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
Using spatial reasoning - Interpret maps and diagrams Numeracy Using spatial reasoning Level 1b
follow directions to demonstrate understanding of common position words and movements
Using spatial reasoning - Interpret maps and diagrams | Level 1b | Learning Continuum | Numeracy | General capabilities | F-10 curriculum
Using spatial reasoning - Visualising 2D Shapes and 3D objects Numeracy Using spatial reasoning Level 5
visualise, describe and apply their understanding of the features and properties of 2D shapes and 3D objects
Using spatial reasoning - Visualising 2D Shapes and 3D objects | Level 5 | Learning Continuum | Numeracy | General capabilities | F-10 curriculum
Reasoning in decision making and actions - Reflext on ethical action Ethical Understanding Reasoning in decision making and actions Level 2
give examples of how understanding situations can influence the way people act
Reasoning in decision making and actions - Reflext on ethical action | Level 2 | Learning Continuum | Ethical Understanding | General capabilities | F-10 curriculum
Years 7 and 8 Spanish
The nature of the learners Students are beginning their study of Spanish and typically have had little prior exposure to the language and associated cultures of the Spanish-speaking world. Many will have learnt an additional language in primary school, …
Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | Spanish | Languages | F-10 curriculum
Respect matters: Aboriginal and Torres Strait Islander Histories and Cultures
Respectful relationships education offers opportunities to include a focus on Aboriginal and Torres Strait Islander Histories and Cultures. For example: Understanding and respecting ourselves and one another In HPE students can learn about Aboriginal …
Respect matters: Aboriginal and Torres Strait Islander Histories and Cultures | Cross-curriculum priorities | Dimensions | Curriculum connections | Resources
What happens when cultures collide?
Margate Primary School is a government school located south of Hobart on the traditional lands of the Palawa People. The school has an enrolment of 490 students, of whom 7% are Aboriginal. This HASS illustration of practice shows how staff and Grades …
What happens when cultures collide? | Illustrations of practice | Aboriginal and Torres Strait Islander Histories and Cultures | Resources
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 …
Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | Latin | Framework for Classical Languages | Languages | F-10 curriculum
Years 7 and 8 Auslan
The nature of the learners The transition to secondary schooling involves social and academic demands that coincide with a period of maturational and physical change. Learners are adjusting to a new school culture with sharper divisions between curriculum …
Years 7 and 8 | Years F–10 Sequence | Second Language Learner Pathway | Auslan | Languages | F-10 curriculum
Years 9 and 10 Auslan
The nature of the learners This stage of learning coincides with social, physical and cognitive changes associated with adolescence. Increased cognitive maturity enables learners to work more deductively with language and culture systems, to apply more …
Years 9 and 10 | Years F–10 Sequence | Second Language Learner Pathway | Auslan | Languages | F-10 curriculum
Health and Physical Education - Years 3 and 4
Understanding emotions Investigate how emotional responses vary in depth and strength (ACPPS038)
Health and Physical Education - Years 3 and 4 | Knowledge and understanding | Dimensions | Curriculum connections | Resources
Health and Physical Education - Years 5 and 6
Understanding emotions Examine the influence of emotional responses on behaviour and relationships (ACPPS056)
Health and Physical Education - Years 5 and 6 | Knowledge and understanding | Dimensions | Curriculum connections | Resources
Unit 1: Introduction to Earth systems Earth and Environmental Science
The Earth system involves four interacting systems: the geosphere, atmosphere, hydrosphere and biosphere. A change in any one ‘sphere’ can impact others at a range of temporal and spatial scales. In this unit, students build on their existing knowledge …
Unit 1 | Earth and Environmental Science | Science | Senior secondary curriculum
Achievement Standard Korean Years 3 and 4
By the end of Year 4, students use Korean to interact in classroom routines, action-related talk and play with teachers and peers. They exchange personal information relating to aspects such as age or interests, using simple questions and short statements …
Achievement Standard | Achievement Standards | Years 3 and 4 | Years F–10 Sequence | Korean | Languages | F-10 curriculum
Elaboration (2) ACHASSI162
explaining different perspectives on an issue or challenge (for example, sustainability, intercultural behaviour) and proposing action after considering these perspectives and the possible outcomes for different groups
Elaboration (2) | ACHASSI162 | Content Descriptions | Year 7 | HASS | Humanities and Social Sciences | F-10 curriculum
Elaboration (4) ACLARC027
discussing elements of successful intercultural communication, for example, flexibility and awareness of differences in cultural and religious practices such as respect for elderly people and attitudes towards privacy or directness
Elaboration (4) | ACLARC027 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | Arabic | Languages | F-10 curriculum
Elaboration (1) ACLFRC064
discussing elements of successful intercultural communication when using French or other languages, for example, awareness of differences, flexibility, and respect for other perspectives and traditions
Elaboration (1) | ACLFRC064 | Content Descriptions | Years 7 and 8 | Years F–10 Sequence | French | Languages | F-10 curriculum
Elaboration ACLFRC065
mapping their own linguistic and cultural profiles, for example by creating a chart/timeline/web profile to highlight formative elements such as family languages, key relationships and intercultural experiences
Elaboration | ACLFRC065 | Content Descriptions | Years 7 and 8 | Years F–10 Sequence | French | Languages | F-10 curriculum
Elaboration (2) ACLFRC119
mapping their own linguistic and cultural profile, for example by creating a chart, timeline or web profile to highlight formative elements such as family languages, key relationships and intercultural experiences
Elaboration (2) | ACLFRC119 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | French | Languages | F-10 curriculum
Elaboration ACLGEC164
mapping their own linguistic and cultural profile, for example, by creating a chart, timeline or web profile to highlight formative elements such as family languages, key relationships and intercultural experiences
Elaboration | ACLGEC164 | Content Descriptions | Years 7 and 8 | Years F–10 Sequence | German | Languages | F-10 curriculum