Curriculum Types

Resource Subjects

Resource Year Levels

Level of Achievements

Curriculum Elements Types

General Capabilities

Cross Curriculum Priorities

Progression Elements
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Foundation Year Mathematics

The proficiency strands understanding, fluency, problem-solving and reasoning are an integral part of mathematics content across the three content strands: number and algebra, measurement and geometry, and statistics and probability. The proficiencies …

Foundation Year | Mathematics | F-10 curriculum

Achievement Standard Mathematics Foundation Year

By the end of the Foundation year, students make connections between number names, numerals and quantities up to 10. They compare objects using mass, length and capacity. Students connect events and the days of the week. They explain the order and …

Achievement Standard | Achievement Standards | Foundation Year | Mathematics | F-10 curriculum

Elaboration (2) ACLASFC026

discussing the types of words/signs that seem to have direct matches/equivalents and those that equate to chunks of English in a single sign, for example GO-TO meaning to travel to/to attend/to go to in English

Elaboration (2) | ACLASFC026 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | First Language Learner Pathway | Auslan | Languages | F-10 curriculum

Elaboration (5) ACLASFC098

identifying examples of words and signs that seem to have direct matches/equivalents in Auslan and English and examples of those that do not, such as GO-TO in Auslan requiring more than one English word

Elaboration (5) | ACLASFC098 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | First Language Learner Pathway | Auslan | Languages | F-10 curriculum

Elaboration (8) ACLASFC098

paraphrasing and summarising short Auslan texts containing familiar content, providing simple translations in written English, and following the reverse process working from texts in written English into Auslan

Elaboration (8) | ACLASFC098 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | First Language Learner Pathway | Auslan | Languages | F-10 curriculum

Elaboration (3) ACLCHU046

noticing the use of English words or phrases in Chinese interactions (for example, 拜拜, or a few words of English in a Chinese pop song), and discussing the reason for the ‘code-switching’

Elaboration (3) | ACLCHU046 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | Second Language Learner Pathway | Chinese | Languages | F-10 curriculum

Elaboration (4) ACLCHU095

noticing the use of English phrases and sentences in Chinese interactions (for example, 拜拜, or a few lines of English in a Chinese pop song), and discussing the reason for the ‘code-switching’

Elaboration (4) | ACLCHU095 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | Second Language Learner Pathway | Chinese | Languages | F-10 curriculum

Achievement Standard Indonesian Years 9 and 10

By the end of Year 10, students interact with peers and adults using written and spoken Indonesian to communicate about personal interests and relationships, practices and experiences, and about broader issues such as health and the environment, including …

Achievement Standard | Achievement Standards | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | Indonesian | Languages | F-10 curriculum

Achievement Standard Italian Years 9 and 10

By the end of Year 10, students use written and spoken Italian to interact with others in a range of contexts and for a range of purposes. They discuss topics such as education, work, the environment and youth issues as well as concepts from a range of …

Achievement Standard | Achievement Standards | Years 9 and 10 | Years F–10 Sequence | Italian | Languages | F-10 curriculum

ACELA1429

Understand that language can be used to explore ways of expressing needs, likes and dislikes

literacy personal-social ethical-understanding writing listening speaking reading Elaborations ScOT Terms

ACELA1429 | Content Descriptions | Foundation Year | English | F-10 curriculum

ACELT1581

Discuss how authors create characters using language and images

critical-creative literacy listening speaking reading Elaborations ScOT Terms

ACELT1581 | Content Descriptions | Year 1 | English | F-10 curriculum

ACELA1462

Identify language that can be used for appreciating texts and the qualities of people and things

literacy personal-social writing listening speaking reading Elaborations ScOT Terms

ACELA1462 | Content Descriptions | Year 2 | English | F-10 curriculum

ACELA1477

Examine how evaluative language can be varied to be more or less forceful

literacy writing listening speaking reading Elaborations ScOT Terms

ACELA1477 | Content Descriptions | Year 3 | English | F-10 curriculum

ACELA1551

Understand that roles and relationships are developed and challenged through language and interpersonal skills

literacy personal-social writing listening speaking reading Elaborations ScOT Terms

ACELA1551 | Content Descriptions | Year 9 | English | F-10 curriculum

ACELA1553

Understand that authors innovate with text structures and language for specific purposes and effects

literacy writing listening speaking reading Elaborations ScOT Terms

ACELA1553 | Content Descriptions | Year 9 | English | F-10 curriculum

ACMMG007

Compare and order duration of events using everyday language of time

literacy numeracy Elaborations ScOT Terms

ACMMG007 | Content Descriptions | Foundation Year | Mathematics | F-10 curriculum

Achievement Standard Japanese Years 3 and 4

By the end of Year 4, students interact with the teacher and peers in regular classroom routines and structured interactions. They understand and respond to instructions related to classroom organisation and activities, for example, ペア　に　なって　ください。大きい　こえ　で　いって　ください。. …

Achievement Standard | Achievement Standards | Years 3 and 4 | Years F–10 Sequence | Japanese | Languages | F-10 curriculum

ACLASFU177

Identify and use language features of different types of Auslan texts and understand that texts are made cohesive through language choices[Key concepts: language features, cohesion, referent tracking; Key processes: identifying, analysing]

literacy Elaborations ScOT Terms

ACLASFU177 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | Second Language Learner Pathway | Auslan | Languages | F-10 curriculum

ACLFWU044

Understand ways the language and culture can be maintained and strengthened in changing contexts[Key concepts: language maintenance and development ; Key processes: discussing, exploring, considering, investigating, language building]

intercultural-understanding aboriginal-torres Elaborations ScOT Terms

ACLFWU044 | Content Descriptions | Years 3 to 6 | Years F–10 Sequence | First Language Learner Pathway (L1) | Framework for Aboriginal Languages and Torres Strait Islander Languages | Languages | F-10 curriculum

ACLFWU066

Investigate programs, initiatives and techniques that keep Aboriginal and Torres Strait Islander languages strong[Key concepts: language maintenance and development; Key processes: discussing, exploring, investigating, evaluating, language building, language …

critical-creative intercultural-understanding aboriginal-torres Elaborations ScOT Terms

ACLFWU066 | 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

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