Work Program:



INSTRUCTIONS: SAVE AS Year Level name of unit odd/even year & semester e.g. Y3&4 Hans Christian Anderson Odd Years Sem 1KEEP ALL FONT AND SIZE AS IS i.e. Ariel 10 so that it can be cut and pasted straight into work program template as a column. Insert Unit name, select odd/even year, insert year levelLesson Sequence instructionsFor each lesson Delete skills not applicable from SLAV skills in first row.Select and paste in just one outcome/elaboration to focus on from VELS and Australian Curriculum NB Some InfoLit units lend themselves to links with literature as well. Insert SLAV Literature focus & skills (see Literature templates) if appropriate. Insert resources and where they are locatedInsert what students do/what teacher doesInsert special needs and e5 (or whatever current school focus for improvement is)Delete e5 if not applicable, or insert your own school’s professional development focus if desired. Learning Focus & Standards instructionsDelete aspects not applicable from SLAV, VELS interdisciplinary and Australian ENGLISH Curriculum NB #1 Aspects of the Australian curriculum that IMO do not apply in a specialist library program have already been deleted. For the complete Australian English curriculum visit the ACARA website. NB #2 Other Australian curriculum subjects (see the ACARA website) will usually apply to Information Literacy units e.g. History, Science etc. Personal Learning JournalsSelf Assessment ‘Personal learning journals’ (PLJs) focus on VELS Personal and Interpersonal Learning skills and are an integral part of the learning program in the Specialist library program. PLJs For Prep-Y6 are available for download on this site, See Goodies to Share.DELETE TABLE OF CONTENTS IF PREFERREDDelete all these yellow instructions once done.INSERT NAME OF SCHOOL LIBRARY PROGRAMINSERT NAME OF UNIT Odd/Even Years – Foundation year Contents TOC \o "1-3" \h \z \u LESSON SEQUENCES PAGEREF _Toc295161379 \h 4Lesson 1 PAGEREF _Toc295161380 \h 4Lesson 2 PAGEREF _Toc295161381 \h 4Lesson 3 PAGEREF _Toc295161382 \h 4Lesson 4 PAGEREF _Toc295161383 \h 4Lesson 5 PAGEREF _Toc295161384 \h 5Lesson 6 PAGEREF _Toc295161385 \h 5Lesson 7 PAGEREF _Toc295161386 \h 5Lesson 8 PAGEREF _Toc295161387 \h 5Lesson 9 PAGEREF _Toc295161388 \h 8Lesson 10 PAGEREF _Toc295161389 \h 8Lesson 11 PAGEREF _Toc295161390 \h 8LEARNING FOCUS PAGEREF _Toc295161391 \h 10VICTORIAN ESSENTIAL LEARNING STANDARDS LEARNING FOCUS PAGEREF _Toc295161392 \h 10Learning Focus English (Speaking and Listening) PAGEREF _Toc295161393 \h 10Learning Focus Thinking Processes PAGEREF _Toc295161394 \h 10Learning Focus Personal Learning PAGEREF _Toc295161395 \h 10Learning Focus Interpersonal Learning PAGEREF _Toc295161396 \h 10SLAV Library focus PAGEREF _Toc295161397 \h 11Aboriginal Perspectives across the Curriculum PAGEREF _Toc295161398 \h 11Asia and Australia’s Engagement with Asia PAGEREF _Toc295161399 \h 11Sustainability PAGEREF _Toc295161400 \h 11POLT Focus PAGEREF _Toc295161401 \h 12Values Education PAGEREF _Toc295161402 \h 12Key Understandings for Assessment PAGEREF _Toc295161403 \h 13Focus Questions PAGEREF _Toc295161404 \h 13AUSTRALIAN CURRICULUM LEARNING FOCUS PAGEREF _Toc295161405 \h 13LANGUAGE PAGEREF _Toc295161406 \h 13LITERATURE PAGEREF _Toc295161407 \h 15LITERACY PAGEREF _Toc295161408 \h 17ACHIEVEMENT STANDARDS PAGEREF _Toc295161409 \h 19VICTORIAN ESSENTIAL LEARNING STANDARDS (VELS) ACHIEVEMENT STANDARDS PAGEREF _Toc295161410 \h 19VELS English (Speaking and Listening) Standards Foundation Year PAGEREF _Toc295161411 \h 19VELS Thinking Processes Standards Foundation Year PAGEREF _Toc295161412 \h 19VELS Personal Standards Foundation Year PAGEREF _Toc295161413 \h 19VELS Interpersonal Learning Standards Foundation Year PAGEREF _Toc295161414 \h 19AUSTRALIAN CURRICULUM ACHIEVEMENT STANDARDS PAGEREF _Toc295161415 \h 20AUSTRALIAN CURRICULUM ENGLISH FOUNDATION YEAR PAGEREF _Toc295161416 \h 20LESSON SEQUENCES Lesson 1Lesson 2Lesson 3Lesson 4ActivitiesCue in by talking about Read Explain Students listen and contribute to discussion about...Browsing and borrowing.Review e.g. taking turns & sharing.Table task:Share Time: Complete PLJs. ResourcesInsert specific texts & call no. Selected easy-reading non-fiction texts about Personal Learning Journals.Special needs FORMCHECKBOX At risk FORMCHECKBOX ESL FORMCHECKBOX GiftedObserve for at-risk, ESL and gifted students.Assessment SLAV Library Skills Level 1Literary SkillsWith teacher assistance, modelling and scaffolding students will be able to: LS 1.1 identify picture story books as a literary form LS 1.2 verbalise sequence of main events in stories LS 1.3 identify the main characters from picture story books LS 1.4 describe where the story takes place in particular picture story books LS 1.5 identify strong emotions that occur in picture story booksFilm - Film as Text LS 1.1F identify film as a literary form LS 1.2F describe where the story takes place in particular film LS 1.3F identify strong emotions that occur in a film that is viewedLiterary SkillsWith teacher assistance, modelling and scaffolding students will be able to: LS 1.1 identify picture story books as a literary