Skip to main content Skip to navigation

ACARA Australian Curriculum, Assessment and Reporting Authority

Year 1

Filters
Filters
Show

English

English Year Description

The English curriculum is built around the three interrelated strands of Language, Literature and Literacy. Teaching and learning programs should balance and integrate all three strands. Together the strands focus on developing students’ knowledge, understanding and skills in listening, reading, viewing, speaking, writing and creating. Learning in English builds on concepts, skills and processes...

Read full description

English Content Descriptions

Language

Language variation and change
  1. Understand that people use different systems of communication to cater to different needs and purposes and that many people may use sign systems to communicate with others (ACELA1443)
    • http://www.acara.edu.au/vocabulary/mode/l
    • http://www.acara.edu.au/vocabulary/mode/s
    • http://www.acara.edu.au/vocabulary/mode/r
Language for interaction
  1. Understand that language is used in combination with other means of communication, for example facial expressions and gestures to interact with others (ACELA1444)
    • http://www.acara.edu.au/vocabulary/mode/l
    • http://www.acara.edu.au/vocabulary/mode/s
  2. Understand that there are different ways of asking for information, making offers and giving commands (ACELA1446)
    • http://www.acara.edu.au/vocabulary/mode/w
    • http://www.acara.edu.au/vocabulary/mode/l
    • http://www.acara.edu.au/vocabulary/mode/s
    • http://www.acara.edu.au/vocabulary/mode/r
  3. Explore different ways of expressing emotions, including verbal, visual, body language and facial expressions (ACELA1787)
    • http://www.acara.edu.au/vocabulary/mode/w
    • http://www.acara.edu.au/vocabulary/mode/l
    • http://www.acara.edu.au/vocabulary/mode/s
    • http://www.acara.edu.au/vocabulary/mode/r
Text structure and organisation
  1. Understand that the purposes texts serve shape their structure in predictable ways (ACELA1447)
    • http://vocabulary.curriculum.edu.au/crossCurriculum/3
    • http://www.acara.edu.au/vocabulary/mode/w
    • http://www.acara.edu.au/vocabulary/mode/l
    • http://www.acara.edu.au/vocabulary/mode/s
    • http://www.acara.edu.au/vocabulary/mode/r
  2. Understand patterns of repetition and contrast in simple texts (ACELA1448)
    • http://www.acara.edu.au/vocabulary/mode/l
    • http://www.acara.edu.au/vocabulary/mode/s
    • http://www.acara.edu.au/vocabulary/mode/r
  3. Recognise that different types of punctuation, including full stops, question marks and exclamation marks, signal sentences that make statements, ask questions, express emotion or give commands (ACELA1449)
    • http://www.acara.edu.au/vocabulary/mode/w
    • http://www.acara.edu.au/vocabulary/mode/l
    • http://www.acara.edu.au/vocabulary/mode/s
    • http://www.acara.edu.au/vocabulary/mode/r
  4. Understand concepts about print and screen, including how different types of texts are organised using page numbering, tables of content, headings and titles, navigation buttons, bars and links (ACELA1450)
    • http://www.acara.edu.au/vocabulary/mode/w
    • http://www.acara.edu.au/vocabulary/mode/r
Expressing and developing ideas
  1. Identify the parts of a simple sentence that represent ‘What’s happening?’, ‘What state is being described?’, ‘Who or what is involved?’ and the surrounding circumstances

    (ACELA1451)
    • http://www.acara.edu.au/vocabulary/mode/w
    • http://www.acara.edu.au/vocabulary/mode/r
  2. Explore differences in words that represent people, places and things (nouns, including pronouns), happenings and states (verbs), qualities (adjectives) and details such as when, where and how (adverbs) (ACELA1452)
    • http://www.acara.edu.au/vocabulary/mode/w
    • http://www.acara.edu.au/vocabulary/mode/l
    • http://www.acara.edu.au/vocabulary/mode/s
    • http://www.acara.edu.au/vocabulary/mode/r
  3. Compare different kinds of images in narrative and informative texts and discuss how they contribute to meaning (ACELA1453)
    • http://vocabulary.curriculum.edu.au/crossCurriculum/3
    • http://www.acara.edu.au/vocabulary/mode/s
  4. Understand the use of vocabulary in everyday contexts as well as a growing number of school contexts, including appropriate use of formal and informal terms of address in different contexts (ACELA1454)
    • http://www.acara.edu.au/vocabulary/mode/w
    • http://www.acara.edu.au/vocabulary/mode/l
    • http://www.acara.edu.au/vocabulary/mode/s
    • http://www.acara.edu.au/vocabulary/mode/r
  5. Know that regular one-syllable words are made up of letters and common letter clusters that correspond to the sounds heard, and how to use visual memory to write high-frequency words (ACELA1778)
    • http://www.acara.edu.au/vocabulary/mode/s
  6. Recognise and know how to use morphemes in word families for example ‘play’ in ‘played’ and ‘playing’ (ACELA1455)
    • http://www.acara.edu.au/vocabulary/mode/w
    • http://www.acara.edu.au/vocabulary/mode/r
Sound and letter knowledge
  1. Manipulate sounds in spoken words including phoneme deletion and substitution (ACELA1457)
    • http://www.acara.edu.au/vocabulary/mode/l
    • http://www.acara.edu.au/vocabulary/mode/s
  2. Recognise sound-letter matches including common vowel and consonant digraphs and consonant blends (ACELA1458)
    • http://www.acara.edu.au/vocabulary/mode/l
    • http://www.acara.edu.au/vocabulary/mode/s
  3. Understand the variability of sound-letter matches (ACELA1459)
    • http://www.acara.edu.au/vocabulary/mode/l
    • http://www.acara.edu.au/vocabulary/mode/s

