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Victorian Curriculum
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Health and physical educationLevels A, B, C & D (towards foundation)Level Foundation1-23-45-6
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LinkLEVEL A: React as body parts are moved and named (VCHPEP002)

LEVEL B: Identify some major body parts (VCHPEP016)

LEVEL C: Identify major body parts and stages of life (VCHPEP030)

LEVEL D: Identify what they can do (VCHPEP043)		Practise fundamental movement skills and movement sequences using different body parts and in response to stimuli in indoor, outdoor and aquatic settings (VCHPEM064)Perform fundamental movement skills in different movement situations in indoor, outdoor and aquatic settings (VCHPEM080)Practise and refine fundamental movement skills in different movement situations in indoor, outdoor and aquatic settings (VCHPEM097)Practise specialised movement skills and apply them in different movement situations in indoor, outdoor and aquatic settings (VCHPEM115)
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NL interpretationWith support students respond to the movement instructions, identify body parts being used and participate in the movement sequence as much as they are ableStudents follow instructions and perform a sequence of movements
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LinkLEVEL A: Experience health and safety actions (VCHPEP006)

LEVEL B: Participate in a variety of health, safety and wellbeing actions (VCHPEP020)

LEVEL C: Practise a variety of health, safety and wellbeing actions (VCHPEP034)

LEVEL D: Explore what actions promote health, safety and wellbeing (VCHPEP048)		Identify actions that promote health, safety and wellbeing (VCHPEP062)Recognise situations and opportunities to promote their own health, safety and wellbeing (VCHPEP074)Identify and practise strategies to promote health, safety and wellbeing (VCHPEP091)Plan and practise strategies to promote health, safety and wellbeing (VCHPEP108)
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NL interpretationWith support students explore and learn about healthy eating by gaining an understanding of the sensory impact of a variety of foodsStudents identify a variety of healthy foods and discuss their capacity to make 'wise' decisions when choosing the food they eat
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DramaLevels A, B, C & D (towards foundation)Level Foundation1-23-45-6
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LinkLEVEL A: Experience elements of dramatic play with support (VCADRE001)

LEVEL B: Use structured dramatic play to explore ideas (VCADRE005)

LEVEL C: Explore ideas for characters in dramatic play (VCADRE009)

LEVEL D: Explore how characters express ideas in dramatic play (VCADRE013)		Explore ideas for characters and situations through dramatic play (VCADRE017)Explore roles, characters and dramatic action in dramatic play, improvisation and process drama (VCADRE021)Explore ideas and narrative structures through roles and situations and use empathy in their own improvisations and devised drama (VCADRE025)Explore dramatic action, empathy and space in improvisations, play-building and scripted drama, to develop characters and situations (VCADRE029)
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NL interpretationWtih support students partake in purposeful dramatic play around themes of healthy eating and good decision makingStudents brainstorm their own WoW (whirl of wisdom) - a message about wisdom and healthy eating. They then imagine and explore how they will perform their idea to the class
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LinkLEVEL A: Be involved in sharing ideas through drama (VCADRP003)

LEVEL B: Participate in drama performances to communicate a feeling and/or events (VCADRP007)

LEVEL C: Present drama that communicates ideas, feelings and/or experiences (VCADRP011)

LEVEL D: Present drama that communicates major elements of stories and/or experiences (VCADRP015)		Present drama that communicates ideas and stories (VCADRP019)Present drama that communicates ideas, including stories from their community, to an audience (VCADRP023)Shape and perform dramatic action using narrative structures and tension in devised and scripted drama (VCADRP027)Perform devised and scripted drama that develops narrative and uses performance styles and design elements to engage an audience (VCADRP031)
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NL interpretationWith support students are exposed to and partake in rehearsing and performing drama around themes of healthy eating and good decision makingStudents reherse and present small group performances to the class. Each performance aims to communicate a student developed WoW message
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EnglishLevels A, B, C & D (towards foundation)Level Foundation1-23-45-6
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LinkLEVEL A: Experience and respond to different types of literary texts in various modes (VCELT009)

LEVEL B: Attend to features of literary texts such as images, rhyme and refrains (VCELT044)

LEVEL C: Recognise that images, words and symbols convey meaning (VCELY082)

LEVEL D: Use images to retell or comment on a familiar text listened to and viewed (VCELY118)

Use comprehension strategies to understand and discuss texts listened to, viewed or read independently (VCELY153)LEVEL 1: 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)

LEVEL 2: 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)
LEVEL 3: Use comprehension strategies to build literal and inferred meaning and begin to evaluate texts by drawing on a growing knowledge of context, text structures and language features (VCELY257)

LEVEL 4: Use comprehension strategies to build literal and inferred meaning to expand content knowledge, integrating and linking ideas and analysing and evaluating texts (VCELY288)		LEVEL 5: Use comprehension strategies to analyse information, integrating and linking ideas from a variety of print and digital sources (VCELY319)

LEVEL 6: Use comprehension strategies to interpret and analyse information and ideas, comparing content from a variety of textual sources including media and digital texts (VCELY347)
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NL interpretationWith support students make connections to the short film and begin to identify key concepts of wisdom and healthy eatingStudents watch a short film then make connections, interpret and discuss wisdom and how it relates to healthy eating
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LinkLEVEL A: React to texts and familiar parts of a preferred text (VCELT033)

LEVEL B: Assist to modify a text by producing a sound, noise or using an object (VCELT068)

LEVEL C: Create simple texts by labelling images from an event with own ‘writing’ (VCELY090)

LEVEL D: Use symbols, letters and words to create a simple statement about an idea or event (VCELY125)

Create short texts to explore, record and report ideas and events using familiar words and beginning writing knowledge (VCELY160)LEVEL 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 (VCELY194)

LEVEL 2: 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)		LEVEL 3: Plan, draft and publish imaginative, informative and persuasive texts demonstrating increasing control over text structures and language features and selecting print and multimodal elements appropriate to the audience and purpose (VCELY266)

LEVEL 4: Plan, draft and publish imaginative, informative and persuasive texts containing key information and supporting details for a widening range of audiences, demonstrating increasing control over text structures and language features (VCELY299)		LEVEL 5: Plan, draft and publish imaginative, informative and persuasive print and multimodal texts, choosing text structures, language features, images and sound appropriate to purpose and audience (VCELY329)

LEVEL 6: Plan, draft and publish imaginative, informative and persuasive texts, choosing and experimenting with text structures, language features, images and digital resources appropriate to purpose and audience (VCELY358)
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NL interpretationWith support students create a personal response of their choice to all or part of the self-check worksheetStudents communicate a personal response to the the concepts of wisdom, movement and healthy eating through writing using the self-check worksheet
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