Level 2 (Years 1 and 2)

Learning focus

As students work towards the achievement of Level 2 standards in the Arts, they learn about a range of ways arts elements can be used in the Performing and Visual Arts to communicate experiences, observations and things imagined. They begin to select, arrange and make choices about ways of using arts elements, principles and/or conventions from individual arts disciplines as they investigate the use of skills, techniques, processes, media, materials, equipment and technologies relevant to the arts disciplines in which they are working. They explore and, with guidance, maintain a record of ways of creating arts works that use a range of contemporary and traditional arts forms, media, materials, equipment and technologies; for example, they plan and explore ideas in a visual diary or keep an electronic journal with digital records of presentations. Using ideas and concepts taken from themes, scenarios, narratives and visual stimuli, they experiment with ways of expressing and communicating ideas and feelings to particular audiences or for particular purposes. Students could present arts works that combine arts disciplines such as a shadow puppet play featuring puppets and a soundtrack the students have designed and created or arts works from individual arts disciplines. For example, students could:

• in Art, hang a display on tree branches made up of three-dimensional, oddly shaped imaginary creatures, each with two sides to its personality, created to show skills in selecting and making choices about use of a range of media and materials
• in Dance, use the whole body or body parts to improvise movements matching sounds or the movement characteristics of particular animals
• explore Drama elements and conventions such as costumes and props to create a character based on their observation and perception of a character in a story
• in Media, create a storyboard depicting their alternative ending for a popular film then discussing these in class
• in Music, combine sounds made by a range of noise making toys with body percussion to accompany a learned song.

Students respond to arts works to gain experience in identifying personal preferences, reflecting on features that might influence their own arts works, and recognising similarities and differences between works from different cultures and times. In discussions about and responses to their own and other people’s arts works, they begin to use arts language to identify characteristics such as similarities and differences. They learn about places where arts works can be found and how arts works can be designed and made to fulfil particular individual and community needs.

Further examples of arts discipline-specific learning approaches for Level 2 will be published soon.

Standard

Creating and making

At Level 2, students create and present performing and visual arts works that show emerging arts knowledge and an ability to plan arts works that communicate ideas, concepts, observations feelings and/or experiences. They demonstrate an emerging ability to select, arrange and make choices about expressive ways of using arts elements, principles and/or conventions. They use skills, techniques, processes, media, materials, equipment and technologies in a range of arts forms. They identify, describe and discuss characteristics of their own and others’ arts works.

In the Arts, standards for the Exploring and responding dimension are introduced at Level 3.

Learning focus

As students work towards the achievement of Level 3 standards in Civics and Citizenship, they identify the range of groups to which they, their family members and their class belong. They begin to appreciate the similarities and differences between individuals and groups, including the language, cultural and religious groups which make up the Australian nation. They explore the roles, rights and responsibilities of various family and community members. They discover why groups and communities have rules, begin to question rules which they believe are unfair, and make suggestions about improving the rules within the community. They begin to appreciate the common values important to groups and individuals; for example, fairness, tolerance, understanding and respect.

Students begin to participate in a range of class and school activities such as recycling, taking responsibility for class resources, and marking local and national celebrations and commemorations. They explore the purpose and benefits of school, community and national events. Students investigate the ways individuals, families, groups and communities can work to improve their environment.

Standards

In Civics and Citizenship, standards for assessing and reporting on student achievement are introduced at Level 3. The learning focus statements for Levels 1 and 2 provide advice about learning experiences that will assist students to work towards the achievement of the standards at Level 3.

Learning focus

As students work towards the achievement of Level 4 standards in Communication, they practise the skills of being attentive listeners and viewers in pairs, small groups and as a whole class. They are encouraged to use questions to clarify meaning and to extend interaction. They experience, respond to and begin to interpret a variety of aural, written and visual texts, discussing alternative meanings and perspectives when they arise.

When communicating with others, students begin to distinguish between differing contexts, purposes and audiences and they learn to modify their communication accordingly; for example, when playing with friends in the playground and talking to classroom visitors.

Students regularly make short oral presentations to small groups or the whole class on specified topics across the curriculum and on personal experiences beyond school. With guidance, students develop an understanding of basic communication conventions and practise strategies for improving their presentations with a particular focus on making themselves understood; for example, by varying volume and pace and making eye contact with the audience.