form LS 1.2 verbalise sequence of main events in stories LS 1.3 identify the main characters from picture story books LS 1.4 describe where the story takes place in particular picture story books LS 1.5 identify strong emotions that occur in picture story booksFilm - Film as Text LS 1.1F identify film as a literary form LS 1.2F describe where the story takes place in particular film LS 1.3F identify strong emotions that occur in a film that is viewedLiterary SkillsWith teacher assistance, modelling and scaffolding students will be able to: LS 1.1 identify picture story books as a literary form LS 1.2 verbalise sequence of main events in stories LS 1.3 identify the main characters from picture story books LS 1.4 describe where the story takes place in particular picture story books LS 1.5 identify strong emotions that occur in picture story booksFilm - Film as Text LS 1.1F identify film as a literary form LS 1.2F describe where the story takes place in particular film LS 1.3F identify strong emotions that occur in a film that is viewedLiterary SkillsWith teacher assistance, modelling and scaffolding students will be able to: LS 1.1 identify picture story books as a literary form LS 1.2 verbalise sequence of main events in stories LS 1.3 identify the main characters from picture story books LS 1.4 describe where the story takes place in particular picture story books LS 1.5 identify strong emotions that occur in picture story booksFilm - Film as Text LS 1.1F identify film as a literary form LS 1.2F describe where the story takes place in particular film LS 1.3F identify strong emotions that occur in a film that is viewedVELS standard/s Level 1Select from belowAustralian curriculum standard/s Foundation Year Select from belowE5Lesson 5Lesson 6Lesson 7Lesson 8ActivitiesCue in by talking about Read Explain Students listen and contribute to discussion about...Browsing and borrowing.Review e.g. taking turns & sharing.Table task:Share Time: Complete PLJs. ResourcesInsert specific texts & call no. Selected easy-reading non-fiction texts about Personal Learning Journals.Special needs FORMCHECKBOX At risk FORMCHECKBOX ESL FORMCHECKBOX GiftedObserve for at-risk, ESL and gifted students.Assessment SLAV Library Skills Level 1Literary SkillsWith teacher assistance, modelling and scaffolding students will be able to: LS 1.1 identify picture story books as a literary form LS 1.2 verbalise sequence of main events in stories LS 1.3 identify the main characters from picture story books LS 1.4 describe where the story takes place in particular picture story books LS 1.5 identify strong emotions that occur in picture story booksFilm - Film as Text LS 1.1F identify film as a literary form LS 1.2F describe where the story takes place in particular film LS 1.3F identify strong emotions that occur in a film that is viewedLiterary SkillsWith teacher assistance, modelling and scaffolding students will be able to: LS 1.1 identify picture story books as a literary form LS 1.2 verbalise sequence of main events in stories LS 1.3 identify the main characters from picture story books LS 1.4 describe where the story takes place in particular picture story books LS 1.5 identify strong emotions that occur in picture story booksFilm - Film as Text LS 1.1F identify film as a literary form LS 1.2F describe where the story takes place in particular film LS 1.3F identify strong emotions that occur in a film that is viewedLiterary SkillsWith teacher assistance, modelling and scaffolding students will be able to: LS 1.1 identify picture story books as a literary form LS 1.2 verbalise sequence of main events in stories LS 1.3 identify the main characters from picture story books LS 1.4 describe where the story takes place in particular picture story books LS 1.5 identify strong emotions that occur in picture story booksFilm - Film as Text LS 1.1F identify film as a literary form LS 1.2F describe where the story takes place in particular film LS 1.3F identify strong emotions that occur in a film that is viewedLiterary SkillsWith teacher assistance, modelling and scaffolding students will be able to: LS 1.1 identify picture story books as a literary form LS 1.2 verbalise sequence of main events in stories LS 1.3 identify the main characters from picture story books LS 1.4 describe where the story takes place in particular picture story books LS 1.5 identify strong emotions that occur in picture story booksFilm - Film as Text LS 1.1F identify film as a literary form LS 1.2F describe where the story takes place in particular film LS 1.3F identify strong emotions that occur in a film that is viewedVELS standard/s Level 1Australian curriculum standard/s Foundation YearE5Cue in by talking about Read Explain Review taking turns & sharing.Share Time: Lesson 9Lesson 10Lesson 11ActivitiesCue in by talking about Read Explain Students listen and contribute to discussion about...Browsing and borrowing.Review e.g. taking turns & sharing.Table task:Share Time: Complete PLJs. ResourcesInsert specific texts & call no. Selected easy-reading non-fiction texts about Personal Learning Journals.Special needs FORMCHECKBOX At risk FORMCHECKBOX ESL