Cross-curriculum priorities
The Australian Curriculum gives special attention to three cross-curriculum priorities: Aboriginal and Torres Strait Islander histories and cultures Asia and Australia’s engagement with Asia sustainability. The cross-curriculum priorities are embedded …
Cross-curriculum priorities | Languages | F-10 curriculum
Elaboration (1) ACLASFC182
brainstorming, planning and working together to advertise and present an intercultural event for their year-level peers
Elaboration (1) | ACLASFC182 | Content Descriptions | Years 7 and 8 | Years F–10 Sequence | Second Language Learner Pathway | Auslan | Languages | F-10 curriculum
Elaboration (2) ACLCHU016
participating in a shared meal, a New Year celebration or a Chinese performance, commenting on the experience and listening to the sounds of Chinese
Elaboration (2) | ACLCHU016 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | Second Language Learner Pathway | Chinese | Languages | F-10 curriculum
Elaboration (11) ACLFWC004
naming and discussing key ceremonies and social and cultural events, the times of year at which they occur and associated activities in the community
Elaboration (11) | ACLFWC004 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | First Language Learner Pathway (L1) | Framework for Aboriginal Languages and Torres Strait Islander Languages | Languages | F-10 curriculum
Structure Mathematics
The Australian Curriculum: Mathematics is organised around the interaction of three content strands and four proficiency strands. The content strands are number and algebra, measurement and geometry, and statistics and probability. They describe what …
Structure | Mathematics | F-10 curriculum
Student diversity
ACARA is committed to the development of a high-quality curriculum that promotes excellence and equity in education for all Australian students. All students are entitled to rigorous, relevant and engaging learning programs drawn from the Australian Curriculum: …
Student diversity | Languages | F-10 curriculum
Structure Science
The three interrelated strands of science The Australian Curriculum: Science has three interrelated strands: science understanding, science as a human endeavour and science inquiry skills. Together, the three strands of the science curriculum provide …
Structure | Science | F-10 curriculum
Fluency
In F–2, students become fluent as they develop skills in choosing appropriate procedures; and recalling factual knowledge and concepts readily. In Years 3–6, students become fluent as they develop skills in choosing appropriate procedures; carrying out …
Fluency | Portfolios | Mathematics proficiencies | Resources
Problem-Solving
In F–2, students solve problems when they use mathematics to represent unfamiliar or meaningful situations. In Years 3–6, students solve problems when they use mathematics to represent unfamiliar or meaningful situations and plan their approaches. In Years 7–8, …
Problem-Solving | Portfolios | Mathematics proficiencies | Resources
Numeracy - Level 5 (Years 7 and 8)
Typically, by the end of Year 8, students: Understand and use numbers in context compare, order and use positive and negative numbers to solve everyday problems Interpret proportional reasoning visualise and describe the proportions of percentages, ratios …
Numeracy - Level 5 (Years 7 and 8) | Knowledge and understanding | Dimensions | Curriculum connections | Resources
Ethical Understanding - Level 2 (Years 1 and 2)
Typically, by the end of Year 2, students: Recognise ethical concepts describe ethical concepts, such as right and wrong, honesty, fairness and tolerance Explore ethical concepts in context discuss ethical concepts within a range of familiar contexts Reason …
Ethical Understanding - Level 2 (Years 1 and 2) | Knowledge and understanding | Dimensions | Curriculum connections | Resources
Numeracy - Level 2 (Years 1 and 2)
Typically, by the end of Year 2, students: Estimate and calculate estimate the solution to a problem and then calculate the answer Use money identify and use combinations of coins and notes for simple purchases Recognise and use patterns and relationships identify, …
Numeracy - Level 2 (Years 1 and 2) | Competencies and skills | Dimensions | Curriculum connections | Resources
Numeracy - Level 5 (Years 7 and 8)
Typically, by the end of Year 8, students: Estimate and calculate solve complex problems by estimating and calculating using efficient mental, written and digital strategies Use money identify and justify ‘best value for money’ decisions Recognise and …
Numeracy - Level 5 (Years 7 and 8) | Competencies and skills | Dimensions | Curriculum connections | Resources
Personal and Social Capability - Level 5 (Years 7 and 8)
Typically, by the end of Year 8, students: Develop self-discipline and set goals select, use and analyse strategies that assist in regulating behaviour and achieving personal and learning goals Communicate effectively analyse enablers of and barriers …
Personal and Social Capability - Level 5 (Years 7 and 8) | Competencies and skills | Dimensions | Curriculum connections | Resources
Personal and Social Capability - Level 6 (Years 9 and 10)
Typically, by the end of Year 10, students: Develop self-discipline and set goals critically analyse self- discipline strategies and personal goals and consider their application in social and work-related contexts Communicate effectively formulate plans …
Personal and Social Capability - Level 6 (Years 9 and 10) | Competencies and skills | Dimensions | Curriculum connections | Resources
Ethical Understanding - Level 2 (Years 1 and 2)
Typically, by the end of Year 2, students: Consider consequences describe the effects that personal feelings and dispositions have on how people behave Examine values discuss some agreed values in familiar contexts Explore rights and responsibilities identify …
Ethical Understanding - Level 2 (Years 1 and 2) | Responsibility and enterprise | Dimensions | Curriculum connections | Resources
Ethical Understanding - Level 5 (Years 7 and 8)
Typically, by the end of Year 8, students: Consider consequences investigate scenarios that highlight ways that personal dispositions and actions can affect consequences Examine values assess the relevance of beliefs and the role and application of values …
Ethical Understanding - Level 5 (Years 7 and 8) | Responsibility and enterprise | Dimensions | Curriculum connections | Resources
Ethical Understanding - Level 6 (Years 9 and 10)
Typically, by the end of Year 10, students: Consider consequences analyse the objectivity or subjectivity behind decision making where there are many possible consequences Examine values analyse and explain the interplay of values in national and international …
Ethical Understanding - Level 6 (Years 9 and 10) | Responsibility and enterprise | Dimensions | Curriculum connections | Resources
Intercultural Understanding - Level 2 (Years 1 and 2)
Typically, by the end of Year 2, students: Investigate culture and cultural identity identify and describe the various groups to which they belong and the ways people act and communicate within them Consider and develop multiple perspectives express their …
Intercultural Understanding - Level 2 (Years 1 and 2) | Responsibility and enterprise | Dimensions | Curriculum connections | Resources
Ethical Understanding - Level 6 (Years 9 and 10)
Typically by the end of Year 10, students: Examine values analyse and explain the interplay of values in national and international forums and policy making Explore rights and responsibilities evaluate the merits of conflicting rights and responsibilities …
Ethical Understanding - Level 6 (Years 9 and 10) | Values, rights and responsibilities | Dimensions | Curriculum connections | Resources