Learning Area Achievement Standard Design and Technologies Years 7 and 8
By the end of Year 8, students explain how social, ethical, technical and sustainability considerations influence the design of innovative and enterprising solutions to meet a range of present and future needs. They explain how the features of technologies …
Learning Area Achievement Standard | Achievement Standards | Years 7 and 8 | Design and Technologies | Technologies | F-10 curriculum
Achievement Standard Design and Technologies Years 9 and 10
By the end of Year 10, students explain how people working in design and technologies occupations consider factors that impact on design decisions and the technologies used to produce products, services and environments. They identify the changes necessary …
Achievement Standard | Achievement Standards | Years 9 and 10 | Design and Technologies | Technologies | F-10 curriculum
Learning Area Achievement Standard Digital Technologies Years 5 and 6
By the end of Year 6, students explain how social, ethical, technical and sustainability considerations influence the design of solutions to meet a range of present and future needs. They explain how the features of technologies influence design decisions …
Learning Area Achievement Standard | Achievement Standards | Years 5 and 6 | Digital Technologies | Technologies | F-10 curriculum
Learning Area Achievement Standard Digital Technologies Years 7 and 8
By the end of Year 8, students explain how social, ethical, technical and sustainability considerations influence the design of innovative and enterprising solutions to meet a range of present and future needs. They explain how the features of technologies …
Learning Area Achievement Standard | Achievement Standards | Years 7 and 8 | Digital Technologies | Technologies | F-10 curriculum
Achievement Standard Chinese Foundation to Year 2
By the end of Year 2, students use spoken Chinese to initiate interactions in a range of familiar contexts. They obtain and convey information and experiences relating to their personal world in simple exchanges. They use learned vocabulary, sounds, characters …
Achievement Standard | Achievement Standards | Foundation to Year 2 | Years F–10 Sequence | Background Language Learner Pathway | Chinese | Languages | F-10 curriculum
Achievement Standard Chinese Years 3 and 4
By the end of Year 4, students use spoken and written Chinese to initiate interactions and to participate in short exchanges, for example, 你晚饭吃什么？,我学汉语和英语,站起来， 大家听老师说. They organise and convey factual information and share experiences in formal and informal …
Achievement Standard | Achievement Standards | Years 3 and 4 | Years F–10 Sequence | Background Language Learner Pathway | Chinese | Languages | F-10 curriculum
Achievement Standard Chinese Years 9 and 10
By the end of Year 10, students sustain extended interactions with diverse individuals and groups, selecting spoken and written language for precision and for effect on participants. Students collate and evaluate a range of spoken, written and multimodal …
Achievement Standard | Achievement Standards | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | First Language Learner Pathway | Chinese | Languages | F-10 curriculum
Years 5 and 6 Design and Technologies
Learning in Design and Technologies builds on concepts, skills and processes developed in earlier years, and teachers will revisit, strengthen and extend these as needed. By the end of Year 6, students will have had the opportunity to create designed …
Years 5 and 6 | Design and Technologies | Technologies | F-10 curriculum
Structure Economics and Business
The Australian Curriculum: Economics and Business is organised in two related strands: economics and business knowledge and understanding, and economics and business inquiry and skills. In both these strands, the study of economics and business issues, …
Structure | Economics and Business | Humanities and Social Sciences | F-10 curriculum
How is the numeracy progression related to the Australian Curriculum?
Numeracy skills are explicit teaching in the Australian Curriculum: Mathematics. Students need opportunities to recognise that mathematics is constantly used outside the mathematics classroom and that numerate people apply general mathematical skills …
How is the numeracy progression related to the Australian Curriculum? | National Numeracy Learning Progression | National Literacy and Numeracy Learning Progressions | Resources
Senior secondary English subjects
The senior secondary Australian Curriculum for English is presented in four subjects that share common features. These include the continuing development of students’ knowledge, understanding and skills in listening, speaking, reading, viewing and writing. …
Senior secondary English subjects | English | Senior secondary curriculum
Elaboration ACMSP227
investigating a range of data and its sources, for example the age of residents in Australia, Cambodia and Tonga; the number of subjects studied at school in a year by 14-year-old students in Australia, Japan and Timor-Leste
Elaboration | ACMSP227 | Content Descriptions | Year 9 | Mathematics | F-10 curriculum
Elaboration (1) ACHASSK029
exploring how cultures recognise significant events (for example, the Chinese describe a child as being one year old on the day he/she is born; some religious groups don’t celebrate birthdays)
Elaboration (1) | ACHASSK029 | Content Descriptions | Year 1 | HASS | Humanities and Social Sciences | F-10 curriculum
Elaboration (2) ACLINC072
investigating aspects of Indonesian culture to choose a particular course of action, for example, determining a suitable placement for an Indonesian exchange student, a suitable menu for a group of Indonesian visitors, or an appropriate time of year to …
Elaboration (2) | ACLINC072 | Content Descriptions | Years 9 and 10 | Years F–10 Sequence | Indonesian | Languages | F-10 curriculum
Elaboration (3) ACLITU108
noting differences between Italian and English use of capital letters, and using rules of capitalisation when creating own texts, for example, omission of capitals with weekdays, months of the year and nationalities
Elaboration (3) | ACLITU108 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | Italian | Languages | F-10 curriculum
Elaboration (3) ACLJAC135
creating simple activities or action songs that involve alternating or combining repeated words or phrases in Japanese and English, such as verbs, question words or months of the year, for example, せんせい says
Elaboration (3) | ACLJAC135 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | Japanese | Languages | F-10 curriculum
Elaboration (4) ACLKOC194
investigating aspects of Korean culture to determine a particular course of action, for example, providing a Korean exchange student with a suitable placement, or a group of Korean visitors with a suitable menu, or selecting an appropriate time of the …
Elaboration (4) | ACLKOC194 | Content Descriptions | Years 9 and 10 | Years F–10 Sequence | Korean | Languages | F-10 curriculum
Elaboration (1) ACLVIC180
creating print or digital stories that reflect Vietnamese practices, values and beliefs, such as Vietnamese New Year celebrations, eating etiquette, filial piety, or belief in the importance of education, presenting an issue or situation related to Vietnamese …
Elaboration (1) | ACLVIC180 | Content Descriptions | Years 9 and 10 | Years F–10 Sequence | Vietnamese | Languages | F-10 curriculum
Structure Health and Physical Education
Strands, sub-strands and threads The Australian Curriculum: Health and Physical Education is organised into two content strands: personal, social and community health and movement and physical activity. Each strand contains content descriptions which …
Structure | Health and Physical Education | F-10 curriculum
Curriculum activity report October to December 2017
Dear colleagues, This is the final report for 2017 and I would like to take the opportunity to wish everyone a safe, relaxing and restorative festive season. Dr Fiona Mueller left her position as Director, Curriculum in November and I am sure I speak …
Curriculum activity report October to December 2017 | Publications | Resources and publications