FORMCHECKBOX GiftedObserve for at-risk, ESL and gifted students.Assessment SLAV Library Skills Level 1Literary SkillsWith teacher assistance, modelling and scaffolding students will be able to: LS 1.1 identify picture story books as a literary form LS 1.2 verbalise sequence of main events in stories LS 1.3 identify the main characters from picture story books LS 1.4 describe where the story takes place in particular picture story books LS 1.5 identify strong emotions that occur in picture story booksFilm - Film as Text LS 1.1F identify film as a literary form LS 1.2F describe where the story takes place in particular film LS 1.3F identify strong emotions that occur in a film that is viewedLiterary SkillsWith teacher assistance, modelling and scaffolding students will be able to: LS 1.1 identify picture story books as a literary form LS 1.2 verbalise sequence of main events in stories LS 1.3 identify the main characters from picture story books LS 1.4 describe where the story takes place in particular picture story books LS 1.5 identify strong emotions that occur in picture story booksFilm - Film as Text LS 1.1F identify film as a literary form LS 1.2F describe where the story takes place in particular film LS 1.3F identify strong emotions that occur in a film that is viewedVELS standards Level 1Select from belowAustralian curriculum standards Foundation year Insert specific texts & call no. Selected easy-reading non-fiction texts about Personal Learning Journals.E5LEARNING FOCUSVICTORIAN ESSENTIAL LEARNING STANDARDS LEARNING FOCUSLearning Focus English (Speaking and Listening) Level 1Students regularly make brief presentations on a specified topic to small groups or the whole class, learning to speak at an appropriate volume and pace for listeners’ needs. They practise sequencing main events and ideas coherently and self-correct by rephrasing when meaning is not clear. They contribute ideas during class and group discussion, and follow simple instructions. They learn to retell what they have heard and ask and answer simple questions for information and clarification.Students learn and practise the skills of being attentive listeners in formal and informal classroom situations. They listen and respond to a range of simple texts, including books read aloud, audio tapes and films, and to brief spoken texts that deal with familiar ideas and information. Students begin to adjust their speaking and listening to suit context, purpose and audience in order to communicate meaning and to understand others. When sharing and responding to ideas and information in print, visual and electronic texts, students make connections with their own experiences and ideas.Learning Focus Thinking Processes Level 1As students work towards the achievement of Level 3 standards in Thinking Processes, they explore a wide variety of familiar contexts. With encouragement and support, they wonder, question and become adventurous in their thinking about these contexts. Students practise using all of their senses to develop skills in making observations which they share and record. Students begin to look for simple patterns in their observations by classifying familiar items and by looking for similarities and differences. In integrating information from their own observations, information from peers, teachers and other adults, and information from print and non-print texts, they begin to develop simple explanations for the phenomena they observe. These explanations – not necessarily complete – are the starting point for further questions and exploration. When students consider the explanations of others, they begin to ask, ‘How do you know?’ and ‘What makes you think that?’ and consider a range of possible responses. Students use a range of simple thinking tools to gather and process information. They reflect on their thinking (for example, why they think what they think about a text) and take time to consider before responding. Learning Focus Personal Learning Level 1Students experience diverse approaches and responses to learning. With teacher support, they make links with their existing experiences and develop the view that learning is exploratory, fun and rewarding. Individually and in pairs, students begin to reflect on themselves as learners, in particular on their feelings about learning, by responding to open-ended statements such as ‘I’m proud of this because…’, and using visual aids that illustrate their responses to learning, such as happy and unhappy faces. They also reflect on their own learning by responding to prompts such as ‘What do you know now, that you didn’t know before?’ Students are provided with opportunities to learn with peers and to share their feelings and thoughts about learning with others. They begin to understand that listening to the responses of others can assist them to make sense of new experiences and provide useful cues for their own learning. Students are encouraged to take risks with their learning and begin to understand that mistakes can be a vehicle for further learning.Students begin to take initiative as learners by asking questions when needed and attempting small projects. They begin to solve problems and complete work using their initiative as a first step and asking for teacher assistance as required. With support, students manage their time and resources to complete short tasks.Learning Focus Interpersonal Learning Level 1As students work towards the achievement of Level 1 standards in Interpersonal Development, they interact with their peers, teachers and other adults in a range of contexts. They learn to play constructively together and are encouraged to develop friendships with peers. Students learn to manage their impulses by developing habits and routines that help them to be a cooperative class member. They develop a vocabulary to describe the emotions they experience when interacting with others. With teacher support, students begin to identify and develop the skills required to work together in a group, including taking turns, and sharing and caring for equipment and resources. Through supported reflection on their own experiences of working with a partner, in small-group and whole-class situations, students share their thoughts on group collaboration and learn to describe and practise skills that contribute to the formation of positive relationships, and explain why these skills are desirable. While playing games and participating in classroom activities, students practise listening to others and recording or retelling what others have said. With teacher support, they practise using these skills with their peers in a variety of contexts and begin to identify when it would be useful to apply these skills in other situations. Students are supported to develop appropriate language to explain what happens and how they feel when experiencing conflict and/or bullying. They begin to understand how their actions affect others. Students learn that some people have special needs and to respect the rights, feelings and efforts of others. SLAV Library focus Level 1Literary SkillsWith teacher assistance, modelling and scaffolding students will be able to: LS 1.1 identify picture story books as a literary form LS 1.2 verbalise sequence of main events in stories LS 1.3 identify the main characters from picture story books LS 1.4 describe where the story takes place in particular picture story books LS 1.5 identify strong emotions that occur in picture story booksFilm - Film as Text LS 1.1F identify film as a literary form LS 1.2F describe where the story takes place in particular film LS 1.3F identify strong emotions that occur in a film that is viewed Aboriginal Perspectives across the CurriculumAsia and Australia’s Engagement with AsiaSustainabilityPOLT Focus Students learn best when:The learning environment is supportive and productive.In learning environments that reflect this principle the teacher: 1.1 builds positive relationships through knowing and valuing each student 1.2 promotes a culture of value and respect for individuals and their communities 1.3 uses strategies that promote students’ self-confidence and willingness to take risks with their learning 1.4 ensures each student experiences success through structured support, the valuing of effort, and recognition of their work. The learning environment promotes independence, interdependence and self motivation.In learning environments that reflect this principle the teacher: 2.1 encourages and supports students to take responsibility for their learning 2.2 uses strategies that build skills of productive collaboration. Students' needs, backgrounds, perspectives and interests are reflected in the learning program.In learning environments that reflect this principle the teacher: 3.1 uses strategies that are flexible and responsive to the values, needs and interests of individual students 3.2 uses a range of strategies that support the different ways of thinking and learning 3.3 builds on students’ prior experiences, knowledge and skills 3.4 capitalises on students’ experience of a technology rich world. Students are challenged and supported to develop deep levels of thinking and application.In learning environments that reflect this principle the teacher: 4.1 plans sequences to promote sustained learning that builds over time and emphasises connections between ideas 4.2 promotes substantive discussion of ideas 4.3 emphasises the quality of learning with high expectations of achievement 4.4 uses strategies that challenge and support students to question and reflect 4.5 uses strategies to develop investigating and problem solving skills 4.6 uses strategies to foster imagination and creativity. Assessment practices are an integral part of teaching and learning.In learning environments that reflect this principle the teacher: 5.1 designs assessment practices that reflect the full range of learning program objectives 5.2 ensures that students receive frequent constructive feedback that supports further learning 5.3 makes assessment criteria explicit 5.4 uses assessment practices that encourage reflection and self assessment 5.5 uses evidence from assessment to inform planning and teaching. Learning connects strongly with communities and practice beyond the classroom.In learning environments that