Documente Academic
Documente Profesional
Documente Cultură
Curriculum
Subjects English, Health and Physical Education, F6/7 HASS, 710 History, 7
10 Geography, 710 Civics and Citizenship, 710 Economics and
Business, Japanese, Mathematics, Science, Design and Technologies,
Digital Technologies, Dance, Drama, Media Arts, Music, Visual Arts and
Work Studies
Year levels Foundation Year, Year 1, Year 2, Year 3, Year 4, Year 5, Year 6, Year
7, Year 8, Year 9, Year 10, Year 10A and Options
Page 1 of 1310
Table of Contents
English 11
Overview 12
Rationale 12
Aims 12
Key ideas 12
Structure 15
PDF documents 20
Curriculum F-10 20
Foundation Year 21
Year 1 32
Year 2 43
Year 3 54
Year 4 64
Year 5 74
Year 6 83
Year 7 93
Year 8 101
Year 9 110
Year 10 120
Glossary 130
Health and Physical Education 160
Overview 161
Rationale 161
Aims 161
Key ideas 161
Structure 163
PDF documents 168
Curriculum F-10 168
Foundation Year 169
Years 1 and 2 176
Years 3 and 4 183
Years 5 and 6 191
Years 7 and 8 200
Years 9 and 10 210
Glossary 220
Page 2 of 1310
Humanities and Social Sciences 237
Overview 238
Introduction 238
Key ideas 238
Who we are, who came before us, and traditions and values that have shaped societies 239
How societies and economics operate and how they are changing over time 240
The ways people, places, ideas and events are perceived and connected 240
How people exercise their responsibilities, participate in society and make informed decisions 241
Structure 241
PDF documents 242
F6/7 HASS 243
Overview 244
Rationale 244
Aims 244
Structure 244
Details for Figure 1: Sub-strand-specific illustrations of concepts of interdisciplinary thinking 250
Significance 250
Continuity and change 251
Cause and effect 252
Place and space 252
Interconnections 253
Roles, rights and responsibilities 253
Perspectives and action 254
Details for Figure 2: Sub-strand-specific illustrations of skills 255
Questioning 255
Researching 255
Analysing 256
Evaluating 257
Communicating 258
PDF documents 258
Curriculum F-10 259
Foundation Year 260
Year 1 269
Year 2 279
Year 3 290
Year 4 307
Year 5 324
Year 6 344
Year 7 364
Glossary 392
Page 3 of 1310
710 History 421
Overview 422
Rationale 422
Aims 422
Structure 422
PDF documents 425
Curriculum F-10 426
Year 7 427
Year 8 438
Year 9 451
Year 10 462
Glossary 473
710 Geography 480
Overview 481
Rationale 481
Aims 481
Structure 481
PDF documents 485
Curriculum F-10 485
Year 7 486
Year 8 494
Year 9 503
Year 10 511
Glossary 520
710 Civics and Citizenship 535
Overview 536
Rationale 536
Aims 536
Structure 537
PDF documents 537
Curriculum F-10 537
Year 7 538
Year 8 544
Year 9 549
Year 10 555
Glossary 560
Page 4 of 1310
710 Economics and Business 568
Overview 569
Rationale 569
Aims 569
Structure 569
PDF documents 571
Curriculum F-10 571
Year 7 572
Year 8 577
Year 9 583
Year 10 590
Glossary 596
Languages 603
Overview 604
Introduction 604
Rationale 605
Aims 606
Key ideas 606
Structure 606
Student diversity 608
General capabilities 610
Cross-curriculum priorities 612
Glossary 614
Japanese 643
Overview 644
Context statement 644
PDF documents 645
Years F10 Sequence 646
Foundation to Year 2 647
Years 3 and 4 657
Years 5 and 6 668
Years 7 and 8 679
Years 9 and 10 692
Years 710 (Year 7 Entry) Sequence 704
Years 7 and 8 705
Years 9 and 10 721
Page 5 of 1310
Mathematics 738
Overview 739
Rationale 739
Aims 739
Key ideas 739
Structure 740
PDF documents 742
Curriculum F-10 742
Foundation Year 743
Year 1 747
Year 2 751
Year 3 757
Year 4 762
Year 5 768
Year 6 774
Year 7 781
Year 8 788
Year 9 794
Year 10 800
Year 10A 806
Glossary 809
Page 6 of 1310
Science 860
Overview 861
Rationale 861
Aims 861
Key ideas 862
Structure 864
PDF documents 867
Curriculum F-10 867
Foundation Year 868
Year 1 872
Year 2 877
Year 3 882
Year 4 887
Year 5 893
Year 6 900
Year 7 908
Year 8 917
Year 9 926
Year 10 935
Glossary 945
Technologies 954
Overview 955
Introduction 955
Key ideas 956
Structure 958
PDF documents 960
Glossary 961
Design and Technologies 1002
Overview 1003
Rationale 1003
Aims 1003
Structure 1003
PDF documents 1008
Curriculum F-10 1008
Foundation to Year 2 1009
Years 3 and 4 1015
Years 5 and 6 1022
Years 7 and 8 1029
Years 9 and 10 1036
Page 7 of 1310
Digital Technologies 1044
Overview 1045
Rationale 1045
Aims 1045
Structure 1045
PDF documents 1049
Curriculum F-10 1049
Foundation to Year 2 1050
Years 3 and 4 1056
Years 5 and 6 1061
Years 7 and 8 1069
Years 9 and 10 1077
The Arts 1085
Overview 1086
Introduction 1086
Key ideas 1087
Structure 1089
PDF documents 1091
Glossary 1092
Dance 1106
Overview 1107
Rationale 1107
Aims 1107
Structure 1107
Curriculum F-10 1110
Foundation to Year 2 1111
Years 3 and 4 1117
Years 5 and 6 1123
Years 7 and 8 1129
Years 9 and 10 1137
Page 8 of 1310
Drama 1144
Overview 1145
Rationale 1145
Aims 1145
Structure 1145
Curriculum F-10 1148
Foundation to Year 2 1149
Years 3 and 4 1154
Years 5 and 6 1160
Years 7 and 8 1166
Years 9 and 10 1172
Media Arts 1178
Overview 1179
Rationale 1179
Aims 1179
Structure 1179
Curriculum F-10 1182
Foundation to Year 2 1183
Years 3 and 4 1188
Years 5 and 6 1194
Years 7 and 8 1200
Years 9 and 10 1207
Music 1214
Overview 1215
Rationale 1215
Aims 1215
Structure 1215
Curriculum F-10 1218
Foundation to Year 2 1219
Years 3 and 4 1224
Years 5 and 6 1229
Years 7 and 8 1234
Years 9 and 10 1241
Page 9 of 1310
Visual Arts 1247
Overview 1248
Rationale 1248
Aims 1248
Structure 1248
Curriculum F-10 1250
Foundation to Year 2 1251
Years 3 and 4 1256
Years 5 and 6 1263
Years 7 and 8 1269
Years 9 and 10 1277
Work Studies 1285
Overview 1286
Introduction 1286
Rationale 1286
Aims 1287
Nature of work studies 1287
Structure 1288
PDF documents 1291
Curriculum F-10 1291
Year 9 1292
Year 10 1297
Options 1303
Glossary 1307
Page 10 of 1310
The Australian Curriculum
English
Page 11 of 1310
English
Overview
Rationale
The study of English is central to the learning and development of all young Australians. It helps create confident
communicators, imaginative thinkers and informed citizens. It is through the study of English that individuals learn to analyse,
understand, communicate and build relationships with others and with the world around them. The study of English plays a key
role in the development of reading and literacy skills which help young people develop the knowledge and skills needed for
education, training and the workplace. It helps them become ethical, thoughtful, informed and active members of society. In this
light, it is clear that the Australian Curriculum: English plays an important part in developing the understanding, attitudes and
capabilities of those who will take responsibility for Australias future.
Australia is a linguistically and culturally diverse country, with participation in many aspects of Australian life dependent on
effective communication in Standard Australian English. In addition, proficiency in English is invaluable globally. The Australian
Curriculum: English contributes to nation-building and to internationalisation.
The Australian Curriculum: English also helps students to engage imaginatively and critically with literature to expand the scope
of their experience. Aboriginal and Torres Strait Islander Peoples have contributed to Australian society and to its contemporary
literature and its literary heritage through their distinctive ways of representing and communicating knowledge, traditions and
experience. The Australian Curriculum: English values, respects and explores this contribution. It also emphasises Australias
links to Asia.
Aims
The Australian Curriculum: English aims to ensure that students:
learn to listen to, read, view, speak, write, create and reflect on increasingly complex and sophisticated spoken, written
and multimodal texts across a growing range of contexts with accuracy, fluency and purpose
appreciate, enjoy and use the English language in all its variations and develop a sense of its richness and power to
evoke feelings, convey information, form ideas, facilitate interaction with others, entertain, persuade and argue
understand how Standard Australian English works in its spoken and written forms and in combination with non-linguistic
forms of communication to create meaning
develop interest and skills in inquiring into the aesthetic aspects of texts, and develop an informed appreciation of
literature.
Key ideas
Texts
Texts provide the means for communication. They can be written, spoken, visual, multimodal, and in print or digital/online forms.
Multimodal texts combine language with other means of communication such as visual images, soundtrack or spoken words, as
in film or computer presentation media. Texts include all forms of augmentative and alternative communication; for example,
gesture, signing, real objects, photographs, pictographs, pictograms and braille. Texts provide important opportunities for
learning about aspects of human experience and about aesthetic value. Many of the tasks that students undertake in and out of
school involve understanding and producing imaginative, informative and persuasive texts, in media, everyday and workplace
contexts.
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The usefulness of distinctions among types of texts relates largely to how clearly at each year level these distinctions can guide
the selection of materials for students to listen to, read, view, write and create, and the kinds of purposeful activities that can be
organised around these materials.Although many types of texts will be easy to recognise on the basis of their subject matter,
forms and structures, the distinctions between types of texts need not be sharply defined or formulaic. The act of creating texts,
by its nature, involves experimentation and adaptation of language and textual elements from many different writing styles and
categories of texts. As a result, it is not unusual for an imaginative text to have strong persuasive elements, or for a persuasive
text to contain features more typically seen in informative texts, such as subheadings or bullet points.
Communication processes
Listening, reading and viewing
These are the language modes or communication processes through which individuals process, decode, comprehend, interpret
and analyse spoken, written, visual and multimodal texts. These processes share a receptive approach to imaginative,
informative and persuasive texts, as they involve retrieving literal information, making and supporting inferences and evaluating
information and points of view. When students listen and respond to spoken, written, visual and multimodal texts, they apply
topic knowledge, vocabulary, word and visual knowledge to interpret the given information, with or without the aid of
augmentative and alternative forms of communication. They also use text processing skills and comprehension strategies to
receive, make and monitor meaning as it is being developed.
These are the language modes or communication processes through which individuals express and create spoken, written,
visual and multimodal texts, including those made with the aid of augmentative and alternative forms of communication. These
processes share a productive approach to the creation of imaginative, informative and persuasive texts, in spoken, print or
digital forms, for an extensive range of everyday, workplace and literary purposes. When students plan, draft and publish texts,
they use applied topic knowledge, vocabulary, word and visual knowledge to make considered and deliberate choices about text
structure and organisation to coherently express and develop ideas and communicate information in formal and informal social
contexts.
The Australian Curriculum: English provides students with a broad conceptual understanding of what a language is, and its
importance in and out of school. Language as a body of knowledge draws largely from historical and linguistic accounts of the
English language which draw attention to the ways in which languages change, and to the distinction between language in use
and language as system. These accounts acknowledge that students cability to use grammar will exceed their ability to
explicitly reflect on grammar. Young children, for example, will use complex sentences before they can explain how these are
structured. These accounts, in describing language, also pay attention to the structure (syntax) and meaning (semantics) at the
level of the word, the sentence and the text.
The Australian Curriculum: English uses standard grammatical terminology but applies it within a contextual framework, in which
language choices are seen to vary according to the topics at hand, the nature and proximity of the relationships between the
language users, and the modes or processes of communication available.
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There are many approaches to concepts of literacy, ranging from the traditional focus on print literacy to the inclusive,
multimodal and social basis for language use. The Australian Curriculum: English holds that literacy serves the big and small
practical, everyday communication purposes associated with living and participating in societies such as contemporary
Australia. Literacy is the capacity to interpret and use language features, forms, conventions and text structures in imaginative,
informative and persuasive texts. It also refers to the ability to read, view, listen to, speak, write and create texts for learning and
communicating in and out of school. Literacy learning is based on the development of language and communication skills, social
and psychological growth, and critical and cultural knowledge. The Australian Curriculum: English draws broadly from a range of
approaches and emphasises:
When creating and interpreting written, spoken and multimodal texts in the Australian Curriculum: English, authors make
choices about language features, visual features and text structures. These are the interrelated elements which shape and
support meaning-making in texts. The choices and the effects they create vary from text to text to suit different purposes and
contexts. The features of language include language choices such as vocabulary and punctuation, sound devices such as
alliteration, and language devices in literary texts such as imagery. In visual and multimodal texts, visual language choices
include visual features such as salience, social distance and camera angle. Various text structures enable different ways of
organising information and expressing ideas in texts, and include such structural elements as overviews, subheadings, topic
sentences, concluding paragraphs and cause-and-effect statements. The choices that authors make in language features,
visual features and text structures work together to define the type of text and create certain meanings and effects which shape
the way that texts are interpreted, analysed and evaluated by their audiences.
There are many different ways to engage with literature, ranging from personal preferences for literature to the way in which
texts reflect the context of culture and situation in which they are created. The appreciation of literature in one or more of these
ways provides students with access to mediated experiences and truths that support and challenge the development of
individual identity. Through engagement with literature, students learn about themselves, each other and the world.
English educators use many ways of categorising texts. The descriptions of texts used in the Australian Curriculum: English are
based on practical as well as conceptual considerations. The specific designation of a strand labelled literature is aimed at
encouraging teachers working at all year levels not only to use texts conventionally understood as literary, but also to engage
students in examining, evaluating and discussing texts in increasingly sophisticated and informed literary ways.
The term literature includes literary texts from across a range of historical and cultural contexts that are valued for their form
and style and are recognised as having enduring or artistic value. While the nature of what constitutes literary texts is dynamic
and evolving, they are seen as having personal, social, cultural and aesthetic value and potential for enriching students' scope
of experience. Literature includes a broad range of forms such as novels, poetry, short stories and plays; fiction for young adults
and children, multimodal texts such as film, and a variety of non-fiction. Literary texts also include excerpts from longer texts.
This enables a range of literary texts to be included within any one year level for close study or comparative purposes.
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The range of literary texts for study from Foundation to Year 10 comprises classic and contemporary world literature. It
emphasises Australian literature, including the oral narrative traditions of Aboriginal and Torres Strait Islander Peoples, as well
as the contemporary literature of these two cultural groups. It also includes texts from and about Asia.
The Australian Curriculum: English acknowledges a variety of approaches to the study of literature. Each makes different
assumptions about the purposes of literature study, the nature of literary texts and methods of analysis. The Australian
Curriculum: English draws on a number of approaches and emphasises:
Teachers and schools are best placed to make decisions about the selection of texts in their teaching and learning programs to
address the content in the Australian Curriculum: English while also meeting the needs of the students in their classes.
Links to lists of illustrative texts appropriate for students at different levels are provided below. These lists also include texts
relevant to the cross-curriculum priorities of Aboriginal and Torres Strait Islander Histories and Cultures, Asia and Australias
Engagement with Asia and Sustainability.
Structure
Strands, sub-strands and threads
The Australian Curriculum: English Foundation to Year 10 is organised into three interrelated strands that support students'
growing understanding and use of Standard Australian English (English). Each strand interacts with and enriches the other
strands in creative and flexible ways, the fabric of the curriculum being strengthened by the threads within each sub-strand.
Together, the three strands form an integrating framework of disciplinary knowledge and focus on developing students
knowledge, understanding and skills in listening, reading, viewing, speaking and writing from Foundation to Year 10. The three
strands are:
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Literature: understanding, appreciating, responding to, analysing and creating literary texts
Literacy: expanding the repertoire of English usage.
Content descriptions in each of the three strands are grouped into sub-strands that, across the year levels, present a sequence
of development of knowledge, understanding and skills. The sub-strands are shown in the table below.
Table1: Overview of sub strands and threads in the Australian Curriculum: English (F-10)
Strands
Sub- Language variation and change Literature and context Texts in context
strands
Language variation and How texts reflect the context of Texts and the contexts in
and change culture and situation in which they which they are used
threads are created
Language for social Personal responses to the ideas, Listening and speaking
interactions characters and viewpoints in texts interactions (purposes and
Evaluative language Expressing preferences and contexts)
evaluating texts Listening and speaking
interactions (skills)
Oral presentations
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Phonics and word knowledge N/A N/A
Phonological and
phonemic awareness
Alphabet and phonic
knowledge
Spelling
Language strand
In the language strand, students develop their knowledge of the English language and how it works. They learn that changes in
English are related to historical developments and the geographical differences of its users over the centuries, and that there
are many differences in dialect and accent. They learn how language enables people to interact effectively, to build and
maintain relationships and to express and exchange knowledge, skills, attitudes, feelings and opinions. They discover the
patterns and purposes of English usage, including spelling, grammar and punctuation at the levels of the word, sentence and
extended text, and they study the connections between these levels. By developing a body of knowledge about these patterns
and their connections, students learn to communicate effectively through coherent, well-structured sentences and texts. They
gain a consistent way of understanding and talking about language, language in use and language as system, so they can
reflect on their own speaking and writing and discuss these productively with others. This strand informs the planning and
conduct of teaching and learning activities in English and provides resources that connect to key concepts and skills in the other
strands.
Language variation and change: Students learn that languages and dialects are constantly evolving due to historical,
social and cultural changes, demographic movements and technological innovations. They come to understand that these
factors, along with new virtual communities and environments, continue to affect the nature and spread of English.
Language for interaction: Students learn that the language used by individuals varies according to their social setting
and the relationships between the participants. They learn that accents and styles of speech and idiom are part of the
creation and expression of personal and social identities.
Text structure and organisation: Students learn how texts are structured to achieve particular purposes; how language
is used to create texts that are cohesive and coherent; how texts about more specialised topics contain more complex
language patterns and features; and how the author guides the reader/viewer through the text through effective use of
resources at the level of the whole text, the paragraph and the sentence.
Expressing and developing ideas: Students learn how, in a text, effective authors control and use an increasingly
differentiated range of clause structures, words and word groups, as well as combinations of sound, image, movement,
verbal elements and layout. They learn that the conventions, patterns and generalisations that relate to English spelling
involve the origins of words, word endings, Greek and Latin roots, base words and affixes.
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Phonics and word knowledge: Students develop knowledge about the sounds of English (phonemes) and learn to
identify the sounds in spoken words. They learn the letters of the alphabet (graphemes) and how to represent spoken
words by using combinations of these letters. They attend to the speech stream and learn that sentences are made up of
words, and are introduced to understandings about the complexities and subtleties of learning English. Students learn that
patterns and generalisations relate to the spelling of words in English and involve word origins, prefixes and suffixes,
visual and meaning strategies. Reading skills are inherently complex, have infinite possibilities for use, and therefore
require practice and application when students engage in the receptive modes of communication (listening, reading and
viewing) and the productive modes of communication (speaking, writing and creating) not just in English, but across the
curriculum. The application of phonemic awareness and phonic knowledge to the development of reading, especially from
Foundation to Year 2, is of critical importance.
Literature strand
The literature strand aims to engage students in the study of literary texts of personal, cultural, social and aesthetic value. These
texts include some that are recognised as having enduring social and artistic value and some that attract contemporary
attention. Texts are chosen because they are judged to have potential for enriching the lives of students, expanding the scope
of their experience, and because they represent effective and interesting features of form and style. Learning to appreciate
literary texts and to create their own literary texts enriches students understanding of human experiences and the capacity for
language to deepen those experiences. It builds students knowledge about how language can be used for aesthetic ends, to
create particular emotional, intellectual or philosophical effects. Students interpret, appreciate, evaluate and create literary texts
such as short stories, novels, poetry, prose, plays, film and multimodal texts, in spoken, print and digital/online forms. Texts
recognised as having enduring artistic and cultural value are drawn from world and Australian literature. These include the oral
narrative traditions of Aboriginal and Torres Strait Islander Peoples, texts from Asia, texts from Australias immigrant cultures
and texts of the students choice.
Each year level description in the Australian Curriculum: English Foundation to Year 10 gives information about the nature of
texts to be studied including appropriate types of texts and typical linguistic and structural features. Across the years of
schooling, students will engage with literary texts in spoken, written and multimodal form, including digital texts, such as
narratives, poetry, prose, plays and films.
Literature and context: Students learn how ideas and viewpoints about events, issues and characters that are
expressed by authors in texts are drawn from and shaped by different historical, social and cultural contexts.
Responding to literature: Students learn to identify personal ideas, experiences and opinions about literary texts and
discuss them with others. They learn how to recognise areas of agreement and difference, and how to develop and refine
their interpretations through discussion and argument.
Examining literature: Students learn how to explain and analyse the ways in which stories, characters, settings and
experiences are reflected in particular literary genres, and how to discuss the appeal of these genres. They learn how to
compare and appraise the ways authors use language and literary techniques and devices to influence readers. They also
learn to understand, interpret, discuss and evaluate how certain stylistic choices can create multiple layers of
interpretation and effect.
Creating literature: Students learn how to use personal knowledge and literary texts as starting points to create
imaginative writing in different forms and genres and for particular audiences. Using print, digital and online media,
students develop skills that allow them to convey meaning, address significant issues and heighten engagement and
impact.
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Literacy strand
The literacy strand aims to develop students ability to interpret and create texts with appropriateness, accuracy, confidence,
fluency and efficacy for learning in and out of school, and for participating in Australian life more generally. Texts chosen include
media texts, everyday texts and workplace texts from increasingly complex and unfamiliar settings, ranging from the everyday
language of personal experience to more abstract, specialised and technical language, including the language of schooling and
academic study. Students learn to adapt language to meet the demands of more general or more specialised purposes,
audiences and contexts. They learn about the different ways in which knowledge and opinion are represented and developed in
texts, and about how more or less abstraction and complexity can be shown through language and through multimodal
representations. This means that print and digital contexts are included, and that listening, speaking, reading, viewing, writing
and creating are all developed systematically and concurrently.
Texts in context: Students learn that texts from different cultures or historical periods may reveal different patterns in
how they go about narrating, informing and persuading.
Interacting with others: Students learn how individuals and groups use language patterns to express ideas and key
concepts to develop and defend arguments. They learn how to promote a point of view by designing, rehearsing and
delivering spoken and written presentations and by appropriately selecting and sequencing linguistic and multimodal
elements.
Interpreting, analysing, evaluating: Students learn to comprehend what they read and view by applying growing
contextual, semantic, grammatical and phonic knowledge. They develop more sophisticated processes for interpreting,
analysing, evaluating and critiquing ideas, information and issues from a variety of sources. They explore the ways
conventions and structures are used in written, digital, multimedia and cinematic texts to entertain, inform and persuade
audiences, and they use their growing knowledge of textual features to explain how texts make an impact on different
audiences.
Creating texts: Students apply knowledge they have developed in other strands and sub-strands to create with clarity,
authority and novelty a range of spoken, written and multimodal texts that entertain, inform and persuade audiences. They
do so by strategically selecting key aspects of a topic as well as language, visual and audio features. They learn how to
edit for enhanced meaning and effect by refining ideas, reordering sentences, adding or substituting words for clarity, and
removing repetition. They develop and consolidate a handwriting style that is legible, fluent and automatic, and that
supports sustained writing. They learn to use a range of software programs including word processing software, selecting
purposefully from a range of functions to communicate and create clear, effective, informative and innovative texts.
Language modes
The processes of listening, speaking, reading, viewing and writing also known as language modes are interrelated, and the
learning of one often supports and extends learning of the others. To acknowledge these interrelationships, content descriptions
in each strand of the Australian Curriculum: English incorporate the processes of listening, speaking, reading, viewing and
writing in an integrated and interdependent way.
Classroom contexts that address particular content descriptions will necessarily draw from more than one of these processes to
support students effective learning. For example, students will learn new vocabulary through listening and reading and apply
their knowledge and understanding in their speaking and writing as well as in their comprehension of spoken and written texts.
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Mode icons
Each content description is also identified with all relevant language modes through the allocation of the following icons:
Reading
Writing
Speaking
Listening
PDF documents
Resources and support materials for the Australian Curriculum: English are available as PDF documents.
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English
Foundation Year
The English curriculum is built around the three interrelated strands of language, literature and literacy. Teaching and learning
programs should balance and integrate all three strands. Together, the three strands focus on developing students knowledge,
understanding and skills in listening, reading, viewing, speaking, writing and creating. Learning in English builds on concepts,
skills and processes developed in earlier years, and teachers will develop and strengthen these as needed.
In the Foundation year, students communicate with peers, teachers, known adults and students from other classes.
Students engage with a variety of texts for enjoyment. They listen to, read and view spoken, written and multimodal texts in
which the primary purpose is to entertain, as well as some texts designed to inform. These include traditional oral texts, picture
books, various types of stories, rhyming verse, poetry, non-fiction, film, multimodal texts and dramatic performances. They
participate in shared reading, viewing and storytelling using a range of literary texts, and recognise the entertaining nature of
literature.
The range of literary texts for Foundation to Year 10 comprises Australian literature, including the oral narrative traditions of
Aboriginal and Torres Strait Islander Peoples, as well as the contemporary literature of these two cultural groups, and classic
and contemporary world literature, including texts from and about Asia. Literary texts that support and extend Foundation
students as beginner readers include decodable and predictable texts that range from caption books to books with one or more
sentences per page. These texts involve straightforward sequences of events and everyday happenings with recognisable,
realistic or imaginary characters. Informative texts present a small amount of new content about familiar topics of interest; a
small range of language features, including simple and compound sentences; mostly familiar vocabulary, known, high-frequency
words and single-syllable words that can be decoded phonically, and illustrations that strongly support the printed text.
Students create a range of imaginative, informative and persuasive texts including pictorial representations, short statements,
performances, recounts and poetry.
Language
Understand that English is one of many languages spoken in learning that different languages exist; discussing the
Australia and that different languages may be spoken by various languages encountered in the community and at
school; acknowledging the home languages of students
family, classmates and community (ACELA1426)
who speak another language, and valuing the ability to
speak more than one language
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Explore how language is used differently at home and school learning that language varies according to the
depending on the relationships between people (ACELA1428) relationships between people, for example between
parent and child, teacher and student, siblings, friends,
shopkeepers and customers
Understand that language can be used to explore ways of recognising some of the ways we can use speech,
expressing needs, likes and dislikes (ACELA1429) gesture, writing and media to communicate feelings
Understand that texts can take many forms, can be very short sharing experiences of different texts and discussing
(for example an exit sign) or quite long (for example an some differences
information book or a film) and that stories and informative
texts have different purposes (ACELA1430) discussing the purpose of texts, for example This text will
tell a story, This text will give information
Understand that some language in written texts is unlike learning that written text in Standard Australian English
everyday spoken language (ACELA1431) has conventions about words, spaces between words,
layout on the page and consistent spelling because it has
to communicate when the speaker/writer is not present
Understand that punctuation is a feature of written text pointing to the letters and the punctuation in a text
different from letters; recognise how capital letters are used
for names, and that capital letters and full stops signal the commenting on punctuation encountered in the everyday
beginning and end of sentences (ACELA1432) texts, for example Thats the letter that starts my name,
The name of my family and my town has a capital letter
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Understand concepts about print and screen, including how learning about print: direction of print and return sweep,
books, film and simple digital texts work, and know some spaces between words
features of print, for example directionality (ACELA1433)
learning that Standard Australian English in written texts
is read from left to right and from top to bottom of the
page and that direction of print may differ in other
cultures, for example Japanese texts
Recognise that sentences are key units for expressing ideas learning that word order in sentences is important for
(ACELA1435) meaning (for example 'The boy sat on the dog', 'The dog
sat on the boy')
Recognise that texts are made up of words and groups of exploring spoken, written and multimodal texts and
words that make meaning (ACELA1434) identifying elements, for example words and images
Explore the different contribution of words and images to talking about how a different story is told if we read only
meaning in stories and informative texts (ACELA1786) the words, or only the pictures; and the story that words
and pictures make when combined
Understand the use of vocabulary in familiar contexts related building vocabulary through multiple speaking and
to everyday experiences, personal interests and topics taught listening experiences
at school (ACELA1437)
discussing new vocabulary found in texts
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Recognise and generate rhyming words, alliteration patterns, recognising and producing rhyming words when listening
syllables and sounds (phonemes) in spoken words to rhyming stories or rhymes, for example funny and
money
(ACELA1439)
Recognise and name all upper and lower case letters using familiar and common letters in handwritten and
(graphemes) and know the most common sound that each digital communications
letter represents (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.'
Understand how to use knowledge of letters and sounds recognising the most common sound made by each letter
including onset and rime to spell words (ACELA1438) of the alphabet, including consonants and short vowel
sounds, for example p-op
Know how to read and write some high-frequency words and knowing how to write some high-frequency words
other familiar words (ACELA1817) recognised in shared texts and texts being read
independently, for example and, my, is, the and
went
Understand that words are units of meaning and can be made learning that words are made up of meaningful parts, for
of more than one meaningful part (ACELA1818) example dogs has two meaningful parts dog and s
meaning more than one
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Segment sentences into individual words and orally blend and identifying and manipulating sounds (phonemes) in
segment onset and rime in single syllable spoken words, and spoken words, for example c-a-n
isolate, blend and manipulate phonemes in single syllable
words (ACELA1819) identifying onset and rime in one-syllable spoken words,
for example d-og and b-ig
Write consonant-vowel-consonant (CVC) words by listening to hear that children use letters/sounds (when
representing some sounds with the appropriate letters, and necessary) to help them read CVC words and hear and
record appropriate sounds associated with letters when
blend sounds associated with letters when reading CVC
writing CVC words, for example kat for cat
words (ACELA1820)
Literature
Recognise that texts are created by authors who tell stories recognising that there are storytellers in all cultures
and share experiences that may be similar or different to
students own experiences (ACELT1575) viewing stories by Aboriginal and Torres Strait Islander
storytellers from online sources
Respond to texts, identifying favourite stories, authors and talking about stories and authors, choosing favourites,
illustrators (ACELT1577) discussing how students feel about what happens in
stories
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Share feelings and thoughts about the events and characters talking about stories and authors, choosing favourites,
in texts (ACELT1783) discussing how students feel about what happens in
stories
Identify some features of texts including events and identifying some features of culture related to characters
characters and retell events from a text (ACELT1578) and events in literary texts, for example dress, food and
daily routines
Recognise some different types of literary texts and identify recognising cultural patterns of storytelling, for example
some characteristic features of literary texts, for example Once upon a time, A long, long time ago
beginnings and endings of traditional texts and rhyme in
poetry (ACELT1785)
Replicate the rhythms and sound patterns in stories, rhymes, using music and actions to enhance appreciation of
songs and poems from a range of cultures (ACELT1579) rhymes, poems, chants and songs
Retell familiar literary texts through performance, use of drawing, labelling and role playing representations of
illustrations and images (ACELT1580) characters or events
Innovate on familiar texts through play (ACELT1831) performing memorable actions or behaviours of favourite
or humorous characters in texts
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Literacy
Identify some familiar texts and the contexts in which they are recognising the meaning of symbols in everyday
used (ACELY1645) contexts, for example exit signs, logos, hearts and
flowers on greeting cards
Listen to and respond orally to texts and to the communication listening to, remembering and following simple
of others in informal and structured classroom situations instructions
(ACELY1646)
sequencing ideas in spoken texts, retelling well known
stories, retelling stories with picture cues, retelling
information using story maps
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Use interaction skills including listening while others speak, learning how to use different voice levels appropriate to a
using appropriate voice levels, articulation and body situation, for example learning about inside voices and
outside voices
language, gestures and eye contact (ACELY1784)
Deliver short oral presentations to peers (ACELY1647) sharing a personal experience, interest or discovery with
peers in a semi-formal situation
Identify some differences between imaginative and talking about what is real and what is imagined in texts
informative texts (ACELY1648)
identifying and selecting texts for information purposes
and commenting on how the text might help with a task
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Read decodable and predictable texts, practising phrasing navigating a text correctly, starting at the right place and
and fluency, and monitor meaning using concepts about print reading in the right direction, returning to the next line as
needed, matching one spoken word to one written word
and emerging contextual, semantic, grammatical and phonic
knowledge (ACELY1649)
reading aloud with attempts at fluency and intonation
Use comprehension strategies to understand and discuss talking about the meanings in texts listened to, viewed
texts listened to, viewed or read independently (ACELY1650) and read
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Create short texts to explore, record and report ideas and using image-making and beginning writing to represent
events using familiar words and beginning writing knowledge characters and events in written, film and web-based
texts
(ACELY1651)
Participate in shared editing of students own texts for rereading collaboratively developed texts to check that
meaning, spelling, capital letters and full stops (ACELY1652) they communicate what the authors intended
Produce some lower case and upper case letters using adopting correct posture and pencil grip
learned letter formations (ACELY1653) learning to produce simple handwriting movements
following clear demonstrations of how to construct each
letter (for example where to start; which direction to write)
learning to construct lower case letters and to combine
these into words
learning to construct some upper case letters
Construct texts using software including word processing using simple functions of keyboard and mouse including
programs (ACELY1654) typing letters, scrolling, selecting icons and drop-down
menu
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English
By the end of the Foundation year, students use predicting and questioning strategies to make meaning from texts. They recall
one or two events from texts with familiar topics. They understand that there are different types of texts and that these can have
similar characteristics. They identify connections between texts and their personal experience.
They read short, decodable and predictable texts with familiar vocabulary and supportive images, drawing on their developing
knowledge of concepts of print, sounds and letters and decoding and self-monitoring strategies. They recognise the letters of
the English alphabet, in upper and lower case and know and use the most common sounds represented by most letters. They
read high-frequency words and blend sounds orally to read consonant-vowel-consonant words. They use appropriate interaction
skills to listen and respond to others in a familiar environment. They listen for rhyme, letter patterns and sounds in words.
Students understand that their texts can reflect their own experiences. They identify and describe likes and dislikes about
familiar texts, objects, characters and events.
In informal group and whole class settings, students communicate clearly. They retell events and experiences with peers and
known adults. They identify and use rhyme, and orally blend and segment sounds in words. When writing, students use familiar
words and phrases and images to convey ideas. Their writing shows evidence of letter and sound knowledge, beginning writing
behaviours and experimentation with capital letters and full stops. They correctly form known upper- and lower-case letters.
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English
Year 1
The English curriculum is built around the three interrelated strands of language, literature and literacy. Teaching and learning
programs should balance and integrate all three strands. Together, the strands focus on developing students knowledge,
understanding and skills in listening, reading, viewing, speaking, writing and creating. Learning in English builds on concepts,
skills and processes developed in earlier years, and teachers will revisit and strengthen these as needed.
In Year 1, students communicate with peers, teachers, known adults and students from other classes.
Students engage with a variety of texts for enjoyment. They listen to, read, view and interpret spoken, written and multimodal
texts designed to entertain and inform. These encompass traditional oral texts including Aboriginal stories, picture books,
various types of stories, rhyming verse, poetry, non-fiction, film, dramatic performances and texts used by students as models
for constructing their own texts.
The range of literary texts for Foundation to Year 10 comprises Australian literature, including the oral narrative traditions of
Aboriginal and Torres Strait Islander Peoples, as well as the contemporary literature of these two cultural groups, and classic
and contemporary world literature, including texts from and about Asia. Literary texts that support and extend Year 1 students
as independent readers involve straightforward sequences of events and everyday happenings with recognisably realistic or
imaginary characters. Informative texts present a small amount of new content about familiar topics of interest and topics being
studied in other areas of the curriculum. These include decodable and predictable texts which present a small range of
language features, including simple and compound sentences, some unfamiliar vocabulary, a small number of high-frequency
words and words that need to be decoded phonically, as well as illustrations and diagrams that support the printed text.
Students create a variety of imaginative, informative and persuasive texts including recounts, procedures, performances, literary
retellings and poetry.
Language
Understand that people use different systems of recognising how and where signs and symbols are used
communication to cater to different needs and purposes and and placed in students school and community
that many people may use sign systems to communicate with
others (ACELA1443) learning some signs in Auslan and finding out about
Hear a Book and Braille technologies for hearing and
visually impaired people
Understand that language is used in combination with other recognising the effect of words, symbols, gestures and
means of communication, for example facial expressions and body language on the way communications are received
by others
gestures to interact with others (ACELA1444)
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Understand that there are different ways of asking for learning the difference between questions and
information, making offers and giving commands statements, requests and commands
(ACELA1446)
learning about the difference between closed questions,
for example 'Are you ready?', 'Did they enjoy their
holidays?' and open questions, for example 'What made
this text so exciting?'
Explore different ways of expressing emotions, including extending students vocabularies for the expression of
verbal, visual, body language and facial expressions feelings and emotions
(ACELA1787)
considering how others might respond before students
express their views and how students might respond to
others views in civil and constructive ways
Understand that the purposes texts serve shape their discussing and comparing the purposes of familiar texts
structure in predictable ways (ACELA1447) drawn from local contexts and interests
Understand patterns of repetition and contrast in simple texts identifying patterns of vocabulary items in texts (for
(ACELA1448) example class/subclass patterns, part/whole patterns,
compare/contrast patterns, cause-and-effect patterns,
word associations/collocation)
Recognise that different types of punctuation, including full using intonation and pauses in response to punctuation
stops, question marks and exclamation marks, signal when reading
sentences that make statements, ask questions, express
emotion or give commands (ACELA1449) reading texts and identifying different sentence-level
punctuation
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Understand concepts about print and screen, including how learning about how books and digital texts are organised
different types of texts are organised using page numbering, including page numbers, table of contents, headings,
images with captions and the use of scrolling to access
tables of content, headings and titles, navigation buttons, bars
digital texts
and links (ACELA1450)
Identify the parts of a simple sentence that represent Whats knowing that, in terms of meaning, a basic clause
happening?, What state is being described?, Who or what is represents: a happening or a state (verb), who or what is
involved (noun group/phrase), and the surrounding
involved? and the surrounding circumstances (ACELA1451)
circumstances (adverb group/phrase)
Explore differences in words that represent people, places talking about effective words that describe a place,
and things (nouns, including pronouns), happenings and person or event
states (verbs), qualities (adjectives) and details such as when,
where and how (adverbs) (ACELA1452) learning how a sentence can be made more vivid by
adding adjectives, adverbs and unusual verbs
Compare different kinds of images in narrative and talking about what is real and what is imagined in texts,
informative texts and discuss how they contribute to meaning for example This is the section about platypuses in the
book about mammals
(ACELA1453)
Understand the use of vocabulary in everyday contexts as learning forms of address for visitors and how to use
well as a growing number of school contexts, including language appropriately to ask directions and for
information, for example on excursions
appropriate use of formal and informal terms of address in
different contexts (ACELA1454)
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Manipulate phonemes in spoken words by addition, deletion recognising words that start with a given sound, or end
and substitution of initial, medial and final phonemes to with a given sound, or have a given medial sound, for
example b-e-d and l-e-g
generate new words (ACELA1457)
Use short vowels, common long vowels, consonant digraphs using knowledge of letters and sounds to write words
and consonant blends when writing, and blend these to read with short vowels, for example man, and common long
vowel sounds, for example cake
single syllable words (ACELA1458)
Understand that a letter can represent more than one sound recognising that letters can have more than one sound,
and that a syllable must contain a vowel sound (ACELA1459) for example the letter u in cut, put, use and the letter
a in cat, father, any
Understand how to spell one and two syllable words with writing one-syllable words containing known blends, for
common letter patterns (ACELA1778) example 'bl' and 'st'
Recognise and know how to use simple grammatical building word families from common morphemes, for
morphemes to create word families (ACELA1455) example 'play', 'plays', 'playing', 'played', 'playground'
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Use visual memory to read and write high-frequency words learning an increasing number of high-frequency words
(ACELA1821) recognised in shared texts and texts being read
independently, for example one, have, them and
about
Segment consonant blends or clusters into separate saying sounds in order for a given spoken word, for
phonemes at the beginnings and ends of one syllable words example s-p-oo-n and f-i-s-t
(ACELA1822)
segmenting blends at the beginning and end of given
words, for example b-l-ue and d-u-s-t
Literature
Discuss how authors create characters using language and identifying similarities between texts from different
images (ACELT1581) cultural traditions, for example representations of
dragons in traditional European and Asian texts
Discuss characters and events in a range of literary texts and discussing characters from books and films and whether
share personal responses to these texts, making connections these are life-like or imaginary (for example talking
animals)
with students' own experiences (ACELT1582)
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Express preferences for specific texts and authors and listen sharing favourite texts and authors and some reasons for
to the opinions of others (ACELT1583) preferences
Discuss features of plot, character and setting in different examining different types of literature including traditional
types of literature and explore some features of characters in tales, humorous stories and poetry
different texts (ACELT1584)
discussing similarities and differences between texts ( for
example features of main characters in different stories)
Listen to, recite and perform poems, chants, rhymes and exploring performance poetry, chants and songs from
songs, imitating and inventing sound patterns including Aboriginal and Torres Strait Islander peoples and Asian
cultures
alliteration and rhyme (ACELT1585)
Recreate texts imaginatively using drawing, writing, creating visual representations of literary texts from
performance and digital forms of communication Aboriginal, Torres Strait Islander or Asian cultures
(ACELT1586)
writing character descriptions drawn from illustrations in
stories
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Innovate on familiar texts by using similar characters, imitating a characteristic piece of speech or dialogue, or
repetitive patterns or vocabulary (ACELT1832) the attitude or expression of favourite or humorous
characters in texts
Literacy
Respond to texts drawn from a range of cultures and exploring some of the meanings and teachings
experiences (ACELY1655) embedded in Dreaming stories
Engage in conversations and discussions, using active listening for details in spoken informative texts
listening behaviours, showing interest, and contributing ideas,
information and questions (ACELY1656) participating in informal and structured class, group and
pair discussions about content area topics, ideas and
information
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Use interaction skills including turn-taking, recognising the identifying turn-taking patterns in group and pair work (for
contributions of others, speaking clearly and using appropriate example initiating a topic, changing a topic when
appropriate, staying on task, supporting other speakers,
volume and pace (ACELY1788)
eliciting responses, being supportive and attentive
listeners, asking relevant questions, providing useful
feedback, prompting, checking understanding, 'sharing
the talking space')
Make short presentations using some introduced text reporting the results of group discussions
structures and language, for example opening statements
(ACELY1657) providing simple explanations about how to do or make
something
Describe some differences between imaginative informative comparing and discussing texts identifying some features
and persuasive texts (ACELY1658) that distinguish those that tell stories from those that
give opinions
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Read decodable and predictable texts using developing using contextual and semantic knowledge to make
phrasing, fluency, contextual, semantic, grammatical and predictions about a texts purpose and content
phonic knowledge and emerging text processing strategies,
for example prediction, monitoring meaning and re-reading combining knowledge of context, meaning, grammar and
(ACELY1659) phonics to decode text
Use comprehension strategies to build literal and inferred using elements in books and screen texts, for example
meaning about key events, ideas and information in texts that illustrations, diagrams, sound and movement, to support
reading
they listen to, view and read by drawing on growing
knowledge of context, text structures and language features
(ACELY1660) making connections between the text and students own
experiences, and between information in print and
images
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Create short imaginative and informative texts that show referring to learned knowledge of text structure and
emerging use of appropriate text structure, sentence-level grammar when creating a new text
grammar, word choice, spelling, punctuation and appropriate
multimodal elements, for example illustrations and diagrams applying new vocabulary appropriately in creating text
(ACELY1661)
learning how to plan spoken and written communications
so that listeners and readers might follow the sequence
of ideas or events
Re-read students own texts and discuss possible changes to adding or deleting words on page or screen to improve
improve meaning, spelling and punctuation (ACELY1662) meaning, for example adding an adjective to a noun
Write using unjoined lower case and upper case letters using correct posture and pencil grip
(ACELY1663) learning how each letter is constructed including where to
start and the direction to follow
writing words legibly using unjoined print script of
consistent size
Construct texts that incorporate supporting images using creating digital images and composing a story or
software including word processing programs (ACELY1664) information sequence on screen using images and
captions
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English
By the end of Year 1, students understand the different purposes of texts. They make connections to personal experience when
explaining characters and main events in short texts. They identify that texts serve different purposes and that this affects how
they are organised. They describe characters, settings and events in different types of literature.
Students read aloud, with developing fluency. They read short texts with some unfamiliar vocabulary, simple and compound
sentences and supportive images. When reading, they use knowledge of the relationship between sounds and letters, high-
frequency words, sentence boundary punctuation and directionality to make meaning. They recall key ideas and recognise
literal and implied meaning in texts. They listen to others when taking part in conversations, using appropriate language features
and interaction skills.
Students understand how characters in texts are developed and give reasons for personal preferences. They create texts that
show understanding of the connection between writing, speech and images.
They create short texts for a small range of purposes. They interact in pair, group and class discussions, taking turns when
responding. They make short presentations on familiar topics. When writing, students provide details about ideas or events, and
details about the participants in those events. They accurately spell high-frequency words and words with regular spelling
patterns. They use capital letters and full stops and form all upper- and lower-case letters correctly.
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English
Year 2
The English curriculum is built around the three interrelated strands of language, literature and literacy. Teaching and learning
programs should balance and integrate all three strands. Together, the strands focus on developing students knowledge,
understanding and skills in listening, reading, viewing, speaking, writing and creating. Learning in English builds on concepts,
skills and processes developed in earlier years, and teachers will revisit and strengthen these as needed.
In Year 2, students communicate with peers, teachers, students from other classes and community members.
Students engage with a variety of texts for enjoyment. They listen to, read, view and interpret spoken, written and multimodal
texts in which the primary purpose is to entertain, as well as texts designed to inform and persuade. These encompass
traditional oral texts, picture books, various types of print and digital stories, simple chapter books, rhyming verse, poetry, non-
fiction, film, multimodal texts, dramatic performances and texts used by students as models for constructing their own work.
The range of literary texts for Foundation to Year 10 comprises Australian literature, including the oral narrative traditions of
Aboriginal and Torres Strait Islander Peoples, as well as the contemporary literature of these two cultural groups, and classic
and contemporary world literature, including texts from and about Asia.
Literary texts that support and extend Year 2 students as independent readers involve sequences of events that span several
pages and present unusual happenings within a framework of familiar experiences. Informative texts present new content about
topics of interest and topics being studied in other areas of the curriculum. These texts include language features such as varied
sentence structures, some unfamiliar vocabulary, a significant number of high-frequency sight words and words that need to be
decoded phonically, and a range of punctuation conventions, as well as illustrations and diagrams that support and extend the
printed text.
Students create a range of imaginative, informative and persuasive texts including imaginative retellings, reports, performances,
poetry and expositions.
Language
Understand that spoken, visual and written forms of language identifying examples and features of different kinds of
are different modes of communication with different features spoken, non-verbal, written and visual communication
from Aboriginal and Torres Strait Islander communities
and their use varies according to the audience, purpose,
and from several Asian cultures within Australia, and
context and cultural background (ACELA1460) associating those features with particular communities
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Understand that language varies when people take on exploring how terms of address are used to signal
different roles in social and classroom interactions and how different kinds of relationships
the use of key interpersonal language resources varies
depending on context (ACELA1461) exploring the differences between giving a presentation
and talking to friends
Identify language that can be used for appreciating texts and exploring how language is used to express feelings
the qualities of people and things (ACELA1462) including learning vocabulary to express a gradation of
feeling, for example happy, joyful, pleased, contented
Understand that different types of texts have identifiable text identifying the topic and type of a text through its visual
structures and language features that help the text serve its presentation, for example cover design, packaging,
title/subtitle and images
purpose (ACELA1463)
Understand how texts are made cohesive through language exploring how texts develop their themes and ideas,
features, including word associations, synonyms, and building information through connecting similar and
contrasting dissimilar things
antonyms (ACELA1464)
Recognise that capital letters signal proper nouns and talking about how a comma can be used to separate two
commas are used to separate items in lists (ACELA1465) or more elements in a list, for example At the museum
they saw a tiger, a dinosaur and two snakes
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Know some features of text organisation including page and recognising how chapters and table of contents,
screen layouts, alphabetical order, and different types of alphabetical order of index and glossary operate to guide
access to information
diagrams, for example timelines (ACELA1466)
Understand that simple connections can be made between learning how to express ideas using compound
ideas by using a compound sentence with two or more sentences
clauses usually linked by a coordinating conjunction
(ACELA1467) learning how to join simple sentences with conjunctions,
for example and, but or so, to construct compound
sentences
Understand that nouns represent people, places, concrete exploring texts and identifying nouns that refer to
objects and abstract concepts; that there are three types of characters, elements of the setting, and ideas
nouns: common, proper and pronouns; and that noun
groups/phrases can be expanded using articles and exploring illustrations and noun groups/phrases in picture
adjectives (ACELA1468) books to identify how the participants have been
represented by an illustrator
Identify visual representations of characters actions, comparing two versions of the same story, for example
reactions, speech and thought processes in narratives, and Jack and the Beanstalk, identifying how a characters
actions and reactions are depicted differently by different
consider how these images add to or contradict or multiply the
illustrators
meaning of accompanying words (ACELA1469)
Understand the use of vocabulary about familiar and new interpreting new terminology drawing on prior knowledge,
topics and experiment with and begin to make conscious analogies and connections with known words
choices of vocabulary to suit audience and purpose
(ACELA1470)
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Orally manipulate more complex sounds in spoken words blending and segmenting sounds in words, for example
through knowledge of blending and segmenting sounds, b-r-o-th-er or c-l-ou-d-y
phoneme deletion and substitution in combination with use of
letters in reading and writing (ACELA1474) deleting and substituting sounds in spoken words to form
new words, for example delete the scr in scratch, and
then form new words catch, batch and hatch
Understand how to use knowledge of digraphs, long vowels, using knowledge of known words to spell unknown
blends and silent letters to spell one and two syllable words words, for example using the word thumb to spell the
word crumb
including some compound words (ACELA1471)
Build morphemic word families using knowledge of prefixes discussing how a prefix or suffix affects meaning, for
and suffixes (ACELA1472) example in the word paint-er the suffix er means one
who, so a painter is one who paints
Use knowledge of letter patterns and morphemes to read and using known words in writing and spelling unknown
write high-frequency words and words whose spelling is not words using morphemic knowledge of letter patterns and
morphemes, for example the words sometimes,
predictable from their sounds (ACELA1823)
something and anything
Use most letter-sound matches including vowel digraphs, less recognising when some letters are silent, for example
common long vowel patterns, letter clusters and silent letters knife and thumb
when reading and writing words of one or more syllable
(ACELA1824) providing the sound for less common letter-sound
matches, for example ight and using them in writing
Understand that a sound can be represented by various letter recognising sounds that can be produced by different
combinations (ACELA1825) letters, for example the long a sound in wait, stay,
able and make
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Literature
Discuss how depictions of characters in print, sound and exploring iconography of Aboriginal and Torres Strait
images reflect the contexts in which they were created Islander cultures
(ACELT1587)
recognising recurring characters, settings and themes in
Dreaming stories experienced through texts, films and
online sources
Compare opinions about characters, events and settings in discussing each others preferences for stories set in
and between texts (ACELT1589) familiar or unfamiliar worlds, or about people whose lives
are like or unlike their own
Identify aspects of different types of literary texts that describing features of texts from different cultures
entertain, and give reasons for personal preferences including recurring language patterns, style of
illustrations, elements of humour or drama, and
(ACELT1590)
identifying the features which give rise to their personal
preferences
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Discuss the characters and settings of different texts and describing features of text settings including time, colours
explore how language is used to present these features in used to portray year, season, and place (country or city)
and how this impacts on the characters
different ways (ACELT1591)
Identify, reproduce and experiment with rhythmic, sound and exploring poems, chants, rhymes or songs from different
word patterns in poems, chants, rhymes and songs cultures which class members may bring from home
(ACELT1592)
learning to recite, sing or create interpretations of poems,
chants, rhymes or songs from students own and other
different cultures
Create events and characters using different media that creating imaginative reconstructions of stories and poetry
develop key events and characters from literary texts using a range of print and digital media
(ACELT1593)
telling known stories from a different point of view
Innovate on familiar texts by experimenting with character, inventing some speech, dialogue or behaviour of
setting or plot (ACELT1833) favourite or humorous characters through imagining an
alternative event or outcome in the original text
Literacy
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Discuss different texts on a similar topic, identifying identifying examples and features of different kinds of
similarities and differences between the texts (ACELY1665) spoken, non-verbal, written and visual communication
from Aboriginal and Torres Strait Islander communities
and from several Asian cultures within Australia
Listen for specific purposes and information, including using spoken language for problem solving, and
instructions, and extend students own and others' ideas in exploring ideas and concepts
discussions (ACELY1666)
listening for specific information and providing two or
more key facts from an informative text spoken or read
aloud
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Use interaction skills including initiating topics, making discussing appropriate conventions to use in group
positive statements and voicing disagreement in an discussions
appropriate manner, speaking clearly and varying tone,
volume and pace appropriately (ACELY1789) exploring ways to comment on what others say, including
using sentence starters such as I like the way you, I
agree that , I have a different thought, Id like to
say something different
Rehearse and deliver short presentations on familiar and new adjusting presentation for different audiences
topics (ACELY1667)
preparing and giving oral presentations, including reports
of group discussions, using more formal speech and
specific vocabulary about content area topics
Identify the audience of imaginative, informative and identifying the main purpose of a text, including whether
persuasive texts (ACELY1668) the author wants to entertain, explain or persuade and
considering how audiences might respond to those texts
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Read less predictable texts with phrasing and fluency by using prior and learned knowledge and vocabulary to
combining contextual, semantic, grammatical and phonic make and confirm predictions when reading text
knowledge using text processing strategies, for example
monitoring meaning, predicting, rereading and self-correcting using grammatical knowledge to predict likely sentence
(ACELY1669) patterns when reading more complex narratives and
informative texts
Use comprehension strategies to build literal and inferred making connections between the text and students own
meaning and begin to analyse texts by drawing on growing experiences and experiences with other texts, comparing
authors differing point of view on a topic
knowledge of context, language and visual features and print
and multimodal text structures (ACELY1670)
making connections between information in print and
images
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Create short imaginative, informative and persuasive texts learning how to plan spoken and written communications
using growing knowledge of text structures and language so that listeners and readers might follow the sequence
of ideas or events
features for familiar and some less familiar audiences,
selecting print and multimodal elements appropriate to the
audience and purpose (ACELY1671) sequencing content according to text structure
Re-read and edit text for spelling, sentence-boundary reading their work and adding, deleting or changing
punctuation and text structure (ACELY1672) words, prepositional phrases or sentences to improve
meaning, for example replacing an everyday noun with a
technical one in an informative text
Write legibly and with growing fluency using unjoined upper using correct pencil grip and posture
case and lower case letters (ACELY1673) writing sentences legibly and fluently using unjoined print
script of consistent size
Construct texts featuring print, visual and audio elements experimenting with and combining elements of software
using software, including word processing programs programs to create texts
(ACELY1674)
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English
By the end of Year 2, students understand how similar texts share characteristics by identifying text structures and language
features used to describe characters and events, or to communicate factual information.
They read texts that contain varied sentence structures, some unfamiliar vocabulary, a significant number of high-frequency
sight words and images that provide extra information. They monitor meaning and self-correct using knowledge of phonics,
syntax, punctuation, semantics and context. They use knowledge of a wide variety of letter-sound relationships to read words of
one or more syllables with fluency. They identify literal and implied meaning, main ideas and supporting detail. Students make
connections between texts by comparing content. They listen for particular purposes. They listen for and manipulate sound
combinations and rhythmic sound patterns.
When discussing their ideas and experiences, students use everyday language features and topic-specific vocabulary. They
explain their preferences for aspects of texts using other texts as comparisons. They create texts that show how images support
the meaning of the text.
Students create texts, drawing on their own experiences, their imagination and information they have learnt. They use a variety
of strategies to engage in group and class discussions and make presentations. They accurately spell words with regular
spelling patterns and spell words with less common long vowel patterns. They use punctuation accurately, and write words and
sentences legibly using unjoined upper- and lower-case letters.
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English
Year 3
The English curriculum is built around the three interrelated strands of language, literature and literacy. Teaching and learning
programs should balance and integrate all three strands. Together, the strands focus on developing students knowledge,
understanding and skills in listening, reading, viewing, speaking, writing and creating. Learning in English builds on concepts,
skills and processes developed in earlier years, and teachers will revisit and strengthen these as needed.
In Years 3 and 4, students experience learning in familiar contexts and a range of contexts that relate to study in other areas of
the curriculum. They interact with peers and teachers from other classes and schools in a range of face-to-face and
online/virtual environments.
Students engage with a variety of texts for enjoyment. They listen to, read, view and interpret spoken, written and multimodal
texts in which the primary purpose is aesthetic, as well as texts designed to inform and persuade. These encompass traditional
oral texts including Aboriginal stories, picture books, various types of print and digital texts, simple chapter books, rhyming
verse, poetry, non-fiction, film, multimodal texts, dramatic performances and texts used by students as models for constructing
their own work.
The range of literary texts for Foundation to Year 10 comprises Australian literature, including the oral narrative traditions of
Aboriginal and Torres Strait Islander Peoples, as well as the contemporary literature of these two cultural groups, and classic
and contemporary world literature, including texts from and about Asia.
Literary texts that support and extend students in Years 3 and 4 as independent readers describe complex sequences of events
that extend over several pages and involve unusual happenings within a framework of familiar experiences. Informative texts
include content of increasing complexity and technicality about topics of interest and topics being studied in other areas of the
curriculum. These texts use complex language features, including varied sentence structures, some unfamiliar vocabulary, a
significant number of high-frequency sight words and words that need to be decoded phonically, and a variety of punctuation
conventions, as well as illustrations and diagrams that support and extend the printed text.
Students create a range of imaginative, informative and persuasive types of texts including narratives, procedures,
performances, reports, reviews, poetry and expositions.
Language
Understand that languages have different written and visual learning that a word or sign can carry different weight in
communication systems, different oral traditions and different different cultural contexts, for example that particular
respect is due to some people and creatures and that
ways of constructing meaning (ACELA1475)
stories can be passed on to teach us how to live
appropriately
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Understand that successful cooperation with others depends identifying roles and collaborative patterns in students
on shared use of social conventions, including turn-taking own groups and pair work (for example initiating a topic,
changing a topic through negotiation, affirming other
patterns, and forms of address that vary according to the
speakers and building on their comments, asking
degree of formality in social situations (ACELA1476) relevant questions, providing useful feedback, prompting
and checking individual and group understanding)
Examine how evaluative language can be varied to be more exploring how modal verbs, for example must, might,
or less forceful (ACELA1477) or could indicate degrees of probability or obligation
Understand how different types of texts vary in use of becoming familiar with typical structural stages and
language choices, depending on their purpose and context language features of various types of text, for example
narratives, procedures, reports, reviews and expositions
(for example, tense and types of sentences) (ACELA1478)
Understand that paragraphs are a key organisational feature noticing how longer texts are organised into paragraphs,
of written texts (ACELA1479) each beginning with a topic sentence/paragraph opener
which predicts how the paragraph will develop and is
then elaborated in various ways
Know that word contractions are a feature of informal recognising both grammatically accurate and inaccurate
language and that apostrophes of contraction are used to usage of the apostrophe in everyday texts such as signs
in the community and newspaper advertisements
signal missing letters (ACELA1480)
Identify the features of online texts that enhance navigation becoming familiar with the typical features of online texts,
(ACELA1790) for example navigation bars and buttons, hyperlinks and
sitemaps
Understand that a clause is a unit of grammar usually knowing that a clause is basically a group of words that
containing a subject and a verb and that these need to be in contains a verb
agreement (ACELA1481)
knowing that, in terms of meaning, a basic clause
represents: what is happening; what state is being
described; who or what is involved; and the surrounding
circumstances
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Understand that verbs represent different processes, for identifying different types of verbs and the way they add
example doing, thinking, saying, and relating and that these meaning to a sentence
processes are anchored in time through tense (ACELA1482)
exploring 'doing' and 'saying' verbs in narrative texts to
show how they give information about what characters do
and say
Identify the effect on audiences of techniques, for example noting how the relationship between characters can be
shot size, vertical camera angle and layout in picture books, depicted in illustrations through: the positioning of the
characters (for example facing each other or facing away
advertisements and film segments (ACELA1483)
from each other); the distance between them; the relative
size; one character looking up (or down) at the other
(power relationships); facial expressions and body
gesture
Learn extended and technical vocabulary and ways of exploring examples of language which demonstrate a
expressing opinion including modal verbs and adverbs range of feelings and positions, and building a vocabulary
to express judgments about characters or events,
(ACELA1484)
acknowledging that language and judgments might differ
depending on the cultural context
Understand how to use letter-sound relationships and less using sound and visual spelling strategies to explore less
common letter patterns to spell words (ACELA1485) common letter patterns after a short vowel, for example
words that end in dge such as badge, edge, fridge,
dodge and smudge
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Recognise and know how to write most high frequency words drawing on meaning and context to spell single-syllable
including some homophones (ACELA1486) homophones, for example break or brake and ate or
eight
Understand how to apply knowledge of letter-sound reading and writing more complex words with consonant
relationships, syllables, and blending and segmenting to digraphs and consonant blends, for example shrinking,
against and rocket
fluently read and write multisyllabic words with more complex
letter patterns (ACELA1826)
reading and writing consonant digraphs representing
different sounds, for example machine, change and
school
Know how to use common prefixes and suffixes, and exploring generalisations for adding a suffix to a base
generalisations for adding a suffix to a base word word to form a plural or past tense, for example to make
a word plural when it ends in ss, sh, ch or z, add es
(ACELA1827)
Literature
Discuss texts in which characters, events and settings are reading texts in which Aboriginal and Torres Strait
portrayed in different ways, and speculate on the authors Islander children/young people are the central
characters/protagonists and making links to students
reasons (ACELT1594)
own lives, noting similarities
Draw connections between personal experiences and the discussing relevant prior knowledge and past
worlds of texts, and share responses with others experiences to make meaningful connections to the
people, places, events, issues and ideas in the text
(ACELT1596)
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Develop criteria for establishing personal preferences for building a conscious understanding of preference
literature (ACELT1598) regarding topics and genres of personal interest (for
example humorous short stories, school and family
stories, mysteries, fantasy and quest, series books)
Discuss how language is used to describe the settings in identifying and discussing the use of descriptive
texts, and explore how the settings shape the events and adjectives (in the middle of a vast, bare plain) to
establish setting and atmosphere (the castle loomed
influence the mood of the narrative (ACELT1599)
dark and forbidding) and to draw readers into events that
follow
Discuss the nature and effects of some language devices identifying the effect of imagery in texts, for example the
used to enhance meaning and shape the readers reaction, use of imagery related to nature in haiku poems
including rhythm and onomatopoeia in poetry and prose
(ACELT1600) exploring how rhythm, onomatopoeia and alliteration give
momentum to poetry and prose read aloud, and enhance
enjoyment
Create imaginative texts based on characters, settings and drawing on literary texts read, viewed and listened to for
events from students own and other cultures using visual inspiration and ideas, appropriating language to create
mood and characterisation
features, for example perspective, distance and angle
(ACELT1601)
innovating on texts read, viewed and listened to by
changing the point of view, revising an ending or creating
a sequel
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Create texts that adapt language features and patterns creating visual and multimodal texts based on Aboriginal
encountered in literary texts, for example characterisation, and Torres Strait Islander or Asian literature, applying
one or more visual elements to convey the intent of the
rhyme, rhythm, mood, music, sound effects and dialogue
original text
(ACELT1791)
Literacy
Identify the point of view in a text and suggest alternative discussing how a text presents the point of view of the
points of view (ACELY1675) main character, and speculating on what other characters
might think or feel
Listen to and contribute to conversations and discussions to participating in collaborative discussions, building on and
share information and ideas and negotiate in collaborative connecting ideas and opinions expressed by others, and
checking students own understanding against group
situations (ACELY1676)
views
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Use interaction skills, including active listening behaviours participating in pair, group and class speaking and
and communicate in a clear, coherent manner using a variety listening situations, including informal conversations,
class discussions and presentations
of everyday and learned vocabulary and appropriate tone,
pace, pitch and volume (ACELY1792)
listening actively including listening for specific
information, recognising the value of others contributions
and responding through comments, recounts and
summaries of information
Plan and deliver short presentations, providing some key drawing on relevant research into a topic to prepare an
details in logical sequence (ACELY1677) oral or multimodal presentation, using devices such as
storyboards to plan the sequence of ideas and
information
Identify the audience and purpose of imaginative, informative identifying the authors point of view on a topic and key
and persuasive texts (ACELY1678) words and images that seem intended to persuade
listeners, viewers or readers to agree with the view
presented
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Read an increasing range of different types of texts by combining different types of knowledge (for example
combining contextual, semantic, grammatical and phonic word knowledge, vocabulary, grammar, phonics) to make
decisions about unknown words, reading on, reviewing
knowledge, using text processing strategies, for example
and summarising meaning
monitoring, predicting, confirming, rereading, reading on and
self-correcting (ACELY1679)
analysing the way illustrations help to construct meaning
and interpreting different types of illustrations and
graphics
Use comprehension strategies to build literal and inferred making connections between the text and students own
meaning and begin to evaluate texts by drawing on a growing experience and other texts
knowledge of context, text structures and language features
(ACELY1680) making connections between the information in print and
images
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Plan, draft and publish imaginative, informative and using print and digital resources to gather information
persuasive texts demonstrating increasing control over text about a topic
structures and language features and selecting print,and
multimodal elements appropriate to the audience and purpose selecting appropriate text structure for a writing purpose
(ACELY1682) and sequencing content for clarity and audience impact
Re-read and edit texts for meaning, appropriate structure, using glossaries, print and digital dictionaries and spell
grammatical choices and punctuation (ACELY1683) check to edit spelling, realising that spell check accuracy
depends on understanding the word function, for
example there/their; rain/reign
Write using joined letters that are clearly formed and practising how to join letters to construct a fluent
consistent in size (ACELY1684) handwriting style
Use software including word processing programs with using features of relevant technologies to plan,
growing speed and efficiency to construct and edit texts sequence, compose and edit multimodal texts
featuring visual, print and audio elements (ACELY1685)
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English
By the end of Year 3, students understand how content can be organised using different text structures depending on the
purpose of the text. They understand how language features, images and vocabulary choices are used for different effects.
They read texts that contain varied sentence structures, a range of punctuation conventions, and images that provide extra
information. They use phonics and word knowledge to fluently read more complex words. They identify literal and implied
meaning connecting ideas in different parts of a text. They select information, ideas and events in texts that relate to their own
lives and to other texts. They listen to others views and respond appropriately using interaction skills.
Students understand how language features are used to link and sequence ideas. They understand how language can be used
to express feelings and opinions on topics. Their texts include writing and images to express and develop, in some detail,
experiences, events, information, ideas and characters.
Students create a range of texts for familiar and unfamiliar audiences. They contribute actively to class and group discussions,
asking questions, providing useful feedback and making presentations. They demonstrate understanding of grammar and
choose vocabulary and punctuation appropriate to the purpose and context of their writing. They use knowledge of letter-sound
relationships including consonant and vowel clusters and high-frequency words to spell words accurately. They re-read and edit
their writing, checking their work for appropriate vocabulary, structure and meaning. They write using joined letters that are
accurately formed and consistent in size.
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English
Year 4
The English curriculum is built around the three interrelated strands of language, literature and literacy. Teaching and learning
programs should balance and integrate all three strands. Together, the strands focus on developing students knowledge,
understanding and skills in listening, reading, viewing, speaking, writing and creating. Learning in English builds on concepts,
skills and processes developed in earlier years, and teachers will revisit and strengthen these as needed.
In Years 3 and 4, students experience learning in familiar contexts and a range of contexts that relate to study in other areas of
the curriculum. They interact with peers and teachers from other classes and schools in a range of face-to-face and
online/virtual environments.
Students engage with a variety of texts for enjoyment. They listen to, read, view and interpret spoken, written and multimodal
texts in which the primary purpose is aesthetic, as well as texts designed to inform and persuade. These encompass traditional
oral texts including Aboriginal stories, picture books, various types of print and digital texts, simple chapter books, rhyming
verse, poetry, non-fiction, film, multimodal texts, dramatic performances and texts used by students as models for constructing
their own work.
The range of literary texts for Foundation to Year 10 comprises Australian literature, including the oral narrative traditions of
Aboriginal and Torres Strait Islander Peoples, as well as the contemporary literature of these two cultural groups, and classic
and contemporary world literature, including texts from and about Asia.
Literary texts that support and extend students in Years 3 and 4 as independent readers describe complex sequences of events
that extend over several pages and involve unusual happenings within a framework of familiar experiences. Informative texts
include content of increasing complexity and technicality about topics of interest and topics being studied in other areas of the
curriculum. These texts use complex language features, including varied sentence structures, some unfamiliar vocabulary, a
significant number of high-frequency sight words and words that need to be decoded phonically, and a variety of punctuation
conventions, as well as illustrations and diagrams that support and extend the printed text.
Students create a range of imaginative, informative and persuasive types of texts including narratives, procedures,
performances, reports, reviews, poetry and expositions.
Language
Understand that Standard Australian English is one of many identifying words used in Standard Australian English
social dialects used in Australia, and that while it originated in that are derived from other languages, including
Aboriginal and Torres Strait Islander languages, and
England it has been influenced by many other languages
determining if the original meaning is reflected in English
(ACELA1487) usage, for example example kangaroo, tsunami,
typhoon, amok, orangutan
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Understand that social interactions influence the way people recognising that we can use language differently with our
engage with ideas and respond to others for example when friends and families, but that Standard Australian English
is typically used in written school texts and more formal
exploring and clarifying the ideas of others, summarising their
contexts
own views and reporting them to a larger group (ACELA1488)
Understand differences between the language of opinion and identifying ways thinking verbs are used to express
feeling and the language of factual reporting or recording opinion, for example I think, I believe, and ways
summary verbs are used to report findings, for example
(ACELA1489)
we concluded
Understand how texts vary in complexity and technicality becoming familiar with the typical stages and language
depending on the approach to the topic, the purpose and the features of such text types as: simple narrative,
procedure, simple persuasion texts and information
intended audience (ACELA1490)
reports
Understand how texts are made cohesive through the use of knowing how authors construct texts that are cohesive
linking devices including pronoun reference and text and coherent through the use of: pronouns that link to
something previously mentioned; determiners (for
connectives (ACELA1491)
example this, that, these, those, the,); text
connectives that create links between sentences (for
example however, therefore, nevertheless, in
addition, by contrast, in summary)
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Recognise how quotation marks are used in texts to signal exploring texts to identify the use of quotation marks
dialogue, titles and quoted (direct) speech (ACELA1492)
experimenting with the use of quotation marks in
students own writing
Identify features of online texts that enhance readability participating in online searches for information using
including text, navigation, links, graphics and layout navigation tools and discussing similarities and
differences between print and digital information
(ACELA1793)
Understand that the meaning of sentences can be enriched creating richer, more specific descriptions through the
through the use of noun groups/phrases and verb use of noun groups/phrases (for example, in narrative
texts, their very old Siamese cat; in reports, 'its
groups/phrases and prepositional phrases (ACELA1493)
extremely high mountain ranges')
Investigate how quoted (direct) and reported (indirect) speech investigating examples of quoted (direct) speech (He
work in different types of text (ACELA1494) said, Ill go to the park today) and reported (indirect)
speech (He told me he was going to the park today) and
comparing similarities and differences
Understand how adverb groups/phrases and prepositional investigating in texts how adverb group/phrases and
phrases work in different ways to provide circumstantial prepositional phrases can provide details of the
circumstances surrounding a happening or state (for
details about an activity (ACELA1495)
example, At midnight (time) he rose slowly (manner)
from the chair (place) and went upstairs (place)
Explore the effect of choices when framing an image, examining visual and multimodal texts, building a
placement of elements in the image, and salience on vocabulary to describe visual elements and techniques
such as framing, composition and visual point of view
composition of still and moving images in a range of types of
and beginning to understand how these choices impact
texts (ACELA1496) on viewer response
Incorporate new vocabulary from a range of sources into building etymological knowledge about word origins (for
students own texts including vocabulary encountered in example 'thermometer') and building vocabulary from
research about technical and subject specific topics
research (ACELA1498)
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Understand how to use knowledge of letter patterns including applying generalisations for adding affixes, for example
double letters, spelling generalisations, morphemic word hope and hoping, begin and beginning, country and
countries
families, common prefixes and suffixes and word origins to
spell more complex words (ACELA1779)
building morphemic word families and exploring word
origins, for example the prefix nat means source, birth or
tribe in nature, natural and native
Read and write a large core of high frequency words including using meaning and context to determine the spelling of
homophones and know how to use context to identify correct homophones, for example there and their; no and
know
spelling (ACELA1780)
Understand how to use phonic knowledge to read and write using phonic generalisations to read and write
multisyllabic words with more complex letter combinations, multisyllabic words with more complex letter
combinations, for example straightaway and thoughtful
including a variety of vowel sounds and known prefixes and
suffixes (ACELA1828)
recognising unstressed vowels in multisyllabic words and
how these vowel sounds are written, for example builder
and animal
Literature
Make connections between the ways different authors may commenting on how authors have established setting
represent similar storylines, ideas and relationships and period in different cultures and times and the
relevance of characters, actions and beliefs to their own
(ACELT1602)
time
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Discuss literary experiences with others, sharing responses sharing and discussing students own and others
and expressing a point of view (ACELT1603) understanding of the effects of particular literary
techniques on their appreciation of texts
Use metalanguage to describe the effects of ideas, text examining the authors description of a characters
structures and language features of literary texts appearance, behaviour and speech and noting how the
characters development is evident through his or her
(ACELT1604)
dialogue and changing relationships and the reactions of
other characters to him or her
Discuss how authors and illustrators make stories exciting, examining the authors description of a characters
moving and absorbing and hold readers interest by using appearance, behaviour and speech and noting how the
characters development is evident through his or her
various techniques, for example character development and
dialogue and changing relationships and the reactions of
plot tension (ACELT1605) other characters to him or her
Understand, interpret and experiment with a range of devices defining spoonerisms, neologisms and puns and
and deliberate word play in poetry and other literary texts, for exploring how they are used by authors to create a sense
of freshness, originality and playfulness
example nonsense words, spoonerisms, neologisms and
puns (ACELT1606)
discussing poetic language, including unusual adjectival
use and how it engages us emotionally and brings to life
the poets subject matter, for example He grasps the
crag with crooked hands (Alfred, Lord Tennyson); Wee
... timrous beastie (Robert Burns)
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Create literary texts that explore students own experiences drawing upon literary texts students have encountered
and imagining (ACELT1607) and experimenting with changing particular aspects, for
example the time or place of the setting, adding
characters or changing their personalities, or offering an
alternative point of view on key ideas
Create literary texts by developing storylines, characters and collaboratively plan, compose, sequence and prepare a
settings (ACELT1794) literary text along a familiar storyline, using film, sound
and images to convey setting, characters and points of
drama in the plot
Literacy
Identify and explain language features of texts from earlier viewing documentaries and news footage from different
times and compare with the vocabulary, images, layout and periods, comparing the style of presentation, including
costumes and iconography with contemporary texts on
content of contemporary texts (ACELY1686)
similar topics and tracking changing views on issues, for
example war, race, gender
Interpret ideas and information in spoken texts and listen for making notes about a task, asking questions to clarify or
key points in order to carry out tasks and use information to follow up information, and seeking assistance if required
share and extend ideas and information (ACELY1687)
discussing levels of language slang, colloquial
(everyday) and formal language and how their
appropriateness changes with the situation and
audience. Presenting ideas and opinions at levels of
formality appropriate to the context and audience
Use interaction skills such as acknowledging anothers point participating in pair, group, class and school speaking
of view and linking students response to the topic, using and listening situations, including informal conversations,
class discussions and presentations
familiar and new vocabulary and a range of vocal effects such
as tone, pace, pitch and volume to speak clearly and
coherently (ACELY1688) developing appropriate speaking and listening
behaviours including acknowledging and extending
others contributions, presenting ideas and opinions
clearly and coherently
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Plan, rehearse and deliver presentations incorporating reporting on a topic in an organised manner, providing
learned content and taking into account the particular relevant facts and descriptive detail to enhance audience
understanding, and beginning to refer to reliable sources
purposes and audiences (ACELY1689)
to support claims
Identify characteristic features used in imaginative, describing the language which authors use to create
informative and persuasive texts to meet the purpose of the imaginary worlds; how textual features such as headings,
subheadings, bold type and graphic organisers are used
text (ACELY1690)
to order and present information, and how visual codes
are used, for example those used in advertising to
represent children and families so that viewers identify
with them
Read different types of texts by combining contextual , reading new and different kinds of texts with the use of
semantic, grammatical and phonic knowledge using text established word identification strategies, including
knowledge of the topic and of text type together with self
processing strategies for example monitoring meaning, cross
monitoring strategies; including rereading, self
checking and reviewing (ACELY1691) questioning and pausing, and including self correction
strategies such confirming and cross-checking
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Use comprehension strategies to build literal and inferred making connections between the text and students own
meaning to expand content knowledge, integrating and linking experience and other texts
ideas and analysing and evaluating texts (ACELY1692)
making connections between information in print and
images
Plan, draft and publish imaginative, informative and using research from print and digital resources to gather
persuasive texts containing key information and supporting ideas, integrating information from a range of sources;
selecting text structure and planning how to group ideas
details for a widening range of audiences, demonstrating
into paragraphs to sequence content, and choosing
increasing control over text structures and language features vocabulary to suit topic and communication purpose
(ACELY1694)
Re-read and edit for meaning by adding, deleting or moving revising written texts: editing for grammatical and spelling
words or word groups to improve content and structure accuracy and clarity of the text, to improve the
connection between ideas and the overall flow of the
(ACELY1695)
piece
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Write using clearly-formed joined letters, and develop using handwriting fluency with speed for a wide range of
increased fluency and automaticity (ACELY1696) tasks
Use a range of software including word processing programs identifying and selecting appropriate software programs
to construct, edit and publish written text, and select, edit and for constructing text
place visual, print and audio elements (ACELY1697)
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English
By the end of Year 4, students understand that texts have different text structures depending on purpose and context. They
explain how language features, images and vocabulary are used to engage the interest of audiences. They describe literal and
implied meaning connecting ideas in different texts
They fluently read texts that include varied sentence structures, unfamiliar vocabulary including multisyllabic words. They
express preferences for particular types of texts, and respond to others viewpoints. They listen for and share key points in
discussions.
Students use language features to create coherence and add detail to their texts. They understand how to express an opinion
based on information in a text. They create texts that show understanding of how images and detail can be used to extend key
ideas.
Students create structured texts to explain ideas for different audiences. They make presentations and contribute actively to
class and group discussions, varying language according to context. They demonstrate understanding of grammar, select
vocabulary from a range of resources and use accurate spelling and punctuation, re-reading and editing their work to improve
meaning.
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English
Year 5
The English curriculum is built around the three interrelated strands of language, literature and literacy. Teaching and learning
programs should balance and integrate all three strands. Together, the strands focus on developing students knowledge,
understanding and skills in listening, reading, viewing, speaking, writing and creating. Learning in English builds on concepts,
skills and processes developed in earlier years, and teachers will revisit and strengthen these as needed.
In Years 5 and 6, students communicate with peers and teachers from other classes and schools, community members, and
individuals and groups, in a range of face-to-face and online/virtual environments.
Students engage with a variety of texts for enjoyment. They listen to, read, view, interpret and evaluate spoken, written and
multimodal texts in which the primary purpose is aesthetic, as well as texts designed to inform and persuade. These include
various types of media texts including newspapers, film and digital texts, junior and early adolescent novels, poetry, non-fiction
and dramatic performances.
The range of literary texts for Foundation to Year 10 comprises Australian literature, including the oral narrative traditions of
Aboriginal and Torres Strait Islander Peoples, as well as the contemporary literature of these two cultural groups, and classic
and contemporary world literature, including texts from and about Asia.
Literary texts that support and extend students in Years 5 and 6 as independent readers describe complex sequences, a range
of non-stereotypical characters and elaborated events including flashbacks and shifts in time. These texts explore themes of
interpersonal relationships and ethical dilemmas within real-world and fantasy settings. Informative texts supply technical and
content information about a wide range of topics of interest as well as topics being studied in other areas of the curriculum. Text
structures include chapters, headings and subheadings, tables of contents, indexes and glossaries. Language features include
complex sentences, unfamiliar technical vocabulary, figurative language, and information presented in various types of graphics.
Students create a range of imaginative, informative and persuasive types of texts including narratives, procedures,
performances, reports, reviews, explanations and discussions.
Language
Understand that the pronunciation, spelling and meanings of recognising that a knowledge of word origins is not only
words have histories and change over time (ACELA1500) interesting in its own right, but that it extends students
knowledge of vocabulary and spelling
Understand that patterns of language interaction vary across identifying ways in which cultures differ in making and
social contexts and types of texts and that they help to signal responding to common requests, for example periods of
silence, degrees of formality
social roles and relationships (ACELA1501)
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Understand how to move beyond making bare assertions and recognising that a bare assertion (for example 'It's the
take account of differing perspectives and points of view best film this year') often needs to be tempered by: using
the 'impersonal it' to distance oneself (for example 'It
(ACELA1502)
could be that it is the best film this year'); recruiting
anonymous support (for example 'It is generally agreed
that it is the best film this year.'); indicating a general
source of the opinion (for example 'Most critics agree that
it is the best film this year.'); specifying the source of the
opinion (for example 'David and Margaret both agree that
it is the best film this year') and reflecting on the effect of
these different choices
Understand how texts vary in purpose, structure and topic as becoming familiar with the typical stages and language
well as the degree of formality (ACELA1504) features of such text types as: narrative, procedure,
exposition, explanation, discussion and informative text
and how they can be composed and presented in written,
digital and multimedia forms
Understand that the starting point of a sentence gives observing how writers use the beginning of a sentence to
prominence to the message in the text and allows for signal to the reader how the text is developing (for
example 'Snakes are reptiles. They have scales and no
prediction of how the text will unfold (ACELA1505)
legs. Many snakes are poisonous. However, in Australia
they are protected')
Understand how the grammatical category of possessives is learning that in Standard Australian English regular plural
signalled through apostrophes and how to use apostrophes nouns ending in s form the possessive by adding just
the apostrophe, for example my parents' car
with common and proper nouns (ACELA1506)
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Understand the difference between main and subordinate knowing that complex sentences make connections
clauses and that a complex sentence involves at least one between ideas, such as: to provide a reason, for example
'He jumped up because the bell rang.'; to state a
subordinate clause (ACELA1507)
purpose, for example 'She raced home to confront her
brother.'; to express a condition, for example 'It will break
if you push it.'; to make a concession, for example 'She
went to work even though she was not feeling well.'; to
link two ideas in terms of various time relations, for
example 'Nero fiddled while Rome burned.'
Understand how noun groups/phrases and adjective learning how to expand a description by combining a
groups/phrases can be expanded in a variety of ways to related set of nouns and adjectives Two old brown
cattle dogs sat on the ruined front veranda of the
provide a fuller description of the person, place, thing or idea
deserted house
(ACELA1508)
Explain sequences of images in print texts and compare these interpreting narrative texts told as wordless picture books
to the ways hyperlinked digital texts are organised, explaining
their effect on viewers interpretations (ACELA1511) identifying and comparing sequences of images revealed
through different hyperlink choices
Understand the use of vocabulary to express greater moving from general, all-purpose words, for example
precision of meaning, and know that words can have different cut, to more specific words, for example slice, dice,
fillet, segment
meanings in different contexts (ACELA1512)
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Understand how to use knowledge of known words, base talking about how suffixes change over time and new
words, prefixes and suffixes, word origins, letter patterns and forms are invented to reflect changing attitudes to
gender, for example 'policewoman' or 'salesperson'
spelling generalisations to spell new words (ACELA1513)
Explore less common plurals, and understand how a suffix Using knowledge of word origins and roots and related
changes the meaning or grammatical form of a word words to interpret and spell unfamiliar words, and
learning about how these roots impact on plurals, for
(ACELA1514)
example cactus and cacti, louse and lice
Understand how to use phonic knowledge to read and write recognising and writing less familiar words that share
less familiar words that share common letter patterns but common letter patterns but have different pronunciations,
for example journey, your, tour and sour
have different pronunciations (ACELA1829)
Literature
Identify aspects of literary texts that convey details or describing how aspects of literature, for example visuals,
information about particular social, cultural and historical symbolic elements, dialogue and character descriptions,
can convey information about cultural elements, such as
contexts (ACELT1608)
beliefs, traditions and customs
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Present a point of view about particular literary texts using posing and discussing questions, such as Should this
appropriate metalanguage, and reflecting on the viewpoints of character have behaved as they did?, and beginning to
make balanced judgments about the dilemmas
others (ACELT1609)
characters face and relative merit and harm
Use metalanguage to describe the effects of ideas, text orally, in writing or using digital media, giving a
structures and language features on particular audiences considered interpretation and opinion about a literary
text, recognising that a students view may not be shared
(ACELT1795)
by others and that others have equal claims to divergent
views
Recognise that ideas in literary texts can be conveyed from identifying the narrative voice (the person or entity
different viewpoints, which can lead to different kinds of through whom the audience experiences the story) in a
literary work, discussing the impact of first person
interpretations and responses (ACELT1610)
narration on empathy and engagement
Understand, interpret and experiment with sound devices and discussing how figurative language including simile and
imagery, including simile, metaphor and personification, in metaphor can make use of a comparison between
different things, for example My love is like a red, red
narratives, shape poetry, songs, anthems and odes
rose; Tyger!, Tyger! burning bright, In the forests of the
(ACELT1611) night; and how by appealing to the imagination, it
provides new ways of looking at the world
Create literary texts using realistic and fantasy settings and using texts with computer-based graphics, animation and
characters that draw on the worlds represented in texts 2D qualities, consider how and why particular traits for a
character have been chosen
students have experienced (ACELT1612)
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Create literary texts that experiment with structures, ideas and drawing upon fiction elements in a range of model texts -
stylistic features of selected authors (ACELT1798) for example main idea, characterisation, setting (time and
place), narrative point of view; and devices, for example
figurative language (simile, metaphor, personification), as
well as non-verbal conventions in digital and screen texts
- in order to experiment with new, creative ways of
communicating ideas, experiences and stories in literary
texts
Literacy
Show how ideas and points of view in texts are conveyed identifying the narrative voice (the person or entity
through the use of vocabulary, including idiomatic through whom the audience experiences the story) in a
literary work, discussing the impact of first person
expressions, objective and subjective language, and that
narration on empathy and engagement
these can change according to context (ACELY1698)
Clarify understanding of content as it unfolds in formal and asking specific questions to clarify a speakers meaning,
informal situations, connecting ideas to students own making constructive comments that keep conversation
moving, reviewing ideas expressed and conveying
experiences and present and justify a point of view
tentative conclusions
(ACELY1699)
Use interaction skills, for example paraphrasing, questioning participating in pair, group, class and school speaking
and interpreting non-verbal cues and choose vocabulary and and listening situations, including informal conversations,
discussions and presentations
vocal effects appropriate for different audiences and purposes
(ACELY1796)
using effective strategies for dialogue and discussion
including speaking clearly and to the point, pausing in
appropriate places for others to respond, asking pertinent
questions and linking students own responses to the
contributions of others
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Plan, rehearse and deliver presentations for defined planning a report on a topic, sequencing ideas logically
audiences and purposes incorporating accurate and and providing supporting detail, including graphics, sound
and visuals to enhance audience engagement and
sequenced content and multimodal elements (ACELY1700)
understanding
Identify and explain characteristic text structures and explaining how the features of a text advocating
language features used in imaginative, informative and community action, for example action on a local area
preservation issue, are used to meet the purpose of the
persuasive texts to meet the purpose of the text (ACELY1701)
text
Navigate and read texts for specific purposes applying bringing subject and technical vocabulary and concept
appropriate text processing strategies, for example predicting knowledge to new reading tasks
and confirming, monitoring meaning, skimming and scanning
(ACELY1702) selecting and using texts for their pertinence to the task
and the accuracy of their information
Use comprehension strategies to analyse information, using research skills including identifying research
integrating and linking ideas from a variety of print and digital purpose, locating texts, gathering and organising
information, evaluating its relative value, and the
sources (ACELY1703)
accuracy and currency of print and digital sources and
summarising information from several sources
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Plan, draft and publish imaginative, informative and using research from print and digital resources to gather
persuasive print and multimodal texts, choosing text and organise information for writing
structures, language features, images and sound appropriate
to purpose and audience (ACELY1704) selecting an appropriate text structure for the writing
purpose and sequencing content according to that text
structure, introducing the topic, and grouping related
information in well-sequenced paragraphs with a
concluding statement
Re-read and edit students own and others work using agreed editing for flow and sense, organisation of ideas and
criteria for text structures and language features choice of language, revising and trying new approaches if
an element is not having the desired impact
(ACELY1705)
Develop a handwriting style that is becoming legible, fluent using handwriting with increasing fluency and legibility
and automatic (ACELY1706) appropriate to a wide range of writing purposes
Use a range of software including word processing programs writing letters in print and by email, composing with
with fluency to construct, edit and publish written text, and increasing fluency, accuracy and legibility and
demonstrating understanding of what the audience may
select, edit and place visual, print and audio elements
want to hear
(ACELY1707)
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English
By the end of Year 5, students explain how text structures assist in understanding the text. They understand how language
features, images and vocabulary influence interpretations of characters, settings and events.
When reading, they encounter and decode unfamiliar words using phonic, grammatical, semantic and contextual knowledge.
They analyse and explain literal and implied information from a variety of texts. They describe how events, characters and
settings in texts are depicted and explain their own responses to them. They listen and ask questions to clarify content.
Students use language features to show how ideas can be extended. They develop and explain a point of view about a text,
selecting information, ideas and images from a range of resources.
Students create imaginative, informative and persuasive texts for different purposes and audiences. They make presentations
which include multimodal elements for defined purposes. They contribute actively to class and group discussions, taking into
account other perspectives. When writing, they demonstrate understanding of grammar using a variety of sentence types. They
select specific vocabulary and use accurate spelling and punctuation. They edit their work for cohesive structure and meaning.
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English
Year 6
The English curriculum is built around the three interrelated strands of language, literature and literacy. Teaching and learning
programs should balance and integrate all three strands. Together, the strands focus on developing students knowledge,
understanding and skills in listening, reading, viewing, speaking, writing and creating. Learning in English builds on concepts,
skills and processes developed in earlier years, and teachers will revisit and strengthen these as needed.
In Years 5 and 6, students communicate with peers and teachers from other classes and schools, community members, and
individuals and groups, in a range of face-to-face and online/virtual environments.
Students engage with a variety of texts for enjoyment. They listen to, read, view, interpret and evaluate spoken, written and
multimodal texts in which the primary purpose is aesthetic, as well as texts designed to inform and persuade. These include
various types of media texts including newspapers, film and digital texts, junior and early adolescent novels, poetry, non-fiction
and dramatic performances. Students develop their understanding of how texts, including media texts, are influenced by
context, purpose and audience.
The range of literary texts for Foundation to Year 10 comprises Australian literature, including the oral narrative traditions of
Aboriginal and Torres Strait Islander Peoples, as well as the contemporary literature of these two cultural groups, and classic
and contemporary world literature, including texts from and about Asia.
Literary texts that support and extend students in Years 5 and 6 as independent readers describe complex sequences, a range
of non-stereotypical characters and elaborated events including flashbacks and shifts in time. These texts explore themes of
interpersonal relationships and ethical dilemmas within real-world and fantasy settings. Informative texts supply technical and
content information about a wide range of topics of interest as well as topics being studied in other areas of the curriculum. Text
structures include chapters, headings and subheadings, tables of contents, indexes and glossaries. Language features include
complex sentences, unfamiliar technical vocabulary, figurative language, and information presented in various types of graphics.
Students create a range of imaginative, informative and persuasive types of texts such as narratives, procedures,
performances, reports, reviews, explanations and discussions.
Language
Understand that different social and geographical dialects or recognising that there are more than 150 Aboriginal
accents are used in Australia in addition to Standard languages and two Torres Strait Islander languages and
that they relate to geographic areas in Australia
Australian English (ACELA1515)
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Understand that strategies for interaction become more identify and appreciate differences in language used in
complex and demanding as levels of formality and social diverse family settings
distance increase (ACELA1516)
Understand the uses of objective and subjective language understanding when it is appropriate to share feelings
and bias (ACELA1517) and opinions (for example in a personal recount) and
when it is appropriate to remain more objective (for
example in a factual recount)
Understand how authors often innovate on text structures and exploring a range of everyday, community, literary and
play with language features to achieve particular aesthetic, informative texts discussing elements of text structure
and language features and comparing the overall
humorous and persuasive purposes and effects (ACELA1518)
structure and effect of authors choices in two or more
texts
Understand that cohesive links can be made in texts by noting how a general word is often used for a more
omitting or replacing words (ACELA1520) specific word already mentioned, for example Look at
those apples. Can I have one?'
Understand the uses of commas to separate clauses identifying different uses of commas in texts
(ACELA1521)
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Investigate how complex sentences can be used in a variety investigating how the choice of conjunctions enables the
of ways to elaborate, extend and explain ideas (ACELA1522) construction of complex sentences to extend, elaborate
and explain ideas, for example the town was flooded
when the river broke its banks and the town was flooded
because the river broke its banks
Understand how ideas can be expanded and sharpened knowing that verbs often represent actions and that the
through careful choice of verbs, elaborated tenses and a choice of more expressive verbs makes an action more
vivid (for example 'She ate her lunch' compared to 'She
range of adverb groups/phrases (ACELA1523)
gobbled up her lunch')
Identify and explain how analytical images like figures, tables, observing how sequential events can be represented
diagrams, maps and graphs contribute to our understanding visually by a series of images, including comic strips,
timelines, photo stories, procedure diagrams and
of verbal information in factual and persuasive texts
flowcharts, life-cycle diagrams, and the flow of images in
(ACELA1524) picture books
Investigate how vocabulary choices, including evaluative identifying (for example from reviews) the ways in which
language can express shades of meaning, feeling and opinion evaluative language is used to assess the qualities of the
various aspects of the work in question
(ACELA1525)
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Phonics and word knowledge Elaborations
Understand how to use knowledge of known words, word using a dictionary to explore and use knowledge of word
origins including some Latin and Greek roots, base words, origins, including some Greek roots, to spell words. For
example, the Greek roots: ath meaning contest or
prefixes, suffixes, letter patterns and spelling generalisations
outstanding skill, pent meaning the number five, and
to spell new words including technical words (ACELA1526) dec meaning the number ten, inform the spelling and
meaning of the words athlete, decathlon and
pentathlon
Understand how to use phonic knowledge and accumulated using phonic generalisations to read and write complex
understandings about blending, letter-sound relationships, words with uncommon letter patterns, for example
pneumonia, resuscitate and vegetation
common and uncommon letter patterns and phonic
generalisations to read and write increasingly complex words
(ACELA1830)
Literature
Make connections between students own experiences and recognising the influence our different historical, social
those of characters and events represented in texts drawn and cultural experiences may have on the meaning we
make from the text and the attitudes we may develop
from different historical, social and cultural contexts
towards characters, actions and events
(ACELT1613)
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Responding to literature Elaborations
Analyse and evaluate similarities and differences in texts on exploring texts on a similar topic by authors with very
similar topics, themes or plots (ACELT1614) different styles, for example comparing fantasy quest
novels or realistic novels on a specific theme, identifying
differences in the use of narrator, narrative structure and
voice and language style and register
Identify and explain how choices in language, for example noting how degrees of possibility are opened up through
modality, emphasis, repetition and metaphor, influence the use of modal verbs (for example, It may be a
solution as compared to It could be a solution), as well
personal response to different texts (ACELT1615)
as through other resources such as adverbs (for
example, Its possibly/probably/certainly a solution),
adjectives (for example, Its a possible/probable/certain
solution); and nouns (for example, Its a
possibility/probability)
Identify, describe, and discuss similarities and differences exploring two or more texts by the same author, drawing
between texts, including those by the same author or out the similarities, for example subject or theme,
characterisation, text structure, plot development, tone,
illustrator, and evaluate characteristics that define an authors
vocabulary, sense of voice, narrative point of view,
individual style (ACELT1616) favoured grammatical structures and visual techniques in
sophisticated picture books
Identify the relationship between words, sounds, imagery and identifying how language choice and imagery build
language patterns in narratives and poetry such as ballads, emotional connection and engagement with the story or
theme
limericks and free verse (ACELT1617)
Create literary texts that adapt or combine aspects of texts creating narratives in written, spoken or multimodal/digital
students have experienced in innovative ways (ACELT1618) format for more than one specified audience, requiring
adaptation of narrative elements and language features
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Experiment with text structures and language features and selecting and using sensory language to convey a vivid
their effects in creating literary texts, for example, using picture of places, feelings and events in a semi-
structured verse form
imagery, sentence variation, metaphor and word choice
(ACELT1800)
Literacy
Compare texts including media texts that represent ideas and identifying and exploring news reports of the same event,
events in different ways, explaining the effects of the different and discuss the language choices and point of view of
the writers
approaches (ACELY1708)
Participate in and contribute to discussions, clarifying and using strategies, for example pausing, questioning,
interrogating ideas, developing and supporting arguments, rephrasing, repeating, summarising, reviewing and
asking clarifying questions
sharing and evaluating information, experiences and opinions
(ACELY1709)
exploring personal reasons for acceptance or rejection of
opinions offered and linking the reasons to the way our
cultural experiences can affect our responses
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Use interaction skills, varying conventions of spoken participating in pair, group, class, school and community
interactions such as voice volume, tone, pitch and pace, speaking and listening situations, including informal
conversations, discussions, debates and presentations
according to group size, formality of interaction and needs
and expertise of the audience (ACELY1816)
using effective strategies for dialogue and discussion in
range of familiar and new contexts, including speaking
clearly and coherently and at appropriate length,
acknowledging and extending the contributions of others,
asking pertinent questions and answering others
questions
Plan, rehearse and deliver presentations, selecting and using technologies to collaboratively prepare a
sequencing appropriate content and multimodal elements for humorous, dynamic group view on a debatable topic,
such as Kids should be allowed to read and view what
defined audiences and purposes, making appropriate choices
they like, to be presented to teachers and parents
for modality and emphasis (ACELY1710)
Analyse how text structures and language features work comparing the structures and features of different texts,
together to meet the purpose of a text (ACELY1711) including print and digital sources on similar topics, and
evaluating which features best aid navigation and clear
communication about the topic
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Select, navigate and read texts for a range of purposes, bringing subject and technical vocabulary and concept
applying appropriate text processing strategies and knowledge to new reading tasks, selecting, evaluating
and using texts for their pertinence to the task and the
interpreting structural features, for example table of contents,
accuracy of their information
glossary, chapters, headings and subheadings (ACELY1712)
Use comprehension strategies to interpret and analyse making connections between the text and students own
information and ideas, comparing content from a variety of experience or other texts
textual sources including media and digital texts
(ACELY1713) making connections between information in print and
images
Analyse strategies authors use to influence readers identify how authors use language to position the reader
(ACELY1801) and give reasons
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Plan, draft and publish imaginative, informative and creating informative texts for two different audiences,
persuasive texts, choosing and experimenting with text such as a visiting academic and a Year 3 class, that
explore an aspect of biodiversity
structures, language features, images and digital resources
appropriate to purpose and audience (ACELY1714)
using rhetorical devices, images, surprise techniques and
juxtaposition of people and ideas and modal verbs and
modal auxiliaries to enhance the persuasive nature of a
text, recognising and exploiting audience susceptibilities
Re-read and edit students own and others work using agreed editing for coherence, sequence, effective choice of
criteria and explaining editing choices (ACELY1715) vocabulary, opening devices, dialogue and description,
humour and pathos, as appropriate to the task and
audience
Develop a handwriting style that is legible, fluent and using handwriting efficiently as a tool for a wide range of
automatic and varies according to audience and purpose formal and informal text creation tasks
(ACELY1716)
Use a range of software, including word processing programs, selecting and combining software functions as needed to
learning new functions as required to create texts create texts
(ACELY1717)
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English
By the end of Year 6, students understand how the use of text structures can achieve particular effects. They analyse and
explain how language features, images and vocabulary are used by different authors to represent ideas, characters and events.
