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 how content can be organised using different text structures depending on the purpose of the text. They understand how language features, images and vocabulary choices are used for different effects. They read texts that contain varied sentence structures, a range of punctuation conventions, and images that provide extra information. They use phonics and word knowledge to fluently read more complex words. They identify literal and implied meaning connecting ideas in different parts of a text. They select information, ideas and events in texts that relate to their own lives and to other texts.
Writing and Creating
Students understand how language features are used to link and sequence ideas. They understand how language can be used to express feelings and opinions on topics. Students create a range of texts for familiar and unfamiliar audiences. Their texts include writing and images to express and develop, in some detail, experiences, events, information, ideas and characters. They demonstrate understanding of grammar, and choose vocabulary and punctuation appropriate to the purpose and context of their writing. They use knowledge of letter-sound relationships including consonant and vowel clusters and high-frequency words to spell words accurately. They re-read and edit their writing, checking their work for appropriate vocabulary, structure and meaning.
Speaking and Listening
Students listen to others’ views and respond appropriately using interaction skills. They understand how language features are used to link and sequence ideas. Students understand how language can be used to express feelings and opinions on topics. They create a range of texts for familiar and unfamiliar audiences. Students contribute actively to class and group discussions, asking questions, providing useful feedback and making presentations.
Health Education
At Standard, students identify appropriate actions and behaviours, including those used in daily routines that promote health, safety and wellbeing.
Students describe how emotional responses vary in different situations, and behaviours that support positive relationships, such as the ability to show empathy and respect for others.
Physical Education
At Standard, students perform a variety of fundamental movement skills, including locomotor and object control skills, and combine these with simple tactics when participating in physical activities and minor games to achieve an intended outcome.
Students describe the benefits of regular physical activity and fitness to health and wellbeing, including maintenance of a healthy weight and prevention of some diseases. In physical activities and minor games, they apply strategies for working cooperatively, and follow basic rules to ensure activities are safe and fair.
At Standard, students develop questions, locate and collect information and/or data from a variety of sources. They record their information and/or data in a range of formats and use some protocols when referring to the work of others. Students use given criteria to select relevant information, and they interpret information and/or data by sequencing events and identifying different points of view. They translate information and/or data into different formats. Students use given decision-making processes to draw simple conclusions and provide explanations, based on information and/or data. They present findings using a range of communication forms appropriate to audience and purpose, using relevant terms. Students develop texts, supported by researched information, and reflect on findings to propose an action.
Students identify the importance of rules and the democratic processes that groups follow when making decisions. They describe how people participate in community groups, and identify the benefits to both the individual and the community.
Students map and locate various boundaries and natural features that define Australia. They describe the diverse characteristics of Australia’s neighbouring countries, and identify different climatic zones of the world. Students identify simple interconnections between people and places, and describe how people’s perceptions of places are influenced.
Students describe an example of continuity and change over time in a given area. They identify the contribution of different cultural groups on a community. Students identify the ways people in Australia, and around the world, acknowledge days and events that have historical significance.
Number and Algebra
At Standard, students count to and from 10 000. They classify numbers as either odd or even. Students recall addition and multiplication facts for single-digit numbers. They recognise the connection between addition and subtraction and solve problems using efficient strategies for multiplication. Students model and represent unit fractions. They represent money values in various ways. Students correctly count out change from financial transactions. They continue number patterns involving addition and subtraction.
Measurement and Geometry
Students use metric units for length, mass and capacity. They tell time to the nearest minute. Students make models of three-dimensional objects. They match positions on maps with given information. Students identify symmetry in the environment. They recognise angles in real situations.
Statistics and Probability
Students conduct chance experiments and list possible outcomes. They conduct simple data investigations for categorical variables. Students interpret and compare data displays.
Science Understanding
At Standard, students use their understanding of the rotation of Earth, the behaviour of heat and its effect on materials to suggest explanations for everyday observations. They group living things based on observable features and distinguish them from non-living things.
Science as a Human Endeavour
Students describe how they can use science investigations to respond to questions.
Science Inquiry Skills
Students use their experiences to identify questions and make predictions about scientific investigations. They follow procedures to collect and record observations and suggest possible reasons for their findings, based on patterns in their data. Students describe how safety and fairness were considered and they use diagrams and other representations to communicate their ideas.
