VELS (Level 3) & the Play Real Game
The Play Real Game provides activities for students at Level 3 with schools implementing the program at the Year 3 or 4.
Play Real Game
Strand
Domain
Dimension
Learning focus
Standard
Reading
Understand, interpret, analyse, reflect
upon, & enjoy written & visual print &
non print texts, including imaginative &
informative texts
Recognise that speaking & listening
provide opportunities to exchange
information, share & explore ideas, &
express opinions
Infer meaning from informative texts
Locate, select & record key information
from texts (e.g. Role profiles &
Glossary)
Participate in discussions, conversations
& presentations in small & large groups
Listen & gain meaning from factual &
spoken texts (class discussions of role
profiles, High 5 etc.)
Explore different occupations and life
roles and types of human activities
through the Role Profiles
Distinguish between consumers &
producers, & goods & services
Identify location use maps with
alphanumeric grids & compass points
Use maps to explore a neighbourhood
Use basic mapping conventions
Session 1
Playing a
Role
Students are
introduced to the
Play Real Game
and to the
life/work roles
they will assume
and explore
throughout the
program
English
Disciplinebased
Learning
Humanities
knowledge &
understanding
Humanities
Interdisciplinary
Learning
Speaking &
listening
Humanities skills
Listening,
viewing &
Communication responding
Thinking
Processes
Reasoning,
processing &
inquiry
Examine & compare different types of
work & specific jobs
Explore types of human activities
Investigate human & physical
characteristics of the local area
Visualise and describe location and
direction using alphanumeric grids and
compass points
Use atlases, maps and globes to locate
places and features
Listen attentively & learn to respond
appropriately
Identify main message
Develop an interpretation supported by
evidence
Explore aspects of their natural,
constructed & social world
© Department of Education and Early Childhood Development, Victoria, Australia, 2008
http://www.education.vic.gov.au/sensecyouth/careertrans/teacherresources/
Standards not introduced till Level 4
Learning focus statements at level 3
provide advice about learning
experiences to assist students towards
Level 4
Collect information from a range of
sources to answer questions
1
Play Real Game
Strand
Domain
Dimension
Learning focus
Standard
Session 2
Building social
relationships
Playing Real
Students practise
map skills, make
housing,
transportation and
other lifestyle
choices, create and
name their
neighbourhoods
Physical,
Personal &
Social
Learning
Interpersonal
Development
Civics &
citizenship
English
Disciplinebased
Learning
Interdisciplinary
Learning
Working in teams Work towards achievement of agreed
goals within a timeframe
Develop awareness of their roles &
responsibilities in teams
Be aware that different points of view
may be valid
Reflect on the effectiveness of teams in
which they participate
Civic knowledge
Build understanding of Australian society
& understanding
Speaking &
listening
Humanities
knowledge &
understanding
Humanities
Thinking
Processes
Interact with peers
Develop skills & strategies for getting to
know & understand others in
increasingly complex situations
Humanities skills
Reflection,
evaluation &
metacognition
Recognise that speaking & listening
provide opportunities to exchange
information, share & explore ideas, &
express opinions
Examine & compare different types of
work & specific jobs
Explore types of human activities
Investigate human & physical
characteristics of a local area
Visualise and describe location and
direction
Use atlases, maps and globes to locate
places and features
Recognise that others may have different
opinions & understand that reasoning
can be influenced by strong feelings
© Department of Education and Early Childhood Development, Victoria, Australia, 2008
http://www.education.vic.gov.au/sensecyouth/careertrans/teacherresources/
Demonstrate respect for others & exhibit
appropriate behaviour
Support each other by sharing ideas &
materials, offering assistance, giving
appropriate feedback & acknowledging
individual difference
Cooperate with others in teams for
agreed purposes
Take roles & follow guidelines established
within a task
Describe & evaluate their own
contribution & the team’s progress
towards achievement of agreed goals
Develop understanding of communities
through development of neighbourhoods
and mottos
Participate in discussions & conversations
in small & large groups
Listen & gain meaning from factual &
spoken texts
Explore different occupations and life
roles and types of human activities
Distinguish between needs & wants ,
consumers & producers, & goods &
services
Identify location use atlases, maps &
globes, alphanumeric grids & compass
points
Use basic mapping conventions
Provide reasons for their point of view &
justify changes in their thinking
2
Play Real Game
Strand
Domain
Dimension
Physical,
Personal &
Social
Learning
Interpersonal
Development
Building social
relationships
Personal
Learning
The individual
learner
Learning focus
Standard
Session 3
Real Skills
Students work
together to define
the skills identified
in their Role
Profiles and to
Disciplinelocate ten key
based
skills in their
Learning
neighbourhoods
and their town
Reading
English
Speaking &
listening
Humanities
knowledge &
understanding
Listening,
viewing &
Communication
responding
Humanities
Interdisciplinary
Learning
Thinking
Processes
Reasoning,
processing &
inquiry
Interact with peers
Develop skills & strategies for getting to
know & understand others
Understand the role of persistence &
effort in task achievement
Prepare for lifelong learning
Understand, interpret, critically analyse,
reflect upon, & enjoy written & visual
print & non print texts, including
imaginative & informative texts e.g.
