Students develop an understanding of how society and environmental sustainability factors influence design and technologies decisions. They begin to consider the impact of their decisions and of technologies on others and the environment They begin to consider the impact of their decisions and of technologies on others and the environment including in relation to preferred futures.
Students reflect on their participation in a design process. This involves students developing new perspectives, and engaging in different forms of evaluating and critiquing designed solutions based on personal preferences. Using a range of technologies including a variety of graphical representation techniques to communicate, students draw, model and explain design ideas; label drawings; draw objects as two-dimensional images from different views; draw products and simple environments and verbalise design ideas.
With teacher support, they plan simple steps and follow directions to complete their own or group design ideas or projects, and manage their own role within team projects. Students are aware of others around them and the need to work safely and collaboratively when creating designed solutions. Students will have the opportunity to create designed solutions at least once in each of the following technologies contexts:.
By the end of Level 2, students describe the purpose of familiar designed solutions and how they meet the needs of users and affect others and environments. They identify the features and uses of some technologies for each of the prescribed technologies contexts. With guidance, students create designed solutions for each of the prescribed technologies contexts.
They describe given needs or opportunities. Students create and evaluate their ideas and designed solutions based on personal preferences. They communicate design ideas for their designed solutions, using modelling and simple drawings. Following sequenced steps, students demonstrate safe use of tools and equipment when producing designed solutions. In Foundation to Level 2, students are introduced to common digital systems and patterns that exist within data they collect.
Students organise, manipulate and present this data, including numerical, categorical, text, image, audio and video data, in creative ways to create meaning. Students use the concept of abstraction when defining problems, to identify the most important information. They begin to develop their design thinking skills by conceptualising algorithms as a sequence of steps for carrying out instructions, such as identifying steps in a process or controlling robotic devices. Students describe how information systems meet information, communication and recreation needs. Through discussion with teachers, students learn to apply safe practices to protect themselves and others as they interact online for learning and communicating.
Across the band, students will have had the opportunity to create a range of digital solutions through guided play and integrated learning, such as using robotic toys to navigate a map or recording science data with software applications. By the end of 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.
In Levels 1 and 2, students continue their exploration and learning about how ideas and stories can be imagined and communicated through drama. They improvise and create roles, characters and situations and learn about focus and identifying the main idea of the drama. They share their drama with peers and experience drama as audiences. Drama in the local community is the focus for learning. Students also draw on drama from other cultures, times and locations.
As they make and respond to drama, students explore meaning and interpretation, forms and elements and social and cultural contexts of drama. They make simple evaluations of drama expressing what they enjoy and why. By the end of Level 2, students make and present drama using the elements of role, situation and focus in dramatic play and improvisation. Students describe what happens in drama they make, perform and view.
They identify some elements in drama and describe where and why there is drama. In Level 2, students communicate with peers, teachers, students from other classes, and community members. Students engage with a variety of texts for enjoyment.
They listen to, read, view and interpret spoken, written and multimodal texts in which the primary purpose is to entertain, as well as texts designed to inform and persuade. These encompass traditional oral texts, picture books, various These encompass traditional oral texts, picture books, various types of print and digital stories, simple chapter books, rhyming verse, poetry, non-fiction, film, multimodal texts, dramatic performances, and texts used by students as models for constructing their own work.
Literary texts that support and extend Level 2 students as independent readers involve sequences of events that span several pages and present unusual happenings within a framework of familiar experiences.
Informative texts present new content about topics of interest and topics being studied in other areas of the curriculum. These texts include language features such as varied sentence structures, some unfamiliar vocabulary, a significant number of high-frequency sight words and words that need to be decoded phonically, and a range of punctuation conventions, as well as illustrations and diagrams that both support and extend the printed text. Students create a range of imaginative, informative and persuasive texts including imaginative retellings, reports, performances, poetry and expositions.
By the end of 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.
Reducing the effects of stress and trauma. Effective interdisciplinary teaming reduces the levels of developmental hazard in educational settings by creating contexts that are experientially more navigable, coherent, and predictable for students. In this lesson, students are asked to read the selection and answer questions. Culturally responsive teaching and the brain: Promoting authentic engagement and rigor among culturally and linguistically diverse students. Understanding how developmental processes unfold over time and interact in different contexts can contribute to more supportive designs for learning environments. Beyond behaviorism: Changing the classroom management paradigm. One is that he was brilliant.
Students make connections between texts by comparing content. 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. 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.
From Foundation to Level 2, the curriculum focuses on developing the knowledge, skills and understandings to approach ethical problems and evaluate outcomes. Students develop a vocabulary to engage with ethical problems and an understanding that personal feelings can effect decision-making and actions.
By the end of Level 2, students identify and describe ethical concepts using illustrative examples from familiar situations and a basic vocabulary about ethical problems and their outcomes. Students identify and explain acts and situations that have ethical dimensions, using illustrative examples. They explain that personal feelings may influence the way people behave in situations where ethical issues are involved. From Foundation to Level 2, the curriculum develops the concept of place through a study of what places are like over time and how they are defined.
The emphasis in F-2 is on the places in which students live, but they also start to investigate other places of similar size that are familiar to them or that they are curious about.
Examining the influence of distance and accessibility on the frequency of visits to places starts students thinking about the concept of space. This is further developed through an introduction to location, including exploring where activities are located and the reasons for this. The idea of active citizenship is developed as students start to explore their feelings about special places, and the wider importance of places to people and how places can be cared for.
The concept of environment is introduced as students study the daily and seasonal weather patterns and natural features of their place and of other places, including how seasonal change is perceived by different cultures.