Literature

Literature and context
  1. Discuss how authors create characters using language and images (ACELT1581)
    • http://vocabulary.curriculum.edu.au/crossCurriculum/1
    • http://vocabulary.curriculum.edu.au/crossCurriculum/2
    • http://www.acara.edu.au/vocabulary/mode/l
    • http://www.acara.edu.au/vocabulary/mode/s
    • http://www.acara.edu.au/vocabulary/mode/r
Responding to literature
  1. Discuss characters and events in a range of literary texts and share personal responses to these texts, making connections with students' own experiences (ACELT1582)
    • http://www.acara.edu.au/vocabulary/mode/l
    • http://www.acara.edu.au/vocabulary/mode/s
    • http://www.acara.edu.au/vocabulary/mode/r
  2. Express preferences for specific texts and authors and listen to the opinions of others (ACELT1583)
    • http://www.acara.edu.au/vocabulary/mode/l
    • http://www.acara.edu.au/vocabulary/mode/s
    • http://www.acara.edu.au/vocabulary/mode/r
Examining literature
  1. Discuss features of plot, character and setting in different types of literature and explore some features of characters in different texts (ACELT1584)
    • http://www.acara.edu.au/vocabulary/mode/l
    • http://www.acara.edu.au/vocabulary/mode/s
    • http://www.acara.edu.au/vocabulary/mode/r
  2. Listen to, recite and perform poems, chants, rhymes and songs, imitating and inventing sound patterns including alliteration and rhyme (ACELT1585)
    • http://vocabulary.curriculum.edu.au/crossCurriculum/1
    • http://vocabulary.curriculum.edu.au/crossCurriculum/2
    • http://www.acara.edu.au/vocabulary/mode/l
    • http://www.acara.edu.au/vocabulary/mode/s
Creating literature
  1. Recreate texts imaginatively using drawing, writing, performance and digital forms of communication (ACELT1586)
    • http://vocabulary.curriculum.edu.au/crossCurriculum/1
    • http://vocabulary.curriculum.edu.au/crossCurriculum/2
    • http://www.acara.edu.au/vocabulary/mode/w
    • http://www.acara.edu.au/vocabulary/mode/l
    • http://www.acara.edu.au/vocabulary/mode/s
    • http://www.acara.edu.au/vocabulary/mode/r

Literacy

Texts in context
  1. Respond to texts drawn from a range of cultures and experiences (ACELY1655)
    • http://vocabulary.curriculum.edu.au/crossCurriculum/1
    • http://vocabulary.curriculum.edu.au/crossCurriculum/2
    • http://www.acara.edu.au/vocabulary/mode/w
Interacting with others
  1. Engage in conversations and discussions, using active listening behaviours, showing interest, and contributing ideas, information and questions (ACELY1656)
    • http://www.acara.edu.au/vocabulary/mode/l
    • http://www.acara.edu.au/vocabulary/mode/s
  2. Use interaction skills including turn-taking, recognising the contributions of others, speaking clearly and using appropriate volume and pace (ACELY1788)
    • http://www.acara.edu.au/vocabulary/mode/l
    • http://www.acara.edu.au/vocabulary/mode/s
  3. Make short presentations using some introduced text structures and language, for example opening statements (ACELY1657)
    • http://www.acara.edu.au/vocabulary/mode/l
    • http://www.acara.edu.au/vocabulary/mode/s
Interpreting, analysing, evaluating
  1. Describe some differences between imaginative informative and persuasive texts (ACELY1658)
    • http://www.acara.edu.au/vocabulary/mode/l
    • http://www.acara.edu.au/vocabulary/mode/s
    • http://www.acara.edu.au/vocabulary/mode/r
  2. Read supportive texts using developing phrasing, fluency, contextual, semantic, grammatical and phonic knowledge and emerging text processing strategies, for example prediction, monitoring meaning and rereading (ACELY1659)
    • http://www.acara.edu.au/vocabulary/mode/r
  3. Use comprehension strategies to build literal and inferred meaning about key events, ideas and information in texts that they listen to, view and read by drawing on growing knowledge of context, text structures and language features (ACELY1660)
    • http://www.acara.edu.au/vocabulary/mode/l
    • http://www.acara.edu.au/vocabulary/mode/s
    • http://www.acara.edu.au/vocabulary/mode/r
Creating texts
  1. Create short imaginative and informative texts that show emerging use of appropriate text structure, sentence-level grammar, word choice, spelling, punctuation and appropriate multimodal elements, for example illustrations and diagrams (ACELY1661)
    • http://www.acara.edu.au/vocabulary/mode/w
  2. Reread student's own texts and discuss possible changes to improve meaning, spelling and punctuation (ACELY1662)
    • http://www.acara.edu.au/vocabulary/mode/r
  3. Write using unjoined lower case and upper case letters (ACELY1663)
    • http://www.acara.edu.au/vocabulary/mode/w
  4. Construct texts that incorporate supporting images using software including word processing programs (ACELY1664)
    • http://www.acara.edu.au/vocabulary/mode/w

English Achievement Standard

Receptive modes (listening, reading and viewing)

By the end of Year 1, students understand the different purposes of texts. They make connections to personal experience when explaining characters and main events in short texts. They identify the language features, images and vocabulary used to describe characters and events.

Students read aloud, with developing fluency and intonation, short texts with some unfamiliar vocabulary, simple and compound sentences and supportive images. When reading, they use knowledge of sounds and letters, high frequency words, sentence boundary punctuation and directionality to make meaning. They recall key ideas and recognise literal and implied meaning in texts. They listen to others when taking part in conversations, using appropriate language features. They listen for and reproduce letter patterns and letter clusters.

Productive modes (speaking, writing and creating)

Students understand how characters in texts are developed and give reasons for personal preferences. They create texts that show understanding of the connection between writing, speech and images.

They create short texts for a small range of purposes. They interact in pair, group and class discussions, taking turns when responding. They make short presentations of a few connected sentences on familiar and learned topics. When writing, students provide details about ideas or events. They accurately spell words with regular spelling patterns and use capital letters and full stops. They correctly form all upper- and lower-case letters.

English Work Sample Portfolios

Mathematics

Mathematics Year Description

The proficiency strands Understanding, Fluency, Problem Solving and Reasoning are an integral part of mathematics content across the three content strands: Number and Algebra, Measurement and Geometry, and Statistics and Probability. The proficiencies reinforce the significance of working mathematically within the content and describe how the content is explored or developed. They provide the...

Read full description

Mathematics Content Descriptions

Number and Algebra

Number and place value
  1. Develop confidence with number sequences to and from 100 by ones from any starting point. Skip count by twos, fives and tens starting from zero (ACMNA012)
    • http://vocabulary.curriculum.edu.au/crossCurriculum/2
  2. Recognise, model, read, write and order numbers to at least 100. Locate these numbers on a number line (ACMNA013)
  3. Count collections to 100 by partitioning numbers using place value (ACMNA014)
  4. Represent and solve simple addition and subtraction problems using a range of strategies including counting on, partitioning and rearranging parts (ACMNA015)
Fractions and decimals
  1. Recognise and describe one-half as one of two equal parts of a whole. (ACMNA016)
Money and financial mathematics
  1. Recognise, describe and order Australian coins according to their value (ACMNA017)
    • http://vocabulary.curriculum.edu.au/crossCurriculum/2
Patterns and algebra
  1. Investigate and describe number patterns formed by skip counting and patterns with objects (ACMNA018)

Measurement and Geometry

Using units of measurement
  1. Measure and compare the lengths and capacities of pairs of objects using uniform informal units (ACMMG019)
  2. Tell time to the half-hour (ACMMG020)
  3. Describe duration using months, weeks, days and hours (ACMMG021)
Shape
  1. Recognise and classify familiar two-dimensional shapes and three-dimensional objects using obvious features (ACMMG022)
Location and transformation
  1. Give and follow directions to familiar locations (ACMMG023)

Statistics and Probability

Chance
  1. Identify outcomes of familiar events involving chance and describe them using everyday language such as ‘will happen’, ‘won’t happen’ or ‘might happen’ (ACMSP024)
Data representation and interpretation
  1. Choose simple questions and gather responses (ACMSP262)
  2. Represent data with objects and drawings where one object or drawing represents one data value. Describe the displays (ACMSP263)

Mathematics Achievement Standard

By the end of Year 1, students describe number sequences resulting from skip counting by 2s, 5s and 10s. They identify representations of one half. They recognise Australian coins according to their value. Students explain time durations. They describe two-dimensional shapes and three-dimensional objects. Students describe data displays.

