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Reading and Viewing
                                           
Foundation                                          
Students use questioning and monitoring 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 predictable texts with familiar vocabulary and supportive images, drawing on their developing knowledge of concepts about print, and sound and letters.                                           
They identify all the letters of the English alphabet in both upper- and lower-case, and know and can use the sounds represented by most letters.                                          
Level 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 are able to read aloud, with developing fluency, short texts with some unfamiliar vocabulary, simple and compound sentences and supportive images.                                           
When reading, they use knowledge of the relationships 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.                                          
Level 2                                          
Students understand how similar texts share characteristics by identifying text structures and language features used to describe characters, settings and events or communicate factual information.                                          
They recognise all Standard Australian English phonemes, and most letter–sound matches.                                          
They read texts that contain varied sentence structures, some unfamiliar vocabulary, a significant number of high-frequency sight words and images that provide additional information.                                           
They monitor meaning and self-correct using context, prior knowledge, punctuation, language and phonic knowledge.                                           
They identify literal and implied meaning, main ideas and supporting detail.                                           
Students make connections between texts by comparing content.                                          
Level 3                                          
Students understand how content can be organised using different text structures depending on the purpose of the text.                                          
They understand how language features, images and vocabulary choices are used for different effects.                                          
They read texts that contain varied sentence structures, a range of punctuation conventions, and images that provide additional information.                                           
They apply appropriate text processing strategies when decoding and monitoring meaning in texts, and use knowledge of letter-sound relationships, and blending and segmenting to read more complex words.                                          
They can identify literal and implied meaning connecting ideas in different parts of a text.                                           
They select information, ideas and events in texts that relate to their own lives and to other texts.                                          
Level 4                                          
Students understand that texts have different structures depending on the purpose and context.                                          
They explain how language features, images and vocabulary are used to engage the interest of audiences and can describe literal and implied meaning connecting ideas in different texts.                                           
They express preferences for particular types of texts, and respond to others’ viewpoints.                                          
Level 5                                          
Students explain how text structures assist in understanding the text.                                           
They understand how language features, images and vocabulary influence interpretations of characters, settings and events.                                           
They analyse and explain literal and implied information from a variety of texts.                                           
They describe how events, characters and settings in texts are depicted and explain their own responses to them.                                          
When reading, they confidently encounter and can decode less familiar words.                                          
Level 6                                          
Students understand how to use knowledge of phonics when decoding familiar words and the technical or derived words in increasingly complex texts.                                          
They understand how the use of text structures can achieve particular effects and can analyse and explain how language features, images and vocabulary are used by different authors to represent ideas, characters and events.                                           
They compare and analyse information in different texts, explaining literal and implied meaning.                                           
They select and use evidence from a text to explain their response to it.                                          
                                           
