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Elaboration (2) ACWSCL037

practising self-advocacy, understanding appropriate negotiation skills and applying these in a range of work scenarios

Elaboration (2) ACWSCL038

identifying essential attributes for individuals working in culturally diverse work contexts

Elaboration (2) ACWSCL039

investigating the effects of diverse working arrangements on how workers and employers take responsibility for environmental quality

Elaboration (2) ACWOP040

using digital tools to develop project plans including goals, methodology, communication, timelines, roles and responsibilities, and finances

Elaboration (2) ACWOP041

locating, gathering, evaluating and organising relevant information and resources to implement the project and delegating work tasks in accordance with project plans

Elaboration (2) ACWOP042

reporting on the school–industry cooperative project to an audience

Elaboration (2) ACWOP043

identifying the stakeholders involved and assessing how they are affected

Elaboration (2) ACWOP045

delivering the findings to relevant stakeholders in appropriate communication forums

Elaboration (2) ACWOP046

using digital tools for collaboratively developing project plans, including goals, methodology, communication, timelines, roles and responsibilities, finances and sustainable management

Elaboration (2) ACWOP047

evaluating and reporting project outcomes

Elaboration (2) ACWOP050

developing a portfolio of case studies, presenting the portfolio and evaluating contributions of individuals and communities to the world of work

Elaboration (2) ACWOP051

identifying ongoing challenges faced by Aboriginal and Torres Strait Islander People in work and the strategies designed to overcome them

Elaboration (2) ACWOP052

reflecting on own perceptions and misconceptions relating to education and career choices and how these may inhibit personal choices and options

Elaboration (2) ACWOP054

exploring the relevant legislation and the associated agencies that deal with gender imbalance such as equal opportunity and anti-discrimination

Example of knowledge and skills Media Arts

In this band students are introduced to the ways that ideas and intentions are communicated in and through Media Arts. They develop knowledge, understanding and skills through media arts practices focusing on: Representation and story principles Structure representing …

Example of knowledge and skills | Media Arts | The Arts | F-10 curriculum

Example of knowledge and skills Visual Arts

In this band students are introduced to the ways that ideas and intentions are communicated in and through visual arts. They develop knowledge, understanding and skills through visual arts practices focusing on: Representation Subject matter personal …

Example of knowledge and skills | Visual Arts | The Arts | F-10 curriculum

Using the Framework Framework for Aboriginal Languages and Torres Strait Islander Languages

The Framework is general in its structure and approach because it needs to be applicable to all Aboriginal languages and Torres Strait Islander languages in Australia, across the full range of language ecologies. As a consequence, curriculum content and …

Using the Framework | Framework for Aboriginal Languages and Torres Strait Islander Languages | Languages | F-10 curriculum

Example of knowledge and skills Dance

In this band students are introduced to the ways that ideas and intentions are communicated in and through dance. They develop knowledge, understanding and skills through dance practices focusing on: Body body awareness – awareness of body in space in …

Example of knowledge and skills | Dance | The Arts | F-10 curriculum

Example of knowledge and skills Music

In this band students are introduced to the ways that ideas and intentions are communicated in and through Music. They develop knowledge, understanding and skills through music practices focusing on: Elements of music Rhythm sound/silence, long/short, …

Example of knowledge and skills | Music | The Arts | F-10 curriculum

Achievement Standard Chinese Foundation to Year 2

By the end of Year 2, students use spoken and written Chinese to communicate with teachers and peers. They participate in structured and routine interactions, such as using 谢谢，再见，请, using learnt sounds, formulaic phrases, and verbal and non-verbal …

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Cross Curriculum Priorities