Foundation to Year 2 Japanese
The nature of the learners Children enter the early years of schooling with established communication skills in one or more languages and varying degrees of early literacy capability. For young students, learning typically focuses on their immediate …
Foundation to Year 2 | Years F–10 Sequence | Japanese | Languages | F-10 curriculum
Foundation to Year 2 Modern Greek
The nature of the learners Children enter the early years of schooling with established communication skills in one or more languages and varying degrees of early literacy capability. For young students, learning typically focuses on their immediate …
Foundation to Year 2 | Years F–10 Sequence | Modern Greek | Languages | F-10 curriculum
Foundation to Year 2 Turkish
The nature of the learners Children in this pathway enter the early years of schooling with established oracy skills in Turkish, English and sometimes other languages or dialects. There will be variation in terms of proficiency in Turkish depending on …
Foundation to Year 2 | Years F–10 Sequence | Turkish | Languages | F-10 curriculum
Foundation to Year 2 Vietnamese
The nature of the learners Children enter the early years of schooling with varying degrees of early literacy capability in Vietnamese and/or English. For young students, learning typically focuses on their immediate world of family, home, school, friends …
Foundation to Year 2 | Years F–10 Sequence | Vietnamese | Languages | F-10 curriculum
Foundation to Year 2 Arabic
The nature of the learners Children enter the early years of schooling with varying degrees of early literacy capability in Arabic and/or English. For young students, learning typically focuses on their immediate world of family, home, school, friends …
Foundation to Year 2 | Years F–10 Sequence | Arabic | Languages | F-10 curriculum
Foundation to Year 2 Indonesian
The nature of the learners Children enter the early years of schooling with established oracy skills in one or more languages and varying degrees of early literacy capability. For young students, learning typically focuses on their immediate world of …
Foundation to Year 2 | Years F–10 Sequence | Indonesian | Languages | F-10 curriculum
Foundation to Year 2 Italian
The nature of the learners Children enter the early years of schooling with established communication skills in one or more languages and varying degrees of early literacy capability. For young students, learning typically focuses on their immediate …
Foundation to Year 2 | Years F–10 Sequence | Italian | Languages | F-10 curriculum
Foundation to Year 2 Korean
The nature of the learners Children enter the early years of schooling with established oracy skills in one or more languages and varying degrees of early literacy capability. For young students, learning typically focuses on their immediate world of …
Foundation to Year 2 | Years F–10 Sequence | Korean | Languages | F-10 curriculum
Foundation to Year 2 Spanish
The nature of the learners Children enter the early years of schooling with established communication skills in one or more languages and varying degrees of early literacy capability. For young students, learning typically focuses on their immediate …
Foundation to Year 2 | Years F–10 Sequence | Spanish | Languages | F-10 curriculum
Foundation to Year 2 Chinese
The nature of the learners Students will have some exposure to Chinese language and culture in the context of their family and community life. They are likely to have high oracy skills but low literacy skills in Chinese. In the school environment they …
Foundation to Year 2 | Years F–10 Sequence | Background Language Learner Pathway | Chinese | Languages | F-10 curriculum
Foundation to Year 2 Chinese
The nature of the learners Children enter the early years of schooling with established oracy skills in one or more languages and varying degrees of early literacy capability. For young students, learning typically focuses on their immediate world of …
Foundation to Year 2 | Years F–10 Sequence | Second Language Learner Pathway | Chinese | Languages | F-10 curriculum
Personal and Social Capability - Level 4 (Years 5 and 6)
Typically by the end of Year 6, students: Become confident, resilient and adaptable devise strategies and formulate plans to assist in the completion of challenging tasks and the maintenance of personal safety
Personal and Social Capability - Level 4 (Years 5 and 6) | Digital media literacy | Dimensions | Curriculum connections | Resources
Personal and Social Capability - Level 5 (Years 7 and 8)
Typically by the end of Year 8, students: Become confident, resilient and adaptable assess, adapt and modify personal and safety strategies and plans, and revisit tasks with renewed confidence
Personal and Social Capability - Level 5 (Years 7 and 8) | Digital media literacy | Dimensions | Curriculum connections | Resources
Personal and Social Capability - Level 6 (Years 9 an 10)
Typically by the end of Year 10, students: Communicate effectively formulate plans for effective communication (verbal, nonverbal, digital) to complete complex tasks
Personal and Social Capability - Level 6 (Years 9 an 10) | Informed and safe use of information and devices | Dimensions | Curriculum connections | Resources
Science - Satisfactory - Year 7
This portfolio of student work shows that the student can describe techniques to separate pure substances from mixtures (WS1, WS2, WS4, WS7). The student represents and predicts the effects of unbalanced forces, including Earth’s gravity, on motion (WS3). The …
Science - Satisfactory - Year 7 | Portfolios | Work samples | Resources
HASS - Satisfactory - Year 2
This portfolio of student work shows that the student can describe a person, site and/or event of significance in the local community (WS1) and explain why places are important to people (WS1). The student identifies how and why the lives of people have …
HASS - Satisfactory - Year 2 | Portfolios | Work samples | Resources
Enterprise project - Year 10 - AT
Students were part of a small group engaged in a Learning Through Internship program. They worked with a mentor to complete an action project which demonstrated entrepreneurial behaviours. Students were asked to brainstorm with the mentor to identify …
Enterprise project - Year 10 - AT | Samples | Work samples | Resources
ACHMH138
The changes that transformed Russia, including the New Economic Policy, the creation of the USSR, the Five Year plans and how they contributed to state control of the economy, forced rural collectivisation, state-created famine and the modernisation of …
ACHMH138 | Content Descriptions | Unit 3: Modern Nations in the 20th century | Modern History | Humanities and Social Sciences | Senior secondary curriculum
Science - Above satisfactory - Year 7
This portfolio of student work shows that the student can describe techniques to separate pure substances from mixtures (WS1, WS2, WS4). The student represents and predicts the effects of unbalanced forces, including Earth’s gravity, on motion (WS3). The …
Science - Above satisfactory - Year 7 | Portfolios | Work samples | Resources
HASS - Above satisfactory - Year 2
This portfolio of student work shows that the student can describe in detail a person, site and/or event of significance in the local community (WS1) and explain, using examples, why places are important to people (WS1). The student identifies how and …
HASS - Above satisfactory - Year 2 | Portfolios | Work samples | Resources