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Western Australia Kindergarten Curriculum Guidelines

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Indentity
-Children in the Kindergarten year have a strong sense of identity when they:
-Feel safe, secure, accepted and supported
--[]Build a sense of stability and trust	
---[]initiate interactions and conversations with peers, teachers and other adults in a range of contexts (connects to the English Curriculum)
---[]form stable relationships within familiar environments
---[]initiate and join in play with enjoyment and satisfaction
--[]Build a sense of belonging	
---[]describe places they live in and belong to, such as their family, community and kindergarten community (connects to the Humanitites and Social Sciences Curriculum)
---[]join in group activities, such as singing and dancing to songs
---[]approach new situations with a positive attitude
-Act with increasing autonomy, interdependence, resilience and sense of agency
--[]Show resilience
---[]persevere with tasks when faced with challenges (connects to the Health and Physical Education Curriculum)
---[]make new discoveries and celebrate their own efforts and achievements and those of others
--[]Make choices and decisions (by themselves and with others)	
---[]demonstrate an increasing capacity for self-regulation
---[]show initiative by asking questions, negotiating and sharing (connects to the English Curriculum and Science Curriculum)
---[]make decisions and choices and describe options
---[]demonstrate simple goal-setting strategies with adult support
--[]Manage routines, organise self and belongings 	
---[]take increasing responsibility for their own actions and learning
---[]manage and participate in setting routines and processes
---[]organise and look after their own belongings
---[]respond to ideas and suggestions from others (connects to the English Curriculum)
-Build knowledgeable and confident self-identities
--[]Show confidence in own learning and capabilities	
---[]show increasing confidence in their abilities, achievements, and ideas as learners
---[]show curiosity, engagement and purpose for learning
---[]participate in dramatic play, role play and learning experiences that explore aspects of identity and points of view
---[]build positive relationships in their peer group and social circles (connects to the Health and Physical Education Curriculum)
---[]celebrate achievement and share contributions with others
--[]Display a positive image of self, their family and culture	
---[]build an understanding that there are other social and cultural heritages different from their own
---[]use their home language at school (connects to the English Curriculum)
---[]share aspects of their culture with others where appropriate (connects to Humanities and Social Sciences Curriculum)
---[]engage with elders and cultural community members to explore their social and cultural heritage (connects to Humanities and Social Sciences Curriculum)
-Interact with others with care, empathy and respect
--[]Participate positively as part of a group	
---[]participate appropriately in a social context
---[]take turns in small group situations
---[]empathise with and express concern for others
---[]cooperate and contribute to play and small group experiences
--[]Respond to others appropriately	
---[]listen to others' opinions and points of view
---[]show respect for others, their views and property
---[]apply simple strategies for conflict management and resolution with assistance
---[]reflect on their actions and consider consequences
Connecting and Contributing
-Children in the Kindergarten year are connected with and contribute to their world when they:
-Work with others to develop skills for communication and inquiry about themselves and their world
--[]Develop skills for working with others
---[]listen to others and share own ideas (connects to the English Curriculum)
---[]share observations with others as they explore their immediate world using their five senses (connects to the Science Curriculum)
---[]participate with others to solve problems (connects to the Science Curriculum and the Mathematics Curriculum)
---[]cooperate with others and negotiate roles and relationships in play and group experiences
---[]contribute to fair decision making about matters that affect them
--[]Develop inquiry and communication skills
---[]plan and carry out a few simple sequenced steps when exploring and investigating (connects to the Science Curriculum and Technologies Curriculum)
---[]use simple language of measurement to describe, compare, order or sort the observations made when exploring (connects to the Mathematics Curriculum and the Science Curriculum)