workplace texts
Recognise that speaking & listening
provide opportunities to exchange
information, share & explore ideas, &
express opinions
Examine & compare different types of
work & specific jobs
Explore types of human activities
Listen attentively & learn to respond
appropriately
Identify main message
Explore aspects of their natural,
constructed & social world
Make connections between new &
established ideas & their own knowledge
© Department of Education and Early Childhood Development, Victoria, Australia, 2008
http://www.education.vic.gov.au/sensecyouth/careertrans/teacherresources/
Support each other by sharing ideas &
materials & offering assistance
Develop content knowledge &
understanding
Interpret the main ideas & purposes of
texts
Infer meaning from informative texts
Participate in discussions, conversations
& presentations in small & large groups
Listen & gain meaning from factual &
spoken texts
Explore different occupations and life
roles and types of human activities
Standards not introduced till Level 4
Learning focus statements at level 3
provide learning experiences to assist
students towards Level 4
Use thinking strategies to organise
information & concepts & solve problems
Provide reasons for their conclusions
3
Play Real Game
Strand
Domain
Dimension
Learning focus
Standard
Session 4
Real
Businesses
and Essential
Services
Physical,
Personal &
Social
Learning
Students discover
businesses and
essential services
and locate the
coordinates on
their
DisciplineNeighbourhood
Maps. They choose based
Learning
buildings to
represent the
services and
businesses, colour
and customise
them, and place
them on their
Neighbourhood
Maps
Interdisciplinary
Learning
Interpersonal
Development
Building social
relationships
Interact with peers & adults in formal &
informal contexts
Working in teams Work towards achievement of agreed
goals within a timeframe
Civic knowledge
Build understanding of Australian society
& understanding Consider the meanings & values reflected
in cultural celebrations & symbols
Civics &
Community
Learn about groups in the community &
citizenship
engagement
their functions
Develop knowledge about their
community & the environment
Reading
Understand, interpret, critically analyse,
reflect upon, & enjoy written & visual
English
print & non print texts
Humanities
Examine & compare different types of
knowledge &
work & specific jobs
understanding
Explore types of human activities
Investigate human & physical
characteristics of the local area &
Humanities
changes over time (optional activity)
Humanities skills Visualise and describe location and
direction
Use atlases, maps and globes to locate
places and features
Listening,
Listen attentively & learn to respond
viewing &
appropriately
Communication
responding
Identify main message
Reasoning,
processing &
inquiry
Thinking
Processes
Creativity
Reflection,
evaluation &
metacognition
Explore aspects of their natural,
constructed & social world
Make connections between new &
established ideas & their own knowledge
Participate in investigations & activities
involving problem solving to encourage
creative solutions
Recognise that others may have different
opinions & understand that reasoning
can be influenced by strong feelings
© Department of Education and Early Childhood Development, Victoria, Australia, 2008
http://www.education.vic.gov.au/sensecyouth/careertrans/teacherresources/
Demonstrate respect for others & exhibit
appropriate behaviour
Cooperate with others in teams for
agreed purposes
Describe the roles of government &
services & the roles of some leaders &
representatives
Describe roles & purposes of groups in
the community
Interpret the main ideas & purposes of
texts
Infer meaning from informative texts
Explore different occupations and life
roles and types of human activities
Distinguish between goods & services
Identify location use atlases, maps &
globes, alphanumeric grids & compass
points
Use basic mapping conventions
Standards not introduced till Level 4
Learning focus statements at level 3
provide learning experiences to assist
students towards Level 4
Use thinking strategies to organise