Students compare and analyse information in different and complex texts, explaining literal and implied meaning. They select
and use evidence from a text to explain their response to it. They listen to discussions, clarifying content and challenging others
ideas.
Students understand how language features and language patterns can be used for emphasis. They show how specific details
can be used to support a point of view. They explain how their choices of language features and images are used.
Students create detailed texts elaborating on key ideas for a range of purposes and audiences. They make presentations and
contribute actively to class and group discussions, using a variety of strategies for effect. They demonstrate an understanding of
grammar, and make considered vocabulary choices to enhance cohesion and structure in their writing. They use accurate
spelling and punctuation for clarity and make and explain editorial choices based on criteria.
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English
Year 7
The English curriculum is built around the three interrelated strands of language, literature and literacy. Teaching and learning
programs should balance and integrate all three strands. Together, the strands focus on developing students knowledge,
understanding and skills in listening, reading, viewing, speaking, writing and creating. Learning in English builds on concepts,
skills and processes developed in earlier years, and teachers will revisit and strengthen these as needed.
In Years 7 and 8, students communicate with peers, teachers, individuals, groups and community members in a range of face-
to-face and online/virtual environments. They experience learning in familiar and unfamiliar contexts that relate to the school
curriculum, local community, regional and global contexts.
Students engage with a variety of texts for enjoyment. They listen to, read, view, interpret, evaluate and perform a range of
spoken, written and multimodal texts in which the primary purpose is aesthetic, as well as texts designed to inform and
persuade. These include various types of media texts including newspapers, magazines and digital texts, early adolescent
novels, non-fiction, poetry and dramatic performances. Students develop their understanding of how texts, including media
texts, are influenced by context, purpose and audience.
The range of literary texts for Foundation to Year 10 comprises Australian literature, including the oral narrative traditions of
Aboriginal and Torres Strait Islander Peoples, as well as the contemporary literature of these two cultural groups, and classic
and contemporary world literature, including texts from and about Asia.
Literary texts that support and extend students in Years 7 and 8 as independent readers are drawn from a range of realistic,
fantasy, speculative fiction and historical genres and involve some challenging and unpredictable plot sequences and a range of
non-stereotypical characters. These texts explore themes of interpersonal relationships and ethical dilemmas within real-world
and fictional settings and represent a variety of perspectives. Informative texts present technical and content information from
various sources about specialised topics. Text structures are more complex including chapters, headings and subheadings,
tables of contents, indexes and glossaries. Language features include successive complex sentences with embedded clauses,
unfamiliar technical vocabulary, figurative and rhetorical language, and information supported by various types of graphics.
Students create a range of imaginative, informative and persuasive types of texts, for example narratives, procedures,
performances, reports and discussions, and are beginning to create literary analyses and transformations of texts.
Language
Understand the way language evolves to reflect a changing exploring languages and dialects through building
world, particularly in response to the use of new technology webcam relationships with schools across Australia and
Asia
for presenting texts and communicating (ACELA1528)
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Understand how accents, styles of speech and idioms building a database of local idioms and their meanings,
express and create personal and social identities accents and styles of speech for different contexts,
exploring the possibilities of these choices in drama and
(ACELA1529)
role play, and discussing their connection with personal
and social identities
Understand how language is used to evaluate texts and how defending points of view in reading circle discussions
evaluations about a text can be substantiated by reference to
the text and other sources (ACELA1782) responding to points of view by developing and
elaborating on others responses
Understand and explain how the text structures and language learning about the structure of the book or film review
features of texts become more complex in informative and and how it moves from context description to text
summary and then to a text judgment
persuasive texts and identify underlying structures such as
taxonomies, cause and effect, and extended metaphors
(ACELA1531)
Understand that the coherence of more complex texts relies analysing the structure of media texts such as television
on devices that signal text structure and guide readers, for news items and broadcasts and various types of
newspaper and magazine articles
example overviews, initial and concluding paragraphs and
topic sentences, indexes or site maps or breadcrumb trails for
online texts (ACELA1763) writing structured paragraphs for use in a range of
academic settings such as paragraph responses, reports
and presentations
Understand the use of punctuation to support meaning in discussing how qualifying statements add meaning to
complex sentences with prepositional phrases and embedded opinions and views in spoken texts
clauses (ACELA1532)
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Recognise and understand that subordinate clauses identifying and experimenting with a range of clause
embedded within noun groups/phrases are a common feature types and discussing the effect of these in the expression
and development of ideas
of written sentence structures and increase the density of
information (ACELA1534)
Understand how modality is achieved through discriminating observing and discussing how a sense of certainty,
choices in modal verbs, adverbs, adjectives and nouns probability and obligation is created in texts
(ACELA1536)
Analyse how point of view is generated in visual texts by comparing choices for point of view in animations,
means of choices, for example gaze, angle and social advertisements and other persuasive texts
distance (ACELA1764)
comparing how different advertisements use visual
elements to advertise the same product
Literature
Identify and explore ideas and viewpoints about events, building knowledge, understanding and skills in relation
issues and characters represented in texts drawn from to the history, culture, and literary heritage of Aboriginal
and Torres Strait Islander peoples
different historical, social and cultural contexts (ACELT1619)
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Reflect on ideas and opinions about characters, settings and exploring concepts about the criteria for heroism and
events in literary texts, identifying areas of agreement and testing these criteria in a range of texts, including more
complex ones where the hero may be flawed
difference with others and justifying a point of view
(ACELT1620)
establishing forums for discussing the relative merits of
fiction and film texts
Compare the ways that language and images are used to identifying stereotypes, prejudice and oversimplifications
create character, and to influence emotions and opinions in in texts
different types of texts (ACELT1621)
exploring ethical issues in literary texts drawing on a
range of examples from the texts to illustrate and
substantiate the views expressed
Recognise and analyse the ways that characterisation, events analysing and explaining the structure and features of
and settings are combined in narratives, and discuss the short stories discussing the purposes and appeal of
different authorial choices for structure and language
purposes and appeal of different approaches (ACELT1622)
Understand, interpret and discuss how language is experiencing the sound and rhythm of poetry, and using
compressed to produce a dramatic effect in film or drama, and metalanguage, for example refrain and chant, to
discuss the layers of meaning that are created
to create layers of meaning in poetry, for example haiku,
tankas, couplets, free verse and verse novels (ACELT1623)
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Creating literature Elaborations
Create literary texts that adapt stylistic features encountered using aspects of texts in imaginative recreations such as
in other texts, for example, narrative viewpoint, structure of re-situating a character from a text in a new situation
stanzas, contrast and juxtaposition (ACELT1625)
imagining a characters life events (for example
misadventures organised retrospectively to be presented
as a series of flashbacks in scripted monologue
supported by single images), making a sequel or prequel
or rewriting an ending
Experiment with text structures and language features and experimenting with different narrative structures such as
their effects in creating literary texts, for example, using the epistolary form, flashback, multiple perspectives
rhythm, sound effects, monologue, layout, navigation and
colour (ACELT1805) transforming familiar print narratives into short video or
film narratives, drawing on knowledge of the type of text
and possible adaptations necessary to a new mode
Literacy
Analyse and explain the effect of technological innovations on investigating the influence on written language of
texts, particularly media texts (ACELY1765) communicative technologies like SMS, text, email and
Twitter
Identify and discuss main ideas, concepts and points of view identifying, discussing and interpreting ideas and
in spoken texts to evaluate qualities, for example the strength concepts that other individuals and groups value
of an argument or the lyrical power of a poetic rendition
(ACELY1719) identifying key evidence supporting an argument in a
discussion between two speakers
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Use interaction skills when discussing and presenting ideas participating in pair, group, class, school and community
and information, selecting body language, voice qualities and speaking and listening situations, including informal
conversations, discussions, debates and presentations
other elements, (for example music and sound) to add interest
and meaning (ACELY1804)
using effective strategies for dialogue and discussion in
range of formal and informal contexts, including speaking
clearly and coherently and at appropriate length,
clarifying and rephrasing comments of others
Plan, rehearse and deliver presentations, selecting and preparing a presentation combining print, visual and
sequencing appropriate content and multimodal elements to audio elements to explore and interpret ideas, drawing on
knowledge and research about perspectives different
promote a point of view or enable a new way of seeing
from students own
(ACELY1720)
Analyse and explain the ways text structures and language identifying the purpose and possible audience for a text
features shape meaning and vary according to audience and
purpose (ACELY1721) explaining the relationship between text features and
structures and audience and purpose, such as identifying
which group would be the most likely target for the
information in an advertisement and justifying why on the
basis of textual features
Use prior knowledge and text processing strategies to identifying cause and effect in explanations and how
interpret a range of types of texts (ACELY1722) these are used to convince an audience of a course of
action
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Use comprehension strategies to interpret, analyse and
synthesise ideas and information, critiquing ideas and issues
from a variety of textual sources (ACELY1723)
Plan, draft and publish imaginative, informative and compiling a portfolio of texts in a range of modes related
persuasive texts, selecting aspects of subject matter and to a particular concept, purpose or audience, for example
a class anthology of poems or stories
particular language, visual, and audio features to convey
information and ideas (ACELY1725)
using appropriate textual conventions, create scripts for
interviews, presentations, advertisements and radio
segments
Edit for meaning by removing repetition, refining ideas, using collaborative technologies to jointly construct and
reordering sentences and adding or substituting words for edit texts
impact (ACELY1726)
Use a range of software, including word processing programs, understanding conventions associated with particular
to confidently create, edit and publish written and multimodal kinds of software and using them appropriately, for
example synthesising information and ideas in dot points
texts (ACELY1728)
and sequencing information in presentations or timing
scenes in animation
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English
By the end of Year 7, students understand how text structures can influence the complexity of a text and are dependent on
audience, purpose and context. They demonstrate understanding of how the choice of language features, images and
vocabulary affects meaning.
Students explain issues and ideas from a variety of sources, analysing supporting evidence and implied meaning. They select
specific details from texts to develop their own response, recognising that texts reflect different viewpoints. They listen for and
explain different perspectives in texts.
Students understand how the selection of a variety of language features can influence an audience. They understand how to
draw on personal knowledge, textual analysis and other sources to express or challenge a point of view. They create texts
showing how language features and images from other texts can be combined for effect.
Students create structured and coherent texts for a range of purposes and audiences. They make presentations and contribute
actively to class and group discussions, using language features to engage the audience. When creating and editing texts they
demonstrate understanding of grammar, use a variety of more specialised vocabulary and accurate spelling and punctuation.
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English
Year 8
The English curriculum is built around the three interrelated strands of language, literature and literacy. Teaching and learning
programs should balance and integrate all three strands. Together, the strands focus on developing students knowledge,
understanding and skills in listening, reading, viewing, speaking, writing and creating. Learning in English builds on concepts,
skills and processes developed in earlier years, and teachers will revisit and strengthen these as needed.
In Years 7 and 8, students interact with peers, teachers, individuals, groups and community members in a range of face-to-face
and online/virtual environments. They experience learning in both familiar and unfamiliar contexts that relate to the school
curriculum, local community, regional and global contexts.
Students engage with a variety of texts for enjoyment. They listen to, read, view, interpret, evaluate and perform a range of
spoken, written and multimodal texts in which the primary purpose is aesthetic, as well as texts designed to inform and
persuade. These include various types of media texts including newspapers, magazines and digital texts, early adolescent
novels, non-fiction, poetry and dramatic performances. Students develop their understanding of how texts, including media
texts, are influenced by context, purpose and audience.
The range of literary texts for Foundation to Year 10 comprises Australian literature, including the oral narrative traditions of
Aboriginal and Torres Strait Islander Peoples, as well as the contemporary literature of these two cultural groups, and classic
and contemporary world literature, including texts from and about Asia.
Literary texts that support and extend students in Years 7 and 8 as independent readers are drawn from a range of realistic,
fantasy, speculative fiction and historical genres and involve some challenging and unpredictable plot sequences and a range of
non-stereotypical characters. These texts explore themes of interpersonal relationships and ethical dilemmas within real-world
and fictional settings and represent a variety of perspectives. Informative texts present technical and content information from
various sources about specialised topics. Text structures are more complex including chapters, headings and subheadings,
tables of contents, indexes and glossaries. Language features include successive complex sentences with embedded clauses,
unfamiliar technical vocabulary, figurative and rhetorical language, and information supported by various types of graphics.
Students create a range of imaginative, informative and persuasive types of texts, for example narratives, procedures,
performances, reports and discussions, and continue to create literary analyses and transformations of texts.
Language
Understand the influence and impact that the English exploring examples of Singlish (Singapore English) from
language has had on other languages or dialects and how a Singlish dictionary
English has been influenced in return (ACELA1540)
investigating borrowings from a range of languages into
English, for example from French and Italian
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Understand how conventions of speech adopted by understanding that our use of language helps to create
communities influence the identities of people in those different identities, for example teenage groups and
sportspeople have adopted particular words or ways of
communities (ACELA1541)
speaking
Understand how rhetorical devices are used to persuade and identifying and evaluating examples of how rhetorical
how different layers of meaning are developed through the devices reveal the dark or serious aspects of a topic in
ways that cause laughter or amusement, for example by
use of metaphor, irony and parody (ACELA1542)
making a statement but implying/meaning the opposite
(irony); exaggerating or overstating something
(hyperbole); imitating or sending up something (parody),
and making something appear less serious than it really
is (understatement)
Analyse how the text structures and language features of discussing how particular perspectives of the same event
persuasive texts, including media texts, vary according to the are portrayed through the combination of images and
words in various media texts
medium and mode of communication (ACELA1543)
Understand how cohesion in texts is improved by writing paragraphs of extended length that explain and
strengthening the internal structure of paragraphs through the substantiate a particular personal viewpoint
use of examples, quotations and substantiation of claims
(ACELA1766)
Understand how coherence is created in complex texts interpreting complex sentence structures through reading
through devices like lexical cohesion, ellipsis, grammatical aloud literary texts such as sonnets or plays
theme and text connectives (ACELA1809)
using cohesive devices when writing complex texts
Understand the use of punctuation conventions, including creating dialogue in drama showing interruptions, asides
colons, semicolons, dashes and brackets in formal and and pauses for effect
informal texts (ACELA1544)
Analyse and examine how effective authors control and use a evaluating how speechmakers influence audiences
variety of clause structures, including clauses embedded though specific language features such as the use of
embedded clauses to add information
within the structure of a noun group/phrase or clause
(ACELA1545)
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Understand the effect of nominalisation in the writing of analysing formal and persuasive texts to identify and
informative and persuasive texts (ACELA1546) explain language choices such as nominalisation
Investigate how visual and multimodal texts allude to or draw comprehending a series of static images and
on other texts or images to enhance and layer meaning combinations of language and images in a picture book,
for example title, setting, characters, actions, as well as
(ACELA1548)
technical elements including position, size, colour, angle,
framing, point of view
Recognise that vocabulary choices contribute to the experimenting with vocabulary choices in a range of
specificity, abstraction and style of texts (ACELA1547) written and spoken texts and assessing the different
effects these choices generate
Understand how to apply learned knowledge consistently in understanding the different ways complex words are
order to spell accurately and to learn new words including constructed and, when spelling these words, drawing on
morphemic knowledge and knowledge of unusual letter
nominalisations (ACELA1549)
combinations
Literature
Explore the ways that ideas and viewpoints in literary texts investigating texts about Aboriginal and Torres Strait
drawn from different historical, social and cultural contexts Islander history from different sources and explaining
differing viewpoints
may reflect or challenge the values of individuals and groups
(ACELT1626)
comparing attitudes and ideas in texts drawn from
contexts that are different to students own
Explore the interconnectedness of Country/Place, People, identifying and describing the ways films suggest
Identity and Culture in texts including those by Aboriginal and Country/Place and Identity through language features
such as image, soundtrack and narrative control
Torres Strait Islander authors (ACELT1806)
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Responding to literature Elaborations
Share, reflect on, clarify and evaluate opinions and arguments discussing the relative merits of literary texts and
about aspects of literary texts (ACELT1627) comparing and evaluating personal viewpoints on texts
Understand and explain how combinations of words and recognising the similarities and differences between
images in texts are used to represent particular groups in types of texts (for example a complex picture book and a
feature film) in order to understand how different
society, and how texts position readers in relation to those
combinations of words and images lead readers to
groups (ACELT1628) interpret visual texts in particular ways, according to
audience, purpose and context
Recognise and explain differing viewpoints about the world, analysing arguments for and against a particular issue in
cultures, individual people and concerns represented in texts current community debates and justifying a personal
stance
(ACELT1807)
Recognise, explain and analyse the ways literary texts draw exploring how some writers use terse and relatively
on readers knowledge of other texts and enable new simple language choices while others use more elaborate
and complex syntax
understanding and appreciation of aesthetic qualities
(ACELT1629)
examining the language patterns, including sentence
patterns, in a range of short texts and discussing the
effect on readers interpretation of these choices
Identify and evaluate devices that create tone, for example understanding that tone (serious, bitter, sincere, amused)
humour, wordplay, innuendo and parody in poetry, humorous indicates attitude to the subject and to readers/listeners,
who can identify or judge tone through past experience
prose, drama or visual texts (ACELT1630)
and language clues in the text
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Interpret and analyse language choices, including sentence select an aspect of a text such as a sentence pattern or
patterns, dialogue, imagery and other language features, in an image or word and adapt it for a new context
explaining how the change will affect meaning
short stories, literary essays and plays (ACELT1767)
Create literary texts that draw upon text structures and creating literary interpretations of short stories based on
language features of other texts for particular purposes and understanding and analysis of their context, narrative
structure (including the twist at the end), layers of
effects (ACELT1632)
meaning, themes, point of view and style
Experiment with particular language features drawn from creating and performing scripts for short plays that make
different types of texts, including combinations of language use of the affordances of visual, verbal and additional
modes (for example music) to create atmosphere, to
and visual choices to create new texts (ACELT1768)
deepen interpretation of verbal meaning and to enhance
the drama of a performance
Literacy
Analyse and explain how language has evolved over time and identifying and explaining how mobile technologies are
how technology and the media have influenced language use influencing language uses and structures
and forms of communication (ACELY1729)
analysing the ways that identity may be created in digital
contexts
Interpret the stated and implied meanings in spoken texts, listen to a conversation or speech and identify the point
and use evidence to support or challenge different being made and explain the tone and manner of
presentation. Change the focus of the conversation or
perspectives (ACELY1730)
speech and identify how meaning has changed
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Use interaction skills for identified purposes, using voice and participating in pair, group, class, school and community
language conventions to suit different situations, selecting speaking and listening situations, including informal
conversations, discussions, debates and presentations
vocabulary, modulating voice and using elements such as
music, images and sound for specific effects (ACELY1808)
using effective strategies for dialogue and discussion in
range of formal and informal contexts, including speaking
clearly and coherently and at appropriate length, asking
questions about stated and implied ideas, and restating
and summarising main ideas
Plan, rehearse and deliver presentations, selecting and creating texts that express views and values other than
sequencing appropriate content, including multimodal students own
elements, to reflect a diversity of viewpoints (ACELY1731)
researching subject matter on social issues and/or
relationships and presenting ideas in particular ways to
appeal to different audiences
Analyse and evaluate the ways that text structures and evaluating an author's use of particular textual structures
language features vary according to the purpose of the text and language features in achieving the representation of
a point of view
and the ways that referenced sources add authority to a text
(ACELY1732)
making assertions about the sufficiency and adequacy of
information or evidence and the credibility of sources
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Apply increasing knowledge of vocabulary, text structures and identifying the meaning of a wide range of words,
language features to understand the content of texts including technical and literary language in various
contexts
(ACELY1733)
Use comprehension strategies to interpret and evaluate texts reflecting on content by connecting and comparing
by reflecting on the validity of content and the credibility of information found in a text to knowledge sourced
elsewhere
sources, including finding evidence in the text for the authors
point of view (ACELY1734)
determining and applying criteria for evaluating the
credibility of a website
Explore and explain the ways authors combine different comparing representations of different social groups in
modes and media in creating texts, and the impact of these texts drawn from different modes and media, for example
comparing contemporary representations of homeless
choices on the viewer/listener (ACELY1735)
people with romantic representations of the
swagman and the impact of these representations on the
audience
Create imaginative, informative and persuasive texts that integrating multimodal approaches within a spoken
raise issues, report events and advance opinions, using presentation to purposefully develop meaning for a given
audience
deliberate language and textual choices, and including digital
elements as appropriate (ACELY1736)
selecting vocabulary to influence meaning and to position
and persuade the audience, for example adjusting
language to show or acknowledge power
Experiment with text structures and language features to experimenting with text structures and language features,
refine and clarify ideas to improve the effectiveness of for example paragraph order and content, language
choices or mode of delivery, to refine and clarify ideas
students own texts (ACELY1810)
and to improve text effectiveness
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Use a range of software, including word processing programs,
to create, edit and publish texts imaginatively (ACELY1738)
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English
By the end of Year 8, students understand how the selection of text structures is influenced by the selection of language mode
and how this varies for different purposes and audiences. Students explain how language features, images and vocabulary are
used to represent different ideas and issues in texts.
Students interpret texts, questioning the reliability of sources of ideas and information. They select evidence from the text to
show how events, situations and people can be represented from different viewpoints. They listen for and identify different
emphases in texts, using that understanding to elaborate on discussions.
Students understand how the selection of language features can be used for particular purposes and effects. They explain the
effectiveness of language choices they make to influence the audience. Through combining ideas, images and language
features from other texts, students show how ideas can be expressed in new ways.
Students create texts for different purposes, selecting language to influence audience response. They make presentations and
contribute actively to class and group discussions, using language patterns for effect. When creating and editing texts to create
specific effects, they take into account intended purposes and the needs and interests of audiences. They demonstrate
understanding of grammar, select vocabulary for effect and use accurate spelling and punctuation.
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English
Year 9
The English curriculum is built around the three interrelated strands of language, literature and literacy. Teaching and learning
programs should balance and integrate all three strands. Together, the strands focus on developing students knowledge,
understanding and skills in listening, reading, viewing, speaking, writing and creating. Learning in English builds on concepts,
skills and processes developed in earlier years, and teachers will revisit and strengthen these as needed.
In Years 9 and 10, students interact with peers, teachers, individuals, groups and community members in a range of face-to-
face and online/virtual environments. They experience learning in familiar and unfamiliar contexts, including local community,
vocational and global contexts.
Students engage with a variety of texts for enjoyment. They interpret, create, evaluate, discuss and perform a wide range of
literary texts in which the primary purpose is aesthetic, as well as texts designed to inform and persuade. These include various
types of media texts, including newspapers, film and digital texts, fiction, non-fiction, poetry, dramatic performances and
multimodal texts, with themes and issues involving levels of abstraction, higher order reasoning and intertextual references.
Students develop a critical understanding of the contemporary media and the differences between media texts.
The range of literary texts for Foundation to Year 10 comprises Australian literature, including the oral narrative traditions of
Aboriginal and Torres Strait Islander Peoples, as well as the contemporary literature of these two cultural groups, and classic
and contemporary world literature, including texts from and about Asia.
Literary texts that support and extend students in Years 9 and 10 as independent readers are drawn from a range of genres and
involve complex, challenging and unpredictable plot sequences and hybrid structures that may serve multiple purposes. These
texts explore themes of human experience and cultural significance, interpersonal relationships, and ethical and global
dilemmas within real-world and fictional settings and represent a variety of perspectives. Informative texts represent a synthesis
of technical and abstract information (from credible/verifiable sources) about a wide range of specialised topics. Text structures
are more complex and include chapters, headings and subheadings, tables of contents, indexes and glossaries. Language
features include successive complex sentences with embedded clauses, a high proportion of unfamiliar and technical
vocabulary, figurative and rhetorical language, and dense information supported by various types of graphics presented in visual
form.
Students create a range of imaginative, informative and persuasive types of texts including narratives, procedures,
performances, reports, discussions, literary analyses, transformations of texts and reviews.
Language
Understand that Standard Australian English is a living identifying some of the changes in the grammar of
language within which the creation and loss of words and the English over time, for example from thee and thou to
you
evolution of usage is ongoing (ACELA1550)
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Understand that roles and relationships are developed and identifying the various communities to which students
challenged through language and interpersonal skills belong and how language reinforces membership of
these communities (the intimate language of family
(ACELA1551)
members, the jargon of teenage groups, the technicality
of some online communities, the language specific to
recreational groups, the interaction patterns of the
classroom, the commonalities in migrant and cultural
groups)
Investigate how evaluation can be expressed directly and comparing texts that use evaluative language in different
indirectly using devices, for example allusion, evocative ways print advertisements, editorials, talkback radio
and poetry and identifying wordings that appraise
vocabulary and metaphor (ACELA1552)
things indirectly, through evocative language, similes and
metaphors that direct the views of the readers in
particular ways
Understand that authors innovate with text structures and experimenting with ways to present personal viewpoints
language for specific purposes and effects (ACELA1553) through innovating with texts
Compare and contrast the use of cohesive devices in texts, sequencing and developing an argument using basic
focusing on how they serve to signpost ideas, to make language structures that suggest conclusions (therefore,
thus and so) or give reasons (since, because) or
connections and to build semantic associations between
suggest conditionals (if then)
ideas (ACELA1770)
Understand how punctuation is used along with layout and experimenting with the use of colons and semicolons in
font variations in constructing texts for different audiences and expositions and other extended writing to improve
precision and clarity of expression
purposes (ACELA1556)
Explain how authors creatively use the structures of identifying and analysing aspects of rhetoric in speeches
sentences and clauses for particular effects (ACELA1557) drawn from contemporary and earlier contexts and
students creating speeches of their own
Understand how certain abstract nouns can be used to exploring sections of academic and technical texts and
summarise preceding or subsequent stretches of text analysing the use of abstract nouns to compact and distil
information, structure argument and summarise
(ACELA1559)
preceding explanations
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Analyse and explain the use of symbols, icons and myth in investigating the use of symbols, for example the flag, the
still and moving images and how these augment meaning diggers hat and the Southern Cross in images, films and
picture books, and evaluating their contribution to
(ACELA1560)
viewers understanding of issues, for example national
identity, recognising that visual and verbal symbols have
different meanings for different groups
Identify how vocabulary choices contribute to specificity, comparing and contrasting vocabulary choices in
abstraction and stylistic effectiveness (ACELA1561) informative and narrative texts, considering how they are
used to create precise information, abstract ideas and/or
stylistic interpretations of texts
Literature
Interpret and compare how representations of people and exploring and reflecting on representations of values (for
culture in literary texts are drawn from different historical, example love, freedom, integrity) in literature drawn from
cultures and times different from the students own
social and cultural contexts (ACELT1633)
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Present an argument about a literary text based on initial interrogating and making judgments about a text,
impressions and subsequent analysis of the whole text comparing others ideas against the students own and
reaching an independent decision or shared consensus
(ACELT1771)
about the interpretations and ideas expressed
Reflect on, discuss and explore notions of literary value and reflecting on and discussing responses to literature
how and why such notions vary according to context including plot events, setting details, characterisation,
themes, structure and language devices used to achieve
(ACELT1634)
particular effects, and collaboratively formulating a list of
factors that characterise merit
Explore and reflect on personal understanding of the world establishing a wide reading list on a particular issue
and significant human experience gained from interpreting based on personal preference and establishing reasons
for the inclusion of these texts
various representations of life matters in texts (ACELT1635)
Analyse texts from familiar and unfamiliar contexts, and comparing texts created by the same author to determine
discuss and evaluate their content and the appeal of an literary style, assessing its appeal and presenting this
comparison to others
individual authors literary style (ACELT1636)
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Investigate and experiment with the use and effect of identifying examples of language devices in a range of
extended metaphor, metonymy, allegory, icons, myths and poems, ballads or poetic extracts, and considering how
their use adds to meaning and may also influence the
symbolism in texts, for example poetry, short films, graphic
emotional responses of listeners or readers, in varying
novels, and plays on similar themes (ACELT1637) ways
Analyse text structures and language features of literary texts, evaluating the effect on readers of text structures and
and make relevant comparisons with other texts language features of a literary text and comparing these
with other texts
(ACELT1772)
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Experiment with the ways that language features, image and making language choices and choosing particular
sound can be adapted in literary texts, for example the effects language devices to achieve intended effects, for
example building in a surprise or twist in the ending of a
of stereotypical characters and settings, the playfulness of
short story or final scene of a film
humour and pun and the use of hyperlink (ACELT1638)
Literacy
Analyse how the construction and interpretation of texts, comparing perspectives represented in texts from
including media texts, can be influenced by cultural different times and places, including texts drawn from
popular culture
perspectives and other texts (ACELY1739)
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Listen to spoken texts constructed for different purposes, for comparing and evaluating bias or stereotyping and
example to entertain and to persuade, and analyse how presenting findings in discussions and presentations
language features of these texts position listeners to respond
in particular ways (ACELY1740) identifying and commenting on omissions of information
in different texts
Use interaction skills to present and discuss an idea and to participating in pair, group, class, school and community
influence and engage an audience by selecting persuasive speaking and listening situations, including informal
conversations, discussions, debates and presentations
language, varying voice tone, pitch, and pace, and using
elements such as music and sound effects (ACELY1811)
using effective strategies for dialogue and discussion in a
range of formal and informal contexts, including speaking
clearly and coherently and at appropriate length,
presenting a point of view and listening to other
viewpoints, and negotiating an agreed position on an
issue
Plan, rehearse and deliver presentations, selecting and using graphics and text animations to accompany spoken
sequencing appropriate content and multimodal elements for text, for example presenting a news item suitable for a
current affairs program that aligns image to spoken text,
aesthetic and playful purposes (ACELY1741)
or establishing humour by creating a disjunct between
sound, image and spoken text
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Interpret, analyse and evaluate how different perspectives of debating the reliability of the coverage in a range of news
issue, event, situation, individuals or groups are constructed media of a contentious issue such as commercial logging
of old growth forests
to serve specific purposes in texts (ACELY1742)
Apply an expanding vocabulary to read increasingly complex predicting meanings of unfamiliar words by using
texts with fluency and comprehension (ACELY1743) morphographic patterns
Use comprehension strategies to interpret and analyse texts, evaluating techniques used to construct plot and create
comparing and evaluating representations of an event, issue, emotional responses, for example comparison, contrast,
exaggeration, juxtaposition, the changing of chronological
situation or character in different texts (ACELY1744)
order, or the expansion and compression of time
Explore and explain the combinations of language and visual identifying or commenting on the author's approaches
choices that authors make to present information, opinions and use of techniques, design, form and style
and perspectives in different texts (ACELY1745)
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Create imaginative, informative and persuasive texts that presenting arguments that advance opinions, justify
present a point of view and advance or illustrate arguments, positions, and make judgments in order to persuade
others about issues such the importance of maintaining
including texts that integrate visual, print and/or audio features
balance in the biosphere
(ACELY1746)
Review and edit students own and others texts to improve checking for run on sentences, eliminating unnecessary
clarity and control over content, organisation, paragraphing, detail or repetition, and providing clear introductory and
concluding paragraphs
sentence structure, vocabulary and audio/visual features
(ACELY1747)
Use a range of software, including word processing programs, applying word processing functions, for example
flexibly and imaginatively to publish texts (ACELY1748) outlining, standard styles and indexing
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English
By the end of Year 9, students analyse the ways that text structures can be manipulated for effect. They analyse and explain
how images, vocabulary choices and language features distinguish the work of individual authors.
They evaluate and integrate ideas and information from texts to form their own interpretations. They select evidence from texts
to analyse and explain how language choices and conventions are used to influence an audience. They listen for ways texts
position an audience.
Students understand how to use a variety of language features to create different levels of meaning. They understand how
interpretations can vary by comparing their responses to texts to the responses of others. In creating texts, students
demonstrate how manipulating language features and images can create innovative texts.
Students create texts that respond to issues, interpreting and integrating ideas from other texts. They make presentations and
contribute actively to class and group discussions, comparing and evaluating responses to ideas and issues. They edit for
effect, selecting vocabulary and grammar that contribute to the precision and persuasiveness of texts and using accurate
spelling and punctuation.
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English
Year 10
The English curriculum is built around the three interrelated strands of language, literature and literacy. Teaching and learning
programs should balance and integrate all three strands. Together, the strands focus on developing students knowledge,
understanding and skills in listening, reading, viewing, speaking, writing and creating. Learning in English builds on concepts,
skills and processes developed in earlier years, and teachers will revisit and strengthen these as needed.
In Years 9 and 10, students interact with peers, teachers, individuals, groups and community members in a range of face-to-
face and online/virtual environments. They experience learning in familiar and unfamiliar contexts, including local community,
vocational and global contexts.
Students engage with a variety of texts for enjoyment. They interpret, create, evaluate, discuss and perform a wide range of
literary texts in which the primary purpose is aesthetic, as well as texts designed to inform and persuade. These include various
types of media texts, including newspapers, film and digital texts, fiction, non-fiction, poetry, dramatic performances and
multimodal texts, with themes and issues involving levels of abstraction, higher order reasoning and intertextual references.
Students develop critical understanding of the contemporary media and the differences between media texts.
The range of literary texts for Foundation to Year 10 comprises Australian literature, including the oral narrative traditions of
Aboriginal and Torres Strait Islander Peoples, as well as the contemporary literature of these two cultural groups, and classic
and contemporary world literature, including texts from and about Asia.
Literary texts that support and extend students in Years 9 and 10 as independent readers are drawn from a range of genres and
involve complex, challenging and unpredictable plot sequences and hybrid structures that may serve multiple purposes. These
texts explore themes of human experience and cultural significance, interpersonal relationships, and ethical and global
dilemmas within real-world and fictional settings and represent a variety of perspectives. Informative texts represent a synthesis
of technical and abstract information (from credible/verifiable sources) about a wide range of specialised topics. Text structures
are more complex and include chapters, headings and subheadings, tables of contents, indexes and glossaries. Language
features include successive complex sentences with embedded clauses, a high proportion of unfamiliar and technical
vocabulary, figurative and rhetorical language, and dense information supported by various types of graphics and images.
Students create a range of imaginative, informative and persuasive types of texts including narratives, procedures,
performances, reports, discussions, literary analyses, transformations of texts and reviews.
Language
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Understand that Standard Australian English in its spoken and investigating differences between spoken and written
written forms has a history of evolution and change and English by comparing the language of conversation and
interviews with the written language of print texts
continues to evolve (ACELA1563)
Understand how language use can have inclusive and identifying language that seeks to align the listener or
exclusive social effects, and can empower or disempower reader (for example 'of course', 'obviously', 'as you can
imagine')
people (ACELA1564)
Understand that peoples evaluations of texts are influenced considering whether ethical judgments of good, bad, right
by their value systems, the context and the purpose and or wrong are absolute or relative through consideration of
texts with varying points of view and through discussion
mode of communication (ACELA1565)
with others
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Compare the purposes, text structures and language features reproducing and adapting existing print texts for an online
of traditional and contemporary texts in different media environment and explaining the reasons for the
adaptations (for example accounting for the navigation
(ACELA1566)
and use of hyperlinks as structuring principles in
hypertext narratives)
Understand how paragraphs and images can be arranged for analysing and experimenting with combinations of
different purposes, audiences, perspectives and stylistic graphics, text and sound in the production of multimodal
texts such as documentaries, media reports, online
effects (ACELA1567)
magazines and digital books
Understand conventions for citing others, and how to understanding who to cite in essays, reviews and
reference these in different ways (ACELA1568) academic assignments and when it is appropriate to use
direct quotations or to report sources more generally
Analyse and evaluate the effectiveness of a wide range of recognising how emphasis in sentences can be changed
sentence and clause structures as authors design and craft by reordering clauses (for example, She made her way
home because she was feeling ill as compared with
texts (ACELA1569)
Because she was feeling ill, she made her way home) or
parts of clauses (for example, The horses raced up from
the valley as compared with Up from the valley raced
the horses)
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Analyse how higher order concepts are developed in complex considering how nominalisation affects the way in which
texts through language features including nominalisation, events are constructed and explained, making some
information more explicit and other information less so
clause combinations, technicality and abstraction
(ACELA1570)
analysing how logical relations between ideas are built up
by combining main with subordinate clauses indicating
cause, result, manner, concession, condition, and so on
(for example, Although his poems were not generally
well received by critics during his life (concession), Keats
reputation grew substantially after his death)
Evaluate the impact on audiences of different choices in the experimenting with aspects of visual texts to establish
representation of still and moving images (ACELA1572) different nuances, for example evaluating the impact of
the movement of camera or light in moving images
Refine vocabulary choices to discriminate between shades of creating texts that demand complex processes of
meaning, with deliberate attention to the effect on audiences responding, for example the inclusion of symbolism in
advertising, foreshadowing in documentary and irony in
(ACELA1571)
humorous texts
Literature
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Compare and evaluate a range of representations of investigating and analysing the ways cultural stories may
individuals and groups in different historical, social and be retold and adapted across a range of contexts such
as the Cinderella story and the anti-hero
cultural contexts (ACELT1639)
Reflect on, extend, endorse or refute others interpretations of determining, through debate, whether a text possesses
and responses to literature (ACELT1640) universal qualities and remains relevant
Analyse and explain how text structures, language features looking at a range of texts to consider how the use of a
and visual features of texts and the context in which texts are structural device, for example a female narrator, may
influence female readers/viewers/listeners to respond
experienced may influence audience response (ACELT1641)
sympathetically to an event or issue
Evaluate the social, moral and ethical positions represented in identifying and analysing ethical positions on a current
texts (ACELT1812) issue debated in blogs or online discussion forums,
including values and/or principles involved and the
strengths and weaknesses of the position in the context
of the issue
Identify, explain and discuss how narrative viewpoint, looking at a range of short poems, a short story, or
structure, characterisation and devices including analogy and extracts from a novel or film to find and discuss examples
of how language devices layer meaning and influence the
satire shape different interpretations and responses to a text
responses of listeners, viewers or readers
(ACELT1642)
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Compare and evaluate how voice as a literary device can be creating extended written responses to literary texts,
used in a range of different types of texts such as poetry to making reference to varying points of view about the
issues raised
evoke particular emotional responses (ACELT1643)
Analyse and evaluate text structures and language features of using terms associated with literary text analysis (for
literary texts and make relevant thematic and intertextual example narrative, characters, poetry, figurative
language, symbolism, soundtrack) when evaluating
connections with other texts (ACELT1774)
aspects that are valued and that contain aesthetic
qualities
Create literary texts that reflect an emerging sense of creating texts which draw on students experience of
personal style and evaluate the effectiveness of these texts other texts and which have a personal aesthetic appeal
(ACELT1814)
reflect on the authors who have influenced students own
aesthetic style and evaluate their impact
Create literary texts with a sustained voice, selecting and creating a range of students own spoken, written or
adapting appropriate text structures, literary devices, multimodal texts, experimenting with and manipulating
language devices for particular audiences, purposes and
language, auditory and visual structures and features for a
contexts
specific purpose and intended audience (ACELT1815)
Create imaginative texts that make relevant thematic and creating texts that refer to themes or make particular
intertextual connections with other texts (ACELT1644) connections to texts, for example writing crime fiction or
romance short stories
Literacy
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Analyse and evaluate how people, cultures, places, events, considering ethical positions across more than one
objects and concepts are represented in texts, including culture as represented in text and consider the
similarities and differences
media texts, through language, structural and/or visual
choices (ACELY1749)
questioning the representation of stereotypes of people,
cultures, places, events and concepts, and expressing
views on the appropriateness of these representations
Identify and explore the purposes and effects of different text identifying stereotypes of people, cultures, places,
structures and language features of spoken texts, and use events, and concepts and explaining why they are
stereotypes
this knowledge to create purposeful texts that inform,
persuade and engage (ACELY1750)
identifying and explaining satirical events, including
events in other cultures, for example depictions in
political cartoons
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Use organisation patterns, voice and language conventions to participating in pair, group, class, school and community
present a point of view on a subject, speaking clearly, speaking and listening situations, including informal
conversations, discussions, debates and presentations
coherently and with effect, using logic, imagery and rhetorical
devices to engage audiences (ACELY1813)
using effective strategies for dialogue and discussion in a
range of formal and informal contexts, including speaking
clearly and coherently and at appropriate length,
activating prior knowledge to assess the credibility of a
speakers assertions, and summarising alternative views
on an issue
Plan, rehearse and deliver presentations, selecting and using assumptions about listeners, viewers and readers
sequencing appropriate content and multimodal elements to to try to position them to accept a particular point of view
influence a course of action (ACELY1751)
Identify and analyse implicit or explicit values, beliefs and skim reading sections of a persuasive text to identify the
assumptions in texts and how these are influenced by main contention, key arguments in linked paragraphs and
supporting evidence in order to locate points for building
purposes and likely audiences (ACELY1752)
rebuttal or counter argument
Choose a reading technique and reading path appropriate for assessing the impact of hyperlinked text in a websites
the type of text, to retrieve and connect ideas within and navigation
between texts (ACELY1753)
using appropriate metalanguage associated with digital
technologies to analyse reading pathways on websites
Use comprehension strategies to compare and contrast identifying the meaning of an increasing range of subtle
information within and between texts, identifying and vocabulary, for example inferring the different
connotations of words in advertising texts from other
analysing embedded perspectives, and evaluating supporting
cultures
evidence (ACELY1754)
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Creating texts Elaborations
Create sustained texts, including texts that combine specific presenting a structured argument by providing a
digital or media content, for imaginative, informative, or statement of the major perspectives or concerns relating
to an issue; previewing the structure of arguments;
persuasive purposes that reflect upon challenging and
structuring the text to provide a major point for each
complex issues (ACELY1756) paragraph with succinct elaboration, and concluding with
a summary of the main issues or recommendations in an
argument
Review, edit and refine students own and others texts for reflecting on, critiquing and refining students own texts
control of content, organisation, sentence structure, prior to publishing for an authentic audience, such as
uploading a movie to a website, contributing to an
vocabulary, and/or visual features to achieve particular
anthology, writing texts appropriate for the workplace, or
purposes and effects (ACELY1757) delivering a presentation
Use a range of software, including word processing programs, designing a webpage that combines navigation, text,
confidently, flexibly and imaginatively to create, edit and sound and moving and still images for a specific
audience
publish texts, considering the identified purpose and the
characteristics of the user (ACELY1776)
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English
By the end of Year 10, students evaluate how text structures can be used in innovative ways by different authors. They explain
how the choice of language features, images and vocabulary contributes to the development of individual style.
They develop and justify their own interpretations of texts. They evaluate other interpretations, analysing the evidence used to
support them. They listen for ways features within texts can be manipulated to achieve particular effects.
Students show how the selection of language features can achieve precision and stylistic effect. They explain different
viewpoints, attitudes and perspectives through the development of cohesive and logical arguments. They develop their own
style by experimenting with language features, stylistic devices, text structures and images.
Students create a wide range of texts to articulate complex ideas. They make presentations and contribute actively to class and
group discussions, building on others' ideas, solving problems, justifying opinions and developing and expanding arguments.
They demonstrate understanding of grammar, vary vocabulary choices for impact, and accurately use spelling and punctuation
when creating and editing texts.
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English
Glossary
accent
A distinctive way of pronouncing a language, usually associated with a particular country, region, or social class (for example,
the American accent is unmistakable).
adjective
adverb
A word class that may modify a verb (for example, beautifully in she sings beautifully), an adjective (for example, really in he
is really interesting) or another adverb (for example, very in she walks very slowly). In English many adverbs have an -ly
ending.
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adverbial
A word or group of words that modifies or contributes additional, but non-essential, information about a sentence or a verb.
Adverbials are classified on the basis of the kind of meaning involved including:
duration (for example, for several years in they have lived together for several years)
frequency (for example, three times a year in the committee meets three times a year)
reason (for example, because of the price in we rejected it because of the price)
purpose (for example, to avoid embarrassing you in I stayed away to avoid embarrassing you)
concession (for example, although she was unwell in she joined in although she was unwell).
adverb group: a group/phrase includes an adverb as the head word and answers questions such as 'how?' or 'where?' or
'when?' (for example, it ran extremely quickly, it ran quicker than a cheetah)
a prepositional phrase (for example, in the evening in she'll be arriving in the evening)
a subordinate clause (for example, because he had an assignment to finish in He didnt go out because he had an
assignment to finish). In some schools of linguistics, such subordinate clauses are treated as dependent on, rather than
embedded in, the main clause.
aesthetic
Relates to a sense of beauty or an appreciation of artistic expression. The selection of texts that are recognised as having
aesthetic or artistic value is an important focus of the literature strand.
alliteration
A recurrence of the same consonant sounds at the beginning of words in close succession (for example, ripe, red raspberry).
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allusion
A brief hint or reference to a person, event, idea or work of art through a passing comment, where a composer expects a reader
to have the knowledge to recognise the allusion and grasp its importance in the text (for example, chocolate was her Achilles
heel).
analogy
A comparison between one thing and another, typically for the purpose of explanation or clarification.
antonym
A word opposite in meaning to another (for example, empty is an antonym for full cold is an antonym for hot).
apostrophe
A punctuation mark used to indicate either possession or omission of letters and numbers.
apostrophe of possession indicates that a noun owns something (for example, the students work, Davids phone).
Plural nouns that end with -s have an apostrophe added after the -s (for example, the teachers staff room).
apostrophe of contraction replaces omitted letters in a word (for example, isnt, dont, hes).
apposition
When one noun group/phrase immediately follows another with the same reference, they are said to be in apposition (for
example, our neighbour, Mr Grasso ..., Canberra, the capital of Australia, ...).
appreciation
appropriation
Taking a text or a part of a text, like an image, character or technique, from one context and placing it in another. This may be a
technique used to give new insights into the original text (for example, a film that appropriates the plot or characters of an earlier
novel, or a version of a traditional text given an unconventional perspective as in fairy tales retold in a modern context).
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audience
An intended group of readers, listeners or viewers that a writer, designer, filmmaker or speaker is addressing.
author
A composer or originator of a work (for example, a novel, film, website, speech, essay, autobiography).
base word
A form of a word that conveys the essential meaning. A base word is not derived from or made up of other words and has no
prefixes or suffixes (for example, action, activity, activate, react are all words built from the base word act).
bias
Bias occurs in text where a composer presents one perspective, favouring one side in an argument or discussion, often
accompanied by a refusal to consider possible merits of alternative points of view.
blending
A process of saying the individual sounds in a word then running them together to make the word. The sounds must be said
quickly so the word is clear (for example, sounding out /b/-/i/-/g/ to make big).
body language
camera angle
An angle at which a camera is pointed at a subject. Vertical angle can be low, level or high. Horizontal angle can be oblique
(side on) or frontal.
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clause
A grammatical unit that refers to a happening or state (for example, the netball team won [happening], the cartoon is an
animation [state]).
A clause usually contains a subject and a verb group/phrase (for example, the team [subject] has played [verb group/phrase] a
fantastic game), which may be accompanied by an object or other complements (elements that are closely related to the verb
for example, the match in the team lost the match) and/or adverbials (for example, on a rainy night in the team won on a
rainy night).
A clause can be either a main clause (also known as an independent clause) or subordinate clause (also known as a
dependent clause), depending on its function.
A main clause does not depend on or function within the structure of another clause.
A subordinate clause depends on or functions within the structure of another clause. It may function directly within the structure
of a larger clause, or indirectly by being contained within a noun group/phrase.
In these examples square brackets have been used to indicate a subordinate clause:
cohesion
Grammatical or lexical relationships that bind different parts of a text together and give it unity. Cohesion is achieved through:
various devices such as connectives, ellipses and word associations (sometimes called lexical cohesion). These
associations include synonyms, antonyms (for example, study / laze about, ugly/beautiful), repetition (for example,
work, work, work thats all we do!) and collocation (for example, friend and pal in, My friend did me a big favour last
week. Shes been a real pal.).
collocation
Words that commonly occur in close association with one another (for example, blonde goes with hair, butter is rancid not
rotten, salt and pepper not pepper and salt. Collocation can also refer to word sets that create cohesion by building
associations between words (for example, beach, sun, waves, sand).
colon (:)
A punctuation mark used to separate a general statement from one or more statements that provide additional information,
explanation or illustration. Statements that follow a colon do not have to be complete sentences.
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complex sentence
A sentence with one or more subordinate clauses. In the following examples, the subordinate clauses are indicated by square
brackets:
compound sentence
A sentence with two or more main clauses of equal grammatical status, usually marked by a coordinating conjunction such as
and, but or or. In the following examples below, the main clauses are indicated by square brackets:
[Jill came home this morning] [but she didn't stay long].
comprehension strategy
A set of processes used by readers to make meaning from texts. Key comprehension strategies include:
making inferences based on information in the text and their own prior knowledge
visualising by creating mental images of elements in a text summarising and organising information from a text
critically reflecting on content, structure, language and images used to construct meaning in a text.
Concepts about how English print works. They include information about where to start reading and how a print travels from left
to right across a page. Concepts about print are essential for beginning reading.
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conjunction
A word that joins other words, phrases or clauses together in logical relationships such as addition, time, cause or comparison.
There are two types of conjunctions: coordinating conjunctions and subordinating conjunctions.
Coordinating conjunctions are words that link words, groups/phrases and clauses in such a way that the elements have equal
grammatical status. They include conjunctions such as and, or, but:
We visited some of our friends, but not all of them. (joining noun groups/phrases)
Subordinating conjunctions introduce certain kinds of subordinate clauses. They include conjunctions such as after, when,
because, if and that:
connective
Words that link paragraphs and sentences in logical relationships of time, cause and effect, comparison or addition.
Connectives relate ideas to one another and help to show the logic of the information. Connectives are important resources for
creating cohesion in texts. The logical relationships can be grouped as follows:
temporal to indicate time or sequence ideas (for example, first, second, next)
causal to show cause and effect (for example, because, for , so)
consonant
All letters of the alphabet that are not vowels. The 21 consonants in the alphabet are b, c, d, f, g, h, j, k, l, m, n, p, q, r, s, t, v, w,
x, y, z.
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consonant blend
A group of two or three consonants that are all pronounced individually (for example, /b/ and /l/ in the word black /g/and /r/ in
the word green).
consonant cluster
Groups of two or more consonants that can occur at the beginning, middle, or end of a word (for example, /sp/ in the word spot
/nt/ in the word bent).
context
An environment in which a text is responded to or created. Context can include general social, historical and cultural conditions
in which a text is responded to and created (context of culture) or specific features of its immediate environment (context of
situation). The term is also used to refer to wording surrounding an unfamiliar word, which a reader or listener uses to
understand its meaning.
convention
An accepted language practice that has developed over time and is generally used and understood (for example, use of
punctuation).
coordinating conjunctions
Words that link words, groups/phrases and clauses in such a way that the elements have equal grammatical status. They
include conjunctions such as and, or, but:
We visited some of our friends, but not all of them. (joining noun groups/phrases)
create
Develop and/or produce spoken, written or multimodal texts in print or digital forms.
decodable
Decodable texts are texts that can be read using decoding skills a student has acquired. Decodable text is usually associated
with beginning readers.
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decode
A process of working out a meaning of words in a text. In decoding, readers draw on contextual, vocabulary, grammatical and
phonic knowledge. Readers who decode effectively combine these forms of knowledge fluently and automatically, and self-
correct using meaning to recognise when they make an error.
design
A way that particular elements are selected and used in a process of text construction for particular purposes. These elements
might be linguistic (words), visual (images), audio (sounds), gestural (body language), spatial (arrangement on the page, screen
or 3D), and multimodal (a combination of more than one).
dialect
A form of a language distinguished by features of vocabulary, grammar and pronunciation particular to a region or social group.
digital text
An audio, visual or multimodal text produced through digital or electronic technology, which may be interactive and include
animations and/or hyperlinks. Examples of digital texts include DVDs, websites, e-literature.
digraph
vowel/consonant digraphs have one vowel and one consonant (for example, er, ow).
e-literature
An electronic publication of literature using multimedia capabilities of digital technologies to create interactive and possibly non-
linear texts, through combining written text, movement, visual, audio and spatial elements. Eliterature may include hypertext
fiction, computer art installations, kinetic poetry and collaborative writing projects, allowing readers to contribute to a work. It
also includes texts where print meanings are enhanced through digital images and/or sound, as well as literature that is
reconstituted from print texts (for example, online versions of The Little Prince or Alice in Wonderland).
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ellipsis
an omission of words that repeat what has gone before. The repetition is not necessary because the meaning is
understood (for example, The project will be innovative. To be involved will be exciting. in the project is ellipsed in the
second sentence).
where a word such as one is substituted for a noun group/phrase, as in There are lots of apples in the bowl and you can
take two big ones (substitution).
a cohesive resource that binds text together and is commonly used in dialogue for speed of response and economy of
effort (for example, [do you] Want a drink? / Thanks, I would. [like a drink]).
a use of three dots. This form of punctuation (also known as points of ellipsis) can be used to indicate such things as
surprise or suspense in a narrative text or to indicate that there is more to come in an on-screen menu.
etymological knowledge
Knowledge of the origins and development of a form and meanings of words and how meanings and forms have changed over
time.
evaluative language
Positive or negative language that judges the worth of something. It includes language to express feelings and opinions, to
make judgments about aspects of people such as their behaviour, and to assess quality of objects such as literary works.
Evaluations can be made explicit (for example, through the use of adjectives as in: shes a lovely girl, hes an awful man, or
how wonderful!), however, they can be left implicit (for example, he dropped the ball when he was tackled, or Mary put her
arm round the child while she wept).
figurative language
Word groups/phrases used in a way that differ from the expected or everyday usage. They are used in a non-literal way for
particular effect (for example: simile white as a sheet metaphor all the worlds a stage personification the wind grabbed
at my clothes).
framing
A way in which elements in a still or moving image are arranged to create a specific interpretation of a whole. Strong framing
creates a sense of enclosure around elements while weak framing creates a sense of openness.
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function and class
How one grammatical unit relates to another is its function. For example, in the clause the meeting started late, the meeting is
the subject. This describes its relation to ta verb (and a clause). However, in the clause they started the meeting late, the same
words (the meeting) stand in a different relation to the verb: they are functioning as its object.
A class is a set of grammatical units that are alike in a language system, such as noun, verb, adjective and corresponding
groups/phrases: noun group/phrase, verb group/phrase, adjective group/phrase. For example, to say that the meeting is a
noun group/phrase is to say that it is the same kind of unit as a book, that car, my uncle.
genre
How texts are grouped depending on their social purpose (for example, to recount, to describe, to persuade, to narrate). In
literary theory, the term is often used to distinguish texts on the basis of their subject matter (for example, detective fiction,
romance fiction , science fiction, fantasy fiction), or their form and structure (for example poetry, novels, short stories).
grammar
A description of a language as a system. In describing a language, attention is paid to both structure (form) and meaning
(function) at the level of a word, a sentence and a text.
grapheme
A letter or group of letters that spell a phoneme in a word (for example, /f/ in the word fog /ph/ in the word photo).
graphophonic knowledge
A knowledge of how letters in printed English relate to the sounds of the language.
group/phrase
The terms group and phrase are used by different schools of linguistics to refer to units intermediate between a clause and a
word. In the English curriculum, group/phrase is used to recognise these different usages. For example, the units enclosed in
brackets in the following sentence are examples of a group/phrase: (the carnival) (had made) (the two little girls with the red
shirts) (very tired).
In the example, the carnival and the two little girls with the red shirts are called noun groups/phrases because they have a
noun (carnival and girls) as their major element similarly, had made is a verb group/phrase and very tired an adjective
group/phrase.
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handwriting
A production of legible, correctly formed letters by hand or with the assistance of writing tools, for example, pencil grip or
assistive technology.
high-frequency words
The most common words used in written English text. They are sometimes called irregular words or sight words. Many
common or high-frequency words in English cannot be decoded using soundletter correspondence because they do not use
regular or common letter patterns. These words need to be learnt by sight (for example, come, was, were, one, they,
watch, many).
homophone
A word identical in pronunciation with another but different in meaning (for example, bear and bare, air and heir).
hybrid text
A composite text resulting from a mixing of elements from different sources or genres (for example, infotainment). Email is an
example of a hybrid text, combining the immediacy of talk and the expectation of a reply with the permanence of print.
idiomatic expression
A group of (more or less) fixed words having a meaning not deducible from individual words. Idioms are typically informal
expressions used by particular social groups and need to be explained as one unit (for example, I am over the moon, on thin
ice, a fish out of water, fed up to the back teeth).
imagery
A use of figurative language to represent objects, actions and ideas in such a way that they appeal to the senses of the reader
or viewer.
intertextuality
Associations or connections between one text and other texts. Intertextual references can be more or less explicit and self-
conscious. They can take the form of direct quotation, parody, allusion or structural borrowing.
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juxtaposition
Placement of two or more ideas, characters, actions, settings, phrases, or words side by side for a particular purpose (for
example, to highlight contrast or for rhetorical effect).
language features
Features of language that support meaning (for example, sentence structure, noun group/phrase, vocabulary, punctuation,
figurative language). Choices in language features and text structures together define a type of text and shape its meaning.
These choices vary according to the purpose of a text, its subject matter, audience and mode or medium of production.
language patterns
An arrangement of identifiable repeated or corresponding elements in a text. These include patterns of repetition or similarity
(for example, a repeated use of verbs at the beginning of each step in a recipe, or a repetition of a chorus after each verse in a
song). The patterns may alternate (for example, a call and response pattern of some games, or a to-and-fro of a dialogue).
Other patterns may contrast (for example, opposing viewpoints in a discussion, or contrasting patterns of imagery in a poem).
Language patterns of a text contribute to the distinctive nature of its overall organisation and shape its meaning.
layout
A spatial arrangement of print and graphics on a page or screen including size of font, positioning of illustrations, inclusion of
captions, labels, headings, bullet points, borders and text boxes.
lexical cohesion
A use of word associations to create links in texts. Links can be made through the use of repetition of words, synonyms,
antonyms and words that are related such as by class and subclass.
listen
To use the sense of hearing as well as a range of active behaviours to comprehend information received through gesture, body
language and other sensory systems.
media texts
Spoken, print, graphic or electronic communications with a public audience. They often involve numerous people in their
construction and are usually shaped by a technology used in their production. Media texts studied in English can be found in
newspapers, magazines and on television, film, radio, computer software and the internet.
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medium
A resource used in the production of texts, including tools and materials used (for example, digital text and a computer, writing
and a pen or a typewriter).
metalanguage
Vocabulary used to discuss language conventions and use (for example, language used to talk about grammatical terms such
as sentence, 'clause, 'conjunction').
metonymy
A use of the name of one thing or attribute of something to represent something larger or related (for example, using a word
Crown to represent a monarch of a country referring to a place for an event, as in Chernobyl when referring to changed
attitudes to nuclear power, or a time for an event, as in 9/11 when referring to changed global relations).
modal verb
A verb that expresses a degree of probability attached by a speaker or writer to a statement (for example, I might come home)
or a degree of obligation (for example, You must give it to me).
modality
An area of meaning having to do with possibility, probability, obligation and permission. In the following examples, the modal
meanings are expressed by the auxiliary verbs must and may:
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mode
Various processes of communication listening, speaking, reading/viewing and writing/creating. Modes are also used to refer to
the semiotic (meaning making) resources associated with these communicative processes, such as sound, print, image and
gesture.
monologue
A long speech or discourse given by a single character in a story, movie, play or by a performer.
morpheme
The smallest meaningful or grammatical unit in a language. Morphemes are not necessarily the same as words. The word cat
has one morpheme, while the word cats has two morphemes: cat for the animal and s to indicate that there is more than one.
Similarly, like has one morpheme, while dislike has two: like to describe appreciation and dis to indicate the opposite.
Morphemes are very useful in helping students work out how to read and spell words.
morphemic knowledge
A knowledge of morphemes, morphemic processes and different forms and combinations of morphemes (for example, the word
unfriendly is formed from the stem friend, the adjective-forming suffix -ly and the negative prefix un-).
multimodal text
A combination of two or more communication modes (for example, print, image and spoken text, as in film or computer
presentations).
narrative
A story of events or experiences, real or imagined. In literary theory, narrative includes a story (what is narrated) and a
discourse (how it is narrated).
The ways in which a narrator may be related to a story. For example, a narrator might take a role of first or third person, having
full knowledge or restricted in knowledge of events, reliable or unreliable in interpretation of what happens.
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neologism
A newly created word or expression. This can occur in a number of ways, for example, an existing word used in a new way
(deadly') and through abbreviations (for example, 'HIV').
nominalisation
A process for forming nouns from verbs (for example, reaction from react or departure from depart) or adjectives (for
example, length from long, eagerness from eager). Nominalisation is also a process for forming noun groups/phrases from
clauses (for example, their destruction of the city from they destroyed the city). Nominalisation is a way of making a text more
compact and is often a feature of texts that contain abstract ideas and concepts.
non-verbal cues
Behaviours, other than words, that transmit meaning (for example, body language, inflexion, eye contact, posture).
noun
A word class that includes all words denoting physical objects such as man, woman, boy, girl, diamond, car, window etc.
These are called concrete nouns. Abstract nouns express intangibles such as democracy, courage, success, fact, idea.
The most important grammatical property of nouns concerns their function. A noun group/phrase, which contains a noun as its
major element, can function as:
Most nouns can be marked for plural (for example, dogdogs, womanwomen), and for possessive (for example,
dogdogs, womanwoman's.
There are three major grammatical types of nouns: common nouns, proper nouns and pronouns.
common nouns include words such as hat, phone, pollution that do not name a particular person, place, thing, quality
and so on. They can be concrete or abstract nouns.
proper nouns include words such as Australia, Mary Smith, October, which serve as the names of particular persons,
places, days/months and festivals. They usually occur without a determiner, such as the.
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noun group
Consists of a noun as a major element, alone or accompanied by one or more modifiers. A noun functioning as a major element
may be a common noun, proper noun or pronoun. Expressions belonging to a range of classes may function as modifiers:
determiners (for example, the car, a disaster, some people, many mistakes)
possessive noun groups/phrases and pronouns (for example, the old man's house, Kim's behaviour, my father)
adjectives (for example, grave danger, a nice day, some new ideas, poor Tom)
nouns (for example, the unemployment rate, a tax problem, a Qantas pilot)
Those that follow the main noun usually belong to one or other of the following classes:
prepositional phrases (for example, a pot of tea, the way to Adelaide, work in progress)
subordinate clauses (for example, the woman who wrote it, people living near the coast).
objective language
A language that is fact-based, measurable and observable, verifiable and unbiased. It does not include a speaker or writers
point of view, interpretation or judgement.
onset
Separate phonemes in a syllable can normally be broken into two parts. An onset is the initial consonant (for example, in cat
the onset is /c/) or consonant blend (for example, in shop the onset is /sh/). Word families can be constructed using common
onsets such as /t/ in top, town.
personification
A description of an inanimate object as though it were a person or living thing (for example, the last chance he had, just walked
out the door).
phoneme
The smallest unit of sound in a word (for example, the word is has two phonemes: /i/ and /s/ the word ship has three
phonemes: /sh/, /i/, /p/).
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phoneme deletion
Involves forming a different word by removing a phoneme (for example, take the /t/ away from the word train to make a new
word rain).
phoneme substitution
Involves students manipulating spoken words by substituting certain phonemes for others (for example, changing the /r/ in the
word rat to /b/ to make new word bat.) Phoneme substitution can occur with middle and final phonemes (for example,
changing the /a/ in cat to /o/ to make new word cot.
phonemic awareness
phonic
The term used to refer to the ability to identify the relationships between letters and sounds when reading and spelling.
phonological awareness
A broad concept that relates to the sounds of spoken language. It includes understandings about words, rhyme, syllables and
onset and rime. NOTE: the term sound relates to a sound we make when we say a letter or word, not to a letter in print. A letter
may have more than one sound, such as the letter a in was, can or father, and a sound can be represented by more than
one letter such as the sound /k/ in cat and walk. The word ship had three sounds /sh/, /i/, /p/, but has four letters s, h, i, p.
Teachers should use the terms sound and letter accurately to help students clearly distinguish between the two items.
phonological knowledge
Information about the sounds of language and lettersound relationships when comprehending a text (for example, single
sounds, blends).
phrase
A group of words often beginning with a preposition but without a subject and verb combination (for example, on the river with
brown eyes).
poetic devices
Particular patterns and techniques of language used in poems to create particular effects.
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point of view
Refers to the viewpoint of an author, audience or characters in a text. Narrative point of view refers to the ways a narrator may
be related to a story. A narrator, for example, might take a role of first or third person, omniscient or restricted in knowledge of
events, reliable or unreliable in interpretation of what happens.
possessive
A possessive shows ownership, generally marked by an apostrophe followed by the suffix 's (for example, `woman's, `Anne's).
The main exception is that in plural nouns ending in `-(e)s the possessive is marked by the apostrophe alone. With proper
nouns ending in `-s, there is variation between the regular possessive form and one marked by the apostrophe alone: compare
`James's and `James. The regular form is always acceptable but a variant form without the second `s is sometimes found (for
example, `Jamess house or `James house). The irregular form is often found with names of religious, classical or literary
persons (for example, `Moses' life, `Sophocles' ideas, `Dickens' novel).
predictable text
A text that is easily navigated and read by beginning readers because they contain highly regular features such as familiar
subject matter, a high degree of repetition, consistent placement of text and illustrations, simple sentences, familiar vocabulary
and a small number of sight words.
prediction
An informed presumption about something that might happen. Predicting at the text level can include working out what a text
might contain by looking at the cover, or working out what might happen next in a narrative. Predicting at the sentence level is
identifying what word is likely to come next in a sentence.
prefix
A meaningful element (morpheme) added to the beginning of a word to change its meaning (for example, un to happy to make
unhappy).
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preposition
A word class that usually describes the relationship between words in a sentence. Prepositions can indicate:
space (for example, below, in, on, to, under. 'She sat on the table.')
time (for example, after, before, since. ' will go to the beach after lunch.')
those that do not relate to space and time (for example, of, besides, except, despite, He ate all the beans except the
purple ones').
Prepositions usually combine with a noun group/phrase to form a prepositional phrase (for example, in the office, besides
these two articles).
prepositional phrase
Typically consists of a preposition followed by a noun group/phrase. Prepositional phrases occur with a range of functions,
including:
adverbial in clause structure (for example, on the train in we met on the train)
modifier in noun group/phrase structure (for example, with two children in a couple with two children)
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pronoun
A word that takes a place of a noun (for example, I, me, he, she, herself, you, it, that, they, few, many, who, whoever, someone,
everybody, and many others).
personal pronouns represent specific people or things (for example, I, he, she, it, they, we, you, me him, her, them).
Example of personal pronoun use: David and Max (proper nouns) went to school. They went to school. Personal
pronouns can also be objective (for example, David kicked the ball to Max. David kicked the ball to him.)
demonstrative pronouns represent a thing or things (for example, this, these, that, those). Example of demonstrative
pronoun use: Who owns these?
possessive pronouns to refer to the belonging of one thing or person to another person or thing (for example, mine, hers,
his, ours, yours, theirs). Examples of possessive pronoun use: Max looked for the book. He could not find his own book
but he did find yours.
reflexive pronouns refer back to the subject of a sentence or clause. Reflexive pronouns end in -self (singular) or -selves
(plural) (for example, myself,yourself,himself, herself, itself, ourselves, yourselves themselves). Example of possessive
pronoun use: David looked at himself in the mirror.
reciprocal pronouns refer to two subjects acting in the same way toward each other. There must be two or more subjects
involved and they must be doing the same thing (for example, each other, one another). Example of reciprocal pronoun
use: David and Max like each other.
relative pronouns introduce a relative clause. They are called relative because they relate to the words that they modify.
There are five relative pronouns: who, whom, whose, which,that. Example of relative pronoun use: The car, which was
in the garage, was damaged.
interrogative pronouns represent things that we do not know and are asking the questions about (for example, who,
whom, whose, which, what). Some interrogative pronouns can also function as relative pronouns. Examples of
interrogative pronoun use: Who told David? Which of these would David like?
indefinite pronouns do not refer to any specific person, thing or amount (for example, all, another, anybody, anyone,
anything, each, everybody, everyone, everything, many, nobody, none, one, several, some, somebody, someone).
Example of relative pronoun use: Have you taken anything from the cupboard?
pronoun reference
A clear reference from a pronoun to a noun (for example, Mary lost her phone).
pun
Humorous use of a word to bring out more than one meaning a play on words.
read
To process words, symbols or actions to derive and/or construct meaning. Reading includes interpreting, critically analysing and
reflecting upon the meaning of a wide range of written and visual, print and non-print texts.
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repetition
A word, a phrase or a full sentence or a poetical line repeated to emphasise its significance. Repetition is a rhetorical device.
return sweep
The way English print travels from left to right and then returns to the left of a page for the next and each subsequent line.
rhetorical device
Use of language that is intended to have an effect on an audience such as evoking an emotion or persuading an audience (for
example, metaphors, repetition, rhetorical questions).
rhetorical question
rime
Separate phonemes in a syllable can normally be broken into two parts. The rime is a vowel and any subsequent consonants
(for example, in the word cat the rime is /at/). Word families can be constructed using common rimes such as /at/ in cat, pat.
salience
A strategy of emphasis, highlighting what is important in a text. In images, salience is created through strategies like placement
of an item in the foreground, size and contrast in tone or colour. In writing, salience can occur through placing what is important
at the beginning or at the end of a sentence or paragraph or through devices such as underlining or italics.
satire
Exposing and criticising the shortcomings or behaviour of an individual or a society in a text, using techniques such as
exaggeration, humour, ridicule and irony.
scanning
When reading, moving eyes quickly down a page, seeking specific words and phrases. Scanning is also used when a reader
first finds a resource to determine whether it will answer their questions.
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segmenting
Recognising and separating out phonemes in a word. Students may say each sound as they tap it out. Stretching (for example,
mmmaaannn) is an example of segmenting. When segmenting words, there is a pause between each phoneme (for example,
/m/-/a/-/n/ is an example of segmenting).
semantic knowledge/information
information related to meanings used when reading. Semantic information includes a readers own prior knowledge and the
meanings embedded in a text. Readers use semantic information to assist in decoding and to derive meanings from a text.
semicolon (;)
a punctuation convention used to join clauses that could stand alone as sentences. In this way, clauses that have a close
relationship with one another may be linked together in a single sentence.
sentence
In writing, a sentence is marked by punctuation, but in speech the boundaries between sentences are not always so clear.
simple sentence has a form of a single clause (for example, David walked to the shops. or Take a seat.)
compound sentence has two or more main clauses of equal grammatical status, usually marked by a coordinating
conjunction such as and, but or or. In the following examples below, the main clauses are indicated by square brackets
[Jill came home this morning] [but she didn't stay long].
complex sentence has one or more subordinate clauses. In the following examples, subordinate clauses are indicated
by square brackets:
I took my umbrella [because it was raining].
silent letter
A letter that is in the written form of a word but is not pronounced in the spoken form (for example, t in the word listen or k in
the word knew).
simple sentence
Has a form of a single clause (for example, David walked to the shops. or Take a seat.).
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sound devices
Resources used by poets to convey and reinforce the meaning or experience of poetry through the skillful use of sound (for
example, alliteration, onomatopoeia, rhythm, rhyme).
sound effect
Any sound, other than speech or music, used to create an effect in a text.
soundletter correspondence
The relationship of spoken sounds of English to letters of the alphabet or to letter clusters.
speak
Convey meaning and communicate with purpose. Some students participate in speaking activities using communication
systems and assistive technologies to communicate wants and needs, and to comment about the world.
spoonerism
A slip of the tongue where the initial sounds of a pair of words are transposed (for example, well-boiled icicle for well-oiled
bicycle).
The variety of spoken and written English language in Australia used in more formal settings such as for official or public
purposes, and recorded in dictionaries, style guides and grammars. While it is always dynamic and evolving, it is recognised as
the common language of Australians.
stereotype
When a person or thing is judged to be the same as all others of its type. Stereotypes are usually formulaic and oversimplified.
stylistic features
The ways in which aspects of texts (such as words, sentences, images) are arranged and how they affect meaning. Style can
distinguish the work of individual authors (for example, Jenningss stories, Lawsons poems), as well as the work of a particular
period (for example, Elizabethan drama, nineteenth-century novels). Examples of stylistic features are narrative viewpoint,
structure of stanzas, juxtaposition.
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subject
A function in the structure of a clause usually filled by a noun group/phrase (for example, The dog [subject] was barking). The
normal position of the subject is before the verb group/phrase, but in most kinds of interrogatives (questions) it follows the first
auxiliary verb (for example, Was the dog barking?, Why was the dog barking?).
In main clauses the subject is an obligatory element, except in imperative (command) clauses (for example, Be very tactful)
and in casual style (for example, Want some?).
Most personal pronouns have a different form when they are the subject of a main clause (for example, I caught the ball. She
has the answer etc.), than when they are the object (for example, Max threw the ball to me Max told me the answer) Similarly
Give it to Mary and me is correct, not Give it to Mary and I.).
In the present tense, and the past tense with the verb be, the verb agrees with the subject in person and number (for example,
Her son lives with her Her sons live with her).
subjective language
Use of language which reflects the perspective, opinions, interpretations, points of view, emotions and judgment of the writer or
speaker.
subordinating conjunction
Subordinating conjunctions introduce certain kinds of subordinate clauses. They include conjunctions such as after, when,
because, if and that.
suffix
A meaningful element added to the end of a word to change its meaning (for example, to show its tense : -ed in passed).
Common suffixes are -ing -ed -ness -less -able).
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syllabification
syllable
A unit of sound within a word (for example, bat has one syllable bat-ting has two syllables).
synonym
A word having nearly the same meaning as another (for example, synonyms for old would be aged, venerable, antiquated).
syntax
The ways in which sentences are formed from words, group/phrases and clauses. In some education settings, the terms
syntax and grammar are used interchangeably.
tense
A grammatical category marked by a verb in which the situation described in the clause is located in time (for example, present
tense has in Sarah has a headache locates the situation in present time, while past tense had in Sarah had a headache
locates it in past time.)
However, the relation between grammatical tense and (semantic) time is not always as simple as this. For example, present
tense is typically used to talk about:
actions that happen regularly in the present, as in He watches television every night
references to future events, as in The match starts tomorrow where the tense is present but the time future. Likewise in I
thought the match started tomorrow where the subordinate clause the match started tomorrow has past tense but refers
to future time.
text
A means for communication. Their forms and conventions have developed to help us communicate effectively with a variety of
audiences for a range of purposes. Texts can be written, spoken or multimodal and in print or digital/online forms. Multimodal
texts combine language with other systems for communication, such as print text, visual images, soundtrack and spoken word
as in film or computer presentation media.
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text navigation
A way readers move through text. Readers generally read novels in a linear fashion from the beginning to the end readers of
nonfiction books often use the contents page and index and move between chapters according to the information sought.
Readers often read digital texts more flexibly, according to interest and purpose, using hyperlinks to move between pages and
digital objects, such as videos or animations, making quick judgments about relevance of material.
Strategies readers use to decode a text. These involve drawing on contextual, semantic, grammatical and phonic knowledge in
systematic ways to work out what a text says. They include predicting, recognising words and working out unknown words,
monitoring the reading, identifying and correcting errors, reading on and rereading .
text structure
A way in which information is organised in different types of texts (for example, chapter headings, subheadings, tables of
contents, indexes and glossaries, overviews, introductory and concluding paragraphs, sequencing, topic sentences,
taxonomies, cause and effect). Choices in text structures and language features together define a text type and shape its
meaning.
theme
Grammatical theme indicates importance both within a clause and across a text. In a clause the theme comes in first position
and indicates what the sentence is about. Theme is important at different levels of text organisation. A topic sentence serves as
a theme for the points raised in a paragraph. A pattern of themes contributes to the method of development for the text as a
whole.
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types of texts
Classifications according to the particular purposes they are designed to achieve. These purposes influence the characteristic
features the texts employ. In general, in the Australian Curriculum: English, texts can be classified as belonging to one of three
types: imaginative, informative or persuasive, although it is acknowledged that these distinctions are neither static nor watertight
and particular texts can belong to more than one category.
Imaginative texts their primary purpose is to entertain through their imaginative use of literary elements. They are recognised
for their form, style and artistic or aesthetic value. These texts include novels, traditional tales, poetry, stories, plays, fiction for
young adults and children including picture books and multimodal texts such as film.
Informative texts their primary purpose is to provide information. They include texts that are culturally important in society and
are valued for their informative content, as a store of knowledge and for their value as part of everyday life. These texts include
explanations and descriptions of natural phenomena, recounts of events, instructions and directions, rules and laws and news
bulletins.
Persuasive texts their primary purpose is to put forward a point of view and persuade a reader, viewer or listener. They form a
significant part of modern communication in both print and digital environments. They include advertising, debates, arguments,
discussions, polemics and influential essays and articles.
verb
A word class that describes a kind of situation such as a happening (for example, climbed in she climbed the ladder) or a state
(for example, is in a koala is an Australian mammal).
verbs are essential to clause structure: all clauses contain a verb, except in certain types of ellipsis (for example, Sue
lives in Sydney, her parents, in Melbourne, where there is ellipsis of live in the second clause).
virtually all verbs have contrasting past and present tense forms. Some are signalled by inflections such as -s and -ed.
For example:
walk/walks (present tense)
walked (past tense).
other verbs have irregular forms that signal a change in tense. For example:
present am/is/are and past was/were
auxiliary verbs are also referred to as helping verbs. They precede the main verb for example, draw (main verb) has
drawn (auxiliary verb assisting)
modal verbs express a degree of probability (for example, I might come home) or a degree of obligation (for example
You must give it to me, You are not permitted to smoke in here).
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verb groups
Consists of a main verb, alone or preceded by one or more auxiliary or modal verbs as modifiers.
Verb groups/phrases:
create tense, as in He [was happy], She [is working] at home, I [have seen] him before
express modality using modal verbs such as can, may, must, will, shall and so on, as in You [must be] mad, He [will
have arrived] by now, She [may know] them
view
Observe with purpose, understanding and critical awareness. Some students participate in viewing activities by listening to an
adult or peer describing the visual features of text, diagrams, pictures and multimedia.
visual features
Visual components of a text include placement, salience, framing, representation of action or reaction, shot size, social distance
and camera angle.
Choices that contribute to the meaning of an image or the visual components of a multimodal text and are selected from a range
of visual features like placement, salience, framing, representation of action or reaction, shot size, social distance and camera
angle.
vocal effects
A speaker selects and uses particular vocal qualities including volume, tone, pitch, pace and fluency to engage and impact upon
their audience.
voice
Voice, in a grammatical sense, applies to verbs. Voice expresses the relationship of the subject to the action. Voice can be
active or passive. Active voice places the subject before the verb so the subject does the action (for example, Max drew the
picture). Passive voice places the receiver of the action before the verb (for example, The picture was drawn by Max).
Voice, in a literary sense, is the distinct personality of a piece of writing. The writer's voice is the individual writing style of the
composer, created through the way they use and combine various writing features including syntax, punctuation, vocabulary
choices, character development and dialogue (for example, a scientific explanation may be written in expert voice).
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vowel
Letters of the alphabet (a, e, i, o, u, and sometimes y) that represents a speech sound created by the relatively free passage of
breath through the larynx and oral cavity. Letters that are not vowels are consonants.
vowel digraphs
Two successive vowels that represent a single phoneme (for example, /ai/ in the word rain /ea/in the word beach /ee/ in the
word free).
word
word association
word play
A literary technique based on the meanings and ambiguities of words where the words are used primarily for the purpose of
intended effect or amusement. Word play is often based on homophones, puns and idioms (for example, A will is a dead
giveaway. Time flies like an arrow. Fruit flies like a banana.).
write
Plan, compose, edit and publish texts in print or digital forms. Writing usually involves activities using pencils, pens, word
processors and/or using drawings, models, photos to represent text and/or using a scribe to record responses or produce
recorded responses.
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The Australian Curriculum
Health and Physical Education
Overview
Rationale
In an increasingly complex, sedentary and rapidly changing world it is critical for every young Australian to not only be able to
cope with lifes challenges but also to flourish as healthy, safe and active citizens in the 21st century. This is a strong investment
in the future of the Australian population.
Technology and media will continue to transform our lives and change the way we communicate. Some health issues will
endure while new ones will emerge. New forms of physical activity will become available. Students need critical inquiry skills to
research and analyse knowledge and to understand the influences on their own and others health, safety, wellbeing and
physical activity participation. They also need to be resilient, to develop empathy and to be actively engaged in their own and
others wellbeing, using health, safety and physical activity resources for the benefit of themselves and their communities.
In Health and Physical Education, students develop the skills, knowledge, and understanding to strengthen their sense of self,
and build and manage satisfying, respectful relationships. They learn to build on personal and community strengths and assets
to enhance safety and wellbeing. They critique and challenge assumptions and stereotypes. Students learn to navigate a range
of health-related sources, services and organisations.
At the core of Health and Physical Education is the acquisition of movement skills and concepts to enable students to participate
in a range of physical activities confidently, competently and creatively. As a foundation for lifelong physical activity
participation and enhanced performance, students acquire an understanding of how the body moves and develop positive
attitudes towards physical activity participation. They develop an appreciation of the significance of physical activity, outdoor
recreation and sport in Australian society and globally. Movement is a powerful medium for learning, through which students can
practise and refine personal, behavioural, social and cognitive skills.
Health and Physical Education provides students with an experiential curriculum that is contemporary, relevant, challenging and
physically active.
Aims
The Australian Curriculum: Health and Physical Education (F10) aims to develop the knowledge, understanding and skills to
enable students to:
access, evaluate and synthesise information to take positive action to protect, enhance and advocate for their own and
others health, wellbeing, safety and physical activity participation across their lifespan
develop and use personal, behavioural, social and cognitive skills and strategies to promote a sense of personal identity
and wellbeing and to build and manage respectful relationships
acquire, apply and evaluate movement skills, concepts and strategies to respond confidently, competently and creatively
in a variety of physical activity contexts and settings
engage in and enjoy regular movement-based learning experiences and understand and appreciate their significance to
personal, social, cultural, environmental and health practices and outcomes
analyse how varied and changing personal and contextual factors shape understanding of, and opportunities for, health
and physical activity locally, regionally and globally.
Key ideas
Health and Physical Education propositions
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The Australian Curriculum: Health and Physical Education has been shaped by five interrelated propositions that are informed
by a strong and diverse research base for a futures-oriented curriculum:
Although the curriculum may contribute to a range of goals that sit beyond its educative purposes, the priority for the Health and
Physical Education curriculum is to provide ongoing, developmentally appropriate and explicit learning about health and
movement. The Health and Physical Education curriculum draws on its multidisciplinary evidence base to ensure that students
are provided with learning opportunities to practise, create, apply and evaluate the knowledge, understanding and skills of the
learning area.
This approach affirms that all students and their communities have particular strengths and resources that can be nurtured to
improve their own and others' health, wellbeing, movement competence and participation in physical activity. The curriculum
recognises that students have varying levels of access to personal and community resources depending on a variety of
contextual factors that will impact on their decisions and behaviours.
Value movement
Health and Physical Education is the key learning area in the curriculum that focuses explicitly on developing movement skills
and concepts students need to participate in physical activities with competence and confidence. The knowledge,
understanding, skills and dispositions students develop through movement in Health and Physical Education encourage
ongoing participation across their lifespan and in turn lead to positive health outcomes. Movement competence and confidence
is seen as an important personal and community asset to be developed, refined and valued.
Health and Physical Education promotes an appreciation of how movement in all its forms is central to daily life from meeting
functional requirements and providing opportunities for active living to acknowledging participation in physical activity and sport
as significant cultural and social practices. The study of movement has a broad and established scientific, social, cultural and
historical knowledge base, informing our understanding of how and why we move and how we can improve physical
performance.
The study of movement also provides challenges and opportunities for students to enhance a range of personal and social skills
and behaviours that contribute to health and wellbeing.
functional dimension researching and applying information relating to knowledge and services to respond to a health-
related question
interactive dimension requires more advanced knowledge, understanding and skills to actively and independently
engage with a health issue and to apply new information to changing circumstances
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critical dimension the ability to selectively access and critically analyse health information from a variety of sources
(which might include scientific information, health brochures or messages in the media) to take action to promote personal
health and wellbeing or that of others.
Consistent with a strengths-based approach, health literacy is a personal and community asset to be developed, evaluated,
enriched and communicated.
The Health and Physical Education curriculum recognises that values, behaviours, priorities and actions related to health and
physical activity reflect varying contextual factors which influence the ways people live. The curriculum develops an
understanding that the meanings and interests individuals and social groups have in relation to health practices and physical
activity participation are diverse and therefore require different approaches and strategies.
It has long been recognised that the broader school environment can enhance the delivery of the Health and Physical Education
curriculum. Learning in Health and Physical Education supports students to make decisions about their health, wellbeing, safety
and physical activity participation. If consistent messages are evident across the school and wider school community, this
learning is validated and reinforced. Students are also better able to practise and reinforce their learning in Health and Physical
Education if teaching and learning in all curriculum areas and the whole school environment reflect the knowledge,
understanding and skills delivered in the Health and Physical Education curriculum. A healthy and supportive school
environment may be enriched through health-promoting school policies and processes, and partnerships with parents,
community organisations and specialist services.
Structure
Strands, sub-strands and threads
The Australian Curriculum: Health and Physical Education is organised into two content strands: personal, social and
community health and movement and physical activity. Each strand contains content descriptions which are organised under
three sub-strands.
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Focus areas
Safety (S)
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Fundamental movement skills (FMS)
Figure 1: The structure of the Australian Curriculum: Health and Physical Education
Table 1: Overview of sub-strands and threads in the Australian Curriculum: Health and Physical Education
Strands
Sub-strands and Being healthy, safe and active Moving our body
threads
Identities Refining movement skills
Changes and transitions Developing movement concepts and
Help-seeking strategies
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Sub-strands
5. Understanding movement
The content focuses on developing knowledge and understanding about how and why our body moves and what happens to
our body when it moves. While participating in physical activities, students analyse and evaluate theories, techniques and
strategies that can be used to understand and enhance the quality of movement and physical activity performance. They
explore the place and meaning of physical activity, outdoor recreation and sport in their own lives, and across time and cultures.
Focus areas
The 12 focus areas provide the breadth of learning across Foundation to Year 10 that must be taught for students to acquire
and demonstrate the knowledge, understanding and skills described in the achievement standard for each band of learning. The
focus areas have been mapped to each content description and elaboration (annotations included in brackets) to assist
teachers in their planning. Descriptions of each of the focus areas and the learning expected in each can be accessed through
hyperlinks from the focus area annotations after each elaboration.
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Advice on appropriate timing for addressing each focus area is provided in Table 2 below and the band descriptions. It is
expected that the focus areas identified in each band description will contribute substantially to the Health and Physical
Education teaching and learning program for the relevant band of learning. Decisions about the specific timing of when each
focus area will be taught within the two-year band (for example, whether to teach about safety in Year 3 or Year 4 or in both
years) are the responsibility of schools and teachers. Planning decisions should take into account local needs, available
resources, students readiness and community priorities.
Across the Health and Physical Education curriculum from Foundation to Year 10, the focus areas that must be addressed in
each band of learning are those indicated with a tick in Table 2 below.
Medicines only
Relationships only
Safety (S)
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As with other areas of student diversity, it is crucial to acknowledge and affirm diversity in relation to sexuality and gender in
Health and Physical Education. Inclusive Health and Physical Education programs which affirm sexuality and gender diversity
acknowledge the impact of diversity on students social worlds, acknowledge and respond to the needs of all students, and
provide more meaningful and relevant learning opportunities for all students.
The Australian Curriculum: Health and Physical Education (F10) is designed to allow schools flexibility to meet the learning
needs of all young people, particularly in the health focus area of relationships and sexuality. All school communities have a
responsibility when implementing the Health and Physical Education curriculum to ensure that teaching is inclusive and relevant
to the lived experiences of all students. This is particularly important when teaching about reproduction and sexual health, to
ensure that the needs of all students are met, including students who may be same-sex attracted, gender diverse or intersex.
PDF documents
Resources and support materials for the Australian Curriculum: Health and Physical Education are available as PDF
documents.
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Health and Physical Education
Foundation Year
The Foundation Year curriculum provides the basis for developing knowledge, understanding and skills for students to lead
healthy, safe and active lives. The content gives students opportunities to learn about their strengths and simple actions they
can take to keep themselves and their classmates healthy and safe.
The content explores the people who are important to students and develops students capacity to initiate and maintain
respectful relationships in different contexts, including at school, at home, in the classroom and when participating in physical
activities.
The Foundation curriculum provides opportunities for students to learn through movement. The content enables students to
develop and practise fundamental movement skills through active play and structured movement activities. This improves
competence and confidence in their movement abilities. The content also provides opportunities for students to learn about
movement as they participate in physical activity in a range of different settings.
Identify personal strengths (ACPPS001) identifying things they are good at and describing how
these have changed over time
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Name parts of the body and describe how their body is recognising how bodies grow and change over time
growing and changing (ACPPS002)
recording and mapping growth on individual and group
growth charts or constructing a class height line
Identify people and demonstrate protective behaviours and identifying characters in different texts who help the main
other actions that help keep themselves safe and healthy character to stay safe and healthy
(ACPPS003)
identifying knowledge, skills and understandings that can
help keep them safe and healthy
Practise personal and social skills to interact positively with accessing stories about characters who have been
others (ACPPS004) excluded from a group and discussing how the character
could deal with the situation
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Identify and describe emotional responses people may identifying and describing the emotions of people who
experience in different situations (ACPPS005) are happy, sad, excited, tired, angry, scared or confused
Identify actions that promote health, safety and wellbeing identifying household substances that can be dangerous
(ACPPS006) and suggesting examples of how they can be stored
safely in the home
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Participate in play that promotes engagement with outdoor exploring a range of ways to play and be active in
settings and the natural environment (ACPPS007) outdoor or natural settings
understanding how to be safe in the outdoors through
play in natural environments
Practise fundamental movement skills and movement performing locomotor skills in any direction from one
sequences using different body parts (ACPMP008) point to another
Participate in games with and without equipment participating in games that require students to be aware
(ACPMP009) of personal safety and game boundaries
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Explore how regular physical activity keeps individuals healthy describing their feelings after participating in different
and well (ACPMP010) physical activities
Identify and describe how their body moves in relation to moving at different speeds and in different directions with
effort, space, time, objects and people (ACPMP011) others in a designated area
Cooperate with others when participating in physical activities working with a partner or small group to complete a
(ACPMP012) movement task or challenge
Test possible solutions to movement challenges through trial attempting different ways to solve a movement challenge
and error (ACPMP013) and discussing which ways were successful or not
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Follow rules when participating in physical activities following instructions for personal safety and fair play
(ACPMP014)
responding to a whistle and commands when
participating in physical activities
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Health and Physical Education
Students use personal and social skills when working with others in a range of activities. They demonstrate, with guidance,
practices and protective behaviours to keep themselves safe and healthy in different activities. They perform fundamental
movement skills and solve movement challenges.
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Health and Physical Education
Years 1 and 2
The curriculum for Years 1 and 2 builds on the learning from Foundation and supports students to make decisions to enhance
their health, safety and participation in physical activity. The content enables students to explore their own sense of self and the
factors that contribute to and influence their identities. Students learn about emotions, how to enhance their interactions with
others, and the physical and social changes they go through as they grow older.
The content explores health messages and how they relate to health decisions and behaviours, and examines strategies
students can use when they need help. The content also provides opportunities for students to learn through movement. It
supports them in broadening the range and complexity of fundamental movement skills they are able to perform. They learn
how to select, transfer and apply simple movement skills and sequences individually, in groups and in teams.
Students also further develop their knowledge, understanding and skills in relation to movement by exploring simple rule
systems and safe use of equipment in a variety of physical activities and games. Through active participation, they investigate
the bodys response to different types of physical activities. In addition, students develop personal and social skills such as
cooperation, decision-making, problem-solving and persistence through movement settings.
Describe their own strengths and achievements and those of describing personal achievements such as doing
others, and identify how these contribute to personal identities something on their own for the first time and sharing how
they felt and how it influenced personal identities
(ACPPS015)
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Describe physical and social changes that occur as children describing changes in their physical appearance now
grow older and discuss how family and community compared to when they were younger
acknowledge these (ACPPS016)
identifying and describing significant relationships in their
lives and how these have evolved or changed over time
Practise strategies they can use when they feel identifying and rehearsing strategies they can use when
uncomfortable, unsafe or need help with a task, problem or requiring assistance, such as asking an adult, reading
basic signs and solving a problem with friends
situation (ACPPS017)
Recognise situations and opportunities to promote health, identifying poison labels and medicine packaging and
safety and wellbeing (ACPPS018) understanding to ask an adult before taking medicines
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Describe ways to include others to make them feel they identifying and appreciating similarities and differences in
belong (ACPPS019) people and groups
Identify and practise emotional responses that account for recognising own emotions and demonstrating positive
own and others feelings (ACPPS020) ways to react in different situations
Examine health messages and how they relate to health identifying advertisements they have encountered that
decisions and behaviours (ACPPS021) contain health messages
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Explore actions that help make the classroom a healthy, safe creating a bank of movement games and physical activity
and active place (ACPPS022) cards students can select from and play during lesson
breaks and before or after school
Identify and explore natural and built environments in the local recognising that physical activities can take place in a
community where physical activity can take place range of different environments, including natural and
built settings
(ACPPS023)
participating in physical activities within the built
structures in the school and local community where
physical activity takes place
Recognise similarities and differences in individuals and examining images or descriptions of different families,
groups, and explore how these are celebrated and respected communities and cultural groups to identify the features
that make them similar and different
(ACPPS024)
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Perform fundamental movement skills in a variety of performing locomotor movements using different body
movement sequences and situations (ACPMP025) parts to travel in different directions
Create and participate in games with and without equipment inventing games with rules using one or two pieces of
(ACPMP027) equipment
Discuss the bodys reactions to participating in physical participating in activities of different intensity and
activities (ACPMP028) comparing the bodys reactions
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Incorporate elements of effort, space, time, objects and comparing different types of movements and identifying
people in performing simple movement sequences which ones are easier and harder and why this might be
the case
(ACPMP029)
Use strategies to work in group situations when participating working cooperatively with a partner when practising new
in physical activities (ACPMP030) skills
Propose a range of alternatives and test their effectiveness predicting possible outcomes of alternative actions and
when solving movement challenges (ACPMP031) deciding which one is likely to be the most effective
Identify rules and fair play when participating in physical explaining why rules are needed in games and physical
activities (ACPMP032) activities
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Health and Physical Education
Students demonstrate positive ways to interact with others. They select and apply strategies to keep themselves healthy and
safe and are able to ask for help with tasks or problems. They demonstrate fundamental movement skills in a variety of
movement sequences and situations and test alternatives to solve movement challenges. They perform movement sequences
that incorporate the elements of movement.
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Health and Physical Education
Years 3 and 4
The Year 3 and 4 curriculum further develops students knowledge, understanding and skills in relation to their health, wellbeing,
safety and participation in physical activity. In these years, students begin to explore personal and social factors that support
and contribute to their identities and emotional responses in varying situations. They also develop a further understanding of
how their bodies grow and change as they get older.
The content explores knowledge, understanding and skills that supports students to build and maintain respectful relationships,
make health-enhancing and safe decisions, and interpret health messages from different sources to take action to enhance their
own health and wellbeing.
The curriculum in Years 3 and 4 builds on previous learning in movement to help students develop greater proficiency across
the range of fundamental movement skills. Students combine movements to create more complicated movement patterns and
sequences. Through participation in a variety of physical activities, students further develop their knowledge about movement
and how the body moves. They do this as they explore the features of activities that meet their needs and interests and learn
about the benefits of regular physical activity.
The Year 3 and 4 curriculum also gives students opportunities to develop through movement personal and social skills such as
leadership, communication, collaboration, problem-solving, persistence and decision-making.
