Level 2

By the end of Level 2, students demonstrate the following skills in English.

By the end of Level 2, students order and represent numbers to at least 1000; apply knowledge of place value to partition, rearrange and rename two- and three-digit numbers in terms of their parts; and regroup partitioned numbers to assist in calculations. They use mathematical modelling to solve practical additive and multiplicative problems, including money transactions, representing the situation and choosing calculation strategies. Students identify and represent part-whole relationships of halves, quarters and eighths in measurement contexts.

Students describe and continue patterns that increase and decrease additively by a constant amount and identify missing elements in...

By the end of Level 2, students identify where they experience dance. Students describe where, why and how people across cultures, communities and other contexts experience dance. Students demonstrate expressive and performance skills, and the elements of dance to improvise and create dance sequences. Students present their work to audiences in informal settings.

By the end of Level 2, students identify where they experience drama. Students describe where, why and how people across cultures, communities and other contexts experience drama. Students use expressive and performance skills to create drama works. They use the elements of drama to improvise and create drama works. Students present their work to audiences in informal settings.

By the end of Level 2, students identify where they experience media arts. They describe where, when, why and how people across cultures, times, places and/or other contexts experience media arts. Students experiment with media production processes. They use media arts languages and technologies to construct representations in media arts works. Students share their work with audiences in informal settings.

By the end of Level 2, students identify where they experience music. They describe where, why and how people across cultures, communities and other contexts experience music. Students demonstrate listening skills when hearing and when making music. They use the elements of music to improvise and/or compose music. They share their music-making with audiences in informal settings.

By the end of Level 2, students identify where they experience artworks. They describe why and how people across cultures, communities, times, places and/or other contexts experience visual arts.

Students experiment with visual arts processes, materials and visual conventions to create artworks. They make and share artworks that communicate experiences, ideas and observations in informal settings.

By the end of Level 2, students construct and use questions with a range of stems. They generate ideas and possibilities that are new to them and identify the strategy used. They describe personal responses to ideas and possibilities and identify how these influenced their thinking.

Students identify and use words that show reasons and conclusions and identify suitable examples to support claims when reasoning. They practise and use a range of simple general learning strategies and express and describe their thinking processes. Students propose a solution to a problem, describing how the solution was selected.

By the end of Level 2, students describe ethical concepts and associated behaviours using an example. They use examples to show why values, rights and responsibilities, and shared expectations are considered important, and they identify the influence of emotions and dispositions on ethical perspectives.

Students identify examples of situations involving disagreements about right, wrong, good, bad, better or worse, including reasons for disagreements. They identify examples of actions in response to these situations. They select an action and provide reasons for their decision, with reference to emotions, dispositions or consequences.

By the end of Level 2, students explain how personal qualities contribute to one aspect of identity. They describe physical and social changes that occur as they grow older. They demonstrate personal and social skills and describe strategies to develop respectful relationships. Students describe how emotional responses affect their own and others’ feelings. They apply protective behaviours and help-seeking strategies that can help keep themselves and others safe. Students explain why health information is important for making choices.

Students apply fundamental movement skills in different movement situations and explain how they move their body with objects and...

By the end of Level 2, students identify continuity and change in personal, family and community life. They describe significant aspects of personal and family life, and of an individual, a site or an event in their community. They identify how changing technology has influenced the daily life of their families and close connections and in the wider community.

Students ask historical questions to investigate the past and sequence significant events in the past and in their lives in chronological order. Students identify the features and content of sources and the perspectives of people in the past...

By the end of Level 2, students identify and describe ways in which culturally and worldview diverse individuals and families live. They identify and describe a range of ways to be respectful in intercultural experiences and identify and describe cultural diversity in familiar places.

By the end of Level 2, students identify emotions and describe their own and others’ responses in different situations and interactions. They describe strategies, behaviours and actions for building awareness of other perspectives, and for supporting themselves and others in personal and social contexts.

Students begin to distinguish between appropriate and inappropriate behaviours and attitudes in personal, collaborative and other social contexts. They describe ways to modify their behaviours and actions in different situations and reflect on their decisions.

Students recognise and describe the diversity of relationships found in families.

By the end of Level 2, students make and compare observations about the world around them. They describe situations in their lives where they ask questions about natural phenomena and use patterns from their observations to make scientific predictions.

Students group plants and animals based on observable features, and identify how living things meet their needs in the places they live. They explain how the features of plants and animals enable their survival. They describe the observable properties of the materials that make up objects. They provide examples of objects and mixtures that are made from...

By the end of Level 2, students identify the different sounds, tones and intonation patterns of the Chinese language by listening to and viewing a variety of texts. They compare these sounds and tones with other languages, noticing how pronunciation changes and discovering how languages are influenced by each other. They explore Chinese through play, first imitating sounds and tones, then replicating expressions and phrases, before producing responses using formulaic and familiar language. They recognise that Chinese is represented by Hanzi and Pinyin, and they can match these with words and images, and combine them to create...

By the end of Level 2, students identify the different sounds and rhythms of the French language by listening to and viewing a variety of texts. They compare these sounds with other languages, noticing how pronunciation changes and discovering how languages are influenced by each other. They explore French through play, first imitating sounds and patterns, then replicating expressions and phrases, before producing responses using formulaic and familiar language. They recognise that French sounds are represented by letters, and they can match these with words, combining them in increasingly complex ways. They develop and expand their vocabulary,...

By the end of Level 2, students identify the different sounds and rhythms of the Italian language by listening to and viewing a variety of texts. They compare these sounds with other languages, noticing how pronunciation changes and discovering how languages are influenced by each other. They explore Italian through play, first imitating sounds and patterns, then replicating expressions and phrases, before producing responses using formulaic and familiar language. They recognise that Italian sounds are represented by letters, and they can match these with words, combining them in increasingly complex ways. They develop and expand their vocabulary,...

By the end of Level 2, students identify the different sounds and rhythms of the Japanese language by listening to and viewing a variety of texts. They compare these sounds with other languages, noticing how pronunciation changes and discovering how languages are influenced by each other. They explore Japanese through play, first imitating sounds and patterns, then replicating expressions and phrases, before producing responses using formulaic and familiar language. They recognise that Japanese uses 3 scripts: Hiragana, Katakana and Kanji. They can match words with images and combine them to create meaning. They develop and expand...

By the end of Level 2, students identify and describe the purpose of familiar products, services and environments. For each of the 4 Technologies Contexts sub-strands, they identify the features and uses of technologies, and create designed solutions. Students explore and select design ideas based on their personal preferences, and communicate these using simple models and drawings. Students follow sequenced steps to use tools and materials to safely produce designed solutions.

By the end of Level 2, students access and show familiarity with digital systems and use them for a purpose.

Students identify patterns and represent data in different ways. They use the basic features of common digital tools to create, locate and share content for an audience. Students share content and collaborate following agreed behaviours. They recognise and explain how digital tools may store their personal data online.

Students explain and solve simple problems. They follow and represent basic algorithms involving a sequence of steps, branching and iteration. Students explain how digital systems meet the needs...

By the end of Level 2, students define places and describe natural and constructed features of places, including weather and seasons; the importance of people’s attachments to places; and how places can change and be cared for. Students identify and describe people’s interconnections with places in Australia and the world, both at local and broader scales.

Students ask geographical questions, and they collect, sort and record related information and data from observations and provided sources. They represent and describe the information collected to draw conclusions and make proposals. Students use sources and geographical knowledge and concepts,...