Curriculum Types

Curriculum Elements Types

General Capabilities

Cross Curriculum Priorities
Your search for "assessment for learning" returned 1252 result(s)
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ACLFRC075

Compare and reflect on the experience of learning and using French[Key concepts: metalanguage, reflection, awareness; Key processes: expressing, reflecting, analysing]

literacy information-communication critical-creative personal-social intercultural-understanding Elaborations ScOT Terms

ACLFRC075 | Content Descriptions | Years 9 and 10 | Years F–10 Sequence | French | Languages | F-10 curriculum

ACLGEC173

Extend language to describe and reflect on the experience of learning and using German[Key concepts: reflection, metalanguage; Key processes: reflecting, expressing, evaluating]

literacy critical-creative personal-social Elaborations ScOT Terms

ACLGEC173 | Content Descriptions | Years 9 and 10 | Years F–10 Sequence | German | Languages | F-10 curriculum

ACLITC044

Represent information appropriately for different audiences, using a variety of modes[Key concepts: learning area concepts; Key processes: connecting, informing]

literacy numeracy information-communication critical-creative intercultural-understanding Elaborations ScOT Terms

ACLITC044 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | Italian | Languages | F-10 curriculum

ACLJAC183

Develop language to reflect on the experience of learning and using Japanese[Key concepts: metalanguage, reflection, review; Key processes: expressing, analysing, comparing, evaluating]

literacy information-communication critical-creative personal-social intercultural-understanding Elaborations ScOT Terms

ACLJAC183 | Content Descriptions | Years 9 and 10 | Years F–10 Sequence | Japanese | Languages | F-10 curriculum

ACLKOC142

Create simple bilingual resources for their learning and for the school community[Key concepts: similarity, difference; Key processes: selecting, relating, describing]

literacy information-communication critical-creative intercultural-understanding Elaborations ScOT Terms

ACLKOC142 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | Korean | Languages | F-10 curriculum

Foundation Year HASS

My personal world The Foundation curriculum focuses on developing students’ understanding of their personal worlds, including their personal and family histories and the places they and their families live in and belong to. The emphasis is on the student’s …

Foundation Year | HASS | Humanities and Social Sciences | F-10 curriculum

Years 9 and 10 Hindi

The nature of the learners This stage of learning coincides with social, physical and cognitive changes associated with adolescence. Increased cognitive maturity enables learners to work more deductively with language and culture systems, to apply more …

Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | Hindi | Languages | F-10 curriculum

Years 3 and 4 Arabic

The nature of the learners At this level, children are developing awareness of their social worlds and their membership of various groups, including the Arabic class. They are further developing literacy capabilities in both Arabic and English, as well …

Years 3 and 4 | Years F–10 Sequence | Arabic | Languages | F-10 curriculum

Years 3 and 4 Japanese

The nature of the learners At this level, children are developing awareness of their social worlds and of their memberships of various groups, including of the Japanese class. They are further developing literacy capabilities in English, and while this …

Years 3 and 4 | Years F–10 Sequence | Japanese | Languages | F-10 curriculum

Years 9 and 10 Modern Greek

The nature of the learners At this level, students bring to their learning existing knowledge of Modern Greek language and culture and a range of strategies. They are increasingly aware of the world beyond their own and are engaging with youth-related …

Years 9 and 10 | Years F–10 Sequence | Modern Greek | Languages | F-10 curriculum

Years 3 and 4 Spanish

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 Spanish class. They are further developing literacy capabilities in English, such as writing …

Years 3 and 4 | Years F–10 Sequence | Spanish | Languages | F-10 curriculum

Foundation to Year 2 Vietnamese

The nature of the learners Children enter the early years of schooling with varying degrees of early literacy capability in Vietnamese and/or English. For young students, learning typically focuses on their immediate world of family, home, school, friends …

Foundation to Year 2 | Years F–10 Sequence | Vietnamese | 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

Key ideas Mathematics

In Mathematics, the key ideas are the proficiency strands of understanding, fluency, problem-solving and reasoning. The proficiency strands describe the actions in which students can engage when learning and using the content. While not all proficiency …

Key ideas | Mathematics | F-10 curriculum

Introduction

In the Australian Curriculum, The Arts is a learning area that draws together related but distinct art forms. While these art forms have close relationships and are often used in interrelated ways, each involves different approaches to arts practices …

Introduction | The Arts | F-10 curriculum

Years 7 and 8 French

The nature of the learners Students are beginning their study of French and typically have had little prior exposure to the language and associated cultures. Many will have learnt an additional language in primary school, some have proficiency in different …

Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | French | Languages | F-10 curriculum

Years 7 and 8 German

The nature of the learners Students are beginning their study of German and typically have had little prior exposure to the language and associated cultures. Many will have learnt an additional language in primary school, and some have proficiency in …

Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | German | Languages | F-10 curriculum

Years 9 and 10 Japanese

The nature of the learners At this level, students bring to their learning existing knowledge of Japanese language and culture and a range of learning strategies. They are increasingly aware of the world beyond their own …

Years 9 and 10 | Years F–10 Sequence | Japanese | Languages | F-10 curriculum

Rationale Design and Technologies

This rationale complements and extends the rationale for the Technologies learning area. In an increasingly technological and complex world, it is important to develop knowledge and confidence to critically analyse and creatively respond to design challenges. …

Rationale | Design and Technologies | Technologies | F-10 curriculum

Guiding principles Framework for Aboriginal Languages and Torres Strait Islander Languages

Appropriate consultations with relevant Aboriginal or Torres Strait Islander communities are always central to the development of language-specific curricula and the provision of language learning programs in schools. The following guiding principles …

Guiding principles | Framework for Aboriginal Languages and Torres Strait Islander Languages | Languages | F-10 curriculum

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