Multimedia

Multimedia | Portfolios | Curriculum connections | Resources

Implementation of the Australian Curriculum

State and territory curriculum and school authorities are responsible for the implementation of the Australian Curriculum in their schools, in line with system and jurisdictional policies and requirements. They make decisions about the extent and timing …

Implementation of the Australian Curriculum | 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

Elaboration (1) ACMSP249

using parallel box plots to compare data about the age distribution of Aboriginal and Torres Strait Islander people with that of the Australian population as a whole

Elaboration (1) | ACMSP249 | Content Descriptions | Year 10 | Mathematics | F-10 curriculum

Elaboration ACLHIU034

understanding the influence on Hindi of different languages over different times, for example, the use of English words such as ‘post-box’, ‘railway station’, ‘bus’, ‘school’

Elaboration | ACLHIU034 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | Hindi | Languages | F-10 curriculum

Elaboration (3) ACLMGC159

stating personal preferences about characters, attitudes and events in texts for example, Pandora’s box, Aesop’s fable ‘The Fox and the Grapes’

Elaboration (3) | ACLMGC159 | Content Descriptions | Years 7 and 8 | Years F–10 Sequence | Modern Greek | Languages | F-10 curriculum

Consumer and financial literacy

Consumer and financial literacy | Portfolios | Curriculum connections | Resources

ACMGM031

construct and use parallel box plots (including the use of the ‘Q1 – 1.5 x IQR’ and ‘Q3 + 1.5 x IQR’ criteria for identifying possible outliers) to compare groups in terms of location (median), spread (IQR and range) and outliers and to interpret and …

ACMGM031 | Content Descriptions | Unit 2 | General Mathematics | Mathematics | Senior secondary curriculum

Elaboration (2) ACLJAU156

knowing that the hiragana spelling of a particular particle does not match its pronunciation, for example, ‘wa’ for は , ‘e’ for へ, ‘o/wo’ for を

Elaboration (2) | ACLJAU156 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | Japanese | 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

Structure Visual Arts

Learning in Visual Arts Learning in Visual Arts involves students making and responding to artworks, drawing on the world as a source of ideas. Students engage with the knowledge of visual arts, develop skills, techniques and processes, and use materials …

Structure | Visual Arts | The Arts | F-10 curriculum

Respect matters

Respect matters | Portfolios | Curriculum connections | Resources

Online safety

Online safety | Portfolios | Curriculum connections | Resources

PoL1

Position to self locates positions in the classroom relevant to self (hangs bag on own hook, puts materials in own tray) orients self to obtain a desired object follows simple instructions using positional language (stand up, sit down, put your lunch …

PoL1 | Positioning and locating | Measurement and geometry | National Numeracy Learning Progression | National Literacy and Numeracy Learning Progressions | Resources

Elaboration ACMSP248

finding the five-number summary (minimum and maximum values, median and upper and lower quartiles) and using its graphical representation, the box plot, as tools for both numerically and visually comparing the centre and spread of data sets

Elaboration | ACMSP248 | Content Descriptions | Year 10 | Mathematics | F-10 curriculum

Elaboration ACTDEK045

experimenting with food preservation methods such as freezing and dehydrating to determine changes to food structure and how these impact on designing healthy food solutions, for example dehydrating fruit for the lunch box

Elaboration | ACTDEK045 | Content Descriptions | Years 9 and 10 | Design and Technologies | Technologies | F-10 curriculum

Outdoor learning

Outdoor learning | Portfolios | Curriculum connections | Resources

Elaboration ACLASFC222

participating in Auslan games and activities using simple clauses in creative ways, for example, ‘Sign Circle’, or passing on a sign shape, for example a rectangle is signed as a door then by the next person as a jewellery box and the next person as a …

Elaboration | ACLASFC222 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | Second Language Learner Pathway | Auslan | Languages | F-10 curriculum

Elaboration (4) ACTDEP049

producing drawings, models and prototypes to explore design ideas, for example using technical drawing techniques, digital imaging programs, 3D printers or augmented reality modelling software; producing multiple prototypes that show an understanding …

Elaboration (4) | ACTDEP049 | Content Descriptions | Years 9 and 10 | Design and Technologies | Technologies | F-10 curriculum

Elaboration (2) ACLINC053

expressing preferences for plans (for example, ide bagus, saya setuju), comparing and contrasting alternatives (for example, Kalau kita ke restoran Jawa lebih murah, Saya pikir lebih baik kalau kita pergi pada hari Rabu karena…, Sebaiknya kita…) and agreeing …

Elaboration (2) | ACLINC053 | Content Descriptions | Years 7 and 8 | Years F–10 Sequence | Indonesian | Languages | F-10 curriculum