MOSSGIEL PARK PRIMARY SCHOOL
WILD ANIMALS All Years – Foundation Year (Prep)
This unit combines compatible content and skills from the Australian Science Curriculum with the Victorian Essential Learning Standards for Science
AND relevant interdisciplinary learning from VELS Personal Learning, Interdisciplinary Learning, and Thinking Processes. Some aspects of VELS and
Australian English curriculum are also included.
This is a very successful unit for introducing non-fiction to the Preps. It is designed to complement an excursion to the zoo. The text is ideal for teaching
about text features of factual texts, and the children enjoy being able to choose which topic to explore. Although the format of the lessons is repetitive,
this suits Preps at this stage of the year, allowing time to consolidate skill development with a different animal to study each week, and as they become
more skilful at locating information in the text, they make more use of the additional non-fiction texts borrowed from other libraries.
Activities focus on knowledge, comprehension and application rather than on analysis, synthesis, and evaluation, but the unit has a Thinking Skills focus,
with ideas for oral Thinkers’ Keys activities in the Special Needs section, but these can be used for all children as well, and there is a DeBono White Hat
activity as well.
This unit was developed by Lisa Hill.
Contents
LESSON SEQUENCES .............................................................................................................................. 4
Lesson 1 (Tuning in) .................................................................................................................................................................................. 4
Lesson Cluster 2......................................................................................................................................................................................... 4
Lesson Cluster 3 ......................................................................................................................................................................................... 4
Lesson 4 (Differentiation) .......................................................................................................................................................................... 6
Lesson 5 (Assessment) ............................................................................................................................................................................. 6
Lesson 6 (Wrapping up & review)............................................................................................................................................................ 6
Key Understandings for Assessment ........................................................................................................ 8
Focus Questions .......................................................................................................................................... 8
LEARNING FOCUS ........................................................................................................................................................................................... 9
VICTORIAN ESSENTIAL LEARNING STANDARDS LEARNING FOCUS ........................................ 9
VELS Learning Focus Science Level 1 ................................................................................................................................................. 9
VELS Learning Focus English Level 1 .................................................................................................................................................. 9
VELS Learning Focus Thinking Processes Level 1 .............................................................................................................................. 9
VELS Learning Focus Personal Learning Level 1 ................................................................................................................................ 9
VELS Learning Focus Interpersonal Development Level 1 ................................................................................................................. 9
Page 1 of 16
SLAV Teacher Librarian Program Library Skills Level 1 ...................................................................................................................... 9
Literary skills................................................................................................................................................................................................ 9
Information Literacy Skills ......................................................................................................................................................................... 9
Film - Film as Text .................................................................................................................................................................................... 10
AUSTRALIAN CURRICULUM SCIENCE LEVEL DESCRIPTION: Foundation (Prep) ................... 10
AUSTRALIAN CURRICULUM CONTENT DESCRIPTIONS AND ELABORATIONS – SCIENCE – Foundation (Prep)
10
SCIENCE UNDERSTANDING ............................................................................................................................................................... 10
SCIENCE AS A HUMAN ENDEAVOUR - SCIENCE ENQUIRY SKILLS ....................................................................................... 10
