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
Elaboration (1) ACLASFU214
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) | ACLASFU214 | Content Descriptions | Years 9 and 10 | Years F–10 Sequence | Second Language Learner Pathway | Auslan | Languages | F-10 curriculum
Elaboration (1) ACLASFU250
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) | ACLASFU250 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | Second Language Learner Pathway | Auslan | Languages | F-10 curriculum
Elaboration (23) ACLASFU251
identifying behaviours, rights, roles and responsibilities in relation to the ownership and maintenance of Auslan and how such ownership rests with the Deaf community and is determined by traditional social groupings/families, significant places, history …
Elaboration (23) | 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) ACLCHC100
developing an information kit, supported by visuals, about their local city or region to provide to Chinese visitors via a local tourism website, including details on history, climate, environment, and cultural activities
Elaboration (1) | ACLCHC100 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | Second Language Learner Pathway | Chinese | Languages | F-10 curriculum
Elaboration (1) ACLCHC213
developing an information kit about the local city or region to provide to Chinese visitors via a local tourism website, including details on history, climate, environment and cultural activities supported by visuals
Elaboration (1) | ACLCHC213 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | Background Language Learner Pathway | Chinese | Languages | F-10 curriculum
Elaboration ACLFWU193
explaining the role of Aboriginal and Torres Strait Islander languages and cultures in passing on knowledge such as sustainable care of the environment, rules for living, ways of behaving, spiritual and cultural functions and History
Elaboration | ACLFWU193 | Content Descriptions | Years 7 to 10 | Years F–10 Sequence | Language Revival Learner Pathway (LR) | Framework for Aboriginal Languages and Torres Strait Islander Languages | Languages | F-10 curriculum
Achievement Standard Framework for Aboriginal Languages and Torres Strait Islander Languages Years 3 to 6
The achievement standards for the Framework for Aboriginal Languages and Torres Strait Islander Languages LR pathway are generalised in order to cater for the wide range of languages which may be learnt as an LR within the school context. The …
Achievement Standard | Achievement Standards | 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
Achievement Standard Framework for Aboriginal Languages and Torres Strait Islander Languages Years 7 to 10
The achievement standards for the Framework for Aboriginal Languages and Torres Strait Islander Languages LR pathway are generalised in order to cater for the wide range of languages which may be learnt as an LR within the school context. They …
Achievement Standard | Achievement Standards | Years 7 to 10 | Years F–10 Sequence | Language Revival Learner Pathway (LR) | Framework for Aboriginal Languages and Torres Strait Islander Languages | Languages | F-10 curriculum
ACHAH080
The nature of the sources and sites, including Vix and Hochdorf Burial; relevant excepts from Caesar’s Gallic War VII, Dio Cassius Roman History Books 40 &43 (Vercingetorix) and Book 62 (Boudicca), Tacitus The Annals Books 14 (Boudicca), Asterix series, …
ACHAH080 | Content Descriptions | Unit 1: Investigating the Ancient World | Ancient History | Humanities and Social Sciences | Senior secondary curriculum
ACHMH028
Modern History Senior secondary Curriculum - The Australian Curriculum v8.3 The main causes of the French Revolution including the influence of the Enlightenment; the increasingly prosperous elite of wealthy commoners who …
ACHMH028 | Content Descriptions | Unit 1: Understanding the Modern World | Modern History | Humanities and Social Sciences | Senior secondary curriculum
How are the progressions and the Australian Curriculum related?
In the Australian Curriculum, learning area content describes the knowledge, understanding and skills that are to be taught in each year or band of years. Achievement standards describe the learning expected of students at each year level or band of years. …
How are the progressions and the Australian Curriculum related? | National Literacy and Numeracy Learning Progressions | Resources
Career education: linking learning and social entrepreneurship
This illustration of practice describes how Rooty Hill High School approaches a year-long strategy for career education and entrepreneurial learning through a Young Entrepreneurs Program (YEP). In Young Entrepreneurs Week at the end of Term 4, students …
Career education: linking learning and social entrepreneurship | Illustrations of practice | General capabilities and career education | Resources
F-6/7 Humanities and Social Sciences - Years 5 and 6
Work in groups to generate responses to issues and challenges (Year 5) - ACHASSI102 Work in groups to generate responses to issues and challenges (Year 6) - ACHASSI130
F-6/7 Humanities and Social Sciences - Years 5 and 6 | Relationship skills | Dimensions | Curriculum connections | Resources
Structure
Learner background and time-on-task are two major variables that influence language learning and they provide the basis for the structure of the Australian Curriculum: Languages. These variables are addressed through the specification of content and the …
Structure | Languages | F-10 curriculum
Science: Energy transfer/Mathematics: Statistics and probability
Malibu School is an education support school for students from Foundation to Year 12 with intellectual disability, physical disability, sensory impairment (vision and hearing), challenging behaviour and/or autistic spectrum disorder. Classes at Malibu …
Science: Energy transfer/Mathematics: Statistics and probability | Illustrations of practice | Student diversity | Resources
Mathematics: Money and financial literacy
Inverloch Primary School provides cohesive learning, engagement and wellbeing programs. The ‘Challenging Learning and Growth Mindset’ helps provide a rich theoretical and practical approach to learning. The school caters for the diversity of students …
Mathematics: Money and financial literacy | Illustrations of practice | Student diversity | Resources
Structure
The Australian Curriculum is designed to develop successful learners, confident and creative individuals, and active and informed citizens. It is presented as a progression of learning from Foundation - Year 10 that makes clear to teachers, parents, students …
Structure | F-10 curriculum
Consumer and financial literacy: Work Studies
The Australian Curriculum: Work Studies has a unique role in developing consumer and financial literacy in young people. Work Studies prepares students with the self-knowledge, contemporary work skills and entrepreneurial behaviours that will enable them …
Consumer and financial literacy: Work Studies | Subjects | Dimensions | Curriculum connections | Resources
Achievement Standard Hindi Years 3 and 4
By the end of Year 4, students interact with the teacher and peers to share information about their interests, activities and personal worlds, for example, नमस्ते, मुझे अपने दोस्तों के साथ खेलना अच्छा लगता है, मुझे क्रिकेट खेलना अच्छा लगता है …
Achievement Standard | Achievement Standards | Years 3 and 4 | Years F–10 Sequence | Hindi | Languages | F-10 curriculum