The following maps Paying It Forward, Foundation to Year 2, Topic 3: A world with or without sharing to the Victorian syllabuses.
Mapping for topic 3 Foundation level
English
Reading and viewing
- Recognise that sentences are key units for expressing ideas (VCELA143) – activities 2, 3, 6
- Recognise that texts are made up of words and groups of words that make meaning (VCELA144– activities 2, 3, 6
- Use comprehension strategies to understand and discuss texts listened to, viewed or read independently (VCELY153) – activities 2, 3, 6
Writing
- Understand that punctuation is a feature of written text different from letters and recognise how capital letters are used for names, and that capital letters and full stops signal the beginning and end of sentences (VCELA156) – activities 5, 8
- Understand that spoken sounds and words can be written and know how to write some high-frequency words and other familiar words including their name (VCELA157) – activities 5, 8
- Retell familiar literary texts through performance, use of illustrations and images (VCELT159) – activities 4, 5
- Create short texts to explore, record and report ideas and events using familiar words and beginning writing knowledge (VCELY160) – activities 5, 8
- Understand that sounds in English are represented by upper- and lower-case letters that can be written using learned letter formation patterns for each case (VCELY162) – activities 5, 8
Speaking and listening
- Understand that language can be used to explore ways of expressing needs, likes and dislikes (VCELA166) – activities 2, 4, 7
- Understand the use of vocabulary in familiar contexts related to everyday experiences, personal interests and topics taught at school (VCEA167) – activities 2, 4, 7
- Listen to and respond orally to texts and to the communication of others in informal and structured classroom situations using interaction skills, including listening, while others speak (VCELY174) – activities 1, 2, 3, 4, 6 ,7
Health and Physical Education
- Practise personal and social skills to interact with others (VCHPEP060) – activities 1, 4
- Identify and describe emotional responses people may experience in different situations (VCHPEP061) – activities 1, 2, 5
- Identify actions that promote health, safety and wellbeing (VCHPEP062) – activities 1, 4, 5, 7, 8
Move on this page to:
Mapping for topic 3 Level 1
English
Reading and viewing
- Identify the parts of a simple sentence that represent ‘What’s happening?’, ‘Who or what is involved?’ and the surrounding circumstances (VCELA178) – activities 2, 3, 6
- 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) (VCELA179) – activities 2, 3, 6
- 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 (VCELY186) – activities 2, 3, 6
Writing
- 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 (VCELA190) – activities 5, 8
- Understand how to use visual memory to write high-frequency words, and that some high-frequency words have regular and irregular spelling components (VCELA184) – activities 5, 8
- Recreate texts imaginatively using drawing, writing, performance and digital forms of communication (VCELT192) – activities 4, 5
- Build on familiar texts by using similar characters, repetitive patterns or vocabulary (VCELT193) – activities 4, 5
- 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 (VCELY194) – activities 5, 8
- Understand how to use learned formation patterns to represent sounds and write words using combinations of unjoined upper- and lower-case letters (VCELY196) 5, 8
Speaking and listening
- 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 (VCELA202) – activities 2, 3, 4, 7
- Engage in conversations and discussions, using active listening, showing interest, and contributing ideas, information and questions, taking turns and recognising the contributions of others (VCELY210) – activities 1, 2, 3, 4, 6, 7
Move on this page to:
Mapping for topic 3 Level 2
English
Reading and viewing
- Understand that simple connections can be made between ideas by using a compound sentence with two or more clauses usually linked by a coordinating conjunction (VCELA214) – activities 2, 3, 6
- Understand that nouns represent people, places, things and ideas and include common, proper, concrete or abstract, and that noun groups/phrases can be expanded using articles and adjectives(VCELA216) – activities 2, 3, 6
- Use comprehension strategies to build literal and inferred meaning and begin to analyse texts by drawing on growing knowledge of context, language and visual features and print and multimodal text structures (VCELY222) – activities 2, 3, 6
Writing
- Recognise that capital letters signal proper nouns and commas are used to separate items in lists (VCELA225) – activities 5, 8
- Understand how to use digraphs, long vowels, blends, silent letters and syllabification to spell simple words including compound words (VCELA226) – activities 5, 8
- Use visual memory to write high-frequency words and words where spelling is not predictable from the sounds (VCELA227) – activities 5, 8
- Create short imaginative, informative and persuasive texts using growing knowledge of text structures and language features for familiar and some less familiar audiences, selecting print and multimodal elements appropriate to the audience and purpose (VCELY230) – activities 5, 8
- Write words and sentences legibly using upper- and lower-case letters that are applied with growing fluency using an appropriate pen/pencil grip and body position (VCELY232) – activities 5, 8
Speaking and listening
- Identify language that can be used for appreciating texts and the qualities of people and things (VCELA236) – activities 2, 4, 7
- Understand the use of vocabulary about familiar and new topics and experiment with and begin to make conscious choices of vocabulary to suit audience and purpose (VCELA237) – activities 2, 3, 4, 7
- Listen for specific purposes and information, including instructions, and extend students’ own and others' ideas in discussions through initiating topics, making positive statements, and voicing disagreement in an appropriate manner (VCELY244) – activities 1, 2, 3, 4, 6, 7
Move on this page to:
Mapping for topic 3 Levels 1 and 2
Health and Physical Education
- Describe ways to include others to make them feel that they belong (VCHPEP075) – activities 1, 4
- Identify and practise emotional responses that account for own and others’ feelings (VCHPEP076) – activities 1, 2, 5
- Explore actions that help make the classroom a healthy, safe and active place (VCHPEP078) – activities 1, 4, 5, 7, 8
- Use strategies to work in group situations (VCHPEM085) – activities 1, 4
Move on this page to:
Mapping for topic 3 general capabilities
Foundation level
Personal social capability
Self-awareness and management
Recognition and expression of emotions
- Develop a vocabulary and practise the expression of emotions to describe how they feel in different familiar situations (VCPSCSE001) – activities 1, 2, 5, 7
Development of resilience
- Recognise that problems or challenges are a normal part of life and that there are actions that can be undertaken to manage problems (VCPSCSE003) – activity 1
Social awareness and management
Collaboration
- Name and practise basic skills required to work collaboratively with peers (VCPSCSE006) – activities 1, 4, 7
- Use appropriate language to describe what happens and how they feel when experiencing positive interactions or conflict (VCPSCSE007) – activity 1
Levels 1 and 2
Personal social capability
Social awareness and management
Relationships and diversity
- Listen to others’ ideas, and recognise that others may see things differently (VCPSCSE012) – activities 1, 7
Collaboration
- Use basic skills required for participation in group tasks and respond to simple questions about their contribution to group tasks (VCPSCSE0148) – activities 1, 4, 7
Foundation to Level 2
Critical creative thinking
Meta-Cognition
- Investigate ways to problem-solve, using egocentric and experiential language (VCCCTQ009) – activities 1, 4
Ethical understanding
Understanding Concepts
- Explore the meaning of right and wrong, good and bad, as concepts concerned with the outcomes of acts (VCECU001) – activities 6, 7
Decision Making and Actions
- Explore the type of acts often considered right and those often considered wrong and the reasons why they are considered so (VCECU002) – activities 6, 7
- Explore the effects that personal feelings can have on how people behave in situations where ethical issues are involved (VCECU003) – activities 5, 7
Move on this page to:
Return to:
See also: