using food to represent an attribute of people, for example representing students and their cultural background with different foods

drawing a picture representing each of their family members and their interests (favourite fruit/vegetable/cultural food), for example drawing one family member with an apple and another with a strawberry

exploring how people come up with new ideas or modify existing designs, for example preventing water wastage when caring for plants

exploring how supermarkets sell ‘Ugly food’ to help solve the problem of food wastage

exploring how First Nations Australians grow plants and animals for food, for example how land is transformed through the construction of terraces at Wagadagam on Mabuiag Island in the Torres Strait, or how the Kombumerri Peoples of South East Queensland developed an important aquaculture industry farming mangrove worms

identifying which plants and animals can provide food or materials for clothing and shelter, for example looking at a range of items and sorting them according to plant or animal source

identifying a wide range of foods, categorising them into food groups according to the Australian Guide to Healthy Eating and discussing ways to eat a variety of food groups, including cooking methods, tools and equipment needed to prepare them for healthy eating

exploring how people including peoples from the countries of Asia design and produce food for healthy eating based on the available plants and animals in their region, the influence of cultural practices, and locally available tools and equipment

exploring the local supermarket to observe the variety of foods and the placement of foods on shelves, in aisles and displays; and considering how their design may influence the purchase of foods for healthy food eating

exploring different ways of preparing the products from the school kitchen garden, farmers’ market or supermarket, for example preparing vegetables for a salad, steaming or roasting vegetables and noticing the changes in flavour and texture

communicating design ideas by modelling or producing and labelling 2-dimensional drawings using a range of technologies, for example designing a new environment such as a school garden and showing different views (top view and side view) with descriptions of materials and features

describing the results from exploring design ideas, for example recording the results from people taste-testing a food product

practising a range of technical skills using tools and equipment safely, for example joining techniques when making products, watering and mulching gardens, preparing a recipe using a knife safely

designing a solution to a garden problem (e.g., deterring birds) using weatherproof and sustainable materials

reflecting on the challenges of designing and producing a solution and recording these reflections, for example when growing a food product, designing a structure to take a load or making a nutritious snack

reflecting on the environmental impacts of the production of a solution and considering alternative approaches that would minimise future negative impacts, for example identifying the negative environmental impacts of different food packaging and how these could be minimised

using lists or storyboarding when planning and making, for example when creating an electronic planting calendar

recording the procedure for making a product, for example the ordered steps for making a salad, instructions for making a container or packaging

recognising that pictures in First Nations Australians’ seasonal calendars are used to represent and communicate data, such as how the appearance of a flower can signify a connected event or a resource availability, for example how the Gulumoerrgin Peoples from the Darwin region of the Northern Territory understand that the fruiting of freshwater mangrove signifies it is time to harvest magpie geese

creating a movement for a series of food related pictures or utensils (that step out a procedure like preparing toast for breakfast)

following a short, ordered sequence of steps and making decisions to solve a simple problem, for example follow a recipe or directions to reach a location

acting out how a sorting robot would categorise different types of food

sorting and grouping materials (fruit and vegetables) based on observed properties such as colour, hardness, texture and flexibility

investigating the ways in which First Nations Australians make utensils for different purposes by combining different materials

exploring why caring for plants and animals is important including as sources of food and fibre

identifying and comparing the needs of a variety of plants and animals, including humans, based on their own experiences

making and recording observations of phenomena such as changes to weather, seasonal changes to plants such as colour or dropping of leaves, and growth of flowers or fruit

investigating how changes in the weather affect plants and animals, including humans

learning from farmers, bush care volunteers, gardeners or nursery owners about how they observe the needs of plants, and how they have designed or managed habitats to meet those needs

identifying how we use pushes and pulls when preparing meals, and the tools that help us push or pull objects

making predictions about plant needs, such as: ‘I think a plant will die if it doesn’t get enough water’

making predictions about types of animals and plants they might observe in a particular place, such as a garden or pond

suggesting ways to conduct investigations safely, including being sun safe when gardening, using age-appropriate equipment such as plastic goggles and aprons, or following teacher instructions promptly

identifying how to care for living things (e.g. baby chickens, composting worms, plants) and using tools safely to ensure they have what they need to survive

using pictographs featuring drawings or digital photographs and tables of measurements to document patterns of growth of plants

using graphic organisers to sort data into groups, such as plants and animals, or objects around the home that need a push or pull force to work

comparing observations with those of others, such as how many birds each group counted in the playground or how much each group’s seedling has grown in a week

counting the number of worms in the compost, adding food scraps and then predicting the effect

representing seasonal changes of plants using sequential drawings, calendars or digital photographs

creating models of the place a plant or animal lives using recycled objects, modelling clay, toys or drawings