Standards

In Communication, standards for assessing and reporting on student achievement are introduced at Level 4. The learning focus statements for Levels 1 to 3 provide advice about learning experiences that will assist students to work towards the achievement of the standards at Level 4.

Learning focus

As students work towards the achievement of Level 3 standards in Design, Creativity and Technology, they come to understand that people use creative, imaginative and inventive thinking to help them meet human needs and wants. They enquire about and question their world, offering ideas and suggestions based upon their experience of working with materials/ingredients and systems components. They investigate what products and systems can do, how they work, and why they are the way they are. They play with and manipulate materials/ingredients, think about, discuss and describe their characteristics and properties (using terms such as strong, hard, stretchy and sweet) and why they are suitable for use in products and systems.

In response to simple design briefs, students develop basic design ideas based on their experiences of working with materials/ingredients and components. They talk about their design ideas and thought processes and start to represent these visually by using models, pictures and words. They consider that more than one solution may be possible and begin to give reasons for changes in their thinking.

Students begin to recognise relationships between individuals and communities, and products, processes and systems; for example, a transport system. Responding to open-ended design tasks, students develop imaginative and practical design solutions to problems, needs and opportunities; for example, making a simple decorated bag for carrying personal items, modelling playground equipment, or making pots to grow herbs for use in a food product.

Students follow a set of instructions and may begin to contribute to planning the main steps to make a product. They explain what they are making and which tools and equipment they are using. They safely use tools and equipment to separate, assemble, join and combine everyday materials/ingredients and systems components in a variety of ways.

Students consider whether their design solutions work and are appropriate for the purpose for which they were designed. With guidance from the teacher and feedback from peers, they reflect on how they designed and made their products.

Standards

In Design, Creativity and Technology, standards for assessing and reporting on student achievement are introduced at Level 3. The learning focus statements for Levels 1 and 2 provide advice about learning experiences that will assist students to work towards the achievement of the standards at Level 3.

Learning focus

As students work towards the achievement of Level 2 standards in English, they extend their knowledge of how language is used in a range of written and spoken texts. With teacher support and through the sharing of texts, students develop a consciousness of texts – how they are constructed and the purposes they fulfil.

Students work towards independence in reading short texts with familiar ideas and information, some illustrations, predictable structures, uncomplicated sentences, a variety of tenses and a small amount of unfamiliar vocabulary. These include imaginative texts such as stories and poems, everyday texts and informative texts in print and electronic form. They develop strategies for reading texts, for example predicting meanings using semantic, syntactic and graphophonic cues. They learn to self-correct when reading aloud. They read and retell ideas in sequence using unfamiliar vocabulary and phrases from the text. They comment and act upon information.

Students engage in individual, small group and teacher-directed activities in which they read a variety of texts and explore the wide range of purposes, contexts and audiences for which texts are produced. They learn to recognise that texts are constructed by authors, and distinguish between texts that represent real and imaginary experience. Through class discussions they consider the opinions and viewpoints of others and become aware that there are different interpretations of texts. They begin to connect the themes and ideas in texts to their own knowledge and experience.

Students write short texts that include several related ideas in sequence, and, where relevant, combine writing with drawing or computer graphics. They experiment with more complex grammatical features, such as ways of linking ideas in sentences using pronouns, conjunctions and adverbial phrases indicating time and place. They begin to spell frequently used words accurately (for example, come, going, like), most words of one syllable with regular spelling (for example, sharp, thick, star), and some two-syllable words with regular spelling (for example, sunny, playing). They learn to use capital letters, full stops and question marks correctly. They learn strategies for planning, composing, revising and editing their writing. They begin to expand their vocabulary and use resources such as dictionaries and spell-checking software. They experiment with written and electronic publishing options. When handwriting, they practise correct letter formation.

In planned and spontaneous activities, students explore the structures and features of language in spoken texts. They become increasingly aware of how and why their own speaking needs to be varied to suit different situations and audiences. Students focus on organising their ideas to make themselves understood and, with guidance, develop strategies to improve oral presentations, for example, by varying volume and pace.

Students practise the skills of being attentive listeners in a wider range of contexts. They listen to spoken texts that deal with familiar ideas and information, recall some of the main ideas and information presented, and use questions to clarify meaning. They listen to and interpret texts such as serialised readings or films.

National Statements of Learning

This learning focus statement, in conjunction with aspects of the Communication Level 2 learning focus statement, incorporates aspects of the Year 3 National Statement of Learning for English.

