Search

Elaboration (4) ACWSCL032

investigating the costs of post-school learning and the different options available to cover these costs

Through the primary years, students draw on their increasing experience of family, school and the wider community to develop their understanding of the world including investigating food and fibre production and becoming aware of the importance of primary …

Food and fibre: Years 3 and 4 | Year levels | Dimensions | Curriculum connections | Resources

Food and wellbeing: Years 3 and 4

In Years 3 and 4, students develop a sense of self and ownership of their ideas and thinking about their peers and communities and as consumers. They become aware of the role of those working in design and technologies occupations and how they think about …

Food and wellbeing: Years 3 and 4 | Year levels | Dimensions | Curriculum connections | Resources

Food and wellbeing: Years 5 and 6

During these years of schooling, students’ thought processes become more complex and consistent, and they gradually become more independent. Students also develop their capacity to work in teams. They develop a sense of social, ethical and environmental …

Food and wellbeing: Years 5 and 6 | Year levels | Dimensions | Curriculum connections | Resources

Multimedia: Years 3 and 4

Across Years 3 and 4, students develop an increasing awareness of multimedia formats and how they can be used in home, school and community environments. They can explore multimedia works (texts and products and use multimedia for recording ideas as they …

Multimedia: Years 3 and 4 | Year levels | Dimensions | Curriculum connections | Resources

Respect matters

Respect matters | Portfolios | Curriculum connections | Resources

St Felix Catholic Primary School

St Felix school staff studied the school data to find programs that would address the needs of the student cohort. The school employed a numeracy coordinator to assist teachers to develop strategies to teach the mathematics curriculum through the proficiencies. …

St Felix Catholic Primary School | Illustrations of practice | Mathematics proficiencies | Resources

Elaboration ACLITC068

interacting with members of Italian-speaking communities and sharing own experiences as a learner of Italian, for example, describing duration of learning, place of learning and opinions about the experience

Elaboration (3) ACLMGC138

creating displays, presentations or performances for family, friends or the school community to showcase their progress in learning Greek or to promote the learning of Greek language and culture

What is the focus of the literacy progression?

Literacy development influences student success in many areas of learning at school. The progression can be used to support students to successfully engage with the literacy demands of the Foundation to Year 10 Australian Curriculum. The National Literacy …

What is the focus of the literacy progression? | National Literacy Learning Progression | National Literacy and Numeracy Learning Progressions | Resources

Elaboration (3) ACLASFC025

signing stories or participating in play-based activities that require the use of constructed action to represent other people’s actions, thoughts, feelings or attitudes

Elaboration (2) ACLCHU141

comparing and differentiating forms of texts based on purpose and audience, for example, asking: What’s the difference between a letter and an email? What might be the reasons for such differences?

Elaboration (2) ACLCHU220

inferring the meaning of terminology from other subject areas based on analysis of characters such as 螺旋桨

Elaboration (3) ACLCHU222

analysing stylistic/literary devices used in knowledge-based texts, for example, technical terms and concise formulaic expressions used in newspaper articles

Elaboration ACLFWC007

making a shared Big Book or digital text based on an event, experience or selected characters or elements of favourite texts, using drawing, labelling, captioning and describing

Elaboration ACLFWC029

creating and performing imaginative texts such as stories, songs, raps and skits based on a stimulus concept, theme or resource, and incorporating elements of humour to entertain others

Elaboration (8) ACLFWU195

working with local Aboriginal and Torres Strait Islander communities in language-related projects, and contributing to local language records and resources through structured and research-based projects

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

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 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

Curriculum Types

Resource Subjects

Resource Year Levels

Level of Achievements

Curriculum Elements Types

General Capabilities

Cross Curriculum Priorities

Progression Elements