Preparatory phases linked to Level 2 of Key Learning Areas

By Monica Reynolds,2014-04-19 16:38
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Preparatory phases linked to Level 2 of Key Learning Areas

    Preparatory phases linked to Level 2 of Key Learning Areas Social and personal learning social learning

    Learning Statement: Children sustain relationships by:

     acknowledging and negotiating rights, roles and responsibilities in a range of contexts

     cooperating with others in social situations.

    Becoming Aware Exploring Making Connections Applying Links to Level 1 Link to Level 2

    With explicit support the child With support, the child identifies and With prompts the child identifies The child takes on and talks about Health & Physical Education: Health & Physical Education identifies their own needs in the takes on familiar roles and shared roles and responsibilities and roles and responsibilities in order to Enhancing Personal Development Enhancing Personal Development learning environment and interacts responsibilities and uses suggested uses familiar strategies to sustain cooperate in a variety of learning (HPE: EPD) (HPE:EPD) with others for short periods. or modelled strategies to interact with relationships in school contexts contexts. Students understand that they Students understand that others constructively within school can be described in personal individuals not only are unique but contexts. family and community terms. They also have characteristics similar to

    understand how they change as others. They understand that they

    they grow and develop. Students interact differently with a range of

    understand that they ways they people and that they can take

    interact with and relate to others action to promote positive

    differ. They demonstrate the basic interactions. Students

    skills to communicate and work demonstrate skills to express

    effectively with others. ideas, needs and feelings in a

    variety of situations. Negotiating rights, roles and responsibilities

     With explicit support, listens to With clear directions, takes on some With some prompts, willingly considers Acknowledges their own and the HPE EPD HPE-EPD discussions about and shows interest familiar classroom roles and others‘ ideas, feelings and needs while rights of others in the classroom. 1.2 Students identify relationships they 2.2 Students suggest and demonstrate in others‘ ideas, needs and feelings. responsibilities. negotiating in learning situations. Negotiates with in the learning experience in their daily lives, and can actions, behaviours and attitudes that When prompted, copies the way that With support, discusses others‘ points With prompts, reflects on alternative environment. demonstrate the behaviours appropriate support positive interactions with family, others take on simple roles and of view and tries out ways to respond actions that may be used in social Independently takes on a range of for these. special people and friends. responsibilities e.g. wipes the table appropriately to others‘ ideas, needs situations. familiar roles and responsibilities in when shown. and feelings. When asked, takes on classroom roles real-life and play contexts e.g. leader,

     With support, expresses ideas about e.g. leader, follower, helper. follower, helper, doctor, and secretary.

    how to act fairly. With prompts, helps others and is Helps other children with their roles

    responsible in the learning and responsibilities.

    environment. Understands and uses the particular

     ways of behaving and communicating

    in their class.

    Ways of cooperating

     With scaffolding, is becoming With support, sometimes shares, With limited prompts, shares, takes Negotiates ways to cooperate, share HPE- EPD HPE- EPD accustomed to accepted ways of takes turns, negotiates and turns, negotiates, follows rules, enters and take turns, with familiar peers, in 1.4 Students demonstrate basic 2.4 Students demonstrate verbal and playing and interacting in the compromises. and exits play with peers in familiar a range of situations. speaking, listening, sharing and nonverbal skills to express ideas, needs classroom. situations. With support, in familiar learning Sustains interactions with children cooperation skills to interact effectively and feelings and to show consideration of With some prompts, understands, contexts, enters and exits play and outside their friendship group and Needs demonstrations and support to with others. others. maintains interactions with peers for uses and discusses agreed ways of groups of familiar adults. take turns and share. short periods, using gestures and behaving, interacting and With support, reflects on ways they or Chooses solitary and parallel play, D1.5 Students discuss ideas and feelings D2.5 Students explain why there are language. communicating in their class. others interact and can consider other and needs demonstrations to enter about actions and behaviours they or particular rules about what is right or With support, expresses ideas about Uses a small range of ways to resolve options. and exit interactions with others. others regard as right or wrong. wrong and about good or bad behaviour appropriate ways to interact (verbally conflicts in familiar situations, for different groups and situations. Independently resolves conflicts in Uses gestures and familiar language and non-verbally) in familiar situations. sometimes with prompts. familiar situations using language and to interact e.g. watches, smiles, says When supported, chooses from a With support, explains their problem gestures. no, refuses or accepts materials limited range of options an appropriate and suggests simple options for verbally or with gestures. Supports others to resolve conflicts way to resolve a conflict. resolving conflicts e.g. ―I‘ll have a turn and negotiate compromises within the Resolves conflict with explicit support and then he can.‖ Seeks social contact with peers. learning environment. from an adult. Forms strong bonds with particular Needs explicit support to interact children and plays cooperatively with appropriately with others in the a core group for sustained periods of learning environment. time.

