Rumah saya - AT
Students were asked to write a description of their house and family.
Rumah saya - AT | Samples | Work samples | Resources
Oskar yang ramah - AT
Students were asked to write an email or letter to their much older self using the vocabulary and language structures in Indonesian that they had learnt during that term. This task was completed in class and conducted under test conditions as a summative …
Oskar yang ramah - AT | Samples | Work samples | Resources
The theory of evolution by natural selection - AT
Students were asked to respond to questions about the principles and development of the theory of evolution. Students had previously completed a unit of work in which early theories of evolution were discussed, as well as the theory of evolution by natural …
The theory of evolution by natural selection - AT | Samples | Work samples | Resources
The theory of evolution by natural selection - ABOVE
Students were asked to respond to questions about the principles and development of the theory of evolution. Students had previously completed a unit of work in which early theories of evolution were discussed, as well as the theory of evolution by natural …
The theory of evolution by natural selection - ABOVE | Samples | Work samples | Resources
Natural and man-made impact on ecosystems – ABOVE
In a teaching and learning unit on ecology, students learnt about energy and matter transfer in an ecosystem using food chains and food webs, different relationships between organisms in an ecosystem, sustainability, and natural and man-made impacts on …
Natural and man-made impact on ecosystems – ABOVE | Samples | Work samples | Resources
Outdoor learning: Sustainability
Through the priority of Sustainability, students develop the knowledge, skills, values and world views necessary to contribute to more sustainable patterns of living. Outdoor learning enables students to develop a deeper understanding of the relationship …
Outdoor learning: Sustainability | Cross-curriculum priorities | Dimensions | Curriculum connections | Resources
School Projects: An Overview
School projects fell into one of two categories: pre-existing, well-tried projects with a defined outcome original projects, designed to appeal to the interests of students or to respond to a particular school or local context. Pre-existing projects …
School Projects: An Overview | STEM Report | STEM | Resources
Conclusions
In general, this project highlighted the strong and natural links between the Australian Curriculum: Science, Mathematics and Technologies. ACARA’s STEM Connections project was well-received by participating schools, with the majority of students and …
Conclusions | STEM Report | STEM | Resources
References & Appendices
Australian Curriculum and Assessment Reporting Authority (ACARA) F–10 Curriculum. www.australiancurriculum.edu.au/mathematics/curriculum/f-10 (viewed November 2014) www.australiancurriculum.edu.au/science/curriculum/f-10 (viewed November 2014)www.australiancurriculum.edu.au/technologies/design-and-technologies/curriculum/f-10 (viewed …
References & Appendices | STEM Report | STEM | Resources
Outdoor learning: Ethical Understanding
Outdoor learning can focus on the importance of treating others with integrity, fairness and compassion, and valuing and respecting diversity and equality for all. Students can examine ethical principles and codes of practice appropriate to the natural …
Outdoor learning: Ethical Understanding | General capabilities | Dimensions | Curriculum connections | Resources
Outdoor learning: Intercultural Understanding
Outdoor learning can give students opportunities to recognise and respect different ways of thinking about outdoor issues. Students also learn about different individual, group and intergroup participation in learning outdoors. They learn to appreciate …
Outdoor learning: Intercultural Understanding | General capabilities | Dimensions | Curriculum connections | Resources
Outdoor learning: Years 7 and 8
Students at this stage Typically, students in Years 7 and 8 develop skills and knowledge to undertake more extended journeys in natural environments, and develop skills of interdependence within the group. They develop higher levels of skill and have …
Outdoor learning: Years 7 and 8 | Year levels | Dimensions | Curriculum connections | Resources
Outdoor learning: Years 1 and 2
Students at this stage Typically, as students develop their own identities and participate more broadly in everyday life, their movement and recreation options can expand. Gaining knowledge and skills to undertake outdoor activities in more natural settings, …
Outdoor learning: Years 1 and 2 | Year levels | Dimensions | Curriculum connections | Resources
Outdoor learning: Years 9 and 10
Students at this stage In these years, students typically develop a deeper understanding of, and reasons for, codes of conduct in outdoor recreation activities. They explore more adventurous activities as a way of exploring self and nature, and apply …
Outdoor learning: Years 9 and 10 | Year levels | Dimensions | Curriculum connections | Resources
Respect matters: Foundation
Typically, in their first year of school, students learn through interactions with others, experimentation, practice and play. This is an opportunity to build social, emotional and thinking skills. Children at this age can play with others to achieve …
Respect matters: Foundation | Year levels | Dimensions | Curriculum connections | Resources
Food and fibre: Years 9 and 10
In Years 9 and 10, students further develop their ability to explore social and environmental issues, widening from local to national, regional and global contexts. Students explore patterns and systems to move to the complex ideas of form and function, …
Food and fibre: Years 9 and 10 | Year levels | Dimensions | Curriculum connections | Resources
Food and wellbeing: Foundation to Year 2
Students bring to school a wide range of experiences, abilities, needs and interests. They have a natural curiosity about their world and begin to develop awareness and respect for each other. Foundation – Year 2 students explore and investigate technologies …
Food and wellbeing: Foundation to Year 2 | Year levels | Dimensions | Curriculum connections | Resources
Food and fibre: Foundation to Year 2
Students bring to school a wide range of experiences, abilities, needs and interests. They have a natural curiosity about their world and, in particular, nature. Students may learn about the diversity of people involved in food and fibre production, for …
Food and fibre: Foundation to Year 2 | Year levels | Dimensions | Curriculum connections | Resources
Outdoor learning: Foundation Year
Students at this stage Typically, students in Foundation Year are curious about nature. They often notice things outdoors that adults miss. There is an opportunity to encourage this curiosity and develop skills and knowledge to safely enjoy the outdoors. …
Outdoor learning: Foundation Year | Year levels | Dimensions | Curriculum connections | Resources
Outdoor learning: Years 3 and 4
Students at this stage Typically, as children develop confidence in outdoor places, they can explore a greater range of environments and spend longer without direct intervention from adults. They observe plants and animals in their natural habitat and …
Outdoor learning: Years 3 and 4 | Year levels | Dimensions | Curriculum connections | Resources