AUSTRALIAN CURRICULUM ENGLISH LEVEL DESCRIPTION Foundation (Prep) .................... 11
AUSTRALIAN CURRICULUM CONTENT DESCRIPTIONS AND ELABORATIONS – ENGLISH: Foundation (Prep)
11
READING AND VIEWING ...................................................................................................................................................................... 11
WRITING ................................................................................................................................................................................................... 12
SPEAKING AND LISTENING ................................................................................................................................................................ 12
ACHIEVEMENT STANDARDS ...................................................................................................................................................................... 14
VICTORIAN ESSENTIAL LEARNING STANDARDS (VELS) ACHIEVEMENT STANDARDS ..... 14
VELS Science Foundation (Prep) .......................................................................................................................................................... 14
VELS English Standards Foundation (Prep) ....................................................................................................................................... 14
Speaking and listening Standard Foundation (Prep) ...................................................................................................................... 14
Reading Standard Foundation (Prep) ............................................................................................................................................... 14
Writing Standard Foundation (Prep) ................................................................................................................................................. 14
VELS Thinking Processes Standards Foundation (Prep) .................................................................................................................. 15
VELS Personal Learning Standards Foundation (Prep) .................................................................................................................... 15
VELS Interpersonal Learning Standards Foundation (Prep)............................................................................................................. 15
AUSTRALIAN CURRICULUM ACHIEVEMENT STANDARDS – SCIENCE – Foundation (Prep) 15
AUSTRALIAN CURRICULUM ACHIEVEMENT STANDARDS – ENGLISH – Foundation (Prep) 16
AUSTRALIAN CURRICULUM ENGLISH Foundation (Prep) ........................................................................................................... 16
Foundation (Prep) Reading and Viewing achievement standard ................................................................................................. 16
Foundation (Prep) Writing achievement standard .......................................................................................................................... 16
Foundation (Prep) Speaking and listening achievement standard............................................................................................... 16
Page 2 of 16
PoLT (Principles of Learning and Teaching) embedded in this unit ................................................... 16
Supporting Resources and Materials ...................................................................................................... 16
Page 3 of 16
Lesson 1 (Tuning in)
Browsing, borrowing & reading with Buddy
(15 mins)
Cue in with discussion about Wild Animals as
a topic, linking to forthcoming excursion to the
zoo and eliciting prior knowledge from books
and other media. What animals will you see
there? What do you already know about the
animals? (What can you tell me about e.g.
lions?) What’s the difference between wild
animals and pets or farm animals?
Develop a simple search plan & record it on
large chart or SmartBoard. What else would
we like to find out about wild animals e.g.
what they look like & what they eat.
Activities
Discuss how we can find out about things
(books and other media, excursions etc.).
What can we use in the library to find out?
Take a ‘library walk’ to see the non-fiction
part of the library where the ‘true books about
true things’ are.
Identify Wild Animals as a Non-Fiction text,
and introduce Non-Fiction Text features:
headings, pictures with captions, table of
contents, index, and pages (and parts of
pages) may be read in any order.
Use the table of contents to choose one
animal to read about, pausing to identify
answers to questions on the search plan. .
Review search plan and discuss which
questions on the search plan have been
answered. Show other NF books about that
animal that we could also use if needed.
LESSON SEQUENCES
Lesson Cluster 2
Browsing, borrowing & reading with Buddy
(15 mins)
Cue in with chat about the zoo excursion and
review the search plan (shared reading): did
the excursion answer any of the questions we
had?
Review how we can find out more information
about more animals using non-fiction books,
(‘true books about true things’) and show
selected supplementary non-fiction texts
about the topic.
Review text features of Wild Animals:
headings, pictures with captions, table of
contents, index, pages and parts of pages
may be read in any order.