information & concepts & solve problems
Provide reasons for their conclusions
Apply creative ideas in practical ways &
test possibilities of the ideas generated
Use open-ended questions & integrate
available information to explore ideas
Provide reasons for their point of view &
justify changes in their thinking
4
Play Real Game
Strand
Domain
Dimension
Learning focus
Standard
Session 5
Real Hiring
Students identify
the jobs connected
to their businesses
and essential
services and list
Physical,
them on their
Personal &
Neighbourhood
Social
Maps. Through a
Learning
simulated hiring
process, the
students all find
jobs
Interpersonal
Development
Personal
Learning
Civics &
citizenship
Disciplinebased
Learning
English
Building social
Interact with peers & adults in formal &
relationships
informal contexts
Working in teams Work towards achievement of agreed
goals within a timeframe
Develop awareness of their roles &
responsibilities in teams
Be aware that different points of view
may be valid
The individual
Understand their personal characteristics
learner
& capabilities, & those they need to
develop
Understand the role of persistence &
effort in task achievement
Prepare for lifelong learning
Managing
Develop confidence in making informed
personal
decisions
learning
Develop goal setting, time & resource
management skills
Civic knowledge
Build understanding of Australian society
& understanding Consider the meanings & values reflected
in cultural celebrations & symbols
Community
Learn about groups in the community &
engagement
their functions
Develop knowledge about their
community & the environment
Reading
Understand, interpret, critically analyse,
reflect upon, & enjoy written & visual
print & non print texts, including
imaginative & informative texts e.g.
workplace texts
Writing
Develop skills in writing informative
texts
Speaking &
listening
Recognise that speaking & listening
provide opportunities to exchange
information, share & explore ideas, &
express opinions
Vary speaking & listening to suit context
purpose & audience
© Department of Education and Early Childhood Development, Victoria, Australia, 2008
http://www.education.vic.gov.au/sensecyouth/careertrans/teacherresources/
Demonstrate respect for others & exhibit
appropriate behaviour
Cooperate with others in teams for
agreed purposes
Take roles & follow guidelines
established within a task
Identify strategies that enhance learning
Identify learning strengths & weaknesses
& learning habits
Develop content knowledge &
understanding
Set short term achievable goals
Complete short tasks by planning &
allocating time & resources
Undertake some tasks independently
Describe the roles of government &
services & the roles of some leaders &
representatives
Describe roles & purposes of groups in
the community
Interpret the main ideas & purposes of
texts
Infer meaning from informative texts
Locate, select & record key information
from texts
Order information & events
Meet the needs of audiences by including
background information
Participate in discussions, conversations
& presentations in small & large groups
Listen & gain meaning from factual &
spoken texts
Modify spoken texts to clarify meaning &
information
5
Play Real Game
Session 5 (cont)
Real Hiring
(cont)
Strand
Disciplinebased
Learning
Students identify
the jobs connected
to their businesses
and essential
services and list
them on their
Neighbourhood
InterMaps. Through a
disciplinary
simulated hiring
Learning
process, the
students all find
jobs
Domain
Dimension
Humanities
Humanities
knowledge &
understanding
Humanities skills
Examine & compare different types of
work & specific jobs
Explore types of human activities
Visualise & describe location & direction
Use atlases, maps & globes to locate
places & features
Listening,
viewing &
responding
Listen attentively & respond
appropriately
Explore a range of aural, written & visual
communication which illustrate a variety
of perspectives
Identify main message
Explore strategies used in formal &
informal presentations
Order ideas to communicate
Communication
Presenting
Reasoning,
processing &
inquiry
Thinking
Processes
Reflection,
evaluation &