Foundation                                          
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 all upper- and lower-case letters.                                          
Level 1                                          
Students provide details about ideas or events, and details about the participants in those events.                                           
They accurately spell words with regular spelling patterns and use their knowledge of blending and segmenting, and many simple and high-frequency words to write predictable words.                                           
They use capital letters and full stops appropriately.                                          
Level 2                                          
Students create texts that show how images support the meaning of the text.                                           
They accurately spell words with regular spelling patterns and can write words with less common long vowels, trigraphs and silent letters.                                           
They use some punctuation accurately, and can write words and sentences legibly using unjoined upper- and lower-case letters.                                          
Level 3                                          
Students' texts include writing and images to express and develop in some detail experiences, events, information, ideas and characters.                                           
They demonstrate understanding of grammar and choose vocabulary and punctuation appropriate to the purpose and context of their writing.                                           
They use knowledge letter–sound relationships and high-frequency words to spell words accurately, and can write words with complex consonant and vowel clusters.                                          
They reread and edit their writing, checking their work for appropriate vocabulary, structure and meaning.                                          
They write using joined letters that are accurately formed and consistent in size.                                          
Level 4                                          
Students use language features to create coherence and add detail to their texts.                                           
They make use of their increasing knowledge of phonics, and they understand how to express an opinion based on information in a text.                                           
They create texts that show understanding of how images and detail can be used to extend key ideas.                                           
Students create well-structured texts to explain ideas for different audiences.                                           
They demonstrate understanding of grammar, select vocabulary from a range of resources and use accurate spelling and punctuation, rereading and editing their work to improve meaning.                                          
Level 5                                          
Students use language features to show how ideas can be extended.                                           
They develop and explain a point of view about a text.                                          
They create imaginative, informative and persuasive texts for different purposes and audiences.                                           
When writing, they demonstrate understanding of grammar and sentence types, and they select specific vocabulary and use accurate spelling and punctuation.                                           
They edit their work for cohesive structure and meaning.                                          
Level 6                                          
Students understand how language features and language patterns can be used for emphasis.                                          
They show how specific details can be used to support a point of view.                                          
They explain how their choices of language features and images are used.                                          
They use banks of known words and the less familiar words they encounter to create detailed texts elaborating upon key ideas for a range of purposes and audiences.                                           
They demonstrate understanding of grammar and make considered choices from an expanding vocabulary to enhance cohesion and structure in their writing.                                           
They also use accurate spelling and punctuation for clarity, provide feedback on the work of their peers and can make and explain editorial choices based on agreed criteria.                                          
                                           
Foundation                                          
Students listen to and use appropriate interaction skills to respond to others in a familiar environment.                                           
They can identify 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, letter patterns and sounds in words.                                          
Level 1                                          
Students listen to others when taking part in conversations using appropriate interaction skills.                                           
They listen for and reproduce letter patterns and letter clusters.                                           
Students understand how characters in texts are developed and give reasons for personal preferences.                                          
They can describe characters, settings and events in different types of literature.                                          
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.                                          
Level 2                                          
Students 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 learned.                                           
Students use a variety of strategies to engage in group and class discussions and make presentations.                                          
Level 3                                          
Students listen to others’ views and respond appropriately using interaction skills.                                           
hey understand how language features are used to link and sequence ideas.                                           
They understand how language can be used to express feelings and opinions on topics.                                           
They create a range of texts for familiar and unfamiliar audiences.                                          
They contribute actively to class and group discussions, asking questions, providing useful feedback and making presentations.                                          
Level 4                                          
Students can collaborate, listen for key points in discussions and use the information to carry out tasks.                                           
They use language features to create coherence and add detail to their texts.                                          
They understand how to express an opinion based on information in a text.                                          
They create texts that show understanding of how images and detail can be used to extend key ideas.                                           
Students create structured texts to explain ideas for different audiences.                                           
They make presentations and contribute actively to class and group discussions, varying language according to context.                                          
Level 5                                          
Students listen and ask questions to clarify content.                                           
They use language features to show how ideas can be extended.                                           
They develop and explain a point of view about a text selecting information, ideas and images from a range of resources.                                          
They create a variety of sequenced texts for different purposes and audiences.                                           
They make presentations for defined purposed using multimodal elements, and contribute actively to class and group discussions, taking into account other perspectives.                                          
Level 6                                          
Students listen to discussions, clarifying content and challenging others’ ideas.                                          
They understand how language features and language patterns can be used for emphasis.                                          
They show how specific details can be used to support a point of view.                                          
They explain how their choices of language features and images are used.                                           
They create detailed texts, elaborating on key ideas for a range of purposes and audiences.                                          
They make presentations and contribute actively to class and group discussions, using a variety of strategies for effect.                                          
                                           