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Explore how success, challenge and failure strengthen exploring factors that support personal achievement and
identities (ACPPS033) development of personal identities, such as the influence
of family, friends and school
Explore strategies to manage physical, social and emotional discussing physical, social and emotional changes that
change (ACPPS034) occur as individuals get older, and exploring how these
changes impact on how they think and feel about
themselves and different situations
Describe and apply strategies that can be used in situations recognising physical responses that indicate they are
that make them feel uncomfortable or unsafe (ACPPS035) feeling uncomfortable or unsafe
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Identify and practise strategies to promote health, safety and identifying how medications and other substances can be
wellbeing (ACPPS036) stored safely in the home and at school
examining their own eating patterns by researching The
Australian Guide to Healthy Eating and identifying
healthier food choices
Describe how respect, empathy and valuing diversity can describing behaviours that show empathy and respect for
positively influence relationships (ACPPS037) the rights of others
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Investigate how emotional responses vary in depth and recognising own emotional responses and levels of their
strength (ACPPS038) response in different situations
Discuss and interpret health information and messages in the accessing different sources of health information and
media and internet (ACPPS039) examining the accuracy of these sources
Describe strategies to make the classroom and playground identifying how regular physical activity promotes health,
healthy, safe and active spaces (ACPPS040) and recognising and accessing opportunities to be active
while they are at school
Participate in outdoor games and activities to examine how participating in physical activities in natural environments
participation promotes a connection between the community, in the local area and reflecting on the enjoyable
components of participation
natural and built environments, and health and wellbeing
(ACPPS041)
comparing the characteristics and benefits of physical
activities that can take place in a natural environment and
those that take place in a built environment
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Research own heritage and cultural identities, and explore researching games from their country of heritage and
strategies to respect and value diversity (ACPPS042) teaching the class how to play them
Practise and refine fundamental movement skills in a variety performing activities where locomotor and object control
of movement sequences and situations (ACPMP043) skills are combined to complete a movement, task or
challenge
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Practise and apply movement concepts and strategies with planning and performing strategies to be successful in
and without equipment (ACPMP045) tag and dodge games
Examine the benefits of physical activity to health and examining the benefits of regular physical activity,
wellbeing (ACPMP046) including the influence on sleep, concentration and
fitness
collecting, recording and organising information to
investigate which physical activities people engage in to
maintain health, wellbeing and fitness
Combine elements of effort, space, time, objects and people demonstrating acceleration and deceleration of
when performing movement sequences (ACPMP047) movement in physical activities
Participate in physical activities from their own and other participating in Aboriginal and Torres Strait Islander
cultures (ACPMP108) dances and dance routines from different cultures, such
as Tinikling from the Philippines, Polynesian dance,
Japanese parasol dance
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Learning through movement Elaborations
Adopt inclusive practices when participating in physical using cooperative skills to complete a movement task,
activities (ACPMP048) such as a partner balance, partner passing strategy or
team strategy
Apply innovative and creative thinking in solving movement transferring and applying skills to solve movement
challenges (ACPMP049) challenges
Apply basic rules and scoring systems, and demonstrate fair collaborating to decide rules for a new game
play when participating in physical activities (ACPMP050)
contributing to fair decision making in physical activities
by applying the rules appropriately
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Health and Physical Education
Students apply strategies for working cooperatively and apply rules fairly. They use decision-making and problem-solving skills
to select and demonstrate strategies that help them stay safe, healthy and active. They refine fundamental movement skills and
apply movement concepts and strategies in a variety of physical activities and to solve movement challenges. They create and
perform movement sequences using fundamental movement skills and the elements of movement.
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Health and Physical Education
Years 5 and 6
The Year 5 and 6 curriculum supports students to develop knowledge, understanding and skills to create opportunities and take
action to enhance their own and others' health, wellbeing, safety and physical activity participation. Students develop skills to
manage their emotions, understand the physical and social changes that are occurring for them and examine how the nature of
their relationships changes over time.
The content provides opportunities for students to contribute to building a positive school environment that supports healthy,
safe and active choices for everyone. Students also explore a range of factors and behaviours that can influence health, safety
and wellbeing.
Students refine and further develop a wide range of fundamental movement skills in more complex movement patterns and
situations. They also apply their understanding of movement strategies and concepts when composing and creating movement
sequences and participating in games and sport. Students in Years 5 and 6 further develop their understanding about
movement as they learn to monitor how their body responds to different types of physical activity. In addition, they continue to
learn to apply rules fairly and behave ethically when participating in different physical activities. Students also learn to effectively
communicate and problem-solve in teams or groups in movement settings.
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Examine how identities are influenced by people and places identifying how personal qualities contribute to identities
(ACPPS051) and inform world views
Investigate resources and strategies to manage changes and understanding that individuals experience changes
transitions associated with puberty (ACPPS052) associated with puberty at different times, with differing
levels of intensity and with different responses
Investigate community resources and ways to seek help researching health information sources and places where
about health, safety and wellbeing (ACPPS053) they can seek help, and prioritising those that are reliable
and trustworthy
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Plan and practise strategies to promote health, safety and scripting and rehearsing how to refuse drugs they may be
wellbeing (ACPPS054) offered, such as medication, tobacco product or alcohol
Practise skills to establish and manage relationships exploring reasons why relationships may change, such
(ACPPS055) as starting a new school, changing priorities or interests,
family break-up, or joining a new sports team
Examine the influence of emotional responses on behaviour analysing situations in which emotions can influence
and relationships (ACPPS056) decision-making, including in peer-group, family and
movement situations
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Recognise how media and important people in the community examining how media and public identities influence the
influence personal attitudes, beliefs, decisions and behaviours way people act and the choices they make
(ACPPS057)
sharing how important people in their life influence them
to act or behave in a healthy or safe way
Investigate the role of preventive health in promoting and investigating practices that help promote and maintain
maintaining health, safety and wellbeing for individuals and health and wellbeing, such as eating a diet reflecting The
Australian Guide to Healthy Eating, meeting
their communities (ACPPS058)
recommendations for daily physical activity and creating
connections with others to enhance social health
Explore how participation in outdoor activities supports exploring ways in which people can connect with other
personal and community health and wellbeing and creates members of their community through participating in
physical activities in natural settings and built
connections to natural and built environments (ACPPS059)
environments
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Identify how valuing diversity positively influences the exploring initiatives sporting and community groups use
wellbeing of the community (ACPPS060) to counter all forms of discrimination and support the
wellbeing of their communities
Practise specialised movement skills and apply them in a applying stability and locomotor skills to dodge and feint
variety of movement sequences and situations (ACPMP061) in different movement situations
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Propose and apply movement concepts and strategies with demonstrating defensive and offensive play in modified
and without equipment (ACPMP063) games
proposing and applying movement concepts and
strategies to perform movement sequences at different
levels using different types of equipment
Participate in physical activities designed to enhance fitness, creating and participating in a fitness circuit designed to
and discuss the impact regular participation can have on improve health-related fitness components
health and wellbeing (ACPMP064)
demonstrating and describing safe stretching activities
which maintain and develop flexibility
Manipulate and modify elements of effort, space, time, objects demonstrating an understanding of how to adjust the
and people to perform movement sequences (ACPMP065) force and speed of an object to improve accuracy and
control
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Participate in physical activities from their own and others researching and participating in different cultural games
cultures, and examine how involvement creates community or physical activities that children in other countries play
connections and intercultural understanding (ACPMP066)
exploring the place of water-based recreational activities
in Australian culture and how communities come together
to enjoy water-based activities
Participate positively in groups and teams by encouraging understanding the contribution of different roles and
others and negotiating roles and responsibilities (ACPMP067) responsibilities in physical activities that promote
enjoyment, safety and positive outcomes for participants
Apply critical and creative thinking processes in order to recognising that there may be a number of solutions to
generate and assess solutions to movement challenges movement challenges and justifying which solution is
most appropriate or effective
(ACPMP068)
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Demonstrate ethical behaviour and fair play that aligns with explaining why infringements result in consequences
rules when participating in a range of physical activities such as a penalty or free pass
(ACPMP069)
proposing changes to the rules and/or conditions to
create a more inclusive game or to allow for a fairer
contest
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Health and Physical Education
Students demonstrate fair play and skills to work collaboratively. They access and interpret health information and apply
decision-making and problem-solving skills to enhance their own and others health, safety and wellbeing. They perform
specialised movement skills and sequences and propose and combine movement concepts and strategies to achieve
movement outcomes and solve movement challenges. They apply the elements of movement when composing and performing
movement sequences.
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Health and Physical Education
Years 7 and 8
The Year 7 and 8 curriculum expands students knowledge, understanding and skills to help them achieve successful outcomes
in classroom, leisure, social, movement and online situations. Students learn how to take positive action to enhance their own
and others health, safety and wellbeing. They do this as they examine the nature of their relationships and other factors that
influence peoples beliefs, attitudes, opportunities, decisions, behaviours and actions. Students demonstrate a range of help-
seeking strategies that support them to access and evaluate health and physical activity information and services.
The curriculum for Years 7 and 8 supports students to refine a range of specialised knowledge, understanding and skills in
relation to their health, safety, wellbeing, and movement competence and confidence. Students develop specialised movement
skills and understanding in a range of physical activity settings. They analyse how body control and coordination influence
movement composition and performance and learn to transfer movement skills and concepts to a variety of physical activities.
Students explore the role that games and sports, outdoor recreation, lifelong physical activities, and rhythmic and expressive
movement activities play in shaping cultures and identities. They reflect on and refine personal and social skills as they
participate in a range of physical activities.
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Investigate the impact of transition and change on identities examining the impact of physical changes on gender,
(ACPPS070) cultural and sexual identities
Evaluate strategies to manage personal, physical and social accessing and assessing health information and services
changes that occur as they grow older (ACPPS071) that support young people to effectively manage changes
and transitions as they grow older
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Practise and apply strategies to seek help for themselves or examining scenarios to highlight how emotions,
others (ACPPS072) dispositions and decision-making can affect outcomes
Investigate and select strategies to promote health, safety and investigating reasons why young people choose to use or
wellbeing (ACPPS073) not use drugs, and proposing strategies to make
informed choices
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Investigate the benefits of relationships and examine their examining how individuals, family and peer groups
impact on their own and others health and wellbeing influence peoples behaviours, decisions and actions
(ACPPS074)
understanding and applying online and social protocols to
enhance relationships with others and protect their own
wellbeing, including recognising and responding to
inappropriate online content
Analyse factors that influence emotions , and develop investigating personal, social and cultural factors that
strategies to demonstrate empathy and sensitivity influence the way individuals respond emotionally to
different situations
(ACPPS075)
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Evaluate health information and communicate their own and analysing the credibility of health messages conveyed by
others health concerns (ACPPS076) different sources in terms of bias, reliability and validity
and applying credible information to health-related
decisions
Plan and use health practices, behaviours and resources to investigating preventive health practices relevant to
enhance health, safety and wellbeing of their communities young people, and designing and implementing health
promotion activities targeting these practices
(ACPPS077)
Plan and implement strategies for connecting to natural and identifying local natural resources and built environments
built environments to promote the health and wellbeing of where individuals and groups can connect as a
community and participate in physical and social
their communities (ACPPS078)
activities
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Investigate the benefits to individuals and communities of exploring how kinship and extended-family structures in
valuing diversity and promoting inclusivity (ACPPS079) different cultures support and enhance health and
wellbeing
Use feedback to improve body control and coordination when analysing their own and others performance using ICT
performing specialised movement skills in a variety of and implementing feedback to enhance performance
situations (ACPMP080)
participating in activities where vision is compromised to
demonstrate the importance of auditory feedback
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Practise, apply and transfer movement concepts and examining and demonstrating the similarities of strategies
strategies with and without equipment (ACPMP082) used in different physical activities and how they can be
transferred to new movement situations
Participate in physical activities that develop health-related performing physical activities that improve health- and
and skill-related fitness components, and create and monitor skill-related components of fitness and analysing how the
components are developed through these activities
personal fitness plans (ACPMP083)
Demonstrate and explain how the elements of effort, space, performing a range of movements and analysing
time, objects and people can enhance movement sequences technique based on understanding of take-off, body
position and landing
(ACPMP084)
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Participate in and investigate cultural and historical examining how sport, physical activity and outdoor
significance of a range of physical activities (ACPMP085) recreation pursuits have changed over the last century as
a result of different cultural groups migrating to Australia
Practise and apply personal and social skills when adopting roles and responsibilities that support and
undertaking a range of roles in physical activities enhance team cohesion and lead to successful
movement outcomes
(ACPMP086)
Evaluate and justify reasons for decisions and choices of explaining and justifying the movement concepts and
action when solving movement challenges (ACPMP087) strategies selected in response to movement challenges
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Modify rules and scoring systems to allow for fair play, safety recognising potential hazards and selecting appropriate
and inclusive participation (ACPMP088) responses when undertaking physical activities in the
natural environment
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Health and Physical Education
Students apply personal and social skills to establish and maintain respectful relationships and promote safety, fair play and
inclusivity. They demonstrate skills to make informed decisions, and propose and implement actions that promote their own and
others health, safety and wellbeing. Students demonstrate control and accuracy when performing specialised movement
sequences and skills. They apply movement concepts and refine strategies to suit different movement situations. They apply the
elements of movement to compose and perform movement sequences.
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Health and Physical Education
Years 9 and 10
The Year 9 and 10 curriculum supports students to refine and apply strategies for maintaining a positive outlook and evaluating
behavioural expectations in different leisure, social, movement and online situations. Students learn to critically analyse and
apply health and physical activity information to devise and implement personalised plans for maintaining healthy and active
habits. They also experience different roles that contribute to successful participation in physical activity, and propose strategies
to support the development of preventive health practices that build and optimise community health and wellbeing.
In Years 9 and 10, students learn to apply more specialised movement skills and complex movement strategies and concepts in
different movement environments. They also explore movement concepts and strategies to evaluate and refine their own and
others movement performances. Students analyse how participation in physical activity and sport influence an individuals
identities, and explore the role participation plays in shaping cultures. The curriculum also provides opportunities for students to
refine and consolidate personal and social skills in demonstrating leadership, teamwork and collaboration in a range of physical
activities.
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Evaluate factors that shape identities and critically analyse analysing how societal norms, stereotypes and
how individuals impact the identities of others (ACPPS089) expectations influence the way young people think about
their bodies, abilities, gender, sexuality, food, physical
activity, sexual health, drugs and/or risk-taking
behaviours
Examine the impact of changes and transitions on practising skills to deal with challenging or unsafe
relationships (ACPPS090) situations, such as refusal skills, communicating choices,
expressing opinions and initiating contingency plans
Plan, rehearse and evaluate options (including CPR and first proposing and practising a range of realistic responses to
aid) for managing situations where their own or others health, scenarios where peers are encouraging them to take
unnecessary risks
safety and wellbeing may be at short or long term risk
(ACPPS091)
planning and practising responses to emergencies where
they may be required to administer first aid to a friend,
including CPR
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Propose, practise and evaluate responses in situations where critiquing images and messages in the media that portray
external influences may impact on their ability to make healthy what it means to have a good time and be fun to be
around, and evaluating how these images can be
and safe choices (ACPPS092)
interpreted
Investigate how empathy and ethical decision making investigating the characteristics of positive, respectful
contribute to respectful relationships (ACPPS093) relationships and the rights and ethical responsibilities of
individuals in relationships
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Evaluate situations and propose appropriate emotional proposing strategies for managing emotional responses
responses and then reflect on possible outcomes of different and resolving conflict in a family or social situation or
online environment
responses (ACPPS094)
Critically analyse and apply health information from a range of critiquing and selecting the most suitable and reliable
sources to health decisions and situations (ACPPS095) sources of health information according to the decision
that needs to be made
Plan, implement and critique strategies to enhance health, creating and evaluating visual and multimodal health
safety and wellbeing of their communities (ACPPS096) campaigns in print-based and digital environments to
promote health and wellbeing in their community
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Plan and evaluate new and creative interventions that creating and evaluating proposals to promote the use of
promote their own and others connection to community and natural settings within the local community for physical
activity
natural and built environments (ACPPS097)
Critique behaviours and contextual factors that influence examining social, cultural and economic factors that
health and wellbeing of diverse communities (ACPPS098) influence the health behaviours of people in their
community
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Provide and apply feedback to develop and refine specialised adapting and responding to changes in equipment that
movement skills in a range of challenging movement increase the complexity of a movement task or
performance
situations (ACPMP099)
Develop, implement and evaluate movement concepts and using established criteria to apply and evaluate the
strategies for successful outcomes with and without effectiveness of movement concepts and strategies
equipment (ACPMP101)
developing and implementing appropriate movement
concepts and strategies for selected movement
scenarios
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Design, implement and evaluate personalised plans for using ICT to design, implement and monitor a personal
improving or maintaining their own and others physical fitness plan which includes a timeframe, goals and a
variety of specific activities that meet the needs of
activity and fitness levels (ACPMP102)
different people
Analyse the impact of effort, space, time, objects and people experimenting with the manipulation of force and speed
when composing and performing movement sequences applied to an object to examine the difference created in
movement paths
(ACPMP103)
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Examine the role physical activity, outdoor recreation and participating in a range of physical activities from the Asia
sport play in the lives of Australians and investigate how this region, such as yoga, tai chi, martial arts and Asia-
inspired dance and performance art, and exploring their
has changed over time (ACPMP104)
importance as a social and cultural practice
Devise, implement and refine strategies demonstrating evaluating the contribution they make as an individual to
leadership and collaboration skills when working in groups or teamwork, leadership and enjoyable participation for all
teams (ACPMP105)
using self-talk and encouragement to motivate
themselves and team members to continue to participate
and improve performance
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Transfer understanding from previous movement experiences drawing parallels between successful movement
to create solutions to movement challenges (ACPMP106) strategies in one sporting situation and how similar
strategies could be used effectively in a different sport
Reflect on how fair play and ethical behaviour can influence participating in competitions where players rather than an
the outcomes of movement activities (ACPMP107) independent official are responsible for applying the rules
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Health and Physical Education
Students demonstrate leadership, fair play and cooperation across a range of movement and health contexts. They apply
decision-making and problem-solving skills when taking action to enhance their own and others health, safety and wellbeing.
They apply and transfer movement concepts and strategies to new and challenging movement situations. They apply criteria to
make judgements about and refine their own and others specialised movement skills and movement performances. They work
collaboratively to design and apply solutions to movement challenges.
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Health and Physical Education
Glossary
access
active play
Any form of regular physical activity that children do, which includes moderate to vigorous bursts of high energy, and which
raises their heart rate and makes them huff and puff. Active play can occur indoors or outdoors, alone, with a partner or in a
group. Active play may be structured and can involve rules, time limits or special equipment or play can be unstructured, or
spontaneous. As well as giving children an opportunity to be physically active, play can develop skills such as persistence,
negotiation, problem-solving, planning and cooperation.
advocate (verb)
To argue in support of a cause or position, or speak out and act on behalf of yourself or another to ensure that your or others
interests are taken into account.
analyse
To examine and break down information into parts, make inferences and find evidence to support generalisations, to find
meaning or relationships and identify patterns, similarities and differences.
apply
border crossing
Negotiating ways of moving between different cultures or between a marginalised and dominant culture.
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challenge and adventure activities
Physical activities designed to challenge students physiologically, behaviourally and socially in diverse contexts and
environments. These activities include: initiative games, movement challenges (as individuals and in teams or groups),
recreational activities in natural and outdoor settings and navigational challenges. With access to specialised facilities and
equipment, and relevant teacher expertise, these activities can also include: bushwalking, camping, biathlon and triathlon,
martial arts, rock climbing, canoeing and kayaking, cycling (mountain biking, BMX, road and track cycling), surfing, skiing (snow
or water) and swimming for performance (with a focus on technique). These activities can give students opportunities to assess
hazards and manage risk.
change (noun)
Change is about something or someone becoming different. It is situational and in HPE refers to a range of circumstances such
as different stages in a young persons life, including puberty and adolescence; moving from primary school to secondary school
on a different site; or moving between different cultures defined by different behavioural expectations, such as moving between
home and school for an EAL/D student, or a student caring for a parent with a disability or mental illness.
communicate
To convey and listen to specific information, knowledge, understanding, processes, skills, opinions, beliefs, perspectives, needs
and emotions to and from others.
community
A group of people linked by a common social structure and sense of belonging. This may be based on location, gender,
interests, cultural background or political or religious beliefs. It may also refer to a virtual community.
community health
Focuses on work within defined communities to maintain and improve the health and wellbeing of all people in that community
through collective action.
compare
compose
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contextual factors
A range of factors that can influence health, safety, wellbeing and participation in physical activity. These factors include
personal, social, cultural, economic and political factors that exist in differing ways and have varying impacts across population
groups.
CPR
An abbreviation for cardiopulmonary resuscitation. CPR is an emergency procedure in which a heart and lungs are made to
work by manually compressing the chest overlying the heart and forcing air into the lungs.
create
creative movement
A movement that evolves from a students own thoughts, experiences, ideas and imagination in response to stimuli in dance,
games, sport and adventure activities.
To question the social, cultural and political factors that influence health and wellbeing. This involves critical analysis and critical
evaluation of health and physical activity knowledge to make informed judgements and take appropriate individual and collective
action. Students explore matters such as inclusiveness, power inequalities, assumptions, diversity and social justice and
develop strategies to improve their own and others health and wellbeing.
critically analyse
To analyse an issue, information or data to form a judgement. It can involve asking questions, identifying problems and
solutions, applying knowledge, stating an argument and supporting it with evidence, or making comparisons and evaluating. In
Health and Physical Education it could include:
exploring and experimenting with different offensive and defensive strategies in games and sports to determine an agreed
game plan
investigating different forms of skill practice to determine the most effective for a given skill
identifying a key issue linked to the ethical use of mobile technologies in school, at home and in social situations, and
developing critical questions to actively seek and propose solutions
investigating the physical, social and psychological impact of drugs such as energy drinks on young peoples health and
wellbeing
investigating and challenging stereotypes about and advocating for young peoples involvement in community actions.
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critically evaluate
To appraise an issue or information to form a critical judgement. It involves presenting and defending opinions about
information; making informed judgements or decisions about the worth, validity and reliability of opinions, information, ideas and
knowledge. In health and physical education it could involve:
critically evaluating established guidelines and procedures, such as the Australian Dietary Guidelines or guidelines to
address sedentary behaviour, to suggest ways to accommodate different cultural patters of eating and healthy eating
options for inclusion on the school canteen menu, or ways to increase and promote physical activity at school
evaluating survey data gathered from students and making suggestions on how to address an identified issue within the
school, such as safety in the playground or protocols for dealing with bullying and harassment
scrutinising the equity of a policy or program to determine whether all individuals and groups are able to participate
equally.
culture
Shared stories, beliefs, attitudes and behaviours that give a group or individual a sense of who they are and help them make
sense of the world in which they live. Culture is a shared system but inherently diverse there can be individual and group
differences within cultures. Everyone has culture it is a lens through which we see the world.
demonstrate
describe
design (verb)
develop
dimensions of health
Variables that influence an individuals level of overall health. The variables, frequently referred to in Health and Physical
Education as dimensions are: physical, social, emotional, mental and spiritual.
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discrimination
An unjust or prejudicial treatment of someone. The types of discrimination that students must learn about include racial, levels of
ability, sex and gender discrimination, homophobia and transphobia.
discuss
To talk or write about a topic, taking into account different issues or ideas.
dispositions
Enduring habits of mind and actions, and tendencies to respond to situations in characteristic ways (for example, maintaining an
optimistic outlook, being willing to persevere with challenges, or actively engaging in regular physical activity).
distinguish
diversity
Differences that exist within a group including age, sex, gender, gender expression, sexuality, ethnicity, ability, body shape and
composition, culture, religion, learning styles, socioeconomic background, values and experience. Appreciating, understanding
and respecting diversity impacts on an individuals sense of self and their relations to others. Diversity can be acknowledged
through shared activities that may involve building knowledge and awareness, peer teaching, games, dance, food and festivals.
drug
Any substance (excluding food, water and oxygen) that, when taken into a body, alters its function physically or psychologically.
These substances include prescription drugs, bush and alternative medicines, energy drinks, caffeine, tobacco, alcohol, illegal
drugs and performance-enhancing drugs.
elaborate
elements of movement
Variables that are combined in composing and performing movement. The elements of movement are effort, time, space and
relationships.
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emotional health
An ability to recognise, understand and effectively manage emotions and use this knowledge when thinking, feeling and acting.
enhance
To add to, improve or increase; to build on assets and strengths that already exist for an individual, group or community.
evaluate
examine
explain
familiar (adj.)
first aid
The initial care of the ill or injured, usually given by someone who is on the scene when a person becomes ill or injured.
Refers to food groups and recommendations for healthy eating across the lifespan as well as sustainable strategies for healthy
eating and nutrition, food labelling, packaging and food advertising. It acknowledges personal, social, economic and cultural
influences on food choices and eating habits.
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fundamental movement skills
The foundation movements or precursor patterns to more specialised, complex skills in games, sports, dance, gymnastics and
physical recreation activities. They provide the foundation for human movement and competent and confident participation in a
range of physical activities. The fundamental movement skills to be developed through Health and Physical Education include:
locomotor and non-locomotor skills rolling, balancing, sliding, jogging, running, leaping, jumping, hopping, dodging,
galloping, skipping, floating and moving the body through water to safety
Modified games, traditional games or sports, culturally significant games and sports (such as traditional Indigenous games and
games of significance from the Asia region) and non-traditional games and sports (including student-designed games). Most
games and sports can be classified into invasion games, net and wall games, striking and fielding games and target games.
gender
Refers to the concepts of male and female as well as the socially constructed expectations about what is acceptable for males
and females including behaviour, dress and interests. These expectations vary across history and different cultures. Legally,
there are more than two genders, and a person may identify as male, female, neither male nor female or both.
gender diverse
A broad term that includes people who may identify as transgender, non-binary or who feel that their gender identity does not
align with the sex assigned to them at birth and/or societys expectations. A person may identify as male, female, neither or
both.
gender identity
Refers to a persons sense of being masculine or feminine, both or neither, and how they identify. Gender identity does not
necessarily relate to the sex assigned at birth.
harm minimisation
A strategy that aims to lower the risks and harmful consequences associated with drug use and other high-risk behaviours,
rather than simply promoting abstinence.
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health
A state of complete physical, social, emotional, mental and spiritual wellbeing and not merely the absence of disease or
infirmity. It includes the ability to lead a socially and economically productive life.
Refers to the influence and impact regular physical activity participation has on individual and community social and
emotionalhealth and wellbeing. It involves making active choices and exploring the range of influences on physical activity
participation and choices.
health literacy
An ability to selectively access and critically analyse information, navigate community services and resources, and take action to
promote personal health and the health of others. This includes online information and websites as well as information from
friends, family and health professionals. Health literacy has three dimensions: functional, interactive and critical.
health messages
Any message or advertising related to the health and wellbeing of people. These can be in the form of TV or magazine
advertisements, media articles, product labelling, portrayal of healthy choices in the media or messages from families and peer
groups.
health-related fitness
Physical fitness is considered a measure of a bodys ability to function efficiently, effectively and without injury in work and
leisure activities, to pursue recreational activities and to cope with emergency situations. Health-related fitness includes
components such as cardiovascular fitness, flexibility, muscular endurance and strength.
identify
identities
Individual characteristics (including thoughts, ideas, feelings and attitudes towards self-worth) and capabilities of a person, or
characteristics of a social group. Identity refers to all things that define who we are at any given moment in our lives. It is not
static. We construct our identities according to things such as where we come from, what we believe in, who we relate to, how
we belong, how we behave and what we do.
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initiative games
Fun, cooperative, challenging games that require groups to collaborate to solve a specic problem.
interpret
intersex
Relates to a range of innate biological traits or variations away from conventional ideas of male and female. An intersex
person may have a combination of biological attributes of both sexes or lack some of the biological attributes considered
necessary to be defined as one or the other sex. Intersex is always congenital and can originate from genetic, chromosomal or
hormonal variations. Most intersex people identify as male or female.
investigate
justify
kinaesthetic
A sensation by which bodily position, weight, muscle tension and movement are perceived by an individual.
kinship
A feature of Aboriginal and Torres Strait Islander Peoples social organisation and family relationships. It is a complex system
that determines how people relate to each other and their roles, responsibilities and obligations in relation to one another,
ceremonial business and land.
Physical activities that can enhance health and wellbeing across the lifespan including individual and group activities and active
recreation activities. With access to specialised facilities, equipment and expertise, these activities can include swimming, tai
chi, yoga, Pilates, bushwalking, recreational cycling and resistance training.
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locomotor skills
Locomotor movement is when you move from one place to another. Locomotor skills include walking, climbing, rolling,
balancing, sliding, jogging, running, leaping, jumping, hopping, dodging, galloping, skipping, floating and moving the body
through water to safety.
manipulate
To adapt or change.
manipulative skills
Skills that require an ability to handle an object or piece of equipment with control, such as kicking, striking, dribbling or catching
a ball.
mental health
A state of wellbeing in which an individual thrives and can manage normal stresses of life, work and recreation. Social,
emotional and spiritual resilience, which enables people to enjoy life and survive pain, disappointment and sadness. It is a
positive sense of wellbeing and an underlying belief in our own and others dignity and worth.
minor games
Simple games, with few rules, designed to allow students to practise skills, tactics and strategies in a challenging situation.
modified games
Games or sports that are simplified to suit the skills, strategic understandings and characteristics of students through alterations
to the games constraints such as rules, equipment and/or the size of the playing area.
movement challenges
Movement tasks that require individual students or groups of students to use a problem-solving approach to solve a problem to
successfully complete the task. The solution can be verbalised, documented or demonstrated physically.
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movement concepts and strategies
These provide a framework for enhancing movement performance. Movement concepts (or elements of movement) explored in
the curriculum include body awareness; spatial awareness; effort awareness; and relationship to/with objects, people and
space. Movement strategies refer to a variety of approaches that will help a player or team to successfully achieve a movement
outcome or goal. Movement strategies include moving into space to receive a pass from a teammate or hitting a ball away from
opponents to make it difficult to retrieve or return the ball. Different games andsports may require similar activities or goals and
will therefore use similar movement strategies to achieve success.
movement elements
The variables that are combined in composing and performing movement. The elements of movement are effort, time, space
and relationships.
movement exploration
Discovering a bodys potential for movement by experimenting with different ways to move.
movement sequence
A combination of fundamental movement skills and movement elements to enable a body and/or objects to move in response to
a stimulus; or a planned order of movements.
movement situation
A situation where students are moving with the intent of achieving an outcome, such as to score a goal, to perform a sequence
of movements, to retain possession, or to cross a creek.
non-locomotor skills
Moving on the spot without any change in location. These skills include bending, stretching, twisting, turning, swinging, inverted
supports, landing/stopping, dodging and balancing.
organise
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outdoor recreation
Physical activity in outdoors or natural settings, which provides opportunities to connect individually, in small groups or as a
community to the outdoor environment.
perform
To execute a movement or movement sequence such as a volleyball set, folk dance, ball skills or teamwork skills.
physical activity
Body movement that is produced by a contraction of skeletal muscle and that increases energy expenditure. Physical activity is
a broad term that includes playing sport; exercise and fitness activities such as dance, yoga and tai chi; everyday activities such
as walking to work, household chores and gardening; and many other forms of active recreation.
physical fitness
A measure of a bodys ability to function efficiently, effectively and without injury in work and leisure activities, to pursue
recreational activities and to cope with emergency situations. It is a set of attributes that people have or achieve relating to the
ability to perform physical activity. It is commonly conceptualised as being made up of health-related components (such as
cardiovascular fitness, flexibility, muscular endurance, and strength) and skill-related components (such as agility, balance,
coordination, reactions, rhythm, power and speed).
play
Play is an activity that is positively valued by the player, self-motivated, freely chosen, and engaging. Children actively involved
in play may be engaged in a variety of activities, independently, with a partner or in a group. Play can occur indoors or outdoors.
It is closely tied to the cognitive, socio-emotional, and motor development of young children, and is an important part of
developmentally appropriate early years learning. Benefits of a play can include persistence, negotiation, problem-solving,
planning and cooperation.
plyometrics
A form of resistance training that uses jumping, throwing, hopping and other explosive movements to develop muscular power.
practise (verb)
To repeat and rehearse an activity or exercise for the purpose of improvement or to maintain proficiency.
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predict
To suggest what might happen in the future or as a consequence of some action occurring.
preventive health
Behaviours and decisions that direct resources to the prevention of ill health, promotion of individual and communityhealth, and
reduction of health inequalities.
recognise
recreation
An activity in which people enjoy participating during their free time. Recreation is often recognised as having socially
worthwhile qualities. Active recreation requires physical exertion.
refine
To improve and hone knowledge, understanding and skills by making subtle or fine distinctions.
reproductive health
A state of physical, mental and social wellbeing in all matters relating to the reproductive system, at any stage of life.
resilience
A capacity to deal constructively with change or challenge, allowing a person to maintain or re-establish their social and
emotional wellbeing in the face of difficult events. It involves thoughts, feelings and actions. Resilience is an integral part of
learning as it underpins the ability to respond positively to setbacks or mistakes.
resilient
Able to deal constructively with change or challenge, allowing them to maintain or re-establish their social and emotional
wellbeing in the face of difficult events.
respond
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rhythmic and expressive movement
Movement that is composed and performed in response to stimuli such as equipment, beats and sounds, images, words or
themes. It includes creative movement, movement exploration, dance styles and dance elements. With specialised facilities,
equipment and expertise, it can also include circus skills, tai chi, yoga, rhythmic gymnastics and educational gymnastics.
safety
Relates to safety issues that students may encounter in their daily lives, assessing risk, making safe decisions and behaving in
ways that protect their own safety and that of others. It includes making safe decisions that keep people healthy in situations
and places such as school, home, on roads, outdoors, near and in water, parties, online, first aid, relationships and dating, and
personal safety.
Children and young people will seek out risks elsewhere, in environments that are not controlled or designed for them, if a play
and physical activity provision is not challenging enough. Important learning can take place when children are exposed to, and
have to learn to deal with, environmental hazards.
same-sex attracted
A term used to describe someone who is physically, emotionally, sexually or spiritually attracted to a person of the same sex.
They may or may not be attracted to people of other genders and may or may not identify as gay, lesbian or bisexual.
sedentary behaviour
Activities that do not increase energy expenditure higher than resting levels and usually involve sitting or lying down. They can
include watching screens (television, gaming, texting or using a computer and other devices), sitting and talking, reading, writing
and listening to presentations.
select
self-efficacy
An individuals belief in their ability to succeed in reaching a specific goal or completing a task, such as maintaining healthy and
active habits, acquiring a new movement skill or meeting a personal challenge.
sense of place
A physical, social, emotional and/or spiritual connection to a place that shapes personal and social identities, perspectives and
interactions.
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sense of self
An individuals perception of self and how they perceive their place in the world in relation to a range of personal characteristics
and cultural norms and expectations.
sexual health
A state of physical, mental and social wellbeing in relation to sexuality. It requires a positive and respectful approach to sexuality
and sexual relationships, as well as a possibility of having pleasurable and safe sexual experiences, free of coercion,
discrimination and violence.
sexuality
A central aspect of being human throughout life. It is influenced by an interaction of biological, psychological, social, economic,
political, cultural, ethical, legal, historical, religious and spiritual factors. It is experienced and expressed in thoughts, feelings,
desires, beliefs, attitudes, values, behaviours, practices, roles and relationships.
skilled play
Components of skilled play include agility, endurance, resilience, courage, communication, willingness to play fairly, game
sense and technical ability.
skill-related fitness
Physical fitness is considered a measure of a bodys ability to function efficiently, effectively and without injury in work and
leisure activities, to pursue recreational activities and to cope with emergency situations. Skill-related fitness includes
components such as agility, balance, coordination, reactions, rhythm, power and speed.
social health
An ability to form satisfying interpersonal relationships with others. It also relates to an ability to adapt comfortably to different
social situations, social institutions, social values and norms, and act appropriately in a variety of settings. This requires strong
communication skills, empathy for others and a sense of accountability.
solve
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specialised movement skills
Movement skills that are required in more organised games and activities. Examples of specialised movement skills include
fielding a ground ball in softball, climbing a rock wall and performing a grapevine step in dance.
spiritual health
A positive sense of belonging, meaning and purpose in life. It includes values and beliefs that influence the way people live, and
can be influenced by an individuals connection to themselves, others, nature and beyond.
sport
A human activity that has physical exertion, skills tactics and strategies as a primary focus, with elements of competition, and for
which rules and patterns of behaviour governing an activity exist formally through organisations.
strategy
strengths-based approach
Focuses on capacities, competencies, values and hopes of all students, regardless of their current circumstances, to optimise
their own health and that of others. It looks to extend preventive health to the creation of health through individual, community
and societal resources and assets.
suggest
summarise
synthesise
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tactics
An action or strategy carefully planned to achieve a specific end. Applied in every instance in a game.
technique
Movement patterns such as throwing, catching and kicking. Technical ability is only one aspect of skilled performance.
test alternatives
transgender
Most commonly the term is used by those whose gender identity is different from the sex assigned to them at birth.
transitions
Internal processes or psychological reorientation people experience as a result of change, and usually involves establishing new
behaviours or new ways of thinking before the change can work. Individuals experience transitions in different ways and at
different rates. Transition involves three stages: a letting go of the way things are or used to be; a period of exploration and
adjustment; and a final stage where new behaviours and ways of working evolve.
transphobia
A fear or hatred of transgender people. Transphobia is manifested in a number of ways, including violence, harassment and
discrimination.
understand
To comprehend what is meant, grasp a concept, and be thoroughly familiar with an idea.
unfamiliar
wellbeing
A sense of satisfaction, happiness, effective social functioning and spiritual health, and dispositions of optimism, openness,
curiosity and resilience.
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The Australian Curriculum
Humanities and Social Sciences
Overview
Introduction
The humanities and social sciences are the study of human behaviour and interaction in social, cultural, environmental,
economic and political contexts. The humanities and social sciences have a historical and contemporary focus, from personal to
global contexts, and consider challenges for the future.
In the Australian Curriculum, the Humanities and Social Sciences learning area includes a study of history, geography, civics
and citizenship and economics and business.
Through studying Humanities and Social Sciences, students will develop the ability to question, think critically, solve problems,
communicate effectively, make decisions and adapt to change. Thinking about and responding to issues requires an
understanding of the key historical, geographical, political, economic and societal factors involved, and how these different
factors interrelate.
The Humanities and Social Science subjects in the Australian Curriculum provide a broad understanding of the world in which
we live, and how people can participate as active and informed citizens with high-level skills needed for the 21st century.
Key ideas
Through their learning in each subject or sub-strand, students develop knowledge and understanding relating to broader
enduring ideas that underpin the Humanities and Social Sciences in the Australian Curriculum, which are represented in varying
ways across the subjects. The key ideas are outlined below:
Who we are, who came before us, and traditions and values that have shaped societies
Students explore their own identity, Australias heritage and cultural diversity, and Australias identity as a nation in the world.
They examine the significance of traditions and shared values within society.
How societies and economies operate and how they are changing over time
Students learn about Australian society and other societies in the world, both past and present; and how they function socially,
culturally, economically and politically. Students examine developments that have resulted in or are bringing about change.
The ways people, places, ideas and events are perceived and connected
Students are provided with opportunities to explore different perceptions of people, places, ideas and events. They develop an
understanding of the interdependent nature of the world and the interrelationships within and between the natural environment,
human communities and economies. They explore how people, ideas and events are connected over time and increasingly
interconnected across local, national, regional and global contexts.
How people exercise their responsibilities, participate in society and make informed decisions
Students examine how individuals and groups have participated in and contributed to society past and present. They examine
the rights and responsibilities of individuals and groups over time and in different contexts. They develop an understanding of
the need to make decisions, the importance of ethical considerations and being informed when making decisions, the processes
for decision-making and the implications of decisions that are made for individuals, society, the economy and the environment.
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Figure 1: Subject or sub-strand-specific illustrations of the key ideas in the Humanities and Social Sciences curriculum
Who we are, who came before us, and traditions and values that have shaped societies
History
Geography
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Economics and Business
How societies and economics operate and how they are changing over time
History
Geography
The operation of the three levels of government and Australia's legal system in Australia
The development of self-government in Australia
How governments respond to social and economic change
The ways people, places, ideas and events are perceived and connected
History
Different perspectives on the arrival of the First Fleet and the colonial presence
The causes of and relationship between events such as World War I, World War II and the Cold War
Global influences on Australian culture
Geography
People's perceptions of places and how these influence their connections to different places
How human and natural systems are connected and interdependent
How places in Australia are connected to other places across the world
How groups within society perceive each other and relate to one another
The influence of global connectedness and mobility on Australian identity
Australian's rights and responsibilities towards each other and Australia's international obligations
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Economics and Business
The performance of the Australian economy and how this is perceived by different groups
How participants in the global economy are interdependent
Different ways that entrepreneurs and businesses succeed
How people exercise their responsibilities, participate in society and make informed
decisions
History
The development of rights in Australia for women, children, Aboriginal and Torres Strait islander Peoples and other
groups
The participation of people in human rights and environmental campaigns in Australia
The contributions and achievements of individuals and groups to Australia's development
Geography
Structure
In the Australian Curriculum, the Humanities and Social Sciences learning area comprises five subjects: F6/7 Humanities and
Social Sciences, and Years 710 History, Geography, Civics and Citizenship and Economics and Business. In all five subjects,
the curriculum is organised into two broad interrelated strands: knowledge and understanding, and inquiry and skills
In the F6/7 Humanities and Social Sciences curriculum, history, geography, civics and citizenship and economics and business
are presented as sub-strands of the knowledge and understanding strand. In these years, students are introduced to history and
geography from Foundation Year, civics and citizenship in Year 3 and economics and business in Year 5. In Years 710, the
curriculum is organised by subject. In Years 9 and 10, student access to Geography, Civics and Citizenship and Economics and
Business will be determined by school authorities or individual schools.
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History Humanities and Social Humanities and Social Humanities and Social History
Sciences Sciences Sciences
Geography Geography
PDF documents
Resources and support materials for the Australian Curriculum: Humanities and Social Sciences are available as PDF
documents.
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The Australian Curriculum
Humanities and Social Sciences
- F6/7 HASS
Overview
Rationale
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,
personal and collective ways.
The Australian Curriculum for the Humanities and Social Sciences plays an important role in harnessing students curiosity and
imagination about the world they live in and empowers them to actively shape their lives; make reflective, informed decisions;
value their belonging in a diverse and dynamic society; and positively contribute locally, nationally, regionally and globally.
Thinking about and responding to issues requires an understanding of different perspectives; the key historical, geographical,
political, economic and societal factors involved; and how these different factors interrelate. The Humanities and Social
Sciences in F6/7, which encompasses the knowledge and understandings of history, geography, civics and citizenship, and
economics and business, gives students a deep understanding of the world they live in from a range of perspectives, past and
present, and encourages them to develop an appreciation and respect for social, cultural and religious diversity.
The Australian Curriculum for the Humanities and Social Sciences empowers students to shape change by developing a range
of skills to enable them to make informed decisions and solve problems. The subject provides students with the skills,
behaviours and capabilities that will equip them to face challenges in their lifetime and to participate in and contribute to the
wellbeing and sustainability of the environment, the economy and society. Through studying Humanities and Social Sciences,
students are given opportunities to develop their ability to question, think critically, solve problems, communicate effectively,
make decisions and adapt to change.
Through the Humanities and Social Sciences, students become well placed to contribute to Australias ideas of a cohesive
society, sustainable environment, productive economy and stable democracy.
Aims
The F6/7 Australian Curriculum for Humanities and Social Sciences aims to ensure that students develop:
a sense of wonder, curiosity and respect about places, people, cultures and systems throughout the world, past and
present, and an interest in and enjoyment of the study of these phenomena
key historical, geographical, civic and economic knowledge of people, places, values and systems, past and present, in
local to global contexts
an understanding and appreciation of historical developments, geographic phenomena, civic values and economic factors
that shape society, influence sustainability and create a sense of belonging
the capacity to use inquiry methods and skills, including questioning, researching using reliable sources, analysing,
evaluating and communicating
dispositions required for effective participation in everyday life, now and in the future, including critical and creative
problem-solving, informed decision making, responsible and active citizenship, enterprising financial behaviour and ethical
reflection.
Structure
The Australian Curriculum: Humanities and Social Sciences may be implemented as a combined F6 program or as an F7
program. The F6/7 curriculum is organised into two interrelated strands: knowledge and understanding and inquiry and skills.
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The F6/7 Humanities and Social Sciences curriculum encompasses knowledge and understanding from the four sub-strands of
history, geography, civics and citizenship, and economics and business. The curriculum includes the sub-strands of history and
geography in Foundation Year to Year 2, and introduces the sub-strand of civics and citizenship in Year 3, and the sub-strand of
economics and business in Year 5.
Table 1: Organisation of sub-strands in the Australian Curriculum: Humanities and Social Sciences (F-6/7)
History: sources, continuity and change, cause and effect, significance, perspectives, empathy and contestability (View the
concepts for developing historical thinking)
Geography: place, space, environment, interconnection, sustainability and change, applying this understanding to a wide range
of places and environments at the full range of scales, from local to global, and in a range of locations (View the concepts for
developing geographical thinking)
Civicsandcitizenship:government and democracy, laws and citizens, and citizenship, diversity and identity
Economicsandbusiness: Resource allocation and making choices, the business environment, and consumer and financial
literacy
Significance
The importance of something such as an issue, event, development, person, place, process, interaction or system over time
and place
Continuityandchange
Aspects of society, such as institutions, ideas, values and problems, that have stayed the same and changed over time (some
point in the past and the present) or in the past (two points in the past)
Causeandeffect
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The long- and short-term causes and the intended and unintended consequences of an event, decision, process, interaction or
development
Placeandspace
The characteristics of places (spatial, social, economic, physical, environmental) and how these characteristics are organised
spatially (location, distribution, pattern)
Interconnections
The components of various systems such as social systems, resource systems and natural systems, and the connections within
and between them, including how they impact on each other
Roles,rightsandresponsibilities
The roles, rights and responsibilities of social, economic, civic and environmental participation, including those of individuals,
communities and institutions
Perspectivesandaction
The ways in which different individuals and/or groups view something such as a past or present issue, idea, event,
development, person, place, process or interaction and how these views influence their actions
Students understanding of disciplinary and interdisciplinary concepts can be strengthened as they are experienced in an
integrated way across sub-strands and other learning areas and through different topics or contexts.
Click on a segment of the diagram at Figure 1 below to access illustrations of how the concepts apply to each sub-strand.
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Figure 1: Sub-strand-specific illustrations of concepts of interdisciplinary thinking
Although some concepts are related to only one sub-strand, or more obviously related to some sub-strands than others, many
apply to more than one sub-strand. For example, the concept of interconnections is drawn from interconnection in geography
but also relates to social systems and structures in civics and citizenship and resource systems in economics and business.
Similarly, the concept of significance is drawn from history, but can also apply to geography, civics and citizenship, and
economics and business. The concepts are also interrelated; for example, it is often difficult to consider significance
independent of perspectives, or cause and effect independent of change.
View the sequence of interdisciplinary thinking for the F6/7 Humanities and Social Sciences.
The Humanities and Social Sciences sub-strands include a range of skills that are represented broadly as questioning,
researching, analysing, evaluating and reflecting, and communicating. Students apply these skills to investigate events,
developments, issues and phenomena, both historical and contemporary.
The inquiry skills in the Humanities and Social Sciences curriculum require explicit teaching, with the type of questions asked,
the information, evidence and/or data gathered, and the analysis applied varying according to the sub-strand context.
Questioning
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Students develop questions about events, people, places, ideas, developments, issues and/or phenomena before, during and
after stages of inquiry to guide their investigations, satisfy curiosity and revisit findings.
Researching
Students identify and collect information, evidence and/or data from primary and secondary sources, including observations.
They organise, sequence, sort and categorise them in a range of discipline-appropriate formats.
Analysing
Students explore information, evidence and data to identify and interpret features, distributions, patterns, trends and
relationships, key points, fact and opinion, points of view, perceptions and interpretations. Students also identify the purpose
and intent of sources and determine their accuracy and reliability.
Evaluatingandreflecting
Students propose explanations for events, developments, issues and/or phenomena, draw evidence-based conclusions and use
criteria and democratic processes to make informed decisions and judgements. They work with others with respect and reflect
on learning to suggest courses of action in response to an issue or problem and predict possible and preferred effects of
actions.
Communicating
Students present ideas, findings, viewpoints, explanations, predictions, decisions, judgements and/or conclusions in appropriate
digital and non-digital forms for different audiences and purposes, using discipline-specific terminology.
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Figure 2: Sub-strand-specific illustrations of skills
The inquiry and skills strand has common content descriptions for Foundation Year Year 2 and then for each band of
schooling (Years 34, Years 56 and Year 7), yet with elaborations specific to each year to support the changing content of the
knowledge and understanding strand.
The two strands should be integrated in the development of a teaching and learning program. The knowledge and
understanding strand, through the four sub-strands, is developed year by year and provides the contexts through which
particular skills are developed.
Two year level descriptions are provided for each year level:
A description for the subject at each year level: these descriptions give an overview of learning for the year level across
the sub-strands and identify connections between the sub-strands.
A description for each sub-strand: these descriptions provide the focus of study at each year level for that sub-strand. The
descriptions identify the key concepts or ideas that are the focus for understanding and articulate how students
knowledge and understanding in each sub-strand will be developed.
Two sets of inquiry questions are provided for each year level:
Subject inquiry questions provide guidance on how learning in two or more sub-strands might be connected.
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Sub-strand inquiry questions provide a framework for developing students knowledge and understanding, and inquiry and
skills, in the sub-strand.
Both sets of inquiry questions are intended as suggestions for teachers. Teachers can choose to use the inquiry questions that
are appropriate for their students, or they may adapt these or develop their own to suit their local context.
Achievement standards
The achievement standards describe expected learning at each year level. Each achievement standard describes the depth of
conceptual understanding and the sophistication of skills expected of students.
There are two types of achievement standards offered in the F6/7 Humanities and Social Sciences curriculum:
An achievement standard at each year level for the F-6/7 Humanities and Social Sciences subject. This achievement
standard provides a holistic statement of expected learning across the sub-strands.
An achievement standard at each year level for each of the knowledge and understanding sub-strands.
The understanding paragraph in the subject achievement standard (Humanities and Social Sciences achievement standard) is
organised by sub-strand. The concepts of disciplinary thinking that students are expected to develop are identified in both the
subject achievement standard (Humanities and Social Sciences achievement standard) and the sub-strand-specific
achievement standards (history, geography, civics and citizenship, economics and business). For example, concepts of
historical thinking that students are expected to learn are articulated in both the subject achievement standard and the history
sub-strand achievement standard.
The concepts of disciplinary thinking are introduced to the achievement standards at different year levels, reflecting a
progression of increasing breadth and depth of expected learning. For example, in history, the concepts of continuity and
change, perspectives, empathy and significance are introduced in Foundation Year. Cause and effect is introduced to
achievement standards in Year 2, sources in Year 3, and contestability in Year 7.
Although the achievement standards articulate the concepts of disciplinary thinking, the concepts of interdisciplinary thinking are
also evident and can be used by teachers when they plan.
View the Sequence of Achievement for F6/7 Humanities and Social Sciences.
Significance
The importance of something such as an issue, event, development, person, place, process, interaction or system over time
and place
History
The significance to society, particularly to Australian society, of places, events, ideas, phenomena and the contributions
and achievements of people
The legacy of past societies in present social, political, intellectual and economic life; the historical, cultural and spiritual
value of the remains of the past; and what should be preserved and why
How diverse groups celebrate and commemorate events and the significance of Country/Place to Aboriginal and Torres
Strait Islander Peoples
Geography
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The significance of where things are located on the surface of the earth, and how they have been defined, named and
given meaning by people in relation to security, identity, sense of belonging, wellbeing and opportunities
The importance of the environment, its systems and processes, to the wellbeing of human and other life, and the
significance of sustainable development for preferred futures
The ways places are arranged and environments modified to enable liveability and important human activity
The role of key values that underpin Australia's democracy, and the importance of rules and laws to Australia's social,
environmental and economic stability and development
The importance of cultural, religious and social groups to individual and group identity and belonging
The importance of business in providing goods, services and work, and of enterprising thinking and behaviours in
responding to economic challenges in sustainable ways
The value of information in making consumer and financial decisions
History
How human experiences, for example, family life, technology, colonisation, settlement, migration and citizenship, have
differed and/or stayed the same over time
How social, political, environmental and economic ideas, values and challenges have changed or remained the same over
time, and the different ways people and institutions have responded to them
Possible social and technological changes and continuities in the future
Geography
Cyclical continuities and changes in natural systems in different places and over different time frames (for example,
seasons), and how people perceive and represent environmental continuities and changes in diverse ways
Modifications to environments as humans interact with the resources and processes within them, and ways that humans
manage sustainability and change in natural and constructed environments
How current processes of change can be used to predict change in the future and influence views of preferred sustainable
futures
Ways the Australian government and legal system maintain a stable democracy and a cohesive society and manage
social, economic and environmental change
How individuals and groups respond to change in a diverse society and generate social and political change at local and
other levels
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Cause and effect
The long-term and short-term causes and the intended and unintended consequences of an event, decision, process,
interaction or development
History
Reasons for social, political, environmental and economic events and developments over short and long time frames, and
the effects on individuals, groups and societies
How events, developments and ideas (for example, technology, exploration, citizenship, natural disasters) have shaped
the daily lives of diverse people
How the past and present might influence the future and how knowledge of the past and present can influence plans for
possible and preferred futures
Geography
How factors of culture, values, population, economy and technology affect how people perceive, adapt to and use similar
environments in different ways
How cause-effect relationships cross scales from the local to the global and the global to the local, such as the effect of
local rubbish on far away marine ecosystems
How human characteristics of a place (for example, economy, culture) are influenced by its environmental characteristics
and resources; and how environmental characteristics of a place are influenced by human actions and environmental
processes, over short to long time periods and at different scales
The reasons for rules and laws, and the consequences for individuals, society and places when rules and laws are
followed and not followed
How the groups we belong to shape our values and identity, and how these influence our perceptions of other individuals
and groups, and they of us
Influences on consumer decisions, the effects of these decisions on individuals, the community and the environment, and
ways alternative choices can be evaluated
Effects of economic challenges in a changing world, particularly the use and allocation of limited resources, and strategies
that are used to manage possible effects in the present and future
History
How places and the social and economic activities within them have changed and remained the same over time, including
Australia's colonial and modern era
Remains of the past and places of cultural or spiritual significance, such as buildings and commemoration sites, and what
they reveal about the past
The places and cultures of the world from where Australians of the past and present have immigrated, and how they
influenced the places where they settled
Geography
How places are described according to size, location, shape, boundaries, features and environmental and human
characteristics, which can be tangible (such as landforms or people) or intangible (such as culture or scenic quality)
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How spaces are perceived, structured, organised and managed by people, and can be designed and redesigned to
achieve particular purposes
The individual characteristics of places and how they form spatial distributions such as population density, urban patterns
and road networks
The services, facilities and laws at local, state and national levels, provided by Australian governments, to create a
cohesive, stable and sustainable democracy and society
How the values and beliefs of different groups and cultures are influenced by their location, and democratic ways that
groups solve problems about the use and care for their place
The distribution of resources, services and industries locally, in Australia and beyond
How industries influence the development of a place, such as work sites, roads, ports, shops and residential spaces
Interconnections
The components of various systems such as social systems, resource systems and natural systems, and the connections within
and between them, including how they impact on each other
History
Connections between significant and ordinary people, events, developments, phenomena and places through time
How chains of events and developments over short and long timeframes are related through multiple causes and effects
How places and peoples have been connected through human endeavour and cultural exchange over time, and what
tangible and intangible remains of the past are evident in the present
Geography
The variety of ways that places, and the people and organisations in them, are connected and how the nature of these
connections are changing with communication and transport technology
Environmental systems such as the water cycle and human systems such as cities, and how they are interconnected
within and across systems, through flows of matter, energy, information and actions
Factors that impact on the capacity of environmental systems to sustain human life and wellbeing
Australia's Anglo-Celtic heritage, including the Westminster system, and its connection to key features and processes of
Australia's government and legal systems
How people are connected to each other through group belonging and community participation
How the provision of goods and services to satisfy consumers' needs and wants connects industries, businesses and
workers, locally and globally
The interrelationship between work, income, personal satisfaction and other factors (for example, resource consumption,
community prosperity)
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History
The role and contribution of a range of individuals, groups and government to the development of society, economy and
democracy in Australia and other places
The experiences of citizenship and democratic rights in Australia and the struggle for these by some groups, including
Aboriginal and Torres Strait Islander Peoples
Geography
The custodial responsibility of Aboriginal and Torres Strait Islander Peoples' to Country/Place
The role of humans in altering places or environments and the lives of people associated there, and the rights and
responsibilities of people and government in managing the effects of such change
The rights and responsibilities of Australian citizens at local to national levels, and the obligations citizens may have
beyond their national border
The roles, rights and responsibilities of electors and representatives in a democracy
History
Different values, attitudes, actions and practices of individuals and societies in the past, and how they are viewed in the
present
How representations of people from a range of groups in the past show social, cultural and emotional factors of the time
and place
Different and sometimes opposing perspectives about a person, event, development or phenomena of the past, and how
these could create debate or conflict then or now
Geography
The diversity of perceptions, experiences and feelings people have for places at scales from the local to global, and how
people convey value of places through representations, actions and ways of caring
How people's connections and proximity to other people and places affects their awareness and opinions
The diverse views on how progress towards sustainability should be achieved, and the worldviews that inform these views
such as stewardship
How cultural, social and religious groups, and other groups with shared beliefs and values, work together to achieve civic
goals
The skills and democratic values that enable active and informed citizenship
The ways different groups, including Aboriginal and Torres Strait Islander peoples, value and use resources differently
The personal, social, cultural and other factors that influence consumer choices of individuals and groups
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Details for Figure 2: Sub-strand-specific illustrations of skills
Questioning
History
Pose questions before, during and after an inquiry about the past and how the past relates to the present
Develop questions that help identify the concepts of historical thinking (for example, sources)
Develop questions to guide the stages of a historical inquiry, using organisers (for example, five W's + H who, what,
when, where, how and why; KWL chart what they know, what they want to know and what they have learned)
Create questions appropriate to their purpose (for example, open-ended questions for interviews, critical questions about
source reliability, questions that follow cultural protocols)
Geography
Pose questions before, during and after an inquiry about geographical phenomena and contemporary geographical
challenges
Develop questions that help identify the concepts of geographical thinking (for example, place)
Develop questions to guide the stages of a geographical inquiry, using organisers (for example, five W's + H who, what,
when, where, how and why; KWL chart what they know, what they want to know and what they have learned)
Create questions appropriate to their purpose (for example, closed questions for surveys, questions that follow cultural
protocols)
Pose questions before, during and after an inquiry about civics and citizenship issues
Develop questions that help identify the concepts of civics and citizenship (for example, democracy)
Develop questions to guide the stages of an inquiry about civics and citizenship, using organisers (for example, five W's +
H who, what, when, where, how and why; KWL chart what they know, what they want to know and what they have
learned)
Create questions appropriate to their purpose (for example, closed questions for surveys, questions that are sensitive to
diverse viewpoints, questions for self-reflection)
Pose questions before, during and after an inquiry about economic or business issues or events
Develop questions that help identify the concepts of economics and business (for example, consumer choices)
Develop questions to guide the stages of an inquiry about economics and business, using organisers (for example, five
W's + H who, what, when, where, how and why; KWL chart what they know, what they want to know and what they
have learned)
Create questions appropriate to their purpose (for example, closed questions for surveys, questions that are sensitive to
diverse viewpoints, questions that consider ethical choices)
Researching
History
Identify and locate primary (sources from the time) and secondary sources to support a historical inquiry
Collect information, evidence and/or data using methods most suited to an historical inquiry (for example, interview,
observation, digital search tools)
Record, arrange and sort information about the past and how it relates to the present in a range of forms (for example,
concept map, object display, table)
Order information about lives, events developments and phenomena over time using sequences, timelines and oral
recounting
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Geography
Identify and locate primary sources (for example, interviews, navigation journal, stories from Country/Place, field
sketches) and secondary sources (for example, maps, diagrams) to support a geographical inquiry
Use representations of place (for example, map, globe, model, picture) to gather geographical information
Collect information and/or data using qualitative methods (for example, observation) and quantitative methods (for
example, Google Earth, digital image search) suited to the geographical inquiry
Record, organise and represent geographical information and/or data in appropriate forms (for example, map,
scattergram, model, diagram)
Identify and locate primary sources (for example, survey, interview, photograph) and secondary sources (for example,
electoral data, news article, diagram, report) to answer questions about civics and citizenship
Collect information and/or data using a range of methods (for example, interview, photograph, survey data) suited to civics
and citizenship questions
Record and represent civics and citizenship information and/or data in appropriate forms (for example, diagram, graph,
table)
Identify and collect information and/or data using qualitative methods (for example, photograph, survey) and quantitative
methods (for example, statistical data, advertisement) to explore economic and business processes and phenomena
Categorise and arrange data for useful interpretation (for example, spreadsheet and database fields)
Record and represent economic and business information and/or data in appropriate forms (for example, spreadsheet,
model, graph, flowchart)
Analysing
History
Apply relevant concepts of historical thinking (for example, cause and effect) when interpreting information, evidence
and/or data about people, events and phenomena over time
Identify and compare aspects of the past and present as represented in a range of sources, including facts and opinions,
and different historical interpretations, points of view and perspectives
Critique sources for their origin, purpose, reliability and usefulness to support a historical inquiry
Identify patterns and trends and infer cause-effect and temporal relationships about people, events and phenomena of the
past and present
Geography
Apply relevant geographical concepts (for example, change) when interpreting information, evidence and/or data in a
geographical inquiry
Identify and compare information, evidence and/or data about places (for example, features of places; elements of
environments; perceptions, points of view and perspectives about places)
Analyse information and data in maps, charts, graphs, diagrams and tables to identify patterns, trends and anomalies and
infer relationships
Interpret information and/or data (for example, map, diagram, picture, report) to identify elements and processes in simple
systems and to infer connections
Apply relevant concepts of civics and citizenship (for example, identity) when interpreting information, evidence and/or
data in an inquiry
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Identify and compare aspects of civics and citizenship as represented in a range of sources, including facts and opinions,
points of view and perspectives
Critique sources for their origin, purpose, reliability and usefulness when investigating civics and citizenship issues and
phenomena
Interpret civic information and/or data (for example, media report, voting statistics, census data) to identify distributions,
patterns and trends and to infer correlations and relationships
Apply relevant concepts of economics and business (for example, resource allocation) when interpreting information,
evidence and/or data in an inquiry
Identify and compare aspects of economics and business as represented in a range of sources, including persuasive
language, points of view and perspectives
Critique sources for their origin, purpose, reliability and usefulness when examining economics and business issues and
phenomena
Interpret economics and business information and/or data (for example, media reports, voting statistics, census data) to
identify distributions, patterns and trends and to infer correlations and relationships
Evaluating
History
Apply relevant concepts of historical thinking (for example, significance) when proposing explanations, evaluations and
conclusions about the past and how it relates to the present
Evaluate the usefulness of sources in a historical inquiry and support conclusions with data and/or evidence
Listen to, share with and engage with others to generate responses to issues and challenges about historical phenomena,
people and events
Reflect on learning about the past to predict possible changes and continuities, consider effects of proposed actions, and
imagine preferred futures
Geography
Apply relevant concepts of geographical thinking (for example, interconnections) when proposing explanations,
evaluations and conclusions about places, environments and people's connections to them
Evaluate the usefulness of sources in a geographical inquiry and support conclusions with data and/or evidence
Listen to, share with and engage with others to generate responses to geographical issues and challenges
Reflect on learning to predict the possible impact of a geographical event, issue, phenomenon and/or proposed action on
people and places, and imagine preferred futures
Apply relevant civics and citizenship concepts (for example, government) when proposing explanations, evaluations and
conclusions in an inquiry
Evaluate the usefulness of sources in an inquiry of civics or citizenship issues and phenomena and support conclusions
with data and/or evidence
Use democratic processes to reach consensus on a course of action relating to a civics or citizenship issue
Reflect on learning to consider multiple perspectives and ambiguities associated with a civics or citizenship issue, predict
possible effects of a proposed action, and imagine preferred futures
Apply relevant economics and business concepts (for example, opportunity-cost) when proposing explanations,
evaluations and conclusions in an inquiry
Evaluate the usefulness of sources in an economics and business inquiry and support conclusions with data and/or
evidence
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Listen to, share with and engage with others to generate responses to economics and business challenges
Reflect on learning to make decisions and recommend a course of action using cost-benefit analysis and criteria, and
predict the potential consequences of the proposed action
Communicating
History
Compose appropriate text types (for example, narrative recount and account, report, argument, biography) to convey
findings, conclusions and understandings of a historical inquiry
Select appropriate representations to suit and enhance their communication (for example, timeline, photograph, picture) in
digital and non-digital modes
Use accurate historical terms and concepts
Geography
Compose appropriate text types (for example, description, report, argument) to convey findings, conclusions and
understandings of a geographical inquiry
Select appropriate representations to suit and enhance their communication (for example, map, diagram, field sketch) in
digital and non-digital modes
Use accurate geographical terms and concepts
Compose appropriate text types (for example, report, argument, explanation) to convey findings, conclusions and
understandings from a civics and citizenship inquiry
Select appropriate representations to suit and enhance their communication (for example, chart, diagram, photograph,
audio file) in digital and non-digital modes
Use accurate civics and citizenship terms and concepts
Compose appropriate text types (for example, report, memo, plan, budget, argument, explanation) to convey findings,
conclusions and understandings from an economics and business inquiry
Select appropriate representations to suit and enhance their communication (for example, flowchart, diagram, categorised
list) in digital and non-digital modes
Use accurate economic and business terms and concepts
PDF documents
Resources and support materials for the Australian Curriculum: Humanities and Social Sciences F-6/7 are available as PDF
documents.
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F-6/7 HASS - Key skills - sub-strand illustrations
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F6/7 HASS
Foundation Year
My personal world
The Foundation curriculum focuses on developing students understanding of their personal worlds, including their personal and
family histories and the places they and their families live in and belong to. The emphasis is on the students own history and
their own place. They explore why places are special to them and others. As students explore the people and features of their
social and physical worlds, they examine representations of place and sources, which may include stories from family members
and from different cultures. They may also study places of similar size that are familiar to them or that they are curious about,
coming to see how people feel about and look after places. Learning about their own heritage and their own place contributes to
students sense of identity and belonging, beginning the idea of active citizenship.
The content provides opportunities for students to begin to develop humanities and social sciences understanding through key
concepts including significance, continuity and change, place and space and perspectives. These concepts may provide a
focus for inquiries and be investigated across sub-strands or within a particular sub-strand context.
The content at this year level is organised into two strands: knowledge and understanding, and inquiry and skills. The
knowledge and understanding strand draws from two sub-strands: history and geography. These strands (knowledge and
understanding, and inquiry and skills) are interrelated and have been developed to be taught in an integrated way, which may
include integrating with content from the sub-strands and from other learning areas, and in ways that are appropriate to specific
local contexts. The order and detail in which they are taught are programming decisions.
Inquiry Questions
A framework for developing students knowledge, understanding and skills is provided by inquiry questions. The following
inquiry questions allow for connections to be made across the sub-strands and may be used or adapted to suit local contexts:
inquiry questions are also provided for each sub-strand that may enable connections within the humanities and social sciences
learning area or across other learning areas.
Questioning Elaborations
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Pose questions about past and present objects, people, posing questions about family and places having
places and events (ACHASSI001) explored sources relating to their own life (for example,
sources such as family interviews, photographs, stories,
film, classmates paintings, excursions to places)
Researching Elaborations
Collect data and information from observations and identify exploring sources (for example, pictures, photographs,
information and data from sources provided (ACHASSI002) story books, artefacts, excursions to places, family
interviews) to gain information about the past
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Sort and record information and data, including location, in displaying sources related to an investigation (for
tables and on plans and labelled maps (ACHASSI003) example, historical sources such as pictures,
photographs, family mementoes and geographic sources
such as items collected in the field, sketches of
observations, measurements)
Sequence familiar objects and events (ACHASSI004) ordering images and objects (for example, photographs,
drawings or artefacts) to show a sequence of significant
personal events or milestones (such as age when
beginning to walk and talk, at the birth of a sibling, when
moving house, when new teeth appear, on the first day at
school)
Analysing Elaborations
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Compare objects from the past with those from the present talking about differences between objects from the past
and consider how places have changed over time and those of the present using comparative language (for
example, 'This toy is older', My new computer game is
(ACHASSI006)
more fun than the old one', This tree is older than )
Interpret data and information displayed in pictures and texts talking about the relevance of information to a task (for
and on maps (ACHASSI007) example, how to find treasure on a treasure map, why a
class timetable is helpful, how a weather map can help
us decide what clothes to wear)
Draw simple conclusions based on discussions, observations suggesting ideas about the use of objects from the past
and information displayed in pictures and texts and on maps and proposing reasons why the objects might have been
important
(ACHASSI008)
Reflect on learning to propose how to care for places and talking about what has been learnt about a place or site
sites that are important or significant (ACHASSI009) of significance to themselves or others and if they would
like it to stay the same in the future
Communicating Elaborations
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Present narratives, information and findings in oral, graphic describing events they have experienced and/or different
and written forms using simple terms to denote the passing of places they have visited, using different modes of
communication, (for example, orally, through objects,
time and to describe direction and location (ACHASSI010)
pictures and drawings, role-play and photographs)
History Elaborations
The content in the history sub-strand in this year gives students opportunities to develop historical understanding through key
concepts including continuity and change, perspectives, empathy and significance. Through studies of their family,
familiar people and their own history, students look at evidence of the past, exposing them to an early understanding that the
past is different from the present (continuity and change). They come to understand why some events are important in their
own and others lives (significance), and how different people commemorate events that are important to them (empathy,
perspectives).
Inquiry Questions
Who the people in their family are, where they were born and identifying and naming the different members of a family
raised and how they are related to each other (ACHASSK011) (for example, mother, father, step-parent, caregiver,
sister, brother, grandparent, aunty, uncle, cousin) and
creating concept maps of their family with pictures or
photographs to show the relationship between family
members
finding out where they were born and raised and placing
their photographs, drawings and names on a classroom
world map
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How they, their family and friends commemorate past events making a calendar of commemorative events that
that are important to them (ACHASSK012) students, their family and friends celebrate (for example,
birthdays, religious festivals such as Easter, Ramadan,
Buddhas Birthday, Feast of Passover; family reunions
and community commemorations such as NAIDOC week
and Anzac Day) and discussing why they are important
How the stories of families and the past can be engaging with the oral traditions, painting and music of
communicated, for example, through photographs, artefacts, Aboriginal and Torres Strait Islander Peoples and
recognising that the past is communicated through
books, oral histories, digital media and museums
stories passed down from generation to generation
(ACHASSK013)
Geography Elaborations
The content in the geography sub-strand provides ways of developing students understanding of place, space and
environment. Students explore the place they live in and belong to, and learn to observe and describe its features, and why it
is important to them. They explore their own special places, how they feel about them, what makes them special, and how
they can care for them (place, environment). They learn that their place is also the place of Aboriginal or Torres Strait Islander
Peoples (place). The idea of location is introduced through learning about representations on which places can be located and
drawing story maps and creating models to show where familiar places and features are located (space).
Inquiry Questions
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The representation of the location of places and their features creating story maps or models to represent the location
on simple maps and models (ACHASSK014) of the places and features they pass on their way to
school
The places people live in and belong to, their familiar features identifying the places they live in and belong to (for
and why they are important to people (ACHASSK015) example, a neighbourhood, suburb, town or rural locality)
The Aboriginal or Torres Strait Islander Country/Place on identifying and using the name of the local Aboriginal or
which the school is located and why Country/Place is Torres Strait Islander language group
important to Aboriginal and Torres Strait Islander Peoples
(ACHASSK016) identifying how and why the words 'Country/Place' are
used by Aboriginal and Torres Strait Islander Peoples for
the places to which they belong
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The reasons why some places are special to people, and how identifying places they consider to be special (for
they can be looked after (ACHASSK017) example, their room, a play area, holiday location or an
Aboriginal or Torres Strait Islander place of family
significance) and explaining why the place is special to
them
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F6/7 HASS
Students respond to questions about their own past and places they belong to. They sequence familiar events in order. They
observe the familiar features of places and represent these features and their location on pictorial maps and models. They
reflect on their learning to suggest ways they can care for a familiar place. Students relate stories about their past and share
and compare observations about familiar places.
History
By the end of the Foundation year, students identify important events in their own lives. They identify how they, their families
and friends know about their past and commemorate events that are important to them.
Students sequence familiar events in order. They respond to questions about their own past. Students relate a story about their
past using a range of texts.
Geography
By the end of Foundation Year, students describe the features of familiar places and recognise why some places are special to
people. They recognise that places can be represented on maps and a globe and why places are important to people.
Students observe the familiar features of places and represent these features and their location on pictorial maps and models.
They share and compare observations in a range of texts and use everyday language to describe direction and location.
Students reflect on their learning to suggest ways they can care for a familiar place.
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F6/7 HASS
Year 1
How my world is different from the past and can change in the future
The Year 1 curriculum provides a study of the recent past, the present and the near future within the context of the students
own world. Students are given opportunities to explore how changes occur over time in relation to themselves, their own
families, and the places they and others belong to. They examine their daily family life and how it is the same as and different to
previous generations. They investigate their place and other places, their natural, managed and constructed features, and the
activities located in them. They explore daily and seasonal weather patterns and how different groups describe them. They
anticipate near future events such as personal milestones and seasons. The idea of active citizenship is introduced as students
explore family roles and responsibilities and ways people care for places.
The content provides opportunities for students to develop humanities and social sciences understanding through key concepts
including significance; continuity and change; place and space; roles, rights and responsibilities; and perspectives and
action. These concepts may provide a focus for inquiries and be investigated across sub-strands or within a particular sub-
strand context.
The content at this year level is organised into two strands: knowledge and understanding, and inquiry and skills. The
knowledge and understanding strand draws from two sub-strands: history and geography. These strands (knowledge and
understanding, and inquiry and skills) are interrelated and have been developed to be taught in an integrated way, which may
include integrating with content from the sub-strands and from other learning areas, and in ways that are appropriate to specific
local contexts. The order and detail in which they are taught are programming decisions.
Inquiry Questions
A framework for developing students knowledge, understanding and skills is provided by inquiry questions. The following
inquiry questions allow for connections to be made across the sub-strands and may be used or adapted to suit local contexts:
inquiry questions are also provided for each sub-strand that may enable connections within the humanities and social sciences
learning area or across other learning areas.
How has family life and the place we live in changed over time?
What events, activities and places do I care about? Why?
Questioning Elaborations
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Pose questions about past and present objects, people, posing questions with the stems where, what, how
places and events (ACHASSI018) and why about families, celebrations, places and the
weather
Researching Elaborations
Collect data and information from observations and identify exploring stories from the past and present about people
information and data from sources provided (ACHASSI019) and families (for example, fiction books, letters, diaries,
songs) and about places (for example, myths, Dreaming
and Creation stories, fiction, story maps, films)
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Sort and record information and data, including location, in creating and sharing concept maps to show personal
tables and on plans and labelled maps (ACHASSI020) understanding of their world (for example, a web of family
relationships and connections, or a mental map of their
place and its important features or spaces)
Sequence familiar objects and events (ACHASSI021) using visual representations such as a days of the week
chart, a class timetable or a calendar to sequence events
or tasks
Analysing Elaborations
Explore a point of view (ACHASSI022) comparing students daily lives and those of their parents,
grandparents, elders or familiar older person, and
representing the similarities and differences in graphic
form (for example, in a Venn diagram or Y-chart)
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Compare objects from the past with those from the present identifying similarities and differences between activities
and consider how places have changed over time over time by comparing objects of the past with those
currently used (for example, comparing toys, games,
(ACHASSI023)
clothes, phones, cooking utensils, tools, homework
books)
Interpret data and information displayed in pictures and texts finding the meaning of unfamiliar vocabulary relating to
and on maps (ACHASSI024) the past (for example, games such as jacks/knuckles and
elastics; technology tools such as floppy discs or USBs,
record player, cassette player)
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Draw simple conclusions based on discussions, observations using collected information (for example, from stories told
and information displayed in pictures and texts and on maps by parents, grandparents, elders or familiar older people;
from geographic pictures) to make conclusions about
(ACHASSI025)
change over time and place (for example, how
occupations and/or technologies have changed; how
places and behaviours change because of the seasons)
Reflect on learning to propose how to care for places and recalling information about a place or a site and giving
sites that are important or significant (ACHASSI026) reasons why it should be cared for and commemorated
or celebrated
Communicating Elaborations
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Present narratives, information and findings in oral, graphic creating shared texts (for example, pictorial charts,
and written forms using simple terms to denote the passing of calendars, lists, recounts, wall murals/collages, big
books) to record observations or report findings
time and to describe direction and location (ACHASSI027)
History Elaborations
The content in the history sub-strand provides opportunities for students to develop historical understanding through key
concepts including continuity and change, perspectives, empathy and significance. The content for this year focuses on
similarities and differences in family life over recent time (continuity and change, perspectives) and how people may have
lived differently in the past (empathy). Students understanding is further developed as they consider dates and changes that
have personal significance (significance). As students continue to explore the past and the present, they begin to speculate
about the future (continuity and change).
Inquiry Questions
How has family life changed or remained the same over time?
How can we show that the present is different from or similar to the past?
How do we describe the sequence of time?
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Differences in family structures and roles today, and how considering a range of family structures (for example,
these have changed or remained the same over time nuclear families, one-child families, large families, single
parent families, extended families, blended (step)
(ACHASSK028)
families, adoptive parent families and grandparent
families) as well as kinship groups, tribes and villages
How the present, past and future are signified by terms predicting, using knowledge of the past and present (for
indicating time, as well as by dates and changes that may example, what happened yesterday, what is likely to
happen tomorrow, upcoming birthdays, celebrations and
have personal significance, such as birthdays, celebrations
seasons) and ordering these references to time in
and seasons (ACHASSK029) sequence using terms such as before, after, next,
then, a long time ago, and then and now
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Differences and similarities between students' daily lives and comparing and commenting on photographs and oral
life during their parents and grandparents childhoods histories (for example, talking to parents, grandparents
and other elders) to find out how daily lives have
(ACHASSK030)
changed
Geography Elaborations
The content in the geography sub-strand provides opportunities to develop students understanding of place, space,
environment and change. Students learn about the natural, managed and constructed features of places and how these
features provide evidence of change (place, environment, change). Students understand that important activities are located
in places and explore where they are located, and why (space). Students study the daily and seasonal weather patterns of
their place and of other places, including how seasonal change is perceived by different cultures (place, environment). They
come to understand how places are cared for (environment).
Inquiry Questions
The natural, managed and constructed features of places, using observations of the local place to identify and
their location, how they change and how they can be cared for describe natural features (for example, hills, rivers, native
vegetation), managed features (for example, farms,
(ACHASSK031)
parks, gardens, plantation forests) and constructed
features (for example, roads, buildings) and locating
them on a map
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The weather and seasons of places and the ways in which describing the daily and seasonal weather of their place
different cultural groups, including Aboriginal and Torres Strait by its rainfall, temperature, sunshine and wind, and
comparing it with the weather of other places that they
Islander Peoples, describe them (ACHASSK032)
know or are aware of
Activities in the local place and reasons for their location identifying the activities located in their place (for
(ACHASSK033) example, retailing, medical, educational, police, religious,
office, recreational, farming, manufacturing, waste
management activities), locating them on a pictorial map,
and suggesting why they are located where they are
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F6/7 HASS
Students respond to questions about the recent past and familiar and unfamiliar places by collecting and interpreting information
and data from observations and from sources provided. They sequence personal and family events in order and represent the
location of different places and their features on labelled maps. They reflect on their learning to suggest ways they can care for
places. They share stories about the past, and present observations and findings using everyday terms to denote the passing of
time and to describe direction and location.
History
By the end of Year 1, students identify and describe important dates and changes in their own lives. They explain how some
aspects of daily life have changed over recent time while others have remained the same.
Students sequence personal and family events in order, using everyday terms about the passing of time. They respond to
questions about the past using sources provided. Students relate stories about life in the past, using a range of texts.
Geography
By the end of Year 1, students identify and describe the natural, managed and constructed features of places at a local scale
and identify where features of places are located. They recognise that people describe the features of places differently.
Students identify changes in features and describe how to care for places.
Students respond to questions about familiar and unfamiliar places by locating and interpreting information from sources
provided. They represent the location of different places and their features on labelled maps and present findings in a range of
texts and use everyday language to describe direction and location. They reflect on their learning to suggest ways that places
can be cared for.
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F6/7 HASS
Year 2
Our past and present connections to people and places
The Year 2 curriculum extends contexts for study beyond the personal to the community and to near and distant places that
students are familiar with or aware of, exploring connections between the past and present and between people and places.
Students examine remains of the past in their local area, coming to understand how connections have changed the lives of
people over time and space and how their community values and preserves connections to the past. They study where they are
located in the world and how the world is represented on maps and through place names that reveal the history and value of
these places. Students explore other cultures connections to their local place and their own connections to distant places.
Through a study of technological change, students see how they are both similar and different to people in the past and how
they are connected to places near and far. The idea of citizenship is introduced as students think about how people are
connected.
The content provides opportunities for students to develop humanities and social sciences understanding through key concepts
including significance, continuity and change, cause and effect, place and space, interconnections and perspectives
and action. These concepts may provide a focus for inquiries and be investigated across sub-strands or within a particular sub-
strand context.
The content at this year level is organised into two strands: knowledge and understanding, and inquiry and skills. The
knowledge and understanding strand draws from two sub-strands: history and geography. These strands (knowledge and
understanding, and inquiry and skills) are interrelated and have been developed to be taught in an integrated way, which may
include integrating with content from the sub-strands and from other learning areas, and in ways that are appropriate to specific
local contexts. The order and detail in which they are taught are programming decisions.
Inquiry Questions
A framework for developing students knowledge, understanding and skills is provided by inquiry questions. The following
inquiry questions allow for connections to be made across the sub-strands and may be used or adapted to suit local contexts:
inquiry questions are also provided for each sub-strand that may enable connections within the humanities and social sciences
learning area or across other learning areas.
Questioning Elaborations
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Pose questions about past and present objects, people, developing how, when, where, why questions at the start
places and events (ACHASSI034) of and during an investigation and then revisiting the
questions to check if they have been answered
Researching Elaborations
Collect data and information from observations and identify identifying information in sources relevant to learning
information and data from sources provided (ACHASSI035) about the past (for example, photographs, interviews,
newspapers, stories and maps, including those online)
and sources relevant to learning about places (satellite
images, globes, diagrams, measurements, field
photographs)
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Sort and record information and data, including location, in sorting and recording written or pictorial information or
tables and on plans and labelled maps (ACHASSI036) survey results in tables under headings such as
then/now, past/present/future, places near/far, places
visited, purpose, frequency, distance
Sequence familiar objects and events (ACHASSI037) ordering key events in the history of the local community
or in its development (for example, the history of the
school; developmental stages of telecommunications
technologies)
Analysing Elaborations
Explore a point of view (ACHASSI038) discussing why some places are considered special or
significant by others (for example, by parents, Aboriginal
or Torres Strait Islander Peoples, their grandparents or
familiar elders their friends, returned soldiers, wildlife
workers)
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Compare objects from the past with those from the present comparing places that differ over time or across location
and consider how places have changed over time (for example, climate, natural environment, plants,
animals, peoples home)
(ACHASSI039)
Interpret data and information displayed in pictures and texts interpreting distance on maps using terms such as
and on maps (ACHASSI040) metres, distant, close, local, many hours in a
bus/car/plane, walking distance to decide on the
accessibility of different features and places
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Draw simple conclusions based on discussions, observations drawing conclusions about how traditional Aboriginal and
and information displayed in pictures and texts and on maps Torres Strait Islander Peoples were able to overcome the
constraints of distance (for example, trading goods and
(ACHASSI041)
ideas across the continent and its islands)
Reflect on learning to propose how to care for places and reflecting on their increasing knowledge of special places
sites that are important or significant (ACHASSI042) and natural systems in their local area and, whether their
ideas about and behaviours have changed as a result of
greater understanding
Communicating Elaborations
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Present narratives, information and findings in oral, graphic conveying information about the past and familiar places
and written forms using simple terms to denote the passing of by representing ideas in written, spoken, pictorial or
performance modes and by creating imaginative
time and to describe direction and location (ACHASSI043)
responses
History Elaborations
The content in the history sub-strand provides opportunities for students to develop historical understanding through key
concepts including continuity and change, cause and effect, perspectives, empathy and significance. Through studies of
their local area, students explore, recognise and appreciate the history of their community. Students examine remains of the
past and consider why they should be preserved (significance, cause and effect, perspectives). They examine the impact of
technology of peoples lives (continuity and change, cause and effect), and speculate about peoples lives in the past to further
develop their understanding that people lived differently in the past (continuity and change, perspectives, empathy).
Inquiry Questions
What aspects of the past can you see today? What do they tell us?
What remains of the past are important to the local community? Why?
How have changes in technology shaped our daily life?
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The history of a significant person, building, site and/or part of using the internet, newspapers, community information
the natural environment in the local community and what it guides and local knowledge to identify and list the people
and places promoted as being of historic interest in the
reveals about the past (ACHASSK044)
local community
The importance today of a historical site of cultural or spiritual discussing why a particular site has heritage
significance in the local area, and why it should be preserved significance/cultural value for present generations (for
example, it provides a record of a significant historical
(ACHASSK045)
event, has aesthetic value, reflects the communitys
identity)
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How changing technology affected peoples lives (at home examining changes in technology over several
and in the ways they worked, travelled, communicated and generations by comparing past and present objects and
photographs, and discussing how these changes have
played in the past) (ACHASSK046)
shaped peoples lives (for example, changes to land, air
and sea transport; the move from wood-fired stoves to
gas/electrical appliances; the introduction of transistors,
television, FM radio and digital technologies; how people
shopped and what they liked to buy, changes in the
nature of waste and how waste is managed)
Geography Elaborations
The content in the geography sub-strand provides opportunities to develop students understanding of place, space,
environment and interconnection. Students develop a mental map of the world by learning the major geographical divisions
on Earth (place, space, environment) and where they are located in relation to Australia (space). Students learn about the
hierarchy of scale by which places are defined from the personal scale of their home to the national scale of their country
(scale). Students explore how distance and accessibility influence how often they visit places, and for what purpose (space,
interconnection) and investigate their links with places locally and throughout the world (interconnection). They see how
places have meaning to people and the connection Aboriginal and Torres Strait Islander Peoples have with Country/Place
(place, environment, interconnection).
Inquiry Questions
What is a place?
How are people connected to their place and other places?
What factors affect my connection to places?
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The way the world is represented in geographic divisions and investigating the definition of a continent and the seven-
the location of Australia in relation to these divisions continent and six-continent models
(ACHASSK047)
using geographical tools (for example, a globe and world
map) or digital applications such as Google Earth to
locate and name the continents, oceans, equator, North
and South Poles, tropics and hemispheres and then
labelling an outline map
The idea that places are parts of Earths surface that have examining the names of features and places in the local
been named by people, and how places can be defined at a area, the meaning of these names and why they were
chosen
variety of scales (ACHASSK048)
The ways in which Aboriginal and Torres Strait Islander explaining that some Aboriginal and Torres Strait Islander
Peoples maintain special connections to particular people have special connections to many
Countries/Places (for example, through marriage, birth,
Country/Place (ACHASSK049)
residence and chosen or forced movement)
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The connections of people in Australia to people in other examining the ways people are connected to other
places in Australia and across the world (ACHASSK050) places (for example, through relatives, friends, things
people buy or obtain, holidays, sport, family origin,
beliefs, or through environmental practices such as
where their waste ends up and its effect on people there)
The influence of purpose, distance and accessibility on the investigating the places they and their families visit for
frequency with which people visit places (ACHASSK051) shopping, recreation, religious or ceremonial activities, or
other reasons
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F6/7 HASS
Students pose questions about the past and familiar and unfamiliar objects and places. They locate information from
observations and from sources provided. They compare objects from the past and present and interpret information and data to
identify a point of view and draw simple conclusions. They sequence familiar objects and events in order and sort and record
data in tables, plans and on labelled maps. They reflect on their learning to suggest ways to care for places and sites of
significance. Students develop narratives about the past and communicate findings in a range of texts using language to
describe direction, location and the passing of time.
History
By the end of Year 2, students describe a person, site and/or event of significance in the local community. They identify how
and why the lives of people have changed over time while others have remained the same.
Students sequence events in order, using a range of terms related to time. They pose questions about the past and use sources
provided to answer these questions and to identify a point of view. They compare objects from the past and present. Students
develop a narrative about the past using a range of texts.
Geography
By the end of Year 2, students identify the features that define places and recognise that places can be described at different
scales. Students recognise that the world can be divided into major geographical divisions. They describe how people in
different places are connected to each other and identify factors that influence these connections. They explain why places are
important to people, recognising that places have meaning.
Students pose questions about familiar and unfamiliar places and answer them by locating information from observations and
from sources provided. They represent data and the location of places and their features in tables, plans and on labelled maps.
They interpret geographical information to draw conclusions. Students present findings in a range of texts and use simple
geographical terms to describe the direction and location of places. They suggest action in response to the findings of their
inquiry.
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F6/7 HASS
Year 3
Diverse communities and places and the contribution people make
The Year 3 curriculum focuses on the diversity of people and places in their local community and beyond, and how people
participate in their communities. Students study how places are represented geographically and how communities express
themselves culturally and through civic participation. Opportunities are provided to learn about diversity within their community,
including the Country/Place of Aboriginal and Torres Strait Islander Peoples, and about other communities in Australia and
neighbouring countries. Students compare the climates, settlement patterns and population characteristics of places, and how
these affect communities, past and present. Students examine how individuals and groups celebrate and contribute to
communities in the past and present, through establishing and following rules, decision-making, participation and
commemoration.
The content provides opportunities for students to develop humanities and social sciences understanding through key concepts
including significance; continuity and change; cause and effect; place and space; interconnections; roles, rights and
responsibilities; and perspectives and action. These concepts may provide a focus for inquiries and be investigated across
sub-strands or within a particular sub-strand context.
The content at this year level is organised into two strands: knowledge and understanding, and inquiry and skills. The
knowledge and understanding strand draws from three sub-strands: history, geography and civics and citizenship. These
strands (knowledge and understanding, and inquiry and skills) are interrelated and have been developed to be taught in an
integrated way, which may include integrating with content from the sub-strands and from other learning areas, and in ways that
are appropriate to specific local contexts. The order and detail in which they are taught are programming decisions.
Inquiry Questions
A framework for developing students knowledge, understanding and skills is provided by inquiry questions. The following
inquiry questions allow for connections to be made across the sub-strands and may be used or adapted to suit local contexts:
inquiry questions are also provided for each sub-strand that may enable connections within the humanities and social sciences
learning area or across other learning areas.
Questioning Elaborations
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Pose questions to investigate people, events, places and posing relevant questions when investigating the
issues (ACHASSI052) contribution individuals and groups have made to the
development of the local community ('Who?', 'What?',
'When?', 'Where?', 'Why?')
Researching Elaborations
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Locate and collect information and data from different locating sources suited to learning about the past (for
sources, including observations (ACHASSI053) example, photographs, interviews, newspapers, stories
and maps, including those online)
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Record, sort and represent data and the location of places using information technologies to record and organise
and their characteristics in different formats, including simple information in tables, databases and digital concept maps
(for example, creating a consequence chart to show what
graphs, tables and maps, using discipline-appropriate
happens when school rules are not followed, or when
conventions (ACHASSI054) human settlement damages a component of the natural
environment)
Sequence information about peoples lives and events developing an annotated timeline (for example, a timeline
(ACHASSI055) of celebrations and commemorations)
Analysing Elaborations
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Examine information to identify different points of view and distinguishing fiction and non-fiction texts in relation to
distinguish facts from opinions (ACHASSI056) representation of places, environments and past events
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Interpret data and information displayed in different formats, finding the meaning of acronyms/initialisms they
to identify and describe distributions and simple patterns encounter (for example, NAIDOC, ANZAC, NZ, USA,
ACT)
(ACHASSI057)
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Draw simple conclusions based on analysis of information explaining conclusions about how their place and
and data (ACHASSI058) community have changed and developed (for example,
settlement patterns, local changes in plant and animal
species, historic events, cultural celebrations)
Interact with others with respect to share points of view sharing and listening to others stories about their
(ACHASSI059) community and place (for example, Aboriginal or Torres
Strait Islander oral histories of an area, park ranger
recounts, speakers from commemorative organisations,
personal experiences of celebrations)
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Reflect on learning to propose actions in response to an issue recalling what they know when contributing ideas to a
or challenge and consider possible effects of proposed group response to a community challenge (for example,
planning how to celebrate a unrecognised cultural event;
actions (ACHASSI060)
such as how local Aboriginal or Torres Strait Islander
Peoples celebrate their Country/Place or how to retell a
historical event from a silent or unfamiliar voice)
Communicating Elaborations
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Present ideas, findings and conclusions in texts and modes composing different types of texts to report findings of an
that incorporate digital and non-digital representations and investigation (for example, reporting on a historical
investigation and its researched facts and findings by
discipline-specific terms (ACHASSI061)
writing a biography about a noteworthy individual or
group, a narrative account of a significant event, a report
about a celebration, an explanation of the multicultural
character of the community)
History Elaborations
The content in the history sub-strand provides opportunities for students to develop historical understanding through key
concepts including sources, continuity and change, cause and effect, perspectives, empathy and significance. The
Year 3 curriculum provides a study of identity and diversity in their local community and beyond, past and present. Students
develop understandings about the heritage of their local area (sources, continuity and change), including the importance of
Country/Place to Aboriginal and/or Torres Strait Islander Peoples (significance, perspectives, empathy), and how and why
their community has changed (continuity and change, cause and effect). Students explore the historical features and diversity
of their community as represented in individuals and their contributions, symbols and emblems of significance (significance)
and the different celebrations and commemorations, locally and in other places around the world (significance, perspectives,
empathy).
Inquiry Questions
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How has our community changed? What features have been lost and what features have been retained?
What is the nature of the contribution made by different groups and individuals in the community?
How and why do people choose to remember significant events of the past?
The importance of Country/Place to Aboriginal and/or Torres liasing with Community to identify original language
Strait Islander Peoples who belong to a local area groups of Aboriginal or Torres Strait Islander Peoples
who belong to the local area and exploring the
(ACHASSK062)
relationship between language, Country/Place and
spirituality. (This is intended to be a local area study with
a focus on one language group; however, if information
or sources are not readily available, another
representative area may be studied.)
How the community has changed and remained the same exploring photographs, newspapers, oral histories,
over time and the role that people of diverse backgrounds diaries and letters to investigate how an aspect of life in
the local community (for example, transport,
have played in the development and character of the local
entertainment, the natural and built environment,
community (ACHASSK063) technology) has changed over time (for example, from
the time of European settlement to the present day)
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Days and weeks celebrated or commemorated in Australia identifying and discussing the historical origins of an
(including Australia Day, Anzac Day, and National Sorry Day) important Australian celebration or commemoration
and the importance of symbols and emblems (ACHASSK064)
generating a list of local, state and national symbols and
emblems (for example, club emblems, school logos,
flags, floral emblems, the Commonwealth Coat of Arms)
and discussing their origins, use and significance
Celebrations and commemorations in places around the world comparing the significance of national days in different
(for example, Chinese New Year in countries of the Asia countries, looking at why they developed and elements
they have in common
region, Bastille Day in France, Independence Day in the
USA), including those that are observed in Australia (for
example, Christmas Day, Diwali, Easter, Hanukkah, the Moon exploring through secondary sources significant events of
cultures or countries around the world, including national
Festival and Ramadan) (ACHASSK065)
days, and discussing whether they are celebrations or
commemorations
Geography Elaborations
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The content in the geography sub-strand provides opportunities to develop students understanding of place, space,
environment and interconnection. Students develop an understanding of the similarities and differences between places
within and outside Australia through a study of their environmental and human characteristics (place). They examine climate
(environment) and the types of settlements (space) in Australia, the Country/Place of Aboriginal and Torres Strait Islander
Peoples, and Australia's neighbouring countries (place). Students come to understand how people feel about and care for
places (place, environment, interconnection). Students mental maps further develop through learning about the
representation of Australia and the location of Australias neighbouring countries (place).
Inquiry Questions
The representation of Australia as states and territories and using geographical tools (for example, a globe, wall map
as Countries/Places of Aboriginal and Torres Strait Islander or digital application such as Google Earth) to locate and
name significant places such as the states, territories,
Peoples; and major places in Australia, both natural and
major cities and regional centres in Australia
human (ACHASSK066)
The location of Australias neighbouring countries and the using a globe to locate the Pacific Island nations, New
diverse characteristics of their places (ACHASSK067) Zealand, Papua New Guinea, Timor-Leste and Indonesia
and countries relevant to students, labelling them on a
map, and identifying the direction of each country from
Australia
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The main climate types of the world and the similarities and examining how weather contributes to a climate type
differences between the climates of different places
(ACHASSK068) identifying the hot, temperate and polar zones of the
world and the difference between climate and weather
The similarities and differences between places in terms of exploring peoples feelings for place and the factors that
their type of settlement, demographic characteristics and the influence peoples attachment to place, through reading
and viewing poems, songs, paintings and stories
lives of the people who live there, and peoples perceptions of
these places (ACHASSK069)
discussing why it is important to protect places that have
special significance for people (for example, a wetland, a
sacred site, a national park or a World Heritage site)
The content in the civics and citizenship sub-strand provides opportunities for students to develop understanding about
democracy, laws and citizens and citizenship, diversity and identity. Drawing on familiar contexts and personal
experiences of fair play, different points of view, rules and consequences, and decision-making, students begin to develop an
understanding of democracy as rule by the people (democracy, laws and citizens). Students explore how individuals, including
themselves, participate in and contribute to their community (citizenship, diversity and identity).
Inquiry Questions
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Why do we make rules?
How can I participate in my community?
The importance of making decisions democratically making a decision as a class by allowing everyone to
(ACHASSK070) have a say and a vote
Who makes rules, why rules are important and the developing and justifying a set of fair rules and
consequences of rules not being followed (ACHASSK071) consequences for the class
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Why people participate within communities and how students identifying groups in the local community or through a
can actively participate and contribute (ACHASSK072) virtual community and exploring their purpose
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F6/7 HASS
Students pose questions and locate and collect information from sources, including observations, to answer these questions.
They examine information to identify a point of view and interpret data to identify and describe simple distributions. They draw
simple conclusions and share their views on an issue. They sequence information about events and the lives of individuals in
chronological order. They record and represent data in different formats, including labelled maps using basic cartographic
conventions. They reflect on their learning to suggest individual action in response to an issue or challenge. Students
communicate their ideas, findings and conclusions in oral, visual and written forms using simple discipline-specific terms.
