, composition, sound and technologies.
In Foundation to Year 2, learning in The Arts builds on the Early Years Learning Framework. Students are engaged through purposeful and creative play in structured activities, fostering a strong sense of wellbeing and developing their connection with and contribution to the world.
In the Foundation Year, students undertake The Arts appropriate for their level of development.
They explore the...
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In Foundation to Year 2, learning in The Arts builds on the Early Years Learning Framework. Students are engaged through purposeful and creative play in structured activities, fostering a strong sense of wellbeing and developing their connection with and contribution to the world.
In the Foundation Year, students undertake The Arts appropriate for their level of development.
They explore the arts and learn how artworks can represent the world and that they can make artworks to represent their ideas about the world. They share their artworks with peers and experience being an audience to respond to others’ art making.
As they experience the arts, students draw on artworks from a range of cultures, times and locations. They explore the arts of Aboriginal and Torres Strait Islander Peoples and of the Asia region and learn that they are used for different purposes. While the arts in the local community should be the initial focus for learning, students are also aware of and interested in the arts from more distant locations and the curriculum provides opportunities to build on this curiosity.
As they make and respond to artworks, students explore meaning and interpretation, forms and processes, and social and cultural contexts of the arts. They make early evaluations of artworks expressing what they like and why.
Students learn about safe practices in the arts through making and responding safely in the different arts subjects.
They experience the role of artist and they respond to feedback in their art making. As an audience, they learn to focus their attention on artworks presented and to respond to artworks appropriately. In Foundation to Year 2, students learn to be an audience for different arts experiences within the classroom.
In Music, students:
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Develop aural skills by exploring and imitating sounds, pitch and rhythm patterns using voice, movement and body percussion (ACAMUM080)
Sing and play instruments to improvise, practise a repertoire of chants, songs and rhymes, including songs used by cultural groups in the community (ACAMUM081)
Create compositions and perform music to communicate ideas to an audience (ACAMUM082)
Respond to music and consider where and why people make music, starting with Australian music, including music of Aboriginal and Torres Strait Islander Peoples (ACAMUR083)
By the end of Year 2, students communicate about the music they listen to, make and perform and where and why people make music.
Students improvise, compose, arrange and perform music. They demonstrate aural skills by staying in tune and keeping in time when they sing and play.
In Foundation to Year 2, learning in The Arts builds on the Early Years Learning Framework. Students are engaged through purposeful and creative play in structured activities, fostering a strong sense of wellbeing and developing their connection with and contribution to the world.
In the Foundation Year, students undertake The Arts appropriate for their level of development.
They explore the...
Read full description ›
In Foundation to Year 2, learning in The Arts builds on the Early Years Learning Framework. Students are engaged through purposeful and creative play in structured activities, fostering a strong sense of wellbeing and developing their connection with and contribution to the world.
In the Foundation Year, students undertake The Arts appropriate for their level of development.
They explore the arts and learn how artworks can represent the world and that they can make artworks to represent their ideas about the world. They share their artworks with peers and experience being an audience to respond to others’ art making.
As they experience the arts, students draw on artworks from a range of cultures, times and locations. They explore the arts of Aboriginal and Torres Strait Islander Peoples and of the Asia region and learn that they are used for different purposes. While the arts in the local community should be the initial focus for learning, students are also aware of and interested in the arts from more distant locations and the curriculum provides opportunities to build on this curiosity.
As they make and respond to artworks, students explore meaning and interpretation, forms and processes, and social and cultural contexts of the arts. They make early evaluations of artworks expressing what they like and why.
Students learn about safe practices in the arts through making and responding safely in the different arts subjects.
They experience the role of artist and they respond to feedback in their art making. As an audience, they learn to focus their attention on artworks presented and to respond to artworks appropriately. In Foundation to Year 2, students learn to be an audience for different arts experiences within the classroom.
In Visual Arts, students:
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Explore ideas, experiences, observations and imagination to create visual artworks and design, including considering ideas in artworks by Aboriginal and Torres Strait Islander artists (ACAVAM106)
Use and experiment with different materials, techniques, technologies and processes to make artworks (ACAVAM107)
Create and display artworks to communicate ideas to an audience (ACAVAM108)
Respond to visual artworks and consider where and why people make visual artworks, starting with visual artworks from Australia, including visual artworks of Aboriginal and Torres Strait Islander Peoples (ACAVAR109)
By the end of Year 2, students describe artworks they make and view and where and why artworks are made and presented.
Students make artworks in different forms to express their ideas, observations and imagination, using different techniques and processes.
Learning in Design and Technologies builds on concepts, skills and processes developed in the Early Years Learning Framework, revisiting, strengthening and extending these as needed.
By the end of Year 2 students will have had the opportunity to create designed solutions at least once in each of the following technologies contexts: Engineering principles and systems; Food and...
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Learning in Design and Technologies builds on concepts, skills and processes developed in the Early Years Learning Framework, revisiting, strengthening and extending these as needed.
By the end of Year 2 students will have had the opportunity to create designed solutions at least once in each of the following technologies contexts: Engineering principles and systems; Food and fibre production and Food specialisations; and Materials and technologies specialisations. Students should have opportunities to experience designing and producing products, services and environments. This may occur through integrated learning.
In Foundation to Year 2 students explore and investigate technologies − materials, systems, components, tools and equipment − including their purpose and how they meet personal and social needs within local settings. Students develop an understanding of how society and environmental sustainability factors influence design and technologies decisions. Students evaluate designed solutions using questions such as ‘How does it work?’, ‘What purpose does it meet?’, ‘Who will use it?’, ‘What do I like about it?’ or ‘How can it be improved?’ They begin to consider the impact of their decisions and of technologies on others and the environment including in relation to preferred futures. They reflect on their participation in a design process. This involves students developing new perspectives, and engaging in different forms of evaluating and critiquing products, services and environments based on personal preferences.
Using a range of technologies including a variety of graphical representation techniques to communicate, students draw, model and explain design ideas; label drawings; draw objects as two-dimensional images from different views; draw products and simple environments and verbalise design ideas.
They plan (with teacher support) simple steps and follow directions to complete their own or group design ideas or projects, and manage their own role within team projects. Students are aware of others around them and the need to work safely and collaboratively when making designed solutions
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Identify how people design and produce familiar products, services and environments and consider sustainability to meet personal and local community needs (ACTDEK001)
Explore how technologies use forces to create movement in products (ACTDEK002)
Explore how plants and animals are grown for food, clothing and shelter and how food is selected and prepared for healthy eating (ACTDEK003)
Explore the characteristics and properties of materials and components that are used to produce designed solutions (ACTDEK004)
Explore needs or opportunities for designing, and the technologies needed to realise designed solutions (ACTDEP005)
Generate, develop and record design ideas through describing, drawing and modelling (ACTDEP006)
Use materials, components, tools, equipment and techniques to safely make designed solutions (ACTDEP007)
Use personal preferences to evaluate the success of design ideas, processes and solutions including their care for environment (ACTDEP008)
Sequence steps for making designed solutions and working collaboratively (ACTDEP009)
By the end of Year 2, students describe the purpose of familiar products, services and environments and how they meet the needs of users and affect others and environments. They identify the features and uses of technologies for each of the prescribed technologies contexts.
With guidance, students create designed solutions for each of the prescribed technologies contexts. They describe given needs or opportunities. Students create and evaluate their ideas and designed solutions based on personal preferences. They communicate design ideas for their designed products, services and environments using modelling and simple drawings. Following sequenced steps, students demonstrate safe use of tools and equipment when producing designed solutions.
Learning in Digital Technologies builds on concepts, skills and processes developed in the Early Years Learning Framework. It focuses on developing foundational skills in computational thinking and an awareness of personal experiences using digital systems.
By the end of Year 2, students will have had opportunities to create a range of digital solutions through guided play and...
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Learning in Digital Technologies builds on concepts, skills and processes developed in the Early Years Learning Framework. It focuses on developing foundational skills in computational thinking and an awareness of personal experiences using digital systems.
By the end of Year 2, students will have had opportunities to create a range of digital solutions through guided play and integrated learning, such as using robotic toys to navigate a map or recording science data with software applications.
In Foundation – Year 2, students begin to learn about common digital systems and patterns that exist within data they collect. Students organise, manipulate and present this data, including numerical, categorical, text, image, audio and video data, in creative ways to create meaning.
Students use the concept of abstraction when defining problems, to identify the most important information, such as the significant steps involved in making a sandwich. They begin to develop their design skills by conceptualising algorithms as a sequence of steps for carrying out instructions, such as identifying steps in a process or controlling robotic devices.
Students describe how information systems meet information, communication and/or recreational needs.
Through discussion with teachers, students learn to apply safe and ethical practices to protect themselves and others as they interact online for learning and communicating.
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Recognise and explore digital systems (hardware and software components) for a purpose (ACTDIK001)
Recognise and explore patterns in data and represent data as pictures, symbols and diagrams (ACTDIK002)
Collect, explore and sort data, and use digital systems to present the data creatively (ACTDIP003)
Follow, describe and represent a sequence of steps and decisions (algorithms) needed to solve simple problems (ACTDIP004)
Explore how people safely use common information systems to meet information, communication and recreation needs (ACTDIP005)
Create and organise ideas and information using information systems independently and with others, and share these with known people in safe online environments (ACTDIP006)
By the end of Year 2, students identify how common digital systems (hardware and software) are used to meet specific purposes. They use digital systems to represent simple patterns in data in different ways.
Students design solutions to simple problems using a sequence of steps and decisions. They collect familiar data and display them to convey meaning. They create and organise ideas and information using information systems, and share information in safe online environments.
The Foundation Year curriculum provides the basis for developing knowledge, understanding and skills for students to lead healthy, safe and active lives. The content gives students opportunities to learn about their strengths and simple actions they can take to keep themselves and their classmates healthy and safe.
The content explores the people who are important to students and develops students...
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The Foundation Year curriculum provides the basis for developing knowledge, understanding and skills for students to lead healthy, safe and active lives. The content gives students opportunities to learn about their strengths and simple actions they can take to keep themselves and their classmates healthy and safe.
The content explores the people who are important to students and develops students’ capacity to initiate and maintain respectful relationships in different contexts, including at school, at home, in the classroom and when participating in physical activities.
The Foundation curriculum provides opportunities for students to learn through movement. The content enables students to develop and practise fundamental movement skills through active play and structured movement activities. This improves competence and confidence in their movement abilities. The content also provides opportunities for students to learn about movement as they participate in physical activity in a range of different settings.
Focus areas to be addressed in Foundation include:
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Identify personal strengths (ACPPS001)
Name parts of the body and describe how their body is growing and changing (ACPPS002)
Identify people and demonstrate protective behaviours and other actions that help keep themselves safe and healthy (ACPPS003)
Practise personal and social skills to interact positively with others (ACPPS004)
Identify and describe emotional responses people may experience in different situations (ACPPS005)
Identify actions that promote health, safety and wellbeing (ACPPS006)
Participate in play that promotes engagement with outdoor settings and the natural environment (ACPPS007)
Practise fundamental movement skills and movement sequences using different body parts (ACPMP008)
Participate in games with and without equipment (ACPMP009)
Explore how regular physical activity keeps individuals healthy and well (ACPMP010)
Identify and describe how their body moves in relation to effort, space, time, objects and people (ACPMP011)
Cooperate with others when participating in physical activities (ACPMP012)
Test possible solutions to movement challenges through trial and error (ACPMP013)
Follow rules when participating in physical activities (ACPMP014)
By the end of Foundation Year, students recognise how they are growing and changing. They identify and describe the different emotions people experience. They identify actions that help them be healthy, safe and physically active. They identify different settings where they can be active and demonstrate how to move and play safely. They describe how their body responds to movement.