reflect this principle the teacher: 6.1 supports students to engage with contemporary knowledge and practice 6.2 plans for students to interact with local and broader communities 6.3 uses technologies in ways that reflect professional and community practices. Values Education FORMCHECKBOX Care and compassion FORMCHECKBOX Freedom FORMCHECKBOX Fair go FORMCHECKBOX Doing your best FORMCHECKBOX Respect. FORMCHECKBOX Honesty and trustworthiness FORMCHECKBOX Integrity: thinking for yourself. FORMCHECKBOX Responsibility FORMCHECKBOX Understanding, tolerance, and inclusionKey Understandings for AssessmentFocus QuestionsAUSTRALIAN CURRICULUM LEARNING FOCUSFoundation yearIn the Foundation year, students communicate with peers, teachers, known adults, and students from other classes. Students engage with a variety of texts for enjoyment. They listen to, read and view spoken, written and multimodal texts in which the primary purpose is to entertain, as well as some texts designed to inform. These include traditional oral texts, picture books, various types of stories, rhyming verse, poetry, non-fiction, film, multimodal texts and dramatic performances. They participate in shared reading, viewing and storytelling using a range of literary texts, and recognise the entertaining nature of literature.The range of literary texts for Foundation to Year 10 comprises Australian literature, including the oral narrative traditions of Aboriginal and Torres Strait Islander peoples, as well as the contemporary literature of these two cultural groups, and classic and contemporary world literature, including texts from and about Asia.Literary texts that support and extend Foundation students as beginner readers include predictable texts that range from caption books to books with one or more sentences per page. These texts involve straightforward sequences of events and everyday happenings with recognisable, realistic or imaginary characters. Informative texts present a small amount of new content about familiar topics of interest; a small range of language features, including simple and compound sentences; mostly familiar vocabulary, known high- frequency words and single-syllable words that can be decoded phonically, and illustrations that strongly support the printed text.Students create a range of imaginative, informative and persuasive texts including pictorial representations, short statements, performances, recounts and poetry.LANGUAGEFoundation Year Language variation and changeElaborationsUnderstand that English is one of many languages spoken in Australia and that different languages may be spoken by family, classmates and communitylearning that different languages exist; discussing the various languages encountered in the community and at school; acknowledging the home languages of students who speak another language, and valuing the ability to speak more than one languagesrecognising that some texts can include both Standard Australian English and elements of other languages including Aboriginal and Torres Strait Islander languagesLanguage for interactionElaborationsExplore how language is used differently at home and school depending on the relationships between people learning that language varies according to the relationships between people, for example between parent and child, teacher and student, siblings, friends, shopkeepers and customerslearning that we use a different tone and style of language with different peoplelearning to ask relevant questions and to express requests and opinions in ways that suit different contextsUnderstand that language can be used to explore ways of expressing needs, likes and dislikesrecognising some of the ways we can use speech, gesture, writing and media to communicate feelings recognising some of the ways emotions and feelings can be conveyed and influenced by visual representations, for example in advertising and animationsText organisation and structureElaborationsUnderstand that texts can take many forms, can be very short (for example an exit sign) or quite long (for example an information book or a film) and that stories and informative texts have different purposessharing experiences of different texts and discussing some differencesdiscussing the purpose of texts, for example ‘This text will tell a story’, ‘This text will give information’repeating parts of texts, for example characteristic refrains, predicting cumulative storylines, reciting poetic and rhyming phrasesUnderstand that some language in written texts is unlike everyday spoken languagelearning that written text in Standard Australian English has conventions about words, spaces between words, layout on the page and consistent spelling because it has to communicate when the speaker/writer is not presentUnderstand that punctuation is a feature of written text different from letters; recognise how capital letters are used for names, and that capital letters and full stops signal the beginning and end of sentencespointing to the letters and the punctuation in a textcommenting on punctuation encountered in the everyday texts, for example ‘That’s the letter that starts my name’, ‘The name of my