History
By the end of Year 3, students identify individuals, events and aspects of the past that have significance in the present. They
identify and describe aspects of their community that have changed and remained the same over time. They identify the
importance of different celebrations and commemorations for different groups.
Students sequence information about events and the lives of individuals in chronological order. They pose questions about the
past and locate and collect information from sources (written, physical, visual, oral) to answer these questions. They analyse
information to identify a point of view. Students develop texts, including narrative accounts, using terms denoting time.
Geography
By the end of Year 3, students describe the location of the states and territories of Australia, the location of selected Aboriginal
and Torres Strait Islander Countries/Places and selected countries neighbouring Australia. They describe the characteristics of
different places at local scales and identify and describe similarities and differences between the characteristics of these places.
They identify connections between people and the characteristics of places and recognise that people have different
perceptions of places.
Students pose geographical questions and locate and collect information from different sources to answer these questions.
They record and represent data in tables and simple graphs and the location of places and their characteristics on labelled
maps that use the cartographic conventions of legend, title and north point. They describe the location of places and their
features using simple grid references and cardinal compass points. Students interpret geographical data to identify and describe
distributions and draw conclusions. They present findings using simple geographical terminology in a range of texts. They reflect
on their learning to suggest individual action in response to a geographical challenge.
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By the end of Year 3, students explain the role of rules in their community and the importance of making decisions
democratically. They describe how people participate in their community as active citizens.
Students pose simple questions about the society in which they live. They collect information from sources to answer these
questions. They examine information to identify a point of view and draw simple conclusions. Students share their views on an
issue and describe how they participate in a group. They present their ideas and conclusions in oral, visual and written forms
using civics and citizenship terms.
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F6/7 HASS
Year 4
How people, places and environments interact, past and present
The Year 4 curriculum focuses on interactions between people, places and environments over time and space and the effects of
these interactions. Students gain opportunities to expand their world knowledge and learn about the significance of
environments, examining how peoples need and want of resources over time has affected peoples, societies and
environments. Specifically, students study European exploration and colonisation in Australia and elsewhere up to the early
1800s and life for Indigenous Australians pre- and post-contact. They examine the concept of sustainability, and its application
to resource use and waste management, past and present, by different groups. The curriculum introduces the role of local
government, laws and rules, and group belonging and how they meet peoples needs. Themes of law and citizenship extend
into their studies of diverse groups, the colonisation of Australia and other places, and how environmental sustainability is
enacted.
The content provides opportunities for students to develop humanities and social sciences understanding through key concepts
including significance; continuity and change; cause and effect; place and space; interconnections; roles, rights and
responsibilities; and perspectives and action. These concepts may provide a focus for inquiries and be investigated across
sub-strands or within a particular sub-strand context.
The content at this year level is organised into two strands: knowledge and understanding, and inquiry and skills. The
knowledge and understanding strand draws from three sub-strands: history, geography and civics and citizenship. These
strands (knowledge and understanding, and inquiry and skills) are interrelated and have been developed to be taught in an
integrated way, which may include integrating with content from the sub-strands and from other learning areas, and in ways that
are appropriate to specific local contexts. The order and detail in which they are taught are programming decisions.
Inquiry Questions
A framework for developing students knowledge, understanding and skills is provided by inquiry questions. The following
inquiry questions allow for connections to be made across the sub-strands and may be used or adapted to suit local contexts:
inquiry questions are also provided for each sub-strand that may enable connections within the humanities and social sciences
learning area or across other learning areas.
How have laws affected the lives of people, past and present?
What were the short- and long-term effects of European settlement on the local environment and Indigenous land and
water management practices?
What is the significance of the environment and what are different views on how it can be used and sustained, past and
present?
Questioning Elaborations
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Pose questions to investigate people, events, places and asking questions before, during and after an investigation
issues (ACHASSI073) using tools such as a KWL chart (what they know, what
they want to know and what they have learned) and five
Ws + H (who, what, when, where, how and why)
Researching Elaborations
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Locate and collect information and data from different identifying the types of sources suited to historical,
sources, including observations (ACHASSI074) geographical, civic and cultural inquiry and discussing
why suitable sources might be different
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Record, sort and represent data and the location of places using graphic organisers to sort and record information
and their characteristics in different formats, including simple (for example, flowcharts, consequence wheels, futures
timelines, Venn diagrams, Y-charts, network diagrams) or
graphs, tables and maps, using discipline-appropriate
to show simple relationships (for example, a food web in
conventions (ACHASSI075) mangrove or Antarctic waters)
Sequence information about peoples lives and events creating a timeline by accurately placing information
(ACHASSI076) about key events or people in chronological order and
explaining the sequence
Analysing Elaborations
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Examine information to identify different points of view and exploring different points of view about a familiar event
distinguish facts from opinions (ACHASSI077) (for example, Australia Day, National Sorry Day) or issue
(for example, a school issue, an environmental issue)
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Interpret data and information displayed in different formats, decoding the meaning of symbols and emblems
to identify and describe distributions and simple patterns associated with Australian history, geography and civic
life and applying an understanding of conventions,
(ACHASSI078)
vocabulary and symbols when interpreting large-scale
maps
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Draw simple conclusions based on analysis of information describing risks in past times (for example, for those
and data (ACHASSI079) involved in sea travel, exploration and colonisation) and
making inferences about similar risks today (for example,
the risks of space and deep sea exploration, colonising
other planets, adapting to life in a new environment)
Interact with others with respect to share points of view participating in role-plays and simple debates which allow
(ACHASSI080) for equal presentation of viewpoints
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Reflect on learning to propose actions in response to an issue reflecting on learning with the assistance of tools such as
or challenge and consider possible effects of proposed a KWL chart (what they know, what they want to know
and what they have learned) when evaluating responses
actions (ACHASSI081)
to an issue
Communicating Elaborations
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Present ideas, findings and conclusions in texts and modes composing, in a range of different text types, information
that incorporate digital and non-digital representations and to communicate findings and conclusions (for example,
information presented as imaginative recounts,
discipline-specific terms (ACHASSI082)
biographies, journals, reports)
History Elaborations
The content in the history sub-strand provides opportunities for students to develop historical understanding through key
concepts including sources, continuity and change, cause and effect, perspectives, empathy and significance. The
Year 4 curriculum introduces world history and the movement of peoples. Students study the diversity of Aboriginal and Torres
Strait Islander Peoples, their connection to place (sources, perspectives, significance) and their contact with other societies
(change and continuity, perspectives, empathy). Through a study of navigation, exploration and/or trade (sources), students
come to learn about Australias early colonisation and develop understandings about contact between societies (continuity
and change, cause and effect) and its effects on people and their environments (perspectives, empathy).
Inquiry Questions
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The diversity of Australia's first peoples and the long and mapping the diversity of Aboriginal and Torres Strait
continuous connection of Aboriginal and Torres Strait Islander Islander language groups in Australia and recognising
the groups of their local area and state/territory (or
Peoples to Country/Place (land, sea, waterways and skies)
considering why there may not be specific local records)
(ACHASSK083)
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The journey(s) of AT LEAST ONE world navigator, explorer or identifying key individuals and groups who established
trader up to the late eighteenth century, including their contacts with Africa, the Americas, Asia and Oceania
during the European age of discovery
contacts with other societies and any impacts (ACHASSK084)
Stories of the First Fleet, including reasons for the journey, investigating reasons for the First Fleet journey, including
who travelled to Australia, and their experiences following an examination of the wide range of crimes punishable
by transportation, and looking at the groups who were
arrival (ACHASSK085)
transported
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The nature of contact between Aboriginal and Torres Strait investigating contact with Aboriginal and Torres Strait
Islander Peoples and others, for example, the Macassans and Islander Peoples before 1788 (for example, the repulsion
of the Dutch at Cape Keerweer in 1606 and the trade
the Europeans, and the effects of these interactions on, for
between the Macassans and the Yolngu people)
example, people and environments (ACHASSK086)
Geography Elaborations
The content in the geography sub-strand provides opportunities to develop students understanding of place, space,
environment, interconnection and sustainability. The content focuses on understandings about sustainability the
ongoing capacity of the environment to sustain human life and wellbeing. Students explore the features and functions of
environments that support humans and other living things (environment, interconnection). They examine the use and
management of resources and waste, and views about how to achieve sustainability (environment, interconnection,
sustainability), including the custodial responsibility of Aboriginal and Torres Strait Islander Peoples to their Country/Place
(interconnection, sustainability). Students mental map of the world expands to South America and Africa and their main
countries and characteristics (space, place, environment).
Inquiry Questions
How does the environment support the lives of people and other living things?
How do different views about the environment influence approaches to sustainability?
How can people use environments more sustainably?
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The main characteristics of the continents of Africa and South using geographical tools (for example, a globe, a wall
America and the location of their major countries in relation to map or digital application such as Google Earth) to
identify the major countries of Africa and South America
Australia (ACHASSK087)
and their relative locations
The importance of environments, including natural vegetation, identifying the main types of vegetation, including forest,
to animals and people (ACHASSK088) savannah, grassland, woodland and desert, and
explaining the relationship between climate and natural
vegetation
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The custodial responsibility Aboriginal and Torres Strait recognising that the distribution of Aboriginal and Torres
Islander Peoples have for Country/Place, and how this Strait Islander Peoples before colonisation was across
Australia, but concentrated in sustainable areas such as
influences views about sustainability (ACHASSK089)
in the coastal and riverine areas of Australia
The use and management of natural resources and waste, identifying some of the resources produced by the
and the different views on how to do this sustainably environment and where they come from (for example,
water, food and raw materials such as fibres, timber and
(ACHASSK090)
metals that make the things they use)
The content in the civics and citizenship sub-strand provides opportunities for students to develop understanding about
government and democracy, laws and citizens and citizenship, diversity and identity. Students understanding of
democratic decision-making is further developed through a study of the role of their local government and the services it
provides to their community (government and democracy). They examine how rules and laws affect them and the importance
of laws in society (laws and citizens) and they explore cultural diversity in their community; in particular, how belonging to
different groups can shape personal identity (diversity and identity).
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Inquiry Questions
The role of local government and the decisions it makes on examining how local government is chosen and by whom
behalf of the community (ACHASSK091)
exploring what local government does, including the
services it provides (for example, environment and
waste, libraries, health, parks, cultural events, pools and
sport, arts and pet management)
The differences between rules and laws, why laws are distinguishing between laws (for example, speeding in
important and how they affect the lives of people, including school zones) and rules (for example, sun safety in the
school)
experiences of Aboriginal and Torres Strait Islander Peoples
(ACHASSK092)
exploring the purpose of laws and recognising that laws
apply to everyone in society
The different cultural, religious and/or social groups to which identifying diversity through the different social, cultural
they and others in the community belong (ACHASSK093) and religious groups students belong to
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F6/7 HASS
Students develop questions to investigate. They locate and collect information and data from different sources, including
observations to answer these questions. When examining information, they distinguish between facts and opinions and detect
points of view. They interpret data and information to identify and describe distributions and simple patterns and draw
conclusions. They share their points of view, respecting the views of others. Students sequence information about events and
the lives of individuals in chronological order with reference to key dates. They sort, record and represent data in different
formats, including large-scale maps using basic cartographic conventions. They reflect on their learning to propose action in
response to an issue or challenge, and identify the possible effects of their proposed action. Students present ideas, findings
and conclusions using discipline-specific terms in a range of communication forms.
History
By the end of Year 4, students recognise the significance of events in bringing about change. They explain how and why life
changed in the past and identify aspects of the past that have remained the same. They describe the experiences of an
individual or group in the past.
Students sequence information about events and the lives of individuals in chronological order with reference to key dates. They
develop questions about the past and locate, collect and sort information from different sources to answer these questions.
They analyse sources to detect points of view. Students develop and present texts, including narrative recounts, using historical
terms.
Geography
By the end of Year 4, students describe the location of selected countries using compass direction. They describe and compare
the characteristics of places in different locations at local to national scales. They identify the interconnections between
components of the environment and between people and the environment. Students recognise the importance of the
environment and identify different possible responses to a geographical challenge.
Students develop geographical questions to investigate and locate, collect and sort information and data from different sources
to answer these questions. They record and represent data and the location of places and their characteristics in simple graphic
forms, including large-scale maps that use the cartographic conventions of scale, legend, title and north point. They describe the
location of places and their features using grid references and compass direction. Students interpret geographical data to
identify spatial distributions and simple patterns and draw conclusions. They present findings using geographical terminology in
a range of texts. They propose individual action in response to a local geographical challenge and identify some possible effects
of their proposed action.
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Civics and citizenship
By the end of Year 4, students identify structures and decisions that support their local community and recognise the importance
of laws in society. They describe factors that shape a persons identity and sense of belonging.
Students develop questions about the society in which they live and locate and collect information from different sources to
answer these questions. They examine information to distinguish between facts and opinions, identify points of view and to draw
conclusions. They share their points of view, respecting the views of others, and identify the groups they belong to. Students
present ideas and conclusions using discipline-specific terms in a range of communication forms.
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F6/7 HASS
Year 5
Australian communities their past, present and possible futures
The Year 5 curriculum focuses on colonial Australia in the 1800s and the social, economic, political and environmental causes
and effects of Australias development, and on the relationship between humans and their environment. Students geographical
knowledge of Australia and the the world is expanded as they explore the continents of Europe and North America, and study
Australias colonisation, migration and democracy in the 1800s. Students investigate how the characteristics of environments
are influenced by humans in different times and places, as they seek resources, settle in new places and manage the spaces
within them. They also investigate how environments influence the characteristics of places where humans live and human
activity in those places. Students explore how communities, past and present, have worked together based on shared beliefs
and values. The curriculum introduces studies about Australias democratic values, its electoral system and law enforcement. In
studying human desire and need for resources, students make connections to economics and business concepts around
decisions and choices, gaining opportunities to consider their own and others financial, economic, environmental and social
responsibilities and decision-making, past, present and future.
The content provides opportunities for students to develop humanities and social sciences understanding through key concepts
including significance; continuity and change; cause and effect; place and space; interconnections; roles, rights and
responsibilities; and perspectives and action. These concepts may provide a focus for inquiries and be investigated across
sub-strands or within a particular sub-strand context.
The content at this year level is organised into two strands: knowledge and understanding, and inquiry and skills. The
knowledge and understanding strand draws from four sub-strands: history, geography, civics and citizenship and economics
and business. These strands (knowledge and understanding, and inquiry and skills) are interrelated and have been developed
to be taught in an integrated way, which may include integrating with content from the sub-strands and from other learning
areas, and in ways that are appropriate to specific local contexts. The order and detail in which they are taught are programming
decisions.
Inquiry Questions
A framework for developing students knowledge, understanding and skills is provided by inquiry questions. The following
inquiry questions allow for connections to be made across the sub-strands and may be used or adapted to suit local contexts:
inquiry questions are also provided for each sub-strand that may enable connections within the humanities and social sciences
learning area or across other learning areas.
How have individuals and groups in the past and present contributed to the development of Australia?
What is the relationship between environments and my roles as a consumer and citizen?
How have people enacted their values and perceptions about their community, other people and places, past and
present?
Questioning Elaborations
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Develop appropriate questions to guide an inquiry about asking questions before, during and after an investigation
people, events, developments, places, systems and to frame and guide the stages of an inquiry
challenges (ACHASSI094)
developing different types of questions for different
purposes (for example, probing questions to seek details,
open-ended questions to elicit more ideas, practical
questions to guide the application of enterprising
behaviours)
Researching Elaborations
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Locate and collect relevant information and data from primary finding information about the past in primary sources (for
sources and secondary sources (ACHASSI095) example, maps, stories, songs, music, dance, diaries,
official documents, artworks, artefacts, remains of past
industry, newspapers of the day, advertisements, rule
lists, interview transcripts)
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Organise and represent data in a range of formats including categorising information using digital and non-digital
tables, graphs and large- and small-scale maps, using graphic organisers (for example, flowcharts,
consequence wheels, futures timelines, Venn diagrams,
discipline-appropriate conventions (ACHASSI096)
scattergrams, decision-making matrixes and bibliography
templates)
Sequence information about peoples lives, events, compiling an annotated timeline to show the key stages
developments and phenomena using a variety of methods of a development (for example, significant events in the
development of their community, their region or state)
including timelines (ACHASSI097)
Analysing Elaborations
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Examine primary sources and secondary sources to inferring the nature, purpose and origin of artefacts to
determine their origin and purpose (ACHASSI098) determine if they have evidence to offer an investigation
of a time, place or process
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Examine different viewpoints on actions, events, issues and analysing sources to identify and understand the different
phenomena in the past and present (ACHASSI099) motives and experiences of individuals and groups
involved in past or present events and issues (for
example, the reasons people migrated to colonial
Australia and their diverse experiences; the struggle for
rights by emancipated convicts; the way migrants or
refugees have been managed over time and their
experiences; the motives of whalers and anti-whaling
activists)
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Interpret data and information displayed in a range of formats interpreting data presented in a line, bar, column or pie
to identify, describe and compare distributions, patterns and graph (for example, data about bushfires or floods,
election results, common influences on the purchases of
trends, and to infer relationships (ACHASSI100)
class members) to identify the likelihood of an outcome
or the probability of an event reoccurring
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Evaluate evidence to draw conclusions (ACHASSI101) drawing conclusions about a community and/or the
environment (for example, changing democratic values
from past to present; patterns of human consumption and
changes in environments)
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Work in groups to generate responses to issues and undertaking a project that responds to an identified
challenges (ACHASSI102) challenge or issue with strategies to be used that will
achieve desired outcomes (for example, bush fire
readiness plan, a school fundraising activity, an
ecological preservation project, a school-based opinion
poll about a relevant issue)
Use criteria to make decisions and judgements and consider making judgements about how effectively challenges
advantages and disadvantages of preferring one decision have been addressed in the past (for example, relative
success of solutions to challenges during colonial
over others (ACHASSI103)
settlement) or how effectively a current challenge is being
addressed (for example, the solution to an environmental
issue, or a strategy for economic development)
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Reflect on learning to propose personal and/or collective reflect on primary and secondary sources used and how
action in response to an issue or challenge, and predict the this may have influenced the validity of the conclusions of
the inquiry (for example, sample size of survey, the date
probable effects (ACHASSI104)
a secondary source was created and the views that
prevailed at the time)
Communicating Elaborations
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Present ideas, findings, viewpoints and conclusions in a range selecting appropriate text types to convey findings,
of texts and modes that incorporate source materials, digital conclusions and understandings (for example,
imaginative journals, narrative recounts, reports and
and non-digital representations and discipline-specific terms
arguments)
and conventions (ACHASSI105)
History Elaborations
The content in the history sub-strand provides opportunities for students to develop historical understanding through key
concepts including sources, continuity and change, cause and effect, perspectives, empathy and significance. The
curriculum in this year provides a study of colonial Australia in the 1800s. Students learn about the reasons for the founding of
British colonies in Australia and the impact of a development or event on one Australian colony (continuity and change, cause
and effect). They examine what life was like for different groups of people in the colonial period (sources), and explore the
reasons for their actions (cause and effect, perspectives, empathy). They examine early migration, settlement patterns, people
and their contributions, significant events, and political and economic developments (sources, continuity and change,
significance, empathy). Students are also introduced to the concept of sources as they analyse sources to compare
information and points of view in the past and present (sources, perspectives).
Inquiry Questions
What do we know about the lives of people in Australias colonial past and how do we know?
How did an Australian colony develop over time and why?
How did colonial settlement change the environment?
What were the significant events and who were the significant people that shaped Australian colonies?
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Reasons (economic, political and social) for the establishment investigating the reasons for the establishment of one or
of British colonies in Australia after 1800 (ACHASSK106) more British colonies such as a penal colony (for
example, Moreton Bay, Van Diemens Land) or a colony
that later became a state (for example, Western
Australia, Victoria)
The nature of convict or colonial presence, including the investigating colonial life to discover what life was like at
factors that influenced patterns of development, aspects of that time for different inhabitants (for example, a
European family and an Aboriginal or Torres Strait
the daily life of the inhabitants (including Aboriginal Peoples
Islander language group, a convict and a free settler, a
and Torres Strait Islander Peoples) and how the environment sugar cane farmer and an indentured labourer) in terms
changed (ACHASSK107) of clothing, diet, leisure, paid and unpaid work, shopping
or trade, language, housing and childrens lives
The impact of a significant development or event on an investigating an event or development and explaining its
Australian colony (ACHASSK108) economic, social and political impact on a colony (for
example, the consequences of frontier conflict events
such as the Myall Creek Massacre, the Pinjarra
Massacre; the impact of South Sea Islanders on sugar
farming and the timber industry; the impact of the Eureka
Stockade on the development of democracy; the impact
of internal exploration and the advent of rail on the
expansion of farming)
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The reasons people migrated to Australia and the identifying the reasons why people migrated to Australia
experiences and contributions of a particular migrant group in the 1800s (for example, as convicts; assisted
passengers; indentured labourers; people seeking a
within a colony (ACHASSK109)
better life such as gold miners; and those dislocated by
events such as the Industrial Revolution, the Irish Potato
Famine and the Highland Clearances)
The role that a significant individual or group played in investigating the contribution or significance of an
shaping a colony (ACHASSK110) individual or group to the shaping of a colony in the
1800s (for example, explorers, farmers, pastoralists,
miners, inventors, writers, artists, humanitarians, religious
and spiritual leaders, political activists, including women,
children, and people of diverse cultures)
Geography Elaborations
The content in the geography sub-strand provides opportunities to develop students understanding of place, space,
environment, interconnection, change and sustainability. The curriculum focuses on the factors that shape the
characteristics of places. They explore how climate and landforms influence the human characteristics of places, and how
human actions influence the environmental characteristics of places (change, environment, place, interconnection). Students
examine the way spaces within places are organised and managed (space, place), and how people work to prevent, mitigate
and prepare for natural hazards (environment, place). Students mental map of the world expands to Europe and North
America and their main countries and characteristics (space, place, environment).
Inquiry Questions
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The influence of people on the environmental characteristics using geographical tools (for example, a globe, wall map
of places in Europe and North America and the location of or digital application such as Google Earth) to identify the
relative location of the major countries of Europe and
their major countries in relation to Australia (ACHASSK111)
North America and their environmental characteristics
The influence of people, including Aboriginal and Torres Strait identifying how Aboriginal and Torres Strait Islander
Islander Peoples, on the environmental characteristics of communities altered the environment and sustained ways
of living through their methods of land and resource
Australian places (ACHASSK112)
management
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The environmental and human influences on the location and comparing how people have responded to climatic
characteristics of a place and the management of spaces conditions in similar and different places and explaining
why most Australians live close to the coast compared to
within them (ACHASSK113)
inland Australia
The impact of bushfires or floods on environments and mapping and explaining the location, frequency and
communities, and how people can respond (ACHASSK114) severity of bushfires or flooding in Australia
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The content in the civics and citizenship sub-strand provides opportunities for students to develop understanding about
government and democracy, laws and citizens and citizenship, diversity and identity. Students are introduced to the key
values of Australias liberal democratic system of government, such as freedom, equality, fairness and justice (government
and democracy). Students begin to understand representative democracy by examining the features of the voting processes
in Australia (government and democracy). Students expand on their knowledge of the law by studying the role of laws and law
enforcement (laws and citizens). Students investigate how diverse groups cooperate and participate in our community
(citizenship, diversity and identity).
Inquiry Questions
The key values that underpin Australias democracy discussing the meaning of democracy
(ACHASSK115)
discussing the meaning and importance of the key values
of Australian democracy (for example, freedom of
election and being elected; freedom of assembly and
political participation; freedom of speech, expression and
religious belief; rule of law; other basic human rights)
The key features of the electoral process in Australia exploring the secret ballot and compulsory voting as key
(ACHASSK116) features of Australias democracy
clarifying who has the right to vote and stand for election
in Australia
Why regulations and laws are enforced and the personnel categorising the different types of laws and regulations in
involved (ACHASSK117) their community and who enforces them (road laws
police; health laws public health department; pollution
laws environmental protection officer)
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How people with shared beliefs and values work together to discussing how and why people volunteer for groups in
achieve a civic goal (ACHASSK118) their community (for example, rural fire services,
emergency services groups and youth groups)
The content in the economics and business sub-strand develops key ideas, with a focus on developing an understanding of
why decisions need to be made when allocating resources (resource allocation) for societys needs and wants, and the
various factors that may influence them when making decisions (making choices). Methods that help with these decisions,
particularly for consumer and financial decisions, are considered (consumer and financial literacy).
Inquiry Questions
The difference between needs and wants and why choices debating whether one persons need is another persons
need to be made about how limited resources are used need or want
(ACHASSK119)
explaining the concept of scarcity (that is, needs and
unlimited wants compared to limited resources) and why
individuals cannot have all the items they want and
therefore must make a choice
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Types of resources (natural, human, capital) and the ways categorising resources as natural (water, coal, wheat),
societies use them to satisfy the needs and wants of present human (workers, business owners, designing, making,
thinking) and capital (tools, machines, technologies)
and future generations (ACHASSK120)
Influences on consumer choices and methods that can be identifying goods they have purchased and categorising
used to help make informed personal consumer and financial and explaining factors that influence consumer
purchasing decisions (for example, personal preferences,
choices (ACHASSK121)
social trends, economic factors such as budgets and the
amount of money available to spend; psychological
factors such as advertising and peer pressure; cultural,
environmental, legal and ethical factors)
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F6/7 HASS
Students develop questions for an investigation. They locate and collect data and information from a range of sources to answer
inquiry questions. They examine sources to determine their purpose and to identify different viewpoints. They interpret data to
identify and describe distributions, simple patterns and trends, and to infer relationships, and suggest conclusions based on
evidence. Students sequence information about events, the lives of individuals and selected phenomena in chronological order
using timelines. They sort, record and represent data in different formats, including large-scale and small-scale maps, using
basic conventions. They work with others to generate alternative responses to an issue or challenge and reflect on their learning
to independently propose action, describing the possible effects of their proposed action. They present their ideas, findings and
conclusions in a range of communication forms using discipline-specific terms and appropriate conventions.
History
By the end of Year 5, students describe the significance of people and events/developments in bringing about change. They
identify the causes and effects of change on particular communities and describe aspects of the past that have remained the
same. They describe the experiences of different people in the past.
Students sequence information about events and the lives of individuals in chronological order using timelines. When
researching, students develop questions for a historical inquiry. They identify a range of sources and locate, collect and
organise information related to this inquiry. They analyse sources to determine their origin and purpose and to identify different
viewpoints. Students develop, organise and present their texts, particularly narrative recounts and descriptions, using historical
terms and concepts.
Geography
By the end of Year 5, students describe the location of selected countries in relative terms. They explain the characteristics of
places in different locations at local to national scales. They identify and describe the interconnections between people and the
human and environmental characteristics of places, and between components of environments. They identify the effects of
these interconnections on the characteristics of places and environments. They identify and describe different possible
responses to a geographical challenge.
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Students develop appropriate geographical questions for an investigation. They locate, collect and organise data and
information from a range of sources to answer inquiry questions. They represent data and the location of places and their
characteristics in graphic forms, including large-scale and small-scale maps that use the cartographic conventions of border,
scale, legend, title and north point. They describe the location of places and their characteristics using compass direction and
distance. Students interpret maps, geographical data and other information to identify and describe spatial distributions, simple
patterns and trends, and suggest conclusions. They present findings and ideas using geographical terminology in a range of
communication forms. They propose action in response to a geographical challenge and identify the possible effects of their
proposed action.
Students develop questions for an investigation about the society in which they live. They locate and collect information from
different sources to answer these questions. They examine sources to determine their purpose and identify different viewpoints.
They interpret information to suggest conclusions based on evidence. Students identify possible solutions to an issue as part of
a plan for action and reflect on how they work together. They present their ideas, conclusions and viewpoints in a range of
communication forms using civics and citizenship terms and concepts.
Students develop questions for an investigation about an economics or business issue or event. They locate and collect data
and information from a range of sources to answer these questions. They examine sources to determine their purpose and
suggest conclusions based on evidence. They interpret, sort and represent data in different formats. They generate alternative
responses to an issue or challenge and reflect on their learning to propose action, describing the possible effects of their
decision. Students apply economics and business skills to everyday problems. They present their ideas, findings and
conclusions in a range of communication forms using economics and business terms.
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F6/7 HASS
Year 6
Australia in the past and present and its connections with a diverse world
The Year 6 curriculum focuses on the social, economic and political development of Australia as a nation, particularly after
1900, and Australias role within a diverse and interconnected world today. Students explore the events and developments that
shaped Australia as a democratic nation and stable economy, and the experiences of the diverse groups who have contributed
to and are/were affected by these events and developments, past and present. Students investigate the importance of rights
and responsibilities and informed decision-making, at the personal level of consumption and civic participation, and at the
national level through studies of economic, ecological and government processes and systems. In particular, students examine
Asias natural, demographic and cultural diversity, with opportunities to understand their connections to Asian environments.
These studies enable students to understand how they are interconnected with diverse people and places across the globe.
The content provides opportunities for students to develop humanities and social sciences understanding through key concepts
including significance; continuity and change; cause and effect; place and space; interconnections; roles, rights and
responsibilities; and perspectives and action. These concepts may provide a focus for inquiries and be investigated across
sub-strands or within a particular sub-strand context.
The content at this year level is organised into two strands: knowledge and understanding, and inquiry and skills. The
knowledge and understanding strand draws from four sub-strands: history, geography, civics and citizenship and economics
and business. These strands (knowledge and understanding, and inquiry and skills) are interrelated and have been developed
to be taught in an integrated way, which may include integrating with content from the sub-strands and from other learning
areas, and in ways that are appropriate to specific local contexts. The order and detail in which they are taught are programming
decisions.
Inquiry Questions
A framework for developing students knowledge, understanding and skills is provided by inquiry questions. The following
inquiry questions allow for connections to be made across the sub-strands and may be used or adapted to suit local contexts:
inquiry questions are also provided for each sub-strand that may enable connections within the humanities and social sciences
learning area or across other learning areas.
How have key figures, events and values shaped Australian society, its system of government and citizenship?
How have experiences of democracy and citizenship differed between groups over time and place, including those from
and in Asia?
How has Australia developed as a society with global connections, and what is my role as a global citizen?
Questioning Elaborations
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Develop appropriate questions to guide an inquiry about generating appropriate questions before, during and after
people, events, developments, places, systems and an investigation to frame and guide the stages of the
inquiry
challenges (ACHASSI122)
Researching Elaborations
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Locate and collect relevant information and data from primary determining the most appropriate methods to find
sources and secondary sources (ACHASSI123) information (for example, personal observation, internet
searches, primary and secondary sources) including
using excursions and field trips (for example, a study trip
to a wetlands, a visit to a war memorial, a cultural site, an
Asian food festival, a courthouse, a town hall, a not-for-
profit enterprise, a bank)
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Organise and represent data in a range of formats including categorising information using digital and non-digital
tables, graphs and large- and small-scale maps, using graphic organisers (for example, flowcharts,
consequence wheels, futures timelines, mapping
discipline-appropriate conventions (ACHASSI124)
software, decision-making matrixes, digital scattergrams,
spreadsheets, and bibliography templates)
Sequence information about peoples lives, events, locating key events, ideas, movements and lives in a
developments and phenomena using a variety of methods chronological sequence on timelines and flowcharts
including timelines (ACHASSI125)
developing flowcharts to show steps in a sequence (for
example, the flow of goods and services, the passage of
a bill through parliament)
Analysing Elaborations
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Examine primary sources and secondary sources to identifying and distinguishing fact and opinion in
determine their origin and purpose (ACHASSI126) information and identifying stereotypes and over-
generalisations (for example, over-generalisations about
the role of women, the contribution of Aboriginal and
Torres Strait Islander Peoples, the work of politicians, the
beliefs of religious groups)
Examine different viewpoints on actions, events, issues and surveying businesses in the local area to find out what
phenomena in the past and present (ACHASSI127) influences their choices concerning the way they provide
goods and services
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Interpret data and information displayed in a range of formats analysing sources to identify the causes and effects of
to identify, describe and compare distributions, patterns and past events, developments and achievements (for
example, the causes and effects of the struggles for
trends, and to infer relationships (ACHASSI128)
democratic rights such as the Wave Hill walk-off, the Wik
decision; of technological advancements such as the
advent of television, the internet and the bionic ear; of
health policies)
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Evaluate evidence to draw conclusions (ACHASSI129) evaluating and connecting information from various
sources to defend a position (for example, the
responsibilities associated with Australian citizenship, the
right to build in a place, why a person is considered
significant)
Work in groups to generate responses to issues and planning a project, campaign or enterprise around an
challenges (ACHASSI130) identified challenge with specification of the sequence of
tasks and activities, responsibilities and deadlines
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Use criteria to make decisions and judgements and consider relating the decisions made by individuals and
advantages and disadvantages of preferring one decision organisations to criteria used to evaluate options (for
example, the criteria for Australian of the Year, for the
over others (ACHASSI131)
award of the Order of Australia, for the selection of a
school captain)
Reflect on learning to propose personal and/or collective reflecting on what they have learnt in relation to an issue
action in response to an issue or challenge, and predict the and identifying problems that might be experienced when
taking action to address the issue
probable effects (ACHASSI132)
Communicating Elaborations
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Present ideas, findings, viewpoints and conclusions in a range composing information and expository texts, supported
of texts and modes that incorporate source materials, digital by evidence, to describe conclusions from their
economic, civic, historical and geographical inquiries
and non-digital representations and discipline-specific terms
developing persuasive texts such as arguments for a
and conventions (ACHASSI133)
debate, an essay or an opinion piece, citing sources to
justify reasoning
History Elaborations
The content in the history sub-strand provides opportunities for students to develop historical understanding through key
concepts including sources, continuity and change, cause and effect, perspectives, empathy and significance. The
Year 6 curriculum moves from colonial Australia to the development of Australia as a nation, particularly after 1900. Students
explore the factors that led to Federation and the different attitudes to Federation and citizenship at the time (continuity and
change, cause and effect, perspectives). Through studies of peoples experiences of democracy and citizenship over time
(perspectives, empathy), students come to understand the significance of events, ideas and peoples contributions in
influencing development of Australias system of government (continuity and change, significance). Students learn about the
way of life of people who migrated to Australia since Federation and their contributions to Australias economic and social
development (significance, empathy). In learning about Australia as a nation, students compare a range of sources to
determine points of view (sources, perspectives).
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Inquiry Questions
Key figures, events and ideas that led to Australias studying Australias path to Federation through an
Federation and Constitution (ACHASSK134) examination of key people (for example, Henry Parkes,
Edmund Barton, George Reid, John Quick) and events
(for example, the Tenterfield Oration, the Corowa
Conference, the referendums held in the colonies
between 1898 and 1900)
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Experiences of Australian democracy and citizenship, investigating the lack of citizenship rights for Aboriginal
including the status and rights of Aboriginal and Torres Strait Peoples and Torres Strait Islander Peoples in Australia,
illustrated by controls on movement and residence, the
Islander Peoples, migrants, women and children
forcible removal of children from their families leading to
(ACHASSK135) the Stolen Generations, and poor pay and working
conditions
Stories of groups of people who migrated to Australia since comparing push and pull factors that have contributed to
Federation (including from ONE country of the Asia region) people migrating to Australia (for example, economic
migrants and political refugees) from a range of places
and reasons they migrated (ACHASSK136)
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The contribution of individuals and groups to the development examining population data that show the places of birth
of Australian society since Federation (ACHASSK137) of Australias people at one or more points of time in the
past and today
Geography Elaborations
The content in the geography sub-strand provides opportunities to develop students understanding of place, space,
environment, interconnection and change. Students explore the diverse environments, peoples and cultures within the Asia
region and at a global level (space, place, environment) and expand their mental map of the world. Students examine
Australias various connections with other countries and places throughout the world, how these are changing, and the effects
of these interconnections (interconnections, change).
Inquiry Questions
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The geographical diversity of the Asia region and the location using geographical tools (for example, a globe wall map
of its major countries in relation to Australia (ACHASSK138) or digital application such as Google Earth) to identify the
geographical division of Asia into North-East, South-East,
South Asia and West Asia (the Middle East)
Differences in the economic, demographic and social researching the population size and density of a selection
characteristics of countries across the world (ACHASSK139) of countries around the world
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The worlds cultural diversity, including that of its indigenous identifying examples of indigenous peoples who live in
peoples (ACHASSK140) different regions in the world (for example, the Maori of
Aotearoa New Zealand, the First Nations of North
America and the Orang Asli of Malaysia and Indonesia),
appreciating their similarities and differences, and
exploring the United Nations Declaration on the Rights of
Indigenous Peoples
Australias connections with other countries and how these researching connections between Australia and countries
change people and places (ACHASSK141) in the Asia and Pacific regions (for example, in terms of
migration, trade, tourism, aid, education, defence or
cultural influences) and explaining the effects of at least
one of these connections on their own place and another
place in Australia
The content in the civics and citizenship sub-strand provides opportunities for students to develop understanding about
government and democracy, laws and citizens and citizenship, diversity and identity. Students study the key institutions
of Australias democratic government, including state/territory and federal parliaments, and the responsibilities of electors and
representatives (government and democracy). Students learn how state/territory and federal laws are made in a parliamentary
system (law). Students examine Australian citizenship and reflect on the rights and responsibilities that being a citizen entails
(citizenship and identity), and explore the obligations that people may have as global citizens (citizenship, diversity and
identity).
Inquiry Questions
What are the roles and responsibilities of the different levels of government in Australia?
How are laws developed in Australia?
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What does it mean to be an Australian citizen?
The key institutions of Australias democratic system of explaining the role of the monarchy and its
government and how it is based on the Westminster system representatives in Australia including the Governor-
General, and the parliaments and courts in Australias
(ACHASSK143)
system of government
The roles and responsibilities of Australias three levels of clarifying the roles and responsibilities of the three levels
government (ACHASSK144) of government (local, state/territory and federal)
The responsibilities of electors and representatives in considering the responsibilities of electors (for example,
Australias democracy (ACHASSK145) enrolling to vote, being informed and voting responsibly)
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Where ideas for new laws can come from and how they investigating where ideas for new laws come from (for
become law (ACHASSK146) example, from party policy, perhaps announced during
an election campaign; from suggestions by members and
senators; from interest groups in the community)
The shared values of Australian citizenship and the formal investigating how people become Australian citizens
rights and responsibilities of Australian citizens
(ACHASSK147) discussing the Australian citizenship pledge and
comparing it to the former oath of allegiance to the
monarch to explore notions of allegiance
The obligations citizens may consider they have beyond their identifying the obligations people may consider they have
own national borders as active and informed global citizens as global citizens (for example, an awareness of human
rights issues, concern for the environment and
(ACHASSK148)
sustainability, being active and informed about global
issues)
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Concepts for developing understanding
The content in the economics and business sub-strand develops key ideas, with a focus on developing students
understanding of opportunity cost and why decisions about the ways resources are allocated to meet needs and wants in their
community involve trade-offs. The limited nature of resources means that businesses and consumers make choices (resource
allocation and making choices). This involves consumers choosing what to purchase and businesses choosing the way they
provide goods and services (consumer literacy, business environment). Students consider the effect of consumer and
financial decisions on individuals, the community and the environment (consumer and financial literacy). The emphasis is on
community or regional issues, with opportunities for concepts to also be considered in national, regional or global contexts
where appropriate.
Inquiry Questions
How the concept of opportunity cost involves choices about explaining why when one choice is made, the next best
the alternative use of resources and the need to consider alternative is not available (trade-off) (for example, if a
student chooses to spend their time (resource) riding
trade-offs (ACHASSK149)
their bike after school, they cannot go for a swim (trade-
off))
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The effect that consumer and financial decisions can have on exploring how a decision to buy an item affects the family
the individual, the broader community and the environment (for example, Did the family have to put off buying
another item to have this one?)
(ACHASSK150)
The reasons businesses exist and the different ways they identifying why businesses exist (for example, to produce
provide goods and services (ACHASSK151) goods and services, to make a profit, to provide
employment) and investigating the different ways that
goods and services are provided to people such as
through shopping centres, local markets, online, small
independent stores, remote community stores
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F6/7 HASS
Students develop appropriate questions to frame an investigation. They locate and collect useful data and information from
primary and secondary sources. They examine sources to determine their origin and purpose and to identify different
perspectives in the past and present. They interpret data to identify, describe and compare distributions, patterns and trends,
and to infer relationships, and evaluate evidence to draw conclusions. Students sequence information about events, the lives of
individuals and selected phenomena in chronological order and represent time by creating timelines. They organise and
represent data in a range of formats, including large- and small-scale maps, using appropriate conventions. They collaboratively
generate alternative responses to an issue, use criteria to make decisions and identify the advantages and disadvantages of
preferring one decision over others. They reflect on their learning to propose action in response to an issue or challenge and
describe the probable effects of their proposal. They present ideas, findings, viewpoints and conclusions in a range of
communication forms that incorporate source materials, mapping, graphing, communication conventions and discipline-specific
terms.
History
By the end of Year 6 students explain the significance of an event/development, an individual or group. They identify and
describe continuities and changes for different groups in the past. They describe the causes and effects of change on society.
They compare the experiences of different people in the past.
Students sequence information about events and the lives of individuals in chronological order and represent time by creating
timelines. When researching, students develop appropriate questions to frame a historical inquiry. They identify a range of
primary and secondary sources and locate, collect, organise and categorise relevant information to answer inquiry questions.
They analyse information or sources for evidence to determine their origin and purpose and to identify different perspectives.
Students develop texts, particularly narrative recounts and descriptions. In developing these texts and organising and
presenting their information, they use historical terms and concepts, and incorporate relevant sources.
Geography
By the end of Year 6, students describe the location of places in selected countries in absolute and relative terms. They
describe and explain the diverse characteristics of places in different locations from local to global scales. They describe the
interconnections between people in different places, identify factors that influence these interconnections and describe how
interconnections change places and affect people. They identify and compare different possible responses to a geographical
challenge.
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Students develop appropriate geographical questions to frame an inquiry. They locate, collect and organise useful data and
information from primary and secondary sources. They record and represent data and the location of places and their
characteristics in different graphic forms, including large-scale and small-scale maps that use cartographic conventions of
border, source, scale, legend, title and north point. Students interpret maps, data and other information to identify, describe and
compare spatial distributions, patterns and trends, to infer relationships and to draw conclusions. They present findings and
ideas using geographical terminology and digital technologies in a range of communication forms. They propose action in
response to a geographical challenge and describe the probable effects of their proposal.
Students develop appropriate questions to frame an investigation about the society in which they live. They locate, collect and
organise useful information from a range of different sources to answer these questions. They examine sources to determine
their origin and purpose and describe different perspectives. They evaluate information to draw conclusions. When planning for
action, they identify different points of view and solutions to an issue. They reflect on their learning to identify the ways they can
participate as citizens in the school or elsewhere. They present ideas, findings, viewpoints and conclusions in a range of
communication forms that incorporate source materials and civics and citizenship terms and concepts.
Students develop appropriate questions to frame an investigation about an economics or business issue, challenge or event.
They locate and collect useful data and information from primary and secondary sources. They examine sources to determine
their origin and purpose and evaluate evidence to draw conclusions. They interpret, organise and represent data in a range of
formats using appropriate conventions. They generate alternative responses to an issue or challenge and identify the
advantages and disadvantages of preferring one decision over others. They reflect on their learning to propose action in
response to a challenge and identify the possible effects of their decision. They apply economics and business knowledge and
skills to familiar problems. Students present ideas, findings, viewpoints and conclusions in a range of communication forms that
incorporate source materials and economics and business terms.
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F6/7 HASS
Year 7
Sustainable pasts, present, futures
The Year 7 curriculum deepens discipline-specific knowledge, understandings and skills with opportunities for integration across
the sub-strands. Students study ancient societies of the East and West, how they are investigated, and what investigations
show of their contribution to modern social, political and economic systems. Students investigate the nature of water as a
natural resource in different global places and times, and the effects, issues and solutions of its use, management and value by
different people, past and present. They also explore the liveability of places in relation to diverse people and places, familiar
and global, past and present. Students examine work, consumers, producers and markets and their role in economic
sustainability, across time and place. They investigate Australias commercial, social, legal and political institutions, processes
and values and their role in enabling a stable, secular, multi-faith society, whereby organisations and individuals may operate
effectively and individuals and groups may express their diverse identities.
The content provides opportunities for students to develop humanities and social sciences understanding through key concepts
including significance; continuity and change; cause and effect; place and space; interconnections; roles, rights and
responsibilities; and perspectives and action. These concepts may provide a focus for inquiries and be investigated across
sub-strands or within a particular sub-strand context.
The content at this year level is organised into two strands: knowledge and understanding, and inquiry and skills. The
knowledge and understanding strand draws from four sub-strands: history, geography, civics and citizenship and economics
and business. These strands (knowledge and understanding, and inquiry and skills) are interrelated and have been developed
to be taught in an integrated way, which may include integrating with content from the sub-strands and from other learning
areas, and in ways that are appropriate to specific local contexts. The order and detail in which they are taught are programming
decisions.
Inquiry Questions
A framework for developing students knowledge, understanding and skills is provided by inquiry questions. The following
inquiry questions allow for connections to be made across the sub-strands and may be used or adapted to suit local contexts:
inquiry questions are also provided for each sub-strand that may enable connections within the humanities and social sciences
learning area or across other learning areas.
How is the ancient world investigated and why are investigations of ancient key people, events, ideas and developments
significant in the modern world?
How has the use, management and value of finite natural resources affected how people have lived and societies have
evolved in the past and present, and what does this mean for future planning?
What principles and processes underpin Australias cohesive society and stable economy and what is the role of political,
economic and social institutions in developing and maintaining this?
Questioning Elaborations
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Construct significant questions and propositions to guide developing and revising questions to frame, guide and
investigations about people, events, developments, places, redirect geographical, historical and social inquiries or
stages of an enterprise project
systems and challenges (ACHASSI152)
Researching Elaborations
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Apply a methodology to locate and collect relevant information identifying steps in the research process (for example,
and data from a range of primary sources and secondary identifying information needed, locating information,
recording relevant information from sources)
sources (ACHASSI153)
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Organise, categorise and represent data in a range of deciding which formats best suit the presentation of
appropriate formats using discipline-specific conventions, gathered information after consideration of a range of
digital and non-digital media
including different types of graphs, tables, field sketches and
annotated diagrams, and maps at different scales
(ACHASSI154) representing categorised data information using digital
and non-digital graphic organisers (for example, tables,
flowcharts, SWOT [strengths, weaknesses, opportunities
and threats] analysis, cost-benefit analysis, futures
timelines, spreadsheets, databases)
Sequence information about events, developments, periods constructing and annotating timelines to show
and phenomena using a variety of discipline-appropriate developments and periods (for example, the approximate
beginning and end dates of ancient societies and the
formats and conventions including chronological frameworks
periods of time when these coexisted) and events (for
that use dating conventions (ACHASSI155) example, placing referendums of the twentieth century in
a chronological sequence)
Analysing Elaborations
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Examine primary sources and secondary sources to considering relevance and validity when choosing
determine their origin, purpose and reliability (ACHASSI156) sources and gathering data and information about
historical, geographical, social, economic and business
issues or events (for example, the relevance of
documents written at the time of an event; the validity of
personal observations made during fieldwork)
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Analyse primary sources and secondary sources to identify recognising that limited evidence can sometimes give
values and perspectives on people, actions, events, issues useful insights into the power structures of a society
and phenomena, past and present (ACHASSI157)
using strategies to detect whether a statement is factual
or an opinion, including identification of word choices that
may indicate an opinion is being offered (for example, the
use of conditionals 'might', 'could', and other words such
as 'believe', 'think', 'suggests')
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Interpret and analyse data and information displayed in a interpreting the possible meaning of images and symbols
range of formats to identify and propose explanations for in primary sources
distributions, patterns, trends and relationships
(ACHASSI158) using and interpreting various types of maps (for
example, weather, political, topographic, thematic and
diagrammatic maps and isoline or isopleth maps)
Evaluate and synthesise evidence to draw conclusions reviewing the results of an analysis to propose an answer
(ACHASSI159) to an inquiry question using at least one discipline-
specific concept (for example, significance in history or
place in geography) or one humanities and social
sciences concept (for example, interconnections) as an
organiser
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Collaborate to generate alternatives in response to an issue designing and proposing actions to respond to
or challenge, and compare the potential costs and benefits of challenges (for example, actions related to environmental
and economic sustainability such as ensuring a
each (ACHASSI160)
sustainable supply of water) after considering the
possible outcomes
Develop and use criteria to make informed decisions and outlining the significance of a past event and providing
judgements (ACHASSI161) reasons for its significance based on relevant evidence
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Reflect on learning to propose personal and/or collective reflecting on personal values and attitudes and how
action in response to an issue or challenge, taking into these influence responses to an issue (for example, the
effect of perceptions of crime on liveability; how their
account different perspectives, and describe the expected
membership of groups affects their perceptions)
effects (ACHASSI162)
Communicating Elaborations
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Present ideas, findings, viewpoints, explanations and communicating findings, predictions, opinions, decisions,
conclusions in a range of texts and modes that incorporate judgements and conclusions, using text types (for
example, reports, persuasive essays, reasoned
source materials, citations, graphic representations and
arguments, explanations) selected to suit the purpose
discipline-specific terms, conventions and concepts and the intended audience
(ACHASSI163)
History Elaborations
The content in the history sub-strand provides opportunities for students to develop historical understanding through key
concepts including evidence, continuity and change, cause and effect, perspectives, empathy, significance and
contestability. Students are introduced to an expansive chronology since ancient times to understand broad patterns of
historical change (continuity and change, cause and effect). Students apply these understandings in a series of depth studies
of ancient societies of the East and West, exploring how these societies are investigated (evidence, contestability) and what
investigations show of their contribution to modern social, political and economic systems (significance, perspectives,
empathy).
Inquiry Questions
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The theory that people moved out of Africa around 60 000 using a map to describe the pattern of movement of
BC (BCE) and migrated to other parts of the world, including humans out of Africa and across other continents over
time, and looking at the types of evidence of these
Australia (ACHASSK164)
movements (for example, stone tools, human remains
and cave paintings)
The evidence for the emergence and establishment of exploring an early example of art (for example, the 17
ancient societies (including art, iconography, writing tools 000 BCE great bull paintings from the Lascaux Cave in
France) and discussing why they might have been
and pottery) (ACHASSK165)
painted
Key features of ancient societies (farming, trade, social exploring why the shift from hunting and foraging to
classes, religion, rule of law) (ACHASSK166) cultivation (and the domestication of animals) led to the
development of permanent settlements and changed
relationships to the environment
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How historians and archaeologists investigate history, identifying different approaches to historical
including excavation and archival research (ACHASSK167) investigation (such as the use of excavation and
stratigraphy, oral history and use of data derived from
radiocarbon dating)
The range of sources that can be used in an historical listing a range of sources (both archaeological and
investigation, including archaeological and written sources written) required in a historical investigation to develop a
response to the question(s) being asked
(ACHASSK168)
The methods and sources used to investigate at least ONE evaluating various methods for investigating the ancient
historical controversy or mystery that has challenged past (for example, stratigraphy to date discoveries; DNA
testing to identify past individuals from their remains
historians or archaeologists, such as in the analysis of
(such as Egyptian mummies) as well as common
unidentified human remains (ACHASSK169) diseases)
The nature of the sources for ancient Australia and what they investigating the discovery of Mungo Woman in 1969
reveal about Australias past in the ancient period, such as and the use of radiocarbon dating to draw conclusions
about the longevity of human occupation at Lake Mungo
the use of resources (ACHASSK170)
The importance of conserving the remains of the ancient investigating world heritage criteria for the listing of
past, including the heritage of Aboriginal and Torres Strait significant ancient sites, using an example of an ancient
site such as Pompeii
Islander Peoples (ACHASSK171)
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The physical features of ancient Greece, Egypt or Rome and describing the importance of the River Nile to Egyptian
how they influenced the civilisation that developed there society (for example, inundation and farming; the
worship of Hapi, god of the Nile; and the use of the Nile
(ACHASSK172)
as a means of transportation)
Roles of key groups in the ancient Greece, Egypt or Rome, outlining the rights of women in ancient Egyptian society
including the influence of law and religion (ACHASSK173) (for example, in the areas of marriage, family life, work
and education) and their responsibilities (that is,
generally limited to the home and family)
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The significant beliefs, values and practices of ancient investigating significant beliefs associated with death
Greece, Egypt or Rome, with a particular emphasis on ONE and funerary customs in ancient Egyptian society (for
example, belief in an afterlife) and practices (for
of the following areas: everyday life, warfare, or death and
example, burial in tombs and techniques of
funerary customs (ACHASSK174) mummification)
Contacts and conflicts within and/or with other societies, explaining the nature of contact between Egyptians and
resulting in developments such as the conquest of other other societies (for example, trade with Cyprus, Crete
and Greece); and conflict (for example, the Battle of
lands, the expansion of trade, and peace treaties
Kadesh in the New Kingdom that concluded with
(ACHASSK175) Ramses IIs peace treaty with the Hittites)
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The role of a significant individual in ancient Egyptian, Greek examining the historical context, early life and
or Roman history (ACHASSK176) achievements of a significant historical figure from the
ancient society being investigated (for example,
Hatshepsut or Ramses II; Leonidas or Pericles in
Greece; or Caesar or Augustus in Rome), and how they
were perceived by their contemporaries
The physical features of India or China and how they describing the significance of the Yellow River to
influenced the civilisation that developed there irrigation and the impact of features such as the
Himalayas on contacts with other societies, including
(ACHASSK177)
trade
Roles of key groups in Indian or Chinese society in this creating a graphic representation of the social structure
period, including the influence of law and religion of Chinese or Indian society
(ACHASSK178)
outlining the rights and responsibilities of women in
Chinese or Indian society (for example, in the areas of
marriage, family life, work and education)
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The significant beliefs, values and practices of Indian or investigating the significant beliefs, values and practices
Chinese society, with a particular emphasis on ONE of the of Chinese society associated with daily life (for
example, irrigation and the practice of agriculture, the
following areas: everyday life, warfare, or death and funerary
teachings of Confucius, the evidence of daily life from
customs (ACHASSK179) the Han tombs)
Contacts and conflicts within and/or with other societies, explaining the rise of imperial China (for example, the
resulting in developments and the spread of philosophies use of chariot warfare and the adoption of mass infantry
armies, the building of the first phase of the Great Wall
and beliefs (ACHASSK180)
of China, military strategies as codified in Sun Tzus The
Art of War)
The role of a significant individual in ancient Indian or examining the historical context, early life and
Chinese history (ACHASSK181) achievements of a significant historical figure from China
(for example, Confucius or Qin Shi Huang) or India (for
example, Chandragupta Maurya or Ashoka) in this
period, and how they were perceived by their
contemporaries
Geography Elaborations
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The content in the geography sub-strand provides opportunities to develop students understanding of place, space,
environment, interconnection, sustainability and change. The curriculum in Year 7 focuses on understandings about
water as a natural resource and the liveability of places. Students investigate the nature of water as a natural resource and its
flows through environments on different continents (environment, interconnections, place). Students examine how water is
used and managed (sustainability), the causes and effects of phenomena such as scarcity and hazards (environment,
change), and how diverse groups value water, (place, interconnection). Students also explore the liveability of places (place,
space, environment, change) in relation to diverse people and places, familiar and distant (place, interconnection,
environment). Students examine influences on the liveability of places (environment, interconnection, place) and strategies
that enhance liveability, especially for young people (space, interconnection, sustainability, change).
Inquiry Questions
How does peoples reliance on places and environments influence their perception of them?
What effect does the uneven distribution of resources and services have on the lives of people?
What approaches can be used to improve the availability of resources and access to services?
Classification of environmental resources and the forms that classifying resources into renewable, non-renewable
water takes as a resource (ACHASSK182) and finite/infinite resources, and investigating examples
of each type and how they affect environmental
sustainability
The way that flows of water connect places as they move explaining how the movement of water through the
through the environment and the way these affect places environment connects places (for example, the melting
of snow in spring feeding rivers and dams downstream)
(ACHASSK183)
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The quantity and variability of Australias water resources investigating the main causes of rainfall and applying
compared with other continents (ACHASSK184) their knowledge to explain the seasonal rainfall patterns
in their own place and in a place with either significantly
higher or lower rainfall
The nature of water scarcity and ways of overcoming it, investigating the causes of water scarcity, for example,
including studies drawn from Australia and West Asia and/or an absolute shortage of water (physical), inadequate
development of water resources (economic or political),
North Africa (ACHASSK185)
or the ways water is used
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Economic, cultural, spiritual and aesthetic value of water for examining and comparing places in Australia and
people, including Aboriginal and Torres Strait Islander countries of the Asia region that have economies and
communities based on irrigation (for example, rice
Peoples and peoples of the Asia region (ACHASSK186)
production in the Murrumbidgee Irrigation Area in NSW
and the Mekong Delta in Vietnam)
Causes, impacts and responses to an atmospheric or explaining the physical causes and the temporal and
hydrological hazard (ACHASSK187) spatial patterns of an atmospheric or hydrological
hazard through a study of either droughts, storms,
tropical cyclones or floods
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Factors that influence the decisions people make about investigating their and others interpretations of the
where to live and their perceptions of the liveability of places concept of liveability and choices about where to live (for
example, connections to cultural groups, adolescent
(ACHASSK188)
bright lights attraction, rural to urban migration, retiree
tree change and families with children locating near
schools) and other facilities
The influence of accessibility to services and facilities on the comparing accessibility to and availability of a range of
liveability of places (ACHASSK189) services and facilities between different types of
settlements (urban, rural and remote) in Australia and
other countries (for example, access to clean water,
sanitation, education and health services)
The influence of environmental quality on the liveability of researching the effects of air and water pollution on the
places (ACHASSK190) liveability of cities
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The influence of social connectedness and community discussing the different types of places where people
identity on the liveability of places (ACHASSK191) can feel included or excluded, safe or threatened, and
evaluating how this affects perceptions about liveability
of places
Strategies used to enhance the liveability of places, researching methods implemented in Australia and
especially for young people, including examples from Europe to improve the liveability of a place, and
evaluating their applicability to their own locality
Australia and Europe (ACHASSK192)
The content in the civics and citizenship sub-strand provides opportunities for students to develop understanding about
government and democracy, laws and citizens and citizenship, diversity and identity. The year provides a study of
Australias constitution and how its features shape Australias democracy (government and democracy) and how Australias
legal system aims to provide justice (laws and citizens). Students explore diversity within Australian society, how groups
express their identities and the role of shared values in promoting social cohesion (citizenship, diversity and identity).
Inquiry Questions
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The key features of government under the Australian identifying the principles of representative and
Constitution with a focus on: the separation of powers, the responsible government that underpin the Australian
Constitution
roles of the Executive, the houses of parliament and the
division of powers (ACHASSK193)
identifying the composition of the Legislature (the Queen,
represented by the Governor-General, and the Senate
and the House of Representatives), Executive (the
Queen, represented by the Governor-General, Prime
Minister and ministers) and Judiciary (the High Court and
other federal courts)
The process for constitutional change through a referendum describing the process by which referendums to change
(ACHASSK194) the Australian Constitution are initiated and decided
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How Australias legal system aims to provide justice, including discussing the elements of a fair trial, including citizens
through the rule of law, presumption of innocence, burden of roles as witnesses and jurors
proof, right to a fair trial and right to legal representation
(ACHASSK195) exploring how Australians can receive access to justice
and legal representation, such as through legal aid
How Australia is a secular nation and a multi-faith society with defining the terms secular, multi-faith and diverse
a Christian heritage (ACHASSK196) society and discussing their relevance to Australia today
How values, including freedom, respect, inclusion, civility, identifying values shared by Australians and deciding
responsibility, compassion, equality and a fair go, can which ones could also be considered universal values
promote cohesion within Australian society (ACHASSK197)
identifying how human rights values are consistent with
Australian values
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How groups, such as religious and cultural groups, express investigating how and why different Aboriginal and Torres
their particular identities; and how this influences their Strait Islander communities are maintaining and
developing their identities and what this means for
perceptions of others and vice versa (ACHASSK198)
Australia as a whole
The content in the economics and business sub-strand develops key ideas, with a focus on developing an understanding of
the relationship between consumers, producers and businesses. Students explore how consumers and producers interact in
the market (business environment) and how consumers and businesses plan in personal, organisational and financial ways
(resource allocation and making choices, consumer and financial literacy) to realise objectives. Students explore the world of
work and income, and examine the relationship between entrepreneurial behaviour and successful business (business
environment, work and work futures).
Inquiry Questions
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The ways consumers and producers interact and respond to investigating the role and interactions of consumers and
each other in the market (ACHASSK199) producers in the market (for example, using a simple
circular flow of income model, demand, supply, price
mechanism)
Why and how individuals and businesses plan to achieve explaining the need for setting short- and long-term
short-term and long-term personal, organisational and personal financial objectives and prioritising personal
financial responsibilities and needs over wants
financial objectives (ACHASSK200)
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Characteristics of entrepreneurs and successful businesses investigating well-known or familiar successful
(ACHASSK201) entrepreneurs and identifying the behaviours and skills
that they bring to their business (for example, seeing and
taking advantage of an opportunity; establishing a shared
vision; demonstrating initiative, innovation and enterprise)
Why individuals work, types of work and how people derive an exploring different types of work (for example, full-time,
income (ACHASSK202) part-time, casual, at home, paid, unpaid, unrecognised,
volunteer)
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F6/7 HASS
Students formulate significant questions and propositions to guide investigations. They locate and collect useful data,
information and evidence from a range of primary and secondary sources. They examine sources to determine their origin,
purpose and reliability and to identify past and present values and perspectives. They interpret and analyse data to propose
simple explanations for distributions, patterns, trends and relationships, and evaluate and synthesise evidence to draw
conclusions. Students sequence events and developments within a chronological framework, using dating conventions to
represent and measure time. They organise, categorise and represent data in a range of appropriate formats using discipline-
specific conventions. They make informed decisions by collaborating with others to generate alternatives, comparing the
potential costs and benefits of each and developing and using criteria to make a reasoned judgement. Students reflect on their
learning to propose individual and collective action in response to an issue or challenge, taking account of different factors and
multiple perspectives, and predict the probable effects of their proposal. They present ideas, findings, viewpoints, explanations
and conclusions in a range of communication forms that incorporate source materials, citations, discipline-specific terms,
conventions and concepts.
History
By the end of Year 7, students explain the role of groups and the significance of particular individuals in past societies. They
suggest reasons for change and continuity over time. They describe the effects of change on societies, individuals and groups
and describe events and developments from the perspective of people who lived at the time. They identify past events and
developments that have been interpreted in different ways.
Students sequence events and developments within a chronological framework, using dating conventions to represent and
measure time. When researching, students develop significant questions to frame a historical inquiry. They identify and select a
range of primary and secondary sources and locate, compare and use relevant information and evidence to answer inquiry
questions. They analyse information and evidence to determine their origin, purpose and usefulness and to identify past and
present values and perspectives. Students develop texts, particularly descriptions and explanations. In developing these texts
and organising and presenting their findings, they use historical terms and concepts, incorporate relevant sources, and
acknowledge their sources of information.
Geography
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By the end of Year 7, students describe geographical processes that influence the characteristics of places and how
characteristics of places are perceived and valued differently. They explain interconnections between people and places and
people and environments and describe how these interconnections change places and environments. They describe alternative
strategies for a geographical challenge, referring to environmental, economic and social factors involved.
Students develop geographically significant questions to frame and guide an inquiry process. They locate, collect, organise and
categorise useful data and information from a range of primary and secondary sources. They record and represent data and the
location and distribution of geographical phenomena in a range of graphic forms, including large-scale and small-scale maps
that conform to cartographic conventions. They analyse geographical data and other information to propose simple explanations
for spatial patterns, trends and relationships, and draw conclusions. Students present findings and arguments using relevant
geographical terminology, digital technologies and graphic representations in a range of communication forms. They propose
action in response to a geographical challenge, taking account of environmental, economic and social factors, and describe the
expected effects of their proposal.
Students formulate significant questions to investigate Australias political and legal systems. They locate, collect and organise
useful information from a range of primary and secondary sources. They examine sources to determine their origin, purpose
and reliability and to identify and describe values and perspectives. They evaluate and synthesise information to draw
conclusions. When planning for action, students take into account multiple perspectives to develop solutions to an issue. They
reflect on their learning to identify ways they can be active and informed citizens. Students present ideas, viewpoints,
explanations and conclusions in a range of communication forms that incorporate source materials, citations, and civics and
citizenship terms and concepts.
Students formulate significant questions and propositions to guide investigations about an economics or business issue,
challenge or event. They locate and collect useful data and information from a range of primary and secondary sources. They
examine sources to determine their origin, purpose and reliability and evaluate and synthesise evidence to draw conclusions.
They interpret, categorise and represent data in a range of appropriate formats using economics and business conventions.
They make informed decisions by collaborating with others to generate alternatives and comparing the potential costs and
benefits of each. Students reflect on their learning to propose individual and collective action in response to an issue or
challenge, taking account of different factors and multiple perspectives and predicting the probable effects of their proposal.
They apply economics and business knowledge, skills and concepts to familiar problems. They present ideas, findings,
viewpoints, explanations and conclusions in a range of communication forms that incorporate source materials, citations,
economics and business terms, conventions and concepts.
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F6/7 HASS
Glossary
absolute location
Location measured by the coordinates of latitude and longitude. Also see relative location.
absolute majority
The minimum number of votes required, which is more than half of all votes, that is, 50 per cent plus one, to make a democratic
decision by a group.
active citizenship
Involvement and informed participation in the civic and political activities of society at local, state, national, regional and global
levels. It contrasts with passive citizenship where citizens participate only minimally to meet their basic individual
responsibilities including voting and paying taxes.
AD
A part of a dating system, an abbreviation of anno Domini, meaning in the year of our Lord; the years after the birth of Christ.
aerial photograph
A photograph taken from the air, which can be oblique (taken at an angle) or vertical (taken from straight above the ground); the
former being easier for young students to interpret.
ancient
As defined in the Australian Curriculum: History, the ancient period covers history from the development of early human
communities (from 60 000 BCE) to the end of late antiquity (around 650 CE).
Anzac Day
A national remembrance in Australia for the troops that fought at Gallipoli in Turkey (AprilDecember 1915) during World War I,
and for Australians who have fought in subsequent conflicts. The acronym ANZAC refers to the Australian and New Zealand
Army Corps (ANZAC).
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artefact
Something made or shaped by humans for their use, such as a stone tool, a metal sword, a letter, a plastic toy, usually of
historical interest.
Asia
As defined in the Australian Curriculum: History, Asia refers to the territorial area that extends from the western border of
Pakistan, to the northern border of Mongolia, the eastern border of Japan, and to the southern border of Indonesia.
attachment to place
Peoples emotional feelings about and identification with places, which can contribute to their personal wellbeing and sense of
identity.
Australian democracy
A system of government grounded in liberal democratic values and a belief in civic engagement. It includes a written
constitution, a well-established representative parliamentary process based on the Westminster system, and a constitutional
monarch.
The national government of the Commonwealth of Australia, which is also known as the federal government or the
Commonwealth Government. It was established by the Commonwealth of Australia Constitution Act at the time of Federation.
A standard of living adequate for the health and wellbeing of a person and his/her family, including food, clothing, housing,
medical care, necessary social services, the right to security in the event of unemployment, sickness, disability, widowhood, old
age or other lack of livelihood in circumstances beyond his/her control, special care for mothers and children, and social
protection for all children.
BCE
An abbreviation of before the Common Era. It is the same dating system as the traditionally used BC, meaning before Christ.
Historical dates before the birth of Christ are classified as BCE. There is no year zero in this dating system, so the year CE 1
immediately follows the year 1 BCE. Also see the CE.
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biodiversity
A variety of living organisms and ecosystems they form. Biodiversity has direct value as consumable or useful commodities,
indirect value through the provision of ecosystem services, and intrinsic value independent of its utility to humans.
blue water
burden of proof
In law, an obligation to prove what is alleged. In criminal cases, this obligation rests on prosecution, which must prove its case
beyond reasonable doubt. In civil cases, it rests on a plaintiff, who must prove his or her case on the balance of probabilities.
Sometimes, however, this burden shifts, for example, where a defendant raises particular defences.
business
An organisation, enterprise or business engaged in the production and trade of goods or services, usually for profit.
business environment
Cabinet, the
The Cabinet consists of the most senior ministers, including the Prime Minister. The Cabinet's role is to make major policy
decisions, including decisions about spending, appointments and introducing legislation.
capital
In economics and business, all physical equipment (machinery, buildings, infrastructure) used by human labour in a process of
production, for example, a secretary uses a computer; a farmer uses a mechanical plough. In modern economies, intellectual
property and knowledge are types of human capital necessary resources in the production of goods and services.
A study of and practice of map making, including construction of projections, design, compilation, drafting and reproduction,
which aims to model reality in ways that communicate spatial information effectively.
Used by historians to identify chains of events and developments over time, short-term and long-term.
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CE
An abbreviation of `Common Era. It is the same dating system as the traditionally used AD, short for the Latin phrase anno
Domini, in the year of our Lord. Historical dates after the birth of Christ are classified as CE. There is no year zero in this dating
system, so the year CE 1 immediately follows the year 1 BCE. Also see BCE.
characteristics of places
Geographical characteristics of places include people, climate, production, landforms, built elements of the environment, soils,
vegetation, communities, water resources, cultures, mineral resources and landscape. Some characteristics are tangible, for
example, rivers and buildings. Others are intangible, for example, scenic quality and socioeconomic status.
choropleth map
A thematic map in which areas are shaded to show higher and lower values of the variable, for example, population density.
chronology
An economic model that provides a theoretical and simplified representation of operations of an economy, depicting interactions
between various sectors of the economy (household, business, finance, government and foreign sectors) and the flows of
resources and income between them.
citizen
A person who holds citizenship of a polity, such as a country, and who is a member of a political community that grants certain
rights and privileges to its citizens, and in return expects them to act responsibly such as to obey their country's laws. Also see
global citizen.
citizenship
In the Australian Curriculum: Humanities and Social Sciences, there are two uses of the term:
A legal status granted by birth or naturalisation to citizens involving certain rights (for example, protection, passport,
voting) and responsibilities (for example, obey the law, vote, defend country). A modern sense incorporates three
components: civil (rights and responsibilities), political (participation and representation), and social (social virtues and
community involvement).
An identifiable body of knowledge, understanding and skills relating to the organisation and working of society, including a
country's political and social heritage, democratic processes, government, public administration and judicial systems.
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civic life
A participation one has within a community or communities as distinct from private and family life.
civics
An identifiable body of knowledge, skills and understandings relating to the organisation and working of society. It refers to a
nations political and social heritage, democratic processes, government, public administration and legal system.
civility
Habits of people that display courtesy, politeness and formal regard for others. These behaviours contribute to societys
effective functioning.
climate
A long-term average (minimum 30 years) of weather conditions at a place. For example, some climates are hot and wet all year
(Singapore); some have hot, wet summers and warm, dry winters (Darwin); and some have warm, dry summers and cool, wet
winters (Adelaide and Perth). Climates can be classified into distinctive types, such as equatorial, tropical, temperate,
Mediterranean, semi-arid and arid. These types are found in similar locations around the world.
climate graph
A graph showing average monthly temperature (by a line) and rainfall (by columns) for a location.
climatic zones
Areas of the earth that have similar climatic conditions. The major zones are hot, temperate and polar and are roughly
demarcated by lines of latitude.
common good
A term that is popularly understood as sharing of resources among a community for the benefit of that community as a whole.
The common good is often seen as a utilitarian ideal representing the greatest possible good for the greatest possible number
of individuals as opposed to the private good for individuals or sections of society.
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common law
A body of English law traditionally based on custom and court decisions. Also known as case law or precedent, it is law
developed by judges through decisions of earlier courts and an understanding of current context. Also see statute (statutory
law).
comparative advantage
According to comparative advantage, all countries can gain from trade with each other, regardless of their factor endowments
(land, labour, capital and entrepreneurship). Given a choice of producing two products, a country is said to have a comparative
advantage when it specialises in the production and export of particular goods and services that it can produce more efficiently;
that is, at a lower opportunity cost than competitors.
competitive advantage
An advantage that a business holds over others in its industry, sector or location. The advantage means that a business is able
to sell more of a product, or operate at a lower cost, or better meet the needs of consumers. Competitive advantage usually
implies that a business is more profitable than its competitors.
concept
Any general notion or idea that is used to develop an understanding of the past, such as concepts related to the process of
historical inquiry (for example, evidence, continuity and change, perspectives, significance) and concepts that are culturally
significant to Aboriginal and Torres Strait Islander Peoples, such as Country/Place.
Conservation is careful management of the environment and natural resources, acknowledging that they may be changed in
order to affect a better future for humankind, but not if the impacts on them are too great. Alternatively, preservation is an act of
maintaining the existing condition of environmental areas as yet untouched by humans.
constitution
Fundamental principles on which a state or other organisation (such as a club) is governed. Usually, this takes the form of a
legal document setting out specific powers for a government or governing of that entity.
constitutional monarchy
A form of monarchy in which a monarch acts as a countrys head of state according to law as required by the constitution and
that in exercising his or her discretionary powers, the monarch as head of state acts on advice of responsible ministers,
excluding exceptional circumstances.
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consumer
A person or a group that is the final user of goods and services produced within an economy.
contestability
An inescapable characteristic of history that occurs when particular interpretations about the past are open to debate, for
example, as a result of a lack of evidence or different perspectives.
Are both evident in any given period of time and apply to the material and immaterial world, continuities being aspects of the
past that remain(ed) the same over certain periods of time.
continuous resources
Those resources, such as solar or wind energy, whose availability is unaffected by their use by humans. Also see environmental
resources.
conventions
In Civics and Citizenship, unwritten rules of political procedure based on traditional, established practices that are widely
accepted. Australias political system has adopted many of the unwritten conventions of the British Westminster system.
Conventions may defy the Constitution; for example, the procedure for the appointment of Australias Governor-General.
cost-benefit analysis
Determination and evaluation of benefits and costs of a project or decision. The evaluation includes monetary and non-
monetary effects.
Country/Place
In the Australian Curriculum, Country in this instance refers to a space mapped out by physical or intangible boundaries that
individuals or groups of Aboriginal Peoples occupy and regard as their own. It is a space with varying degrees of spirituality.
Place (as it pertains in Country/Place) is a space mapped out by physical or intangible boundaries that individuals or groups of
Torres Strait Islander Peoples occupy and regard as their own. It is a space with varying degrees of spirituality.
culture
A body of beliefs, attitudes, skills and tools by which communities structure their lives and interact with their environments.
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custodial responsibility
An obligation that Aboriginal and Torres Strait Islander Peoples have to care for the Country/Place on which they live, even if
they are not traditional owners of that Country/Place. Traditional owners have primary responsibility for Country/Place.
customary law
Acknowledged behaviour by individuals and groups, which recognise benefits of behaving in accordance with other individuals'
expectations and customs. In the Australian Curriculum, this refers to the customarylaw of Aboriginal and Torres Strait Islander
Peoples; however, in Australia, customary law is subject to constitutional and common law. Also see common law and statute
(statutory law).
data
demand
In economics and business, an amount of a good or service that consumers are willing and able to purchase at a particular point
in time.
democracy
A system of government where power is vested in the people, who may exercise it directly or through elected representatives,
and who may remove and replace their political leaders and government in free and fair regular elections.
depth study
As described in the Australian Curriculum: History, a detailed study of specific aspects of a historical period, for example, a
particular society, event, movement or development. It gives students an opportunity to develop and apply concepts and skills of
historical inquiry. A depth study commonly employs investigation of a range of sources, and may include site and museum
visits.
development
Economic, social and political changes that improve the wellbeing of people.
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digital media
Data generated in a computer, that is, digital audio, digital video, the World Wide Web and other technologies.
direct action
People participating in person and directly on issues they seek to change, within the bounds of the law.
distribution
In social sciences, arrangements of data or items, for example, in geography, arrangements of items in particular places
(distribution of population in a country, distribution of forests across the world).
division of powers
Vesting of powers within different levels of government. Under the Australian Constitution, the Commonwealth Government was
vested with specific powers while the states retained general powers. In practice, the distribution of powers has become
increasingly centralised over time.
economic development
A quantitative (output and value) and qualitative (wellbeing) improvement in the standard of living.
economic growth
An increase in the quantity of goods and services produced in an economy over a period of time; an increasing ability of society
to satisfy the needs and wants of its people.
economic sustainability
Economic activity that supports the economic needs of the present without compromising the ability of future generations to
meet their own needs.
economic system
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economics
A social science (study of human behaviour) that studies decisions made by individuals, households, businesses, governments
and other groups about how scarce resources are allocated in attempting to satisfy needs and unlimited wants.
economy
All activities undertaken for the purpose of production, distribution and consumption of goods and services in a region or
country.
ecosystem
A functioning unit of nature defined by a complex set of relationships among its living organisms (such as microorganisms,
plants, animals, humans) and its non-living components (such as water, minerals, soil, air), where all organisms and
components are interdependent through nutrient cycles and energy flows. Every unit can be explored at macro levels (such as
the planet) or as specific limited areas.
ecosystem-based management
Management based on improving health of an ecosystem producing commodities rather than on maximising production of
individual commodities, for example, by increasing biodiversity, restoring hydrological systems, protecting marine breeding
areas or rebuilding soil structure and fertility.
electors
People who have the right to participate in an election and chose to do so.
empathy
As defined in the Australian Curriculum: History, engaging with past thought and feelings through a historical inquiry.
empire
An extensive group of states or countries ruled over by a single monarch, or a sovereign state, which exercises political,
economic and cultural rule or control over the people within, such as the Roman Empire and the British Empire.
energy flow
A flow of energy through a biological food chain; a movement of energy around an ecosystem through biotic (living) and abiotic
(non-living) means. Also referred to as ecology.
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enterprise
A business unit, company or project that is profit-oriented, non-profit, privately owned or government-controlled, and that
combines scarce resources for a production and supply of goods and services, and especially may require boldness or effort.
Alternatively, the term may refer to an undertaking of a project or business.
entrepreneur
A person who sets out to build a successful business in a new field. Entrepreneurs methods are sometimes regarded as
ground-breaking or innovative.
environment
A setting and conditions of an area in which activity occurs, and where features may be natural, managed or constructed.
environmental functions
Functions of an environment that support human life and economic activity are:
production of raw materials from the natural resources of soil, water, forests, minerals and marine life (the earths source
function)
safe absorption (through breakdown, recycling or storage) of wastes and pollution produced by production and human life
(the earths sink function)
provision of environmental or ecosystem services that support life without requiring human action, for example, climatic
stability, biodiversity, ecosystem integrity and protection from ultraviolet radiation (the earths service function)
intrinsic recreational, psychological, aesthetic and spiritual value of environments (the earths spiritual function).
environmental quality
Characteristics of a local environment that affect human physical and mental health and quality of life, for example, an extent of
air and water pollution, noise, access to open space, traffic volumes, and visual effects of buildings and roads.
environmental resources
Resources sourced from an environment, which can be classified as renewable, non-renewable and continuous.
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environmental world view
A persons view of the relationship between humans and nature. This ranges from human-centred (in which humans are
separate from nature, and any environmental problems can be solved by technology) to earth-centred (in which humans are a
part of and dependent on nature and have to work with nature).
equity
A perceived fairness of the way scarce resources are used and the way benefits of production are distributed.
ethical protocols
Involves an application of fundamental ethical principles when undertaking research and collecting information from
primarysources and secondarysources, for example, confidentiality, informed consent, citation and integrity of data.
evidence
What can be learnt from a historical source to help construct a historical narrative. Also see primary source and secondary
source.
executive
Also known as the Crown or the government. An institution that develops and implements policies and administers the law in
Australia. It comprises the Governor-General (or Governor at the state level), the ministry and the public service.
Executive Council
A constitutional mechanism for providing ministerial advice to the Governor-General. The Executive Council, which is comprised
of ministers and presided over by the Governor-General (or Governor, at the state level) meets to advise the Governor-General
or Governor to approve decisions that have been made by the Cabinet. Once approved, decisions are given effect by the public
service.
export industries
Industries that sell a service to customers who come from other places to obtain the service, as in tourism and education of
students from overseas. Both industries bring income into a place.
factors of production
Resources used in the production of goods and services classified as land, labour, capital and enterprise.
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features of places
In geography, visible elements of a place or landscape, classified as natural, managed and constructed. This term is used in
early primary education, but is later replaced by the term characteristics, which includes both visible and invisible elements of a
place.
federalism
A principle of government, which defines a relationship between the central government at the national level and its constituent
units at the regional, state or local levels. In Australia, federalism is the division of powers between the federal government and
the states and territories.
fieldwork
Any activity involving observation and recording of information outside a classroom. It could be within the school grounds,
around neighbouring areas or in more distant locations.
A process of gathering information from primary sources and secondary sources as part of the geographical inquiry process.
Geographical inquirymethodologies involve skills needed to formulate questions, and initiating, planning and implementing an
inquiry relevant to a geographical issue, process or phenomenon.
geographical processes
Physical and human forces that work in combination to form and transform the world, for example, erosion, hydrological (water)
cycle, migration or urbanisation. Geographical processes can operate within and between places.
geographical significance
geomorphic
geomorphic hazard
A hazard originating from the lithosphere, including volcanic eruption, earthquake, tsunami and mass movement (landslides or
avalanches).
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geomorphic landscape
An area defined by a distinctive set of landforms produced by a distinctive set of geomorphic processes, for example, a riverine,
arid or coastal landscape.
global citizen
A person who understands their rights and responsibilities at a global level; that is, ones identity transcends geography or
political borders, and rights and responsibilities are derived from being human. However, these rights and responsibilities do not
have legal authority or sanctions that those conferred by a nation have.
goods
Tangible items that satisfy needs and wants, and that can be seen and touched.
Governor-General
A representative of a monarch at the federal level in Australia. The Governor-General exercises most of the monarchs powers
in relation to Australia at the federal level, while state governors exercise those powers with respect to the Australian states.
Other powers are conferred upon the Governor-General by the Constitution and statutes. In exercising his or her powers, the
Governor-General is bound by convention to act on an advice of his or her responsible ministers, except in relation to matters
such as appointment and dismissal of a Prime Minister.
green water
In geography, water available for plant growth as soil moisture. Almost all of the worlds natural vegetation, and most of its
agriculture, depend on soil moisture.
Harmony Day
A national day, held in Australia, which celebrates Australias cultural diversity and promotes intercultural understanding and
peace.
hazards
In geography, when forces of nature combine to become destructive and have potential to damage the environment and
endanger communities.
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historical inquiry
In history, a process of investigation undertaken in order to understand the past. Steps in the inquiry process include posing
questions, locating and analysing sources and using evidence from sources to develop an informed explanation about the past.
housing density
The number of dwellings per hectare. Data required to calculate this measure can be obtained from Australian Bureau of
Statistics 2011 Census QuickStats and community profiles.
human rights
Rights that come from being human. That is, the basic rights and freedoms to which all humans are entitled, often held to
include the right to life and liberty, freedom of thought and expression, and equality before the law.
human wellbeing
Quality of life of a population. This can be measured by objective indicators, for example, life expectancy, educational
attainment and income, or by subjective measures of how people perceive the quality of their life, as revealed by surveys of
happiness.
A method of analysing complex interactions between an environment and people, which is able to integrate environmental with
attitudinal, demographic, social, economic, technological and political factors. Systems thinking seeks to understand the whole
rather than its parts, and see patterns of change over time rather than just as a snapshot in time. The driverspressuresstate
impactresponse (DPSIR) model used in the Australian State of the Environment report (SoE 2011) is an example of a human
environment system. Systems can be extended to include elements, for example, values and beliefs.
hydrological systems
Systems of water movement on, above and below the surface of the earth.
identity
A persons conception and expression of their individuality or association with a group. In this curriculum, identity refers to a
person's sense of belonging to a group, culture or to a state or nation, a region or the world. It is a feeling one shares with a
group of people, regardless of one's citizenship status.
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industrialism
An introduction of machinery to produce large quantities of goods using fuel-based technology. Industrialisation involves a
division of labour and a development of factories and cities.
industry sector
An area of a business operation. Businesses operate in the primary, secondary and tertiary industry sectors. The primary
industry produces goods through the use and extraction of natural resources (for example, agriculture and mining). The
secondary industry is concerned with converting primary industry materials into finished goods (for example, manufacturing,
textiles and food). The tertiary industry provides services (for example, information, tourism and telecommunications).
interdependence
A joint dependence between participants in an economy; that is, the reliance of consumers, workers, businesses and
governments on each other. In modern economies, people tend to specialise in the production of a good or service, and trade
that item for another that they could not provide or produce for themselves.
internal migration
Movement of people from living in one defined area to living in another within a country, for example, movement from cities to
non-metropolitan coastal locations, or between states and territories.
interpretation
In history, an explanation of the past, for example, about a specific person, event or development. There may be more than one
interpretation of a particular aspect of the past because historians may have used different sources, asked different questions
and held different points of view about the topic.
A transfer of water from one river basin to another, for example, the transfer of water from the Snowy River to the Murray and
Murrumbidgee rivers in the Snowy Mountains Scheme.
Degradation of the health of land and water resources through human actions in ways that threaten ability of these resources to
maintain their environmental functions. Degradation includes salinity, accelerated soil erosion, soil fertility decline, soil
acidification, spread of weeds, loss of biodiversity and habitats, and water pollution.
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landform
Individual surface features of the earth identified by their shape, for example, dunes, plateaus, canyons, beaches, plains, hills,
rivers and valleys.
landscape
A visible appearance of an area, created by a combination of geological, geomorphological, biological and cultural layers that
have evolved over time, and as perceived, portrayed and valued by people. A geomorphic landscape is the landscape without
the biological and cultural layers.
law
A system of rules that a particular country or community recognises as regulating the actions of its members and which it may
enforce by an imposition of penalties and sanctions.
liberal democracy
An approach to political arrangements that takes the view that the ideal political system should combine majority rule by the
people with the protection of the political, legal and social rights of individuals and minority groups.
lithosphere
The solid portion or crust and upper mantle of the earth, also called the geosphere, which is distinguished from atmosphere and
hydrosphere.
liveability
An assessment of what a place is like to live in, using particular criteria, for example, environmental quality, crime and safety,
education and health provision, access to shops and services, recreational facilities and cultural activities.
local area
An area around a students home or school that can be explored in a few hours. The local level of scale refers to all areas of
similar size.
market
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media
Forms of communication between a source and receivers including television, radio, print media and the internet, as well as
forms of social media. The term usually refers to mass media and the ability of media to inform and influence people. Media are
key players in democracies where citizens need to be informed, influenced and open to a diversity of views.
modern
As defined in the Australian Curriculum: History, the modern period covers history from the beginning of the Industrial
Revolution around 1750 CE to the present.
multicultural
A preservation of different cultures or cultural identities within a unified society such as a state or nation.
multi-faith
A society characterised by support for, or free activity of, religions within the bounds of the law.
narrative
In history, a way of making sense of the past based on a selection of events. There are different types of narrative such as
accounts of the past that relate a story (for example, personal, fictitious) and historical recounts (for example, the course of
events during the Second World War).
native title
The name given by the High Court of Australia to Indigenous property rights recognised by the court in the Mabo judgement (3
June 1992). The Mabo judgement overthrew the concept of terra nullius that the land of Australia had belonged to no-one
when the British arrived in 1788.
natural vegetation
needs
In economics and business, a good or service that consumers consider necessary to maintain their standard of living.
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non-government organisation (NGO)
A group that is organised at a local, national or international level around a common interest and on a non-profit, voluntary
basis. NGOs mostly operate independently of a government, but when funded by a government, still maintain their
independence.
non-profit
A business that uses surplus funds to achieve its goals rather than distribute these funds to the owners. These often exist in the
form of charities, service organisations and clubs.
non-renewable resources
In geography, those resources that cannot be renewed, for example, minerals. Soils that have been degraded can only be
renewed over long timescales. Also see environmental resources.
opportunity cost
What you have to forgo if you choose to do A rather than B; the value of the next best alternative that is foregone whenever a
choice is made.
oral histories
Peoples spoken recollections of the past, sometimes recorded through an audio or video interview.
outline map
A map that only gives very basic information so that more detail can be added, for example, a map showing borders of a
country.
overview
As described in the Australian Curriculum: History, an overview provides a conceptual and chronological framework for
understanding a particular historical period. It can consist of key features, events, developments and broad patterns of historical
change. An overview provides a context for a depth study.
parliamentary democracy
A system of government in which executive is formed from, and responsible to, a parliament, and a head of government (for
example, the Prime Minister) is different from a head of state (for example, the Queen).
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pattern
In social sciences, a regularity in data portrayed in graphs or maps, for example, a decline in population density or rainfall in
Australia with increasing distance from the coast.
perception
perspective
In humanities and social sciences, a world view or a set of ideas or beliefs that guide actions. Perspectives draw on a persons
or groups age, gender experiences, cultural or religious background, ideologies and/or intellectual contexts, which influence
their world view and inform their opinions, values, and actions. Two types of perspective can be considered: those of people,
and perspectives on events and phenomena of the past and present. Also see point of view.
place
In geography, parts of the earths surface that are identified and given meaning by people, which may be perceived,
experienced, understood and valued differently.
point of view
Looking at someone or something from a location or position. In the Australian Curriculum: Humanities and Social Sciences, an
individuals view about a particular person, event or phenomena, which may be irrational and/or immediately sensed, or deeply
considered and reflective. Also see perspective.
population pyramid/profile
preferential voting
A system of voting to rank candidates in order of preference. It is necessary for a winning candidate to achieve an absolute
majority (50 per cent plus one). If no candidate achieves an absolute majority, a candidate with the fewest number of first
preferences is excluded from the count, and his or her votes are distributed among the remaining candidates according to
second preferences. This process is continued until one candidate achieves an absolute majority. It is the dominant form of
voting in Australian politics (as compared with simple majority systems of voting).
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preservation and conservation
Preservation is an act of maintaining the existing condition of environmental areas as yet untouched by humans. Alternatively,
conservation is a careful management of an environment and natural resources, acknowledging that they may be changed in
order to affect a better future for humankind, but not if the impacts on them are too great.
In geography, prevention and mitigation are actions taken in advance to decrease or eliminate an impact of a hazardous event
on people, communities and the environment, by actions including, for example, lessening a hazard and reducing a vulnerability
of a community. Preparedness refers to actions taken to create and maintain a capacity of communities to respond to, and
recover from, natural disasters, through measures like planning, community education, information management,
communications and warning systems.
primary sources
In history, objects and documents created or written during the time being investigated, for example, during an event or very
soon after. Examples of primary sources include official documents, such as laws and treaties; personal documents, such as
diaries and letters, photographs, film and documentaries. These original, firsthand accounts are analysed by a historian to
answer questions about the past.
In geography, unprocessed, original materials collected by a student, for example, field notes from observations, measurements
taken from experiments, or responses received from a survey or questionnaire.
producer
In economics and business, individuals and/or business involved in a production of goods and services.
proportional representation
A representation of parties, groups or individuals in a legislature in proportion to the number of votes they receive in an election.
In Australia, proportional representation describes the way candidates are elected in multi-member electorates such as the
Senate.
referendum
A principle or practice of referring measures proposed or passed by a legislative body to a vote of an electorate for approval or
rejection. In Australia, a referendum is a vote of the Australian electors on a proposed change to the Constitution by the
Commonwealth Parliament that must be approved by a majority of the aggregate of all voters from each state and territory, and
also by a majority of voters in a majority (four) of the six states.
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region
An area in which various parts have something in common, which distinguishes them from neighbouring regions. Regions can
be divisions of a nation, for example, the Wheatbelt of Western Australia; or larger than a nation, for example, South-East Asia
or a climatic zone. The latter are called world regions in the Australian Curriculum.
relative location
A location relative to other places, for example, a distance to a town from other towns. Relative location has a stronger influence
on human characteristics of places than absolute location, as demonstrated by advantages of closeness to suppliers, finance,
information and markets for businesses, and to education and employment opportunities for individuals. Also see absolute
location.
religion
An organised system of human values, which recognises spiritual or transcendent dimensions in life.
remote
Distant, far away, for example, a place distant from major population and economic centres.
renewable resources
Resources that are or can be renewed within a relatively short time, for example, water through a hydrological (water) cycle; and
plants, animals and marine life through reproduction. However, overuse of a renewable resource can lead to its disappearance,
as with an over-exploitation of a fishery or an over-extraction of groundwater. Also see environmental resources.
representation
In geography, demonstrating geographical information in a visual form, for example, a graph, map, image, field sketch or a
multilayered map.
representative democracy
A system of government in which electors choose representatives to a parliament to make laws on their behalf.
resource allocation
The assigning of limited resources to produce goods and services to meet societys needs and unlimited wants.
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resources
A means to produce goods and services that satisfy needs and wants. The four economic resources (factors of production) are
land, labour, capital and enterprise. Production usually requires a combination of resources.
Entitlements and obligations that are associated with living in Australia. Rights and responsibilities are a cornerstone of modern
democracies. While all people in Australia enjoy certain rights (for example, freedom of speech), there are also responsibilities
(for example, paying taxes, jury service). Citizens also have the right to vote and the responsibility of voting at elections.
rule
A requirement to behave in a particular way; a set of explicit or understood regulations or principles governing conduct or
procedure within a particular area of activity, for example, school rules, rules of cricket. Rules are usually developed and set by
people who have the power and authority to create and enforce them.
rule of law
A legal principle that decisions by government are made according to established principles and that all citizens are subject to
the law and equal before the law. Embedded within the rule oflaw is the idea that people accept and follow, but also change as
needed, laws as agreed by a political process and upheld by independent courts.
satellite image
A digital image captured by a satellite above the earths surface, for example, those combined in Google Earth. They can be
processed to measure specific aspects of the land surface, for example, areas of water or cropland.
scale
A way that geographical phenomena and problems can be examined at different spatial levels, such as local scale and
global scale (spatial scale)
A relationship between a distance on a ground and a corresponding distance on a map, with the scale coded on the map
as a ratio, for example, 1 cm:100 km (map scale).
scarcity
An economic problem of having needs and unlimited wants, but limited resources that can be used to achieve those needs and
wants.
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scattergram graphic organiser
A graphic organiser to record collected data to reveal correlations, for example, dates and ages of death collected from a scan
of a cemetery.
seasonal calendar
A classification of weeks or months of a year into seasons. The standard classification is spring, summer, autumn and winter,
but this is a temperate zone concept imported from Europe. In northern Australia, the seasons are commonly described as the
wet and the dry. Aboriginal cultures have much more complex classifications, and these vary considerably from region to region
across Australia because they are finely tuned to local climates and changing availability of food and other resources.
secondary sources
In history, accounts about the past that were created after the time being investigated, and which often use or refer to primary
sources and present a particular interpretation. Examples of secondary sources include writings of historians, encyclopaedia,
documentaries, history textbooks and websites.
In geography, sources of information that have been collected, processed, interpreted and published by others, for example,
census data, newspaper articles, and images or information in a published report.
secular
Relating to worldly rather than religion; things that are not regarded as religious, spiritual or sacred. For example, a secular
society is one governed by peoples laws through parliament rather than by religious laws.
separation of powers
A doctrine that the three arms of government the executive, the legislature (parliament) and the judiciary are separate and
independent, with powers that act as a check and balance on each other. In Australia, the separation between the executive
and the legislature is weak because the executive is drawn from the legislature, but the separation between the judiciary and the
other two arms of government is strong and is enforced by courts.
settlement pattern
A spatial distribution of different types of human settlement, from isolated dwellings to villages and outstations, towns, regional
centres and large cities. Smaller settlements typically form spatial patterns around larger settlements.
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significance
Pertaining to events, periods, developments, perspectives and ideas of the past, which are regarded as having important
consequences, duration and relevance to the present, from the point of view of society or ordinary people when contextualised
to larger events.
social connectedness
A measure of a number and strength of peoples social relationships with other people. These relationships or connections may
be with people in the same place or in other places, and they can be face-to-face connections or electronic. The opposite of
good social connections is social isolation or loneliness.
social justice
A concept that all people have the right to fair treatment and equal access to the benefits of society.
social sustainability
An idea that current generations promote social inclusion, cohesion and accountability so that future generations should be able
to have the same or greater access to social resources as the current generations.
source
Any written or non-written material that can be used to investigate the past, for example, coins, photographs, letters,
gravestones, buildings, transcript. A source becomes evidence if it is of value to a particular inquiry.
space
In geography, a three-dimensional surface of the earth on which everything is located and across which people, goods and
information move.
spatial association
In geography, similarity in spatial distributions of two or more phenomena. A spatial association suggests that there may be a
relationship between the phenomena, which can then be explained through an operation of atmospheric, hydrologic,
geomorphic, biological, socioeconomic or political processes.
spatial distribution
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spatial technologies
Any software or hardware that interacts with real-world locations. A use of spatial technologies forms the basis of many
geographers work practice. The Global Positioning System (GPS), Google Earth, geographic information systems (GIS) and
satellite images are the most commonly used spatial technologies to visualise, manipulate, analyse, display and record spatial
data.
spatial variations
A difference or variation (in terms of population, population density, gross domestic product (GDP), life expectancy) over an
area of the earths surface.
standard of living
A level of wealth and consumption of a population (such as a nation or socioeconomic group), measured by using factors such
as gross domestic product (GDP), inflation, income, employment, poverty rate, housing, access to and standard of health care
and education, safety, and environmental quality.
In Australia, a statute is a written law, also known as an act of parliament or legislation, which commences as a bill, is passed by
the parliament and has received royal assent (by the Governor-General or a governor, or, in very rare cases, directly by the
monarch). A statute may commence upon royal assent, or a specified date, or upon a date declared in a proclamation. Also see
common law.
stewardship
One of many world views that informs ways of achieving sustainability. When applied to the environment, stewardship is an
ethical position that supports careful management of environmental resources for the benefit of present and future generations.
Stewards do not own resources; they only manage them.
supply
An amount of goods and services that are available; an amount of goods that producers are willing to offer for sale.
sustainability
An ongoing capacity of an environment to maintain all life, whereby the needs of the present are met without compromising the
ability of future generations to meet their needs.