Select a child to choose one animal to
research from the Table of Contents. Explore
what children know about the animal selected
(What can you tell me about e.g. giraffes?)
Read the page about animal and record
answers to search plan questions on class
chart or SmartBoard. Review whether all
questions have been answered.
Have children choose from a pile of selected
supplementary fiction and non-fiction texts to
research additional facts & record answers
i.e. they should choose a book about lions
(not chimps) if the chosen animal is a lion.
Children draw the selected animal &
write/dictate facts about it to teacher.
Students draw, & ‘write’ ‘true thing’s about the
chosen animal that they saw in the text on
worksheet.
Repeat this lesson with different animals
each week for 3-4 weeks (depending on the
length of the term), (or longer if interest is
sustained or students need additional time to
learn).
Share time.
Share time.
Page 4 of 16
Lesson Cluster 3
Browsing, borrowing & reading with Buddy
(15 mins)
Cue in with discussion about the zoo
excursion: did you see any baby animals?
Explore students’ prior knowledge: What
were they like? What did they eat? Where
did they live? Did they look the same as their
parents?
How did you communicate/eat/drink/play etc.
when you were a baby? Did you look the way
you do now? What can you do now that you
couldn’t do then e.g. walk, talk etc.? How
does a baby chimp/lion/elephant do these
things?
Students contribute to developing a new
search plan about baby wild animals. Revise
resources that can be used, and introduce
the Baby Animals series. Review text
features of non-fiction books.
Select an animal to research. Read excerpts
from book, pausing to dramatize animal
movements e.g. scratching/lapping water/
climbing/ chimps using tools etc. Record
answers to search plan on class chart or
SmartBoard.
Children draw the selected animal &
dictate/write facts about it to teacher.
Repeat this lesson with different baby
animals each week for 2-3 weeks (depending
on the length of the term), (or longer if
interest is sustained or students need
additional time to learn).
Share time.
Resources
Special Needs
SLAV Library Skills
Australian
VELS
curriculum
Learning Focus
Learning Focus
Wild Animals, by Sarah Fecher, Ladders,
Two Can 1998 (599 FEC)Selected easyreading non-fiction texts about
Wild Animals, by Sarah Fecher, Ladders,
Two Can 1998 (599 FEC)Selected easyreading non-fiction texts about
Baby Animals series: Chimpanzees, Lions by
Kate Petty (599 PET)
At-risk: Scribe for students not ready to ‘havea-go’ at writing for themselves.
At-risk: Scribe names of animals for students
not ready to ‘have-a-go’ at writing for
themselves.
At-risk: Scribe facts about animals for
students not ready to ‘have-a-go’ at writing for
themselves.
ESL: Review names of animals and body
parts using pictures in the text & names of
colours to be used
ESL: Review body parts of animals using
pictures in the text.
ESL: Review names of animals and body
parts using pictures in the text & names of
colours to be used.
Gifted: What if? Thinkers Key (oral): What if
the selected animal got out of the zoo?
Gifted: The Combination Thinkers’ Key (oral):
e.g. how is your arm like a lion’s? What
could/couldn’t you do if you had one arm like
yours and one like a lion’s?
What’s It Like to be a Baby series:
Chimpanzees, Elephants by Honor Head
(599 HEA),
Gifted: Commonality Thinkers Key (oral):
choose 2 dissimilar wild animals – could they
be friends? (Prompt: Aesop’s Lion and the
Mouse
Information Literacy Skills
With teacher assistance, modelling and
scaffolding students will be able to:
IL 1.1 Defining Formulate questions for
investigation in response to directed
discussion on a given topic.
IL 1.2 Locating Identify and select sources of
information
IL 1.3 Selecting Select and record the main
idea and keywords.
Students learn and practise the skills of being
attentive listeners in formal and informal
classroom situations. They listen and respond
to a range of simple texts, including books
read aloud ….and to brief spoken texts that
deal with familiar ideas and information.
Information Literacy Skills
With teacher assistance, modelling and
scaffolding students will be able to:
IL 1.1 Defining Formulate questions for
investigation in response to directed
discussion on a given topic.
IL 1.2 Locating Identify and select sources of
information
IL 1.3 Selecting Select and record the main
idea and keywords.
Students learn and practise the skills of being
attentive listeners in formal and informal
classroom situations. They listen and respond
to a range of simple texts, including books
read aloud ….and to brief spoken texts that
deal with familiar ideas and information.
Information Literacy Skills
With teacher assistance, modelling and
scaffolding students will be able to:
IL 1.1 Defining Formulate questions for
investigation in response to directed
discussion on a given topic.
IL 1.2 Locating Identify and select sources of
information
IL 1.3 Selecting Select and record the main
idea and keywords.
Students learn and practise the skills of being
attentive listeners in formal and informal
classroom situations. They listen and respond
to a range of simple texts, including books
read aloud ….and to brief spoken texts that
deal with familiar ideas and information.
Living things have basic needs, including
food and water
Living things have basic needs, including
food and water
Living things have basic needs, including
food and water