modelling simple money problems involving addition and subtraction using whole dollar amounts; for example, setting up a shop and role-playing practical problems of buying and selling of goods, using addition and subtraction with play money and prices in whole dollar amounts; solving the problem “I had $14 and was given $15 for my birthday” using addition to answer the problem

creating a shop with a variety of grocery items and use fake money for transactions

interpreting a repeating pattern (made with food) sequence created by someone else, noticing and describing the repeating part of the pattern and explaining how they know what comes next in the sequence

considering how the making of seed necklaces by First Nations Australians’ includes practices such as sorting seeds based on colour, size and shape, and creating a repeating pattern sequence

using their senses to make observations (about the school garden and or a variety of foods) and exploring how scientists use their senses as well as equipment to make observations

exploring how First Nations Australians gain knowledge about the land and its vital resources, such as water and food, through observation

ordering the mass of 3 or more objects such as foods, using hefting and balance scales; using comparative language to explain the order: lightest, light, heavier, heaviest, and how they decided on the order

investigating situations where First Nations Australians estimate, compare and communicate measurements; for example, the duration of seasons; understanding animal behaviour using the length of animal tracks; investigating capacity through water management techniques of First Nations Australians, such as traditional water carrying vessels and rock holes

creating a tally to record data while observing events such as the year level of students using the bike shed/tuckshop; deciding on the possible categories before the observations are taken, then reviewing the data afterwards to notice whether the tally was effective

using star charts with stickers or emojis to represent class data; for example, using emojis on a personal feeling chart to represent preferences towards fruits/vegetables or using symbols to represent activities on a seasonal calendar

comparing what has changed in daily life over time; for example, homes, family traditions, diverse religious and cultural practices, leisure, school life, rules, and shopping/consumer habits

comparing foods eaten by a parent and grandparent when they were in Year 1 and inquiring into why they are different

identifying natural features (for example, hills, rivers, native vegetation and weather), managed features (for example, farms, parks and gardens) and constructed features (for example, roads and buildings) and locating them on a map

listening to and viewing Dreaming and Creation stories of First Nations Australians that identify the natural features of a place and the importance of caring for place

observing changes in natural, managed and constructed features in their place; for example, recent erosion, revegetated areas, planted crops or new buildings

describing local features that people look after, finding out why and how these features need to be cared for, and who provides this care; for example, school gardens, wet land or outdoor eating areas

preparing questions for parents and members of older generations about how and where they lived in the past, and the places they value

developing questions for parents and members of older generations about the food they eat now compared to the past

comparing students’ daily lives with those of their parents, grandparents, elders or a familiar older person and identifying which aspects of the past they would or would not want to experience

sharing personal preferences about their world (for example, their favourite weather, activities, places, celebrations, objects from the past) and explaining why they are favoured

imagining how a local feature or place might change in the future and proposing action they could take to improve a place or influence a positive future

using collected information (for example, from stories told by parents, grandparents, elders or familiar older people; from comparison of foods; from geographic pictures) to make conclusions about continuity and change over time (cooking technologies have changed or remained the same) and how places change (for example, because of the seasons)

experimenting with ways that media artists communicate with audiences by combining text, symbols and images; for example, combining headlines, subtitles and digital images to communicate ideas or emotions towards foods

experimenting with images; for example, retelling the story of cooking Anzac biscuits using a digital camera to capture still or moving images and adding appropriate captions

producing and presenting a media arts work for a particular purpose; for example, creating a stop motion of the making if a fruit and veg critter to encourage others to try these foods

capturing and sequencing images and text to create a media arts work, such as a comic book that retells familiar or traditional stories related to First Nations sustainable food practices

posing questions based on experiences, such as: ‘What part of a plant is broccoli?’

making predictions about how an unusually shaped object such as an egg or a pear might move down a slope

creating a relief print through nature-printing, or creating stamps by using sliced fruits and vegetables to create monoprints; cutting these shapes out and making a collage to create a recognisable form

using 3D construction (sculpture) methods to represent subject matter or ideas being explored in another learning area; for example, building on their understanding of living things as a starting point to use modelling materials such as potato clay and found objects to represent the life cycle of a plant

becoming familiar with the typical stages of types of texts; for example, recount and procedure (recipes)

recognising that the structure of a text may include words and pictures; for example, an informative text about growing a vegetable garden may include words, illustrations and diagrams

comparing the layout of print and digital texts; for example, the layout of print and images in an information book and the layout of information in an online text

annotating the features of a recipe in a book and comparing layout, headings and images to an online recipe

discussing a range of texts (e.g. recipe) encountered in school and in the community, and identifying their purpose

comparing food advertisements and identifying features used to persuade different age groups

selecting texts for a particular purpose or task; for example, a website that will give information about a learning area topic, a book that will tell a story about food

describing the similarities and differences between informative First Nations picture books about caring for place and fictional picture books