At standard, students interact in Chinese with their teacher and each other through class experiences, activities and everyday transactions to exchange information about themselves, their family, interests and leisure activities. They use modelled language to exchange some information, such as 他有两只兔子, and write simple correspondence by adapting teacher-modelled language, with guidance. They identify some specific points of information and some textual features in familiar texts and convey, with guidance, some information using learnt words, phrases and characters related to their personal worlds. Students respond to and create simple, imaginative texts using familiar expressions, modelled language and non-verbal forms of expression. They create short written imaginative texts using familiar characters and modelled short sentences, with guidance. They provide the meanings of some of high-frequency words and phrases, using gestures, actions and facial expressions. Students talk about their Chinese language learning experience, and explore ways of using language with different people.
Students become familiar with the systems of the Chinese language, identifying the components and sounds of Pinyin with a satisfactory level of accuracy, differentiating, from English, sounds for similar letters and syllables. They reproduce key Chinese characters with a satisfactory level of accuracy. Students recognise and use vocabulary and use some first elements of grammar in simple spoken and written texts, with a satisfactory level of accuracy. They talk about how the Chinese language works, with guidance, using some terms similar to those used in English. Students identify some features of simple Chinese texts and, with guidance, make some comparisons with similar texts in English. Students show how the Chinese language may need to be adjusted to suit different situations and relationships. They identify some of the differences in using Chinese language that reflect the different places it is spoken or who is using the language, and identify some places where Chinese is spoken.
At standard, students interact in Japanese with their teacher and each other through class experiences, activities and everyday transactions, and in routine exchanges to ask each other how they are, offer wishes and talk about events in the day and over the year, such as 土よう日 に ともだち と うみ に いきます. They use simple descriptive and expressive modelled language and gestures to follow instructions, ask questions and make statements. They locate some specific points of information in a range of short texts and convey factual information about their personal worlds using familiar words, simple statements and modelled texts. Students participate in and respond to a range of imaginative texts, acting out events, identifying and comparing favourite elements and making simple statements about characters or theme. They create and perform short imaginative texts that use familiar expressions, modelled language and simple visual supports. Students explain and demonstrate some culture-specific practices, modelled language, verbal and non-verbal forms of expression that work with language, or stand alone in Japanese communication. When interacting in Japanese, students identify similarities or differences to their own language and culture.
Students become familiar with the systems of the Japanese language, recognising that there are 19 distinct consonants and mostly understanding the system of basic Japanese sound combinations; that a vowel can be attached to most consonants to produce a hiragana character. Students use a hiragana chart to read and write basic hiragana with a satisfactory level of accuracy. They use vocabulary and expressions and apply elements of grammar in simple spoken and written texts with a satisfactory level of accuracy. They use verbs in ます and negative form ません and describe actions using verb ます form. Students identify the rules of Japanese word order (subject + object + verb), the use of associated particles は/を/と/も/に, and the use of が in formulaic expressions. They begin to use time words associated with days of the week, months of the year and seasons and begin using general counters in Japanese. Students seek information using question words なに/なん/いつ/どこ/ だれ and the sentence-ending particle か.Students begin to describe, with guidance, how the Japanese language works, using terms similar to those used in English. They apply some of the language features and textual conventions in simple, familiar texts. Students describe how different ways of using Japanese language reflect different regions and countries, different relationships and different ways of making meaning. They state that Japanese is the official language of Japan, and an Australian community language. Students identify the differences between Japanese Australian and other cultures’ practices and how these are reflected in language.
At standard, students interact and socialise with their teacher and others in classroom situations, to exchange information in detail about friends and family members. They talk about likes and dislikes using mostly descriptive or expressive modelled language. They follow instructions and use formulaic expressions such as Wie bitte? or Ich verstehe das nicht to ask questions, make statements, request assistance or ask for permission. They locate specific points of information in a range of short texts, and convey factual information and interpret familiar vocabulary related to their personal worlds in simple statements or short descriptions. They participate in and respond, at times with occasional guidance, to a range of short imaginative texts, through preparing and rehearsing short presentations. They create and perform short imaginative texts, with occasional guidance, using familiar and modelled language. They use appropriate modelled strategies to translate common words in simple texts and attempt to identify less familiar words that are difficult to interpret. Students identify similarities and differences between German and their own language(s) and culture.
Students experiment with intonation patterns and specific vowel and diphthong sounds such as ja, rot and Sport. They are aware that German uses the same alphabet as English, but they identify and use special elements of German spelling and pronunciation, such as ß and Umlaut. They use vocabulary and apply basic elements of grammar in simple spoken and written texts with a satisfactory level of accuracy, such as recognising gender and definite/indefinite articles, for example der Bruder and ein Bruder. Students use adjectives with the verb sein such as Meine Mutter ist intelligent, or in combination with an article and noun, where an adjective ending is required such as Er hat braune Augen. They use pronouns such as ich, du, er, sie, wir, ihr and sie and possessive adjectives such as mein and dein, together with forms of the verbs haben and sein to refer to people and express relationships between them. They use question words such as wie, wer, was and ja/nein questions. They use common phrases and conjunctions to talk about time and occurrence. Students begin to describe, with guidance, how the German language works, using terms similar to those used in English. Students apply some of the language features and textual conventions in simple, familiar texts. They show how language use varies according to gender, age and context, and identify and provide an example of differences in cultural practices and how these are reflected and represented in language.
