Elaboration (1) ACTDIP036
identifying strengths and weaknesses of collecting data using different methods, for example online surveys, face-to-face interviews, phone interviews, observation, blog entries in response to a posting, phone logs, browser history and online webcam …
Elaboration (1) | ACTDIP036 | Content Descriptions | Years 9 and 10 | Digital Technologies | Technologies | F-10 curriculum
Elaboration (2) ACLITU075
reflecting on the history of Italian migration to Australia, the formation of communities of speakers of Italian in specific cities and suburbs, and the resulting regional variations of language, such as Australo-Italian, and the impact of Australian …
Elaboration (2) | ACLITU075 | Content Descriptions | Years 7 and 8 | Years F–10 Sequence | Italian | Languages | F-10 curriculum
Elaboration (2) ACLKOC023
summarising information from various texts that reflect different aspects of Korean culture, art, history and geography relating to social or environmental issues, for example, 태풍은 한국에 보통 여름에 와요. 그렇지만 가을에도 가끔 와요
Elaboration (2) | ACLKOC023 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | Korean | Languages | F-10 curriculum
Elaboration (5) ACLMGU135
examining the etymology of everyday words in English which are derived from Greek morphemes/words or from Greek myths (for example, aeroplane, Ajax, history, mathematics, Nike, school, story) and discussing the extent to which this has occurred
Elaboration (5) | ACLMGU135 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | Modern Greek | Languages | F-10 curriculum
Elaboration ACLMGU169
finding examples of Greek script throughout history, such as on pots and stone slabs, for example, the Rosetta Stone, the entrance to Delphi, tombstones in Vergina, Byzantine artefacts, coins and old books, observing how different styles of writing have …
Elaboration | ACLMGU169 | Content Descriptions | Years 7 and 8 | Years F–10 Sequence | Modern Greek | Languages | F-10 curriculum
Elaboration ACLSPU197
recognising that in many Spanish-speaking countries other languages are co-official with Spanish, such as Guaraní in Paraguay, Catalan, Galician and Basque/Euskera in Spain, and Quiché in Guatemala, and investigating the history and issues surrounding …
Elaboration | ACLSPU197 | Content Descriptions | Years 9 and 10 | Years F–10 Sequence | Spanish | Languages | F-10 curriculum
Elaboration ACLSPU035
recognising that in many Spanish-speaking countries other languages are co-official with Spanish, such as Guaraní in Paraguay, Catalan, Galician and Basque/Euskera in Spain, and Quiché in Guatemala, and investigating the history and issues surrounding …
Elaboration | ACLSPU035 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | Spanish | Languages | F-10 curriculum
Elaboration (1) ACLTUC090
using different modes of presentation such as displays or recorded commentaries to visual texts to profile events, characters or places related to Turkish culture, history or experience, such as Gelibolu ve Anzaklar, Atatürk, Göç
Elaboration (1) | ACLTUC090 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | Turkish | Languages | F-10 curriculum
Elaboration (2) ACLVIC143
investigating aspects of life in Vietnamese-speaking communities overseas, for example, through web-chatting with relatives in Vietnam to find out more about their own family’s origins, history or circumstances
Elaboration (2) | ACLVIC143 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | Vietnamese | Languages | F-10 curriculum
Career education: linking learning with local industry
This illustration of practice highlights how Crystal Brook Primary School and Gladstone High School designed a career education program that provided students with the opportunity to develop general capabilities. The schools worked in partnership as they …
Career education: linking learning with local industry | Illustrations of practice | General capabilities and career education | Resources
Structure English
Strands, sub-strands and threads The Australian Curriculum: English Foundation to Year 10 is organised into three interrelated strands that support students' growing understanding and use of Standard Australian English (English). Each strand interacts …
Structure | English | F-10 curriculum
Consumer and financial literacy: 7-10 Civics and Citizenship
The Australian Curriculum: Civics and Citizenship is uniquely positioned to develop consumer and financial literacy in young people. The Civics and Citizenship curriculum supports the development of the dimensions of consumer and financial literacy as …
Consumer and financial literacy: 7-10 Civics and Citizenship | Subjects | Dimensions | Curriculum connections | Resources
Curriculum activity report - January to June 2018
State and territory authorities and sectors continue to implement the English curriculum with an increasing number of teachers using the National Literacy progression in conjunction with the curriculum. The English work sample portfolio has been reviewed …
Curriculum activity report - January to June 2018 | Publications | Resources and publications
Senior secondary Science subjects
The Australian Curriculum senior secondary Science subjects build on student learning in the Foundation to Year 10 Science curriculum and include: Biology Chemistry Earth and Environmental Science Physics.
Senior secondary Science subjects | Science | Senior secondary curriculum
Elaboration (6) ACLASFU035
identifying behaviours, rights, roles and responsibilities in relation to the ownership and maintenance of Auslan, and identifying how this ownership rests with the Deaf community and is determined by traditional social groupings/families, place, history …
Elaboration (6) | ACLASFU035 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | First Language Learner Pathway | Auslan | Languages | F-10 curriculum
Elaboration (9) ACLASFC041
preparing a short signed presentation for their peers drawing on information obtained from library resources or media texts on topics related to other curriculum areas such as visual arts or history
Elaboration (9) | ACLASFC041 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | First Language Learner Pathway | Auslan | Languages | F-10 curriculum
Elaboration (6) ACLASFC046
explaining the significance of stories linked to Deaf social history and the responsibility of the Deaf community to convey shared experiences that relate to Deaf space, for example through stories about school days by past pupils
Elaboration (6) | ACLASFC046 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | First Language Learner Pathway | Auslan | Languages | F-10 curriculum
Elaboration (7) ACLASFU054
analysing stories about deaf people’s history for the ways in which they embody cultural values and information, for example accounts of Thomas Pattison, FJ Rose and William Thomson establishing the first schools for deaf children
Elaboration (7) | ACLASFU054 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | First Language Learner Pathway | Auslan | Languages | F-10 curriculum
Elaboration (1) ACLASFU088
researching different aspects of variation in the use of Auslan, considering influences such as geographical location, social groupings, history, educational experience, age of learning, family background and contact with Signed English or other lang …
Elaboration (1) | ACLASFU088 | Content Descriptions | Years 9 and 10 | Years F–10 Sequence | First Language Learner Pathway | Auslan | Languages | F-10 curriculum
Elaboration (11) ACLASFU161
identifying behaviours, rights, roles and responsibilities in relation to the ownership and maintenance of Auslan, and recognising that this ownership rests with the Deaf community and is determined by traditional social groupings/families, places, history …
Elaboration (11) | ACLASFU161 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | Second Language Learner Pathway | Auslan | Languages | F-10 curriculum