Handwriting behaviours are not described in the year level achievement standard or the writing assessment pointers. Instead, the Authority has developed the Handwriting Continuum to support Western Australian teachers in the teaching and monitoring of student handwriting for Pre-primary through to Year 10. The Handwriting Continuum can be found under the Teaching menu in the K-10 section of this website. Teachers will need to log in to the Extranet to access this resource.
Reading and Viewing
At Standard, students understand the different purposes of texts. They make connections to personal experience when explaining information, characters and main events in short texts. They identify that texts serve different purposes and that this affects how they are organised. Students understand how characters in texts are developed and give reasons for personal preferences. They describe characters, settings and events in different types of literature. Students read aloud, with developing fluency. They read short texts with some unfamiliar vocabulary, simple and compound sentences, and supportive images. When reading, they use knowledge of the relationship between sounds and letters, high-frequency words, sentence boundary punctuation and directionality to make meaning. They recall key ideas and recognise literal and implied meaning in texts.
Writing and Creating
Students create texts that show understanding of the connection between writing, speech and images. They create short texts for a small range of purposes. When writing, students provide details about ideas or events, and details about the participants in those events. They accurately spell high-frequency words and words with regular spelling patterns. They use capital letters and full stops.
Speaking and Listening
Students listen to others when taking part in conversations, using appropriate language features and interaction skills. They understand how characters in texts are developed and give reasons for personal preferences. Students create texts that show understanding of the connection between writing, speech and images. They create short texts for a small range of purposes. Students interact in pair, group and class discussions, taking turns when responding. They make short presentations on familiar topics.
Health Education
At Standard, students identify what constitutes an emergency or unsafe situation and apply a range of appropriate strategies to access help, in order to keep healthy and safe.
While interacting with others, students provide a suitable response to encourage positive behaviour which could include using manners, positive language or praise.
Physical Education
At Standard, students perform a number of fundamental movement skills, including body management, locomotor and object control skills. They apply these skills when they participate in simple games or physical activities.
Students provide a simple description of the physical changes to their body when they are physically active. They follow rules, participate cooperatively and demonstrate fair play in simple games and physical activities.
At Standard, students pose questions, locate, sort and record collected information and/or data from provided sources. They identify and process relevant information and/or data by categorising, sequencing events and exploring points of view. Students use different formats to represent their information, and draw simple conclusions. They participate in decision-making processes by contributing to group discussions. Students share their findings in a range of ways, and develop simple texts, using some relevant terms. They reflect on what they have learnt using oral and/or written forms.
Students describe how spaces are used in their local community. They categorise the natural, managed and constructed features of places. Students describe how the features of places can be cared for and changed over time. They describe the weather and seasons for selected places, and locate the equator and the northern and southern hemispheres. Students describe how families have changed or remained the same over time. They describe how daily lives change over generations, and consider the personal significance of events in the present, past and future.
Number and Algebra
At Standard, students count to and from 100 and locate numbers on a number line. They partition numbers using place value. Students carry out simple additions and subtractions using counting strategies. They identify representations of one half. Students recognise Australian coins according to their value. They continue simple patterns involving numbers and objects. Students describe number sequences resulting from skip counting by 2s, 5s and 10s.
Measurement and Geometry
Students order objects based on lengths and capacities using informal units. They tell time to the half hour and explain time durations. Students describe two-dimensional shapes and three-dimensional objects. They use the language of direction to move from place to place.
Statistics and Probability
Students classify outcomes of simple familiar events. They collect data by asking questions, draw simple data displays and make simple inferences. Students describe data displays.
Science Understanding
At Standard, students describe objects and events that they encounter in their everyday lives, and the effects of interacting with materials and objects. They describe the external features of living things and how different places meet the needs of living things. Students describe changes in their local environment.
Science as a Human Endeavour
Students share how people use science in their daily lives, including when caring for the environment and living things.
Science Inquiry Skills
Students respond to questions, make predictions, and participate in guided investigations of everyday phenomena. They follow instructions to record and sort their observations and share them with others.