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sustainable development
A development that meets the needs of the present without compromising the ability of future generations to meet their own
needs. Sustainable development values resources for their future as well as current uses.
system
A group of interacting objects, materials or processes that form an integrated whole. In geography, biophysical systems include
humans and their activities and impacts.
term
In the Australian Curriculum: History, a word or phrase used to describe an abstract aspect or feature of the past (for example,
colonisation, revolution, imperialism, democracy) and more specific features (for example, pyramid, gladiator, temple, rock
shelter).
terra nullius
A concept in international law meaning 'a territory belonging to no-one' or 'over which no-one claims ownership'. The concept
has been used to justify the colonisation of Australia. Also see native title.
thematic map
A map that portrays a specific type of information, for example, rainfall, transport routes, climatic zones or population
distribution.
topographic map
A detailed, large-scale map of a part of the earths surface, which illustrates the shape of a land and selected natural and human
features from the surrounding environment.
trade-off
A sacrifice that must be made when choosing how to use resources. The preferred (next best) alternative is known as the
opportunity cost.
trend
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urbanisation
A process of economic and social change in which an increasing proportion of the population of a country or region live in urban
areas.
vegetation corridor
Strips of vegetation that connect larger but isolated vegetated areas. They enable movement of animals and plants between
places, reduce ecological effects of habitat fragmentation and help protect biodiversity.
voting
A means of formally expressing opinion or choice on an issue or electing a representative. The term is frequently understood in
relation to government as a formal expression of preference for a candidate for office or for a proposed resolution of an issue
within a parliament.
wants
A good or service that is desired in order to provide satisfaction to a user, but which is not necessary for survival or to meet the
basic standard of living in a community.
water scarcity
A lack of sufficient available water resources to meet the demands of water usage within a place. It can result from an absolute
shortage of water (physical water scarcity), lack of money to utilise an adequate source of water (economic water scarcity) or
the unequal distribution of water resources due to political or ethnic conflict.
wellbeing
The countries of Georgia, Armenia, Azerbaijan, Turkey, Cyprus, Lebanon, Syria, Israel, Palestine, Jordan, Egypt, Saudi Arabia,
Yemen, Oman, United Arab Emirates, Qatar, Bahrain, Iraq and Iran. Afghanistan is sometimes included in the region, or in
Central Asia. West Asia is also known as the Middle East.
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Westminster system
A system of parliamentary government, also known as responsible government, which evolved in England and was adopted in
its colonies, including Australia. It is based on the principle that the executive government is responsible to the people through
the parliament. The executive government is formed by those who command the support of the lower House of Parliament.
Ministers, including the Prime Minister, are members of a House of Parliament and are accountable to it. There is a separate,
largely ceremonial, head of state, an independent public service and an independent judiciary that applies the rule oflaw.
world region
Biophysical, geographical, economic or political regions larger than a nation, for example, the Sahara Desert, Sub-Saharan
Africa, the Global North and the Association of Southeast Asian Nations (ASEAN).
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The Australian Curriculum
Humanities and Social Sciences
- 710 History
Overview
Rationale
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.
History promotes the understanding of societies, events, movements and developments that have shaped humanity from
earliest times. It helps students appreciate how the world and its people have changed, as well as the significant continuities
that exist to the present day. History, as a discipline, has its own methods and procedures which make it different from other
ways of understanding human experience. The study of history is based on evidence derived from remains of the past. It is
interpretative by nature, promotes debate and encourages thinking about human values, including present and future
challenges. The process of historical inquiry develops transferable skills such as the ability to ask relevant questions; critically
analyse and interpret sources; consider context; respect and explain different perspectives; develop and substantiate
interpretations, and communicate effectively.
The 710 curriculum generally takes a world history approach within which the history of Australia is taught. It does this to equip
students for the world (local, regional and global) in which they live. An understanding of world history enhances students
appreciation of Australian history. It enables them to develop an understanding of the past and present experiences of
Aboriginal and Torres Strait Islander Peoples, their identities and the continuing value of their cultures. It also helps students to
appreciate Australias distinctive path of social, economic and political development, its position in the Asia and Pacific regions,
and its global interrelationships. This knowledge and understanding is essential for informed and active participation in
Australias diverse society and in creating rewarding personal and collective futures.
Aims
The Australian Curriculum: History aims to ensure that students develop:
interest in, and enjoyment of, historical study for lifelong learning and work, including their capacity and willingness to be
informed and active citizens
knowledge, understanding and appreciation of the past and the forces that shape societies, including Australian society
understanding and use of historical concepts such as evidence, continuity and change, cause and effect, significance,
perspectives, empathy and contestability
capacity to undertake historical inquiry, including skills in the analysis and use of sources, and in explanation and
communication.
Structure
The Australian Curriculum: History is organised into two interrelated strands: historical knowledge and understanding and
historical inquiry and skills.
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This strand includes personal, family, local, state or territory, national, regional and world history. The strand includes a study of
societies, events, movements and developments that have shaped world history from the time of the earliest human
communities to the present day.
Evidence
Evidence is what can be learnt from a historical source to help construct a historical narrative, to support a hypothesis or to
prove or disprove a conclusion. Historical sources do not speak for themselves. While a source can offer information, it yields
evidence only when relevant and probing questions are asked about it; for example, the relative size of historical figures in an
ancient painting may provide clues for an inquiry into the social structure of a society. To find evidence in a source, a number of
processes can be used, beginning simply and becoming more sophisticated. They include comprehending explicit information,
interpreting any implied meaning, analysing patterns and themes, evaluating the usefulness of the source, and weighing up if
and how the sources evidence helps answer the inquiry/research question being pursued. Evaluating involves probing the
problematic aspects of a source, particularly its authenticity, accuracy and representativeness. Evaluating those qualities can
involve corroboration deciding whether other sources provide evidence that complements and supports it.
Continuityandchange
Continuity and change are not only key concepts in history, but ones that challenge students to move from simplistic notions of
history as a series of events, to powerfully complex understandings about change and continuity. Change occurs at different
rates simultaneously, linking forward and backward in time, while continuities define aspects of the past that remain/ed the
same over certain periods of time. Elements of change and continuity exist simultaneously in the material and immaterial world.
The complex mix of change and continuity is readily evident in human affairs. for example, in the lives of individuals, families
and communities; the appearance and uses of places; the structure and purposes of institutions; the beliefs and values
underpinning forms of cultural and artistic practice; and the design, accessibility and use of technologies.
Causeandeffect
The concepts of cause and effect invoke the most vital question in history: why? The term cause and effect is used by
historians to identify chains of events and developments over time, short term and long term. This suggests that there can be
multiple causes and effects of an event, that they are related, and that they can be variously immediate or longstanding. Causes
imply motive the question of why significant players in the unfolding events acted as they did. In establishing motive, historical
study involves a re-enactment of past thinking, an elusive process fraught with challenge and inevitably ending in tentative
explanations. The challenge for students to understand the concepts of cause and effect is complex. From young students early
notion that things simply happen randomly, and what did happen was inevitable, the study of contextual and causal factors in
history can enable eventual understanding of the complex interrelationship of multiple, shifting causes.
Significance
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There is too much history to remember all of it. In historical studies, the selection of what should be investigated and
remembered is assisted by examining the significance of particular aspects of the past, considering questions such as: How did
people in the past view the significance of an event? How important were the consequences of an event? What was the
duration of the event? And how relevant is it to the contemporary world? Significant events include those resulting in great
change over long time periods, as well as the history of ordinary people made significant when contextualised to larger events
and of relevance to us today. In recent decades, some historians have explored new areas of significance or have brought fresh
perspectives to traditional areas. Increasingly, there are histories of the oppressed, the marginalised and the ordinary people of
ordinary communities, including people who were relatively powerless due to race, religion, gender or class. Students could be
engaged in historical inquiry by debating whether a particular event is historically significant.
Perspectives
In historical study, a perspective is a persons point of view, the position from which they see and understand events going on
around them. In studying history, two types of perspective are important. First, there are the perspectives of people in the past
and the social, cultural, intellectual, and emotional contexts that shaped their lives and actions. Students will encounter some
people from the past who had unusual and unexpected ideas and attitudes, which can prompt students to think deeply about
those strange ideas, and also by comparison and contrast about the taken-for-granted assumptions of their own society.
However, not all people in any particular society in the past always had the same perspectives. As today, there could be
dramatic differences in values, attitudes and practices among people in societies long ago producing instability, conflict and
upheaval. Studying historical differences in perspective, and consequent conflict, can help students understand the roots of
conflict in their own world and offer signposts towards possible resolution of that conflict. At the same time, it should be
remembered that a persons point of view on a particular issue can be affected by simple self-interest, rather than by deeply
held values and attitudes. Second, there are the perspectives on the past. People, particularly historians, can disagree markedly
about past events, their causes and effects. There are various reasons for these differences among historians, including which
historical sources they studied, how they interpreted those sources, and the historians background, knowledge, expertise and
values.
Empathy
In historical inquiry, the term empathy is used to describe engagement with past thought. The re-enactment of past thought and
feeling is a greater challenge than constructing descriptions and explanations of the past. It requires an understanding of the
past from the point of view of a particular individual or group, including an appreciation of the circumstances they faced and the
motivations, values and attitudes behind their actions. Empathy encourages students to overcome the common tendency to see
people of the past as strange and incomprehensible. Student empathy is encouraged when a teacher sets the scene in a
particular historical setting and asks the students to describe a memorable episode and to express their thoughts and feelings. It
is an imaginative activity, but unlike creative fiction, it relies on a disciplined imagination. The aim is for students to respond in
ways that are true to the time and the situation plausible and convincing in the activities described, words spoken, attitudes
expressed and values implied. However, empathy is not authentically achieved if later standards, customs, values and truths
are used to judge other times, potentially creating wild and unhistorical imaginings. Empathy promotes deeper understanding of
difference in the past and where appropriate tolerance and acceptance in the present.
Contestability
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Contestability is an inescapable characteristic of history, emerging from the essential nature of the discipline. History is the
study and description of something (the past) that no longer exists. Reconstructing the past depends on the surviving
fragments of the past themselves problematic; involves processes of interpretation; disciplined imagination; and judgement
by historians who bring to the task their various abilities, experiences, perspectives, foibles and fallibilities. Contestability occurs
when particular interpretations about the past are open to debate, for example as a result of a lack of evidence or different
perspectives, with debate often remaining intractable. Some students might question the value of a discipline that seems
incapable of producing the truth. But contestability gives history a distinctive strength and value. In history, as in life, certainty
remains elusive but nonetheless worth the pursuit.
This strand promotes skills used in the process of historical inquiry: chronology, terms and concepts; historical questions and
research; the analysis and use of sources; perspectives and interpretations; explanation and communication. Within this strand
there is an increasing emphasis on historical interpretation and the use of evidence.
Historical inquiry processes and skills are described in bands of schooling at two-year intervals.
The two strands are integrated in the development of a teaching and learning program. The historical knowledge and
understanding strand provides the contexts through which particular skills are to be developed. In each year of 710, the skills
are applied to increasingly complex concepts.
Each year level in Years 710 includes key inquiry questions that provide a framework for developing students historical
knowledge, understanding and skills.
Overviews
Historical knowledge and understanding includes an overview of the historical period to be covered in each year level 710. The
overview is not intended to be taught in depth. The overview content identifies important features of the historical period at the
relevant year level and provides an expansive chronology that helps students understand broad patterns of historical change.
Depth studies
In addition to the overview, historical knowledge and understanding includes three depth studies for the historical period at each
year level 710. For each depth study, there are up to three electives that focus on a particular society, event, movement or
development. It is expected that ONE elective is studied in detail. The content in each elective is designed to allow detailed
study of specific aspects of the historical period. The order and detail in which content is taught is a programming decision.
Content may be integrated in ways appropriate to the specific local context; and it may be integrated with the content of other
depth-study electives.
As part of a teaching and learning program, the depth-study content at each year level 710 may be integrated with the
overview content. The overview provides the broader context for the teaching of depth-study content. This means that the
overview content can provide students with an introduction to the historical period, it can make the links to and between the
depth studies, and it can consolidate understanding through a review of the period.
PDF documents
Resources and support materials for the Australian Curriculum: History are available as PDF documents.
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History: Sequence of content 7-10
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710 History
Year 7
The ancient world
The Year 7 curriculum provides a study of history from the time of the earliest human communities to the end of the ancient
period, approximately 60 000 BC (BCE) c.650 AD (CE). It was a period defined by the development of cultural practices and
organised societies. The study of the ancient world includes the discoveries (the remains of the past and what we know) and the
mysteries (what we do not know) about this period of history, in a range of societies in places including Australia, Egypt,
Greece, Rome, India and China.
The content provides opportunities to develop historical understanding through key concepts, including evidence, continuity
and change, cause and effect, perspectives, empathy, significance and contestability. These concepts may be
investigated within a particular historical context to facilitate an understanding of the past and to provide a focus for historical
inquiries.
The history content at this year level involves two strands: historical knowledge and understanding, and historical skills. These
strands are interrelated and have been developed to be taught in an integrated way, and in ways that are appropriate to specific
local contexts. The order and detail in which they are taught are programming decisions.
A framework for developing students historical knowledge, understanding and skills is provided by inquiry questions through
the use and interpretation of sources. The key inquiry questions for Year 7 are:
The following content is to be taught as part of an overview for the historical period. It is not intended to be taught in depth.
Overview content identifies important features of the period, approximately 60 000 BC (BCE) c.650 AD (CE), as part of an
expansive chronology that helps students understand broad patterns of historical change. As such, the overview provides
the broader context for the teaching of depth study content and can be built into various parts of a teaching and learning
program. This means that overview content can be used to give students an introduction to the historical period; to make the
links to and between the depth studies; and to consolidate understanding through a review of the period.
Overview content for the ancient world (Egypt, Mesopotamia, Persia, Greece, Rome, India, China and the Maya) includes
the following:
the theory that people moved out of Africa around 60 000 BC using a map to describe the pattern of movement of
(BCE) and migrated to other parts of the world, including humans out of Africa and across other continents over
time, and looking at the types of evidence of these
Australia (ACOKFH001)
movements (for example, stone tools, human remains
and cave paintings)
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the evidence for the emergence and establishment of ancient exploring an early example of art (for example, the 17
societies (including art, iconography, writing tools and 000 BC (BCE) great bull paintings from the Lascaux
Cave in France) and discussing why they may have
pottery) (ACOKFH002)
been painted
key features of ancient societies (farming, trade, social exploring why the shift from hunting and foraging to
classes, religion, rule of law) (ACOKFH003) cultivation (and the domestication of animals) led to the
development of permanent settlements
Depth studies
There are three depth studies for this historical period. For each depth study, there are up to three electives that focus on a
particular society, event, movement or development. It is expected that ONE elective will be studied in detail. The content in
each depth study elective is designed to allow detailed study of specific aspects of this historical period. As part of a
teaching and learning program, depth study content can be integrated with the overview content and/or with other depth
study electives.
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Students build on and consolidate their understanding of historical inquiry from previous years in depth, using a range of
sources for the study of the ancient past.
How historians and archaeologists investigate history, identifying different approaches to historical
including excavation and archival research (ACDSEH001) investigation such as the use of excavation and
stratigraphy, oral history and use of data derived from
radiocarbon dating
The range of sources that can be used in an historical listing a range of sources (both archaeological and
investigation, including archaeological and written sources written) required in an historical investigation to develop
a response to the question(s) being asked
(ACDSEH029)
Methods and sources used to investigate at least ONE evaluating various methods for investigating the ancient
historical controversy or mystery that has challenged past (for example, stratigraphy to date discoveries; DNA
testing to identify past individuals from their remains
historians or archaeologists, such as in the analysis of
(such as Egyptian mummies) as well as common
unidentified human remains (ACDSEH030) diseases)
The nature of sources for ancient Australia and what they investigating the discovery of Mungo Woman in 1969
reveal about Australias past in the ancient period, such as and the use of radiocarbon dating to draw conclusions
about the longevity of human occupation at Lake Mungo
the use of resources (ACDSEH031)
The importance of conserving the remains of the ancient investigating world heritage criteria for the listing of
past, including the heritage of Aboriginal and Torres Strait significant ancient sites, using an example of an ancient
site such as Pompeii
Islander Peoples (ACDSEH148)
Students investigate ONE of these Mediterranean societies in depth: Egypt or Greece or Rome.
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Egypt
Physical features of ancient Egypt (such as the River Nile) describing the importance of the River Nile to Egyptian
and how they influenced the civilisation that developed there society (for example, inundation and farming, the
worship of the god of the Nile, and the use of the Nile as
(ACDSEH002)
a means of transportation)
Roles of key groups in ancient Egyptian society (such as the creating a graphic representation of the social structure
nobility, bureaucracy, women, slaves), including the influence of Egyptian society
of law and religion (ACDSEH032)
outlining the rights of women (for example, in the areas
of marriage, family life, work and education) and their
responsibilities (that is, generally limited to the home
and family)
Significant beliefs, values and practices of the ancient investigating significant beliefs associated with death
Egyptians, with a particular emphasis on ONE of the and funerary customs (for example, belief in an afterlife)
and practices (for example, burial in tombs and
following areas: everyday life, warfare, or death and funerary
techniques of mummification)
customs (ACDSEH033)
Contacts and conflicts within and/or with other societies, explaining the nature of contact with other societies (for
resulting in developments such as the conquest of other example, trade with Cyprus, Crete and Greece); and
conflict (for example, the Battle of Kadesh in the New
lands, the expansion of trade, and peace treaties
Kingdom that concluded with Ramses IIs peace treaty
(ACDSEH034) with the Hittites)
The role of a significant individual in ancient Egyptian history examining the historical context, early life and
such as Hatshepsut or Ramses II (ACDSEH129) achievements of a significant historical figure from
ancient Egypt, and how they were perceived by their
contemporaries
OR
Greece
Physical features of ancient Greece (such as its mountainous describing the impact of the sea and mountain ranges of
landscape) and how they influenced the civilisation that Ancient Greece on the development of self-governing
city-states
developed there (ACDSEH003)
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Roles of key groups in Athenian and/or Spartan society (such examining evidence of the social structure of Athenian
as citizens, women, slaves), including the influence of law or Spartan society (for example, the roles of citizens,
women, slaves in Athenian society and the roles of
and religion (ACDSEH035)
Spartiates, Perioikoi and Helots in Spartan society)
Significant beliefs, values and practices of the ancient investigating the significant beliefs, values and practices
Greeks, with a particular emphasis on ONE of the following of the ancient Greeks (for example, the Olympic Games
or the Delphic Oracle)
areas: everyday life, warfare, or death and funerary customs
(ACDSEH036)
investigating significant beliefs and values associated
with warfare (for example, heroic ideals as revealed in
the Iliad) and military practices (for example, army
organisation, the hoplite phalanx and naval warfare)
Contacts and conflicts within and/or with other societies, explaining the nature of contact with other societies (for
resulting in developments such as the expansion of trade, example, the commodities that formed the trade with
Egypt, Greek colonisation of the Mediterranean) and
colonisation and war (such as the Peloponnesian and
conflict (for example, the Persian Wars and the Battle of
Persian wars) (ACDSEH037) Salamis, the empire of Alexander the Great and the
reach of Greek culture)
The role of a significant individual in ancient Greek history examining the historical context, early life and
such as Leonidas or Pericles (ACDSEH130) achievements of a significant historical figure from
ancient Greece, and how they were perceived by their
contemporaries
OR
Rome
Physical features of ancient Rome (such as the River Tiber) describing the methods used by the Romans to manage
and how they influenced the civilisation that developed there resources (for example, the water supply through
aqueducts and plumbing systems)
(ACDSEH004)
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Roles of key groups in ancient Roman society (such as examining the evidence of the social structure of Roman
patricians, plebeians, women, slaves), including the influence society (for example, the roles of patricians, plebeians,
women and slaves in the city of Rome) and the idea of
of law and religion (ACDSEH038)
Republican virtue and its historical resonance
Significant beliefs, values and practices of the ancient investigating significant beliefs associated with daily life
Romans, with a particular emphasis on ONE of the following (for example, the evidence of household religion) and
practices (for example, the use of public amenities such
areas: everyday life, warfare, or death and funerary customs
as baths, and the forms of entertainment in theatres and
(ACDSEH039) amphitheatres)
Contacts and conflicts within and/or with other societies, describing the furthest extent of the Roman Empire and
resulting in developments such as the expansion of trade, the influence of foreign cults on Roman religious beliefs
and practices (for example, the Pantheon of Gods
the rise of the Roman empire (including its material remains),
(Greece), Isis (Egypt) and Mithras (Persia))
and the spread of religious beliefs (ACDSEH040)
The role of a significant individual in ancient Romes history examining the historical context, early life and
such as Julius Caesar or Augustus (ACDSEH131) achievements of a significant historical figure from
ancient Rome, and how they were perceived by their
contemporaries
India
Physical features of India (such as fertile river plains) and describing how harmonious relationships with the
how they influenced the civilisation that developed there natural world were reflected in Indian belief systems (for
example, Hinduism, Buddhism and Jainism)
(ACDSEH006)
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Roles of key groups in Indian society in this period (such as creating a graphic representation of the social structure
kings, emperors, priests, merchants, peasants), including the of Indian society
influence of law and religion (ACDSEH044)
explaining the social structure of India, including the role
of Brahmins priests, teachers; Kshatriyas kings,
warriors; Vaishyas merchants, artisans; Shudras
labourers, peasants
Significant beliefs, values and practices of Indian society, investigating the significant beliefs, values and practices
with a particular emphasis on ONE of the following areas: of Indian society associated with, for example, the role
of the family and religious ceremonies (such as rites of
everyday life, warfare, or death and funerary customs
passage for boys and men; rites of passage for girls and
(ACDSEH045) women; marriage rites)
Contacts and conflicts within and/or with other societies, examining the extent of Indian contact with other
resulting in developments such as the expansion of trade, societies such as the Persians under Cyrus, the
Macedonians under Alexander; the extensive trade with
the rise of the Mauryan Empire (including its material
the Romans and Chinese; the material remains of the
remains), and the spread of philosophies and beliefs Mauryan Empire such as the Pillars of Ashoka and the
(ACDSEH046) Barabar Caves; the spread of Hinduism and Buddhism
The role of a significant individual in Indian history such as examining the historical context, early life and
Chandragupta Maurya or Ashoka (ACDSEH133) achievements of a significant historical figure from India
in this period, and how they were perceived by their
contemporaries
OR
China
Physical features of China (such as the Yellow River) and describing the significance of the Yellow River to
how they influenced the civilisation that developed there irrigation and the impact of features such as the
Himalayas on contacts with other societies, including
(ACDSEH005)
trade
Roles of key groups in Chinese society in this period (such creating a graphic representation of the social structure
as kings, emperors, scholars, craftsmen, women), including of Chinese society
the influence of law and religion (ACDSEH041)
outlining the rights and responsibilities of women (for
example, in the areas of marriage, family life, work and
education)
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Significant beliefs, values and practices of Chinese society, investigating the significant beliefs, values and practices
with a particular emphasis on ONE of the following areas: of Chinese society associated with daily life (for
example, irrigation and the practice of agriculture, the
everyday life, warfare, or death and funerary customs
teachings of Confucius, the evidence of daily life from
(ACDSEH042) the Han tombs)
Contacts and conflicts within and/or with other societies, explaining the rise of imperial China (for example, the
resulting in developments such as the expansion of trade, use of chariot warfare and the adoption of mass infantry
armies, the building of the first phase of the Great Wall
the rise of Imperial China (including its material remains),
of China, military strategies as codified in Sun Tzus The
and the spread of philosophies and beliefs (ACDSEH043) Art of War)
The role of a significant individual in ancient Chinese history examining the historical context, early life and
such as Confucius or Qin Shi Huang (ACDSEH132) achievements of a significant historical figure from China
in this period, and how they were perceived by their
contemporaries
Historical Skills
Sequence historical events, developments and periods identifying the approximate beginning and end dates of
(ACHHS205) ancient societies and the periods of time when they
coexisted
Use historical terms and concepts (ACHHS206) defining and using terms such as BC (Before Christ), AD
(anno Domini), BCE (Before Common Era), and CE
(Common Era); prehistory (before the period of textual
recording) and history (the period beginning with named
individuals and textual recording)
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Identify a range of questions about the past to inform a posing a key question such as: How were the pyramids
historical inquiry (ACHHS207) at Giza built? and understanding that there may not be a
definitive answer; identifying related questions to inform
the inquiry including: What evidence is there? What
theories have been developed?
Identify and locate relevant sources, using ICT and other compiling a list of different sources (for example, papyrus
methods (ACHHS208) scrolls, coins, statues, human remains)
Identify the origin and purpose of primary and secondary responding to questions about photographs, artefacts,
sources (ACHHS209) stories, buildings and other sources to explain the past
such as: Who wrote/produced this? When? Why?
What does it show about the past?
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Locate, compare, select and use information from a range of creating categories (that is, concepts) with which to
sources as evidence (ACHHS210) organise information obtained from sources
Draw conclusions about the usefulness of sources recognising that, while evidence may be limited for a
(ACHHS211) particular group of people, such evidence can provide
useful insights into the power structures of a society
Identify and describe points of view, attitudes and values in identifying the possible meaning of images and symbols
primary and secondary sources (ACHHS212) in primary sources
Develop texts, particularly descriptions and explanations that outlining the significance of a past event, providing
use evidence from a range of sources that are acknowledged reasons for the event and referring to relevant evidence
(ACHHS213)
describing the social structure of the ancient society,
using evidence from sources such as artwork and written
accounts
Use a range of communication forms (oral, graphic, written) creating an audiovisual presentation, using ICT, to
and digital technologies (ACHHS214) recreate and show the specific features of an ancient
battle, temple, pyramid complex or burial site
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710 History
Students sequence events and developments within a chronological framework, using dating conventions to represent and
measure time. When researching, students develop questions to frame a historical inquiry. They identify and select a range of
sources and locate, compare and use information to answer inquiry questions. They examine sources to explain points of view.
When interpreting sources, they identify their origin and purpose. Students develop texts, particularly descriptions and
explanations. In developing these texts and organising and presenting their findings, they use historical terms and concepts,
incorporate relevant sources, and acknowledge their sources of information.
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710 History
Year 8
The ancient to the modern world
The Year 8 curriculum provides a study of history from the end of the ancient period to the beginning of the modern period,
c.650 1750 AD (CE). This was when major civilisations around the world came into contact with each other. Social, economic,
religious and political beliefs were often challenged and significantly changed. It was the period when the modern world began
to take shape.
The content provides opportunities to develop historical understanding through key concepts, including evidence, continuity
and change, cause and effect, perspectives, empathy, significance and contestability. These concepts may be
investigated within a particular historical context to facilitate an understanding of the past and to provide a focus for historical
inquiries.
The history content at this year level involves two strands: historical knowledge and understanding, and historical skills. These
strands are interrelated and have been developed to be taught in an integrated way, and in ways that are appropriate to specific
local contexts. The order and detail in which they are taught are programming decisions.
A framework for developing students historical knowledge, understanding and skills is provided by inquiry questions through
the use and interpretation of sources. The key inquiry questions for Year 8 are:
How did societies change from the end of the ancient period to the beginning of the modern age?
What key beliefs and values emerged and how did they influence societies?
What were the causes and effects of contact between societies in this period?
Which significant people, groups and ideas from this period have influenced the world today?
The following content is taught as part of an overview for the historical period. It is not intended to be taught in depth.
Overview content identifies important features of the period, c.650 AD (CE) 1750, as part of an expansive chronology that
helps students understand broad patterns of historical change. As such, the overview provides the broader context for the
teaching of depth study content and can be built into various parts of a teaching and learning program. This means that
overview content can be used to give students an introduction to the historical period; to make the links to and between the
depth studies; and to consolidate understanding through a review of the period.
Overview content for the ancient to modern world (Byzantine, Celtic, Anglo-Saxon, Viking, Ottoman, Khmer, Mongols, Yuan
and Ming dynasties, Aztec, Inca) includes the following:
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the transformation of the Roman world and the spread of recognising how relations between the Islamic and
Christianity and Islam (ACOKFH008) Western worlds were characterised by both peaceful
coexistence (trade) and conflict during this period (the
Crusades)
key features of the medieval world (feudalism, trade routes, identifying the major civilisations of the period
voyages of discovery, contact and conflict) (ACOKFH009) (Byzantine, Celtic, Anglo-Saxon, Viking, Ottoman,
Khmer, Mongols, Yuan and Ming dynasties, Aztec,
Inca); where and when they existed; and their extent (for
example, the Vikings through Europe, the Mongols
across Eurasia, and the Spanish in the Americas)
the emergence of ideas about the world and the place of discussing the extent of knowledge about the world as
people in it by the end of the period (such as the indicated through changing world maps (for example,
the Da Ming Hun Yi Tu world map (1389 AD/CE); and
Renaissance, the Scientific Revolution and the
the Nova Totius Terrarum Orbis by Hendrik Hondius
Enlightenment) (ACOKFH010) (1630))
Depth studies
There are three depth studies for this historical period. For each depth study, there are up to four electives that focus on a
particular society, event, movement or development. It is expected that ONE elective will be studied in detail. The content in
each depth study elective is designed to allow detailed study of specific aspects of this historical period. As part of a
teaching and learning program, depth study content can be integrated with the overview content and/or with other depth
study electives.
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1 The Western and Islamic world Elaborations
Students investigate ONE of these societies/empires from the Western or Islamic world in depth: the Vikings or Medieval
Europe or the Ottoman Empire or Renaissance Italy.
The way of life in the Ottoman Empire (social, cultural, describing the way of life of people in the Ottoman
economic and political features) and the roles and Empire (for example, the role of the coffee house and
bazaar or marketplace, the power and responsibility of
relationships of different groups in society (ACDSEH009)
the Sultan to ensure that justice was served within
society)
Significant developments and/or cultural achievements that describing Ottoman art and architecture (for example,
reflect the power and influence of the Ottoman Empire, such the Selimiye Mosque in the city of Edirne in Turkey, and
Islamic geometric design)
as the fall of Constantinople in 1453 AD (CE), art and
architecture (ACDSEH053)
Relationships with subject peoples, including the policy of outlining the millet system that regarded non-Muslim
religious tolerance (ACDSEH054) people as subjects, but as not being subject to Muslim
law
The role of significant individuals such as Selim I or Suleiman investigating the achievements of individuals (for
the Magnificent in maintaining the strength and influence of example, Selim I in establishing the empire and
capturing Jerusalem; or Suleiman the Magnificent in
the Ottoman Empire (ACDSEH055)
expanding the empire to Belgrade in Europe)
OR
The way of life in Renaissance Italy (social, cultural, describing the way of life of people in Renaissance Italy
economic and political features) and the roles and (for example, the role of men in tending the fields or
merchant shops, the influence of government in
relationships of different groups in society (ACDSEH010)
particular city-states, for example Naples a monarchy,
Florence a republic)
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Significant developments and/or cultural achievements that describing the work of Leonardo da Vinci (for example,
reflect the concentration of wealth and power in the city- his artworks Mona Lisa and The Last Supper and
inventions: a rudimentary helicopter and solar power);
states, such as art and learning (ACDSEH056)
the work of Michelangelo (for example, the Sistine
Chapel paintings, David, Piet); the thinking of
Copernicus (for example, astronomy seeing the sun
as the centre of the universe); and the invention of the
printing press
Relationships between rulers and ruled in ONE Italian city- explaining the influence of the Medici family in Florence
state such as Florence or Naples (ACDSEH057) as bankers and merchants, and their patronage of the
arts
The role and achievements of significant individuals such as investigating the achievements of Galileo (for example,
Lucrezia Borgia, Galileo, Leonardo da Vinci, Niccolo improvements in the telescope and his astronomical
observations)
Machiavelli (ACDSEH058)
The spread of Renaissance culture to the rest of Europe, and outlining the spread of Renaissance culture to England
its legacy (ACDSEH059) (for example, the rise of literature through Shakespeare)
OR
The way of life in Viking society (social, cultural, economic locating Viking lands in Scandinavia (Denmark, Norway
and political features) and the roles and relationships of and Sweden)
different groups in society (ACDSEH007)
describing the way of life of the Vikings (for example,
living in a cold and harsh environment; the importance
of farming and raids; the significance of honour in Viking
warrior society)
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Significant developments and/or cultural achievements that describing Viking craft with particular emphasis on the
led to Viking expansion, including weapons and shipbuilding, production of weapons (for example, swords, battle axes
and helmets)
and the extent of their trade (ACDSEH047)
Viking conquests and relationships with subject peoples, explaining the attacks on monasteries (for example,
including the perspectives of monks, changes in the way of Lindisfarne (793 AD/CE) and Iona (795 AD/CE)), and
reviewing the written accounts by monks that
life of the English, and the Norman invasion (ACDSEH048)
contributed to the Vikings' reputation for pillage and
violence
The role of a significant individual in the expansion of Viking outlining Erik the Reds development of Viking
settlement and influence, such as Erik the Red or Leif settlements in Eastern and Western Greenland in 985
CE
Ericson (ACDSEH049)
OR
The way of life in Medieval Europe (social, cultural, economic describing the structure of feudal society (for example,
and political features) and the roles and relationships of the role and responsibilities of the king, nobles, church,
knights and peasants)
different groups in society (ACDSEH008)
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Significant developments and/or cultural achievements, such describing the features of castles and churches of the
as changing relations between Islam and the West (including period (for example, Warwick Castle in England and
Notre Dame Cathedral in Paris) as examples of the
the Crusades), architecture, medieval manuscripts and music
Churchs power in terms of its control of wealth and
(ACDSEH050) labour
Continuity and change in society in ONE of the following investigating different types of crime and punishment
areas: crime and punishment; military and defence systems; (for example, trial by combat as a privilege granted to
the nobility; being hung, drawn and quartered as a
towns, cities and commerce (ACDSEH051)
punishment for heinous crimes such as treason, and the
use of the ducking stool as a punishment for women)
and in what ways the nature of crime and punishment
stayed the same, or changed over time
Dominance of the Catholic Church and the role of significant explaining why Charlemagne was a significant figure in
individuals such as Charlemagne (ACDSEH052) Medieval Europe, such as his expansion of the Frankish
kingdom and his support of the Church
Students investigate ONE of these Asia-Pacific societies in depth: the Angkor/Khmer Empire or Shogunate Japan or the
Polynesian expansion across the Pacific. N.B. Where appropriate, this depth study may include some reference beyond the
end of the period c.1750.
The way of life in the Khmer Empire, including, social, describing the way of life in the Khmer Empire through
cultural, economic and political features (including the role of stone carvings and the writings of the Chinese
Ambassador Zhou Daguan (for example, in relation to
the king ) (ACDSEH011)
fishing, trading in markets, temple construction)
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Reasons for Angkors rise to prominence, including wealth explaining how being revered as the god-king or deva-
from trade and agriculture (ACDSEH060) raja enabled the Khmer kings to rule over the empire
with absolute authority, thereby enhancing their ability to
mobilise manpower to defend the empire as well as to
invade neighbours
Cultural achievements of the Khmer civilisation, including its describing the main features of the water management
system of water management and the building of the temples system at Angkor (for example, the extensive use of
reservoirs and canals)
of Angkor (ACDSEH061)
Theories of the decline of Angkor, such as the overuse of exploring theories about the decline of the Khmer
water resources, neglect of public works as a result of civilisation (for example, the development of an unstable
climate such as drought and monsoons; the rise of
ongoing war, and the effects of climate change
Theravada Buddhism; the breakdown of Angkors water
(ACDSEH062) management system)
OR
The way of life in shogunate Japan, including social, cultural, describing the way of life in feudal Japan under the
economic and political features (including the feudal system shoguns (for example, bushido the chivalric code of
conduct of the samurai that emphasised frugality,
and the increasing power of the shogun) (ACDSEH012)
loyalty, mastery of martial arts, and honour)
The role of the Tokugawa Shogunate in reimposing a feudal describing the relationship between the emperor,
system (based on daimyo and samurai) and the increasing shogun, daimyo (lords), samurai (warriors), workers (for
example, farmers, artisans and traders)
control of the Shogun over foreign trade (ACDSEH063)
The use of environmental resources in Shogunate Japan and investigating the demand for available land and the
the forestry and land use policies of the Tokugawa patterns of land use in the period
Shogunate (ACDSEH064)
outlining the attempts by the Tokugawa Shogunate to
curb deforestation (for example, imposing heavy
regulations on farmers; managing the harvesting of
trees; and using new, lighter and more efficient
construction techniques)
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Theories about the decline of the Shogunate, including describing internal pressures in shogunate Japan (for
modernisation and westernisation, through the adoption of example, the rise of a commercial class at the expense
of the samurai, peasant uprisings such as Osaka 1837,
Western arms and technology (ACDSEH065)
and famine)
OR
Theories about the origin and spread of Polynesian settlers locating Polynesia on a map, tracing the expansion of
throughout the Pacific (ACDSEH013) Polynesian settlers throughout the Pacific, and
considering how they made their journeys
The way of life in ONE Polynesian society, including social, describing the way of life of Easter Island (Rapa Nui)
cultural, economic and political features, such as the role of society (for example, fishing by the men, links between
the household and the extended clan through the
the ariki in Maori and in Rapa Nui society (Easter Island)
exchange of goods, wives and labour; the use of stone
(ACDSEH066) tools)
Cultural achievements of ONE Polynesian society, such as investigating the construction of the moai (giant statues)
the Ta moko and hangi in Maori society OR the moai on Easter Island (Rapa Nui), the techniques used to
make and transport them, and theories about their
constructed on Easter Island (ACDSEH067)
meaning (for example, representations of dead
ancestors or chiefs)
The way Polynesian societies used environmental resources researching the extinction of the moa in New Zealand as
(sustainably and unsustainably), including the extinction of a result of hunting and habitat decline
the moa in New Zealand, the use of religious/supernatural
threats to conserve resources, and the exploitation of Easter explaining the significance of Rahui as a way of
Islands palm trees (ACDSEH068) prohibiting the collection of resources, to ensure their
sustainability
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3 Expanding contacts Elaborations
Students investigate ONE of the following historical developments in depth to explore the interaction of societies in this
period: the Mongol expansion or the Black Death in Africa, Asia and Europe or the Spanish conquest of the Aztecs and
Incas.
The nomadic lifestyle of the Mongols and the rise of Temujin describing the nomadic nature of Mongol life and the
(Genghis Khan) (ACDSEH014) rise of Temujin (Genghis Khan) who united all Mongol
tribes in 1206 AD (CE)
The organisation of the Mongol army under Genghis Khan outlining Genghis Khans use of decimal organisation in
and the treatment of conquered peoples, such as the his army and his policies for governing his empire (for
example, codifying laws, banning the killing of animals in
codification of laws and exemption of teachers, lawyers and
the breeding season, supporting religious freedom and
artists from taxes (ACDSEH077) expanding trade)
The extent of the Mongol expansion as one of the largest mapping the expansion of the Mongol empire across
land empires in history (ACDSEH078) Asia and Europe
The consequences of the Mongol expansion, including its explaining the role of the Mongols in forging connections
impact on life in China during and after the Mongol conquest between Europe and Asia through conquest, settlement
and trade (for example, the use of paper money and
and contributions to European knowledge and trade routes
coinage; the growing number of European merchants
(ACDSEH079) travelling to China)
OR
The Black Death in Asia, Europe and Africa (14th century plague)
Living conditions and religious beliefs in the 14th century, investigating living conditions in London in the
including life expectancy, medical knowledge and beliefs fourteenth century (for example, the lack of sanitation,
crowded housing); the extent of medical knowledge (for
about the power of God (ACDSEH015)
example, based on Hippocrates theory); and beliefs
about the power of God (for example, that diseases
were a punishment of God)
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The role of expanding trade between Europe and Asia in the mapping the spread of the Black Death (Asia, Africa,
Black Death, including the origin and spread of the disease Europe) in the fourteenth century CE
(ACDSEH069)
Causes and symptoms of the Black Death and the responses explaining reactions to the Black Death (for example,
of different groups in society to the spread of the disease, the emergence of flagellants those who would whip
themselves to be free of sin and the persecution of
such as the flagellants and monasteries (ACDSEH070)
Jewish people)
The immediate- and long-term effects of the Black Death on using studies of church records from the period to
Asian, European and African populations, and conflicting identify the effect of the Black Death on human
populations and to consider the reliability of these
theories about the impact of the plague (ACDSEH071)
statistics
OR
Pre-Columbian life in the Americas, including social describing the social organisation of the Aztecs (for
organisation, city life and beliefs (ACDSEH016) example, nobility, slaves); their beliefs (for example,
worship of a number of gods and the need to make
human sacrifices to appease these gods); life in the
capital city Tenochtitlan
When, how and why the Spanish arrived in the Americas, explaining the arrival of Spanish conquistadores in
and where they went, including the various societies and Mexico and Peru from 1510 AD (CE) (Balboa) to 1531
(Pizarro), and their reasons (for example, seeking
geographical features they encountered (ACDSEH073)
wealth, claiming land for their king, converting the local
populations to Christianity, sense of adventure)
The nature of the interaction between the Spanish and the describing encounters between Hernn Corts and the
indigenous populations, with a particular focus on either the Aztecs, as well as the siege of Tenochtitlan
Aztecs OR Incas (ACDSEH074)
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The immediate and long-term effects of the conquest on the investigating the impact of conquest on the indigenous
Aztecs OR Incas as well as on the wider world populations of the Americas (for example, the
introduction of new diseases, horses and gunpowder)
(ACDSEH075)
and the wider world (for example, the introduction of
crops such as maize, beans, potatoes, tobacco and
chocolate from the Americas to Europe and increased
wealth in Europe)
Historical Skills
Sequence historical events, developments and periods placing historical events in sequence to identify broader
(ACHHS148) patterns of continuity and change (for example, the
Polynesian expansion across the Pacific; the stability of
the Angkor/Khmer Empire over many centuries)
Use historical terms and concepts (ACHHS149) understanding the different meanings of particular terms
and concepts when viewed in their historical context,
such as feudalism in medieval Europe and Japan
Identify a range of questions about the past to inform a experimenting with different words/phrases/historical
historical inquiry (ACHHS150) concepts, when drafting a question, to develop a
research focus
Identify and locate relevant sources, using ICT and other compiling a list of different sources needed in an inquiry
methods (ACHHS151) and their possible locations
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Identify the origin and purpose of primary and secondary explaining how clues within a source can be used to
sources (ACHHS152) identify where it was made or who it was made by (for
example, the place where it was found, the materials
used, the condition of the object, decorative features)
Locate, compare, select and use information from a range of creating categories to organise the information obtained
sources as evidence (ACHHS153) from sources
Draw conclusions about the usefulness of sources recognising that, while evidence may be limited for a
(ACHHS154) particular group of people, such evidence can provide
useful insights into the power structures of a society
Identify and describe points of view, attitudes and values in describing the values and attitudes revealed by a source
primary and secondary sources (ACHHS155) (such as an individual account) and using additional
sources to show how they are broadly representative of
the values and attitudes of the society
Develop texts, particularly descriptions and explanations that using scaffolds illustrating the structural and language
use evidence from a range of sources that are acknowledged features of particular text types (for example, descriptions
and explanations) to create a text that communicates
(ACHHS156)
specific findings about the past
Use a range of communication forms (oral, graphic, written) creating an oral presentation, supported by audiovisual
and digital technologies (ACHHS157) material, to recount the life of Temujin (Genghis Khan)
and to explain his contribution to the Mongol world
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710 History
Students sequence events and developments within a chronological framework with reference to periods of time. When
researching, students develop questions to frame a historical inquiry. They analyse, select and organise information from
primary and secondary sources and use it as evidence to answer inquiry questions. Students identify and explain different
points of view in sources. When interpreting sources, they identify their origin and purpose, and distinguish between fact and
opinion. Students develop texts, particularly descriptions and explanations, incorporating analysis. In developing these texts,
and organising and presenting their findings, they use historical terms and concepts, evidence identified in sources, and
acknowledge their sources of information.
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710 History
Year 9
The making of the modern world
The Year 9 curriculum provides a study of the history of the making of the modern world from 1750 to 1918. It was a period of
industrialisation and rapid change in the ways people lived, worked and thought. It was an era of nationalism and imperialism,
and the colonisation of Australia was part of the expansion of European power. The period culminated in World War I, 1914
1918, the war to end all wars.
The content provides opportunities to develop historical understanding through key concepts, including evidence, continuity
and change, cause and effect, perspectives, empathy, significance and contestability. These concepts may be
investigated within a particular historical context to facilitate an understanding of the past and to provide a focus for historical
inquiries.
The history content at this year level involves two strands: historical knowledge and understanding, and historical skills. These
strands are interrelated and have been developed to be taught in an integrated way, and in ways that are appropriate to specific
local contexts. The order and detail in which they are taught are programming decisions.
A framework for developing students historical knowledge, understanding and skills is provided by inquiry questions through
the use and interpretation of sources. The key inquiry questions for Year 9 are:
What were the changing features of the movements of people from 1750 to 1918?
How did new ideas and technological developments contribute to change in this period?
What was the origin, development, significance and long-term impact of imperialism in this period?
What was the significance of World War I?
The following content is taught as part of an overview for the historical period. It is not intended to be taught in depth.
Overview content identifies important features of the period (1750 1918) as part of an expansive chronology that helps
students understand broad patterns of historical change. As such, the overview provides the broader context for the
teaching of depth study content and can be built into various parts of a teaching and learning program. This means that
overview content can be used to give students an introduction to the historical period; to make the links to and between the
depth studies, and to consolidate understanding through a review of the period.
Overview content for the making of the modern world includes the following:
the nature and significance of the Industrial Revolution and comparing the usefulness of artworks depicting life in
how it affected living and working conditions, including within the period with the first photographs
Australia (ACOKFH016)
investigating the changing nature of the sources that
provide a record of life in this period, such as paintings,
travellers journals and the development of photography
and film by 1918
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the nature and extent of the movement of peoples in the identifying the number of slaves transported and the
period (slaves, convicts and settlers) (ACOKFH015) nations/places involved (for example, Portugal, Britain,
France, Spain, North America)
the extent of European imperial expansion and different outlining the technologies of mass production that
responses, including in the Asian region (ACOKFH017) contributed to the Industrial Revolution and the changes
in Australian life that occurred as a result of these
technologies
the emergence and nature of significant economic, social outlining the features that reflect the emergence of a
and political ideas in the period, including nationalism belief in social and political equality, including the right
to vote, egalitarianism and universal education in
(ACOKFH019)
Australia
Depth studies
There are three depth studies for this historical period. For each depth study, there are up to three electives that focus on a
particular society, event, movement or development. It is expected that ONE elective will be studied in detail. The content in
each depth study elective is designed to allow detailed study of specific aspects of this historical period. As part of a
teaching and learning program, depth study content can be integrated with overview content and/or with other depth study
electives.
Students investigate how life changed in the period in depth through the study of ONE of these major developments: the
Industrial Revolution or Progressive ideas and movements or Movement of peoples. The study includes the causes and
effects of the development, and the Australian experience.
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The technological innovations that led to the Industrial mapping the British Empire c.1800 AD (CE) and the raw
Revolution, and other conditions that influenced the materials it obtained from colonies (for example, sugar
from Jamaica, wool from Australia and cotton from
industrialisation of Britain (ACDSEH017)
India)
The population movements and changing settlement examining changes to the population statistics of major
patterns during this period (ACDSEH080) cities during this period
The experiences of men, women and children during the describing the impact of steam, gas and electricity on
Industrial Revolution, and their changing way of life peoples way of life during the Industrial Revolution
(ACDSEH081)
investigating the changes in working conditions (for
example, longer working hours for low pay and the use
of children as a cheap source of labour)
The short and long-term impacts of the Industrial Revolution, describing the impact of factories, mines and cities on
including global changes in landscapes, transport and the environment, and on population growth and
distribution
communication (ACDSEH082)
OR
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The emergence and nature of key ideas in the period, with a explaining why an idea emerged and the basis of that
particular focus on ONE of the following: capitalism, idea (for example, egalitarianism being judged on
merit rather than by birth or past deeds)
socialism, egalitarianism, nationalism, imperialism,
Darwinism, Chartism (ACDSEH019)
Reasons why ONE key idea emerged and/or developed a investigating reasons why a key idea gained support,
following (ACDSEH086) such as the support for Chartism among the poorer
classes as a response to deteriorating living and
working conditions
The role of an individual or group in the promotion of ONE of explaining responses to particular ideas (for example,
these key ideas, and the responses to it, for example from how religious groups responded to ideas in Charles
Darwins 1859 book On the Origin of Species or how
workers, entrepreneurs, land owners, religious groups
workers responded to the idea of capitalism or
(ACDSEH087) socialism)
The short and long-term impacts of ONE of these ideas on assessing the impact of a key idea in Australia and
Australia and the world (ACDSEH088) elsewhere (for example, the effect of increasing
nationalist sentiment in Australia in the mid- to late
nineteenth century or the effects of Chartism on
democracy in Britain or on the Victorian goldfields)
OR
The influence of the Industrial Revolution on the movement mapping the movement of peoples in the transatlantic
of peoples throughout the world, including the transatlantic slave trade or in convict transportation to Australia
slave trade and convict transportation (ACDSEH018)
explaining the role of the Industrial Revolution in
creating a growing need for labour and transportation
Experiences of slaves, convicts and free settlers upon investigating sources that record the reactions of new
departure, their journey abroad, and their reactions on arrivals to other countries in this period (for example,
responses to the natural environment and climate)
arrival, including the Australian experience (ACDSEH083)
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Changes in the way of life of a group(s) of people who investigating the experiences of a specific group of
moved to Australia in this period, such as free settlers on the arrivals to Australia (for example, convicts in Sydney,
Hobart, Brisbane; or free settlers in Melbourne,
frontier in Australia (ACDSEH084)
Adelaide, Perth or Darwin)
The short and long-term impacts of the movement of peoples evaluating the effects of the movement of peoples on
during this period (ACDSEH085) the indigenous and immigrant populations
Students investigate the history of an Asian society OR Australia in the period 1750 1918 in depth.
Key features (social, cultural, economic, political) of ONE investigating the key aspects an Asian society at the
Asian society at the start of this period (ACDSEH093) beginning of this period (for example, identifying the
territorial extent of Qing China, the role and influence of
the Emperor, and the nature of literature, art and
architecture)
Change and continuity in the Asian society during this period, identifying aspects of the Asian society under
including any effects of contact (intended and unintended) investigation that remained the same or changed during
this period, especially as a result of contact with
with European power(s) (ACDSEH094)
European powers (for example, describing the British
Raj and identifying British influences on society (such as
the building of roads, an extensive railway network,
schools and Christian missions))
The position of the Asian society in relation to other nations investigating the confrontation between Japan and
in the world around the turn of the twentieth century (that is Western powers (for example, the Russo-Japanese war)
and the emergence of Japan as a major world power
1900), including the influence of key ideas such as
nationalism (ACDSEH142)
The significance of ONE key event that involved the Asian describing the activities of Christian missionaries in
society and European power(s), including different China and the outcomes of the Boxer Rebellion
perspectives of the event at the time (ACDSEH141)
Making a nation
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The extension of settlement, including the effects of contact explaining the effects of contact (for example, the
(intended and unintended) between European settlers in massacres of Aboriginal and Torres Strait Islander
people; their killing of sheep; the spread of European
Australia and Aboriginal and Torres Strait Islander Peoples
diseases) and categorising these effects as either
(ACDSEH020) intended or unintended
Experiences of non-Europeans in Australia prior to the 1900s outlining the migration of Chinese to the goldfields in
(such as the Japanese, Chinese, South Sea Islanders, Australia in the nineteenth century and attitudes towards
the Chinese as revealed in cartoons (for example, 'The
Afghans) (ACDSEH089)
Mongolian Octopus')
Living and working conditions in Australia around the turn of identifying the main features of housing, sanitation,
the twentieth century (that is 1900) (ACDSEH090) transport, education and industry that influenced living
and working conditions in Australia
Key people, events and ideas in the development of explaining the factors that contributed to federation and
Australian self-government and democracy, including, the the development of democracy in Australia, including
the role of key individuals, defence concerns, the 1890s
role of founders, key features of constitutional development,
depression, nationalist ideals and egalitarianism
the importance of British and Western influences in the
formation of Australias system of government and women's
examining the key features of and British and Western
voting rights (ACDSEH091)
influences on Australia's system of government
including the Westminster System and Federalism
Laws made by federal Parliament between 1901-1914 investigating how the major social legislation of the new
including the Harvester Judgment, pensions, and the Federal Government affected living and working
conditions in Australia (for example, invalid and old-age
Immigration Restriction Act (ACDSEH092)
pensions and the maternity allowance scheme)
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Students investigate key aspects of World War I and the Australian experience of the war, including the nature and
significance of the war in world and Australian history.
An overview of the causes of World War I and the reasons investigating the rise of nationalist sentiment as well as
why men enlisted to fight in the war (ACDSEH021) the values and attitudes towards war in the period
17501918 (for example, idealistic notions of war; sense
of adventure)
The places where Australians fought and the nature of identifying the places where Australians fought,
warfare during World War I, including the Gallipoli campaign including Fromelles, the Somme, Gallipoli, Sinai and
Palestine
(ACDSEH095)
The impact of World War I, with a particular emphasis on graphing the proportion of Australian servicemen who
Australia including the changing role of women died during World War I, compared to that of other
countries involved in the war
(ACDSEH096)
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The commemoration of World War I, including debates about investigating the ideals associated with the Anzac
the nature and significance of the Anzac legend tradition and how and why World War I is
commemorated within Australian society
(ACDSEH097)
Historical Skills
Use chronological sequencing to demonstrate the relationship representing the relationship between events in different
between events and developments in different periods and times and places using interactive timelines
places (ACHHS164)
placing key events in sequence (for example, the Boer
War, 18991902; World War I, 19141918), and
identifying parts of the world that were involved in, or
affected by, those events
Use historical terms and concepts (ACHHS165) discussing the contestability of particular historical terms
such as 'settlement', 'invasion' and 'colonisation' in the
context of Australias history
Identify and select different kinds of questions about the past developing questions about aspects of the past that
to inform historical inquiry (ACHHS166) require historical argument
Evaluate and enhance these questions (ACHHS167) developing an inquiry question such as: What were the
effects of the Industrial Revolution? and refining it as
further factors are introduced into the research process
Identify and locate relevant sources, using ICT and other locating historical sources from archives, museums and
methods (ACHHS168) online collections
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Identify the origin, purpose and context of primary and explaining the contextual significance of a source, such
secondary sources (ACHHS169) as Frank Hurleys World War I photos, and identifying the
purpose of Hurleys creation of composite photos
Process and synthesise information from a range of sources graphing historical data to identify past trends and to
for use as evidence in an historical argument (ACHHS170) draw conclusions about their significance (for example,
the proportion of Australian servicemen who returned
from World War I, and the lost generations in the years
after the war)
Evaluate the reliability and usefulness of primary and understanding that the reliability and usefulness of a
secondary sources (ACHHS171) source depends on the questions asked of it (for
example, an account may be one-sided; however, it may
still be useful in revealing past prevailing attitudes)
Identify and analyse the perspectives of people from the past investigating the role of human agency in historical
(ACHHS172) events and developments
Identify and analyse different historical interpretations recognising that historical interpretations may be
(including their own) (ACHHS173) provisional
Develop texts, particularly descriptions and discussions that developing a historical argument that identifies different
use evidence from a range of sources that are referenced possibilities in interpretation and argues a particular point
of view with consistent reference to the evidence
(ACHHS174)
available
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Select and use a range of communication forms (oral, using online conferencing and other forms of ICT to
graphic, written) and digital technologies (ACHHS175) discuss historical questions and issues
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710 History
Students sequence events and developments within a chronological framework, with reference to periods of time and their
duration. When researching, students develop different kinds of questions to frame a historical inquiry. They interpret, process,
analyse and organise information from a range of primary and secondary sources and use it as evidence to answer inquiry
questions. Students examine sources to compare different points of view. When evaluating these sources, they analyse origin
and purpose, and draw conclusions about their usefulness. They develop their own interpretations about the past. Students
develop texts, particularly explanations and discussions, incorporating historical interpretations. In developing these texts and
organising and presenting their conclusions, they use historical terms and concepts, evidence identified in sources, and they
reference these sources.
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710 History
Year 10
The modern world and Australia
The Year 10 curriculum provides a study of the history of the modern world and Australia from 1918 to the present, with an
emphasis on Australia in its global context. The twentieth century became a critical period in Australias social, cultural,
economic and political development. The transformation of the modern world during a time of political turmoil, global conflict and
international cooperation provides a necessary context for understanding Australias development, its place within the Asia-
Pacific region and its global standing.
The content provides opportunities to develop historical understanding through key concepts, including evidence, continuity
and change, cause and effect, perspectives, empathy, significance and contestability. These concepts may be
investigated within a particular historical context to facilitate an understanding of the past and to provide a focus for historical
inquiries.
The history content at this year level involves two strands: historical knowledge and understanding, and historical skills. These
strands are interrelated and have been developed to be taught in an integrated way, and in ways that are appropriate to specific
local contexts. The order and detail in which they are taught are programming decisions.
A framework for developing students historical knowledge, understanding and skills is provided by inquiry questions through
the use and interpretation of sources. The key inquiry questions for Year 10 are:
How did the nature of global conflict change during the twentieth century?
What were the consequences of World War II? How did these consequences shape the modern world?
How was Australian society affected by other significant global events and changes in this period?
The following content is taught as part of an overview for the historical period. It is not intended to be taught in depth.
Overview content identifies important features of the period (1918 to the present) as part of an expansive chronology that
helps students understand broad patterns of historical change. As such, the overview provides the broader context for the
teaching of depth study content and can be built into various parts of a teaching and learning program. This means that
overview content can be used to give students an introduction to the historical period; to make the links to and between the
depth studies, and to consolidate understanding through a review of the period.
Overview content for the Modern World and Australia includes the following:
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the inter-war years between World War I and World War II, recognising the main features of the Treaty of Versailles
including the Treaty of Versailles, the Roaring Twenties and (for example, territorial concessions required by
Germany and the imposition of war reparations)
the Great Depression (ACOKFH018)
continuing efforts post-World War II to achieve lasting peace creating a chronological account of conflicts in which
and security in the world, including Australias involvement in Australia has been involved and the resources (for
example, soldiers, equipment, intelligence) that Australia
UN peacekeeping (ACOKFH021)
committed to each conflict
the major movements for rights and freedom in the world and identifying the major movements for rights and freedom
the achievement of independence by former colonies in the world (including the US Civil Rights movement,
Aboriginal and Torres Strait Islander movements,
(ACOKFH022)
womens movements)
the nature of the Cold War and Australias involvement in identifying the Cold War superpowers as well as the
Cold War and post-Cold War conflicts (Korea, Vietnam, The significance of the Cuban Missile Crisis and the fall of
the Berlin Wall
Gulf Wars, Afghanistan), including the rising influence of
Asian nations since the end of the Cold War (ACOKFH023)
outlining the competing ideologies of capitalism and
communism, the US as the worlds last remaining
superpower, and the rising influence of China and India
(economic and political)
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developments in technology, public health, longevity and brainstorming forms of technology that have affected
standard of living during the twentieth century, and concern what people see and hear, where they go, and how they
live
for the environment and sustainability (ACOKFH024)
Depth studies
There are three depth studies for this historical period. For each depth study, there are up to three electives that focus on a
particular society, event, movement or development. It is expected that ONE elective will be studied in detail. The content in
each depth study elective is designed to allow detailed study of specific aspects of this historical period. As part of a
teaching and learning program, depth study content can be integrated with overview content and/or integrated with other
depth study electives.
Students investigate wartime experiences through a study of World War II in depth. This includes a study of the causes,
events, outcome and broader impact of the conflict as an episode in world history, and the nature of Australias involvement.
Overview of the causes and course of World War II outlining the contributing factors of World War II (for
(ACDSEH024) example, the outcomes of the Treaty of Versailles and
the League of Nations; the rise of Hitler and Japans
imperial ambitions)
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Examination of significant events of World War II, including investigating the scale and significance of the
the Holocaust and use of the atomic bomb (ACDSEH107) Holocaust, using primary sources
Experiences of Australians during World War II (such as explaining the significance of Kokoda as the battle that
Prisoners of War (POWs), the Battle of Britain, Kokoda, the halted the Japanese advance on Port Moresby and
helped foster the Anzac legend
Fall of Singapore) (ACDSEH108)
The impact of World War II, with a particular emphasis on the investigating the impact of World War II at a local and
Australian home front, including the changing roles of women national level (for example, significant events such as
the bombing of Darwin; the Japanese submarine attack
and use of wartime government controls (conscription,
on Sydney and the sinking of ships off the Australian
manpower controls, rationing and censorship) (ACDSEH109) coast; the Battle of Brisbane; the Cowra breakout and
the Brisbane Line)
The significance of World War II to Australias international evaluating the impact of World War II on the emergence
relationships in the twentieth century, with particular of the United States as a major world power and on
Australias alliance with the US (for example, the threat
reference to the United Nations, Britain, the USA and Asia
of Japan)
(ACDSEH110)
Students investigate struggles for human rights in depth. This will include how rights and freedoms have been ignored,
demanded or achieved in Australia and in the broader world context.
The origins and significance of the Universal Declaration of describing the drafting of the Universal Declaration of
Human Rights, including Australias involvement in the Human Rights and the contribution of Australias HV
Evatt
development of the declaration (ACDSEH023)
Background to the struggle of Aboriginal and Torres Strait describing accounts of the past experiences of
Islander Peoples for rights and freedoms before 1965, Aboriginal and Torres Strait Islander people who were
forcibly removed from their families
including the 1938 Day of Mourning and the Stolen
Generations (ACDSEH104)
The US civil rights movement and its influence on Australia outlining the Freedom Rides in the US, how they
(ACDSEH105) inspired civil rights campaigners in Australia, and how
they became a turning point in the Aboriginal and Torres
Strait Islander Peoples' struggle for rights and freedoms
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The significance of the following for the civil rights of describing the aims, tactics and outcomes of a particular
Aboriginal and Torres Strait Islander Peoples: 1962 right to event in the Aboriginal and Torres Strait Islander
Peoples' struggle for rights and freedoms
vote federally; 1967 Referendum; Reconciliation; Mabo
decision; Bringing Them Home Report (the Stolen
Generations), the Apology (ACDSEH106)
Methods used by civil rights activists to achieve change for investigating the role of Charles Perkins in the Freedom
Aboriginal and Torres Strait Islander Peoples, and the role of Ride of 1965 and the efficacy of television in bringing
the struggle for rights and freedoms to national attention
ONE individual or group in the struggle (ACDSEH134)
The continuing nature of efforts to secure civil rights and identifying areas (for example, education, health, work)
freedoms in Australia and throughout the world, such as the that are the focus for continued civil rights action for
Aboriginal and Torres Strait Islander Peoples
Declaration on the Rights of Indigenous Peoples (2007)
(ACDSEH143)
investigating the legacy of childrens experiences in
care (their placement in orphanages, Childrens
Homes, foster care and other forms of out-of-home
care), and the significance of the United Nations
Convention on the Rights of the Child (1990)
Students investigate one major global influence that has shaped Australian society in depth, including the development of
the global influence during the twentieth century. Students study ONE of these electives: Popular culture or Migration
experiences or The environment movement.
The nature of popular culture in Australia at the end of World identifying sports that were popular in Australia such as
War II, including music, film and sport (ACDSEH027) football, horse racing, cricket
Developments in popular culture in post-war Australia and investigating Americas cultural influence, as seen in the
their impact on society, including the introduction of television arrival of television for the Melbourne Olympics (1956)
and Bill Haleys Australian tour (1957)
and rock n roll (ACDSEH121)
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Changing nature of the music, film and television industry in identifying American and Asian influences on Australian
Australia during the post-war period, including the influence popular culture since World War II (for example, through
mainstream and Hollywood and Bollywood films)
of overseas developments (such as Hollywood, Bollywood
and the animation film industry in China and Japan)
(ACDSEH122)
Australias contribution to international popular culture investigating the changing contribution of the Australian
(music, film, television, sport) (ACDSEH123) rocknroll, film and television industries to Australian
culture and identity through the development and export
of music, film and television, for example the Easybeats
from Sydney and Go-Betweens from Brisbane,
Crocodile Dundee (1986)
Continuity and change in beliefs and values that have describing significant examples of continuity and change
influenced the Australian way of life (ACDSEH149) in beliefs and values, such as democratic ideals,
religious beliefs, egalitarianism
OR
The waves of post-World War II migration to Australia, investigating the nature of the waves of migration such
including the influence of significant world events as the countries that were the source of migrants, the
numbers of migrants from those countries, and trends in
(ACDSEH144)
migration since World War II such as increasing
migration from the Asian region to Australia
The impact of changing government policies on Australias describing the main features of a government policy that
migration patterns, including abolition of the White Australia affected migration to Australia, such as the Immigration
Restriction Act 1901 and use of the dictation test to
Policy, Populate or Perish (ACDSEH145)
restrict the immigration of non-Europeans
The impact of at least ONE world event or development and describing the impact of the Vietnam war on Vietnam
its significance for Australia, such as the Vietnam War and and how the communist victory in Vietnam (1975)
resulted in the arrival of refugees into Australia
Indochinese refugees (ACDSEH146)
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The contribution of migration to Australias changing identity investigating policies of multiculturalism since the 1970s
as a nation and to its international relationships and the concepts of cultural heritage and assimilation
(ACDSEH147)
analysing post-World War II population growth and the
development of Australias culturally diverse society
using different types of graphs
OR
The background to environmental awareness, including the outlining the emergence of concerns about the
nineteenth century National Parks movement in America and preservation of natural areas for future generations (for
example, as reflected in the establishment of national
Australia (ACDSEH028)
parks in the United States (Yellowstone National Park in
1872), Australia (Royal National Park in 1879), Canada
(Rocky Mountains National Park in 1885) and New
Zealand (Tongariro National Park in 1887))
The intensification of environmental effects in the twentieth investigating the impact of early texts that warned about
century as a result of population increase, urbanisation, environmental change (for example, Silent Spring by
Rachel Carson, 1962; Dont it make you want to go
increasing industrial production and trade (ACDSEH125)
home by Joe South, 1970; Mother Earth News
magazine in 1970; Mercy mercy me (the ecology)
lyrics by Marvin Gaye, 1971)
The growth and influence of the environment movement recognising the historic impact of the pictures of Earth
within Australia and overseas, and developments in ideas taken during the Apollo 8 mission and how they
influenced peoples view of the world
about the environment including the concept of
sustainability (ACDSEH126)
explaining the significance of ideas about the
environment (for example, Gaia the interaction of
Earth and its biosphere; limits of growth that unlimited
growth is unsustainable; sustainability that biological
systems need to remain diverse and productive over
time; and rights of nature recognition that humans and
their natural environment are closely interrelated)
Significant events and campaigns that contributed to popular investigating a range of environmental impacts (for
awareness of environmental issues, such as the campaign to example, the flooding of Lake Pedder in Tasmania,
deforestation in Indonesia, the decline of the Aral Sea,
prevent the damming of Australias Gordon River, the nuclear
the Exxon Valdez oil spill, the whaling industry)
accident at Chernobyl and the Jabiluka mine controversy in
1998 (ACDSEH127)
explaining the struggle over French nuclear weapon
testing in the Pacific 19661996 (for example, the
sinking of the ship, the Rainbow Warrior, in 1985)
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Responses of governments, including the Australian explaining the responses of governments and
Government, and international organisations to organisations to environmental threats (for example,
New Zealands anti-nuclear policy, the United States
environmental threats since the 1960s, including
Comprehensive Environmental Response,
deforestation and climate change (ACDSEH128) Compensation and Liability Act 1980 (CERCLA),
Australias first Great Barrier Reef Outlook Report
(2009)
Historical Skills
Use chronological sequencing to demonstrate the relationship placing in sequence the main events of the Freedom
between events and developments in different periods and Rides campaigns in the United States and Australia and
explaining the links between the two campaigns
places (ACHHS182)
Use historical terms and concepts (ACHHS183) defining and using terms and concepts such as
liberation, human rights, popular culture and
contestability
Identify and select different kinds of questions about the past changing a key question or related questions in an
to inform historical inquiry (ACHHS184) inquiry depending on the suitability of the sources
available
Evaluate and enhance these questions (ACHHS185) changing a key question or related questions in an
inquiry depending on the suitability of the sources
available
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Identify and locate relevant sources, using ICT and other locating sources for recording oral histories (for example,
methods (ACHHS186) Vietnam War veterans, recent migrants)
Identify the origin, purpose and context of primary and using data from immigration records and processing
secondary sources (ACHHS187) them using ICT to identify historical trends over time
Process and synthesise information from a range of sources combining historical data from a range of sources to
for use as evidence in an historical argument (ACHHS188) identify and explain the impact of World War II
Evaluate the reliability and usefulness of primary and understanding that the reliability and usefulness of a
secondary sources (ACHHS189) source depends on the questions asked of it (for
example, an account may be one-sided and therefore of
use in revealing past prevailing attitudes)
Identify and analyse the perspectives of people from the past analysing the views of men and women at different times
(ACHHS190) regarding gender equality in Australia and explaining how
these views might reflect changing values and attitudes
Identify and analyse different historical interpretations examining different accounts of the first 1957 rocknroll
(including their own) (ACHHS191) tours of Australia and identifying the different
perspectives based on age
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Explanation and communication Elaborations
Develop texts, particularly descriptions and discussions that developing a historical argument that identifies different
use evidence from a range of sources that are referenced possibilities in interpretation and argues a particular point
of view, with consistent and specific reference to the
(ACHHS192)
evidence available
Select and use a range of communication forms (oral, designing a poster that outlines the main arguments
graphic, written) and digital technologies (ACHHS193) against French nuclear testing in the Pacific and
explaining the nature and reliability of the sources used
to construct the poster
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710 History
Students sequence events and developments within a chronological framework, and identify relationships between events
across different places and periods of time. When researching, students develop, evaluate and modify questions to frame a
historical inquiry. They process, analyse and synthesise information from a range of primary and secondary sources and use it
as evidence to answer inquiry questions. Students analyse sources to identify motivations, values and attitudes. When
evaluating these sources, they analyse and draw conclusions about their usefulness, taking into account their origin, purpose
and context. They develop and justify their own interpretations about the past. Students develop texts, particularly explanations
and discussions, incorporating historical argument. In developing these texts and organising and presenting their arguments,
they use historical terms and concepts, evidence identified in sources, and they reference these sources.
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710 History
Glossary
AD
A part of a dating system, an abbreviation of anno Domini, meaning in the year of our Lord; the years after the birth of Christ.
ancient
As defined in the Australian Curriculum: History, the ancient period covers history from the development of early human
communities (from 60 000 BCE) to the end of late antiquity (around 650 CE).
Anzac Day
A national remembrance in Australia for the troops that fought at Gallipoli in Turkey (AprilDecember 1915) during World War I,
and for Australians who have fought in subsequent conflicts. The acronym ANZAC refers to the Australian and New Zealand
Army Corps (ANZAC).
artefact
Something made or shaped by humans for their use, such as a stone tool, a metal sword, a letter, a plastic toy, usually of
historical interest.
Asia
As defined in the Australian Curriculum: History, Asia refers to the territorial area that extends from the western border of
Pakistan, to the northern border of Mongolia, the eastern border of Japan, and to the southern border of Indonesia.
BCE
An abbreviation of before the Common Era. It is the same dating system as the traditionally used BC, meaning before Christ.
Historical dates before the birth of Christ are classified as BCE. There is no year zero in this dating system, so the year CE 1
immediately follows the year 1 BCE. Also see CE.
Used by historians to identify chains of events and developments over time, short-term and long-term.
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CE
An abbreviation of `Common Era. It is the same dating system as the traditionally used AD, short for the Latin phrase anno
Domini, in the year of our Lord. Historical dates after the birth of Christ are classified as CE. There is no year zero in this dating
system, so the year CE 1 immediately follows the year 1 BCE. Also see BCE.
chronology
citizenship
An identifiable body of knowledge, understanding and skills relating to the organisation and working of society, including a
country's political and social heritage, democratic processes, government, public administration and judicial systems.
concept
Any general notion or idea that is used to develop an understanding of the past, such as concepts related to the process of
historical inquiry (for example, evidence, continuity and change, perspectives, significance) and concepts that are culturally
significant to Aboriginal and Torres Strait Islander Peoples, such as Country/Place.
contestability
An inescapable characteristic of history that occurs when particular interpretations about the past are open to debate, for
example, as a result of a lack of evidence or different perspectives.
Are both evident in any given period of time and apply to the material and immaterial world, continuities being aspects of the
past that remain(ed) the same over certain periods of time.
Country/Place
In the Australian Curriculum, Country in this instance refers to a space mapped out by physical or intangible boundaries that
individuals or groups of Aboriginal Peoples occupy and regard as their own. It is a space with varying degrees of spirituality.
Place (as it pertains in Country/Place) is a space mapped out by physical or intangible boundaries that individuals or groups of
Torres Strait Islander Peoples occupy and regard as their own. It is a space with varying degrees of spirituality.
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culture
A body of beliefs, attitudes, skills and tools by which communities structure their lives and interact with their environments.
democracy
A form of government where a decision-making power is vested in the people. In a democracy, the people or their elected
representatives determine policy and/or laws. Equality of rights is a principle of democracy.
demography
A study of characteristics of human populations, such as size, age profile and life expectancy.
depth study
As described in the Australian Curriculum: History, a detailed study of specific aspects of a historical period, for example, a
particular society, event, movement or development. It gives students an opportunity to develop and apply concepts and skills of
historical inquiry. A depth study commonly employs investigation of a range of sources, and may include site and museum
visits.
development
Economic, social and political changes that improve the wellbeing of people.
digital media
Data generated in a computer, that is, digital audio, digital video, the World Wide Web and other technologies.
empathy
As defined in the Australian Curriculum: History, engaging with past thought and feelings through a historical inquiry.
empire
An extensive group of states or countries ruled over by a single monarch, or a sovereign state, which exercises political,
economic and cultural rule or control over the people within, such as the Roman Empire and the British Empire.
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ethical protocols
Involves an application of fundamental ethical principles when undertaking research and collecting information from
primarysources and secondarysources, for example, confidentiality, informed consent, citation and integrity of data.
evidence
What can be learnt from a historical source to help construct a historical narrative. Also see primary source and secondary
source.
Harmony Day
A national day, held in Australia, which celebrates Australias cultural diversity and promotes intercultural understanding and
peace.
historical inquiry
A process of investigation undertaken in order to understand the past. Steps in the inquiry process include posing questions,
locating and analysing sources and using evidence from sources to develop an informed explanation about the past.
imperialism
A process whereby rule or control is established and maintained over other peoples and nations.
industrialism
An introduction of machinery to produce large quantities of goods using fuel-based technology. Industrialisation involves a
division of labour and a development of factories and cities.
interpretation
An explanation of the past, for example, about a specific person, event or development. There may be more than one
interpretation of a particular aspect of the past because historians may have used different sources, asked different questions
and held different points of view about the topic.
liberalism
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medieval
A term used to describe the period of history between the end of the Roman Empire in the West in the fifth century CE to the
end of the Renaissance around 1500 CE.
modern
A term used to describe the period of history from the beginning of the Industrial Revolution around 1750 CE to the present.
narrative
In history, a way of making sense of the past based on a selection of events. There are different types of narrative such as
accounts of the past that relate a story (for example, personal, fictitious) and historical recounts (for example, the course of
events during the Second World War).
nationalism
native title
The name given by the High Court of Australia to Indigenous property rights recognised by the court in the Mabo judgement (3
June 1992). The Mabo judgement overthrew the concept of terra nullius that the land of Australia had belonged to no-one
when the British arrived in 1788.
oral histories
Peoples spoken recollections of the past, sometimes recorded through an audio or video interviews.
overview
As described in the Australian Curriculum: History, a conceptual and chronological framework for understanding a particular
historical period. It can consist of key features, events, developments and broad patterns of historical change. An overview
provides a context for a depth study.
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perspective
In humanities and social sciences, a world view or a set of ideas or beliefs that guide actions. Perspectives draw on a persons
or groups age, gender experiences, cultural or religious background, ideologies and/or intellectual contexts, which influence
their world view and inform their opinions, values, and actions. Two types of perspective can be considered: those of people,
and perspectives on events and phenomena of the past and present. Also see point of view.
point of view
Looking at someone or something from a location or position. In the Australian Curriculum: Humanities and Social Sciences, an
individuals view about a particular person, event or phenomena, which may be irrational and/or immediately sensed, or deeply
considered and reflective. Also see perspective.
primary sources
In history, objects and documents created or written during the time being investigated, for example, during an event or very
soon after. Examples of primary sources include official documents, such as laws and treaties; personal documents, such as
diaries and letters; photographs; film, documentaries, artefacts, and oral histories. These original, firsthand accounts are
analysed by a historian to answer questions about the past.
quantitative
Measuring or being measured and expressed in numerical terms, for example, the number of women who arrived on the First
Fleet; the proportion of Australian soldiers who died in World War I; radiocarbon dating of an ancient site.
religion
An organised system of human values, which recognises spiritual or transcendent dimensions in life.
secondary sources
In history, accounts about the past that were created after the time being investigated, and which often use or refer to primary
sources and present a particular interpretation. Examples of secondary sources include writings of historians, encyclopaedia,
documentaries, history textbooks and websites.
significance
Pertaining to events, periods, developments, perspectives and ideas of the past, which are regarded as having important
consequences, duration and relevance to the present, from the point of view of society or ordinary people when contextualised
to larger events.
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significant past
Those aspects of history that are of importance or significance for a nation or group when considering such issues as curricula,
or research funding, or what should be emphasised in museums.
source
Any written or non-written material that can be used to investigate the past, for example, coins, photographs, letters,
gravestones, buildings, transcripts. A source becomes evidence if it is of value to a particular inquiry.
sustainability
An ongoing capacity of an environment to maintain all life, whereby the needs of the present are met without compromising the
ability of future generations to meet their needs.
term
In the Australian Curriculum: History, a word or phrase used to describe an abstract aspect or feature of the past (for example,
colonisation, revolution, imperialism, democracy) and more specific features (for example, pyramid, gladiator, temple, rock
shelter).
terra nullius
A concept in international law meaning 'a territory belonging to no-one' or 'over which no-one claims ownership'. The concept
has been used to justify the colonisation of Australia. Also see native title.
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The Australian Curriculum
Humanities and Social Sciences
- 710 Geography
Overview
Rationale
In a world of increasing global integration and international mobility, it is critical to the wellbeing and sustainability of the
environment and society that young Australians develop a holistic understanding of the world. This requires deep knowledge
and understanding of why the world is the way it is and the interconnections between people, places and environments over
place and time.
The Australian Curriculum: Geography empowers students to shape change for a socially just and sustainable future.
Geography inspires curiosity and wonder about the diversity of the worlds places, peoples, cultures and environments. Through
a structured way of exploring, analysing and understanding the characteristics of the places that make up our world, Geography
enables students to question why the world is the way it is, and reflect on their relationships with and responsibilities for that
world.
Geography teaches students to respond to questions in a geographically distinctive way; plan inquiries; collect, evaluate,
analyse and interpret information; and suggest responses to what they have learnt. Geography provides students with
opportunities to develop a wide range of general skills, capabilities and dispositions that can be applied in everyday life and at
work. The subject helps students to develop information and communication technology skills; an appreciation and respect for
social, cultural and religious diversity and different perspectives; an understanding of ethical research principles; a capacity for
teamwork; and an ability to solve problems and to think critically and creatively.
Geography helps students to be regional and global citizens capable of active and ethical participation.
Aims
The Australian Curriculum: Geography aims to ensure that students develop:
a sense of wonder, curiosity and respect about places, people, cultures and environments throughout the world
a deep geographical knowledge of their own locality, Australia, the Asia region and the world
the ability to think geographically, using geographical concepts
the capacity to be competent, critical and creative users of geographical inquiry methods and skills
as informed, responsible and active citizens who can contribute to the development of an environmentally and
economically sustainable, and socially just world.
Structure
The Australian Curriculum: Geography is organised in two related strands: geographical knowledge and understanding, and
geographical inquiry and skills.
Geographical knowledge refers to the facts, generalisations, principles, theories and models developed in Geography. This
knowledge is dynamic and its interpretation can be contested, with opinions and conclusions supported by evidence and logical
argument.
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Geographical understanding is the ability to see the relationships between aspects of knowledge and construct explanatory
frameworks to illustrate these relationships. It is also the ability to apply this knowledge to new situations or to solve new
problems.
In Years 710, students build on their understanding of place, space, environment, interconnection, sustainability and change
and apply this understanding to a wide range of places and environments at the full range of scales, from local to global, and in
a range of locations. These concepts are the key ideas involved in teaching students to think geographically in the Australian
Curriculum: Geography and are developed in the following ways:
Place
The concept of place is about the significance of places and what they are like:
Places are parts of Earths surface that are identified and given meaning by people. They may be perceived, experienced,
understood and valued differently. They range in size from a part of a room or garden to a major world region. They can
be described by their location, shape, boundaries, features and environmental and human characteristics. Some
characteristics are tangible, for example landforms and people, while others are intangible, for example scenic quality and
culture.
Places are important to our security, identity and sense of belonging, and they provide us with the services and facilities
needed to support and enhance our lives. Where people live can influence their wellbeing and opportunities.
The environmental characteristics of a place are influenced by human actions and the actions of environmental processes
over short to long time periods.
The human characteristics of a place are influenced by its environmental characteristics and resources, relative location,
connections with other places, the culture of its population, the economy of a country, and the decisions and actions of
people and organisations over time and at different scales.
The places in which we live are created, changed and managed by people.
Each place is unique in its characteristics. As a consequence, the outcomes of similar environmental and socioeconomic
processes vary in different places, and similar problems may require different strategies in different places.
The sustainability of places may be threatened by a range of factors, for example natural hazards; climate change;
economic, social and technological change; government decisions; conflict; exhaustion of a resource and environmental
degradation.
Space
The concept of space is about the significance of location and spatial distribution, and ways people organise and manage the
spaces that we live in:
The environmental and human characteristics of places are influenced by their location, but the effects of location and
distance from other places on people are being reduced, though unequally, by improvements in transport and
communication technologies.
The individual characteristics of places form spatial distributions, and the analysis of these distributions contributes to
geographical understanding. The distributions also have environmental, economic, social and political consequences.
Spaces are perceived, structured, organised and managed by people, and can be designed and redesigned, to achieve
particular purposes.
Environment
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The concept of environment is about the significance of the environment in human life, and the important interrelationships
between humans and the environment:
The environment is the product of geological, atmospheric, hydrological, geomorphic, edaphic (soil), biotic and human
processes.
The environment supports and enriches human and other life by providing raw materials and food, absorbing and
recycling wastes, maintaining a safe habitat and being a source of enjoyment and inspiration. It presents both
opportunities for, and constraints on, human settlement and economic development. The constraints can be reduced but
not eliminated by technology and human organisation.
Culture, population density, type of economy, level of technology, values and environmental world views influence the
different ways in which people perceive, adapt to and use similar environments.
Management of human-induced environmental change requires an understanding of the causes and consequences of
change, and involves the application of geographical concepts and techniques to identify appropriate strategies.
Each type of environment has its specific hazards. The impact of these hazards on people is determined by both natural
and human factors, and can be reduced but not eliminated by prevention, mitigation and preparedness.
Interconnection
The concept of interconnection emphasises that no object of geographical study can be viewed in isolation:
Places and the people and organisations in them are interconnected with other places in a variety of ways. These
interconnections have significant influences on the characteristics of places and on changes in these characteristics.
Environmental and human processes, for example, the water cycle, urbanisation or human-induced environmental
change, are sets of cause-and-effect interconnections that can operate between and within places. They can sometimes
be organised as systems involving networks of interconnections through flows of matter, energy, information and actions.
Holistic thinking is about seeing the interconnections between phenomena and processes within and between places.
Sustainability
The concept of sustainability is about the capacity of the environment to continue to support our lives and the lives of other living
creatures into the future:
Sustainability is both a goal and a way of thinking about how to progress towards that goal.
Progress towards environmental sustainability depends on the maintenance or restoration of the environmental functions
that sustain all life and human wellbeing (economic and social).
An understanding of the causes of unsustainability requires a study of the environmental processes producing the
degradation of an environmental function; the human actions that have initiated these processes; and the attitudinal,
demographic, social, economic and political causes of these human actions. These can be analysed through the
framework of humanenvironment systems.
There are a variety of contested views on how progress towards sustainability should be achieved and these are often
informed by world views such as stewardship.
Scale
The concept of scale is about the way that geographical phenomena and problems can be examined at different spatial levels:
Generalisations made and relationships found at one level of scale may be different at a higher or lower level. For
example, in studies of vegetation, climate is the main factor at the global scale but soil and drainage may be the main
factors at the local scale.
Cause-and-effect relationships cross scales from the local to the global and from the global to the local. For example,
local events can have global outcomes, such as the effects of local vegetation removal on global climate.
Change
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The concept of change is about explaining geographical phenomena by investigating how they have developed over time:
Environmental change can occur over both short and long time frames, and both timescales have interrelationships with
human activities.
Environmental, economic, social and technological change is spatially uneven, and affects places differently.
An understanding of the current processes of change can be used to predict change in the future and to identify what
would be needed to achieve preferred and more sustainable futures.
Geographical inquiry is a process by which students learn about and deepen their holistic understanding of their world. It
involves individual or group investigations that start with geographical questions and proceed through the collection, evaluation,
analysis and interpretation of information to the development of conclusions and proposals for actions. Inquiries may vary in
scale and geographical context.
Geographical skills are the techniques that geographers use in their investigations, both in fieldwork and in the classroom.
Students learn to think critically about the methods used to obtain, represent, analyse and interpret information and
communicate findings. Key skills developed through Geography in the Australian Curriculum include formulating a question and
research plan, recording and data representation skills, using a variety of spatial technologies and communicating using
appropriate geographical vocabulary and texts.
Geographical skills are described in the curriculum under five subheadings representing the stages of a complete investigation.
Over each two-year stage, students should learn the methods and skills specified for that stage, but it is not intended that they
should always be learnt in the context of a complete inquiry. Teachers could, for example, provide students with data to
represent or analyse rather than have them collect the information themselves. Inquiry does not always require the collection
and processing of information: the starting point could be a concept or an ethical or aesthetic issue that can be explored orally.
Many inquiries should start from the observations, questions and curiosity of students. Inquiry will progressively move from more
teacher-centred to more student-centred as students develop cognitive abilities and gain experience with the process and
methods across the years of schooling.
Observing, questioning and planning: Identifying an issue or problem and developing geographical questions to investigate
the issue or find an answer to the problem.
Collecting, recording, evaluating and representing: Collecting information from primary and/or secondary sources, recording
the information, evaluating it for reliability and bias, and representing it in a variety of forms.
Interpreting analysing and concluding: Making sense of information gathered by identifying order, diversity, patterns,
distributions, trends, anomalies, generalisations and cause-and-effect relationships, using quantitative and qualitative methods
appropriate to the type of inquiry and developing conclusions. It also involves interpreting the results of this analysis and
developing conclusions.
Communicating: Communicating the results of investigations using combinations of methods (written, oral, audio, physical,
graphical, visual and mapping) appropriate to the subject matter, purpose and audience.
Reflecting and responding: Evaluating findings of an investigation to reflect on what has been learnt and the process and
effectiveness of the inquiry; to propose actions that consider environmental, economic and social factors; and to reflect on
implications of proposed or realised actions.
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The two strands are integrated in the development of a teaching and learning program. The geographical knowledge and
understanding strand is developed year by year and provides the contexts through which particular skills are developed. The
geographical inquiry and skills strand has common content descriptions for each two-year band of schooling, but with
elaborations specific to each year to support the changing content of the geographical knowledge and understanding strand.
Each year level includes key inquiry questions that provide a framework for developing students geographical knowledge and
understanding, and inquiry and skills.
PDF documents
Resources and support materials for the Australian Curriculum: Geography are available as PDF documents.
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710 Geography
Year 7
There are two units of study in the Year 7 curriculum for Geography: Water in the world and Place and liveability.
Water in the world focuses on water as an example of a renewable environmental resource. This unit examines the many uses
of water, the ways it is perceived and valued, its different forms as a resource, the ways it connects places as it moves through
the environment, its varying availability in time and across space, and its scarcity. Water in the world develops students
understanding of the concept of environment, including the ideas that the environment is the product of a variety of processes,
that it supports and enriches human and other life, that people value the environment in different ways and that the environment
has its specific hazards. Water is investigated using studies drawn from Australia, countries of the Asia region, and countries
from West Asia and/or North Africa.
Place and liveability focuses on the concept of place through an investigation of liveability. This unit examines factors that
influence liveability and how it is perceived, the idea that places provide us with the services and facilities needed to support and
enhance our lives, and that spaces are planned and managed by people. It develops students ability to evaluate the liveability
of their own place and to investigate whether it can be improved through planning. The liveability of places is investigated using
studies drawn from Australia and Europe.
The content of this year level is organised into two strands: geographical knowledge and understanding, and geographical
inquiry and skills. These strands are interrelated and have been developed to be taught in an integrated manner, and in ways
that are appropriate to specific local contexts. The order and detail in which they are taught are programming decisions.
A framework for developing students geographical knowledge, understanding and skills is provided through the inclusion of
inquiry questions and specific inquiry skills, including the use and interpretation of maps, photographs and other representations
of geographical data.
How do peoples reliance on places and environments influence their perception of them?
What effect does the uneven distribution of resources and services have on the lives of people?
What approaches can be used to improve the availability of resources and access to services?
Classification of environmental resources and the forms that classifying resources into renewable, non-renewable and
water takes as a resource (ACHGK037) continuous resources, and investigating examples of
each type
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The way that flows of water connects places as it moves explaining how the movement of water through the
through the environment and the way this affects places environment connects places (for example, the melting of
snow in spring feeding rivers and dams downstream)
(ACHGK038)
The quantity and variability of Australias water resources investigating the main causes of rainfall and applying
compared with other continents (ACHGK039) their knowledge to explain the seasonal rainfall patterns
in their own place and in a place with either significantly
higher or lower rainfall
The nature of water scarcity and ways of overcoming it, investigating the causes of water scarcity (for example,
including studies drawn from Australia and West Asia and/or an absolute shortage of water (physical), inadequate
development of water resources (economic), or the ways
North Africa (ACHGK040)
water is used)
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Economic, cultural, spiritual and aesthetic value of water for examining and comparing places in Australia and
people, including Aboriginal and Torres Strait Islander countries of the Asia region that have economies and
communities based on irrigation (for example, rice
Peoples and peoples of the Asia region (ACHGK041)
production in the Murrumbidgee Irrigation Area in NSW
and the Mekong Delta in Vietnam)
Causes, impacts and responses to an atmospheric or explaining the physical causes and the temporal and
hydrological hazard (ACHGK042) spatial patterns of an atmospheric or hydrological hazard
through a study of either droughts, storms, tropical
cyclones or floods
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Factors that influence the decisions people make about where investigating their and others interpretations of the
to live and their perceptions of the liveability of places concept of liveability and choices about where to live (for
example, connections to cultural groups, adolescent
(ACHGK043)
bright lights attraction, retiree tree change and families
with children locating near schools, and other facilities)
The influence of accessibility to services and facilities on the comparing accessibility to and availability of a range of
liveability of places (ACHGK044) services and facilities between different types of
settlements (urban, rural and remote) in Australia and
other countries (for example, access to clean water,
sanitation, education and health services)
The influence of environmental quality on the liveability of researching the effects of air pollution on the liveability of
places (ACHGK045) cities
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The influence of social connectedness and community identity discussing the different types of places where people can
on the liveability of place (ACHGK046) feel included or excluded, safe or threatened, and
evaluating how this affects perceptions about liveability of
places
Strategies used to enhance the liveability of places, especially researching methods implemented in Australia and
for young people, including examples from Australia and Europe to improve the liveability of a place, and
evaluating their applicability to their own locality
Europe (ACHGK047)
Develop geographically significant questions and plan an developing questions about an area of focus in the
inquiry, using appropriate geographical methodologies and geographical knowledge and understanding strand (for
example, the causes of water scarcity or factors affecting
concepts (ACHGS047)
the liveability of a place)
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Evaluate sources for their reliability and usefulness and gathering relevant data from a range of primary sources
select, collect and record relevant geographical data and (for example, from observation and annotated field
sketches, surveys and interviews, or photographs) about
information, using ethical protocols, from appropriate primary
the impacts of and responses to a hydrological hazard, or
and secondary sources (ACHGS048) the factors influencing decisions people make about
where to live
Represent data in a range of appropriate forms, for example constructing tables, graphs, maps and diagrams to
climate graphs, compound column graphs, population represent the data collected about water scarcity and
liveability of places
pyramids, tables, field sketches and annotated diagrams, with
and without the use of digital and spatial technologies
(ACHGS049) creating an annotated diagram to show: how water flows
through the environment and connects places; or the
influence of environmental quality on the liveability of
places
Represent spatial distribution of different types of creating a map to show the spatial distribution and
geographical phenomena by constructing appropriate maps at patterns of liveability, using computer mapping software
different scales that conform to cartographic conventions,
using spatial technologies as appropriate (ACHGS050) developing a map to show the spatial distribution of
measures of the liveability of their own place, or a
selected hydrological hazard in Australia and another
region of the world
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Interpret geographical data and other information using using aerial images of contrasting places to identify
qualitative and quantitative methods, and digital and spatial differences in housing density
technologies as appropriate, to identify and propose
explanations for spatial distributions, patterns and trends, and using graphs, weather maps and satellite images to
infer relationships (ACHGS051) examine the temporal and spatial patterns of a selected
hydrological hazard in Australia and another region of the
world (for example, countries of the Asia region or of the
Pacific region)
Apply geographical concepts to draw conclusions based on reviewing the results of an analysis to propose an answer
the analysis of the data and information collected to an inquiry question, using as an organiser at least one
of the concepts of place, space, environment,
(ACHGS052)
interconnection, sustainability, scale or change
Communicating Elaborations
Present findings, arguments and ideas in a range of presenting a report, supported by graphic
communication forms selected to suit a particular audience representations, to communicate a reasoned argument
(for example, to propose actions to ensure future water
and purpose; using geographical terminology and digital
security)
technologies as appropriate (ACHGS053)
Reflect on their learning to propose individual and collective reflecting on personal values and attitudes and how
action in response to a contemporary geographical challenge, these influence responses to an issue (for example, the
effect of perceptions of crime on liveability)
taking account of environmental, economic and social
considerations, and predict the expected outcomes of their
proposal (ACHGS054) proposing actions to respond to geographical issues
related to environmental and economic sustainability (for
example, ensuring a sustainable supply of water, after
considering the possible outcomes for different groups)
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710 Geography
Students identify geographically significant questions to frame an inquiry. They evaluate a range of primary and secondary
sources to locate useful information and data. They record and represent data and the location and distribution of geographical
phenomena in a range of forms, including large-scale and small-scale maps that conform to cartographic conventions. They
interpret and analyse geographical maps, data and other information to propose simple explanations for spatial distributions,
patterns, trends and relationships, and draw conclusions. Students present findings and arguments using relevant geographical
terminology and digital technologies in a range of communication forms. They propose action in response to a geographical
challenge, taking account of environmental, economic and social factors, and describe the expected effects of their proposal.
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710 Geography
Year 8
There are two units of study in the Year 8 curriculum for Geography: Landforms and landscapes and Changing nations.
Landforms and landscapes focuses on investigating geomorphology through a study of landscapes and their landforms. This
unit examines the processes that shape individual landforms, the values and meanings placed on landforms and landscapes by
diverse cultures, hazards associated with landscapes, and management of landscapes. Landforms and landscapes develops
students understanding of the concept of environment and enables them to explore the significance of landscapes to people,
including Aboriginal and Torres Strait Islander Peoples. These distinctive aspects of landforms and landscapes are investigated
using studies drawn from Australia and throughout the world.
Changing nations investigates the changing human geography of countries, as revealed by shifts in population distribution. The
spatial distribution of population is a sensitive indicator of economic and social change, and has significant environmental,
economic and social effects, both negative and positive. The unit explores the process of urbanisation and draws on a study of
a country of the Asia region to show how urbanisation changes the economies and societies of low- and middle-income
countries. It investigates the reasons for the high level of urban concentration in Australia, one of the distinctive features of
Australias human geography, and compares Australia with the United States of America. The redistribution of population
resulting from internal migration is examined through case studies of Australia and China, and is contrasted with the way
international migration reinforces urban concentration in Australia. The unit then examines issues related to the management
and future of Australias urban areas.
The content of this year level is organised into two strands: geographical knowledge and understanding, and geographical
inquiry and skills. These strands are interrelated and have been developed to be taught in an integrated manner, and in ways
that are appropriate to specific local contexts. The order and detail in which they are taught are programming decisions.
A framework for developing students geographical knowledge, understanding and skills is provided through the inclusion of
inquiry questions and specific inquiry skills, including the use and interpretation of maps, photographs and other representations
of geographical data.
How do environmental and human processes affect the characteristics of places and environments?
How do the interconnections between places, people and environments affect the lives of people?
What are the consequences of changes to places and environments and how can these changes be managed?
