representation of their draws about themselves influence their personal a or lives and can demonstrate Students observe and they’re still family.” family and points out as a member of a family identity and expresses up lights for the behaviours appropriate record examples of gender ”We put themselves. engaged in different some ideas about their Christmas but our friends for these. roles in various settings. activities. identity in relation to their put up lights for a special community or country, 1.4 Students demonstrate CI 1.3 Indian celebration.” e.g. grandad was in basic speaking, listening, Students share an “My Discusses the things that the march on ANZAC sharing and cooperation understanding of how happen in their skills to interact effectively diverse families meet day”. community that make with others. human needs of food, them feel part of it, e.g. clothing, shelter and love. to the Easter “I’m going fete. You get fairy floss and rides there.” SOSE: Time, continuity & change TCC 1.2 Students sequence evidence representing changes and continuities in their lives. TCC 1.3 Students share points of view about their own and stories. others’ Exploring diverse views (including fairness, bias and stereotyping) HPE: EPD SOSE: Culture & identity With explicit support, With support, participates Participates in Identifies some ideas D 1.5 Students discuss CI D1.7 shows interest in in discussions about discussions about ideas and practices that may ideas and feelings about exploring what is fair/ unfair, stereotypical or and practices that may be unfair, stereotypical or Students relate general actions and behaviours they unfair, within their biased ideas or practices be unfair, stereotypical or biased and suggests principles of how to live or others regard as right or personal interactions. within the context of biased, e.g. all some new possibilities, “Not peacefully and productively wrong. personal experiences, Chinese children have e.g. should have “They from messages within e.g. not fair if the rice for lunch, they have ramps up to the Year 1 traditional stories. “It’s the girls on classrooms for boys won’t let sandwiches sometimes” Jack’s the or be fort.” “Boys should wheelchair.” allowed to play the skipping game because skipping just for isn’t girls.”
representation of their family and points out themselves. draws about themselves as a member of a family engaged in different activities. influence their personal identity and expresses some ideas about their identity in relation to their community or country, e.g. “My grandad was in the march on ANZAC day”. they’re still a family.” or ”We put up lights for Christmas but our friends put up lights for a special Indian celebration.” Discusses the things that happen in their community that make them feel part of it, e.g. “I’m going to the Easter fete. You get fairy floss and rides there.” lives and can demonstrate the behaviours appropriate for these. 1.4 Students demonstrate basic speaking, listening, sharing and cooperation skills to interact effectively with others. Students observe and record examples of gender roles in various settings. CI 1.3 Students share an understanding of how diverse families meet human needs of food, clothing, shelter and love. SOSE: Time, continuity & change TCC 1.2 Students sequence evidence representing changes and continuities in their lives. TCC 1.3 Students share points of view about their own and others’ stories. Exploring diverse views (including fairness, bias and stereotyping) With explicit support, shows interest in exploring what is fair/ unfair, within their personal interactions. With support, participates in discussions about unfair, stereotypical or biased ideas or practices within the context of personal experiences, e.g. “It’s not fair if the boys won’t let the girls on the fort.” Participates in discussions about ideas and practices that may be unfair, stereotypical or biased, e.g. “Not all Chinese children have rice for lunch, they have sandwiches sometimes” or “Boys should be allowed to play the skipping game because skipping isn’t just for girls.” Identifies some ideas and practices that may be unfair, stereotypical or biased and suggests some new possibilities, e.g. “They should have ramps up to the Year 1 classrooms for Jack’s wheelchair.” HPE: EPD D 1.5 Students discuss ideas and feelings about actions and behaviours they or others regard as right or wrong. SOSE: Culture & identity CI D1.7 Students relate general principles of how to live peacefully and productively from messages within traditional stories.
ey_phase_descriptors_06.docx