Years 3 and 4 Turkish
The nature of the learners At this stage, children are developing cognitive and social capabilities that allow for increased control of their learning. They are able to conceptualise and reason, and have better memory and focus. This is a stage of social …
Years 3 and 4 | Years F–10 Sequence | Turkish | Languages | F-10 curriculum
Years 7 and 8 Vietnamese
The nature of the learners These years represent a transition to secondary school. Students in this sequence are continuing to study Vietnamese, bringing with them an established capability to interact in different situations, …
Years 7 and 8 | Years F–10 Sequence | Vietnamese | Languages | F-10 curriculum
Key ideas English
Texts Texts provide the means for communication. They can be written, spoken, visual, multimodal, and in print or digital/online forms. Multimodal texts combine language with other means of communication such as visual images, soundtrack or spoken words, …
Key ideas | English | F-10 curriculum
Context statement Spanish
The place of the Spanish language and the cultures of Spanish speakers in Australia and in the world Spanish is a global language spoken by approximately 500 million people across the world. Spanish evolved from Latin on the Iberian Peninsula …
Context statement | Spanish | Languages | F-10 curriculum
Years 7 and 8 Auslan
The nature of the learners Learners are beginning their study of Auslan and typically have had little prior exposure to the language or to the Deaf community. Many will have learnt an additional language in primary school, and some have proficiency in …
Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | Second Language Learner Pathway | Auslan | Languages | F-10 curriculum
Foundation to Year 2 Framework for Aboriginal Languages and Torres Strait Islander Languages
The nature of the learner, the pathway and particular language The Language Revival Learner Pathway (LR) provides opportunities for students to study Aboriginal or Torres Strait Islander languages being revived by their owners or custodians and which …
Foundation to Year 2 | Years F–10 Sequence | Language Revival Learner Pathway (LR) | Framework for Aboriginal Languages and Torres Strait Islander Languages | Languages | F-10 curriculum
Years 3 to 6 Framework for Aboriginal Languages and Torres Strait Islander Languages
The nature of the learner, the pathway and particular language The Language Revival Learner Pathway (LR) provides opportunities for students to study Aboriginal or Torres Strait Islander languages being revived by their owners or custodians and which …
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
Years 7 to 10 Framework for Aboriginal Languages and Torres Strait Islander Languages
The nature of the learner, the pathway and particular language The Language Revival Learner Pathway (LR) provides opportunities for students to study Aboriginal or Torres Strait Islander languages being revived by their owners or custodians and which …
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
Years 7 and 8 Framework for Classical Languages
The nature of the learners Students are beginning their study of Classical Greek and typically have little prior knowledge and understanding of the language and ancient Greek history and culture. Most will have learnt …
Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | Classical Greek | Framework for Classical Languages | Languages | F-10 curriculum
A guide to the progressions for parents
Literacy and numeracy development influences students’ success in most aspects of schooling. The National Literacy and Numeracy Learning Progressions are a resource that describe how literacy and numeracy learning develops over time. There are two progressions …
A guide to the progressions for parents | National Literacy and Numeracy Learning Progressions | Resources
Elaboration (5) ACLTUU097
applying principles of vowel harmony, sound assimilation of consonants and grammatical knowledge to spelling and writing unfamiliar words, for example, suffixes such as -cı, kapkaç çı, banka cı, yol cu, odun cu, sound assimilation such as sokak+- d a …
Elaboration (5) | ACLTUU097 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | Turkish | Languages | F-10 curriculum
Language table English as an Additional Language or Dialect
Key language skills for EAL/D The key language skills described below provide a focus for language instruction in any unit at students’ point of need and should be taught in context and if relevant. Students should be given the opportunity to develop …
Language table | English as an Additional Language or Dialect | English | Senior secondary curriculum
CrT4
Crafting ideas talks about the purpose and audience of familiar imaginative and informative texts writes one or more ideas which are not necessarily related, using sentence fragments (labels a drawing) writes texts in different forms (lists, story) combines …
CrT4 | Creating texts | Writing | National Literacy Learning Progression | National Literacy and Numeracy Learning Progressions | Resources
CrT11
Generic indicators spells a range of challenging words correctly (see Spelling)
CrT11 | Creating texts | Writing | National Literacy Learning Progression | National Literacy and Numeracy Learning Progressions | Resources
SpG14
monitors spelling in own texts and makes appropriate corrections uses spelling knowledge and spelling resources to attempt complex, unfamiliar words (photosynthesis) explains how spelling is used creatively in texts for particular effects (characterisation …
SpG14 | Spelling | Writing | National Literacy Learning Progression | National Literacy and Numeracy Learning Progressions | Resources
Primary matters - Issue 19 - The Arts, October 2019
Welcome to the October issue of Primary Matters. In this edition, we unpack curriculum content in the ‘Sharing arts works through performance, presentation or display’ sub-strand of Australian Curriculum: The Arts and look at some examples of ways students …
Primary matters - Issue 19 - The Arts, October 2019 | Publications | Resources and publications
Primary Matters, issue 22: Remote learning, May 2020
We hope this edition finds you all safe and well. The COVID-19 pandemic has meant that the education sector has had to adapt, and authorities are experiencing change of an unprecedented nature as they look to find their new normal. “It is important to …
Primary Matters, issue 22: Remote learning, May 2020 | Publications | Resources and publications
PuN4
uses commas in lists of nouns (add the sugar, lemon, water and juice) uses apostrophes for regular single possessives (girl’s) capitalises key events, geographic names, titles (Easter, Sydney, Ms)
PuN4 | Punctuation | Writing | National Literacy Learning Progression | National Literacy and Numeracy Learning Progressions | Resources
SpG8
writes most common and high-frequency words correctly writes common words with silent letters correctly (white) writes some common contractions correctly (won’t, don’t) uses three-letter consonant blends in words correctly (three, string, splash) uses …
SpG8 | Spelling | Writing | National Literacy Learning Progression | National Literacy and Numeracy Learning Progressions | Resources
SpG13
spells a range of challenging words with less common letter groupings (naive, cadence) spells words with less common prefixes and suffixes (im-precise, employ-ee) spells less common plurals (foci) explains how spelling can be a support to both reading …
SpG13 | Spelling | Writing | National Literacy Learning Progression | National Literacy and Numeracy Learning Progressions | Resources