Students count to and from 100 and locate numbers on a number line. They carry out simple additions and subtractions using counting strategies. They partition numbers using place value. They continue simple patterns involving numbers and objects. Students order objects based on lengths and capacities using informal units. They tell time to the half hour. They use the language of direction to move from place to place. Students classify outcomes of simple familiar events. They collect data by asking questions and draw simple data displays.

Mathematics Work Sample Portfolios

Science

Science Year Description

The Science Inquiry Skills and Science as a Human Endeavour strands are described across a two-year band. In their planning, schools and teachers refer to the expectations outlined in the Achievement Standard and also to the content of the Science Understanding strand for the relevant year level to ensure that these two strands are addressed over the two-year period. The three strands of the...

Read full description

Science Content Descriptions

Science Understanding

Biological sciences
  1. Living things have a variety of external features (ACSSU017)
  2. Living things live in different places where their needs are met (ACSSU211)
    • http://vocabulary.curriculum.edu.au/crossCurriculum/3
Chemical sciences
  1. Everyday materials can be physically changed in a variety of ways (ACSSU018)
Earth and space sciences
  1. Observable changes occur in the sky and landscape (ACSSU019)
    • http://vocabulary.curriculum.edu.au/crossCurriculum/3
Physical sciences
  1. Light and sound are produced by a range of sources and can be sensed (ACSSU020)

Science as a Human Endeavour

Nature and development of science
  1. Science involves asking questions about, and describing changes in, objects and events (ACSHE021)
    • http://vocabulary.curriculum.edu.au/crossCurriculum/3
Use and influence of science
  1. People use science in their daily lives, including when caring for their environment and living things (ACSHE022)
    • http://vocabulary.curriculum.edu.au/crossCurriculum/1
    • http://vocabulary.curriculum.edu.au/crossCurriculum/3

Science Inquiry Skills

Questioning and predicting
  1. Respond to and pose questions, and make predictions about familiar objects and events (ACSIS024)
Planning and conducting
  1. Participate in different types of guided investigations to explore and answer questions, such as manipulating materials, testing ideas, and accessing information sources (ACSIS025)
  2. Use informal measurements in the collection and recording of observations, with the assistance of digital technologies as appropriate (ACSIS026)
Processing and analysing data and information
  1. Use a range of methods to sort information, including drawings and provided tables (ACSIS027)
  2. Through discussion, compare observations with predictions (ACSIS212)
Evaluating
  1. Compare observations with those of others (ACSIS213)
Communicating
  1. Represent and communicate observations and ideas in a variety of ways such as oral and written language, drawing and role play (ACSIS029)

Science Achievement Standard

By the end of Year 1, students describe objects and events that they encounter in their everyday lives, and the effects of interacting with materials and objects. They identify a range of habitats. They describe changes to things in their local environment and suggest how science helps people care for environments.

Students make predictions, and investigate everyday phenomena. They follow instructions to record and sort their observations and share their observations with others.

Science Work Sample Portfolios

Geography

Geography Year Description

Places have distinctive features develops the concept of place through studies of what places are like and how their features have changed. Students learn that places can have natural, managed and constructed environmental features, and range from those that have largely natural features to those with largely managed or constructed features. This year continues to develop the idea ...

Read full description

Key inquiry questions

A framework for developing students’ geographical knowledge, understanding and skills is provided through the inclusion of inquiry questions and specific inquiry skills, including the use and interpretation of maps, photographs and other representations of geographical data.

The key inquiry questions for Year 1 are articulated below.

  • What are the different features of places?
  • How can we care for places?
  • How can spaces within a place be rearranged to suit different purposes?

Geography Content Descriptions

Geographical Knowledge and Understanding

  1. The natural, managed and constructed features of places, their location, how they change and how they can be cared for (ACHGK005)
    • http://vocabulary.curriculum.edu.au/crossCurriculum/1
    • http://vocabulary.curriculum.edu.au/crossCurriculum/3
  2. The weather and seasons of places and the ways in which different cultural groups, including Aboriginal and Torres Strait Islander Peoples, describe them (ACHGK006)
    • http://vocabulary.curriculum.edu.au/crossCurriculum/1
  3. The ways the activities located in a place create its distinctive features (ACHGK007)
  4. The ways that space within places, such as classroom or backyard, can be rearranged to suit different activities or purposes (ACHGK008)

Geographical Inquiry and Skills

Observing, questioning and planning
  1. Pose questions about familiar and unfamiliar places (ACHGS007)
Collecting, recording, evaluating and representing
  1. Collect and record geographical data and information, for example, by observing, by interviewing, or from sources such as photographs, plans, satellite images, story books and films (ACHGS008)
    • http://vocabulary.curriculum.edu.au/crossCurriculum/1
  2. Represent data and the location of places and their features by constructing tables, plans and labelled maps (ACHGS009)
Interpreting, analysing and concluding
  1. Draw conclusions based on the interpretation of geographical information sorted into categories (ACHGS010)
Communicating
  1. Present findings in a range of communication forms, for example, written, oral, digital and visual, and describe the direction and location of places, using terms such as north, south, opposite, near, far (ACHGS011)
Reflecting and responding
  1. Reflect on their learning and suggest responses to their findings (ACHGS012)
    • http://vocabulary.curriculum.edu.au/crossCurriculum/3

Geography Achievement Standard

By the end of Year 1, students identify and describe the natural, managed and constructed features of places at a local scale and recognise that people describe the features of places differently. They identify where features of places are located and recognise that spaces can be arranged for different purposes. Students identify changes in features and describe how to care for places.

Students respond to questions about familiar and unfamiliar places by collecting, recording and sorting information from sources provided. They represent the location of different places and their features on pictorial maps and present findings in a range of texts and use everyday language to describe direction and location. They reflect on their learning to suggest ways that places can be cared for.

Geography Work Sample Portfolios

History

History Year Description

Present and Past Family Life

The Year 1 curriculum provides a study of present and past family life within the context of the students’ own world. Students learn about similarities and differences in family life by comparing...