Standards

Reading

At Level 2, students read independently and respond to short imaginative and informative texts with familiar ideas and information, predictable structures, and a small amount of unfamiliar vocabulary. They match sounds accurately to a range of letters, letter clusters and patterns, and work out the meaning of unfamiliar phrases and words in context. They locate directly stated information, retell ideas in sequence using vocabulary and phrases from the text, and interpret labelled diagrams. They predict plausible endings for stories and infer characters’ feelings. They self-correct when reading aloud and describe strategies used to gain meaning. They identify that texts are constructed by authors, and distinguish between texts that represent real and imaginary experience.

Writing

At Level 2, students write short sequenced texts that include some related ideas about familiar topics. They write texts that convey ideas and information to known audiences. They select content, form and vocabulary depending on the purpose for writing, and describe the purpose and audience for their own and others’ writing. They use appropriate structures to achieve some organisation of the subject matter. They link ideas in a variety of ways using pronouns, conjunctions and adverbial phrases indicating time and place. They accurately spell frequently used words, and make use of known spelling patterns to make plausible attempts at spelling unfamiliar words. They use capital letters, full stops and question marks correctly. They reread their own writing and use a range of editing resources to revise and clarify meaning. They write upper- and lower-case letters legibly with consistent size, slope and spacing.

Speaking and listening

At Level 2, students listen to and produce spoken texts that deal with familiar ideas and information. They demonstrate, usually in informal situations, that they are able to speak clearly using simple utterances and basic vocabulary. They organise spoken texts using simple features to signal beginnings and endings. They vary volume and intonation patterns to add emphasis. They contribute to group activities by making relevant comments and asking clarifying questions to facilitate communication. After listening to short live or recorded presentations, they recall some of the main ideas and information presented. They listen to others and respond appropriately to what has been said.

Year 3 National Literacy Benchmarks

The benchmarks describe minimum standards. For this reason, the Year 3 benchmarks relate to Level 2 English standards. Links to the literacy benchmarks are located at Curriculum Corporation.

Learning focus

As students work towards the achievement of Level 2 standards in the Movement and physical activity dimension, they participate in a variety of physical activities in a range of environments (indoor, outdoor and aquatic). They explore different actions of the body and begin to understand how these actions affect movement efficiency. They practise basic motor skills such as running, hopping, jumping, skipping, catching, throwing, kicking, rolling, balancing, twisting and turning and are introduced to more complex skills such as leaping, dodging, the over-arm throw, dribbling and striking balls, cartwheeling and handstanding. They participate in and develop control over a range of locomotor activities that require a change of speed (such as fast and slow movements), direction (such as up/down, forward/backward, right/left, clockwise/anticlockwise) and level. Levels define the relationship of the body to the floor. Low level activities could include moving close to the floor such as crawling or crab or seal walking, while activities at a higher level involve a greater distance from the floor such as jumping, climbing or activities on a balance bench or bar. They practise a range of movement patterns in aquatic environments. These could include: combining arm and leg movements to move through water on the front and back for 10 metres; performing a torpedo on the front for three to five metres; pushing off the bottom or side of the pool and gliding both with and without flotation aid; and treading water.

They advance from creating and playing games on their own or with a partner to playing in small and large groups. They begin to combine motor skills into movement sequences, and create simple movement sequences in response to a variety of stimuli. They begin to adapt movement skills to changing environmental conditions; for example, adapting the technique of bouncing a ball to cater for different surfaces such as asphalt or grass.

Students begin to understand the link between physical activity and health, and learn that they need energy to participate in physical activity. They learn to describe their physiological responses to participation in both moderate and vigorous activity using vocabulary such as out of breath and heart beating faster. They discuss how activities that make them huff and puff improve heart and lung function.

Students discuss the need for safety rules for equipment use, and practise appropriate safety skills and procedures.

As students work towards the achievement of Level 3 standards in the Health knowledge and promotion dimension, they begin learning about how they develop. They explore people’s needs at various stages of development and recognise that some needs apply to all stages of life. They describe what they like about themselves, how they are similar to others and how they are unique.

They begin to identify the benefits of safe behaviours and learn how they can protect and increase their health and safety and the health and safety of others. In considering personal safety issues, they discuss the way various situations and behaviours affect the way they feel, and develop personal responses to such behaviours and situations.

With guidance, they learn to make healthy food choices according to healthy eating models, and to consider the factors that influence their choice of foods. They begin to recognise the importance of variety and frequency of food consumption for an active and healthy life.