Page 5 of 16
recognising the needs of living things in
a range of situations such as pets at
home, plants in the garden or plants and
animals in bushland
recognising the needs of living things in a
range of situations such as pets at home,
plants in the garden or plants and
animals in bushland
recognising the needs of living things in a
range of situations such as pets at home,
plants in the garden or plants and
animals in bushland
E5
Engage:
 Determine readiness for learning
 Establish learning goals
Explore
Activities

Prompt Enquiry
Explore
Explore


Prompt Enquiry
Prompt Enquiry
Explain
Explain






Presents new content
Develops language and literacy
Strengthen connections
Presents new content
Develops language and literacy
Strengthen connections
Lesson 4 (Differentiation)
Browsing, borrowing & reading with Buddy
(15 mins)
Lesson 5 (Assessment)
Browsing, borrowing & reading with Buddy
(15 mins)
Lesson 6 (Wrapping up & review)
Browsing, borrowing & reading with Buddy
(15 mins)
Cue in with a discussion about hippos. What
have we learned about them? Discuss the
books the class used to find out answers to
their search plans. Did we use ‘pretend’
stories or ‘true books about true things’?
Revise text features of non-fiction books:
How could we tell that the books were ‘true’?
Listening assessment task: Cue in with
discussion about favourite animals. Students
tell partners about their favourites and
describe three things: what it looks like, how it
moves and what it eats. The partner then
reports back to the class while the teacher
records this information on a large class chart
that summarises answers to the search plan
under headings:
Cue in with review of what students know
about baby wild animals. Review answers on
charts about how animals behave including
how animals move, hunt, & play, and what
they eat. How do baby animals learn these
behaviours?
Introduce There’s a Hippopotamus on My
Roof. Discuss the cover and what it might be
about? Do you think this is going to be a
‘true’ book? How can we tell? What can we
look for inside the book that would show us?
Before reading the story, ask: can we read
this one in any order we like, or should we
begin at the beginning and go on to the end?
Read the story, and discuss. Was it a true
story? Why not? How can you tell?
Review a pile of assorted fiction and nonfiction texts, looking for features of ‘true
books about true things’ i.e. headings,
pictures with captions, table of contents,
index, pages and parts of pages may be read
in any order.
Introduce De Bono’s White Hat as a thinking
tool for thinking about what we know about
something. Using intersecting hula hoops to
form a Venn diagram on the floor, students
take turns to classify the pile of mixed fiction
Page 6 of 16
Animal
What it
looks
like
How it
moves
What it
eats
hippo
giraffe
View film: Baby Animals in the Wild..
Discuss the setting shown in the introduction
(studio) and settings in the wild. Is this film
real”?
Assessment activity: Model completing a
‘read and draw’ worksheet, using the chart to
retrieve information.
Negotiate a rubric for ‘getting a sticker or a
special sticker’ i.e. the expected level and
above.
Students then complete the ‘read and draw’
worksheet, drawing and ‘labelling’ body parts
and what the animal eats and ‘finishing the
sentence e.g. A hippo can swim.
A hippo
can…
Elicit prior knowledge about how home
movies are made using cameras or
Smartphones. Predict what would be difficult
about making films about wild animals.
A giraffe
can…
A lion
can…
An
elephant
Discuss whether this film would help to
answer the questions in the search plan.
Students draw and label animals that they
saw in the film, adding extra detail when
appropriate.
Lesson 4 (Differentiation)
and non-fiction texts as books about true
things or made-up stories.
Assessment task: Students then select a
factual text from the pile and complete the
White Hat worksheet, drawing favourite page
from a ‘true’ book about wild animals.
Lesson 5 (Assessment)
Lesson 6 (Wrapping up & review)
can…
Share time.
SLAV Library Skills
Special needs
Resources
Share time.
There’s a Hippopotamus on My Roof Eating
Cake by Hazel Edwards (E) (or any other
suitable fiction text.
Selected nonfiction texts about wild animals.
2 hula hoops.
Label cards (true books about true
things/made-up stories)
Teacher made White Hat Wild animals
worksheet
At-risk: Review facts about the selected
animal and encourage answering Qs in full
sentences.
ESL: Review behaviours of animals using
pictures in the text, focussing on verbs for
movement.
Gifted: (oral) Which parts of There’s a
Hippopotamus on My Roof Eating Cake
could/couldn’t really happen?(evaluating)
Literary skills
With teacher assistance, modelling and
scaffolding students will be able to:
LS 1.1 identify picture story books as a
literary form
Information Literacy Skills
IL 1.2 Locating Identify and select sources of
information
IL 1.3 Selecting Select and record the main
idea and keywords.
Page 7 of 16
Large poster paper for chart, or SmartBoard.
Teacher made Worksheet
Baby Animals in the Wild (Casey Cardinia
Library) or similar.
At-risk: Assist with reading & remembering
details
ESL: Review verbs for behaviours of animals
using pictures in the text, e.g. climbing,
jumping, scratching,
Gifted: (oral) Which animal is the most
dangerous, and why?
At-risk: Scribe details (e.g. names of animals)
for students not ready to ‘have-a-go’ at writing
for themselves.
ESL: Language of comparison e.g. lion cubs
are smaller than....
Gifted: (oral) How did the film makers get
close to dangerous animals to film them?
Information Literacy Skills
With teacher assistance, modelling and
scaffolding students will be able to:
IL 1.5 Creating & Sharing: Present responses
to a task in a variety of formats.
IL 1.6 Evaluation strategies Review the
appropriateness of their presentation in
relation to the original task.
Film - Film as Text
LS 1.1F identify film as a literary form
VELS
Learning Focus
Australian curriculum
Learning Focus
E5
Lesson 4 (Differentiation)
Thinking: Students begin to look for simple
patterns in their observations by classifying
familiar items and by looking for similarities
and differences.
Respond to texts, identifying favourite stories,
authors and illustrators
 Respond to texts, identifying favourite
stories, authors and illustrators
Elaborate
 Facilitate substantive conversation
 Cultivate higher-order thinking
Lesson 5 (Assessment)
Personal Learning: Students are provided
with opportunities to learn with peers and to
share their feelings and thoughts about
learning with others. They begin to
understand that listening to the responses of
others can assist them to make sense of new
experiences and provide useful cues for their
own learning.
Living things have basic needs, including
food and water
Lesson 6 (Wrapping up & review)
Students learn and practise the skills of being
attentive listeners in formal and informal
classroom situations. They listen and respond
to a range of simple texts, including ….film….
….and to brief spoken texts that deal with
familiar ideas and information.


