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Learning Area Overview Related Curriculum Area Learning Outcome Specific

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HASS
Speaking and Listening
Identity
Social_Emotional
Dispositions for Learning
Science
HASS
Connecting and Contributing Speaking and Listening
Social_Emotional
Dispositions for Learning
Gross Motor
HPE
Fine Motor
Wellbeing
Social_Emotional
The Arts
Dispositions for Learning
The Arts
Thinking and Learning - General Speaking and Listening
Design and Technologies
Science
Design and Technologies
Digital Technologies
Communicating - General The Arts
Writing and Creating
Reading and Viewing
1:1 Correspondance
Number Recognition
Number and Algebra
Partitioning
Thinking and Learning - Numeracy Subitising
Positional Language
Measurement and Geometry
Shape Recognition
Statistics and Probability Colour Recognition
Speaking and Listening
Phonological Awareness Phoneme Recognition
Narrative conventions
Communicating - Language and Literacy
Reading and Viewing Concepts of Print
Letter Recognition
Writing and Creating
 Home
Identity
Learning Outcome Focus
Build a sense of stability
and trust
Feel safe, secure,
accepted and supported
Build a sense of
belonging

Show resilience

Act with increasing Make choices and

autonomy, decisions (by themselves
interdependence, and with others)
resilience and sense of
agency
Manage routines,
organise self and
belongings

Show confidence in own

learning and capabilities
Build knowledgeable and
confident self-identities

Display a positive image

of self, their family and
culture

Participate positively as
part of a group
Interact with others with
care, empathy and
respect
Respond to others
appropriately
 Identity
Evidence
Initiate interactions and conversations with peers, teachers and other adults in a range of contexts
Form stable relationships within familiar environments
Initiate and join in play with enjoyment and satisfaction
Describe places they live in and belong to, such as their family, community and kindergarten communit
Join in group activities, such as singing and dancing to songs
Approach new situations with a positive attitude
Persevere with tasks when faced with challenges
Make new discoveries and celebrate their own efforts and achievements and those of others
Demonstrate an increasing capacity for self-regulation
Show initiative by asking questions, negotiating and sharing
Make decisions and choices and describe options
Demonstrate simple goal-setting strategies with adult support
Take increasing responsibility for their own actions and learning
Manage and participate in setting routines and processes
Organise and look after their own belongings
Respond to ideas and suggestions from others
Show increasing confidence in their abilities, achievements, and ideas as learners
Show curiosity, engagement and purpose for learning
Participate in dramatic play, role play and learning experiences that explore aspects of identity and
points of view
Build positive relationships in their peer group and social circles
Celebrate achievement and share contributions with others
Build an understanding that there are other social and cultural heritages different from their own
Use their home language at school
Share aspects of their culture with others where appropriate
Engage with elders and cultural community members to explore their social and cultural heritage
Participate appropriately in a social context
Take turns in small group situations
Empathise with and express concern for others
Cooperate and contribute to play and small group experiences
Listen to others' opinions and points of view
Show respect for others, their views and property
Apply simple strategies for conflict management and resolution with assistance
Reflect on their actions and consider consequences
 Tracker
Speaking and Listening
Social_Emotional
Social_Emotional
HASS
Dispositions for Learning
Dispositions for Learning
Dispositions for Learning
Dispositions for Learning
Social_Emotional
Dispositions for Learning
Dispositions for Learning
Dispositions for Learning
Dispositions for Learning
Dispositions for Learning
Dispositions for Learning
Dispositions for Learning
Dispositions for Learning
Dispositions for Learning

HASS

Social_Emotional
Dispositions for Learning
HASS
Speaking and Listening
HASS
HASS
Social_Emotional
Social_Emotional
Social_Emotional
Social_Emotional
Speaking and Listening
Dispositions for Learning
Social_Emotional
Social_Emotional
 Home
Connecting and Cont
Learning Outcome Focus

Develop skills for working

with others
Work with others to
develop skills for
communication and
inquiry about themselves
and their world
Develop inquiry and
communication skills

Explore the diversity of

culture, heritage,
background and tradition
Explore diversity and
respond with respect

Respond respectfully to
diversity

Explore natural and

constructed environments

Show respect for the Respect, care for and

environment sustain the environment

Investigate the
interactions between the
environment and its
people
 Connecting and Contributing
Evidence
Listen to others and share own ideas
Share observations with others as they explore their immediate world using their five senses 
Participate with others to solve problems 
Cooperate with others and negotiate roles and relationships in play and group experiences
Contribute to fair decision making about matters that affect them
Plan and carry out a few simple sequenced steps when exploring and investigating
Use simple language of measurement to describe, compare, order or sort the observations made whe
exploring 
Describe both verbally and non-verbally what they see, hear, touch, feel and taste
Use ICT with assistance to collect information and communicate it simply
Represent findings and communicate ideas in a variety of way
Build an understanding that people can speak different languages 
Describe own family's commemoration of festivals and past events
Name who is in their family and recognise not all family structures are the same
Identify and compare similarities and differences in their own and others' histories and culture
Sequence familiar events
Build an understanding that stories of the past can be communicated in different ways such as photos
artefacts and oral stories
Explore Aboriginal and Torres Strait Islander Peoples' cultures who have a connection with places and
people, past and present
React in respectful ways to diversity
Investigate Aboriginal and Torres Strait Peoples' artwork and artefacts, past and present
Name simple natural and built elements in their environment
Use simple and safe tools to explore and investigate the environment 
Describe some of the simple aspects of materials and places in their environment
Observe and describe changes in sunlight, temperature, clouds and rain
Contribute their ideas in discussion about experiences in the natural and constructed environment
Use play to investigate, project and explore new ideas
Suggest ways to care for and sustain the environment
Observe, reflect and ask questions about their environment
Describe the basic needs of people, plants and animals, and places where they live
Investigate places where people, plants and animals live
Describe relationships that are living and non-living things
Discuss how not caring for the environment might harm it 
Infer, predict and hypothesise in order to develop an increased understanding of the interdependence
between land, people, plants and animals
 Tracker
Speaking and Listening
Science
Dispositions for Learning
Social_Emotional
Dispositions for Learning
Science