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Different types of landscapes and their distinctive landform identifying different types of landscapes (for example,
features (ACHGK048) coastal, riverine, arid, mountain and karst) and describing
examples from around the world, including Antarctica
Spiritual, aesthetic and cultural value of landscapes and discussing the representation of landscapes in literature,
landforms for people, including Aboriginal and Torres Strait song/music, film and art
Islander Peoples (ACHGK049)
analysing the role of geomorphic landforms and
landscapes in tourism (for example, the Grand Canyon in
the USA or Uluru in Australia)
Geomorphic processes that produce landforms, including a describing the influence of folding, faulting or volcanism
case study of at least one landform (ACHGK050) on a chosen landform
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Human causes and effects of landscape degradation analysing the effects of erosion and sedimentation
(ACHGK051) produced by human activities, including farming and
recreation, on landscape quality
Ways of protecting significant landscapes (ACHGK052) identifying different views about the value of particular
environments (for example, recreational, psychological,
aesthetic and spiritual), and about the nature and extent
of their protection, and discussing how this links to ideas
about environmental sustainability
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Causes, impacts and responses to a geomorphological investigating the natural causes and spatial distribution of
hazard (ACHGK053) a geomorphological hazard (for example, volcanic
eruption, earthquake, tsunami, landslide, avalanche)
Causes and consequences of urbanisation, drawing on a discussing urbanisation as a shift in where, how and why
study from Indonesia, or another country of the Asia region people live where they do
(ACHGK054)
exploring the connections between urbanisation and
economic and social opportunities
Differences in urban concentration and urban settlement researching the causes of urban concentration in
patterns between Australia and the United States of America, Australia and the United States of America (for example,
the history of European settlement, migration, the export
and their causes and consequences (ACHGK055)
orientation of the economy, the centralisation of state
governments, environmental constraints and the shape of
transportation networks)
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Reasons for, and effects of, internal migration in both identifying and explaining the main types, patterns and
Australia and China (ACHGK056) trends of internal migration in Australia (for example,
employment, lifestyle and retirement migration)
Reasons for, and effects of, international migration in identifying and explaining the main types and patterns of
Australia (ACHGK058) international migration (for example, permanent
migration, temporary labour migration, student migration,
forced migration (including refugees) and family reunion)
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Management and planning of Australias urban future examining the forecasts for the size of Australias major
(ACHGK059) cities and regional urban centres, and discussing the
implications for their environmental sustainability and
liveability
Develop geographically significant questions and plan an developing questions on an area of focus in the
inquiry using appropriate geographical methodologies and geographical knowledge and understanding strand (for
example, about types of landforms or reasons for urban
concepts (ACHGS055)
settlements)
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Evaluate sources for their reliability and usefulness and gathering relevant data from a range of primary sources
select, collect and record relevant geographical data and (for example, from observation and annotated field
sketches, surveys and interviews, or photographs) about
information, using ethical protocols, from appropriate primary
the ways to protect significant landscapes
and secondary sources (ACHGS056)
Represent data in a range of appropriate forms, for example, constructing tables and graphs of demographic or
climate graphs, compound column graphs, population economic data for Australia or China
pyramids, tables, field sketches and annotated diagrams, with
and without the use of digital and spatial technologies creating annotated diagrams to show a landscape and its
(ACHGS057) landforms
Represent spatial distribution of different types of developing a statistical map to show demographic or
geographical phenomena by constructing appropriate maps at economic data for Australia or China, or show the cultural
and demographic diversity of Aboriginal and Torres Strait
different scales that conform to cartographic conventions,
Islander Peoples using mapping software
using spatial technologies as appropriate (ACHGS058)
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Interpret geographical data and other information using analysing spatial distributions to infer relationships and
qualitative and quantitative methods, and digital and spatial suggest possible causes and effects
technologies as appropriate, to identify and propose
explanations for spatial distributions, patterns and trends, and using digital mapping tools to map the cultural and
infer relationships (ACHGS059) demographic diversity of Aboriginal and Torres Strait
Islander Peoples
Apply geographical concepts to draw conclusions based on reviewing the results of an analysis to propose and
the analysis of data and information collected (ACHGS060) defend answers to an inquiry question, emphasising at
least one of the geographical concepts of place, space,
environment, interconnection, sustainability, scale or
change
Communicating Elaborations
Present findings, arguments and ideas in a range of presenting a report, supported by spatial technologies, to
communication forms selected to suit a particular audience communicate a reasoned argument (for example, to
advocate for actions to ensure that landscapes and
and purpose; using geographical terminology and digital
seascapes can be managed sustainably for use by future
technologies as appropriate (ACHGS061) generations)
Reflect on their learning to propose individual and collective reflecting on the inquiry process and suggesting
action in response to a contemporary geographical challenge, questions that would be suitable for further investigation
taking account of environmental, economic and social
considerations, and predict the expected outcomes of their reflecting on personal values and attitudes and how
proposal (ACHGS062) these influence responses to an issue (for example, the
protection of landscapes)
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710 Geography
Students identify geographically significant questions from observations to frame an inquiry. They evaluate a range of primary
and secondary sources to locate useful and reliable information and data. They select, record and represent data and the
location and distribution of geographical phenomena in a range of appropriate digital and non-digital forms, including maps at
different scales that conform to cartographic conventions. They analyse geographical maps, data and other information to
propose explanations for spatial distributions, patterns, trends and relationships, and draw reasoned conclusions. Students
present findings, arguments and ideas using relevant geographical terminology and digital technologies in a range of
appropriate communication forms. They propose action in response to a geographical challenge, taking account of
environmental, economic and social factors, and predict the outcomes of their proposal.
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710 Geography
Year 9
There are two units of study in the Year 9 curriculum for Geography: Biomes and food security and Geographies of
interconnections.
Biomes and food security focuses on investigating the role of the biotic environment and its role in food and fibre production.
This unit examines the biomes of the world, their alteration and significance as a source of food and fibre, and the
environmental challenges of and constraints on expanding food production in the future. These distinctive aspects of biomes,
food production and food security are investigated using studies drawn from Australia and across the world.
Geographies of interconnections focuses on investigating how people, through their choices and actions, are connected to
places throughout the world in a wide variety of ways, and how these connections help to make and change places and their
environments. This unit examines the interconnections between people and places through the products people buy and the
effects of their production on the places that make them. Students examine the ways that transport and information and
communication technologies have made it possible for an increasing range of services to be provided internationally, and for
people in isolated rural areas to connect to information, services and people in other places. These distinctive aspects of
interconnection are investigated using studies drawn from Australia and across the world.
The content of this year level is organised into two strands: geographical knowledge and understanding, and geographical
inquiry and skills. These strands are interrelated and have been developed to be taught in an integrated manner, and in ways
that are appropriate to specific local contexts. The order and detail in which they are taught are programming decisions.
A framework for developing students geographical knowledge, understanding and skills is provided through the inclusion of
inquiry questions and specific inquiry skills, including the use and interpretation of maps, photographs and other representations
of geographical data.
What are the causes and consequences of change in places and environments and how can this change be managed?
What are the future implications of changes to places and environments?
Why are interconnections and interdependencies important for the future of places and environments?
Distribution and characteristics of biomes as regions with identifying and describing the major aquatic and
distinctive climates, soils, vegetation and productivity terrestrial biomes of Australia and the world, and their
spatial distribution
(ACHGK060)
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Human alteration of biomes to produce food, industrial identifying the biomes in Australia and overseas that
materials and fibres, and the use of systems thinking to produce some of the foods and plant material people
consume
analyse the environmental effects of these alterations
(ACHGK061)
investigating ways that the production of food and fibre
has altered some biomes (for example, through
vegetation clearance, introduction of exotic species,
drainage, terracing and irrigation)
Environmental, economic and technological factors that describing how environmental factors (for example,
influence crop yields in Australia and across the world climate, soil, landform and water), can support higher
crop yields and investigating the environmental
(ACHGK062)
constraints on agricultural production in Australia (for
example, soil moisture, water resources and soils)
Challenges to food production, including land and water exploring environmental challenges to food production
degradation, shortage of fresh water, competing land uses, from land degradation (soil erosion, salinity,
desertification), industrial pollution, water scarcity and
and climate change, for Australia and other areas of the world
climate change
(ACHGK063)
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The capacity of the worlds environments to sustainably feed examining the effects of anticipated future population
the projected future global population (ACHGK064) growth on global food production and security, and its
implications for agriculture and agricultural innovation
The perceptions people have of place, and how these comparing students' perceptions and use of places and
influence their connections to different places (ACHGK065) spaces in their local area, particularly at different times of
day, between males and females, different age groups,
people with and without disability, and people from
diverse cultures including Indigenous and non-
Indigenous peoples, and reflecting on the differences
The way transportation and information and communication describing the differences in people's access to the
technologies are used to connect people to services, internet between and within countries and exploring how
information and communication technologies are being
information and people in other places (ACHGK066)
used to connect people to information, services and
people in other places (for example, in rural areas across
Australia and the world, including selected countries of
the Asia region)
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The ways that places and people are interconnected with investigating how and why places are interconnected
other places through trade in goods and services, at all scales regionally, nationally and globally through trade in goods
and services
(ACHGK067)
The effects of the production and consumption of goods on exploring the environmental impacts of the consumer
places and environments throughout the world and including a product on the places that produce the raw materials,
make the product, and receive the wastes at the end of
country from North-East Asia (ACHGK068)
its life
The effects of peoples travel, recreational, cultural or leisure investigating the global growth of tourism and its likely
choices on places, and the implications for the future of these effects on the future of places
places (ACHGK069)
discussing the effects of people's cultural and leisure
choices on towns and cities (for example, predicting how
changing choices may affect these and other places in
the future)
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Develop geographically significant questions and plan an developing questions of geographical significance about
inquiry that identifies and applies appropriate geographical an area of focus in the geographical knowledge and
understanding strand (for example, questions about the
methodologies and concepts (ACHGS063)
importance of food security or types of interconnections)
Evaluate sources for their reliability, bias and usefulness and gathering relevant data from a range of primary sources
select, collect, record and organise relevant geographical data (for example, from observation and annotated field
sketches, conducting surveys and interviews and
and information, using ethical protocols, from a range of
experiments, or taking photographs) about challenges to
appropriate primary and secondary sources (ACHGS064) food production or the effects of peoples travel,
recreational, cultural or leisure choices on places
Represent multi-variable data in a range of appropriate forms, creating a diagram to illustrate the flows of nutrients and
for example scatter plots, tables, field sketches and annotated energy within a biome, and the alterations to these flows
produced by agriculture
diagrams, with and without the use of digital and spatial
technologies (ACHGS065)
developing a table to show the types of challenges to
food production in Australia compared to other areas of
the world, or the ways that places and people are
interconnected through trade
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Represent spatial distribution of geographical phenomena by creating a map to show the relationship between biomes
constructing special purpose maps that conform to and world food production, using a spatial technologies
application
cartographic conventions, using spatial technologies as
appropriate (ACHGS066)
Interpret and analyse multi-variable data and other constructing a graph to show the relationship between
geographical information using qualitative and quantitative growth in world population and world food production
methods, and digital and spatial technologies as appropriate,
to make generalisations and inferences, propose explanations comparing maps showing transport networks with survey
for patterns, trends, relationships and anomalies, and predict responses on personal mobility
outcomes (ACHGS067)
analysing maps of world internet traffic and proposing
explanations about the pattern and distribution of
connections
Apply geographical concepts to synthesise information from testing conclusions by considering alternative points of
various sources and draw conclusions based on the analysis view about an area of inquiry and providing a response
using as organisers at least two of the concepts of place,
of data and information, taking into account alternative points
space, environment, interconnection, sustainability, scale
of view (ACHGS068) and change
Identify how geographical information systems (GIS) might be identifying the relevant layers of a geographical
used to analyse geographical data and make predictions information system and using them to investigate how
they can portray and analyse demographic, economic
(ACHGS069)
and environmental data
Communicating Elaborations
Present findings, arguments and explanations in a range of presenting an oral response, supported by visual aids
appropriate communication forms, selected for their including maps, to communicate a reasoned argument
about a contemporary geographical issue, and
effectiveness and to suit audience and purpose; using
responding to questions
relevant geographical terminology, and digital technologies as
appropriate (ACHGS070)
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Reflect on and evaluate findings of an inquiry to propose explaining how the application of geographical concepts
individual and collective action in response to a contemporary and methods has contributed to deep understanding of
the causes of and solutions to issues related to biomes,
geographical challenge, taking account of environmental,
food production and security, interconnections or spatial
economic, political and social considerations; and explain the change
predicted outcomes and consequences of their proposal
(ACHGS071)
examining the environmental, economic and social
factors that need to be considered in an investigation of a
contemporary geographical issue such as ways of
increasing Australian or global food production or the
effects of information and communications technologies
on the location of manufacturing or services and debating
alternative responses that consider environmental,
economic and social factors
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710 Geography
Students use initial research to identify geographically significant questions to frame an inquiry. They evaluate a range of
primary and secondary sources to select and collect relevant and reliable geographical information and data. They record and
represent multi-variable data in a range of appropriate digital and non-digital forms, including a range of maps that comply with
cartographic conventions. They use a range of methods and digital technologies to interpret and analyse maps, data and other
information to propose explanations for patterns, trends, relationships and anomalies across time and space, and to predict
outcomes. Students synthesise data and information to draw reasoned conclusions. They present findings, arguments and
explanations using relevant geographical terminology and digital representations in a range of appropriate communication
forms. Students propose action in response to a geographical challenge, taking account of environmental, economic and social
factors, and predict the outcomes and consequences of their proposal.
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710 Geography
Year 10
There are two units of study in the Year 10 curriculum for Geography: Environmental change and management and
Geographies of human wellbeing.
Environmental change and management focuses on investigating environmental geography through an in-depth study of a
specific environment. The unit begins with an overview of the environmental functions that support all life, the major challenges
to their sustainability, and the environmental world views including those of Aboriginal and Torres Strait Islander Peoples
that influence how people perceive and respond to these challenges. Students investigate a specific type of environment and
environmental change in Australia and one other country. They apply humanenvironment systems thinking to understand the
causes and consequences of the change and geographical concepts and methods to evaluate and select strategies to manage
the change.
Geographies of human wellbeing focuses on investigating global, national and local differences in human wellbeing between
places. This unit examines the different concepts and measures of human wellbeing, and the causes of global differences in
these measures between countries. Students explore spatial differences in wellbeing within and between countries, and
evaluate the differences from a variety of perspectives. They explore programs designed to reduce the gap between differences
in wellbeing. These distinctive aspects of human wellbeing are investigated using studies drawn from Australia, India and across
the world as appropriate.
The content of this year level is organised into two strands: geographical knowledge and understanding, and geographical
inquiry and skills. These strands are interrelated and have been developed to be taught in an integrated manner, and in ways
that are appropriate to specific local contexts. The order and detail in which they are taught are programming decisions.
A framework for developing students geographical knowledge, understanding and skills is provided through the inclusion of
inquiry questions and specific inquiry skills, including the use and interpretation of maps, photographs and other representations
of geographical data.
How can the spatial variation between places and changes in environments be explained?
What management options exist for sustaining human and natural systems into the future?
How do world views influence decisions on how to manage environmental and social change?
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Human-induced environmental changes that challenge discussing the concept of sustainability in relation to
sustainability (ACHGK070) environmental functions
Environmental world views of people and their implications for describing the role of peoples environmental world views
environmental management (ACHGK071) (for example, human-centred and earth-centred) in
producing different attitudes and approaches towards
environmental management
The Aboriginal and Torres Strait Islander Peoples researching the role of Aboriginal and Torres Strait
approaches to custodial responsibility and environmental Islander Peoples in environmental management
management in different regions of Australia (ACHGK072)
explaining Aboriginal and Torres Strait Islander models of
sustainability that contribute to broader conservation
practices
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The application of systems thinking to understanding the describing the nature of the environmental change and
causes and likely consequences of the its effect on the sustainability of environmental functions
environmental change being investigated (ACHGK073)
examining the interconnections between biophysical
processes and human actions that generate
environmental change, together with the consequences
of these changes
The application of geographical concepts and methods to the discussing the influence of peoples world views on
management of the environmental change being investigated programs for the management of the environmental
change being investigated
(ACHGK074)
The application of environmental economic and social criteria explaining how communities and governments attempt to
in evaluating management responses to the change balance environmental, economic and social criteria in
decisions on environmental programs, and the extent to
(ACHGK075)
which there can be trade-offs between them
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Different ways of measuring and mapping human wellbeing examining and comparing different perceptions of human
and development, and how these can be applied to measure wellbeing (for example, by comparing student rankings of
selected indicators)
differences between places (ACHGK076)
Reasons for spatial variations between countries in selected investigating the economic, social, technological, political
indicators of human wellbeing (ACHGK077) and or environmental causes of spatial inequality
between countries
Issues affecting development of places and their impact on investigating development issues (for example, access to
human wellbeing, drawing on a study from a developing clean water, sanitation, health services and adequate
food and shelter) and their potential impact on human
country or region in Africa, South America or the Pacific
wellbeing
Islands (ACHGK078)
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Reasons for, and consequences of, spatial variations in examining spatial data on human wellbeing in India to
human wellbeing on a regional scale within India or another identify the regions of India with high and low levels of
wellbeing, discussing identified patterns and explaining
country of the Asia region (ACHGK079)
the differences
Reasons for, and consequences of, spatial variations in researching spatial differences in the wellbeing of the
human wellbeing in Australia at the local scale (ACHGK080) Aboriginal and Torres Strait Islander population across
Australia, and the extent to which these differences
depend on how wellbeing is measured
The role of international and national government and non- examining a national, state or community program to
government organisations' initiatives in improving human reduce regional inequalities in wellbeing in a country (for
example, India)
wellbeing in Australia and other countries (ACHGK081)
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Develop geographically significant questions and plan an developing questions of geographical significance about
inquiry that identifies and applies appropriate geographical an area of focus in the geographical knowledge and
understanding strand (for example, questions related to
methodologies and concepts (ACHGS072)
the causes of environmental change or the extent of
variation in global wellbeing)
Evaluate sources for their reliability, bias and usefulness and gathering relevant data from a range of primary sources
select, collect, record and organise relevant geographical data (for example, from observation and annotated field
sketches, conducting surveys, interviews and
and information, using ethical protocols, from a range of
experiments, or taking photographs) about human-
appropriate primary and secondary sources (ACHGS073) induced environmental changes
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Represent multi-variable data in a range of appropriate forms, developing a table to show the responses to
for example scatter plots, tables, field sketches and annotated environmental change in a particular environment
diagrams, with and without the use of digital and spatial
technologies (ACHGS074) using scatter plots of data for countries or smaller areas
to investigate the relationship between two variables (for
example, per capita income and life expectancy for
countries) and to identify anomalies
Represent spatial distribution of geographical phenomena by constructing and interpreting choropleth maps to show
constructing special purpose maps that conform to patterns of human wellbeing at a local scale
cartographic conventions, using spatial technologies as
appropriate (ACHGS075) creating a map to show measures of environmental
change, using a spatial technologies application
Interpret and analyse multi-variable data and other analysing environmental change (for example, the
geographical information using qualitative and quantitative clearance of vegetation or a plan for a vegetation
corridor) using topographic maps and satellite images
methods, and digital and spatial technologies as appropriate,
to make generalisations and inferences, propose explanations
for patterns, trends, relationships and anomalies, and predict constructing computer-generated tables, graphs, maps
and diagrams to analyse data on human wellbeing
outcomes (ACHGS076)
Apply geographical concepts to synthesise information from synthesising information from several sources through
various sources and draw conclusions based on the analysis using as organisers at least two of the concepts of place,
space, environment, interconnection, sustainability, scale
of data and information, taking into account alternative points
and change
of view (ACHGS077)
Identify how geographical information systems (GIS) might be outlining how geographical information systems (GIS) are
used to analyse geographical data and make predictions used in environmental management or in analysing
spatial patterns of human wellbeing
(ACHGS078)
Communicating Elaborations
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Present findings, arguments and explanations in a range of constructing a logical argument, supported by evidence
appropriate communication forms, selected for their (for example, accounting for observed patterns in
wellbeing at the local, national and global scales), and
effectiveness and to suit audience and purpose; using
responding to questions
relevant geographical terminology, and digital technologies as
appropriate (ACHGS079)
Reflect on and evaluate findings of an inquiry to propose reflecting on the role of personal values and attitudes in
individual and collective action in response to a contemporary influencing their responses to situations including goals
(for example, environmental protection)
geographical challenge, taking account of environmental,
economic, political and social considerations; and explain the
predicted outcomes and consequences of their proposal explaining how the application of geographical concepts
and methods has contributed to deep understanding of
(ACHGS080)
the causes of and solutions to issues related to
environmental change, human wellbeing or development
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710 Geography
Students use initial research to develop and modify geographically significant questions to frame an inquiry. They critically
evaluate a range of primary and secondary sources to select and collect relevant, reliable and unbiased geographical
information and data. Students record and represent multi-variable data in of the most appropriate digital and non-digital forms,
including a range of graphs and maps that use suitable scales and comply with cartographic conventions. They use a range of
methods and digital technologies to interpret and analyse maps, data and other information to make generalisations and
inferences, propose explanations for significant patterns, trends, relationships and anomalies across time and space and at
different scales, and predict outcomes. They analyse and synthesise data and other information to draw reasoned conclusions,
taking into account alternative perspectives. Students present findings, arguments and explanations using relevant geographical
terminology and graphic representations and digital technologies in a range of selected and appropriate communication forms.
They evaluate their findings and propose action in response to a contemporary geographical challenge, taking account of
environmental, economic, political and social considerations. They explain the predicted outcomes and consequences of their
proposal.
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710 Geography
Glossary
absolute location
Location measured by the coordinates of latitude and longitude. Also see relative location.
aerial photograph
A photograph taken from the air, which can be oblique (taken at an angle) or vertical (taken from straight above the ground); the
former being easier for young students to interpret.
anomaly
(Termed outlier in mathematics). A data value that appears to stand out from other members of the data set by being unusually
high or low. The most effective way of identifying an anomaly in a data set is to graph the data. In geographical data, classified
by place, anomalies will identify places that do not fit a general pattern, which make them of particular interest to study.
attachment to place
Peoples emotional feelings about and identification with places, which can contribute to their personal wellbeing and sense of
identity.
biodiversity
A variety of living organisms and ecosystems they form. Biodiversity has direct value as consumable or useful commodities,
indirect value through the provision of ecosystem services, and intrinsic value independent of its utility to humans.
biomass
biome
A major terrestrial vegetation community, for example, a tropical forest, a temperate grassland or a desert. Similar biomes are
found around the world in similar climatic zones, but may have different species of plants and animals.
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biophysical process
Interconnected sequence of cause-and-effect relationships within environments, for example, a hydrological (water) cycle;
geomorphic processes of weathering, erosion, transportation and deposition; soil-forming processes; land degradation; fluvial
processes; and nutrient cycling.
blue water
cartography
A study of and a practice of map-making, including construction of projections, design, compilation, drafting and reproduction,
which aims to model reality in ways that communicate spatial information effectively.
characteristics of places
Include people, climate, production, landforms, built elements of the environment, soils, vegetation, communities, water
resources, cultures, mineral resources and landscape. Some characteristics are tangible, for example, rivers and buildings.
Others are intangible, for example, scenic quality and socioeconomic status.
choropleth map
A thematic map in which areas are shaded to show higher and lower values.
climate
A long-term average (minimum 30 years) of weather conditions at a place. For example, some climates are hot and wet all year
(Singapore); some have hot, wet summers and warm, dry winters (Darwin); and some have warm, dry summers and cool, wet
winters (Adelaide and Perth). Climates can be classified into distinctive types, such as equatorial, tropical, temperate,
Mediterranean, semi-arid and arid. These types are found in similar locations around the world.
climate graph
A graph showing average monthly temperature (by a line) and rainfall (by columns) for a location.
climatic zones
Areas of the earth that have similar climatic conditions. The major zones are hot, temperate and polar and are roughly
demarcated by lines of latitude.
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comparative place analysis
A comparison of places. It may be used to identify the effects of factors such as climate, relative location, technology, culture
and government on the characteristics of a place.
Conservation is careful management of the environment and natural resources, acknowledging that they may be changed in
order to affect a better future for humankind, but not if the impacts on them are too great. Alternatively, preservation is an act of
maintaining the existing condition of environmental areas as yet untouched by humans.
continuous resources
Those resources, such as solar or wind energy, whose availability is unaffected by their use by humans. Also see environmental
resources.
Country/Place
In the Australian Curriculum, Country in this instance refers to a space mapped out by physical or intangible boundaries that
individuals or groups of Aboriginal Peoples occupy and regard as their own. It is a space with varying degrees of spirituality.
Place (as it pertains in Country/Place) is a space mapped out by physical or intangible boundaries that individuals or groups of
Torres Strait Islander Peoples occupy and regard as their own. It is a space with varying degrees of spirituality.
culture
A body of beliefs, attitudes, skills and tools by which communities structure their lives and interact with their
environments.custodial responsibility
An obligation that Aboriginal and Torres Strait Islander Peoples have to care for the Country/Place on which they live, even if
they are not traditional owners of that Country/Place. Traditional owners have primary responsibility for Country/Place.
data
development
Economic, social and political changes that improve the wellbeing of people.
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digital mapping tools
A digital model of a land surface in which vegetation, buildings and other objects have been removed.
distribution
Natural arrangement of items in a particular place, for example, distribution of population in a country, distribution of forests
across the world.
ecosystem
A functioning unit of nature defined by a complex set of relationships among its living organisms (such as microorganisms,
plants, animals, humans) and its non-living components (such as water, minerals, soil, air), where all organisms and
components are interdependent through nutrient cycles and energy flows. Every unit can be explored at macro levels (such as
the planet) or as specific limited areas.
ecosystem services
Services provided by ecosystems, which support life without requiring human action or payment, for example, climatic stability,
hydrological regulation, nutrient cycling, pollination, pest control, soil formation and protection from ultraviolet radiation.
ecosystem-based management
Management based on improving health of an ecosystem producing commodities rather than on maximising production of
individual commodities, for example, by increasing biodiversity, restoring hydrological systems, protecting marine breeding
areas or rebuilding soil structure and fertility.
energy flow
A flow of energy through a biological food chain; a movement of energy around an ecosystem through biotic and abiotic means.
Also referred to as ecology.
environment
A setting and conditions of an area in which activity occurs, and where features may be natural, managed or constructed.
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environmental functions
Functions of the environment that support human life and economic activity, which are:
production of raw materials from the natural resources of soil, water, forests, minerals and marine life (the earths source
function).
safe absorption (through breakdown, recycling or storage) of wastes and pollution produced by production and human life
(the earths sink function).
provision of environmental or ecosystem services that support life without requiring human action, for example, climatic
stability, biodiversity, ecosystem integrity and protection from ultraviolet radiation (the earths service function).
intrinsic recreational, psychological, aesthetic and spiritual value of environments (the earths spiritual function).
environmental quality
Characteristics of a local environment that affect human physical and mental health and quality of life, for example, an extent of
air and water pollution, noise, access to open space, traffic volumes, and visual effects of buildings and roads.
environmental resources
Resources sourced from an environment, which can be classified as renewable, non-renewable and continuous.
A persons view of the relationship between humans and nature. This ranges from human-centred (in which humans are
separate from nature, and any environmental problems can be solved by technology) to earth-centred (in which humans are a
part of and dependent on nature and have to work with nature).
ethical protocols
Involves an application of fundamental ethical principles when undertaking research and collecting information from
primarysources and secondarysources, for example, confidentiality, informed consent, citation and integrity of data.
export industries
Industries that sell a service to customers who come from other places to obtain the service, as in tourism and education of
students from overseas. Both industries bring income into a place.
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features of places
Visible elements of a place or landscape, classified as natural, managed and constructed. This term is used in early primary
education, but is later replaced by the term characteristics, which includes both visible and invisible elements of a place.
fieldwork
Any activity involving observation and recording of information outside a classroom. It could be within the school grounds,
around neighbouring areas or in more distant locations.
A system for storing, managing, analysing and portraying spatial data. It has been described as a combination of database
management, cartography and statistical analysis.
geographical concentration
Advantages people and businesses gain from clustering together, for example, greater access to information, greater variety of
goods and services, better transport and communication services, and more varied employment opportunities. These
advantages help to explain continuing growth of cities.
A process of gathering information from primary sources and secondary sources as part of the geographical inquiry process.
Geographical inquiry methodologies involve skills needed to formulate questions and initiating, planning and implementing an
inquiry relevant to a geographical issue, process or phenomenon.
geographical processes
Physical and human forces that work in combination to form and transform the world, for example, erosion, hydrological (water)
cycle, migration or urbanisation. Geographical processes can operate within and between places.
geographical significance
geomorphic
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geomorphic hazard
A hazard originating from the lithosphere, including volcanic eruption, earthquake, tsunami and mass movement (landslide or
avalanche).
geomorphic landscape
An area defined by a distinctive set of landforms produced by a distinctive set of geomorphic processes, for example, a riverine,
arid or coastal landscape.
green water
Water available for plant growth as soil moisture. Almost all of the worlds natural vegetation, and most of its agriculture,
depends on soil moisture.
hazard
When forces of nature combine to become destructive and have potential to damage the environment and endanger
communities.
housing density
A number of dwellings per hectare. Data required to calculate this measure can be obtained from Australian Bureau of Statistics
2011 Census QuickStats and community profiles.
human wellbeing
Quality of life of a population. This can be measured by objective indicators, for example, life expectancy, educational
attainment and income, or by subjective measures of how people perceive the quality of their life, as revealed by surveys of
happiness.
A method of analysing complex interactions between an environment and people, which is able to integrate environmental with
attitudinal, demographic, social, economic, technological and political factors. Systems thinking seeks to understand the whole
rather than its parts, and see patterns of change over time rather than just as a snapshot in time. The driverspressuresstate
impactresponse (DPSIR) model used in the Australian State of the Environment report (SoE 2011) is an example of a human
environment system. Systems can be extended to include elements, for example, values and beliefs.
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hydrological system
Systems of water movement on, above and below the surface of the earth.
Immediatecauses of environmental change are biophysical processes such as vegetation clearance, cropping and urban
development, while underlying causes are influences such as population growth, government policies, market demand,
economic growth, technology, values and attitudes. These causes can be combined in a humanenvironment system.
internal migration
Movement of people from living in one defined area to living in another within a country, for example, movement from cities to
non-metropolitan coastal locations, or between states and territories.
Transfer of water from one river basin to another, for example, the transfer of water from the Snowy River to the Murray and
Murrumbidgee rivers in the Snowy Mountains Scheme.
isoline/isopleth map
A map of a geographical variable showing its spatial distribution by lines joining places with the same value, for example, a
rainfall map.
Degradation of the health of land and water resources through human actions in ways that threaten an ability of the resources to
maintain their environmental functions. Degradation includes salinity, accelerated soil erosion, soil fertility decline, soil
acidification, spread of weeds, loss of biodiversity and habitats, and water pollution.
landform
Individual surface features of the earth identified by their shape, for example, dunes, plateaus, canyons, beaches, plains, hills,
rivers and valleys.
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landscape
Visible appearance of an area, created by a combination of geological, geomorphological, biological and cultural layers that
have evolved over time, and as perceived, portrayed and valued by people. A geomorphic landscape is the landscape without
the biological and cultural layers.
lithosphere
The solid portion or crust and upper mantle of the earth, also called the geosphere, which is distinguished from atmosphere and
hydrosphere.
liveability
An assessment of what a place is like to live in, using particular criteria, for example, environmental quality, crime and safety,
education and health provision, access to shops and services, recreational facilities and cultural activities.
local area
An area around a students home or school that can be explored in a few hours. The local level of scale refers to all areas of
similar size.
natural vegetation
Plant biomass gain measured in tonnes of carbon per hectare per year, as a product of the energy gained through
photosynthesis minus the energy lost through respiration. It is an indicator of the natural agricultural productivity of an area,
based on its climate.
non-renewable resources
Resources that cannot be renewed, for example, minerals. Soils that have been degraded can only be renewed over long
timescales. Also see environmental resources.
nutrient cycle
Recycling of plant nutrients like phosphorus and nitrogen, whether by natural means or human intervention.
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outline map
A map that only gives very basic information so that more detail can be added, for example, a map showing the borders of a
country.
pattern
A regularity in data portrayed in graphs or maps, for example, a decline in population density or rainfall in Australia with
increasing distance from the coast.
perception
place
A part of the earths surface that is identified and given meaning by people, which may be perceived, experienced, understood
and valued differently.
population pyramid/profile
Preservation is an act of maintaining the existing condition of environmental areas as yet untouched by humans. Alternatively,
conservation is a careful management of an environment and natural resources, acknowledging that they may be changed in
order to affect a better future for humankind, but not if the impacts on them are too great.
Actions taken in advance to decrease or eliminate the impact of a hazardous event on people, communities and the
environment, by actions including, for example, lessening the hazard and reducing the vulnerability of a community.
Preparedness refers to actions taken to create and maintain a capacity of communities to respond to, and recover from, natural
disasters, through measures like planning, community education, information management, communications and warning
systems.
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primary sources
Unprocessed, original materials collected by a student, for example, field notes from observations, measurements taken from
experiments, or responses received from a survey or questionnaire.
qualitative methods
Explanatory and interpretive methods, for example, participant observation, focus group discussion or interviews, which are
used to gather qualitative data (that is, information that can only be described, such as peoples perceptions of environmental
quality).
quantitative methods
Statistical and other methods used to analyse quantitative data (that is, information that can be expressed in numbers, for
example, crime rates for local government areas).
region
An area in which various parts have something in common, which distinguishes them from neighbouring regions. Regions can
be divisions of a nation, for example, the Wheatbelt of Western Australia; or larger than a nation, for example, South-East Asia
or a climatic zone. The latter are called world regions in the Australian Curriculum.
relative location
A location relative to other places, for example, the distance to a town from other towns. Relative location has a stronger
influence on human characteristics of places than absolute location, as demonstrated by advantages of closeness to suppliers,
finance, information and markets for businesses, and to education and employment opportunities for individuals. Also see
absolute location.
remote
Distant, far away, for example, a place distant from major population and economic centres.
renewable resources
Resources that are or can be renewed within a relatively short time, for example, water through a hydrological (water) cycle; and
plants, animals and marine life through reproduction. However, overuse of a renewable resource can lead to its disappearance,
as with overexploitation of a fishery or over-extraction of groundwater. Also see environmental resources.
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representation
Demonstrating geographical information in a visual form, for example, a graph, map, image, field sketch or a multilayered map.
satellite image
A digital image captured by satellites above the earths surface, for example, those combined in Google Earth. It can be
processed to measure-specific aspects of the land surface, for example, areas of water or farmland.
scale
A way that geographical phenomena and problems can be examined at different spatial levels, such as local scale, and
global scale (spatial scale)
A relationship between a distance on the ground and a corresponding distance on a map, with the scale coded on the
map as a ratio, for example 1 cm : 1 km (map scale).
Graphs that plot a relationship between two variables, for example, population density and distance of a place from the centre of
a city, or rainfall and height above sea level. The method can be used to identify anomalies for closer study.
A graphic organiser to ecord collected data to reveal correlations, for example, dates and ages of death collected from a scan of
a cemetery.
seasonal calendar
A classification of weeks or months of a year into seasons. The standard classification is spring, summer, autumn and winter,
but this is a temperate zone concept imported from Europe. In northern Australia, the seasons are commonly described as the
wet and the dry. Aboriginal cultures have much more complex classifications, and these vary considerably from region to region
across Australia because they are finely tuned to local climates and changing availability of food and other resources.
secondary sources
Sources of information that have been collected, processed, interpreted and published by others, for example, census data,
newspaper articles, and images or information in a published report.
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settlement pattern
A spatial distribution of different types of human settlement, from isolated dwellings to villages and outstations, towns, regional
centres and large cities. Smaller settlements typically form spatial patterns around larger settlements.
social connectedness
A measure of a number and strength of peoples social relationships with other people. These relationships or connections may
be with people in the same place or in other places, and they can be face-to-face connections or electronic. An opposite of good
social connections is social isolation or loneliness.
social justice
A concept that all people have the right to fair treatment and equal access to the benefits of society.
space
A three-dimensional surface of the earth on which everything is located and across which people, goods and information move.
spatial association
Similarity in spatial distributions of two or more phenomena. A spatial association suggests that there may be a relationship
between the phenomena, which can then be explained through an operation of atmospheric, hydrologic, geomorphic, biological,
socioeconomic or political processes.
spatial distribution
spatial technologies
Any software or hardware that interacts with real-world locations. A use of spatial technologies forms the basis of many
geographers work practice. The Global Positioning System (GPS), Google Earth, geographic information systems (GIS) and
satellite images are the most commonly used spatial technologies to visualise, manipulate, analyse, display and record spatial
data.
spatial variations
A difference or variation (in terms of population, population density, gross domestic product (GDP), life expectancy) over an
area of the earths surface.
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stewardship
One of the many world views that informs ways of achieving sustainability. When applied to the environment, stewardship is an
ethical position that supports careful management of environmental resources for the benefit of present and future generations.
Stewards do not own resources; they only manage them.
sustainability
An ongoing capacity of an environment to maintain all life, whereby the needs of the present are met without compromising the
ability of future generations to meet their needs.
system
A group of interacting objects, materials or processes that form an integrated whole. Biophysical systems include humans and
their activities and impacts.
thematic map
A map that portrays a specific type of information, for example, rainfall, transport routes, climatic zones or population
distribution.
topographic map
A detailed, large-scale map of part of the earths surface, which illustrates the shape of the land and selected natural and human
features from the surrounding environment.
trend
urban concentration
A percentage of the urban population of a country or region living in the largest city.
urbanisation
A process of economic and social change in which an increasing proportion of the population of a country or region live in urban
areas.
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vegetation corridor
Strips of vegetation that connect larger but isolated vegetated areas. They enable movement of animals and plants between
places, reduce ecological effects of habitat fragmentation and help protect biodiversity.
water scarcity
A lack of sufficient available water resources to meet the demands of water usage within a place. It can result from an absolute
shortage of water (physical water scarcity), lack of money to utilise an adequate source of water (economic water scarcity) or
the unequal distribution of water resources due to political or ethnic conflict.
The countries of Georgia, Armenia, Azerbaijan, Turkey, Cyprus, Lebanon, Syria, Israel, Palestine, Jordan, Egypt, Saudi Arabia,
Yemen, Oman, United Arab Emirates, Qatar, Bahrain, Iraq and Iran. Afghanistan is sometimes included in the region or in
Central Asia. West Asia is also known as the Middle East.
world region
Biophysical, geographical, economic or political regions larger than a nation, for example, the Sahara Desert, Sub-Saharan
Africa, the Global North and the Association of Southeast Asian Nations (ASEAN).
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The Australian Curriculum
Humanities and Social Sciences
- 710 Civics and Citizenship
Overview
Rationale
A deep understanding of Australia's federal system of government and the liberal democratic values that underpin it is essential
in enabling students to become active and informed citizens who participate in and sustain Australias democracy.
The Australian Curriculum: Civics and Citizenship provides students with opportunities to investigate political and legal systems,
and explore the nature of citizenship, diversity and identity in contemporary society. Emphasis is placed on the federal system of
government, derived from the Westminster system, and the liberal democratic values that underpin it such as freedom, equality
and the rule of law. The curriculum explores how the people, as citizens, choose their governments; how the system safeguards
democracy by vesting people with civic rights and responsibilities; how laws and the legal system protect peoples rights; and
how individuals and groups can influence civic life.
The curriculum recognises that Australia is a secular nation with a multicultural, multi-faith society and a Christian heritage, and
promotes the development of inclusivity by developing students understanding of broader values such as respect, civility,
equity, justice and responsibility. It acknowledges the experiences and contributions of Aboriginal and Torres Strait Islander
Peoples and their identities within contemporary Australia. While the curriculum strongly focuses on the Australian context,
students also reflect on Australias position and international obligations and the role of citizens today, both within Australian and
in an interconnected world.
Through the study of civics and citizenship, students can develop skills of inquiry, values and dispositions that enable them to
be active and informed citizens; to question, understand and contribute to the world in which they live. The curriculum also
offers opportunities for students to develop a wide range of general skills and capabilities, including an appreciation of diverse
perspectives, empathy, collaboration, negotiation, self-awareness and intercultural understanding.
The Civics and Citizenship curriculum aims to reinforce students appreciation and understanding of what it means to be a
citizen. It explores ways in which students can actively shape their lives, value their belonging in a diverse and dynamic society,
and positively contribute locally, nationally, regionally and globally. As reflective, active and informed decision-makers, students
will be well placed to contribute to an evolving and healthy democracy that fosters the wellbeing of Australia as a democratic
nation.
Aims
The Australian Curriculum: Civics and Citizenship aims to ensure students develop:
a lifelong sense of belonging to and engagement with civic life as an active and informed citizen in the context of Australia
as a secular democratic nation with a dynamic, multicultural, multi-faith society and a Christian heritage
knowledge, understanding and appreciation of the values, principles, institutions and practices of Australias system of
democratic government and law, and the role of the citizen in Australian government and society
skills, including questioning and research; analysis, synthesis and interpretation; problem-solving and decision-making;
communication and reflection, to investigate contemporary civics and citizenship issues and foster responsible
participation in Australias democracy
the capacities and dispositions to participate in the civic life of their nation at a local, regional and global level and as
individuals in a globalised world.
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Structure
The Years 710 Australian Curriculum: Civics and Citizenship is organised into two interrelated strands: civics and citizenship
knowledge and understanding, and civics and citizenship inquiry and skills.
The civics and citizenship knowledge and understanding strand comprises three key focus areas or sub-strands at each year
level: government and democracy; laws and citizens; and citizenship, diversity and identity.
Government and democracy involves a study of Australian democracy and the key institutions, processes and roles that people
play in Australias system of government. Laws and citizens examines Australias legal system, the creation of laws and the
rights and legal obligations of Australian citizens. Citizenship, diversity and identity explores the shared values of Australian
citizenship, Christian traditions, the diversity of Australia as a multicultural and multi-faith society, what shapes identity, and
obligations as citizens in a globalised world.
The civics and citizenship inquiry and skills strand focuses on the skills of questioning and research; analysis, synthesis and
interpretation; problem-solving and decision-making; and communication and reflection.
Questioning and research involves students asking questions about the society in which they live. Students identify, locate and
research a range of sources of information to investigate Australias political and legal systems. Analysis, synthesis and
interpretation engages students in applying critical thinking skills and developing and accounting for different points of view.
Problem-solving and decision-making involves students working collaboratively, negotiating and developing strategies to resolve
issues, and planning for action. In communication and reflection, students present ideas, viewpoints and arguments based on
evidence about civics and citizenship topics and issues using subject-specific language, and reflect on their cultural identity,
motivations, values and behaviours.
Civics and citizenship skills are described in bands of schooling at two-year intervals.
The two strands are to be integrated in the development of a teaching and learning program. The knowledge and understanding
strand provides the content focus through which particular skills are to be developed.
Each year level includes key questions which provide a guiding framework for developing students civics and citizenship
knowledge, understanding and skills of inquiry.
PDF documents
Resources and support materials for the Australian Curriculum: Civics and Citizenship are available as PDF documents.
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710 Civics and Citizenship
Year 7
The Year 7 curriculum provides a study of the key features of Australias system of government and explores how this system
aims to protect all Australians. Students examine the Australian Constitution and how its features, principles and values shape
Australias democracy. They look at how the rights of individuals are protected through the justice system. Students also explore
how Australias secular system of government supports a diverse society with shared values.
The civics and citizenship content at this year level involves two strands: civics and citizenship knowledge and understanding,
and civics and citizenship skills. These strands are interrelated and have been developed to be taught in an integrated way, and
in ways that are appropriate to specific local contexts. The order and detail in which they are taught are programming decisions.
A framework for developing students civics and citizenship knowledge, understanding and skills at this year level is provided by
the followingkey questions:
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The key features of government under the Australian exploring the concept of the separation of powers
Constitution with a focus on: the separation of powers, the between the legislature, executive and judiciary and how
it seeks to prevent the excessive concentration of power
roles of the Executive, the Houses of Parliament, and the
division of powers (ACHCK048)
using an issue such as water management, education or
health to explore the division of powers between
state/territory and federal levels of government and
identifying the way that conflicts between state laws and
Commonwealth laws are resolved
The process for constitutional change through a referendum describing the process by which referendums to change
(ACHCK049) the Australian Constitution are initiated and decided
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How Australias legal system aims to provide justice, including discussing the elements of a fair trial, including citizens
through the rule of law, presumption of innocence, burden of roles as witnesses and jurors
proof, right to a fair trial and right to legal representation
(ACHCK050) exploring how Australians can receive access to justice
and legal representation, such as through legal aid
How Australia is a secular nation and a multi-faith society with defining the terms secular, multi-faith and diverse
a Christian heritage (ACHCK051) society and discussing their relevance to Australia today
How values, including freedom, respect, inclusion, civility, identifying values shared by Australians and deciding
responsibility, compassion, equality and a fair go, can which ones could also be considered universal values
promote cohesion within Australian society (ACHCK052)
identifying how human rights values are consistent with
Australian values
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How groups, such as religious and cultural groups, express investigating how and why different Aboriginal and Torres
their particular identities; and how this influences their Strait Islander communities are maintaining and
developing their identities and what this means for
perceptions of others and vice versa (ACHCK053)
Australia as a whole
Develop a range of questions to investigate Australia's developing a key question such as How does the law
political and legal systems (ACHCS054) protect all individuals? and related questions to inform
the investigation (for example, What is the presumption
of innocence?)
Identify, gather and sort information and ideas from a range of using a range of sources of information to show religious
sources (ACHCS055) diversity in Australia, such as articles, graphs, charts and
statistics
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Critically analyse information and ideas from a range of analysing how information can be used selectively to
sources in relation to civics and citizenship topics and issues persuade citizens (for example, in a debate about a
suggested constitutional change)
(ACHCS056)
Appreciate multiple perspectives and use strategies to identifying the influences or circumstances that may have
mediate differences (ACHCS057) informed different perspectives about a civics and
citizenship issue
Use democratic processes to reach consensus on a course of developing a plan of action that incorporates a
action relating to a civics or citizenship issue and plan for that consultation process to ensure a range of views are
heard and people are provided with opportunities to
action (ACHCS058)
respond
Present evidence-based civics and citizenship arguments using appropriate terms and concepts such as rule of
using subject-specific language (ACHCS059) law, separation of powers and secular nation
Reflect on their role as a citizen in Australias democracy recognising their own emotional reactions when
(ACHCS060) interacting with people who are different from them
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710 Civics and Citizenship
When researching, students develop a range of questions and gather and analyse information from different sources to
investigate Australias political and legal systems. They consider different points of view on civics and citizenship issues. When
planning for action, students take into account multiple perspectives to develop solutions to an issue. Students develop and
present arguments on civics and citizenship issues using appropriate texts, terms and concepts. They identify ways they can be
active and informed citizens.
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710 Civics and Citizenship
Year 8
The Year 8 curriculum provides a study of the responsibilities and freedoms of citizens and how Australians can actively
participate in their democracy. Students consider how laws are made and the types of laws used in Australia. Students also
examine what it means to be Australian by identifying the reasons for and influences that shape national identity.
The civics and citizenship content at this year level involves two strands: civics and citizenship knowledge and understanding,
and civics and citizenship skills. These strands are interrelated and have been developed to be taught in an integrated way, and
in ways that are appropriate to specific local contexts. The order and detail in which they are taught are programming decisions.
A framework for developing students civics and citizenship knowledge, understanding and skills at this year level is provided by
the following key questions:
The freedoms that enable active participation in Australias explaining how each freedom supports active
democracy within the bounds of law, including freedom of participation in Australias democracy
speech, association, assembly, religion and movement
(ACHCK061) discussing how and why the bounds of law can limit
these freedoms
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How citizens can participate in Australias democracy, comparing the effectiveness of different forms of
including use of the electoral system, contact with their participation in Australias democracy
elected representatives, use of lobby groups, and direct action
(ACHCK062) exploring how elected representatives can advocate on
behalf of citizens
How laws are made in Australia through parliaments comparing some examples of statutes and common laws
(statutory law) and through the courts (common law) and the way they are made and outlining the hierarchy of
these different types of laws (for example, that statutes
(ACHCK063)
will override the common law)
The types of law in Australia, including criminal law and civil explaining the difference between criminal law and civil
law, and the place of Aboriginal and Torres Strait Islander law
customary law (ACHCK064)
considering the significance of customary law for
Aboriginal and Torres Strait Islander Peoples
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The values and beliefs of religions practised in contemporary identifying Christian traditions that have influenced the
Australia, including Christianity (ACHCK065) development of Australian society, democracy and law
Different perspectives about Australias national identity, investigating representations of Australian identity
including Aboriginal and Torres Strait Islander perspectives, evident in national day events (such as Anzac Day), and
in the media and popular culture, to analyse different
and what it means to be Australian (ACHCK066)
perspectives on the interpretation of national identity
How national identity can shape a sense of belonging in examining personal stories to explore how individuals
Australias multicultural society (ACHCK067) relate to national identity and how it impacts on their
sense of belonging in the Australian community
Develop a range of questions to investigate Australia's developing complex and open-ended questions to
political and legal systems (ACHCS068) explore a civics or citizenship topic such as freedoms
(for example, What do our freedoms mean in practice?
and What do you consider to be the most important
freedom?)
Identify, gather and sort information and ideas from a range of identifying sources offering different perspectives on an
sources (ACHCS069) issue (for example, finding out about the recognition of
Aboriginal and Torres Strait Islander customary law)
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Critically analyse information and ideas from a range of examining language choices in a range of texts to identify
sources in relation to civics and citizenship topics and issues purpose, audience and reliability (for example, those
used by candidates in an election campaign or by a lobby
(ACHCS070)
group)
Appreciate multiple perspectives and use strategies to using empathy to appreciate the influences or
mediate differences (ACHCS071) circumstances that may have informed different
perspectives
Use democratic processes to reach consensus on a course of participating in a simulation to achieve consensus (for
action relating to a civics or citizenship issue and plan for that example, a mock court case or parliamentary committee)
action (ACHCS072)
working in groups to evaluate the options before deciding
on any course of action (for example, to influence change
relating to a current event or issue)
Present evidence-based civics and citizenship arguments using appropriate terms and concepts such as
using subject-specific language (ACHCS073) freedoms, responsibilities, statutory law and
customary law
Reflect on their role as a citizen in Australias democracy considering how personal experiences and
(ACHCS074) circumstances influence their identity as a citizen and
how they relate to others
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710 Civics and Citizenship
When researching, students develop a range of questions to investigate Australias political and legal systems and critically
analyse information gathered from different sources for relevance. They explain different points of view on civics and citizenship
issues. When planning for action, students take into account multiple perspectives, use democratic processes, and develop
solutions to an issue. Students develop and present reasoned arguments on civics and citizenship issues using appropriate
texts, subject-specific language and concepts. They identify ways they can be active and informed citizens in different contexts.
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710 Civics and Citizenship
Year 9
The Year 9 curriculum builds students understanding of Australias political system and how it enables change. Students
examine the ways political parties, interest groups, media and individuals influence government and decision making processes.
They investigate the features and principles of Australias court system, including its role in applying and interpreting Australian
law. Students also examine global connectedness and how this is shaping contemporary Australian society.
The civics and citizenship content at this year level involves two strands: civics and citizenship knowledge and understanding,
and civics and citizenship skills. These strands are interrelated and have been developed to be taught in an integrated way, and
in ways that are appropriate to specific local contexts. The order and detail in which they are taught are programming decisions.
A framework for developing students civics and citizenship knowledge, understanding and skills at this year level is provided by
the following key questions:
The role of political parties and independent representatives investigating how the contemporary party system
in Australias system of government, including the formation of operates in Australias liberal democracy and how
governments are formed in parliament
governments (ACHCK075)
How citizens political choices are shaped, including the examining a range of strategies used to persuade
influence of the media (ACHCK076) citizens electoral choices such as public debate, media,
opinion polls, advertising, interest groups and political
party campaigns
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The process through which government policy is shaped and investigating the development and implementation of
developed, including the role of Prime Minister and Cabinet policy and the role of the public service in Australia,
including the role of the Prime Minister and Cabinet in
(ACHCK103)
proposing policy and the role of parliament in debating it
The key features of Australias court system and how courts creating a visual representation of the court jurisdictions
apply and interpret the law, resolve disputes and make law in Australia
through judgements (ACHCK077)
categorising sample cases in relation to the courts in
which they would be heard (for example, cases from
criminal, consumer, family, human rights and
environmental law)
The key principles of Australias justice system, including describing what is meant by each principle and how each
equality before the law, independent judiciary, and right of works to protect citizens and contribute to a fair society
appeal (ACHCK078)
examining factors that can undermine the application of
the principles of justice (for example, bribery, coercion of
witnesses, trial by media and court delays)
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How and why individuals and groups, including religious researching the work of a non-government organisation
groups, participate in and contribute to civic life (ACHCK079) (NGO), philanthropist, community group or religious
group and how and why they contribute to the Australian
community
The influence of a range of media, including social media, in analysing how media represent different groups in
shaping identities and attitudes to diversity (ACHCK080) Australian society and assessing the impact those
representations have on community cohesiveness
How ideas about and experiences of Australian identity are examining stories of how Australian citizens perspectives
influenced by global connectedness and mobility on their role in the global community have been
influenced by their experiences of living and working in
(ACHCK081)
other countries
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Civics and Citizenship Skills
Develop, select and evaluate a range of questions to selecting key questions to investigate an aspect of
investigate Australia's political and legal systems Australias political and legal systems (for example, the
role of juries)
(ACHCS082)
Identify, gather and sort information and ideas from a range of developing categories for sorting information from
sources and reference as appropriate (ACHCS083) surveys about peoples views on political or legal issues
Critically evaluate information and ideas from a range of exploring texts for stereotype, over-generalisation and
sources in relation to civics and citizenship topics and issues misrepresentation (for example, how cultural groups are
represented in the media)
(ACHCS084)
Account for different interpretations and points of view taking on roles for a discussion to explore various points
(ACHCS085) of view about a contemporary political or social issue
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Recognise and consider multiple perspectives and recognising that common issues may need to be seen
ambiguities, and use strategies to negotiate and resolve through diverse cultural lenses
contentious issues (ACHCS086)
recognising that people will not always agree and using
strategies to accommodate difference and accept
compromise
Use democratic processes to reach consensus on a course of considering the most appropriate democratic decision-
action relating to a civics or citizenship issue and plan for that making processes to reach a consensus, such as
achieving an absolute majority
action (ACHCS087)
Present evidence-based civics and citizenship arguments using appropriate terms and concepts such as
using subject-specific language (ACHCS088) jurisdictions, parliamentary majority and mandate
Reflect on their role as a citizen in Australian, regional and considering Australian, regional and global futures and
global contexts (ACHCS089) how students might contribute as active and informed
citizens
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710 Civics and Citizenship
When researching, students analyse a range of questions to investigate Australias political and legal systems and critically
analyse information gathered from different sources for relevance and reliability. They compare and account for different
interpretations and points of view on civics and citizenship issues. When planning for action, students take into account multiple
perspectives, use democratic processes, and negotiate solutions to an issue. Students develop and present evidence-based
arguments on civics and citizenship issues using appropriate texts, subject-specific language and concepts. They analyse ways
they can be active and informed citizens in different contexts.
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710 Civics and Citizenship
Year 10
The Year 10 curriculum develops student understanding of Australias system of government through comparison with another
system of government in the Asian region. Students examine Australias roles and responsibilities within the international
context, such as its involvement with the United Nations. Students also study the purpose and work of the High Court. They
investigate the values and practices that enable a democratic society to be sustained.
The civics and citizenship content at this year level involves two strands: civics and citizenship knowledge and understanding,
and civics and citizenship skills. These strands are interrelated and have been developed to be taught in an integrated way, and
in ways that are appropriate to specific local contexts. The order and detail in which they are taught are programming decisions.
A framework for developing students civics and citizenship knowledge, understanding and skills at this year level is provided by
the following key questions:
The key features and values of Australias system of categorising the key features of Australias system of
government compared with at least ONE other system of government (for example, democratic elections and the
separation of powers) and comparing and contrasting
government in the Asia region (ACHCK090)
these to the key features found in another country in the
Asia region, such as Japan, India or Indonesia
The Australian Governments role and responsibilities at a exploring the types of participation that Australia has in
global level, for example provision of foreign aid, the Asia region and internationally (for example,
exchange programs, peacekeeping, election monitoring,
peacekeeping, participation in international organisations and
health programs, disaster management)
the United Nations (ACHCK091)
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The role of the High Court, including in interpreting the examining the jurisdiction of the High Court
Constitution (ACHCK092)
exploring an example of a High Court judgement in
interpreting and applying Australian law, such as the
Mabo decision or the construction of the Hindmarsh
Island Bridge
How Australias international legal obligations shape listing some of the international agreements Australia has
Australian law and government policies, including in relation ratified and identifying examples of how each one might
shape government policies and laws (for example, the
to Aboriginal and Torres Strait Islander Peoples (ACHCK093)
protection of World Heritage areas)
The challenges to and ways of sustaining a resilient exploring the concept of cohesive society using
democracy and cohesive society (ACHCK094) examples from contemporary events in Australia or in
other countries to identify factors that support
cohesiveness
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Questioning and research Elaborations
Develop, select and evaluate a range of questions to developing and evaluating a set of questions that provide
investigate Australia's political and legal systems a comprehensive framework for research (for example, in
relation to how systems of government might differ and
(ACHCS095)
how democratic they are)
Identify, gather and sort information and ideas from a range of conducting an opinion poll using information technologies
sources and reference as appropriate (ACHCS096) and analysing the results
Critically evaluate information and ideas from a range of developing and using criteria to evaluate the suitability of
sources in relation to civics and citizenship topics and issues data in an investigation about Australias international
involvements
(ACHCS097)
Account for different interpretations and points of view identifying the values, motivations and contexts which
(ACHCS098) underpin different interpretations about civics and
citizenship topics and issues
Recognise and consider multiple perspectives and identifying civics and citizenship topics and issues that
ambiguities, and use strategies to negotiate and resolve may involve dissent, uncertainty or be open to
interpretation and debate (for example, international
contentious issues (ACHCS099)
views on whaling and money laundering)
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Use democratic processes to reach consensus on a course of developing a plan for action that takes into account
action relating to a civics or citizenship issue and plan for that challenges, opportunities, risks and strategies to respond
to a civics and citizenship issue
action (ACHCS100)
Present evidence-based civics and citizenship arguments using appropriate terms and concepts such as
using subject-specific language (ACHCS101) conventions, international law, cohesive society and
global citizen
Reflect on their role as a citizen in Australian, regional and considering and identifying the qualities of a citizen in a
global contexts (ACHCS102) contemporary, successful democracy
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710 Civics and Citizenship
When researching, students evaluate a range of questions to investigate Australias political and legal systems and critically
analyse information gathered from different sources for relevance, reliability and omission. They account for and evaluate
different interpretations and points of view on civics and citizenship issues. When planning for action, students take account of
multiple perspectives and ambiguities, use democratic processes, and negotiate solutions to an issue. Students develop and
present evidenced-based arguments incorporating different points of view on civics and citizenship issues. They use appropriate
texts, subject-specific language and concepts. They evaluate ways they can be active and informed citizens in different
contexts.
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710 Civics and Citizenship
Glossary
absolute majority
The minimum number of votes required, which is more than half of all votes, that is, 50 per cent plus one, to make a democratic
decision by a group.
active citizenship
Engagement and informed participation in the civic and political activities of society at local, state, national, regional and global
levels. It contrasts with passive citizenship where citizens participate only minimally to meet their basic individual
responsibilities including voting and paying taxes.
Australian democracy
A system of government grounded in liberal democratic values and a belief in civic engagement. It includes a written
constitution, a well-established representative parliamentary process based on the Westminster system, and a constitutional
monarch.
The national government of the Commonwealth of Australia, which is also known as the federal government or the
Commonwealth Government. It was established by the Commonwealth of Australia Constitution Act at the time of Federation.
burden of proof
An obligation to prove what is alleged. In criminal cases, this obligation rests on prosecution, which must prove its case beyond
reasonable doubt. In civil cases, it rests on a plaintiff, who must prove his or her case on the balance of probabilities.
Sometimes, however, this burden shifts, for example, where a defendant raises particular defences.
Cabinet, the
The Cabinet consists of the most senior ministers, including the Prime Minister. The Cabinet's role is to make major policy
decisions, including decisions about spending, appointments and introducing legislation.
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citizen
A person who holds citizenship of a polity, such as a country, and who is a member of a political community that grants certain
rights and privileges to its citizens, and in return expects them to act responsibly such as to obey their country's laws. Also see
global citizens.
citizenship
A legal status granted by birth or naturalisation to citizens involving certain rights (for example, protection; passport; voting) and
responsibilities (for example, obey the law, vote, defend the country). A modern sense incorporates three components: civil
(rights and responsibilities); political (participation and representation); and social (social virtues and community involvement).
civic life
A participation one has within a community or communities as distinct from private and family life.
civics
A identifiable body of knowledge, skills and understandings relating to the organisation and working of society. It refers to a
nations political and social heritage, democratic processes, government, public administration and legal system.
A non-government organisation (NGO) in public life, which expresses interests and values of its members. NGOs or civil society
organisations are considered important to sustaining healthy democracies as they build social capital.
Civil society is also frequently used to refer to a society where civility is common in citizen behaviour and public discourse.
civility
Habits of people that display courtesy, politeness and formal regard for others. These behaviours contribute to societys
effective functioning.
common good
A term that is popularly understood as sharing of resources among a community for the benefit of that community as a whole.
The common good is often seen as a utilitarian ideal representing the greatest possible good for the greatest possible number
of individuals as opposed to the private good for individuals or sections of society.
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common law
A body of English law traditionally based on custom and court decisions. Also known as case law or precedent, it is law
developed by judges through decisions of earlier courts and an understanding of current context. Also see statute (statutory
law).
constitution
A set of fundamental principles on which a state or other organisation (such as a club) is governed. Usually, this takes the form
of a written legal document setting out specific powers for a government or governing of that entity.
constitutional monarchy
A form of monarchy in which a monarch acts as a countrys head of state according to law as required by the constitution and
that in exercising his or her discretionary powers, the monarch as head of state acts on advice of responsible ministers,
excluding exceptional circumstances.
conventions
Unwritten rules of political procedure based on traditional, established practices that are widely accepted. Australias political
system has adopted many of the unwritten conventions of the British Westminster system. Conventions may defy the
Constitution; for example, the procedure for the appointment of Australias Governor-General.
customary law
Acknowledged behaviour by individuals and groups, which recognise benefits of behaving in accordance with other individuals'
expectations and customs. In the Australian Curriculum, this refers to the customary law of Aboriginal and Torres Strait Islander
Peoples; however, in Australia, customary law is subject to constitutional and common law. Also see common law and statute
(statutory law).
democracy
A system of government where power is vested in the people, who may exercise it directly or through elected representatives,
and who may remove and replace their political leaders and government in free and fair regular elections.
direct action
People participating in person and directly on issues they seek to change, within the bounds of the law.
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disposition
An intention to act or behave in a way that is influenced by knowledge, skills and values acquired as a citizen.
division of powers
Vesting of powers within different levels of government. Under the Australian Constitution, the Commonwealth Government was
vested with specific powers while the states retained general powers. In practice, the distribution of powers has become
increasingly centralised over time.
electors
People who have the right to participate in an election and chose to do so.
executive
Also known as the Crown or the government. An institution that develops and implements policies and administers the law in
Australia. It comprises the Governor-General (or Governor at the state level), the ministry and the public service.
Executive Council
A constitutional mechanism for providing ministerial advice to the Governor-General. The Executive Council, which is comprised
of ministers and presided over by the Governor-General (or Governor, at the state level) meets to advise the Governor-General
or Governor to approve decisions that have been made by Cabinet. Once approved, decisions are given effect by the public
service.
federalism
A principle of government, which defines a relationship between the central government at the national level and its constituent
units at the regional, state or local levels. In Australia, federalism is the division of powers between the federal government and
the states and territories.
global citizen
A person who understands their rights and responsibilities at a global level; that is, ones identity transcends geography or
political borders, and rights and responsibilities are derived from being human. However, these rights and responsibilities do not
have legal authority or sanctions of those conferred by a nation.
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governance
A process and rules by which decisions are made and implemented within entities such as national and state governments,
corporations and other organisations.
Governor-General
A representative of a monarch at the federal level in Australia. The Governor-General exercises most of the monarchs powers
in relation to Australia at the federal level, while state governors exercise those powers with respect to the Australian states.
Other powers are conferred upon the Governor-General by the Constitution and statutes. In exercising his or her powers, the
Governor-General is bound by convention to act on an advice of his or her responsible ministers, except in relation to matters
such as appointment and dismissal of the Prime Minister.
human rights
Rights that come from being human. That is, the basic rights and freedoms to which all humans are entitled, often held to
include the right to life and liberty, freedom of thought and expression, and equality before the law.
identity
A persons conception and expression of their individuality or association with a group. In this curriculum, identity refers to a
person's sense of belonging to a group, culture or to a state or nation, a region or the world. It is a feeling one shares with a
group of people, regardless of one's citizenship status.
law
A system of rules that a particular country or community recognises as regulating the actions of its members and which it may
enforce by an imposition of penalties and sanctions.
liberal democracy
An approach to political arrangements and a set of values that a political system should combine majority rule by the people
with the protection of the political, legal and social rights of individuals and minority groups.
mandate
A political doctrine that derives its meaning from political philosophy, political behaviour and political morality, not from
constitutions or other laws. It concerns the implied approval to act in a particular way on a public issue given by the electorate to
its representative or government.
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media
Forms of communication between a source and receivers including television, radio, print media and the internet, as well as
forms of social media. The term usually refers to mass media and the ability of media to inform and influence people. Media are
key players in democracies where citizens need to be informed, influenced and open to a diversity of views.
ministry
A ministry consists of all those members of parliament chosen by the Prime Minister to serve as members of the executive arm
of government and to administer government departments.
multicultural
A preservation of different cultures or cultural identities within a unified society such as a state or nation.
multi-faith
A society or organisation characterised by support for, or free activity of, religions, within the bounds of the law.
A group that is organised at a local, national or international level around a common interest and on a non-profit, voluntary
basis. NGOs mostly operate independently of a government, but may be funded by a government and still maintain their
independence.
parliamentary democracy
A system of government in which executive is formed from, and responsible to, a parliament, and a head of government (for
example, the Prime Minister) is different from a head of state (for example, the Queen).
preferential voting
A system of voting to rank candidates in order of preference. It is necessary for a winning candidate to achieve an absolute
majority (50 per cent plus one). If no candidate achieves an absolute majority, a candidate with the fewest number of first
preferences is excluded from the count, and his or her votes are distributed among the remaining candidates according to
second preferences. This process is continued until one candidate achieves an absolute majority. It is the dominant form of
voting in Australian politics (as compared with simple majority systems of voting).
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proportional representation
A representation of parties, groups or individuals in a legislature in proportion to a number of votes they receive in an election. In
Australia, proportional representation describes the way candidates are elected in multi-member electorates such as the
Senate.
referendum
A principle or practice of referring measures proposed or passed by a legislative body to a vote of electorate for approval or
rejection. In Australia, a referendum is a vote of the Australian electors on a proposed change to the Constitution by the
Commonwealth Parliament that must be approved by a majority of the aggregate of all voters from each state and territory, and
also by a majority of voters in a majority (four) of the six states.
representative democracy
A system of government in which electors choose representatives to a parliament to make laws on their behalf.
Entitlements and obligations that are associated with living in Australia. Rights and responsibilities are a cornerstone of modern
democracies. While all people in Australia enjoy certain rights (for example, freedom of speech), there are also responsibilities
(for example, paying taxes, jury service). Citizens also have the right to vote and the responsibility of voting at elections.
rule
A requirement to behave in a particular way; a set of explicit or understood regulations or principles governing conduct or
procedure within a particular area of activity, for example, school rules, rules of cricket. Rules are usually developed and set by
people who have the power and authority to create and enforce them.
rule of law
A legal principle that decisions by government are made according to established principles and that all citizens are subject to
the law and equal before the law. Embedded within the rule of law is the idea that people accept and follow, but also change as
needed, laws as agreed by a political process and upheld by independent courts.
secular
Relating to worldly rather than religion; things that are not regarded as religious, spiritual or sacred. For example, a secular
society is one governed by peoples laws through parliament rather than by religious laws.
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separation of powers
A doctrine that the three arms of government the executive, the legislature (parliament) and the judiciary are separate and
independent, with powers that act as a check and balance on each other. In Australia, the separation between the executive
and the legislature is weak because the executive is drawn from the legislature, but the separation between the judiciary and the
other two arms of government is strong and is enforced by courts.
social sustainability
An idea that current generations promote social inclusion, cohesion and accountability so that future generations should be able
to have the same or greater access to social resources as the current generations.
In Australia, a statute is a written law, also known as an act of parliament or legislation, which commences as a bill, is passed by
the parliament and has received royal assent (by the Governor-General or a governor, or, in very rare cases, directly by the
monarch). A statute may commence upon royal assent, or a specified date, or upon a date declared in a proclamation. Also see
common law.
voting
A means of formally expressing opinion or choice on an issue or electing a representative. The term is frequently understood in
relation to government as a formal expression of preference for a candidate for office or for a proposed resolution of an issue
within a parliament.
Westminster system
A system of parliamentary government, also known as responsible government, which evolved in England and was adopted in
its colonies, including Australia. It is based on the principle that the executive government is responsible to the people through
the parliament. The executive government is formed by those who command the support of the lower House of Parliament.
Ministers, including the Prime Minister, are members of a House of Parliament and are accountable to it. There is a separate,
largely ceremonial, head of state, an independent public service and an independent judiciary that applies the rule of law.
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The Australian Curriculum
Humanities and Social Sciences
- 710 Economics and Business
Overview
Rationale
As mass global flows of people, resources, finances and information produce social, economic, political and environmental
complexities and challenges, Australia needs enterprising individuals who can make informed decisions and actively participate
in society and the economy as individuals and more broadly as global citizens. Young Australians will also face a number of
social, economic and moral challenges in their lifetimes that will impact on their lives and choices. It is critical that students are
equipped with the knowledge, understanding and skills that will empower them in the face of such challenges.
The Australian Curriculum: Economics and Business empowers students to shape their social and economic futures and to
contribute to the development of prosperous, sustainable and equitable Australian and global economies. The study of
economics and business develops the knowledge, understanding and skills that will equip students to secure their financial
futures and to participate in and contribute to the wellbeing and sustainability of the economy, the environment and society.
Through studying economics and business, students learn to make informed decisions and to appreciate the interdependence
of decisions made within economic systems, including the effects of these decisions on consumers, businesses, governments
and other economies, and on environmental and social systems.
Economics and business provides students with opportunities to develop enterprising behaviours and capabilities that will equip
them to face challenges in their lifetime. Through authentic learning opportunities, the economics and business curriculum
fosters enterprising individuals who are able to effectively embrace change; seek innovation; work with others; show initiative,
flexibility and leadership; use new technologies; plan, organise and manage risk; and use resources efficiently. Economics and
business will better place students now and in their adult lives to actively and effectively participate in economic and business
activities, while reflecting on the effects of their decisions on themselves, other people and places, now and in the future.
Aims
The Australian Curriculum: Economics and Business aims to aims to ensure students develop:
enterprising behaviours and capabilities that can be transferable into life, work and business opportunities and will
contribute to the development and prosperity of individuals and society
understanding of the ways society allocates limited resources to satisfy needs and wants, and how they participate in the
economy as consumers, workers and producers
understanding of the work and business environments within the Australian economy and its interactions and relationships
with the global economy, in particular the Asia region
reasoning and interpretation skills to apply economics and business concepts to make informed decisions
understanding of economics and business decision-making and its role in creating a prosperous, sustainable and
equitable economy for all Australians
understandings that will enable them to actively and ethically participate in the local, national, regional and global
economy as economically, financially and business-literate citizens.
Structure
The Australian Curriculum: Economics and Business is organised in two related strands: economics and business knowledge
and understanding, and economics and business inquiry and skills.
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In both these strands, the study of economics and business issues, events and business case studies form an integral
component of the curriculum. A focus on contemporary issues, events and business case studies stimulates student interest
and curiosity. The content is intended to be taught through a relevant context, which will help students make the connections
between what they are learning in class and events or issues that are happening in their local area, Australia and the world.
Both strands also focus on developing enterprising behaviours and capabilities. Through the study of economics and business,
students will develop their understanding of the importance and role of enterprising behaviours and capabilities at an individual
and business level. Enterprising behaviours and capabilities refer to the suite of skills, attributes and behaviours that allow
individuals to engage in and contribute to the economic wellbeing of society. Broadly, they encourage students to be adaptable,
demonstrate initiative, solve problems and take on leadership roles in all aspects of life.
Economics and business knowledge refers to the facts, principles, theories and models developed in economics and business.
Economics and business understanding is the ability to see the relationships between concepts and the interdependence of
sectors of the economy.
The economics and business knowledge and understanding strand comprises four key organising ideas: resource allocation
and making choices; the business environment; consumer and financial literacy; and work and work futures.
Resource allocation and making choices focuses on the process of using available, limited resources for competing alternative
uses that satisfy societys increasing needs and wants. As every need and want cannot be satisfied with available resources,
choices must be made about how resources are allocated most effectively, based on the actions of consumers, producers and
governments.
The business environment examines the ways businesses operate at many levels, and the ways they respond to opportunities
and changing circumstances and conditions. As businesses operate in markets, the decisions they make have social, economic
and environmental consequences.
Consumer and financial literacy explores the role of making responsible and informed decisions about consumer issues and
managing money and assets, and how these decisions affect the individuals and the communitys quality of life, sense of
security and awareness of future options.
Work and work futures focuses on work, definitions of work, the work environment and the contribution of work to individual and
collective wellbeing. It explores the factors that influence the work environment now and into the future and the rights and
responsibilities of participants in the work environment.
The economics and business inquiry and skills strand focuses on the skills of questioning and research; interpretation and
analysis; economic reasoning, decision-making and application; and communication and reflection.
Questioning and research involves students asking questions about a contemporary issue or event and planning and
conducting investigations. Students gather information and data from a range of sources to investigate the issue or event.
Interpretation and analysis engages students in transforming and critically examining information and data and accounting for
different perspectives.
Economic reasoning, decision-making and application involves students making informed decisions using economic reasoning
and applying economics and business knowledge, skills and concepts to familiar and new situations.
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In communication and reflection, students present findings, arguments and evidence-based conclusions using subject-specific
language, concepts and conventions and reflect on the intended and unintended consequences of decisions.
Economics and business inquiry and skills are described in bands of schooling at two-year intervals.
The two strands are integral to the development of a teaching and learning program. The economics and business knowledge
and understanding strand provides the content focus through which particular skills are to be developed. It is developed year by
year.
Contemporary economic and/or business events, issues and case studies are used to provide the context for learning
knowledge and understanding and the development of skills.
Each year level includes key questions which provide a guiding framework for developing students economics and business
knowledge, understanding and skills of inquiry.
PDF documents
Resources and support materials for the Australian Curriculum: Economics and Business are available as PDF documents.
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710 Economics and Business
Year 7
The Year 7 curriculum gives students the opportunity to further develop their understanding of economics and business
concepts by exploring what it means to be a consumer, a worker and a producer in the market, and the relationships between
these groups. Students explore the characteristics of successful businesses and consider how entrepreneurial behaviour
contributes to business success. Setting goals and planning to achieve these goals are vital for individual and business
success, and students consider approaches to planning in different contexts, while also considering different ways to derive an
income. The emphasis in Year 7 is on personal, community, national or regional issues or events, with opportunities for
concepts to also be considered in the global context where appropriate.
The economics and business content at this year level involves two strands: economics and business knowledge and
understanding, and economics and business skills. These strands are interrelated and have been developed to be taught in an
integrated way, and in ways that are appropriate to specific local contexts. The order and detail in which they are taught are
programming decisions.
Students are expected to be taught the content through contemporary issues, events and/or case studies. Teachers will design
programs that cover appropriate contexts and meet the needs of their students.
A framework for developing students economics and business knowledge, understanding and skills at this year level is provided
by the following key questions:
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The ways consumers and producers interact and respond to investigating how consumers rely on businesses to meet
each other in the market (ACHEK017) their needs and wants
Why and how individuals and businesses plan to achieve identifying ways short- and long-term personal financial
short-term and long-term personal, organisational and objectives can be achieved, for example through
developing a budget and having a savings plan
financial objectives (ACHEK018)
Characteristics of entrepreneurs and successful businesses investigating successful entrepreneurs and identifying the
(ACHEK019) behaviours and skills that they bring to their business (for
example, seeing and taking advantage of an opportunity,
establishing a shared vision; demonstrating initiative,
innovation and enterprise)
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Why individuals work, types of work and how people derive an investigating the contribution that work can make to an
income (ACHEK020) individual (for example, earning an income, contributing
to an individuals self-esteem, contributing to the
community, material and non-material living standards
and happiness)
Develop questions about an economic or business issue or developing questions to form the basis of an economic or
event, and plan and conduct an investigation or project business investigation (for example, Why do people
work?, Why is it important to plan ways to achieve
(ACHES021)
personal financial objectives?, 'Why are consumers and
producers reliant on each other?', 'How can a business
achieve success in the market?')
Gather relevant data and information from a range of digital, identifying sources of data and information (for example,
online and print sources (ACHES022) Australian Bureau of Statistics for information on types of
employment (full-time, part-time, casual))
Interpret data and information displayed in different formats to interpreting tables, charts and graphs containing
identify relationships and trends (ACHES023) economic or business data to identify trends (for
example, to answer the question: To what extent has the
number of people in casual work increased?)
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Generate a range of alternatives in response to an observed examining the trade-offs involved in making choices
economic or business issue or event, and evaluate the about how to earn an income (for example, working as an
employee or owning your own business)
potential costs and benefits of each alternative (ACHES024)
Apply economics and business knowledge, skills and creating simple budgets to achieve specific financial
concepts in familiar and new situations (ACHES025) goals and using digital and online tools to keep financial
records in a real-life context
Present evidence-based conclusions using economics and communicating findings in different formats such as
business language and concepts in a range of appropriate graphs, tables, spreadsheets, visual displays and reports
formats, and reflect on the consequences of alternative
actions (ACHES026) using economics and business terms when presenting
conclusions such as market, workforce, income, financial
objectives, entrepreneurial behaviours and skills, costs
and benefits
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710 Economics and Business
When researching, students develop questions and gather data and information from different sources to investigate an
economic or business issue. They interpret data to identify trends. They propose alternative responses to an issue and assess
the costs and benefits of each alternative. They apply economics and business knowledge, skills and concepts to familiar
problems. Students develop and present conclusions using appropriate texts, terms and concepts. They identify the effects of
their decisions and the possible effects of alternative actions.
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710 Economics and Business
Year 8
The Year 8 curriculum gives students the opportunity to further develop their understanding of economics and business
concepts by exploring the ways markets including traditional Aboriginal and Torres Strait Islander markets work within
Australia, the participants in the market system and the ways they may influence the markets operation. The rights,
responsibilities and opportunities that arise for businesses, consumers and governments are considered along with the
influences on the ways individuals work now and into the future. The emphasis in Year 8 is on national and regional issues, with
opportunities for the concepts to also be considered in relation to local community or global issues where appropriate.
The economics and business content at this year level involves two strands: economics and business knowledge and
understanding, and economics and business skills. These strands are interrelated and have been developed to be taught in an
integrated way, and in ways that are appropriate to specific local contexts. The order and detail in which they are taught are
programming decisions.
Students are expected to be taught the content through contemporary issues, events and/or case studies. Teachers will design
programs that cover appropriate contexts and meet the needs of their students.
A framework for developing students economics and business knowledge, understanding and skills at this year level is provided
by the following key questions:
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The ways markets in Australia operate to enable the identifying who is involved in the market system in
distribution of resources, and why they may be influenced by Australia and explaining how the market operates
through the interactions of the participants (for example,
government (ACHEK027)
household, business, finance, and government sectors)
The traditional markets of Aboriginal and Torres Strait exploring traditional practices that enabled fast and
Islander communities and their participation in contemporary expansive exchange in technology, ideas and rare and
valuable goods within and between Aboriginal and Torres
markets (ACHEK028)
Strait Islander communities (for example, through trade,
songlines and ceremony), and how this reinforced
personal and group relationships
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The rights and responsibilities of consumers and businesses distinguishing the difference between rights and
in Australia in terms of financial and economic decision- responsibilities and creating a list of the rights and
responsibilities of consumers and businesses
making (ACHEK029)
Types of businesses and the ways that businesses respond to comparing different forms of business ownership (for
opportunities in Australia (ACHEK030) example, sole proprietorship, partnership, corporation,
cooperative, franchise)
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Influences on the ways people work and factors that might investigating present influences on the ways people
affect work in the future (ACHEK031) work, such as technological change, outsourced labour in
the global economy, rapid communication changes,
casualisation of the workforce
Develop questions about an economic or business issue or developing targeted questions to form the basis of an
event, and plan and conduct an investigation or project investigation of an economic or business issue or event
(for example, How are the prices of products determined
(ACHES032)
through the interaction of participants in the market?,
'How should a business respond to an opportunity in the
Australian market?', 'How are consumers' rights and
responsibilities protected when they make purchasing
decisions?')
Gather relevant data and information from a range of digital, organising and categorising data and/or information (for
online and print sources (ACHES033) example, constructing a table showing the differences
between types of businesses)
Interpret data and information displayed in different formats to interpreting data in tables, charts and graphs to identify
identify relationships and trends (ACHES034) relationships (for example, correlations between the
location of groups and access to work opportunities)
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Economic reasoning, decision-making and application Elaborations
Generate a range of alternatives in response to an observed identifying opportunities in the market for a business and
economic or business issue or event, and evaluate the proposing alternative ways to take advantage of these
potential costs and benefits of each alternative (ACHES035)
undertaking a cost-benefit analysis of alternative ways for
a business to respond to opportunities in the market and
making a decision about which one to recommend
Apply economics and business knowledge, skills and applying informed decision-making skills to familiar and
concepts in familiar and new situations (ACHES036) new situations (for example, helping the family decide
what products they need to purchase during the week)
Present evidence-based conclusions using economics and constructing appropriate displays of information and data
business language and concepts in a range of appropriate to show trends and relationships (for example, preparing
a data show which includes visual displays including
formats, and reflect on the consequences of alternative
graphs and charts as well as text to present findings and
actions (ACHES037) conclusions)
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710 Economics and Business
When researching, students develop questions and gather relevant data and information from different sources to investigate an
economic or business issue. They interpret data to identify trends and relationships. They propose a range of alternative
responses to an issue and evaluate the costs and benefits of each alternative. They apply economics and business knowledge,
skills and concepts to familiar and unfamiliar problems. Students develop and present evidence-based conclusions using
appropriate texts, subject-specific language and concepts. They identify the effects of an economic or business decision and the
potential consequences of alternative actions.
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710 Economics and Business
Year 9
The Year 9 curriculum gives students the opportunity to further develop their understanding of economics and business
concepts by exploring the interactions within the global economy. Students are introduced to the concept of an economy and
explore what it means for Australia to be part of the Asia region and the global economy. They consider the interdependence of
participants in the global economy, including the implications of decisions made by individuals, businesses and governments.
The responsibilities of participants operating in a global workplace are also considered.
The economics and business content at this year level involves two strands: economics and business knowledge and
understanding, and economics and business skills. These strands are interrelated and have been developed to be taught in an
integrated way, and in ways that are appropriate to specific local contexts. The order and detail in which they are taught are
programming decisions.
Students are expected to be taught the content through contemporary issues, events and/or case studies. Teachers will design
programs that cover different contexts (personal, local, national, regional, global) and meet the needs of their students.
A framework for developing students economics and business knowledge, understanding and skills at this year level is provided
by the following key questions:
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Australia as a trading nation and its place within the rising identifying participants in the open Australian economy
economies of Asia and broader global economy (ACHEK038) including household, business, finance, government and
foreign sectors
Why and how participants in the global economy are exploring Australia's interdependence with other
dependent on each other (ACHEK039) economies and brainstorming the ways that consumers,
producers, workers and governments interact with other
economies
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Why and how people manage financial risks and rewards in explaining the role of banks and other deposit-taking
the current Australian and global financial landscape institutions (for example, credit unions or building
societies, in collecting deposits, pooling savings and
(ACHEK040)
lending them to individuals and business)
The nature of innovation and how and why businesses seek identifying the reasons businesses seek to build or create
to create and maintain a competitive advantage in the market, a competitive advantage (for example, to meet the
changing demands of a competitive global market and
including the global market (ACHEK041)
improve their profit margins)
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The changing roles and responsibilities of participants in the identifying the responsibilities of various participants in a
Australian or global workplace (ACHEK042) particular workplace (for example, employers,
employees, industrial organisations or state, territory and
Commonwealth governments)
Develop questions and hypotheses about an economic or establishing questions and/or hypotheses to form the
business issue or event, and plan and conduct an basis of an investigation into a selected issue or event
(for example, by asking questions about why it is
investigation (ACHES043)
increasingly important for businesses to seek a
competitive advantage or establishing a hypothesis such
as: The export of locally made products will greatly
benefit the local community)
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Gather relevant and reliable data and information from a collecting relevant data and information (for example,
range of digital, online and print sources (ACHES044) researching the current Australian and global financial
landscape or ways to manage financial risks and
rewards)
Analyse data and information in different formats to explain organising the data and information collected into a form
cause-and-effect relationships, make predictions and illustrate that shows the different perspectives around an
issue/event (for example, the impact of global events on
alternative perspectives (ACHES045)
participants in the Australian economy)
Generate a range of viable options in response to an identifying and comparing possible alternatives to
economic or business issue or event, use cost-benefit address a problem such as how to manage over-
indebtedness
analysis and appropriate criteria to recommend and justify a
course of action and predict the potential consequences of the
proposed action (ACHES046) evaluating the costs and benefits of a range of
alternatives such as strategies for a business seeking to
remain competitive in the global market
Apply economics and business knowledge, skills and applying enterprising behaviours to class and everyday
concepts in familiar, new and hypothetical situations activities (for example, by taking on a leadership role in a
project, establishing goals that are meaningful and
(ACHES047)
realistic, accepting responsibility)
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Present reasoned arguments and evidence-based representing data in different forms such as charts, tables
conclusions in a range of appropriate formats using and graphs, maps or models to communicate findings
economics and business conventions, language and concepts
(ACHES048) developing texts for different audiences such as peers,
businesses, the public, and for different purposes (for
example, to persuade or inform)
Reflect on the intended and unintended consequences of discussing and reflecting on the outcomes of a decision
economic and business decisions (ACHES049) and identifying those that were intended or unintended
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710 Economics and Business
When researching, students develop questions and simple hypotheses to frame an investigation of an economic or business
issue. They gather and analyse relevant data and information from different sources to answer questions, identify trends and
explain relationships. Students generate alternative responses to an issue and use cost-benefit analysis and appropriate criteria
to propose a course of action. They apply economics and business knowledge, skills and concepts to familiar, unfamiliar and
hypothetical problems. Students develop and present evidence-based conclusions and reasoned arguments using appropriate
texts, subject-specific language and concepts. They analyse the effects of economic and business decisions and the potential
consequences of alternative actions.
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710 Economics and Business
Year 10
The Year 10 curriculum gives students the opportunity to further develop their understanding of economics and business
concepts by considering Australias economic performance and standard of living. The ways governments manage economic
performance to improve living standards is explored, along with the reasons why economic performance and living standards
differ within and between economies. Students explore the nature of externalities and why the government intervenes to ensure
that prices reflect the depletion of resources or costs to society. Students examine the consequences of decisions and the
responses of business to changing economic conditions, including the way they manage their workforce.
The economics and business content at this year level involves two strands: economics and business knowledge and
understanding, and economics and business skills. These strands are interrelated and have been developed to be taught in an
integrated way, and in ways that are appropriate to specific local contexts. The order and detail in which they are taught are
programming decisions.
Students are expected to be taught the content through contemporary issues, events and/or case studies. Teachers will design
programs that cover different contexts (personal, local, national, regional, global) and meet the needs of their students.
A framework for developing students economics and business knowledge, understanding and skills at this year level is provided
by the following key questions:
Indicators of economic performance and how Australias identifying indicators of economic performance such as
economy is performing (ACHEK050) economic growth rates, unemployment trends, inflation
rates, sustainability indexes
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The links between economic performance and living defining living standards and explaining its relationship
standards, and how and why variations exist within and to economic performance
between economies (ACHEK051)
exploring the factors that can explain the variations in
economic performance within or between economies (for
example, high levels of foreign ownership, employment
rates, levels of debt)
The ways that governments manage economic performance identifying examples of fiscal and monetary policy options
to improve living standards (ACHEK052) designed to improve the standard of living, such as
productivity policy, training and workforce development,
taxation, work visas, migration, buying or selling
government securities
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Factors that influence major consumer and financial decisions identifying and explaining factors that influence major
and the short- and long-term consequences of these consumer decisions (for example, price, availability and
cost of finance, marketing of products, age and gender of
decisions (ACHEK053)
consumer, convenience, ethical and environmental
considerations)
The ways businesses respond to changing economic describing ways in which businesses can improve
conditions and improve productivity through organisational productivity (for example, training, capital investment,
investment in applications of technology, use of just-in-
management and workforce management (ACHEK054)
time inventory systems)
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Develop questions and hypotheses about an economic or establishing questions to form the basis of an economic
business issue or event, and plan and conduct an or business investigation into an issue or event, such as
Why do standards of living differ within an economy?, or
investigation (ACHES055)
formulating a hypothesis such as Responding to an
upswing in the economy with expansionary measures will
improve business productivity
Gather relevant and reliable data and information from a collecting data and information from a variety of sources
range of digital, online and print sources (ACHES056) relevant to the issue or event being investigated
Analyse data and information in different formats to explain categorising and interpreting data and information
cause-and-effect relationships, make predictions and illustrate collected into a form that shows multiple perspectives
around an issue/event
alternative perspectives (ACHES057)
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Generate a range of viable options in response to an deciding on a potential major purchase (for example, a
economic or business issue or event, use cost-benefit car, investigating options, calculating the costs of
different purchasing methods and estimating the long-
analysis and appropriate criteria to recommend and justify a
term costs and benefits of owning the asset and repaying
course of action and predict the potential consequences of the the debt)
proposed action (ACHES058)
Apply economics and business knowledge, skills and evaluating different types of loans to estimate the short-
concepts in familiar, new and hypothetical situations and long-term financial implications of each
(ACHES059)
applying enterprising behaviours to a class or
independent activity (for example, by showing initiative
and leadership, establishing goals that are meaningful
and realistic, accepting responsibility)
Present reasoned arguments and evidence-based using economics and business terms and concepts such
conclusions in a range of appropriate formats using as indicators, economic performance, business cycle,
organisational structure, workforce management, interest
economics and business conventions, language and concepts
rates
(ACHES060)
Reflect on the intended and unintended consequences of discussing the outcomes of a decision, identifying those
economic and business decisions (ACHES061) that were intended and unintended and reflecting on
strategies that may address the unintended
consequences
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710 Economics and Business
When researching, students develop questions and formulate hypotheses to frame an investigation of an economic or business
issue or event. They gather and analyse reliable data and information from different sources to identify trends, explain
relationships and make predictions. Students generate alternative responses to an issue, taking into account multiple
perspectives. They use cost-benefit analysis and appropriate criteria to propose and justify a course of action. They apply
economics and business knowledge, skills and concepts to familiar, unfamiliar and complex hypothetical problems. Students
develop and present evidence-based conclusions and reasoned arguments incorporating different points of view. They use
appropriate texts, subject-specific language, conventions and concepts. They analyse the intended and unintended effects of
economic and business decisions and the potential consequences of alternative actions.
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710 Economics and Business
Glossary
absolute advantage
A country is said to have an absolute advantage when it can produce goods and services more efficiently than another country
with the same set of resources.
A standard of living adequate for the health and wellbeing of a person and his/her family, including food, clothing, housing,
medical care, necessary social services, the right to security in the event of unemployment, sickness, disability, widowhood, old
age or other lack of livelihood in circumstances beyond his/her control, special care for mothers and children, and social
protection for all children.
business
An organisation, enterprise or business engaged in production and trade of goods or services, usually for profit.
business activity
All activity associated with production and trade of goods and services by a business.
business cycle
business environment
capital
All physical equipment (machinery, buildings, infrastructure) used by people in a process of production, for example, a secretary
uses a computer; a bricklayer uses a trowel; a farmer uses a plough. In modern economies, intellectual property and knowledge
are types of human capital necessary resources in the production of goods and services.
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circular flow of income
An economic model that provides a theoretical and simplified representation of operations of an economy, depicting interactions
between various sectors of the economy (household, business, finance, government and foreign sectors), and flows of
resources and income between them.
comparative advantage
An ability of a countries/economies to gain from trade with each other, regardless of their factor endowments. Given a choice of
producing two products, a country is said to have a comparative advantage when it specialises in the production and export of
particular goods and services that it can produce more efficiently; that is, at a lower opportunity cost than competitors.
competitive advantage
An advantage that a business holds over others in its industry, sector or location. The advantage means that the business is
able to sell more of a product, or operate at a lower cost, or better meet the needs of consumers. Competitive advantage usually
implies that a business is more profitable than its competitors.
consumer
A person or a group that is the final user of goods and services produced within an economy.
When businesses consider the interests of stakeholders, society and the environment when making economic and business
decisions.
cost-benefit analysis
Determination and evaluation of benefits and costs of a project or decision. The evaluation includes monetary and non-
monetary effects.
demand
An amount of goods or services that consumers are willing and able to purchase at a particular point in time.
economic development
A quantitative (output and value) and qualitative (wellbeing) improvement in the standard of living.
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economic growth
An increase in the quantity of goods and services produced in an economy over a period of time; an increasing ability of society
to satisfy the needs and wants of its people.
economic reasoning
Applying the principles of economics to understand possible causes and effects of economic events and changes; that is, using
economic and business ideas to explain and analyse economic and business events and issues.
economic sustainability
Economic activity that supports economic needs of the present without compromising the ability of future generations to meet
their own needs.
economic system
A system that coordinates the production and distribution of goods and services.
economics
A social science (study of human behaviour) that studies decisions made by individuals, households, businesses, governments
and other groups about how scarce resources are allocated in attempting to satisfy needs and unlimited wants.
economy
All activities undertaken for the purpose of production, distribution and consumption of goods and services in a region or
country.
efficiency
Producing goods and services using the minimum amount of resources; obtaining the greatest amount of goods and services
from limited resources; avoiding wastage of resources.
enterprise
A business unit, company or project that is profit-oriented, non-profit, privately owned or government-controlled and that
combines scarce resources for the production and supply of goods and services, and especially may require boldness or effort.
Alternatively, the term may refer to the undertaking of a project or business.
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entrepreneur
A person who sets out to build a successful business in a new field. An entrepreneurs methods are sometimes regarded as
ground-breaking or innovative.
equity
A perceived fairness of the way scarce resources are used and the way benefits of production are distributed.
externality
Uncompensated cost or benefit associated with a production or consumption of goods and services that affects the wellbeing of
third parties or society more generally.
factors of production
Resources used in a production of goods and services classified as land, labour, capital and enterprise.
goods
Tangible items that satisfy needs and wants; they can be seen and touched.
A total value of final goods and services produced in a country in a period of time.
industry sector
An area of a business operation. Businesses operate in the primary, secondary and tertiary industry sectors. The primary
industry produces goods through the use and extraction of natural resources (for example, agriculture and mining). The
secondary industry is concerned with converting primary industry materials into finished goods (for example, manufacturing,
textiles and food). The tertiary industry provides services (for example, information, tourism and telecommunications).
interdependence
A joint dependence between participants in an economy; that is, the reliance of consumers, workers, businesses and
governments on each other. In modern economies, people tend to specialise in the production of a good or service, and trade
that item for another that they could not provide or produce for themselves.
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living standards
An amount of wealth, comfort, material goods and necessities that a particular individual, society or country has.
market
market economy
A system that coordinates the production and distribution of goods and services using markets.
needs
In economics, a good or service that consumers consider necessary to maintain their standard of living.
non-profit
A business that uses surplus funds to achieve its goals rather than distribute these funds to the owners. These often exist in the
form of charities, service organisations and clubs.
offshoring
Business processes that were originally performed in-house now moved overseas.
opportunity cost
What you have to forgo if you choose to do A rather than B; the value of the next best alternative that is foregone whenever a
choice is made.
organisational structure
A structure put in place by a businesses to organise how tasks are divided and how resources are used to achieve the
businesss goals and objectives. Tall (vertical) organisational structures exist in businesses with many levels of authority
between senior management and workers, for example, in larger corporations. Flat (horizontal) organisational structures,
common in smallmedium enterprises, are those with fewer levels between management and workers.
outsourcing
Any task that could be performed by employees within an organisation being contracted out to a third party.
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producer
productivity
A measure of how efficiently an economy uses resources such as labour and capital to produce goods and services. One of the
most common measures of an economys productivity is gross domestic product (GDP).
resource
A means to produce goods and services that satisfy needs and wants. The four economic resources (factors of production) are
land, labour, capital and enterprise. Production usually requires a combination of resources.
resource allocation
Assigning of limited resources to produce goods and services to meet societys needs and unlimited wants.
scarcity
An economic problem of having needs and unlimited wants, but limited resources that can be used to achieve those needs and
wants.
standard of living
A level of wealth and consumption of a population (such as a nation or socioeconomic group), measured by factors such as
gross domestic product, inflation, income, employment, poverty rate, housing, access to and standard of health care and
education, safety, and environmental quality.
supply
An amount of goods and services that are available; an amount of goods that producers are willing to offer for sale.
sustainable development
A development that meets the needs of the present without compromising the ability of future generations to meet their own
needs. Sustainable development values resources for their future as well as current uses.
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trade-off
A sacrifice that must be made when choosing how to use resources. The preferred (next best) alternative is known as the
opportunity cost.
wants
A good or service that is desired in order to provide satisfaction to a user, but which is not necessary for survival or to meet the
basicstandard of living in a community.
wellbeing
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The Australian Curriculum
Languages
Overview
Introduction
The Australian Curriculum: Languages is designed to enable all students to engage in learning a language in addition to
English. The design of the Australian Curriculum: Languages recognises the features that languages share as well as the
distinctiveness of specific languages.
There are aspects of the curriculum that pertain to all languages. The key concepts of language, culture and learning, as
described in the Shape of the Australian Curriculum: Languages, underpin the learning area. They also provide the basis for
a common rationale and set of aims for all languages.
The Australian Curriculum: Languages includes languagespecific curricula for world languages and a Framework for
Aboriginal Languages and Torres Strait Islander Languages.
Language specificity
The curriculum content and achievement standards are different for each specific language because of inherent differences in
the languages themselves.
Each language has its own distinctive structure, systems, conventions for use, related culture(s), place in the Australian and
international communities, as well as its own history in Australian education.
Understanding who learners are, as language learners and as young people, is the starting point for developing their language
learning. An increasingly varied range of students now study languages in Australian classrooms. The changing pattern of
migration to Australia is extending the range of languages students bring with them to school. Education systems seek to
provide for this diversity of language background and for the fact that languages classrooms include students with varying
degrees of experience of and proficiency in the language being learnt, as well as their particular affiliations with additional
languages.
Learners come to learning languages with diverse linguistic, cultural and personal profiles, bringing distinctive biographies which
include individual histories; biographies; previous experiences of and relationships with the target language and particular
motivations, expectations, and aspirations.
As unique, social and cultural beings, students interpret the world and make sense of their experiences through their own social
and cultural traditions, understanding and values.
Second language learners are those who are introduced to learning the target language at school as an additional, new
language. The first language used before they start school and/or the language they use at home is not the language being
learnt.
