Elaboration ACWSCL020
mapping changes in personal circumstances over the past 12 months and how this has impacted on learning
Elaboration | ACWSCL020 | Content Descriptions | Year 10 | Work Studies | F-10 curriculum
Elaboration (1) ACWSCL020
predicting changes to personal circumstances in the short and medium term and developing relevant strategies to support their learning
Elaboration (1) | ACWSCL020 | Content Descriptions | Year 10 | Work Studies | F-10 curriculum
Elaboration ACWSCL023
reflecting on the demands of work and further learning, including the costs and benefits, both financially and personally
Elaboration | ACWSCL023 | Content Descriptions | Year 10 | Work Studies | F-10 curriculum
Elaboration ACWSCL032
applying learning from work exposure activities to self-awareness and career decision-making
Elaboration | ACWSCL032 | Content Descriptions | Year 10 | Work Studies | F-10 curriculum
Mathematics: Number lines/Science: Energy transfer
Clifford Park Special School upholds the strong belief that all students can learn, and that they should have equitable access to the Australian Curriculum. The school provides educational programs for secondary students with disability. A supportive …
Mathematics: Number lines/Science: Energy transfer | Illustrations of practice | Student diversity | Resources
Work Studies - Below satisfactory - Year 10
This portfolio of student work shows that the student can explain the importance of growing self-awareness in improving learning, selecting career information and making career-based decisions. The student can align these to their own capacities. They …
Work Studies - Below satisfactory - Year 10 | Portfolios | Work samples | 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 7–10 (Year 7 Entry) Sequence | German | Languages | F-10 curriculum
Years 3 and 4 Hindi
The nature of learners At this stage, children are developing cognitive and social capabilities that allow for increased control of their own 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 | Hindi | Languages | F-10 curriculum
Years 9 and 10 Korean
The nature of the learners At this level, students bring existing knowledge of Korean language and culture and a range of learning strategies to their learning. They are increasingly aware of the world beyond their own and are engaging with youth-related …
Years 9 and 10 | Years F–10 Sequence | Korean | Languages | F-10 curriculum
Years 5 and 6 Auslan
The nature of the learners This is a key transitional phase of learning. Learners communicate more confidently, are more self-directed, and self-reference in relation to wider contexts. Response to experience is more analytical and critical, allowing …
Years 5 and 6 | 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 | Second Language Learner Pathway | Auslan | Languages | F-10 curriculum
How is the literacy progression structured?
Elements and sub-elements The National Literacy Learning Progression has three elements that reflect aspects of literacy development necessary for successful learners of the F–10 Australian Curriculum and in everyday life. The three elements, which align …
How is the literacy progression structured? | National Literacy Learning Progression | National Literacy and Numeracy Learning Progressions | Resources
How is the numeracy progression structured?
Elements and sub-elements The National Numeracy Learning Progression has three elements that reflect aspects of numeracy development necessary for successful learners of the F–10 Australian Curriculum and in everyday life. The three elements are: Number …
How is the numeracy progression structured? | National Numeracy Learning Progression | National Literacy and Numeracy Learning Progressions | Resources
Respect matters: Foundation
Typically, in their first year of school, students learn through interactions with others, experimentation, practice and play. This is an opportunity to build social, emotional and thinking skills. Children at this age can play with others to achieve …
Respect matters: Foundation | Year levels | Dimensions | Curriculum connections | Resources
Respect matters: Years 9 and 10
Typically, in Years 9 and 10, students are preparing for civic, social and economic participation in the rapidly changing world outside of school. They make choices about their learning and specialise in areas that interest them. They are engaged in deeper, …
Respect matters: Years 9 and 10 | Year levels | Dimensions | Curriculum connections | Resources
ACLASFC002
Participate in group learning activities that involve taking turns, playing action games, making choices or swapping and classifying items[Key concepts: play, action-learning, problem-solving; Key processes: participating, playing, collaborating]
Elaborations ScOT Terms
ACLASFC002 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | First Language Learner Pathway | Auslan | Languages | F-10 curriculum
ACLASFC039
Contribute to discussions and shared learning activities by asking and responding to questions to clarify or indicate comprehension, managing interactions and monitoring and evaluating their learning[Key concepts: discussion, conversation, participation; …
Elaborations ScOT Terms
ACLASFC039 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | First Language Learner Pathway | Auslan | Languages | F-10 curriculum
ACLASFC165
Communicate appropriately while involved in shared learning activities by asking and responding to questions, managing interactions, indicating understanding and monitoring learning[Key concepts: agreement, clarification, protocol, reflection; Key processes: …
Elaborations ScOT Terms
ACLASFC165 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | Second Language Learner Pathway | Auslan | Languages | F-10 curriculum
ACLFWC047
Engage in inclusive and respectful discussion that involves commentary, analysis and reflection on shared experience, such as that of learning and using the language in the school setting[Key concepts: reflection, encouragement, literacy, learning strategies, …
Elaborations ScOT Terms
ACLFWC047 | Content Descriptions | Years 7 to 10 | Years F–10 Sequence | First Language Learner Pathway (L1) | Framework for Aboriginal Languages and Torres Strait Islander Languages | Languages | F-10 curriculum
ACLCLU015
Reflect on self as a language learner, considering how learning Classical Greek influences ways of learning and enhances understanding of own heritage, values and culture[Key concepts: identity, interconnection across concepts, influence; Key processes: …
Elaborations ScOT Terms
ACLCLU015 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | Classical Greek | Framework for Classical Languages | Languages | F-10 curriculum