Intercultural Understanding - Level 5 (Years 7 and 8)
Typically, by the end of Year 8, students: Consider and develop multiple perspectives assess diverse perspectives and the assumptions on which they are based Empathise with others imagine and describe the feelings and motivations of people in challenging …
Intercultural Understanding - Level 5 (Years 7 and 8) | Responsibility and enterprise | Dimensions | Curriculum connections | Resources
Personal and Social Capability - Years 3 and 4
Self-Awareness Reflect on personal strengths and achievements, based on self-assessment strategies and teacher feedback Social Awareness identify the various communities to which they belong and what they can do to make a difference
Personal and Social Capability - Years 3 and 4 | Human-nature relationships | Dimensions | Curriculum connections | Resources
Personal and Social Capability - Years 3 and 4
Social management Contribute to and predict the consequences of group decisions in a range of situations Self awareness Reflect on personal strengths and achievements, based on self-assessment strategies and teacher feedback
Personal and Social Capability - Years 3 and 4 | Evaluating options | Dimensions | Curriculum connections | Resources
Context statement Hindi
The place of the Hindi language and associated cultures in Australia and the world Hindi is an official language of India and Fiji. It is the most widely spoken language of the Indian subcontinent and is also widely spoken throughout the world in countries …
Context statement | Hindi | Languages | F-10 curriculum
Bridging Unit 2 English as an Additional Language or Dialect
Bridging Unit 2 is aimed at students in the late Emerging phase of the EAL/D Foundation to Year 10 learning progression. It focuses on consolidating communication skills in a range of contexts across the language modes of SAE. Through explicit teaching, …
Bridging Unit 2 | English as an Additional Language or Dialect | English | Senior secondary curriculum
Elaboration (2) ACLCHC178
volunteering their time in a project that supports other members of the local community (for example, organising a concert to perform at an aged-care facility; providing tutoring in English for older members of the Chinese-speaking community), discussing …
Elaboration (2) | ACLCHC178 | Content Descriptions | Years 9 and 10 | Years F–10 Sequence | Background Language Learner Pathway | Chinese | Languages | F-10 curriculum
ACEEA011
using a range of reference texts such as bilingual dictionaries to assist language learning and comprehension
ACEEA011 | Content Descriptions | Unit 1 | English as an Additional Language or Dialect | English | Senior secondary curriculum
Understanding texts description
Understanding texts describes how a student becomes increasingly proficient in decoding, using, interacting with, analysing and evaluating texts to build meaning. Texts include components of print, image, sound, animated movements and symbolic representations. …
Understanding texts | Reading and viewing | National Literacy Learning Progression | National Literacy and Numeracy Learning Progressions | Resources
Quantifying numbers description
Although number is an abstract concept which can be represented by a word, a symbol (numeral) or an image, it is central to quantitative thinking. This sub-element describes how a student becomes increasingly able to count, recognise, read and interpret …
Quantifying numbers | Number sense and algebra | National Numeracy Learning Progression | National Literacy and Numeracy Learning Progressions | Resources
Comparing units (ratios, rates and proportion) description
This sub-element addresses comparing units in ratios, rates and proportions. A ratio describes a situation in comparative terms, and a proportion is taken to mean when this comparison is used to describe a related situation in the same comparative terms. …
Comparing units (ratios, rates and proportion) | Number sense and algebra | National Numeracy Learning Progression | National Literacy and Numeracy Learning Progressions | Resources
Composing texts - deliver presentations Literacy Composing texts through speaking, writing and creating Level 2
plan, rehearse and deliver short presentations on learning area topics, incorporating some visual and multimodal elements
Composing texts - deliver presentations | Level 2 | Learning Continuum | Literacy | General capabilities | F-10 curriculum
Text knowledge - Use knowledge of text structures Literacy Text knowledge Level 2
use knowledge of the structure and features of learning area texts to comprehend and compose a growing range of texts with some teacher support
Text knowledge - Use knowledge of text structures | Level 2 | Learning Continuum | Literacy | General capabilities | F-10 curriculum
Grammar knowledge - use knowledge of words and word groups Literacy Grammar knowledge Level 2
recognise and use nouns that represent people, places, things and ideas in the learning area and expand nouns to achieve greater precision
Grammar knowledge - use knowledge of words and word groups | Level 2 | Learning Continuum | Literacy | General capabilities | F-10 curriculum
Composing texts - deliver presentations Literacy Composing texts through speaking, writing and creating Level 3
plan, rehearse and deliver presentations on learning area topics, incorporating some learned content and appropriate visual and multimodal elements
Composing texts - deliver presentations | Level 3 | Learning Continuum | Literacy | General capabilities | F-10 curriculum
Text knowledge - Use knowledge of text structures Literacy Text knowledge Level 3
use growing knowledge of the structure and features of learning area texts to comprehend and compose an increasing number and range of texts
Text knowledge - Use knowledge of text structures | Level 3 | Learning Continuum | Literacy | General capabilities | F-10 curriculum
Text knowledge - Use knowledge of text structures Literacy Text knowledge Level 4
use developing knowledge of the structure and features of learning area texts to comprehend and compose a range of more complex texts for identified purposes
Text knowledge - Use knowledge of text structures | Level 4 | Learning Continuum | Literacy | General capabilities | F-10 curriculum
Composing texts - deliver presentations Literacy Composing texts through speaking, writing and creating Level 5
plan, research, rehearse and deliver presentations on learning area topics, sequencing selected content and multimodal elements for accuracy and their impact on the audience
Composing texts - deliver presentations | Level 5 | Learning Continuum | Literacy | General capabilities | F-10 curriculum
Self-management - Develop self-discipline and set goals Personal and Social Capability Self-management Level 4
analyse factors that influence ability to self-regulate; devise and apply strategies to monitor own behaviour and set realistic learning goals
Self-management - Develop self-discipline and set goals | Level 4 | Learning Continuum | Personal and Social Capability | General capabilities | F-10 curriculum
Self-management - Develop self-discipline and set goals Personal and Social Capability Self-management Level 5
select, use and analyse strategies that assist in regulating behaviour and achieving personal and learning goals
Self-management - Develop self-discipline and set goals | Level 5 | Learning Continuum | Personal and Social Capability | General capabilities | F-10 curriculum
Self-awareness - Recognise emotions Personal and Social Capability Self-awareness Level 6
reflect critically on their emotional responses to challenging situations in a wide range of learning, social and work-related contexts
Self-awareness - Recognise emotions | Level 6 | Learning Continuum | Personal and Social Capability | General capabilities | F-10 curriculum