Standards

Movement and physical activity

At Level 2, students demonstrate basic motor skills and some more complex skills. They combine motor skills and movement patterns during individual and group activities. They demonstrate control when participating in locomotor activities requiring change of speed, direction and level. They create and perform simple rhythmical movement sequences in response to stimuli. They regularly engage in sessions of moderate to vigorous physical activity and describe the link between physical activity and health. They explain the contribution rules and procedures make to safe conduct of games and activities. They use equipment and space safely.

In Health and Physical Education, standards for the Health knowledge and promotion dimension are introduced at Level 3.

Learning focus

As students work towards the achievement of Level 3 standards in the Humanities, they develop their understanding of the concepts of time - chronology and sequencing, and change and continuity - through a study of changes in the local community over time. By comparing the experiences and artefacts of their daily lives with those of their parents, grandparents and other community members, students reflect on how life at home and in the community has changed.

Students develop their awareness of spatial concepts and use terms that demonstrate an understanding of absolute and relative locations. With guidance, they recognise and point to their street, town or city and state on an appropriate map. They recognise the globe as a model representation of Earth and can locate Australia and other places with which they have links. Students learn to identify and name physical features and distinguish them on the basis of variables, including size (scale/height/distribution) and colour. Through observation, they investigate and describe elements of the natural and built environments in their local area.

By examining artefacts and listening to the oral history of relatives, teachers and community members, students become aware of the various types of geographical and historical evidence. They begin to make basic comparisons between ‘then’ and ‘now’ and learn to construct simple timelines to show their understanding. By observing the characteristics of different places, and prompted by questions, students think about environmental differences, locally and in other parts of Australia and the world, and why these differences exist. They begin to grasp the role and importance of the various cultural groups that make up the Australian community, including Aboriginal and Torres Strait Islander communities. They explore what their local area might have looked like before European settlement.

Students are introduced to the concept of resources and their management, and begin to understand how resource use reflects community interdependence and economic sustainability. They begin to understand how local resources are used to make products which meet local people's needs and the needs of people in other places. They also begin to understand that resources from other places may be used to make products locally to meet their needs.

Standards

In the Humanities, standards for assessing and reporting on student achievement are introduced at Level 3. Specific standards for Economics, Geography and History are introduced at Level 4. The learning focus statements for Levels 1 and 2 provide advice about learning experiences that will assist students to work towards the achievement of the Humanities standards at Level 3 (which focus on historical and geographical knowledge and skills) and the Economics standards at Level 4.

Learning focus

As students work towards the achievement of Level 2 standards in Information and Communications Technology (ICT), they use ICT to acquire new knowledge and skills in all areas of the curriculum and to create and present information in meaningful ways. For example, students access a website to participate in a food pyramid game, and then present their understanding of food groups in a slide show that contains an image of a lunchbox filled with the appropriate food items. When using multimedia resources, students begin to think critically about these resources and how they help learning.

In their learning of new material, students experiment with some simple ICT tools and techniques for visualising their thinking. They learn to organise and classify information and ideas, and present them in a manner that is meaningful to them. This may entail cutting and pasting, dropping and dragging, and colour coding in order to group similar items, to sequence events and to identify examples that illustrate key ideas.

To improve the presentation of text and images, students begin to apply simple techniques, such as bolding, centring and changing case. They explore a range of different information products and identify intended audiences. Students display their own information products in a way that suits different audiences.

Students develop an understanding of the importance of checking the accuracy of facts that are going to be processed; this being necessary for producing accurate output. Students collect first-hand data and, with assistance, enter it into their spreadsheet files and manipulate it. For example, after collecting the heights of fellow students or the number of classmates with particular eye colours, students manipulate the data by summing or colour-coding cells, and then present the processed data as a chart. Individually, and as a class, they make summary statements about the characteristics of the processed data.

Working in a networked environment, students develop the practice of using a file-naming system that is both meaningful to the students, and avoids confusion over who owns particular files.

Students begin to explore contemporary ways of communicating ideas and information by composing and sending simple electronic messages such as emails.

Standards

At this level standards are not organised by dimensions.

Information and Communications Technology

At Level 2, students manipulate text, images and numeric data to create simple information products for specific audiences. They make simple changes to improve the appearance of their information products. They retrieve files and save new files using a naming system that is meaningful to them. They compose simple electronic messages to known recipients and send them successfully. With some assistance, students use ICT to locate and retrieve relevant information from a variety of sources.

