Achievement Standard Vietnamese Foundation to Year 2
By the end of Year 2, students interact with the teacher and peers through action-related talk and play. They introduce themselves and others, and express thanks, likes and dislikes, needs and wishes, for example, Tôi tên là Lan. Cảm ơn bạn. Tôi …
Achievement Standard | Achievement Standards | Foundation to Year 2 | Years F–10 Sequence | Vietnamese | Languages | F-10 curriculum
Information and Communication Technology Capability - Level 5 (Years 7 and 8)
Typically, by the end of Year 8, students: Recognise intellectual property apply practices that comply with legal obligations regarding the ownership and use of digital products resources Apply digital information security practices independently …
Information and Communication Technology Capability - Level 5 (Years 7 and 8) | Responsibility and enterprise | Dimensions | Curriculum connections | Resources
History - Years 7 and 8
Year 7 Historical knowledge and understanding Investigating the ancient past The Mediterranean world Students investigate ONE of these Mediterranean societies in depth: Egypt or Greece or Rome. Content descriptions with elaborations: Physical …
History - Years 7 and 8 | Food and fibre dimensions | Dimensions | Curriculum connections | Resources
F-6/7 Humanities and Social Sciences - Years 3 and 4
The importance of Country/Place to Aboriginal and/or Torres Strait Islander Peoples who belong to a local area - ACHASSK062 How the community has changed and remained the same over time and the role that people of diverse backgrounds have played in the …
F-6/7 Humanities and Social Sciences - Years 3 and 4 | Understanding respect | Dimensions | Curriculum connections | Resources
English - Years 9 and 10
Interpret and compare how representations of people and culture in literary texts are drawn from different historical, social and cultural contexts - ACELT1633 Explore and reflect on personal understanding of the world and significant human experience …
English - Years 9 and 10 | Evaluating options | Dimensions | Curriculum connections | Resources
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
Guiding principles Framework for Aboriginal Languages and Torres Strait Islander Languages
Appropriate consultations with relevant Aboriginal or Torres Strait Islander communities are always central to the development of language-specific curricula and the provision of language learning programs in schools. The following guiding principles …
Guiding principles | Framework for Aboriginal Languages and Torres Strait Islander Languages | Languages | F-10 curriculum
Representation of General capabilities Ancient History
The seven general capabilities of Literacy, Numeracy, Information and Communication technology (ICT) capability, Critical and creative thinking, Personal and social capability, Ethical understanding, and Intercultural understanding are identified where …
Representation of General capabilities | Ancient History | Humanities and Social Sciences | Senior secondary curriculum
Rationale Civics and Citizenship
A deep understanding of Australia's federal system of government and the liberal democratic values that underpin it is essential in enabling students to become active and informed citizens who participate in and sustain Australia’s democracy. The Australian …
Rationale | Civics and Citizenship | Humanities and Social Sciences | F-10 curriculum
Years 9 and 10 Auslan
The nature of the learners Learners enter this band with prior experience of Auslan. They bring a range of existing capabilities, strategies and knowledge that can be applied to new learning. This stage of learning coincides with social, physical and …
Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | Second Language Learner Pathway | Auslan | Languages | F-10 curriculum
How were the progressions developed?
The Australian Curriculum, Assessment and Reporting Authority (ACARA), in partnership with NSW Department of Education, led the development of national collaborative action to develop the progressions from mid-2016 to the end of 2017. During 2016, version …
How were the progressions developed? | National Literacy and Numeracy Learning Progressions | Resources
Years 5 and 6 Arabic
The nature of the learners At this level, learners have established communication and literacy skills in Arabic that enable them to explore aspects of Arabic language and culture as well as topical issues drawn from other key learning areas. They are …
Years 5 and 6 | Years F–10 Sequence | Arabic | Languages | F-10 curriculum
Years 3 and 4 Korean
The nature of the learners At this level, children are developing awareness of their social world and membership of various groups, including of the Korean class. They have developed initial literacy in English and this helps to some degree in learning …
Years 3 and 4 | Years F–10 Sequence | Korean | Languages | F-10 curriculum
Years 7 and 8 Spanish
The nature of the learners Students are beginning their study of Spanish and typically have had little prior exposure to the language and associated cultures of the Spanish-speaking world. Many will have learnt an additional language in primary school, …
Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | Spanish | Languages | F-10 curriculum
Elaboration (1) ACHASSI075
constructing maps, graphs or tables to display data and information (for example, changes in the distribution of different types of vegetation; the loss of native species; the movement of peoples over time; the population of places over time; resource …
Elaboration (1) | ACHASSI075 | Content Descriptions | Year 4 | HASS | Humanities and Social Sciences | F-10 curriculum
Elaboration (1) ACHASSI096
constructing maps, tables and graphs using appropriate digital applications and conventions (such as border, source, scale, legend, title and north point) to display data and information (for example, information about the movement of peoples over time …
Elaboration (1) | ACHASSI096 | Content Descriptions | Year 5 | HASS | Humanities and Social Sciences | F-10 curriculum
Elaboration ACLFRU066
recognising the function and form of commonly used morphemes, suffixes and prefixes (for example, la camionette, désordre, désagréable, irrégulier, inacceptable, la danseuse), and collecting groups of words that share a common stem (for example, la bouche, …
Elaboration | ACLFRU066 | Content Descriptions | Years 7 and 8 | Years F–10 Sequence | French | Languages | F-10 curriculum
Elaboration (3) ACLFRU087
comparing language and textual features used in texts to entertain different age groups, (for example, amusing rhymes for les tout petits, dessins d’humour for older children, and les blagues, l’humour noir and l’humour adolescent for older students)
Elaboration (3) | ACLFRU087 | Content Descriptions | Years 9 and 10 | Years F–10 Sequence | French | Languages | F-10 curriculum
Elaboration (1) ACLGEC104
playing games such as Hatschi Patschi, Hier ist Platz, Lotto and Stille Post and using associated language, for example, related to turn-taking (Wer ist dran? Ich bin dran) and forming groups using numbers or colours (Blau ist hier; Gruppe 2 ist hier …
Elaboration (1) | ACLGEC104 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | German | Languages | F-10 curriculum
Elaboration (3) ACLHIU015
understanding that different greetings are used with people from different community and religious groups, for example, नमस्ते/नमस्कार to a Hindu, अस्सलाम अलैकुम to a Muslim and सत् श्री अकाल to a Sikh
Elaboration (3) | ACLHIU015 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | Hindi | Languages | F-10 curriculum