QuN4
Producing number names produces the number word just after a given number word in the range 1–10 (without dropping back to count from 1) produces the number word just before a given number word in the range 1–10 (without dropping back) Counting …
QuN4 | Quantifying numbers | Number sense and algebra | National Numeracy Learning Progression | National Literacy and Numeracy Learning Progressions | Resources
QuN6
Producing number names counts to at least 30 produces the number word just after a given number in the range 1–30 (without dropping back) produces the number word just before a given number word in the range 1–30 (without dropping back) counts forwards …
QuN6 | Quantifying numbers | Number sense and algebra | National Numeracy Learning Progression | National Literacy and Numeracy Learning Progressions | Resources
IRD5
Graphical representations of data uses graphical representations relevant to the purpose of the collection of the data uses features of graphical representations to make predictions recognises that continuous variables depicting growth or change …
IRD5 | Interpreting and representing data | Statistics and probability | National Numeracy Learning Progression | National Literacy and Numeracy Learning Progressions | Resources
Language table English as an Additional Language or Dialect
Key language skills for EAL/D The key language skills described below provide a focus for language instruction in any unit at students’ point of need and should be taught in context and if relevant. Students should be given the opportunity to develop …
Language table | English as an Additional Language or Dialect | English | Senior secondary curriculum
Structure of Essential English Essential English
Units Unit 1 focuses on students comprehending and responding to the ideas and information presented in texts drawn from a range of contexts. Students are taught a variety of strategies to assist comprehension. They read, view and listen to texts to connect, …
Structure of Essential English | Essential English | English | Senior secondary curriculum
UnT8
Comprehension reads and views some moderately complex texts (see Text complexity) identifies author’s perspective accurately retells a text including most relevant details evaluates the accuracy of texts on the same topic or texts that present differing …
UnT8 | Understanding texts | Reading and viewing | National Literacy Learning Progression | National Literacy and Numeracy Learning Progressions | Resources
CrT8
Generic indicators tense mostly correct throughout text (see Grammar) consistently writes compound sentences correctly and uses a greater range of complex sentences (see Grammar) uses a variety of sentence structures and sentence beginnings spells …
CrT8 | Creating texts | Writing | National Literacy Learning Progression | National Literacy and Numeracy Learning Progressions | Resources
CrT10
Generic indicators organises related information and ideas into paragraphs/sections uses a range of complex punctuation flexibly and correctly (see Punctuation) spells complex and most challenging words correctly (see Spelling) uses a range of …
CrT10 | Creating texts | Writing | National Literacy Learning Progression | National Literacy and Numeracy Learning Progressions | Resources
Outdoor learning
Outdoor learning | Portfolios | Curriculum connections | Resources
Structure HASS
The Australian Curriculum: Humanities and Social Sciences may be implemented as a combined F–6 program or as an F–7 program. The F–6/7 curriculum is organised into two interrelated strands: knowledge and understanding and inquiry and skills. Knowledge …
Structure | HASS | Humanities and Social Sciences | F-10 curriculum
Structure of Biology Biology
Units Biology is the study of the fascinating diversity of life as it has evolved and as it interacts and functions. Investigation of biological systems and their interactions, from cellular processes to ecosystem dynamics, has led to biological knowledge …
Structure of Biology | Biology | Science | Senior secondary curriculum
Structure of Chemistry Chemistry
Units In Chemistry, students develop their understanding of chemical systems, and how models of matter and energy transfers and transformations can be used to describe, explain and predict chemical structures, properties and reactions. There are four …
Structure of Chemistry | Chemistry | Science | Senior secondary curriculum
Structure of Earth and Environmental Science Earth and Environmental Science
Units In Earth and Environmental Science, students develop their understanding of the ways in which interactions between Earth systems influence Earth processes, environments and resources. There are four units: Unit 1: Introduction to Earth systems Unit …
Structure of Earth and Environmental Science | Earth and Environmental Science | Science | Senior secondary curriculum
Structure of Physics Physics
Units In Physics, students develop their understanding of the core concepts, models and theories that describe, explain and predict physical phenomena. There are four units: Unit 1: Thermal, nuclear and electrical physics Unit 2: Linear motion and waves Unit …
Structure of Physics | Physics | Science | Senior secondary curriculum
Developing teaching and learning Auslan
Sequences of learning The Australian Curriculum: Languages – Auslan has two learning sequences: one from Foundation to Year 10, and another from Year 7 to Year 10 (Year 7 Entry). The curriculum is written in a series of bands, as follows: Foundation …
Developing teaching and learning | Auslan | Languages | F-10 curriculum
Achievement Standard Japanese Years 9 and 10
By the end of Year 10, students use written and spoken Japanese to interact with peers, the teacher and other Japanese speakers to exchange information and opinions about personal interests and experiences. With support they share information …
Achievement Standard | Achievement Standards | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | Japanese | Languages | F-10 curriculum
Elaboration ACLINC087
participating in scenarios such as being lost and asking for and giving directions (for example, Dari sini jalan ke timur sampai perempatan) or assistance, for example, Permisi Pak, boleh saya bertanya di mana…
Elaboration | ACLINC087 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | Indonesian | Languages | F-10 curriculum
Structure Framework for Aboriginal Languages and Torres Strait Islander Languages
Pathways To cater for differences between the ecologies of languages and the communities who are owners and custodians of those languages, and to cater for students who come from a variety of learner backgrounds, the Framework has three pathways: First …
Structure | Framework for Aboriginal Languages and Torres Strait Islander Languages | Languages | F-10 curriculum
Languages: Indonesian - Satisfactory - Years 3 and 4
This portfolio of student work shows that the student can interact in classroom routines and structured interactions with teachers and peers (WS1). The student reproduces the sounds of au (for example, mau) and g (for example, gemuk) and the final sound k (for …
Languages: Indonesian - Satisfactory - Years 3 and 4 | Portfolios | Work samples | Resources
Languages: Japanese - Satisfactory - Years 9 and 10 (Year 7 entry)
This portfolio of student work shows that the student uses written and spoken Japanese to interact with peers, the teacher and other Japanese speakers to exchange information and opinions about personal interests and experiences (WS1, WS3). With support …
Languages: Japanese - Satisfactory - Years 9 and 10 (Year 7 entry) | Portfolios | Work samples | Resources