Learning focus

As students work towards the achievement of Level 2 standards in Interpersonal Development, they interact with their peers, older and younger students and adults, in a range of contexts. With teacher support, students reflect on personal qualities which contribute to the development and maintenance of friendships. They begin to develop and exhibit appropriate behaviours for maintaining positive social relationships.

Through activities such as reading, discussion and role-play, students learn to recognise and describe the feelings and emotional responses of others. They compare these with their own emotional responses and adjust their behaviour in response.

Students learn to recognise that their actions have consequences for both themselves and others in social contexts. They begin to think in terms of other people’s feelings and needs, especially when resolving conflict or dealing with bullying; for example, by saying sorry or taking another person’s point of view into consideration.

Students learn to work in teams to complete structured activities within a set timeframe (the teacher may select the teams and allocate roles and responsibilities). Students learn to stay on task and share resources fairly. In response to questions and prompts, they learn to reflect on the team’s challenges and successes and their contribution to the team’s effectiveness.

Standards

Building social relationships

At Level 2, students behave appropriately in a range of social situations. They identify the feelings and needs of other people. Students identify and accept that there are consequences for their actions. They take appropriate steps to resolve simple conflicts.

Working in teams

At Level 2, students work in teams in assigned roles, stay on task and complete structured activities within set timeframes. They share resources fairly. With teacher support, they describe their contribution to the activities of the team.

Learning focus

As students work towards the achievement of standards in LOTE at Pathway 1 Level 4, they learn about culture in context from stimulus materials. They learn that there are different ways of doing things and to identify what is familiar and what is different in their own and other cultures. In preparation for Level 4 standards, students need to develop the knowledge and skills described in the progression measures.

Students start to understand and use the language other than English in structured situations and activities related to their local environment: self, family, home, classroom and community. To develop comprehension they respond non-verbally or by using key words or short phrases. They begin to use sets of words and sentences that are encountered frequently in the classroom, and to insert words into simple sentences. Students learn to recognise the printed form of familiar words that they have memorised. They begin to identify patterns and common elements in the language, and experiment with the language to express themselves.

As far as possible, students are immersed in hearing the language, whose meaning is made clear by gestures, dramatisation, singing, doing activities, conversing, viewing, etc. Students experiment with the language using words, phrases and basic sentences to express themselves. They begin to demonstrate understanding; for example, by using pictures, body language or gesture, performing actions or writing in the language. Students identify some common elements in the language that differ from, or are similar to, English and other languages with which they may be familiar.

Stimulus materials such as stories and readings, activities and games, multimedia resources, visual and graphic displays and Internet sites, encourage students to understand that the language is used normally for communication in these settings. Students are given opportunities to observe differences in the way the language sounds when used by different speakers, or in different contexts. They also identify features of communication, and where relevant, differences in dress, eating, greeting routines, ways of being polite and obvious cultural practices. They observe the processes of interpreting and translating.

Students continue to communicate by drawing on explicit models and with ongoing teacher support and scaffolding. They experiment with written or signed language and express themselves by approximating meaning.

Standards

In LOTE Pathway 1, standards for assessing and reporting achievement are introduced at Level 4. Schools that provide language programs prior to Level 4 should refer to the LOTE progression measures which provide a typical sequence of second language development. The Levels 1, 2 and 3 learning focus statements provide advice for teachers about learning experiences that will assist students to work towards the achievement of the standards at Level 4.

Learning focus

As students work towards the achievement of Level 2 standards in Mathematics, they begin to use mathematical symbols and language to describe their mathematical explorations of daily life.

In Number, students learn to use base 10 models (units, longs, flats and cubes) and arrays to identify, order and model the counting numbers up to 1000. They create number patterns mentally, by hand and with the use of the constant addition facility of calculators. They use models and arrays to support the development of skip counting up to 100. They recognise patterns created by skip counting (for example, when counting by fours, the pattern of the ones digits is 4, 8, 2, 6, 0, 4, 8). Students perform simple addition (count on) and subtraction (count back) using numbers up to 100. They use equal groups of objects and rectangular arrays to model multiplication and equal sharing for division. Students divide geometric objects including lines, arrays and regular shapes into equal parts to develop the concept of a simple fraction as part of a whole. They learn to order money amounts in dollars and cents, form different totals using dollars and cents, and carry out simple calculations such as change from small amounts.