metacognition
Learning focus
Explore aspects of their natural,
constructed & social world
Develop strategies for organising &
summarising information
Make connections between new &
established ideas & their own knowledge
Recognise that others may have different
opinions & understand that reasoning
can be influenced by strong feelings
© Department of Education and Early Childhood Development, Victoria, Australia, 2008
http://www.education.vic.gov.au/sensecyouth/careertrans/teacherresources/
Standard
Explore different occupations & life roles
& types of human activities
Identify location use atlases, maps &
globes, alphanumeric grids & compass
points
Use basic mapping conventions
Standards not introduced till Level 4
Learning focus statements at level 3
provide learning experiences to assist
students towards Level 4
Standards not introduced till Level 4
Learning focus statements at level 3
provide learning experiences to assist
students towards Level 4
Collect information from a range of
sources to answer their own & others'
questions
Use thinking strategies to organise
information & solve problems
Provide reasons for their conclusions
Identify strategies to organise their ideas
& use appropriate language to explain
their thinking
6
Play Real Game
Strand
Domain
Dimension
Learning focus
Standard
Session 6
Putting a
Town
Together
Students combine
their five
Neighbourhood
Maps with the
Town Centre Map
to create a
complete town.
They select a town
name and create
welcome signs for
their town. They
discuss the
interdependence of
urban and rural
communities
Physical,
Personal &
Social
Learning
Disciplinebased
Learning
Interdisciplinary
Learning
Interpersonal
Development
Civics &
citizenship
Humanities
Building social
Interact with peers & adults in formal &
relationships
informal contexts
Working in teams Work towards achievement of agreed
goals within a timeframe
Be aware that different points of view
may be valid
Civic knowledge
Build understanding of Australian society
& understanding Consider the meanings & values reflected
in cultural celebrations & symbols
Community
Learn about groups in the community &
engagement
their functions
Humanities
Examine & compare different types of
knowledge &
work & specific jobs
understanding
Explore types of human activities
Understand the effects people have on
environment & how this affects their
lives
Humanities skills Visualise & describe location & direction
Use atlases, maps & globes to locate
places & features
Reasoning,
processing &
inquiry
Thinking
Processes
Creativity
Reflection,
evaluation &
metacognition
Explore aspects of their natural,
constructed & social world
Make connections between new &
established ideas & their own knowledge
Explore ideas creatively by engaging with
new ideas & other perspectives
Recognise that others may have different
opinions & understand that reasoning
can be influenced by strong feelings
© Department of Education and Early Childhood Development, Victoria, Australia, 2008
http://www.education.vic.gov.au/sensecyouth/careertrans/teacherresources/
Demonstrate respect for others & exhibit
appropriate behaviour
Cooperate with others in teams for
agreed purposes
Describe the roles of government &
services & the roles of some leaders &
representatives
Describe roles & purposes of groups in
the community
Explore different occupations & life roles
& types of human activities
Distinguish between needs & wants ,
saving & spending, buyers & sellers
(consumers & producers), & goods &
services
Identify location use atlases, maps &
globes, alphanumeric grids & compass
points
Use basic mapping conventions
Use thinking strategies to organise
information & solve problems
Provide reasons for their conclusions
Apply creative ideas in practical ways &
test possibilities of the ideas generated
Provide reasons for their point of view &
justify changes in their thinking
7
Play Real Game
Strand
Domain
Dimension
Learning focus
Standard
Session 7
Working
World
Students explore
different job
search methods.
Students find the
Physical,
remaining Role
Personal &
Profiles for the
Social
workers needed in Learning
their
neighbourhoods.
