Connecting and Contributing

The content presented is an illustrative list and provides a guide for teachers to use and/or modify in order to meet the needs of their learning community. As children grow and develop at different rates and come to Kindergarten with vastly different experiences, it is acknowledged that all children will achieve differently. Educators should be committed to equity and believe in children's capacity to succeed regardless of diverse circumstances and abilities.

Children in the Kindergarten year are connected with and contribute to their world when they:

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FocusThis is evident, for example, when children:
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)
FocusThis is evident, for example, when children:
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
FocusThis is evident, for example, when children:
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