discussing how eating a variety of fresh foods can influence health and wellbeing by using The Australian Guide to Healthy Eating

investigating how foods are marketed and promoted to children through advertisements in online spaces, promotion in supermarkets, and labelling and packaging

exploring how people come up with new ideas or modify existing designs, for example preventing water wastage when caring for plants

exploring how supermarkets sell ‘Ugly food’ to help solve the problem of food wastage

exploring how First Nations Australians grow plants and animals for food, for example how land is transformed through the construction of terraces at Wagadagam on Mabuiag Island in the Torres Strait, or how the Kombumerri Peoples of South East Queensland developed an important aquaculture industry farming mangrove worms

identifying which plants and animals can provide food or materials for clothing and shelter, for example looking at a range of items and sorting them according to plant or animal source

identifying a wide range of foods, categorising them into food groups according to the Australian Guide to Healthy Eating and discussing ways to eat a variety of food groups, including cooking methods, tools and equipment needed to prepare them for healthy eating

exploring how people including peoples from the countries of Asia design and produce food for healthy eating based on the available plants and animals in their region, the influence of cultural practices, and locally available tools and equipment

exploring the local supermarket to observe the variety of foods and the placement of foods on shelves, in aisles and displays; and considering how their design may influence the purchase of foods for healthy food eating

exploring different ways of preparing the products from the school kitchen garden, farmers’ market or supermarket, for example preparing vegetables for a salad, steaming or roasting vegetables and noticing the changes in flavour and texture

using provided tools such as binoculars, magnifying glasses, digital photography or video to enhance their observations of plants and animals

using the five senses to observe different properties of fruit and vegetables

communicating design ideas by modelling or producing and labelling 2-dimensional drawings using a range of technologies, for example designing a new environment such as a school garden and showing different views (top view and side view) with descriptions of materials and features

describing the results from exploring design ideas, for example recording the results from people taste-testing a food product

practising a range of technical skills using tools and equipment safely, for example joining techniques when making products, watering and mulching gardens, preparing a recipe using a knife safely

designing a solution to a garden problem (e.g., deterring birds) using weatherproof and sustainable materials

reflecting on the challenges of designing and producing a solution and recording these reflections, for example when growing a food product, designing a structure to take a load or making a nutritious snack

reflecting on the environmental impacts of the production of a solution and considering alternative approaches that would minimise future negative impacts, for example identifying the negative environmental impacts of different food packaging and how these could be minimised

using lists or storyboarding when planning and making, for example when creating an electronic planting calendar

recording the procedure for making a product, for example the ordered steps for making a salad, instructions for making a container or packaging

recognising that pictures in First Nations Australians’ seasonal calendars are used to represent and communicate data, such as how the appearance of a flower can signify a connected event or a resource availability, for example how the Gulumoerrgin Peoples from the Darwin region of the Northern Territory understand that the fruiting of freshwater mangrove signifies it is time to harvest magpie geese

making simple codes out of food images that represent simple equations or words e.g. banana=2 banana + banana=4

following a short, ordered sequence of steps and making decisions to solve a simple problem, for example follow a recipe or directions to reach a location

acting out how a sorting robot would categorise different types of food

manipulating materials such as paper or foods, and determining ways they can be physically changed by scrunching, twisting or bending, or broken into smaller pieces by cutting, tearing or crushing

highlighting the effect of different actions on fruit when making a fruit smoothie

exploring how physically changing materials helps us to re-use them in a variety of ways, and decrease waste (e.g. garbage disposal, composting)

learning from people who work with food to discover how they experiment with the properties of ingredients

making predictions about what might occur when materials such as playdough or foods, are pulled with different strengths

posing questions about observed effects and making predictions related to a variety of actions on food

suggesting ways they could manipulate materials and tools they could use, such as cooking utensils

listing protocols to follow when using a knife to safely cut foods when testing predictions

using provided tables or graphic organisers to sort images or models of plants and animals into groups based on external features

using a graphic organiser to sort edible plants into groups based on colour, smell, taste and texture

recording observations of food before and after it has been physically changed through text, drawing, counts, digital photography or video

engaging in a guided discussion about how to measure something in a fair way

completing a table to record the number of ways different materials can be changed physically

adding labels to a drawing or digital photograph to indicate properties of foods that stay the same when changed physically

comparing findings from investigations about physically changing a material, such as cutting and folding, and exploring questions that investigate similar changes to different materials

comparing predictions about bending, twisting, stretching, and breaking food into smaller pieces with outcomes and identify further questions for exploration

modelling practical problems by interpreting an everyday additive or multiplicative situation; for example, making a number of purchases at a store and deciding whether to use addition or subtraction, multiplication or division to solve the problem and justifying the choice of operation; for example, “I used subtraction to solve this problem as I knew the total and one of the parts, so I needed to subtract to find the missing part”