Foundation                                          
Students connect number names and numerals with sets of up to 20 elements, estimate the size of these sets, and use counting strategies to solve problems that involve comparing, combining and separating these sets.                                          
They match individual objects with counting sequences up to and back from 20. Students order the first 10 elements of a set.                                           
They represent, continue and create simple patterns.                                          
Level 1                                          
Students count to and from 100 and locate these numbers on a number line.                                           
They partition numbers using place value and carry out simple additions and subtractions, using counting strategies.                                          
Students recognise Australian coins according to their value.                                           
They identify representations of one half.                                          
Students describe number sequences resulting from skip counting by 2s, 5s and 10s.                                           
They continue simple patterns involving numbers and objects with and without the use of digital technology.                                          
Level 2                                          
Students count to and from, and order numbers up to 1000.                                           
They perform simple addition and subtraction calculations, using a range of strategies.                                          
They find the total value of simple collections of Australian notes and coins.                                           
Students represent multiplication and division by grouping into sets and divide collections and shapes into halves, quarters and eighths.                                          
They recognise increasing and decreasing number sequences involving 2s, 3s, 5s and 10s, identify the missing element in a number sequence, and use digital technology to produce sequences by constant addition.                                          
Level 3                                          
Students count and order numbers to and from 10 000.                                           
They recognise the connection between addition and subtraction.                                          
 They solve problems using efficient strategies for multiplication with and without the use of digital technology.                                           
Students recall addition and multiplication facts for single-digit numbers.                                           
hey represent money values in various ways and correctly count out change from financial transactions.                                          
Students model and represent unit fractions for halves, thirds, quarters, fifths and eighths, and multiples of these up to one.                                           
They classify numbers as either odd or even, continue number patterns involving addition or subtraction, and explore simple number sequences based on multiples.                                          
Level 4                                          
Students recall multiplication facts to 10 x 10 and related division facts.                                           
They choose appropriate strategies for calculations involving multiplication and division, with and without the use of digital technology, and estimate answers accurately enough for the context.                                           
Students solve simple purchasing problems with and without the use of digital technology.                                          
They locate familiar fractions on a number line, recognise common equivalent fractions in familiar contexts and make connections between fractions and decimal notations up to two decimal places.                                          
Students identify unknown quantities in number sentences.                                          
They use the properties of odd and even numbers and describe number patterns resulting from multiplication.                                           
Students continue number sequences involving multiples of single-digit numbers and unit fractions, and locate them on a number line.                                          
Level 5                                          
Students solve simple problems involving the four operations using a range of strategies including digital technology.                                           
They estimate to check the reasonableness of answers and approximate answers by rounding.                                           
Students identify and describe factors and multiples.                                          
They explain plans for simple budgets.                                           
Students order decimals and unit fractions and locate them on a number line.                                          
Students add and subtract fractions with the same denominator.                                           
They find unknown quantities in number sentences and continue patterns by adding or subtracting fractions and decimals.                                          
Level 6                                          
Students recognise the properties of prime, composite, square and triangular numbers and determine sets of these numbers.                                           
They solve problems that involve all four operations with whole numbers and describe the use of integers in everyday contexts.                                           
Students locate fractions and integers on a number line and connect fractions, decimals and percentages as different representations of the same number.                                           
They solve problems involving the addition and subtraction of related fractions.                                           
Students calculate a simple fraction of a quantity and calculate common percentage discounts on sale items, with and without the use of digital technology.                                           
They make connections between the powers of 10 and the multiplication and division of decimals.                                          
Students add, subtract and multiply decimals and divide decimals where the result is rational.                                           
Students write number sentences using brackets and order of operations, and specify rules used to generate sequences involving whole numbers, fractions and decimals.                                           
They use ordered pairs of integers to represent coordinates of points and locate a point in any one of the four quadrants on the Cartesian plane.                                          
                                         
