Sustainability - Years 7 and 8

Field studies provide an excellent opportunity to develop and practice the skills to be safe in the outdoors, create human-nature relationships and develop personal and social capabilities while explicit subject learning also takes place.

Sustainability - Years 7 and 8 | Skills and knowledge | Dimensions | Curriculum connections | Resources

Sustainability - Years 9 and 10

Field studies provide an excellent opportunity to develop and practice the skills to be safe in the outdoors, create human-nature relationships and develop personal and social capabilities while explicit subject learning also takes place.

Sustainability - Years 9 and 10 | Skills and knowledge | Dimensions | Curriculum connections | Resources

F-6/7 Humanities and Social Sciences - Years 1 and 2

The natural, managed and constructed features of places, their location, how they change and how they can be cared for - ACHASSK031 Reflect on learning to propose how to care for places and sites that are important or significant - ACHASSI042

F-6/7 Humanities and Social Sciences - Years 1 and 2 | Respectful action | Dimensions | Curriculum connections | Resources

English - Year 6

Creating texts Content descriptions with elaborations: Use a range of software, including word processing programs, learning new functions as required to create texts (ACELY1717) selecting and combining software functions as needed to create tex …

English - Year 6 | Informed and safe use of information and devices | Dimensions | Curriculum connections | Resources

Years 9 and 10 German

The nature of the learners At this level, students bring to their learning existing knowledge of German language and culture and a range of learning strategies and experiences. They are increasingly aware of the world beyond their own and are engaging …

Years 9 and 10 | Years F–10 Sequence | German | Languages | F-10 curriculum

Years 9 and 10 Korean

The nature of the learners Students have prior experience of learning Korean and bring a range of capabilities, strategies and knowledge that can be applied to new learning. They are expanding the range and nature of their learning experiences and of …

Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | Korean | Languages | F-10 curriculum

Foundation to Year 2 Arabic

The nature of the learners Children enter the early years of schooling with varying degrees of early literacy capability in Arabic and/or English. For young students, learning typically focuses on their immediate world of family, home, school, friends …

Foundation to Year 2 | Years F–10 Sequence | Arabic | Languages | F-10 curriculum

Years 3 and 4 German

The nature of the learners At this level, children are developing awareness of their social world and membership of various groups, including that of the German class. They have developed initial literacy in English, and this assists to some degree in …

Years 3 and 4 | Years F–10 Sequence | German | Languages | F-10 curriculum

Years 7 and 8 Indonesian

The nature of the learners Students are beginning their study of Indonesian and typically have had little prior exposure to the language and associated cultures. Many will have learnt an additional language in primary school, some have proficiency in …

Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | Indonesian | Languages | F-10 curriculum

Years 3 and 4 Modern Greek

The nature of the learners At this level, children are developing awareness of their social worlds and of their memberships of various groups including the Modern Greek class. They are further developing literacy capabilities in English, such as writing …

Years 3 and 4 | Years F–10 Sequence | Modern Greek | Languages | F-10 curriculum

Foundation to Year 2 Auslan

The nature of the learners Most hearing children, or deaf children from signing families, enter the early years of schooling with established communication in one or more languages. Cognitive and social development at this stage is exploratory and egocentric; …

Foundation to Year 2 | Years F–10 Sequence | First Language Learner Pathway | Auslan | Languages | F-10 curriculum

Years 3 and 4 Auslan

The nature of the learners Learners at this level are developing their cognitive and social capabilities and their communicative repertoire in the language, as well as becoming increasingly aware of their social worlds and their membership of various …

Years 3 and 4 | Years F–10 Sequence | First Language Learner Pathway | Auslan | Languages | F-10 curriculum

Years 7 and 8 Auslan

The nature of the learners The transition to secondary schooling involves social and academic demands that coincide with a period of maturational and physical change. Learners are adjusting to a new school culture with sharper divisions between curriculum …

Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | First Language Learner Pathway | Auslan | Languages | F-10 curriculum

Years 9 and 10 Auslan

The nature of the learners This stage of learning coincides with social, physical and cognitive changes associated with adolescence. Learners at this level are developing their cognitive and social capabilities and their communicative repertoire in the …

Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | First Language Learner Pathway | Auslan | Languages | F-10 curriculum

Consumer and financial literacy: Literacy

The Literacy capability provides rich opportunities for students to develop consumer and financial literacy. This capability is fundamental to students’ ability to understand and analyse any financial texts. Literacy supports the development of the following …

Consumer and financial literacy: Literacy | General capabilities | Dimensions | Curriculum connections | Resources

Links to Foundation to Year 10 Essential Mathematics

For all content areas of Essential Mathematics, the proficiency strands of Understanding, Fluency, Problem solving and Reasoning from the F–10 curriculum are still very much applicable and should be inherent in students’ learning of the subject. Each …

Links to Foundation to Year 10 | Essential Mathematics | Mathematics | Senior secondary curriculum

How can the benefits of the progressions be maximised?

Whole school In a school, the benefits of the progressions are maximised where there is a whole-school, systematic approach to literacy and numeracy development that ensures: opportunities for professional dialogue and collaboration to strengthen teacher …

How can the benefits of the progressions be maximised? | National Literacy and Numeracy Learning Progressions | Resources

Elaboration (2) ACELA1428

learning to ask relevant questions and to express requests and opinions in ways that suit different contexts

Elaboration (2) | ACELA1428 | Content Descriptions | Foundation Year | English | F-10 curriculum

Elaboration (2) ACELA1433

learning about front and back covers; title and author, layout and navigation of digital/screen texts

Elaboration (2) | ACELA1433 | Content Descriptions | Foundation Year | English | F-10 curriculum

Elaboration (3) ACELA1433

learning about simple functions of keyboard and mouse including typing letters, scrolling, selecting icons and drop-down menu

Elaboration (3) | ACELA1433 | Content Descriptions | Foundation Year | English | F-10 curriculum