At standard, students interact in Chinese with their teacher and each other through guided group activities, classroom instructions and routines to talk about themselves, their family, their favourite things and their pets. They use learnt sounds, formulaic phrases and verbal and non-verbal responses, with some guidance, to ask questions and make statements, such as 我家有四个/口人,我有爸爸、妈妈和哥哥 and recognise most, and accurately copy some, high-frequency Chinese characters related to their personal worlds, such as 妈妈、爸爸、哥哥、妹妹. Students locate most key words and information in simple spoken and visual texts and convey some factual information, with guidance, using simple scaffolded models of spoken and visual texts. In written texts related to their personal worlds, they locate and convey some factual information, with some guidance, using pictures, labels, captions, familiar words, characters and modelled language. Students engage with familiar songs and rhymes, reproducing sound patterns and creating, with some guidance, their own simple songs, poems or rhymes about their personal worlds. They participate with some guidance, in the shared reading and retelling of short familiar written stories and respond by captioning pictures or copying characters. When translating, they match most familiar spoken words to their written Chinese character and explore, with some guidance, how meanings are similar or different. Students talk about how voice, behaviour and body language may change when speaking Chinese.
Students become familiar with the systems of the Chinese language, recognising and reproducing the four tones of Pinyin with a satisfactory level of accuracy, and showing some awareness that tone can change meaning. They match Pinyin to familiar Chinese characters with a satisfactory level of accuracy, and show some awareness that each character has meaning. Students trace and/or copy characters with a satisfactory level of accuracy, paying attention to formation and spacing. They recognise and use vocabulary related to their personal worlds and use some first elements of grammar to generate simple spoken and written texts, with a satisfactory level of accuracy. Students begin to recognise nouns for pets and animals. They describe things using adjectives, such as 黄色、棕色、小、大、长、只、 红色的小鸟 and express likes and dislikes, such as 你 喜 欢 吃 什 么…？.Students make some comments about how language is organised as ‘text’ and that different types of texts have different features. They recognise that speakers of Chinese use language differently in different situations and usually act accordingly. Students recognise that Chinese is one of the many languages spoken in Australia, and identify some words and expressions that Chinese and English borrow from each other.
At standard, students interact in Japanese with their teacher and each other through shared performance, guided group activities, classroom instructions and routines to provide information about themselves and to talk about their favourite things. They use simple modelled language, gestures and other forms of expression, with occasional guidance, to ask questions and make statements, such as いちご が すきです. They express praise and support and show respect for others, using some modelled expressions. Students locate most key words, simple kanji and hiragana in texts and convey some factual information about their personal worlds using verbal and non-verbal forms of expression. They respond to a range of short imaginative texts and participate in the shared performance and presentation of short texts using familiar verbal and non-verbal forms of expression and well-rehearsed modelled language. When translating, they use Japanese and/or English to share with others meanings of key words in Japanese stories and songs. Students talk about how voice, behaviour and body language may change when speaking Japanese.
Students become familiar with the systems of the Japanese language, recognising and reproducing the sounds and rhythms of spoken Japanese with a satisfactory level of accuracy. They show some awareness of how sounds are produced and represented in the three different scripts. Students use words and expressions, trace and copy some hiragana and kanji to convey factual information at word and simple sentence level, and use some first elements of grammar with a satisfactory level of accuracy. Students begin to use basic word order in simple sentences, such as りんご が すき です, adjectives to describe the colour, size and shape of things, and experiment with responding to requests using verb ください, such as すわって くださ. Students develop number knowledge for numbers 0–10 and recognise that 4, 7 and 9 have more than one reading. They make some comments about how language is organised as ‘text’ and that different types of texts have different features. They recognise that in Japanese there are different ways of greeting, addressing and interacting with people. Students recognise that Japanese is one of the many languages spoken in Australia and identify some words and expressions that Japanese and English borrow from each other.
At standard, students interact in German with their teacher and each other through guided group activities and tasks to share information about themselves, their age and where they live, and to talk about their favourite things. They respond to teacher talk and instructions, using appropriate non-verbal forms of expression, or short one or two-word answers. Students recognise key words and specific information in simple spoken and written texts relating to their personal worlds and convey factual information. Students use familiar words, short statements or phrases and simple sentences with guidance, to identify and describe people and objects in the family and school domains such as der Lehrer, eine Freundin, Das ist mein Heft. They participate in shared performance of short spoken and visual imaginative texts and respond through verbal and non-verbal forms of expression and well-rehearsed language. They use German and English to share with others simple German expressions, sounds and gestures, and name some familiar objects.
Students become familiar with the sounds and rhythms of spoken German, developing familiarity with the German alphabet and sound-letter correspondence. They recognise that using a language involves behaviours as well as words, and that voice, behaviour and body language may change when interacting in German. They identify some words that are written the same in both German and English but pronounced differently, and provide an example of a word or expression that German and English borrow from each other. They use familiar vocabulary and recognise some first elements of grammar. Students use German and/or English to conduct short conversations using simple modelled questions and statements that include some pronouns such as ich, du, sie and wir and possessive adjectives mein/e and dein/e. Students recognise that German has multiple words for ‘the’ and ‘a/an’ and gain awareness of terms referring to quantities of people and things, including cardinal numbers 0–20 and mehr and weniger. Students make some comments about how language is organised as ‘text’ and that different types of texts have different features. They recognise that German speakers use language differently in different situations. Students recognise that Australia is a multilingual society and provide an example of a word or expression that English has borrowed from German.