---[]describe both verbally and non-verbally what they see, hear, touch, feel and taste (connects to the English Curriculum and the Science Curriculum)
---[]use ICT with assistance to collect information and communicate it simply (connects to the English Curriculum)
---[]represent findings and communicate ideas in a variety of ways (connects to the The Arts Curriculum, the English Curriculum, the Mathematics Curriculum and Science Curriculum)
-Explore diversity and respond with respect
--[]Explore the diversity of culture, heritage, background and tradition (connects to the Humanities and Social Sciences Curriculum)
---[]build an understanding that people can speak different languages (connects to the English Curriculum
---[]describe own family's commemoration of festivals and past events
---[]name who is in their family and recognise not all family structures are the same
---[]identify and compare similarities and differences in their own and others' histories and culture
---[]sequence familiar events
---[]build an understanding that stories of the past can be communicated in different ways such as photos, artefacts and oral stories
--[]Respond respectfully to diversity (connects to the Humanities and Social Sciences Curriculum)
---[]explore Aboriginal and Torres Strait Islander Peoples' cultures who have a connection with places and people, past and present 
---[]react in respectful ways to diversity
---[]investigate Aboriginal and Torres Strait Peoples' artwork and artefacts, past and present
-Show respect for the environment
--[]Explore natural and constructed environments (connects to the Science Curriculum)
---[]name simple natural and built elements in their environment 
---[]use simple and safe tools to explore and investigate the environment (connects to the Technologies Curriculum)
---[]describe some of the simple aspects of materials and places in their environment (connects to the  Technologies Curriculum)
---[]observe and describe changes in sunlight, temperature, clouds and rain
---[]contribute their ideas in discussion about experiences in the natural and constructed environment 
---[]use play to investigate, project and explore new ideas
--[]Respect, care for and sustain the environment (connects to the Science Curriculum)	
---[]suggest ways to care for and sustain the environment (connects to the Humanities and Social Sciences Curriculum)
---[]observe, reflect and ask questions about their environment
--[]Investigate the interactions between the environment and its people (connects to the Science Curriculum)	
---[]describe the basic needs of people, plants and animals, and places where they live
---[]investigate places where people, plants and animals live 
---[]describe relationships that are living and non-living things
---[]discuss how not caring for the environment might harm it (connects to the Humanities and Social Sciences Curriculum)
---[]infer, predict and hypothesise in order to develop an increased understanding of the interdependence between land, people, plants and animals
Wellbeing
-Children in the Kindergarten year have a strong sense of wellbeing when they:
-Become strong in their social and emotional wellbeing
--[]Interact positively to form relationships and friendships (connects to the Health and Physcial Education Curriculum)
---[]negotiate friendships and build and maintain respectful, trusting relationships with other children and teachers
---[]demonstrate increasing awareness of the needs and rights of others
---[]describe their contributions to shared projects and experiences
---[]acknowledge and accept affirmation
--[]Recognise simple emotions and build self-regulation (connects to the Health and Physcial Education Curriculum)
---[]demonstrate an increasing capacity to self-regulate their feelings, emotions and behaviour, appropriate to the situation
---[]recognise basic emotions
---[]show an increasing capacity to act and speak appropriately when resolving conflict
---[]share humour, happiness and satisfaction
---[]demonstrate moments of solitude and reflection
---[]make choices, accept challenges and take considered risks
-Take increasing responsibility for their own health and physical wellbeing
--[]Build knowledge, skills and positive attitudes to physical movement (connects to the Health and Physcial Education Curriculum)
---[]move to tempo of music and develop motor movements to the rhythm of music, such as trot or gallop (connects to The Arts Curriculum)
---[]demonstrate correct fundamental movement skills, such as running, hopping, jumping, catching, kicking, balancing, striking, dodging, galloping and leaping
---[]move around the environment safely demonstrating spatial awareness
---[]use small muscles to use implements such as pencils, scissor and paintbrushes with some control and coordination.