    ? The State of Queensland (Queensland Studies Authority) 2006 1

Social and personal learningsocial learning

    Learning Statement: Children build early understandings about diversity by investigating and communicating positively about the social and cultural practices of people in their community.

    Becoming aware Exploring Making connections Applying Links to Level 1 Link to Level 2 Links to Level 1 Links to Level 2

    With explicit support, the With support, the child With prompts, the child The child discusses (HPE: EPD) (HPE: EPD) Studies of Society & Studies of Society & child demonstrates personal demonstrates personal identifies similarities and similarities and differences Environment (SOSE): Environment (SOSE): Students understand Students understand understandings of social and understandings about social differences between their own and seeks to find out more Culture & Identity (CI) Culture & Identity (CI) that they can be that individuals not only cultural practices in their and cultural practices in their practices and those of others about people’s social and Students understand Students understand described in personal are unique but also have extended family. immediate community through described in texts or the cultural practices across that families and that traditions, objects family and characteristics similar interactions, play, immediate community familiar contexts. cultures are diverse and and events can community terms. to others. They representations or group can describe cultural symbolise membership They understand how understand that they discussions. activities of their family of a group and can they change as they interact differently with that identify them as a compare some practices grow and develop. a range of people and group member. They of another culture with Students understand that they can take action also understand change their own. They also that they ways they to promote positive associated with understand that they interact with and interactions. Students generations and are belong to a range of relate to others differ. demonstrate skills to developing an changing groups and They demonstrate the express ideas, needs understanding of their can recognise some basic skills to and feelings in a variety identity and the ways in which they and communicate and of situations. diversity of gender others express their work effectively with roles. identities in various others. groups.

Exploring diversity (identities, roles, practices)

    HPE:-EPD HPE:-EPD SOSE Culture & Identity SOSE Culture & Identity Shows an interest in With support, shares their With support, identifies Identifies and responds

     1.1 Students describe 2.1 Students describe CI 1.1 Students compare CI 2.1 Students describe discussions about different personal experiences as a similarities and differences in positively to diversity and

    family and community roles, member of a family, the interests, lifestyles and difference in individual, themselves in what they like about ideas and feelings about the similarities and ways of living and diverse community and class. e.g. I capabilities of familiar people family and community personal, family and themselves, the ways in stories of diverse cultures differences between abilities e.g. ―My dad can have a sister, OR I saw e.g. says ―I live in a unit not a lifestyles, roles, community terms, which they are special, including Torres Strait aspect of their Australian cook, so can my mum‖. someone in a wheelchair at house‖. perspectives and ideas. e.g. including the activities how individuals are unique Islander cultures and life and that of a culture in

    the shop. says, ―Not everyone wants and achievements that and how each of us has Aboriginal cultures. the Asia-Pacific region. Shows an awareness of Participates in discussions Queensland to win.‖; My give them positive characteristics similar to With support, expresses CI 1.2 Students observe CI 2.2 Students explain belonging to a family e.g. about situations and Dad says ‗Go the blues!‘ feelings. those of other people. draws a picture/ some ideas about their experiences that influence and record examples of how they and others have OR ―Some families don‘t 1.2 Students identify 2.2 Students suggest and representation of their family personal identity. e.g. draws their personal identity and gender roles in various different perceptions of have a mum, just a dad, but and points out themselves. about themselves as a expresses some ideas about relationships they demonstrate actions, settings. different groups including they‘re still a family.‖ OR member of a family engaged their identity in relation to their experience in their behaviours and attitudes families. CI 1.3 Students share an ―We put up lights for in different activities. community or country e.g. ―My daily lives and can that support positive understanding of how CI 2.3 Students Christmas but our friends grandad was in the march on demonstrate the interactions with family, diverse families meet hum participate in diverse put up lights for a special ANZAC day‖. behaviours appropriate special people and - Can needs of food, customs and traditions to Indian celebration.‖ for these. friends. clothing, shelter and love. identify how these With prompts, discusses the 1.4 Students 2.4 Students demonstrate contribute to a sense of things that happen in their demonstrate basic verbal and nonverbal skills belonging to groups. community that make them speaking, listening, to express ideas, needs SOSE Time Continuity feel part of it e.g. ―I‘m going sharing and and feelings and to show SOSE Time Continuity &Change to the Easter fete. You get cooperation skills to consideration of others. &Change fairy floss and rides there.‖ TCC 1.2 Students interact effectively with TCC 2.2 Students record sequence evidence others. changes and continuities representing changes and in familiar settings using continuities in their lives. various devices. TCC 1.3 Students share TCC 2.3 Students points of view about their cooperatively evaluate own and others‘ stories. how people have

    contributed to changes in

    the local environment. ? The State of Queensland (Queensland Studies Authority) 2006 2