At standard, students interact in Italian through guided group activities, classroom instructions and routines to share information about themselves, their age and where they live, and to talk about their favourite things. They use simple modelled language, gestures and other forms of expression with some guidance, to ask questions and make statements, such as Da dove vieni? and Abito a Subiaco. Students locate most key words and information in simple spoken and written texts and convey most factual information using verbal and non-verbal forms of expression. They respond to short spoken and visual imaginative texts and participate in the shared performance and presentation of short texts, using familiar verbal and non-verbal forms of expression and some modelled language. They share some familiar Italian words, greetings, questions and responses, sounds and gestures, and name some familiar objects. Students talk about some of the ways of talking in Italian that appear different from their own ways and how their voice and body language may change when speaking Italian.
Students recognise and reproduce the sounds and intonations patterns of spoken Italian including the alphabet, vowel sounds a, e, i, o, u, the rolled r, the c, as in ciao and the ch, as in chi, with a satisfactory level of accuracy. They use some first elements of grammar with a satisfactory level of accuracy to convey factual information and to write simple texts, such as lists, labels and captions. Students recognise subject pronouns used to identify people and use formulaic structures with ho and sono, such as Io ho gli occhi verdi and Sono alto. They structure simple statements and questions based on models, such as È Marco? and Io ho sei anni. Students identify some of the grammatical markers for gender and number, such as nouns ending mostly in vowels and the use of different definite and indefinite articles. Students develop knowledge of numbers 0–31 and respond to simple imperative verb forms, such as Vieni qui! They make some observations about how language is organised as ‘text.’ They recognise that speakers of Italian use language differently in different situations, that Italian is one of the many languages spoken in Australia, and that some Italian words are used when we speak English and vice versa.
At standard, students interact in Indonesian with their teacher and each other through guided group activities, classroom instructions and routines to provide information about themselves, their age and where they live, and to talk about their favourite things. They use simple modelled language, gestures and other forms of expression, with occasional guidance, to ask questions and make statements, such as Siapa? Saya suka kucing. Students locate most key words and information in simple spoken and written texts and convey factual information about their personal worlds using verbal and non-verbal forms of expression. They respond to a range of short imaginative texts and participate in the shared performance and presentation of short texts using familiar verbal and non-verbal forms of expression and well-rehearsed modelled language. Students share simple Indonesian expressions, sounds and gestures, and name some familiar objects. They talk about some of the ways of talking in Indonesian that appear different from their own ways, and become aware of how voice, behaviour and body language may change when speaking Indonesian.
Students reproduce the sound of the vowels and the letters of spoken Indonesian with a satisfactory level of accuracy. They recognise that Indonesian is written using the Roman alphabet. They use words and expressions to convey factual information at word and simple sentence level, and use some first elements of grammar to write simple texts, such as lists, labels and captions, with a satisfactory level of accuracy. Students identify people using pronouns, and use concrete nouns for objects, such as buku and tas. Theyuse imperatives to tell others to do something, such as Duduklah! and Lipat tangan! and refer to numbers of things using cardinal numbers. Students negate verbs using tidak and respond to different question words, such as Berapa? with the anticipated answer. They describe the colour and size of an animal or thing using noun-adjective phrases, such as bola merah and anjing besar. Students make some comments about how language is organised as ‘text’ and that different types of texts have different features. They recognise that Indonesian speakers use language differently in different situations. Students recognise that Indonesian is one of the many languages spoken in Australia and identify some words and expressions that Indonesian and English borrow from each other.
At standard, students interact in French with their teacher and each other through guided group activities, classroom instructions and routines to provide information about themselves, their age and where they live, and to talk about their favourite things. They use simple modelled language, gestures and other forms of expression, with occasional guidance, to ask questions and make statements, such as Où habites-tu ? J’habite à Perth en ville. Students locate most key words and information in simple spoken and written texts and convey some factual information about their personal worlds using verbal and non-verbal forms of expression. They respond to a range of short imaginative texts and participate in the shared performance and presentation of short texts using familiar verbal and non-verbal forms of expression and well-rehearsed modelled language. When translating, they use French and/or English to share with others simple French expressions, sounds and gestures and to name some familiar objects. Students talk about how voice, behaviour and body language may change when speaking French.