talking about what is ‘real’ and what is
imagined in texts

identifying and selecting texts for
information purposes and commenting on
how the text might help with a task
recognising the needs of living things in a
range of situations such as pets at home,
plants in the garden or plants and
animals in bushland
Evaluate:
 Assess performance against standards
Key Understandings for Assessment
Wild animals need to eat, sleep, and play like people do.
Some wild animals eat plants and others eat meat.
Their body parts help them to live in their environment.
Baby animals have similar needs to adult animals but these are
sometimes met in different ways.
Page 8 of 16
Identify some differences between
imaginative and informative texts
Focus Questions
What do wild animals look like? What do they eat?
How do they play? Where do they sleep?
How are they alike/different to each other, to pets and farm animals, and to
people?
LEARNING FOCUS
VICTORIAN ESSENTIAL LEARNING STANDARDS LEARNING FOCUS
VELS
Learning
Focus
Science
Level 1
VELS
Learning
Focus
English
Level 1
VELS
Learning
Focus
Thinking
Processes
Level 1
VELS
Learning
Focus
Personal
Learning
Level 1
VELS
Learning
Focus
Interpersonal
Development
Level 1
SLAV
Teacher
Librarian
Program
Library Skills
Page 9 of 16
Science: As students work towards the achievement of Level 3 standards in Science, they use their senses to explore the world around
them; e.g.…living things. They describe their activities and observations using both general and science-specific language; for example,
hard, soft, long, short, big, small, strong and weak.
English: Students learn to read simple, predictable texts that have familiar content. Texts at this level have simple sentences and
predominantly oral language patterns, and include repetition of phrases and illustrations that represent the main ideas such as picture
books.
Students begin to compose simple texts about personally significant topics for their own purposes and audiences. When writing words
and simple sentences they draw on their knowledge of the alphabet and its relationship with the sound system, conventional letters,
groups of letters and some simple punctuation such as full stops and capital letters to communicate meaning.
Students learn and practise the skills of being attentive listeners in formal and informal classroom situations. They listen and respond to
a range of simple texts, including books read aloud, audio tapes and films, and to brief spoken texts that deal with familiar ideas and
information. Students begin to adjust their speaking and listening to suit context, purpose and audience in order to communicate
meaning and to understand others. When sharing and responding to ideas and information in print, visual and electronic texts, students
make connections with their own experiences and ideas.
Thinking: Students begin to look for simple patterns in their observations by classifying familiar items and by looking for similarities and
differences.
Personal Learning: Students are provided with opportunities to learn with peers and to share their feelings and thoughts about learning
with others. They begin to understand that listening to the responses of others can assist them to make sense of new experiences and
provide useful cues for their own learning. Students are encouraged to take risks with their learning and begin to understand that
mistakes can be a vehicle for further learning.
Interpersonal Learning: With teacher support, students begin to identify and develop the skills required to work together in a group,
including taking turns, and sharing and caring for equipment and resources.
Literary skills
With teacher assistance, modelling and scaffolding students will be able to:
LS 1.1 identify picture story books as a literary form
Information Literacy Skills
IL 1.1 Defining Formulate questions for investigation in response to directed discussion on a given topic.
Level 1
IL 1.2 Locating Identify and select sources of information
IL 1.3 Selecting Select and record the main idea and keywords.
IL 1.4 Processing & Organising Participate in group consideration of appropriateness and presentation of the information.
IL 1.5 Creating & Sharing: Present responses to a task in a variety of formats.
IL 1.6 Evaluation strategies Review the appropriateness of their presentation in relation to the original task.
Film - Film as Text
LS 1.1F identify film as a literary form
AUSTRALIAN CURRICULUM SCIENCE LEVEL DESCRIPTION: Foundation (Prep)
Australian Curriculum Science Level Description Foundation (Prep)
The science content includes the three strands of Science Understanding, Science Inquiry Skills and Science as a Human Endeavour. The three strands
of the curriculum are interrelated and their content is taught in an integrated way. The order and detail in which the content descriptions are organised
into teaching/learning programs are decisions to be made by the teacher.
From Foundation to Year 2, students learn that observations can be organised to reveal patterns, and that these patterns can be used to make
predictions about phenomena. In Foundation, students observe and describe the behaviours and properties of everyday objects, materials and living
things. They explore change in the world around them, including changes that impact on them, such as the weather, and changes they can effect, such
as making things move or change shape. They learn that seeking answers to questions and making observations is a core part of science and use their
senses to gather different types of information.
AUSTRALIAN CURRICULUM CONTENT DESCRIPTIONS AND ELABORATIONS – SCIENCE – Foundation (Prep)
Biological Science
Living things have basic needs,
including food and water
(ACSSU002)
SCIENCE UNDERSTANDING
Elaborations
 identifying the needs of humans such as warmth, food and water, using students’ own experiences

