Becoming aware Exploring Making connections Applying Links to Level 1 With explicit support, the With support, the child uses a With prompts, the child draws The child uses and discusses Thinking is developed child identifies problems and small range of thinking on their own experiences to a small range of thinking through all of the key learning randomly experiments with strategies and experiments identify relevant thinking strategies and solves area syllabuses. ways to find personal with ways to solve problems strategies and plans ways to problems individually or solutions to problems. in familiar situations. solve problems in familiar collectively in a range of situations. familiar situations. Using thinking processes With explicit support, shows With support, observes and With prompts, asks questions Explores alternative interest in discussions about discusses obvious about and explores possible explanations for relationships situations, actions and relationships by: explanations for relationships by: relationships of personal by: comparing, e.g. comparing and “My interest, e.g. kicked the ball “I shirt is the same colour comparing and contrasting, e.g. “Your and it or discusses went high” as contrasting, e.g. the ramp is the same as my yours”. why another child cried when weight or speed of bridge, but my ramp exploring cause and hosed or why their bag won’t objects. slopes down still — it’ll` effect relationships, e.g. close. help the trucks get pours water on a wilting inferring relationships across the river”. plant and observes e.g. sweating “I’m change. because making inferences, e.g. I’m hot”. asks whether it rained exploring part-whole observing/predicting or whether the sprinkler relationships, e.g. cause and effect has been on because explores how to put relationships e.g. “The the grass is wet. pieces together in a blocks were crooked, so puzzle or combine the building predicting and fell down”. materials in a collage. considering cause and observing part-whole effect relationships, e.g. relationships, e.g. did the heavy ball “Why combines shapes leave a deeper hole pieces to make a than the tennis ball picture or labels objects when we dropped it in used in a box the construction. sand?” considering part-whole relationships, e.g. combines the same pieces of a construction set to create two different machines or identifies that two different patterns use the same objects in different sequences.
Becoming aware Exploring Making connections Applying Links to Level 1 With explicit support, the child identifies problems and randomly experiments with ways to find personal solutions to problems. With support, the child uses a small range of thinking strategies and experiments with ways to solve problems in familiar situations. With prompts, the child draws on their own experiences to identify relevant thinking strategies and plans ways to solve problems in familiar situations. The child uses and discusses a small range of thinking strategies and solves problems individually or collectively in a range of familiar situations. Thinking is developed through all of the key learning area syllabuses. Using thinking processes With explicit support, shows interest in discussions about situations, actions and relationships of personal interest, e.g. “I kicked the ball and it went high” or discusses why another child cried when hosed or why their bag won’t close. With support, observes and discusses obvious relationships by: comparing, e.g. “My shirt is the same colour as yours”. exploring cause and effect relationships, e.g. pours water on a wilting plant and observes change. exploring part-whole relationships, e.g. explores how to put pieces together in a puzzle or combine materials in a collage. With prompts, asks questions about and explores possible explanations for relationships by: comparing and contrasting, e.g. the weight or speed of objects. inferring relationships e.g. “I’m sweating because I’m hot”. observing/predicting cause and effect relationships e.g. “The blocks were crooked, so the building fell down”. observing part-whole relationships, e.g. combines shapes pieces to make a picture or labels objects used in a box construction. Explores alternative explanations for relationships by: comparing and contrasting, e.g. “Your ramp is the same as my bridge, but my ramp slopes down — it’ll` still help the trucks get across the river”. making inferences, e.g. asks whether it rained or whether the sprinkler has been on because the grass is wet. predicting and considering cause and effect relationships, e.g. “Why did the heavy ball leave a deeper hole than the tennis ball when we dropped it in the sand?” considering part-whole relationships, e.g. combines the same pieces of a construction set to create two different machines or identifies that two different patterns use the same objects in different sequences.
ey_phase_descriptors_06.docx