Students use personal and social skills when working with others in a range of activities. They demonstrate, with guidance, practices and protective behaviours to keep themselves safe and healthy in different activities. They perform fundamental movement skills and solve movement challenges.
God is the giver of all life. God’s Holy Spirit is experienced in people and the world around us.
In Year One students develop skills in posing and answering questions about God as love and naming signs of God’s presence in people and the world. Students recall and record biblical stories of Jesus and his family and consider their own families and ways to live in harmony with others...
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God is the giver of all life. God’s Holy Spirit is experienced in people and the world around us.
In Year One students develop skills in posing and answering questions about God as love and naming signs of God’s presence in people and the world. Students recall and record biblical stories of Jesus and his family and consider their own families and ways to live in harmony with others. Students become familiar with the symbols and signs in the local church, school or chapel. Students retell the stories of Mary the mother of Jesus and learn about her as an example to follow. Students are involved in an in-depth study of Baptism, identifying the most common sacramental elements, posing and discussing questions about why people are baptised and how they live out the gift of Baptism throughout their lives. Students learn the rituals associated with different forms of prayer identifying reasons to pray and special places, seasons and times to pray as an individual or as part of a celebrating community. They demonstrate some knowledge of some formal prayers. Students explore the need to care for people (not just our families) and creation and that learning to love and care for all that surrounds us is possible because we are loved first by God.
In Year Two students develop further skills in posing and answering questions about some of the many ways God can be experienced and described: Creator and giver of life, Father, love. Students investigate Jesus’ Jewish identity and his relationship with God. Students explore creatively ways to contribute to the mission of the church through being signs of God’s love. Students learn about the parts and genres of the Bible and recall a narrative or a parable. Students become familiar with Catholic symbols and rituals in the Mass. They can name the sacraments and their symbols learning about Baptism and Eucharist. They engage with the values of forgiveness through prayer rituals and develop skills in Christian Meditation practice. By the end of Year two students can name the three persons of the Trinity and can recite some traditional prayers and some liturgical responses. They learn about how Mary is the model for Christian living and develop a familiarity with the scripture stories of the rosary. By the end of Year Two children can identify freely and creatively ways that they can love and care for themselves, their families, fellow students and teachers.
The Content of this band is organised into Three Strands: Religious Knowledge and Understanding, Inquiry and Communication, Discernment and Making Connections. These strands are interrelated and are taught in ways that are appropriate to specific Elements and are supported by key inquiry questions.
Key inquiry questions
Some key inquiry questions for Year 1 are articulated below.
Some key inquiry questions for Year 2 are articulated below.
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God is the giver of all life. God’s Holy Spirit is experienced in people and the world around us (TCREK009)
Jesus reveals God’s love for us (TCREK010)
The Church is a celebrating community that shares God’s love (TCREK011)
Stories from the scriptures teach us about the love of God (TCREK012)
The loving presence of Jesus is celebrated in the Sacraments (TCREK013)
Prayer is an expression of our relationship with God (TCREK014)
God invites me to love and care for myself and others (TCREK015)
For Christians, Jesus Christ is the centre of their faith (TCREK016)
Responding to questions about religious ideas, events or rituals and record their thoughts and feelings (TCREI004)
Listen and view stories of the Old Testament and the New Testaments and discuss characters (TCREI005)
Express personal responses and religious or spiritual ideas in a number of ways (TCREI006)
Name important ideas or Questions, expressing hopes for people or creation and reflect with others or alone- e.g. silence and stillness (TCRED005)
Listen and respond to others’ ideas and thoughts and ponder,wonder and ask questions about themselves and how they are connected to God and their world (TCRED006)
share some ideas and help design plans of action that might lead to modeling of loving choices or improved situations at school or beyond (TCRED007)
By the end of Year Two, students identify God as the giver of all life, revealed in creation and Jesus’ loving way of welcoming, serving, and celebrating. They describe the action of the Holy Spirit in the scriptures and the world and how this is shown in care for self and others. They recognise God’s loving presence in prayer, scripture and sacraments.
Students reflect on and respond to religious experiences, texts and stories, recording observations, thoughts, feelings and ideas. They express in diverse ways their emerging understanding of and engagement with the teachings of the Catholic Church.
The English curriculum is built around the three interrelated strands of language, literature and literacy. Teaching and learning programs should balance and integrate all three strands. Together, the strands focus on developing students’ knowledge, understanding and skills in listening, reading, viewing, speaking, writing and creating. Learning in English builds on concepts, skills and...
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The English curriculum is built around the three interrelated strands of language, literature and literacy. Teaching and learning programs should balance and integrate all three strands. Together, the strands focus on developing students’ knowledge, understanding and skills in listening, reading, viewing, speaking, writing and creating. Learning in English builds on concepts, skills and processes developed in earlier years, and teachers will revisit and strengthen these as needed.
In Year 1, students communicate with peers, teachers, known adults and students from other classes.
Students engage with a variety of texts for enjoyment. They listen to, read, view and interpret spoken, written and multimodal texts designed to entertain and inform. These encompass traditional oral texts including Aboriginal stories, picture books, various types of stories, rhyming verse, poetry, non-fiction, film, dramatic performances and texts used by students as models for constructing their own texts.
The range of literary texts for Foundation to Year 10 comprises Australian literature, including the oral narrative traditions of Aboriginal and Torres Strait Islander Peoples, as well as the contemporary literature of these two cultural groups, and classic and contemporary world literature, including texts from and about Asia. Literary texts that support and extend Year 1 students as independent readers involve straightforward sequences of events and everyday happenings with recognisably realistic or imaginary characters. Informative texts present a small amount of new content about familiar topics of interest and topics being studied in other areas of the curriculum. These include decodable and predictable texts which present a small range of language features, including simple and compound sentences, some unfamiliar vocabulary, a small number of high-frequency words and words that need to be decoded phonically, as well as illustrations and diagrams that support the printed text.
Students create a variety of imaginative, informative and persuasive texts including recounts, procedures, performances, literary retellings and poetry.
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Understand that people use different systems of communication to cater to different needs and purposes and that many people may use sign systems to communicate with others (ACELA1443)
Understand that language is used in combination with other means of communication, for example facial expressions and gestures to interact with others (ACELA1444)
Understand that there are different ways of asking for information, making offers and giving commands (ACELA1446)
Explore different ways of expressing emotions, including verbal, visual, body language and facial expressions (ACELA1787)
Understand that the purposes texts serve shape their structure in predictable ways (ACELA1447)
Understand patterns of repetition and contrast in simple texts (ACELA1448)
Recognise that different types of punctuation, including full stops, question marks and exclamation marks, signal sentences that make statements, ask questions, express emotion or give commands (ACELA1449)
Understand concepts about print and screen, including how different types of texts are organised using page numbering, tables of content, headings and titles, navigation buttons, bars and links (ACELA1450)
Identify the parts of a simple sentence that represent ‘What’s happening?’, ‘What state is being described?’, ‘Who or what is involved?’ and the surrounding circumstances (ACELA1451)
Explore differences in words that represent people, places and things (nouns, including pronouns), happenings and states (verbs), qualities (adjectives) and details such as when, where and how (adverbs) (ACELA1452)
Compare different kinds of images in narrative and informative texts and discuss how they contribute to meaning (ACELA1453)
Understand the use of vocabulary in everyday contexts as well as a growing number of school contexts, including appropriate use of formal and informal terms of address in different contexts (ACELA1454)
Manipulate phonemes in spoken words by addition, deletion and substitution of initial, medial and final phonemes to generate new words (ACELA1457)
Use short vowels, common long vowels, consonant digraphs and consonant blends when writing, and blend these to read single syllable words (ACELA1458)
Understand that a letter can represent more than one sound and that a syllable must contain a vowel sound (ACELA1459)
Understand how to spell one and two syllable words with common letter patterns (ACELA1778)
Recognise and know how to use simple grammatical morphemes to create word families (ACELA1455)
Use visual memory to read and write high-frequency words (ACELA1821)
Segment consonant blends or clusters into separate phonemes at the beginnings and ends of one syllable words (ACELA1822)
Discuss how authors create characters using language and images (ACELT1581)
Discuss characters and events in a range of literary texts and share personal responses to these texts, making connections with students' own experiences (ACELT1582)
Express preferences for specific texts and authors and listen to the opinions of others (ACELT1583)
Discuss features of plot, character and setting in different types of literature and explore some features of characters in different texts (ACELT1584)
Listen to, recite and perform poems, chants, rhymes and songs, imitating and inventing sound patterns including alliteration and rhyme (ACELT1585)
Recreate texts imaginatively using drawing, writing, performance and digital forms of communication (ACELT1586)
Innovate on familiar texts by using similar characters, repetitive patterns or vocabulary (ACELT1832)
Respond to texts drawn from a range of cultures and experiences (ACELY1655)
Engage in conversations and discussions, using active listening behaviours, showing interest, and contributing ideas, information and questions (ACELY1656)
Use interaction skills including turn-taking, recognising the contributions of others, speaking clearly and using appropriate volume and pace (ACELY1788)
Make short presentations using some introduced text structures and language, for example opening statements (ACELY1657)
Describe some differences between imaginative informative and persuasive texts (ACELY1658)
Read decodable and predictable texts using developing phrasing, fluency, contextual, semantic, grammatical and phonic knowledge and emerging text processing strategies, for example prediction, monitoring meaning and re-reading (ACELY1659)
Use comprehension strategies to build literal and inferred meaning about key events, ideas and information in texts that they listen to, view and read by drawing on growing knowledge of context, text structures and language features (ACELY1660)
Create short imaginative and informative texts that show emerging use of appropriate text structure, sentence-level grammar, word choice, spelling, punctuation and appropriate multimodal elements, for example illustrations and diagrams (ACELY1661)
Re-read student’s own texts and discuss possible changes to improve meaning, spelling and punctuation (ACELY1662)
Write using unjoined lower case and upper case letters (ACELY1663)
Construct texts that incorporate supporting images using software including word processing programs (ACELY1664)
By the end of Year 1, students understand the different purposes of texts. They make connections to personal experience when explaining characters and main events in short texts. They identify that texts serve different purposes and that this affects how they are organised. They describe characters, settings and events in different types of literature.
Students read aloud, with developing fluency. They read short texts with some unfamiliar vocabulary, simple and compound sentences and supportive images. When reading, they use knowledge of the relationship between sounds and letters, high-frequency words, sentence boundary punctuation and directionality to make meaning. They recall key ideas and recognise literal and implied meaning in texts. They listen to others when taking part in conversations, using appropriate language features and interaction skills.
Students understand how characters in texts are developed and give reasons for personal preferences. They create texts that show understanding of the connection between writing, speech and images.
