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Elaboration (1) ACPPS053

applying criteria to online information to assess the credibility of the information and its relevance to peers

Food and wellbeing

Food and wellbeing | Portfolios | Curriculum connections | Resources

Aims Health and Physical Education

The Australian Curriculum: Health and Physical Education (F–10) aims to develop the knowledge, understanding and skills to enable students to: access, evaluate and synthesise information to take positive action to protect, enhance and advocate for their …

Aims | Health and Physical Education | F-10 curriculum

ACPPS039

Discuss and interpret health information and messages in the media and internet

Elaborations ScOT Terms

ACPPS039 | Content Descriptions | Years 3 and 4 | Health and Physical Education | F-10 curriculum

Respect matters: Health and Physical Education

Through the Health and Physical Education curriculum, students develop the ability to access, evaluate and synthesise information and take positive action to protect, enhance and advocate for their own and others’ health, wellbeing, and safety. They develop …

Respect matters: Health and Physical Education | Subjects | Dimensions | Curriculum connections | Resources

St Stephen's School, Carramar

At the time of filming St Stephen’s Carramar had 490 students F–6. The school’s emphasis is on developing students, with the curriculum as the platform and context. Both teachers and students are encouraged to take risks in the learning process. Integration …

St Stephen's School, Carramar | Illustrations of practice | Primary curriculum | Resources

Staff planning: Adapting the Australian Curriculum to meet the needs of all students

The Woden School offers a supported high school and senior secondary school program to eligible students who meet the ACT Disability Criteria, including students with mild to moderate intellectual disability in addition to other medical conditions or …

Staff planning: Adapting the Australian Curriculum to meet the needs of all students | Illustrations of practice | Student diversity | Resources

Elaboration (1) ACSIS038

researching with the use of simple information sources

Consumer and financial literacy: Foundation Year

The diverse circumstances in which children grow up influence their needs, wants, perceptions and behaviours related to financial and consumer matters. Typically, at age five to six, within their family’s unique circumstances, children explore their sense …

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

Consumer and financial literacy: Year 1

The diverse circumstances in which children grow up influence their needs, wants, perceptions and behaviours related to financial and consumer matters. Typically, at age six to seven, within their family’s unique circumstances, children explore their …

Consumer and financial literacy: Year 1 | Year levels | Dimensions | Curriculum connections | Resources

ACEEA001

seeking assistance and asking for clarification in social and academic contexts, negotiating meaning and re-establishing communication, using home language or dialect to clarify understanding

Consumer and financial literacy: Year 9

Young people grow up in diverse circumstances. At age 14 to 15, 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 9 | Year levels | Dimensions | Curriculum connections | Resources

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

Elaboration ACLFRC083

developing an enquiry-oriented stance to own cultural identity and communication style, reflecting on existing assumptions about what makes for effective communication and on any changes in perspective as a result of learning French

Elaboration (1) ACLTUC061

drawing on their bilingual/multilingual experience to identify elements of successful intercultural communication, such as being aware of differences in expectations, recognising and responding to signals of misunderstanding, switching between Turkish …

Elaboration (1) ACLVIC166

reflecting on the influence of Vietnamese culture on own communication style, for example, using gestures, words or expressions with particular cultural significance in Vietnamese, and discussing whether they modify their communication style when interacting …

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