Personal and Social Capability - Level 3 (Years 3 and 4)
Typically, by the end of Year 4, students: Recognise emotions describe the influence that people, situations and events have on their emotions Recognise personal-qualities-and-achievements describe personal strengths and challenges and identify skills …
Personal and Social Capability - Level 3 (Years 3 and 4) | Knowledge and understanding | Dimensions | Curriculum connections | Resources
Personal and Social Capability - Level 4 (Years 5 and 6)
Typically, by the end of Year 6, students: Recognise emotions explain how the appropriateness of emotional responses influences behaviour Recognise personal-qualities-and-achievements describe the influence that personal qualities and strengths have on …
Personal and Social Capability - Level 4 (Years 5 and 6) | Knowledge and understanding | Dimensions | Curriculum connections | Resources
Information and Communication Technology Capability - Level 6 (Years 9 and 10)
Typically, by the end of Year 10, students: Select and evaluate data and information develop and use criteria systematically to evaluate the quality, suitability and credibility of located data or information and sources
Information and Communication Technology Capability - Level 6 (Years 9 and 10) | Competencies and skills | Dimensions | Curriculum connections | Resources
Personal and Social Capability - Level 3 (Years 3 and 4)
Typically, by the end of Year 4, students: Communicate effectively identify communication skills that enhance relationships for particular groups and purposes Negotiate and resolve conflict identify a range of conflict resolution strategies to negotiate …
Personal and Social Capability - Level 3 (Years 3 and 4) | Competencies and skills | Dimensions | Curriculum connections | Resources
Intercultural Understanding - Level 6 (Years 9 and 10)
Typically, by the end of Year 10, students: Challenge stereotypes and prejudices critique the use of stereotypes and prejudices in texts and issues concerning specific cultural groups at national, regional and global levels
Intercultural Understanding - Level 6 (Years 9 and 10) | Competencies and skills | Dimensions | Curriculum connections | Resources
Intercultural Understanding - Level 5 (Years 7 and 8)
Typically, by the end of Year 8, students: Consider and develop multiple perspectives assess diverse perspectives and the assumptions on which they are based Empathise with others imagine and describe the feelings and motivations of people in challenging …
Intercultural Understanding - Level 5 (Years 7 and 8) | Responsibility and enterprise | Dimensions | Curriculum connections | Resources
F-6/7 Humanities and Social Sciences - Years 1 and 2
F-6/7 HASS (Geography sub-strand) Year 2 The idea that places are parts of Earth’s surface that have been named by people, and how places can be defined at a variety of scales (ACHASSK048)
F-6/7 Humanities and Social Sciences - Years 1 and 2 | Skills and knowledge | Dimensions | Curriculum connections | Resources
Ethical Understanding - Level 4 (Years 5 and 6)
Typically by the end of Year 6, students: Consider consequences evaluate the consequences of actions in familiar and hypothetical scenarios Reflect on ethical action articulate a range of ethical responses to situations in various social contexts
Ethical Understanding - Level 4 (Years 5 and 6) | Wellbeing | Dimensions | Curriculum connections | Resources
Ethical Understanding - Level 5 (Years 7 and 8)
Typically by the end of Year 8, students: Consider consequences investigate scenarios that highlight ways that personal dispositions and actions can affect consequences Reflect on ethical action analyse perceptions of occurrences and possible ethical …
Ethical Understanding - Level 5 (Years 7 and 8) | Wellbeing | Dimensions | Curriculum connections | Resources
Ethical Understanding - Level 6 (Years 9 and 10)
Typically by the end of Year 10, students: Consider consequences analyse the objectivity or subjectivity behind decision making where there are many possible consequences Reflect on ethical action evaluate diverse perceptions and ethical bases of action …