    Becoming aware Exploring Making connections Applying Links to Level 1 Link to Level 2 Links to Level 1 Links to Level 2

    Health & Physical Health & Physical Studies of Society & Studies of Society &

    Education: Education: Environment Environment

Exploring diverse views (including fairness, bias and stereotyping)

    HPE- EPD HPE-EPD SOSE Culture & Identity SOSE Culture & Identity With explicit support, shows With support, participates in With support, recognises that With prompts, identifies

    interest in exploring what is discussions about unfair, some ideas and practices may some on ideas and D1.5 Students discuss D2.5 Students explain CI D1.7 Students relate CI D2.7 Students locate fair/unfair, within their stereotypical or biased ideas be unfair, stereotypical or practices that may be unfair, ideas and feelings why there are particular general principles of how stories that promote personal interactions. or practices within the biased e.g. says, ―Not all stereotypical or biased and about actions and rules about what is right or to live peacefully and morals and ethics they

    context of personal Chinese children have rice for suggests some new behaviours they or wrong, and about good or productively from can apply.

    experiences e.g. ―It‘s not fair lunch, they have sandwiches possibilities e.g. ―They others regard as right bad behaviour for different messages within

    if the boys won‘t let the girls sometimes‖ OR ―Boys should should have ramps up to or wrong. groups and situations. traditional stories.

    on the fort.‖ be allowed to play the the Year One classrooms skipping game because for Jack‘s wheelchair.‖

    skipping isn‘t just for girls.‖

    ? The State of Queensland (Queensland Studies Authority) 2006 3

Social and personal learning Personal learning

    Learning statement: Children build a positive sense of self by:

     developing a sense of personal identity as a capable learner

     acting with increasing independence and responsibility towards learning and personal organisation.

    Becoming Aware Exploring Making Connections Applying Links to Level 1 Links to Level 2

    With explicit support, the child With support, the child tries out some With prompts, the child meets shared The child readily recalls shared Independence and responsibility Independence and responsibility becomes aware of the expectations of of the expected behaviours of the expectations about independence and expectations about participation in the towards learning and per5sonal towards learning and per5sonal the learning environment and is learning environment and acts with acts with increasing self-confidence in learning environment, acts with organisation are fostered through organisation are fostered through willing to join in a familiar experience. some self-confidence in individual learning situations, taking increasing independence and self-confidence and all KLAs. all KLAs. and group learning contexts. responsibility for materials and willingly takes responsibility for materials

    behaviour. and behaviour.

     Observes how others approach Shows some independence and self- Shows increasing independence and Demonstrates independence, self- experiences and groups. confidence when approaching familiar self-confidence when managing and confidence and perseverance when

    learning experiences or groups. negotiating resources and spaces approaching new learning Needs teacher modelling and direction needed for a variety of learning experiences. Needs frequent affirmation from adults to join in experiences and groups. experiences. or other children.

     Responds positively to occasional Plans how to carry out tasks by

    encouragement from others. identifying steps, selecting materials

    and persevering.

     Understands and, with prompts, Helps others to learn and manage

    willingly follows familiar classroom social situations when needed.

    rules, routines and events.

     With explicit support and With support, copes with some Copes with unexpected changes to Demonstrates self-confidence in encouragement participates in the familiar classroom routines and begins classroom routines, environments and coping with changes to the classroom new classroom routine and to form relationships with familiar people, sometimes needing routine and environment, and with environment. adults and some children. reassurance. new adults and peers.

     Seeks opportunities to contribute to

    the learning program, e.g. suggests a

    new activity or project for the group to

    participate in.

    ? The State of Queensland (Queensland Studies Authority) 2006 4

Health and physical learning making healthy choices

    Learning Statement: Children build a sense of wellbeing by making choices about their own and others’ health and safety with increasing independence.

    Becoming Aware Exploring Making Connections Applying Links to Level 1 Links to Level 2

    With explicit support, the child With support, the child participates in With prompts, the child chooses safe The child makes choices from an Health & Physical Education: Health & Physical Education: participates in discussions about how identified practices to be healthy and and healthy practices and identified range of practices to keep Promoting the health of individuals & Promoting the health of individuals & to be healthy and safe in the learning safe in the learning environment. demonstrates an awareness of how themself and others healthy and safe communities. (HPE: PHIC) communities. (HPE: PHIC) environment. these choices may affect them. in familiar situations.