Read full description

Key inquiry questions

  1. How has family life changed or remained the same over time?
  2. How can we show that the present is different from or similar to the past?
  3. How do we describe the sequence of time?

History Content Descriptions

Historical Knowledge and Understanding

Present and Past Family Life
  1. Differences in family structures and roles today, and how these have changed or remained the same over time (ACHHK028)
    • http://vocabulary.curriculum.edu.au/crossCurriculum/1
  2. How the present, past and future are signified by terms indicating time such as ‘a long time ago’, ‘then and now’, ‘now and then’, ‘old and new’, ‘tomorrow’, as well as by dates and changes that may have personal significance, such as birthdays, celebrations and seasons (ACHHK029)
    • http://vocabulary.curriculum.edu.au/crossCurriculum/1
    • http://vocabulary.curriculum.edu.au/crossCurriculum/2
  3. Differences and similarities between students' daily lives and life during their parents’ and grandparents’ childhoods, including family traditions, leisure time and communications. (ACHHK030)

Historical Skills

Chronology, terms and concepts
  1. Sequence familiar objects and events (ACHHS031)
  2. Distinguish between the past, present and future (ACHHS032)
Historical questions and research
  1. Pose questions about the past using sources provided (ACHHS033)
Analysis and use of sources
  1. Explore a range of sources about the past (ACHHS034)
  2. Identify and compare features of objects from the past and present (ACHHS035)
Perspectives and interpretations
  1. Explore a point of view (ACHHS036)
Explanation and communication
  1. Develop a narrative about the past. (ACHHS037)
  2. Use a range of communication forms (oral, graphic, written, role play) and digital technologies (ACHHS038)

History Achievement Standard

By the end of Year 1, students explain how some aspects of daily life have changed over recent time while others have remained the same. They describe personal and family events that have significance.

Students sequence events in order, using everyday terms about the passing of time. They pose questions about the past and examine sources (physical and visual) to suggest answers to these questions. Students relate stories about life in the past, using a range of texts.

History Work Sample Portfolios

The Arts: Dance

Dance Year Description

In Foundation to Year 2, students explore dance. They learn about how dance can represent the world and they make dances to represent their ideas about the world. They share their dance with peers and experience dance as audiences.

In Foundation to Year 2, learning in Dance builds upon the Early Years Learning Framework. Students are engaged through purposeful play

Read full description

Dance Content Descriptions

  • Explore, improvise and organise ideas to make dance sequences using the elements of dance (ACADAM001)
    • http://vocabulary.curriculum.edu.au/generalCapability/1
    • http://vocabulary.curriculum.edu.au/generalCapability/2
    • http://vocabulary.curriculum.edu.au/generalCapability/3
    • http://vocabulary.curriculum.edu.au/generalCapability/4
    • http://vocabulary.curriculum.edu.au/generalCapability/5
    • http://vocabulary.curriculum.edu.au/generalCapability/6
    • http://vocabulary.curriculum.edu.au/crossCurriculum/1
    • http://vocabulary.curriculum.edu.au/crossCurriculum/2
    • http://vocabulary.curriculum.edu.au/crossCurriculum/3
  • Use fundamental movement skills to develop technical skills whenpractising dance sequences (ACADAM002)
    • http://vocabulary.curriculum.edu.au/generalCapability/2
    • http://vocabulary.curriculum.edu.au/generalCapability/5
  • Present dance that communicate ideas to an audience, including dance used by cultural groups in the community (ACADAM003)
    • http://vocabulary.curriculum.edu.au/generalCapability/1
    • http://vocabulary.curriculum.edu.au/generalCapability/2
    • http://vocabulary.curriculum.edu.au/generalCapability/3
    • http://vocabulary.curriculum.edu.au/generalCapability/4
    • http://vocabulary.curriculum.edu.au/generalCapability/5
    • http://vocabulary.curriculum.edu.au/generalCapability/6
    • http://vocabulary.curriculum.edu.au/crossCurriculum/1
    • http://vocabulary.curriculum.edu.au/crossCurriculum/2
    • http://vocabulary.curriculum.edu.au/crossCurriculum/3
  • Respond to dance and consider where and why people dance, starting with dances from Australia including dances of Aboriginal and Torres Strait Islander Peoples (ACADAR004)
    • http://vocabulary.curriculum.edu.au/generalCapability/1
    • http://vocabulary.curriculum.edu.au/generalCapability/2
    • http://vocabulary.curriculum.edu.au/generalCapability/4
    • http://vocabulary.curriculum.edu.au/generalCapability/5
    • http://vocabulary.curriculum.edu.au/generalCapability/6
    • http://vocabulary.curriculum.edu.au/crossCurriculum/1
    • http://vocabulary.curriculum.edu.au/crossCurriculum/2
    • http://vocabulary.curriculum.edu.au/crossCurriculum/3
  • Dance Achievement Standard

    By the end of Year 2, students describe the effect of the elements in dance they make, perform and view and where and why people dance.

    Students use the elements of dance to make and perform dance sequences that demonstrate fundamental movement skills to represent ideas. Students demonstrate safe practice.

    The Arts: Drama

    Drama Year Description

    In Foundation to Year 2, students explore drama. They learn about how drama can represent the world and that they can make drama to represent their ideas about the world. They share their drama with peers and experience drama as audiences.

    In Foundation to Year 2, learning in Drama builds on the Early Years Learning Framework. Students are engaged through purposeful play in structured...

    Read full description

    Drama Content Descriptions

  • Explore role and dramatic action in dramatic play, improvisation and process drama (ACADRM027)
    • http://vocabulary.curriculum.edu.au/generalCapability/1
    • http://vocabulary.curriculum.edu.au/generalCapability/3
    • http://vocabulary.curriculum.edu.au/generalCapability/4
    • http://vocabulary.curriculum.edu.au/generalCapability/5
    • http://vocabulary.curriculum.edu.au/crossCurriculum/3
  • Use voice, facial expression, movement and space to imagine and establish role and situation (ACADRM028)
    • http://vocabulary.curriculum.edu.au/generalCapability/1
    • http://vocabulary.curriculum.edu.au/generalCapability/2
    • http://vocabulary.curriculum.edu.au/generalCapability/4
    • http://vocabulary.curriculum.edu.au/generalCapability/5
    • http://vocabulary.curriculum.edu.au/crossCurriculum/3
  • Present drama that communicates ideas, including stories from their community, to an audience (ACADRM029)
    • http://vocabulary.curriculum.edu.au/generalCapability/1
    • http://vocabulary.curriculum.edu.au/generalCapability/3
    • http://vocabulary.curriculum.edu.au/generalCapability/4
    • http://vocabulary.curriculum.edu.au/generalCapability/5
    • http://vocabulary.curriculum.edu.au/generalCapability/6
    • http://vocabulary.curriculum.edu.au/crossCurriculum/1
    • http://vocabulary.curriculum.edu.au/crossCurriculum/2
    • http://vocabulary.curriculum.edu.au/crossCurriculum/3
  • Respond to drama and consider where and why people make drama, starting with Australian drama including drama of Aboriginal and Torres Strait Islander Peoples (ACADRR030)
    • http://vocabulary.curriculum.edu.au/generalCapability/1
    • http://vocabulary.curriculum.edu.au/generalCapability/3
    • http://vocabulary.curriculum.edu.au/generalCapability/4
    • http://vocabulary.curriculum.edu.au/generalCapability/5
    • http://vocabulary.curriculum.edu.au/generalCapability/6
    • http://vocabulary.curriculum.edu.au/crossCurriculum/1
    • http://vocabulary.curriculum.edu.au/crossCurriculum/2
    • http://vocabulary.curriculum.edu.au/crossCurriculum/3
  • Drama Achievement Standard

