School Projects: An Overview
School projects fell into one of two categories: pre-existing, well-tried projects with a defined outcome original projects, designed to appeal to the interests of students or to respond to a particular school or local context. Pre-existing projects …
School Projects: An Overview | STEM Report | STEM | Resources
References & Appendices
Australian Curriculum and Assessment Reporting Authority (ACARA) F–10 Curriculum. www.australiancurriculum.edu.au/mathematics/curriculum/f-10 (viewed November 2014) www.australiancurriculum.edu.au/science/curriculum/f-10 (viewed November 2014)www.australiancurriculum.edu.au/technologies/design-and-technologies/curriculum/f-10 (viewed …
References & Appendices | STEM Report | STEM | Resources
Unit 2: Earth processes – energy transfers and transformations Earth and Environmental Science
Earth system processes require energy. In this unit, students explore how the transfer and transformation of energy from the sun and Earth’s interior enable and control processes within and between the geosphere, atmosphere, hydrosphere and biosphere. …
Unit 2 | Earth and Environmental Science | Science | Senior secondary curriculum
Consumer and financial literacy: Numeracy
The Numeracy capability strongly supports the development of consumer and financial literacy by equipping students to use mathematics in their everyday lives. Numeracy supports the development of the following dimensions of consumer and financial literacy. Approximate …
Consumer and financial literacy: Numeracy | General capabilities | Dimensions | Curriculum connections | Resources
Elaboration (2) ACLINC020
contributing to preparing and displaying a set of class rules, for example, Jangan berlari di ruang kelas
Elaboration (2) | ACLINC020 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | Indonesian | Languages | F-10 curriculum
Understanding texts description
Understanding texts describes how a student becomes increasingly proficient in decoding, using, interacting with, analysing and evaluating texts to build meaning. Texts include components of print, image, sound, animated movements and symbolic representations. …
Understanding texts | Reading and viewing | National Literacy Learning Progression | National Literacy and Numeracy Learning Progressions | Resources
Creating texts description
The Creating texts sub-element describes how students become increasingly proficient at creating texts for an increasing range of purposes. Students’ writing moves from representing basic concepts and simple ideas to conveying abstract concepts and complex …
Creating texts | Writing | National Literacy Learning Progression | National Literacy and Numeracy Learning Progressions | Resources
Food and fibre: Years 9 and 10
In Years 9 and 10, students further develop their ability to explore social and environmental issues, widening from local to national, regional and global contexts. Students explore patterns and systems to move to the complex ideas of form and function, …
Food and fibre: Years 9 and 10 | Year levels | Dimensions | Curriculum connections | Resources
Food and wellbeing: Foundation to Year 2
Students bring to school a wide range of experiences, abilities, needs and interests. They have a natural curiosity about their world and begin to develop awareness and respect for each other. Foundation – Year 2 students explore and investigate technologies …
Food and wellbeing: Foundation to Year 2 | Year levels | Dimensions | Curriculum connections | Resources
Consumer and financial literacy: Foundation Year
The diverse circumstances in which children grow up influence their needs, wants, perceptions and behaviours related to financial and consumer matters. Typically, at age five to six, within their family’s unique circumstances, children explore their sense …
Consumer and financial literacy: Foundation Year | Year levels | Dimensions | Curriculum connections | Resources
ACELR007
approaches to characterisation, for example, the inclusion of archetypal figures, authorial intrusion, the dramatisation of a character’s inner life, and the use of interior monologue
ACELR007 | Content Descriptions | Unit 1 | Literature | English | Senior secondary curriculum
ACSES045
Processes within and between Earth systems require energy that originates either from the sun or the interior of Earth
ACSES045 | Content Descriptions | Unit 2 | Earth and Environmental Science | Science | Senior secondary curriculum
Food and fibre: Foundation to Year 2
Students bring to school a wide range of experiences, abilities, needs and interests. They have a natural curiosity about their world and, in particular, nature. Students may learn about the diversity of people involved in food and fibre production, for …
Food and fibre: Foundation to Year 2 | Year levels | Dimensions | Curriculum connections | Resources
Food and fibre: Years 3 and 4
Through the primary years, students draw on their increasing experience of family, school and the wider community to develop their understanding of the world including investigating food and fibre production and becoming aware of the importance of primary …
Food and fibre: Years 3 and 4 | Year levels | Dimensions | Curriculum connections | Resources
Food and wellbeing: Years 3 and 4
In Years 3 and 4, students develop a sense of self and ownership of their ideas and thinking about their peers and communities and as consumers. They become aware of the role of those working in design and technologies occupations and how they think about …
Food and wellbeing: Years 3 and 4 | Year levels | Dimensions | Curriculum connections | Resources
Outdoor learning: Foundation Year
Students at this stage Typically, students in Foundation Year are curious about nature. They often notice things outdoors that adults miss. There is an opportunity to encourage this curiosity and develop skills and knowledge to safely enjoy the outdoors. …
Outdoor learning: Foundation Year | Year levels | Dimensions | Curriculum connections | Resources
Outdoor learning: Years 1 and 2
Students at this stage Typically, as students develop their own identities and participate more broadly in everyday life, their movement and recreation options can expand. Gaining knowledge and skills to undertake outdoor activities in more natural settings, …
Outdoor learning: Years 1 and 2 | Year levels | Dimensions | Curriculum connections | Resources
Consumer and financial literacy: Year 1
The diverse circumstances in which children grow up influence their needs, wants, perceptions and behaviours related to financial and consumer matters. Typically, at age six to seven, within their family’s unique circumstances, children explore their …
Consumer and financial literacy: Year 1 | Year levels | Dimensions | Curriculum connections | Resources
Consumer and financial literacy: Year 3
The diverse circumstances in which children grow up influence their needs, wants, perceptions and behaviours related to financial and consumer matters. Typically, at age eight to nine, parents regulate how children manage their needs and wants within …
Consumer and financial literacy: Year 3 | Year levels | Dimensions | Curriculum connections | Resources
Consumer and financial literacy: Year 2
The diverse circumstances in which children grow up influence their needs, wants, perceptions and behaviours related to financial and consumer matters. Typically, at age seven to eight, within their family’s unique circumstances, children explore their …
Consumer and financial literacy: Year 2 | Year levels | Dimensions | Curriculum connections | Resources