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Elaboration (3) ACSIS060

consulting Aboriginal and Torres Strait Islander Peoples’ representations of living things as evidenced and communicated through formal and informal sharing of information

Elaboration (4) ACSIS060

acknowledging and exploring Aboriginal and Torres Strait Islander Peoples’ ways of communicating information about anatomical features of organisms

Elaboration (3) ACSIS064

acknowledging and using information from Aboriginal and Torres Strait Islander Peoples to guide the formulation of investigable questions regarding life cycles

Elaboration (2) ACSIS231

acknowledging and using information from Aboriginal and Torres Strait Islander Peoples to guide the formulation of investigable questions about adaptations

Elaboration (4) ACSIS130

acknowledging, analysing and interpreting data and information from Aboriginal and Torres Strait Islander Peoples’ understandings of Earth’s systems and cycles

Elaboration (4) ACSIS164

acknowledging and using information from Aboriginal and Torres Strait Islander Peoples to hypothesise about fauna or flora distributions

Elaboration (2) ACSIS170

consulting Aboriginal and Torres Strait Islander Peoples’ histories and cultures that reveal scientific information about the past

The nature of the learners At this level, students bring to their learning existing knowledge of Arabic language and culture and a range of strategies. They are increasingly aware of the world beyond their own and are …

Years 9 and 10 | Years F–10 Sequence | Arabic | Languages | F-10 curriculum

HASS Achievement Standard HASS Year 7

By the end of Year 7, students explain the role of groups and the significance of particular individuals in past societies. They suggest reasons for continuity and change over time. They describe the effects of change on societies, individuals and groups …

Achievement Standard Chinese Years 7 and 8

By the end of Year 8, students use spoken and written Chinese to maintain exchanges, to analyse and evaluate information, and to share opinions (for example, 电视节目，纪录片，教育片，微电影, 报纸，杂志，网站，博客，少年百科) and experiences, for example, 我们为什么要保护熊猫？中国和澳大利亚的一些差异, …

Reflecting on thinking and processes element - Transfer knowledge into new contexts Critical and Creative Thinking Reflecting on thinking and processes Level 1

connect information from one setting to another

Reflecting on thinking and processes element - Transfer knowledge into new context Critical and Creative Thinking Reflecting on thinking and processes Level 3

transfer and apply information in one setting to enrich another

Analysing, synthesising and evaluating reasoning and procedures elements - Applying logic and reasoning Critical and Creative Thinking Analysing, synthesising and evaluating reasoning and procedures Level 5

identify gaps in reasoning and missing elements in information

Foundation to Year 2 Arabic

The nature of the learners Children enter the early years of schooling with varying degrees of early literacy capability in Arabic and/or English. For young students, learning typically focuses on their immediate world of family, home, school, friends …

Foundation to Year 2 | Years F–10 Sequence | Arabic | Languages | F-10 curriculum

Structure Design and Technologies

The Australian Curriculum: Design and Technologies (F–10) comprises two related strands: Design and Technologies knowledge and understanding – the use, development and impact of technologies and design ideas across a range of technologies contexts Design …

Structure | Design and Technologies | Technologies | F-10 curriculum

Years 5 and 6 Turkish

The nature of the learners This is a key transitional phase of learning. Learners communicate more confidently, are more self-directed, and self-reference in relation to wider contexts. Response to experience is more analytical and critical, allowing …

Years 5 and 6 | Years F–10 Sequence | Turkish | Languages | F-10 curriculum

Years 5 and 6 Hindi

The nature of learners This is a key transitional phase of learning. Learners communicate more confidently, are more self-directed, and self-reference in relation to wider contexts. Response to experience is more analytical and critical, allowing for …

Years 5 and 6 | Years F–10 Sequence | Hindi | Languages | 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

Context statement Japanese

The place of Japanese culture and language in Australia and in the world Japanese is the official language of Japan, Australia’s northern neighbour in the Asia region. It is also widely used by communities of speakers in Hawaii, Peru and …

Context statement | Japanese | Languages | F-10 curriculum

Achievement Standard Auslan Years 7 and 8

By the end of Year 8, students interact with the teaching team, class visitors and each other to share information about themselves, their families, friends, routines, pastimes and experiences. They refer to family members and classmates using …

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