Australian Curriculum Overview
English
In Year 1, students communicate with peers, teachers, known adults, and students from other classes. Students engage with a variety of texts for enjoyment. They listen to, read, view and interpret spoken, written and multimodal texts designed to entertain and inform. These encompass traditional oral texts including Aboriginal stories, picture books, various types of stories, rhyming verse, poetry, non-fiction, film, dramatic performances and texts used by students as models for constructing their own texts.
Mathematics
Understanding includes connecting names, numerals and quantities and partitioning numbers in various ways. Fluency includes readily counting numbers in sequences forwards and backwards, locating numbers on a line and naming the days of the week. Problem Solving includes using materials to model authentic problems, giving and receiving directions to unfamiliar places, using counting sequences to solve unfamiliar problems and discussing the reasonableness of the answer. Reasoning includes explaining direct and indirect comparisons of length using uniform informal units, justifying representations of data and explaining patterns that have been created.
Science
In Year 1, students infer simple cause-and-effect relationships from their observations and experiences, and begin to link events and phenomena with observable effects and to ask questions. They observe changes that can be large or small and happen quickly or slowly. They explore the properties of familiar objects and phenomena, identifying similarities and differences. Students begin to value counting as a means of comparing observations, and are introduced to ways of organising their observations.
HASS
The Year 1 curriculum provides a study of the recent past, the present and the near future within the context of the student's own world. Students are given opportunities to explore how changes occur over time in relation to themselves, their own families, and the places they and others belong to. They examine their daily family life and how it is the same as and different to previous generations. They investigate their place and other places, their natural, managed and constructed features, and the activities located in them. They explore daily and seasonal weather patterns and how different groups describe them. They anticipate near future events such as personal milestones and seasons. The idea of active citizenship is introduced as students explore family roles and responsibilities and ways people care for places.
Health and Physical Education
The curriculum for Years 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, and the physical and social changes they go through as they grow older.
The content explores health messages and how they relate to health decisions and behaviours and examines strategies students can use when they need help. The content also provides opportunities for students to learn through movement. It supports them in broadening the range and complexity of fundamental movement skills they are able to perform. They learn how to select, transfer and apply simple movement skills and sequences individually, in groups and in teams.
Technologies (Design)
In Foundation to Year 2, students will explore and investigate technologies − materials, systems, components, tools and equipment − including their purpose and how they meet personal and social needs within local settings. They will develop an understanding of how society and environmental sustainability factors influence design and technologies decisions. Students will evaluate designed solutions and consider their impact of decisions and technologies on others and the environment. They reflect on their participation in a design process. This involves students developing new perspectives, and engaging in different forms of evaluating and critiquing products, services and environments based on personal preferences.
Music
In Foundation to Year 2, students learning Music listen, perform and compose. They learn about the elements of music comprising rhythm, pitch, dynamics and expression, form and structure, timbre and texture. Aural skills, or ear training, are the listening skills students develop to identify and interpret the elements of music. Music involves active listening, imitating, improvising, composing, arranging, conducting, singing, playing, comparing and contrasting, refining, interpreting, recording and notating, practising, rehearsing, presenting and performing.
Dance
In Foundation to Year 2, Students are engaged through purposeful and creative play in structured activities, fostering a strong sense of wellbeing and developing their connection with and contribution to the world. In Dance, students become aware of their bodies and learn about the body bases, parts and zones used in dance.
Students explore space, time, dynamics and relationships as they make and observe dances. They explore locomotor and non-locomotor movements and use these fundamental movements skills in their own dance.
Media Arts
In Foundation to Year 2, Students are engaged through purposeful and creative play in structured activities, fostering a strong sense of wellbeing and developing their connection with and contribution to the world . In media arts students become aware of structure, intent, character and settings in ideas and stories. They explore ideas and learn about composition, sound and technologies to construct stories. Students learn how their ideas can be communicated through selecting and organising the elements of media arts.