Curriculum Types

Resource Subjects

Resource Year Levels

Level of Achievements

Curriculum Elements Types

General Capabilities

Cross Curriculum Priorities

Progression Elements
Your search for "assessment for learning" returned 1993 result(s)
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Literacy - Level 3 (Years 3 and 4)

Typically, by the end of Year 4, students: Navigate, read and view learning area texts navigate, read and view different types of texts with illustrations and more detailed graphics Listen and respond to learning area texts listen to spoken instructions …

Literacy - Level 3 (Years 3 and 4) | Competencies and skills | Dimensions | Curriculum connections | Resources

ACELY1717

Use a range of software, including word processing programs, learning new functions as required to create texts

literacy critical-creative information-communication writing Elaborations ScOT Terms

ACELY1717 | Content Descriptions | Year 6 | English | F-10 curriculum

ACWSCL005

Plan and implement strategies and processes to improve their learning and enhance the potential to realise their aspirations and personal wellbeing

Elaborations ScOT Terms

ACWSCL005 | Content Descriptions | Year 9 | Work Studies | F-10 curriculum

ACWSCL023

Explain the relationship between lifelong learning and work in the 21st century and its importance for future work opportunities

Elaborations ScOT Terms

ACWSCL023 | Content Descriptions | Year 10 | Work Studies | F-10 curriculum

Listening description

This sub-element describes how a student becomes increasingly proficient at building meaning from a variety of spoken and audio texts. It includes active listening processes to access and understand the increasingly sophisticated language structures of …

Listening | 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

Rationale Music

This rationale complements and extends the rationale for The Arts learning area. Music is uniquely an aural art form. The essential nature of music is abstract. Music encompasses existing sounds that are selected and shaped, new sounds created by composers …

Rationale | Music | The Arts | F-10 curriculum

PDF documents

Numeracy learning progression Introduction to the National Literacy and Numeracy Learning Progressions National Numeracy Learning Progression Appendices

PDF documents | National Numeracy Learning Progression | National Literacy and Numeracy Learning Progressions | Resources

PDF documents

Introduction to the National Literacy and Numeracy Learning Progressions National Literacy Learning Progression National Numeracy Learning Progression Progressions overview presentation View the Literacy Progression learning area advice View the Numeracy …

PDF documents | National Literacy and Numeracy Learning Progressions | Resources

Food and fibre: History

The Australian Curriculum addresses learning about food and fibre predominantly in Design and Technologies and F-6/7HASS/Geography, however there are opportunities to make connections with aspects of History in some years.

Food and fibre: History | Subjects | Dimensions | Curriculum connections | Resources

Food and fibre: Mathematics

The Australian Curriculum addresses learning about food and fibre predominantly in Design and Technologies and F-6/7HASS/Geography, however there are opportunities to make connections with aspects of Mathematics, particularly Measurement and geometry …

Food and fibre: Mathematics | Subjects | Dimensions | Curriculum connections | Resources

Food and fibre: Economics and Business

The Australian Curriculum addresses learning about food and fibre predominantly in Design and Technologies and F-6/7HASS/Geography, however there are opportunities to make connections with aspects of Economics and Business in some years.

Food and fibre: Economics and Business | Subjects | Dimensions | Curriculum connections | Resources

Food and wellbeing: Mathematics

The Australian Curriculum addresses learning about food and wellbeing predominantly in Health and Physical Education (HPE) and Design and Technologies, however there are opportunities to make connections with aspects of Mathematics, particularly Measurement …

Food and wellbeing: Mathematics | Subjects | Dimensions | Curriculum connections | Resources

Aims Work Studies

The Australian Curriculum: Work Studies, Years 9–10 aims to ensure that students in Years 9 and 10 develop: knowledge of the world of work and the importance of lifelong learning capacities to manage careers, change and …

Aims | Work Studies | F-10 curriculum

ACHASSI060

Reflect on learning to propose actions in response to an issue or challenge and consider possible effects of proposed actions

personal-social literacy critical-creative Elaborations ScOT Terms

ACHASSI060 | Content Descriptions | Year 3 | HASS | Humanities and Social Sciences | F-10 curriculum

ACHASSI081

Reflect on learning to propose actions in response to an issue or challenge and consider possible effects of proposed actions

critical-creative personal-social literacy Elaborations ScOT Terms

ACHASSI081 | Content Descriptions | Year 4 | HASS | Humanities and Social Sciences | F-10 curriculum

ACHASSI104

Reflect on learning to propose personal and/or collective action in response to an issue or challenge, and predict the probable effects

critical-creative literacy personal-social Elaborations ScOT Terms

ACHASSI104 | Content Descriptions | Year 5 | HASS | Humanities and Social Sciences | F-10 curriculum

ACHASSI132

Reflect on learning to propose personal and/or collective action in response to an issue or challenge, and predict the probable effects

personal-social critical-creative literacy Elaborations ScOT Terms

ACHASSI132 | Content Descriptions | Year 6 | HASS | Humanities and Social Sciences | F-10 curriculum

ACHASSI162

Reflect on learning to propose personal and/or collective action in response to an issue or challenge, taking into account different perspectives, and describe the expected effects

literacy ethical-understanding critical-creative personal-social Elaborations ScOT Terms

ACHASSI162 | Content Descriptions | Year 7 | HASS | Humanities and Social Sciences | F-10 curriculum

ACDSEH056

Significant developments and/or cultural achievements that reflect the concentration of wealth and power in the city-states, such as art and learning

critical-creative intercultural-understanding Elaborations ScOT Terms

ACDSEH056 | Content Descriptions | Year 8 | History | Humanities and Social Sciences | F-10 curriculum

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