Curriculum Types

Curriculum Elements Types

General Capabilities

Cross Curriculum Priorities
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Elaboration (5) ACHEK054

investigating ways that businesses have responded to improving economic conditions (for example, increasing their research and development funding to create innovative products, adjusting marketing strategies to expand their market share, upskilling their …

literacy critical-creative

Elaboration (5) | ACHEK054 | Content Descriptions | Year 10 | Economics and Business | Humanities and Social Sciences | F-10 curriculum

Elaboration (5) ACELY1646

asking and answering questions to clarify understanding

literacy critical-creative

Elaboration (5) | ACELY1646 | Content Descriptions | Foundation Year | English | F-10 curriculum

Elaboration (5) ACELY1784

engaging in conversations with peers and adults in home language or dialect

personal-social intercultural-understanding literacy critical-creative

Elaboration (5) | ACELY1784 | Content Descriptions | Foundation Year | English | F-10 curriculum

Elaboration (5) ACELY1650

making links between events in a text and students’ own experiences

literacy personal-social critical-creative

Elaboration (5) | ACELY1650 | Content Descriptions | Foundation Year | English | F-10 curriculum

Elaboration (5) ACELY1656

formulating different types of questions to ask a speaker, such as open and closed questions and ‘when’, ‘why’ and ‘how’ questions

critical-creative literacy

Elaboration (5) | ACELY1656 | Content Descriptions | Year 1 | English | F-10 curriculum

Elaboration (5) ACELY1788

attempting correct pronunciation of new vocabulary

literacy

Elaboration (5) | ACELY1788 | Content Descriptions | Year 1 | English | F-10 curriculum

Elaboration (5) ACELY1660

making predictions from the cover, from illustrations and at points in the text before reading on

critical-creative literacy

Elaboration (5) | ACELY1660 | Content Descriptions | Year 1 | English | F-10 curriculum

Elaboration (5) ACELY1789

brainstorming topics, contributing ideas and acknowledging the ideas of others

personal-social critical-creative literacy

Elaboration (5) | ACELY1789 | Content Descriptions | Year 2 | English | F-10 curriculum

Elaboration (5) ACELY1792

experimenting with voice effects in formal presentations such as tone, volume and pace

critical-creative literacy

Elaboration (5) | ACELY1792 | Content Descriptions | Year 3 | English | F-10 curriculum

Elaboration (5) ACELY1680

making considered inferences taking into account topic knowledge or a character’s likely actions and feelings

critical-creative literacy

Elaboration (5) | ACELY1680 | Content Descriptions | Year 3 | English | F-10 curriculum

Elaboration (5) ACELY1692

creating mental images

Elaboration (5) | ACELY1692 | Content Descriptions | Year 4 | English | F-10 curriculum

Elaboration (5) ACELA1526

learning about words from other languages, for example ‘umbrella’ comes from the Italian word ombrello, and the word for ‘yabby’ is derived from the Aboriginal word ‘yabij’

literacy aboriginal-torres

Elaboration (5) | ACELA1526 | Content Descriptions | Year 6 | English | F-10 curriculum

Elaboration (5) ACELY1713

finding the main idea of a text

critical-creative literacy

Elaboration (5) | ACELY1713 | Content Descriptions | Year 6 | English | F-10 curriculum

Elaboration (5) ACELY1742

analysing and interpreting assumptions about groups that have shaped or influenced representations of people, places, events and things; identifying how listeners, viewers and readers are positioned by these representations, and supporting identified …

intercultural-understanding literacy critical-creative ethical-understanding

Elaboration (5) | ACELY1742 | Content Descriptions | Year 9 | English | F-10 curriculum

Elaboration (5) ACELA1564

creating texts that represent personal belief systems (such as credos, statements of ethical judgements, guidelines, letters to the editor and blog entries)

critical-creative literacy personal-social ethical-understanding

Elaboration (5) | ACELA1564 | Content Descriptions | Year 10 | English | F-10 curriculum

Elaboration (5) ACSSU020

exploring how traditional musical instruments used by Aboriginal and Torres Strait Islander Peoples produce their characteristic sounds (OI.5)

aboriginal-torres

Elaboration (5) | ACSSU020 | Content Descriptions | Year 1 | Science | F-10 curriculum

Elaboration (5) ACSSU044

recognising Aboriginal and Torres Strait Islander Peoples’ use of observable features to group living things (OI.2, OI.3, OI.5)

aboriginal-torres

Elaboration (5) | ACSSU044 | Content Descriptions | Year 3 | Science | F-10 curriculum

Elaboration (5) ACSSU073

recognising how Aboriginal and Torres Strait Islander Peoples perceive themselves as being an integral part of the environment (OI.2, OI.3)

aboriginal-torres

Elaboration (5) | ACSSU073 | Content Descriptions | Year 4 | Science | F-10 curriculum

Elaboration (5) ACSSU074

considering how Aboriginal and Torres Strait Islander Peoples’ knowledge of natural and processed materials informs the preparation of effective, vibrant and long-lasting paints (OI.5)

aboriginal-torres

Elaboration (5) | ACSSU074 | Content Descriptions | Year 4 | Science | F-10 curriculum

Elaboration (5) ACSSU075

considering how Aboriginal and Torres Strait Islander Peoples’ fire management practices over tens of thousands of years have changed the distribution of flora and fauna in most regions of Australia (OI.3, OI.6)

aboriginal-torres

Elaboration (5) | ACSSU075 | Content Descriptions | Year 4 | Science | F-10 curriculum

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