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Background language learners are those who may use the language at home, not necessarily exclusively, and have varying
degrees of knowledge of and proficiency in the language being learnt. These learners have a base for literacy development in
the language.
First language learners are users of the language being learnt who have undertaken at least primary schooling in the target
language. They have had their primary socialisation as well as initial literacy development in that language and use the target
language at home. For Aboriginal languages and Torres Strait Islander languages, first language learners are learners whose
primary socialisation is in the language being learnt and who may or may not have yet developed initial literacy.
Within each of these groups, there are differences in proficiency in the language being learnt. It is acknowledged that the span
of language experiences of background learners is particularly wide, and learners in this group are likely to have quite diverse
affiliations with the target language. Nevertheless, for pragmatic reasons, it is not feasible to identify further groupings.
A framework is being developed for Aboriginal languages and Torres Strait Islander languages that caters for different learner
pathways that also take into account the state of the particular language involved.
Rationale
Through learning languages, students acquire:
Language learning provides the opportunity for students to engage with the linguistic and cultural diversity of the world and its
peoples, to reflect on their understanding of experience in various aspects of social life, and on their own participation and ways
of being in the world.
Learning languages broadens students horizons in relation to the personal, social, cultural and employment opportunities that
an increasingly interconnected and interdependent world presents. The interdependence of countries and communities means
people in all spheres of life are required to negotiate experiences and meanings across languages and cultures. Despite its
status as a world language, a capability in English only is no longer sufficient. A bilingual or plurilingual capability is the norm in
most parts of the world.
Learning languages:
Learning languages also contributes to strengthening the communitys social, economic and international development
capabilities. Language capabilities represent linguistic and cultural resources through which the community can engage socially,
culturally and economically, in domains which include business, trade, science, law, education, tourism, diplomacy, international
relations, health and communications.
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Learning Aboriginal languages and Torres Strait Islander languages meets the needs and rights of young people to learn their
own languages and recognises their significance in the language ecology of Australia. For Aboriginal and Torres Strait Islander
students, learning their own languages is crucial to overall learning and achievements, to developing a sense of identity and
recognition and understanding of language, culture, Country and Place. For all students, learning Aboriginal languages and
Torres Strait Islander languages provides a distinctive means of understanding the country in which they live, including the
relationship between land, the environment and people. The ongoing and necessary reclamation and revitalisation of these
languages also contribute to reconciliation.
Aims
The Australian Curriculum: Languages aims to develop the knowledge, understanding and skills to ensure students:
These three aims are interrelated and provide the basis for the two organising strands: Communicating and Understanding. The
three aims are common to all languages.
Key ideas
Language and culture
The interrelationship of language, culture and learning provides the foundation for the Australian Curriculum: Languages.
In the languages learning area the focus is on both language and culture, as students learn to communicate meaningfully
across linguistic and cultural systems, and different contexts. This process involves reflection and analysis, as students move
between the new language being learnt and their own existing language(s). It is a reciprocal and dynamic process which
develops language use within intercultural dimensions of learning experiences. It is not a one plus one relationship between
two languages and cultures, where each language and culture stay separate and self-contained. Comparison and referencing
between (at least) two languages and cultures build understanding of how languages work, how they relate to each other and
how language and culture shape and reflect experience; that is, the experience of language using and language learning. The
experience of being in two worlds at once involves noticing, questioning and developing awareness of how language and culture
shape identity.
Structure
Learner background and time-on-task are two major variables that influence language learning and they provide the basis for
the structure of the Australian Curriculum: Languages. These variables are addressed through the specification of content and
the description of achievement standards according to pathways and learning sequences respectively.
Pathways
In the Australian Curriculum: Languages, pathways for second language learners, background language learners and first
language learners have been developed as appropriate to cater for the dominant group(s) of students learning each specific
language within the current Australian context. For the majority of languages, one curriculum pathway has been developed for
Years F10, catering for the dominant cohort of learners for that language in the current Australian context. For Chinese,
pathways have been developed for three learner groups: first language learners, background language learners and second
language learners.
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The Framework for Aboriginal languages and Torres Strait Islander Languages includes three learner pathways:
Sequences of learning
The design of the Australian Curriculum: Languages takes account of different entry points into language learning across
Foundation Year 10, which reflects current practice in languages.
For the second language learner pathway and the background language learner pathway, there are two learning sequences:
FoundationYear 10 sequence
Years 710 (Year 7 Entry) sequence.
For the first language learner pathway, there is one learning sequence:
Content and achievement standards are described initially in a three-year band for FoundationYear 2 followed by two-year
bands of learning: Years 34; Years 56, Years 78 and Years 910.
The Framework for Aboriginal Languages and Torres Strait Islander Languages is written in the bands Foundation Year 2,
Years 36 and Years 710. In the absence of pedagogical evidence across the country for all these languages, the broader
band distinctions provide maximum local flexibility in curriculum development.
Content structure
The content of the Australian Curriculum: Languages is organised through two interrelated strands which realise the three aims.
The two strands are:
Communicating: using language for communicative purposes in interpreting, creating and exchanging meaning
Understanding: analysing language and culture as a resource for interpreting and creating meaning.
1) communication
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Diagram 1: Relationship between strands and sub-strands
The following table provides a brief description of each of the strands and sub-strands.
2.3 The role Analysing and understanding the role of language and culture
of language in the exchange of meaning.
and culture
Student diversity
ACARA is committed to the development of a high-quality curriculum that promotes excellence and equity in education for all
Australian students.
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All students are entitled to rigorous, relevant and engaging learning programs drawn from the Australian Curriculum:
Languages. Teachers take account of the range of their students current levels of learning, strengths, goals and interests and
make adjustments where necessary. The three-dimensional design of the Australian Curriculum, comprising learning areas,
general capabilities and cross-curriculum priorities, provides teachers with flexibility to cater for the diverse needs of students
across Australia and to personalise their learning.
More detailed advice for schools and teachers on using the Australian Curriculum to meet diverse learning needs is available
under Student Diversity on the Australian Curriculum website.
The Disability Discrimination Act 1992 and the Disability Standards for Education 2005 require education and training
service providers to support the rights of students with disability to access the curriculum on the same basis as students without
disability.
Many students with disability are able to achieve educational standards commensurate with their peers, as long as the
necessary adjustments are made to the way in which they are taught and to the means through which they demonstrate their
learning.
In some cases curriculum adjustments are necessary to provide equitable opportunities for students to access age-equivalent
content in the Australian Curriculum: Languages. Teachers can draw from content at different levels along the Foundation to
Year 10 sequence. Teachers can also use the extended general capabilities learning continua in Literacy, Numeracy and
Personal and social capability to adjust the focus of learning according to individual student need.
Languages play a crucial role in the educational experience of students and in the curriculum as a whole. Given the diversity of
students in Australian education, it is important to recognise that a range of languages is used either as part of the formal
curriculum or as part of learners socialisation within and outside the school.
Learners bring their first language or languages as the one(s) they use for their initial socialisation in their family or community.
For the majority, this is English. For many, it can be a range of different languages. Learners also encounter the language or
languages of instruction at school. For most in Australia, this is English. For many students in Australia, the language of
instruction is not the same as their first language. These students may learn through English as an additional language/dialect
(EALD) programs.
In contemporary understandings of language acquisition, development and learning all the languages learners experience in
their socialisation and education form part of learners distinctive linguistic and cultural repertoires. These are variously
developed by both the experience of schooling and broader social community experience. These repertoires are an integral part
of learners identities and what they bring to the learning of additional languages as part of the languages learning area within
the school curriculum.
While the curriculum for languages primarily addresses the learning of languages, this learning cannot be separated from the
development of learners more general communicative repertoires. It is through such a relational and holistic approach to
languages education that learners develop their capabilities in knowing and using multiple languages. Learners extend their
communicative and conceptual development, learning and identity formation.
In various kinds of bilingual programs, students are afforded an opportunity to learn through the medium of English and another
language (learners first or additional language). These programs are of particular value in ensuring learners continue to develop
at least two languages that are of value to them. They are of value to both their conceptual development and learning and to
their identity formation.
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Aboriginal and Torres Strait Islander communities recognise the importance of literacy to their children. They support literacy
education programs that are founded on establishing literacy in their childrens first language. These are the Aboriginal and
Torres Strait Islander languages their communities use. Literacy in English is regarded as concomitant on first establishing
students literacy in their first language. Although most bilingual programs in Aboriginal and Torres Strait Islander languages are
designed to help students transition into learning in English, their fundamental value is in the development of bilingual literacy.
Strengthening the bilingual literacy of Aboriginal and Torres Strait Islander students can significantly contribute to improving
their overall academic achievement and success.
A national English as an Additional Language or Dialect: Teacher Resource has been developed to support teachers in
making the Australian Curriculum: Foundation Year 10 in each learning area accessible to EALD students.
Teachers can use the Australian Curriculum: Languages flexibly to meet the individual learning needs of gifted and talented
students.
Teachers can enrich learning by providing students with opportunities to work with learning area content in more depth or
breadth; emphasising specific aspects of the general capabilities learning continua (for example, the higher order cognitive skills
of the Critical and creative thinking capability); and/or focusing on cross-curriculum priorities. Teachers can also accelerate
student learning by drawing on content from later levels in the Australian Curriculum: Languages and/or from local state and
territory teaching and learning materials.
General capabilities
In the Australian Curriculum, general capabilities encompass knowledge, skills, behaviours, and dispositions that, together with
curriculum content in each learning area and the cross-curriculum priorities, will enable students to live and work successfully in
the 21st century.
literacy
numeracy
information and communication technology (ICT) capability
critical and creative thinking
personal and social capability
ethical understanding
intercultural understanding.
In the Australian Curriculum: Languages, general capabilities are identified wherever they are developed or applied in content
descriptions.
They are also identified where they offer opportunities to add depth and richness to student learning through content
elaborations. Icons indicate where general capabilities have been identified in languages content. Teachers may find further
opportunities to incorporate explicit teaching of the capabilities, depending on their choice of activities.
Detailed descriptions and elaborations of each of the general capabilities and the way these capabilities may be developed,
including learning continua, can be found in the Australian Curriculum website: www.australiancurriculum.edu.au
Literacy
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Learning languages develops overall literacy. It is in this sense value added, strengthening literacy-related capabilities that are
transferable across languages, both the language being learnt and all other languages that are part of the learners repertoire.
Languages learning also strengthens literacy-related capabilities across domains of use, such as the academic domain and the
domains of home language use, and across learning areas.
Literacy development involves conscious attention and focused learning. It involves skills and knowledge that need guidance,
time and support to develop. These skills include the:
Literacy development for second language learners is cognitively demanding. It involves these same elements but often without
the powerful support of a surrounding oral culture and context. The strangeness of the additional language requires scaffolding.
In the language classroom, analysis is prioritised alongside experience. Explicit, explanatory and exploratory talk around
language and literacy is a core element. Learners are supported to develop their own metaawareness, to be able to think and
talk about how the language works and about how they learn to use it. Similarly, for first language learners, literacy development
that extends to additional domains and contexts of use requires comparative analysis that extends literacy development in their
first language and English.
Numeracy
Learning languages affords opportunities for learners to use the target language to develop skills in numeracy, to understand,
analyse, categorise, critically respond to and use mathematics in different contexts. This includes processes such as using and
understanding patterns, order and relationships to reinforce concepts such as number, time or space in their own and in others
cultural and linguistic systems.
Learning languages is enhanced through the use of multimodal resources, digital environments and technologies in the target
language. Accessing live target language environments and texts via digital media contributes to the development of information
technology capabilities as well as linguistic and cultural knowledge. Accessing different real-time contexts extends the
boundaries of the classroom.
In learning a language, students interact with people and ideas from diverse backgrounds and perspectives, which enhances
critical thinking, reflection and encourages creative, divergent and imaginative thinking. By learning to notice, connect, compare
and analyse aspects of the target language, students develop critical, analytic and problem-solving skills.
Interacting effectively in an additional language and with people of diverse language backgrounds involves negotiating and
interpreting meaning in a range of social and cultural situations. This involves understanding and empathising, which are
important elements of social and intercultural competence. Being open-minded and recognising that people view and
experience the world in different ways, and learning to interact in a collaborative and respectful manner are key elements of
personal and social competence.
Ethical understanding
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When learning another language, students are taught explicitly to acknowledge and value difference in their interactions with
others and to develop respect for diverse ways of perceiving and acting in the world. Opportunities are provided to monitor and
to adjust their own ethical points of view. In learning Aboriginal and Torres Strait Islander languages, students should consider
appropriate ethical behaviour in terms of engaging with the owners and custodians of the languages. Similar consideration is
required when interpreting and translating or when collecting and analysing primary research data.
Intercultural understanding
The development of intercultural understanding is a central aim of learning languages, as it is integral to communicating in the
context of diversity, the development of global citizenship and lifelong learning. Students bring to their learning various
preconceptions, assumptions and orientations shaped by their existing language(s) culture(s) to their learning that can be
challenged by the new language experience. Learning to move between the existing and new languages and cultures is integral
to language learning and is the key to the development of students intercultural capability. By learning a new language, or
learning to use an existing language in new domains and contexts, students are able to notice, compare and reflect on things
previously taken for granted; to explore their own linguistic, social and cultural practices as well as those associated with the
target language. They begin to see the complexity, variability and sometimes the contradictions involved in using language.
Learning a new language does not require forsaking the first language. It is an enriching and cumulative process, which
broadens the learners communicative repertoire, providing additional resources for interpreting and making meaning. Learners
come to realise that interactions between different people through the use of different languages also involves interactions
between the different kinds of knowledge, understanding and values that are articulated through language(s) and culture(s).
They realise that successful intercultural communication is not only determined by what they do or say, but also by what
members of the other language and culture understand from what they say or do.
Cross-curriculum priorities
The Australian Curriculum gives special attention to three cross-curriculum priorities:
The cross-curriculum priorities are embedded in the curriculum and will have a strong but varying presence depending on their
relevance to each of the learning areas.
Aboriginal and Torres Strait Islander communities are strong, rich and diverse. Aboriginal and Torres Strait Islander identity is
central to this priority. It is intrinsically linked to living and learning in Aboriginal and Torres Strait Islander communities, deep
knowledge of traditions and holistic world view.
A conceptual framework based on Aboriginal and Torres Strait Islander peoples unique sense of identity has been developed
as a tool for embedding Aboriginal and Torres Strait Islander histories and cultures within the Australian curriculum. This sense
of identity is approached through the interconnected concepts of Country/Place, people and culture. Embracing these elements
enhances all areas of the curriculum.
The Aboriginal and Torres Strait Islander priority provides opportunities for all learners to deepen their knowledge of Australia by
engaging with the worlds oldest continuous living cultures. This knowledge and understanding will enrich their ability to
participate positively in the evolving history of Australia.
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A direct way of learning about and engaging with diverse Aboriginal and Torres Strait Islander communities is to learn an
Aboriginal language and/or a Torres Strait Islander language. There is an inseparable connection between Aboriginal languages
and Torres Strait Islander languages and land/sea, Country/Place, the environment, fauna and flora. Aboriginal and Torres
Strait Islander histories and cultures are an integral part of the learning of Aboriginal languages and Torres Strait Islander
languages.
In learning all languages, there is a scope for making interlinguistic and intercultural comparisons across languages, including
Aboriginal and Torres Strait Islander languages, to develop understanding of concepts related to the linguistic landscape of
Australia and to the concepts of language and culture in general.
In the Australian Curriculum: Languages, the cross-curriculum priority of Asia and Australias engagement with Asia enables the
development of rich and engaging content and contexts for developing students capabilities to engage with the languages and
cultures of Asia and of people of Asian heritage within Australia.
The Australian Curriculum: Languages enables students to learn the languages of the Asian region, learning to communicate
and interact in interculturally appropriate ways, exploring concepts, experiences and perspectives from within and across Asian
cultures.
In the languages learning area, students develop an appreciation for the place of Australia within the Asian region, including the
interconnections of languages and cultures, peoples and communities, histories and economies. Students learn how Australia is
situated within the Asian region, how our national linguistic and cultural identity is continuously evolving both locally, regionally
and within an international context.
Sustainability
In the Australian Curriculum: Languages, the priority of sustainability provides a context for developing students capability to
communicate ideas, understanding and perspectives on issues and concepts related to the environment.
The Australian Curriculum: Languages contributes to students capabilities to investigate, analyse and communicate concepts
and understandings related to sustainability in broad contexts, and to advocate, generate and evaluate actions for sustainable
futures. Within each language, students engage with a range of texts focused on concepts related to sustainability.
These include:
environment
conservation
social and political change
linguistic and cultural ecologies
change, both within the target language and culture, and across languages and cultures in general.
In this way, students develop knowledge, skills and understanding about sustainability within particular cultural contexts. This is
crucial in the context of national and international concerns about, for example, climate change, food shortages and alternative
ways of caring for land and agriculture. Through developing a capability to interact with others, negotiating meaning and mutual
understanding respectfully and reflecting on communication, students learn to live and work in ways that are both productive
and sustainable.
Learning Aboriginal languages and Torres Strait Islander languages contributes to the global effort to exchange knowledge
among people with varied practices in caring for the land. It also contributes to the reconciliation process in Australia and goals
for language revival.
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Languages
Glossary
abstract symbols
can include: speech, sign language, Braille, alphabet, whole words, pictographs and line
drawings
Accent
A manner of pronunciation of a language which marks speakers as belonging to identifiable categories such as geographical or
ethnic origin, social class or generation.
Accent marks
Marks placed on a letter to indicate pronunciation, stress or intonation, or to indicate a different meaning or different
grammatical usage for the word within which they appear. For example, rsum, piata, ou/o.
Accuracy
Adjective
A word that modifies or describes a noun or pronoun. For example, astonishing in an astonishing discovery.
Adverb
A word class that may modify or qualify a verb, an adjective or another adverb. For example, beautifully in she sings beautifully
really in he is really interesting very and slowly in she walks very slowly.
Adverbial
adverbs
a word class that may modify a verb (for example, 'beautifully' in 'She sings beautifully'), an
adjective (for example 'really' in 'He is really interesting') or another adverb (for example 'very' in
'She walks very slowly'). In English many adverbs have an -ly ending.
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Aesthetic
Alliteration
A recurrence of the same consonant sounds at the beginning of words in close succession (for example, ripe, red raspberry)
Audience
audiences
the intended group of readers, listeners or viewers that the writer, designer, filmmaker or
speaker is addressing
Authentic (texts/materials)
Texts or materials produced for real-life purposes and contexts as opposed to being created specifically for learning tasks or
language practice.
Author
A composer or originator of a work (for example, a novel, film, website, speech, essay, autobiography).
can include vocalising, turning away, startling, relaxing, frowning, smiling, blinking. The meaning
of these behaviours is reliant on a communication partner interpreting and attributing meaning to
them.
Bilingualism
Biography
A detailed account of an individuals life a text genre that lends itself to different modes of expression and construction. In the
context of intercultural language learning, the concept of biography can be considered in relation to identity, to the formation of
identity over time, and to the understanding that language is involved in the shaping and expressing of identity.
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Character components
Characters
Clause
A grammatical unit that contains a subject and a predicate (verb) and expresses the complete proposition.
clauses
a grammatical unit that refers to a happening or state (for example, 'The netball team won'
[happening], 'The cartoon is an animation' [state]). A clause usually contains a subject and a
verb group/phrase (for example, 'The team [subject] has played [verb group/phrase] a fantastic
game'), which may be accompanied by an object or other complements (elements that are
closely related to the verb for example, 'the match' in 'The team lost the match') and/or
adverbials (for example, 'on a rainy night' in 'The team won on a rainy night').
CLIL
Content and language integrated learning. An approach to learning content through an additional language.
Code-switching
A use of more than one language in a single utterance. For example, Papa, can you buy me a panini, please? A common
feature of bilingual and multilingual language use.
Cognates
Similar or identical words which have shared origins. For example, father (English), Vater (German) and pater (Latin) have a
shared origin. Gratitude (English) and gratitud (Spanish) are both derived from gratitudo (Latin). English ship and skiff share the
same Germanic origin.
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Cohesion
Grammatical or lexical relationships that bind different parts of a text together and give it unity. Cohesion is achieved through
various devices such as connectives, ellipses and word associations. These associations include synonyms, antonyms (for
example, study/laze about, ugly/beautiful), repetition (for example, work, work, work thats all we do!) and collocation (for
example, friend and pal in, My friend did me a big favour last week. Shes been a real pal.)
cohesion
grammatical or lexical relationships that bind different parts of a text together and give it unity.
Cohesion is achieved through various devices such as connectives, ellipses and word
associations (sometimes called lexical cohesion). These associations include synonyms,
antonyms (for example, 'study/laze about', 'ugly/ beautiful'), repetition (for example, 'work, work,
work that's all we do!') and collocation (for example, 'friend' and 'pal' in, 'My friend did me a big
favour last week. She's been a real pal.')
Collocation
Words that typically occur in close association and in particular sequence. For example, salt and pepper rather than pepper and
salt and ladies and gentlemen rather than gentlemen and ladies.
Communication
Communicative competence
An acquired capability to understand and interact in context using the target language (TL). Defined by the use of appropriate
phonological, lexical, grammatical, sociolinguistic and intercultural elements.
Complex sentence
A sentence with more than one clause. In the following examples, the subordinate clauses are indicated by square brackets: I
took my umbrella [because it was raining]; The man [who came to dinner] is my brother.
complex sentence
has one or more subordinate clauses. In the following examples, the subordinate clauses are
indicated by square brackets: 'I took my umbrella [because it was raining].' '[Because I am
studying for an exam], my time is limited.' and 'The man [who came to dinner] is my brother.'
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Complexity
A degree to which language use is complex as opposed to simple. Elements of language complexity include:
Composing
It also includes applying knowledge and control of language forms, features and structures required to complete the task.
Compound sentence
A sentence with two or more main clauses of equal grammatical status, usually marked by a coordinating conjunction such as
or, and, but. In the following examples, the main clauses are indicated by square brackets: [Alice came home this morning] [but
she didn't stay long]. [Kim is an actor], [Pat is a teacher], [and Sam is an architect].
compound sentences
has two or more main clauses of equal grammatical status, usually marked by a coordinating
conjunction such as 'and', 'but' or 'or'. In the following examples below, the main clauses are
indicated by square brackets: '[Jill came home this morning] [but she didn't stay long].' '[Kim is
an actor], [Pat is a teacher], [and Sam is an architect]'.
comprehension strategies
strategies and processes used by readers to make meaning from texts. Key comprehension
strategies include: activating and using prior knowledge identifying literal information explicitly
stated in the text making inferences, based on information in the text and their own prior
knowledge predicting likely future events in a text visualising by creating mental images of
elements in a text summarising and organising information from a text integrating ideas and
information in texts and critically reflecting on content, structure, language and images used to
construct meaning in a text.
Comprehension strategies
Strategies and processes used by listeners, readers and viewers of text to understand and make meaning. These include:
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Comprehension/comprehending
An active process of making/constructing/deciphering meaning of language input through listening, reading, viewing, touching
(as in braille) and combinations of these modes. It involves different elements: decoding, working out meaning, evaluating and
imagining. The process draws upon the learners existing knowledge and understanding, textprocessing strategies and
capabilities for example, inferencing or applying knowledge of text types and social and cultural resources.
Concrete language
A language used to refer to the perceptible and material world and to particular persons, places and objects. For example,
school, girl as opposed to abstract language, used to refer to ideas or concepts removed from the material world such as
peace, kindness, beauty.
concrete symbols
can include: whole or part of real objects a miniature version of the real object photographs
pictures (pictures must clearly depict the object)
Conjunction
A part of speech that signals relationships between people, things, events, ideas. For example, Sophie and her mother might
come and visit, or they might stay at home. The conjunction and links the two participants, while or links alternative options.
conjunction
a word that joins other words, phrases or clauses together in logical relationships such as
addition, time, cause or comparison. There are two types of conjunctions: coordinating
conjunctions and subordinating conjunctions. Coordinating conjunctions are words that link
words, groups/phrases and clauses in such a way that the elements have equal grammatical
status. They include conjunctions such as 'and', 'or' and 'but'. Subordinating conjunctions
introduce certain kinds of subordinate clauses. They include conjunctions such as 'after', 'when',
'because', 'if' and 'that'.
conjunctions
a word that joins other words, phrases or clauses together in logical relationships such as
addition, time, cause or comparison. There are two types of conjunctions: coordinating
conjunctions and subordinating conjunctions. Coordinating conjunctions are words that link
words, groups/phrases and clauses in such a way that the elements have equal grammatical
status. They include conjunctions such as 'and', 'or' and 'but'. Subordinating conjunctions
introduce certain kinds of subordinate clauses. They include conjunctions such as 'after', 'when',
'because', 'if' and 'that'.
Content
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context
the environment in which a text is responded to or created. Context can include the general
social, historical and cultural conditions in which a text is responded to and created (the context
of culture) or the specific features of its immediate environment (context of situation). The term
is also used to refer to the wording surrounding an unfamiliar word that a reader or listener uses
to understand its meaning.
Context
An environment and circumstances in which a text is created or interpreted. Context can include the general social, historical
and cultural conditions in which a text exists or the specific features of its immediate environment, such as participants, roles,
relationships and setting. The term is also used to refer to the wording surrounding an unfamiliar word that a reader or listener
uses to understand its meaning.
contexts
the environment in which a text is responded to or created. Context can include the general
social, historical and cultural conditions in which a text is responded to and created (the context
of culture) or the specific features of its immediate environment (context of situation). The term
is also used to refer to the wording surrounding an unfamiliar word that a reader or listener uses
to understand its meaning.
Convention
An accepted language or communicative practice that has developed and become established over time. For example, use of
punctuation or directionality.
conventional behaviours
can include: speech, actions, formal gesture (eg head nod, shake, wave hello/goodbye),
directing others' attention and pointing.
conventions
an accepted language practice that has developed over time and is generally used and
understood (for example, use of punctuation)
create
develop and/or produce spoken, written or multimodal texts in print or digital forms
Create
Develop and/or produce spoken, written or multimodal texts in print or digital forms.
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Cues
Sources of information used to facilitate comprehension of language, that may be visual, grammatical, gestural or contextual.
Culture
In earlier models of language teaching and learning, culture was represented as a combination of literary and historical
resources, and visible, functional aspects of a community groups way of life such as food, celebrations and folklore. While
these elements of culture are parts of cultural experience and organisation, current orientations to language teaching and
learning employ a less static model of culture. Culture is understood as a framework in which things come to be seen as having
meaning. It involves the lens through which:
Culture involves understandings about norms and expectations, which shape perspectives and attitudes. It can be defined as
social practices, patterns of behaviour, and organisational processes and perspectives associated with the values, beliefs and
understandings shared by members of a community or cultural group. Language, culture and identity are understood to be
closely interrelated and involved in the shaping and expression of each other. The intercultural orientation to language teaching
and learning is informed by this understanding.
De-centre
A capacity to step outside familiar frames of reference, to consider alternative views, experiences and perspectives and to look
critically and objectively at ones own linguistic and cultural behaviour.
Decode
A process of working out the meaning of a text. Decoding strategies involve readers/listeners/viewers drawing on contextual,
lexical, alphabetic, grammatical and phonic knowledge to decipher meaning. Readers who decode effectively combine these
forms of knowledge fluently and automatically, using meaning to recognise when they make an error and to self-correct.
Dialect
Diaspora
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Digital media
Digital texts
Audio, visual or multimodal texts produced through digital or electronic technology. They may be interactive and include
animations or hyperlinks. Examples of digital texts include DVDs, websites and e-literature.
digital texts
audio, visual or multimodal texts produced through digital or electronic technology, which may
be interactive and include animations and/or hyperlinks. Examples of digital texts include DVDs,
websites, e-literature
Digraph
Dipthongs
Two vowel sounds pronounced in a single syllable with the individual vowel sounds distinguished. (For example, hour)
Directionality
A direction in which writing/script occurs, for example, from left to right, right to left.
Encode
Enunciation
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evaluative language
positive or negative language that judges the worth of something. It includes language to
express feelings and opinions, to make judgments about aspects of people such as their
behaviour, and to assess the quality of objects such as literary works. Evaluations can be made
explicit (for example, through the use of adjectives as in: 'She's a lovely girl', 'He's an awful
man', or 'How wonderful!'). They can also be left implicit (for example, 'He dropped the ball
when he was tackled', or 'Mary put her arm around the child while she wept').
Face
A socio-dynamic term which concerns self-delineated worth that comes from knowing ones status. Relates to concepts such
as reputation, self-respect, honour and prestige. A key element of social relations in Chinese, Japanese and many other
cultures.
Filler
A sound or word used in spoken conversation to signal a pause, hesitation or unfinished contribution. For example, I went to the
station...er... then I caught a train... Frequent use of fillers characterises early stages of second language (L2) development, but
proficient speakers and first language (L1) speakers also use them as an opportunity to reflect or recast.
Fluency
An ability to produce spoken or written language with appropriate phrasing, rhythm and pace. It involves the smooth flow of
language, lack of hesitation or undue pausing and characterises the largely accurate use and automatisation of the target
language.
Activities designed to rehearse, practise, control and demonstrate particular language structures, forms or features. For
example, drills, rehearsed role plays/dialogues, games and songs, set sequences of language patterns.
Formulaic language
Words or expressions which are commonly used in fixed patterns and learned as such without grammatical analysis. For
example, Once upon a time (story-starter); Gday, how are you going?(greeting in Australian English).
Framing
A way in which elements of text are arranged to create a specific interpretation of the whole.
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framing
the way in which elements in a still or moving image are arranged to create a specific
interpretation of the whole. Strong framing creates a sense of enclosure around elements while
weak framing creates a sense of openness
Genre
A category used to classify text types and language use characterised by distinguishing features such as subject matter, form,
function and intended audience. Examples of genres typically used in early language learning include greetings, classroom
instructions and apologies. More advanced language proficiency includes the ability to use genres such as narrative or
persuasive text, creative performance and debates.
The language we use and the description of language as a system. In describing language, attention is paid to both structure
(form) and meaning (function) at the level of the word, the sentence and the text.
grammar
the language we use and the description of language as a system. In describing language,
attention is paid to both structure (form) and meaning (function) at the level of the word, the
sentence and the text
Grapho-phonic knowledge
Knowledge of how letters in printed language relate to the sounds of the language and of how symbols (letters, characters)
represent spoken language.
Homophone
A word identical in pronunciation with another but different in meaning (for example, bare and bear, air and heir).
Honorific
A grammatical form, typically a word or affix, that has at least part of its meaning the relative social status of the speaker in
relation to the addressee, other participant or context. Parts of speech which signify respect, politeness and emphasize social
distance or status.
Hybrid texts
Composite texts resulting from a mixing of elements from different sources or genres. For example, email, which combines the
immediacy of talk and the expectation of a reply with the permanence of print.
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Hypermedia
A multimedia system in which related items and forms of information, such as data, texts, graphics, video and audio, are linked
and can be presented together by a hypertext program.
Hypertext
Identity
A persons conception and expression of individuality or group affiliation, self-concept and self-representation. Identity is closely
connected to both culture and language. Thinking and talking about the self is influenced by the cultural frames, which are
offered by different languages and cultural systems. Identity is not fixed. Second language learners experience with different
linguistic and cultural systems introduces them to alternative ways of considering the nature and the possibilities associated with
identity.
Ideograph
A graphic character that indicates meanings without reference to the sounds used to pronounce the word.
Idiomatic expressions
A group of (more or less) fixed words having a meaning not deducible from the individual words. Idioms are typically informal
expressions used by particular social groups and need to be explained as one unit (for example, I am over the moon, on thin
ice, a fish out of water, fed up to the back teeth).
Indicative hours
An indication for the purposes of curriculum development of the assumption about learning time on task.
Infinitive
informal behaviours
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Input
Direct contact with and experience of the target language the stimulus required for language acquisition and learning. Input can
take multiple forms and be received through different modes.
Intensifiers
Words that are usually used with adjectives to emphasise their meaning and are expressed by means of an adverb (for
example, very interesting, awfully boring)
Intercultural capability
An ability to understand and to engage in the relationship between language, culture and people from diverse backgrounds and
experience. This involves understanding the dynamic and interdependent nature of both language and culture, that
communicating and interacting in different languages involves interacting with values, beliefs and experiences as well as with
words and grammars. An intercultural capability involves being open to different perspectives, being flexible and curious,
responsive and reflective being able to decentre, to look objectively at ones own cultural ways of thinking and behaving, and at
how these affect attitudes to others, shade assumptions and shape behaviours. Characteristics of an intercultural capability
include cognitive and communicative flexibility and an orientation and ability to act in ways that are inclusive and ethical in
relation to diversity and difference.
An orientation to language teaching and learning that informs current curriculum design framed by the understanding that
language and culture are dynamic, interconnected systems of meaning-making that proficiency in an additional language
involves cultural and intercultural as well as linguistic capabilities. The focus is on developing communicative proficiency and on
moving between languageculture systems. It includes the reflexive and reciprocal dimension of attention to learners own
language(s) and cultural frame(s).
Interpret
the process of understanding and explaining the ability to conceive significance and construct meaning, and to explain to
self or others
Intonation
A key component of communication, involving patterns of pitch and melody of spoken language that can be used like
punctuation for example, to express surprise or suggest a question, to shade, accentuate or diminish emphasis or meaning,
and to regulate turn-taking in conversations.
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Language
A human cognitive and communicative capability which makes it possible to communicate, to create and comprehend meaning,
to build and sustain relationships, to represent and shape knowledge, and to imagine, analyse, express and evaluate.
as code comprising systems, rules, a fixed body of knowledge for example, grammar and vocabulary, sound and
writing systems
as social practice used to do things, create relationships, interact with others, represent the world and the self to
organise social systems and practices in dynamic, variable, and changing ways
as cultural and intercultural practice means by which communities construct and express their experience, values,
beliefs and aspirations
as cognitive process means by which ideas are shaped, knowledge is constructed, and analysis and reflection are
structured
Language comprehension
A process of interpreting meaning from spoken, written, tactile and multimodal representations of language.
Language features
Features of language that support meaning for example, sentence structure, noun group/phrase, vocabulary, punctuation,
figurative language. Choices in language features and text structures together define a type of text and shape its meaning.
These choices vary according to the purpose of a text, its subject matter, audience and mode or medium of production.
language features
the features of language that support meaning (for example, sentence structure, noun
group/phrase, vocabulary, punctuation, figurative language). Choices in language features and
text structures together define a type of text and shape its meaning. These choices vary
according to the purpose of a text, its subject matter, audience and mode or medium of
production
Language functions
Varied ways in which language is used to achieve particular purposes for example, to persuade, to entertain, to apologise, to
argue and/or to compliment.
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Language patterns
Identifiable repeated or corresponding elements in a text. These include patterns of repetition or similarity, such as the repetition
of imperative verb forms at the beginning of each step in a recipe, or the repetition of a chorus after each verse in a song.
Patterns may alternate, as in the call and response pattern of some games, or the to-and-fro of a dialogue. Patterns may also
contrast, as in opposing viewpoints in a discussion or contrasting patterns of imagery in a poem.
Language specificity
Distinguishing features of a particular language. These include lexico-grammatical and textual features, writing system(s),
phonetic systems, and cultural elements which influence language use such as:
features of its learnability in terms of teaching and learning in the context of Australian schooling.
Language systems
Elements that organise how a language works, including the systems of signs and rules (phonological, syntactic, semantic and
pragmatic) that underpin language use. These systems have to be internalised for effective communication and comprehension.
layout
the spatial arrangement of print and graphics on a page or screen including size of font,
positioning of illustrations, inclusion of captions, labels, headings, bullet points, borders and text
boxes
Learning trajectory
A conceptualised developmental sequence of learning, including learning goals, learning activities, knowledge and skills to be
developed at progressive levels.
Level statements
Descriptions in broad terms of the developmental characteristics of students and their language learning at particular phases
along the FoundationYear 12 continuum.
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Lexical cohesion
A use of word associations to create links in texts. Links can be made through the use of repetition of words, synonyms,
antonyms and words that are related, such as by class and subclass.
listen
to use the sense of hearing as well as a range of active behaviours to comprehend information
received through gesture, body language and other sensory systems
Literacy resources
Individual resources and capabilities which learners bring to their learning experience these include text knowledge,
grammatical and vocabulary knowledge, knowledge of phonetic and writing systems. They also include critical, reflective and
intercultural capabilities that support new literacy experience in a different language.
Macro skills
Media texts
Spoken, print, graphic, or electronic communications created for a public audience. They often involve numerous people in their
construction and are usually shaped by the technology used in their production. Media texts studied in different languages can
be found in newspapers, magazines and on television, film, radio, computer software and the internet.
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Mediate
To move between different linguistic and cultural systems, referencing own first language(s)/culture(s) while learning to use and
to understand those of the target language. This movement involves:
exploring how ideas and experiences are represented and conveyed in different languages and cultures
developing the capacity to communicate and represent different perspectives and interpretations.
in practices such as interpreting and translating, with attention to what can happen in these processes in terms of losing
or gaining meaning
as the element of the learning experience, which involves noticing, responding, comparing and explaining differences in
expression and perspective.
Medium
Resources used in the production and transmission of texts, including tools and materials used (for example, digital text and the
computer, writing and the pen or the keyboard).
Metalanguage
A vocabulary used to discuss language conventions and use ( for example, language used to talk about grammatical terms such
as sentence, clause, conjunction or about the social and cultural nature of language, such as face, reciprocating, register.)
Mnemonic
Memorising information by use of an aid such as a pattern, rhyme, acronym, visual image.
Modal verb
A verb attached to another verb to express a degree of probability (for example, I might come home) or a degree of obligation
(for example, You must give it to me,You are to leave now).
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Mode
Various processes of communication: listening, speaking, reading/viewing, signing and writing/creating. Modes are also used to
refer to the semiotic (meaning making) resources associated with these communicative processes, such as sound, print, image
and gesture.
Morpheme
The smallest meaningful unit in the grammar of a language. Morphemes are not necessarily the same as either words or
syllables. The word cat has one morpheme while the word cats has two morphemes: cat for the animal and s to indicate that
there is more than one. Similarly, like has one morpheme while dislike has two: like to describe appreciation and dis to indicate
the opposite. The process of identifying morphemes assists comprehension, vocabulary building and spelling.
Morphology
Principles of word formation and inflection, especially with respect to constituent morphemes.
Multimodal text
A text which involves two or more communication modes for example, the combining of print, image and spoken text in film or
computer presentations.
multimodal text
combination of two or more communication modes (for example, print, image and spoken text,
as in film or computer presentations)
multimodal texts
combination of two or more communication modes (for example, print, image and spoken text,
as in film or computer presentations)
Narrative
Narrative devices
Techniques used to help in the narrating of a story or reported event. For example, imagery, metaphor, allusion.
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narratives
ways of making sense of the past based on a selection of events. There are different types of
narratives such as accounts of the past that relate a story (for example personal, fictitious) and
historical recounts (such as the course of events during the Second World War)
Neologism
A new word is created, for example, Smartphone, modem, AIDS or an existing word is used in a new way, for example, deadly.
nominalisation
process for forming nouns from verbs (for example, 'reaction' from 'react' or 'departure' from
'depart') or adjectives (for example, 'length' from 'long', 'eagerness' from 'eager'). Nominalisation
is also a process for forming noun groups/phrases from clauses (for example, 'their destruction
of the city' from 'they destroyed the city'). Nominalisation is a way of making a text more
compact and is often a feature of texts that contain abstract ideas and concepts.
Noun
A part of speech that includes all words denoting physical objects such as man, woman, boy, girl, car,window. These are
concrete nouns. Abstract nouns express intangibles, such as democracy, courage,success, idea.
nouns
a word class that includes all words denoting physical objects such as 'man', 'woman', 'boy',
'girl', 'diamond', 'car', 'window' etc. These are called 'concrete nouns'. 'Abstract nouns' express
intangibles such as 'democracy', 'courage', 'success', 'fact', 'idea'.
Oracy
An ability to express oneself in and to understand spoken language; it includes oral and aural proficiency.
Orthography
Paralanguage
Additional elements of spoken communication which are integrated with vocal (voice) and verbal (words) elements, and
contribute significantly to communication and meaning-making. For example, voice quality, volume and pacing, facial
expressions, gestures, posture and body movement.
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Paralinguistics
Pedagogy
A combination of conceptual knowledge, practical skills and reflective capabilities which constitute the art and science of
teaching.
Performance
A use of the language in real situations, putting language knowledge into practice it involves accuracy, fluency and complexity.
Phoneme
The smallest meaningful unit in the sound system of a language. For example, the word is has two phonemes: /i/ and /s/ ship
has three phonemes: /sh/, /i/, /p/. A phoneme usually has several manifestations dependent on varying phonological contexts.
For example, the p in pin and spin differs slightly in pronunciation but is regarded as being the same phoneme that is, as having
the same functional meaning within each word.
Phonics
A relationship between letters or characters and the sounds they make when pronounced. L2 learning involves developing
phonic awareness and proficiency.
phonics
the term used to refer to the ability to identify the relationships between letters and sounds when
reading and spelling
Phonological awareness
Understanding that every spoken word is composed of small units of sound, identifying relationships between letters and
sounds when listening, reading and spelling. It includes understandings about words, rhyme and syllables.
Pragmatics
A study of how context affects communication for example, in relation to the status of participants, the situation in which the
communication is happening, or the intention of the speaker.
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Prediction
An informed presumption about something that might happen. Predicting at text level can include working out what a text might
contain by looking at the cover, or working out what might happen next in a narrative. Predicting at sentence level includes
identifying what word is likely to come next in a sentence.
Prefix
A meaningful element (morpheme) added before the main part of a word to change its meaning. For example, unhappy.
prefixes
meaningful elements (morphemes) added to the beginning of words to change their meaning
(for example, 'un' to 'happy' to make 'unhappy')
Preposition
A part of speech that precede a noun, noun phrase phrase or pronoun, thereby describing relationships in a sentence in respect
to:
space/direction (below, in, on, to, under for example, she sat on the table).
time (after, before, since for example, will go to the beach after lunch).
those that do not relate to space or time (of, besides, except, despite for example, he ate all the beans except the purple
ones)
Prepositions usually combine with a noun group or phrase to form a prepositional phrase. For example, in the office, besides
these two articles.
prepositional phrases
One of the two aspects of communication through language (see receptive language) involving the ability to express, articulate
and produce utterances or texts in the target language.
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Pronoun
A part of speech that refers to nouns, or substituting for them, within and across sentences. For example, Ahmad chose a
chocolate cake. He ate itthat evening (where he and it are personal pronouns and that is a demonstrative pronoun).
Pronunciation
Prosody
Patterns of rhythm, tempo, stress, pitch and intonation used in language for example, in poetry or public speaking.
Proxemics
Purposeful learning
Learning which results from authentic language experiences that involve real purpose and achievable outcomes.
Question
A commonly employed prompt to elicit language use. A key element of scaffolding to support learners use of language and to
encourage further contributions. Different types of questions provide different prompts:
closed questions are questions for which there are predictable answers. For example, What time is it? These are
typically used as prompts for short answers, as a framework for testing comprehension or reviewing facts, and for
routinized interactions. They are frequently used to scaffold early language development.
open questions are questions with unknown and unpredictable answers that invite and support more elaborated and
extended contributions from learners. For example, How do you feel about that?What do you think might happen next?
They are used as stimulus to discussion, reflection and investigation.
Questions are an important element of intercultural language teaching and learning. The quality of questions determines the
quality and substance of the learning experience. Effective questions relating to the nature of language, culture and identity and
the processes involved in language learning and intercultural experience guide the processes of investigating, interpreting and
reflecting which support new understanding and knowledge development.
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Read
Process visual or tactile symbols (for example, braille), words or actions in order to derive and/or construct meaning. Reading
includes elements of decoding (of sounds and symbols), interpreting, critically analysing and reflecting upon meaning in a wide
range of written, visual, print and non-print texts.
Receptive language
One of the two components of communication through language (see productive language): the receiving aspect of language
input, the gathering of information and making of meaning via listening, reading, viewing processes.
Reciprocating
An integrating element of intercultural communication that involves movement and relationship, interpreting and creating
meaning, and understanding the process of doing so. It involves not only the exchange of words but also an exchange of
understanding between the people involved. It comes into play when the learner self encounters and interacts with the other
(the target language speaker, the target language itself as text or experience) when the existing language code and cultural
frame encounters a different code and frame. This experience impacts on the learners perspective and sense of identity and on
their usual ways of communicating. Reciprocating involves conscious attention to the process: attention to the self
(intraculturality) and to the likely impact of the self on the other person involved (interculturality). Things previously taken for
granted are noticed in reference to new or different ways. Key elements of reciprocating include conscious attention,
comparison, reflection and analysis:
recognition that both partners in an exchange are involved in the effort of meaning
willingness to work out what the other person means, the cultural and social context they are speaking from and the
perspectives, which frame what they are saying
making necessary adjustments to own and each others input, orientation and stance that will help the exchange to be
successful.
Register
A variety of language used for a particular purpose or in a particular situation, the variation being defined by use as well as user.
For example, informal register or academic register.
Romanisation
A transcription from a differently scripted language, such as Chinese or Japanese, into the Latin alphabet.
Root of a word
A word/word element that cannot be reduced to a smaller unit and from which other words are formed. For example, plant in
replanting.
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Scaffolding
Support provided to assist the learning process or to complete a learning task. Scaffolded language support involves using the
target language at a level slightly beyond learners current level of performance, and involves incremental increasing and
decreasing of assistance. Task support provides assistance to perform just beyond what learners can currently do unassisted,
to progress to being able to do it independently. Scaffolding includes modelling and structuring input in ways that provide
additional cues or interactive questioning to activate existing knowledge, probe existing conceptions or cue noticing and
reflecting.
Scanning
A text processing strategy adopted to search for specific words, ideas or information in a text without reading every word. For
example, looking for a word in the dictionary or a name in a phone directory. Scanning involves moving the eyes quickly down
the text looking for specific words and phrases to gain a quick overall impression/to get the gist.
Script
A writing system in which characters or symbols represent components of language (letters, syllables, words).
Semantic knowledge
Knowledge gained at a meaning rather than a decoding level. This involves understanding the relationship between signifiers
(words, phrases, symbols, signs) and the meanings they represent. Semantic information is supported through reference to
prior knowledge, cultural connotations and contextual considerations.
simple sentences
have the form of a single clause (for example, 'David walked to the shops.' or 'Take a seat.')
Skimming
A text processing strategy aimed at gaining information quickly without focusing on every word.
Speak
Convey meaning and communicate with purpose. Some students participate in speaking activities using communication
systems and assistive technologies to communicate wants, and needs, and to comment about the world
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Stereotype
A widely held but fixed and oversimplified image or idea of a particular type of person or thing
Stress
An emphasis in pronunciation that is placed on a particular syllable of a word for example, she will conduct the orchestra; her
conduct is exemplary.
Suffix
A meaningful element added after the root of a word to change its meaning (for example, to show its tense : ed in passed.
Common suffixes in English include ing; ed; ness; less; able).
suffixes
meaningful elements added to the ends of words to change their meaning (for example, to show
its tense: 'ed' in 'passed'). Common suffixes are 'ing', 'ed', 'ness', 'less' and 'able')
Synchronous
Syntax
An ordering of sentence elements such as words, group/phrases and clauses. In some education settings, the terms syntax and
grammar are used interchangeably.
Talk
Convey meaning and communicate with purpose. Some students participate in speaking activities using communication
systems and assistive technologies to communicate wants, and needs, and to comment about the world
Task
An integrated experience and use of language, set in a context, accomplishing a purpose, focused on meaning. A task provides
an organising structure and context for meaning-focused language learning. Unlike form-focused language activities and
exercises, task-based learning involves the achievement of a goal or authentic outcome. Learners draw from existing language
resources and seek out unfamiliar resources as needed to complete the task. Scaffolding is provided by the teacher via the task
cycle, which includes form-focused teaching. Examples of tasks: researching an issue, sharing ideas and then categorising and
presenting results planning and having a picnic designing and publishing an online newsletter.
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Task-based language learning (TBLL)
An orientation to language teaching and learning, which focuses on the use of the language in meaningful and life-like tasks
and activities. The completion of the task is not an end in itself, as tasks are part of the overall learning and using of the
language, providing a context and purpose for developing language competence and a means of assessing and evaluating
learning outcomes. Learners work independently and/or collaboratively, draw on existing language resources, generate
solutions to communicative problems, seek out additional or new language and other resources needed to complete the task.
Focused language work, such as grammar knowledge, vocabulary building, social and cultural competence, is integrated with
task preparation and completion processes. Tasks provide opportunities to integrate the four modes of language use, to develop
fluency, complexity and problem-solving capacity, as well as including work on accuracy and focus on form. A task has limits as
a one-off learning event, but is used as a meaningful component of learners overall learning progression.
tenses
a grammatical category marked by a verb in which the situation described in the clause is
located in time. For example, present tense 'has' in 'Sarah has a headache' locates the situation
in present time, while past tense 'had' in 'Sarah had a headache' locates it in past time.
However, the relation between grammatical tense and (semantic) time is not always as simple
as this. For example, present tense is typically used to talk about: present states, as in 'He lives
in Darwin' actions that happen regularly in the present, as in 'He watches television every night'
'timeless' happenings, as in information reports such as 'Bears hibernate in winter' references
to future events, as in 'The match starts tomorrow' where the tense is present but the time
future. Likewise in 'I thought the match started tomorrow' where the subordinate clause 'the
match started tomorrow' has past tense but refers to future time texts.
Text
An identified stretch of language, used as a means for communication or the focus of learning and investigation. Text forms and
conventions have developed to support communication with a variety of audiences for a range of purposes. Texts can be
written, spoken or multimodal and in print or digital/online forms. Multimodal texts combine language with other systems for
communication, such as print text, visual images, soundtrack and spoken word, as in film or computer presentation media.
Strategies learners use to decode and understand text. These involve drawing on contextual, semantic, grammatical and phonic
knowledge in systematic ways to work out what a text says. They include predicting, recognising words and working out
unknown words, monitoring comprehension, identifying and correcting errors, reading on and re-reading.
Text structure
Ways in which information is organised in different types of texts (for example, chapter headings, subheadings, tables of
contents, indexes and glossaries, overviews, introductory and concluding paragraphs, sequencing, topic sentences,
taxonomies, cause and effect). Choices in text structures and language features together define a text type and shape its
meaning. Different languages/cultures structure texts differently in many instances.
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text structures
the ways in which information is organised in different types of texts (for example, chapter
headings, subheadings, tables of contents, indexes and glossaries, overviews, introductory and
concluding paragraphs, sequencing, topic sentences, taxonomies, cause and effect). Choices in
text structures and language features together define a text type and shape its meaning.
Categories of text, classified according to the particular purposes they are designed to achieve, which influence the features the
texts employ. For example, texts may be imaginative, informative or persuasive or can belong to more than one category. Text
types vary significantly in terms of structure and language features across different languages and cultural contexts. For
example, a business letter in French will be more elaborated than a similar text in English a request or an offer of hospitality will
be differently expressed in Japanese or German.
texts
the means for communication. Their forms and conventions have developed to help us
communicate effectively with a variety of audiences for a range of purposes. Texts can be
written, spoken or multimodal and in print or digital/online forms. Multimodal texts combine
language with other systems for communication, such as print text, visual images, soundtrack
and spoken word as in film or computer presentation media.
Textual features/conventions
Structural components and elements that combine to construct meaning and achieve purpose, and are recognisable as
characterising particular text types (see language features).
Tone
A use of pitch and contour in spoken language to nuance words and, in some languages, to distinguish lexical or grammatical
meaning. In Chinese, for example, the tones are distinguished by their pitch range (register), duration and contour (shape). All
Chinese syllables have a set tone, which distinguishes it and its meaning from another syllable. However, in certain
environments tones can change or be modified, while in rapid spoken Chinese a great many unstressed syllables carry no tone
at all.
Translation
A process of translating words/text from one language into another, recognising that the process involves movement of
meanings and attention to cultural context as well as the transposition of individual words.
Transliteration
Writing a letter or word using the closest corresponding letter or word from a different language or alphabet.
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Verb
A part of speech which expresses existence, action, state or occurrence. For example, they watch football; she is exhausted;
the day finally came.
auxiliary verb a verb that combines with another verb in a verb phrase to form tense, mood, voice or condition. For example,
they will go, I did eat lunch, she might fail the exam.
verb
a word class that describes a kind of situation such as a happening (for example, 'climbed' in
'She climbed the ladder') or a state (for example, 'is' in 'The koala is an Australian mammal').
verb groups
consists of a main verb, alone or preceded by one or more auxiliary or modal verbs as
modifiers. For example, verb groups/phrases: create tense, as in 'He [was happy]', 'She [is
working] at home', 'I [have seen] him before' express modality using modal verbs such as 'can',
'may', 'must', 'will', 'shall' and so on, as in 'You [must be] mad', 'He [will have arrived] by now',
'She [may know] them' and create passive voice, as in 'A photo [was taken]'.
verbs
a word class that describes a kind of situation such as a happening (for example, 'climbed' in
'She climbed the ladder') or a state (for example, 'is' in 'The koala is an Australian mammal').
view
observe with purpose, understanding and critical awareness. Some students participate in
viewing activities by listening to an adult or peer describing the visual features of text, diagrams,
pictures and multimedia
voice
in English grammar voice is used to describe the contrast between such pairs of clauses as
'The dog bit me' (active voice) and 'I was bitten by the dog' (passive voice). Active and passive
clauses differ in the way participant roles are associated with grammatical functions. In clauses
expressing actions, like the above examples, the subject of the active ('the dog') has the role of
actor, and the object ('me') the role of patient whereas, in the passive, the subject ('I') has the
role of patient and the object of the preposition by ('the dog') the role of actor. In clauses that
describe situations other than actions, such as 'Everyone admired the minister' and 'The
minister was admired by everyone', the same grammatical difference is found, so that the object
of the active ('the minister') corresponds to the subject of the passive and the subject of the
active ('everyone') corresponds to the object of the preposition 'by'. And in the literary sense, it
can be used to refer to the nature of the voice projected in a text by an author (for example,
'authorial voice' in a literary text or 'expert voice' in an exposition).
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Word borrowing
A practice of incorporating words from one language into another. For example, the use of Italian words such as pianissimo,
cannelloni in English and the use of English ICT terms in many languages. The increasing frequency of word-borrowing
between languages reflects intercultural contact, contemporary cultural shifts and practices in a globalised world, issues of ease
of communication and efficiency and technological specialisation.
write
plan, compose, edit and publish texts in print or digital forms. Writing usually involves activities
using pencils, pens, word processors and/or using drawings, models, photos to represent text
and/or using a scribe to record responses or produce recorded responses
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The Australian Curriculum
Languages - Japanese
Overview
Context statement
The place of Japanese culture and language in Australia and in the world
Japanese is the official language of Japan, Australias northern neighbour in the Asia region. It is also widely used by
communities of speakers in Hawaii, Peru and Brazil, and learnt as an additional language by large numbers of students in the
Republic of Korea, China, Indonesia and Australia.
Australia has a significant number of Japanese national residents, particularly in the major cities on the eastern seaboard.
Japanese culture influences many areas of contemporary Australian society, including the arts, design, technology, fashion,
popular culture and cuisine. Japan has been a close strategic and economic partner of Australias for more than 50 years, and
there is ongoing exchange between the two countries in the areas of education, trade, diplomacy and tourism. Japan is an
important nation within Asia and a significant contributor to economic, political and diplomatic relations in the region.
Japanese has been taught in Australia for more than 100 years and is widely taught as a second language in Australian
schools. The 1960s saw significant growth in the learning of Japanese, with the establishment of many university programs that
produced graduate language teachers who worked alongside native-speaking teachers to establish school-based programs.
Increased trade and tourism activity between Japan and Australia in the following decades strengthened interest in Japanese-
language learning, and government funding such as the National Asian Languages and Studies in Australian Schools
(NALSAS) Strategy (1994-2002) and the National Asian Languages and Studies in Schools Program (NALSSP, 2008-12)
contributed to growth and further development in both the primary and secondary sectors. The strong relationship between
Australia and Japan has led to many collaborative projects in education and intercultural exchange. The Japanese government
and private foundations support the teaching and learning of Japanese in Australia through funding professional learning and
resource development centres and through involvement in educational exchanges.
The near-parallel time zones and the geographical proximity of Japan to Australia facilitate access, interaction and
communication between the two countries. Student exchanges, community engagement such as sister-school and city
relationships, and connections developed through other curriculum areas such as art, design and literature provide opportunities
for Australian learners of Japanese to interact with Japanese people and to engage in cultural experience. Increasing numbers
of students benefit from exchanges and in-country experience. Technology provides many additional opportunities for
interaction and exchange with Japanese-speaking people and cultures.
Japanese is the language used by the Japanese for education, business and media communication. Some dialect variations are
used in spoken interactions in different regions of the country.
Japanese is a phonetic language. Pronunciation is predictable, and new words can be pronounced easily upon mastery of
hiragana characters.
Japanese uses three scripts for writing: hiragana, the basic phonetic script representing the sounds of Japanese; katakana, the
companion phonetic script that is largely used for loan words; and kanji, Chinese characters that represent meaning rather than
sound (ideographs). The three scripts are used interdependently. Hiragana is typically the first script learnt, with katakana and
kanji first introduced in context then taught systematically, contributing to script knowledge and competence. The many loan
words from other languages expressed through katakana reflect the impact of globalisation, technology and popular culture on
Japanese language and culture.
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Japanese grammar is relatively uniform, with few irregularities, no grammatical gender, and predictable and systematic
conjugation of adjectives and verb tenses. There are some differences between Japanese and English elements and patterns,
such as the Japanese word order of subjectobjectverb. This order forms the basis of sentences that can then be enhanced by
the addition of details usually placed before the main items. Pronouns can be omitted and it is not always necessary to articulate
the subject of a sentence. Counting and numbering in Japanese involve using classifiers that reflect the nature of the item.
Particles are used to mark sentence elements and to indicate the nature of verbs.
An element of the language that may be unfamiliar to some Australian learners is the system of plain and polite forms, which
reflect hierarchical relations, social and business-related positioning and issues of respect and status. Plain and polite forms are
represented differently in both spoken and written language. Conversational Japanese can be less formal than written
Japanese, using shortened sentences, abbreviated plain forms and some omitted particles.
Another feature of Japanese culture reflected in language use is the importance accorded to expressing humility and
maintaining harmony. Refusing or deflecting praise of self or family, deferential behaviour and avoidance of direct disagreement
or refusal are common characteristics of communicative interactions.
A key aspect of the curriculum involves understanding the cultural dimension that shapes and is shaped by Japanese language.
The curriculum is designed with an intercultural language learning orientation to enable students to participate meaningfully in
intercultural experiences, to develop new ways of seeing and being in the world, and to understand more about themselves in
the process.
While learners of Japanese in Australian schools vary in terms of language backgrounds, cultural experience and prior learning
experience, they are predominantly second language learners. Classes may include students with a background in Japanese or
in a script-based Asian language. Some students will have had exposure to Japanese language and culture through social
interactions, travel or exchange experiences.
The Australian Curriculum: Languages Japanese is pitched for the majority of the cohort of learners of Japanese for whom
Japanese is an additional language (referred to in the Australian Curriculum as second language learners). The curriculum has
been developed according to two main learning sequences for these learners, Foundation to Year 10 Sequence and Years 7 to
10 (Year 7 Entry) Sequence.
Teachers will use the curriculum to cater for the range of different learner backgrounds described above by making appropriate
adjustments to personalise learning experiences for these students.
PDF documents
Resources and support materials for the Australian Curriculum: Languages - Japanese are available as PDF documents.
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The Australian Curriculum
Languages - Japanese
Years F10 Sequence
Foundation to Year 2
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 worlds of family, home, school,
friends and neighbourhood. They are learning how to socialise with new people, share with others, and participate in structured
routines and activities at school. Typically they have little to no experience of Japanese language and culture.
The initial focus is on listening to the sounds and patterns of Japanese through language-rich activities such as rhymes, songs,
clapping and action games. Repetition and recycling help children to identify frequently used words, simple phrases and non-
verbal communication strategies employed in greetings and other social interactions. Learners experiment with simple
responses to prompts and cues.
They are introduced to the scripts through initial exposure to high-frequency kanji, focusing on their ideographic nature before
learning the associated Japanese sounds. They learn hiragana using a play-based approach that incorporates chanting, the use
of mnemonics and a focus on the creative and crafted process of writing Japanese kana. As they learn to read hiragana they
draw on first language literacy skills such as predicting the meaning of unfamiliar elements using contextual cues or by linking
them to known elements.
Reading skills begin with recognition of single kanji or hiragana and progress to reading whole words and familiar phrases.
Writing skills progress from labelling pictures with single kanji and tracing and copying words in hiragana to scaffolded writing of
words and short phrases.
As they progress to using Japanese for functions such as asking and answering questions, responding to classroom
instructions, singing songs, and taking turns in games and simple shared tasks, children begin to notice that language behaves
differently in different situations and that Japanese speakers communicate in some ways that are different from their own. They
practise and repeat formulaic expressions and gestures such as bowing that differ in Japanese from ways of communicating in
English. Creative play provides opportunities for exploring these differences and for using Japanese for purposeful interaction.
Contexts of interaction
Children use Japanese to interact with one another and the teacher, with some access to wider school and community
members. Information and communications technology (ICT) resources provide additional access to Japanese language and
cultural experiences.
Learners engage with a variety of spoken, visual and written texts. They listen and respond to teacher talk, share ideas, and join
in stories, songs, plays and simple conversations. Written and digital texts include stories, wall charts, Big Books, and teacher-
produced materials such as games, captions and flashcards.
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Learners become familiar with the sound systems of the Japanese language, including pronunciation and rhythm. They learn to
pronounce individual sounds and sound combinations. They understand basic word order in simple sentences, indicate
affirmative or negative responses, respond to requests, and notice different levels of formality when addressing friends, family
and teachers. They discuss similarities and differences that they notice between Japanese and their first language(s) and
culture(s), such as adjectivenoun patterns, adding to ask a question, and ways of showing respect.
Level of support
Learning is supported through the provision of experiences that are challenging but achievable with appropriate scaffolding and
support. This involves modelling and monitoring by the teacher, provision of rich and varied sources of input, opportunities for
recycling and reviewing, and regular cues, feedback, response and encouragement. At this stage, play and imaginative
activities, music, movement and familiar routines provide the essential scaffolding for language development.
While children are encouraged to use Japanese whenever possible, with the teacher providing rich and varied language input,
English is used as a medium of instruction, and for explanation and discussion. This allows learners to discuss differences and
similarities they notice between Japanese and their own language(s) and culture(s), to ask questions, and to express their
reactions to the experience of learning and using an additional language.
Communicating
Socialising Elaborations
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Exchange greetings and introduce and share information learning how to greet others at different times of the day
about self with the teacher and peers using simple language using appropriate gestures and forms of address, for
example,
and gestures
[Key concepts: self, interaction, politeness, preferences; Key
using culturally appropriate titles, forms of address and
processes: greeting, interacting, introducing, describing] levels of politeness in everyday interactions with the
teacher and peers, for example, Smith
(ACLJAC109) Tom Alisa
introducing self, using formal spoken language and
appropriate non-verbal language such as bowing, for
example, Hana
using formulaic Japanese phrases for everyday
interactions such as giving and receiving, thanking,
apologising and offering wishes or congratulations, for
example, ()
indicating likes and dislikes, using modelled statements
such as
describing friends, favourite things and objects, using
visual, concrete and digital support material, for example,
responding to questions and indicating ownership, for
example, Ollie /
Sarah
using formulaic expressions to convey emotions, for
example,
Participate in guided group activities such as games, songs singing and responding to action songs such as
and simple tasks, using movement, gestures and pictures to ????????, ??????, ??????, ????????????? or tongue
?? ?? ?? ?
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Participate in classroom routines such as addressing and participating as a group in classroom routines such as
responding to the teacher, opening and closing of lessons, opening and closing lessons, for example,
, using appropriate gestures
transition activities, following instructions, thanking and asking
understanding and responding to questions using /
for help, using appropriate gestures and behaviour
() and /
[Key concepts: routines, rules, interactions; Key processes:
understanding and responding to classroom instructions
participating, responding, requesting, apologising] to play games, complete work or get ready for class, for
example,
(ACLJAC111)
requesting classroom objects, for example, noun
giving one another reminders such as ,
using appropriate gestures
participating in routine exchanges such as responding to
the class roll and apologising for arriving late, for
example, Tia
Informing Elaborations
Locate items of information in simple texts such as charts, listening for key words in stories, rhymes or songs, using
songs, rhymes, video clips and anime to complete guided visual cues such as gestures and facial expressions to
assist understanding
tasks
recognising simple kanji, hiragana or words in familiar
[Key concepts: information, meaning, text, context; Key
contexts such as labels and titles
processes: listening, identifying, demonstrating, making
demonstrating early Japanese literacy skills by selecting
meaning] the correct hiragana or kanji through labelling, matching,
clicking and dragging, drawing, mime and actions
(ACLJAC112)
listening to and/or viewing texts to obtain information
such as colour (), size (
) and shape (), and using
this information in guided activities such as drawing,
building or collecting
listening to information about Japan, and demonstrating
understanding by responding to questions such as
/
, for example, by pointing to places on a map, such as
Japan, Tokyo or Mount Fuji, or at pictures of different
types of food
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Convey factual information about self, family, friends and using digital technologies to help label and name
significant objects, using simple statements, gestures and personal items, classroom objects and shared resources,
for example,
support materials
using simple sentence structures, familiar vocabulary,
[Key concepts: self, family, immediate environment; Key
concrete materials and appropriate gestures to provide
processes: naming, labelling, presenting, describing] information about self and immediate environment, for
example,
(ACLJAC113)
presenting spoken information related to significant
objects, using phrases such as / noun
adjectivenoun
expressing factual information about qualities such as
colour number size
and shape
making simple spoken statements about friends, family or
favourite characters, for example,
, using images or support materials
Creating Elaborations
Participate in shared listening to, viewing and reading of performing songs such as
imaginative texts, and respond through singing, chanting, , rhymes, chants or simple stories that include
repeated phrases and rhythms and non-verbal forms of
miming, play-acting, drawing, action and movement
expression such as clapping, gestures and facial
[Key concepts: imagination, response, expression; Key expressions
processes: responding, performing, sharing, expressing] using simple language structures and supporting
drawings or actions to describe and respond to imaginary
(ACLJAC114) characters or experiences, for example, //
//
participating in shared reading and viewing of print and
digital imaginative texts, sharing opinions and responding
to prompt questions such as
making simple statements about favourite characters in
stories or songs, for example,
responding to Japanese versions of familiar childrens
stories and folk tales, comparing expressions at key
points in the story with English-language versions, and
re-enacting with puppets, props or actions
Participate in shared performances and presentations of re-enacting or retelling simple stories or interactions with
stories, songs, chants and rhymes puppets, props, actions or gestures, using modelled
language such as
[Key concepts: performance, narration, image, rhythm; Key
creating digital texts based around familiar contexts and
processes: acting, creating, composing, expressing]
characters using pictures and captions
(ACLJAC115) creating/re-creating simple songs, poems and rhymes
using spoken and written language as well as non-verbal
forms of support such as clapping, gestures and facial
expressions
Translating Elaborations
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Translate words and familiar phrases used in everyday explaining to others the meaning and use of simple
situations from Japanese into English and vice versa, noticing expressions such as greetings that are used for different
times and occasions, for example,
how some words are shared between Japanese and English
[Key concepts: meaning, translation, explanation; Key
using classroom resources such as word banks, visual
processes: translating, demonstrating, interpreting] and online dictionaries, word lists and pictures to
translate the meaning of single words and common
(ACLJAC116) expressions
identifying Japanese expressions and practices that do
not translate readily into English, for example,
, using two hands for
giving and receiving and / ()
finding examples of Japanese words used in English, for
example, sushi, karate, origami, and explaining what
they mean
identifying key words in childrens stories or songs, for
example, , and providing English
translations or explanations of meaning
Create simple print or digital bilingual texts for the classroom performing simple presentations for the school
environment, such as captions, labels and wall charts community that involve both Japanese and English
language elements, such as a contribution to an
[Key concepts: meaning, vocabulary, bilingualism; Key
assembly performance for Grandparents Day
processes: creating, matching, selecting]
creating bilingual wall charts or picture dictionaries with
captions, stickers and simple descriptions in English to
(ACLJAC117)
explain Japanese words and expressions that have
particular cultural meaning
writing parallel captions in Japanese and English for a
photographic display of a class event such as a sports
carnival or pets day or about a topic such as caring for
the school environment
Reflecting Elaborations
Notice and describe some ways in which Japanese language comparing Japanese ways of showing respect and being
and communicative behaviour are similar or different to own polite with how this is done in their own language(s), for
example, by using titles such as Sensei, bowing, and
language(s) and cultural forms of expression
accepting objects with both hands
[Key concepts: language, culture, similarity and difference,
comparing aspects of Australian and Japanese childrens
respect; Key processes: noticing, comparing, considering] lifestyles, such as ways of playing games
eating food (using chopsticks and formulaic
(ACLJAC118) language) or addressing family members and friends
experimenting with using Japanese in spontaneous
interactions, for example,
,noticing any changes in the use of voice or body
language and communicating how this feels
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Use simple statements and gestures to express aspects of making simple statements about themselves, such as
self, such as membership of family, friendship, gender, their name and age, for example, Sam 9
school/class or cultural groups
identifying themselves as part of a family, class or peer
[Key concepts: identity, self, group, communication; Key
group < 15
processes: describing, explaining, identifying] , for example, by representing these relationships
through drawing pictures or a family tree, adding captions
(ACLJAC119) to photos or creating digital presentations
noticing and comparing their own use of words or
expressions from different languages when
communicating in English
Understanding
Recognise sounds and rhythms of spoken Japanese, and recognising the concept of the basic unit of sound in
learn how sounds are produced and represented in the three Japanese (mora: or ), for example, has
different scripts three moras
[Key concepts: mora, rhythm, intonation; Key processes: understanding that the independent nasal sound n ()
listening, distinguishing, recognising] has a mora of its own, for example,
understanding that when pronouncing Japanese it is
(ACLJAU120) important to keep the length of each mora even
noticing that statements and questions have different
intonation patterns
Recognise and copy some hiragana and a few high-frequency understanding that the Japanese language uses three
kanji different scripts depending on word origins and the
context of language use
[Key concepts: script, kana, kanji, phonemic awareness,
understanding that one kana represents a basic unit of
meaning; Key processes: recognising, tracing, copying]
Japanese sound
(ACLJAU121) understanding that each individual kanji represents
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Understand the structure of basic sentences in Japanese and knowing common forms of greetings, for example,
recognise some key elements of Japanese grammar , and noticing the different levels of
formality
[Key concepts: grammar, vocabulary, syntax; Key processes:
identifying gender-specific pronouns and
recognising, describing, indicating]
understanding the use of common suffixes such as
(ACLJAU122) or or titles such as to address and refer to
other people, for example, Luke and White
understanding basic word order in simple sentences, for
example, noun ,
adjective + noun
understanding how to specify items using the possessive
particle , for example, Sarah
referring to numbers of things using cardinal numbers 0
100:
learning to describe the colour size
and shape of things
understanding different question words such as
and the sentence-ending particle
recognising and responding to a request using verb
, for example, and
indicating affirmative and negative responses using
and
using some culturally specific parallel phrases related to
giving and receiving, for example, and
learning to use common onomatopoeia such as
and
building vocabulary to describe and label familiar and
immediate objects and environments
Understand that language is organised as text, and that understanding texts as different forms of communication
different types of texts, such as storybooks, songs, chants, that are spoken, written, digital or visual, and recognising
that they can be very short, for example, , or much
labels or rhymes, have different features
longer, for example,
[Key concepts: text, meaning, genre, metalanguage; Key
recognising that different types of texts have different
processes: recognising, identifying, describing] features, for example, repetition and rhythm in action
songs and chants
(ACLJAU123)
beginning to use metalanguage to talk about texts,
identifying and naming familiar types of texts, such as
story, list, song, rhyme and tongue twister, and
describing features, for example, stories usually have a
story starter (), while songs usually have
rhyming and the repetition of words
noticing how texts such as storybooks are sequenced
and organised, for example, by identifying the main title
and the connections between pictures and text
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Recognise that there are differences in how language is used exploring how language is used differently in Japanese to
in different cultural and social contexts, such as ways of reflect different relationships, for example, parentchild
exchanges
greeting and addressing people
, communication with peers , and
[Key concepts: variation, context, culture; Key processes: teacherchild interactions
exploring, identifying, comparing] understanding that language use varies according to the
context and situation, for example, and
(ACLJAU124)
understanding that language forms such as greetings
vary according to the time of day or the occasion, for
example,
understanding that language used in particular
interactions can vary between cultural contexts, for
example, the use of titles in Japanese (
) compared to the informal use of names in Australian
English
Recognise that Japanese and English borrow words and noticing that languages borrow words from one another
expressions from each other and from other languages and that both Japanese and Australian English include
many words and expressions from other languages
[Key concepts: language, change, word borrowing; Key
recognising that Japanese uses many loan words from
processes: noticing, recognising, classifying]
English and other languages, such as
, and that these are pronounced differently by
(ACLJAU125)
Japanese speakers
recognising that English loan words in Japanese are
written in katakana and sound like a familiar word in
English, for example,
creating a class record of Japanese words that are used
in English and other languages, such as judo, origami,
sushi and manga, and comparing how these words are
pronounced in the two languages
Understand that language and culture are closely connected exploring the meaning of culture, how it involves visible
[Key concepts: language, culture, meaning; Key processes: elements, such as ways of eating or symbols such as
flags, and invisible elements, such as how people live,
noticing, reflecting, questioning]
how they think about themselves and others and how
they relate to their environment
(ACLJAU126)
understanding that learning and using Japanese involves
becoming familiar with some different ways of
communicating, for example, ,
and also some ways of thinking about things and
behaving that may be unfamiliar
noticing similarities and differences between classroom
interactions in Japanese and English, for example,
referring to the teacher using only
understanding that culture and cultural behaviours are
woven into languages and cannot be separated from
them, for example, it is possible to bow without a spoken
greeting in Japanese but not to greet without bowing
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Japanese
Students identify the three different scripts in Japanese, hiragana, kanji and katakana. They understand that hiragana
represents the basic units of Japanese sound and apply that knowledge in their communication. They know that kanji
represents meaning as well as sounds, and that katakana is used for borrowed words. They know that stroke order in writing
characters is important. Students identify patterns in Japanese words and phrases and make comparisons between Japanese
and English, for example, the word order in greetings, such as Smith and in simple sentences, such as
. They provide examples of different ways of addressing friends, family and teachers or other
adults. They use pronouns, such as /, and titles/suffixes, such as //, to address different people.
They identify Japanese words that are often used in English-speaking contexts, for example, sushi, origami and karate. They
give examples of Japanese words and phrases that have been borrowed from other languages, such as .
They identify similarities and differences between Japanese and their own languages and cultures.
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Japanese
Years 3 and 4
The nature of the learners
At this level, children are developing awareness of their social worlds and of their memberships of various groups, including of
the Japanese class. They are further developing literacy capabilities in English, and while this highlights differences between
writing in alphabetic and character-based languages, it also assists to some degree in learning Japanese. They benefit from
varied, activity-based learning that builds on their interests and capabilities and makes connections with other areas of learning.
The development of oral proficiency at this stage continues to rely on rich language input in different modes. Learners listen and
respond by actions to build active listening and comprehension skills. They participate in classroom routines and tasks and use
some spontaneous language to describe feelings related to classroom activities. They participate in games and activities and
engage with texts through teacher-generated questions and prompting. They give short presentations related to their personal
worlds, including simple descriptions. With support they create labels, captions and short sentences. Language experience and
input include authentic texts with some modification, familiar vocabulary and simple sentence structures. Children are supported
to expand their use of the language in familiar interactions and situations, such as exchanging simple information and
participating in shared tasks, performances and play. They continue to control simple grammatical forms and build vocabulary
that can be adapted for different purposes. Students learn the use of diacritic marks to create voiced sounds. They learn to
produce and pronounce characters with the support of flashcards, mnemonics, digital games and exercises. They read and
write words written in hiragana and in high-frequency kanji with support and scaffolding. There is a combined focus on grammar,
vocabulary building, pronunciation, and non-verbal and cultural dimensions of language use through purposeful communicative
activities and experiences.
Contexts of interaction
The context in which learners interact is primarily the language classroom and the school environment, with some access to
wider communities of Japanese speakers and resources through digital technology.
Children develop literacy skills and textual knowledge through supported interaction with a range of spoken, written, visual and
multimodal texts. Imaginative and interactive texts such as picture books, stories, puppet plays, songs and games develop the
expressive and cultural dimensions of language. To support the development of cultural knowledge, learners may have access
to resources developed for Japanese children, such as storybooks, songs, television programs or interactive games.
Learners recognise the predictable nature of pronunciation in Japanese and apply their knowledge of soundletter associations
to spell new words. They recognise and use elements of grammar such as simple verb forms, adjectives, interrogatives and
some particles to understand and create simple spoken and written texts. They use appropriate word order and sentence
structures, including time, counter classifiers, and present, past and negative forms. Learning Japanese contributes to learners
general literacy development and to the process of making sense of their worlds that characterises this stage of their
development. As they encounter elements of Japanese language they make comparisons with their own language(s) and
culture(s) and consider their own ways of communicating.
Level of support
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This stage of learning involves extensive support. Tasks are carefully scaffolded. Teachers provide models and examples;
introduce language, concepts and resources needed to manage and complete the task; make time for experimentation, drafting
and redrafting; and provide support for self-monitoring and reflection. Learners use the hiragana chart as a systematic
framework to support reading and writing.
Learners are supported to use Japanese as much as possible for classroom routines, social interaction, structured learning
tasks and language experimentation and practice. English is used for discussion, explanation and reflection, enabling learners
to develop a language (metalanguage) for sharing ideas about language and culture systems and experience. Using both
Japanese and English in the classroom develops awareness of what it means to be bilingual.
Communicating
Socialising Elaborations
Interact with the teacher and peers to exchange information introducing self using formal spoken language and
about self, family, friends and favourite things, and likes and appropriate non-verbal language such as bowing, for
dislikes, and to express praise, support and respect for others example, Julie
[Key concepts: communication, information, self, family,
respect; Key processes: introducing, interacting, describing] exchanging information and building vocabulary to
communicate about self, friends or family, using simple
statements such as
(ACLJAC127)
asking and answering factual questions relating to
concepts such as time, place or number, using formulaic
structures and familiar expressions, for example,
3
showing interest in and respect for others, such as by
expressing praise or encouragement, using formulaic
expressions, for example,
communicating about activities and shared experiences,
for example, place food
drink activity/sports/
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Participate in guided tasks that involve following instructions participating in guided tasks involving instructions and
and cooperating with peers, such as sports and craft activities peer cooperation, such as group/pair language activities,
games and sports, for example, says,
[Key concepts: collaboration, participation, task, performance;
, Whats the time, Mr Wolf?
Key processes: following instructions, rehearsing, performing,
following procedures for activities such as cooking,
presenting] model-making or origami, understanding instructions
such as
(ACLJAC128)
participating in classroom routines, such as taking the roll
, naming the months and
days of the week and describing the weather, for
example,
preparing, rehearsing and conducting presentations and
performances, such as a Japanese item for assembly or
a digital presentation about a significant event
working collaboratively to adapt and perform action
songs, for example, by changing lyrics ( ) based on
modelled patterns, rehearsing and performing songs with
appropriate gestures and actions
Follow teacher instructions and directions by responding to participating in classroom interactions, for example, by
questions and requests, and use simple questions and responding with comments such as Matt
Todd Sally Ella
statements to ask permission and to show interest and
appreciation
using appropriate formulaic expressions and gestures to
[Key concepts: interaction, negotiation, response; Key contribute to interactions, for example,
processes: responding, requesting, rehearsing]
asking for help or clarification, for example,
(ACLJAC129) , and negotiating turn-taking, for example,
Matilda
responding to teacher instructions such as
recognising and rehearsing interjections or fillers in
conversations, for example, ?
Informing Elaborations
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Locate and process specific points of information in familiar finding examples of Japanese language at home or in the
types of written, spoken, multimodal and digital texts community to create a class collection, display or digital
database of terms related to recipes, toys, gadgets or
associated with people, places and objects
menus
[Key concepts: information, research, data; Key processes:
viewing or listening to a simple community text such as a
locating, collecting, classifying, recognising] weather report, recognising key words such as
(ACLJAC130)
identifying features of seasons and tracking the progress
of seasonal weather changes on a map of Japan, for
example, reports of
gathering information about one anothers home life and
activities, for example, by surveys on pets, sports,
activities, families, or likes and dislikes, using graphs to
display results
viewing or reading simple print or digital texts such as
advertisements, catalogues, menus or packaging to
locate key points of information in relation to elements
such as product, number, price, target audience or
capacity for recycling
Present factual information relating to familiar home, describing family members and friends, identifying
community and cultural contexts, using graphic and digital relationships such as , using simple descriptive,
support such as photos, tables, lists and charts modelled language and supporting resources, for
Creating Elaborations
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Participate in and respond to imaginative texts such as viewing excerpts from texts such as anime and childrens
interactive stories and performances, for example by acting television programs, listening for key words and familiar
phrases and interpreting cultural expressions and
out responses or making simple statements to identify and
behaviours
compare favourite characters and elements
collecting favourite exclamations, words or expressions
[Key concepts: response, expression; Key processes: used in imaginative and expressive texts in oral, print and
participating, imagining, creating, interpreting] digital formats, such as
(ACLJAC132) and using them in their own
communicative exchanges in similar modes
drawing their own versions of characters encountered in
imaginative texts, and selecting simple descriptive
modelled statements as captions to their pictures
sequencing elements of imaginative texts such as
cartoons or simple narratives, for example, by creating a
storyboard using pictures and captions
recognising character traits or behaviours in texts such
as anime, manga and childrens stories that reflect
Japanese culture and traditions
Create and present imaginative texts for a range of audiences creating imaginary characters, places or animals, and
that use familiar expressions and modelled language and presenting them through performance, digital display or
visual representation, for example,
allow for exploration and enjoyment of language, cultural
food/object
expression and performance
[Key concepts: fantasy, imagination, dramatisation; Key
processes: imagining, creating, experimenting, performing] incorporating onomatopoeic sounds such as
into written/performed texts to
(ACLJAC133) enrich the texts and to entertain others
taking on the role of a character from a story, manga or
anime, and responding to questions such as
noun
creating, performing and presenting imaginative texts
such as skits, songs and raps
Translating Elaborations
Interpret and explain simple interactions in Japanese, noticing explaining features of Japanese language protocols such
linguistic and cultural features as the use of formulaic expressions, for example,
, counter classifiers, and the indication of
[Key concepts: meaning, culture, translation, interpretation;
politeness by using
Key processes: identifying, explaining, interpreting,
explaining and modelling culture-specific practices and
comparing] formulaic language, such as apologising for being late by
waiting at the entrance/door, bowing and using the
(ACLJAC134) expression
demonstrating and explaining hand gestures, body
language or facial expressions that work with language or
stand alone in Japanese communication, such as
beckoning with fingers pointing downwards, or waving a
hand in front of the face to signal a negative response
using visual, print or online dictionaries, word lists and
pictures to translate simple familiar texts such as labels
or captions
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Create bilingual versions of familiar texts such as songs, including some Japanese words, exclamations or
conversations, picture dictionaries, captions for images and phrases when interacting in English in simple games or
exchanges that involve feelings or reactions, for example,
displays, or photo stories
, , oh that was fun, Anne
[Key concepts: bilingualism, expression, code-mixing; Key , that was
processes: translating, performing, creating, adapting] performing bilingual versions of familiar songs such as If
Youre Happy and You Know It , alternating between
(ACLJAC135) the two languages and switching key words in repeated
phrases
creating personal print or digital bilingual dictionaries that
include visual cues and representations
creating simple activities or action songs that involve
alternating or combining repeated words or phrases in
Japanese and English, such as verbs, question words or
months of the year, for example, says
Reflecting Elaborations
Notice what is similar or different to own language and culture noticing how respect is shown to teachers and
when interacting in Japanese in different contexts and classmates through practices such as apologising for
interrupting when entering a room,
situations
, expressing humility by not going first or
[Key concepts: respect, culture, similarity and difference, putting oneself forward , or not using for self
communication; Key processes: identifying, explaining, practising ways of accepting compliments or praise in
experimenting, reflecting] Japanese, for example, by saying instead of
, and comparing this with what they would do in a
(ACLJAC136) similar situation in their own language(s)
noticing differences between Japanese and Australian-
English language used in certain social situations, for
example, , before and
after meals, and , when leaving
or returning home, including forms of address and the
use of body language, intonation and expression
considering how some aspects of Australian ways of
communicating such as greetings, responding to thanks
or using direct eye contact may be interpreted by people
from a Japanese cultural background
Notice how ways of communicating and behaving reflect using digital resources to create a self-profile such as an
identity and relationships avatar or montage to exchange with a potential Japanese
friend, selecting key words and simple expressions from
[Key concepts: identity, community, family, culture; Key
word banks and modelled statements that capture their
processes: selecting, creating, representing, comparing] sense of themselves, and comparing their choices and
how they think about their identity
(ACLJAC137)
sharing ideas about their family cultures, creating visual
or digital representations of their families, friendship
groups and communities, and listing key terms and
expressions associated with each group
noticing and comparing their own and one anothers
ways of communicating, identifying any elements that
reflect cultural differences or influences of other
languages, including those from the Asia region
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Understanding
Understand that hiragana symbols can be combined to recognising that there are 19 distinct consonants in
represent words Japanese (k, g, s, sh, z, j, t, ch, ts, d, n, h, f, b, p, m, y, r,
w) and five vowels (a, i, u, e, o)
[Key concepts: consonant, vowel, kana, foot, mora, rhythm,
understanding the system of basic Japanese sound
pronunciation; Key processes: recognising, differentiating,
combinations, that is, a vowel can be attached to most
demonstrating] consonants to produce a kana
understanding that vowel length can differentiate words
(ACLJAU138)
in Japanese, for example, e () for a picture and ee (
) for yeah
recognising the concept of the minimum unit of rhythm in
Japanese (foot or ) and that one foot in Japanese
consists of two moras, for example, is
pronounced as a three-foot word
demonstrating understanding of the differences in
pronunciation of English and Japanese versions of loan
words such as
Recognise the systematic order within the hiragana character learning how to use the character chart as a systematic
set; commence hiragana script writing and recognise and framework for reading and writing
write frequently used kanji understanding that there is a stroke order for both kana
and kanji
[Key concepts: character, kana and kanji, stroke order, font;
Key processes: recognising, tracing, reading, writing] recognising that Japanese has various printed fonts and
that handwritten forms of several characters differ from
the printed versions in most fonts, for example,
(ACLJAU139)
learning to read and write words using kana
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Understand and identify elements of basic grammar and developing metalanguage for communicating about
sentence structure and interaction patterns language, using concepts such as parts of speech, for
example, noun, verb and adjective
[Key concepts: verb conjugation, particles, word order,
understanding the rules of Japanese word order (subject
vocabulary, counter; Key processes: describing, indicating,
+ object + verb), the use of associated particles
identifying, questioning] , and the use of in formulaic expressions, for
example, noun
(ACLJAU140)
describing actions using verb form, for example,
understanding the rules for conjugating verbs, such as
>
understanding that Japanese uses name + suffix instead
of pronouns when referring to other people, for example,
John Grant
indicating time and frequency using expressions such as
describing people, animals, places and things using
adjectivenoun phrases, for example,
understanding time words associated with days of the
week, months of the year and seasons
building vocabulary that relates to familiar environments
in daily life and personal worlds and that can be used for
cross-curricular content learning
beginning to use counters in Japanese, for example,
telling time using /
seeking information using question words such as
and and the sentence-ending
particle , for example,
Recognise that texts such as stories, games and recognising features of familiar genres of Japanese texts
conversations have particular language features and textual such as picture books, digital books or games, video clips
or songs
conventions
recognising differences between the layout and language
[Key concepts: text, genre, language features, mode; Key
features of different types of texts, including ,
processes: comparing, analysing, recognising]
recognising the role played by different elements in texts
(ACLJAU141)
to contribute to meaning-making, for example, the layout,
title, illustration and use of punctuation in a picture book
or the use of speech bubbles in a cartoon
recognising patterns in simple spoken or written texts in
Japanese, for example, in relation to the use of particles,
verb endings and other frequently occurring features
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Understand that language varies according to the age and observing that Japanese expressions can be made more
relationship of those using it, and according to the situation in or less formal with very slight changes, for example,
and and and
which it is being used
to suit the relationship between speakers
[Key concepts: register, context, variation; Key processes:
noticing differences in the ways in which both Japanese
observing, recognising, reflecting] and English speakers communicate with different people,
for example, with young children, with unfamiliar adults or
(ACLJAU142) with elderly people
reflecting on how they communicate with their own family
and friends and with people less close to them, noticing
differences in language use and communicative
behaviour
recognising that familial terms such as and
are often used in place of old man or old
woman in both folk tales and daily conversation, and
considering why this might be so
Recognise that Japanese is the official language of Japan and understanding the status of Japanese as the official
one of the major languages of the Asia-Pacific region language of Japan, a major language in the Asia-Pacific
region, a world language and an Australian community
[Key concepts: language status, standard language,
language
multilingualism; Key processes: recognising, comparing,
classifying]
understanding that there is a standardised form of
(ACLJAU143) Japanese, and that different dialects are spoken in
different regions of Japan
comparing the language profile of Japan with the
multilingual nature of Australian society, which includes
speakers of Aboriginal languages and Torres Strait
Islander languages, Asian languages and world
languages
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Understand that the ways people use language reflect where understanding that language carries information about
and how they live and what is important to them the people who use it and that common expressions
often reflect cultural values, for example, the importance
[Key concepts: cultural expression, values, respect, gestures;
of respect for older people is reflected in terms of
Key processes: observing, comparing, discussing, address in Japanese
interpreting] exploring additional elements of culture, such as what is
valued in different communities, contexts and
(ACLJAU144) environments, or different approaches to teaching and
learning in school, understanding formulaic expressions
that reflect cultural values, for example,
noticing how politeness and respect are conveyed in
Japanese language and behaviour, such as how body
language and gestures can replace language, for
example, bowing as an apology or as a request to be
excused
learning to discuss culture and language by responding
to prompt questions such as What do you notice? Why
do you think that ? How is this similar / different ?
identifying terms, expressions and ways of
communicating associated with Australian contexts that
might need explaining to Japanese children, for example,
using first names when addressing adults, colloquial
expressions such as no worries or footy, and terms
associated with Indigenous cultures, such as the
Dreaming
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Japanese
. They use language spontaneously in simple familiar communicative exchanges, for example,
. They respond to simple questions using short spoken statements, for example, .
They use counter classifiers in response to questions such as . Students identify specific items
of information, such as facts about or key characteristics of people, when listening to or viewing texts such as short stories,
weather reports or video clips. They use cues such as context, visual images and familiar vocabulary to assist comprehension.
They create short spoken informative and descriptive texts related to their personal world with the support of modelled
language, scaffolded examples and resources such as word lists. They describe people and events using adjectives, time-
related vocabulary and appropriate verb forms, such as and . They read and write the 46 hiragana,
including long vowels (for example, ), voiced sounds (for example, ), and blended sounds as
formulaic language (for example, ), as well as high-frequency kanji such as . They apply word order
(subjectobjectverb) in simple sentences. They comprehend short written texts such as captions, labels, signs and stories that
use familiar and repetitive language. They translate simple texts using classroom resources such as charts or word lists,
noticing that some words and expressions do not translate easily. Students identify examples of cultural differences between
ways of communicating in Japanese and in their own language(s).
Students identify both vowel and vowelconsonant sounds of hiragana, recognising that vowel sounds can be elongated and
that this can change meaning. They identify ways in which rhythm is used to chunk phrases within a sentence. Students use the
hiragana chart to support their reading and writing, recognising its systematic nature. They demonstrate awareness of the
predictable nature of pronunciation. They know the role of particles, for example, ; the rules for simple verb
tense conjugations; and how to create questions using the sentence-ending particle . They understand and use the rules and
phonetic changes that apply to counter classifiers, for example, . They identify language variations that
occur according to the age and relationship of participants, and according to the situation, for example, / /
. They demonstrate their understanding of the importance in Japanese of non-verbal communication such as the use of
gestures, for example, bowing to replace words and to communicate meaning. Students identify ways in which Japanese
language reflects ways of behaving and thinking.
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Japanese
Years 5 and 6
The nature of the learners
At this level, students are widening their social networks, experiences and communication repertoires in both their first language
and Japanese. They continue to need guidance and participate in structured, collaborative tasks that both recycle and extend
language. Students are gaining greater independence and becoming more conscious of their peers and social context. They are
gaining a greater awareness of the world around them. Learners are noticing similarities and differences between Japanese
language and culture and their own.
Learners use Japanese with peers and the teacher for a widening range of purposes: asking and responding to questions,
exchanging information, expressing ideas and feelings, performing, responding to learning experiences, and interacting with
Japanese language resources. They are developing greater fluency and accuracy in communication. As they draw on a growing
range of vocabulary resources and grammatical structures, their pronunciation, intonation and phrasing improve. They begin to
use Japanese more spontaneously when interacting with one another, and use an increasing range of body language and
gestures. Shared tasks provide a context for purposeful language experience and experimentation. Focused attention on
language structures, literacy skills development and exploration of cultural elements of communication are conducted at least in
part in Japanese. Learners use digital media to support their learning in increasingly independent ways, such as exchanging
resources and information with other Japanese speakers. In doing this, they may access music and media resources.
Contexts of interaction
Learners use Japanese with one another and with the teacher for a growing range of purposes. They may have some access to
other Japanese speakers and cultural experiences in wider contexts and communities through the use of information and
communications technology (ICT).
Learners engage with a growing range of oral, written and multimodal texts, including published texts such as modified folk
stories, songs and computer games, as well as teacher-generated resources such as language games, exercises and
presentations. In addition, learners have some access to Japanese language and culture through texts created for young
Japanese people, such as stories, music clips, anime/manga and video clips.
Learners notice the relationship between stress, pacing and meaning, and use appropriate intonation patterns to exclaim, make
a statement or ask a question. They continue to acquire a wider range of vocabulary and to build grammatical and textual
knowledge. They use verbs, nouns and adjectives, a variety of particles, prepositions, counters and conjunctions. They
differentiate between animate and inanimate objects and apply their knowledge of in context. They develop
metalanguage to describe patterns, rules and variations in language structures. As they use Japanese to interact in different
situations, they develop understanding of how language and culture influence each other, and reflect on their own ways of
communicating and using language. Learners begin to experience and reflect on the challenges and opportunities involved in
moving between languages and different ways of making meaning.
Level of support
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While learners work more independently at this level, ongoing support is incorporated into tasks and activities. Systematic
feedback and review assist the interactive process of learning. Support includes provision of models, stimulus materials,
scaffolded opportunities for reflection, and resources such as word and character charts, vocabulary lists, dictionaries and
electronic reference materials. Learning tasks and activities take account of both learners current level of Japanese capability
and their more general cognitive and social levels of development.
While the use of Japanese in the classroom increases at this level, the use of English for discussion, reflection and explanation
ensures the continued development of learners knowledge base and intercultural capability.