recognising the needs of living things in a range of situations such as pets at home, plants in the garden or
plants and animals in bushland

comparing the needs of plants and animals
SCIENCE AS A HUMAN ENDEAVOUR - SCIENCE ENQUIRY SKILLS
Processing and analysing data
and information
Engage in discussions about
observations and use methods such
as drawing to represent ideas
(ACSIS233)
Communicating
Share observations and ideas
(ACSIS012)
Page 10 of 16
Elaborations

taking part in informal and guided discussions relating to students’ observations

using drawings to represent observations and ideas and discussing their representations with others
Elaborations
 working in groups to describe what students have done and what they have found out

communicating ideas through role play and drawing
AUSTRALIAN CURRICULUM ENGLISH LEVEL DESCRIPTION Foundation (Prep)
Australian Curriculum English Level Description Foundation (Prep)
The English curriculum is built around the three interrelated strands of Language, Literature and Literacy. Teaching and learning programs should
balance and integrate all three strands. Together the three strands focus on developing students’ knowledge, understanding and skills in listening,
reading, viewing, speaking, writing and creating. Learning in English builds on concepts, skills and processes developed in earlier levels, and teachers
will revisit, strengthen and develop these as needed.
In the Foundation level, students communicate with peers, teachers, known adults, and students from other classes.
Students engage with a variety of texts for enjoyment. They listen to, read and view spoken, written and multimodal texts in which the primary purpose is
to entertain, as well as some texts designed to inform. These include traditional oral texts, picture books, various types of stories, rhyming verse, poetry,
non-fiction, film, multimodal texts and dramatic performances. They participate in shared reading, viewing and storytelling using a range of literary texts,
and recognise the entertaining nature of literature.
The range of literary texts for Foundation to Level 10 comprises Australian literature, including the oral narrative traditions of Aboriginal and Torres Strait
Islander peoples, as well as the contemporary literature of these two cultural groups, and classic and contemporary world literature, including texts from
and about Asia.
Literary texts that support and extend Foundation students as beginner readers include predictable texts that range from caption books to books with one
or more sentences per page. These texts involve straightforward sequences of events and everyday happenings with recognisable, realistic or imaginary
characters. Informative texts present a small amount of new content about familiar topics of interest; a small range of language features, including simple
and compound sentences; mostly familiar vocabulary, known high- frequency words and single-syllable words that can be decoded phonically, and
illustrations that strongly support the printed text.
Students create a range of imaginative, informative and persuasive texts including pictorial representations, short statements, performances, recounts
and poetry.
AUSTRALIAN CURRICULUM CONTENT DESCRIPTIONS AND ELABORATIONS – ENGLISH: Foundation (Prep)
READING AND VIEWING
NB In AusVELS, some content and its elaborations have been moved out of the Literature strand in the AC where it belongs and into Language or
Literacy. Where a school supports Literacy development by staffing a Library with a specialist teacher-librarian, these aspects should be taught as part of
a sequential Literature program within Library lessons.
Language
Understand that texts can take many forms,
can be very short (for example an exit sign) or
quite long (for example an information book or
a film) and that stories and informative texts
have different purposes (ACELA1430)
Elaborations
 sharing experiences of different texts and discussing some differences

discussing the purpose of texts, for example ‘This text will tell a story’, ‘This text will give information’

repeating parts of texts, for example characteristic refrains, predicting cumulative storylines, reciting
poetic and rhyming phrases
Explore the different contribution of words and
images to meaning in stories and informative
texts (ACELA1786)

talking about how a ‘different’ story is told if we read only the words, or only the pictures; and the
story that words and pictures make when combined

exploring how the combination of print and images in texts create meaning
Literature
Elaborations
Page 11 of 16
Recognise that texts are created by authors
who tell stories and share experiences that
may be similar or different to students’ own
experiences (ACELT1575)
Identify some features of texts including
events and characters and retell events from a
text (ACELT1578)
Literacy
Identify some differences between imaginative
and informative texts (ACELY1648)

comparing experiences depicted in stories with students’ own

listening, responding to and joining in with rhymes, poems, chants and songs
Elaborations
 talking about what is ‘real’ and what is imagined in texts

identifying and selecting texts for information purposes and commenting on how the text might help
with a task
WRITING
Language
Know that spoken sounds and words can be
written down using letters of the alphabet and
how to write some high-frequency sight words
and known words (ACELA1758)
Elaborations
 recognising the most common sound made by each letter of the alphabet, including consonants and
short vowel sounds

writing consonant-vowel-consonant words by writing letters to represent the sounds in the spoken
words

knowing that spoken words are written down by listening to the sounds heard in the word and then
writing letters to represent those sounds
Literacy