    By the end of Year 2, 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.

    Students make and present drama using the elements of role, situation and focus in dramatic play and improvisation.

    The Arts: Media Arts

    Media Arts Year Description

    In Foundation to Year 2, students explore media arts. They learn how media artworks can represent the world and that they can make media artworks to represent their ideas about the world. They share their media artworks with peers and experience media artworks as audiencs.

    In Foundation to Year 2, learning in Media Arts builds on the Early Years Learning Framework. Students are...

    Read full description

    Media Arts Content Descriptions

  • Explore ideas, characters and settings in the community through stories in images, sounds and text (ACAMAM054)
    • http://vocabulary.curriculum.edu.au/generalCapability/1
    • http://vocabulary.curriculum.edu.au/generalCapability/2
    • http://vocabulary.curriculum.edu.au/generalCapability/3
    • http://vocabulary.curriculum.edu.au/generalCapability/4
    • http://vocabulary.curriculum.edu.au/generalCapability/6
    • http://vocabulary.curriculum.edu.au/crossCurriculum/1
    • http://vocabulary.curriculum.edu.au/crossCurriculum/2
    • http://vocabulary.curriculum.edu.au/crossCurriculum/3
  • Use media technologies to capture and edit images, sounds and text for a purpose (ACAMAM055)
    • http://vocabulary.curriculum.edu.au/generalCapability/1
    • http://vocabulary.curriculum.edu.au/generalCapability/3
    • http://vocabulary.curriculum.edu.au/generalCapability/4
    • http://vocabulary.curriculum.edu.au/crossCurriculum/3
  • Create and present media artworks that communicate ideas and stories to an audience (ACAMAM056)
    • http://vocabulary.curriculum.edu.au/generalCapability/1
    • http://vocabulary.curriculum.edu.au/generalCapability/2
    • http://vocabulary.curriculum.edu.au/generalCapability/3
    • http://vocabulary.curriculum.edu.au/generalCapability/4
    • http://vocabulary.curriculum.edu.au/generalCapability/5
    • http://vocabulary.curriculum.edu.au/generalCapability/6
    • http://vocabulary.curriculum.edu.au/crossCurriculum/2
    • http://vocabulary.curriculum.edu.au/crossCurriculum/3
  • Respond to media artworks and consider where and why people make media artworks, starting with media from Australia including media artworks of Aboriginal and Torres Strait Islander Peoples (ACAMAR057)
    • http://vocabulary.curriculum.edu.au/generalCapability/1
    • http://vocabulary.curriculum.edu.au/generalCapability/2
    • http://vocabulary.curriculum.edu.au/generalCapability/3
    • http://vocabulary.curriculum.edu.au/generalCapability/4
    • http://vocabulary.curriculum.edu.au/generalCapability/5
    • http://vocabulary.curriculum.edu.au/generalCapability/6
    • http://vocabulary.curriculum.edu.au/crossCurriculum/1
    • http://vocabulary.curriculum.edu.au/crossCurriculum/2
    • http://vocabulary.curriculum.edu.au/crossCurriculum/3
  • Media Arts Achievement Standard

    By the end of Year 2, students communicate about media artworks they make and view, and where and why media artworks are made.

    Students make and share media artworks using story principles, composition, sound and technologies.

    The Arts: Music

    Music Year Description

    In Foundation to Year 2, students explore music. They listen to and explore sound and learn about how music can represent the world and that they can make music to represent their ideas about the world. They share their music with peers and experience music as audiences.

    In Foundation to Year 2, learning in Music builds on the Early Years Learning Framework. Students are engaged through

    Read full description

    Music Content Descriptions

  • Develop aural skills by exploring and imitating sounds, pitch and rhythm patterns using voice, movement and body percussion (ACAMUM080)
    • http://vocabulary.curriculum.edu.au/generalCapability/1
    • http://vocabulary.curriculum.edu.au/generalCapability/2
    • http://vocabulary.curriculum.edu.au/generalCapability/3
    • http://vocabulary.curriculum.edu.au/generalCapability/4
  • Sing and play instruments to improvise, practise a repertoire of chants, songs and rhymes, including songs used by cultural groups in the community (ACAMUM081)
    • http://vocabulary.curriculum.edu.au/generalCapability/1
    • http://vocabulary.curriculum.edu.au/generalCapability/3
    • http://vocabulary.curriculum.edu.au/generalCapability/4
    • http://vocabulary.curriculum.edu.au/generalCapability/6
    • http://vocabulary.curriculum.edu.au/crossCurriculum/1
    • http://vocabulary.curriculum.edu.au/crossCurriculum/2
    • http://vocabulary.curriculum.edu.au/crossCurriculum/3
  • Create compositions and perform music to communicate ideas to an audience (ACAMUM082)
    • http://vocabulary.curriculum.edu.au/generalCapability/1
    • http://vocabulary.curriculum.edu.au/generalCapability/2
    • http://vocabulary.curriculum.edu.au/generalCapability/3
    • http://vocabulary.curriculum.edu.au/generalCapability/4
    • http://vocabulary.curriculum.edu.au/generalCapability/5
  • Respond to music and consider where and why people make music, starting with Australian music, including music of Aboriginal and Torres Strait Islander Peoples (ACAMUR083)
    • http://vocabulary.curriculum.edu.au/generalCapability/1
    • http://vocabulary.curriculum.edu.au/generalCapability/2
    • http://vocabulary.curriculum.edu.au/generalCapability/4
    • http://vocabulary.curriculum.edu.au/generalCapability/5
    • http://vocabulary.curriculum.edu.au/generalCapability/6
    • http://vocabulary.curriculum.edu.au/crossCurriculum/1
    • http://vocabulary.curriculum.edu.au/crossCurriculum/2
    • http://vocabulary.curriculum.edu.au/crossCurriculum/3
  • Music Achievement Standard

    By the end of Year 2, students communicate about the music they listen to, make and perform and where and why people make music.