They create short texts for a small range of purposes. They interact in pair, group and class discussions, taking turns when responding. They make short presentations on familiar topics. When writing, students provide details about ideas or events, and details about the participants in those events. They accurately spell high-frequency words and words with regular spelling patterns. They use capital letters and full stops and form all upper- and lower-case letters correctly.
The proficiency strands understanding, fluency, problem-solving and reasoning are an integral part of mathematics content across the three content strands: number and algebra, measurement and geometry, and statistics and probability. The proficiencies reinforce the significance of working mathematically within the content and describe how the content is explored or developed. They provide the...
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The proficiency strands understanding, fluency, problem-solving and reasoning are an integral part of mathematics content across the three content strands: number and algebra, measurement and geometry, and statistics and probability. The proficiencies reinforce the significance of working mathematically within the content and describe how the content is explored or developed. They provide the language to build in the developmental aspects of the learning of mathematics. The achievement standards reflect the content and encompass the proficiencies.
At this year level:
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Develop confidence with number sequences to and from 100 by ones from any starting point. Skip count by twos, fives and tens starting from zero (ACMNA012)
Recognise, model, read, write and order numbers to at least 100. Locate these numbers on a number line (ACMNA013)
Count collections to 100 by partitioning numbers using place value (ACMNA014)
Represent and solve simple addition and subtraction problems using a range of strategies including counting on, partitioning and rearranging parts (ACMNA015)
Recognise and describe one-half as one of two equal parts of a whole. (ACMNA016)
Recognise, describe and order Australian coins according to their value (ACMNA017)
Investigate and describe number patterns formed by skip-counting and patterns with objects (ACMNA018)
Measure and compare the lengths and capacities of pairs of objects using uniform informal units (ACMMG019)
Tell time to the half-hour (ACMMG020)
Describe duration using months, weeks, days and hours (ACMMG021)
Recognise and classify familiar two-dimensional shapes and three-dimensional objects using obvious features (ACMMG022)
Give and follow directions to familiar locations (ACMMG023)
Identify outcomes of familiar events involving chance and describe them using everyday language such as ‘will happen’, ‘won’t happen’ or ‘might happen’ (ACMSP024)
Choose simple questions and gather responses and make simple inferences (ACMSP262)
Represent data with objects and drawings where one object or drawing represents one data value. Describe the displays (ACMSP263)
By the end of Year 1, students describe number sequences resulting from skip counting by 2s, 5s and 10s. They identify representations of one half. They recognise Australian coins according to their value. Students explain time durations. They describe two-dimensional shapes and three-dimensional objects. Students describe data displays.
Students count to and from 100 and locate numbers on a number line. They carry out simple additions and subtractions using counting strategies. They partition numbers using place value. They continue simple patterns involving numbers and objects. Students order objects based on lengths and capacities using informal units. They tell time to the half-hour. They use the language of direction to move from place to place. Students classify outcomes of simple familiar events. They collect data by asking questions, draw simple data displays and make simple inferences.
The science inquiry skills and science as a human endeavour strands are described across a two-year band. In their planning, schools and teachers refer to the expectations outlined in the achievement standard and also to the content of the science understanding strand for the relevant year level to ensure that these two strands are addressed over the two-year period. The three strands of the...
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The science inquiry skills and science as a human endeavour strands are described across a two-year band. In their planning, schools and teachers refer to the expectations outlined in the achievement standard and also to the content of the science understanding strand for the relevant year level to ensure that these two strands are addressed over the two-year period. The three strands of the curriculum are interrelated and their content is taught in an integrated way. The order and detail in which the content descriptions are organised into teaching and learning programs are decisions to be made by the teacher.
Incorporating the key ideas of science
From Foundation to Year 2, students learn that observations can be organised to reveal patterns, and that these patterns can be used to make predictions about phenomena.
In Year 1, students infer simple cause-and-effect relationships from their observations and experiences, and begin to link events and phenomena with observable effects and to ask questions. They observe changes that can be large or small and happen quickly or slowly. They explore the properties of familiar objects and phenomena, identifying similarities and differences. Students begin to value counting as a means of comparing observations, and are introduced to ways of organising their observations.
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Living things have a variety of external features (ACSSU017)
Living things live in different places where their needs are met (ACSSU211)
Everyday materials can be physically changed in a variety of ways (ACSSU018)
Observable changes occur in the sky and landscape (ACSSU019)
Light and sound are produced by a range of sources and can be sensed (ACSSU020)
Science involves observing, asking questions about, and describing changes in, objects and events (ACSHE021)
People use science in their daily lives, including when caring for their environment and living things (ACSHE022)
Pose and respond to questions, and make predictions about familiar objects and events (ACSIS024)
Participate in guided investigations to explore and answer questions (ACSIS025)
Use informal measurements to collect and record observations, using digital technologies as appropriate (ACSIS026)
Use a range of methods to sort information, including drawings and provided tables through discussion, compare observations with predictions (ACSIS027)
Compare observations with those of others (ACSIS213)
Represent and communicate observations and ideas in a variety of ways (ACSIS029)
By the end of Year 1, students describe objects and events that they encounter in their everyday lives, and the effects of interacting with materials and objects. They describe changes in their local environment and how different places meet the needs of living things.
Students respond to questions, make predictions, and participate in guided investigations of everyday phenomena. They follow instructions to record and sort their observations and share them with others.
How my world is different from the past and can change in the future
The Year 1 curriculum provides a study of the recent past, the present and the near future within the context of the student’s own world. Students are given opportunities to explore how changes occur over time in relation to themselves, their own families, and the places they and others belong to. They examine their daily...
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How my world is different from the past and can change in the future
The Year 1 curriculum provides a study of the recent past, the present and the near future within the context of the student’s own world. Students are given opportunities to explore how changes occur over time in relation to themselves, their own families, and the places they and others belong to. They examine their daily family life and how it is the same as and different to previous generations. They investigate their place and other places, their natural, managed and constructed features, and the activities located in them. They explore daily and seasonal weather patterns and how different groups describe them. They anticipate near future events such as personal milestones and seasons. The idea of active citizenship is introduced as students explore family roles and responsibilities and ways people care for places.
The content provides opportunities for students to develop humanities and social sciences understanding through key concepts including significance; continuity and change; place and space; roles, rights and responsibilities; and perspectives and action. These concepts may provide a focus for inquiries and be investigated across sub-strands or within a particular sub-strand context.
The content at this year level is organised into two strands: knowledge and understanding, and inquiry and skills. The knowledge and understanding strand draws from two sub-strands: history and geography. These strands (knowledge and understanding, and inquiry and skills) are interrelated and have been developed to be taught in an integrated way, which may include integrating with content from the sub-strands and from other learning areas, and in ways that are appropriate to specific local contexts. The order and detail in which they are taught are programming decisions.
Inquiry Questions
A framework for developing students’ knowledge, understanding and skills is provided by inquiry questions. The following inquiry questions allow for connections to be made across the sub-strands and may be used or adapted to suit local contexts: inquiry questions are also provided for each sub-strand that may enable connections within the humanities and social sciences learning area or across other learning areas.
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Pose questions about past and present objects, people, places and events (ACHASSI018)
Collect data and information from observations and identify information and data from sources provided (ACHASSI019)
Sort and record information and data, including location, in tables and on plans and labelled maps (ACHASSI020)
Sequence familiar objects and events (ACHASSI021)
Explore a point of view (ACHASSI022)
Compare objects from the past with those from the present and consider how places have changed over time (ACHASSI023)
Interpret data and information displayed in pictures and texts and on maps (ACHASSI024)
Draw simple conclusions based on discussions, observations and information displayed in pictures and texts and on maps (ACHASSI025)
Reflect on learning to propose how to care for places and sites that are important or significant (ACHASSI026)
Present narratives, information and findings in oral, graphic and written forms using simple terms to denote the passing of time and to describe direction and location (ACHASSI027)
Differences in family structures and roles today, and how these have changed or remained the same over time (ACHASSK028)
How the present, past and future are signified by terms indicating time, as well as by dates and changes that may have personal significance, such as birthdays, celebrations and seasons (ACHASSK029)
Differences and similarities between students' daily lives and life during their parents’ and grandparents’ childhoods (ACHASSK030)
The natural, managed and constructed features of places, their location, how they change and how they can be cared for (ACHASSK031)
The weather and seasons of places and the ways in which different cultural groups, including Aboriginal and Torres Strait Islander Peoples, describe them (ACHASSK032)
Activities in the local place and reasons for their location (ACHASSK033)
By the end of Year 1, students identify and describe important dates and changes in their own lives. They explain how some aspects of daily life have changed over recent time while others have remained the same. They identify and describe the features of places and their location at a local scale and identify changes to the features of places. They recognise that people describe the features of places differently and describe how places can be cared for.
Students respond to questions about the recent past and familiar and unfamiliar places by collecting and interpreting information and data from observations and from sources provided. They sequence personal and family events in order and represent the location of different places and their features on labelled maps. They reflect on their learning to suggest ways they can care for places. They share stories about the past, and present observations and findings using everyday terms to denote the passing of time and to describe direction and location.
In Foundation to Year 2, learning in The Arts builds on the Early Years Learning Framework. Students are engaged through purposeful and creative play in structured activities, fostering a strong sense of wellbeing and developing their connection with and contribution to the world.
In the Foundation Year, students undertake The Arts appropriate for their level of development.
They explore the...
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In Foundation to Year 2, learning in The Arts builds on the Early Years Learning Framework. Students are engaged through purposeful and creative play in structured activities, fostering a strong sense of wellbeing and developing their connection with and contribution to the world.
In the Foundation Year, students undertake The Arts appropriate for their level of development.
They explore the arts and learn how artworks can represent the world and that they can make artworks to represent their ideas about the world. They share their artworks with peers and experience being an audience to respond to others’ art making.
As they experience the arts, students draw on artworks from a range of cultures, times and locations. They explore the arts of Aboriginal and Torres Strait Islander Peoples and of the Asia region and learn that they are used for different purposes. While the arts in the local community should be the initial focus for learning, students are also aware of and interested in the arts from more distant locations and the curriculum provides opportunities to build on this curiosity.
As they make and respond to artworks, students explore meaning and interpretation, forms and processes, and social and cultural contexts of the arts. They make early evaluations of artworks expressing what they like and why.
Students learn about safe practices in the arts through making and responding safely in the different arts subjects.
They experience the role of artist and they respond to feedback in their art making. As an audience, they learn to focus their attention on artworks presented and to respond to artworks appropriately. In Foundation to Year 2, students learn to be an audience for different arts experiences within the classroom.
In Dance, students:
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Explore, improvise and organise ideas to make dance sequences using the elements of dance (ACADAM001)
Use fundamental movement skills to develop technical skills when practising dance sequences (ACADAM002)
Present dance that communicates ideas to an audience, including dance used by cultural groups in the community (ACADAM003)
Respond to dance and consider where and why people dance, starting with dances from Australia including dances of Aboriginal and Torres Strait Islander Peoples (ACADAR004)
By the end of Year 2, students describe the effect of the elements in dance they make, perform and view and where and why people dance.
Students use the elements of dance to make and perform dance sequences that demonstrate fundamental movement skills to represent ideas. Students demonstrate safe practice.
In Foundation to Year 2, learning in The Arts builds on the Early Years Learning Framework. Students are engaged through purposeful and creative play in structured activities, fostering a strong sense of wellbeing and developing their connection with and contribution to the world.