Science

Science
Science
Science
HASS
HASS
HASS
HASS
HASS

HASS

HASS

HASS
HASS
Science
Science
Science
Science
Science
Dispositions for Learning
Science
Science
Science
Science
Science
Science

Science
 Home
Wellbeing
Learning Outcome Focus

Interact positively to form

relationships and
friendships

Become strong in their social

and emotional wellbeing

Recognise simple
emotions and build self-
regulation

Build knowledge, skills

and positive attitudes to
physical movement
Take increasing responsibility
for their own health and
physical wellbeing

Explore ways to promote

own and others health
and safety
 Wellbeing
Evidence
Negotiate friendships and build and maintain respectful, trusting relationships with other children and
teachers
Demonstrate increasing awareness of the needs and rights of others
Describe their contributions to shared projects and experiences
Acknowledge and accept affirmation
Demonstrate an increasing capacity to self-regulate their feelings, emotions and behaviour, appropriat
to the situation
Recognise basic emotions
Show an increasing capacity to act and speak appropriately when resolving conflict
Share humour, happiness and satisfaction
Demonstrate moments of solitude and reflection
Make choices, accept challenges and take considered risk
Move to tempo of music and develop motor movements to the rhythm of music, such as trot or gallop
Demonstrate correct fundamental movement skills, such as running, hopping, jumping, catching, kickin
balancing, striking, dodging, galloping and leaping
Move around the environment safely demonstrating spatial awareness
Use small muscles to use implements such as pencils, scissor and paintbrushes with some control an
coordination.
Develop hand/eye and hand/foot coordination
Develop perceptual motor skills, strength, flexibility and muscle tone
Demonstrate a willingness to participate in energetic physical activity including dance, drama, moveme
and games
Demonstrate positive attitudes to physical movement and exercise
Combine gross and fine motor movement and balance to achieve increasingly complex patterns of
activity including dance, creative movement and drama
Respond through movement to traditional and contemporary music, dance and storytelling
Suggest ways to keep themselves, others and their surroundings safe
Suggest ways of getting help when they feel uncomfortable or unsafe
Engage in experiences, conversations and routines that promote healthy lifestyles, good nutrition, safe
and personal hygiene practices
Demonstrate self-help skills and participate in health routines
 Tracker
Social_Emotional

Social_Emotional
Social_Emotional
Social_Emotional

Social_Emotional

Social_Emotional
Social_Emotional
Social_Emotional
Social_Emotional
Social_Emotional
The Arts

HPE

HPE

HPE

HPE
HPE

HPE

HPE

The Arts

The Arts
HPE
HPE

HPE

HPE
 Home
Thinking and Learning
Learning Outcome Focus
Build enthusiasm,
confidence, cooperation,
commitment, persistence
Develop positive
dispositions for learning Develop curiosity,
resourcefulness and
reflexivity

Develop problem solving,

investigation and inquiry
strategies

Develop a range of skills

and processes for
learning and thinking
Reflect on thinking and
learning and transfer and
adapt what they have
learned

Make choices and

organise self for learning

Use imagination and

innovation

Engage in creative and

inventive ways of thinking
and doing Represent ideas, feelings
and experiences in
creative ways
 Thinking and Learning - General
Evidence
Express curiosity and wonder about events, experiences and interest in their environments
Follow and extend their own interests with enthusiasm, energy and concentration
Persist even when a task is difficult, and experience satisfaction of achievement
Explore the properties of familiar objects
Build concentration and ability to focus on important aspects of learning experiences
Actively engage in learning experiences, conversations and play experiences
Ask questions about people, events, objects and the environment
Manipulate objects and experiment with cause and effect, trial and error and motion
Ask questions, develop own simple theories and test own theories, for example how objects might wor
or move
Inquire, investigate, attempt to solve problems
Adapt successful strategies and skills to new situations
Create own improvisations in play
Create and use simple representation to organise, record and communicate mathematical and scientifi
ideas and concepts
Use skills of prediction, hypothesising, testing, experimenting and evaluating in play experiences 
Respond to ideas and suggestions from others
Use reflective thinking to consider why things happen and what can be learnt from these experiences
Apply a range of thinking strategies to engage with situations and solve problems and adapt these
strategies to new situations
Make simple plans and carry them out to complete a task
Organise self and simple resources to carry out a task or participate in an activity
Explore and experiment with form, shape, colour, line, texture, contrast, patterns in art works
Explore ideas, theories using imagination and dramatic play
Explore different ways of creating models and doing things
Engage in music-making and create simple compositions
Combine singing, dancing and drama in play
Respond, express and communicate ideas, feelings in a variety of ways to a range of stimuli, for
example, music and artworks
Engage in dramatic, fantasy and role play
Use simple tools and materials to investigate, take apart, assemble, invent, construct, change and
represent ideas 
Create simple stories, act them out using voice, movement and space
 Tracker
Dispositions for Learning
Dispositions for Learning
Dispositions for Learning
Design and Technologies
Dispositions for Learning
Dispositions for Learning
Speaking and Listening
Design and Technologies