Ethical Understanding - Level 6 (Years 9 and 10) | Wellbeing | Dimensions | Curriculum connections | Resources
Personal and Social Capability - Level 6 (Years 9 and 10)
Typically by the end of Year 10, students: Become confident, resilient and adaptable evaluate, rethink and refine approaches to tasks to take account of unexpected or difficult situations and safety considerations
Personal and Social Capability - Level 6 (Years 9 and 10) | Digital media literacy | Dimensions | Curriculum connections | Resources
Design and Technologies - Years 7 and 8
Knowledge and Understanding Investigate the ways in which products, services and environments evolve locally, regionally and globally and how competing factors including social, ethical and sustainability considerations are prioritised in the development …
Design and Technologies - Years 7 and 8 | Multimedia dimensions | Dimensions | Curriculum connections | Resources
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
Two-way science at Watiyawanu Kuula: collecting, identifying a classifying local plants and how they survive
Mt Liebig School is a Northern Territory government school located in a remote community 325 km west of Alice Springs on the traditional lands of the Pintupi-Luritja people. It has an enrolment of 60 students, of whom 100% are Aboriginal. The school is …
Two-way science at Watiyawanu Kuula: collecting, identifying a classifying local plants and how they survive | Illustrations of practice | Aboriginal and Torres Strait Islander Histories and Cultures | Resources
Elaboration (3) ACLARC154
expressing hopes and feelings, and describing personal plans for school holidays and the weekend, for example,في عطلة نهاية الأسبوع أحب أن أذهب إلى البحر لأن الطّقس سيكون حاراً؛ أتمنّى أن نسافر إلى كوينزلاند في العطلة المدرسية. أنا سعيد لأننا سوف نسافر …
Elaboration (3) | ACLARC154 | Content Descriptions | Years 7 and 8 | Years F–10 Sequence | Arabic | Languages | F-10 curriculum
Elaboration ACLARC155
expressing preferences for plans, comparing and contrasting alternatives, and negotiating solutions, for example,أفضل من ...؛ الأفضل...؛ الأحسن...أفضل ان نشتري هذه اللعبة لأنّها حديثة؛ لا أتفق معكم على الذهاب إلى السينما في المساء؛ ماذا لو نذهب في عطلة …
Elaboration | ACLARC155 | Content Descriptions | Years 7 and 8 | Years F–10 Sequence | Arabic | Languages | F-10 curriculum
Elaboration (3) ACLARC155
asking for others’ opinions on group weekend plans, and resolving disagreements by providing alternative suggestions, for example,يا سمير؛ هل قررت أن تأتي معنا إلى السينما يوم السبت؟ لا تقلق كل شيء سوف يكون على ما يرام؛ الغالبية منا تفضل الذهاب إلى البولينغ؛ …
Elaboration (3) | ACLARC155 | Content Descriptions | Years 7 and 8 | Years F–10 Sequence | Arabic | Languages | F-10 curriculum
Elaboration (2) ACLARC018
expressing wishes and feelings, and describing personal plans for school holidays or weekend, for example,في عطلة نهاية الأسبوع أحب أن أذهب إلى البحر؛ لأن الطقس سيكون حاراً؛ أتمنى أن نسافر في العطلة المدرسية. أنا سعيد لأننا سوف نسافر في العطلة؛ في عطلة …
Elaboration (2) | ACLARC018 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | Arabic | Languages | F-10 curriculum
Elaboration ACLARC019
expressing preferences for plans, comparing and contrasting alternatives usingأفضل من...؛ الأفضل...؛ الأحسن...أفضل ان نشتري هذه اللعبة لأنها حديثة؛ لا أتفق معكم على الذهاب إلى السينما في المساء؛ ماذا لو نذهب في عطلة نهاية الأسبوع؟ في المساء تكون السينما …
Elaboration | ACLARC019 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | Arabic | Languages | F-10 curriculum
Elaboration (3) ACLVIC018
comparing and discussing with others their future plans and aspirations, and their personality, including strengths and weaknesses, for example, Tôi muốn học đại học, còn bạn thì sao? Tôi muốn trở thành giáo viên. Bạn thấy tôi có thích hợp với nghề dạy …
Elaboration (3) | ACLVIC018 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | Vietnamese | Languages | F-10 curriculum