Remote learning: St John Vianney's Primary School
As schools adjust to the impact of COVID-19, it is important to remember that the school community can support everyone to address the physical, social and emotional aspects of remote learning. Primary Matters spoke with Mr Peter Rodda, Principal of St …
Remote learning: St John Vianney's Primary School | Publications | Resources and publications
How can the progressions be used?
The progressions do not describe what to teach; they provide a detailed map of how students become increasingly adept in particular aspects of literacy and numeracy development. Learning area content and achievement standards continue to be the focus …
How can the progressions be used? | National Literacy and Numeracy Learning Progressions | Resources
How can the benefits of the progressions be maximised?
Whole school In a school, the benefits of the progressions are maximised where there is a whole-school, systematic approach to literacy and numeracy development that ensures: opportunities for professional dialogue and collaboration to strengthen teacher …
How can the benefits of the progressions be maximised? | National Literacy and Numeracy Learning Progressions | Resources
How are the progressions different from the general capabilities and how can they be used?
The National Literacy and Numeracy Learning Progressions are different from the general capability literacy and numeracy continua in scope, structure and intended use. The general capabilities describe what can reasonably be expected of students at particular …
How are the progressions different from the general capabilities and how can they be used? | National Literacy and Numeracy Learning Progressions | Resources
Version 3 of National Literacy and Numeracy Learning Progressions
In December 2019, the then Education Council agreed that Version 3 of the National Literacy and Numeracy Learning Progressions (NLNLPs) would be used for the alpha phase of the Online Formative Assessment Initiative in 2020. Consistent with that decision, …
Version 3 of National Literacy and Numeracy Learning Progressions | National Literacy and Numeracy Learning Progressions | Resources
Rationale HASS
In a world that is increasingly culturally diverse and dynamically interconnected, it is important that students come to understand their world, past and present, and develop a capacity to respond to challenges, now and in the future, in innovative, informed, …
Rationale | HASS | Humanities and Social Sciences | F-10 curriculum
Rationale History
History is a disciplined process of inquiry into the past that develops students’ curiosity and imagination. Awareness of history is an essential characteristic of any society, and historical knowledge is fundamental to understanding ourselves and others. …
Rationale | History | Humanities and Social Sciences | F-10 curriculum
Structure Dance
Learning in Dance Learning in Dance involves students exploring elements, skills and processes through the integrated practices of choreography, performance and appreciation. The body is the instrument of expression and uses combinations of the elements …
Structure | Dance | The Arts | F-10 curriculum
Structure Drama
Learning in Drama Learning in Drama involves students making, performing, analysing and responding to drama, drawing on human experience as a source of ideas. Students engage with the knowledge of drama, develop skills, techniques and processes, and use …
Structure | Drama | The Arts | F-10 curriculum
Structure Music
Learning in Music Students learning Music listen, perform and compose. They learn about the elements of music comprising rhythm, pitch, dynamics and expression, form and structure, timbre and texture. Aural skills, or ear training, are the particular …
Structure | Music | The Arts | F-10 curriculum
Rationale Design and Technologies
This rationale complements and extends the rationale for the Technologies learning area. In an increasingly technological and complex world, it is important to develop knowledge and confidence to critically analyse and creatively respond to design challenges. …
Rationale | Design and Technologies | Technologies | F-10 curriculum
Rationale Digital Technologies
This rationale complements and extends the rationale for the Technologies learning area. In a world that is increasingly digitised and automated, it is critical to the wellbeing and sustainability of the economy, the environment and society, that the …
Rationale | Digital Technologies | Technologies | F-10 curriculum
Introduction Auslan
As a native user of Auslan, and as an advocate for the language and for the Deaf community, I am thrilled to see a national curriculum in Auslan come to fruition. For the first time, deaf children will have access to a formal first language learner pathway …
Introduction | Auslan | Languages | F-10 curriculum
Rationale Auslan
The formal study of Auslan contributes to the overall intellectual and social enrichment of both first language (L1) and second language (L2) learners by providing: opportunities for engagement with the Deaf community and insight into its rich cultural …
Rationale | Auslan | Languages | F-10 curriculum
Learning Auslan Auslan
Some linguistic features of Auslan are similar to properties found in spoken languages and others are not. For example, the 26 fingerspelled letters of the Auslan alphabet are based on the 26 letters of English. The occasional contact Auslan has with …
Learning Auslan | Auslan | Languages | F-10 curriculum
Learner diversity and learner pathways Auslan
Pathways There is diversity in the background of learners of Auslan. Learners may be deaf, hard of hearing or hearing, and may be learning Auslan as a first language or as a second language. To cater for distinct learner backgrounds, the Auslan curriculum …
Learner diversity and learner pathways | Auslan | Languages | F-10 curriculum
Rationale Framework for Aboriginal Languages and Torres Strait Islander Languages
Nganki - ka Kardu thipmam - wa! I Murrinh warda ngatha. The nganthin ngumpanngerren. I ku ngakumarl, da ngarra ngugumingki wurran. The da matha nganthin ngala i da bere matha wangu ngumamath ngumpan ngarra magulkul nganki. We are black people. …
Rationale | Framework for Aboriginal Languages and Torres Strait Islander Languages | Languages | 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
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
Structure of English English
Units In Unit 1 students explore how meaning is communicated through the relationships between language, text, purpose, context and audience. This includes how language and texts are shaped by their purpose, the audiences for whom they are intended and …
Structure of English | English | English | Senior secondary curriculum