They also locate
the geographic
areas from which
the new workers
came on a map of
the world (or of
their state,
territory or
region). Students
then connect these
locations to their
Disciplinereal-life town or
based
suburb
Learning
Building social
relationships
Interpersonal
Development
Personal
Learning
Civics &
citizenship
English
Humanities
Interact with peers & adults in formal &
informal contexts
Develop skills in giving & accepting
constructive feedback
Working in teams Work towards achievement of agreed
goals within a timeframe
Be aware that different points of view
may be valid
The individual
Understand the role of persistence &
learner
effort in task achievement
Prepare for lifelong learning
Managing
Develop confidence in making informed
personal
decisions
learning
Develop goal setting, time & resource
management skills
Civic knowledge
Build understanding of Australian society
& understanding Consider the meanings & values reflected
in cultural celebrations & symbols
Consider what they value about Australia
Community
Learn about groups in the community &
engagement
their functions
Develop knowledge about their
community & the environment
Reading
Understand, interpret, critically analyse,
reflect upon, & enjoy written & visual
print & non print texts, including
imaginative & informative texts e.g.
workplace texts
Humanities
Examine & compare different types of
knowledge &
work & specific jobs
understanding
Explore types of human activities
Understand the effects people have on
environment & how this affects their
lives
Humanities skills Visualise & describe location & direction
Use atlases, maps & globes to locate
places & features
© Department of Education and Early Childhood Development, Victoria, Australia, 2008
http://www.education.vic.gov.au/sensecyouth/careertrans/teacherresources/
Demonstrate respect for others & exhibit
appropriate behaviour
Support each other by sharing ideas &
materials, offering assistance, giving
appropriate feedback & acknowledging
individual difference
Cooperate with others in teams for
agreed purposes
Take roles & follow guidelines
established within a task
Develop content knowledge &
understanding
Set short term achievable goals
Complete short tasks by planning &
allocating time & resources
Undertake some tasks independently
Develop understanding of the
contributions from culturally diverse
groups that make the Australian
community
Describe roles & purposes of groups in
the community
Interpret the main ideas & purposes of
texts
Infer meaning from informative texts
Locate, select & record key information
from texts
Explore different occupations & life roles
& types of human activities
Distinguish between needs & wants ,
saving & spending, buyers & sellers
(consumers & producers), & goods &
services
Identify location use atlases, maps &
globes, alphanumeric grids & compass
points
Use basic mapping conventions
8
Play Real Game
Strand
Session 7 (cont)
Working World
(cont)
Students explore
different job search
methods. Students
find the remaining
Role Profiles for the
workers needed in
Intertheir neighbourhoods.
disciplinary
They also locate the
Learning
geographic areas
from which the new
workers came on a
map of the world (or
of their state,
territory or region).
Students connect
these locations to
their real-life town or
suburb
Domain
Dimension
Listening,
viewing &
Communication
responding
Reasoning,
processing &
inquiry
Creativity
Thinking
Processes
Reflection,
evaluation &
metacognition
Learning focus
Listen attentively & respond appropriately
Identify main message
Develop an interpretation supported by
evidence
Explore aspects of their natural,
constructed & social world
Use a range of sources of information
Develop strategies for organising &
summarising information
Make connections between new &
established ideas & their own knowledge
Participate in investigations & activities
involving problem solving to encourage
experimentation with a range of creative
solutions
Explore ideas creatively by engaging with
new ideas & other perspectives
Recognise that others may have different
opinions & understand that reasoning
can be influenced by strong feelings
Begin to question arguments presented
to them
© Department of Education and Early Childhood Development, Victoria, Australia, 2008
http://www.education.vic.gov.au/sensecyouth/careertrans/teacherresources/
Standard
Standards not introduced till Level 4
Learning focus statements at level 3
provide learning experiences to assist
students towards Level 4
Collect information from a range of
sources to answer their own & others'
questions
Question validity of sources
Use thinking strategies to organise
information & solve problems
Provide reasons for their conclusions
Apply creative ideas in practical ways &
test possibilities of the ideas generated
Use open-ended questions & integrate
available information to explore ideas
Identify strategies to organise their ideas
& use appropriate language to explain
their thinking
Provide reasons for their point of view &
justify changes in their thinking
9
Play Real Game
Strand
Domain
Dimension
Learning focus
Standard
Session 8
Real Needs,
Real
Solutions
Students identify
key attributes of
their essential
services,
businesses,
recreation and
entertainment in
response to a
proposal from the
fictional company,
Kids’ World Inc.
