7-10 Economics and Business - Year 10
Analysis, synthesis and interpretation Analyse data and information in different formats to explain cause-and-effect relationships, make predictions and illustrate alternative perspectives (ACHES057) Communication and reflection Present reasoned arguments …
7-10 Economics and Business - Year 10 | Competencies and skills | Dimensions | Curriculum connections | Resources
Critical and Creative Thinking - Level 2 (Years 1 and 2)
Typically, by the end of Year 2, students: Identify and clarify information and ideas identify and explore information and ideas from source materials Organise and process information organise information based on similar or relevant ideas from several …
Critical and Creative Thinking - Level 2 (Years 1 and 2) | Competencies and skills | Dimensions | Curriculum connections | Resources
Intercultural Understanding - Years 7 and 8
Interacting and empathising with others Explore ways that culture shapes the use of language in a wide range of contexts Assess diverse perspectives and the assumptions on which they are based Imagine and describe the feelings and motivations of people …
Intercultural Understanding - Years 7 and 8 | Understanding respect | Dimensions | Curriculum connections | Resources
Critical and Creative Thinking - Years 1 and 2
Inquiring – identifying, exploring, and organising information and ideas Identify and explore information and ideas from source materials Organise information based on similar or relevant ideas from several sources Analysing, synthesising and evaluating …
Critical and Creative Thinking - Years 1 and 2 | Evaluating options | Dimensions | Curriculum connections | Resources
7-10 Civics and Citizenship - Year 9
Analysis, synthesis and interpretation Content descriptions with elaborations: Account for different interpretations and points of view (ACHCS085) taking on roles for a discussion to explore various points of view about a contemporary political or …
7-10 Civics and Citizenship - Year 9 | Values, rights and responsibilities | Dimensions | Curriculum connections | Resources
Design and Technologies - Years 5 and 6
Knowledge and Understanding Examine how people in design and technologies occupations address competing considerations, including sustainability in the design of products, services, and environments for current and future use (ACTDEK019) Investigate …
Design and Technologies - Years 5 and 6 | Multimedia dimensions | Dimensions | Curriculum connections | Resources
Multimedia: Foundation to Year 2
From Foundation to Year 2, students build on the concepts, skills and processes developed in the Early Years Learning Framework (EYLF). They use multimedia as they explore the world around them and experiment with ways of expressing ideas and meaning as …
Multimedia: Foundation to Year 2 | Year levels | Dimensions | Curriculum connections | Resources
Multimedia: Years 7 and 8
In Years 7 and 8, students continue to build their understanding of where, how and why multimedia is being used in school, home and community settings. They analyse multimedia works and how they are used in a range of learning areas, subjects and disciplines. …
Multimedia: Years 7 and 8 | Year levels | Dimensions | Curriculum connections | Resources
Civics and Citizenship - Years 9 and 10
Use democratic processes to reach consensus on a course of action relating to a civics or citizenship issue and plan for that action (Year 9) - ACHCS087 Use democratic processes to reach consensus on a course of action relating to a civics or citizenship …
Civics and Citizenship - Years 9 and 10 | Respectful action | 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
Consumer and financial literacy: Year 3
The diverse circumstances in which children grow up influence their needs, wants, perceptions and behaviours related to financial and consumer matters. Typically, at age eight to nine, parents regulate how children manage their needs and wants within …
Consumer and financial literacy: Year 3 | Year levels | Dimensions | Curriculum connections | Resources
Food and fibre: Science
The Australian Curriculum addresses learning about food and fibre predominantly in Design and Technologies and F-6/7HASS/Geography, however there are opportunities to make connections with aspects of Science, in particular biological sciences and science …
Food and fibre: Science | Subjects | Dimensions | Curriculum connections | Resources
Food and wellbeing: Health and Physical Education
Food and nutrition is one of the focus areas in the Health and Physical Education (HPE) curriculum and includes developing knowledge, understanding and skills that will support students to make healthier choices. Students learn about food and nutrition …
Food and wellbeing: Health and Physical Education | Subjects | Dimensions | Curriculum connections | Resources
Literacy - Level 2 (Years 1 and 2)
Typically, by the end of Year 2, students: Navigate, read and view learning area texts navigate, read and view texts with illustrations and simple graphics Listen and respond to learning area texts listen to two or more step instructions for undertaking …
Literacy - Level 2 (Years 1 and 2) | Competencies and skills | Dimensions | Curriculum connections | Resources
Literacy - Level 3 (Years 3 and 4)
Typically, by the end of Year 4, students: Navigate, read and view learning area texts navigate, read and view different types of texts with illustrations and more detailed graphics Listen and respond to learning area texts listen to spoken instructions …
Literacy - Level 3 (Years 3 and 4) | Competencies and skills | Dimensions | Curriculum connections | Resources
Food and fibre: Years 3 and 4
Through the primary years, students draw on their increasing experience of family, school and the wider community to develop their understanding of the world including investigating food and fibre production and becoming aware of the importance of primary …
Food and fibre: Years 3 and 4 | Year levels | Dimensions | Curriculum connections | Resources
Food and wellbeing: Years 3 and 4
In Years 3 and 4, students develop a sense of self and ownership of their ideas and thinking about their peers and communities and as consumers. They become aware of the role of those working in design and technologies occupations and how they think about …
Food and wellbeing: Years 3 and 4 | Year levels | Dimensions | Curriculum connections | Resources
Food and wellbeing: Years 5 and 6
During these years of schooling, students’ thought processes become more complex and consistent, and they gradually become more independent. Students also develop their capacity to work in teams. They develop a sense of social, ethical and environmental …
Food and wellbeing: Years 5 and 6 | Year levels | Dimensions | Curriculum connections | Resources
Multimedia: Years 3 and 4
Across Years 3 and 4, students develop an increasing awareness of multimedia formats and how they can be used in home, school and community environments. They can explore multimedia works (texts and products and use multimedia for recording ideas as they …
Multimedia: Years 3 and 4 | Year levels | Dimensions | Curriculum connections | Resources
Respect matters
Respect matters | Portfolios | Curriculum connections | Resources