Curriculum Types

Resource Subjects

Resource Year Levels

Level of Achievements

Curriculum Elements Types

General Capabilities

Cross Curriculum Priorities

Progression Elements
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Unit 1 Essential Mathematics

This unit provides students with the mathematical skills and understanding to solve problems relating to calculations, applications of measurement, the use of formulas to find an unknown quantity, and the interpretation of graphs. Teachers are encouraged …

Unit 1 | Essential Mathematics | Mathematics | Senior secondary curriculum

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]

literacy personal-social 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; …

literacy critical-creative personal-social 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: …

literacy personal-social 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, …

literacy critical-creative personal-social intercultural-understanding 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: …

literacy personal-social intercultural-understanding 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

ACLCLU045

Reflect on self as a language learner, considering how learning Latin influences ways of learning and enhances understanding of own heritage, values and culture[Key concepts: identity, interconnection across concepts, influence; Key processes: connecting, …

literacy personal-social intercultural-understanding Elaborations ScOT Terms

ACLCLU045 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | Latin | Framework for Classical Languages | Languages | F-10 curriculum

ACLFRC021

Follow the teacher’s instructions and use simple questions, statements and gestures to support own learning, such as asking for help or permission or attracting attention[Key concepts: learning strategies, support; Key processes: requesting, clarifying, …

literacy critical-creative personal-social Elaborations ScOT Terms

ACLFRC021 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | French | Languages | F-10 curriculum

ACLGEC122

Participate in everyday classroom activities, responding to questions, instructions and requests, asking for clarification or assistance and making simple statements about own and others’ learning[Key concepts: support, learning strategies; Key processes: …

literacy critical-creative personal-social Elaborations ScOT Terms

ACLGEC122 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | German | Languages | F-10 curriculum

ACLGEC020

Develop classroom language to contribute to structured discussions and monitor learning by giving and following instructions and advice, making suggestions, asking questions for clarification, and expressing agreement or disagreement[Key concepts: task, …

literacy critical-creative personal-social Elaborations ScOT Terms

ACLGEC020 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | German | Languages | F-10 curriculum

ACLHIC057

Interact with peers and the teacher to complete learning activities and to support their own and others’ learning by managing debate and discussion and checking understanding[Key concepts: debate, perspective, exchange, response; Key processes: discussing, …

literacy personal-social intercultural-understanding Elaborations ScOT Terms

ACLHIC057 | Content Descriptions | Years 7 and 8 | Years F–10 Sequence | Hindi | Languages | F-10 curriculum

ACLHIC075

Use communicative strategies such as asking open questions and providing elaborated responses to extend discussion, justify views and to reflect on the experience of learning and using Hindi in and out of school[Key concepts: discussion, language learning, …

literacy critical-creative personal-social intercultural-understanding Elaborations ScOT Terms

ACLHIC075 | Content Descriptions | Years 9 and 10 | Years F–10 Sequence | Hindi | Languages | F-10 curriculum

ACLTUC105

Contribute to structured discussions and shared learning experiences by asking and responding to questions, clarifying statements, demonstrating understanding, expressing agreement or disagreement and reflecting on their learning[Key concepts: debate, …

literacy critical-creative personal-social Elaborations ScOT Terms

ACLTUC105 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | Turkish | Languages | F-10 curriculum

ACLVIC020

Contribute to shared learning experiences and structured discussions relating to the learning of Vietnamese language and culture, clarifying understanding, elaborating on opinions, and expressing agreement or disagreement[Key concepts: task, performance; …

literacy information-communication critical-creative personal-social intercultural-understanding Elaborations ScOT Terms

ACLVIC020 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | Vietnamese | Languages | F-10 curriculum

Elaboration (2) ACLASFC173

observing and documenting their development as learners of Auslan, for example, by recording learning experiences and reflections in blogs, learning logs or journals, considering whether their sense of identity changes when communicating in this lang …

Elaboration (2) | ACLASFC173 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | Second Language Learner Pathway | Auslan | Languages | F-10 curriculum

Elaboration (4) ACLASFC191

reflecting and reporting on how learning Auslan provides general insights into the nature of language and culture and on how their assumptions about deaf people and ways of reading the world are changing as a result of intercultural language learning

Elaboration (4) | ACLASFC191 | Content Descriptions | Years 7 and 8 | Years F–10 Sequence | Second Language Learner Pathway | Auslan | Languages | F-10 curriculum

Elaboration ACLCHU091

learning the number, nature and sequence of strokes; exploring the range of stroke types used in characters; learning to write with a focus on stroke direction and order, and on balance and proportion within the square

Elaboration | ACLCHU091 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | Second Language Learner Pathway | Chinese | Languages | F-10 curriculum

Elaboration (6) ACLFWC025

developing language that supports planning of learning tasks and activities, organising resources, monitoring and recording learning experiences, such as clarifying and explaining, giving opinions, justifying, reporting results of group discussions

Elaboration (6) | ACLFWC025 | Content Descriptions | Years 3 to 6 | Years F–10 Sequence | First Language Learner Pathway (L1) | Framework for Aboriginal Languages and Torres Strait Islander Languages | Languages | F-10 curriculum

Elaboration (8) ACLFWC025

developing language to evaluate and reflect on their own learning, for example, describing how they feel when they are learning a new skill, strategies they use to persevere until they are successful, identifying ways they use their strengths to help …

Elaboration (8) | ACLFWC025 | Content Descriptions | Years 3 to 6 | Years F–10 Sequence | First Language Learner Pathway (L1) | Framework for Aboriginal Languages and Torres Strait Islander Languages | Languages | F-10 curriculum

Elaboration (2) ACLFWC119

reflecting and reporting on how learning the target language provides insights into language and culture in general, and how their own assumptions about target language speakers and ways of knowing and being are changing as a result of intercultural language …

Elaboration (2) | ACLFWC119 | Content Descriptions | Years 7 to 10 | Years F–10 Sequence | Second Language Learner Pathway (L2) | Framework for Aboriginal Languages and Torres Strait Islander Languages | Languages | F-10 curriculum

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