Structure Work Studies
The design, organisation and structure of the Work Studies Years 9–10 curriculum provides flexibility for schools to draw on the interests, capabilities and contexts of their students. It allows schools to accommodate school structures and processes, …
Structure | Work Studies | F-10 curriculum
Years 7 and 8 Turkish
The nature of the learners Students coming into this pathway are background learners of Turkish with varying degrees of proficiency in the language. All have family and community connections with the language and associated cultures, or with languages …
Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | Turkish | Languages | F-10 curriculum
Years 7 and 8 Chinese
The nature of the learners Students whose first language is Chinese learn about being Chinese in Australia and begin to develop their bilingual and bicultural identities as they learn to live and interact with the Australian community. …
Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | First Language Learner Pathway | Chinese | Languages | F-10 curriculum
Structure English
Strands, sub-strands and threads The Australian Curriculum: English Foundation to Year 10 is organised into three interrelated strands that support students' growing understanding and use of Standard Australian English (English). Each strand interacts …
Structure | English | F-10 curriculum
HASS Achievement Standard HASS Year 3
By the end of Year 3, students identify individuals, events and aspects of the past that have significance in the present. They identify and describe aspects of their community that have changed and remained the same over time. They describe the diverse …
HASS Achievement Standard | Achievement Standards | Year 3 | HASS | Humanities and Social Sciences | F-10 curriculum
HASS Achievement Standard HASS Year 4
By the end of Year 4, students recognise the significance of events in bringing about change and the importance of the environment. They explain how and why life changed in the past and identify aspects of the past that have remained the same. They describe …
HASS Achievement Standard | Achievement Standards | Year 4 | HASS | Humanities and Social Sciences | F-10 curriculum
Achievement Standard French Foundation to Year 2
By the end of Year 2, students interact with teachers and each other through action-related talk and play. They exchange greetings such as Bonjour! Comment ça va? Très bien, merci and respond to question cues with single words or set phrases …
Achievement Standard | Achievement Standards | Foundation to Year 2 | Years F–10 Sequence | French | Languages | F-10 curriculum
Achievement Standard Indonesian Foundation to Year 2
By the end of Year 2, students interact with teachers and peers through play- and action-related language. They use greetings such as Selamat pagi/siang and respond to instructions such as Berdirilah, Masuklah through actions. Students pronounce the vowel …
Achievement Standard | Achievement Standards | Foundation to Year 2 | Years F–10 Sequence | Indonesian | Languages | F-10 curriculum
Achievement Standard Italian Foundation to Year 2
By the end of Year 2, students use Italian to communicate with their teacher and peers through action-related talk and play. They demonstrate comprehension by responding both verbally and non-verbally. They imitate simple words and phrases. They respond …
Achievement Standard | Achievement Standards | Foundation to Year 2 | Years F–10 Sequence | Italian | Languages | F-10 curriculum
Achievement Standard Spanish Foundation to Year 2
By the end of Year 2, students interact with teachers and peers through action-related talk and play. They introduce themselves and exchange greetings such as Buenos días/tardes/noches, and farewells (for example, hasta pronto). They use simple …
Achievement Standard | Achievement Standards | Foundation to Year 2 | Years F–10 Sequence | Spanish | Languages | F-10 curriculum
Years 7 to 10 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 …
Years 7 to 10 | Years F–10 Sequence | Second Language Learner Pathway (L2) | Framework for Aboriginal Languages and Torres Strait Islander Languages | Languages | F-10 curriculum
ACMNA017
Recognise, describe and order Australian coins according to their value
Elaborations ScOT Terms
ACMNA017 | Content Descriptions | Year 1 | Mathematics | F-10 curriculum
ACMNA027
Recognise, model, represent and order numbers to at least 1000
Elaborations ScOT Terms
ACMNA027 | Content Descriptions | Year 2 | Mathematics | F-10 curriculum
ACMNA072
Recognise, represent and order numbers to at least tens of thousands
Elaborations ScOT Terms
ACMNA072 | Content Descriptions | Year 4 | Mathematics | F-10 curriculum
ACMSP092
Describe possible everyday events and order their chances of occurring
Elaborations ScOT Terms
ACMSP092 | Content Descriptions | Year 4 | Mathematics | F-10 curriculum
PDF documents HASS
Resources and support materials for the Australian Curriculum: Humanities and Social Sciences F-6/7 are available as PDF documents. F-6/7 HASS - Combined Sequence of Content F-6/7 HASS - Combined Sequence of Achievement F-6/7 History - Sequence of Achievement F-6/7 …
PDF documents | HASS | Humanities and Social Sciences | 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
Rationale/Aims Earth and Environmental Science
Rationale Earth and Environmental Science is a multifaceted field of inquiry that focuses on interactions between the solid Earth, its water, its air and its living organisms, and on dynamic, interdependent relationships that have developed between these …
Rationale/Aims | Earth and Environmental Science | Science | Senior secondary curriculum
Rationale/Aims Modern History
Rationale The Modern History curriculum enables students to study the forces that have shaped today’s world and provides them with a broader and deeper comprehension of the world in which they live. While the focus is on the 20th century, the curriculum …
Rationale/Aims | Modern History | Humanities and Social Sciences | Senior secondary curriculum
Structure of Specialist Mathematics Specialist Mathematics
Specialist Mathematics is structured over four units. The topics in Unit 1 broaden students’ mathematical experience and provide different scenarios for incorporating mathematical arguments and problem solving. The unit provides a blending of algebraic …
Structure of Specialist Mathematics | Specialist Mathematics | Mathematics | Senior secondary curriculum