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Self-management - Develop self-discipline and set goals Personal and Social Capability Self-management Level 2

set goals in learning and personal organisation by completing tasks within a given time

Self-management - Develop self-discipline and set goals Personal and Social Capability Self-management Level 4

analyse factors that influence ability to self-regulate; devise and apply strategies to monitor own behaviour and set realistic learning goals

Self-management - Develop self-discipline and set goals Personal and Social Capability Self-management Level 1a

make a choice to participate in a class activity

Self-management - Develop self-discipline and set goals Personal and Social Capability Self-management Level 1b

follow class routines to assist learning

Self-management - Develop self-discipline and set goals Personal and Social Capability Self-management Level 3

explain the value of self-discipline and goal-setting in helping them to learn

Self-management - Develop self-discipline and set goals Personal and Social Capability Self-management Level 5

select, use and analyse strategies that assist in regulating behaviour and achieving personal and learning goals

Self-management - Develop self-discipline and set goals Personal and Social Capability Self-management Level 6

critically analyse self-discipline strategies and personal goals and consider their application in social and work-related contexts

Cross-curriculum priorities

The Australian Curriculum is designed to meet the needs of students by delivering a relevant, contemporary and engaging curriculum that builds on the educational goals of the Melbourne Declaration. The Melbourne Declaration identified three key areas …

Cross-curriculum priorities | F-10 curriculum

Structure

The Australian Curriculum is designed to develop successful learners, confident and creative individuals, and active and informed citizens. It is presented as a progression of learning from Foundation - Year 10 that makes clear to teachers, parents, students …

Structure | F-10 curriculum

ACMMG163

Identify corresponding, alternate and co-interior angles when two straight lines are crossed by a transversal

Elaborations ScOT Terms

ACMMG163 | Content Descriptions | Year 7 | Mathematics | F-10 curriculum

Elaboration ACDSEH028

outlining the emergence of concerns about the preservation of natural areas for future generations (for example, as reflected in the establishment of national parks in the United States (Yellowstone National Park in 1872), Australia (Royal National Park …

Structure Science

The three interrelated strands of science The Australian Curriculum: Science has three interrelated strands: science understanding, science as a human endeavour and science inquiry skills. Together, the three strands of the science curriculum provide …

Structure | Science | F-10 curriculum

Investigating with ICT - Locate, generate and access data and information Information and Communication Technology (ICT) Capability Investigating with ICT Level 2

locate information from a given set of digital sources

Elaboration ACELA1494

investigating examples of quoted (direct) speech (‘He said, “I’ll go to the park today”’) and reported (indirect) speech (‘He told me he was going to the park today’) and comparing similarities and differences

Elaboration (1) ACMMG164

defining and identifying the relationships between alternate, corresponding and co-interior angles for a pair of parallel lines cut by a transversal

Elaboration (1) ACELA1440

identifying familiar and recurring letters and the use of upper and lower case in written texts in the classroom and the community, for example 'Tom went to the park.'

Analysing, synthesising and evaluating reasoning and procedures elements - Evaluate procedures and outcomes Critical and Creative Thinking Analysing, synthesising and evaluating reasoning and procedures Level 2

evaluate whether they have accomplished what they set out to achieve

Curriculum Types

Curriculum Elements Types

General Capabilities

Cross Curriculum Priorities