Online safety
Online safety | Portfolios | Curriculum connections | Resources
Achievement Standard Turkish Years 9 and 10
By the end of Year 10, students interact in written and spoken Turkish to exchange and compare views and experiences on personal, local and global issues, for example, liseyi bitirince Türkiye’de üniversiteye gitmek istiyorum, okulu bitirdikten …
Achievement Standard | Achievement Standards | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | Turkish | Languages | F-10 curriculum
Outdoor learning: Numeracy
Outdoor learning can give students opportunities to recognise the mathematics that exists in outdoor learning experiences; to see the importance of numeracy, select relevant numeracy knowledge and skills, and apply these skills in outdoor contexts. Students …
Outdoor learning: Numeracy | General capabilities | Dimensions | Curriculum connections | Resources
English - Year 7
Language Language variation and change Understand the way language evolves to reflect a changing world, particularly in response to the use of new technology for presenting texts and communicating (ACELA1528) Language for interaction Understand …
English - Year 7 | Multimedia dimensions | Dimensions | Curriculum connections | Resources
Elaboration (1) ACLFWU016
recognising that communication also occurs through sign language
Elaboration (1) | ACLFWU016 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | First Language Learner Pathway (L1) | Framework for Aboriginal Languages and Torres Strait Islander Languages | Languages | F-10 curriculum
Online safety: Critical and Creative Thinking
Students identify, explore and clarify online information and use that knowledge in a range of situations. They think broadly and deeply using skills, behaviours and dispositions such as critical reasoning, logic, resourcefulness, imagination and innovation …
Online safety: Critical and Creative Thinking | General capabilities | Dimensions | Curriculum connections | Resources
Years 9 and 10 Indonesian
The nature of the learners Students have prior experience of learning Indonesian and bring a range of capabilities, strategies and knowledge that can be applied to new learning. They are expanding the range and nature of their learning experiences and …
Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | Indonesian | Languages | F-10 curriculum
Foundation to Year 2 Modern Greek
The nature of the learners Children enter the early years of schooling with established communication skills in one or more languages and varying degrees of early literacy capability. For young students, learning typically focuses on their immediate …
Foundation to Year 2 | Years F–10 Sequence | Modern Greek | Languages | F-10 curriculum
Two-way science at Areyonga: investigating the health of local springs
Areyonga School is a Northern Territory government school located in a remote community 225 km west of Alice Springs in the Northern Territory on the traditional lands of the Pitjantjatjara people. It has an enrolment of 50 students, of whom 100% are …
Two-way science at Areyonga: investigating the health of local springs | Illustrations of practice | Aboriginal and Torres Strait Islander Histories and Cultures | Resources
Achievement Standard Auslan Years 5 and 6
By the end of Year 6, students discuss aspects of their daily lives, social activities and school experience and respond to each other’s comments. They describe relationships and characteristics of people and objects and express feelings and preferences, …
Achievement Standard | Achievement Standards | Years 5 and 6 | Years F–10 Sequence | Second Language Learner Pathway | Auslan | Languages | F-10 curriculum
Structure of English as an Additional Language or Dialect English as an Additional Language or Dialect
Units 1–4 Unit 1 focuses on investigating how language and culture are interrelated and expressed in a range of contexts. A variety of oral, written and multimodal texts are used to develop understanding of text structures and language features. The relationship …
Structure of English as an Additional Language or Dialect | English as an Additional Language or Dialect | English | Senior secondary curriculum
The impact of contact and migration on South Australian language groups
Woodville High School is a government school located in the western suburbs of Adelaide, 10km from the CBD on the traditional lands of the Kaurna People. The school has a total enrolment of 971 students, of whom 15% are Aboriginal and/or Torres Strait …
The impact of contact and migration on South Australian language groups | Illustrations of practice | Aboriginal and Torres Strait Islander Histories and Cultures | Resources
Learner diversity and learner pathways Auslan
Pathways There is diversity in the background of learners of Auslan. Learners may be deaf, hard of hearing or hearing, and may be learning Auslan as a first language or as a second language. To cater for distinct learner backgrounds, the Auslan curriculum …
Learner diversity and learner pathways | Auslan | Languages | F-10 curriculum
HASS Achievement Standard HASS Year 5
By the end of Year 5, students describe the significance of people and events/developments in bringing about change. They identify the causes and effects of change on particular communities and describe aspects of the past that have remained the same. …
HASS Achievement Standard | Achievement Standards | Year 5 | HASS | Humanities and Social Sciences | F-10 curriculum
English - Year 8
Language Text structure and organisation Analyse how the text structures and language features of persuasive texts, including media texts, vary according to the medium and mode of communication (ACELA1540) Understand how coherence is created in complex …
English - Year 8 | Multimedia dimensions | Dimensions | Curriculum connections | Resources
ACEEN012
drawing on a range of technologies in, for example, research, communication and representation of ideas
ACEEN012 | Content Descriptions | Unit 1 | English | English | Senior secondary curriculum
ACEEA184
initiating, sustaining and ending communication in a range of familiar, some unfamiliar and academic contexts
ACEEA184 | Content Descriptions | Bridging Unit 4 | English as an Additional Language or Dialect | English | Senior secondary curriculum
ACEEA185
using some common idiomatic and colloquial expressions appropriate for the context of communication.
ACEEA185 | Content Descriptions | Bridging Unit 4 | English as an Additional Language or Dialect | English | Senior secondary curriculum
Grammar description
This sub-element describes how a student becomes increasingly proficient at creating written texts with higher levels of grammatical accuracy. Students display an increasing ability to compose coherent and cohesive texts across all areas of the curriculum …
Grammar | Writing | National Literacy Learning Progression | National Literacy and Numeracy Learning Progressions | Resources
Punctuation description
This sub-element describes how a student becomes increasingly proficient using punctuation to ensure clarity and ease of reading in the texts they produce. As students write more complex and technical texts they will use increasingly complex punctuation …
Punctuation | Writing | National Literacy Learning Progression | National Literacy and Numeracy Learning Progressions | Resources