    Students understand that a range Students understand that there

    of basic health needs must be met are different dimensions of health

    to maintain or promote their and can demonstrate ways to

    health and can demonstrate promote the health and safety of

    everyday actions to meet these themselves and others. They

    needs. They understand that there understand that health products

    are people and products that can and services may be obtained

    help them meet their health needs. from a number of places and that

    Students understand that people have different reasons for

    elements of different the choices they make from the

    environments influence their available range. Students

    health and safety. understand how caring for their

     environment promotes and

    protects their health, and can

    identify ways to achieve this.

    HPE: PHIC HPE: PHIC During explicit learning and teaching, With support, identifies safe and Shows awareness of the need for Discusses, describes and uses 1.1 Students describe and demonstrate 2.1 Students describe and demonstrate participates in discussions about unsafe practices related to hygiene, hygiene, nutrition and maintaining familiar hygiene, health and safety everyday actions that they can take in a actions they can take to promote the hygiene, health, safety and body health and personal safety in familiar healthy lifestyle across a number of practices. range of situations to promote their different dimensions of the health of systems. situations. learning contexts. Is beginning to identify body parts and health. themselves and others. May need reminders about their Sometimes encourages others to be the way they operate. behaviours in relation to health and aware of hygiene, health and safety. Is able to make healthy choices and 2.2 Students explain the benefits of 1.2 Students recommend healthy eating safety issues. With occasional prompts, makes encourages others to do the same. eating a variety of nutritious foods and practices and demonstrate making choices to maintain personal safety. Willingly follows and helps to create plan ways to increase the range of healthy choices from a range of foods. Draws on understandings about rules and routines that help maintain nutritious food in their diet. familiar community health services personal safety. 1.3 Students decide which people and and personnel during discussions and .3 Students propose and demonstrate Identifies and describes the role of things make environments and activities ways to promote personal safety and the role-play. familiar health services and personnel. safe. safety of others.

    4 Students identify places where health 1.4 Students explain how health products products and services may be obtained and people in the community help them and suggest reasons why people choose meet their health needs to use different health products and services


    ? The State of Queensland (Queensland Studies Authority) 2006 5

Health and physical learningGross motor

    Learning Statement: Children build a sense of wellbeing by using and extending gross-motor skills when integrating movements and using equipment.

    Becoming Aware Exploring Making Connections Applying Links to Level 1 - Links to Level 2

    With explicit support, the child joins in With support, the child explores With prompts, the child tries out ways to The child combines and coordinates Health & Physical Education: HPE: Developing skills & movement experiences that make use of different ways to move and use familiar use and combine movements with or familiar movements with developing Developing skills & concepts for concepts for physical activity familiar equipment, copying movement equipment.. without equipment, for different control and strength and increasing physical activity (HPE: DCSPA) (HPE: DCSPA) and gestures. purposes with developing confidence confidence, including when using equipment. Students understand the basic Students understand that their body actions o fundamental bodies are capable of moving in movement skills, and can different ways and can demonstrate a perform simple combinations of variety of fundamental movement these. They understand that skills. They understand that changes physical activities of varying occur to their bodies during and after intensities have different exercise. Students also understand effects on the body. Students that there is a range of physical understand that people choose activities which people watch and to participate in physical play. activities for a variety of

    reasons. Range of movements and integration of movements

    HPE DSCPA Requires physical support and modelling With verbal direction and some physical With some prompts, uses different Willingly uses a variety of movements, HPE- DCSPA 2.1 Students demonstrate simple to participate in movement experiences. support, moves spontaneously, movements, positions, actions and positions and directions confidently, 1.1 Students demonstrate a variety of combinations of locomotor and explores different movements and ways changes of direction with increasing safely and in an integrated manner. Approaches gross motor experiences basic locomotor skills and non-non-locomotor skills. to use large muscles. confidence. cautiously. Manages movement changes smoothly. locomotor skills, varying body actions

     With direction, copies physical gestures Plans and considers movements and and use of space. Will observe rather than participate in and movements. alternative pathways in a range of physical activities. settings, with increasing confidence. The Arts: Moves with some confidence on Dance familiar equipment but needs support to

    approach new movement experiences.

