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Early Years Learning and Development Outcomes

Communication

Early Years Learning and Development Outcome 5: Children are effective communicators

EARLY YEARS LEARNING FRAMEWORK: BIRTH TO 5 YEARS	VELS LEVEL 1: PREP	VELS LEVEL 2: GRADE 1 AND 2
Children interact verbally and non-verbally with others for a range of purposes
This is evident, for example, when children: engage in enjoyable reciprocal interactions using verbal and non-verbal language respond verbally and non-verbally to what they see, hear, touch, feel and taste use language and representations from play, music and art to share and project meaning contribute their ideas and experiences in play and small and large group discussion attend and give cultural cues that they are listening to and understanding what is said to them are independent communicators who initiate Standard Australian English and home language conversations, and demonstrate the ability to meet the listener’s needs interact with others to explore ideas and concepts, clarify and challenge thinking, negotiate and share new understandings convey and construct messages with purpose and confidence, building on literacies of home and/or family and the broader community exchange ideas, feelings and understandings using language and representations in play demonstrate an increasing understanding of measurement and number using vocabulary to describe size, length, volume, capacity and names of numbers express ideas and feelings and understand and respect the perspectives of others use language to communicate thinking about quantities to describe attributes of objects and collections, and to explain mathematical ideas show increasing knowledge, understanding and skill in conveying meaning.	This develops, for example, when students in Standard Australian English and, where applicable Languages Other Than English (LOTE): express ideas through mime and movement Approaches to the Arts sing songs, chants and rhymes, listen to songs and explore rhymes and word structures Approaches to the Arts create two- and three-dimensional visual artworks based on imagination and fantasy and in response to everyday occurrences Approaches to the Arts communicate feelings through facial expression, gesture and non-vocal language Approaches to the Arts listen to and produce brief spoken texts English Standards - Speaking and Listening sequence main ideas coherently in speech English Standards - Speaking and Listening speak at an appropriate volume and pace for listeners’ needs English Standards - Speaking and Listening self-correct by rephrasing a statement or question when meaning is not clear English Standards - Speaking and Listening ask and answer simple questions English Standards - Speaking and Listening follow simple instructions. English Standards - Speaking and Listening This develops, for example, when students using AUSLAN: demonstrate simple signed sequences produce simple manual signs and non – manual signs to participate in games and activities. Languages Other Than English - Pathway 1 - Progression measures Part B Mathematics Standards - Number, Space English Learning Focus English Standards - Speaking and listening	This develops, for example, when students in Standard Australian English and, where applicable LOTE: use echo songs and rounds Approaches to the Arts explore sound and movement patterns Approaches to the Arts listen to others and respond appropriately to what has been said English Standards - Speaking and listening contribute to group activities by making relevant comments and asking clarifying questions English Standards - Speaking and listening listen to and produce spoken texts that deal with familiar ideas and information English Standards - Speaking and listening listen to short live or recorded presentations, then recall some of the main ideas and information presented English Standards - Speaking and listening organise spoken texts using simple features to signal beginning and endings, using basic vocabulary, and varying volume and intonation patterns to add emphasis. English Standards - Speaking and listening This develops, for example, when students using AUSLAN: participate in real or simulated conversation and everyday transactions by imitating and adapting models. Languages Other Than English - Pathway 1 - Progression measures Part B Mathematics Standards - Number, Space English Learning Focus English Standards - Speaking and listening
Children engage with a range of texts and get meaning from these texts
