Foundation Year Science
The Science content includes the three strands of science understanding, science inquiry skills and science as a human endeavour. The three strands of the curriculum are interrelated and their content is taught in an integrated way. The order and detail …
Foundation Year | Science | F-10 curriculum
Year 1 HASS
How my world is different from the past and can change in the future The Year 1 curriculum provides a study of the recent past, the present and the near future within the context of the student’s own world. Students are given opportunities to explore …
Year 1 | HASS | Humanities and Social Sciences | F-10 curriculum
Years 3 and 4 Modern Greek
The nature of the learners At this level, children are developing awareness of their social worlds and of their memberships of various groups including the Modern Greek class. They are further developing literacy capabilities in English, such as writing …
Years 3 and 4 | Years F–10 Sequence | Modern Greek | Languages | F-10 curriculum
Years 3 and 4 Vietnamese
The nature of the learners At this level, children are developing awareness of their social worlds and of their membership of various groups, including the Vietnamese class and community. They are further developing literacy capabilities in both Vietnamese …
Years 3 and 4 | Years F–10 Sequence | Vietnamese | Languages | F-10 curriculum
Achievement Standard Auslan Years 3 and 4
By the end of Year 4, students participate in classroom routines and structured interactions with teachers and peers. They communicate about daily routines, interests and pastimes; recount personal experiences and classroom events; and describe people, …
Achievement Standard | Achievement Standards | Years 3 and 4 | Years F–10 Sequence | Second Language Learner Pathway | Auslan | Languages | F-10 curriculum
Achievement Standard Auslan Years 7 and 8
By the end of Year 8, students use Auslan to share information, experiences, interests, thoughts and feelings about their personal and immediate worlds. They use modelled constructions, ask for repetition or clarification, such as please slow sign, and …
Achievement Standard | Achievement Standards | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | Second Language Learner Pathway | Auslan | Languages | F-10 curriculum
Achievement Standard Framework for Aboriginal Languages and Torres Strait Islander Languages Years 7 to 10
The achievement standards for the Framework for Aboriginal Languages and Torres Strait Islander Languages First Language Learner Pathway are generalised in order to cater for the range of Aboriginal languages and Torres Strait Islander languages …
Achievement Standard | Achievement Standards | Years 7 to 10 | Years F–10 Sequence | First Language Learner Pathway (L1) | Framework for Aboriginal Languages and Torres Strait Islander Languages | Languages | F-10 curriculum
Achievement Standard French Foundation to Year 2
By the end of Year 2, students interact with teachers and each other through action-related talk and play. They exchange greetings such as Bonjour! Comment ça va? Très bien, merci and respond to question cues with single words or set phrases …
Achievement Standard | Achievement Standards | Foundation to Year 2 | Years F–10 Sequence | French | Languages | F-10 curriculum
Achievement Standard Japanese Years 3 and 4
By the end of Year 4, students interact with the teacher and peers in regular classroom routines and structured interactions. They understand and respond to instructions related to classroom organisation and activities, for example, ペア に なって ください。大きい こえ で いって ください。. …
Achievement Standard | Achievement Standards | Years 3 and 4 | Years F–10 Sequence | Japanese | Languages | F-10 curriculum
Example of knowledge and skills Dance
In this band students are introduced to the ways that ideas and intentions are communicated in and through dance. They develop knowledge, understanding and skills through dance practices focusing on: Body body awareness – awareness of body in space in …
Example of knowledge and skills | Dance | The Arts | F-10 curriculum
ACSSU096
Sudden geological changes and extreme weather events can affect Earth’s surface
Elaborations ScOT Terms
ACSSU096 | Content Descriptions | Year 6 | Science | F-10 curriculum
ACHASSK032
The weather and seasons of places and the ways in which different cultural groups, including Aboriginal and Torres Strait Islander Peoples, describe them
Elaborations ScOT Terms
ACHASSK032 | Content Descriptions | Year 1 | HASS | Humanities and Social Sciences | F-10 curriculum
Elaboration ACMMG040
investigating the seasons used by Aboriginal people, comparing them to those used in Western society and recognising the connection to weather patterns.
Elaboration | ACMMG040 | Content Descriptions | Year 2 | Mathematics | F-10 curriculum
Elaboration ACMSP093
using examples such as weather, which cannot be dry and wet at the same time
Elaboration | ACMSP093 | Content Descriptions | Year 4 | Mathematics | F-10 curriculum
Elaboration (2) ACSSU004
learning how Aboriginal and Torres Strait Islander Peoples’ concepts of time and weather patterns explain how things happen in the world around them (OI.3, OI.5)
Elaboration (2) | ACSSU004 | Content Descriptions | Foundation Year | Science | F-10 curriculum
Elaboration ACSSU004
linking the changes in the daily weather to the way we modify our behaviour and dress for different conditions, including examples from different cultures
Elaboration | ACSSU004 | Content Descriptions | Foundation Year | Science | F-10 curriculum
Elaboration (1) ACSSU004
investigating how changes in the weather might affect animals such as pets, animals that hibernate, or migratory animals
Elaboration (1) | ACSSU004 | Content Descriptions | Foundation Year | Science | F-10 curriculum
Elaboration (2) ACSSU019
recognising the extensive knowledge of daily and seasonal changes in weather patterns and landscape held by Aboriginal and Torres Strait Islander Peoples (OI.2, OI.3, OI.5)
Elaboration (2) | ACSSU019 | Content Descriptions | Year 1 | Science | F-10 curriculum
Elaboration (1) ACSSU019
recording short and longer term patterns of events that occur on Earth and in the sky, such as the appearance of the moon and stars at night, the weather and the seasons
Elaboration (1) | ACSSU019 | Content Descriptions | Year 1 | Science | F-10 curriculum
Elaboration (4) ACSSU075
considering the effect of events such as floods and extreme weather on the landscape, both in Australia and in the Asia region
Elaboration (4) | ACSSU075 | Content Descriptions | Year 4 | Science | F-10 curriculum