Economics and Business - Years 9 and 10
Year 9 Knowledge and understanding Content descriptions with elaborations: Australia as a trading nation and its place within the rising economies of Asia and broader global economy (ACHEK038) identifying participants in the Australian economy including …
Economics and Business - Years 9 and 10 | Food and fibre dimensions | Dimensions | Curriculum connections | Resources
F-6/7 Humanities and Social Sciences - Year 6
Researching Content descriptions with elaborations: Locate and collect relevant information and data from Primary sources and secondary sources (ACHASSI123) determining the most appropriate methods to find information (for example, personal observation, …
F-6/7 Humanities and Social Sciences - Year 6 | Digital media literacy | Dimensions | Curriculum connections | Resources
FlY2
reads decodable texts by phrasing two words at a time with some attention to expression
FlY2 | Fluency | Reading and viewing | National Literacy Learning Progression | National Literacy and Numeracy Learning Progressions | Resources
MeT4
Relating units of time explains the relationship between different units of time (months and years; seconds, minutes and hours) uses am and pm notation to distinguish between 12-hour time and 24-hour notation determines elapsed time using different …
MeT4 | Measuring time | Measurement and geometry | National Numeracy Learning Progression | National Literacy and Numeracy Learning Progressions | Resources
Example of knowledge and skills Visual Arts
In this band students are introduced to the ways that ideas and intentions are communicated in and through visual arts. They develop knowledge, understanding and skills through visual arts practices focusing on: Representation Subject matter personal …
Example of knowledge and skills | Visual Arts | The Arts | 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
MeT2
Telling time uses the appropriate time unit to describe the duration of events (uses minutes to describe time taken to clean teeth whereas uses hours to describe the duration of a long-distance car trip) reads time on analogue clocks to the hour, …
MeT2 | Measuring time | Measurement and geometry | National Numeracy Learning Progression | National Literacy and Numeracy Learning Progressions | Resources
Elaboration (15) ACLASFC001
asking and answering questions related to time, place, number, days of the week, months and seasons, for example: WHY SHOULD LOOK-left LOOK-right BEFORE ROAD CROSS Why do we need to look left and right before crossing the road? ONE WEEK DS:length HOW-MANY …
Elaboration (15) | ACLASFC001 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | First Language Learner Pathway | Auslan | Languages | F-10 curriculum
Elaboration (2) ACLASFU108
recognising how they as deaf people live in ways that may be different from how hearing people live and that these ways are primarily visual, for example by responding to prompts such as: Compare how deaf and hearing people get the attention of someone …
Elaboration (2) | ACLASFU108 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | First Language Learner Pathway | Auslan | Languages | F-10 curriculum
Elaboration (1) ACLCHC051
listening to and viewing celebrity interviews, news reports and documentaries to identify key information such as names of people and places, time and date, attitude and opinions, for example, 秦始皇，西安，北京， 星期三，…很可怕，我很喜欢她，她是一个很棒的演员
Elaboration (1) | ACLCHC051 | Content Descriptions | Years 7 and 8 | Years F–10 Sequence | Second Language Learner Pathway | Chinese | Languages | F-10 curriculum
Elaboration (4) ACLCHC097
initiating activities among peers, such as 汉语角 to promote Chinese learning in school, and arranging a time and location for this activity, for example, 我们可以星期二练习说汉语。我们可以在教室，或者在电脑室
Elaboration (4) | ACLCHC097 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | Second Language Learner Pathway | Chinese | Languages | F-10 curriculum
Elaboration (1) ACLCHC227
indicating agreement and disagreement in polite ways and expressing gratitude for time and services provided, for example, 太麻烦你了；这次多亏了你的帮助；这个不是太合适 吧， 我还想再看看，谢谢！
Elaboration (1) | ACLCHC227 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | First Language Learner Pathway | Chinese | Languages | F-10 curriculum
Elaboration (1) ACLFWC048
investigating how practices have changed over time, for example, those associated with trading, how things such as ochre, sea shells and pituri were traded traditionally; travelling outside one’s country to trade; transitions from nomadic life to community …
Elaboration (1) | ACLFWC048 | Content Descriptions | Years 7 to 10 | Years F–10 Sequence | First Language Learner Pathway (L1) | Framework for Aboriginal Languages and Torres Strait Islander Languages | Languages | F-10 curriculum
Elaboration (1) ACLFWU142
identifying people, places, things and events using: nouns, for example, family, kinship, plants/ animals, items in immediate natural and built environments pronouns, for example, personal, interrogative, kinship, demonstrative verbs for simple actions, …
Elaboration (1) | ACLFWU142 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | Language Revival Learner Pathway (LR) | Framework for Aboriginal Languages and Torres Strait Islander Languages | Languages | F-10 curriculum
Elaboration (3) ACLFWU186
expressing time, manner, attitude and place, according to the available language resources, such as: elaborations of past tense temporal expressions, for example, ‘beforehand’, ‘afterwards’, ‘too late’, ‘originally’ expressions of frequency, immediacy …
Elaboration (3) | ACLFWU186 | Content Descriptions | Years 7 to 10 | Years F–10 Sequence | Language Revival Learner Pathway (LR) | Framework for Aboriginal Languages and Torres Strait Islander Languages | Languages | F-10 curriculum
Elaboration ACLFWU079
identifying people, places, things and events using: nouns, for example, relating to family, kinship, items in the immediate natural and built environments pronouns, for example, personal, interrogative, kinship and demonstrative verbs for simple …
Elaboration | ACLFWU079 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | Second Language Learner Pathway (L2) | Framework for Aboriginal Languages and Torres Strait Islander Languages | Languages | F-10 curriculum
Design and Technologies - Years 3 and 4
Year 3 Knowledge and understanding Content descriptions with elaborations: Recognise the role of people in design and technologies occupations and explore factors, including sustainability that impact on the design of products, services and environments …
Design and Technologies - Years 3 and 4 | Food and fibre dimensions | Dimensions | Curriculum connections | Resources
Design and Technologies - Years 3 and 4
Year 4 Design and technologies knowledge and understanding Content descriptions with elaborations Recognise the role of people in design and technologies occupations and explore factors, including sustainability that impact on the design of products, …
Design and Technologies - Years 3 and 4 | Food and wellbeing dimensions | Dimensions | Curriculum connections | Resources
Science - Years 3 and 4
Year 3 Science Understanding Biological sciences Content description with elaborations: Living things can be grouped on the basis of observable features and can be distinguished from non-living things (ACSSU044) recognising characteristics of living …
Science - Years 3 and 4 | Food and fibre dimensions | Dimensions | Curriculum connections | Resources
Design and Technologies - Years 7 and 8
Year 7 and 8 Design and technologies knowledge and understanding Content descriptions with elaborations Investigate the ways in which products, services and environments evolve locally, regionally and globally and how competing factors including social, …
Design and Technologies - Years 7 and 8 | Food and wellbeing dimensions | Dimensions | Curriculum connections | Resources