---[]develop hand/eye and hand/foot coordination
---[]develop perceptual motor skills, strength, flexibility and muscle tone
---[]demonstrate a willingness to participate in energetic physical activity including dance, drama, movement and games
---[]demonstrate positive attitudes to physical movement and exercise
---[]combine gross and fine motor movement and balance to achieve increasingly complex patterns of activity including dance, creative movement and drama
---[]respond through movement to traditional and contemporary music, dance and storytelling
--[]Explore ways to promote own and others health and safety (connects to the Health and Physcial Education Curriculum)	
---[]suggest ways to keep themselves, others and their surroundings safe
---[]suggest ways of getting help when they feel uncomfortable or unsafe
---[]engage in experiences, conversations and routines that promote healthy lifestyles, good nutrition, safety and personal hygiene practices
---[]demonstrate self-help skills and participate in health routines
Learning and Thinking
-Children in the Kindergarten year are confident and involved learners when they:
-Develop positive dispositions for learning
--[]Build enthusiasm, confidence, cooperation, commitment, persistence 	
---[]express curiosity and wonder about events, experiences and interest in their environments (connects to the Science Curriculum)
---[]follow and extend their own interests with enthusiasm, energy and concentration
---[]persist even when a task is difficult, and experience satisfaction of achievement
--[]Develop curiosity, resourcefulness and reflexivity 	
---[]explore the properties of familiar objects (connects to the Science Curriculum)
---[]build concentration and ability to focus on important aspects of learning experiences
---[]actively engage in learning experiences, conversations and play experiences
---[]ask questions about people, events, objects and the environment
-Develop a range of skills and processes for learning and thinking
--[]Develop problem solving, investigation and inquiry strategies 	
---[]manipulate objects and experiment with cause and effect, trial and error and motion (connects to the Science Curriculum)
---[]ask questions, develop own simple theories and test own theories, for example how objects might work or move (connects to the Science Curriculum)
---[]inquire, investigate, attempt to solve problems (connects to the Science Curriculum)
---[]adapt successful strategies and skills to new situations
---[]create own improvisations in play (connects to The Arts Curriculum)
---[]create and use simple representation to organise, record and communicate mathematical and scientific ideas and concepts (connects to the Mathematics and Science Curriculum)
--[]Reflect on thinking and learning and transfer and adapt what they have learned 	
---[]use skills of prediction, hypothesising, testing, experimenting and evaluating in play experiences (connects to the Science Curriculum)
---[]respond to ideas and suggestions from others
---[]use reflective thinking to consider why things happen and what can be learnt from these experiences
---[]apply a range of thinking strategies to engage with situations and solve problems and adapt these strategies to new situations
--[]Make choices and organise self for learning 	
---[]make simple plans and carry them out to complete a task
---[]organise self and simple resources to carry out a task or participate in an activity
-Engage in creative and inventive ways of thinking and doing
--[]Use imagination and innovation (connects to the Arts Curriculum) 	
---[]explore and experiment with form, shape, colour, line, texture, contrast, patterns in art works
---[]explore ideas, theories using imagination and dramatic play
---[]explore different ways of creating models and doing things
--[]Represent ideas, feelings and experiences in creative ways (connects to the Arts Curriculum) 	
---[]engage in music-making and create simple compositions
---[]combine singing, dancing and drama in play
---[]respond, express and communicate ideas, feelings in a variety of ways to a range of stimuli, for example, music and artworks (connects to the English Curriculum)
---[]engage in dramatic, fantasy and role play
---[]use simple tools and materials to investigate, take apart, assemble, invent, construct, change and represent ideas (connects to the Science Curriculum and Technologies Curriculum)
---[]create simple stories, act them out using voice, movement and space
-Engage in and extend numeracy in personally meaningful ways
--[]Develop knowledge of number and algebra (connects to the Mathematics Curriculum) 	
---[]name the last number in the count that represents how many in the set (cardinal value)
---[]count objects by using one to one correspondence
---[]know that numbers always happen in a conventional order (stable order)
---[]begin to understand that the starting point and order in which you count them does not affect how many (order irrelevance)
---[]begin to understand that the arrangement, size or differences of the objects doesn't affect how many (abstraction)
---[]recite number names in order, initially to 5, then to 10 consistently
---[]recall what number is missing in a number line 1 to 10
---[]recognise numerals initially to 5 and then to 10 and begin to order them
---[]partition small numbers (part, part, whole)
---[]subitise small quantities of objects or standard patterns on a die
---[]compare collections of objects and describe whether there is more, less, the same or not the same
---[]copy and create simple two part patterns 
--[]Develop knowledge of measurement and geometry (connects to the Mathematics Curriculum) 	
---[]use the appropriate language of measurement to describe, compare and order: length, size, mass, height
---[]describe the sequence of familiar events and routines and use the everyday language of time such as morning, afternoon, daytime
---[]use language words to describe duration and relative duration, such as quick, slow, fast, it takes a long time
---[]use positional language, such as on, under, behind, between
---[]recognise names, sort and match basic two-dimensional shapes such as square, triangle and circle