Elaborations
Create short texts to explore, record and
report ideas and events using familiar words
and beginning writing knowledge
(ACELY1651)

using image-making and beginning writing to represent characters and events in written, film and
web-based texts

using speaking, writing and drawing to represent and communicate personal responses to ideas and
events experienced through texts

creating short spoken, written and multimodal observations, recounts and descriptions, extending
vocabulary and including some content-specific words in spoken and written texts

using beginning concepts about print, sound–letter and word knowledge and punctuation to create
short texts
SPEAKING AND LISTENING
Language
Explore how language is used differently at
home and school depending on the
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Elaborations
 learning to ask relevant questions and to express requests and opinions in ways that suit different
contexts
relationships between people (ACELA1428)
Understand the use of vocabulary in familiar
contexts related to everyday experiences,
personal interests and topics taught at school
(ACELA1437)
Literature
Respond to texts, identifying favourite stories,
authors and illustrators (ACELT1577)

building vocabulary through multiple speaking and listening experiences

discussing new vocabulary found in texts

bringing vocabulary from personal experiences, relating this to new experiences and building a
vocabulary for thinking and talking about school topics
Elaborations
 talking about stories and authors, choosing favourites, discussing how students feel about what
happens in stories

Literacy
Listen to and respond orally to texts and to the
communication of others in informal and
structured classroom situations (ACELY1646)
Use interaction skills including listening while
others speak, using appropriate voice levels,
articulation and body language, gestures and
eye contact (ACELY1784)
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engaging with the humour in some stories and repeating favourite lines, jokes and ideas
Elaborations
 listening to, remembering and following simple instructions

sequencing ideas in spoken texts, retelling well known stories, retelling stories with picture cues,
retelling information using story maps

listening for specific things, for example the main idea of a short statement, the details of a story, or
to answer a given question

participating in class, group and pair discussions about shared experiences including shared texts

asking and answering questions to clarify understanding

learning how to use different voice levels appropriate to a situation, for example learning about
‘inside voices’ and ‘outside voices’

learning to ask questions and provide answers that are more than one or two words

participating in speaking and listening situations, exchanging ideas with peers in pairs and small
groups and engaging in class discussions, listening to others and contributing ideas

showing understanding of appropriate listening behaviour, such as listening without interrupting, and
looking at the speaker if culturally appropriate

listening and responding to oral and multimodal texts including rhymes and poems, texts read aloud
and various types of digital texts

