Victorian Curriculum Map: Years 1 & 2

Learning Areas / Health and Physical EducationCommunitySustainabilitySocial JusticeCreativityIdentityChangeDiscoveryConnectionsIntroduction
Personal, Social and Community HealthExplore actions that help make the classroom a healthy, safe and active place
Identify and explore natural and built environments in the local community where physical activity can take place
Examine health messages and how they relate to health decisions and behaviours
Describe ways to include others to make them feel that they belong
Identify and practise emotional responses that account for own and others’ feelings
Recognise situations and opportunities to promote their own health, safety and wellbeing
Practise strategies they can use when they need help with a task, problem or situation at home and/or at school
Describe physical and social changes that occur as children grow older and discuss how family and community acknowledge these
Describe their own strengths and achievements and those of others, and identify how these contribute to personal identities
Identify people and actions that help keep themselves safe and healthy

Learning Areas / The Humanities / GeographyCommunitySustainabilitySocial JusticeCreativityIdentityChangeDiscoveryConnectionsIntroduction
Geographical Concepts and SkillsInterpret data and information to draw conclusions and describe the direction and location of places, using terms such as north, south, opposite, near, far
Collect and record geographical data and information from the field and other sources
Represent data and the location of places and their features by constructing tables, plans and labelled maps
Describe and explain where places and activities are located
Identify how people are connected to different places
Identify and describe the features of places at a local scale and how they change, recognising that people describe the features of places differently
Geographical KnowledgeActivities in the local place and reasons for their location, and the influence of purpose, distance and accessibility on the frequency with which people visit places
Natural, managed and constructed features of places, their location and how they change
Weather and seasons and the ways in which different cultural groups, including Aboriginal and Torres Strait Islander peoples, describe them
Aboriginal and Torres Strait Islander Country/Place on which the school is located and why Country/Place is important to Aboriginal and Torres Strait Islander peoples, and the ways in which they maintain special connections to particular Country/Place
Definition of places as parts of the Earth’s surface that have been given meaning by people, and how places can be defined at a variety of scales
Representation of the location of places and their features on maps and models, including a globe, and the location of the major geographical divisions of the world in relation to Australia

Learning Areas / The Humanities / HistoryCommunitySustainabilitySocial JusticeCreativityIdentityChangeDiscoveryConnectionsIntroduction
Historical Concepts and SkillsIdentify the significance of a person and/or place in the local community
Identify examples of continuity and change in family life and in the local area by comparing past and present
Identify perspectives about changes to daily life from people in the past or present
Identify the content features of primary sources when describing the significance of people, places or events
Sequence significant events about personal and family history to create a chronological narrative
Historical KnowledgeThe effect of changing technology on people’s lives and their perspectives on the significance of that change
The significance today of an historical site of cultural or spiritual importance
How they, their family, friends and communities commemorate past events that are important to them
The history of a significant person, building, site or part of the natural environment in the local community and what it reveals about the past
How the present, past and future are signified by terms indicating and describing time
Differences and similarities between students' daily lives and perspectives of life during their parents’ and grandparents’ childhoods, including family traditions, leisure time and communications
Differences in family structures of families and the role of family groups today, and what they have in common and how these have changed or remained the same over time
Who the people in their family are, describe where they were born and raised and how they are related to each other and how their stories are communicated and shared

Learning Areas / Technologies / Design and TechnologiesCommunitySustainabilitySocial JusticeCreativityIdentityChangeDiscoveryConnectionsIntroduction
Technologies and SocietyIdentify how people create familiar designed solutions and consider sustainability to meet personal and local community needs
Technologies ContextsExplore how plants and animals are grown for food, clothing and shelter
Explore how food is selected and prepared for healthy eating
Explore the characteristics and properties of materials and components that are used to create designed solutions
Explore how technologies use forces to create movement in designed solutions
Creating Designed SolutionsUse personal preferences to evaluate the success of design ideas, processes and solutions including their care for environment
Sequence steps for making designed solutions
Visualise, generate, and communicate design ideas through describing, drawing and modelling
Use materials, components, tools, equipment and techniques to produce designed solutions safely
Explore needs or opportunities for designing, and the technologies needed to realise designed solutions