Design and Technologies

Science
Dispositions for Learning
Dispositions for Learning

Science

Dispositions for Learning

Dispositions for Learning
Dispositions for Learning

Dispositions for Learning

Dispositions for Learning

Dispositions for Learning
The Arts
The Arts
The Arts
The Arts
The Arts

The Arts

The Arts

Design and Technologies

The Arts
 Home
Communicating - Ge
Learning Outcome Focus
View and create with
Express ideas and make media
meaning using a range of
media Investigate the properties
of a range of media

Use tools, resources and

technologies in play,
Explore resources, tools thinking and learning
and information
communication
technologies to represent
ideas and their thinking
Develop simple ICT skills
 Communicating - General
Evidence
View and listen to simple printed, visual and multimedia texts and music
Express ideas and feelings and make meaning using creative arts, such as drawing, painting, sculpture
drama, dance movement, music and storytelling
Explore music with a variety of instruments or improvised musical instruments
Experiment with elements of texture, colour, shape, space and form in two or three dimensions
Use a range of tools, technologies and resources safely and appropriately
Explore simple systems such as mechanical systems (pulleys); organisational systems (recipe);
environmental (reticulation)
Create simple information for a purpose using tools, resources and technologies
Experiment with a range of tools, media, sounds and graphics in ICT play and discovery
Develop simple skills to use information and communication technologies
Engage with information communication technologies for fun and to promote thinking and learning
Use imaginary technologies as props in their play
 Tracker
Reading and Viewing

Writing and Creating

The Arts
The Arts
Design and Technologiies

Design and Technologiies

Design and Technologiies

Digital Technologies
Digital Technologies
Digital Technologies
Digital Technologies
 Home
Thinking and Learning -
Learning Outcome Focus

Develop knowledge of
number and algebra

Engage in and extend

numeracy in personally
meaningful ways

Develop knowledge of
measurement and
geometry

Develop knowledge of
statistics and probability
 Thinking and Learning - Numeracy
Evidence
Name the last number in the count that represents how many in the set (cardinal value)
Count objects by using one to one correspondence
Know that numbers always happen in a conventional order (stable order)
Begin to understand that the starting point and order in which you count them does not affect how many
(order irrelevance)
Begin to understand that the arrangement, size or differences of the objects doesn't affect how many
(abstraction)
Recite number names in order, initially to 5, then to 10 consistently
Recall what number is missing in a number line 1 to 10
Recognise numerals initially to 5 and then to 10 and begin to order them
Partition small numbers (part, part, whole)
Subitise small quantities of objects or standard patterns on a die
Compare collections of objects and describe whether there is more, less, the same or not the same
Copy and create simple two part patterns
Use the appropriate language of measurement to describe, compare and order: length, size, mass,
height
Describe the sequence of familiar events and routines and use the everyday language of time such as
morning, afternoon, daytime
Use language words to describe duration and relative duration, such as quick, slow, fast, it takes a long
time
Use positional language, such as on, under, behind, between
Recognise names, sort and match basic two-dimensional shapes such as square, triangle and circle
Sort, classify and match objects according to attributes, for example colours, sizes and shapes
Order objects according to one attribute
Answer simple questions to collect information, such as using yes/no and group items in response to
questions such as favourite pets
 Tracker
Number and Algebra
Number and Algebra
Number and Algebra

Number and Algebra

Number and Algebra

Number and Algebra

Number and Algebra
Number and Algebra
Number and Algebra
Number and Algebra
Number and Algebra
Number and Algebra
Measurement and Geometry

Measurement and Geometry

Measurement and Geometry

Measurement and Geometry

Measurement and Geometry
Statistics and Probability
Statistics and Probability

Statistics and Probability

 Home
Communicating - Language
Learning Outcome Focus

Build aural and oral

language

Interact verbally and non-

verbally with others for a
range of purposes

Develop phonological
awareness skills

Convey and construct

messages for a range of
purposes in a variety of
contexts

Develop understanding of
purpose and meanings of
a range of texts
Engage in and extend
literacy practices in
personally meaningful
ways

