Interacting description
This sub-element describes how a student becomes increasingly proficient at active listening, strategic and respectful questioning and using language to share information and negotiate meaning and outcomes. Students interact across an increasing range …
Interacting | Speaking and listening | National Literacy Learning Progression | National Literacy and Numeracy Learning Progressions | Resources
Speaking description
This sub-element describes how a student becomes increasingly proficient at selecting language to express and share ideas, appropriate to audience, purpose and task – in planned speaking situations. This sub-element includes the development of skills …
Speaking | Speaking and listening | National Literacy Learning Progression | National Literacy and Numeracy Learning Progressions | Resources
Phonic knowledge and word recognition description
This sub-element describes how a student becomes increasingly proficient at using letter-sound relationships and visual knowledge as code-breaking skills. Phonic knowledge and word recognition are among the range of resources students use as they read …
Phonic knowledge and word recognition | Reading and viewing | National Literacy Learning Progression | National Literacy and Numeracy Learning Progressions | Resources
Spelling description
This sub-element describes how a student becomes increasingly proficient in selecting and arranging letters to form accurately spelt words. Students develop increasing skill and proficiency in using spelling as a tool to understand and create meaning …
Spelling | Writing | National Literacy Learning Progression | National Literacy and Numeracy Learning Progressions | Resources
Number patterns and algebraic thinking description
Figuring out how a pattern works brings predictability and allows the making of generalisations. This sub-element describes how a student becomes increasingly able to identify a pattern as something that is a discernible regularity in a group of numbers …
Number patterns and algebraic thinking | Number sense and algebra | National Numeracy Learning Progression | National Literacy and Numeracy Learning Progressions | Resources
Understanding chance description
Our modern understandings of probability date from the second half of the 17th century with the analysis of games of chance. Many of the basic ideas of probability can run contrary to common beliefs. Recognising how what has happened in the past does …
Understanding chance | Statistics and probability | National Numeracy Learning Progression | National Literacy and Numeracy Learning Progressions | Resources
Representation of General capabilities Ancient History
The seven general capabilities of Literacy, Numeracy, Information and Communication technology (ICT) capability, Critical and creative thinking, Personal and social capability, Ethical understanding, and Intercultural understanding are identified where …
Representation of General capabilities | Ancient History | Humanities and Social Sciences | Senior secondary curriculum
Representation of General capabilities Modern History
The seven general capabilities of Literacy, Numeracy, Information and Communication technology (ICT) capability, Critical and creative thinking, Personal and social capability, Ethical understanding, and Intercultural understanding are identified where …
Representation of General capabilities | Modern History | Humanities and Social Sciences | Senior secondary curriculum
Unit 1 Essential Mathematics
This unit provides students with the mathematical skills and understanding to solve problems relating to calculations, applications of measurement, the use of formulas to find an unknown quantity, and the interpretation of graphs. Teachers are encouraged …
Unit 1 | Essential Mathematics | Mathematics | Senior secondary curriculum
Unit 2 Essential Mathematics
This unit provides students with the mathematical skills and understanding to solve problems related to representing and comparing data, percentages, rates and ratios, the mathematics of finance, and time and motion. Teachers are encouraged to apply the …
Unit 2 | Essential Mathematics | Mathematics | Senior secondary curriculum
Unit 3 Essential Mathematics
This unit provides students with the mathematical skills and understanding to solve problems related to measurement, scales, plans and models, drawing and interpreting graphs, and data collection. Teachers are encouraged to apply the content of the four …
Unit 3 | Essential Mathematics | Mathematics | Senior secondary curriculum
Unit 4 Essential Mathematics
This unit provides students with the mathematical skills and understanding to solve problems related to probability, Earth geometry and time zones, and loans and compound interest. Teachers are encouraged to apply the content of the three topics in this …
Unit 4 | Essential Mathematics | Mathematics | Senior secondary curriculum
Elaboration ACLASFU053
discussing the diversity of Auslan users in the Australian community, including people who are deaf, those who are hard of hearing and hearing people such as CODAs and interpreters
Elaboration | ACLASFU053 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | First Language Learner Pathway | Auslan | Languages | F-10 curriculum
Elaboration (1) ACLASFU179
discussing the diversity of Auslan users in the Australian community, including people who are deaf, those who are hard of hearing and hearing people such as CODAs and interpreters
Elaboration (1) | ACLASFU179 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | Second Language Learner Pathway | Auslan | Languages | F-10 curriculum
Elaboration (2) ACLASFC200
negotiating hypothetical scenarios involving members of the Deaf community to highlight issues associated with diversity, culture and identity, for example, experience in domains such as education or sport
Elaboration (2) | ACLASFC200 | Content Descriptions | Years 9 and 10 | Years F–10 Sequence | Second Language Learner Pathway | Auslan | Languages | F-10 curriculum
Elaboration (25) ACLASFU251
discussing the diversity of Auslan users in the Australian community, including people who are deaf, those who are hard of hearing and hearing people such as CODAs and interpreters
Elaboration (25) | ACLASFU251 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | Second Language Learner Pathway | Auslan | Languages | F-10 curriculum
Elaboration (1) ACLCHC009
having a shared meal of 饺子，春卷 etc. and appreciating cultural diversity in the school community
Elaboration (1) | ACLCHC009 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | Second Language Learner Pathway | Chinese | Languages | F-10 curriculum
Elaboration (2) ACLCHU143
investigating diversity in spoken Chinese and identifying differences in phonology across dialects, for example, exploring greetings in dialects such as Cantonese, Hakka and Shanghainese, and comparing the pronunciation of words
Elaboration (2) | ACLCHU143 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | Background Language Learner Pathway | Chinese | Languages | F-10 curriculum
Elaboration (9) ACLFWC049
planning, rehearsing and giving presentations, selecting and sequencing appropriate content and incorporating multimodal elements to either promote a particular point of view or to reflect diversity of viewpoints
Elaboration (9) | ACLFWC049 | Content Descriptions | Years 7 to 10 | Years F–10 Sequence | First Language Learner Pathway (L1) | Framework for Aboriginal Languages and Torres Strait Islander Languages | Languages | F-10 curriculum
Intercultural Understanding - Level 4 (Years 5 and 6)
Typically by the end of Year 4, students: Investigate culture and cultural identity identify and describe the roles that culture and language play in shaping group and national identities Explore and compare cultural knowledge, beliefs and practices describe …
Intercultural Understanding - Level 4 (Years 5 and 6) | Informed and safe use of information and devices | Dimensions | Curriculum connections | Resources