ACELY1679

Read an increasing range of different types of texts by combining contextual, semantic, grammatical and phonic knowledge, using text processing strategies, for example monitoring, predicting, confirming, rereading, reading on and self-correcting

Elaborations ScOT Terms

ACELY1679 | Content Descriptions | Year 3 | English | F-10 curriculum

ACELY1694

Plan, draft and publish imaginative, informative and persuasive texts containing key information and supporting details for a widening range of audiences, demonstrating increasing control over text structures and language features

Elaborations ScOT Terms

ACELY1694 | Content Descriptions | Year 4 | English | F-10 curriculum

ACELY1712

Select, navigate and read texts for a range of purposes, applying appropriate text processing strategies and interpreting structural features, for example table of contents, glossary, chapters, headings and subheadings

Elaborations ScOT Terms

ACELY1712 | Content Descriptions | Year 6 | English | F-10 curriculum

ACELT1637

Investigate and experiment with the use and effect of extended metaphor, metonymy, allegory, icons, myths and symbolism in texts, for example poetry, short films, graphic novels, and plays on similar themes

Elaborations ScOT Terms

ACELT1637 | Content Descriptions | Year 9 | English | F-10 curriculum

ACELT1815

Create literary texts with a sustained ‘voice’, selecting and adapting appropriate text structures, literary devices, language, auditory and visual structures and features for a specific purpose and intended audience

Elaborations ScOT Terms

ACELT1815 | Content Descriptions | Year 10 | English | F-10 curriculum

Elaboration ACELT1798

drawing upon fiction elements in a range of model texts - for example main idea, characterisation, setting (time and place), narrative point of view; and devices, for example figurative language (simile, metaphor, personification), as well as non-verbal …

Elaboration | ACELT1798 | Content Descriptions | Year 5 | English | F-10 curriculum

Learning 3-6

The Australian Curriculum across Years 3–6 assists students to develop their ability to take positive action for well-being; relate and communicate well with others; pose questions and solve problems; make informed decisions and act responsibly. It engages …

Learning 3-6 | F-10 curriculum

Achievement Standard History Year 9

By the end of Year 9, students refer to key events and the actions of individuals and groups to explain patterns of change and continuity over time. They analyse the causes and effects of events and developments and make judgements about their importance. …

Achievement Standard | Achievement Standards | Year 9 | History | Humanities and Social Sciences | F-10 curriculum

Achievement Standard History Year 10

By the end of Year 10, students refer to key events, the actions of individuals and groups, and beliefs and values to explain patterns of change and continuity over time. They analyse the causes and effects of events and developments and explain their …

Achievement Standard | Achievement Standards | Year 10 | History | Humanities and Social Sciences | F-10 curriculum

Geography Achievement Standard HASS Year 1

By the end of Year 1, students identify and describe the natural, managed and constructed features of places at a local scale and identify where features of places are located. They recognise that people describe the features of places differently. Students …

Geography Achievement Standard | Achievement Standards | Year 1 | HASS | Humanities and Social Sciences | F-10 curriculum

History Achievement Standard HASS Year 3

By the end of Year 3, students identify individuals, events and aspects of the past that have significance in the present. They identify and describe aspects of their community that have changed and remained the same over time. They identify the importance …

History Achievement Standard | Achievement Standards | Year 3 | HASS | Humanities and Social Sciences | F-10 curriculum

History Achievement Standard HASS Year 4

By the end of Year 4, students recognise the significance of events in bringing about change. They explain how and why life changed in the past and identify aspects of the past that have remained the same. They describe the experiences of an individual …

History Achievement Standard | Achievement Standards | Year 4 | HASS | Humanities and Social Sciences | F-10 curriculum

History Achievement Standard HASS Year 5

By the end of Year 5, students describe the significance of people and events/developments in bringing about change. They identify the causes and effects of change on particular communities and describe aspects of the past that have remained the same. …

History Achievement Standard | Achievement Standards | Year 5 | HASS | Humanities and Social Sciences | F-10 curriculum

Geography Achievement Standard HASS Year 2

By the end of Year 2, students identify the features that define places and recognise that places can be described at different scales. Students recognise that the world can be divided into major geographical divisions. They describe how people in different …

Geography Achievement Standard | Achievement Standards | Year 2 | HASS | Humanities and Social Sciences | F-10 curriculum

Geography Achievement Standard HASS Year 3

By the end of Year 3, students describe the location of the states and territories of Australia, the location of selected Aboriginal and Torres Strait Islander Countries/Places and selected countries neighbouring Australia. They describe the characteristics …

Geography Achievement Standard | Achievement Standards | Year 3 | HASS | Humanities and Social Sciences | F-10 curriculum

Achievement Standard Civics and Citizenship Year 7

By the end of Year 7, students explain features of Australia’s Constitution, including the process for constitutional change. They explain how Australia’s legal system is based on the principle of justice. Students explain the diverse nature …

Achievement Standard | Achievement Standards | Year 7 | Civics and Citizenship | Humanities and Social Sciences | F-10 curriculum

Achievement Standard Civics and Citizenship Year 8

By the end of Year 8, students analyse features of Australian democracy, and explain features of Australia’s democracy that enable active participation. They recognise different types of law in Australia and explain how laws are made. They identify …

Achievement Standard | Achievement Standards | Year 8 | Civics and Citizenship | Humanities and Social Sciences | F-10 curriculum

Achievement Standard Civics and Citizenship Year 9

By the end of Year 9, students evaluate features of Australia’s political system, and identify and analyse the influences on people’s political choices. They explain the key principles of Australia’s system of justice and analyse the …

Achievement Standard | Achievement Standards | Year 9 | Civics and Citizenship | Humanities and Social Sciences | F-10 curriculum

Achievement Standard Economics and Business Year 7

By the end of Year 7, students describe the interdependence of consumers and producers in the market. They explain the importance of short- and long-term planning to individual and business success and identify different strategies that may be used. They …

Achievement Standard | Achievement Standards | Year 7 | Economics and Business | Humanities and Social Sciences | F-10 curriculum

Achievement Standard Economics and Business Year 8

By the end of Year 8, students explain how markets operate and recognise why governments may influence the market’s operation. They explain the rights and responsibilities of consumers and businesses in terms of financial and economic decision-making. …

Achievement Standard | Achievement Standards | Year 8 | Economics and Business | Humanities and Social Sciences | F-10 curriculum