Engage in reading, writing

and viewing behaviours
 Engage in reading, writing
and viewing behaviours

Develop concepts of print

Understand how symbols

and pattern systems work

Investigate symbols and

pattern systems
 Communicating - Language and Literacy
Evidence
Sustain conversations with others in different situations
Use speech that can be understood by others
Listen to others
Act upon simple instructions and statements
Develop auditory discrimination, for example able to identify environmental sounds
Modulate voice appropriate to the situation
Use simple sentences when speaking
Use turn-taking in conversations
Increase use of vocabulary by exploring meanings of new words and talk about language
(metalanguage)
Know that languages other than English are used in the home, school and community environment
Use simple non-verbal ways of communicating through gesture and signs
Know that spoken and written language can be broken into smaller parts
Hear and clap syllables in simple words
Investigate and explore onset and rime in simple CVC (consonant, vowel, consonant) words
Discriminate rhyme in words
Investigate and explore individual sounds and sounds in spoken words
Hear and begin to identify first and last sounds in simple words
Explore letter-sound relationships
Verbalise ideas and simple concepts and ask questions to clarify concepts
Retell a simple story
Engage in discussion about narratives and informational texts
Use imagination to recreate roles and experiences
Explore common language patterns in narratives
Share a range of texts for enjoyment
Explore the language presented in fiction and non-fiction texts
Make connections between their own experiences and ideas in text
Identify key ideas from simple texts
Recognise simple literary conventions, such as setting and characters in narratives
Predict what happens next in simple texts, and why it might happen
Start moving from literal interpretation of text to inferential
Join in with chorus from narrative and rhymes in narratives/nursery rhymes/songs/chants
Investigate with assistance how texts present particular views such as gender, stereotypes and diversi
Recognise and engage with written and oral constructed texts
Use images, marks and approximations of letters and words to convey meaning
Show an awareness that print holds meaning
Use books/texts appropriately, turn pages and identify the front cover
Recognise familiar written symbols in context, such as road signs and their name
Display reading/writing/viewing like behaviours in play and experiences
 Use, engage with and share the enjoyment of language and texts in a range of ways
Build an understanding that print is constant and a reader moves (in English) left to right and top to
bottom with a return sweep
Describe how the illustrations connect to the text
Identify simple punctuation, such as full stops and question marks
Become aware that words are separated by spaces
Build an understanding of book features, such as the title, author, illustrator
Become aware that sentences are made up of words, that words are made of sounds and sounds are
represented by letters or groups of letters
Recognise simple patterns and relationships
Recognise some letter names, for example the letters in their own name
Become aware that numbers are different from letters
Use symbols in play to represent and make meaning
Identify patterns in the environment
Copy simple patterns
 Tracker
Speaking and Listening
Speaking and Listening
Speaking and Listening
Speaking and Listening
Phonological Awareness
Speaking and Listening
Speaking and Listening
Speaking and Listening
Speaking and Listening
Speaking and Listening
Speaking and Listening
Phonological Awareness
Phonological Awareness
Phonological Awareness
Phonological Awareness
Phonological Awareness
Phonological Awareness
Phonological Awareness
Speaking and Listening
Writing and Creating
Speaking and Listening
Writing and Creating
Reading and Viewing
Reading and Viewing
Reading and Viewing
Reading and Viewing
Reading and Viewing
Reading and Viewing
Reading and Viewing
Reading and Viewing
Speaking and Listening
Reading and Viewing
Reading and Viewing
Writing and Creating
Reading and Viewing
Reading and Viewing
Reading and Viewing
Reading and Viewing
Reading and Viewing

Reading and Viewing

Reading and Viewing

Reading and Viewing
Reading and Viewing
Reading and Viewing

Reading and Viewing

Reading and Viewing

Reading and Viewing
Reading and Viewing
Writing and Creating
Reading and Viewing
Writing and Creating
 Instructions:
Enter the following to demonstrate achievement

Cells will automatically change colour to reflect level of achievement

** Note: Specific measurements/terminology for each achievement level should be determined by individual

Number and Algebra

Learning outcomes from Thinking and Learning
strand
Name
 Name the last number in the count that
represents how many in the set (cardinal
value)

Count objects by using one to one

1 = Can do consistently

correspondence
See 1:1 tab
2 = Can do most of the time
3 = Can do some of the time
4 = Has no/limited understanding

e determined by individual schools/teachers

Know that numbers always happen in a

conventional order (stable order)

Begin to understand that the starting point and

order in which you count them does not affect
how many (order irrelevance)

Begin to understand that the arrangement,

size or differences of the objects doesn't affect
how many (abstraction)

Recite number names in order, initially to 5

Recite number names in orderto 10

Home

consistently

Recall what number is missing in a number

line 1 to 10
 Recognise numerals initially to 5 and then to
10 and begin to order them

See numeral recognition tab

Partition small numbers (part, part, whole)

See partitioning tab

Subitise small quantities of objects or standard

patterns on a die
See subitising tab

Compare collections of objects and describe

whether there is more, less, the same or not
the same

Copy and create simple two part patterns

Notes
 Enter a '1' into the cell if the child is able

1:1 Correspondance 1 2 3 4 5
Name
 Instructions:
he cell if the child is able to count using 1:1 corresponce to that number. The cell will automatically turn green.

6 7 8 9 10 11 12 13 14 15 16 17 18 19 20
en.

Beyond Notes
 Enter a '1' into the cell if the child is able

Numeral Recognition 1 2 3 4 5
Name
 Instructions:
e cell if the child is able to recognise the number (numeral). The cell will automatically turn green.

6 7 8 9 10 11 12 13 14 15 16 17 18 19 20
Notes
 Instructions:
Enter a '1' into the cell if the child is able to partition the number. The cell will automatica

Partitioning 1 2 3 4 5
Name
. The cell will automatically turn green.

Notes
 Instructions:
Enter a '1' into the cell if the child is able to subitise the number. The cell will automa

Subitising 1 2 3 4 5
Name
ber. The cell will automatically turn green.

6 Notes
 Instructions:
Enter the following to demonstrate achievement

Cells will automatically change colour to reflect level of achievement

** Note: Specific measurements/terminology for each achievement level should be determined by individual

Measurement and
Geometry
Learning outcomes from Thinking and Learning strand
Name
 Use the appropriate language of
measurement to describe, compare and
order: length, size, mass, height
1 = Can do consistently
2 = Can do most of the time
3 = Can do some of the time
4 = Has no/limited understanding

e determined by individual schools/teachers

Describe the sequence of familiar events and

routines and use the everyday language of
time such as morning, afternoon, daytime

Use language words to describe duration and

relative duration, such as quick, slow, fast, it
takes a long time

Use positional language, such as on, under,

behind, between
Home

See positional language

Recognise names, sort and match basic two-

See shape

dimensional shapes such as square, triangle

and circle
tabrecognition tab
Notes
 Enter a '1' into the cell if the child is able to use the correc

Positional language On Under

Name
 Instructions:
d is able to use the correct lanaguage to identify an objects position. The cell will automatically turn green.