Capabilities / Critical and Creative ThinkingCommunitySustainabilitySocial JusticeCreativityIdentityChangeDiscoveryConnectionsIntroduction
Questions and PossibilitiesMake simple modifications to known ideas and routine solutions to generate some different ideas and possibilities
Identify, describe and use different kinds of question stems to gather information and ideas
ReasoningExamine words that show reasons and words that show conclusions
Compare and contrast information and ideas in own and others reasoning
Consider how reasons and examples are used to support a point of view and illustrate meaning
Meta-CognitionConsider ways to express and describe thinking activity, including the expression of feelings about learning, both to others and self

Capabilities / Ethical CapabilityCommunitySustainabilitySocial JusticeCreativityIdentityChangeDiscoveryConnectionsIntroduction
Understanding ConceptsExplore the meaning of right and wrong, good and bad, as concepts concerned with the outcomes of acts
Decision Making and ActionsExplore the effects that personal feelings can have on how people behave in situations where ethical issues are involved
Explore the type of acts often considered right and those often considered wrong and the reasons why they are considered so

Capabilities / Intercultural CapabilityCommunitySustainabilitySocial JusticeCreativityIdentityChangeDiscoveryConnectionsIntroduction
Cultural PracticesDescribe their experiences of intercultural encounters in which they have been involved
Identify what is familiar and what is different in the ways culturally diverse individuals and families live
Cultural DiversityIdentify and discuss cultural diversity in the school and/or community
Imagine and explain what their responses might be if they were placed in a different cultural situation or setting

Capabilities / Personal and Social CapabilityCommunitySustainabilitySocial JusticeCreativityIdentityChangeDiscoveryConnectionsIntroduction
Self-Awareness and ManagementExplain how being prepared to try new things can help identify strategies when faced with unfamiliar or challenging situations
Identify personal strengths and describe how these strengths are useful in school or family life
Extend their vocabulary through which to recognise and describe emotions and when, how and with whom it is appropriate to share emotions
Social Awareness and ManagementRecognise that conflict occurs and distinguish between appropriate and inappropriate ways to deal with conflict
Use basic skills required for participation in group tasks and respond to simple questions about their contribution to group tasks
Describe ways of making and keeping friends, including how actions and words can help or hurt others, and the effects of modifying their behaviour
Identify how families can have a range of relationships
Listen to others’ ideas, and recognise that others may see things differently

Learning Areas / Science / Science UnderstandingCommunitySustainabilitySocial JusticeCreativityIdentityChangeDiscoveryConnectionsIntroduction
Science as a human endeavourPeople use science in their daily lives
Biological sciencesLiving things grow, change and have offspring similar to themselves
Living things have a variety of external features and live in different places where their basic needs, including food, water and shelter, are met
Chemical sciencesEveryday materials can be physically changed or combined with other materials in a variety of ways for particular purposes
Objects are made of materials that have observable properties
Earth and space sciencesEarth’s resources are used in a variety of ways
Observable changes occur in the sky and landscape; daily and seasonal changes affect everyday life
Physical sciencesLight and sound are produced by a range of sources and can be sensed
The way objects move depends on a variety of factors including their size and shape: a push or a pull affects how an object moves or changes shape

Learning Areas / Science / Science Inquiry SkillsCommunitySustainabilitySocial JusticeCreativityIdentityChangeDiscoveryConnectionsIntroduction
Questioning and predictingRespond to and pose questions, and make predictions about familiar objects and events
Planning and conductingParticipate in guided investigations, including making observations using the senses, to explore and answer questions
Recording and processingUse informal measurements in the collection and recording of observations
Use a range of methods, including drawings and provided tables, to sort information
Analysing and evaluatingCompare observations and predictions with those of others
CommunicatingRepresent and communicate observations and ideas about changes in objects and events in a variety of ways

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