In Space, students participate in activities which focus on identification of key features of shapes and solids. They learn to name familiar two- and three-dimensional shapes. They draw simple two-dimensional shapes, and visualise and describe the effect of transformations (for example, slides, flips and turns). They use mirrors and folding to investigate symmetry of shapes. Students learn to construct and follow directions, informal maps, diagrams and routes to locations in the local environment.

In Measurement, chance and data, students learn to use both non-uniform (for example, hand-spans) and uniform (for example, pencil length) informal measurement units. They recognise time units (second, minute, hour, day, week, and month) and investigate basic time patterns and cycles. They learn to tell the time using analogue and digital clocks.

Students pose and respond to questions leading to data collection. They use pictographs and bar graphs to organise and present data. They play games of chance to recognise and quantitatively describe the variability of outcomes. They use terms such as unlikely and almost certain, more likely and less likely to describe everyday chance events.

When Working mathematically, students learn to use a combination of everyday language and mathematical statements and symbols to describe their manipulation and play with sets of numbers, shapes, objects and patterns. They model and describe daily activities and familiar events using physical materials, diagrams and maps (for example, use a 1–1 graph to show attendance at class).

Students test the truth of conjectures by attempting to find examples or counter-examples, and exploring special cases.

They develop and consolidate their understanding of the commutative and associative properties for addition and multiplication. They learn to use a calculator to check estimations, computations and solutions to simple number sentences and equations.

Standards

Number

At Level 2, students model the place value of the natural numbers from 0 to 1000. They order numbers and count to 1000 by 1s, 10s and 100s. Students skip count by 2s, 4s and 5s from 0 to 100 starting from any natural number. They form patterns and sets of numbers based on simple criteria such as odd and even numbers. They order money amounts in dollars and cents and carry out simple money calculations. They describe simple fractions such as one half, one third and one quarter in terms of equal sized parts of a whole object, such as a quarter of a pizza, and subsets such as half of a set of 20 coloured pencils. They add and subtract one- and two-digit numbers by counting on and counting back. They mentally compute simple addition and subtraction calculations involving one- or two-digit natural numbers, using number facts such as complement to 10, doubles and near doubles. They describe and calculate simple multiplication as repeated addition, such as 3 × 5 = 5 + 5 + 5; and division as sharing, such as 8 shared between 4. They use commutative and associative properties of addition and multiplication in mental computation (for example, 3 + 4 = 4 + 3 and 3 + 4 + 5 can be done as 7 + 5 or 3 + 9).

Space

At Level 2, students recognise lines, surfaces and planes, corners and boundaries; familiar two-dimensional shapes including rectangles, rhombuses and hexagons, and three-dimensional shapes and objects including pyramids, cones, and cylinders. They arrange a collection of geometric shapes, such as a set of attribute blocks, into subsets according to simple criteria, and recognise when one set of shapes is a subset of another set of shapes. They recognise and describe symmetry, asymmetry, and congruence in these shapes and objects. They accurately draw simple two-dimensional shapes by hand and construct, copy and combine these shapes using drawing tools and geometry software. They apply simple transformations to shapes (flips, turns, slides and enlargements) and depict both the original and transformed shape together. They specify location as a relative position, including left and right, and interpret simple networks, diagrams and maps involving a small number of points, objects or locations.

Measurement, chance and data

At Level 2, students make, describe and compare measurements of length, area, volume, mass and time using informal units. They recognise the differences between non-uniform measures, such as hand-spans, to measure length, and uniform measures, such as icy-pole sticks. They judge relative capacity of familiar objects and containers by eye and make informal comparisons of weight by hefting. They describe temperature using qualitative terms (for example, cold, warm, hot). Students use formal units such as hour and minute for time, litre for capacity and the standard units of metres, kilograms and seconds.

Students recognise the key elements of the calendar and place in sequence days, weeks and months. They describe common and familiar time patterns and such as the time, duration and day of regular sport training and tell the time at hours and half-hours using an analogue clock, and to hours and minutes using a digital clock.

Students predict the outcome of chance events, such as the rolling of a die, using qualitative terms such as certain, likely, unlikely and impossible. They collect simple categorical and numerical data (count of frequency) and present this data using pictographs and simple bar graphs.

Working mathematically

At Level 2, students make and test simple conjectures by finding examples, counter-examples and special cases and informally decide whether a conjecture is likely to be true. They use place value to enter and read displayed numbers on a calculator. They use a four-function calculator, including use of the constant addition function and x key, to check the accuracy of mental and written estimations and approximations and solutions to simple number sentences and equations.