In the Foundation Year, students undertake The Arts appropriate for their level of development.
They explore the...
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In Foundation to Year 2, learning in The Arts builds on the Early Years Learning Framework. Students are engaged through purposeful and creative play in structured activities, fostering a strong sense of wellbeing and developing their connection with and contribution to the world.
In the Foundation Year, students undertake The Arts appropriate for their level of development.
They explore the arts and learn how artworks can represent the world and that they can make artworks to represent their ideas about the world. They share their artworks with peers and experience being an audience to respond to others’ art making.
As they experience the arts, students draw on artworks from a range of cultures, times and locations. They explore the arts of Aboriginal and Torres Strait Islander Peoples and of the Asia region and learn that they are used for different purposes. While the arts in the local community should be the initial focus for learning, students are also aware of and interested in the arts from more distant locations and the curriculum provides opportunities to build on this curiosity.
As they make and respond to artworks, students explore meaning and interpretation, forms and processes, and social and cultural contexts of the arts. They make early evaluations of artworks expressing what they like and why.
Students learn about safe practices in the arts through making and responding safely in the different arts subjects.
They experience the role of artist and they respond to feedback in their art making. As an audience, they learn to focus their attention on artworks presented and to respond to artworks appropriately. In Foundation to Year 2, students learn to be an audience for different arts experiences within the classroom.
In Drama, students:
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Explore role and dramatic action in dramatic play, improvisation and process drama (ACADRM027)
Use voice, facial expression, movement and space to imagine and establish role and situation (ACADRM028)
Present drama that communicates ideas, including stories from their community, to an audience (ACADRM029)
Respond to drama and consider where and why people make drama, starting with Australian drama including drama of Aboriginal and Torres Strait Islander Peoples (ACADRR030)
In Foundation to Year 2, learning in The Arts builds on the Early Years Learning Framework. Students are engaged through purposeful and creative play in structured activities, fostering a strong sense of wellbeing and developing their connection with and contribution to the world.
In the Foundation Year, students undertake The Arts appropriate for their level of development.
They explore the...
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In Foundation to Year 2, learning in The Arts builds on the Early Years Learning Framework. Students are engaged through purposeful and creative play in structured activities, fostering a strong sense of wellbeing and developing their connection with and contribution to the world.
In the Foundation Year, students undertake The Arts appropriate for their level of development.
They explore the arts and learn how artworks can represent the world and that they can make artworks to represent their ideas about the world. They share their artworks with peers and experience being an audience to respond to others’ art making.
As they experience the arts, students draw on artworks from a range of cultures, times and locations. They explore the arts of Aboriginal and Torres Strait Islander Peoples and of the Asia region and learn that they are used for different purposes. While the arts in the local community should be the initial focus for learning, students are also aware of and interested in the arts from more distant locations and the curriculum provides opportunities to build on this curiosity.
As they make and respond to artworks, students explore meaning and interpretation, forms and processes, and social and cultural contexts of the arts. They make early evaluations of artworks expressing what they like and why.
Students learn about safe practices in the arts through making and responding safely in the different arts subjects.
They experience the role of artist and they respond to feedback in their art making. As an audience, they learn to focus their attention on artworks presented and to respond to artworks appropriately. In Foundation to Year 2, students learn to be an audience for different arts experiences within the classroom.
In Media Arts, students:
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Explore ideas, characters and settings in the community through stories in images, sounds and text (ACAMAM054)
Use media technologies to capture and edit images, sounds and text for a purpose (ACAMAM055)
Create and present media artworks that communicate ideas and stories to an audience (ACAMAM056)
Respond to media artworks and consider where and why people make media artworks, starting with media from Australia including media artworks of Aboriginal and Torres Strait Islander Peoples (ACAMAR057)
By the end of Year 2, students communicate about media artworks they make and view, and where and why media artworks are made.
Students make and share media artworks using story principles, composition, sound and technologies.
In Foundation to Year 2, learning in The Arts builds on the Early Years Learning Framework. Students are engaged through purposeful and creative play in structured activities, fostering a strong sense of wellbeing and developing their connection with and contribution to the world.
In the Foundation Year, students undertake The Arts appropriate for their level of development.
They explore the...
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In Foundation to Year 2, learning in The Arts builds on the Early Years Learning Framework. Students are engaged through purposeful and creative play in structured activities, fostering a strong sense of wellbeing and developing their connection with and contribution to the world.
In the Foundation Year, students undertake The Arts appropriate for their level of development.
They explore the arts and learn how artworks can represent the world and that they can make artworks to represent their ideas about the world. They share their artworks with peers and experience being an audience to respond to others’ art making.
As they experience the arts, students draw on artworks from a range of cultures, times and locations. They explore the arts of Aboriginal and Torres Strait Islander Peoples and of the Asia region and learn that they are used for different purposes. While the arts in the local community should be the initial focus for learning, students are also aware of and interested in the arts from more distant locations and the curriculum provides opportunities to build on this curiosity.
As they make and respond to artworks, students explore meaning and interpretation, forms and processes, and social and cultural contexts of the arts. They make early evaluations of artworks expressing what they like and why.
Students learn about safe practices in the arts through making and responding safely in the different arts subjects.
They experience the role of artist and they respond to feedback in their art making. As an audience, they learn to focus their attention on artworks presented and to respond to artworks appropriately. In Foundation to Year 2, students learn to be an audience for different arts experiences within the classroom.
In Music, students:
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Develop aural skills by exploring and imitating sounds, pitch and rhythm patterns using voice, movement and body percussion (ACAMUM080)
Sing and play instruments to improvise, practise a repertoire of chants, songs and rhymes, including songs used by cultural groups in the community (ACAMUM081)
Create compositions and perform music to communicate ideas to an audience (ACAMUM082)
Respond to music and consider where and why people make music, starting with Australian music, including music of Aboriginal and Torres Strait Islander Peoples (ACAMUR083)
By the end of Year 2, students communicate about the music they listen to, make and perform and where and why people make music.
Students improvise, compose, arrange and perform music. They demonstrate aural skills by staying in tune and keeping in time when they sing and play.
In Foundation to Year 2, learning in The Arts builds on the Early Years Learning Framework. Students are engaged through purposeful and creative play in structured activities, fostering a strong sense of wellbeing and developing their connection with and contribution to the world.
In the Foundation Year, students undertake The Arts appropriate for their level of development.
They explore the...
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In Foundation to Year 2, learning in The Arts builds on the Early Years Learning Framework. Students are engaged through purposeful and creative play in structured activities, fostering a strong sense of wellbeing and developing their connection with and contribution to the world.
In the Foundation Year, students undertake The Arts appropriate for their level of development.
They explore the arts and learn how artworks can represent the world and that they can make artworks to represent their ideas about the world. They share their artworks with peers and experience being an audience to respond to others’ art making.
As they experience the arts, students draw on artworks from a range of cultures, times and locations. They explore the arts of Aboriginal and Torres Strait Islander Peoples and of the Asia region and learn that they are used for different purposes. While the arts in the local community should be the initial focus for learning, students are also aware of and interested in the arts from more distant locations and the curriculum provides opportunities to build on this curiosity.
As they make and respond to artworks, students explore meaning and interpretation, forms and processes, and social and cultural contexts of the arts. They make early evaluations of artworks expressing what they like and why.
Students learn about safe practices in the arts through making and responding safely in the different arts subjects.
They experience the role of artist and they respond to feedback in their art making. As an audience, they learn to focus their attention on artworks presented and to respond to artworks appropriately. In Foundation to Year 2, students learn to be an audience for different arts experiences within the classroom.
In Visual Arts, students:
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Explore ideas, experiences, observations and imagination to create visual artworks and design, including considering ideas in artworks by Aboriginal and Torres Strait Islander artists (ACAVAM106)
Use and experiment with different materials, techniques, technologies and processes to make artworks (ACAVAM107)
Create and display artworks to communicate ideas to an audience (ACAVAM108)
Respond to visual artworks and consider where and why people make visual artworks, starting with visual artworks from Australia, including visual artworks of Aboriginal and Torres Strait Islander Peoples (ACAVAR109)
By the end of Year 2, students describe artworks they make and view and where and why artworks are made and presented.
Students make artworks in different forms to express their ideas, observations and imagination, using different techniques and processes.
Learning in Design and Technologies builds on concepts, skills and processes developed in the Early Years Learning Framework, revisiting, strengthening and extending these as needed.
By the end of Year 2 students will have had the opportunity to create designed solutions at least once in each of the following technologies contexts: Engineering principles and systems; Food and...
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Learning in Design and Technologies builds on concepts, skills and processes developed in the Early Years Learning Framework, revisiting, strengthening and extending these as needed.
By the end of Year 2 students will have had the opportunity to create designed solutions at least once in each of the following technologies contexts: Engineering principles and systems; Food and fibre production and Food specialisations; and Materials and technologies specialisations. Students should have opportunities to experience designing and producing products, services and environments. This may occur through integrated learning.
In Foundation to Year 2 students explore and investigate technologies − materials, systems, components, tools and equipment − including their purpose and how they meet personal and social needs within local settings. Students develop an understanding of how society and environmental sustainability factors influence design and technologies decisions. Students evaluate designed solutions using questions such as ‘How does it work?’, ‘What purpose does it meet?’, ‘Who will use it?’, ‘What do I like about it?’ or ‘How can it be improved?’ They begin to consider the impact of their decisions and of technologies on others and the environment including in relation to preferred futures. They reflect on their participation in a design process. This involves students developing new perspectives, and engaging in different forms of evaluating and critiquing products, services and environments based on personal preferences.
Using a range of technologies including a variety of graphical representation techniques to communicate, students draw, model and explain design ideas; label drawings; draw objects as two-dimensional images from different views; draw products and simple environments and verbalise design ideas.
They plan (with teacher support) simple steps and follow directions to complete their own or group design ideas or projects, and manage their own role within team projects. Students are aware of others around them and the need to work safely and collaboratively when making designed solutions
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Identify how people design and produce familiar products, services and environments and consider sustainability to meet personal and local community needs (ACTDEK001)
Explore how technologies use forces to create movement in products (ACTDEK002)
Explore how plants and animals are grown for food, clothing and shelter and how food is selected and prepared for healthy eating (ACTDEK003)
Explore the characteristics and properties of materials and components that are used to produce designed solutions (ACTDEK004)
Explore needs or opportunities for designing, and the technologies needed to realise designed solutions (ACTDEP005)
Generate, develop and record design ideas through describing, drawing and modelling (ACTDEP006)
Use materials, components, tools, equipment and techniques to safely make designed solutions (ACTDEP007)
Use personal preferences to evaluate the success of design ideas, processes and solutions including their care for environment (ACTDEP008)
Sequence steps for making designed solutions and working collaboratively (ACTDEP009)
By the end of Year 2, students describe the purpose of familiar products, services and environments and how they meet the needs of users and affect others and environments. They identify the features and uses of technologies for each of the prescribed technologies contexts.
With guidance, students create designed solutions for each of the prescribed technologies contexts. They describe given needs or opportunities. Students create and evaluate their ideas and designed solutions based on personal preferences. They communicate design ideas for their designed products, services and environments using modelling and simple drawings. Following sequenced steps, students demonstrate safe use of tools and equipment when producing designed solutions.