Besides/Next
Behind Between Over In In Front of
to
n green.

Notes
 Enter a '1' into the cell if the ch

Shape Recognition Circle Square

Name
 Instructions:
r a '1' into the cell if the child is able to recognise the shape. The cell will automatically turn green.

Triangle Rectangle Diamond Star Heart Hexagon

Pentagon Notes
 Instructions:
Enter the following to demonstrate achievement

Cells will automatically change colour to reflect level of achievement

** Note: Specific measurements/terminology for each achievement level should be determined by individual

Statistics and Probability

Learning outcomes from Thinking and Learning
strand
Name
Sort, classify and match objects according to
attributes, for example colours, sizes and
shapes
1 = Can do consistently

See colour recognition tab

2 = Can do most of the time
3 = Can do some of the time

Order objects according to one attribute

4 = Has no/limited understanding

e determined by individual schools/teachers

Answer simple questions to collect

information, such as using yes/no and group
items in response to questions such as
favourite pets
Home

Notes
 red
Colour Recognition
Name Match/Sort
Name
 Instructions:
Enter a '1' into the cell if the child is able to recognise the colo

orange yellow green blue

Name Match/Sort Name Match/Sort Name Match/Sort Name Match/Sort

 Instructions:
is able to recognise the colour. The cell will automatically turn green.

purple pink grey brown

Name Match/Sort Name Match/Sort Name Match/Sort Name Match/Sort

 black white Notes

Name Match/Sort Name Match/Sort

 Instructions:
Enter the following to demonstrate achievement 1 = Can do consistently
2 = Can do most of the time
3 = Can do some of the time
4 = Has no/limited understanding
Cells will automatically change colour to reflect level of achievement

** Note: Specific measurements/terminology for each achievement level should be determined by individual

Learning outcome from Identity

Initiate interactions and conversations

with peers, teachers and other adults
in a range of contexts
Speaking and Listening
Name
Use their home language at school 1 = Can do consistently

Listen to others' opinions and points

2 = Can do most of the time
3 = Can do some of the time

of view
4 = Has no/limited understanding

Listen to others and share own ideas Learning outcome from Identity strand
uld be determined by individual schools/teachers

Ask questions about people, events,

objects and the environment

Sustain conversations with others in

different situations
Learning outcome from Contributing and Connecting strand

Use speech that can be understood

by others
Home

Listen to others
Learning outcome from Thinking and Learning strand

Act upon simple instructions and

statements
Learning
 Modulate voice appropriate to the
situation

Use simple sentences when speaking

Use turn-taking in conversations

Increase use of vocabulary by

exploring meanings of new words and
talk about language (metalanguage)

Know that languages other than

English are used in the home, school
and community environment
Learning outcomes from Communicating strand

Use simple non-verbal ways of

communicating through gesture and
signs

Verbalise ideas and simple concepts

and ask questions to clarify concepts

Engage in discussion about

narratives and informational texts

Join in with chorus from narrative and

rhymes in narratives/nursery
rhymes/songs/chants
Notes
 Instructions:
Enter the following to demonstrate achievement

Cells will automatically change colour to reflect level of achievement

** Note: Specific measurements/terminology for each achievement level should be determined by individual

Phonological Awareness
Learning outcomes from Communication strand
Name
 Know that spoken and written
language can be broken into smaller
parts

Hear and clap syllables in simple

words
1 = Can do consistently
2 = Can do most of the time
3 = Can do some of the time

Investigate and explore onset and

rime in simple CVC (consonant,
4 = Has no/limited understanding

vowel, consonant) words

e determined by individual schools/teachers

Discriminate rhyme in words

Investigate and explore individual

sounds and sounds in spoken words

Hear and begin to identify first and

last sounds in simple words

Develop auditory discrimination, for

example able to identify
environmental sounds
Home

Explore letter-sound relationships

See Phoneme Recognition tab for detail
Notes
 Instructions:
Enter a '1' into the cell if the child is able togive the correct sound for the letter. The cell will automaticall

Phoneme Recognition A B

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 Instructions:
he cell will automatically turn green. A percentage will be calculated based on the number of letters recognised

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 Instructions:
Enter the following to demonstrate achievement 1 = Can do consistently
2 = Can do most of the time
3 = Can do some of the time
4 = Has no/limited understandin
Cells will automatically change colour to reflect level of achievement
** Note: Specific measurements/terminology for each achievement level should be determined by indi

Explore common language patterns

View and listen to simple printed,
visual and multimedia texts and

in narratives
Reading and Viewing

music
Learning outcomes from Communication strand
Name
 Share a range of texts for
enjoyment
= Can do consistently
Explore the language presented in
fiction and non-fiction texts = Can do most of the time
= Can do some of the time
= Has no/limited understanding
Make connections between their
own experiences and ideas in text

Identify key ideas from simple texts

Recognise simple literary

See literacy

conventions, such as setting and

conventions tab

characters in narratives
ould be determined by individual schools/teachers

Predict what happens next in simple

texts, and why it might happen

Start moving from literal

interpretation of text to inferential

Investigate with assistance how

texts present particular views such
as gender, stereotypes and diversity
Home

Recognise and engage with written

and oral constructed texts

Show an awareness that print holds

meaning

Use books/texts appropriately, turn

of print tab

pages and identify the front cover

See concepts
Recognise familiar written symbols
in context, such as road signs and
their name

Display reading/writing/viewing like

behaviours in play and experiences

Use, engage with and share the

enjoyment of language and texts in
a range of ways

Build an understanding that print is

constant and a reader moves (in
English) left to right and top to
bottom with a return sweep

