Information and Communication Technology Capability - Level 3 (Years 3 and 4)
Typically by the end of Year 4, students: Collaborate, share and exchange use appropriate ICT tools safely to share and exchange information with appropriate known audiences
Information and Communication Technology Capability - Level 3 (Years 3 and 4) | Respectful relationships | Dimensions | Curriculum connections | Resources
F-6/7 Humanities and Social Sciences - Years 3 and 4
Year 3 Knowledge and understanding (Geography sub-strand) Content description with elaborations: The similarities and differences between places in terms of their type of settlement, demographic characteristics and the lives of people who live there (ACHGK019) exploring …
F-6/7 Humanities and Social Sciences - Years 3 and 4 | Food and fibre dimensions | Dimensions | Curriculum connections | Resources
Consumer and financial literacy: 7-10 History
The Australian Curriculum: History has not been included in this mapping. However, there are opportunities for educators to devise meaningful, relevant lessons that draw on consumer, economic and financial literacy in either historical or real-world contexts. …
Consumer and financial literacy: 7-10 History | Subjects | Dimensions | Curriculum connections | Resources
F-6/7 Humanities and Social Sciences - Years 3 and 4
F-6/7 HASS (Geography sub-strand) Year 3 Reflect on learning to propose actions in response to an issue or challenge and consider possible effects of proposed actions (ACHASSI060) F-6/7 HASS (Geography sub-strand) Year 4 Reflect on learning to propose …
F-6/7 Humanities and Social Sciences - Years 3 and 4 | Skills and knowledge | Dimensions | Curriculum connections | Resources
Unit 4 English
In Unit 4, students examine different interpretations and perspectives to develop further their knowledge and analysis of purpose and style. They challenge perspectives, values and attitudes in literary and non-literary texts, developing and testing their …
Unit 4 | English | English | Senior secondary curriculum
Unit 4 English as an Additional Language or Dialect
Unit 4 focuses on analysing, evaluating and using language to represent and respond to issues, ideas and attitudes in a range of contexts. By extending and consolidating language and communication skills, critical use of SAE for a range of contexts, purposes …
Unit 4 | English as an Additional Language or Dialect | English | Senior secondary curriculum
Unit 4 Literature
Unit 4 develops students’ appreciation of the significance of literary study through close critical analysis of literary texts drawn from a range of forms, genres and styles. Students reflect upon the creative use of language, and the structural and stylistic …
Unit 4 | Literature | English | Senior secondary curriculum
Unit 4 Essential English
Unit 4 focuses on community, local or global issues and ideas presented in texts and on developing students’ reasoned responses to them. Students develop independent points of view by synthesising information from a range of sources, and analysing how …
Unit 4 | Essential English | English | Senior secondary curriculum
Information and Communication Technology Capability - Level 3 (Years 3 and 4)
Typically, by the end of Year 4, students: Understand computer mediated communications understand that computer mediated communications are directed to an audience for a purpose Identify the impacts of ICT in society identify the value and role of ICT …
Information and Communication Technology Capability - Level 3 (Years 3 and 4) | Knowledge and understanding | Dimensions | Curriculum connections | Resources
Personal and Social Capability - Level 3 (Years 3 and 4)
Typically, by the end of Year 4, students: Recognise emotions describe the influence that people, situations and events have on their emotions Recognise personal-qualities-and-achievements describe personal strengths and challenges and identify skills …
Personal and Social Capability - Level 3 (Years 3 and 4) | Knowledge and understanding | Dimensions | Curriculum connections | Resources
Personal and Social Capability - Level 3 (Years 3 and 4)
Typically, by the end of Year 4, students: Communicate effectively identify communication skills that enhance relationships for particular groups and purposes Negotiate and resolve conflict identify a range of conflict resolution strategies to negotiate …
Personal and Social Capability - Level 3 (Years 3 and 4) | Competencies and skills | Dimensions | Curriculum connections | Resources
Intercultural Understanding - Level 3 (Years 3 and 4)
Typically, by the end of Year 4, students: Investigate culture and cultural identity identify and describe variability within and across cultural groups Consider and develop multiple perspectives identify and describe shared perspectives within and across …
Intercultural Understanding - Level 3 (Years 3 and 4) | Responsibility and enterprise | Dimensions | Curriculum connections | Resources
Ethical Understanding - Level 3 (Years 3 and 4)
Typically by the end of Year 4, students: Examine values identify and describe shared values in familiar and unfamiliar contexts Explore rights and responsibilities investigate children’s rights and responsibilities at school and in the local community Consider …
Ethical Understanding - Level 3 (Years 3 and 4) | Values, rights and responsibilities | Dimensions | Curriculum connections | Resources
Ethical Understanding - Level 3 (Years 3 and 4)
Typically by the end of Year 4, students: Consider consequences examine the links between emotions, dispositions and intended and unintended consequences of their actions on others Reflect on ethical action consider whether having a conscience leads …
Ethical Understanding - Level 3 (Years 3 and 4) | Wellbeing | Dimensions | Curriculum connections | Resources
Elaboration (4) ACSSU180
relating the extreme age and stability of a large part of the Australian continent to its plate tectonic history
Elaboration (4) | ACSSU180 | Content Descriptions | Year 9 | Science | F-10 curriculum
Elaboration (4) ACLINC072
researching a concept or issue, including those drawn from other learning areas such as art, history, science, geography or health
Elaboration (4) | ACLINC072 | Content Descriptions | Years 9 and 10 | Years F–10 Sequence | Indonesian | Languages | F-10 curriculum
Elaboration (4) ACLFWC034
understanding that ownership of songs, stories, dances and designs is determined by traditional kinship and other social groupings, place, History and story
Elaboration (4) | ACLFWC034 | 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 (4) ACLCLU027
recognising the importance of literary genres such as epic, tragedy, comedy, epigram, ode, history, myth
Elaboration (4) | ACLCLU027 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | Classical Greek | Framework for Classical Languages | Languages | F-10 curriculum
Foundation to Year 2 Digital Technologies
Learning in Digital Technologies builds on concepts, skills and processes developed in the Early Years Learning Framework. It focuses on developing foundational skills in computational thinking and an awareness of personal experiences using digital systems. By …
Foundation to Year 2 | Digital Technologies | Technologies | F-10 curriculum
Foundation to Year 2 Dance
In Foundation to Year 2, learning in The Arts builds on the Early Years Learning Framework. Students are engaged through purposeful and creative play in structured activities, fostering a strong sense of wellbeing and developing their connection with …
Foundation to Year 2 | Dance | The Arts | F-10 curriculum