At standard, students interact and socialise in Italian using simple descriptive or expressive modelled language and gestures to ask questions, make statements and exchange information about friends and family members, such as Ho due sorelle e un fratello, and Il mio amico Pietro è molto bravo! They locate some specific points of information in short texts and convey factual information using simple statements, short descriptions and modelled texts. Students make simple statements, mostly in English, about characters or themes in imaginative texts and create and perform short imaginative texts using familiar words, expressions and modelled language. Students translate
high-frequency words and most expressions in simple texts, sometimes identifying which ones are difficult to translate. They talk about some similarities or differences between Italian and their own language and culture.
Students recognise and reproduce the sounds and intonation patterns of spoken Italian, varying intonation between statements, exclamations and commands, such as Mia sorella si chiama Anita and Guardate a me!, with a satisfactory level of accuracy. They write familiar vocabulary and expressions with a satisfactory level of accuracy and use some first elements of grammar to convey simple information and write simple texts and descriptions with a satisfactory level of accuracy. Students follow patterns to form singular and plurals of regular nouns and show some awareness of nouns that do not follow the patterns. They experiment with definite and indefinite articles and the agreement of adjectives and possessive adjectives, such as Il mio amico è bravo. Students describe their Italian learning experiences using terms such as verb, adjective and gender to talk about language. Students identify some of the language features and conventions of simple texts and show how the Italian language may need to be adjusted to suit different situations and relationships. They identify some ways language use can change over time, how Italian has influenced other languages and how Australian and Italian culture may be different.
At standard, students interact and socialise in Indonesian with their teacher and each other through class experiences, activities and everyday transactions, to exchange information about friends and family members. They use simple descriptive or expressive modelled language and gestures to provide information, ask questions and make statements, such as Teman saya baik hati dan lucu and Kakak laki-laki saya senang berselancar. They locate specific points of information in a range of short texts and convey factual information about their personal worlds using familiar words in simple statements, short descriptions and modelled texts. Students participate in and respond to a range of imaginative texts, acting out events, identifying and comparing favourite elements, and making simple statements about characters or themes. They create and perform short imaginative texts that use familiar expressions and modelled language as well as simple visual supports. Students use some modelled strategies to translate familiar words and most expressions in simple texts. They identify similarities or differences to their own language and culture when interacting in Indonesian.
Students reproduce the pronunciation conventions of Indonesian with a satisfactory level of accuracy. They use familiar vocabulary, expressions and short texts or simple narratives, and apply elements of grammar with a satisfactory level of accuracy. Students use pronouns, gender and adjectives to describe people and animals. They use cardinal numbers, such as puluh and ratus and ordinal numbers using ke- prefix to describe amounts, and create plurals by doubling nouns, such as buku-buku. Students use simple base and ber- verbs to describe actions, such as bangun, mandi, bermain and berenang. Students respond to imperatives, such as Angkat tangan! and give praise, gratitude and encouragement, such as coba, bagus sekali and terima kasih. Students apply some of the same rules of punctuation as they are applied in English, such as using capital letters and full stops for sentences. They begin to describe their Indonesian learning experiences and use terms, such as verb, adjective and noun to talk about language and learning. They apply some of the language features and textual conventions in simple, familiar texts. Students show how the Indonesian language may need to be adjusted to suit different situations and relationships. They identify the differences between Indonesian, Australian and other cultures’ practices and how these are reflected in language.
At standard, students interact and socialise in French with their teacher and each other through class experiences, activities and everyday transactions, to exchange information about friends and family members. They use simple descriptive or expressive modelled language and gestures to provide information, ask questions and make statements, such as Salut, Nicole, ça va ?, Mon amie Julie est très jolie ! and J’ai deux sœurs et j’ai un frère. They locate specific points of information in a range of short texts and convey factual information about their personal worlds using familiar words, simple statements and modelled texts. Students participate in and respond to a range of imaginative texts, acting out events, identifying and comparing favourite elements and making simple statements about characters or theme. They create and perform short imaginative texts that use familiar expressions, modelled language and simple visual supports. Students use some modelled strategies to translate, with a satisfactory level of accuracy, familiar words and most expressions in simple texts. When interacting in French, students identify similarities or differences between French and their own language and culture.
