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Bridging Unit 1 English as an Additional Language or Dialect

Bridging Unit 1 is designed for students who are at the Emerging phase of the EAL/D Foundation to Year 10 learning progression and focuses on developing communication skills in a range of contexts across the language modes of SAE. There is a particular …

Bridging Unit 1 | English as an Additional Language or Dialect | English | Senior secondary curriculum

Bridging Unit 2 English as an Additional Language or Dialect

Bridging Unit 2 is aimed at students in the late Emerging phase of the EAL/D Foundation to Year 10 learning progression. It focuses on consolidating communication skills in a range of contexts across the language modes of SAE. Through explicit teaching, …

Bridging Unit 2 | English as an Additional Language or Dialect | English | Senior secondary curriculum

Consumer and financial literacy: English

The Australian Curriculum: English has an important role in developing consumer and financial literacy in young people. The English curriculum develops students’ understanding of how to read, view and interpret texts. Through the literacy strand of the …

Consumer and financial literacy: English | Subjects | Dimensions | Curriculum connections | Resources

Baynton West Primary School

Baynton West Primary School is an independent public school in Karratha, Western Australia. At the time of filming the school had close to 600 students in Foundation – Year 7, and 50 staff members. The school strives to provide a rigorous education for …

Baynton West Primary School | Illustrations of practice | Primary curriculum | Resources

Consumer and financial literacy: Science

The Australian Curriculum: Science has an important role in developing consumer and financial literacy in young people. Science supports the development of the dimensions of consumer and financial literacy as shown in the diagram below. Approximate …

Consumer and financial literacy: Science | Subjects | Dimensions | Curriculum connections | Resources

Elaboration (9) ACSHE100

discussing how modern approaches to fire ecology in Australia are being informed by Aboriginal and Torres Strait Islander Peoples’ traditional ecological knowledge and fire management practices (OI.2, OI.9)

Elaboration (9) ACSHE160

considering how the traditional ecological knowledge of Aboriginal and Torres Strait Islander Peoples is being reaffirmed by modern science and how this is generating new career opportunities in the field of restorative ecology (OI.2, OI.5, OI.9)

Elaboration (9) ACSHE194

considering how ecological sciences are recognising the efficacy of traditional ecological practices of Aboriginal and Torres Strait Islander Peoples and how restorative programs based on these practices are generating new career opportunities (OI.2, …

Elaboration (9) ACLARU115

understanding that adjectives follow nouns and their gender, for example, كتاب كبير؛ طاولة كبيرة

Elaboration (9) ACLARU132

understanding and using simple question words in interactions, for exampleمتى أتيت إلى البيت؟ من أعد لك الفطور؟؛ ماذا احضرت للغداء؟ كيف أتيت إلى المدرسة؟

Elaboration (9) ACLARU166

using expressions such as أكبر من؛ الأكبر to indicate preference and compare, for example,هذا الملعب أكبر من الملعب القديم؛ إن مدرستنا فيها أدوات حديثة أكثر من المدارس الأخرى؛ بيتنا هو الأجدّ في المنطقة؛ سيارة أبي أقدم سيارة رأيتها في حياتي

Elaboration (9) ACLARU183

developing metalanguage to discuss grammatical features and to explain how word order, tenses and moods, adjectives and adverbs can be used to enhance meaning and expand expression

Elaboration (9) ACLARU013

using singular personal pronouns, both masculine and feminine, with appropriate simple present tense verbs to describe aspects of home or school life, for example, تحبّ أمي العمل؛ هي نشيطة؛ يحب أبي الطبخ؛ هو ماهر

Elaboration (9) ACLARU030

using cohesive devices to sequence ideas, for example, في البداية؛ بعد ذلك؛ أخيراً

Elaboration (9) ACLFRF049

using exclamations to indicate agreement, disagreement, intention or understanding, for example, D’accord! Mais non! bien sûr; voilà!

Elaboration (9) ACLFRU085

understanding the function and use of relative pronouns such as qui, que, dont

Elaboration (9) ACLFRU103

understanding three ways of forming a question: a simple declarative sentence with rising intonation (tu as un animal chez toi?), inverting the verb form (as-tu un animal chez toi?), and using est-ce que before a declarative sentence (est-ce que tu as …

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