Learning in Digital Technologies builds on concepts, skills and processes developed in the Early Years Learning Framework. It focuses on developing foundational skills in computational thinking and an awareness of personal experiences using digital systems.
By the end of Year 2, students will have had opportunities to create a range of digital solutions through guided play and...
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Learning in Digital Technologies builds on concepts, skills and processes developed in the Early Years Learning Framework. It focuses on developing foundational skills in computational thinking and an awareness of personal experiences using digital systems.
By the end of Year 2, students will have had opportunities to create a range of digital solutions through guided play and integrated learning, such as using robotic toys to navigate a map or recording science data with software applications.
In Foundation – Year 2, students begin to learn about common digital systems and patterns that exist within data they collect. Students organise, manipulate and present this data, including numerical, categorical, text, image, audio and video data, in creative ways to create meaning.
Students use the concept of abstraction when defining problems, to identify the most important information, such as the significant steps involved in making a sandwich. They begin to develop their design skills by conceptualising algorithms as a sequence of steps for carrying out instructions, such as identifying steps in a process or controlling robotic devices.
Students describe how information systems meet information, communication and/or recreational needs.
Through discussion with teachers, students learn to apply safe and ethical practices to protect themselves and others as they interact online for learning and communicating.
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Recognise and explore digital systems (hardware and software components) for a purpose (ACTDIK001)
Recognise and explore patterns in data and represent data as pictures, symbols and diagrams (ACTDIK002)
Collect, explore and sort data, and use digital systems to present the data creatively (ACTDIP003)
Follow, describe and represent a sequence of steps and decisions (algorithms) needed to solve simple problems (ACTDIP004)
Explore how people safely use common information systems to meet information, communication and recreation needs (ACTDIP005)
Create and organise ideas and information using information systems independently and with others, and share these with known people in safe online environments (ACTDIP006)
By the end of Year 2, students identify how common digital systems (hardware and software) are used to meet specific purposes. They use digital systems to represent simple patterns in data in different ways.
Students design solutions to simple problems using a sequence of steps and decisions. They collect familiar data and display them to convey meaning. They create and organise ideas and information using information systems, and share information in safe online environments.
The curriculum for Years 1 and 2 builds on the learning from Foundation and supports students to make decisions to enhance their health, safety and participation in physical activity. The content enables students to explore their own sense of self and the factors that contribute to and influence their identities. Students learn about emotions, how to enhance their interactions with others, and...
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The curriculum for Years 1 and 2 builds on the learning from Foundation and supports students to make decisions to enhance their health, safety and participation in physical activity. The content enables students to explore their own sense of self and the factors that contribute to and influence their identities. Students learn about emotions, how to enhance their interactions with others, and the physical and social changes they go through as they grow older.
The content explores health messages and how they relate to health decisions and behaviours, and examines strategies students can use when they need help. The content also provides opportunities for students to learn through movement. It supports them in broadening the range and complexity of fundamental movement skills they are able to perform. They learn how to select, transfer and apply simple movement skills and sequences individually, in groups and in teams.
Students also further develop their knowledge, understanding and skills in relation to movement by exploring simple rule systems and safe use of equipment in a variety of physical activities and games. Through active participation, they investigate the body’s response to different types of physical activities. In addition, students develop personal and social skills such as cooperation, decision-making, problem-solving and persistence through movement settings.
Focus areas to be addressed in Years 1 and 2 include:
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Describe their own strengths and achievements and those of others, and identify how these contribute to personal identities (ACPPS015)
Describe physical and social changes that occur as children grow older and discuss how family and community acknowledge these (ACPPS016)
Practise strategies they can use when they feel uncomfortable, unsafe or need help with a task, problem or situation (ACPPS017)
Recognise situations and opportunities to promote health, safety and wellbeing (ACPPS018)
Describe ways to include others to make them feel they belong (ACPPS019)
Identify and practise emotional responses that account for own and others’ feelings (ACPPS020)
Examine health messages and how they relate to health decisions and behaviours (ACPPS021)
Explore actions that help make the classroom a healthy, safe and active place (ACPPS022)
Identify and explore natural and built environments in the local community where physical activity can take place (ACPPS023)
Recognise similarities and differences in individuals and groups, and explore how these are celebrated and respected (ACPPS024)
Perform fundamental movement skills in a variety of movement sequences and situations (ACPMP025)
Create and participate in games with and without equipment (ACPMP027)
Discuss the body’s reactions to participating in physical activities (ACPMP028)
Incorporate elements of effort, space, time, objects and people in performing simple movement sequences (ACPMP029)
Use strategies to work in group situations when participating in physical activities (ACPMP030)
Propose a range of alternatives and test their effectiveness when solving movement challenges (ACPMP031)
Identify rules and fair play when participating in physical activities (ACPMP032)
By the end of Year 2, students describe changes that occur as they grow older. They recognise how strengths and achievements contribute to identities. They identify how emotional responses impact on others’ feelings. They examine messages related to health decisions and describe how to keep themselves and others healthy, safe and physically active. They identify areas where they can be active and how the body reacts to different physical activities.
Students demonstrate positive ways to interact with others. They select and apply strategies to keep themselves healthy and safe and are able to ask for help with tasks or problems. They demonstrate fundamental movement skills in a variety of movement sequences and situations and test alternatives to solve movement challenges. They perform movement sequences that incorporate the elements of movement.
God is the giver of all life. God’s Holy Spirit is experienced in people and the world around us.
In Year One students develop skills in posing and answering questions about God as love and naming signs of God’s presence in people and the world. Students recall and record biblical stories of Jesus and his family and consider their own families and ways to live in harmony with others...
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God is the giver of all life. God’s Holy Spirit is experienced in people and the world around us.
In Year One students develop skills in posing and answering questions about God as love and naming signs of God’s presence in people and the world. Students recall and record biblical stories of Jesus and his family and consider their own families and ways to live in harmony with others. Students become familiar with the symbols and signs in the local church, school or chapel. Students retell the stories of Mary the mother of Jesus and learn about her as an example to follow. Students are involved in an in-depth study of Baptism, identifying the most common sacramental elements, posing and discussing questions about why people are baptised and how they live out the gift of Baptism throughout their lives. Students learn the rituals associated with different forms of prayer identifying reasons to pray and special places, seasons and times to pray as an individual or as part of a celebrating community. They demonstrate some knowledge of some formal prayers. Students explore the need to care for people (not just our families) and creation and that learning to love and care for all that surrounds us is possible because we are loved first by God.
In Year Two students develop further skills in posing and answering questions about some of the many ways God can be experienced and described: Creator and giver of life, Father, love. Students investigate Jesus’ Jewish identity and his relationship with God. Students explore creatively ways to contribute to the mission of the church through being signs of God’s love. Students learn about the parts and genres of the Bible and recall a narrative or a parable. Students become familiar with Catholic symbols and rituals in the Mass. They can name the sacraments and their symbols learning about Baptism and Eucharist. They engage with the values of forgiveness through prayer rituals and develop skills in Christian Meditation practice. By the end of Year two students can name the three persons of the Trinity and can recite some traditional prayers and some liturgical responses. They learn about how Mary is the model for Christian living and develop a familiarity with the scripture stories of the rosary. By the end of Year Two children can identify freely and creatively ways that they can love and care for themselves, their families, fellow students and teachers.
The Content of this band is organised into Three Strands: Religious Knowledge and Understanding, Inquiry and Communication, Discernment and Making Connections. These strands are interrelated and are taught in ways that are appropriate to specific Elements and are supported by key inquiry questions.
Key inquiry questions
Some key inquiry questions for Year 1 are articulated below.
Some key inquiry questions for Year 2 are articulated below.
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God is the giver of all life. God’s Holy Spirit is experienced in people and the world around us (TCREK009)
Jesus reveals God’s love for us (TCREK010)
The Church is a celebrating community that shares God’s love (TCREK011)
Stories from the scriptures teach us about the love of God (TCREK012)
The loving presence of Jesus is celebrated in the Sacraments (TCREK013)
Prayer is an expression of our relationship with God (TCREK014)
God invites me to love and care for myself and others (TCREK015)
For Christians, Jesus Christ is the centre of their faith (TCREK016)
Responding to questions about religious ideas, events or rituals and record their thoughts and feelings (TCREI004)
Listen and view stories of the Old Testament and the New Testaments and discuss characters (TCREI005)
Express personal responses and religious or spiritual ideas in a number of ways (TCREI006)
Name important ideas or Questions, expressing hopes for people or creation and reflect with others or alone- e.g. silence and stillness (TCRED005)
Listen and respond to others’ ideas and thoughts and ponder,wonder and ask questions about themselves and how they are connected to God and their world (TCRED006)
share some ideas and help design plans of action that might lead to modeling of loving choices or improved situations at school or beyond (TCRED007)
By the end of Year Two, students identify God as the giver of all life, revealed in creation and Jesus’ loving way of welcoming, serving, and celebrating. They describe the action of the Holy Spirit in the scriptures and the world and how this is shown in care for self and others. They recognise God’s loving presence in prayer, scripture and sacraments.
Students reflect on and respond to religious experiences, texts and stories, recording observations, thoughts, feelings and ideas. They express in diverse ways their emerging understanding of and engagement with the teachings of the Catholic Church.
The English curriculum is built around the three interrelated strands of language, literature and literacy. Teaching and learning programs should balance and integrate all three strands. Together, the strands focus on developing students’ knowledge, understanding and skills in listening, reading, viewing, speaking, writing and creating. Learning in English builds on concepts, skills and...
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The English curriculum is built around the three interrelated strands of language, literature and literacy. Teaching and learning programs should balance and integrate all three strands. Together, the strands focus on developing students’ knowledge, understanding and skills in listening, reading, viewing, speaking, writing and creating. Learning in English builds on concepts, skills and processes developed in earlier years, and teachers will revisit and strengthen these as needed.
In Year 2, students communicate with peers, teachers, students from other classes and community members.
Students engage with a variety of texts for enjoyment. They listen to, read, view and interpret spoken, written and multimodal texts in which the primary purpose is to entertain, as well as texts designed to inform and persuade. These encompass traditional oral texts, picture books, various types of print and digital stories, simple chapter books, rhyming verse, poetry, non-fiction, film, multimodal texts, dramatic performances and texts used by students as models for constructing their own work.
The range of literary texts for Foundation to Year 10 comprises Australian literature, including the oral narrative traditions of Aboriginal and Torres Strait Islander Peoples, as well as the contemporary literature of these two cultural groups, and classic and contemporary world literature, including texts from and about Asia.
Literary texts that support and extend Year 2 students as independent readers involve sequences of events that span several pages and present unusual happenings within a framework of familiar experiences. Informative texts present new content about topics of interest and topics being studied in other areas of the curriculum. These texts include language features such as varied sentence structures, some unfamiliar vocabulary, a significant number of high-frequency sight words and words that need to be decoded phonically, and a range of punctuation conventions, as well as illustrations and diagrams that support and extend the printed text.
Students create a range of imaginative, informative and persuasive texts including imaginative retellings, reports, performances, poetry and expositions.
