Wetlands and Waterways AusVELS
Wetlands and Waterways AusVELS Wetlands and Waterways AusVELS
Wetlands and WaterwaysThe learning focus of this program supports the AusVELS cross-curriculum priorities ofSustainability and Aboriginal and Torres Strait Islander histories and cultures.This learning experience addresses levels F, 1, 2, 3 & 4 AusVELS standards:Strand Domain DimensionPhysical, Personal and Social LearningInterpersonalDevelopmentAt Level 1, studentsare working towardthe Level 2standards.At Level 3, studentsare working towardthe Level 4standards.PersonalLearningAt Level 3, studentsare working towardthe Level 4standards.Civics andCitizenshipAt Level 3, studentsare working towardthe Level 4standards.InterpersonaldevelopmentBuilding socialrelationshipsWorking inteamsThe individuallearnerManagingpersonallearningCommunityengagementCivicknowledge andunderstandingKey Elements of StandardsFoundation: Students contribute to the development of positive socialrelationships in a range of contexts.Level 2: Students behave appropriately in a range of social situations.Level 4: Students support each other by sharing ideas and materials.Level 2: Students work in teams in assigned roles, stay on task andcomplete structured activities within set timeframes. They share resourcesfairly.Level 4: Students cooperate with others in teams for agreed purposes,taking roles and following guidelines established within the task.Level 4: Students seek teacher feedback to develop their contentknowledge and understanding.Level 4: Students complete short tasks by planningand allocating appropriate time and undertake some multistep,extended tasks independently. They comment on task progress andachievements.Level 4: Students participate in activities to protect and care for thenatural and built environment.Level 4: Students explain why protection and care for the natural and builtenvironment is important.Discipline-based LearningEnglishSpeaking andlisteningFoundation: In informal group and whole class settings, studentscommunicate clearly.Level 1: Students listen to others when taking part in conversations usingappropriate language features. They interact in pair, group and classdiscussions, taking turns when responding.Level 2: Students use everyday language features and topic specificvocabulary. Students use a variety of strategies to engage in group andclass discussions.Level 3: Students listen to others’ views and respond appropriately.They contribute actively to class and group discussions, askingquestions, providing useful feedback and making presentations.Level 4: Students listen for key points in discussions.
<strong>Wetl<strong>and</strong>s</strong> <strong>and</strong> <strong>Waterways</strong>The learning focus of this program supports the <strong>AusVELS</strong> cross-curriculum priorities ofSustainability <strong>and</strong> Aboriginal <strong>and</strong> Torres Strait Isl<strong>and</strong>er histories <strong>and</strong> cultures.This learning experience addresses levels F, 1, 2, 3 & 4 <strong>AusVELS</strong> st<strong>and</strong>ards:Str<strong>and</strong> Domain DimensionPhysical, Personal <strong>and</strong> Social LearningInterpersonalDevelopmentAt Level 1, studentsare working towardthe Level 2st<strong>and</strong>ards.At Level 3, studentsare working towardthe Level 4st<strong>and</strong>ards.PersonalLearningAt Level 3, studentsare working towardthe Level 4st<strong>and</strong>ards.Civics <strong>and</strong>CitizenshipAt Level 3, studentsare working towardthe Level 4st<strong>and</strong>ards.InterpersonaldevelopmentBuilding socialrelationshipsWorking inteamsThe individuallearnerManagingpersonallearningCommunityengagementCivicknowledge <strong>and</strong>underst<strong>and</strong>ingKey Elements of St<strong>and</strong>ardsFoundation: Students contribute to the development of positive socialrelationships in a range of contexts.Level 2: Students behave appropriately in a range of social situations.Level 4: Students support each other by sharing ideas <strong>and</strong> materials.Level 2: Students work in teams in assigned roles, stay on task <strong>and</strong>complete structured activities within set timeframes. They share resourcesfairly.Level 4: Students cooperate with others in teams for agreed purposes,taking roles <strong>and</strong> following guidelines established within the task.Level 4: Students seek teacher feedback to develop their contentknowledge <strong>and</strong> underst<strong>and</strong>ing.Level 4: Students complete short tasks by planning<strong>and</strong> allocating appropriate time <strong>and</strong> undertake some multistep,extended tasks independently. They comment on task progress <strong>and</strong>achievements.Level 4: Students participate in activities to protect <strong>and</strong> care for thenatural <strong>and</strong> built environment.Level 4: Students explain why protection <strong>and</strong> care for the natural <strong>and</strong> builtenvironment is important.Discipline-based LearningEnglishSpeaking <strong>and</strong>listeningFoundation: In informal group <strong>and</strong> whole class settings, studentscommunicate clearly.Level 1: Students listen to others when taking part in conversations usingappropriate language features. They interact in pair, group <strong>and</strong> classdiscussions, taking turns when responding.Level 2: Students use everyday language features <strong>and</strong> topic specificvocabulary. Students use a variety of strategies to engage in group <strong>and</strong>class discussions.Level 3: Students listen to others’ views <strong>and</strong> respond appropriately.They contribute actively to class <strong>and</strong> group discussions, askingquestions, providing useful feedback <strong>and</strong> making presentations.Level 4: Students listen for key points in discussions.
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