Search

HwK1

produces simple handwriting movements experiments with pencils, writing implements or devices writes letters which resemble standard letter formations

The Australian Curriculum: History is organised into two interrelated strands: historical knowledge and understanding and historical inquiry and skills. Historical knowledge and understanding strand This strand includes personal, family, local, state …

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

Context statement Indonesian

The place of the Indonesian language and culture in Australia and in the world The languages of the Indonesian archipelago have been used in Australia since contact several centuries ago between the peoples of the islands now known as Indonesia …

Context statement | Indonesian | Languages | F-10 curriculum

Outdoor learning

Outdoor learning | Portfolios | Curriculum connections | Resources

NPA3

Identifying repeating patterns identifies the pattern unit within a simple repeating pattern (continues a simple pattern) identifies standard patterns up to 10 (patterns in ten frames, finger patterns, playing cards) finds the missing element in …

UnC1

Describing chance describes everyday occurrences that involve chance recognises that some events might or might not happen makes predictions on the likelihood of simple, everyday occurrences

SpK1

speaks in short phrases or simple sentences about familiar objects, people or events expresses feelings and needs (I’m thirsty) makes simple requests indicates a preference when offered a choice (selects a fruit from a bowl) use simple, appropriate …

Years 7 and 8 Framework for Classical Languages

The nature of the learners Students are beginning their study of Latin and typically have little prior knowledge and understanding of the language and Roman history and culture. Most will have learnt a different language …

HASS Achievement Standard HASS Year 2

By the end of Year 2, students describe a person, site and/or event of significance in the local community and explain why places are important to people. They identify how and why the lives of people have changed over time while others have remained …

HASS Achievement Standard HASS Year 4

By the end of Year 4, students recognise the significance of events in bringing about change and the importance of the environment. They explain how and why life changed in the past and identify aspects of the past that have remained the same. They describe …

Geography Achievement Standard HASS Year 5

By the end of Year 5, students describe the location of selected countries in relative terms. They explain the characteristics of places in different locations at local to national scales. They identify and describe the interconnections between people …

Geography Achievement Standard HASS Year 7

By the end of Year 7, students describe geographical processes that influence the characteristics of places and how characteristics of places are perceived and valued differently. They explain interconnections between people and places and people and …

Achievement Standard Geography Year 7

By the end of Year 7, students describe geographical processes that influence the characteristics of places and how the characteristics of places are perceived and valued differently. They explain interconnections between people and places and environments …

Achievement Standard Economics and Business Year 9

By the end of Year 9, students explain the role of the Australian economy in allocating and distributing resources, and analyse the interdependence of participants in the global economy. They explain the importance of managing financial risks and rewards …

Achievement Standard Framework for Aboriginal Languages and Torres Strait Islander Languages Years 3 to 6

The achievement standards for the Framework for Aboriginal Languages and Torres Strait Islander Languages LR pathway are generalised in order to cater for the wide range of languages which may be learnt as an LR within the school context. The …

UnT5

Comprehension reads and views simple texts independently (see Text complexity) listens to texts to engage with learning area content (a text about family histories) views and discusses the content and features of texts with predictable structures …

InT1

shares simple ideas with peers responds to questions in class discussion listens without interrupting (See Listening) uses non-verbal responses (nods) uses home language or dialect to interact with familiar peers and adults

PuN5

uses quotation marks for simple dialogue (‘I can’t see it,’ he said.) uses apostrophes for plural possessives (planes' wings) follows conventions of use of capitals in headings

OwP5

Adding a percentage as multiplying increases and decreases quantities by a percentage (to determine discounts and mark-ups) uses percentages to calculate simple interest on loans and investments recognises that adding a percentage is equivalent to multiplication …

PoL2

Position to other uses positional terms with reference to themselves (left and right) interprets a simple diagram or picture to describe the position of an object (the house is between the river and the school) gives and follows directions from one …

Curriculum Types

Resource Subjects

Resource Year Levels

Level of Achievements

Curriculum Elements Types

General Capabilities

Cross Curriculum Priorities

Progression Elements