Building social
relationships
Physical,
Personal &
Social
Learning
Interpersonal
Development
Personal
Learning
Working in
teams
Managing
personal
learning
Civic knowledge
& understanding
Civics &
citizenship
Community
engagement
Reading
Disciplinebased
Learning
English
Writing
Speaking &
listening
Interact with peers & adults in formal &
informal contexts
Think about their values & how these
affect feelings & behaviour
Develop skills in giving & accepting
constructive feedback
Work towards achievement of agreed
goals within a timeframe
Develop awareness of their roles &
responsibilities in teams
Be aware that different points of view
may be valid
Develop confidence in making informed
decisions
Develop goal setting, time & resource
management skills
Build understanding of Australian society
Consider the meanings & values reflected
in cultural celebrations & symbols
Consider what they value about Australia
(optional activity)
Learn about groups in the community &
their functions
Develop knowledge about their
community & the environment
Understand, interpret, critically analyse,
reflect upon, & enjoy written & visual
print & non print texts, including
imaginative & informative texts e.g.
newspapers magazines & ICT texts
Develop skills in writing informative
texts
Recognise that speaking & listening
provide opportunities to exchange
information, share & explore ideas, &
express opinions
© Department of Education and Early Childhood Development, Victoria, Australia, 2008
http://www.education.vic.gov.au/sensecyouth/careertrans/teacherresources/
Demonstrate respect for others & exhibit
appropriate behaviour
Support each other by sharing ideas &
materials, offering assistance, giving
appropriate feedback & acknowledging
individual difference
Cooperate with others in teams for
agreed purposes
Take roles & follow guidelines
established within a task
Set short term achievable goals
Complete short tasks by planning &
allocating time & resources
Undertake some tasks independently
Develop understanding of the
contributions from culturally diverse
groups that make the Australian
community
Describe the roles of services & the roles
of some leaders & representatives
Describe roles & purposes of groups in
the community
Identify local issue & plan action to
achieve desired outcomes (optional)
Interpret the main ideas & purposes of
texts
Infer meaning from informative texts
Locate, select & record key information
from texts
Order information & events
Meet the needs of audiences by including
background information
Participate in discussions, conversations
& presentations in small & large groups
Modify spoken texts to clarify meaning &
information
10
Play Real Game
Strand
Domain
Humanities
knowledge &
understanding
Session 8 (cont)
Real Needs, Real
Solutions (cont)
Students identify
key attributes of
their essential
services, businesses,
recreation and
entertainment in
response to a
proposal from the
fictional company,
Kids’ World Inc.
Dimension
Disciplinebased
Learning
Humanities
Humanities skills
Listening,
viewing &
responding
Communication
Reasoning,
processing &
inquiry
Interdisciplinary
Learning
Creativity
Thinking
Processes
Reflection,
evaluation &
metacognition
Learning focus
Examine & compare different types of
work & specific jobs
Explore types of human activities
Understand the effects people have on
environment & how this affects their
lives
Investigate human & physical
characteristics of the local area &
changes over time
Visualise & describe location & direction
Use atlases, maps & globes to locate
places & features
Listen attentively & respond
appropriately
Explore a range of aural, written & visual
communication which illustrate a variety
of perspectives
Identify main message
Develop an interpretation supported by
evidence
Explore aspects of their natural,
constructed & social world
Develop strategies for organising &
summarising information
Make connections between new &
established ideas & their own knowledge
Participate in investigations & activities
involving problem solving to encourage
experimentation with a range of creative
solutions
Explore ideas creatively by engaging with
new ideas & other perspectives
Recognise that others may have different
opinions & understand that reasoning
can be influenced by strong feelings
Begin to question arguments presented
to them
© Department of Education and Early Childhood Development, Victoria, Australia, 2008
http://www.education.vic.gov.au/sensecyouth/careertrans/teacherresources/
Standard
Explore different occupations & life roles
& types of human activities
Distinguish between needs & wants ,
saving & spending, buyers & sellers
(consumers & producers), & goods &
services
Understand the role of money
Identify location use atlases, maps &
globes, alphanumeric grids & compass
points
Use basic mapping conventions
Standards not introduced till Level 4
Learning focus statements at level 3
provide learning experiences to assist
students towards Level 4
Collect information from a range of
sources to answer their own & others'
questions
Use thinking strategies to organise
information & solve problems
Provide reasons for their conclusions
Apply creative ideas in practical ways &
test possibilities of the ideas generated
Use open-ended questions & integrate
available information to explore ideas
Identify strategies to organise their ideas
& use appropriate language to explain
their thinking
Provide reasons for their point of view &
justify changes in their thinking
11
Play Real Game
Strand
Domain
Dimension
Learning focus
Standard
Session 9
Building social
relationships
Real
Rehearsal
Students prepare
and rehearse
responses to
questions about
services and
businesses in their Physical,
Personal &
town and the
Social
people who work
Learning
in them. The
facilitator, in the
role of a
representative of
Kids’ World Inc.,
asks a series of
questions to
determine the kind
of services,
businesses and
qualified workers
available.