Describe how the illustrations

connect to the text

Identify simple punctuation, such as

full stops and question marks

Become aware that words are

separated by spaces

Build an understanding of book

features, such as the title, author,
See concepts of print tab

illustrator

Become aware that sentences are

made up of words, that words are
made of sounds and sounds are
represented by letters or groups of
letters

Identify patterns in the environment

 Recognise simple patterns and
relationships

Recognise some letter names, for

example the letters in their own
name

See Letter Recognition Tab

Notes
 Instructions:
Enter '1' into the cell if the child can identify the convention listed. The cell will automati

Identifies the main characters of a

Indetifies the main idea of a story

Idetifies the setting of a story

Narrative Conventions

story
Name
 Identfies the beginning of a story

Identifies the middle of a story

Identifies the end of a story

he cell will automatically turn green

Notes
 Instructions:
Enter '1' into the cell if the child can identify the convention listed. The cell will automati

Can identify the front page of a book

Holds book correct way and turns

Understands how illustrations

connect to the text
pages.
Narrative Conventions
Name
Understands that an author writes a
book and an illustrator creates the
images

Identifies the title of a book

Is aware that print holds meaning

Identifies full stops

he cell will automatically turn green

Identifies question marks

Discriminates between a word and a

letter

Understands that words are

seperated by spaces
Notes
 Instructions:
Enter a '1' into the cell if the child is able to name the letter. The cell will automatically turn gree

Letter Recognition A B

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Upper Case
Name

Lower Case
Upper Case
Lower Case
Upper Case
Lower Case
Upper Case
Lower Case
Upper Case
Lower Case
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Lower Case
Upper Case
Lower Case
Upper Case
Lower Case
Upper Case
Lower Case
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Upper Case
Lower Case
Upper Case
Lower Case
Upper Case
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Upper Case
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 Instructions:
automatically turn green. A percentage will be calculated based on the number of letters recognised

C D E F G H I J K L M N O P Q R S T U V W X Y Z
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 Instructions:
Enter the following to demonstrate achievement 1 = Can do consistently
2 = Can do most of the time
3 = Can do some of the time
4 = Has no/limited understanding
Cells will automatically change colour to reflect level of achievement
** Note: Specific measurements/terminology for each achievement level should be determined by indi

Use imagination to recreate roles

approximations of letters and

words to convey meaning
Use images, marks and
Retell a simple story

and experiences
Writing and Creating
Learning outcomes from Communication strand
Name
 d understanding
Use symbols in play to represent
and make meaning

Copy simple patterns

Respond, express and

communicate ideas, feelings in a
variety of ways to a range of
stimuli, for example, music and
artworks
be determined by individual schools/teachers

Notes
Home
 Instructions:
Enter the following to demonstrate achievement

Cells will automatically change colour to reflect level of achievement

** Note: Specific measurements/terminology for each achievement level should be determined by individual

Science
Name
 Share observations with others as they
explore their immediate world using their five
senses 

Plan and carry out a few simple sequenced

1 = Can do consistently

steps when exploring and investigating

2 = Can do most of the time
3 = Can do some of the time
4 = Has no/limited understanding

e determined by individual schools/teachers

Use simple language of measurement to

describe, compare, order or sort the
observations made when exploring 

Describe both verbally and non-verbally what

they see, hear, touch, feel and taste

Use ICT with assistance to collect information

and communicate it simply

Represent findings and communicate ideas in

a variety of way
Home

Name simple natural and built elements in

their environment

Use simple and safe tools to explore and

investigate the environment 
Learning outcomes from Connecting and Contri
 Describe some of the simple aspects of
materials and places in their environment

Observe and describe changes in sunlight,

temperature, clouds and rain

Suggest ways to care for and sustain the

s from Connecting and Contributing strand

environment

Observe, reflect and ask questions about their

environment

Describe the basic needs of people, plants

and animals, and places where they live

Identify/describe places where people, plants

and animals live

Describe relationships that are living and non-

living things

Discuss how not caring for the environment

might harm it 

Infer, predict and hypothesise in order to

develop an increased understanding of the
interdependence between land, people, plants
and animals
Inquire, investigate, attempt to solve problems

Create and use simple representation to

organise, record and communicate
mathematical and scientific ideas and
concepts

Learning outcomes from the Thinking and Learning strand

Notes
 Instructions:
Enter the following to demonstrate achievement

Cells will automatically change colour to reflect level of achievement

** Note: Specific measurements/terminology for each achievement level should be determined by individual

HASS
Name
 Describe places they live in and belong to,
such as their family, community and
kindergarten community

Participate in dramatic play, role play and

learning experiences that explore aspects of
identity and points of view
1 = Can do consistently
2 = Can do most of the time

Build an understanding that there are other

3 = Can do some of the time

social and cultural heritages different from

4 = Has no/limited understanding

their own
e determined by individual schools/teachers

Share aspects of their culture with others

where appropriate
Learning outcome from Identity strand

Engage with elders and cultural community

members to explore their social and cultural
heritage

Build an understanding that people can speak

different languages 
Home

Describe own family's commemoration of

festivals and past events

Name who is in their family and recognise not

all family structures are the same
Learning outcomes from Connecting
 Identify and compare similarities and
differences in their own and others' histories
and culture

Sequence familiar events

Build an understanding that stories of the past

can be communicated in different ways such
as photos, artefacts and oral stories

Explore Aboriginal and Torres Strait Islander

g outcomes from Connecting and Contributing strand

Peoples' cultures who have a connection with

places and people, past and present

React in respectful ways to diversity

Investigate Aboriginal and Torres Strait

Peoples' artwork and artefacts, past and
present
Notes
 Instructions:
Enter the following to demonstrate achievement

Cells will automatically change colour to reflect level of achievement

** Note: Specific measurements/terminology for each achievement level should be determined by individual

HPE
Name
 Tab
Demonstrate correct fundamental movement
skills, such as running, hopping, jumping,
catching, kicking, balancing, striking, dodging,
galloping and leaping

See Gross Motor

Move around the environment safely
1 = Can do consistently

demonstrating spatial awareness

2 = Can do most of the time
3 = Can do some of the time
4 = Has no/limited understanding

Use small muscles to use implements such as

e determined by individual schools/teachers

pencils, scissor and paintbrushes with some

See Fine
Motor Tab
control and coordination.