This is evident, for example, when children: listen and respond to sounds and patterns in speech, stories and rhymes in context view and listen to printed, visual and multimedia texts and respond with relevant gestures, actions, comments and/or questions sing chant rhymes, jingles and songs take on roles of literacy and numeracy users in their play begin to understand key literacy and numeracy concepts and processes, such as the sounds of language, letter–sound relationships, concepts of print and the ways that texts are structured explore texts from a range of different perspectives and begin to analyse the meanings actively use, engage with and share the enjoyment of language and texts in a range of ways recognise and engage with written and oral culturally constructed texts.	This develops, for example, when students in learning Standard Australian English: recognise how sounds are represented alphabetically and identify some sound–letter relationships, match print and spoken text English Standards - Reading use context and information about words, letters, combinations of letters and the sounds associated with them to make meaning, and use illustrations to extend meaning English Standards - Reading read printed texts from left to right with return sweep, and from top to bottom. English Standards - Reading This develops, for example, when students learning LOTEs: recognise how sounds are represented by letters/characters/symbols. Languages Other Than English - Pathway 1 - Progression measures Part A This develops, for example, when students learning AUSLAN: recognise simple sign sequences. Languages Other Than English - Pathway 1 - Progression measures Part B	This develops, for example, when students in learning Standard Australian English: read independently and respond to short imaginative and informative texts with familiar ideas and information, predictable structures, and a small amount of unfamiliar vocabulary English Standards - Reading predict plausible endings for stories and infer characters’ feelings English Standards - Reading self-correct when reading aloud and describe strategies used to gain meaning English Standards - Reading distinguish between texts that represent real and imaginary experience English Standards - Reading order money amounts in dollars and cents and carry out simple money calculations. Mathematics Standards - Number This develops, for example, when students learning LOTEs: read aloud and for meaning with words/character symbols. Languages Other Than English - Pathway 1 - Progression measures Part B This develops, for example, when students learning AUSLAN: obtain meaning from non-verbal communication to follow instructions or to use the information for a purpose. Languages Other Than English - Pathway 1 - Progression measures Part B
Children express ideas and make meaning using a range of media
This is evident, for example, when children: use language and engage in symbolic play to imagine and create roles, scripts and ideas share the stories and symbols of their own cultures and re-enact well-known stories use the creative arts, such as drawing, painting, sculpture, drama, dance, movement, music and story-telling, to express ideas and make meaning experiment with ways of expressing ideas and meaning using a range of media begin to use images and approximations of letters and words to convey meaning	This develops, for example, when students in Learning Standard Australian English: write using conventional letters, groups of letters, and simple punctuation, such as full stops and capital letters English Standards - Writing write simple texts about familiar topics to convey ideas, messages, feelings and information English Standards - Writing make performing and visual arts works that express and communicate experiences, observations, ideas and feelings, for example create and explore imaginary worlds through dramatic play The Arts Learning Focus improvise dance in free and structured contexts. Approaches to the Arts This develops, for example, when students learning LOTEs: write simple texts using letters/symbol/characters. Languages Other Than English - Pathway 1 - Progression measures Part A This develops, for example, when students learning AUSLAN: demonstrate simple signed sequence. Languages Other Than English - Pathway 1 - Progression measures Part A	This develops, for example, when students in Learning Standard Australian English: accurately spell frequently used words and make use of known spelling patterns to make plausible attempts at spelling unfamiliar words English Standards - Writing use capital letters, full stops and question marks correctly English Standards - Writing select content, form and vocabulary depending on the purpose for writing English Standards - Writing link ideas in a variety of ways, using pronouns, conjunctions and adverbial phrases indicating time and place English Standards - Writing write short, sequenced texts that include some related ideas about familiar topics and convey ideas and information to known audiences English Standards - Writing create and present performing and visual art works The Arts Standards - Creating and making plan art works that communicate ideas, concepts, observations and feelings and/or experiences The Arts Standards - Creating and making make choices about expressive ways of using arts elements and/or conventions. The Arts Standards - Creating and making This develops, for example, when students learning LOTEs: independently produce words/characters/symbols in writing and produce original variations on modelled written sentences. Languages Other Than English - Pathway 1 - Progression measures Part B
Children begin to understand how symbols and pattern systems work
