Outdoor learning: Literacy

Outdoor learning can support the development of literacy by introducing specific terminology used in outdoor contexts. Students understand the language used to describe aspects of the outdoors, maps, products, resources, information and services. They …

Outdoor learning: Literacy | General capabilities | Dimensions | Curriculum connections | Resources

Outdoor learning: Critical and Creative Thinking

Outdoor learning can develop students’ ability to think logically, critically and creatively in response to a range of issues, ideas and challenges in relation to nature. Students can learn how to critically evaluate evidence related to the outdoors and …

Outdoor learning: Critical and Creative Thinking | General capabilities | Dimensions | Curriculum connections | Resources

Outdoor learning

Outdoor learning | Portfolios | Curriculum connections | Resources

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

Foundation to Year 2 Framework for Aboriginal Languages and Torres Strait Islander Languages

The nature of the learner, the pathway and particular language Languages studied in the Second Language Learner Pathway (L2) are typically languages used in spoken form as the language of everyday communication by whole communities across all generations. The …

Foundation to Year 2 | Years F–10 Sequence | Second Language Learner Pathway (L2) | Framework for Aboriginal Languages and Torres Strait Islander Languages | Languages | F-10 curriculum

What do a humanoid robot and the recently awakened Narungga language have in common?

Maitland Lutheran School is an independent, co-educational primary and middle school located in the farming district of Maitland, Yorke Peninsula in South Australia on the traditional lands of the Narungga People. The school has an enrolment of 237 students, …

What do a humanoid robot and the recently awakened Narungga language have in common? | Illustrations of practice | Aboriginal and Torres Strait Islander Histories and Cultures | Resources

Aims Drama

In addition to the overarching aims of the Australian Curriculum: The Arts, drama knowledge, understanding and skills ensure that, individually and collaboratively, students develop: confidence and self-esteem to explore, depict and celebrate human experience, …

Aims | Drama | The Arts | F-10 curriculum

Elaboration (4) ACADRM050

Considering viewpoints – elements, materials, skills and processes: For example – How have the elements of drama been used in your work to convey your ideas? How are materials manipulated in this drama? How have the director and performers …

Elaboration (4) | ACADRM050 | Content Descriptions | Years 9 and 10 | Drama | The Arts | F-10 curriculum

Elaboration (1) ACADRM051

Considering viewpoints – elements, materials, skills and processes: For example – How have the elements of drama been used in your work to convey your ideas? How are materials manipulated in this drama? How have the director and performers shaped skills …

Elaboration (1) | ACADRM051 | Content Descriptions | Years 9 and 10 | Drama | The Arts | F-10 curriculum

Achievement Standard Media Arts Years 7 and 8

By the end of Year 8, students identify and analyse how representations of social values and points of view are portrayed in the media artworks they make, distribute and view. They evaluate how they and other makers and users of media artworks from different …

Achievement Standard | Achievement Standards | Years 7 and 8 | Media Arts | The Arts | F-10 curriculum

ACELA1476

Understand that successful cooperation with others depends on shared use of social conventions, including turn-taking patterns, and forms of address that vary according to the degree of formality in social situations

Elaborations ScOT Terms

ACELA1476 | Content Descriptions | Year 3 | English | F-10 curriculum

Multiplicative strategies description

This sub-element describes how a student becomes increasingly able to use multiplicative strategies in computation. The coordination of units multiplicatively involves using the values of one unit applied to each of the units of the other, the multiplier. …

Multiplicative strategies | Number sense and algebra | National Numeracy Learning Progression | National Literacy and Numeracy Learning Progressions | Resources

Elaboration (3) ACHASSI161

applying economics and business knowledge, skills and concepts to familiar problems, proposing alternative responses to the issue and assessing the costs and benefits of each alternative

Elaboration (3) | ACHASSI161 | Content Descriptions | Year 7 | HASS | Humanities and Social Sciences | F-10 curriculum

Elaboration (2) ACHCS086

using skills associated with the negotiation process (stating your position clearly, active listening, highlighting strengths, applying reason and logic, identifying common ground)

Elaboration (2) | ACHCS086 | Content Descriptions | Year 9 | Civics and Citizenship | Humanities and Social Sciences | F-10 curriculum

Elaboration ACHEK019

investigating successful entrepreneurs and identifying the behaviours and skills that they bring to their business (for example, seeing and taking advantage of an opportunity, establishing a shared vision; demonstrating initiative, innovation and ent …

Elaboration | ACHEK019 | Content Descriptions | Year 7 | Economics and Business | Humanities and Social Sciences | F-10 curriculum

Elaboration (1) ACHES026

using economics and business terms when presenting conclusions such as market, workforce, income, financial objectives, entrepreneurial behaviours and skills, costs and benefits

Elaboration (1) | ACHES026 | Content Descriptions | Year 7 | Economics and Business | Humanities and Social Sciences | F-10 curriculum

Elaboration (4) ACHEK030

exploring different internal factors that influence business opportunities, such as the product, location, resources, management and business culture including ability to be adaptable and demonstrate enterprising behaviours and skills

Elaboration (4) | ACHEK030 | Content Descriptions | Year 8 | Economics and Business | Humanities and Social Sciences | F-10 curriculum

Elaboration ACHES036

applying informed decision-making skills to familiar and new situations (for example, helping the family decide what products they need to purchase during the week)

Elaboration | ACHES036 | Content Descriptions | Year 8 | Economics and Business | Humanities and Social Sciences | F-10 curriculum

Elaboration (1) ACADAM002

practising fundamental movements to begin to develop technical skills of body control, posture, strength, balance and coordination, and responding to teacher’s feedback

Elaboration (1) | ACADAM002 | Content Descriptions | Foundation to Year 2 | Dance | The Arts | F-10 curriculum

Elaboration ACADAM010

rehearsing a combination of fundamental movements with or without accompaniment to refine technical and expressive skills, for example, galloping, jumping, sliding, rolling, slithering, spinning, shrinking, exploding, collapsing

Elaboration | ACADAM010 | Content Descriptions | Years 5 and 6 | Dance | The Arts | F-10 curriculum