Foundation                                        
Students identify measurement attributes in practical situations and compare lengths, masses and capacities of familiar objects.                                         
They order events, explain their duration, and match days of the week to familiar events.                                        
Students identify simple shapes in their environment and sort shapes by their common and distinctive features.                                         
They use simple statements and gestures to describe location.                                        
Level 1                                        
Students use informal units of measurement to order objects based on length, mass and capacity.                                         
They tell time to the half-hour and explain time durations.                                        
Students describe two-dimensional shapes and three-dimensional objects.                                         
They use the language of distance and direction to move from place to place.                                        
Level 2                                        
Students order shapes and objects, using informal units for a range of measures.                                         
They tell time to the quarter hour and use a calendar to identify the date, days, weeks and months included in seasons and other events.                                        
Students explain the effects of one-step transformations.                                         
Students draw two-dimensional shapes, specify their features.                                        
They recognise the features of three-dimensional objects.                                         
They interpret simple maps of familiar locations.                                        
Level 3                                        
Students use metric units for length, area, mass and capacity.                                         
They tell time to the nearest minute.                                        
Students identify symmetry in natural and constructed environments.                                        
They use angle size as a measure of turn in real situations and make models of three-dimensional objects.                                         
Students match positions on maps with given information and create simple maps.                                        
Level 4                                        
Students compare areas of regular and irregular shapes, using informal units.                                         
They solve problems involving time duration.                                        
Students use scaled instruments to measure length, angle, area, mass, capacity and temperature of shapes and objects.                                        
They convert between units of time.                                        
Students create symmetrical simple and composite shapes and patterns, with and without the use of digital technology.                                        
They classify angles in relation to a right angle.                                        
Students interpret information contained in maps.                                        
Level 5                                        
Students use appropriate units of measurement for length, area, volume, capacity and mass, and calculate perimeter and area of rectangles and volume, and capacity of rectangular prisms.                                        
They convert between 12 and 24-hour time.                                        
Students use a grid reference system to locate landmarks.                                        
hey estimate angles, and use protractors and digital technology to construct and measure angles.                                        
Students connect three-dimensional objects with their two-dimensional representations.                                         
hey describe transformations of two-dimensional shapes and identify line and rotational symmetry.                                        
Level 6                                        
Students relate decimals to the metric system and choose appropriate units of measurement to perform a calculation.                                         
They solve problems involving time, length and area, and make connections between capacity and volume.                                         
Students interpret a variety of everyday timetables.                                         
They solve problems using the properties of angles and investigate simple combinations of transformations in the plane, with and without the use of digital technology.                                         
Students construct simple prisms and pyramids.                                        

 

                                           
Foundation                                          
Students sort familiar categorical data into sets and use these to answer yes/no questions and make simple true/false statements about the data.                                          
Level 1                                          
Students describe data displays.                                          
They ask questions to collect data and draw simple data displays.                                          
Students classify outcomes of simple familiar events.                                          
Level 2                                          
Students collect data from relevant questions to create lists, tables and picture graphs with and without the use of digital technology.                                           
They interpret data in context.                                           
Students use everyday language to describe outcomes of familiar events.                                           
Level 3                                          
Students carry out simple data investigations for categorical variables.                                           
They interpret and compare data displays.                                          
Students conduct chance experiments, list possible outcomes and recognise variations in results.                                          
Level 4                                          
Students describe different methods for data collection and representation, and evaluate their effectiveness.                                           
They construct data displays from given or collected data, with and without the use of digital technology.                                          
Students list the probabilities of everyday events.                                          
They identify dependent and independent events.                                          
Level 5                                          
Students pose questions to gather data and construct various displays appropriate for the data, with and without the use of digital technology.                                           
They compare and interpret different data sets.                                           
Students list outcomes of chance experiments with equally likely outcomes and assign probabilities as a number from 0 to 1.                                          
Level 6                                          
Students interpret and compare a variety of data displays, including displays for two categorical variables.                                           
They analyse and evaluate data from secondary sources.                                           
Students compare observed and expected frequencies of events, including those where outcomes of trials are generated with the use of digital technology.                                           
They specify, list and communicate probabilities of events using simple ratios, fractions, decimals and percentages.                                          
                                           