--[]Develop knowledge of statistics and probability (connects to the Mathematics Curriculum) 	
---[]sort, classify and match objects according to attributes, for example colours, sizes and shapes
---[]order objects according to one attribute
---[]answer simple questions to collect information, such as using yes/no and group items in response to questions such as favourite pets
Communicating
-Children in the Kindergarten year are effective communicators when they:
-Interact verbally and non-verbally with others for a range of purposes
--[]Build aural and oral language (connects to the English Curriculum)	
---[]sustain conversations with others in different situations
---[]use speech that can be understood by others
---[]listen to others
---[]act upon simple instructions and statements
---[]develop auditory discrimination, for example able to identify environmental sounds
---[]modulate voice appropriate to the situation
---[]use simple sentences when speaking
---[]use turn-taking in conversations
---[]increase use of vocabulary by exploring meanings of new words and talk about language (metalanguage)
---[]know that languages other than English are used in the home, school and community environment
---[]use simple non-verbal ways of communicating through gesture and signs
--[]Develop phonological awareness skills (connects to the English Curriculum)	
---[]know that spoken and written language can be broken into smaller parts
---[]hear and clap syllables in simple words
---[]investigate and explore onset and rime in simple CVC (consonant, vowel, consonant) words
---[]discriminate rhyme in words
---[]investigate and explore individual sounds and sounds in spoken words
---[]hear and begin to identify first and last sounds in simple words
---[]explore letter-sound relationships
--[]Convey and construct messages for a range of purposes in a variety of contexts (connects to the English Curriculum)	
---[]verbalise ideas and simple concepts and ask questions to clarify concepts
---[]retell a simple story
---[]engage in discussion about narratives and informational texts
---[]use imagination to recreate roles and experiences
---[]explore common language patterns in narratives
-Engage in and extend literacy practices in personally meaningful ways
--[]Develop understanding of purpose and meanings of a range of texts (connects to the English Curriculum) 	
---[]share a range of texts for enjoyment
---[]explore the language presented in fiction and non-fiction texts
---[]make connections between their own experiences and ideas in text
---[]identify key ideas from simple texts
---[]recognise simple literary conventions, such as setting and characters in narratives
---[]predict what happens next in simple texts, and why it might happen
---[]start moving from literal interpretation of text to inferential
---[]join in with chorus from narrative and rhymes in narratives/nursery rhymes/songs/chants
---[]investigate with assistance how texts present particular views such as gender, stereotypes and diversity
---[]recognise and engage with written and oral constructed texts
--[]Engage in reading, writing and viewing behaviours (connects to the English Curriculum)	
---[]use images, marks and approximations of letters and words to convey meaning
---[]show an awareness that print holds meaning
---[]use books/texts appropriately, turn pages and identify the front cover
---[]recognise familiar written symbols in context, such as road signs and their name
---[]display reading/writing/viewing like behaviours in play and experiences
---[]use, engage with and share the enjoyment of language and texts in a range of ways
-Understand how symbol and pattern systems work
--[]Develop concepts of print (connects to the English Curriculum)
---[]build an understanding that print is constant and a reader moves (in English) left to right and top to bottom with a return sweep
---[]describe how the illustrations connect to the text
---[]identify simple punctuation, such as full stops and question marks
---[]become aware that words are separated by spaces
---[]build an understanding of book features, such as the title, author, illustrator
---[]become aware that sentences are made up of words, that words are made of sounds and sounds are represented by letters or groups of letters
--[]Investigate symbols and pattern systems (connects to the English Curriculum)	
---[]recognise simple patterns and relationships
---[]recognise some letter names, for example the letters in their own name
---[]become aware that numbers are different from letters
---[]use symbols in play to represent and make meaning
---[]identify patterns in the environment
---[]copy simple patterns
-Express ideas and make meaning using a range of media
--[]View and create with media (connects to the English Curriculum) 	
---[]view and listen to simple printed, visual and multimedia texts and music
---[]express ideas and feelings and make meaning using creative arts, such as drawing, painting, sculpture, drama, dance movement, music and storytelling
--[]Investigate the properties of a range of media (connects to the English Curriculum)	
---[]explore music with a variety of instruments or improvised musical instruments
---[]experiment with elements of texture, colour, shape, space and form in two or three dimensions
-Explore resources, tools and information communication technologies to represent ideas and their thinking
--[]Use tools, resources and technologies in play, thinking and learning (connects to the Technologies Curriculum) 	
---[]use a range of tools, technologies and resources safely and appropriately
---[]explore simple systems such as mechanical systems (pulleys); organisational systems (recipe); environmental (reticulation)
---[]create simple information for a purpose using tools, resources and technologies
--[]Develop simple ICT skills (connects to the Technologies Curriculum)	
---[]experiment with a range of tools, media, sounds and graphics in ICT play and discovery
---[]develop simple skills to use information and communication technologies
---[]engage with information communication technologies for fun and to promote thinking and learning
---[]use imaginary technologies as props in their play