Disciplinebased
Learning
Interpersonal
Development
Working in
teams
The individual
learner
Personal
Learning
Managing
personal
learning
Civic knowledge
& understanding
Civics &
citizenship
Community
engagement
Reading
English
Speaking &
listening
- use oral language
to convey &
receive meaning
Interact with peers & adults in formal &
informal contexts
Develop skills & strategies for getting to
know & understand others in
increasingly complex situations
Develop skills in giving & accepting
constructive feedback
Work towards achievement of agreed
goals within a timeframe
Develop awareness of their roles &
responsibilities in teams
Be aware that different points of view
may be valid
Understand the role of persistence &
effort in task achievement
Prepare for lifelong learning
Develop confidence in making informed
decisions
Develop goal setting, time & resource
management skills
Build understanding of Australian society
Consider the meanings & values reflected
in cultural celebrations & symbols
Consider what they value about Australia
Learn about groups in the community &
their functions
Develop knowledge about their
community & the environment
Understand, interpret, critically analyse,
reflect upon, & enjoy written & visual
print & non print texts, including
imaginative & informative texts e.g.
newspapers magazines & ICT texts
Recognise that speaking & listening
provide opportunities to exchange
information, share & explore ideas, &
express opinions
Vary speaking & listening to suit context
purpose & audience
© Department of Education and Early Childhood Development, Victoria, Australia, 2008
http://www.education.vic.gov.au/sensecyouth/careertrans/teacherresources/
Demonstrate respect for others & exhibit
appropriate behaviour
Support each other by sharing ideas &
materials, offering assistance, giving
appropriate feedback & acknowledging
individual difference
Cooperate with others in teams for
agreed purposes
Take roles & follow guidelines
established within a task
Develop content knowledge &
understanding
Set short term achievable goals
Complete short tasks by planning &
allocating time & resources
Undertake some tasks independently
Describe the roles of government &
services & the roles of some leaders &
representatives
Describe roles & purposes of groups in
the community
Interpret the main ideas & purposes of
texts
Infer meaning from informative texts
Locate, select & record key information
from texts
Participate in discussions, conversations
& presentations in small & large groups
Listen & gain meaning from factual &
spoken texts
Modify spoken texts to clarify meaning &
information
12
Play Real Game
Strand
Domain
Humanities
knowledge &
understanding
Session 9 (cont)
Real Rehearsal
(cont)
Dimension
Disciplinebased
Learning
Students prepare
and rehearse
responses to
questions about
services and
businesses in their
town and the people
who work in them.
The facilitator, in the
role of a
representative of
Kids’ World Inc.,
Interasks a series of
disciplinary
questions to
Learning
determine the kind
of services,
businesses and
qualified workers
available.