This is evident, for example, when children: use symbols in play to represent and make meaning begin to make connections between, and see patterns in, their feelings, ideas, words and actions, and those of others notice and predict the patterns of regular routines and the passing of time develop an understanding that symbols are a powerful means of communication and that ideas, thoughts and concepts can be represented through them begin to be aware of the relationships between oral, written and visual representations begin to recognise patterns and relationships and the connections between them begin to sort, categorise, order and compare collections and events and attributes of objects and materials in their social and natural worlds listen and respond to sounds and patterns in speech, stories and rhyme draw on memory of a sequence to complete a task draw on their experiences in constructing meaning using symbols.	This develops, for example, when students: recognise how sounds are represented alphabetically and identify some sound–letter/ symbols/characters/signs relationships English Standards - Reading sort objects according to basic criteria, such as size, shape, colour and weight, and identify and describe the similarities and differences between them Mathematics Standards - Space group objects into sets (collections) and form simple correspondence (relations) between two sets, for example sharing pencils among students Mathematics Learning Focus recognise the continuity of time and the natural cycles such as day–night and the seasons Mathematics Standards - Measurement, chance and data sequence days of the week Mathematics Standards - Measurement, chance and data begin to recognise the unpredictability and uncertainty of events such as the roll of a die Mathematics Standards - Measurement, chance and data draw simple pictorial maps from their developing mental maps of familiar environments The Humanities Learning Focus recognise the function and value of visual elements and use them in artworks to symbolise meaning, for example use colour in painting to express emotions Approaches to the Arts develop and select visual art works for community exhibitions Approaches to the Arts recognise and maintain a steady beat in simple metre. Approaches to the Arts	This develops, for example, when students: recognise how sounds are represented alphabetically and identify some sound–letter relationships/symbols/characters/signs English Standards - Reading use a variety of thinking tools to assist with recognising patterns in surrounding events and objects Thinking Processes Learning Focus recognise the key elements of the calendar and place in sequence days, weeks and months Mathematics Standards - Measurement, chance and data predict the outcome of chance events, such as the rolling of a die, using qualitative terms such as ‘certain’, ‘likely’, ‘unlikely’ and ‘impossible’ Mathematics Standards - Measurement, chance and data recognise and describe symmetry, asymmetry, and congruence Mathematics Standards - Space understand and employ colour groupings and relationships of colours, including, primary, secondary, warm and cool colours, and their symbolism related to emotions and cultural symbolism Approaches to the Arts interpret conventional and graphic music notations Approaches to the Arts use a combination of everyday language and mathematical statements and symbols to describe manipulation and play with sets of numbers, shapes, objects and patterns. Mathematics Learning Focus
Children use information and communication technologies to access information, investigate ideas and represent their thinking
This is evident, for example, when children: identify the uses of technologies in everyday life and use real or imaginary technologies as props in their play use information and communication technologies to access images and information, explore diverse perspectives and make sense of their world use information and communications technologies as tools for designing, drawing, editing, reflecting and composing engage with technology for fun and to make meaning.	This develops, for example, when students:: use a mouse to control the point on the screen Information and Communications Technology Learning Focus use different types of data, such as text, images and numbers, to create simple information products Information and Communications Technology Learning Focus apply navigation skills when responding to stimulus in multimedia resources such as CD-ROMs, DVDs and approved websites Information and Communications Technology Learning Focus safely use ICT tools, including leaving electrical connections alone, sitting upright in front of a computer, and carefully handling storage devices such as disks and memory sticks. Information and Communications Technology Learning Focus	This develops, for example, when students: access a website to participate in a game Information and Communications Technology Learning Focus cut and paste, drop and drag drop and colour-code in order to group similar items, sequence events and identify examples that illustrate key ideas Information and Communications Technology Learning Focus create and display their own information products in a way that suits different audiences Information and Communications Technology Learning Focus compose and send electronic messages such as emails Information and Communications Technology Learning Focus use drawing applications for a range of purposes, for example, graphic music score. Approaches to the Arts

Last Update: January 12, 2012