In Mathematics, standards for the Structure dimension are introduced at Level 3.

Year 3 National Numeracy Benchmarks

The benchmarks describe minimum standards. For this reason, the Year 3 benchmarks relate to Level 2 Mathematics standards. Numeracy benchmarks are located at Curriculum Corporation.

Learning focus

As students work towards the achievement of Level 3 standards in Personal Learning, they participate in a wide range of learning experiences which involve a variety of learning styles and approaches to learning. With teacher support, they reflect on those approaches which they believe help them learn most effectively. Students begin to record their feelings and understanding about their learning, responding to prompts which help them acknowledge their successes, noting where improvements could be made and reflecting on the effort they put into particular tasks.

Students develop strategies to use when they are feeling uncertain about their learning, such as seeking assistance from their teachers. They begin to recognise that learning from mistakes is an important attribute of being a good learner.

With teacher support, students develop simple protocols to assist them to learn effectively such as listening attentively. They begin to recognise their contribution to the achievement of a positive learning environment in the classroom.

Students begin to take responsibility for managing their time and resources within the context of structured tasks that have clear outcomes and a set timeframe. They begin to set short-term goals related to specific tasks, such as setting a time limit for a particular activity, and to reflect on their achievements.

Standards

In Personal Learning, standards for assessing and reporting on student achievement are introduced at Level 3. The learning focus statements for Levels 1 and 2 provide advice about learning experiences that will assist students to work towards the achievement of the standards at Level 3.

Learning focus

As students work towards the achievement of Level 2 standards in Science, they observe and describe phenomena; for example, properties of natural and manufactured materials, insect life cycles, phases of the moon, magnets in action, mirrors and seeing around corners, and light and sound from batteries. Students expand their simple scientific vocabulary by using words and terms for concepts such as temperature, life cycles, light and reflection, sound, magnetism and fair testing.

Students begin to generate questions about situations and phenomena, and suggest forms of observations and measurements that are appropriate for the investigation of their questions; for example, 'Which keeps food fresher, paper or plastic?’ and 'What makes sounds change?’ They continue to practise basic procedures and processes, including those involving safety. They investigate ways of reducing waste in their classroom; for example, recycling and composting.

They repeat observations over time to make predictions; for example, collecting data about the weather. They begin to recognise simple patterns in data and describe them in terms that represent conclusions drawn from the data. Suitable questions may include: 'Does the size of seeds affect the time taken for them to germinate?’, 'Does all chocolate melt at the same temperature?’ and 'Are shadows the same size?’

National Statements of Learning

This learning focus statement incorporates aspects of the Year 3 National Statement of Learning for Science.

Care and Use of Animals in Victorian Schools

If your school uses animals for teaching then the following site will assist your school fulfil the requirements of the Prevention of Cruelty to Animals Act and the Australian Code of Practice for the Care and Use of Animals for Scientific Purposes.
www.education.vic.gov.au/management/schooloperations/animalcare/

Standards

In Science, standards for assessing and reporting on student achievement are introduced at Level 3. The learning focus statements for Levels 1 and 2 provide advice about learning experiences that will assist students to work towards the achievement of the standards at Level 3.

Learning focus

As students work towards the achievement of Level 3 standards in Thinking Processes, they explore the community and environment around them, and increasingly consider contexts and information which lie beyond their immediate experience. Questions and wondering are encouraged, recorded and shared, and become the basis for further learning.

Students develop their skills in making accurate observations about people and events, and they begin to use a variety of means to record their observations. They develop their own explanations for the observations they make and learn to question the accuracy of other people’s explanations. They begin to understand that people are more likely to believe an explanation if evidence or reasons are provided. They develop their skills in using a range of sources of information when investigating selected questions.

Students practise ordering and sequencing their ideas. They begin to classify concepts, objects and ideas using given criteria and describe, compare and contrast these classifications. They use a variety of thinking tools to assist with recognising patterns in surrounding events and objects.

When presented with simple problems, students work with peers to develop a range of creative solutions and test their effectiveness against given criteria. Prompted by questions, they begin to reflect on their thinking processes.

Standards

In Thinking Processes, standards for assessing and reporting on student achievement are introduced at Level 3. The learning focus statements for Levels 1 and 2 provide advice about learning experiences that will assist students to work towards the achievement of the standards at Level 3.