Learning Area Achievement Standard Digital Technologies Years 5 and 6
By the end of Year 6, students explain how social, ethical, technical and sustainability considerations influence the design of solutions to meet a range of present and future needs. They explain how the features of technologies influence design decisions …
Learning Area Achievement Standard | Achievement Standards | Years 5 and 6 | Digital Technologies | Technologies | F-10 curriculum
Learning Area Achievement Standard Digital Technologies Years 7 and 8
By the end of Year 8, students explain how social, ethical, technical and sustainability considerations influence the design of innovative and enterprising solutions to meet a range of present and future needs. They explain how the features of technologies …
Learning Area Achievement Standard | Achievement Standards | Years 7 and 8 | Digital Technologies | Technologies | F-10 curriculum
Achievement Standard Chinese Foundation to Year 2
By the end of Year 2, students use spoken Chinese to initiate interactions in a range of familiar contexts. They obtain and convey information and experiences relating to their personal world in simple exchanges. They use learned vocabulary, sounds, characters …
Achievement Standard | Achievement Standards | Foundation to Year 2 | Years F–10 Sequence | Background Language Learner Pathway | Chinese | Languages | F-10 curriculum
Achievement Standard Chinese Years 3 and 4
By the end of Year 4, students use spoken and written Chinese to initiate interactions and to participate in short exchanges, for example, 你晚饭吃什么？,我学汉语和英语,站起来， 大家听老师说. They organise and convey factual information and share experiences in formal and informal …
Achievement Standard | Achievement Standards | Years 3 and 4 | Years F–10 Sequence | Background Language Learner Pathway | Chinese | Languages | F-10 curriculum
Achievement Standard Chinese Years 9 and 10
By the end of Year 10, students sustain extended interactions with diverse individuals and groups, selecting spoken and written language for precision and for effect on participants. Students collate and evaluate a range of spoken, written and multimodal …
Achievement Standard | Achievement Standards | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | First Language Learner Pathway | Chinese | Languages | F-10 curriculum
Structure Health and Physical Education
Strands, sub-strands and threads The Australian Curriculum: Health and Physical Education is organised into two content strands: personal, social and community health and movement and physical activity. Each strand contains content descriptions which …
Structure | Health and Physical Education | F-10 curriculum
Structure History
The Australian Curriculum: History is organised into two interrelated strands: historical knowledge and understanding and historical inquiry and skills. Historical knowledge and understanding strand This strand includes personal, family, local, state …
Structure | History | Humanities and Social Sciences | F-10 curriculum
Structure of Essential Mathematics Essential Mathematics
Essential Mathematics has four units each of which contains a number of topics. It is intended that the topics be taught in a context relevant to students’ needs and interests. In Essential Mathematics, students use their knowledge and skills to investigate …
Structure of Essential Mathematics | Essential Mathematics | Mathematics | Senior secondary curriculum
How do the progressions cater to the diversity of learners?
Consistent with ACARA’s Student diversity advice on the Australian Curriculum website, the progressions support teachers to cater for the diversity of learners by: acknowledging students’ different rates of progress through the levels and across elements acknowledging that …
How do the progressions cater to the diversity of learners? | National Literacy and Numeracy Learning Progressions | Resources
Elaboration ACMSP227
investigating a range of data and its sources, for example the age of residents in Australia, Cambodia and Tonga; the number of subjects studied at school in a year by 14-year-old students in Australia, Japan and Timor-Leste
Elaboration | ACMSP227 | Content Descriptions | Year 9 | Mathematics | F-10 curriculum
Elaboration (1) ACHASSK029
exploring how cultures recognise significant events (for example, the Chinese describe a child as being one year old on the day he/she is born; some religious groups don’t celebrate birthdays)
Elaboration (1) | ACHASSK029 | Content Descriptions | Year 1 | HASS | Humanities and Social Sciences | F-10 curriculum
Elaboration (2) ACLINC072
investigating aspects of Indonesian culture to choose a particular course of action, for example, determining a suitable placement for an Indonesian exchange student, a suitable menu for a group of Indonesian visitors, or an appropriate time of year to …
Elaboration (2) | ACLINC072 | Content Descriptions | Years 9 and 10 | Years F–10 Sequence | Indonesian | Languages | F-10 curriculum
Elaboration (3) ACLITU108
noting differences between Italian and English use of capital letters, and using rules of capitalisation when creating own texts, for example, omission of capitals with weekdays, months of the year and nationalities
Elaboration (3) | ACLITU108 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | Italian | Languages | F-10 curriculum
Elaboration (3) ACLJAC135
creating simple activities or action songs that involve alternating or combining repeated words or phrases in Japanese and English, such as verbs, question words or months of the year, for example, せんせい says
Elaboration (3) | ACLJAC135 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | Japanese | Languages | F-10 curriculum
Elaboration (4) ACLKOC194
investigating aspects of Korean culture to determine a particular course of action, for example, providing a Korean exchange student with a suitable placement, or a group of Korean visitors with a suitable menu, or selecting an appropriate time of the …
Elaboration (4) | ACLKOC194 | Content Descriptions | Years 9 and 10 | Years F–10 Sequence | Korean | Languages | F-10 curriculum
Elaboration (1) ACLVIC180
creating print or digital stories that reflect Vietnamese practices, values and beliefs, such as Vietnamese New Year celebrations, eating etiquette, filial piety, or belief in the importance of education, presenting an issue or situation related to Vietnamese …
Elaboration (1) | ACLVIC180 | Content Descriptions | Years 9 and 10 | Years F–10 Sequence | Vietnamese | Languages | F-10 curriculum
Using the Framework to develop language-specific curricula or programs for Classical languages Framework for Classical Languages
It is intended that the Framework will be used by state and territory jurisdictions to develop language-specific curricula, or by schools and communities to develop teaching and learning programs for Classical languages other than Latin and Classical …
Using the Framework to develop language-specific curricula or programs for Classical languages | Framework for Classical Languages | Languages | F-10 curriculum
Science - Years 5 and 6
Year 5 Science Understanding Biological sciences Content descriptions with elaborations: Living things have structural features and adaptations that help them to survive in their environment (ACSSU043) exploring general adaptations for particular environments …
Science - Years 5 and 6 | Food and fibre dimensions | Dimensions | Curriculum connections | Resources
Science - Years 3 and 4
Year 3 Science understanding Biological sciences Content descriptions with elaborations Living things can be grouped on the basis of observable features and can be distinguished from non-living things (ACSSU044) sorting living and non-living things based …
Science - Years 3 and 4 | Food and wellbeing dimensions | Dimensions | Curriculum connections | Resources
Science - Years 5 and 6
Year 5 Science understanding Chemical science Content descriptions with elaborations Solids, liquids and gases have different observable properties and behave in different ways (ACSSU077) recognising that substances exist in different states depending …
Science - Years 5 and 6 | Food and wellbeing dimensions | Dimensions | Curriculum connections | Resources