     Developing control, strength and flexibility

    HPE: _ DCSPA HPE DSCPA With direct support is able to adjust body With support, repeats and copies With occasional prompts, uses different Combines and uses different 2.1 Students demonstrate simple 1.1 Students demonstrate a variety of position or movements, strength and movements of others in order to movements, positions, actions and movements, positions, actions and combinations of locomotor and balance on equipment to manage simple increase control, balance and strength changes of direction with increasing changes of direction with flexibility, basic locomotor skills and non-non-locomotor skills. sequences/tasks. of movements. confidence, balance and control. confidence, balance and control. locomotor skills, varying body actions and use of space. Randomly tries to kick, throw, catch, hit Repeats and copies demonstrated Willingly persists in hitting, kicking, Hits, kicks, throws and catches a variety and visually track objects. movements of ways to control throwing and catching familiar of equipment and accurately 2.2 Students demonstrate basic equipment as they hit, kick, throw, equipment with occasional prompts. 1.2 Students demonstrate a variety of With explicit support, will participate in Visually tracks objects in familiar movement skills using equipment catch and visually track objects. manipulative skills using a range of new balance/control/strength events. With occasional prompts, visually tracks games/activities with increasing in play and simple games. implements and different parts the body. objects with increasing control/ accuracy. accuracy. The Arts:


     Gross motor planning

    HPE: - DCSPA HPE DSCPA Responds to familiar language related to With support is beginning to use With some prompts, describes their Uses specific language to plan, discuss 2.1 Students demonstrate simple gross-motor experiences e.g. ―Move one familiar language to describe and plan position and movements while planning and describe gross-motor movements 1.1 Students demonstrate a variety of combinations of locomotor and foot and one hand‖ or ―hold on tight‖ or gross-motor movements and alternative sequences or pathways. and coordinate and plan movements basic locomotor skills and non-non-locomotor skills. ―take one leg over first‖ or ―jump into the experiences e.g.‖ I‘m not going to climb e.g. ―Let‘s put all the hoops in a ring and locomotor skills, varying body actions Links own movement with an hoop‖. up the ladder; I‘ll pull myself up with my jump in them‖ and use of space. understanding of positional and 2.3 Students compare the effects hands.‖ Requires demonstrations with verbal directional language e.g. can stand Negotiates spaces successfully, 1.3 Students describe the physical on the body of participating in descriptions to try out new movements, With support, is able to judge body beside the fort when asked to in a game. adjusting speed and balance as needed. and emotional effects that result physical activities of varying e.g. ―Move this leg next‖; ―It‘s a bit space in relation to other children from their participation in a variety With prompts, moves through spaces intensities. wobbly, I‘ll have to go slow‖. during games. of vigorous, whole-body activities. with more accuracy. 1.4 Students categorise the physical 2.4 Students identify physical activities that they and others watch activities in which they, their or play. friends and their family participate The Arts: Dance and suggest reasons for different

    choices. ? The State of Queensland (Queensland Studies Authority) 2006 6

Health and physical learning fine motor

    Learning Statement: Children build a sense of wellbeing by using and extending fine-motor skills when integrating movements and manipulating equipment, tools and objects.

    Becoming Aware Exploring Making Connections Applying Links to Level 1 Links to Level 2

    With explicit support, the child With support, the child explores ways With prompts, the child uses The child combines and coordinates Health & Physical Education: Health & Physical Education: experiments with equipment, to use equipment, materials, tools and manipulative skills appropriate to the movements with developing control, Developing concepts & skills for Developing concepts & skills for materials, tools and objects in the objects for personal purposes. selected equipment, materials, tools strength and increasing confidence physical activity: (HPE:DCSPA) physical activity: (HPE:DCSPA) classroom environment. and objects to achieve a task. when manipulating equipment,

    materials, tools and objects. Students understand that their bodies Students understand the basic body

    are capable of moving in different actions o fundamental movement

    ways and can demonstrate a variety of skills, and can perform simple

    fundamental movement skills. They combinations of these. They

    understand that changes occur to understand that physical activities of

    their bodies during and after exercise. varying intensities have different

    Students also understand that there is effects on the body. Students

    a range of physical activities which understand that people choose to

    people watch and play. participate in physical activities for a

    variety of reasons. Coordinating and integrating movements

    HPE- DCSPA Needs explicit demonstrations and With verbal prompts, experiments with Uses familiar equipment, materials, Manipulates familiar and new HPE- DCSPA 2.2 Students demonstrate basic support to use new equipment, actions and grips when using tools and objects with increasing equipment, materials, tools and 1.2 Students demonstrate a variety of movement skills using equipment in play materials, tools and objects. e.g. using equipment, materials, tools and coordination, strength and control. objects with coordination, strength and manipulative skills using a range of and simple games. scissors or hammering nails. objects. Rhythm of movements may be control, rhythm of movements. implements and different parts the irregular. e.g. Uses correct grip when Integrates and adapts movements and body. using scissors but only opens scissors manipulates equipment, materials, a little way as part of action. tools and objects in a variety of

     After explanations and contexts and for different purposes.

    demonstrations, willingly tries to integrate movements or manipulate

    new/unfamiliar equipment, materials,

    tools and objects.

