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Consumer and financial literacy: Year 10

Young people grow up in diverse circumstances. At age 15 to 16, there is a divergence in young people’s sophistication in relation to financial management attitudes. Unique family circumstances strongly influence young people’s notions of their future …

Consumer and financial literacy: Year 10 | Year levels | Dimensions | Curriculum connections | Resources

Food and fibre: Foundation to Year 2

Students bring to school a wide range of experiences, abilities, needs and interests. They have a natural curiosity about their world and, in particular, nature. Students may learn about the diversity of people involved in food and fibre production, for …

Food and fibre: Foundation to Year 2 | Year levels | Dimensions | Curriculum connections | Resources

Consumer and financial literacy: Year 6

The diverse circumstances in which children grow up influence their needs, wants, perceptions and behaviours related to financial and consumer matters. Typically, at age 11 to 12, children can discriminate between their needs and wants and they independently …

Consumer and financial literacy: Year 6 | Year levels | Dimensions | Curriculum connections | Resources

Exploring different cultural perspectives through two-way teaching

Medina Primary School is a government school located 39km south of the Perth CBD on the traditional lands of the Whadjuk People. The school has an enrolment of 231 students, of whom 28% are Aboriginal. In this illustration of practice, Years 5 and 6 …

Exploring different cultural perspectives through two-way teaching | Illustrations of practice | Aboriginal and Torres Strait Islander Histories and Cultures | Resources

ACELA1537

Investigate vocabulary typical of extended and more academic texts and the role of abstract nouns, classification, description and generalisation in building specialised knowledge through language

ScOT Terms

ACELA1537 | Content Descriptions | Year 7 | English | F-10 curriculum

Year 2 Science

The science inquiry skills and science as a human endeavour strands are described across a two-year band. In their planning, schools and teachers refer to the expectations outlined in the achievement standard and also to the content of the science understanding …

Year 2 | Science | F-10 curriculum

Elaboration (1) ACLFWU193

reflecting on Indigenous taxonomies and the ways they divide the natural and cultural world and comparing these to other systems of classification

Elaboration (1) ACLFWU128

reflecting on ways the target language community divides the natural and cultural worlds and comparing this to other indigenous and western systems of classification

Report Findings: Qualitative Data

Participating schools were asked to report against the project aims as part of their evaluation. This section provides a summary of their responses and outlines additional benefits of the project.

Report Findings: Qualitative Data | STEM Report | STEM | Resources

Elaboration (2) ACHGK056

investigating the effects of the ‘fly-in fly-out’ phenomenon on resource-development places

Sustainability - Years 7 and 8

Field studies provide an excellent opportunity to develop and practice the skills to be safe in the outdoors, create human-nature relationships and develop personal and social capabilities while explicit subject learning also takes place.

Sustainability - Years 7 and 8 | Skills and knowledge | Dimensions | Curriculum connections | Resources

Sustainability - Years 9 and 10

Field studies provide an excellent opportunity to develop and practice the skills to be safe in the outdoors, create human-nature relationships and develop personal and social capabilities while explicit subject learning also takes place.

Sustainability - Years 9 and 10 | Skills and knowledge | Dimensions | Curriculum connections | Resources

Elaboration (2) ACLHIC110

designing resources such as website posts, press releases or flyers to promote action on social or environmental issues, for example, आवासहीनता, पशु क्रूरता, आपातकालीन सहायता

Elaboration (1) ACLTUC104

designing resources such as web posts, information leaflets or segments for a local radio station to promote community action on a social or environmental issue, for example, zorbalık, kadın-erkek eşitliği, teknoloji bağımlılığı, Avustralya’da Türkçe’yi …

Elaboration (1) ACHASSI132

collecting evidence to build a case for action that takes account of alternative views, minimises risks and mitigates any negative outcomes

Elaboration ACHCS100

developing a plan for action that takes into account challenges, opportunities, risks and strategies to respond to a civics and citizenship issue

Elaboration (1) ACPPS023

participating in physical activities within the built structures in the school and local community where physical activity takes place

Elaboration (3) ACLKOU207

understanding that languages incorporate other languages into their systems and examining how this takes place in Korean, for example, 조깅해요, 온라인으로

Consumer and financial literacy: F-6/7 Humanities and Social Sciences

The Australian Curriculum: F–6/7 Humanities and Social Sciences (HASS) has a significant role in developing consumer and financial literacy in young people. The HASS curriculum supports the development of the dimensions of consumer and financial literacy …

Consumer and financial literacy: F-6/7 Humanities and Social Sciences | Subjects | Dimensions | Curriculum connections | Resources

Consumer and financial literacy: Languages

The Australian Curriculum: Languages has not been included in this mapping. However, ample opportunities exist for educators to devise meaningfully relevant lessons that draw on consumer, economic and financial literacy in language contexts. For example, …

Consumer and financial literacy: Languages | Subjects | Dimensions | Curriculum connections | Resources

Curriculum Types

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Resource Year Levels

Level of Achievements

Curriculum Elements Types

General Capabilities

Cross Curriculum Priorities

Progression Elements