Personal and Social Capability - Years 1 and 2
Social management Practise individual and group decision making in situations such as class meetings and when working in pairs and small groups Self awareness Reflect on what they have learnt about themselves from a range of experiences at home and …
Personal and Social Capability - Years 1 and 2 | Evaluating options | Dimensions | Curriculum connections | Resources
Intercultural Understanding - Years 5 and 6
Reflecting on intercultural experiences and taking responsibility Explain the impact of stereotypes and prejudices on individuals and groups within Australia Discuss ways of reconciling differing cultural values and perspectives in addressing common …
Intercultural Understanding - Years 5 and 6 | Respectful action | Dimensions | Curriculum connections | Resources
F-6/7 Humanities and Social Sciences - Year 6
Evaluating and Reflecting Content descriptions with elaborations: Work in groups to generate responses to issues and challenges (ACHASSI130) participating collaboratively on committees, in an enterprise or a simulated parliament taking responsibility …
F-6/7 Humanities and Social Sciences - Year 6 | Respectful relationships | Dimensions | Curriculum connections | Resources
Intercultural Understanding - Level 3 (Years 3 and 4)
Typically by the end of Year 4, students: Explore and compare cultural knowledge, beliefs and practices describe and compare a range of cultural stories, events and artefacts Develop respect for cultural diversity identify and discuss the significance …
Intercultural Understanding - Level 3 (Years 3 and 4) | Respectful relationships | Dimensions | Curriculum connections | Resources
ACHCK062
How citizens can participate in Australia’s democracy, including use of the electoral system, contact with their elected representatives, use of lobby groups, and direct action
Elaborations ScOT Terms
ACHCK062 | Content Descriptions | Year 8 | Civics and Citizenship | Humanities and Social Sciences | F-10 curriculum
Elaboration (1) ACLJAU014
understanding the rule that Japanese sentences end with a predicate and that there are three types of predicates, noun plus copula, adjective plus copula, and verb: subject は noun です。 subjectは adjective です。subject は objectを verb …
Elaboration (1) | ACLJAU014 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | Japanese | Languages | F-10 curriculum
Advice for Implementation
Advice School reports and surveys for students and staff members provided valuable insight into what contributes to a successful project. Schools Strong commitment from the school as a whole is vital for the success of such a project. Key to project success …
Advice for Implementation | STEM Report | STEM | Resources
Elaboration (9) ACLASFU050
recognising that some nouns are not signed overtly in a clause, for example in the clauses below, the noun (the swimmer) is given in the first clause but not repeated in the second PRO2 SWIM DETERMINED SWIM, NOT WIN You swam really hard but you didn’t …
Elaboration (9) | ACLASFU050 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | First Language Learner Pathway | Auslan | Languages | F-10 curriculum
Elaboration (7) ACLASFU176
recognising that some nouns are not signed overtly in a clause, for example in the clauses below, the noun (the swimmer) is given in the first clause but not repeated in the second PRO2 SWIM DETERMINED SWIM, NOT WIN You swam really hard but you didn’t …
Elaboration (7) | ACLASFU176 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | Second Language Learner Pathway | Auslan | Languages | F-10 curriculum
Elaboration (1) ACLCHU140
learning meta-terms to describe grammar rules in Chinese, for example, the placement of 主语 (subject), 动词 (verb), 名词 (noun) in sentences
Elaboration (1) | ACLCHU140 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | Background Language Learner Pathway | Chinese | Languages | F-10 curriculum
Elaboration ACLCHU156
recognising grammatical functions of common suffixes and prefixes to assist comprehension in reading, for example, recognising that 子, 者， 家 are noun suffixes (for example, 家 in 书法家、数学家)
Elaboration | ACLCHU156 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | Background Language Learner Pathway | Chinese | Languages | F-10 curriculum
“We keep evolving, we have a go at it”
Sanderson Middle School is a government school in Darwin. It is located on the traditional lands of the Larrakia People and has an enrolment of 375 students, of whom 35% are Aboriginal and/or Torres Strait Islander. This school story reveals how teachers …
“We keep evolving, we have a go at it” | Illustrations of practice | Aboriginal and Torres Strait Islander Histories and Cultures | Resources
F-6/7 Humanities and Social Sciences - Years 5 and 6
F-6/7 HASS (Geography sub-strand) Year 5 Work in groups to generate responses to issues and challenges (ACHASSI102) Reflect on learning to propose personal and/or collective action in response to an issue or challenge, and predict the probable effects …
F-6/7 Humanities and Social Sciences - Years 5 and 6 | Skills and knowledge | Dimensions | Curriculum connections | Resources
Civics and Citizenship - Years 7 and 8
How Australia is a secular nation and a multi-faith society with a Christian heritage - ACHCK051 How groups, such as religious and cultural groups, express their particular identities; and how this influences their perceptions of others and vice versa …
Civics and Citizenship - Years 7 and 8 | Understanding respect | Dimensions | Curriculum connections | Resources
Report Findings: Qualitative Data
Participating schools were asked to report against the project aims as part of their evaluation. This section provides a summary of their responses and outlines additional benefits of the project.
Report Findings: Qualitative Data | STEM Report | STEM | Resources
Elaboration (1) ACLSPC119
identifying themselves as belonging to different groups, such as family, class or peer groups (Yo soy australiana y chilena, Soy un niño/una niña. Estoy en la clase B), and representing these relationships through drawing pictures, adding captions to …
Elaboration (1) | ACLSPC119 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | Spanish | Languages | F-10 curriculum
Context statement Indonesian
The place of the Indonesian language and culture in Australia and in the world The languages of the Indonesian archipelago have been used in Australia since contact several centuries ago between the peoples of the islands now known as Indonesia …
Context statement | Indonesian | Languages | F-10 curriculum
Respect matters: 7-10 Geography
In Geography, students learn about the diversity of the world’s places, people and cultures and come to appreciate how cultural identities, including their own, are shaped. Students learn how geographical knowledge informs their personal identity, sense …
Respect matters: 7-10 Geography | Subjects | Dimensions | Curriculum connections | Resources
Outdoor learning: F-6/7 Humanities and Social Sciences
As part of Humanities and Social Sciences, outdoor learning offers content and context for learning, in particular through geography and/or environmental studies. In Humanities and Social Sciences, environments include natural, built and social. Built …
Outdoor learning: F-6/7 Humanities and Social Sciences | Subjects | Dimensions | Curriculum connections | Resources
Elaboration (2) ACELY1784
participating in speaking and listening situations, exchanging ideas with peers in pairs and small groups and engaging in class discussions, listening to others and contributing ideas
Elaboration (2) | ACELY1784 | Content Descriptions | Foundation Year | English | F-10 curriculum