Texts English

Teachers will use an array of material in class. Texts include literary texts, fiction and non-fiction, media texts, everyday texts, and workplace texts, from increasingly complex and unfamiliar settings, ranging from the everyday language of personal …

Texts | English | English | Senior secondary curriculum

Texts English as an Additional Language or Dialect

Teachers will use an array of material in class. Texts include literary texts, fiction and non-fiction, media texts, everyday texts, and workplace texts, from increasingly complex and unfamiliar settings, ranging from the everyday language of personal …

Texts | English as an Additional Language or Dialect | English | Senior secondary curriculum

Texts Essential English

Teachers will use an array of material in class. Texts include literary texts, fiction and non-fiction, media texts, everyday texts, and workplace texts, from increasingly complex and unfamiliar settings, ranging from the everyday language of personal …

Texts | Essential English | English | Senior secondary curriculum

Texts Literature

Texts can be written, spoken or multimodal, and in print or digital/online forms. Texts provide important opportunities for learning about aspects of human experience and about aesthetic appeal. Teachers may select whole texts and/or parts of texts depending …

Texts | Literature | English | Senior secondary curriculum

Elaboration (3) ACELT1591

investigating Aboriginal stories, found from online sources, that explain physical features of the landscape and identify and describe the common features of language used

Elaboration (3) | ACELT1591 | Content Descriptions | Year 2 | English | F-10 curriculum

Elaboration (5) ACELA1526

learning about words from other languages, for example ‘umbrella’ comes from the Italian word ombrello, and the word for ‘yabby’ is derived from the Aboriginal word ‘yabij’

Elaboration (5) | ACELA1526 | Content Descriptions | Year 6 | English | F-10 curriculum

Elaboration (2) ACHASSK033

exploring activities in the local rivers, lakes and coastal waters and identifying constructed features (for example, Aboriginal eel traps, jetties, shark nets, fish farms)

Elaboration (2) | ACHASSK033 | Content Descriptions | Year 1 | HASS | Humanities and Social Sciences | F-10 curriculum

Elaboration (2) ACHASSK066

comparing the boundaries of Aboriginal Countries with the surveyed boundaries between Australian states and territories to gain an appreciation about the different ways Australia can be represented

Elaboration (2) | ACHASSK066 | Content Descriptions | Year 3 | HASS | Humanities and Social Sciences | F-10 curriculum

Elaboration (2) ACHASSK083

studying early archaeological sites (for example, Nauwalabila, Devil’s Lair, Lake Mungo) that show the long and continuous connection of Aboriginal Peoples to Country

Elaboration (2) | ACHASSK083 | Content Descriptions | Year 4 | HASS | Humanities and Social Sciences | F-10 curriculum

Elaboration (2) ACAVAR117

explaining the artistic vision of artists from different contexts, particularly referencing the meaning their artworks convey, for example, Aboriginal rock art, graffiti art, Egyptian art

Elaboration (2) | ACAVAR117 | Content Descriptions | Years 5 and 6 | Visual Arts | The Arts | F-10 curriculum

Elaboration (3) ACTDEK003

identifying and categorising a wide range of foods, including Aboriginal bush foods, into food groups and describing tools and equipment needed to prepare these for healthy eating

Elaboration (3) | ACTDEK003 | Content Descriptions | Foundation to Year 2 | Design and Technologies | Technologies | F-10 curriculum

Elaboration (2) ACTDEK012

describing ideal conditions for successful plant and animal production including how climate and soils affect production and availability of foods, for example Aboriginal seasons and food availability

Elaboration (2) | ACTDEK012 | Content Descriptions | Years 3 and 4 | Design and Technologies | Technologies | F-10 curriculum

Elaboration ACTDEK040

evaluating design and technology professions and their contributions to society locally, nationally, regionally and globally, for example Aboriginal designers collaborating with international craftspeople for local enterprises

Elaboration | ACTDEK040 | Content Descriptions | Years 9 and 10 | Design and Technologies | Technologies | F-10 curriculum

Elaboration (1) ACLKOU037

identifying the function and power of cultural expressions such as stories, symbols, icons and anthems, for example, 단군신화, 애국가, 아리랑, 태극기, the Dreamtime, Aboriginal and Australian flags

Elaboration (1) | ACLKOU037 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | Korean | Languages | F-10 curriculum

Numeracy - Level 2 (Years 1 and 2)

Typically, by the end of Year 2, students: Understand and use numbers in context model, represent, order and use numbers up to four digits Interpret proportional reasoning  visualise and describe halves and quarters Interpret chance events identify …

Numeracy - Level 2 (Years 1 and 2) | Knowledge and understanding | Dimensions | Curriculum connections | Resources

Numeracy - Level 6 (Years 9 and 10)

Typically, by the end of Year 10, students: Interpret proportional reasoning illustrate and order relationships for fractions, decimals, percentages, ratios and rates Interpret chance events explain the likelihood of multiple events occurring together …

Numeracy - Level 6 (Years 9 and 10) | Knowledge and understanding | Dimensions | Curriculum connections | Resources

Information and Communication Technology Capability - Level 1e (Foundation Year)

Typically, by the end of Foundation Year, students: Understand computer mediated communications understand that messages are recorded, viewed or sent in computer mediated communications for others to receive Identify the impacts of ICT in society identify …

Information and Communication Technology Capability - Level 1e (Foundation Year) | Knowledge and understanding | Dimensions | Curriculum connections | Resources

Information and Communication Technology Capability - Level 5 (Years 7 and 8)

Typically, by the end of Year 8, students: Understand computer mediated communications understand that there are various methods of collaboration through computer mediated communications that vary in form and control Identify the impacts of ICT in …

Information and Communication Technology Capability - Level 5 (Years 7 and 8) | Knowledge and understanding | Dimensions | Curriculum connections | Resources

Personal and Social Capability - Level 5 (Years 7 and 8)

Typically, by the end of Year 8, students: Recognise emotions examine influences on and consequences of their emotional responses in learning, social and work- related contexts Recognise personal-qualities-and-achievements make a realistic assessment …

Personal and Social Capability - Level 5 (Years 7 and 8) | Knowledge and understanding | Dimensions | Curriculum connections | Resources

Personal and Social Capability - Level 6 (Years 9 and 10)

Typically, by the end of Year 10, students: Recognise emotions reflect critically on their emotional responses to challenging situations in a wide range of learning, social and work-related contexts Recognise personal-qualities-and-achievements assess …

Personal and Social Capability - Level 6 (Years 9 and 10) | Knowledge and understanding | Dimensions | Curriculum connections | Resources