Achievement Standard Korean Years 3 and 4
By the end of Year 4, students use Korean to interact in classroom routines, action-related talk and play with teachers and peers. They exchange personal information relating to aspects such as age or interests, using simple questions and short statements …
Achievement Standard | Achievement Standards | Years 3 and 4 | Years F–10 Sequence | Korean | Languages | F-10 curriculum
Achievement Standard Korean Years 5 and 6
By the end of Year 6, students engage in classroom interactions to carry out collaborative tasks, to exchange information and to express feelings and ideas related to specific contexts, personal interests and daily routines at home and school. They ask …
Achievement Standard | Achievement Standards | Years 5 and 6 | Years F–10 Sequence | Korean | Languages | F-10 curriculum
Achievement Standard Vietnamese Years 9 and 10
By the end of Year 10, students use written and spoken Vietnamese to initiate and sustain interactions with teachers, peers and adults in familiar contexts, for example, Bạn thích nghe loại nhạc nào? Tôi thích nghe nhạc trẻ. Bạn thích ca sĩ và …
Achievement Standard | Achievement Standards | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | Vietnamese | Languages | F-10 curriculum
Achievement Standard Auslan Years 7 and 8
By the end of Year 8, students interact to share ideas and interests and to offer opinions, using compound and complex sentences, for example by using lexical conjunctions as well as non-manual features (NMFs). They participate in discussions …
Achievement Standard | Achievement Standards | Years 7 and 8 | Years F–10 Sequence | First Language Learner Pathway | Auslan | Languages | F-10 curriculum
Achievement Standard Auslan Years 5 and 6
By the end of Year 6, students discuss aspects of their daily lives, social activities and school experience and respond to each other’s comments. They describe relationships and characteristics of people and objects and express feelings and preferences, …
Achievement Standard | Achievement Standards | Years 5 and 6 | 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 interact and to exchange information, experiences, interests and opinions with teachers, peers and others. They initiate and maintain conversations and use strategies such as fingerspelling to replace …
Achievement Standard | Achievement Standards | Years 7 and 8 | Years F–10 Sequence | Second Language Learner Pathway | Auslan | Languages | F-10 curriculum
Achievement Standard Chinese Years 9 and 10
By the end of Year 10, students sustain extended exchanges with others (for example, 那个，你知道的，就是，还有) and use Chinese to participate in shared activities, for example, 我为什么学汉语，澳大利亚的多元文化，年轻人的兴趣，网络的好与坏, 你难道不觉得…如果…就…吗？你的意思是说…,如果是这样的话… …
Achievement Standard | Achievement Standards | Years 9 and 10 | Years F–10 Sequence | Background Language Learner Pathway | Chinese | Languages | F-10 curriculum
Achievement Standard Framework for Classical Languages Years 7 and 8
By the end of Year 8, students use their knowledge of vocabulary, grammar and textual cues to identify and interpret information in Classical Greek texts, such as narratives, about the daily life and attitudes of the ancient Greeks. They interpret …
Achievement Standard | Achievement Standards | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | Classical Greek | Framework for Classical Languages | Languages | F-10 curriculum
Achievement Standard French Years 9 and 10
By the end of Year 10, students use written and spoken French to communicate with teachers, peers and others in a range of settings and for a range of purposes They use language to access and exchange information on a broad range of social, cultural and …
Achievement Standard | Achievement Standards | Years 9 and 10 | Years F–10 Sequence | French | Languages | F-10 curriculum
Achievement Standard German Years 5 and 6
By the end of Year 6, students use written and spoken German for classroom interactions, to carry out transactions, and to share ideas and opinions, relate experiences and express feelings. They use complete sentences in familiar contexts to ask …
Achievement Standard | Achievement Standards | Years 5 and 6 | Years F–10 Sequence | German | Languages | F-10 curriculum
Achievement Standard Modern Greek Years 7 and 8
By the end of Year 8, students use written and spoken Greek to initiate and sustain classroom interactions, (for example, Πότε θα πάμε σινεμά;) to carry out transactions (for example, Πώς πέρασες τις διακοπές σου;) and to exchange information, …
Achievement Standard | Achievement Standards | Years 7 and 8 | Years F–10 Sequence | Modern Greek | Languages | F-10 curriculum
Introduction Auslan
As a native user of Auslan, and as an advocate for the language and for the Deaf community, I am thrilled to see a national curriculum in Auslan come to fruition. For the first time, deaf children will have access to a formal first language learner pathway …
Introduction | Auslan | Languages | F-10 curriculum
What is the Framework? Framework for Aboriginal Languages and Torres Strait Islander Languages
The Framework for Aboriginal Languages and Torres Strait Islander Languages (the Framework) is the first national curriculum document Foundation to Year 10 to provide a way forward for all schools in Australia to support the teaching and learning of the …
What is the Framework? | Framework for Aboriginal Languages and Torres Strait Islander Languages | Languages | F-10 curriculum
Context statement Japanese
The place of Japanese culture and language in Australia and in the world Japanese is the official language of Japan, Australia’s northern neighbour in the Asia region. It is also widely used by communities of speakers in Hawaii, Peru and …
Context statement | Japanese | Languages | F-10 curriculum
Elaboration (2) ACHASSK063
identifying individuals and groups from the past of diverse backgrounds (for example, gender, culture, ability, age, socioeconomic circumstance) who have contributed to the community’s development (for example, economic, social, cultural, civic or environmental …
Elaboration (2) | ACHASSK063 | Content Descriptions | Year 3 | HASS | Humanities and Social Sciences | F-10 curriculum
Elaboration (1) ACHASSI098
identifying stereotypes and over-generalisations relating to age, gender, ethnicity, ability, religion and/or politics presented in sources and media of the past (for example, a newspaper caricature of a colonial era Chinese goldfield worker) and in sources …
Elaboration (1) | ACHASSI098 | Content Descriptions | Year 5 | HASS | Humanities and Social Sciences | F-10 curriculum
Elaboration ACHASSK108
investigating an event or development and explaining its economic, social and political impact on a colony (for example, the consequences of frontier conflict events such as the Myall Creek Massacre, the Pinjarra Massacre; the impact of South Sea Islanders …
Elaboration | ACHASSK108 | Content Descriptions | Year 5 | HASS | Humanities and Social Sciences | F-10 curriculum
Elaboration ACHASSK121
identifying goods they have purchased and categorising and explaining factors that influence consumer purchasing decisions (for example, personal preferences, social trends, economic factors such as budgets and the amount of money available to spend; …
Elaboration | ACHASSK121 | Content Descriptions | Year 5 | HASS | Humanities and Social Sciences | F-10 curriculum
Elaboration (2) ACHASSK137
considering notable individuals in Australian public life across a range of fields (for example, the arts, science, sport, education), including Aboriginal and Torres Strait Islander people, a range of cultural and social groups, and women and men drawn …
Elaboration (2) | ACHASSK137 | Content Descriptions | Year 6 | HASS | Humanities and Social Sciences | F-10 curriculum
Elaboration ACHASSI156
considering relevance and validity when choosing sources and gathering data and information about historical, geographical, social, economic and business issues or events (for example, the relevance of documents written at the time of an event; the validity …
Elaboration | ACHASSI156 | Content Descriptions | Year 7 | HASS | Humanities and Social Sciences | F-10 curriculum