Level 2                                          
Students define place and identify and describe features of places and changes in these, at a local scale.                                          
They identify how people are connected to different places and explain the value of places to people.                                          
They describe different ways that places can be cared for.                                          
They collect and record geographical data and information.                                          
They represent data and information in tables, plans and labelled maps and interpret it to draw conclusions.                                          
They describe and explain location and distance using geographical terms, and describe the location of the major geographical divisions of the world.                                          
Level 4                                          
students identify and describe spatial characteristics, and the characteristics of places and environments at a range of scales.                                           
They identify and explain interconnections and identify and describe locations, including Australia’s neighbouring countries and Africa and South America.                                          
They identify responses to a geographical challenge and the expected effects.                                          
They collect and record relevant geographical data and information and represent data and information in tables, simple graphs and maps of appropriate scale that conform to cartographic conventions.                                          
They interpret data and information, and use geographical terminology, to identify and to develop descriptions, explanations and conclusions.                                          
Level 6                                          
students describe and explain spatial characteristics and characteristics of places from local to global scales.                                          
They describe and explain interconnections and their effects.                                          
They identify and describe locations including the major countries of Europe, North America and Asia.                                          
They identify and compare responses to a geographical challenge, describing the expected effects on different groups.                                          
They  ethically collect and record relevant geographical data and information and represent data and information in forms including diagrams, field sketches and large scale and small scale maps that conform to cartographic conventions.                                          
They interpret geographical data and information, and use geographical terminology, to identity and develop descriptions, explanations and conclusions.                                           
They use digital and spatial technologies to represent and interpret data and information.                                          

 

                                           
Level 2                                          
Students explain aspects of daily life to identify how some aspects have changed over time, while others have remained the same.                                          
They describe personal and family life, a person, a site, or an event of significance in the local community.                                          
Students use sources (physical, visual, oral) including the perspectives of others (parents, grandparents) to describe changes to daily life and the significance of people, places or events.                                           
They compare objects from the past and present.                                           
Students create a narrative about the past using terms and a range of sources.                                           
Level 4                                          
students explain how and why life changed in the past, and identify aspects of the past that remained the same.                                           
hey describe the experiences and perspectives of an individual or group over time.                                           
They recognise the significance of events in bringing about change.                                          
Students sequence events and people (their lifetime) in chronological order to identify key dates, causes and effects.                                           
hey identify sources (written, physical, visual, oral), and locate information about their origin and content features.                                           
They describe perspectives of people from the past and recognise different points of view.                                           
Students create a narrative or description which explains continuity and change and cause and effect using historical terms.                                          
Level 6                                          
students identify and describe change and continuity and explain the causes and effects of change on society.                                          
They compare the different experiences and perspectives of people in the past.                                           
They explain the significance of an individual and group.                                          
Students sequence events and people (their lifetime) in chronological order, and represent time by creating timelines.                                           
They identify a range of sources and locate and compare information about the origin, content features and the purpose of historical sources.                                          
Students describe the historical context of these sources to describe perspectives of people from the past and recognise different points of view.                                           
Students develop texts, particularly narratives and descriptions of continuity and change.                                          
In developing these texts and organising and presenting their information, students create an explanation about a past event, person or group using sources of evidence and historical terms and concepts.                                          
                                           
