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
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
Mathematics - Year 5
Fractions and decimals Recognise that the place value system can be extended beyond hundredths (ACMNA104) Compare, order and represent decimals (ACMNA105)
Mathematics - Year 5 | Knowledge and understanding | Dimensions | Curriculum connections | Resources
Mathematics - Year 5
Recognise that the place value system can be extended beyond hundredths (ACMNA104) Compare, order and represent decimals (ACMNA105)
Mathematics - Year 5 | Responsibility and enterprise | Dimensions | Curriculum connections | Resources
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
Structure of Geography Geography
Units In Senior Secondary Geography, students develop their understanding about themes of immediate relevance to them and which have scope for application at a variety of scales, from the local to the global. There are four units: Unit 1: Natural and …
Structure of Geography | Geography | Humanities and Social Sciences | Senior secondary 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 German Years 9 and 10
By the end of Year 10, students use written and spoken German to initiate and sustain interactions with teachers, peers and others in a range of settings and for a range of purposes. They use language spontaneously in the classroom environment …
Achievement Standard | Achievement Standards | Years 9 and 10 | Years F–10 Sequence | German | Languages | F-10 curriculum
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
Context statement Japanese
The place of Japanese culture and language in Australia and in the world Japanese is the official language of Japan, Australia’s northern neighbour in the Asia region. It is also widely used by communities of speakers in Hawaii, Peru and …
Context statement | Japanese | Languages | F-10 curriculum
Context statement Korean
The place of the Korean culture and language in Australia and the world Korean is the language of one of Australia’s important neighbours in the Asian region and is spoken by around 80 million people in the Korean Peninsula and worldwide. …
Context statement | Korean | Languages | 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
Structure Design and Technologies
The Australian Curriculum: Design and Technologies (F–10) comprises two related strands: Design and Technologies knowledge and understanding – the use, development and impact of technologies and design ideas across a range of technologies contexts Design …
Structure | Design and Technologies | Technologies | F-10 curriculum