Develop hand/eye and hand/foot coordination

Develop perceptual motor skills, strength,
flexibility and muscle tone

Demonstrate a willingness to participate in

energetic physical activity including dance,
drama, movement and games
Home

Demonstrate positive attitudes to physical

movement and exercise

Suggest ways to keep themselves, others and

their surroundings safe

Suggest ways of getting help when they feel

uncomfortable or unsafe

Engage in experiences, conversations and

routines that promote healthy lifestyles, good
nutrition, safety and personal hygiene
practices

Demonstrate self-help skills and participate in

health routines
Notes
 Instructions:
Enter the following to demonstrate achievement

Cells will automatically change colour to reflect level of achievement

** Note: Specific measurements/terminology for each achievement level should be determined by individual

Gross Motor
Name
 Stand on left leg to count of 10

Stand on right leg to count of 10

With feet together jump up & down 10 times
Hop on left leg on the spot
Hop on right leg on the spot
1 = Can do consistently

3 point balance on hands and knees

2 = Can do most of the time
3 = Can do some of the time

2 point balance on hands and knees

4 = Has no/limited understanding

Hop on left leg 3 metres forwards/backwards

e determined by individual schools/teachers

Hop on right leg 3 metres forwards/backwards

Walk heel/toe 3 metres forwards

Knee walk 3 metres forwards
Run & stop on command
Skip 3 metres

March on the spot

Home

March 3 metres forwards

Crawl forwards
Crawl backwards
With left hand throw and catch a small ball or
beanbag up and down several times

With right hand throw and catch a small ball or

beanbag up and down several times

With both hands throw and catch a small ball

or beanbag up and down several times

Pass beanbag around body from hand to

hand
Left arm straight out in front, point finger make
large figure 8 from right to left across the body

Right arm straight out in front, point finger

make large figure 8 from right to left across
the body

Both arms straight out in front, point finger

make large figure 8 from right to left across
the body

Sit down on mat and pick up beanbag from left

side with right hand 5 times

Sit down on mat and pick up beanbag from

right side with left hand 5 times

Lay down on back, bend knees, arch back,

pass beanbag under bottom and over body
from hand to hand

From standing position lay straight across a

mat on tummy

From standing position lay straight across a

mat on back

On hands and knees extend opposite arm &

leg. Alternate 5 times.
From standing touch toes
From standing touch heels
Walk sideways 3 metres
Walk through small course with large and
small spaces

Run through small course with large and small

spaces

Side-step through small course with large and

small spaces
 Walk backwards through small course with
large and small spaces

With feet together jump forwards and

backwards several times

With feet together jump side to side several

times
Star jump 5 times
A sequence of jumping forwards, backwards &
side to side.
 Instructions:
Enter the following to demonstrate achievement

Cells will automatically change colour to reflect level of achievement

** Note: Specific measurements/terminology for each achievement level should be determined by individual

Fine Motor Skills

Name
 Use playdough to make balls,
snakes, cookies, etc.

Build a tower of 9-10 small blocks

Fold paper in half, making sure the

1 = Can do consistently

ends meet
2 = Can do most of the time
3 = Can do some of the time

Place small pegs into small holes

4 = Has no/limited understanding

e determined by individual schools/teachers

Tracing on a line with control

Copies a cross

Copies a circle

Copies a square (4 years)

Colours inside the lines.

Home

Draw a person with two to four body

parts

Independently attempting to draw a

range of pictures (4 years)

Threads small beads onto string.

Holds a pencil with thumb and

fingers on opposite sides of the
pencil (3 years)

Holds the pencil with a tripod grasp

(3pt grasp) (4 years)
 Holds standard scissors with
strength: thumb pointing upwards
and an adequate number of fingers
supporting in the second hole

Cuts along a straight line with

control.

Start to cut along a curved line, like

a circle
 Instructions:
Enter the following to demonstrate achievement

Cells will automatically change colour to reflect level of achievement

** Note: Specific measurements/terminology for each achievement level should be determined by individual

Social and
Emotional
Name
 Form stable relationships within familiar
environments

Initiate and join in play with enjoyment and

satisfaction
1 = Can do consistently

Demonstrate an increasing capacity for self-

2 = Can do most of the time
3 = Can do some of the time

regulation
4 = Has no/limited understanding

e determined by individual schools/teachers

Build positive relationships in their peer group

and social circles

Participate appropriately in a social context

Take turns in small group situations

Empathise with and express concern for

others
Learning outcomes from Identity strand

Cooperate and contribute to play and small

group experiences

Apply simple strategies for conflict

management and resolution with assistance

Reflect on their actions and consider

consequences

Cooperate with others and negotiate roles and

relationships in play and group experiences
Home

Learning outcome from Connecting and Contr

 Home
Negotiate friendships and build and maintain
respectful, trusting relationships with other
children and teachers