Students become familiar with the systems of the French language, recognising and reproducing the sounds and rhythms of spoken French with a satisfactory level of accuracy. They identify most similarities and differences in pronunciation to English, and explain that French uses the same alphabet when written. They use words and expressions to convey factual information at word and simple sentence level, and use some first elements of grammar to write simple texts, such as lists, labels and captions with a satisfactory level of accuracy. Students begin to use the French subject-verb-object structure, such as J’aime le basket, grammatical gender and masculine or feminine forms of nouns and adjectives, such as le petit garçon and la petite fille. They use appropriate pronouns to identify people and use some prepositions in simple sentence structures. Students develop number knowledge for numbers 0–31 and respond to simple imperative verb forms, such as Écoutez bien !, simple questions and statements. They begin to use singular forms of common verbs in the present tense and some forms of irregular verbs, such as aller, venir and faire. They make some comments about how language is organised as ‘text’ and that different types of texts have different features. They recognise that French speakers use language differently in different situations and usually act accordingly. Students recognise that French is one of the many languages spoken in Australia, and identify some words and expressions that French and English borrow from each other.
At Standard, students identify people that produce familiar products and services and recall some simple stages of the production process. In Engineering principles and systems, students use technology to move objects and observe the reactions. In Food and fibre production, students identify plants and animals used for production and their basic needs. In Materials and technologies specialisations, students observe, explore and select materials to use for construction based on materials’ characteristics and behaviours.
With all Design and Technology contexts, students explore opportunities when designing products or solutions. They develop and communicate design ideas through describing, drawing, modelling and/or a sequence of written or spoken steps. Students use given components and equipment and work safely to make solutions. They develop personal preferences to evaluate the success of design processes. Students work independently, or with others, to safely create and share sequenced steps for solutions.
At Standard, students identify specific features of digital systems (hardware and software) and where they are used in everyday life. They represent data using pictures, symbols and diagrams. Students follow strategies to stay safe online while they select and use a variety of digital tools to present information in an online environment.
In Digital Technologies, students explore opportunities when designing products or solutions. They develop and communicate design ideas through describing, drawing, modelling and/or a sequence of written or spoken steps. Students use given components and equipment and work safely to make solutions. They develop personal preferences to evaluate the success of design processes. Students work independently, or with others, to safely create and share sequenced steps for solutions.
At Standard, students experiment with images, audio and/or text to produce media work that communicates ideas and tells stories. They capture, select and arrange mostly relevant images, using familiar signs and symbols to give meaning to their ideas and stories.
Students identify the purpose and messages in media work in a variety of contexts. They give their ideas and feelings about media work they view and produce.
At Standard, students use some dramatic action in drama. They use some voice and movement based on stimuli for an audience. Students follow some performance routines to prepare drama. They usually acknowledge the audience using some performance skills in drama.
Students outline their feelings about key moments of voice, movement and other aspects in their own performance and the performance of others. They outline different places where drama is performed and some of the functions of these uses.
At Standard, students respond to different stimuli to explore some familiar and imaginative movement ideas to create short dance sequences by connecting body shapes, body actions, levels and directions in space. They demonstrate locomotor and non-locomotor movements showing body awareness and some control of the whole body and varied body parts in space. Students perform improvised and rehearsed dance sequences, sometimes acknowledging the audience.
Students respond briefly to how key moments in their own and others’ dance sequences made them feel. They identify different types of dance in their own lives and communities, and when they are performed.
At Standard, students recognise beat and identify, copy and improvise short four beat rhythm patterns, and pitch patterns, across a familiar note range, with some inconsistencies. They recognise and use actions to represent wide pitch differences and pitch direction, and sing in tune using a narrow range of notes. Students use stick or graphic notation, occasionally making an error. They recognise obvious dynamics and some changes in dynamics. Students sing, move and play classroom instruments to known audiences.
Students listen and respond to music, usually identifying familiar instruments or sound sources. Students associate instruments with particular music ideas and usually recognise that music relates to a particular place or occasion. They express a personal response to music, using everyday language.
At Standard, students apply their ideas, skills and techniques to making artwork. They share simple ideas with a specific audience, using some visual art elements, materials, techniques and technologies. When producing artwork, students use shape, line, colour and texture, and explore the use of space. They create artwork, exploring and experimenting with simple techniques.
Students identify some appropriate places in their personal environment to display different types of artwork. They respond to artwork by expressing their own feelings or ideas.