Career education: linking STEM learning with real-world problem solving
This illustration of practice highlights how Norwood Morialta High School designed a career education program that provided students with the opportunity to develop a range of general capabilities. Students engaged in collaborative learning experiences …
Career education: linking STEM learning with real-world problem solving | Illustrations of practice | General capabilities and career education | Resources
Hale School
The Hale School took an initiative to assist students to develop strategies to ingrain ways of thinking mathematically into their learning. They took on a focus of problem-based learning and realised, with the implementation of the Australian Curriculum: …
Hale School | Illustrations of practice | Mathematics proficiencies | Resources
St Joseph’s Catholic Primary School
The Mirima Dawang Woorlab-gerring Language and Culture Centre The Mirima Dawang Woorlab-gerring (MDWg) Language and Culture Centre Kununurra is situated 3,214 km from Perth in far northern Western Australia, at the eastern extremity of the Kimberley. …
St Joseph’s Catholic Primary School | Illustrations of practice | Framework for Aboriginal Languages and Torres Strait Islander Languages | Resources
Elaboration (1) ACMMG164
defining and identifying the relationships between alternate, corresponding and co-interior angles for a pair of parallel lines cut by a transversal
Elaboration (1) | ACMMG164 | Content Descriptions | Year 7 | Mathematics | F-10 curriculum
Elaboration (17) ACLINU115
referring to abstract ideas using affixation and nominalisation, for example, belajar/pelajar/pelajaran, kerja/mengerjakan/pekerjaan, sakit/penyakit/kesakitan
Elaboration (17) | ACLINU115 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | Indonesian | Languages | F-10 curriculum
Achievement Standard Indonesian Years 3 and 4
By the end of Year 4, students interact in classroom routines and structured interactions with teachers and peers. They reproduce the sounds of au (for example, mau) and g (for example, gemuk) and the final sound k (for example, tidak). Students follow …
Achievement Standard | Achievement Standards | Years 3 and 4 | Years F–10 Sequence | Indonesian | Languages | F-10 curriculum
Elaboration ACELA1494
investigating examples of quoted (direct) speech (‘He said, “I’ll go to the park today”’) and reported (indirect) speech (‘He told me he was going to the park today’) and comparing similarities and differences
Elaboration | ACELA1494 | Content Descriptions | Year 4 | English | F-10 curriculum
Achievement Standard Indonesian Years 7 and 8
By the end of Year 8, students use Indonesian to interact and exchange ideas, experiences and interests with teachers, peers and others. They pronounce familiar polysyllabic words such as mendengarkan, pekerjaan and mengerjakan, stressing the penultimate …
Achievement Standard | Achievement Standards | Years 7 and 8 | Years F–10 Sequence | Indonesian | Languages | F-10 curriculum
Elaboration ACLASFU160
exploring similarities and differences in Auslan dialects through building webcam relationships with other schools or through identifying and collecting signs that differ in the northern (Qld and NSW) and southern (Vic., SA, WA and Tas.) dialects, such …
Elaboration | ACLASFU160 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | Second Language Learner Pathway | Auslan | Languages | F-10 curriculum
Elaboration (1) ACELA1440
identifying familiar and recurring letters and the use of upper and lower case in written texts in the classroom and the community, for example 'Tom went to the park.'
Elaboration (1) | ACELA1440 | Content Descriptions | Foundation Year | English | F-10 curriculum
Elaboration (2) ACTDEK041
explaining the consequences of social, ethical and sustainability decisions for products, services and environments, for example a managed public environment such as a theme park
Elaboration (2) | ACTDEK041 | Content Descriptions | Years 9 and 10 | Design and Technologies | Technologies | F-10 curriculum
Health and Physical Education - Years 3 and 4
Being healthy, safe and active Content descriptions with elaborations: Describe and apply strategies that can be used in situations that make them feel uncomfortable or unsafe (ACPPS035) recognising physical responses that indicate they are feeling …
Health and Physical Education - Years 3 and 4 | Wellbeing | Dimensions | Curriculum connections | Resources
Health and Physical Education - Years 3 and 4
Being healthy, safe and active Content descriptions with elaborations: Describe and apply strategies that can be used in situations that make them feel uncomfortable or unsafe (ACPPS035) recognising physical responses that indicate they are feeling …
Health and Physical Education - Years 3 and 4 | Respectful relationships | Dimensions | Curriculum connections | Resources
Health and Physical Education - Years 3 and 4
Being healthy, safe and active Describe and apply strategies that can be used in situations that make them feel uncomfortable or unsafe (ACPPS035) recognising physical responses that indicate they are feeling uncomfortable or unsafe rehearsing assertive …
Health and Physical Education - Years 3 and 4 | Digital media literacy | Dimensions | Curriculum connections | Resources
Years 7 and 8 Chinese
The nature of the learners Students maintain their sense of belonging to both their home and their outside culture. They can alter their conduct to fit different contexts within the world of teenage experience. Chinese language learning and use Classroom …
Years 7 and 8 | Years F–10 Sequence | Background Language Learner Pathway | Chinese | Languages | F-10 curriculum
Years 9 and 10 Chinese
The nature of the learners Students integrate elements of both their Chinese and Australian cultures into their understanding of the ways people behave and use language. They explore the nature of their dual identities and bilingual capabilities. They …
Years 9 and 10 | Years F–10 Sequence | Background Language Learner Pathway | Chinese | Languages | F-10 curriculum
Years 7 and 8 Chinese
The nature of the learners Students understand the ways in which they use more than one language in their daily lives. They understand the differences between the Chinese and English oral and written language systems and begin to extend their knowledge …
Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | Background Language Learner Pathway | Chinese | Languages | F-10 curriculum
Years 9 and 10 Chinese
The nature of the learners Students extend their knowledge of language structures and text organisation through reading and viewing authentic material and discussing how to apply new learning to their own communication. They explore the nature of their …
Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | Background Language Learner Pathway | Chinese | Languages | F-10 curriculum
Rationale Framework for Aboriginal Languages and Torres Strait Islander Languages
Nganki - ka Kardu thipmam - wa! I Murrinh warda ngatha. The nganthin ngumpanngerren. I ku ngakumarl, da ngarra ngugumingki wurran. The da matha nganthin ngala i da bere matha wangu ngumamath ngumpan ngarra magulkul nganki. We are black people. …
Rationale | Framework for Aboriginal Languages and Torres Strait Islander Languages | Languages | F-10 curriculum
Years 9 and 10 Chinese
The nature of the learners Students have prior experience of learning Chinese and bring a range of capabilities, strategies and knowledge that can be applied to new learning. They are expanding the range and nature of their learning experiences and of …
Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | Second Language Learner Pathway | Chinese | Languages | F-10 curriculum