family and my town has a capital letter’Understand concepts about print and screen, including how books, film and simple digital texts work, and know some features of print, for example directionality learning about print: direction of print and return sweep, spaces between words learning that Standard Australian English in written texts is read from left to right and from top to bottom of the page and that direction of print may differ in other cultures, for example Japanese texts learning about front and back covers; title and author, layout and navigation of digital/screen textslearning about simple functions of keyboard and mouse including typing letters, scrolling, selecting icons and drop-down menuExpressing and developing ideasElaborationsRecognise that sentences are key units for expressing ideaslearning that word order in sentences is important for meaning (for example 'The boy sat on the dog', 'The dog sat on the boy')creating students' own written texts and reading aloud to the teacher and othersRecognise that texts are made up of words and groups of words that make meaningexploring spoken, written and multimodal texts and identifying elements, for example words and imagesExplore the different contribution of words and images to meaning in stories and informative textstalking about how a ‘different’ story is told if we read only the words, or only the pictures; and the story that words and pictures make when combined exploring how the combination of print and images in texts create meaningUnderstand the use of vocabulary in familiar contexts related to everyday experiences, personal interests and topics taught at schoolbuilding vocabulary through multiple speaking and listening experiencesdiscussing new vocabulary found in textsbringing vocabulary from personal experiences, relating this to new experiences and building a vocabulary for thinking and talking about school topicsKnow that spoken sounds and words can be written down using letters of the alphabet and how to write some high-frequency sight words and known wordsrecognising the most common sound made by each letter of the alphabet, including consonants and short vowel soundswriting consonant-vowel-consonant words by writing letters to represent the sounds in the spoken wordsknowing that spoken words are written down by listening to the sounds heard in the word and then writing letters to represent those soundsKnow how to use onset and rime to spell wordsbreaking words into onset and rime, for example c/atbuilding word families using onset and rime, for example h/ot, g/ot, n/ot, sh/ot, sp/otSound and letter knowledgeElaborationsRecognise rhymes, syllables and sounds (phonemes) in spoken wordslistening to the sounds a student hears in the word, and writing letters to represent those soundsidentifying rhyme and syllables in spoken wordsidentifying and manipulating sounds (phonemes) in spoken words identifying onset and rime in one-syllable spoken wordsRecognise the letters of the alphabet and know there are lower and upper case lettersidentifying familiar and recurring letters and the use of upper and lower case in written texts in the classroom and community using familiar and common letters in handwritten and digital communicationsLITERATUREFoundation Year Literature and contextElaborationsRecognise that texts are created by authors who tell stories and share experiences that may be similar or different to students’ own experiencesrecognising that there are storytellers in all culturesviewing stories by Aboriginal and Torres Strait Islander storytellers from online sourcescomparing experiences depicted in stories with students’ ownengaging with texts that reflect the social and cultural groups to which students belongResponding to literatureElaborationsRespond to texts, identifying favourite stories, authors and illustratorstalking about stories and authors, choosing favourites, discussing how students feel about what happens in stories engaging with the humour in some stories and repeating favourite lines, jokes and ideasreturning to preferred texts and commenting on reasons for selectionShare feelings and thoughts about the events and characters in textstalking about stories and authors, choosing favourites, discussing how students feel about what happens in storiesusing art forms and beginning forms of writing to express personal responses to literature and film experiencestalking about people, events and ideas in texts, enabling students to connect them to their own experiences and to express their own opinions about what is depictedExamining literatureElaborationsIdentify some features of texts including events and characters and retell events from a textidentifying some features of culture related to characters and events in literary texts, for example dress, food and daily routines listening,responding to and joining in with rhymes, poems, chants and songsRecognise some different types of literary texts and identify some characteristic features of literary texts, for example beginnings and endings of traditional texts and rhyme in poetryrecognising cultural patterns of storytelling, for example ‘Once upon