     Developing control and strength

     Randomly chooses a grip and hand to Generally uses a particular grip and Has a clear hand preference and a Has an established hand preference

    manipulate equipment, materials, hand to manipulate equipment, precise grip (that often approximates a and quickly establishes precise and

    tools and objects. materials, tools and objects, but may mature grip) when manipulating appropriate grips on new and familiar

    change hands/grip to try to increase familiar equipment, materials, tools tools and equipment. Tires easily and uses a weak or control or when tired. and objects. Manipulates a range of equipment, awkward grip when manipulating

     Strength and control are beginning to Manipulates familiar equipment, equipment, materials, tools and materials, tools and objects with

    objects. develop. materials, tools and objects with strength and control.

    strength and control. Shows confidence when trying out

    new equipment.

     Verbalising to support fine motor planning

    HPE:DSCPA HPE- DCSPA Responds to some familiar language With support, begins to use some Uses familiar language to discuss Uses appropriate language to discuss, 2.3 Students compare the effects on the 1.3 Students describe the physical related to fine-motor experiences e.g. specific language associated with fine-possible ways to manipulate and describe and plan fine-motor body of participating in physical activities Your thumb needs to be at the top motor experiences e.g. when control different objects, materials and movements and integrate these and emotional effects that result from of varying intensities. when you cut‖; ―You could staple your threading, says, ―In, out, in, out‖ or equipment e.g. ―If I turn the puzzle movements to complete more their participation in a variety of vigorous, streamer to your hat‖. when painting with spray bottle says ―I piece over, it might fit‖ or ―Just squash complex tasks e.g. says, ―I‘ll use the whole-body activities. need two hands to squeeze the the ball of dough and you‘ll make a hole punch to make a hole and then I handle‖. biscuit.‖ can thread a string through the hole to 1.4 Students categorise the physical 2.4 Students identify physical activities in make a handle.‖ activities that they and others watch or which they, their friends and family With some prompts, uses language to play. participate and suggest reasons for reflect/comment on the strength of different choices. grasp and control of release needed

    for manipulating different objects,

    materials and equipment e.g. may

    demonstrate to another child, with

    commentary, how to cut fabric.

    ? The State of Queensland (Queensland Studies Authority) 2006 7

Language development and communication: Oral language

    Learning Statement: Children expand their oral language by:

     using spoken language (including home language or signed or augmentative communication) for a range of purposes exploring the patterns and conventions of spoken, signed or augmentative language

     interacting with peers and familiar adults using, with support, the conventions associated with formal and informal group settings including attentive listening.

    Becoming Aware Exploring Making Connections Applying Links to Level 1 Links to Level 2

    With explicit support, the child uses simple With support, the child tries out new With prompts, the child chooses The child uses vocabulary needed for English English language patterns and limited vocabulary language patterns and vocabulary and appropriate language patterns and classroom learning experiences and Students interpret and construct simply Students interpret and construct texts with and listens to discussions about using shares some ideas about language vocabulary for identified purposes and adjusts the use of language patterns, and structured brief texts that make familiar cultural purposes and familiar language conventions in social and conventions used in social and learning contributes to discussions about the conventions for familiar social and learning connections with own experiences in subject matter, making connections learning situations situations. appropriate use of language conventions. situations. familiar situations. They use textual between directly stated ideas and resources including awareness of stages information. They use basic generic of the generic structure of texts, patterns structure, simple and compound of simple sentence, words, letters, images, sentences, patterns of short noun and sounds and voice. They identify verb groups, dominant images, font similarities between textual choices, gestures and facial expressions. representations and own experiences. They identify, explain and suggest alternatives choices in the ways people, places, events and things are represented in texts.

