Food and wellbeing
Food and wellbeing | Portfolios | Curriculum connections | 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
Consumer and financial literacy
Consumer and financial literacy | Portfolios | Curriculum connections | 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
Online safety
Online safety | Portfolios | Curriculum connections | Resources
Multimedia
Multimedia | Portfolios | Curriculum connections | Resources
The Arts: Drama - Satisfactory - Years 3 and 4
This portfolio of student work shows that the student can use voice and movement to express character (Item 1) and make decisions to demonstrate character (Item 1). They can demonstrate an understanding of performance narrative and reflect on choices …
The Arts: Drama - Satisfactory - Years 3 and 4 | Portfolios | Work samples | Resources
The Arts: Drama - Above satisfactory - Years 3 and 4
This portfolio of student work shows that the student can use voice and movement to express character emotional states (Item 1). The student is able to make decisions to demonstrate that a character has undergone change (Item 1). They can demonstrate …
The Arts: Drama - Above satisfactory - Years 3 and 4 | Portfolios | Work samples | Resources
The Arts: Visual Arts - Above satisfactory - Years 5 and 6
This portfolio of student work shows that the student understands, explores and demonstrates the influences and practices of cubism to plan and make artworks (items 1, 2 and 3). The student explains their understanding of how ideas are represented and …
The Arts: Visual Arts - Above satisfactory - Years 5 and 6 | Portfolios | Work samples | Resources
The Arts: Visual Arts - Satisfactory - Years 5 and 6
This portfolio of student work shows that the student understands and uses the influences and practices of cubism to plan and make artworks (items 1, 2 and 3). The student explains their understanding of how ideas are represented and displayed in their …
The Arts: Visual Arts - Satisfactory - Years 5 and 6 | Portfolios | Work samples | Resources
The Arts: Visual Arts - Below satisfactory - Years 5 and 6
This portfolio of student work shows that the student has some understanding of the influences and practices of cubism to plan and make artworks (items 1, 2 and 3). The student explains their understanding of how ideas are represented in their artworks …
The Arts: Visual Arts - Below satisfactory - Years 5 and 6 | Portfolios | Work samples | Resources
The Arts: Visual Arts - Above satisfactory - Years 3 and 4
This portfolio of student work shows that the student can identify and describe complex visual conventions of an artwork (item 1) and draw and plan their own artworks (items 2 and 3). They use visual conventions, processes and techniques to create several …
The Arts: Visual Arts - Above satisfactory - Years 3 and 4 | Portfolios | Work samples | Resources
The Arts: Visual Arts - Satisfactory - Years 3 and 4
This portfolio of student work shows that the student can identify and describe visual conventions of an artwork (item 1) and draw and plan their own artworks (items 2 and 3). They use visual conventions, processes and techniques to create several sculptures …
The Arts: Visual Arts - Satisfactory - Years 3 and 4 | Portfolios | Work samples | Resources
The Arts: Visual Arts - Below satisfactory - Years 3 and 4
This portfolio of student work shows that the student can identify some visual conventions of an artwork (item 1) and plan their own artworks (items 2 and 3). They use basic visual conventions, processes and techniques to create several sculptures (items …
The Arts: Visual Arts - Below satisfactory - Years 3 and 4 | Portfolios | Work samples | 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
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
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
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
Personal and Social Capability - Level 5 (Years 7 and 8)
Typically, by the end of Year 8, students: Develop self-discipline and set goals select, use and analyse strategies that assist in regulating behaviour and achieving personal and learning goals Communicate effectively analyse enablers of and barriers …
Personal and Social Capability - Level 5 (Years 7 and 8) | Competencies and skills | Dimensions | Curriculum connections | Resources
Personal and Social Capability - Level 6 (Years 9 and 10)
Typically, by the end of Year 10, students: Develop self-discipline and set goals critically analyse self- discipline strategies and personal goals and consider their application in social and work-related contexts Communicate effectively formulate plans …
Personal and Social Capability - Level 6 (Years 9 and 10) | Competencies and skills | Dimensions | Curriculum connections | Resources