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Redlynch State College

Redlynch State College is a F-12 school located in Redlynch, Queensland on the Traditional Lands of the Yirrganydji Peoples. Their STEM Connection project focused on students monitoring the water quality in rain water tanks. School sector: Government School …

Redlynch State College | Vodcasts | STEM | Resources

Consumer and financial literacy: F-6/7 Humanities and Social Sciences

The Australian Curriculum: F–6/7 Humanities and Social Sciences (HASS) has a significant role in developing consumer and financial literacy in young people. The HASS curriculum supports the development of the dimensions of consumer and financial literacy …

Consumer and financial literacy: F-6/7 Humanities and Social Sciences | Subjects | Dimensions | Curriculum connections | Resources

Online safety: Work Studies

The Australian Curriculum: Work Studies, provides Years 9 and 10 students with an opportunity to look at key work-related issues facing young people today and into the future. They investigate the skills and personal qualities associated with a range …

Online safety: Work Studies | Subjects | Dimensions | Curriculum connections | Resources

Two-way science at Areyonga: investigating the health of local springs

Areyonga School is a Northern Territory government school located in a remote community 225 km west of Alice Springs in the Northern Territory on the traditional lands of the Pitjantjatjara people. It has an enrolment of 50 students, of whom 100% are …

Two-way science at Areyonga: investigating the health of local springs | Illustrations of practice | Aboriginal and Torres Strait Islander Histories and Cultures | Resources

Food and fibre: Years 3 and 4

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 fibre: Years 7 and 8

In Years 7 and 8, students further investigate design and technology professions and the contributions that each makes to society locally, regionally and globally through creativity, innovation and enterprise, such as the role of plant breeders, agronomists …

Food and fibre: Years 7 and 8 | 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

Outdoor learning: Years 5 and 6

Students at this stage In Year 5 – 6 students are introduced to outdoor recreation as part of an Australian way of life through stories and direct experience. They develop skills and knowledge to participate safely in outdoor recreation activity and understand …

Outdoor learning: Years 5 and 6 | Year levels | Dimensions | Curriculum connections | Resources

Achievement Standard Science Foundation Year

By the end of the Foundation year, students describe the properties and behaviour of familiar objects. They suggest how the environment affects them and other living things. Students share and reflect on observations, and ask and respond to questions …

Achievement Standard | Achievement Standards | Foundation Year | Science | F-10 curriculum

Elaboration (2) ACLGEC111

compiling and displaying illustrated class German–English and English–German dictionaries or alphabet posters of classroom language and key vocabulary

Elaboration ACLKOU126

differentiating Korean and English sounds, for example, by comparing names in Korean and English (for example, 로버트versus ‘Robert’)

Elaboration (1) ACLKOC008

translating public signs or notices from Korean to English and English to Korean, comparing meanings and considering how effective the translations are and why

Elaboration (1) ACLMGC008

translating signs and notices from Greek to English and English to Greek, identifying similarities and differences in both language versions

Elaboration ACLTUC042

explaining in English the meaning of Turkish expressions that do not translate literally, comparing with expressions in English for which there are no easy Turkish translations

Elaboration (2) ACLVIC114

creating bilingual resources such as illustrated Vietnamese–English and English–Vietnamese wall charts or online flashcards for classroom use

Elaboration (1) ACLVIC148

making and using bilingual resources for language learning, such as glossaries or personal Vietnamese–English and English–Vietnamese print and digital dictionaries

Elaboration ACLVIC009

making and using bilingual resources for language learning, such as glossaries or personal Vietnamese–English and English–Vietnamese print and digital dictionaries

ACLCHU026

Recognise the tone-syllable nature of spoken language, and compare Chinese and English sounds

Elaborations ScOT Terms

ACLITU017

Recognise that Italian and English borrow words from each other