    Cultural strand(Cu): Making meanings in contexts Learning the language of social and cultural interactions (in SAE, home language or signed or augmentative communication)

    Cu1.1 When speaking, students: Cu2.1 When speaking, students: Needs adult help to join play and With support and modelling from Uses some language strategies to join Independently uses a range of

    social situations. adults, is learning to use language to play and social situations e.g. ―Are you spoken, signed or augmentative construct brief texts for a small range construct texts to suit a small range of join play and social situations. making a boat? I‘ll help‖. strategies to join play and social of purposes purposes situations. maintain a topic in a brief text by plan simple texts and use familiar Uses language to interact and drawing on personal experience or subject matter to briefly develop collaborate with one or more children knowledge of familiar texts selected topics on projects and activities. ask questions to clarify a information communicate with known audiences and interact in familiar school and to gain additional information Can use language to express needs situations Needs frequent prompting and communicate with and interact in Participates in discussions about the Can use a range of spoken, signed or and feelings independently. modelling from adults to use spoken, small groups in familiar social use a small range of familiar spoken language used to express needs and augmentative strategies to express signed or augmentative strategies to Uses language to help other children situations and multimodal texts feelings at school. needs and feelings, sometimes with express needs and feelings. settle conflict and join play. When listening, students: experiment with different ways of prompting from an adult or another Often needs prompting to remember to child. presenting ideas and information. interpret a small range of text types use language rather than physical When listening, students: strategies to express needs and interpret subject matter drawing on feelings. interpret a small range of familiar text directly stated information in familiar

     types text types

     Needs reminding to join group times. Needs reminding to look and listen to recall significant clearly stated recall related events and information Uses the behaviours established for Shows more sustained interest in information related to the topic in sequence the speaker without interrupting during group learning times, including looking group times and contributes to the Is reluctant to speak in group group times and to wait for a turn to at the speaker, attentive listening, discussions, usually by waiting for a discussions. respond appropriately to speakers in respond appropriately in familiar speak. taking turns. turn to speak. familiar school situations school and community situations Often loses interest in the discussions adopting established roles Takes the initiative in sharing Contributes ideas and shares make meaning of short spoken and and attends to other aspects of the information and ideas with others in information in group settings, make meaning of familiar spoken and multimodal texts. classroom environment or introduces informal and group settings. multimodal texts. responding to others, usually when another topic of discussion. asked.

    Expanding language systems in Standard Australian English (SAE) Operational strand (Op): Using language systems

    Op1.1 When speaking, students: Op2.1 When speaking, students: Needs support to label and describe Uses simple sentences e.g. ―I made Uses more elaborated sentences, Links sentences to create short,

    objects and people. this boat‖. usually linked by ‗and‘, ‗then‘, sequenced texts sequence information in intelligible use basic generic structure and ‗because‘ e.g. ―These things sank ways and link ideas using simple patterns of words or sentences Uses single words from a limited Often overgeneralises grammatical because they‘re heavy‖ conjunctions appropriate to the text type vocabulary to describe objects and structures e.g. ―I finded this in the people. sandpit.‖ use simple words or phrases related to the topic and appropriate to the text use the patterns of simple sentences Uses appropriate vocabulary for Is extending vocabulary and sentence type and some topic related words classroom experiences involving Uses simple vocabulary and criteria to structures required for school learning classification, comparisons, describing sort and label items e.g. size, colour. use simple changes in voice, body e.g. comparing, classifying, describing attributes and quantities, explaining language and facial expressions to ? The State of Queensland (Queensland Studies Authority) 2006 8

    Becoming Aware Exploring Making Connections Applying Links to Level 1 Links to Level 2

     attributes and quantities, explaining cause and effect gain audience interest Needs support to discuss attributes of use volume to suit the social situation simple cause and effect occurrences. objects and people and the and audience size Uses wider range of vocabulary in experiment with the use of visuals, consequences of actions. discussions and descriptions. music and sound effects to suit the medium and the topic of the text. use intonation appropriate for statement, question or command Needs help to give enough information Is developing more accurate Gives appropriate instructions that for others to follow instructions in instructions and descriptions for others When listening, students: others can follow. use facial expressions, volume of games e.g. in barrier games, needs to follow in games and play. voice, sound effects or music draw on the basic generic structure of teacher modelling of useful different text types to recall and Chooses body language and tone of instructions. sequence information Interprets body language, facial voice appropriate to the social When listening, students: expressions and tone of voice in one-situation. interpret and make simple inferences show awareness of basic stages of to-one situations. from short noun and verb groups generic structure interpret and make simple inferences interpret the meaning of topic related Is interested in watching others Follows a simple instruction requiring from visuals and body language Follows simple instructions requiring words Is able to follow simple one or two-step following an instruction. one action, sometimes needing the one or two actions with little prompting. identify basic emotions evoked by instructions independently and reliably. respond appropriately to statements, instruction repeated or clarified Needs the help of another person to clear changes in noun groups, questions or commands e.g. ‖Put the book on the shelf‖. carry out a very simple instruction. intonation, volume, facial identify and respond to changes in expressions, music and sound intonation patterns, volume, facial effects. expressions, music or sound effects. Metalinguistic and phonological awareness are described in the writing & shaping descriptors

    ? The State of Queensland (Queensland Studies Authority) 2006 9

Language development and communication reading and viewing

    Learning statement: Children become readers and viewers by using emerging understandings to predict and make meanings from a variety of written, visual and multimodal texts.