Level 2                                          
students describe examples of how people use science in their daily lives.                                          
They identify and describe examples of the external features and basic needs of living things.                                           
They describe how different places meet the needs of living things.                                           
They describe the properties, behaviour, uses and the effects of interacting with familiar materials and objects.                                           
They discuss how light and sound can be produced and sensed.                                           
They identify and describe the changes to objects, materials, resources, living things and things in their local environment.                                           
They suggest how the environment affects them and other living things.                                          
Students pose and respond to questions about familiar objects and events and predict outcomes of investigations.                                           
They use their senses to explore the world around them and record informal measurements to make and compare observations.                                           
They record, sort and represent their observations and communicate their ideas to others.                                          
Level 4                                          
students describe situations where science understanding can influence their own and others’ actions.                                          
They explain the effects of Earth’s rotation on its axis.                                          
They distinguish between temperature and heat and use examples to illustrate how heat is produced and transferred.                                           
They explain how heat is involved in changes of state between solid and liquid.                                           
They link the physical properties of materials to their use.                                           
They discuss how natural and human processes cause changes to Earth’s surface.                                           
They use contact and non-contact forces to describe interactions between objects.                                          
They group living things based on observable features and distinguish them from non-living things.                                          
They describe relationships that assist the survival of living things.                                           
They compare the key stages in the life cycle of a plant and an animal and relate life cycles to growth and survival.                                          
Students describe how they use science investigations to identify patterns and relationships and to respond to questions.                                           
They follow instructions to identify questions that they can investigate about familiar contexts and make predictions based on prior knowledge.                                           
They discuss ways to conduct investigations and suggest why a test was fair or not.                                           
They safely use equipment to make and record formal measurements and observations.                                           
They use provided tables and column graphs to organise and identify patterns and trends in data.                                           
Students suggest explanations for observations and compare their findings with their predictions.                                          
They use formal and informal scientific language to communicate their observations, methods and findings.                                          
Level 6                                          
students explain how scientific knowledge is used in decision making and develops from many people’s contributions.                                           
They discuss how scientific understandings, discoveries and inventions affect peoples’ lives.                                          
They compare the properties and behaviours of solids, liquids and gases.                                           
hey compare observable changes to materials and classify these changes as reversible or irreversible.                                          
They explain everyday phenomena associated with the absorption, reflection and refraction of light.                                           
They compare different ways in which energy can be transformed from one form to another to generate electricity and evaluate their suitability for particular purposes.                                           
They construct electric circuits and distinguish between open and closed circuits.                                          
They explain how natural events cause rapid change to Earth’s surface and use models to describe the key features of our Solar System.                                           
They analyse how structural and behavioural adaptations of living things enhance their survival, and predict and describe the effect of environmental changes on individual living things.                                          
Students follow procedures to develop questions that they can investigate and design investigations into simple cause-and-effect relationships.                                          
When planning experimental methods, they identify and justify the variables they choose to change and measure in fair tests.                                           
They make predictions based on previous experiences or general rules.                                           
They identify and manage potential safety risks.                                           
They make and record accurate observations as tables, diagrams or descriptions.                                           
They organise data into tables and graphs to identify and analyse patterns and relationships.                                          
They compare patterns in data with their predictions when explaining their findings.                                           
They suggest where improvements to their experimental methods or research could improve the quality of their data.                                          
They refer to data when they report findings and use appropriate representations and simple reports to communicate their ideas, methods, findings and explanations.                                          

 

                                           
Level 2                                          
Students identify how common digital systems are used to meet specific purposes.                                          
Students use digital systems to represent simple patterns in data in different ways and collect familiar data and display them to convey meaning.                                          
Students design solutions to simple problems using a sequence of steps and decisions.                                          
They create and organise ideas and information using information systems and share these in safe online environments.                                          
Level 4                                          
students describe how a range of digital systems and their peripheral devices can be used for different purposes.                                          
Students explain how the same data sets can be represented in different ways.                                          
They collect and manipulate different data when creating information and digital solutions.                                          
They plan and safely use information systems when creating and communicating ideas and information, applying agreed protocols.                                          
Students define simple problems, and design and develop digital solutions using algorithms that involve decision- making and user input.                                          
hey explain how their developed solutions and existing information systems meet their purposes.                                          
Level 6                                          
students explain the functions of digital system components and how digital systems are connected to form networks that transmit data.                                          
Students explain how digital systems use whole numbers as a basis for representing a variety of data types.                                          
They manage the creation and communication of ideas, information and digital projects collaboratively using validated data and agreed protocols.                                          
Students define problems in terms of data and functional requirements and design solutions by developing algorithms to address the problems.                                          
They incorporate decision-making, repetition and user interface design into their designs and develop their digital solutions, including a visual program.                                          
Students explain how information systems and their developed solutions meet current and future needs taking sustainability into account.