Achievement Standard Auslan Years 7 and 8
By the end of Year 8, students use Auslan to share information, experiences, interests, thoughts and feelings about their personal and immediate worlds. They use modelled constructions, ask for repetition or clarification, such as please slow sign, and …
Achievement Standard | Achievement Standards | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | Second Language Learner Pathway | Auslan | Languages | F-10 curriculum
Achievement Standard Framework for Aboriginal Languages and Torres Strait Islander Languages Years 3 to 6
The achievement standards for the Framework for Aboriginal Languages and Torres Strait Islander Languages LR pathway are generalised in order to cater for the wide range of languages which may be learnt as an LR within the school context. The …
Achievement Standard | Achievement Standards | Years 3 to 6 | Years F–10 Sequence | Language Revival Learner Pathway (LR) | Framework for Aboriginal Languages and Torres Strait Islander Languages | Languages | F-10 curriculum
Achievement Standard Hindi Years 7 and 8
By the end of Year 8, students interact with the teacher and peers to exchange information and opinions about their personal worlds, for example, मेरे परिवार के अधिकतर सदस्य ऑस्ट्रेलिया में रहते हैं लेकिन कुछ सदस्य भारत में भी रहते हैं। मुझे क्रिकेट …
Achievement Standard | Achievement Standards | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | Hindi | Languages | F-10 curriculum
Achievement Standard Vietnamese Years 7 and 8
By the end of Year 8, students use written and spoken Vietnamese to interact with peers and the teacher to exchange personal information (for example, Em tên Nam. Em mười hai tuổi. Em sinh ở Úc), describe feelings (for example, Em vui/hạnh …
Achievement Standard | Achievement Standards | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | Vietnamese | Languages | F-10 curriculum
Food and fibre: Geography
The Australian Curriculum: Geography identifies the concepts of place, space, environment, interconnection, sustainability, scale and change, as integral to the development of geographical understanding. These are high-level ideas or ways of thinking …
Food and fibre: Geography | Subjects | Dimensions | Curriculum connections | Resources
Structure Digital Technologies
The Australian Curriculum: Digital Technologies (F–10) comprises two related strands: Digital Technologies knowledge and understanding – the information system components of data, and digital systems (hardware, software and networks) Digital Technologies …
Structure | Digital Technologies | Technologies | F-10 curriculum
Food and wellbeing: Years 7 and 8
In Years 7 and 8, students further develop their ability to maintain personal health and wellbeing and contribute to community decision-making. They develop knowledge, understanding and skills to make healthy, informed food choices and to explore the …
Food and wellbeing: Years 7 and 8 | Year levels | Dimensions | Curriculum connections | Resources
Introduction Auslan
As a native user of Auslan, and as an advocate for the language and for the Deaf community, I am thrilled to see a national curriculum in Auslan come to fruition. For the first time, deaf children will have access to a formal first language learner pathway …
Introduction | Auslan | Languages | F-10 curriculum
Information and Communication Technology Capability - Level 2 (Years 1 and 2)
Typically, by the end of Year 2, students: Select and evaluate data and information explain the usefulness of located data or information
Information and Communication Technology Capability - Level 2 (Years 1 and 2) | Competencies and skills | Dimensions | Curriculum connections | Resources
Information and Communication Technology Capability - Level 3 (Years 3 and 4)
Typically, by the end of Year 4, students: Select and evaluate data and information explain why located data or information was selected
Information and Communication Technology Capability - Level 3 (Years 3 and 4) | Competencies and skills | Dimensions | Curriculum connections | Resources
Ethical Understanding - Level 4 (Years 5 and 6)
Typically, by the end of Year 6, students: Reflect on ethical action articulate a range of ethical responses to situations in various social contexts
Ethical Understanding - Level 4 (Years 5 and 6) | Competencies and skills | Dimensions | Curriculum connections | Resources
Ethical Understanding - Level 5 (Years 7 and 8)
Typically, by the end of Year 8, students: Reflect on ethical action analyse perceptions of occurrences and possible ethical response in challenging scenarios
Ethical Understanding - Level 5 (Years 7 and 8) | Competencies and skills | Dimensions | Curriculum connections | Resources
Intercultural Understanding - Level 2 (Years 1 and 2)
Typically, by the end of Year 2, students: Challenge stereotypes and prejudices discuss the effects of acceptance and inclusion in familiar situations
Intercultural Understanding - Level 2 (Years 1 and 2) | Competencies and skills | Dimensions | Curriculum connections | Resources
Intercultural Understanding - Level 3 (Years 3 and 4)
Typically, by the end of Year 4, students: Challenge stereotypes and prejudices explain the dangers of making generalisations about individuals and groups
Intercultural Understanding - Level 3 (Years 3 and 4) | Competencies and skills | Dimensions | Curriculum connections | Resources
Intercultural Understanding - Level 4 (Years 5 and 6)
Typically, by the end of Year 6, students: Challenge stereotypes and prejudices explain the impact of stereotypes and prejudices on individuals and groups within Australia
Intercultural Understanding - Level 4 (Years 5 and 6) | Competencies and skills | Dimensions | Curriculum connections | Resources
Personal and Social Capability - Level 5 (Years 7 and 8)
Typically by the end of Year 8, students: Communicate effectively analyse enablers of and barriers to effective verbal, nonverbal and digital communication
Personal and Social Capability - Level 5 (Years 7 and 8) | Informed and safe use of information and devices | Dimensions | Curriculum connections | Resources
Achievement Standard Arabic Years 7 and 8
By the end of Year 8, students use written and spoken Arabic to initiate and sustain classroom interactions with others, to exchange views, for example, السباحة رياضة ممتعة؛ أعتقد أن السفر مفيد جدا , and express feelings such as أشعر بالفرح؛ …
Achievement Standard | Achievement Standards | Years 7 and 8 | Years F–10 Sequence | Arabic | Languages | F-10 curriculum
Achievement Standard Arabic Years 9 and 10
By the end of Year 10, students use written and spoken Arabic to initiate, sustain and extend formal and informal interactions with the teacher, peers and others in a range of settings. They use language spontaneously to respond to others, seek …
Achievement Standard | Achievement Standards | Years 9 and 10 | Years F–10 Sequence | Arabic | Languages | F-10 curriculum
Achievement Standard Auslan Years 9 and 10
By the end of Year 10, students interact with peers, teachers and others using Auslan to communicate about personal interests and broader issues relating to the Deaf community. They participate in class discussions, explaining and clarifying positions, …
Achievement Standard | Achievement Standards | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | Second Language Learner Pathway | Auslan | Languages | F-10 curriculum
Achievement Standard Framework for Aboriginal Languages and Torres Strait Islander Languages Years 7 to 10
The achievement standards for the Framework for Aboriginal Languages and Torres Strait Islander Languages Second Language Learner Pathway are generalised in order to cater for the range of languages that may be learnt as an L2 in the school context. The …
Achievement Standard | Achievement Standards | 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