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
Structure of Literature Literature
Units Unit 1 develops students’ knowledge and understanding of different ways of reading and creating literary texts drawn from a widening range of historical, social, cultural and personal contexts. Students analyse the relationships between language, …
Structure of Literature | Literature | English | Senior secondary curriculum
Structure of Ancient History Ancient History
Units In Ancient History, students study the key institutions, structures and features of ancient societies and develop a broader and deeper comprehension of the origins, impact and legacy of ideas, beliefs and values of the ancient world. The Ancient …
Structure of Ancient History | Ancient History | Humanities and Social Sciences | Senior secondary curriculum
Structure of Modern History Modern History
Units In Modern History, students study the forces that have shaped the modern world and develop a broader and deeper comprehension of the world in which they live. The Modern History curriculum consists of four units. For each unit there are five to …
Structure of Modern History | Modern History | Humanities and Social Sciences | Senior secondary curriculum
Example of knowledge and skills Dance
In this band students are introduced to the ways that ideas and intentions are communicated in and through dance. They develop knowledge, understanding and skills through dance practices focusing on: Body body awareness – awareness of body in space in …
Example of knowledge and skills | Dance | The Arts | F-10 curriculum
Structure Framework for Aboriginal Languages and Torres Strait Islander Languages
Pathways To cater for differences between the ecologies of languages and the communities who are owners and custodians of those languages, and to cater for students who come from a variety of learner backgrounds, the Framework has three pathways: First …
Structure | Framework for Aboriginal Languages and Torres Strait Islander Languages | Languages | F-10 curriculum
Respect matters
Respect matters | Portfolios | Curriculum connections | Resources
Problem-Solving
In F–2, students solve problems when they use mathematics to represent unfamiliar or meaningful situations. In Years 3–6, students solve problems when they use mathematics to represent unfamiliar or meaningful situations and plan their approaches. In Years 7–8, …
Problem-Solving | Portfolios | Mathematics proficiencies | Resources
Understanding
In F–2, students make connections between related concepts and progressively apply the familiar to develop new ideas. In Years 3–6, students make connections between related concepts and progressively apply the familiar to develop new ideas. They develop …
Understanding | Portfolios | Mathematics proficiencies | Resources
Fluency
In F–2, students become fluent as they develop skills in choosing appropriate procedures; and recalling factual knowledge and concepts readily. In Years 3–6, students become fluent as they develop skills in choosing appropriate procedures; carrying out …
Fluency | Portfolios | Mathematics proficiencies | Resources
Reasoning
In F–2, students develop an increasingly sophisticated capacity for logical thought and actions. Students are reasoning mathematically when they explain their thinking. In Years 3–6, students develop an increasingly sophisticated capacity for logical …
Reasoning | Portfolios | Mathematics proficiencies | Resources
Online safety
Online safety | Portfolios | Curriculum connections | Resources
The Arts: Visual Arts - Above satisfactory - Years 5 and 6
This portfolio of student work shows that the student understands, explores and demonstrates the influences and practices of cubism to plan and make artworks (items 1, 2 and 3). The student explains their understanding of how ideas are represented and …
The Arts: Visual Arts - Above satisfactory - Years 5 and 6 | Portfolios | Work samples | Resources
The Arts: Visual Arts - Satisfactory - Years 5 and 6
This portfolio of student work shows that the student understands and uses the influences and practices of cubism to plan and make artworks (items 1, 2 and 3). The student explains their understanding of how ideas are represented and displayed in their …
The Arts: Visual Arts - Satisfactory - Years 5 and 6 | Portfolios | Work samples | Resources
The Arts: Visual Arts - Below satisfactory - Years 5 and 6
This portfolio of student work shows that the student has some understanding of the influences and practices of cubism to plan and make artworks (items 1, 2 and 3). The student explains their understanding of how ideas are represented in their artworks …
The Arts: Visual Arts - Below satisfactory - Years 5 and 6 | Portfolios | Work samples | Resources
Languages: Indonesian - Satisfactory - Years 9 and 10 (Year 7 entry)
This portfolio of student work shows that the student can interact with peers and adults using written and spoken Indonesian to communicate (WS3) about personal interests and relationships (WS1), practices and experiences (WS2, WS4, WS5), and about broader …
Languages: Indonesian - Satisfactory - Years 9 and 10 (Year 7 entry) | Portfolios | Work samples | Resources
Elaboration ACLASFU034
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’ (NSW, Qld and ACT) and ‘southern’ (Vic., SA, WA, NT and Tas.) …
Elaboration | ACLASFU034 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | First Language Learner Pathway | Auslan | Languages | F-10 curriculum
ACMNA074
Investigate number sequences involving multiples of 3, 4, 6, 7, 8, and 9
Elaborations ScOT Terms
ACMNA074 | Content Descriptions | Year 4 | Mathematics | F-10 curriculum
Elaboration (2) ACLINU084
analysing the language of social and political messages to explore attitudes, values and beliefs, for example, mohon jangan merokok, dua anak lebih baik, jangan pakai narkoba, persatuan dan kesatuan bangsa Indonesia, anak bangsa, sebangsa dan setanah …
Elaboration (2) | ACLINU084 | Content Descriptions | Years 9 and 10 | Years F–10 Sequence | Indonesian | Languages | F-10 curriculum
Elaboration (3) ACHASSI001
asking questions about the place they are in after being encouraged to observe it using different senses
Elaboration (3) | ACHASSI001 | Content Descriptions | Foundation Year | HASS | Humanities and Social Sciences | F-10 curriculum