    Becoming Aware Exploring Making Connections Applying Links to Level 1 Links to Level 2

    With explicit support, the child participates With support, the child assigns personal With prompts, the child uses emerging The child uses shared understandings of English English in experiences involving texts and draws meanings to symbol systems and reading and viewing strategies and symbol systems to interpret and make Students interpret and construct simply Students interpret and construct texts with on personal understandings to interpret a interprets texts in personal ways in understandings to interpret symbol meaning from a range of familiar simply structured brief texts that make familiar cultural purposes and familiar small range of familiar texts classroom contexts. systems and texts for personal and structured text types. connections with own experiences in subject matter, making connections classroom purposes. familiar situations. They use textual between directly stated ideas and resources including awareness of stages information. They use basic generic of the generic structure of texts, patterns structure, simple and compound of simple sentence, words, letters, images, sentences, patterns of short noun and verb sounds and voice. They identify groups, dominant images, font choices, similarities between textual gestures and facial expressions. They representations and own experiences. identify, explain and suggest alternatives choices in the ways people, places, events and things are represented in texts. Making meanings from texts Cultural strand (Cu): Making meanings in contexts

    Cu.1 2 When reading and viewing, Cu2.2 When reading and viewing, Interacts with texts in a random Uses texts for familiar and specific Reads and views for personal Reads and views for a wider range of students: students: manner, unless guided by an adult purposes e.g. role play reads to a purposes e.g. selects a book, website, social, personal and classroom

    e.g. flips through a book because friend or asks to use the computer video, computer program for purposes e.g. during an investigation select and interpret texts to suit a identify purposes commonly other children are reading, attends after watching a friend use a software information or enjoyment; reading a of caterpillars, looks for information in small range of purposes for reading associated with familiar text types and briefly to a video that others are program. chart to see who‘s turn it is to use the books and on the Internet. and viewing select and interpret texts for own watching then wanders off, randomly computer. reading or viewing purposes clicks on pictures or icons in electronic identify the main topic, key events and make connections between their own texts. Predicts the topic of paper-based, supporting details of a text and recall Points out an aspect of a paper-based Predicts what comes next when experiences and the ideas and With explicit support, provides electronic and video texts from key events in sequence electronic or video text when reading reading or viewing a text using prior information in the text personal responses to meanings of illustrations and prior knowledge, or viewing and makes links to their knowledge, print and other sources of familiar texts and makes links to their when collaboratively reading or own experiences e.g. ―Look at those information. own experience e.g. ―I got a dog like viewing. ants. There‘s lots carrying a leaf‖; make simple inferences from that at home‖; ―I‘ve got that video‖; identify text type and suggest ―What‘s that for?‖ Focuses on making meaning from information that is closely related in hears a video jingle and sings along; audience of well structured supportive symbols, familiar words and pictures With support, discusses some the text says ―The green man means you can texts when reading and viewing, rather than features of print, electronic or video walk‖. (R A5) print. (R B2) texts that help to convey meaning e.g. With explicit support, responds to points to title of a book and asks ―Can some features of familiar texts e.g. identify the audience of a small range you read that for me?‖ OR when points to a logo on their T-shirt that is of familiar texts asked how they knew a storm was make meaning of and respond to a also on the website; points to words in brewing in a video they say, ―I heard small range of familiar paper and a book and says, ―Lots of names.‖ the bang‖ (crash of thunder)." electronic texts. select and make meaning of texts that Knows when a mistake is made in the use familiar paper and electronic re-reading of a favourite book. (R B1) mediums. Retell events, recall key information Retells a story, in mostly correct Retells a story from memory, although With explicit support or in Makes up a story based on the and make simple inferences between sequence, from a paper based, not always in sequence, or shares collaboration with others, participates images they see in a text, using oral closely related pieces of information in electronic or video text, using some of information using some written in collaboratively reading and language patterns, often with support. texts the language patterns and vocabulary language patterns from paper-based, discussing paper based, electronic of the text. electronic or video texts, e.g. ―Run, and video texts, e.g. joins in the run as fast as you can!‖ (R B3) chorus of a repetitive, familiar text.

     Retells segments of familiar stories

    while playing with felt or magnetic story pieces.

    ? The State of Queensland (Queensland Studies Authority) 2006 10

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