Intercultural Understanding - Level 3 (Years 3 and 4)

Typically, by the end of Year 4, students: Challenge stereotypes and prejudices explain the dangers of making generalisations about individuals and groups

Intercultural Understanding - Level 3 (Years 3 and 4) | Competencies and skills | Dimensions | Curriculum connections | Resources

Intercultural Understanding - Level 4 (Years 5 and 6)

Typically, by the end of Year 6, students: Challenge stereotypes and prejudices explain the impact of stereotypes and prejudices on individuals and groups within Australia

Intercultural Understanding - Level 4 (Years 5 and 6) | Competencies and skills | Dimensions | Curriculum connections | Resources

Multimedia

Multimedia | Portfolios | Curriculum connections | Resources

Food and fibre: Design and Technologies

The technologies contexts content descriptions in Design and Technologies provide a framework within which students can gain knowledge and understanding about technologies and design across a range of technologies contexts. These content descriptions …

Food and fibre: Design and Technologies | Subjects | Dimensions | Curriculum connections | Resources

Geography - Years 9 and 10

Geography Year 9 The effects of people’s travel, recreational, cultural or leisure choices on places, and the implications for the future of these places (ACHGK069)   Geography Year 10 The human induced environmental changes that challenge sustainability …

Geography - Years 9 and 10 | Human-nature relationships | Dimensions | Curriculum connections | Resources

F-6/7 Humanities and Social Sciences - Years 3 and 4

F-6/7 HASS (Geography sub-strand) Year 3 Reflect on learning to propose actions in response to an issue or challenge and consider possible effects of proposed actions (ACHASSI060)   F-6/7 HASS (Geography sub-strand) Year 4 Reflect on learning to propose …

F-6/7 Humanities and Social Sciences - Years 3 and 4 | Skills and knowledge | Dimensions | Curriculum connections | Resources

Geography - Years 9 and 10

Geography Year 9 The perceptions people have of place, and how this influences their connections to different places (ACHGK065)   Geography Year 10 The different ways of measuring and mapping human wellbeing and development, and how these can be applied …

Geography - Years 9 and 10 | Health and wellbeing | Dimensions | Curriculum connections | Resources

Respect matters: Foundation

Typically, in their first year of school, students learn through interactions with others, experimentation, practice and play. This is an opportunity to build social, emotional and thinking skills. Children at this age can play with others to achieve …

Respect matters: Foundation | Year levels | Dimensions | Curriculum connections | Resources

Information and Communication Technology Capability - Level 4 (Years 5 and 6)

Typically, by the end of Year 6, students: Select and evaluate data and information assess the suitability of data or information using a range of appropriate given criteria

Information and Communication Technology Capability - Level 4 (Years 5 and 6) | Competencies and skills | Dimensions | Curriculum connections | Resources

Ethical Understanding - Level 2 (Years 1 and 2)

Typically, by the end of Year 2, students: Reflect on ethical action give examples of how understanding situations can influence the way people act

Ethical Understanding - Level 2 (Years 1 and 2) | Competencies and skills | Dimensions | Curriculum connections | Resources

Ethical Understanding - Level 3 (Years 3 and 4)

Typically, by the end of Year 4, students: Reflect on ethical action consider whether having a conscience leads to ways of acting ethically in different scenarios

Ethical Understanding - Level 3 (Years 3 and 4) | Competencies and skills | Dimensions | Curriculum connections | Resources

F-6/7 Humanities and Social Sciences - Years 1 and 2

F-6/7 HASS (Geography sub-strand) Year 2 The influence of purpose, distance and accessibility on the frequency with which people visit places (ACHASSK051)

F-6/7 Humanities and Social Sciences - Years 1 and 2 | Health and wellbeing | Dimensions | Curriculum connections | Resources

Information and Communication Technology Capability - Level 2 (Years 1 and 2)

Typically by the end of Year 2, students: Collaborate share and exchange use purposefully selected ICT tools safely to share and exchange information with appropriate local audiences

Information and Communication Technology Capability - Level 2 (Years 1 and 2) | Respectful relationships | Dimensions | Curriculum connections | Resources

Information and Communication Technology Capability - Level 3 (Years 3 and 4)

Typically by the end of Year 4, students: Collaborate, share and exchange use appropriate ICT tools safely to share and exchange information with appropriate known audiences

Information and Communication Technology Capability - Level 3 (Years 3 and 4) | Respectful relationships | Dimensions | Curriculum connections | Resources

Personal and Social Capability - Level 2 (Years 1 and 2)

Typically by the end of Year 2, students: Become confident, resilient and adaptable undertake and persist with short tasks, within the limits of personal safety

Personal and Social Capability - Level 2 (Years 1 and 2) | Digital media literacy | Dimensions | Curriculum connections | Resources

Personal and Social Capability - Level 4 (Years 5 and 6)

Typically by the end of Year 6, students: Become confident, resilient and adaptable devise strategies and formulate plans to assist in the completion of challenging tasks and the maintenance of personal safety

Personal and Social Capability - Level 4 (Years 5 and 6) | Digital media literacy | Dimensions | Curriculum connections | Resources

Personal and Social Capability - Level 6 (Years 9 an 10)

Typically by the end of Year 10, students: Communicate effectively formulate plans for effective communication (verbal, nonverbal, digital) to complete complex tasks  

Personal and Social Capability - Level 6 (Years 9 an 10) | Informed and safe use of information and devices | Dimensions | Curriculum connections | Resources

Consumer and financial literacy: Design and Technologies

The Australian Curriculum: Technologies has a significant role in developing consumer and financial literacy in young people. The Design and Technologies subject supports the development of the dimensions of consumer and financial literacy as shown in …

Consumer and financial literacy: Design and Technologies | Subjects | Dimensions | Curriculum connections | Resources

Respect matters: Humanities and Social Sciences

In Humanities and Social Sciences (HASS) from Foundation to Year 6/7, students are provided with opportunities to: actively shape their lives through an expanding sense of themselves and their community; make reflective, informed decisions; value their …

Respect matters: Humanities and Social Sciences | Subjects | Dimensions | Curriculum connections | Resources

Food and fibre: Years 5 and 6

In Years 5 and 6, students develop their ability to pose questions and solve problems, make informed decisions and act responsibly. Curriculum continues to draw on students’ growing experience of community and the wider world to develop their understanding …

Food and fibre: Years 5 and 6 | Year levels | Dimensions | Curriculum connections | Resources