Search

CrT3

Crafting ideas expresses an idea drawing on familiar experiences and topics using attempted words and pictures experiments with familiar texts to achieve intentional purposes (birthday card or list) Text forms and features writes from left to …

SpG9

writes all words from the hundred high-frequency words correctly writes words with common prefixes and suffixes (unhappy, helpful) uses some common spelling generalisations when attempting to spell unfamiliar words (drop e from base word when adding …

CrT4

Crafting ideas talks about the purpose and audience of familiar imaginative and informative texts writes one or more ideas which are not necessarily related, using sentence fragments (labels a drawing) writes texts in different forms (lists, story) combines …

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

Elaboration (1) ACLINC037

responding to instructions and commands, for example, Masuklah, Bukalah laptop kamu, Jangan lari, Tulislah di bukumu, Bacalah lebih keras, Berdirilah di depan kelas, Dengarkanlah, Ulangilah

Elaboration (9) ACLITC039

providing options and choices, inviting, accepting or refusing, for example, Vuoi venire a …? D’accordo/No, non posso … un’altra volta. Vuoi il CD di … o di …? Che buona idea!

Elaboration ACLITC042

interacting in small groups in class routines, for example, Come si scrive? Di chi è questo/questa? È mio/mia. È di mio fratello

Digital Technologies - Years 9 and 10

Content descriptions with elaborations: Evaluate critically how student solutions and existing information systems and policies, take account of future risks and sustainability and provide opportunities for innovation and enterprise (ACTDIP042) examining …

Digital Technologies - Years 9 and 10 | Informed and safe use of information and devices | Dimensions | Curriculum connections | Resources

Elaboration (1) ACHASSK182

describing how water is an available resource when it is groundwater, soil moisture (green water), surface water in dams, rivers and lakes (blue water) and treated or recycled (grey water), and a potential resource when it exists as salt water, ice …

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

Languages: Italian - Satisfactory - Years 9 and 10 (Year 7 entry)

This portfolio of student work shows that the student uses a range of everyday language both orally and in writing (WS1, WS2, WS3, WS4, WS5, WS6) to exchange information about their personal, social and local world (WS4, WS6) and about broader issues …

Languages: Italian - Satisfactory - Years 9 and 10 (Year 7 entry) | Portfolios | Work samples | Resources

Elaboration (2) ACLINC020

contributing to preparing and displaying a set of class rules, for example, Jangan berlari di ruang kelas

Elaboration (1) ACLITC011

noticing, recalling and responding to teacher prompts, such as Cosa vedi? Cosa pensi di …?

Elaboration (2) ACLITC063

experimenting with language appropriate to particular text types, such as descriptive language in short magazine articles, or emotive language in diary and journal entries, for example, Il concerto è stato un gran successo. Caro diario, che bella giornata! …

Elaboration (2) ACMMG290

recognising that metric units are not the only units used throughout the world, for example measuring the area of floor space using tatami mats (Japan), using squares for room and house area (Australia)

Elaboration (1) ACHASSK193

identifying the composition of the Legislature (the Queen, represented by the Governor-General, and the Senate and the House of Representatives), Executive (the Queen, represented by the Governor-General, Prime Minister and ministers) and Judiciary (the …

Elaboration (1) ACHHS172

analysing the accounts of poets such as William Blake (‘dark Satanic mills’) and novelists such as Charles Dickens (Oliver Twist, Bleak House) as sources of information on living conditions in England during the Industrial Revolution

Elaboration (4) ACHCK048

identifying the composition of the Legislature (the Queen, represented by the Governor-General, and the Senate and the House of Representatives), Executive (the Queen, represented by the Governor-General, Prime Minister and ministers) and Judiciary (the …

Elaboration (1) ACTDEP006

communicating design ideas by modelling, and producing and labelling two-dimensional drawings using a range of technologies to show different views (top view and side view), for example a new environment such as a cubby house or animal shelter

Curriculum Types

Resource Subjects

Resource Year Levels

Level of Achievements

Curriculum Elements Types

General Capabilities

Cross Curriculum Priorities

Progression Elements