    Students improvise, compose, arrange and perform music. They demonstrate aural skills by staying in tune and keeping in time when they sing and play.

    The Arts: Visual Arts

    Visual Arts Year Description

    In Foundation to Year 2, students explore visual arts. They learn about how to make visual representations of their ideas, experiences, observations and imagination. They share their artworks with peers and experience visual arts as audiences.

    In Foundation to Year 2, learning in Visual Arts builds on the Early Years Learning Framework. Students are engaged through purposeful play...

    Read full description

    Visual Arts Content Descriptions

  • Explore ideas, experiences, observations and imagination to create visual artworks and design, including considering ideas in artworks by Aboriginal and Torres Strait Islander artists (ACAVAM106)
    • http://vocabulary.curriculum.edu.au/generalCapability/1
    • http://vocabulary.curriculum.edu.au/generalCapability/2
    • http://vocabulary.curriculum.edu.au/generalCapability/3
    • http://vocabulary.curriculum.edu.au/generalCapability/4
    • http://vocabulary.curriculum.edu.au/generalCapability/6
    • http://vocabulary.curriculum.edu.au/crossCurriculum/1
    • http://vocabulary.curriculum.edu.au/crossCurriculum/2
    • http://vocabulary.curriculum.edu.au/crossCurriculum/3
  • Use and experiment with different materials, techniques, technologies and processes to make artworks (ACAVAM107)
    • http://vocabulary.curriculum.edu.au/generalCapability/1
    • http://vocabulary.curriculum.edu.au/generalCapability/2
    • http://vocabulary.curriculum.edu.au/generalCapability/3
    • http://vocabulary.curriculum.edu.au/generalCapability/4
    • http://vocabulary.curriculum.edu.au/generalCapability/5
    • http://vocabulary.curriculum.edu.au/crossCurriculum/2
    • http://vocabulary.curriculum.edu.au/crossCurriculum/3
  • Create and display artworks to communicate ideas to an audience (ACAVAM108)
    • http://vocabulary.curriculum.edu.au/generalCapability/1
    • http://vocabulary.curriculum.edu.au/generalCapability/4
    • http://vocabulary.curriculum.edu.au/generalCapability/5
    • http://vocabulary.curriculum.edu.au/crossCurriculum/1
    • http://vocabulary.curriculum.edu.au/crossCurriculum/2
  • Respond to visual artworks and consider where and why people make visual artworks, starting with visual artworks from Australia, including visual artworks of Aboriginal and Torres Strait Islander Peoples (ACAVAR109)
    • http://vocabulary.curriculum.edu.au/generalCapability/1
    • http://vocabulary.curriculum.edu.au/generalCapability/4
    • http://vocabulary.curriculum.edu.au/generalCapability/5
    • http://vocabulary.curriculum.edu.au/generalCapability/6
    • http://vocabulary.curriculum.edu.au/crossCurriculum/1
    • http://vocabulary.curriculum.edu.au/crossCurriculum/2
    • http://vocabulary.curriculum.edu.au/crossCurriculum/3
  • Visual Arts Achievement Standard

    By the end of Year 2, students describe artworks they make and view and where and why artworks are made and presented.

    Students make artworks in different forms to express their ideas, observations and imagination, using different techniques and processes.

    Design and Technologies

    Design and Technologies Year Description

    Learning in Design and Technologies builds on concepts, skills and processes developed in the Early Years Learning Framework, revisiting, strengthening and extending these as needed.

    By the end of Year 2 students will have had the opportunity to create designed solutions at least once in each of the following technologies contexts: Engineering principles and systems; Food and...

    Read full description

    Design and Technologies Content Descriptions

    Design and Technologies knowledge and understanding

    1. Identify how people design and produce familiar products, services and environments and consider sustainability to meet personal and local community needs (ACTDEK001)
      • http://vocabulary.curriculum.edu.au/generalCapability/1
      • http://vocabulary.curriculum.edu.au/generalCapability/3
      • http://vocabulary.curriculum.edu.au/generalCapability/4
      • http://vocabulary.curriculum.edu.au/generalCapability/5
      • http://vocabulary.curriculum.edu.au/generalCapability/6
      • http://vocabulary.curriculum.edu.au/generalCapability/7
      • http://vocabulary.curriculum.edu.au/crossCurriculum/3
    2. Explore how technologies use forces to create movement in products (ACTDEK002)
      • http://vocabulary.curriculum.edu.au/generalCapability/1
      • http://vocabulary.curriculum.edu.au/generalCapability/2
      • http://vocabulary.curriculum.edu.au/generalCapability/4
      • http://vocabulary.curriculum.edu.au/crossCurriculum/1
      • http://vocabulary.curriculum.edu.au/crossCurriculum/2
    3. Explore how plants and animals are grown for food, clothing and shelter and how food is selected and prepared for healthy eating (ACTDEK003)
      • http://vocabulary.curriculum.edu.au/generalCapability/1
      • http://vocabulary.curriculum.edu.au/generalCapability/4
      • http://vocabulary.curriculum.edu.au/generalCapability/5
      • http://vocabulary.curriculum.edu.au/generalCapability/6
      • http://vocabulary.curriculum.edu.au/crossCurriculum/1
      • http://vocabulary.curriculum.edu.au/crossCurriculum/2
      • http://vocabulary.curriculum.edu.au/crossCurriculum/3
    4. Explore the characteristics and properties of materials and components that are used to produce designed solutions (ACTDEK004)
      • http://vocabulary.curriculum.edu.au/generalCapability/1
      • http://vocabulary.curriculum.edu.au/generalCapability/2
      • http://vocabulary.curriculum.edu.au/generalCapability/3
      • http://vocabulary.curriculum.edu.au/generalCapability/4
      • http://vocabulary.curriculum.edu.au/generalCapability/5

