Critical and Creative Thinking - Level 2 (Years 1 and 2)
Typically, by the end of Year 2, students: Pose questions pose questions to identify and clarify issues, and compare information in their world Imagine possibilities and connect ideas build on what they know to create ideas and possibilities in ways …
Critical and Creative Thinking - Level 2 (Years 1 and 2) | Responsibility and enterprise | Dimensions | Curriculum connections | Resources
Critical and Creative Thinking - Level 2 (Years 1 and 2)
Typically by the end of Year 2, students: Identify and clarify information and ideas identify and explore information and ideas from source materials Organise and process information organise information based on similar or relevant ideas from several …
Critical and Creative Thinking - Level 2 (Years 1 and 2) | Informed and safe use of information and devices | Dimensions | Curriculum connections | Resources
Respect matters: Information and Communication Technology Capability
As students develop their information and communication technology capability, they learn to apply social and ethical protocols to manage their online relationships and identify strategies to protect rights, identity, privacy and emotional safety of themselves …
Respect matters: Information and Communication Technology Capability | General capabilities | Dimensions | Curriculum connections | Resources
Quantifying numbers description
Although number is an abstract concept which can be represented by a word, a symbol (numeral) or an image, it is central to quantitative thinking. This sub-element describes how a student becomes increasingly able to count, recognise, read and interpret …
Quantifying numbers | Number sense and algebra | National Numeracy Learning Progression | National Literacy and Numeracy Learning Progressions | Resources
Outdoor learning: Ethical Understanding
Outdoor learning can focus on the importance of treating others with integrity, fairness and compassion, and valuing and respecting diversity and equality for all. Students can examine ethical principles and codes of practice appropriate to the natural …
Outdoor learning: Ethical Understanding | General capabilities | Dimensions | Curriculum connections | Resources
Respect matters: Personal and Social Capability
In developing and acting with personal and social capability, students recognise feelings and know how and when to help others. Students learn to show respect for and understand others’ perspectives, emotional states and needs. They learn to participate …
Respect matters: Personal and Social Capability | General capabilities | Dimensions | Curriculum connections | Resources
Outdoor learning: Literacy
Outdoor learning can support the development of literacy by introducing specific terminology used in outdoor contexts. Students understand the language used to describe aspects of the outdoors, maps, products, resources, information and services. They …
Outdoor learning: Literacy | General capabilities | Dimensions | Curriculum connections | Resources
Outdoor learning: Numeracy
Outdoor learning can give students opportunities to recognise the mathematics that exists in outdoor learning experiences; to see the importance of numeracy, select relevant numeracy knowledge and skills, and apply these skills in outdoor contexts. Students …
Outdoor learning: Numeracy | General capabilities | Dimensions | Curriculum connections | Resources
Outdoor learning: Information and Communication Technology Capability
Outdoor learning can enhance ICT learning by helping students to effectively and safely access online information and services to manage their learning and experiences outdoors. Students can also develop their understanding of the role ICT plays in their …
Outdoor learning: Information and Communication Technology Capability | General capabilities | Dimensions | Curriculum connections | Resources
Outdoor learning: Critical and Creative Thinking
Outdoor learning can develop students’ ability to think logically, critically and creatively in response to a range of issues, ideas and challenges in relation to nature. Students can learn how to critically evaluate evidence related to the outdoors and …
Outdoor learning: Critical and Creative Thinking | General capabilities | Dimensions | Curriculum connections | Resources
Respect matters: Intercultural Understanding
Intercultural understanding involves learning about and engaging with diverse cultures in ways that recognise commonalities and differences, create connections with others and cultivate mutually respectful relationships. Students reflect on and to take …
Respect matters: Intercultural Understanding | General capabilities | Dimensions | Curriculum connections | Resources
Respect matters: Critical and Creative Thinking
Young people develop critical and creative thinking to respond to complex relationship challenges and pressures of the 21st century. Students develop this capability as they learn to generate and evaluate knowledge, clarify concepts and ideas, seek possibilities, …
Respect matters: Critical and Creative Thinking | General capabilities | Dimensions | Curriculum connections | Resources
Outdoor learning: Intercultural Understanding
Outdoor learning can give students opportunities to recognise and respect different ways of thinking about outdoor issues. Students also learn about different individual, group and intergroup participation in learning outdoors. They learn to appreciate …
Outdoor learning: Intercultural Understanding | General capabilities | Dimensions | Curriculum connections | Resources
Respect matters: Ethical Understanding
Ethical understanding involves students in building a strong personal and socially oriented ethical outlook that helps them to manage relationships, context, conflict and uncertainty, and to be aware of the influence that their values and behaviour have …
Respect matters: Ethical Understanding | General capabilities | Dimensions | Curriculum connections | Resources
Online safety: Personal and Social Capability
Students recognise the unique features of different types of online interactions and mediums, and how these impact on our own emotional responses and those of others. They consider the impact of past and present decisions on people, communities and environments, …
Online safety: Personal and Social Capability | General capabilities | Dimensions | Curriculum connections | Resources
Hale School
The Hale School took an initiative to assist students to develop strategies to ingrain ways of thinking mathematically into their learning. They took on a focus of problem-based learning and realised, with the implementation of the Australian Curriculum: …
Hale School | Illustrations of practice | Mathematics proficiencies | Resources
Elaboration (8) ACLASFC226
identifying and researching Deaf community identities associated with significant historical places, such as William Thomson establishing the first deaf school in WA
Elaboration (8) | ACLASFC226 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | Second Language Learner Pathway | Auslan | Languages | F-10 curriculum
Consumer and financial literacy: Information and Communication Technology Capability
The Information and Communication Technology (ICT) Capability supports students to acquire the knowledge, dispositions and skills to use ICT effectively, appropriately and safely in a range of real-world consumer and financial contexts. The ICT Capability …
Consumer and financial literacy: Information and Communication Technology Capability | General capabilities | Dimensions | Curriculum connections | Resources
Consumer and financial literacy: Critical and Creative thinking
The Critical and Creative Thinking capability is key to the development of consumer and financial literacy. Responding to the ever-changing consumer and financial landscape requires young people to be creative, innovative, enterprising and adaptable, …
Consumer and financial literacy: Critical and Creative thinking | General capabilities | Dimensions | Curriculum connections | Resources
Information and Communication Technology Capability - Level 2 (Years 1 and 2)
Typically, by the end of Year 2, students: Recognise intellectual property recognise ownership of digital products that others produce and that what they create or provide can be used or misused by others Apply digital information security practices follow …
Information and Communication Technology Capability - Level 2 (Years 1 and 2) | Responsibility and enterprise | Dimensions | Curriculum connections | Resources