acting out a grocery shopping experience to determine what can be purchased with a given amount of money

comparing the capacity of several containers using dried legumes, seeds or rices and units such as a spoon or cup, to say which container will hold the most and how much more it will hold; recording the results, writing an explanation of their measurement process, including using smaller units to be more accurate, and justifying the result

using a variety of foods as informal units to measure objects

demonstrating how food items can be cut in halves, quarters or eighths; for example, cutting pizzas, slices, cakes or sandwiches into equal parts by halving, then halving again to form quarters and eighths, ensuring that the parts are equal

investigating cup and spoon measures used in cooking and discussing what half or quarter of a cup or tablespoon measure means, and using sand or water to compare these to the full cup and tablespoon measures

posing a question of interest about favourite things; for example, asking classmates what are their favourite types of fruit, football teams, days of the week, and recording responses using a table; using counting strategies to determine the number of different responses and the most popular and least popular responses

using balance scales to compare the mass of different food items, selecting an appropriate informal unit (e.g., dried beans); counting the number of informal units to determine which food item is heavier and by how much; explaining why the informal units chosen need to be the same mass

using digital tools, including generative artificial intelligence tools, to create food related picture graphs to represent data using one-to-one correspondence, deciding on an appropriate title for the graph and considering whether the categories of data are appropriate for the context

collecting data from a limited list of choices, creating 2 different graphical representations of the data, discussing and comparing the different representations; for example, asking the class to choose their favourite food from a given set, then co-creating a picture graph with foods on the horizontal axis and comparing to a column graph with foods on the horizontal axis and numbers on the vertical axis

suggesting what their pattern of visits to places might have been one or two generations ago and comparing this to their current pattern

identifying the technologies used by local First Nations Australians for aspects of daily life such as providing food, shelter and transportation

identifying links they and other people in their community have with people and places at the regional and/or state/territory scale; for example, where produce in their supermarket comes from or produce from their farms goes to, relatives they visit, places they go for holidays

investigating the places, locally and more broadly, where food is grown, manufactured, sold broadly and then purchased and prepared locally

comparing, with guidance, observations of plants or animals made during field work with their predictions

guiding students to predict the outcome of rolling different types of fruit/vegetable down a slope. Testing and comparing the results with predictions

listening to stories connecting local First Nations Australians with the land, sea, waterways, sky and animals of their Country/Place

liaising with community to identify local groups of First Nations Australians to share the importance of Country/Place

developing inquiry questions about a historical site; for example, “What does it look like now?”, “What condition is it in?”, “What was its purpose?”, “How might its use have changed?”, “How was it built/created?”, “Who built it?”, “How is it now used?”, “Why is it important?”, “Was/is it used by different groups of people?’

developing questions about past local farming areas and what now exists in their place

interpreting geographic maps, concept maps and other digital or visual displays to explore system connections; for example, places their classmates are connected to, where some food comes from, how First Nations Australians’ songlines connect places

comparing food preparation techniques from the past and present

discussing how change in food related technology impacted on the way people worked, travelled, communicated or played in the past

using their knowledge about a familiar place or site to imagine how it might change in the future and how they can influence a positive future for it

experimenting with ways that media artists communicate with audiences by combining text, symbols and images; for example, combining headlines, subtitles and digital images to communicate ideas or emotions towards food

experimenting with images; for example, retelling the story of cooking Anzac biscuits using a digital camera to capture still or moving images and adding appropriate captions

producing and presenting a media arts work for a particular purpose; for example, creating a stop motion of the making if a fruit and veg critter to encourage others to try these foods

capturing and sequencing images and text to create a media arts work, such as a comic book that retells familiar or traditional stories related to First Nations sustainable food practices

creating a relief print through nature-printing, or creating stamps by using sliced fruits and vegetables to create monoprints; cutting these shapes out and making a collage to create a recognisable form

recognising that the structure of a text may include words and pictures; for example, an informative text about growing a vegetable garden may include words, illustrations and diagrams

identifying the organisation and language features in texts such as narratives, recounts, information reports, simple procedures, expression of opinion and responses to texts (including poetry), and discuss their purposes

identifying the typical features of food-related texts; for example, a typical introduction to a recipe or the use of bullet points in cooking instructions

exploring recipes presented on food packets, in recipe books, in short video clips and in a digital form, noting their shared purpose

reading a poem, narrative, and informative text about the lifecycles of different food sources, such as fruits, vegetables, and grains, and discussing what is learned about their growth, harvest, and consumption

identifying the audience for food advertisements or signs

identifying the purpose of texts written by First Nations Australian authors, with a focus on sustainable food practices, including how these texts promote traditional knowledge, conservation of natural resources, and the importance of sustainable food systems