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

Structure HASS

The Australian Curriculum: Humanities and Social Sciences may be implemented as a combined F–6 program or as an F–7 program. The F–6/7 curriculum is organised into two interrelated strands: knowledge and understanding and inquiry and skills. Knowledge …

Structure | HASS | Humanities and Social Sciences | F-10 curriculum

Achievement Standard Korean Years 3 and 4

By the end of Year 4, students use Korean to interact in classroom routines, action-related talk and play with teachers and peers. They exchange personal information relating to aspects such as age or interests, using simple questions and short statements …

Achievement Standard | Achievement Standards | Years 3 and 4 | Years F–10 Sequence | Korean | Languages | F-10 curriculum

Achievement Standard Korean Years 9 and 10

By the end of Year 10, students use written and spoken Korean to interact with peers, teachers and other Korean speakers in face-to-face, local and virtual communications. They exchange information and opinions about personal and immediate interests and …

Achievement Standard | Achievement Standards | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | Korean | Languages | F-10 curriculum

Achievement Standard French Years 5 and 6

By the end of Year 6, students use written and spoken French for classroom interactions and transactions, and to exchange personal ideas, experiences and feelings. They ask and answer questions in complete sentences in familiar contexts (For example, …

Achievement Standard | Achievement Standards | Years 5 and 6 | Years F–10 Sequence | French | Languages | F-10 curriculum

Structure Digital Technologies

The Australian Curriculum: Digital Technologies (F–10) comprises two related strands: Digital Technologies knowledge and understanding – the information system components of data, and digital systems (hardware, software and networks) Digital Technologies …

Structure | Digital Technologies | Technologies | F-10 curriculum

Achievement Standard Japanese Foundation to Year 2

By the end of Year 2, students interact with the teacher and peers through play- and action-related language. They use formulaic expressions and appropriate gestures in everyday interactions such as exchanging greetings and farewells, for example, …

Achievement Standard | Achievement Standards | Foundation to Year 2 | Years F–10 Sequence | Japanese | Languages | F-10 curriculum

Elaboration (4) ACLFWC154

preparing and displaying a set of agreed classroom procedures

Elaboration (4) | ACLFWC154 | Content Descriptions | Years 3 to 6 | Years F–10 Sequence | Language Revival Learner Pathway (LR) | Framework for Aboriginal Languages and Torres Strait Islander Languages | Languages | F-10 curriculum

Elaboration (5) ACLFWC090

contributing to the creation and display of a set of class rules

Elaboration (5) | ACLFWC090 | Content Descriptions | Years 3 to 6 | Years F–10 Sequence | Second Language Learner Pathway (L2) | Framework for Aboriginal Languages and Torres Strait Islander Languages | Languages | F-10 curriculum

Achievement Standard Japanese Years 9 and 10

By the end of Year 10, students use written and spoken Japanese to interact with peers, the teacher and other Japanese speakers to exchange information and opinions about personal interests and experiences. With support they share information …

Achievement Standard | Achievement Standards | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | Japanese | Languages | F-10 curriculum

Achievement Standard Korean Years 7 and 8

By the end of Year 8, students use written and spoken Korean to interact with teachers, peers and others, and to exchange ideas, experiences and interests. They pronounce polysyllabic words that involve syllable-final consonants (받침) such as 먹고, …

Achievement Standard | Achievement Standards | Years 7 and 8 | Years F–10 Sequence | Korean | Languages | F-10 curriculum

Elaboration ACSIS205

evaluating the strength of a conclusion that can be inferred from a particular data set

Elaboration | ACSIS205 | Content Descriptions | Year 10 | Science | F-10 curriculum

Elaboration ACWSCL028

compiling and justifying a set of criteria to select team members to undertake a project

Elaboration | ACWSCL028 | Content Descriptions | Year 10 | Work Studies | F-10 curriculum

Elaboration (2) ACTDIP010

experimenting with different ways of describing a set of instructions, for example writing two versions of the same simple set of instructions for a programmable robotic device

Elaboration (2) | ACTDIP010 | Content Descriptions | Years 3 and 4 | Digital Technologies | Technologies | F-10 curriculum

Elaboration (1) ACELA1426

recognising that some texts can include both Standard Australian English and elements of other languages including Aboriginal and Torres Strait Islander languages

Elaboration (1) | ACELA1426 | Content Descriptions | Foundation Year | English | F-10 curriculum

Elaboration (1) ACELA1428

learning that we use a different tone and style of language with different people

Elaboration (1) | ACELA1428 | Content Descriptions | Foundation Year | English | F-10 curriculum

Elaboration (1) ACELA1429

recognising some of the ways emotions and feelings can be conveyed and influenced by visual representations, for example in advertising and animations

Elaboration (1) | ACELA1429 | Content Descriptions | Foundation Year | English | F-10 curriculum

Elaboration (1) ACELA1430

discussing the purpose of texts, for example ‘This text will tell a story’, ‘This text will give information’

Elaboration (1) | ACELA1430 | Content Descriptions | Foundation Year | English | F-10 curriculum

Elaboration (1) ACELA1432

commenting on punctuation encountered in the everyday texts, for example ‘That’s the letter that starts my name’, ‘The name of my family and my town has a capital letter’

Elaboration (1) | ACELA1432 | Content Descriptions | Foundation Year | English | F-10 curriculum

Elaboration (1) ACELA1433

learning that Standard Australian English in written texts is read from left to right and from top to bottom of the page and that direction of print may differ in other cultures, for example Japanese texts

Elaboration (1) | ACELA1433 | Content Descriptions | Foundation Year | English | F-10 curriculum