Comprehending texts - listen and respond to learning area texts Literacy Comprehending texts through listening, reading and viewing Level 2
listen to two or more step instructions for undertaking learning tasks, listen for information about topics being learned in spoken and audio texts, including audio-visual texts, and respond to texts read aloud
Comprehending texts - listen and respond to learning area texts | Level 2 | Learning Continuum | Literacy | General capabilities | F-10 curriculum
Comprehending texts - listen and respond to learning area texts Literacy Comprehending texts through listening, reading and viewing Level 3
listen to spoken instructions with some detail for undertaking learning area tasks, listen to identify key information in spoken and audio texts, including audio-visual texts, and respond to texts read aloud
Comprehending texts - listen and respond to learning area texts | Level 3 | Learning Continuum | Literacy | General capabilities | F-10 curriculum
Composing texts - Use language to interact with others Literacy Composing texts through speaking, writing and creating Level 6
use pair, group and class discussions and formal and informal debates as learning tools to explore ideas, compare solutions, evaluate information and ideas, refine opinions and arguments in preparation for creating texts
Composing texts - Use language to interact with others | Level 6 | Learning Continuum | Literacy | General capabilities | F-10 curriculum
Composing texts - deliver presentations Literacy Composing texts through speaking, writing and creating Level 6
plan, research, rehearse and deliver presentations on more complex issues and learning area topics, combining visual and multimodal elements creatively to present ideas and information and support opinions and engage and persuade an audience
Composing texts - deliver presentations | Level 6 | Learning Continuum | Literacy | General capabilities | F-10 curriculum
Applying social and ethical protocols and practices when using ICT elements - Apply personal securty protocols Information and Communication Technology (ICT) Capability Applying social and ethical protocols and practices when using ICT Level 4
identify the risks to identity, privacy and emotional safety for themselves when using ICT and apply generally accepted social protocols when sharing information in online environments, taking into account different social and cultural contexts
Applying social and ethical protocols and practices when using ICT elements - Apply personal securty protocols | Level 4 | Learning Continuum | Information and Communication Technology (ICT) Capability | General capabilities | F-10 curriculum
Key ideas Mathematics
In Mathematics, the key ideas are the proficiency strands of understanding, fluency, problem-solving and reasoning. The proficiency strands describe the actions in which students can engage when learning and using the content. While not all proficiency …
Key ideas | Mathematics | F-10 curriculum
Achievement Standard Mathematics Foundation Year
By the end of the Foundation year, students make connections between number names, numerals and quantities up to 10. They compare objects using mass, length and capacity. Students connect events and the days of the week. They explain the order and …
Achievement Standard | Achievement Standards | Foundation Year | Mathematics | F-10 curriculum
Critical and Creative Thinking - Level 2 (Years 1 and 2)
Typically by the end of Year 2, students: Identify and clarify information and ideas identify and explore information and ideas from source materials Organise and process information organise information based on similar or relevant ideas from several …
Critical and Creative Thinking - Level 2 (Years 1 and 2) | Digital media literacy | Dimensions | Curriculum connections | Resources
Critical and Creative Thinking - Level 2 (Years 1 and 2)
Typically by the end of Year 2, students: Identify and clarify information and ideas identify and explore information and ideas from source materials Organise and process information organise information based on similar or relevant ideas from several …
Critical and Creative Thinking - Level 2 (Years 1 and 2) | Informed and safe use of information and devices | Dimensions | Curriculum connections | Resources
Safety
Science learning experiences may involve the use of potentially hazardous substances and/or hazardous equipment. It is the responsibility of the school to ensure that duty of care is exercised in relation to the health and safety of all students and that …
Safety | Science | Senior secondary curriculum
Aims Civics and Citizenship
The Australian Curriculum: Civics and Citizenship aims to ensure students develop: a lifelong sense of belonging to and engagement with civic life as an active and informed citizen in the context of Australia as a secular democratic nation with a dynamic, …
Aims | Civics and Citizenship | Humanities and Social Sciences | F-10 curriculum
Foundation to Year 2 Italian
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 | Italian | Languages | F-10 curriculum
HASS 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 describe the diverse …
HASS Achievement Standard | Achievement Standards | Year 3 | HASS | Humanities and Social Sciences | F-10 curriculum
Years 9 and 10 Digital Technologies
Learning in Digital Technologies focuses on further developing understanding and skills in computational thinking such as precisely and accurately describing problems and the use of modular approaches to solutions. It also focuses on engaging students …
Years 9 and 10 | Digital Technologies | Technologies | F-10 curriculum
Health and Physical Education - Foundation to Year 2
Foundation Personal, social and community health Being healthy, safe and active Content descriptions with elaborations Identify personal strengths (ACPPS001) identifying things they are good at and describing how these have changed over time Name parts …
Health and Physical Education - Foundation to Year 2 | Food and wellbeing dimensions | Dimensions | Curriculum connections | Resources
Foundation Year Science
The Science content includes the three strands of science understanding, science inquiry skills and science as a human endeavour. The three strands of the curriculum are interrelated and their content is taught in an integrated way. The order and detail …
Foundation Year | Science | F-10 curriculum
Geography Achievement Standard HASS Year 2
By the end of Year 2, students identify the features that define places and recognise that places can be described at different scales. Students recognise that the world can be divided into major geographical divisions. They describe how people in different …
Geography Achievement Standard | Achievement Standards | Year 2 | HASS | Humanities and Social Sciences | F-10 curriculum
Achievement Standard History Year 7
By the end of Year 7, students suggest reasons for change and continuity over time. They describe the effects of change on societies, individuals and groups. They describe events and developments from the perspective of different people who lived at the …
Achievement Standard | Achievement Standards | Year 7 | History | Humanities and Social Sciences | F-10 curriculum
Achievement Standard History Year 8
By the end of Year 8, students recognise and explain patterns of change and continuity over time. They explain the causes and effects of events and developments. They identify the motives and actions of people at the time. Students explain the significance …
Achievement Standard | Achievement Standards | Year 8 | History | Humanities and Social Sciences | F-10 curriculum
Learning Area Achievement Standard Design and Technologies Foundation to Year 2
By the end of Year 2, students describe the purpose of familiar products, services and environments and how they meet a range of present needs. They list the features of technologies that influence design decisions and identify how digital systems are …
Learning Area Achievement Standard | Achievement Standards | Foundation to Year 2 | Design and Technologies | Technologies | F-10 curriculum