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ACLCHC132

Convey key points of information to familiar audiences[Key concepts: information, significance; Key process: obtaining]

Elaborations ScOT Terms

ACLCHC196

Locate and organise key points of information from a range of familiar sources [Key concept: information; Key processes: collating, analysing]

Elaborations ScOT Terms

History Achievement Standard HASS Year 3

By the end of Year 3, students identify individuals, events and aspects of the past that have significance in the present. They identify and describe aspects of their community that have changed and remained the same over time. They identify the importance …

Achievement Standard Digital Technologies Years 3 and 4

By the end of Year 4, students describe how a range of digital systems (hardware and software) and their peripheral devices can be used for different purposes. They explain how the same data sets can be represented in different ways. Students define simple …

History Achievement Standard HASS Year 6

By the end of Year 6 students explain the significance of an event/development, an individual or group. They identify and describe continuities and changes for different groups in the past. They describe the causes and effects of change on society. They …

Structure Visual Arts

Learning in Visual Arts Learning in Visual Arts involves students making and responding to artworks, drawing on the world as a source of ideas. Students engage with the knowledge of visual arts, develop skills, techniques and processes, and use materials …

Structure | Visual Arts | The Arts | F-10 curriculum

Structure Framework for Aboriginal Languages and Torres Strait Islander Languages

Pathways To cater for differences between the ecologies of languages and the communities who are owners and custodians of those languages, and to cater for students who come from a variety of learner backgrounds, the Framework has three pathways: First …

Structure | Framework for Aboriginal Languages and Torres Strait Islander Languages | Languages | F-10 curriculum

Years 5 and 6 Digital Technologies

Learning in Digital Technologies focuses on further developing understanding and skills in computational thinking such as identifying similarities in different problems and describing smaller components of complex systems. It also focuses on the sustainability …

Years 5 and 6 | Digital Technologies | Technologies | F-10 curriculum

Foundation to Year 2 Framework for Aboriginal Languages and Torres Strait Islander Languages

The nature of the learner, the pathway and particular language The Language Revival Learner Pathway (LR) provides opportunities for students to study Aboriginal or Torres Strait Islander languages being revived by their owners or custodians and which …

Elaboration (3) ACHASSI039

examining a historical site (for example, a home, a school) to explore how technology has changed life over time (for example, how and where food was obtained and prepared, how people travelled, how people stayed warm or cool, how sewerage was managed, …

Elaboration ACHASSK063

exploring photographs, newspapers, oral histories, diaries and letters to investigate how an aspect of life in the local community (for example, transport, entertainment, the natural and built environment, technology) has changed over time (for example, …

Elaboration ACHEK028

exploring traditional practices that enabled fast and expansive exchange in technology, ideas and rare and valuable goods within and between Aboriginal and Torres Strait Islander communities (for example, through trade, songlines and ceremony), and how …

Elaboration ACLFRU070

reflecting on changes in their own ways of communicating, identifying new terms and behaviours which have become part of everyday language through changes in technology and social media, for example, language associated with l’Internet, le portable, les …

Elaboration (1) ACLGEU169

understanding that German, like all languages, is constantly expanding to include new words and expressions in response to changing environments due to globalisation, technology, language shifts and exchange, and intercultural experiences, for example, …

Elaboration (5) ACLHIU052

identifying influences from other languages in their own/their family’s use of Hindi, for example, the use of terms associated with social media, popular culture and technology स्क्रीन, माउस

Elaboration (1) ACLJAU197

reflecting on changes in their own language(s) and cultures due to influences such as technology and social media, for example, the use of abbreviations in text messaging or the replacement of words by emoticons, and considering possible effects of such …

Elaboration (2) ACLKOU185

using vocabulary to express some abstract ideas (for example, 과학적, 정보, 동의해요) or describe issues relating to technology, those drawn from other learning areas or environmental issues (for example, naming some popular Korean food, such as, 순두부 찌개, 불고기, …

Elaboration (3) ACLKOU188

reflecting on changes in their own language/s, identifying new terms and behaviours that they have adopted with changes in technology and social media, and on how such terms and behaviours have become part of everyday language used in different modes(for …

Elaboration (1) ACLVIU172

reflecting on changes in own language use and identifying new terms and communicative modes that have been adopted as a result of the development of technology, for example, using abbreviations such as ‘u’, ‘LOL’, ‘YOLO’, ‘2u’ or ‘4u’ or emoticons instead …

Year 2 HASS

Our past and present connections to people and places The Year 2 curriculum extends contexts for study beyond the personal to the community and to near and distant places that students are familiar with or aware of, exploring connections between the …

Year 2 | HASS | Humanities and Social Sciences | F-10 curriculum

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