    Design and Technologies processes and production skills

    1. Explore needs or opportunities for designing, and the technologies needed to realise designed solutions (ACTDEP005)
      • http://vocabulary.curriculum.edu.au/generalCapability/1
      • http://vocabulary.curriculum.edu.au/generalCapability/3
      • http://vocabulary.curriculum.edu.au/generalCapability/4
      • http://vocabulary.curriculum.edu.au/generalCapability/5
      • http://vocabulary.curriculum.edu.au/generalCapability/7
      • http://vocabulary.curriculum.edu.au/crossCurriculum/3
    2. Visualise, generate, develop and communicate design ideas through describing, drawing and modelling (ACTDEP006)
      • http://vocabulary.curriculum.edu.au/generalCapability/1
      • http://vocabulary.curriculum.edu.au/generalCapability/2
      • http://vocabulary.curriculum.edu.au/generalCapability/3
      • http://vocabulary.curriculum.edu.au/generalCapability/4
    3. Use materials, components, tools, equipment and techniques to safely make designed solutions (ACTDEP007)
      • http://vocabulary.curriculum.edu.au/generalCapability/1
      • http://vocabulary.curriculum.edu.au/generalCapability/2
      • http://vocabulary.curriculum.edu.au/generalCapability/3
      • http://vocabulary.curriculum.edu.au/generalCapability/4
      • http://vocabulary.curriculum.edu.au/crossCurriculum/3
    4. Use personal preferences to evaluate the success of design ideas, processes and solutions including their care for environment (ACTDEP008)
      • http://vocabulary.curriculum.edu.au/generalCapability/1
      • http://vocabulary.curriculum.edu.au/generalCapability/2
      • http://vocabulary.curriculum.edu.au/generalCapability/3
      • http://vocabulary.curriculum.edu.au/generalCapability/4
      • http://vocabulary.curriculum.edu.au/generalCapability/7
      • http://vocabulary.curriculum.edu.au/crossCurriculum/3
    5. Sequence steps for making designed solutions and working collaboratively (ACTDEP009)
      • http://vocabulary.curriculum.edu.au/generalCapability/1
      • http://vocabulary.curriculum.edu.au/generalCapability/2
      • http://vocabulary.curriculum.edu.au/generalCapability/3
      • http://vocabulary.curriculum.edu.au/generalCapability/4
      • http://vocabulary.curriculum.edu.au/generalCapability/5
      • http://vocabulary.curriculum.edu.au/generalCapability/7
      • http://vocabulary.curriculum.edu.au/crossCurriculum/3

    Design and Technologies Achievement Standard

    By the end of Year 2, students describe the purpose of familiar products, services and environments and how they meet the needs of users and affect others and environments. They identify the features and uses of 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 products, services and environments using modelling and simple drawings. Following sequenced steps students demonstrate safe use of tools and equipment when producing designed solutions.

    Digital Technologies

    Digital Technologies Year Description

    Learning in Digital Technologies builds on concepts, skills and processes developed in the Early Years Learning Framework. It focuses on developing foundational skills in computational thinking and an awareness of personal experiences using digital systems.

    By the end of Year 2, students will have had opportunities to create a range of digital solutions through guided play...

    Read full description

    Digital Technologies Content Descriptions

    Digital Technologies knowledge and understanding

    1. Identify, use and explore digital systems (hardware and software components) for a purpose (ACTDIK001)
      • http://vocabulary.curriculum.edu.au/generalCapability/1
      • http://vocabulary.curriculum.edu.au/generalCapability/2
      • http://vocabulary.curriculum.edu.au/generalCapability/3
      • http://vocabulary.curriculum.edu.au/generalCapability/4
      • http://vocabulary.curriculum.edu.au/generalCapability/5
    2. Recognise and explore patterns in data and represent data as pictures, symbols and diagrams (ACTDIK002)
      • http://vocabulary.curriculum.edu.au/generalCapability/1
      • http://vocabulary.curriculum.edu.au/generalCapability/2
      • http://vocabulary.curriculum.edu.au/generalCapability/3
      • http://vocabulary.curriculum.edu.au/generalCapability/4
      • http://vocabulary.curriculum.edu.au/generalCapability/5

    Digital Technologies processes and production skills

    1. Collect, explore and sort data, and use digital systems to present the data creatively (ACTDIP003)
      • http://vocabulary.curriculum.edu.au/generalCapability/1
      • http://vocabulary.curriculum.edu.au/generalCapability/2
      • http://vocabulary.curriculum.edu.au/generalCapability/3
      • http://vocabulary.curriculum.edu.au/generalCapability/4
      • http://vocabulary.curriculum.edu.au/generalCapability/5
    2. Follow, describe and represent a sequence of steps and decisions (algorithms) needed to solve simple problems (ACTDIP004)
      • http://vocabulary.curriculum.edu.au/generalCapability/1
      • http://vocabulary.curriculum.edu.au/generalCapability/2
      • http://vocabulary.curriculum.edu.au/generalCapability/3
      • http://vocabulary.curriculum.edu.au/generalCapability/4
      • http://vocabulary.curriculum.edu.au/generalCapability/5
    3. Explore how people safely use common information systems to meet information, communication and recreation needs (ACTDIP005)
      • http://vocabulary.curriculum.edu.au/generalCapability/1
      • http://vocabulary.curriculum.edu.au/generalCapability/3
      • http://vocabulary.curriculum.edu.au/generalCapability/4
      • http://vocabulary.curriculum.edu.au/generalCapability/5
      • http://vocabulary.curriculum.edu.au/generalCapability/6
      • http://vocabulary.curriculum.edu.au/generalCapability/7
    4. Work with others to create and organise ideas and information using information systems, and share these with known people in safe online environments (ACTDIP006)
      • http://vocabulary.curriculum.edu.au/generalCapability/1
      • http://vocabulary.curriculum.edu.au/generalCapability/3
      • http://vocabulary.curriculum.edu.au/generalCapability/4
      • http://vocabulary.curriculum.edu.au/generalCapability/5
      • http://vocabulary.curriculum.edu.au/generalCapability/6
      • http://vocabulary.curriculum.edu.au/generalCapability/7
      • http://vocabulary.curriculum.edu.au/crossCurriculum/1
      • http://vocabulary.curriculum.edu.au/crossCurriculum/2

    Digital Technologies Achievement Standard

    By the end of Year 2, students identify how common digital systems (hardware and software) are used to meet specific purposes. They use digital systems to represent simple patterns in data in different ways.

    Students design solutions to simple problems using a sequence of steps and decisions. They collect familiar data and display them to convey meaning. They create and organise ideas and information using information systems and share information in safe online environments.

    Health and Physical Education

    Health and Physical Education Year Description

    The curriculum for Year 1 and 2 builds on the learning from Foundation and supports students to make decisions to enhance their health, safety and participation in physical activity. The content enables students to explore their own sense of self and the factors that contribute to and influence their identities. Students learn about emotions, how to enhance their interactions with others...