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Understand that spoken, visual and written forms of language are different modes of communication with different features and their use varies according to the audience, purpose, context and cultural background (ACELA1460)
Understand that language varies when people take on different roles in social and classroom interactions and how the use of key interpersonal language resources varies depending on context (ACELA1461)
Identify language that can be used for appreciating texts and the qualities of people and things (ACELA1462)
Understand that different types of texts have identifiable text structures and language features that help the text serve its purpose (ACELA1463)
Understand how texts are made cohesive through language features, including word associations, synonyms, and antonyms (ACELA1464)
Recognise that capital letters signal proper nouns and commas are used to separate items in lists (ACELA1465)
Know some features of text organisation including page and screen layouts, alphabetical order, and different types of diagrams, for example timelines (ACELA1466)
Understand that simple connections can be made between ideas by using a compound sentence with two or more clauses usually linked by a coordinating conjunction (ACELA1467)
Understand that nouns represent people, places, concrete objects and abstract concepts; that there are three types of nouns: common, proper and pronouns; and that noun groups/phrases can be expanded using articles and adjectives (ACELA1468)
Identify visual representations of characters’ actions, reactions, speech and thought processes in narratives, and consider how these images add to or contradict or multiply the meaning of accompanying words (ACELA1469)
Understand the use of vocabulary about familiar and new topics and experiment with and begin to make conscious choices of vocabulary to suit audience and purpose (ACELA1470)
Orally manipulate more complex sounds in spoken words through knowledge of blending and segmenting sounds, phoneme deletion and substitution in combination with use of letters in reading and writing (ACELA1474)
Understand how to use knowledge of digraphs, long vowels, blends and silent letters to spell one and two syllable words including some compound words (ACELA1471)
Build morphemic word families using knowledge of prefixes and suffixes (ACELA1472)
Use knowledge of letter patterns and morphemes to read and write high-frequency words and words whose spelling is not predictable from their sounds (ACELA1823)
Use most letter-sound matches including vowel digraphs, less common long vowel patterns, letter clusters and silent letters when reading and writing words of one or more syllable (ACELA1824)
Understand that a sound can be represented by various letter combinations (ACELA1825)
Discuss how depictions of characters in print, sound and images reflect the contexts in which they were created (ACELT1587)
Compare opinions about characters, events and settings in and between texts (ACELT1589)
Identify aspects of different types of literary texts that entertain, and give reasons for personal preferences (ACELT1590)
Discuss the characters and settings of different texts and explore how language is used to present these features in different ways (ACELT1591)
Identify, reproduce and experiment with rhythmic, sound and word patterns in poems, chants, rhymes and songs (ACELT1592)
Create events and characters using different media that develop key events and characters from literary texts (ACELT1593)
Innovate on familiar texts by experimenting with character, setting or plot (ACELT1833)
Discuss different texts on a similar topic, identifying similarities and differences between the texts (ACELY1665)
Listen for specific purposes and information, including instructions, and extend students’ own and others' ideas in discussions (ACELY1666)
Use interaction skills including initiating topics, making positive statements and voicing disagreement in an appropriate manner, speaking clearly and varying tone, volume and pace appropriately (ACELY1789)
Rehearse and deliver short presentations on familiar and new topics (ACELY1667)
Identify the audience of imaginative, informative and persuasive texts (ACELY1668)
Read less predictable texts with phrasing and fluency by combining contextual, semantic, grammatical and phonic knowledge using text processing strategies, for example monitoring meaning, predicting, rereading and self-correcting (ACELY1669)
Use comprehension strategies to build literal and inferred meaning and begin to analyse texts by drawing on growing knowledge of context, language and visual features and print and multimodal text structures (ACELY1670)
Create short imaginative, informative and persuasive texts using growing knowledge of text structures and language features for familiar and some less familiar audiences, selecting print and multimodal elements appropriate to the audience and purpose (ACELY1671)
Re-read and edit text for spelling, sentence-boundary punctuation and text structure (ACELY1672)
Write legibly and with growing fluency using unjoined upper case and lower case letters (ACELY1673)
Construct texts featuring print, visual and audio elements using software, including word processing programs (ACELY1674)
By the end of Year 2, students understand how similar texts share characteristics by identifying text structures and language features used to describe characters and events, or to communicate factual information.
They read texts that contain varied sentence structures, some unfamiliar vocabulary, a significant number of high-frequency sight words and images that provide extra information. They monitor meaning and self-correct using knowledge of phonics, syntax, punctuation, semantics and context. They use knowledge of a wide variety of letter-sound relationships to read words of one or more syllables with fluency. They identify literal and implied meaning, main ideas and supporting detail. Students make connections between texts by comparing content. They listen for particular purposes. They listen for and manipulate sound combinations and rhythmic sound patterns.
When discussing their ideas and experiences, students use everyday language features and topic-specific vocabulary. They explain their preferences for aspects of texts using other texts as comparisons. They create texts that show how images support the meaning of the text.
Students create texts, drawing on their own experiences, their imagination and information they have learnt. They use a variety of strategies to engage in group and class discussions and make presentations. They accurately spell words with regular spelling patterns and spell words with less common long vowel patterns. They use punctuation accurately, and write words and sentences legibly using unjoined upper- and lower-case letters.
The proficiency strands understanding, fluency, problem-solving and reasoning are an integral part of mathematics content across the three content strands: number and algebra, measurement and geometry, and statistics and probability. The proficiencies reinforce the significance of working mathematically within the content and describe how the content is explored or developed. They provide the...
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The proficiency strands understanding, fluency, problem-solving and reasoning are an integral part of mathematics content across the three content strands: number and algebra, measurement and geometry, and statistics and probability. The proficiencies reinforce the significance of working mathematically within the content and describe how the content is explored or developed. They provide the language to build in the developmental aspects of the learning of mathematics. The achievement standards reflect the content and encompass the proficiencies.
At this year level:
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Investigate number sequences, initially those increasing and decreasing by twos, threes, fives and tens from any starting point, then moving to other sequences (ACMNA026)
Recognise, model, represent and order numbers to at least 1000 (ACMNA027)
Group, partition and rearrange collections up to 1000 in hundreds, tens and ones to facilitate more efficient counting (ACMNA028)
Explore the connection between addition and subtraction (ACMNA029)
Solve simple addition and subtraction problems using a range of efficient mental and written strategies (ACMNA030)
Recognise and represent multiplication as repeated addition, groups and arrays (ACMNA031)
Recognise and represent division as grouping into equal sets and solve simple problems using these representations (ACMNA032)
Recognise and interpret common uses of halves, quarters and eighths of shapes and collections (ACMNA033)
Count and order small collections of Australian coins and notes according to their value (ACMNA034)
Describe patterns with numbers and identify missing elements (ACMNA035)
Solve problems by using number sentences for addition or subtraction (ACMNA036)
Compare and order several shapes and objects based on length, area, volume and capacity using appropriate uniform informal units (ACMMG037)
Compare masses of objects using balance scales (ACMMG038)
Tell time to the quarter-hour, using the language of 'past' and 'to' (ACMMG039)
Name and order months and seasons (ACMMG040)
Use a calendar to identify the date and determine the number of days in each month (ACMMG041)
Describe and draw two-dimensional shapes, with and without digital technologies (ACMMG042)
Describe the features of three-dimensional objects (ACMMG043)
Interpret simple maps of familiar locations and identify the relative positions of key features (ACMMG044)
Investigate the effect of one-step slides and flips with and without digital technologies (ACMMG045)
Identify and describe half and quarter turns (ACMMG046)
Identify practical activities and everyday events that involve chance. Describe outcomes as ‘likely’ or ‘unlikely’ and identify some events as ‘certain’ or ‘impossible’ (ACMSP047)
Identify a question of interest based on one categorical variable. Gather data relevant to the question (ACMSP048)
Collect, check and classify data (ACMSP049)
Create displays of data using lists, table and picture graphs and interpret them (ACMSP050)
By the end of Year 2, students recognise increasing and decreasing number sequences involving 2s, 3s and 5s. They represent multiplication and division by grouping into sets. They associate collections of Australian coins with their value. Students identify the missing element in a number sequence. Students recognise the features of three-dimensional objects. They interpret simple maps of familiar locations. They explain the effects of one-step transformations. Students make sense of collected information.
Students count to and from 1000. They perform simple addition and subtraction calculations using a range of strategies. They divide collections and shapes into halves, quarters and eighths. Students order shapes and objects using informal units. They tell time to the quarter-hour and use a calendar to identify the date and the months included in seasons. They draw two-dimensional shapes. They describe outcomes for everyday events. Students collect, organise and represent data to make simple inferences.
The science inquiry skills and science as a human endeavour strands are described across a two-year band. In their planning, schools and teachers refer to the expectations outlined in the achievement standard and also to the content of the science understanding strand for the relevant year level to ensure that these two strands are addressed over the two-year period. The three strands of the...
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The science inquiry skills and science as a human endeavour strands are described across a two-year band. In their planning, schools and teachers refer to the expectations outlined in the achievement standard and also to the content of the science understanding strand for the relevant year level to ensure that these two strands are addressed over the two-year period. The three strands of the curriculum are interrelated and their content is taught in an integrated way. The order and detail in which the content descriptions are organised into teaching and learning programs are decisions to be made by the teacher.
Incorporating the key ideas of science
From Foundation to Year 2, students learn that observations can be organised to reveal patterns, and that these patterns can be used to make predictions about phenomena.
In Year 2, students describe the components of simple systems, such as stationary objects subjected to pushes or pulls, or combinations of materials, and show how objects and materials interact through direct manipulation. They observe patterns of growth and change in living things, and describe patterns and make predictions. They explore the use of resources from Earth and are introduced to the idea of the flow of matter when considering how water is used. They use counting and informal measurements to make and compare observations and begin to recognise that organising these observations in tables makes it easier to show patterns.
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Living things grow, change and have offspring similar to themselves (ACSSU030)
Different materials can be combined for a particular purpose (ACSSU031)
Earth’s resources are used in a variety of ways (ACSSU032)
A push or a pull affects how an object moves or changes shape (ACSSU033)
Science involves observing, asking questions about, and describing changes in, objects and events (ACSHE034)
People use science in their daily lives, including when caring for their environment and living things (ACSHE035)
Pose and respond to questions, and make predictions about familiar objects and events (ACSIS037)
Participate in guided investigations to explore and answer questions (ACSIS038)
Use informal measurements to collect and record observations, using digital technologies as appropriate (ACSIS039)
Use a range of methods to sort information, including drawings and provided tables and through discussion, compare observations with predictions (ACSIS040)
Compare observations with those of others (ACSIS041)
Represent and communicate observations and ideas in a variety of ways (ACSIS042)
By the end of Year 2, students describe changes to objects, materials and living things. They identify that certain materials and resources have different uses and describe examples of where science is used in people’s daily lives.
Students pose and respond to questions about their experiences and predict outcomes of investigations. They use informal measurements to make and compare observations. They record and represent observations and communicate ideas in a variety of ways.
Our past and present connections to people and places
The Year 2 curriculum extends contexts for study beyond the personal to the community and to near and distant places that students are familiar with or aware of, exploring connections between the past and present and between people and places. Students examine remains of the past in their local area, coming to understand how connections have...
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Our past and present connections to people and places
The Year 2 curriculum extends contexts for study beyond the personal to the community and to near and distant places that students are familiar with or aware of, exploring connections between the past and present and between people and places. Students examine remains of the past in their local area, coming to understand how connections have changed the lives of people over time and space and how their community values and preserves connections to the past. They study where they are located in the world and how the world is represented on maps and through place names that reveal the history and value of these places. Students explore other cultures’ connections to their local place and their own connections to distant places. Through a study of technological change, students see how they are both similar and different to people in the past and how they are connected to places near and far. The idea of citizenship is introduced as students think about how people are connected.