Humanities
Humanities skills
Listening,
viewing &
responding
Communication
Presenting
Reasoning,
processing &
inquiry
Thinking
Processes
Reflection,
evaluation &
metacognition
Learning focus
Examine & compare different types of
work & specific jobs
Explore types of human activities
Understand the effects people have on
environment & how this affects their
lives
Visualise & describe location & direction
Use atlases, maps & globes to locate
places & features
Standard
Explore different occupations & life roles
& types of human activities
Distinguish between needs & wants ,
saving & spending, buyers & sellers
(consumers & producers), & goods &
services
Identify location use atlases, maps &
globes, alphanumeric grids & compass
points
Use basic mapping conventions
Standards not introduced till Level 4
Learning focus statements at level 3
provide learning experiences to assist
students towards Level 4
Listen attentively & respond
appropriately
Explore a range of aural, written & visual
communication which illustrate a variety
of perspectives
Identify main message
Develop an interpretation supported by
evidence
Explore strategies used in formal &
Standards not introduced till Level 4
informal presentations
Learning focus statements at level 3
Order ideas to communicate
provide learning experiences to assist
Use presentation software
students towards Level 4
Reflect on their own & others presentations
Explore aspects of their natural,
Collect information from a range of
constructed & social world
sources to answer their own & others'
Develop strategies for organising &
questions
summarising information
Use thinking strategies to organise
Make connections between new &
information & solve problems
established ideas & their own knowledge Provide reasons for their conclusions
Recognise that others may have different Identify strategies to organise their ideas
opinions & understand that reasoning
& use appropriate language to explain
can be influenced by strong feelings
their thinking
Begin to question arguments presented
Provide reasons for their point of view &
to them
justify changes in their thinking
© Department of Education and Early Childhood Development, Victoria, Australia, 2008
http://www.education.vic.gov.au/sensecyouth/careertrans/teacherresources/
13
Play Real Game
Strand
Domain
Physical,
Personal &
Social
Learning
Interpersonal
Development
Dimension
Learning focus
Standard
Session 10
Real Play
Parents and
guardians,
teachers and other
invited guests
assume the roles
of representatives
of Kids’ World Inc.
and question the
Disciplinestudents about the based
Learning
services,
businesses and
workers’
qualifications their
town can offer.
Interdisciplinary
Learning
English
Building social
relationships
Interact with peers & adults in formal &
informal contexts
Develop skills & strategies for getting to
know & understand others in
increasingly complex situations
Speaking &
listening
Recognise that speaking & listening
provide opportunities to exchange
information, share & explore ideas, &
express opinions
Vary speaking & listening to suit context
purpose & audience
- use oral language
to convey &
receive meaning
Humanities
knowledge &
understanding
Humanities
- knowledge of the
local community &
environment, the
history &
geography of their
country, &
diversity of culture
Listening,
viewing &
responding
Communication
Presenting
Examine & compare different types of
work & specific jobs
Explore types of human activities
Examine histories of different cultural
groups
Understand the effects people have on
environment & how this affects their
lives
Investigate human & physical
characteristics of the local area &
changes over time
Listen attentively & respond
appropriately
Explore a range of aural, written & visual
communication which illustrate a variety
of perspectives
Order ideas to communicate
Use presentation software
Reflect on their own & others
presentations
© Department of Education and Early Childhood Development, Victoria, Australia, 2008
http://www.education.vic.gov.au/sensecyouth/careertrans/teacherresources/
Demonstrate respect for others & exhibit
appropriate behaviour
Support each other by sharing ideas &
materials, offering assistance, giving
appropriate feedback & acknowledging
individual difference
Participate in discussions, conversations
& presentations in small & large groups
Listen & gain meaning from factual &
spoken texts (audio, film, invited
speakers)
Modify spoken texts to clarify meaning &
information
Explore different occupations & life roles
& types of human activities
Distinguish between needs & wants ,
saving & spending, buyers & sellers
(consumers & producers), & goods &
services
Understand the role of money
Identify ways to save
Understand importance of budgeting
Standards not introduced till Level 4
Learning focus statements at level 3
provide learning experiences to assist
students towards Level 4
Standards not introduced till Level 4
Learning focus statements at level 3
provide learning experiences to assist
students towards Level 4
14