PDF documents Korean
Resources and support materials for the Australian Curriculum: Languages - Korean are available as PDF documents. Languages - Korean: Sequence of content Languages - Korean: Sequence of Achievement - F-10 Sequence Languages - Korean: Sequence of Achievement …
PDF documents | Korean | Languages | F-10 curriculum
PDF documents Modern Greek
Resources and support materials for the Australian Curriculum: Languages - Modern Greek are available as PDF documents. Languages - Modern Greek: Sequence of content Languages - Modern Greek: Sequence of Achievement - F-10 Sequence Languages - Modern …
PDF documents | Modern Greek | Languages | F-10 curriculum
PDF documents Spanish
Resources and support materials for the Australian Curriculum: Languages - Spanish are available as PDF documents. Languages - Spanish: Sequence of content Languages - Spanish: Sequence of Achievement - F-10 Sequence Languages - Spanish: Sequence of …
PDF documents | Spanish | Languages | F-10 curriculum
PDF documents Turkish
Resources and support materials for the Australian Curriculum: Languages - Turkish are available as PDF documents. Languages - Turkish: Sequence of content Languages - Turkish: Sequence of Achievement - F-10 Sequence Languages - Turkish: Sequence of …
PDF documents | Turkish | Languages | F-10 curriculum
PDF documents Vietnamese
Resources and support materials for the Australian Curriculum: Languages - Vietnamese are available as PDF documents. Languages - Vietnamese: Sequence of content Languages - Vietnamese: Sequence of Achievement - F-10 Sequence Languages - Vietnamese: Sequence …
PDF documents | Vietnamese | Languages | F-10 curriculum
Primary Matters, issue 22: Remote learning, May 2020
We hope this edition finds you all safe and well. The COVID-19 pandemic has meant that the education sector has had to adapt, and authorities are experiencing change of an unprecedented nature as they look to find their new normal. “It is important to …
Primary Matters, issue 22: Remote learning, May 2020 | Publications | Resources and publications
Consumer and financial literacy: Year 5
The diverse circumstances in which children grow up influence their needs, wants, perceptions and behaviours related to financial and consumer matters. Typically, at age 10 to 11, children can discriminate between their needs and wants and make simple …
Consumer and financial literacy: Year 5 | Year levels | Dimensions | Curriculum connections | Resources
Achievement Standard Chinese Foundation to Year 2
By the end of Year 2, students use spoken Chinese to initiate interactions in a range of familiar contexts. They obtain and convey information and experiences relating to their personal world in simple exchanges. They use learned vocabulary, sounds, characters …
Achievement Standard | Achievement Standards | Foundation to Year 2 | Years F–10 Sequence | Background Language Learner Pathway | Chinese | Languages | F-10 curriculum
Consumer and financial literacy: Year 1
The diverse circumstances in which children grow up influence their needs, wants, perceptions and behaviours related to financial and consumer matters. Typically, at age six to seven, within their family’s unique circumstances, children explore their …
Consumer and financial literacy: Year 1 | Year levels | Dimensions | Curriculum connections | Resources
Consumer and financial literacy: Year 4
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 4 | Year levels | Dimensions | Curriculum connections | Resources
PDF documents Mathematics
Resources and support materials for the Australian Curriculum: Mathematics are available as PDF documents. Mathematics: Sequence of content Mathematics: Sequence of achievement
PDF documents | Mathematics | F-10 curriculum
Consumer and financial literacy: Year 6
The diverse circumstances in which children grow up influence their needs, wants, perceptions and behaviours related to financial and consumer matters. Typically, at age 11 to 12, children can discriminate between their needs and wants and they independently …
Consumer and financial literacy: Year 6 | Year levels | Dimensions | Curriculum connections | Resources
Consumer and financial literacy: English
The Australian Curriculum: English has an important role in developing consumer and financial literacy in young people. The English curriculum develops students’ understanding of how to read, view and interpret texts. Through the literacy strand of the …
Consumer and financial literacy: English | Subjects | Dimensions | Curriculum connections | Resources
ACDSEH068
The way Polynesian societies used environmental resources (sustainably and unsustainably), including the extinction of the moa in New Zealand, the use of religious/supernatural threats to conserve resources, and the exploitation of Easter Island’s palm …
Elaborations ScOT Terms
ACDSEH068 | Content Descriptions | Year 8 | History | Humanities and Social Sciences | F-10 curriculum
ACLARC128
Produce bilingual texts and resources, including digital and online resources such as digital picture dictionaries, posters and signs, for their class and school community[Key concepts: similarity, difference; Key processes: selecting, describing]
Elaborations ScOT Terms
ACLARC128 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | Arabic | Languages | F-10 curriculum
ACLFWU151
Build the resources of the language by creating, performing and recording new texts, and by creating new contexts for its use[Key concepts: language ownership, language revival; Key processes: noticing, building resources]
Elaborations ScOT Terms
ACLFWU151 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | Language Revival Learner Pathway (LR) | Framework for Aboriginal Languages and Torres Strait Islander Languages | Languages | F-10 curriculum
ACLFWU172
Identify available resources and protocols to be followed when building language[Key concept: language revival, language building, language resources, keeping places, protocols; Key processes: identifying, locating, discussing]
Elaborations ScOT Terms
ACLFWU172 | Content Descriptions | Years 3 to 6 | Years F–10 Sequence | Language Revival Learner Pathway (LR) | Framework for Aboriginal Languages and Torres Strait Islander Languages | Languages | F-10 curriculum
ACLGEC009
Create and maintain individual and shared bilingual texts and resources such as signs, word lists, posters, games and photo stories[Key concepts: resources, context, meaning; Key processes: explaining, comparing]
Elaborations ScOT Terms
ACLGEC009 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | German | Languages | F-10 curriculum
ACLJAC153
Create bilingual texts and learning resources such as displays, websites, posters, picture books, games, word banks and menus[Key concepts: bilingualism, learning resources, translation; Key processes: classifying, glossing, annotating, composing]
Elaborations ScOT Terms
ACLJAC153 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | Japanese | Languages | F-10 curriculum
ACLMGC009
Create bilingual texts and resources to support their own learning, such as glossaries and personal dictionaries, digital resources and charts[Key concepts: equivalence, context, meaning; Key processes: translating, interpreting, explaining]
Elaborations ScOT Terms
ACLMGC009 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | Modern Greek | Languages | F-10 curriculum