Demonstrate increasing awareness of the

needs and rights of others

Describe their contributions to shared projects

and experiences

Acknowledge and accept affirmation

Demonstrate an increasing capacity to self-

regulate their feelings, emotions and
behaviour, appropriate to the situation

Recognise basic emotions

Show an increasing capacity to act and speak

Learning outcomes from Wellbeing strand

appropriately when resolving conflict

Share humour, happiness and satisfaction

Demonstrate moments of solitude and

reflection
 Make choices, accept challenges and take
considered risk

Notes
 Instructions:
Enter the following to demonstrate achievement

Cells will automatically change colour to reflect level of achievement

** Note: Specific measurements/terminology for each achievement level should be determined by individual

Dispositions for Learning

Name
 Join in group activities, such as singing
and dancing to songs

Approach new situations with a positive

attitude

Persevere with tasks when faced with

challenges
1 = Can do consistently

Make new discoveries and celebrate their

2 = Can do most of the time
3 = Can do some of the time

own efforts and achievements and those

of others
4 = Has no/limited understanding

e determined by individual schools/teachers

Show initiative by asking questions,

negotiating and sharing

Make decisions and choices and describe

options

Demonstrate simple goal-setting

strategies with adult support

Take increasing responsibility for their

own actions and learning

Manage and participate in setting routines

and processes

Organise and look after their own

belongings
Learning outcome from Identity strand
Home

Respond to ideas and suggestions from

others

Show increasing confidence in their

abilities, achievements, and ideas as
learners

Show curiosity, engagement and purpose

for learning

Celebrate achievement and share

contributions with others
Show respect for others, their views and
property

Participate with others to solve problems 

Contribute to fair decision making about

matters that affect them

Use play to investigate, project and

explore new ideas

Express curiosity and wonder about

events, experiences and interest in their
environments

Follow and extend their own interests with

enthusiasm, energy and concentration

Persist even when a task is difficult, and

experience satisfaction of achievement
Learning outcome from Connecting and Contributing

Build concentration and ability to focus on

important aspects of learning experiences
Learning

Actively engage in learning experiences,

conversations and play experiences

Adapt successful strategies and skills to

new situations

Create own improvisations in play

Use skills of prediction, hypothesising,

testing, experimenting and evaluating in
play experiences 

Respond to ideas and suggestions from

others
strand outcomes from Thinking and Learning Strand
 Use reflective thinking to consider why
things happen and what can be learnt
from these experiences

g and Learning Strand

Apply a range of thinking strategies to
engage with situations and solve
problems and adapt these strategies to
new situations

Make simple plans and carry them out to

complete a task

Organise self and simple resources to

carry out a task or participate in an
activity

Notes
 Instructions:
Enter the following to demonstrate achievement

Cells will automatically change colour to reflect level of achievement

** Note: Specific measurements/terminology for each achievement level should be determined by individual

The Arts
Name
 Move to tempo of music and develop
motor movements to the rhythm of music,
such as trot or gallop

Combine gross and fine motor movement

and balance to achieve increasingly
1 = Can do consistently

complex patterns of activity including

dance, creative movement and drama
2 = Can do most of the time
3 = Can do some of the time

Respond through movement to traditional

4 = Has no/limited understanding

and contemporary music, dance and

e determined by individual schools/teachers

storytelling

Explore and experiment with form,

Learning outcomes from Wellbeing strand

shape, colour, line, texture, contrast,

patterns in art works

Explore ideas, theories using imagination

and dramatic play

Explore different ways of creating models

and doing things

Engage in music-making and create

simple compositions

Combine singing, dancing and drama in

play

Respond, express and communicate

ideas, feelings in a variety of ways to a
range of stimuli, for example, music and
artworks

Create simple stories, act them out using

voice, movement and space
Learning outcomes from Thinking and Learning Strand
Home
 g Strand
Home
Engage in dramatic, fantasy and role
play

Explore music with a variety of

instruments or improvised musical
instruments

Experiment with elements of texture,

colour, shape, space and form in two or
three dimensions
Learning outcomes from Communication Strand

Notes
 Instructions:
Enter the following to demonstrate achievement

Cells will automatically change colour to reflect level of achievement

** Note: Specific measurements/terminology for each achievement level should be determined by individual

Design and Technology

Name
Explore the properties of familiar objects

Manipulate objects and experiment with

cause and effect, trial and error and
motion

Ask questions, develop own simple

1 = Can do consistently

theories and test own theories, for

2 = Can do most of the time

example how objects might work or move

3 = Can do some of the time
4 = Has no/limited understanding

Use simple tools and materials to

e determined by individual schools/teachers

investigate, take apart, assemble, invent,

construct, change and represent ideas 
Learning outcomes from the Thinking and

Use a range of tools, technologies and

resources safely and appropriately
Learning
Learning

Explore simple systems such as

mechanical systems (pulleys);
outcomes

organisational systems (recipe);

environmental (reticulation)

Create simple information for a purpose

using tools, resources and technologies
Strand from Communication strand
Home
Home

Notes
 Instructions:
Enter the following to demonstrate achievement

Cells will automatically change colour to reflect level of achievement

** Note: Specific measurements/terminology for each achievement level should be determined by individual

Digital Technologies
Name
Experiment with a range of tools, media,
sounds and graphics in ICT play and
discovery
1 = Can do consistently
2 = Can do most of the time

Develop simple skills to use information

3 = Can do some of the time

and communication technologies

4 = Has no/limited understanding

e determined by individual schools/teachers

Engage with information communication

technologies for fun and to promote
thinking and learning
Learning outcomes from Communication strand

Use imaginary technologies as props in

their play
Home

Notes