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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

Achievement Standard Hindi Years 5 and 6

By the end of Year 6, students use spoken and written Hindi to exchange personal information and experiences, to give opinions and express feelings. When interacting with others, they use expressive and descriptive language, for example, नमस्ते …

Using the Framework to develop language-specific curricula or programs for Classical languages Framework for Classical Languages

It is intended that the Framework will be used by state and territory jurisdictions to develop language-specific curricula, or by schools and communities to develop teaching and learning programs for Classical languages other than Latin and Classical …

Using the Framework to develop language-specific curricula or programs for Classical languages | Framework for Classical Languages | 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

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

Structure Music

Learning in Music Students learning Music listen, perform and compose. They learn about the elements of music comprising rhythm, pitch, dynamics and expression, form and structure, timbre and texture. Aural skills, or ear training, are the particular …

Structure | Music | 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

Years 5 and 6 Auslan

The nature of the learners This is a key transitional phase of learning. Learners communicate more confidently, are more self-directed, and self-reference in relation to wider contexts. Response to experience is more analytical and critical, allowing …

Elaboration (3) ACLASFC025

signing stories or participating in play-based activities that require the use of constructed action to represent other people’s actions, thoughts, feelings or attitudes

Elaboration (2) ACLCHU141

comparing and differentiating forms of texts based on purpose and audience, for example, asking: What’s the difference between a letter and an email? What might be the reasons for such differences?

Elaboration (2) ACLCHU220

inferring the meaning of terminology from other subject areas based on analysis of characters such as 螺旋桨

Elaboration (3) ACLCHU222

analysing stylistic/literary devices used in knowledge-based texts, for example, technical terms and concise formulaic expressions used in newspaper articles

Elaboration ACLFWC007

making a shared Big Book or digital text based on an event, experience or selected characters or elements of favourite texts, using drawing, labelling, captioning and describing

Elaboration ACLFWC029

creating and performing imaginative texts such as stories, songs, raps and skits based on a stimulus concept, theme or resource, and incorporating elements of humour to entertain others

Elaboration (8) ACLFWU195

working with local Aboriginal and Torres Strait Islander communities in language-related projects, and contributing to local language records and resources through structured and research-based projects

Structure HASS

The Australian Curriculum: Humanities and Social Sciences may be implemented as a combined F–6 program or as an F–7 program. The F–6/7 curriculum is organised into two interrelated strands: knowledge and understanding and inquiry and skills. Knowledge …

Structure | HASS | Humanities and Social Sciences | 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

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