asking and answering questions using appropriate intonation

speaking so that the student can be heard and understood

altering volume for inside and outside situations and when speaking to an audience
ACHIEVEMENT STANDARDS
VICTORIAN ESSENTIAL LEARNING STANDARDS (VELS) ACHIEVEMENT STANDARDS
VELS Science Foundation (Prep)
No standard till Level 3
VELS English Standards Foundation (Prep)
Speaking and listening Standard Foundation (Prep)
Progression Point 0.5
Students use speech to talk about personal experiences, ask and answer simple questions about ideas heard and communicate purposefully with peers
and some familiar adults. They contribute ideas and information to discussions. They use simple sentences that are grammatically correct. In recounting
stories or personal experiences a small number of ideas are logically sequenced. They comprehend simple oral classroom instructions, short story scripts
with supporting visual information and references to particular sentences and individual words.
Standard Level 1
At Level 1, students use spoken language appropriately in a variety of classroom contexts. They ask and answer simple questions for information and
clarification, contribute relevant ideas during class or group discussion, and follow simple instructions.
They listen to and produce brief spoken texts that deal with familiar ideas and information. They sequence main events and ideas coherently in speech,
and speak at an appropriate volume and pace for listeners’ needs. They self-correct by rephrasing a statement or question when meaning is not clear.
Reading Standard Foundation (Prep)
Progression Point 0.5
Students ‘read’ aloud independently and respond to simple, illustrated continuous print and electronic texts about familiar events with some high
frequency words, oral language patterns and repetitive phrases and sentences. They display some of the concepts of print, including one to one
matching of words. They use textual features and knowledge of text topic to predict words. …
Standard Level 1
At Level 1, students match print and spoken text in their immediate environment. They recognise how sounds are represented alphabetically and identify
some sound–letter relationships. They read aloud simple print and electronic texts that include some frequently used words and predominantly oral
language structures. They read from left to right with return sweep, and from top to bottom….
Writing Standard Foundation (Prep)
Progression Point 0.5
Students are aware that speech can be written and begin to recognise that writing is used to convey ideas, feelings and information. They write about
personally significant topics. They record in symbols what they say and read back their messages at the time of writing. Their writing attempts show
concepts about print including left to right, top to bottom and spacing. They write approximate letters for some of the letter-sound relationships they know
and may interchange upper and lower case letters. They attempt to spell words by writing one or more of the letters in the word, usually having the initial
letter. They use pencil or crayon and write using a computer.
Standard Level 1
At Level 1, students write … simple texts about familiar topics to convey ideas or messages. In their writing, they use conventional letters, groups of
letters, and simple punctuation such as full stops and capital letters. Students are aware of the sound system and the relationships between letters and
sounds in words when spelling. They form letters correctly, and use a range of writing implements and software.
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VELS Thinking Processes Standards Foundation (Prep)
No standard till Level 3
VELS Personal Learning Standards Foundation (Prep)
No standard till Level 3
VELS Interpersonal Learning Standards Foundation (Prep)
Progressing towards Level 1
In Interpersonal Development, there is one point (0.5) at Level 1 for assessing student progress towards the Level 1 standard.
Progression point 0.5
At 0.5, the work of a student progressing towards the standard at Level 1 demonstrates, for example: that shows
 awareness of the safety of self and others
 behaviour that is helpful to peers, family members and teachers
 application of calming strategies such as being silent, waiting, smiling and relaxing
 cooperative behaviours that help them to participate in groups, games and other forms of play
Standard: Interpersonal Development
At Level 1, students identify the qualities of a friend and demonstrate care for other students. They contribute to the development of positive social
relationships in a range of contexts. They use appropriate language and actions when dealing with conflict. Students describe basic skills required to
work cooperatively in groups.
AUSTRALIAN CURRICULUM ACHIEVEMENT STANDARDS – SCIENCE – Foundation (Prep)
Foundation (Prep) Science achievement standard
By the end of the Foundation level, students … suggest how the environment affects them and other living things….
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AUSTRALIAN CURRICULUM ACHIEVEMENT STANDARDS – ENGLISH – Foundation (Prep)
AUSTRALIAN CURRICULUM ENGLISH Foundation (Prep)
Foundation (Prep) Reading and Viewing achievement standard
By the end of the Foundation level, students … understand that there are different types of texts and that these can have similar characteristics. They
identify connections between texts and their personal experience.
Foundation (Prep) Writing achievement standard
When writing, students use familiar words and phrases and images to convey ideas. Their writing shows evidence of sound and letter knowledge,
beginning writing behaviours and experimentation with capital letters and full stops. They correctly form known upper- and lower-case letters.
Foundation (Prep) Speaking and listening achievement standard
They listen to and use appropriate language features to respond to others in a familiar environment. They listen for rhyme, letter patterns and sounds in
words. Students understand that their texts can reflect their own experiences. They identify and describe likes and dislikes about familiar texts, objects,
characters and events. In informal group and whole class settings, students communicate clearly. They retell events and experiences with peers and
known adults. They identify and use rhyme, letter patterns and sounds in words.
PoLT focus
to be
embedded
in this unit.
PoLT (Principles of Learning and Teaching) embedded in this unit
Students learn best when these Principles of Learning and Teaching are embedded in classroom practice:
Students are challenged and supported to develop deep levels of thinking and application.
In learning environments that reflect this principle the teacher:
4.1 plans sequences to promote sustained learning that builds over time and emphasises connections between ideas
4.2 promotes substantive discussion of ideas
4.3 emphasises the quality of learning with high expectations of achievement
4.4 uses strategies that challenge and support students to question and reflect
Supporting Resources and Materials
Print Media
Videos
Worksheets
1
Natural World series by various authors: Hippopotamus; Elephant; Black Rhino; Tiger; Leopard; Orang-utan, Hodder Wayland, 2000
(Kingston Library J599)
Secrets of the Animal World: Giraffe by Andreu Llamas, Gareth Stevens Publishing, Milwaukee, 1996 (Kingston Library, J 5999.73
LLAM)
Wild Animals, by Sarah Fecher, Ladders, Two Can 1998 (599 FEC). 1
There’s a Hippopotamus on my Roof Eating Cake by Hazel Edwards (E)
Baby Animals series by Kate Petty: Baby Chimpanzees; Baby Lions, Franklin Watts, 1989 (599 PET)
What’s It Like to be a Baby series by Honor Head: Baby Elephants; Baby Chimpanzees, Belitha press, 1998 (599 HEA)
Baby Animals in the Wild (Casey Cardinia Library, if available) for extra session.
Teacher made worksheets
This is now out of print. Any other wild animals would be suitable, but this series is excellent for teaching text features e.g. the children can choose
which animal they want to learn about from the table of contents, and each page has text features to focus on i.e. heading, captions, photos, drawings.
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