The content provides opportunities for students to develop humanities and social sciences understanding through key concepts including significance, continuity and change, cause and effect, place and space, interconnections and perspectives and action. These concepts may provide a focus for inquiries and be investigated across sub-strands or within a particular sub-strand context.
The content at this year level is organised into two strands: knowledge and understanding, and inquiry and skills. The knowledge and understanding strand draws from two sub-strands: history and geography. These strands (knowledge and understanding, and inquiry and skills) are interrelated and have been developed to be taught in an integrated way, which may include integrating with content from the sub-strands and from other learning areas, and in ways that are appropriate to specific local contexts. The order and detail in which they are taught are programming decisions.
Inquiry Questions
A framework for developing students’ knowledge, understanding and skills is provided by inquiry questions. The following inquiry questions allow for connections to be made across the sub-strands and may be used or adapted to suit local contexts: inquiry questions are also provided for each sub-strand that may enable connections within the humanities and social sciences learning area or across other learning areas.
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Pose questions about past and present objects, people, places and events (ACHASSI034)
Collect data and information from observations and identify information and data from sources provided (ACHASSI035)
Sort and record information and data, including location, in tables and on plans and labelled maps (ACHASSI036)
Sequence familiar objects and events (ACHASSI037)
Explore a point of view (ACHASSI038)
Compare objects from the past with those from the present and consider how places have changed over time (ACHASSI039)
Interpret data and information displayed in pictures and texts and on maps (ACHASSI040)
Draw simple conclusions based on discussions, observations and information displayed in pictures and texts and on maps (ACHASSI041)
Reflect on learning to propose how to care for places and sites that are important or significant (ACHASSI042)
Present narratives, information and findings in oral, graphic and written forms using simple terms to denote the passing of time and to describe direction and location (ACHASSI043)
The history of a significant person, building, site and/or part of the natural environment in the local community and what it reveals about the past (ACHASSK044)
The importance today of a historical site of cultural or spiritual significance in the local area, and why it should be preserved (ACHASSK045)
How changing technology affected people’s lives (at home and in the ways they worked, travelled, communicated and played in the past) (ACHASSK046)
The way the world is represented in geographic divisions and the location of Australia in relation to these divisions (ACHASSK047)
The idea that places are parts of Earth’s surface that have been named by people, and how places can be defined at a variety of scales (ACHASSK048)
The ways in which Aboriginal and Torres Strait Islander Peoples maintain special connections to particular Country/Place (ACHASSK049)
The connections of people in Australia to people in other places in Australia and across the world (ACHASSK050)
The influence of purpose, distance and accessibility on the frequency with which people visit places (ACHASSK051)
By the end of Year 2, students describe a person, site and/or event of significance in the local community and explain why places are important to people. They identify how and why the lives of people have changed over time while others have remained the same. They recognise that the world is divided into geographic divisions and that places can be described at different scales. Students describe how people in different places are connected to each other and identify factors that influence these connections. They recognise that places have different meaning for different people and why the significant features of places should be preserved.
Students pose questions about the past and familiar and unfamiliar objects and places. They locate information from observations and from sources provided. They compare objects from the past and present and interpret information and data to identify a point of view and draw simple conclusions. They sequence familiar objects and events in order and sort and record data in tables, plans and on labelled maps. They reflect on their learning to suggest ways to care for places and sites of significance. Students develop narratives about the past and communicate findings in a range of texts using language to describe direction, location and the passing of time.
In Foundation to Year 2, learning in The Arts builds on the Early Years Learning Framework. Students are engaged through purposeful and creative play in structured activities, fostering a strong sense of wellbeing and developing their connection with and contribution to the world.
In the Foundation Year, students undertake The Arts appropriate for their level of development.
They explore the...
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In Foundation to Year 2, learning in The Arts builds on the Early Years Learning Framework. Students are engaged through purposeful and creative play in structured activities, fostering a strong sense of wellbeing and developing their connection with and contribution to the world.
In the Foundation Year, students undertake The Arts appropriate for their level of development.
They explore the arts and learn how artworks can represent the world and that they can make artworks to represent their ideas about the world. They share their artworks with peers and experience being an audience to respond to others’ art making.
As they experience the arts, students draw on artworks from a range of cultures, times and locations. They explore the arts of Aboriginal and Torres Strait Islander Peoples and of the Asia region and learn that they are used for different purposes. While the arts in the local community should be the initial focus for learning, students are also aware of and interested in the arts from more distant locations and the curriculum provides opportunities to build on this curiosity.
As they make and respond to artworks, students explore meaning and interpretation, forms and processes, and social and cultural contexts of the arts. They make early evaluations of artworks expressing what they like and why.
Students learn about safe practices in the arts through making and responding safely in the different arts subjects.
They experience the role of artist and they respond to feedback in their art making. As an audience, they learn to focus their attention on artworks presented and to respond to artworks appropriately. In Foundation to Year 2, students learn to be an audience for different arts experiences within the classroom.
In Dance, students:
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Explore, improvise and organise ideas to make dance sequences using the elements of dance (ACADAM001)
Use fundamental movement skills to develop technical skills when practising dance sequences (ACADAM002)
Present dance that communicates ideas to an audience, including dance used by cultural groups in the community (ACADAM003)
Respond to dance and consider where and why people dance, starting with dances from Australia including dances of Aboriginal and Torres Strait Islander Peoples (ACADAR004)
By the end of Year 2, students describe the effect of the elements in dance they make, perform and view and where and why people dance.
Students use the elements of dance to make and perform dance sequences that demonstrate fundamental movement skills to represent ideas. Students demonstrate safe practice.
In Foundation to Year 2, learning in The Arts builds on the Early Years Learning Framework. Students are engaged through purposeful and creative play in structured activities, fostering a strong sense of wellbeing and developing their connection with and contribution to the world.
In the Foundation Year, students undertake The Arts appropriate for their level of development.
They explore the...
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In Foundation to Year 2, learning in The Arts builds on the Early Years Learning Framework. Students are engaged through purposeful and creative play in structured activities, fostering a strong sense of wellbeing and developing their connection with and contribution to the world.
In the Foundation Year, students undertake The Arts appropriate for their level of development.
They explore the arts and learn how artworks can represent the world and that they can make artworks to represent their ideas about the world. They share their artworks with peers and experience being an audience to respond to others’ art making.
As they experience the arts, students draw on artworks from a range of cultures, times and locations. They explore the arts of Aboriginal and Torres Strait Islander Peoples and of the Asia region and learn that they are used for different purposes. While the arts in the local community should be the initial focus for learning, students are also aware of and interested in the arts from more distant locations and the curriculum provides opportunities to build on this curiosity.
As they make and respond to artworks, students explore meaning and interpretation, forms and processes, and social and cultural contexts of the arts. They make early evaluations of artworks expressing what they like and why.
Students learn about safe practices in the arts through making and responding safely in the different arts subjects.
They experience the role of artist and they respond to feedback in their art making. As an audience, they learn to focus their attention on artworks presented and to respond to artworks appropriately. In Foundation to Year 2, students learn to be an audience for different arts experiences within the classroom.
In Drama, students:
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Explore role and dramatic action in dramatic play, improvisation and process drama (ACADRM027)
Use voice, facial expression, movement and space to imagine and establish role and situation (ACADRM028)
Present drama that communicates ideas, including stories from their community, to an audience (ACADRM029)
Respond to drama and consider where and why people make drama, starting with Australian drama including drama of Aboriginal and Torres Strait Islander Peoples (ACADRR030)
In Foundation to Year 2, learning in The Arts builds on the Early Years Learning Framework. Students are engaged through purposeful and creative play in structured activities, fostering a strong sense of wellbeing and developing their connection with and contribution to the world.
In the Foundation Year, students undertake The Arts appropriate for their level of development.
They explore the...
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In Foundation to Year 2, learning in The Arts builds on the Early Years Learning Framework. Students are engaged through purposeful and creative play in structured activities, fostering a strong sense of wellbeing and developing their connection with and contribution to the world.
In the Foundation Year, students undertake The Arts appropriate for their level of development.
They explore the arts and learn how artworks can represent the world and that they can make artworks to represent their ideas about the world. They share their artworks with peers and experience being an audience to respond to others’ art making.
As they experience the arts, students draw on artworks from a range of cultures, times and locations. They explore the arts of Aboriginal and Torres Strait Islander Peoples and of the Asia region and learn that they are used for different purposes. While the arts in the local community should be the initial focus for learning, students are also aware of and interested in the arts from more distant locations and the curriculum provides opportunities to build on this curiosity.
As they make and respond to artworks, students explore meaning and interpretation, forms and processes, and social and cultural contexts of the arts. They make early evaluations of artworks expressing what they like and why.
Students learn about safe practices in the arts through making and responding safely in the different arts subjects.
They experience the role of artist and they respond to feedback in their art making. As an audience, they learn to focus their attention on artworks presented and to respond to artworks appropriately. In Foundation to Year 2, students learn to be an audience for different arts experiences within the classroom.
In Media Arts, students:
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Explore ideas, characters and settings in the community through stories in images, sounds and text (ACAMAM054)
Use media technologies to capture and edit images, sounds and text for a purpose (ACAMAM055)
Create and present media artworks that communicate ideas and stories to an audience (ACAMAM056)
Respond to media artworks and consider where and why people make media artworks, starting with media from Australia including media artworks of Aboriginal and Torres Strait Islander Peoples (ACAMAR057)
By the end of Year 2, students communicate about media artworks they make and view, and where and why media artworks are made.
Students make and share media artworks using story principles, composition, sound and technologies.
In Foundation to Year 2, learning in The Arts builds on the Early Years Learning Framework. Students are engaged through purposeful and creative play in structured activities, fostering a strong sense of wellbeing and developing their connection with and contribution to the world.
In the Foundation Year, students undertake The Arts appropriate for their level of development.
They explore the...
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In Foundation to Year 2, learning in The Arts builds on the Early Years Learning Framework. Students are engaged through purposeful and creative play in structured activities, fostering a strong sense of wellbeing and developing their connection with and contribution to the world.
In the Foundation Year, students undertake The Arts appropriate for their level of development.
They explore the arts and learn how artworks can represent the world and that they can make artworks to represent their ideas about the world. They share their artworks with peers and experience being an audience to respond to others’ art making.
As they experience the arts, students draw on artworks from a range of cultures, times and locations. They explore the arts of Aboriginal and Torres Strait Islander Peoples and of the Asia region and learn that they are used for different purposes. While the arts in the local community should be the initial focus for learning, students are also aware of and interested in the arts from more distant locations and the curriculum provides opportunities to build on this curiosity.
As they make and respond to artworks, students explore meaning and interpretation, forms and processes, and social and cultural contexts of the arts. They make early evaluations of artworks expressing what they like and why.
Students learn about safe practices in the arts through making and responding safely in the different arts subjects.
They experience the role of artist and they respond to feedback in their art making. As an audience, they learn to focus their attention on artworks presented and to respond to artworks appropriately. In Foundation to Year 2, students learn to be an audience for different arts experiences within the classroom.
