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Years 7 and 8 Media Arts

In Media Arts, students: build on their understanding of structure, intent, character, settings, points of view and genre conventions and explore media conventions in their media artworks build on their understanding and use of time, space, sound, …

Years 7 and 8 | Media Arts | The Arts | F-10 curriculum

Years 5 and 6 Visual Arts

In Years 5 and 6, students draw on artworks from a range of cultures, times and locations. They explore the arts of Aboriginal and Torres Strait Islander Peoples and of the Asia region and learn that they are used for different purposes. While the arts …

Years 5 and 6 | Visual Arts | The Arts | F-10 curriculum

Years 7 and 8 Visual Arts

In Visual Arts, students: build on their awareness of how and why artists, craftspeople and designers realise their ideas through different visual representations, practices, processes and viewpoints extend their thinking, understanding and use of …

Years 7 and 8 | Visual Arts | The Arts | F-10 curriculum

Years 7 and 8 Design and Technologies

Learning in Design and Technologies builds on concepts, skills and processes developed in earlier years, and teachers will revisit, strengthen and extend these as needed. By the end of Year 8 students will have had the opportunity to create designed …

Years 7 and 8 | Design and Technologies | Technologies | F-10 curriculum

Food and fibre

Food and fibre | Portfolios | Curriculum connections | Resources

Foundation to Year 2 Chinese

The nature of the learners Students will have some exposure to Chinese language and culture in the context of their family and community life. They are likely to have high oracy skills but low literacy skills in Chinese. In the school environment they …

Rationale English

The study of English is central to the learning and development of all young Australians. It helps create confident communicators, imaginative thinkers and informed citizens. It is through the study of English that individuals learn to analyse, understand, …

Rationale | English | F-10 curriculum

Elaboration (2) ACHGS067

analysing maps of world internet traffic and proposing explanations about the pattern and distribution of connections

Elaboration ACLFRC099

creating bilingual resources such as glossaries, word banks or personal French–English dictionaries, including explanations of some idioms and expressions

Elaboration (3) ACLHIC063

performing a role play, skit or song for a school concert or assembly, using Hindi for the performance and English for supporting explanations and commentary

Elaboration (3) ACLHIC081

creating glossaries and annotations in English that provide explanations for cultural and contextual references in contemporary Hindi texts

Elaboration (1) ACLJAC153

performing a role-play or skit for an audience, using Japanese for the performance and English for supporting explanations

Elaboration (2) ACSIS060

using simple explanations and arguments, reports or graphical representations to communicate ideas to other students

Elaboration (1) ACSIS071

using simple explanations and arguments, reports or graphical representations to communicate ideas to other students

Elaboration (1) ACSIS110

using a variety of communication modes, such as reports, explanations, arguments, debates and procedural accounts, to communicate science ideas

Elaboration (3) ACSSU188

researching Aboriginal and Torres Strait Islander Peoples’ knowledge of celestial bodies and explanations of the origin of the universe (OI.3, OI.5)

Foundation to Year 2 Japanese

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 | Japanese | Languages | F-10 curriculum

Grammar knowledge - Express opinion and point of view Literacy Grammar knowledge Level 2

identify and use language that expresses feelings and opinions, and compares and evaluates people and things

Applying social and ethical protocols and practices when using ICT element - Identify the impacts of ICT in society Information and Communication Technology (ICT) Capability Applying social and ethical protocols and practices when using ICT Level 1

identify how they use ICT in multiple ways on multiple devices

Creating with ICT - Generate ideas, plans and processes Information and Communication Technology (ICT) Capability Creating with ICT Level 2

use ICT to prepare simple plans to find solutions or answers to questions

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