Bridging Unit 3 English as an Additional Language or Dialect

Bridging Unit 3 is aimed at students who are in the Developing phase of the EAL/D Foundation to Year 10 learning progression. It focuses on responding to and creating extended texts in familiar contexts in SAE. By using the language modes, students engage …

Bridging Unit 3 | English as an Additional Language or Dialect | English | Senior secondary curriculum

ACMSM127

use numerical integration using technology \(f\left(t\right)=\lambda e^{-\lambda t}\) for \(t\geq0\) of the exponential random variable with parameter \(\lambda>0,\), and use the exponential random variables and associated probabilities and quantiles …

ACMSM127 | Content Descriptions | Unit 4 | Specialist Mathematics | Mathematics | Senior secondary curriculum

Achievement Standard Chinese Foundation to Year 2

By the end of Year 2, students use spoken Chinese to initiate interactions in a range of familiar contexts. They obtain and convey information and experiences relating to their personal world in simple exchanges. They use learned vocabulary, sounds, characters …

Achievement Standard | Achievement Standards | Foundation to Year 2 | Years F–10 Sequence | Background Language Learner Pathway | Chinese | Languages | F-10 curriculum

Years 5 and 6 Japanese

The nature of the learners At this level, students are widening their social networks, experiences and communication repertoires in both their first language and Japanese. They continue to need guidance and participate in structured, collaborative tasks …

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

Online safety: Years 5 and 6

In Years 5 and 6, students learn to balance the benefits offered by technology with a critical awareness of their own online behaviour and the online behaviour of others. They begin to explore strategies for protecting the rights of others online including …

Online safety: Years 5 and 6 | Year levels | Dimensions | Curriculum connections | Resources

Career education: skills for work and vocational pathways

This illustration of practice demonstrates how Redcliffe State High School incorporates opportunities to develop the Australian Curriculum general capabilities and a Vocational Education and Training (VET) qualification into the school’s career education …

Career education: skills for work and vocational pathways | Illustrations of practice | General capabilities and career education | Resources

Foundation Year Health and Physical Education

The Foundation Year curriculum provides the basis for developing knowledge, understanding and skills for students to lead healthy, safe and active lives. The content gives students opportunities to learn about their strengths and simple actions they can …

Foundation Year | Health and Physical Education | F-10 curriculum

English - Year 7

Visual language Analyse how point of view is generated in visual texts by means of choices, for example gaze, angle and social distance (ACELA1764) Comprehension strategies Use comprehension strategies to interpret, analyse and synthesise ideas and …

English - Year 7 | Competencies and skills | Dimensions | Curriculum connections | Resources

English - Years 9 and 10

Understand how language use can have inclusive and exclusive social effects, and can empower or disempower people - ACELA1564 Understand that people’s evaluations of texts are influenced by their value systems, the context and the purpose and mode of …

English - Years 9 and 10 | Understanding respect | Dimensions | Curriculum connections | Resources

Personal and Social Capability - Level 2 (Years 1 and 2)

Typically by the end of Year 2, students: Recognise emotions compare their emotional responses with those of their peers Express emotions appropriately describe ways to express emotions to show awareness of the feelings and needs of others Become …

Personal and Social Capability - Level 2 (Years 1 and 2) | Respectful relationships | Dimensions | Curriculum connections | Resources

Respect matters: Years 3 and 4

Typically, students at this stage become more independent and communicate with others more effectively. They continue to explore personal and social factors that support and contribute to their identities and emotional responses in varying situations. …

Respect matters: Years 3 and 4 | Year levels | Dimensions | Curriculum connections | Resources

Achievement Standard Modern Greek Years 9 and 10

By the end of Year 10, students use written and spoken Greek to initiate, sustain and extend formal and informal interactions with teachers, peers and others in a range of settings such as, Τι θα κάνεις μετά το σχολείο; They use language spontaneously …

Achievement Standard | Achievement Standards | Years 9 and 10 | Years F–10 Sequence | Modern Greek | Languages | F-10 curriculum

Food and fibre: Years 7 and 8

In Years 7 and 8, students further investigate design and technology professions and the contributions that each makes to society locally, regionally and globally through creativity, innovation and enterprise, such as the role of plant breeders, agronomists …

Food and fibre: Years 7 and 8 | Year levels | Dimensions | Curriculum connections | Resources

Achievement Standard Auslan Years 5 and 6

By the end of Year 6, students use Auslan to interact with people for a range of different purposes. They use descriptive and expressive language to share and compare experiences, ideas and opinions, such as THEATRE GOOD, LONG -really, LONG-really. …

Achievement Standard | Achievement Standards | Years 5 and 6 | Years F–10 Sequence | First Language Learner Pathway | Auslan | Languages | F-10 curriculum

Elaboration (5) ACELY1660

making predictions from the cover, from illustrations and at points in the text before reading on

Elaboration (5) | ACELY1660 | Content Descriptions | Year 1 | English | F-10 curriculum

Elaboration (3) ACELY1713

using prior knowledge and textual information to make inferences and predictions

Elaboration (3) | ACELY1713 | Content Descriptions | Year 6 | English | F-10 curriculum

Elaboration (1) ACSHE081

testing predictions relating to the behaviour of solids, liquids and gases by conducting observational experiments

Elaboration (1) | ACSHE081 | Content Descriptions | Year 5 | Science | F-10 curriculum

Elaboration ACSIS170

comparing conclusions with earlier predictions and reviewing scientific understanding where appropriate

Elaboration | ACSIS170 | Content Descriptions | Year 9 | Science | F-10 curriculum

St Stephen's School, Duncraig

St Stephen’s School, Duncraig, is situated 15 kilometres north of Perth. At the time of filming, St Stephen’s Duncraig had 548 students, with the Early Years Learning Framework integrated into the pedagogy of the primary school. The general capabilities …

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

Structure

Learner background and time-on-task are two major variables that influence language learning and they provide the basis for the structure of the Australian Curriculum: Languages. These variables are addressed through the specification of content and the …

Structure | Languages | F-10 curriculum