    Read full description

    Health and Physical Education Content Descriptions

    Personal, social and community health

    Being healthy, safe and active
    1. Describe their own strengths and achievements and those of others, and identify how these contribute to personal identities (ACPPS015)
      • http://vocabulary.curriculum.edu.au/generalCapability/1
      • http://vocabulary.curriculum.edu.au/generalCapability/4
      • http://vocabulary.curriculum.edu.au/generalCapability/5
    2. Describe physical and social changes that occur as children grow older and discuss how family and community acknowledge these (ACPPS016)
      • http://vocabulary.curriculum.edu.au/generalCapability/1
      • http://vocabulary.curriculum.edu.au/generalCapability/2
      • http://vocabulary.curriculum.edu.au/generalCapability/4
      • http://vocabulary.curriculum.edu.au/generalCapability/5
      • http://vocabulary.curriculum.edu.au/generalCapability/6
    3. Practise strategies they can use when they need help with a task, problem or situation (ACPPS017)
      • http://vocabulary.curriculum.edu.au/generalCapability/1
      • http://vocabulary.curriculum.edu.au/generalCapability/2
      • http://vocabulary.curriculum.edu.au/generalCapability/4
      • http://vocabulary.curriculum.edu.au/generalCapability/5
    4. Recognise situations and opportunities to promote health, safety and wellbeing (ACPPS018)
      • http://vocabulary.curriculum.edu.au/generalCapability/1
      • http://vocabulary.curriculum.edu.au/generalCapability/4
      • http://vocabulary.curriculum.edu.au/generalCapability/5
    Communicating and interacting for health and wellbeing
    1. Describe ways to include others to make them feel that they belong (ACPPS019)
      • http://vocabulary.curriculum.edu.au/generalCapability/1
      • http://vocabulary.curriculum.edu.au/generalCapability/4
      • http://vocabulary.curriculum.edu.au/generalCapability/5
      • http://vocabulary.curriculum.edu.au/generalCapability/7
    2. Identify and practise emotional responses that account for own and others’ feelings (ACPPS020)
      • http://vocabulary.curriculum.edu.au/generalCapability/1
      • http://vocabulary.curriculum.edu.au/generalCapability/4
      • http://vocabulary.curriculum.edu.au/generalCapability/5
      • http://vocabulary.curriculum.edu.au/generalCapability/7
      • http://vocabulary.curriculum.edu.au/crossCurriculum/1
    3. Examine health messages and how they relate to health decisions and behaviours (ACPPS021)
      • http://vocabulary.curriculum.edu.au/generalCapability/1
      • http://vocabulary.curriculum.edu.au/generalCapability/4
      • http://vocabulary.curriculum.edu.au/generalCapability/5
    Contributing to healthy and active communities
    1. Explore actions that help make the classroom a healthy, safe and active place (ACPPS022)
      • http://vocabulary.curriculum.edu.au/generalCapability/1
      • http://vocabulary.curriculum.edu.au/generalCapability/4
      • http://vocabulary.curriculum.edu.au/generalCapability/5
      • http://vocabulary.curriculum.edu.au/crossCurriculum/3
    2. Identify and explore natural and built environments in the local community where physical activity can take place (ACPPS023)
      • http://vocabulary.curriculum.edu.au/generalCapability/1
      • http://vocabulary.curriculum.edu.au/generalCapability/4
      • http://vocabulary.curriculum.edu.au/crossCurriculum/3
    3. Recognise similarities and differences in individuals and groups, and explore how these are celebrated and respected (ACPPS024)
      • http://vocabulary.curriculum.edu.au/generalCapability/1
      • http://vocabulary.curriculum.edu.au/generalCapability/4
      • http://vocabulary.curriculum.edu.au/generalCapability/5
      • http://vocabulary.curriculum.edu.au/generalCapability/6
      • http://vocabulary.curriculum.edu.au/crossCurriculum/1
      • http://vocabulary.curriculum.edu.au/crossCurriculum/2
      • http://vocabulary.curriculum.edu.au/crossCurriculum/3

    Movement and physical activity

    Moving our body
    1. Perform fundamental movement skills in different movement situations (ACPMP025)
      • http://vocabulary.curriculum.edu.au/generalCapability/1
      • http://vocabulary.curriculum.edu.au/generalCapability/2
      • http://vocabulary.curriculum.edu.au/generalCapability/4
      • http://vocabulary.curriculum.edu.au/generalCapability/5
    2. Construct and perform imaginative and original movement sequences in response to stimuli (ACPMP026)
      • http://vocabulary.curriculum.edu.au/generalCapability/1
      • http://vocabulary.curriculum.edu.au/generalCapability/2
      • http://vocabulary.curriculum.edu.au/generalCapability/4
      • http://vocabulary.curriculum.edu.au/generalCapability/5
    3. Create and participate in games (ACPMP027)
      • http://vocabulary.curriculum.edu.au/generalCapability/1
      • http://vocabulary.curriculum.edu.au/generalCapability/2
      • http://vocabulary.curriculum.edu.au/generalCapability/4
      • http://vocabulary.curriculum.edu.au/generalCapability/5
    Understanding movement
    1. Discuss the body’s reactions to participating in physical activities (ACPMP028)
      • http://vocabulary.curriculum.edu.au/generalCapability/1
      • http://vocabulary.curriculum.edu.au/generalCapability/2
      • http://vocabulary.curriculum.edu.au/generalCapability/4
      • http://vocabulary.curriculum.edu.au/generalCapability/5
    2. Incorporate elements of effort, space, time, objects and people in performing simple movement sequences (ACPMP029)
      • http://vocabulary.curriculum.edu.au/generalCapability/1
      • http://vocabulary.curriculum.edu.au/generalCapability/2
      • http://vocabulary.curriculum.edu.au/generalCapability/4
    Learning through movement
    1. Use strategies to work in group situations when participating in physical activities (ACPMP030)
      • http://vocabulary.curriculum.edu.au/generalCapability/1
      • http://vocabulary.curriculum.edu.au/generalCapability/4
      • http://vocabulary.curriculum.edu.au/generalCapability/5
    2. Propose a range of alternatives and test their effectiveness when solving movement challenges (ACPMP031)
      • http://vocabulary.curriculum.edu.au/generalCapability/1
      • http://vocabulary.curriculum.edu.au/generalCapability/4
      • http://vocabulary.curriculum.edu.au/generalCapability/5
    3. Identify rules and play fairly when participating in physical activities (ACPMP032)
      • http://vocabulary.curriculum.edu.au/generalCapability/1
      • http://vocabulary.curriculum.edu.au/generalCapability/4
      • http://vocabulary.curriculum.edu.au/generalCapability/5
      • http://vocabulary.curriculum.edu.au/generalCapability/7

    Health and Physical Education Achievement Standard

    By the end of Year 2, students describe changes that occur as they grow older. They recognise diversity and how it contributes to identities. They recognise how emotional responses impact on others’ feelings. They examine messages related to health decisions and describe actions that help keep themselves and others healthy, safe and physically active. They identify areas where they can be active and how the body reacts to different physical activities.

    Students demonstrate positive ways to interact with others. They select and apply strategies to keep themselves healthy and safe and are able to ask for help with tasks or problems. They demonstrate fundamental movement skills in different movement situations and test alternatives to solve movement challenges. They perform movement sequences that incorporate the elements of movement.