Example of knowledge and skills Dance
In this band students are introduced to the ways that ideas and intentions are communicated in and through dance. They develop knowledge, understanding and skills through dance practices focusing on: Body body awareness – awareness of body in space in …
Example of knowledge and skills | Dance | The Arts | F-10 curriculum
AdS6
Flexible strategies with combinations to 10 uses a range of non–count-by-one strategies when adding or subtracting two or more numbers (bridging to 10, near doubles) uses part-whole construction of number to partition a whole number into parts (partitions …
AdS6 | Additive strategies | Number sense and algebra | National Numeracy Learning Progression | National Literacy and Numeracy Learning Progressions | Resources
GrA2
writes sentence fragments or short, simple sentences using subject-verb and subject-verb-object structure (I play soccer) Group and word level uses regular plural nouns correctly (dog, dogs) represents processes using a small range of verbs (relating …
GrA2 | Grammar | Writing | National Literacy Learning Progression | National Literacy and Numeracy Learning Progressions | Resources
Elaboration (9) ACLFWC004
describing the direction and location of familiar places (near and far, above and below, beside and opposite)
Elaboration (9) | ACLFWC004 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | First Language Learner Pathway (L1) | Framework for Aboriginal Languages and Torres Strait Islander Languages | Languages | F-10 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
Outdoor learning
Outdoor learning | Portfolios | Curriculum connections | Resources
GrA3
Whole text level sequences sentences to reflect a logical flow of ideas uses common cohesive devices such as simple pronoun reference when the referent is close to the pronoun (I have a bird. It can talk.) uses basic text connectives repetitively …
GrA3 | Grammar | Writing | National Literacy Learning Progression | National Literacy and Numeracy Learning Progressions | Resources
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
Achievement Standard Vietnamese Years 9 and 10
By the end of Year 10, students use spoken and written Vietnamese to initiate, sustain and extend interactions with peers, teachers and others in a range of contexts and for a range of purposes, such as to explore peers’ perspectives on youth …
Achievement Standard | Achievement Standards | Years 9 and 10 | Years F–10 Sequence | Vietnamese | Languages | F-10 curriculum
Languages: Indonesian - Satisfactory - Years 9 and 10 (Year 7 entry)
This portfolio of student work shows that the student can interact with peers and adults using written and spoken Indonesian to communicate (WS3) about personal interests and relationships (WS1), practices and experiences (WS2, WS4, WS5), and about broader …
Languages: Indonesian - Satisfactory - Years 9 and 10 (Year 7 entry) | Portfolios | Work samples | Resources
Languages: Spanish - Satisfactory - Years 5 and 6
This portfolio of student work shows that the student uses written and spoken Spanish for classroom interactions, to carry out transactions and to share information about personal interests (WS5), relate experiences and express feelings (WS1, WS2). The …
Languages: Spanish - Satisfactory - Years 5 and 6 | Portfolios | Work samples | Resources
Languages: Indonesian - Satisfactory - Years 7 and 8 (Year 7 entry)
This portfolio of student work shows that the student can share factual information and opinions (WS6) about personal and immediate worlds, including personal details, family (WS1, WS3), pets, friends, pastimes, school and neighbourhood (WS1, WS4, WS9). …
Languages: Indonesian - Satisfactory - Years 7 and 8 (Year 7 entry) | Portfolios | Work samples | Resources
Languages: Italian - Satisfactory - Years 5 and 6
This portfolio of student work shows that the student interacts using spoken and written Italian to describe and give information (WS1) about themselves, family, friends, home and school routines, experiences, interests, preferences and choices. The student …
Languages: Italian - Satisfactory - Years 5 and 6 | Portfolios | Work samples | Resources
Elaboration (3) ACLASFC093
asking for help or permission, for example: PLEASE HELP-me? Can you help me, please? CAN++? Can I?
Elaboration (3) | ACLASFC093 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | First Language Learner Pathway | Auslan | Languages | F-10 curriculum
Elaboration (5) ACSHE228
investigating contemporary science issues related to living in a Pacific country located near plate boundaries, for example Japan, Indonesia, New Zealand
Elaboration (5) | ACSHE228 | Content Descriptions | Year 9 | Science | F-10 curriculum
Elaboration (4) ACPPS035
examining protective behaviours to stay safe in different situations, including near water or roads, in the park or when someone makes them feel uncomfortable or unsafe
Elaboration (4) | ACPPS035 | Content Descriptions | Years 3 and 4 | Health and Physical Education | F-10 curriculum
Elaboration (2) ACLASFC129
asking for help or permission, for example: PLEASE HELP-me? Can you help me, please? PRO1-plural CAN SHARE? Can we share these?
Elaboration (2) | ACLASFC129 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | Second Language Learner Pathway | Auslan | Languages | F-10 curriculum
Elaboration (5) ACLASFC219
apologising and thanking, for example: THANK-YOU HELP-me Thank you for helping me. SORRY PRO1 FORGOT I’m sorry; it was an accident.
Elaboration (5) | ACLASFC219 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | Second Language Learner Pathway | Auslan | Languages | F-10 curriculum
Elaboration ACHASSI036
sorting and recording written or pictorial information or survey results in tables under headings such as ‘then/now’, ‘past/present/future’, ‘places near/far’, ‘places visited’, ‘purpose’, ‘frequency’, ‘distance’
Elaboration | ACHASSI036 | Content Descriptions | Year 2 | HASS | Humanities and Social Sciences | F-10 curriculum
Elaboration (3) ACHASSI043
using terms in speech and writing to denote the passing of time (for example, ‘in the past’, ‘years ago’, ‘the olden days’, ‘in the future’) and to describe direction and location (for example, north, south, opposite, near, far)
Elaboration (3) | ACHASSI043 | Content Descriptions | Year 2 | HASS | Humanities and Social Sciences | F-10 curriculum