a time’, ‘A long, long time ago’, ‘Before the Dreamtime…’Replicate the rhythms and sound patterns in stories, rhymes, songs and poems from a range of culturesusing music and actions to enhance appreciation of rhymes, poems, chants and songsreciting rhymes with actionsCreating literatureElaborationsRetell familiar literary texts through performance, use of illustrations and imagesdrawing, labelling and role playing representations of characters or eventsreciting rhymes with actionsusing digital technologies to retell events and recreate characters from favourite print and film textsLITERACYFoundation Year Texts in contextElaborationsIdentify some familiar texts and the contexts in which they are usedrecognising the meaning of symbols in everyday contexts, for example exit signs, logos, hearts and flowers on greeting cardsInteracting with othersElaborationsListen to and respond orally to texts and to the communication of others in informal and structured classroom situationslistening to, remembering and following simple instructionssequencing ideas in spoken texts, retelling well known stories, retelling stories with picture cues, retelling information using story maps listening for specific things, for example the main idea of a short statement, the details of a story, or to answer a given question participating in informal situations, for example play-based experiences which involve the imaginative use of spoken language participating in class, group and pair discussions about shared experiences including shared textsasking and answering questions to clarify understandingUse interaction skills including listening while others speak, using appropriate voice levels, articulation and body language, gestures and eye contactlearning how to use different voice levels appropriate to a situation, for example learning about ‘inside voices’ and ‘outside voices’learning to ask questions and provide answers that are more than one or two wordsparticipating in speaking and listening situations, exchanging ideas with peers in pairs and small groups and engaging in class discussions, listening to others and contributing ideasshowing understanding of appropriate listening behaviour, such as listening without interrupting, and looking at the speaker if culturally appropriate listening and responding to oral and multimodal texts including rhymes and poems, texts read aloud and various types of digital textsengaging in conversations with peers and adults in home language or dialectasking and answering questions using appropriate intonationspeaking so that the student can be heard and understoodaltering volume for inside and outside situations and when speaking to an audienceDeliver short oral presentations to peers sharing a personal experience, interest or discovery with peers in a semi-formal situation using visual cues to practise staying on topicInterpreting, analysing, evaluatingElaborationsIdentify some differences between imaginative and informative textstalking about what is ‘real’ and what is imagined in textsidentifying and selecting texts for information purposes and commenting on how the text might help with a taskRead predictable texts, practicing phrasing and fluency, and monitor meaning using concepts about print and emerging contextual, semantic, grammatical and phonic knowledgenavigating a text correctly, starting at the right place and reading in the right direction, returning to the next line as needed, matching one spoken word to one written wordreading aloud with attempts at fluency and intonationattempting to work out unknown words by combining contextual, semantic, grammatical and phonic knowledge predicting what might happen on the basis of experience of this kind of text; at the sentence level predicting the meaning on the basis of syntax and word meaningUse comprehension strategies to understand and discuss texts listened to, viewed or read independentlytalking about the meanings in texts listened to, viewed and readvisualising elements in a text (for example drawing an event or character from a text read aloud) providing a simple, correctly-sequenced retelling of narrative textsrelating one or two key facts from informative textsfinding a key word in a text to answer a literal questionmaking links between events in a text and students’ own experiencesmaking an inference about a character's feelingsdiscussing and sequencing events in storiesdrawing events in sequence, recognising that for some Aboriginal and Torres Strait Islander stories the sequence of events may be cyclicalCreating textsElaborationsCreate short texts to explore, record and report ideas and events using familiar words and phrases and beginning writing knowledgeusing image-making and beginning writing to represent characters and events in written, film and web-based textsusing speaking, writing and drawing to represent and communicate personal responses to ideas and events experienced through textscreating short spoken, written and multimodal observations, recounts and descriptions, extending vocabulary and including some content-specific words in spoken and written textsusing beginning concepts about