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Victorian Curriculum: Foundation - 10
Curriculum Level
Level A (Towards Foundation)
Level Description
In Level A, students begin to engage, participate and receive communication with known adults, teachers and peers. Opportunities are provided for students to explore English knowledge, understanding, skills and processes through everyday experiences, personal interests and significant events. Students are exposed to various alternative and augmentative communication systems because adults model and reinforce communication. Picture symbols are utilised for making choices and to represent real objects and activities. Students become aware of their physical state and are moving from reflex responses to intentional responses. Students are initially encouraged to develop control over their actions and mannerisms and to communicate within the social environment by reacting and responding to their immediate environment with as much independence as possible.
In Level A, students begin to show interest in the world around them, awareness of others and of social interactions. Students' actions and mannerisms are treated as communication and 'interpreted' and reacted to by adults. Students are provided with experiences that engage, support and extend their learning, including the use of verbal and non-verbal communication and making choices.
Students experience a variety of texts for enjoyment and to extend their experiences of the world around them. They listen to, experience and view spoken, written, visual and multimodal texts, with the primary purpose of engaging, entertaining and informing. These texts include traditional oral texts, picture books, various types of stories, rhyming verse, poetry, non-fiction, film, multimodal texts and dramatic performances. They experience shared reading, viewing and storytelling using a range of literary texts, and respond to the entertaining nature of literature.
Literary texts that support and enable Level A students to become readers include predictable texts, stories, visual displays and information, social interactions and experiences. These texts involve straightforward sequences of events and everyday happenings with recognisable, realistic or imaginary characters. Informative texts present a small amount of new content about familiar topics of interest.
Students create a range of texts coactively. They begin to develop their functional motors required for written communication. Students develop their core strength and shoulder stability. They coactively use different materials for drawing and develop their gripping skills.
Content Descriptions
Reading and Viewing
Language
Text structure and organisation
VCELA001Encounter various forms of texts and respond to sounds, text, symbols, images or objects in their environment
VCELA002Encounter books, print and digital texts and respond to images in the text
Expressing and developing ideas
VCELA003Experience sentences being used to express ideas and information and responds to different words, sounds and noise
VCELA004Respond to words and groups of words and objects in texts and in the environment
VCELA005Respond to images and words in texts
Phonics and word knowledge
VCELA006Encounter words and writing within the environment and respond to spoken words in familiar environments
VCELA007React to preferred sounds
Literature
Literature and context
VCELT008React to texts, related to personal experience and familiar events
Examining literature
VCELT009Experience and respond to different types of literary texts in various modes
VCELT010Experience texts with different features, events and characters and respond to different literary texts
Literacy
Texts in context
VCELY011Respond to texts within the everyday environment
Interpreting, analysing, evaluating
VCELY012React to a range of texts including visual, audio and print text
VCELY013Experience and respond to different forms of communication and texts being read or viewed
VCELY014React to a variety of imaginative and informative texts
Writing
Language
Text structure and organisation
VCELA015Respond to images, objects and the spoken word
VCELA016React to different sounds, and words, and respond to visual text
Phonics and word knowledge
VCELA017Experience people writing, speaking and communicating using various modes
VCELA018React to familiar voices and preferred sounds
Literature
Creating literature
VCELT019Encounter literature being created for various reasons and purposes and react to the retelling of a literary text
Literacy
Creating texts
VCELY020React to the construction of text that reflects everyday events and activities
VCELY021Respond to group text and personalised text being edited
VCELY022Encounter a variety of objects and textures and hold objects for a short period of time
VCELY023React to software being used to construct texts that reflect everyday events and activities
Speaking and Listening
Language
Language variation and change
VCELA024Use sounds and facial expressions to affect familiar others
Language for interaction
VCELA025Respond to a familiar person and engage with them
VCELA026Explore how sound, facial expression and actions can cause a change
Expressing and developing ideas
VCELA027Respond to vocabulary used in everyday experiences
Phonics and word knowledge
VCELA028Respond to different sounds and words used in everyday experiences
VCELA029Encounter words being isolated into onset and rime
Literature
Responding to literature
VCELT030Respond to images, sounds or actions within a multimodal text
VCELT031Respond to texts listened to, viewed or read
Examining literature
VCELT032Respond to the use of rhythms and sound patterns in stories, rhymes, songs and poems from a range of cultures
Creating literature
VCELT033React to texts and familiar parts of a preferred text
Literacy
Interacting with others
VCELY034Respond to various types of communication
VCELY035React to others sharing and delivering a presentation on a personally or culturally relevant event
Achievement Standard
Reading and Viewing
By the end of Level A, students react to a range of spoken, written and multimodal texts from familiar contexts. They respond to images of familiar people, objects or events. They fleetingly maintain eye contact with a person or object. They enjoy reading material as it is being read/experienced, shown or told. They can track objects, people or images for a short period of time.
Writing
When experiencing coactive writing activities, students make choices between objects and images and accept and reject objects and activities. Students develop their fine motor skills and hand-eye coordination and they move their hands in response to tactile stimuli. Students can demonstrate their grasp and can hold an object briefly when it is placed in their hand.
Speaking and Listening
Students listen to and react to some familiar objects, people, words and sounds within the environment by turning head, looking, reaching out and/or vocalising. They respond to their name and to familiar items when named. Students show an interest in others and an awareness of everyday social interactions such as greetings by using gesture or vocalisation. They recognise that their reaction can change others' behaviour. They can choose between objects, images and activities and accept or reject an object or activity. They withdraw attention if no longer interested in a topic of communication. Students attempt to imitate sounds. They have some consistent vocalisation and gestures in response to different people, activities and environments.