What is the Framework? Framework for Aboriginal Languages and Torres Strait Islander Languages
The Framework for Aboriginal Languages and Torres Strait Islander Languages (the Framework) is the first national curriculum document Foundation to Year 10 to provide a way forward for all schools in Australia to support the teaching and learning of the …
What is the Framework? | Framework for Aboriginal Languages and Torres Strait Islander Languages | Languages | F-10 curriculum
Representation of General capabilities Geography
The general capabilities encompass the knowledge, skills, behaviours and dispositions that, together with the Geography curriculum content and the cross-curriculum priorities, will help students to live and work successfully in the twenty-first century. The …
Representation of General capabilities | Geography | Humanities and Social Sciences | Senior secondary curriculum
Foundation to Year 2 Auslan
The nature of the learners Most hearing children, or deaf children from signing families, enter the early years of schooling with established communication in one or more languages. Cognitive and social development at this stage is exploratory and egocentric; …
Foundation to Year 2 | Years F–10 Sequence | First Language Learner Pathway | Auslan | Languages | F-10 curriculum
Foundation to Year 2 Framework for Aboriginal Languages and Torres Strait Islander Languages
The nature of the learner, the pathway and particular language Languages studied in the Second Language Learner Pathway (L2) are typically languages used in spoken form as the language of everyday communication by whole communities across all generations. The …
Foundation to Year 2 | Years F–10 Sequence | Second Language Learner Pathway (L2) | Framework for Aboriginal Languages and Torres Strait Islander Languages | Languages | F-10 curriculum
Rationale/Aims Chemistry
Rationale Chemistry is the study of materials and substances, and the transformations they undergo through interactions and the transfer of energy. Chemists can use an understanding of chemical structures and processes to adapt, control and manipulate …
Rationale/Aims | Chemistry | Science | Senior secondary curriculum
UnM7
Giving change uses complementary addition (the shopkeeper’s method of adding change to obtain the amount tendered) to determine the difference between two amounts, rounding as necessary
UnM7 | Understanding money | Number sense and algebra | National Numeracy Learning Progression | National Literacy and Numeracy Learning Progressions | Resources
Consumer and financial literacy
Consumer and financial literacy | Portfolios | Curriculum connections | Resources
Civics and Citizenship Achievement Standard HASS Year 6
By the end of Year 6, students explain the role and importance of people, institutions, and processes to Australia’s democracy and legal system. They describe the rights and responsibilities of Australian citizens and the obligations they may have as …
Civics and Citizenship Achievement Standard | Achievement Standards | Year 6 | HASS | Humanities and Social Sciences | F-10 curriculum
Achievement Standard Economics and Business Year 8
By the end of Year 8, students explain how markets operate and recognise why governments may influence the market’s operation. They explain the rights and responsibilities of consumers and businesses in terms of financial and economic decision-making. …
Achievement Standard | Achievement Standards | Year 8 | Economics and Business | Humanities and Social Sciences | F-10 curriculum
Context statement Chinese
The place of the Chinese language and culture in Australia and the world China's official language is Modern Standard Chinese, or Putonghua (the common or shared language) in Chinese. The language is also referred to as Hanyu, the spoken …
Context statement | Chinese | Languages | F-10 curriculum
Structure of Essential English Essential English
Units Unit 1 focuses on students comprehending and responding to the ideas and information presented in texts drawn from a range of contexts. Students are taught a variety of strategies to assist comprehension. They read, view and listen to texts to connect, …
Structure of Essential English | Essential English | English | Senior secondary curriculum
FlY3
reads aloud a decodable or simple text at a reasonable pace, grouping words into meaningful phrases (see Understanding texts) uses punctuation cues and some intonation and expression reads accurately at an efficient pace without overt sounding and …
FlY3 | Fluency | Reading and viewing | National Literacy Learning Progression | National Literacy and Numeracy Learning Progressions | Resources
PuN4
uses commas in lists of nouns (add the sugar, lemon, water and juice) uses apostrophes for regular single possessives (girl’s) capitalises key events, geographic names, titles (Easter, Sydney, Ms)
PuN4 | Punctuation | Writing | National Literacy Learning Progression | National Literacy and Numeracy Learning Progressions | Resources
PhA3
orally blends two or three phonemes together to make a one-syllable word (a-sh, s-u-n, b-i-n, sh-i-p) orally segments words of two or three phonemes into separate phonemes (c-a-t, s-u-n, k-i-ck) identifies the number of phonemes that make up a spoken …
PhA3 | Phonological awareness | Reading and viewing | National Literacy Learning Progression | National Literacy and Numeracy Learning Progressions | Resources
SpG5
represents all phonemes when attempting to spell one- and two-syllable words writes correctly a range of words from the hundred high-frequency words correctly (class) spells less familiar words using regular phonemic graphemic patterns (sum for some) writes …
SpG5 | Spelling | Writing | National Literacy Learning Progression | National Literacy and Numeracy Learning Progressions | Resources
Reasoning in decision making and actions - Reason and make ethical decisions Ethical Understanding Reasoning in decision making and actions Level 2
discuss how people make decisions about their actions and offer reasons why people’s decisions differ
Reasoning in decision making and actions - Reason and make ethical decisions | Level 2 | Learning Continuum | Ethical Understanding | General capabilities | F-10 curriculum
FlY5
reads aloud a range of moderately complex texts with fluency and phrasing, adjusting pace, volume, pitch and pronunciation to enhance meaning and expression varies pace according to purpose and audience reads aloud with expression that reflects the …
FlY5 | Fluency | Reading and viewing | National Literacy Learning Progression | National Literacy and Numeracy Learning Progressions | Resources
Years 7 and 8 Auslan
The nature of the learners Learners are beginning their study of Auslan and typically have had little prior exposure to the language or to the Deaf community. Many will have learnt an additional language in primary school, and some have proficiency in …
Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | Second Language Learner Pathway | Auslan | Languages | F-10 curriculum
Years 3 to 6 Framework for Aboriginal Languages and Torres Strait Islander Languages
The nature of the learner, the pathway and particular language Languages studied in the First Language Learner Pathway (L1) are typically used in spoken form as the language of everyday communication by whole communities across all generations. Typically, …
Years 3 to 6 | Years F–10 Sequence | First Language Learner Pathway (L1) | Framework for Aboriginal Languages and Torres Strait Islander Languages | Languages | F-10 curriculum
Foundation to Year 2 Framework for Aboriginal Languages and Torres Strait Islander Languages
The nature of the learner, the pathway and particular language The Language Revival Learner Pathway (LR) provides opportunities for students to study Aboriginal or Torres Strait Islander languages being revived by their owners or custodians and which …
Foundation to Year 2 | Years F–10 Sequence | Language Revival Learner Pathway (LR) | Framework for Aboriginal Languages and Torres Strait Islander Languages | Languages | F-10 curriculum