print, sound–letter and word knowledge and punctuation to create short textsParticipate in shared editing of students’ own texts for meaning, spelling, capital letters and full stops rereading collaboratively developed texts to check that they communicate what the authors intendedProduce some lower case and upper case letters using learned letter formationsadopting correct posture and pencil griplearning to produce simple handwriting movementsfollowing clear demonstrations of how to construct each letter (for example where to start; which direction to write)learning to construct lower case letters and to combine these into wordslearning to construct some upper case lettersConstruct texts using software including word processing programsusing simple functions of keyboard and mouse including typing letters, scrolling, selecting icons and drop-down menuACHIEVEMENT STANDARDSVICTORIAN ESSENTIAL LEARNING STANDARDS (VELS) ACHIEVEMENT STANDARDS VELS English (Speaking and Listening) Standards Foundation YearProgression Point 0.5 Students use speech to talk about personal experiences, ask and answer simple questions about ideas heard and communicate purposefully with peers and some familiar adults. They contribute ideas and information to discussions. They use simple sentences that are grammatically correct. In recounting stories or personal experiences a small number of ideas are logically sequenced. They comprehend simple oral classroom instructions, short story scripts with supporting visual information and references to particular sentences and individual words.Standard Level 1At Level 1, students use spoken language appropriately in a variety of classroom contexts. They ask and answer simple questions for information and clarification, contribute relevant ideas during class or group discussion, and follow simple instructions. They listen to and produce brief spoken texts that deal with familiar ideas and information. They sequence main events and ideas coherently in speech, and speak at an appropriate volume and pace for listeners’ needs. They self-correct by rephrasing a statement or question when meaning is not clear.VELS Thinking Processes Standards Foundation Year No standard till Level 3VELS Personal Standards Foundation Year No standard till Level 3VELS Interpersonal Learning Standards Foundation Year Progressing towards Level 1 In Interpersonal Development, there is one point (0.5) at Level 1 for assessing student progress towards the Level 1 standard. Progression point 0.5 At 0.5, the work of a student progressing towards the standard at Level 1 demonstrates, for example: that shows awareness of the safety of self and others behaviour that is helpful to peers, family members and teachers application of calming strategies such as being silent, waiting, smiling and relaxing cooperative behaviours that help them to participate in groups, games and other forms of playStandard: Interpersonal Development At Level 1, students identify the qualities of a friend and demonstrate care for other students. They contribute to the development of positive social relationships in a range of contexts. They use appropriate language and actions when dealing with conflict. Students describe basic skills required to work cooperatively in groups. AUSTRALIAN CURRICULUM ACHIEVEMENT STANDARDSAUSTRALIAN CURRICULUM ENGLISH FOUNDATION YEAR Foundation Year achievement standardBy the end of the Foundation year, students listen to, read and view a range of spoken, written and multimodal texts from familiar contexts. They interpret and provide relevant explanations of characters and main events in imaginative texts, and key ideas and visual features in short informative texts, making connections to personal experience. They demonstrate understanding by retelling orally one or two ideas and events from short texts listened to or viewed. They accurately identify the letters of the English alphabet, and know the sounds represented by most letters. They read short, predictable texts aloud with some fluency and accuracy, drawing support from their developing sound and letter knowledge. They effectively use predicting and questioning strategies to make meaning from texts.Students write one or more simple sentences to retell events and experiences for a known audience. Their writing is connected appropriately to illustrations and images produced as part of the text. They link two or more ideas or events in written and spoken texts. They use and understand familiar vocabulary, predictable text structures and common visual patterns. The short texts they produce show understanding of concepts about print including letters, words and sentences. They use left to right directionality, return sweep and spaces between words. They handwrite most lower case and some upper case letters, and use some capital letters and full stops. Their writing shows some evidence of the use of sound–letter knowledge. In informal classroom settings students communicate clearly and purposefully and engage in pair, group and class discussions, and participate actively in group tasks. ................
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