Problem-Solving
In F–2, students solve problems when they use mathematics to represent unfamiliar or meaningful situations. In Years 3–6, students solve problems when they use mathematics to represent unfamiliar or meaningful situations and plan their approaches. In Years 7–8, …
Problem-Solving | Portfolios | Mathematics proficiencies | Resources
Understanding
In F–2, students make connections between related concepts and progressively apply the familiar to develop new ideas. In Years 3–6, students make connections between related concepts and progressively apply the familiar to develop new ideas. They develop …
Understanding | Portfolios | Mathematics proficiencies | Resources
Reasoning
In F–2, students develop an increasingly sophisticated capacity for logical thought and actions. Students are reasoning mathematically when they explain their thinking. In Years 3–6, students develop an increasingly sophisticated capacity for logical …
Reasoning | Portfolios | Mathematics proficiencies | Resources
Fluency
In F–2, students become fluent as they develop skills in choosing appropriate procedures; and recalling factual knowledge and concepts readily. In Years 3–6, students become fluent as they develop skills in choosing appropriate procedures; carrying out …
Fluency | Portfolios | Mathematics proficiencies | Resources
What is the focus of the literacy progression?
Literacy development influences student success in many areas of learning at school. The progression can be used to support students to successfully engage with the literacy demands of the Foundation to Year 10 Australian Curriculum. The National Literacy …
What is the focus of the literacy progression? | National Literacy Learning Progression | National Literacy and Numeracy Learning Progressions | Resources
Outdoor learning
Outdoor learning | Portfolios | Curriculum connections | Resources
How is the literacy progression structured?
Elements and sub-elements The National Literacy Learning Progression has three elements that reflect aspects of literacy development necessary for successful learners of the F–10 Australian Curriculum and in everyday life. The three elements, which align …
How is the literacy progression structured? | National Literacy Learning Progression | National Literacy and Numeracy Learning Progressions | Resources
How is the numeracy progression structured?
Elements and sub-elements The National Numeracy Learning Progression has three elements that reflect aspects of numeracy development necessary for successful learners of the F–10 Australian Curriculum and in everyday life. The three elements are: Number …
How is the numeracy progression structured? | National Numeracy Learning Progression | National Literacy and Numeracy Learning Progressions | Resources
How does the literacy progression cater to students for whom English is an additional language or dialect?
The Shape of the Australian Curriculum describes ACARA’s commitment to supporting equity of access to the Australian Curriculum for all students. As part of this commitment, ACARA developed Student diversity advice and the English as an Additional Language …
How does the literacy progression cater to students for whom English is an additional language or dialect? | National Literacy Learning Progression | National Literacy and Numeracy Learning Progressions | Resources
Food and wellbeing
Food and wellbeing | Portfolios | Curriculum connections | Resources
How is the literacy progression related to the Australian Curriculum?
Literacy skills are explicit in the Australian Curriculum: English. However, literacy is strengthened, made specific and extended in other learning areas. Literacy enables students to access, understand, analyse and evaluate information, make meaning, …
How is the literacy progression related to the Australian Curriculum? | National Literacy Learning Progression | National Literacy and Numeracy Learning Progressions | Resources
How is the numeracy progression related to the Australian Curriculum?
Numeracy skills are explicit teaching in the Australian Curriculum: Mathematics. Students need opportunities to recognise that mathematics is constantly used outside the mathematics classroom and that numerate people apply general mathematical skills …
How is the numeracy progression related to the Australian Curriculum? | National Numeracy Learning Progression | National Literacy and Numeracy Learning Progressions | Resources
Respect matters
Respect matters | Portfolios | Curriculum connections | Resources
Languages: Indonesian - Satisfactory - Years 3 and 4
This portfolio of student work shows that the student can interact in classroom routines and structured interactions with teachers and peers (WS1). The student reproduces the sounds of au (for example, mau) and g (for example, gemuk) and the final sound k (for …
Languages: Indonesian - Satisfactory - Years 3 and 4 | Portfolios | Work samples | Resources
Multimedia
Multimedia | Portfolios | Curriculum connections | Resources
Languages: Italian - Satisfactory - Years 5 and 6
This portfolio of student work shows that the student interacts using spoken and written Italian to describe and give information (WS1) about themselves, family, friends, home and school routines, experiences, interests, preferences and choices. The student …
Languages: Italian - Satisfactory - Years 5 and 6 | Portfolios | Work samples | Resources
Languages: Korean - Satisfactory - Years 3 and 4
This portfolio of student work shows that the student uses Korean to interact in classroom routines, action-related talk and play with teachers and peers (WS3). The student exchanges personal information relating to aspects such as age or interests, using …
Languages: Korean - Satisfactory - Years 3 and 4 | Portfolios | Work samples | Resources
Mathematics - Year 3
Number and place value Recognise, model, represent and order numbers to at least 10 000 (ACMNA052) Apply place value to partition, rearrange and regroup numbers to at least 10 000 to assist calculations and solve problems (ACMNA053) Recognise and explain …
Mathematics - Year 3 | Knowledge and understanding | Dimensions | Curriculum connections | Resources
Mathematics - Year 4
Number and place value Recognise, represent and order numbers to at least tens of thousands (ACMNA072) Apply place value to partition, rearrange and regroup numbers to at least tens of thousands to assist calculations and solve problems (ACMNA073) Recall …
Mathematics - Year 4 | Knowledge and understanding | Dimensions | Curriculum connections | Resources
Mathematics - Year 3
Recognise, model, represent and order numbers to at least 10 000 (ACMNA052) Apply place value to partition, rearrange and regroup numbers to at least 10 000 to assist calculations and solve problems (ACMNA053) Recognise and explain the connection between …
Mathematics - Year 3 | Responsibility and enterprise | Dimensions | Curriculum connections | Resources