Students become familiar with the systems of the French language, reproducing common vowel sounds, letter combinations ou, oi, on, ai, ain and eau, and intonation patterns. They write words, expressions and short texts, such as descriptions or simple narratives using vocabulary and applying elements of grammar with a satisfactory level of accuracy. They use je/tu/il/elle + present tense of verbs and apply the relationship between subject pronouns and verb endings, such as Je suis fatigue. They distinguish between definite and indefinite articles and are able to refer to a specific or unspecific person, place or object, such as Il a une amie and Le chien est brun. Theyuse an increasing range of adjectives, such as magnifique and formidable and develop their number knowledge from 0-100. They begin to describe their French learning experiences and use terms, such as verb, adjective and gender, to talk about language and learning. They apply some of the language features and textual conventions in simple, familiar texts. Students show how the French language may need to be adjusted to suit different situations and relationships. They identify the differences between French, Australian and other cultures’ practices and how these are reflected in language.
At Standard, students identify roles people in design and technology have in the community and explore design development processes of products, services and environments. In Engineering principles and systems, students observe and recognise ways applied forces and properties of materials affect the behaviour of objects. In Food and fibre production, students identify equipment and simple processes used in food and fibre production from a range of environments, cultures or time periods. In Materials and technologies specialisations, students select and safely use suitable materials, tools and equipment to create design solutions.
With all Design and Technology contexts, students create a sequence of steps to solve a given task. They develop and communicate ideas using labelled drawings and appropriate technical terms. Students select and safely use appropriate components with given equipment to make a solution. They use criteria to evaluate design processes and solutions developed. Students work independently, or collaboratively to plan, safely create and communicate sequenced steps.
At Standard, students explore and recognise some differences and the purpose of digital systems and peripheral devices and present data in a variety of ways. Students develop ideas with sequenced steps (algorithms) and branching, using simple software to collect and present data. They work with others to create and communicate ideas and information.
In Digital Technologies, students create sequenced steps (algorithms) to solve a given digital task. They develop and communicate ideas using labelled drawings and appropriate technical terms. Students select and safely use appropriate components with given equipment to make a solution. They use criteria to evaluate design processes and solutions developed. Students work independently, or collaboratively, to plan, safely create and communicate sequenced steps.
At Standard, students produce media work for a specific purpose, using codes and conventions of media for some audience engagement. They explore how sequenced images, audio and text are used to tell stories and convey messages. Students explore the representation of fictional characters in stories. They sequence and edit images, using audio and text appropriate to the message. Students use props and costumes to represent familiar people as fictional characters.
Students respond respectfully to media work from different social, cultural and/or historical contexts. They identify codes and conventions used in their own and others’ media work, using some media terminology.
At Standard, students explore dramatic action to present drama to an audience. They use voice and movement in devised or improvised drama to create simple roles and drama narratives. Students use rehearsal processes to prepare drama. They demonstrate focus to engage an audience in drama.
Students outline the elements of drama in performance and the connection with some drama ideas. They outline some features of drama in different cultures and places.
At Standard, students explore and select familiar and, on occasion, new movements and combine the elements of dance ( body, energy, space, time ) with some purpose to create dances using a narrative structure. They demonstrate some control of simple combinations of fundamental movement skills. Students use performance skills that are related to the narrative of the dance and acknowledge the audience throughout most of the performance.
Students outline, using some dance terminology, how the elements of dance (BEST) are used in their own and others’ dance. They identify some purposes of dance from different times.
At Standard, students improvise and organise rhythm patterns in simple time signatures, with some errors. They usually recognise the difference between duple and triple time, and use graphic and/or standard rhythmic notation, with some errors. Students improvise and generally sing and play pentatonic pitch patterns in tune. They identify and incorporate tempo and some dynamics when composing and performing, using some symbols or terminology. Students select appropriate instruments or sound sources to represent parts of their compositions, and identify some forms and structural sections. They generally sing and play classroom instruments in tune, with mostly correct timing and technique, incorporating some dynamics.
Students listen and respond to music, and provide a link between the use of a specific element of music to a particular context, mood or character. They identify some instruments and associate music with a particular place, occasion or context.
At Standard, students apply their ideas, skills and techniques to making artwork. They replicate aspects of artwork from other cultures. Students apply simple, familiar ideas when using visual art elements and different materials in artwork. When producing artwork, they manipulate shapes, use a variety of lines, colours and textures, and organise space. Students create artwork, experimenting with a range of techniques.
Students identify artwork from other cultures, making literal observations about its meaning. They use some visual art terminology in the identification of visual art elements used in artwork.