In Music, students:
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Develop aural skills by exploring and imitating sounds, pitch and rhythm patterns using voice, movement and body percussion (ACAMUM080)
Sing and play instruments to improvise, practise a repertoire of chants, songs and rhymes, including songs used by cultural groups in the community (ACAMUM081)
Create compositions and perform music to communicate ideas to an audience (ACAMUM082)
Respond to music and consider where and why people make music, starting with Australian music, including music of Aboriginal and Torres Strait Islander Peoples (ACAMUR083)
By the end of Year 2, students communicate about the music they listen to, make and perform and where and why people make music.
Students improvise, compose, arrange and perform music. They demonstrate aural skills by staying in tune and keeping in time when they sing and play.
In Foundation to Year 2, learning in The Arts builds on the Early Years Learning Framework. Students are engaged through purposeful and creative play in structured activities, fostering a strong sense of wellbeing and developing their connection with and contribution to the world.
In the Foundation Year, students undertake The Arts appropriate for their level of development.
They explore the...
Read full description ›
In Foundation to Year 2, learning in The Arts builds on the Early Years Learning Framework. Students are engaged through purposeful and creative play in structured activities, fostering a strong sense of wellbeing and developing their connection with and contribution to the world.
In the Foundation Year, students undertake The Arts appropriate for their level of development.
They explore the arts and learn how artworks can represent the world and that they can make artworks to represent their ideas about the world. They share their artworks with peers and experience being an audience to respond to others’ art making.
As they experience the arts, students draw on artworks from a range of cultures, times and locations. They explore the arts of Aboriginal and Torres Strait Islander Peoples and of the Asia region and learn that they are used for different purposes. While the arts in the local community should be the initial focus for learning, students are also aware of and interested in the arts from more distant locations and the curriculum provides opportunities to build on this curiosity.
As they make and respond to artworks, students explore meaning and interpretation, forms and processes, and social and cultural contexts of the arts. They make early evaluations of artworks expressing what they like and why.
Students learn about safe practices in the arts through making and responding safely in the different arts subjects.
They experience the role of artist and they respond to feedback in their art making. As an audience, they learn to focus their attention on artworks presented and to respond to artworks appropriately. In Foundation to Year 2, students learn to be an audience for different arts experiences within the classroom.
In Visual Arts, students:
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Explore ideas, experiences, observations and imagination to create visual artworks and design, including considering ideas in artworks by Aboriginal and Torres Strait Islander artists (ACAVAM106)
Use and experiment with different materials, techniques, technologies and processes to make artworks (ACAVAM107)
Create and display artworks to communicate ideas to an audience (ACAVAM108)
Respond to visual artworks and consider where and why people make visual artworks, starting with visual artworks from Australia, including visual artworks of Aboriginal and Torres Strait Islander Peoples (ACAVAR109)
By the end of Year 2, students describe artworks they make and view and where and why artworks are made and presented.
Students make artworks in different forms to express their ideas, observations and imagination, using different techniques and processes.
Learning in Design and Technologies builds on concepts, skills and processes developed in the Early Years Learning Framework, revisiting, strengthening and extending these as needed.
By the end of Year 2 students will have had the opportunity to create designed solutions at least once in each of the following technologies contexts: Engineering principles and systems; Food and...
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Learning in Design and Technologies builds on concepts, skills and processes developed in the Early Years Learning Framework, revisiting, strengthening and extending these as needed.
By the end of Year 2 students will have had the opportunity to create designed solutions at least once in each of the following technologies contexts: Engineering principles and systems; Food and fibre production and Food specialisations; and Materials and technologies specialisations. Students should have opportunities to experience designing and producing products, services and environments. This may occur through integrated learning.
In Foundation to Year 2 students explore and investigate technologies − materials, systems, components, tools and equipment − including their purpose and how they meet personal and social needs within local settings. Students develop an understanding of how society and environmental sustainability factors influence design and technologies decisions. Students evaluate designed solutions using questions such as ‘How does it work?’, ‘What purpose does it meet?’, ‘Who will use it?’, ‘What do I like about it?’ or ‘How can it be improved?’ They begin to consider the impact of their decisions and of technologies on others and the environment including in relation to preferred futures. They reflect on their participation in a design process. This involves students developing new perspectives, and engaging in different forms of evaluating and critiquing products, services and environments based on personal preferences.
Using a range of technologies including a variety of graphical representation techniques to communicate, students draw, model and explain design ideas; label drawings; draw objects as two-dimensional images from different views; draw products and simple environments and verbalise design ideas.
They plan (with teacher support) simple steps and follow directions to complete their own or group design ideas or projects, and manage their own role within team projects. Students are aware of others around them and the need to work safely and collaboratively when making designed solutions
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Identify how people design and produce familiar products, services and environments and consider sustainability to meet personal and local community needs (ACTDEK001)
Explore how technologies use forces to create movement in products (ACTDEK002)
Explore how plants and animals are grown for food, clothing and shelter and how food is selected and prepared for healthy eating (ACTDEK003)
Explore the characteristics and properties of materials and components that are used to produce designed solutions (ACTDEK004)
Explore needs or opportunities for designing, and the technologies needed to realise designed solutions (ACTDEP005)
Generate, develop and record design ideas through describing, drawing and modelling (ACTDEP006)
Use materials, components, tools, equipment and techniques to safely make designed solutions (ACTDEP007)
Use personal preferences to evaluate the success of design ideas, processes and solutions including their care for environment (ACTDEP008)
Sequence steps for making designed solutions and working collaboratively (ACTDEP009)
By the end of Year 2, students describe the purpose of familiar products, services and environments and how they meet the needs of users and affect others and environments. They identify the features and uses of technologies for each of the prescribed technologies contexts.
With guidance, students create designed solutions for each of the prescribed technologies contexts. They describe given needs or opportunities. Students create and evaluate their ideas and designed solutions based on personal preferences. They communicate design ideas for their designed products, services and environments using modelling and simple drawings. Following sequenced steps, students demonstrate safe use of tools and equipment when producing designed solutions.
Learning in Digital Technologies builds on concepts, skills and processes developed in the Early Years Learning Framework. It focuses on developing foundational skills in computational thinking and an awareness of personal experiences using digital systems.
By the end of Year 2, students will have had opportunities to create a range of digital solutions through guided play and...
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Learning in Digital Technologies builds on concepts, skills and processes developed in the Early Years Learning Framework. It focuses on developing foundational skills in computational thinking and an awareness of personal experiences using digital systems.
By the end of Year 2, students will have had opportunities to create a range of digital solutions through guided play and integrated learning, such as using robotic toys to navigate a map or recording science data with software applications.
In Foundation – Year 2, students begin to learn about common digital systems and patterns that exist within data they collect. Students organise, manipulate and present this data, including numerical, categorical, text, image, audio and video data, in creative ways to create meaning.
Students use the concept of abstraction when defining problems, to identify the most important information, such as the significant steps involved in making a sandwich. They begin to develop their design skills by conceptualising algorithms as a sequence of steps for carrying out instructions, such as identifying steps in a process or controlling robotic devices.
Students describe how information systems meet information, communication and/or recreational needs.
Through discussion with teachers, students learn to apply safe and ethical practices to protect themselves and others as they interact online for learning and communicating.
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Recognise and explore digital systems (hardware and software components) for a purpose (ACTDIK001)
Recognise and explore patterns in data and represent data as pictures, symbols and diagrams (ACTDIK002)
Collect, explore and sort data, and use digital systems to present the data creatively (ACTDIP003)
Follow, describe and represent a sequence of steps and decisions (algorithms) needed to solve simple problems (ACTDIP004)
Explore how people safely use common information systems to meet information, communication and recreation needs (ACTDIP005)
Create and organise ideas and information using information systems independently and with others, and share these with known people in safe online environments (ACTDIP006)
By the end of Year 2, students identify how common digital systems (hardware and software) are used to meet specific purposes. They use digital systems to represent simple patterns in data in different ways.
Students design solutions to simple problems using a sequence of steps and decisions. They collect familiar data and display them to convey meaning. They create and organise ideas and information using information systems, and share information in safe online environments.
The curriculum for Years 1 and 2 builds on the learning from Foundation and supports students to make decisions to enhance their health, safety and participation in physical activity. The content enables students to explore their own sense of self and the factors that contribute to and influence their identities. Students learn about emotions, how to enhance their interactions with others, and...
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The curriculum for Years 1 and 2 builds on the learning from Foundation and supports students to make decisions to enhance their health, safety and participation in physical activity. The content enables students to explore their own sense of self and the factors that contribute to and influence their identities. Students learn about emotions, how to enhance their interactions with others, and the physical and social changes they go through as they grow older.
The content explores health messages and how they relate to health decisions and behaviours, and examines strategies students can use when they need help. The content also provides opportunities for students to learn through movement. It supports them in broadening the range and complexity of fundamental movement skills they are able to perform. They learn how to select, transfer and apply simple movement skills and sequences individually, in groups and in teams.
Students also further develop their knowledge, understanding and skills in relation to movement by exploring simple rule systems and safe use of equipment in a variety of physical activities and games. Through active participation, they investigate the body’s response to different types of physical activities. In addition, students develop personal and social skills such as cooperation, decision-making, problem-solving and persistence through movement settings.
Focus areas to be addressed in Years 1 and 2 include:
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Describe their own strengths and achievements and those of others, and identify how these contribute to personal identities (ACPPS015)
Describe physical and social changes that occur as children grow older and discuss how family and community acknowledge these (ACPPS016)
Practise strategies they can use when they feel uncomfortable, unsafe or need help with a task, problem or situation (ACPPS017)
Recognise situations and opportunities to promote health, safety and wellbeing (ACPPS018)
Describe ways to include others to make them feel they belong (ACPPS019)
Identify and practise emotional responses that account for own and others’ feelings (ACPPS020)
Examine health messages and how they relate to health decisions and behaviours (ACPPS021)
Explore actions that help make the classroom a healthy, safe and active place (ACPPS022)
Identify and explore natural and built environments in the local community where physical activity can take place (ACPPS023)
Recognise similarities and differences in individuals and groups, and explore how these are celebrated and respected (ACPPS024)
Perform fundamental movement skills in a variety of movement sequences and situations (ACPMP025)
Create and participate in games with and without equipment (ACPMP027)
Discuss the body’s reactions to participating in physical activities (ACPMP028)
Incorporate elements of effort, space, time, objects and people in performing simple movement sequences (ACPMP029)
Use strategies to work in group situations when participating in physical activities (ACPMP030)
Propose a range of alternatives and test their effectiveness when solving movement challenges (ACPMP031)
Identify rules and fair play when participating in physical activities (ACPMP032)
By the end of Year 2, students describe changes that occur as they grow older. They recognise how strengths and achievements contribute to identities. They identify how emotional responses impact on others’ feelings. They examine messages related to health decisions and describe how to keep themselves and others healthy, safe and physically active. They identify areas where they can be active and how the body reacts to different physical activities.
Students demonstrate positive ways to interact with others. They select and apply strategies to keep themselves healthy and safe and are able to ask for help with tasks or problems. They demonstrate fundamental movement skills in a variety of movement sequences and situations and test alternatives to solve movement challenges. They perform movement sequences that incorporate the elements of movement.