Communicating
Socialising Elaborations
Interact with peers and the teacher to describe aspects of communicating with peers and other Japanese speakers
daily life such as routines and pastimes, or celebrations and in local or online communities or digital forums, using
strategies such as active listening skills, turn-taking cues,
special days; to express preferences; and to show interest in
requests for clarification, and respectful language for
and respect for others agreeing or disagreeing, for example,
[Key concepts: communication, correspondence, exchange,
interests; Key processes: interacting, communicating, showing interest in, respect and concern for others by
greeting, describing] asking questions such as
exchanging simple correspondence such as greeting
(ACLJAC145) cards in print or digital form based on modelled language
such as ()
using formulaic language to exchange emails with young
Japanese speakers to provide personal information such
as , their names, likes and
dislikes, family members or leisure activities
exchanging information with one another or with other
Japanese-speaking students about school or home
routines, leisure activities, interests or preferences,
popular culture or sport, for example,
recounting experiences with own family and friends, for
example,
exchanging gifts using appropriate body
language/gestures, such as giving and receiving with two
hands and using expressions such as
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Collaborate with peers to plan and conduct shared events or planning and organising activities such as a class event,
activities such as teaching and working with a buddy class, visit or performance, using language related to place,
people, time and numbers and creating promotional
organising a shared event, or rehearsing and presenting a
materials, for example,
school performance
[Key concepts: collaboration, performance, transaction; Key
creating a skit, performance or action game to introduce
processes: planning, organising, introducing, explaining, a buddy class to aspects of Japanese language and
transacting, budgeting] culture, for example, introducing hiragana, individual
words or expressions, or behaviours such as bowing
(ACLJAC146) appropriately or receiving a gift
participating in simulated transactions such as
purchasing goods or ordering food, using appropriate
gestures, formulaic expressions and relevant question
answer exchanges such as
3000
becoming familiar with the value of Japanese yen by
carrying out real or simulated transactions and
exchanges
budgeting for virtual shopping expeditions, for example,
by consulting online catalogues and menus, comparing
prices and values, and discussing intended purchases,
using formulaic expressions such as
Participate in everyday classroom activities and routines such taking on different roles and responsibilities in the
as asking how to say or write something, asking for help or classroom (), such as taking the roll, identifying the
repetition, praising or complimenting one another, thanking, day of the week, describing the weather or acting as
Informing Elaborations
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Gather, classify and compare information from a range of surveying and compiling information about young
sources related to concepts from other learning areas peoples interests and preferences in different contexts,
such as favourite activities, television and websites,
[Key concepts: interests, behaviours, social interactions,
preferred means of transport or communication, or
cultural expression; Key processes: researching, compiling, leisure activities at different times of the year, and
presenting, identifying] presenting findings in formats such as flow charts,
graphs, diagrams or oral presentations, for example,
(ACLJAC148)
extracting key points from a range of spoken, written or
digital texts on topics such as healthy eating, school
lunches, or home or school routines, discussing findings
and comparing opinions, for example,
identifying points of information in texts such as
advertisements, conversations, brochures or
announcements, and representing them in different
formats, such as charts, concept maps, skits or digital
presentations
viewing video clips or reading simple texts containing
social interactions such as exchanges between parents
and children or customers and shop assistants,
identifying and recording new words and expressions for
use in their own language production
identifying words, expressions and behaviours
associated with important Japanese cultural activities or
events, and comparing them with equivalent Australian
expressions or behaviours, for example, locating
on a New Years card ( )
Convey information on specific topics using formats such as organising and presenting information relating to aspects
oral or digital presentations, displays, diagrams, timelines and of Japanese culture, for example, fashion, famous
landmarks/icons or festivals, using supporting resources
guided descriptions
such as sound, visuals or graphics, and providing a
[Key concepts: content, profile, audience, format; Key structured summary, for example,
processes: presenting, profiling, referencing] or
(ACLJAC149)
creating a profile in digital format of a context, situation or
event for a specified audience, such as a virtual tour of
the school or classroom for an intending exchange
student group or sister school
creating a class book or digital display about topics that
connect with other curriculum areas and are relevant to
their own lives, such as sports, environmental
sustainability, transport or health
Creating Elaborations
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Listen to, read and view different imaginative texts such as discussing key messages in print, digital or multimodal
anime, folk stories and manga, describe and give opinions texts, such as the moral of a folk story, ideas or values
expressed in songs or characterisation in anime, and
about characters and events, and identify cultural elements
comparing their treatment across cultural contexts and
[Key concepts: character, plot, context, values, emotion; Key time
processes: analysing, discussing, responding, expressing, recalling and/or illustrating main characters and events in
comparing] stories, songs or anime, for example, by responding to
questions such as
(ACLJAC150) responding to simple spoken, written or digital narratives
such as folk tales, anime, manga or films that evoke
positive or negative emotions such as happiness,
amusement or affection, fear or anger, connecting these
with their own experiences by using stem statements
such as
Create and present or perform imaginative texts for a variety creating and performing a presentation for a particular
of purposes and audiences audience, for example, a puppet show or play for a
buddy class or a performance for the school or
[Key concepts: performance, audience, rhythm, digital text;
community
Key processes: creating, performing, designing]
designing and presenting a commercial for a new or
existing product likely to appeal to consumers in their age
(ACLJAC151)
group
creating a rap or song that involves experimentation with
rhyme and rhythm
teaching younger children songs that involve repetitive
phrases and actions, for example, songs from popular
anime films
using familiar and modelled language to create
imaginative digital texts, such as a photo story, an e-book
or profile of an imagined avatar, for example,
producing and presenting picture books/Big Books/mini
books or short scripted scenarios for younger students,
incorporating elements of Japanese language and
culture that are likely to be unfamiliar, engaging or
challenging
Translating Elaborations
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Explain aspects of spoken, written and non-verbal providing explanations or interpretations of formulaic
communication in Japanese interactions that require expressions such as used in a range of
situations and celebrations, for example, congratulations
interpretation and carry cultural meaning
and birthday wishes
[Key concepts: meaning, culture, interpretation, equivalence;
Key processes: explaining, interpreting, demonstrating, collecting, using and explaining Japanese words and
experimenting, reflecting] expressions that do not translate easily into English, such
as
(ACLJAC152) demonstrating and explaining elements of non-verbal
Japanese communication that require interpretation for
non-Japanese speakers, such as hand gestures, eye
contact and counting systems
experimenting with bilingual dictionaries and/or online
translators, considering relative advantages or limitations
of each resource
Create bilingual texts and learning resources such as creating shared bilingual learning resources such as print
displays, websites, posters, picture books, games, word or digital word banks or glossaries of Japanese and
English expressions used in formal and informal
banks and menus
everyday interactions
[Key concepts: bilingualism, learning resources, translation;
performing a role-play or skit for an audience, using
Key processes: classifying, glossing, annotating, composing] Japanese for the performance and English for supporting
explanations
(ACLJAC153)
using dictionaries and electronic translation tools to
compose bilingual texts such as captions, menus,
posters or invitations, comparing results and identifying
how bilingual texts support intercultural communication
creating bilingual texts for the classroom or school
community, for example, invitations to attend class or
school assembly performances, posters advertising
Languages Day
Reflecting Elaborations
Reflect on the experience of learning and using Japanese, identifying frequently used Japanese phrases and
and identify how language reflects cultural practices and behaviours in everyday social exchanges that reflect
cultural traditions or values that appear different to their
norms
own, for example,
[Key concepts: language, culture, similarity and difference,
values; Key processes: identifying, analysing, comparing, comparing their own and one anothers reactions to the
reflecting] experience of learning Japanese, and considering
whether their attitudes or understandings have changed
(ACLJAC154) in relation to cultural diversity and intercultural experience
reflecting on the experience of using Japanese language,
gestures and body language, and considering how their
responses reflect their own attitudes and experience
noticing aspects of communication and cultural
expression represented in Japanese stories, songs or
audio/visual media, responding to teacher prompts such
as What do you see? What do you notice about ?
Why do you think ? How is this similar/different to
?
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Discuss the experience of speaking and interacting in a identifying elements of identity that are important across
different language, what they understand by identity, and all cultures, for example, family, community, location
whether learning Japanese has any effect on their sense of creating multimodal texts that represent elements of their
own identity, such as personal emblems/mottos, self-
self
profile, photo journal, or caricature/self-portrait, and
[Key concepts: identity, communication, stereotype, protocol; considering how Japanese children of the same age
Key processes: reflecting, identifying, exploring] might respond to these
exploring the idea of stereotypes and how people think
(ACLJAC155) about others from different cultural backgrounds
practising formulaic expressions such as those
exchanged before and after meals or when giving or
receiving gifts or food, for example,
, and reflecting on the experience of using such
exchanges
considering whether learning and using Japanese
impacts on their sense of identity or influences their
behaviour in or out of the classroom, for example, when
playing Japanese games online, eating in Japanese
restaurants and reading signs or menus
Understanding
Engage with authentic spoken language, recognising how knowing how to pronounce all the sounds in the kana
words blend and understanding the relationship between chart, including voiced and unvoiced sounds (
and ), combined and long vowel sounds and double
sounds, words and meaning
consonants, for example, and
[Key concepts: phonemic awareness, spelling, rhythm; Key
understanding that the sounds of hiragana and katakana
processes: identifying, discriminating, pronouncing, spelling] are identical even though the associated scripts are
different
(ACLJAU156)
knowing that the hiragana spelling of a particular particle
does not match its pronunciation, for example, wa for
, e for , o/wo for
noticing that certain combinations of two moras make
one rhythm unit (foot), for example, the copula and
the verb suffix
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Recognise some single and whole word katakana and reading and writing all hiragana (including voiced,
develop the ability to use hiragana and kanji in a single text combined and long vowel sounds and double
consonants) using the kana chart
[Key concepts: scripts, characters, stroke order, punctuation;
learning that kanji were brought from China and that
Key processes: reading, writing, recognising]
hiragana was formed by simplifying the form of kanji,
while katakana was formed using a part of kanji
(ACLJAU157)
Recognise the systematic nature of Japanese grammatical expanding metalanguage for communicating about
rules and apply these to generate new language for a range language, using additional terms such as pronoun and
conjunction
of purposes
understanding and identifying elements of different
[Key concepts: metalanguage, grammar, counters; Key
sentence structures and the use of particles such as
processes: identifying, explaining, discriminating, applying]
understanding the use of / to refer
(ACLJAU158)
to inanimate/animate objects
describing locations of homes, people, animals and
items, using basic structures, for example, noun
place nounplace
knowing how to use prepositions to describe the position
of objects, for example, ,
understanding the use of series in concrete
contexts, for example,
using the verb form as a formulaic expression, such as
when giving instructions or seeking permission, for
example,
knowing how to use common counters and classifiers
such as / /
understanding Japanese numerical place order:
understanding location words and expressions indicating
direction or means of transportation, for example,
understanding different question words such as
using conjunctions such as to link ideas
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Recognise the use of formulaic expressions and textual recognising the order for writing the components of the
features in familiar texts such as emails, letters, postcards or date in Japanese, for example,
telephone conversations understanding the significance of features of different
[Key concepts: textual features, context, variation; Key types of texts, such as opening and closing emails,
processes: recognising, identifying, explaining, reflecting] letters or phone conversations, for example,
(ACLJAU159) considering how the composition of texts in different
languages reflects cultural values, such as the ordering
of information on Japanese ID cards or when kanji or
Arabic numerals are used in Japanese texts
understanding conventions associated with using
for example, the size of small characters, the
position in the square and the placing of punctuation
Understand that different ways of using Japanese language noticing that language can be made casual or softer by
shape and reflect different relationships, such as deciding to adding particular endings, such as
be formal or informal
observing how language use reflects respect and social
[Key concepts: register, context, tenor; Key processes:
distance, such as showing respect for authority figures,
observing, reflecting, comparing] for example, , or
expressing familiarity with friends by using first names
(ACLJAU160) rather than surnames
noticing differences in interaction styles in some familiar
situations in Japanese and Australian contexts, such as
interactions in classrooms or shops
Recognise that the Japanese language is both influenced by exploring how the Japanese language is influenced by
in turn influences other languages and cultures other languages and cultures, for example, in relation to
food , music
[Key concepts: language contact, word borrowing,
and sport
globalisation, technology, change; Key processes: identifying, , and technology
classifying, reflecting] investigating the influence of Japanese language and
culture on their own language and experience, for
(ACLJAU161) example, by creating a glossary of Japanese words and
expressions used in fields such as martial arts (judo,
karate, sensei, sumo), food (sushi, tofu, wasabi) or
communication/culture (haiku, anime, manga,
sudoku)
understanding that there are Japanese-speaking
communities outside Japan, for example, in Hawaii and
South America, and that Japanese is widely taught in
many countries around the world, including Australia and
other countries of the Asia-Pacific region
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Make connections between cultural practices and values and noticing ways in which Japanese language and
language use, such as formulaic expressions, and consider behaviour reflect values and traditions, for example,
reluctance to volunteer or compete for attention in class,
how these affect intercultural communication
responding to compliments , and
[Key concepts: language, culture, expression, values, prioritising the group rather than the individual
perspectives; Key processes: noticing, identifying, comparing, understanding that people read intercultural experiences
reflecting] in different ways depending on their cultural perspective,
recognising the validity of different perspectives and
(ACLJAU162) questioning notions of right or wrong ideas
imagining potential challenges for a visiting Japanese
student spending time in an Australian classroom, and
identifying phrases, expressions and behaviours that may
need explaining, and elements of interaction, such as the
use of personal space or volume of voice, that may
appear inappropriate
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Japanese
Students understand and use the hiragana chart to pronounce contracted and blended sounds and exceptions to phonetic rules,
such as , and . They understand and apply the rules and phonetic changes related to counter classifiers, such as
. They apply their knowledge of stroke order to form characters. They give examples of ways in
which languages both change over time and are influenced by other languages and cultures. They identify words from other
languages used in Japanese, such as , and how the pronunciation, form and meaning of borrowed words
can change when used in Japanese. Students identify behaviours and values associated with Japanese society and incorporate
these into their own language use, such as ways of deflecting praise, for example, .
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Japanese
Years 7 and 8
The nature of the learners
These years represent a transition to secondary school. Students in this sequence are continuing to study Japanese, bringing
with them an established capability to interact in different situations, to engage with a variety of texts and to communicate with
some assistance about their immediate world and that of Japanese speakers. They have experience in analysing the major
features of the language system and in reflecting on the nature of intercultural exchanges in which they are involved.
Japanese is used for classroom interactions and transactions, for creating and maintaining a class dynamic, and for explaining
and practising language forms. Learners work both collaboratively and independently in Japanese, exploring a variety of texts,
including songs/raps and role-plays, with particular reference to their social, cultural and communicative interests. They share
language knowledge and resources to plan, problem-solve, monitor and reflect. They use modelled and rehearsed language in
familiar and unfamiliar contexts and increasingly generate original language. They make cross-curricular connections and
explore intercultural perspectives and experiences. They plan, draft and present imaginative and informative texts and
participate in collaborative tasks and games. They use vocabulary and grammar with increasing accuracy, drafting and re-
drafting to improve and clarify meaning.
Students learn to use katakana and develop their understanding of the relationship between hiragana, katakana and kanji in
texts. They read, view and interact with a growing range of texts for a variety of informative, transactional and communicative
purposes. They are developing a broader range of vocabulary and expression and creating more complex sentences using
structures such as .
Contexts of interaction
The primary context for learning and using Japanese remains the language classroom; however, there may be increasing
opportunities for interaction with peers in a range of Japanese-speaking communities through the use of technologies, partner-
school arrangements and community connections. Learners have access to additional Japanese language resources through
websites, video clips and other multimodal texts.
Learners expand their range of vocabulary to subjects beyond their immediate world and familiar experiences. They develop
broader grammatical knowledge, using verbs and / adjectives, negative conjugations, various particles, counters,
superlatives and conjunctions, to describe and sequence events. With support they create a range of texts and participate in
information sharing and performances. They recognise and apply Japanese punctuation conventions and the characteristic
features of text types such as self-introductions and letters. They analyse more critically and imaginatively the relationship
between language and culture, identifying cultural references in texts and considering how language reflects and influences
perspectives and values, for example, the use of the prefixes / to show respect. They make comparisons between their own
language(s) and Japanese, and reflect on the experience of moving between languages and cultural systems. They monitor and
reflect on their intercultural experience and capability as language learners, and identify their personal and community practices
that reflect cultural influences.
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Learners work with a variety of texts specifically designed for learning Japanese in schools, including video clips and online
resources. They also access materials created for Japanese-speaking communities, such as films (subtitled), websites and
advertisements that provide opportunities to make connections between texts and cultural contexts, perspectives and
experiences.
Level of support
Opportunities to review and consolidate prior learning are balanced against provision of engaging and relevant new experiences
and connections. Students are supported to develop increasing autonomy as language learners and users, to self-monitor and
peer-monitor, and to adjust language in response to their experiences in different contexts.
While Japanese is used in more extended and elaborated ways for classroom interactions and routines, task participation and
structured discussion, English is used for more complex elements of instruction and discussion, analysis and reflection.
Learners continue to develop metalanguage for thinking and talking about language, culture and identity and the experience of
learning and using Japanese.
Communicating
Socialising Elaborations
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Interact with others to share interests and experiences, engaging in face-to-face or online discussions with peers
exchange information and express opinions and feelings and other Japanese-speaking contacts about shared
interests and experiences, such as sport, food, study or
[Key concepts: lifestyle, communication, experience, opinion;
music, for example,
Key processes: interacting, recounting, responding,
elaborating]
expressing opinions such as
(ACLJAC163)
recounting experiences such as holidays, special events
or celebrations through email or face-to-face
conversations, for example,
sharing and comparing information about teenage life,
daily routines and responsibilities, for example,
introducing themselves to other Japanese speakers,
, using appropriate formulaic expressions such
as (school name) and
culturally appropriate gestures
using formulaic language spontaneously in interactions to
express feelings, for example,
using cohesive devices such as conjunctions when
sequencing or elaborating an account of experiences, for
example,
sustaining and extending conversations by seeking
additional information or asking additional questions, for
example,
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Engage in activities that involve collaboration, planning, participating in scenarios related to accepting and
organising, negotiating and transacting declining invitations, planning, making arrangements and
negotiating details, using language related to place, time
[Key concepts: negotiation, transaction, presentation,
and activity, for example,
instruction; Key processes: planning, budgeting, comparing,
sequencing]
budgeting for virtual shopping expeditions, consulting
(ACLJAC164) online catalogues and websites, comparing prices and
value, and discussing intended purchases, for example,
/
participating in authentic or simulated transactions that
involve making requests, considering options, buying,
selling or ordering, for example, T L
M
creating displays, presentations or performances for
family, friends or the school community to showcase their
progress in learning and using Japanese
giving and following instructions to play games, follow
recipes, or carry out traditional Japanese activities such
as calligraphy, origami or martial arts, using language
forms and vocabulary associated with sequencing, such
as
Interact in whole-class and small group activities that involve using modelled structures in simple and compound
seeking information from peers or the teacher, asking and sentences, and cohesive devices such as , to
state opinions, make suggestions or provide clarification
responding to questions, making requests, and asking for and
asking and responding to questions such as
providing clarification
[Key concepts: discussion, reflection, suggestion; Key
processes: suggesting, clarifying, responding, requesting]
participating in class activities such as word, board or
(ACLJAC165) digital games, using phrases such as
?
obtaining additional information from the teacher and
peers by requesting repetition or clarification or by asking
how to say something in Japanese, for example,
expressing their responses to learning and using
Japanese, such as by detailing preferences, likes and
dislikes in relation to aspects of the experience, for
example,
enquiring about and describing the location of classroom
items and materials using prepositions, for example,
Informing Elaborations
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Access, summarise and reorganise information obtained from gathering, classifying and summarising information from
a range of texts on a variety of topics, and present it in class surveys, realia, notices, timetables and
announcements, and presenting findings in formats such
different formats
as digital presentations, posters, wall charts or oral
[Key concepts: research, data, media; Key processes: summaries
researching, collating, designing, presenting] identifying key details, expressions and information in
authentic or modified texts, for example, signs, weather
(ACLJAC166) reports, print advertisements, menus, packaging,
brochures or websites, and using the information to
create their own texts for specific purposes and
audiences
listening for key points of information and cultural
references in short spoken or recorded texts such as
phone messages, announcements or weather reports,
and transposing them to note form for their own
reference or to communicate to others
collating information from sources such as magazine
articles, recorded interviews or website postings about
high-profile individuals or events to edit and represent in
timelines or profiles on a shared database
drawing on content, language, images and presentation
formats from a range of Japanese media resources to
design posters or leaflets on topics such as
environmental sustainability or youth-related issues
Present information about events, experiences or topics of using data collected from one another to analyse and
shared interest, using modes of presentation such as charts, communicate information about themselves, their
interests and experiences to other Japanese speakers
diagrams or digital displays to suit different audiences and
researching a Japanese cultural event, such as
contexts
Creating Elaborations
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Analyse and respond to a range of imaginative texts, noticing responding to imaginative texts such as songs, stories,
cultural elements and comparing with English-language texts films or video clips, for example, by identifying favourite
elements or characters and recording key vocabulary and
created for similar audiences
expressions
[Key concepts: representation, culture, context, values,
reading and evaluating a story or manga, for example, by
expression; Key processes: identifying, evaluating, rating it and creating a short modelled review to present
comparing, contextualising] orally to the group or to post on a shared website
reading or viewing simple , identifying key
(ACLJAC168) messages and values and comparing them to familiar
folk tales or stories associated with their own early
literacy experience
comparing popular contemporary Japanese and
Australian music by listening to and viewing music video
clips, identifying similarities and differences in
expression, themes and styles of performance
comparing how key messages and beliefs are
communicated across cultures through the visual and
creative arts, for example, comparing the role and
representation of animals or landscapes in Indigenous
Australian Dreaming stories and Japanese mythology or
folk tales
Create a range of spoken, written and multimodal texts that creating and performing imagined experiences in
involve imaginary characters, places and experiences to intercultural contexts, using expressive language,
gestures and supporting materials to create dramatic
entertain others
effect, for example, gesture games or theatre sports
[Key concepts: mood, drama, effect, audience; Key
creating cartoons, short plays or stories to present in
processes: creating, performing, composing] class or to share with a wider virtual audience about
personal past or future imagined experiences
(ACLJAC169)
creating and performing texts that reflect cultural
behaviours which are associated with Japanese contexts
and communities and which contrast with their own
cultural experience
creating imaginative texts to entertain younger
audiences, for example, audio Big Books, puppet plays,
cartoons or short video clips, selecting language, rhythms
and images that enrich the visual or listening experience
creating the next scene, a new character or an alternative
ending to a Japanese story, drama or film script
composing simple songs, jingles, posters and
advertisements for real or imagined situations or
products, such as an Australian product for the Japanese
market
Translating Elaborations
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Translate short texts such as signs, simple dialogues or creating captions to translate short segments of a video
phone conversations from Japanese into English and vice clip or , noticing when direct translation is not
possible
versa, noticing when it is difficult to transfer meaning from one
identifying Japanese words and expressions that involve
language to the other
cultural meanings which are difficult to translate into
[Key concepts: culture, equivalence, idiom; Key processes: English, such as
translating, comparing, mediating] comparing translations of short Japanese texts such as
signs, conversations, audio messages or digital texts,
(ACLJAC170) identifying differences and similarities between their tone
and style and that of equivalent texts in English
reflecting on challenges associated with transferring
meaning from one language to another
translating short conversational exchanges between
Australian or Japanese speakers, comparing content and
style of communication and discussing how to translate
culturally embedded terms
Work collaboratively to design bilingual resources to convey creating bilingual subtitles, captions or commentaries for
information to the school community texts such as brochures, slideshows or digital video clips
that inform the school community of aspects of Japanese
[Key concepts: bilingual text, glossary, meaning; Key
culture such as mealtime protocols, festivals, or social
processes: annotating, explaining] behaviours
producing bilingual texts in print or multimodal formats to
(ACLJAC171)
promote school events such as multicultural activities,
Japanese performances or Languages Week activities
composing menus or programs for Japanese-themed
events, with key items and information in Japanese and
explanatory footnotes or glossaries in English
creating bilingual texts that involve subtitles or captions to
introduce non-Japanese speakers to aspects of
Japanese cultural expression, such as celebrations, the
exchange of gifts and wishes, or aspects of hospitality
creating digital texts such as songs, dialogues or
instructions, with options for displaying in either
Japanese or English
Reflecting Elaborations
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Participate in intercultural interactions, identifying and recognising the link between language and culture by
comparing aspects of culture that affect communication and reflecting on frequently used expressions such as
, and ways in which values
noticing how own culture impacts on language use
and culture are embedded in the language
[Key concepts: intercultural experience, perspective, insight,
making a list of perceived benefits of learning Japanese
self-reflection; Key processes: comparing, analysing, and developing an intercultural capacity, for example,
reflecting, choosing] access to different perspectives and experiences, and
insights into their own language and cultural experience
(ACLJAC172) experiencing authentic or virtual interaction with
Japanese language and culture, for example, through
face-to-face or online interactions with other Japanese
speakers through exchanges, excursions, school visits or
web-chatting
making appropriate language choices for particular social
situations in different cultural contexts, for example, using
appropriate familial terms to refer to their own or to
others family members
reflecting on how their own cultural etiquette and
behaviour may be interpreted when interacting with
Japanese people, noticing their own body language and
modifying gestures, such as beckoning with the palm
facing upwards or downwards, or avoiding eye contact
when talking to older people
Consider how their own biography, including family origins, reflecting on their own response to learning and
traditions, interests and experiences, impacts on their sense participating in cultural behaviours such as bowing and
using respectful language, identifying degrees of comfort,
of identity and ways of communicating
discomfort, challenge and enjoyment
[Key concepts: identity, family, community, communication,
creating written, spoken or multimodal texts such as
culture; Key processes: reflecting, comparing, representing] identity maps, timelines, digital presentations or family
trees with captions to describe significant life influences
(ACLJAC173) such as key people, events, educational experiences,
community affiliations or travel experiences, for example,
1950
reflecting on the experience of learning and using
Japanese, and considering whether own previous
attitudes or assumptions in relation to Japan or the
Japanese language and culture have changed
considering their identity as a second language learner
and whether it involves changes in aspirations, career
considerations or social-networking opportunities
sharing and comparing cultural and intercultural
experiences and language capabilities, and exchanging
views on the benefits of speaking more than one
language, such as having a larger vocabulary to draw on,
additional insights and perspectives, and opportunities for
new experiences
Understanding
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Understand that katakana is used for loan words, and that accurately pronouncing all combinations of kana,
these words must be pronounced within the combinations of including voiced and unvoiced elements, and all
combined sounds (contractions and blends)
available Japanese sounds
recognising that in the copula desu and the verb suffix
[Key concepts: pronunciation, loan words, voiced/unvoiced
masu, the u is devoiced in normal speech
sounds, contractions, blends; Key processes: pronouncing,
using available combinations of katakana to experiment
recognising] with Japanese pronunciation of unfamiliar loan words, for
example,
(ACLJAU174)
understanding that some new combinations of sounds
have been devised to allow for pronunciation of loan
words, for example,
Recognise and use all katakana and understand the reading and writing all katakana, including voiced,
relationship in texts between hiragana, katakana and kanji unvoiced, contracted and blended sounds, using the
kana chart
[Key concepts: script function, kanji readings; Key processes:
understanding that many kanji are made up of more than
identifying, differentiating, writing, reading]
one component and that radicals often represent
meaning, for example, the radical means something to
(ACLJAU175)
do with wood
noticing that kanji can clearly differentiate the meanings
of words that are pronounced identically, such as and
learning to write words and phrases using both kana and
kanji, for example,
using furigana to support the reading of unfamiliar kanji
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Understand how to control elements of the Japanese further developing metalanguage to describe and
grammatical system to express a range of ideas and increase control of grammatical concepts and language
elements, such as noun modifiers or speech styles
experiences in written and spoken forms, and recognise the
creating learning resources such as verb and adjective
systematic nature of verb conjugation
charts and lists of vocabulary and sentence structures
[Key concepts: metalanguage, verb conjugation, sentence
understanding the different functions of a range of
structure, register; Key processes: describing, categorising, particles, such as:
analysing] (topic marker)
(object marker)
(ACLJAU176)
(time, date, place, destination, for)
(and, with)
(location, action, means)
(direction, destination)
(from,as far as, distances)
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Understand how and why different scripts are used in different recognising key features and structures of familiar texts
types of texts, such as announcements, tickets, in Japanese, such as lost child announcements, spoken
commercials or print advertisements, for example, by
advertisements, public signs or manga
identifying formulaic expressions, and comparing with
[Key concepts: genre, text features, text structure, cohesion; expressions in similar texts in English
Key processes: analysing, describing, comparing] recognising the format of different Japanese texts and
punctuation conventions in either or ,
(ACLJAU177) and understanding how this varies according to the
context, purpose and intended audience
understanding how to create textual cohesion, using
elements such as paragraphing or conjunctions to
sequence and link ideas and to maintain the flow of
expression, for example,
comparing and contrasting the structures of a variety of
authentic community texts in Japanese and English,
exploring how the audience, purpose and context
influence each language version
Explain variations in Japanese language use that reflect explaining variation in language use between people of
different levels of formality, authority and status different ages and relationships, for example, ,
[Key concepts: register, tenor, respect; Key processes: and , ; avoiding when showing
politeness; the frequent use of to avoid
differentiating, explaining, comparing]
foregrounding oneself; using or when
speaking with close friends, family members or other
(ACLJAU178)
young people; and using surnames or for
adults
understanding that Japanese expressions can be made
more or less formal with very slight changes, for
example, the presence or absence of formal endings,
such as the difference between
and
analysing language used to express different levels of
formality in a variety of texts such as conversations,
letters, emails and text messages, noting differences
between written and spoken texts
finding examples of informal forms of language used by
young Japanese speakers, such as the use of
abbreviations or emoticons when texting and the use of
loan words when talking about popular culture, for
example, J-rock, J-pop, fast food
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Understand that the Japanese language has evolved and recognising words borrowed by Japanese from other
developed through different periods of influence and change languages such as English, French or Portuguese, for
example, and noting how these words are
[Key concepts: language change, word borrowing,
pronounced by Japanese speakers
intercultural exchange, globalisation; Key processes:
recognising that all languages carry histories of contact
identifying, analysing, explaining] with other cultures, such as the adoption of kanji from
Chinese into Japanese
(ACLJAU179)
Understand that Japanese language and culture, like all explaining language associated with familiar routines that
languages and cultures, are interrelated, both shaping and reflects cultural values, for example, and
reflecting each other
interpreting the significance of differences in family
[Key concepts: cultural expression, status, harmony, humility;
kinship terms when referring to ones own or others
Key processes: recognising, explaining, comparing]
family, for example, //
(ACLJAU180) reflecting on the cultural significance of the presentation
of information in simple Japanese texts, for example,
, how the ordering of information on business
cards (company, title, surname, given name) reflects the
relative importance of company/collective, family and
individual status
explaining language used in Japanese interactions that
reflects humility or deference, for example, expressions
used to refuse or deflect praise of self or family, or to
defer to others
considering how and why Japanese speakers use
conversational strategies to avoid conflict, such as using
indirect or softened language, for example,
comparing core cultural concepts reflected in Japanese
language, such as (harmony), with similarly
significant cultural concepts reflected in some Australian
terms or expressions, for example, mateship
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Japanese
They ask and respond to a range of questions, for example, using both rehearsed and some
spontaneous language, giving opinions and making comparisons, for example, or
. Students apply rules of pronunciation, rhythm, stress and intonation to a range of
sentence types and vocabulary, including double consonant and long vowel sounds and borrowed words. Students read and
write hiragana, read katakana, and write familiar katakana words, including elongated vowels, double consonants and
contractions. They read and write high-frequency kanji for verbs (for example, ), nouns (for example,
), adjectives (for example, ), and the pronoun . They read some compound words such as .
They locate, analyse and summarise information from a range of spoken, written and multimodal texts, such as video clips,
letters, posters, notices and advertisements. They plan, draft and present informative and imaginative texts with the support of
modelled resources. They use counter classifiers in response to questions, for example, . They build
cohesion in their texts and elaborate on meaning through the use of grammatical elements such as conjunctions (for example,
), and adverbs of frequency (for example, ), time (for example, ) and direction, for example,
. They use a variety of verb tenses to express ideas and experiences, and a range of particles, such as
including for example to indicate timeframes. Students translate and interpret short texts from Japanese into English
and vice versa, providing alternative expressions when equivalence is not possible. They share their reactions to intercultural
experiences, describing and explaining why some elements fit easily with their sense of their own identity while others do not.
Students understand that the pronunciation of katakana is the same as that of hiragana, and that the pronunciation of borrowed
words is influenced by the Japanese sound system. They apply appropriate word order in their spoken and written language,
varying the order of noun phrases without altering the meaning. They understand and use andadjectives when appropriate,
and apply the rules of phonetic change to counter classifiers, such as . They identify and reproduce
features of familiar text types such as emails, descriptions and dialogues. They identify words (for example, and ),
phrases (for example, ), prefixes (for example, and ), suffixes (for example, and ) and titles (for
example, ) that indicate different levels of formality. They recognise values that are important in Japanese society, such
as maintaining harmony and a sense of collective well-being, and how these are reflected through language and behaviours,
such as indirect forms of refusal or disagreement, for example,. They explain how cultural values and
ideas are embedded in all languages and how their own communicative behaviour might be interpreted from other cultural
perspectives.
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Japanese
Years 9 and 10
The nature of the learners
At this level, students bring to their learning existing knowledge of Japanese language and culture and a range of learning
strategies. They are increasingly aware of the world beyond their own and are engaging with youth-related and social and
environmental issues. They require continued guidance and mentoring but work increasingly independently to analyse, reflect
on and monitor their language learning and intercultural experiences. They are considering future pathways and options,
including the possible role of Japanese in these.
This is a period of language exploration, vocabulary expansion, and experimentation with different modes of communication, for
example, digital media, collaborative performance and group discussions. Learners become more confident in communicating in
a wider range of contexts through greater control of language structures and vocabulary and increased understanding of the
variability of language use. They use Japanese to communicate and interact; to access and exchange information; to express
feelings and opinions; to participate in imaginative and creative experiences; and to create, interpret and analyse a wider range
of texts and experiences. They sequence and describe events using a range of cohesive devices, and complete communicative
tasks that involve planning, performance, collaborative and independent work. They use language more fluently, with a greater
degree of self-correction and repair, and use to facilitate communication. They reference the accuracy of their
language use against a stronger frame of grammatical knowledge.
Learners at this level are able to read and write using hiragana, katakana and an increasing number of kanji in all texts. Their
writing is more sophisticated, using connectives and conjunctions, and they engage with more complex language structures.
Contexts of interaction
Learners interact with peers, the teacher and other Japanese speakers in immediate and local contexts, and with wider
communities and cultural resources via virtual and online environments. They may access additional cultural experiences
through events such as school exchanges, festivals, interschool events or cultural performances.
Learners engage with texts designed for language learning, such as teacher-generated materials and online resources.
Learning is enriched by exposure to a range of authentic materials designed for or generated by young Japanese speakers,
such as video clips or advertisements. Students take some responsibility for sourcing additional materials to support their own
learning.
Learners use more complex language in oral, written and multimodal forms. They expand their knowledge and control of
grammatical elements such as the form and plain form of verbs, for example, and
and conjugation patterns for both verbs and adjectives. Their language production includes elements of interpreting,
creating and performing. They engage in analysis of texts such as advertisements and media reports, identifying how language
choices reflect perspectives and cultural contexts.
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Learners examine the processes involved in using a different language, recognising them as cognitive, cultural and personal as
well as linguistic. They explore the reciprocal nature of intercultural communication: how moving between different languages
and cultural systems impacts on ways of thinking and behaving; and how successful communication requires flexibility,
awareness, and openness to alternative ways. They develop the capacity to decentre from normative ways of thinking and
communicating, to consider themselves through the eyes of others, and to communicate in interculturally appropriate ways.
Level of support
Support at this level of learning includes provision of rich and varied stimulus materials, continued scaffolding and modelling of
language functions and communicative tasks, and explicit instruction and explanation of the grammatical system. Learners are
provided with opportunities to discuss, clarify, practise and apply their knowledge. Critical and constructive teacher feedback is
combined with peer support and self-review to monitor and evaluate learning outcomes, such as through portfolios, peer review,
or digital journals.
Japanese is used in more extended and complex ways. English continues to be used for discussion, explanation and analysis.
This allows learners to communicate in depth and detail about the experience of learning Japanese and about their thoughts on
culture, identity and intercultural experience. English is the language of analysis and critique, supporting discussion of concepts
such as stereotypes, difference, diversity and values. It allows for a degree of expression and reflection that is beyond learners
communicative capabilities in Japanese.
Communicating
Socialising Elaborations
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Engage in discussions and comparisons of young peoples engaging in face-to-face or online discussions with
interests, activities and lifestyles Japanese-speaking peers using descriptive and
expressive language to describe significant events,
[Key concepts: perspectives, relationships, youth culture,
special occasions or milestones in their lives, such as
social practices; Key processes: discussing, describing,
reciprocating]
exchanging ideas with peers or online Japanese-
(ACLJAC181)
speaking contacts, presenting and expressing personal
views on contemporary issues such as environmental
sustainability, education or youth culture, considering the
relationship between culture and context, for example,
J-pop K-pop
Collaborate, plan and manage activities, events or expressing preferences in relation to shared plans, for
experiences, such as hosting a Japanese class or visitor, example, and
summarising and clarifying arrangements, for example,
going to a restaurant, or preparing for a real or virtual event,
trip or excursion
[Key concepts: collaboration, intercultural experience, active
planning and preparing for a real or virtual event, trip or
learning; Key processes: planning, cooperating, rehearsing, excursion, such as a visit to Japan
mediating] participating in scenarios related to travelling and living in
Japan, for example, interacting with a host family, using
(ACLJAC182) public transport, shopping, sightseeing or eating out
planning and making shared arrangements for Japanese
visitors to the school or a homestay, for example, by
preparing print or digital informative materials, such as
filming an introduction to Australian school and home life,
preparing welcome speeches, or conducting school tours
planning and completing tasks that involve asking for,
giving and following directions to real or virtual locations,
for example, , using
resources such as digital devices, street or rail maps
planning and participating in learning experiences that
combine linguistic and cultural elements, such as an
excursion to a Japanese restaurant, exhibition, film
festival or community event, by preparing and rehearsing
language forms, structures and vocabulary and
considering appropriate behaviours, for example,
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Develop language to reflect on the experience of learning and using reflective language to discuss the experience of
using Japanese learning and using Japanese, for example,
[Key concepts: metalanguage, reflection, review; Key
evaluating Japanese learning resources such as
processes: expressing, analysing, comparing, evaluating]
textbooks, websites or dictionaries, for example,
(ACLJAC183)
building and using metalanguage to discuss language
and language learning, for example,
engaging in peer and self-reflection activities, such as
providing evaluations or giving and receiving
compliments using culturally appropriate language, for
example,
Informing Elaborations
Analyse ideas presented in a range of texts, identifying identifying underlying values, cultural references and the
context, purpose and intended audience purpose and intended audience of different types of
community texts such as advertisements or posters
[Key concepts: register, standpoint, representation, themes;
summarising the gist and some specific details of media
Key processes: scanning, summarising, comparing,
texts such as documentary features or community
analysing] notices
comparing and evaluating perspectives and intentions
(ACLJAC184)
reflected in texts such as public information notices or
street signs in Japanese and Australian contexts,
identifying words, expressions or images that suggest
cultural similarities or differences
scanning websites of Japanese schools or clubs,
discussing and comparing choices they would make in
relation to offered activities if they were students in that
context
identifying culture-specific terms and representations in
Japanese promotional materials such as travel
brochures, symbols on maps, magazine features or
online resources, for example,
planning a real or imagined trip to a selected region of
Japan, using resources such as internet sites and travel
brochures to map out elements such as transport,
itineraries and selected events, for example,
analysing key perspectives or themes reflected in
interview data collected from Japanese speakers
discussing roles and responsibilities in home, school and
community contexts, and comparing with their own views
on the topics
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Present different types of information for specific purposes creating a personal profile or rsum for a real or
and contexts using appropriate formats and styles of imagined part-time job, including basic information such
as age, experience, interests and skills, for example,
presentation
[Key concepts: social media, promotional material; Key
processes: composing, selecting, editing, presenting]
creating informative or promotional texts such as posters,
leaflets or web pages targeted at their own age group, for
(ACLJAC185)
example, promotional materials for recreational activities,
advice on healthy eating or environmental sustainability,
reviews of new music releases
Creating Elaborations
Identify how expressive and imaginative texts create identifying how imaginative texts such as use
humorous, emotional or aesthetic effects that reflect cultural structure, language and mood to build action, convey
emotion and reflect cultural values
values or experiences
comparing lyrics and styles of Japanese- and English-
[Key concepts: humour, emotion, effects, culture; Key
language songs and performances, tracking similarities
processes: interpreting, evaluating, analysing, comparing] and differences in genres, themes and modes of
emotional expression
(ACLJAC186)
discussing how texts such as films, plays, songs, memes
and manzai use humour or aesthetic effects to provide
commentary on social issues such as family, identity,
status or humility
identifying and responding to key messages and values
in traditional texts such as , and
considering their relevance in modern times
identifying and discussing how typical elements of haiku
such as brevity and aesthetic effect engage
readers/listeners and reflect cultural values
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Create a variety of imaginative texts to express ideas, adapting existing texts to change the emotional effect or
attitudes and values that suggest intercultural comparisons to represent different cultural values or experiences, for
example, by changing the location, characters or era of a
[Key concepts: imagination, stimulus, context, values; Key
familiar story or cartoon
processes: adapting, creating, interpreting, expressing,
composing and performing poems, songs, monologues
engaging, performing] or dialogues that reflect cultural values and personal
experiences
(ACLJAC187)
creating a haiku or rap to perform to their peers that
provides commentary on a social issue that is important
or relevant to them
creating a digital persona or avatar that combines
elements of observed Japanese styles of communication
with their usual ways of self-expression in their home-
culture environment
Translating Elaborations
Compare translations of different types of texts, including comparing English translations and interpretations of
versions obtained from digital translators, considering Japanese texts such as song lyrics, proverbs and
advertisements that contain cultural elements and
differences in interpretation and how language reflects
references
elements of culture
comparing translations of language associated with
[Key concepts: meaning, interpretation, cultural expression; significant events, rituals or practices in Japan/Japanese-
Key processes: translating, comparing, analysing, reviewing] speaking communities, identifying examples of the
relationship between language and cultural values and
(ACLJAC188) experience, for example,
comparing own translations of newspaper headlines or
email communications with peers, noticing differences in
interpretation or translation and considering reasons for
such variations
evaluating and reviewing online translators
Create bilingual texts in Japanese and English for a range of creating a bilingual digital database that groups words,
communicative and informative purposes, incorporating oral, for example, words and expressions associated with
themes, fields or contexts, such as food, travel, the
written and visual elements
environment or school
[Key concepts: bilingual learning resources, bicultural
producing bilingual texts such as travel advisories for
contexts; Key processes: classifying, translating, glossing, exchange or study tour students, and reflecting on the
referencing, mediating] process of working in both languages
creating oral commentaries that switch between English
(ACLJAC189) and Japanese for a bilingual audience at a sporting or
performing arts event
producing bilingual texts such as video clips with subtitles
explaining Australian cultural practices, for example, New
Years Eve or birthday celebrations
Reflecting Elaborations
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Monitor language choices when using Japanese and take reflecting and reporting on how learning Japanese
responsibility for modifying language and behaviours to assist provides insights into language and culture in general,
and how their own assumptions about Japan or Asia
intercultural communication
have changed as a result of intercultural language
[Key concepts: reciprocity, intercultural experience; Key learning
processes: reflecting, evaluating, exemplifying, comparing]
Reflect on cultural differences between Japanese- and reflecting on elements of the experience of learning
English-language communication styles and on how these Japanese that have involved adopting styles of
communication that have been challenging, easy or
affect intercultural interactions
memorable
[Key concepts: identity, culture, communication; Key
sharing with peers examples of successful interactions
processes: comparing, analysing, evaluating, profiling] with other Japanese speakers, for example, when
gestures or communication styles have been well
(ACLJAC191) received and clearly understood and have strengthened
the relationship
creating a reflective self-profile or autobiography in
formats such as journal entries, articles, captioned photo
stories, digital accounts or short films, including episodes
related to the experience of learning Japanese language
and culture that have impacted on their understanding,
attitudes, or sense of identity
composing a cultural ID profile, blog or digital diary to
exchange with other Japanese speakers, making
decisions about what points of information should be
included
Understanding
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Understand intonation and phrasing patterns in both informal recognising the basic pattern of intonation in Japanese,
and formal speech, and recognise multiple readings of familiar taking the form of a downturning curve, and applying it
when speaking
kanji in different compounds
identifying the use of rising intonation when asking
[Key concepts: phrasing, intonation, variation, meaning; Key
questions in casual speech or form, for example,
processes: identifying, discriminating]
understanding how to make appropriate pauses in a
(ACLJAU192)
sentence, that is, dividing up a sentence into cohesive
chunks to allow for the use of
understanding that changes occur in kanji readings, for
example, ()
Use knowledge of familiar kanji to predict meaning of understanding that kanji are used for nouns, stems of
unknown words verbs and adjectives, and some adverbs, and that the
addition of hiragana to the stem of verbs and adjectives
[Key concepts: script conventions, kanji readings, radicals;
is called okurigana
Key processes: recognising, discriminating, writing, decoding]
recognising that many kanji have multiple readings and
that there are two types of readings, that is, on-yomi (;
(ACLJAU193)
on reading or sound), Chinese-style pronunciation; and
kun-yomi (; kun reading or explanation), Japanese-
style pronunciation
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Understand how sophistication in expression can be achieved further developing metalanguage to describe and
by the use of a variety of verb and adjective conjugations increase control of grammatical concepts and language
elements and to organise learning resources such as
[Key concepts: metalanguage, plain form, form conjugation,
verb charts and lists of vocabulary and sentence
word functions; Key processes: identifying, defining, structures
classifying, sequencing] understanding and applying the rules of the plain form,
and knowing that the basic form of all Japanese verbs
(ACLJAU194) ends in -u, -eru or -iru, the forms they are listed under in
dictionaries
understanding that verbs can be divided into three
groups according to the way they are conjugated: Group
1 (five-step verbs), Group 2 (one-step verbs) and Group
3 (irregular verbs)
using character charts as a systematic framework for
recognising patterns for verb conjugation, and applying
the formation rules of each verb group
using verb form to connect events, for example,
understanding and using the different functions of verb
form
using present continuous tense using verb , for
example,
requesting and giving permission and expressing
prohibition using verb form, for example,
using verb stems with grammatical features such as
exploring how to use plain forms in authentic contexts
such as conversations with peers, for example,
expressing opinions, intentions and thoughts using the
plain form, for example:
plain verb
verb/adjective
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Identify, analyse and compare textual features and identifying the use of cohesive devices such as
conventions that characterise social and informative media in conjunctions to sequence and link ideas and actions in
both Japanese and English media texts, for example,
Japanese and English
verb form,
[Key concepts: textual conventions, language features,
identifying features of familiar types of texts such as
cohesion; Key processes: comparing, analysing, identifying] emails, songs, slogans or public signs, and noticing how
the choice of language and structure works to achieve
(ACLJAU195) each texts purpose
comparing language features of Japanese and English
versions of texts such as weather reports or text
messages, including the use of abbreviations and
emoticons, and noting differences that might be culturally
significant
recognising textual conventions employed within a letter,
email or article, identifying elements such as
introductions, sequencing of ideas and the use of to
link paragraphs
comparing features of spoken and written versions of
texts, for example, spoken and print advertisements,
face-to-face conversations and emails, to understand
how text mode shapes structure and helps a text achieve
its purpose
Analyse variations in language use that reflect different social applying an understanding of Japanese values such as
and cultural contexts, purposes and relationships respect (/) by making appropriate language choices,
for example, using / prefixes, and plain or polite
[Key concepts: / , respect, social relations, variation,
forms, and recognising characteristics of formal/informal
register; Key processes: selecting, applying, comparing, registers
evaluating] evaluating how language choices reflect social relations
and priorities, such as using expressions that deflect
(ACLJAU196) praise of self or own family to show modesty, for
example,
noticing differences in text structure and grammar
between formal and informal Japanese language use,
such as abbreviations, dropping of particles and
emphatic intonation in informal communication such as
face-to-face interactions, blogs, emails and other forms of
correspondence, for example, /
//
comparing verbal and non-verbal elements of
communication in different languages and cultural
contexts, such as ways of disagreeing or responding to
thanks, or the use of gestures, facial expressions or
/silence
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Investigate changes to Japanese and other languages and finding examples of ways in which social and cultural
cultures, identifying factors such as education, media and new influences impact on languages, for example, the
abbreviation of borrowed words in Japanese, such as
technologies, popular culture and intercultural exchange
or , or the combination of borrowed words
[Key concepts: globalisation, exchange, influence, with and to make verbs
contemporary culture, language revival/reclamation; Key reflecting on changes in their own language(s) and
processes: mapping, classifying, analysing, reviewing] cultures due to influences such as technology and social
media, for example, the use of abbreviations in text
(ACLJAU197) messaging or the replacement of words by emoticons,
and considering possible effects of such changes on
kanji acquisition in Japanese and spelling in English
exploring the influence of Japanese popular culture in
Australia, the Asia region and around the world, such as
the influence of Japanese design and technology and the
popularity of J-pop, electronic games, anime, manga and
cosplay
Understand that the Japanese language carries embedded providing examples of exchanges in Japanese that
cultural information and assumptions that can be difficult for require cultural as well as literal interpretation, such as
responses that deflect personal considerations (for
speakers of other languages to interpret
example, replying positively to the enquiry ),
[Key concepts: intercultural exchange, meaning, reciprocity,
or strategies to preserve values of humility and honour
values; Key processes: analysing, questioning, discussing]
discussing how the cultural value of / is expressed
(ACLJAU198) through language, such as the use of prefixes and
suffixes when referring to people outside the immediate
group, the choice of informal or formal register, and
decisions about what to share/not share in general
conversation
exploring cultural concepts embedded in Japanese
language which embody important core values and
behaviours and for which there is no direct English
translation, for example, and
discussing their own and others attitudes towards
cultural diversity and difference, including the use of
stereotypes and generalisations, and considering how
these affect communication
considering how contemporary expressions of
individuality exemplified in some forms of contemporary
Japanese youth culture relate to traditional concepts of
conformity and collective identity
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Japanese
Students understand the functions of the different scripts within text, for example, hiragana for grammatical elements; katakana
for borrowed words and some onomatopoeia; and kanji for nouns, verbs, adjectives and some adverbs. They distinguish, for
example, between and , and understand the concept of / readings. They identify multiple readings of
kanji, and begin to use kanji radicals as a tool for indicating meaning. Students use the form and plain form verbs as a basis
for grammar conjugations. They use metalanguage to describe and compare language features and rules of sentence
construction. Students choose / or plain form based on age, relationship, familiarity and context. They identify hybrid
terms that combine Japanese and English, such as . They explain how key Japanese
cultural values such as community, / and humility, , and consideration of others are reflected in language
and behaviours.
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The Australian Curriculum
Languages - Japanese
Years 710 (Year 7 Entry) Sequence
Years 7 and 8
The nature of the learners
Students are beginning their study of Japanese and typically have had little prior exposure to the language and associated
culture. Many will have learnt an additional language in primary school, while some have proficiency in different home
languages and bring existing language learning strategies and intercultural awareness to the new experience of learning
Japanese. Students textual knowledge developed through English literacy learning supports the development of literacy in
Japanese. Skills in analysing, comparing and reflecting on language and culture in both languages are mutually supportive.
Students may need encouragement to take risks in learning a new language at this stage of social development and to consider
issues of how the experience impacts on their sense of norms associated with their first language and culture.
Students are encouraged to speak, listen to, read and write Japanese in a range of interactions with the teacher and one
another. They use modelled and rehearsed language and gestures in familiar contexts and begin to use learnt language to
express their personal meaning. They experiment with sounds and use high-frequency words and expressions, gradually
broadening their range of vocabulary and language functions. They develop knowledge of Japanese word order and of
grammatical features such as particles, adjectives, verb tenses and politeness forms. They apply this knowledge in simple oral
and written texts such as self-introductions and statements relating to themselves and their personal worlds. They become
aware of the systematic nature of Japanese grammar and of its importance in conveying meaning. They develop metalanguage
to talk about Japanese grammar and to make comparisons and connections with their own language(s).
Students are exposed to all three scripts, hiragana, katakana and kanji, and develop a working knowledge of how these are
used to create meaning. They develop proficiency in reading and writing hiragana and use high-frequency katakana and kanji to
read and write words and sentences. They work collaboratively and independently, exploring a variety of simple texts with
particular reference to their current social, cultural and communicative interests.
Students read, view and listen to a range of texts, and apply modelled language to create and present their own texts. They
share grammatical knowledge and language resources to plan, problem-solve, monitor and reflect. They begin to use
vocabulary and grammar accurately, drafting and editing texts to improve structure and to clarify meaning. They develop
linguistic and cultural awareness through analysing texts, comparing languages, and applying their knowledge in language
exercises and tasks.
Learners use a range of processes such as observing, comparing and reflecting on language use to identify how cultural values
and perspectives are embedded in language and how language choices determine how people, issues and circumstances are
represented. They reflect on intercultural perspectives and on their experience of intercultural communication, exploring aspects
of environment, lifestyle and social practices associated with Japanese culture and making comparisons with their own. They
develop metalanguage for discussing the nature of language and culture, and monitor and reflect on their language and culture
learning through discussion, journalling or contributing to shared digital spaces.
Contexts of interaction
Japanese is used by the teacher and learners in classroom routines, structured interactions and learning tasks. Opportunities
for interaction in Japanese are also provided through a range of resources and materials. There may be interaction beyond the
classroom with guests or members of Japanese-speaking communities or via digital technology or student exchanges.
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Learners work with a range of resources designed for language learning, such as textbooks, audio recordings, teacher-
generated materials and online resources. They read, view and interact with a variety of spoken, written and digital texts created
for different purposes (social, informative, transactional, imaginative and expressive). Authentic texts such as advertisements,
commercials, film excerpts or recorded conversations provide opportunities for discussion and analysis of the relationship
between language, communication and culture.
Learners become familiar with the sounds and patterns of spoken Japanese, including pronunciation, rhythm and intonation.
They identify words borrowed from English, noting differences in pronunciation and spelling. They use Japanese in classroom
interactions and short communicative tasks. They participate in scaffolded activities to exchange information and complete
transactions. They listen to and read texts to obtain specific details or to understand gist. Learners understand and apply
rules/patterns applying to elements of Japanese grammar such as word order, simple verb forms, nouns, adjectives and
particles. They understand that language is organised as text, and that texts use different structures and language features to
achieve different purposes. They use modelled examples and apply knowledge of language features to create texts for different
purposes, such as informative, personal or descriptive. Students develop an awareness of different cultural perspectives. They
identify words, phrases and behaviours that convey Japanese traditions and values such as politeness and humility and use
these appropriately.
Level of support
Learning at this level is supported by rich and varied language input and the provision of experiences that are challenging but
achievable. Opportunities to review and consolidate learning are balanced against provision of engaging and relevant new
experiences and connections. Learners rely on teacher talk, instruction, modelling, feedback, and structured opportunities for
practising and understanding new language. They are supported to develop increasing autonomy as language learners and
users. Support resources include word lists and dictionaries, visual organisers, images and gestures. Learners collaborate with
peers in structured pair and group tasks that have clear roles and expectations.
English serves two main functions in the Japanese class: it represents a point of reference for learning the new language by
enabling students to compare structures, features and cultural meanings in each language, and it is used when appropriate for
explanation, reflection and discussion.
Communicating
Socialising Elaborations
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Interact with peers and the teacher to socialise and to exchanging greetings depending on the time of day, for
exchange information about self, personal worlds and example, , using
immediate environment, and to express feelings, likes and appropriate titles and terms of address, such as
or Simon and gestures such as bowing to show
dislikes, using appropriate gestures
respect
[Key concepts: self, family, home, interests; Key processes:
giving and receiving items using culturally appropriate
interacting, describing, expressing] gestures and language, for example,
(ACLJAC001)
exchanging personal details with Japanese-speaking
peers via online or virtual forums, for example, providing
name, age, school, and language(s) spoken at home
introducing themselves () using culturally
appropriate formulaic expressions and gestures,
with bowing and appropriate eye
contact
describing aspects of their personal worlds, for example,
friends, family, pets, teachers, school and interests, using
expressions such as noun adjective
exchanging information about daily or leisure activities or
events via face-to-face or online modes of
communication such as blogs or virtual conversations,
and comparing experiences with those of Japanese-
speaking peers, using cohesive devices such as
conjunctions when sequencing or elaborating, for
example,
or
expressing likes and dislikes, for example,
using formulaic language to express feelings, for
example,
Engage in transactions and collaborative activities that involve working together to create displays, presentations or
planning and making arrangements, such as obtaining goods performances to showcase their Japanese learning for
family, friends or school community
and organising performances
following instructions, for example, following a recipe to
[Key concepts: tasks, transactions, collaboration; Key
make , or making origami
processes: planning, making arrangements, purchasing,
making arrangements using language related to place,
performing, participating]
time and activity, for example,
(ACLJAC002)
participating in scenarios that involve ordering and
purchasing goods such as food and drink, for example,
participating in class activities such as word, board or
electronic games, using set phrases in Japanese such as
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Interact in classroom routines and exchanges such as asking using set phrases, formulaic expressions and appropriate
and responding to questions, requesting help, repetition or gestures for regular classroom routines such as opening
and closing lessons and responding to roll call, for
permission, following instructions, or giving praise and
example, , ,
encouragement
asking the meaning of words and how to say something
[Key concepts: roles, routines, interaction patterns; Key in Japanese, requesting repetition and indicating whether
processes: responding, requesting, apologising, thanking] or not they understand, for example,
(ACLJAC003)
using formulaic expressions to ask for clarification (for
example,
) or permission (for example,
), to apologise for lateness or interrupting (for
example,
), and to borrow classroom objects (for
example,
)
using appropriate language and behaviour when giving
and receiving classroom objects, for example,
following instructions to complete an activity or to get
organised, for example,
praising, complimenting and encouraging others, for
example,
Informing Elaborations
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Locate key points of information in a range of texts and identifying key information such as names of people and
resources and use the information in new ways places, times and activities in familiar types of texts such
as conversations, profiles, emails and announcements
[Key concepts: information, data, culture; Key processes:
gathering, classifying and summarising results of class
researching, classifying, interpreting, presenting]
surveys on topics such as students likes and interests,
family, neighbourhood, activities or habits, and
(ACLJAC004)
presenting findings to others, for example,
listening to and reading texts and reorganising
information to present in new ways, for example, by
sequencing activities chronologically by completing a
timetable or timeline, chart, table or itinerary
reading, listening to and viewing texts such as video
clips, brochures, websites, menus, labels and packaging
to obtain information about aspects of Japanese culture,
for example, daily routines, food, writing systems,
significant places or geography
locating, interpreting, classifying and listing factual
information from modified texts such as notices,
timetables, announcements, advertisements or signs
identifying cultural values reflected in a range of texts,
such as the use of symbols, signs or images in
advertising
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Present factual information about aspects of Japanese and creating and presenting a profile of a well-known
Australian lifestyles in spoken, written and digital forms Japanese or Australian person, including details, for
[Key concepts: community, cultural practice, personal world; example, and such as
Key processes: composing, designing, presenting, reporting,
comparing]
planning and preparing short spoken, written or digital
(ACLJAC005) presentations on aspects of daily life and social/cultural
practices in Japan or Australia, such as school, leisure,
daily routines, celebrations or festivals, using supporting
resources such as sound, images or graphics
Creating Elaborations
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Listen to, read and view texts such as folk stories, video clips reading and viewing texts such as anime, manga, video
and television commercials, share reactions and describe clips or lyrics of J-pop, responding to questions about
aspects such as characters and contexts characters, lyrics or events, for example,
Reinterpret or create and perform imaginative texts such as creating imaginative texts to share with others, for
video clips, raps or skits using modelled language and example, a commercial for a new or existing product, a
comic strip, a jingle, song or rap
supporting resources
producing short scripted plays or video clips to perform or
[Key concepts: adaptation, mode, performance, intercultural
present to others who are learning Japanese,
experience; Key processes: creating, interpreting, expressing, experimenting with rhyme, rhythm and onomatopoeia
performing] composing and performing an imagined scenario or skit
designed to support intercultural understanding and
(ACLJAC007) involving elements such as comedy, emotion or surprise,
for example,
creating imaginative stories using a variety of resources
and modes of presentation such as video clips or digital
photo montages
designing texts for real or imagined special occasions
that include the expression of culturally appropriate
behaviour, for example, M
Translating Elaborations
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Translate and interpret short texts such as self-introductions collaborating with peers and the teacher to translate and
or conversations, noticing and explaining aspects that are interpret familiar texts in Japanese such as emails and
phone conversations between friends or self-
similar or different in Japanese and English versions
introductions, noticing similarities and differences
[Key concepts: meaning, translation, equivalence, context; between Japanese interactions and their own
Key processes: translating, interpreting, comparing, communicative style
explaining] interpreting words and expressions encountered in
simple Japanese texts such as greeting cards, menus or
(ACLJAC008) stories that do not translate easily into English and that
reflect aspects of Japanese culture, for example,
the use of happy in English compared
to in Japanese,
comparing own translations of simple texts with peers,
explaining why words or expressions were translated in
particular ways and considering reasons for any
differences
learning to use dictionaries and electronic translation
tools, identifying issues such as multiple meanings of
words and the need to consider context
comparing the meaning and use of emoticons in
Japanese and English
Create simple bilingual texts and resources such as learning creating written or digital bilingual resources to support
support materials, menus, brochures, signs, digital their language learning, such as captions for photo
stories or displays, glossaries or personal Japanese
presentations, displays and captions
English dictionaries, with examples and explanations of
[Key concepts: bilingualism, equivalence, context, meaning; terms or expressions that have cultural associations
Key processes: translating, reasoning, explaining] preparing bilingual captions for texts such as a newsletter
item for the school community or for Japanese-speaking
(ACLJAC009) peers, exploring how to convey specific ideas in two
different languages
interpreting aspects of spoken Japanese texts for others,
for example, providing an English commentary on a
Japanese item at a class, school or community event,
assembly or parent evening, explaining culturally
significant expressions and gestures
creating bilingual menus, signs or brochures for the
school or local community, such as information about
caring for the environment or school resources
Reflecting Elaborations
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Reflect on the experience of learning and using Japanese in adopting Japanese ways of communicating that reflect
different contexts, commenting on similarities to and cultural values and practices such as the expression of
differences from their own usual language use and behaviour respect or familiarity, for example, and
and
[Key concepts: intercultural experience, cultural frames,
response; Key processes: identifying, reflecting, expressing] describing and demonstrating differences in ways of
showing consideration for others in Japanese, for
example, using particular terms of address, register and
(ACLJAC010)
body language in greetings, such as versus
or forms of respect or apology when
entering a classroom at mealtimes
or when interrupting someone
reflecting on aspects of the experience of using
Japanese that highlight intercultural differences relating
to social and communicative behaviours, for example, the
use of personal space and body language, and ways of
accepting or refusing an offer
observing live or recorded interactions in different
Japanese-language contexts, identifying aspects that
they find confusing or surprising, for example, gestures
(), levels of politeness, ways of requesting,
thanking or greeting, or the exchange of business cards,
and comparing to own cultural forms of expression and
social interaction
developing language for expressing personal reactions to
and feelings about intercultural experience, for example,
noticing that a focus on self is avoided in Japanese by
the minimal use of the pronoun I in interactions
Collate and present information in print, digital or online identifying elements of identity that may be important
formats about self and peers to share with others, and notice across all cultures, for example, family, community,
location, language, religion, age, gender
own and one anothers ways of expressing identity
sharing reactions to intercultural experiences, and
[Key concepts: self-expression, identity, community,
considering whether their individual background, age and
communication; Key processes: reflecting, comparing, interests contribute to attitudes and/or beliefs that impact
identifying] on the experience
preparing a digital class profile to exchange with
(ACLJAC011) Japanese-speaking students, showing the cultural
backgrounds, interests and personalities of each class
member using images, captions and symbols
creating a print or digital personal cultural ID profile to
exchange with Japanese-speaking peers, making
decisions about what points of information will be of most
interest, for example, by creating a family tree with
associated links to cultural connections, languages
spoken, interests and activities
comparing and reflecting on how identity is expressed
across cultures and languages, considering the idea of
belonging and the relative importance of group or family
membership as expressed in different languages
Understanding
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Systems of language Elaborations
Recognise and use features of the Japanese sound system, understanding the system of Japanese sound
including pitch, accent, rhythm and intonation combinations, that Japanese has five vowels and that a
vowel can be attached to all consonants except
[Key concepts: mora, pitch, rhythm, intonation; Key
accurately pronouncing all combinations of hiragana and
processes: listening, distinguishing, recognising]
katakana, including voiced and unvoiced forms and all
combined sounds (contractions and blends)
(ACLJAU012)
understanding that the sounds of hiragana and katakana
are identical even though the associated scripts are
different
recognising that in the copula desu and the verb suffix
masu, the u is devoiced in normal speech
using available combinations of katakana to experiment
with the Japanese pronunciation of loan words, for
example,
recognising the basic unit of sound in Japanese (mora:
or ), for example, has five moras
becoming familiar with the rhythm of Japanese,
recognising the concept of the foot () as the
minimum unit of rhythm, and that one foot in Japanese
consists of two moras, for example, is
pronounced as a three-foot word
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Recognise and understand the relationship between the understanding that the Japanese language uses three
character-based scripts of hiragana, katakana and kanji different scripts depending on word origins and on the
context of language use
[Key concepts: script, kana, kanji, hiragana, katakana,
reading and writing all hiragana and katakana, including
furigana, stroke order, pictograph; Key processes:
voiced, contracted and blended sounds, using the kana
recognising, copying, applying, distinguishing] chart
using the kana chart as a systematic framework to
(ACLJAU013)
support learning
recognising that Japanese can be written vertically or
horizontally and has various typefaces in printed form
understanding the use of basic Japanese punctuation
marks such as a () () and katakana long
vowel mark (), for example, in a students name such
as
applying the principles of stroke order to write all kana
and high-frequency kanji such as
knowing that kanji were brought from China and that
hiragana was formed by simplifying the form of kanji,
while katakana was formed using a part of kanji
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Develop understanding of the systematic nature of developing metalanguage for communicating about
grammatical structures and features of Japanese used to language, using terms such as noun, pronoun, verb,
adjective and conjunction, and cross-referencing with
perform particular functions, such as describing people,
knowledge of English-language syntax and parts of
objects and places, and indicating quantity speech
[Key concepts: grammar, vocabulary, syntax, metalanguage; understanding the rule that Japanese sentences end with
Key processes: recognising, describing, indicating, a predicate and that there are three types of predicates,
comparing] noun plus copula, adjective plus copula, and verb:
subject noun
(ACLJAU014) subject adjective
subject objectverb
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using common counters and classifiers such as
understanding the use of series in concrete
contexts, for example,
using basic time expressions such as days of the week
Identify textual conventions of familiar spoken, written and recognising structures and key features of familiar types
multimodal types of texts of texts such as emails, conversations,
speeches, advertisements, stories and songs, identifying
[Key concepts: text, genre, mode, tenor, audience; Key
formulaic expressions and comparing with similar texts in
processes: identifying, sequencing, comparing] English, for example, by comparing ways of answering
the phone or starting and ending a letter
(ACLJAU015)
identifying how certain types of texts are typically
constructed, for example, the use of particular layouts,
visual images and grammatical features in
advertisements, manga or brochures
understanding that the format of Japanese texts can
include either or according to the
context, purpose and intended audience
understanding how to create textual cohesion, using
elements such as paragraphing or conjunctions to
sequence and link ideas and to maintain the flow of
expression, for example,
understanding conventions associated with using
for example, the size of small characters, the
position in the square and the placing of punctuation
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Understand that Japanese language use varies according to understanding and explaining variation in language use
the context and situation of the interaction and the relationship based on the age, relationship, and level of familiarity
[Key concepts: variation, context, relationship; Key processes: / avoiding when showing politeness
identifying, distinguishing, analysing] identifying language use associated with gender, age,
social status or the purpose of interaction, for example,
(ACLJAU016)
and recognising the importance of using
appropriate forms of address when interacting with
different people, for example, using /when
communicating with close friends, family members or
other young people, and using for adults
Understand that the Japanese language both influences and recognising words of Japanese origin used in English, for
is influenced by other languages and cultures example, judo, karaoke, karate, obento, sushi
[Key concepts: language change, intercultural contact, loan recognising the use of words borrowed by Japanese
from other languages such as English, French or
words; Key processes: identifying, reflecting, making
Portuguese, for example, and
connections] noting how these are pronounced by Japanese speakers
understanding that languages and cultures change
(ACLJAU017)
continuously due to contact with one another and in
response to new needs, ideas and developments in
communications and technology, and considering why
some types of words and expressions are more
frequently borrowed, such as
identifying words that have similar meanings and
pronunciation across different languages, and reflecting
on the possible origins of such words and their
associated cultures
understanding that there are Japanese-speaking
communities outside Japan, for example, in the United
States, in particular Hawaii, and South America, and that
Japanese is widely taught in many countries around the
world and within the Asia-Pacific region, including
Australia
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Explore connections between languages and cultures as considering how Japanese language and interaction
exemplified in particular words, expressions and patterns around familiar routines such as mealtimes
reflect traditional practices and values associated with
communicative behaviours, noticing how meaning can be
family life, for example, using formulaic expressions such
culture-specific and difficult to transfer between languages as
[Key concepts: culture, language, values, meaning; Key
processes: analysing, explaining, comparing] identifying changes in contemporary communication
styles that reflect changes in Japanese and Australian
(ACLJAU018) cultures and social practices, for example,
and
identifying and explaining phrases that require cultural
knowledge in order to be understood in translation, for
example, or that
the question is a genuine health
enquiry rather than a greeting
understanding that the Japanese language has many
ways of expressing values such as consideration and
respect, for example, , >
and using indirect forms
of refusal and softening responses, for example,
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Japanese
. Students identify key points of information in short predictable written, spoken and multimodal texts, understanding
descriptions of people, objects, places and activities. They use non-verbal, visual and contextual cues to assist in making
meaning. Students use rehearsed language related to their personal world to convey information in both written and spoken
texts. They produce short sentences involving nouns, verbs (for example, ), common counter
classifiers (for example, ), and adjective, noun and verb predicates. They apply correct stroke order to all
characters, and use appropriate punctuation and textual features in texts such as captions, greeting cards, profiles, emails or
timelines. They structure sentences using correct word order, and link information using conjunctions such as and
. They translate and interpret short spoken texts, explaining Japanese gestures and expressions that do not readily translate
into English, for example, . They adjust their language to suit different contexts and situations, for
example, the use of appropriate titles and forms of address, and respond in culturally appropriate ways to interactions with other
Japanese speakers, such as bowing when greeting, and using appropriate eye contact.
Students recognise the nature and roles of the three Japanese scripts, understanding that hiragana represents the basic unit of
Japanese sound, kanji represents meaning, and katakana is used for borrowed words. They use the hiragana and katakana
chart as a tool when writing and reading, recognising their systematic nature. They know that hiragana and katakana are
pronounced identically and that the pronunciation of borrowed words is determined by the Japanese sound system. Students
understand and apply grammatical concepts such as the use of particles, for example,
and conjugation of present, past, positive and negative forms of verbs. They understand and use and adjectives,
and apply the rules of counter classifiers such as //. They explain how language and behaviour
change according to participants, context and relationship, and that politeness and respect are expressed explicitly in Japanese
through greetings, vocabulary, formulaic expressions and actions. They understand that languages and cultures change over
time, and provide examples of how languages borrow words from one another. Students make connections and comparisons
between elements of the Japanese language and culture and their own, identifying how languages reflect ways of thinking and
behaving. They identify how Japanese values such as humility and harmony are reflected in language, such as by deflecting
praise, for example,
softening responses with expressions such as or and using indirect forms of refusal or disagreement.
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Japanese
Years 9 and 10
The nature of the learners
Students have prior experience of learning Japanese and bring a range of capabilities, strategies and knowledge that can be
applied to new learning. They are expanding the range and nature of their learning experiences and of the contexts within which
they communicate with others. They have a growing awareness of the wider world, including the diversity of languages,
cultures, and forms of intercultural communication. They are considering future pathways and prospects, including how
Japanese may feature in these.
This is a period of language exploration and vocabulary expansion, and of experimentation with different modes of
communication, collaborative performance and guided group discussion. Increasing control of language structures and systems
builds confidence and interest in communicating in a wider range of contexts. Students use Japanese in classroom interactions
and activities, to communicate and interact, to access and exchange information, to express feelings and opinions, to participate
in imaginative and creative experiences, and to design, interpret and analyse a range of texts. They use a wide range of
formulaic expressions that are essential for everyday Japanese interactions. They use an increasing range of culturally
appropriate gestures and behaviours, with a greater degree of self-correction, spontaneity and repair. They monitor their own
language use in relation to cultural context, situation, purpose and audience. They develop a greater understanding of Japanese
cultural norms, for example, in relation to responding to praise, communicating refusal, or the use of eye contact. Students
initiate and sustain interactions with other speakers of Japanese in spoken and written modes. They use familiar language
patterns as a foundation for generating increasingly original language in the contexts of their physical and social environments.
They develop broader knowledge of vocabulary and grammar to produce more sophisticated language for a variety of
audiences.
Students build on their mastery of hiragana and katakana and understand sound variation in the pronunciation of borrowed
words. They use a greater number of kanji and increasingly apply their understanding of known kanji to predict the meaning of
unfamiliar words.
They explore and produce a range of texts associated with different contexts, and analyse information and concepts relevant to
their social, cultural and communicative interests. They read, view and interact with texts for a variety of purposes, for example,
social, informative, transactional, imaginative, expressive and instructional. They draw on modelled examples to understand and
use more complex structures. They engage in drafting and editing their texts to clarify meaning.
Contexts of interaction
Learners use written and spoken Japanese to interact with peers, teachers and other speakers of the language in immediate
and local contexts, and may also interact with other Japanese speakers through online environments.
Learners engage with a range of language-learning texts and supporting materials, such as textbooks, modified and authentic
texts, film/video clips, media texts and online materials. They also draw increasingly on texts produced for young people in
Japan, such as short stories, songs, poems, films, video clips, blogs and social media texts.
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Students become more fluent and accurate in both spoken and written language production. They gain more control of
grammatical and textual elements. They use expressive and descriptive language to discuss feelings, opinions and
experiences. They demonstrate understanding of language variation and change, and of how intercultural experience,
technology, media and globalisation influence forms of communication. They develop understanding of the nature of both
translation and interpretation, noticing the relationship between language, texts and culture. They understand that many
Japanese phrases convey values and beliefs that underpin Japanese culture and cannot be translated into English. A balance is
maintained between activities that focus on language forms and structures and those that involve communicative tasks,
performance and experiences. Tasks involve collaborative as well as independent language planning and performance, and
development and strategic use of language and cultural resources. Learners analyse text more critically, identifying how
language choices reflect perspectives and shape meaning. At this level, learners are developing understanding of the
relationship between language, culture and identity. They identify how meaning-making and representation in a different
language involve interpretation and personal response as well as literal translation and factual reporting. They explore the
reciprocal nature of intercultural communication: how moving between different languages and cultural systems impacts on the
learners ways of thinking and behaving; and how successful communication requires flexibility, awareness and openness to
alternative ways. They develop the capacity to consider their own cultural practices through the eyes of others, and to
communicate in interculturally appropriate ways.
Learners draw from authentic and modified resources to apply their developing linguistic and cultural understandings. They
compare, analyse and reflect on their understandings of Japanese language and culture and of their own language(s) and
culture(s), and question their preconceived ideas about Western and Japanese values. They continue to build metalanguage to
think and communicate about Japanese and about their own language(s) and culture(s), using English to discuss their
experience of language learning. Students identify aspects of culture embedded in Japanese words, expressions and
behaviours, and recognise contexts in which particular values are expressed for different purposes and audiences.
Level of support
This stage of learning involves consolidation and progression. Learners are provided with new challenges and engage in more
independent learning experiences. Continued scaffolding, modelling and monitoring support these challenges. Students are
encouraged to develop increasing autonomy as language learners and users and to self-monitor and adjust language in
response to their experience in different contexts. They analyse and reflect on texts and intercultural experiences through
discussion, documenting and journaling. Continued focused attention on grammatical and textual features supports learners
development as text producers.
Japanese is used in more extended and complex ways by both learners and teachers. English is used for substantive
discussion, elaboration, comparison, analysis and reflection.
Communicating
Socialising Elaborations
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Initiate and sustain interactions to share experiences, comparing experiences of teenage life and expressing
personal opinions, aspirations, thoughts and feelings and to opinions and aspirations, for example,
discuss aspects of young peoples experience
sharing information about significant or special events in
[Key concepts: discussion, social experience, popular culture,
their own life and comparing with those of Japanese
views; Key processes: interacting, responding, comparing, teenagers, such as birthdays, holidays, celebrations,
expressing opinions] sporting events and festivals, for example,
(ACLJAC019)
developing strategies to initiate and sustain interactions,
such as asking for clarification or confirmation,
acknowledging and showing interest, using appropriate
gestures and expressions such as ,
maintaining and extending conversations by requesting
additional information, asking appropriate questions, and
using conversation fillers such as
providing evidence or reasons to justify own opinions or
planned actions, for example,
communicating with one another and with other young
Japanese speakers via email, online conferencing or
school-based exchanges about shared interests such as
popular culture, sports and special events, or comparing
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Participate in activities that involve transacting, negotiating, engaging in social transactions such as presenting gifts,
planning and participating in events and experiences accepting and declining invitations, making excuses and
apologising, using appropriate protocols such as forms of
[Key concepts: social exchange, transaction, negotiation; Key
politeness and respect, for example,
processes: planning, transacting, making decisions,
performing]
(ACLJAC020) planning and completing tasks involving authentic or
simulated transactions, for example, planning a holiday,
purchasing goods, ordering food or making requests by
email or text message
negotiating and making decisions about services, such
as ordering in shops and restaurants, specifying size,
number and colour where relevant, and commenting on
products, for example,
L
creating a digital presentation or performance to present
information about their own school to a Japanese sister
school or Japanese visitors
planning social events, negotiating and making shared
decisions, and creating associated texts, such as
invitations or posters for an excursion or for activities for
Languages Week, for example,
role-playing scenarios related to travelling or living in
Japan, for example, interactions with a host family or
using public transport
Develop classroom language to participate in interactions interacting in classroom routines using appropriate
such as clarifying, apologising, showing appreciation, language to apologise, for example,
to request clarification, for example,
complimenting, and reflecting on their learning experiences
and to ask
[Key concepts: discussion, reflection, interaction; Key
processes: requesting, responding, clarifying, enquiring] and respond to questions, for example,
(ACLJAC021) further developing metalanguage to communicate about
language and about their experience of learning
Japanese, using Japanese for terms such as verbs (
), adjectives () and nouns ()
enquiring about and describing the location of classroom
items and materials by using appropriate prepositions, for
example,
participating in class discussion by eliciting or offering
opinions, for example,
and by asking questions or making suggestions, for
example,
discussing their language-learning experience, for
example,
showing appreciation and complimenting one another, for
example,
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Informing Elaborations
Access ideas and information from a range of spoken, print examining factual information from a range of print,
and multimodal texts, compare views, state opinions, and online/web-based travel and leisure texts, using it to
compare options and make suggestions, for example,
present information in different formats to inform or interest
others
Convey factual information, ideas and opinions using different collecting and organising information to report significant
modes of presentation that take account of context, purpose events in their personal worlds, such as family
celebrations, travel or personal milestones, to
and audience
classmates, parents or peers, using formats such as
[Key concepts: text, context, mode, audience; Key processes: schedules, timetables, graphs, tables or statistics
selecting, editing, presenting] preparing multimodal presentations on aspects of
Japanese lifestyles and cultural practices that invite
(ACLJAC023) comparison and contrast with their own experience, such
as aspects of popular culture, for example, fashion,
music or anime/manga, or ways of preparing and eating
food in different regions and/or seasonal influences, for
example, and
preparing and presenting/publishing an article for a
magazine, e-journal or website with a specified audience
in mind, for example, a film review for young learners of
Japanese or a digital travel guide for a proposed visit to
Japan
creating texts to inform others about or promote events,
places or experiences, such as a poster or flier for a
multicultural event or a brochure about their school for a
Japanese audience, for example,
Creating Elaborations
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Listen to, read and view a range of imaginative texts in engaging with a range of contemporary Japanese texts,
multimodal formats, such as anime, manga or J-pop, describe including songs, memes, manga, television programs,
YouTube video clips or subtitled film excerpts, identifying
settings, identify key ideas and events, give opinions and
and interpreting cultural elements such as values, for
analyse cultural content example, and
[Key concepts: character, theme, expression; Key processes: comparing ideas and values represented in Japanese
reviewing, responding, adapting, comparing] folk stories with similar Western folk stories/fables, for
example, comparing and Cinderella
(ACLJAC024) reviewing a video clip, anime or film excerpt popular with
Japanese students of the same age, identifying aspects
that they enjoyed or disliked, for example,
adapting an imaginative text such as a story or computer
game, for example, by resequencing events, adding a
new element or changing the location or era
identifying and describing characters, settings and events
and identifying key ideas or themes in texts that they
have particularly enjoyed, giving reasons for their choice
selecting favourite elements of performance texts, for
example, humour in manzai skits, and comparing them
with humorous texts popular among their Australian peer
group
comparing expression and imagery typical of
contemporary Japanese and Australian music, for
example, by comparing video clips of popular songs or
television song contests in Japan and Australia
Create own or shared texts in different modes and formats to presenting a day in the life of an imaginary or real
inform or entertain others, or express ideas, attitudes and character from familiar anime, manga or film,
incorporating elements such as humour or surprise to
perspectives, using imaginary characters, places and
express different characteristics
experiences
using digital technologies to create a design for an
[Key concepts: fantasy, entertainment, expression; Key Australian theme park, shopping centre or sports arena
processes: imagining, creating, performing] to attract young Japanese visitors to Australia
ceating short texts such as skits, raps or haiku, and using
(ACLJAC025) a range of digital technologies to design, perform and/or
record these to amuse, entertain and engage other
learners of Japanese
working collaboratively to compose and perform a skit
such as a manzai based on an imagined scenario that
allows for experimentation with expressive language
creating a digital persona or avatar in a Japanese-
speaking fantasy world, incorporating communicative
styles and behaviours observed in Japanese texts
Translating Elaborations
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Translate familiar social and community texts, such as emails, creating glossaries to explain concepts encountered in
chat room posts, public signs and notices, from Japanese into Japanese social texts and interactions that reflect cultural
values or experiences, for example,
English and vice versa, considering the role of culture when
transferring meaning from one language to another
explaining why some terms cannot be used
[Key concepts: culture, translation, equivalence, meaning; interchangeably in Japanese as they can in English, for
Key processes: comparing, analysing, critical and cultural example, //
reading] /
examining literal translations of everyday social
(ACLJAC026) interactions in Japanese and identifying culturally
significant concepts, for example, saying
after meals, or in a restaurant, or terms used
for apologising or excusing
evaluating the effectiveness of electronic translators, for
example, by comparing back-translations of short texts or
formulaic phrases, identifying instances of non-
equivalence and noticing the potential pitfalls of literal
translation
using print, electronic and online dictionaries effectively
by taking context into account when interpreting the
meaning of words or phrases, for example,
(go to bed), (foot/leg)
considering differences between Japanese and English
language used to describe people, for example,
finding and using Japanese equivalents for conversation
fillers such as um and yes, for example,
translating texts such as public signs, notices or
advertisements from Japanese into English and vice
versa, comparing elements such as levels of politeness
or degree of directness, for example, form in
Japanese, Keep clean () translates into
Do not litter in English
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Create print, digital and multimodal bilingual resources for the creating an online bilingual class profile to send to a
school and wider community, such as notices and Japanese sister school or present to Japanese visitors to
the school, including translations and/or explanation of
instructions, announcements, promotional material and
key terms and expressions associated with events or
invitations school celebrations
[Key concepts: bilingual text, representation, interpretation; providing bilingual subtitles or captions for a cartoon or
Key processes: composing, selecting, translating, glossing] comic that depicts intercultural encounters, for example,
interactions between a Japanese exchange student and
(ACLJAC027) an Australian host family
creating simple bilingual texts for English and Japanese
speakers, such as community information leaflets,
menus, timetables or brochures, that include contextual
and visual support
designing and maintaining a bilingual website with a
Japanese sister school or another group of Japanese
learners in Australia, considering the best use of each
language depending on the context and nature of the
information or interaction
creating bilingual texts for specific audiences, for
example, songs or games for younger learners of
Japanese, or a schedule for an event likely to interest
both English and Japanese speakers, noticing how
expression and representation need to be tailored to suit
different audiences
Reflecting Elaborations
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Participate in intercultural interactions, recognising how their recognising that social values and reactions such as
own cultural norms impact on language use and that respect or displeasure can be expressed differently in
different cultures, for example, noting the Japanese
intercultural communication involves shared responsibility for
avoidance of direct refusal or eye contact, the desire to
meaning-making please by answering a question even if they do not know
[Key concepts: frames, norms, reciprocity, reflection; Key the answer, waiting to be invited to eat or drink, and the
processes: comparing, analysing] practice of smiling for different reasons in different
contexts
(ACLJAC028) noticing cultural cues when interacting with Japanese
speakers or resources that suggest differences in
traditions, ideas or values, for example, ways of
expressing feelings or emotions, maintaining harmony by
avoiding direct replies to a question by using
and avoiding foregrounding the self with
phrases such as ()
recognising the importance of active listening skills to
conversational etiquette in Japanese, such as showing
interest and attentiveness by using and nodding,
repeating information heard, and confirming details at the
end of a conversation
discussing incidences in Japanese-language exchanges
when miscommunication has occurred, and reflecting on
why or how this happened
reflecting on how their own language and communication
style might be perceived by Japanese speakers,
considering concepts such as culture, attitudes,
assumptions and values
discussing Japanese cultural concepts such as (owing
a kindness), (a sense of duty) and (harmony),
and considering how the expression of these concepts in
Japanese language and behaviour compares with the
expression of similarly significant concepts in their own
language(s) and culture(s)
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Reflect on own identity, including their identity as a learner assembling and presenting an autobiography, including
and user of Japanese, through connecting observations of references to key experiences and significant events,
interests and family origins, and identifying elements that
experience over time
may need explaining to Japanese speakers, for example,
[Key concepts: identity, perspective, change; Key processes:
1951
reviewing, presenting, reflecting]
identifying significant life events that are marked in
(ACLJAC029)
Australia or Japan, for example, birthdays,
18th/21st birthdays and or marriage, and
considering how these provide insight into cultural values
or traditions
considering the relationship between identity and
language, with reference to the languages spoken by the
students themselves, peers, and family or community
members, including their own developing ability to
communicate in Japanese
examining the impact of cultural stereotypes and
expectations in relation to cultural identity and
intercultural communication
considering whether their sense of identity changes when
they use different languages
Understanding
Understand the intonation and phrasing patterns of spoken understanding that some new notations have been
Japanese; and recognise that most kanji have more than one devised over the years to account for the sounds of loan
words, for example,
reading and that the pronunciation changes according to
recognising and applying the basic pattern of intonation
kanji compounds
in Japanese, marked by the formation of a downturning
[Key concepts: phonetic changes, intonation patterns, pacing; curve
Key processes: distinguishing, vocalising] identifying the characteristic of rising intonation when
asking questions in plain or form, for example,
(ACLJAU030)
understanding how to make appropriate pauses in a
sentence, dividing the sentence into cohesive chunks to
allow for the use of
understanding that changes occur in kanji readings, for
example,
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Convey meaning by appropriately selecting and combining understanding that kanji are used for nouns, stems of
hiragana, katakana and kanji characters, and use verbs and adjectives, and some adverbs, and that the
addition of hiragana to the stem of verbs and adjectives
understanding of kanji to predict meaning of unfamiliar words
is called okurigana
[Key concepts: script forms and functions, meaning; Key
recognising that many kanji have multiple readings and
processes: decoding, identifying, prediction] that there are two types of readings, that is, on-yomi (;
on reading or sound), Chinese-style pronunciation; and
(ACLJAU031) kun-yomi (; kun reading or explanation), Japanese-
style pronunciation
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Understand the systematic nature of Japanese language and further developing metalanguage to describe and apply
grammatical forms, and explore how to use/combine these grammatical concepts and language elements, and to
organise learning resources such as verb charts and lists
elements to express complex ideas
of vocabulary and sentence structures
[Key concepts: syntax, verb conjugation, cohesion, classifiers;
understanding and applying the rules of the plain form,
Key processes: describing, identifying, classifying, applying] and knowing that the basic form of all Japanese verbs
ends in -u, -eru or -iru, as listed in dictionaries
(ACLJAU032)
understanding that verbs can be divided into three
groups according to the way they are conjugated: Group
1 (five-step verbs), Group 2 (one-step verbs) and Group
3 (irregular verbs)
using character charts as a systematic framework that
enables recognition of verb conjugation patterns, and
applying the formation rules of each verb group
understanding and using a range of particles such as:
(or)
(purpose, indirect object, location)
(location of action, by means such as
)
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choices of register
Use a range of textual conventions in spoken, written and applying their understanding of the function of cohesive
multimodal texts, and understand how different scripts are devices such as conjunctions to sequence and link ideas
and actions, for example, verb form,
used to convey meaning or effects
[Key concepts: text, mode, scripts; Key processes:
applying understanding of the textual features of different
composing, selecting, analysing, explaining] text types to construct simple narratives, messages,
slogans or song lyrics, noticing how the choice of
(ACLJAU033) language and text structure works to achieve each texts
purpose
comparing language features of Japanese and English
versions of familiar texts such as weather reports, phone
conversations or text messages, for example, the use of
abbreviations and emoticons, noting differences that
appear to be culturally significant
using appropriate textual conventions to shape simple
texts such as letters or menus, for example,
introductions, linked paragraphs, summaries and
sequencing strategies
analysing the function of different scripts in different types
of texts, identifying examples of kanji used for nouns and
verbs, katakana for borrowed words and hiragana for
grammatical purposes
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Recognise variations in language use that reflect different examining how language choices reflect social relations
social and cultural contexts, purposes and relationships and priorities, for example, the concept of / using
[Key concepts: register, tenor, context, culture; Key / prefixes and plain or polite forms, and using
expressions that deflect praise of self or of own family to
processes: analysing, exemplifying, comparing]
show modesty, such as
(ACLJAU034)
finding examples of informal forms of language used by
young Japanese speakers, such as the use of
abbreviations or emoticons when texting and the use of
loan words when discussing popular culture, for example,
J-rock, J-pop, fast food
noticing differences in text structure and grammar
between formal and informal Japanese language use,
such as abbreviations, dropping of particles and
emphatic intonation in informal communication such as
face-to-face interactions, blogs, emails and other forms of
correspondence, for example, /
/
/
identifying how variations in language use and
communicative behaviours reflect how emotions or
attitudes such as respect, gratitude or embarrassment
are differently expressed across languages and cultures
comparing features of written and spoken Japanese that
reflect different communicative purposes, such as formal
grammatical structures in letters compared to
conversational markers or interjections to support the
flow of face-to-face conversation, for example, hesitation
comparing verbal and non-verbal elements of
communication in different languages and cultural
contexts, such as ways of disagreeing or responding to
thanks, or the use of gestures, facial expressions or
/silence
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Understand that the Japanese language has evolved and understanding that each region of Japan has its own
developed through different periods of influence and cultural dialect and accents, and that Japan, like Australia, also
has some indigenous languages
and societal change
[Key concepts: language change, intercultural contact,
popular culture; Key processes: reflecting, identifying, finding examples of ways in which social and cultural
influences impact on language, for example, the
comparing]
abbreviation of borrowed words in Japanese, such as
the combination of borrowed words +
(ACLJAU035) and for e-pal
considering how globalisation has accelerated the
introduction of English words and expressions into
Japanese, and discussing possible benefits and
disadvantages associated with the blending and mixing
of languages
discussing possible reasons for changes in Japanese
language use, such as exposure to other languages,
changing attitudes to social practices, involvement in
social media and digital communication
exploring the influence of Japanese popular culture in
Australia and around the world, such as the influence of
Japanese design and technology and the popularity of J-
pop, electronic games, anime, manga and cosplay
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Recognise and explain how the Japanese language carries discussing ways in which learning Japanese can lead to
embedded cultural information, such as the prioritising of new ways of thinking, behaving, or interpreting
experience and values, for example, noticing and
collective well-being, respect and harmony
responding to demonstrations of politeness and respect
[Key concepts: language, culture, intercultural experience; through the softening of negative responses, such as
Key processes: analysing, reflecting, reciprocating] ...
considering the cultural significance of language
(ACLJAU036) associated with interactions such as issuing, accepting or
declining invitations, leave-taking at social events,
offering thanks, or giving and receiving gifts, for example,
and
reflecting on how they react and adjust to such
expressions of cultural values when interacting with
Japanese speakers
exploring familiar types of Japanese community texts
such as print or online advertisements, brochures,
catalogues or memes that employ different
representations of culture, for example, by analysing
which products use traditional icons such as samurai in
their advertisements and which use more contemporary
images
investigating language associated with events such as
national holidays, for example, and
and identifying how it reflects associations
between holidays and family values
understanding that language carries cultural
associations, for example, the ordering of information on
Japanese business cards, such as
(company, title, surname, given name), indicates
priorities in regard to individual, collective and family
relationships
identifying Australian ways of communicating and
behaving that may appear unusual or inappropriate to
Japanese speakers, for example, eating in public places,
sitting on the floor or desk, speaking loudly and using
direct eye contact
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Japanese
Students identify the functions of different scripts within texts: how hiragana is used for particles, conjunctions, and verb and
adjective endings; katakana for borrowed words and some onomatopoeia; and kanji for nouns and verb and adjective stems.
They apply their understanding of kanji to identify word boundaries and know its role in assisting with the identification of
linguistic elements. They distinguish between and and recognise that kanji can be pronounced differently
using (on) or (kun) readings. Students understand the function of verb stems, and of form and plain form verbs, and
conjugate a range of verb tenses and forms. They apply their understanding of conjugation to produce negative and past
adjectives. Students identify and use a range of case particles such as (or), (purpose/by) and (location). They use
metalanguage to describe and compare language features and rules of sentence construction. They choose between using
/or plain form based on age, relationship, familiarity, context and text type, such as using plain form in a personal diary.
They understand that languages change over time through contact with other languages and cultures, and identify the particular
impact of technology and media on contemporary forms of communication, for example, the widespread adoption of English
terms into Japanese, such as . Students explain how Japanese cultural values such as the importance of community, /
respect, and consideration for others are embedded in language and behaviours such as
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The Australian Curriculum
Mathematics
Overview
Rationale
Learning mathematics creates opportunities for and enriches the lives of all Australians. The Australian Curriculum:
Mathematics provides students with essential mathematical skills and knowledge in number and algebra, measurement and
geometry, and statistics and probability. It develops the numeracy capabilities that all students need in their personal, work
and civic life, and provides the fundamentals on which mathematical specialties and professional applications of mathematics
are built.
Mathematics has its own value and beauty and the Australian Curriculum: Mathematics aims to instil in students an appreciation
of the elegance and power of mathematical reasoning. Mathematical ideas have evolved across all cultures over thousands of
years, and are constantly developing. Digital technologies are facilitating this expansion of ideas and providing access to new
tools for continuing mathematical exploration and invention. The curriculum focuses on developing increasingly sophisticated
and refined mathematical understanding, fluency, reasoning, and problem-solving skills. These proficiencies enable students to
respond to familiar and unfamiliar situations by employing mathematical strategies to make informed decisions and solve
problems efficiently.
The Australian Curriculum: Mathematics ensures that the links between the various components of mathematics, as well as the
relationship between mathematics and other disciplines, are made clear. Mathematics is composed of multiple but interrelated
and interdependent concepts and systems which students apply beyond the mathematics classroom. In science, for example,
understanding sources of error and their impact on the confidence of conclusions is vital, as is the use of mathematical models
in other disciplines. In geography, interpretation of data underpins the study of human populations and their physical
environments; in history, students need to be able to imagine timelines and time frames to reconcile related events; and in
English, deriving quantitative and spatial information is an important aspect of making meaning of texts.
The curriculum anticipates that schools will ensure all students benefit from access to the power of mathematical reasoning and
learn to apply their mathematical understanding creatively and efficiently. The Mathematics curriculum provides students with
carefully paced, in-depth study of critical skills and concepts. It encourages teachers to help students become self-motivated,
confident learners through inquiry and active participation in challenging and engaging experiences.
Aims
The Australian Curriculum: Mathematics aims to ensure that students:
are confident, creative users and communicators of mathematics, able to investigate, represent and interpret situations in
their personal and work lives and as active citizens
develop an increasingly sophisticated understanding of mathematical concepts and fluency with processes, and are able
to pose and solve problems and reason in number and algebra, measurement and geometry, and statistics and probability
recognise connections between the areas of mathematics and other disciplines and appreciate mathematics as an
accessible and enjoyable discipline to study.
Key ideas
In Mathematics, the key ideas are the proficiency strands of understanding, fluency, problem-solving and reasoning. The
proficiency strands describe the actions in which students can engage when learning and using the content. While not all
proficiency strands apply to every content description, they indicate the breadth of mathematical actions that teachers can
emphasise.
Understanding
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Students build a robust knowledge of adaptable and transferable mathematical concepts. They make connections between
related concepts and progressively apply the familiar to develop new ideas. They develop an understanding of the relationship
between the why and the how of mathematics. Students build understanding when they connect related ideas, when they
represent concepts in different ways, when they identify commonalities and differences between aspects of content, when they
describe their thinking mathematically and when they interpret mathematical information.
Fluency
Students develop skills in choosing appropriate procedures; carrying out procedures flexibly, accurately, efficiently and
appropriately; and recalling factual knowledge and concepts readily. Students are fluent when they calculate answers efficiently,
when they recognise robust ways of answering questions, when they choose appropriate methods and approximations, when
they recall definitions and regularly use facts, and when they can manipulate expressions and equations to find solutions.
Problem-solving
Students develop the ability to make choices, interpret, formulate, model and investigate problem situations, and communicate
solutions effectively. Students formulate and solve problems when they use mathematics to represent unfamiliar or meaningful
situations, when they design investigations and plan their approaches, when they apply their existing strategies to seek
solutions, and when they verify that their answers are reasonable.
Reasoning
Students develop an increasingly sophisticated capacity for logical thought and actions, such as analysing, proving, evaluating,
explaining, inferring, justifying and generalising. Students are reasoning mathematically when they explain their thinking, when
they deduce and justify strategies used and conclusions reached, when they adapt the known to the unknown, when they
transfer learning from one context to another, when they prove that something is true or false, and when they compare and
contrast related ideas and explain their choices.
Click here for further information, illustrations of practice and student work samples portfolios for the Mathematics proficiencies
Structure
The Australian Curriculum: Mathematics is organised around the interaction of three content strands and four proficiency
strands.
The content strands are number and algebra, measurement and geometry, and statistics and probability. They describe
what is to be taught and learnt.
The proficiency strands are understanding, fluency, problem-solving and reasoning. They describe how content is explored
or developed; that is, the thinking and doing of mathematics. The strands provide a meaningful basis for the development of
concepts in the learning of mathematics and have been incorporated into the content descriptions of the three content strands.
This approach has been adopted to ensure students proficiency in mathematical skills develops throughout the curriculum and
becomes increasingly sophisticated over the years of schooling.
Content strands
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Number and algebra
Number and algebra are developed together, as each enriches the study of the other. Students apply number sense and
strategies for counting and representing numbers. They explore the magnitude and properties of numbers. They apply a range
of strategies for computation and understand the connections between operations. They recognise patterns and understand the
concepts of variable and function. They build on their understanding of the number system to describe relationships and
formulate generalisations. They recognise equivalence and solve equations and inequalities. They apply their number and
algebra skills to conduct investigations, solve problems and communicate their reasoning.
Sub-strands
Content descriptions are grouped into sub-strands to illustrate the clarity and sequence of development of concepts through and
across the year levels. They support the ability to see the connections across strands and the sequential development of
concepts from Foundation to Year 10.
Table 1: Content strands and sub-strands in the Australian Curriculum: Mathematics (F10)
Number and place value (F8) Using units of measurement (F10) Chance (110)
Fractions and decimals (16) Shape (F7) Data representation and interpretation (F
10)
Money and financial mathematics (110) Location and transformation (F7) N/A
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PDF documents
Resources and support materials for the Australian Curriculum: Mathematics are available as PDF documents.
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Mathematics
Foundation Year
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 reinforce the significance of working mathematically within the content and describe how the content is explored or
developed. They provide the language to build in the developmental aspects of the learning of mathematics. The achievement
standards reflect the content and encompass the proficiencies.
Establish understanding of the language and processes of reading stories from other cultures featuring counting in
counting by naming numbers in sequences, initially to and sequence to assist students to recognise ways of
counting in local languages and across cultures
from 20, moving from any starting point (ACMNA001)
Connect number names, numerals and quantities, including understanding that each object must be counted only
zero, initially up to 10 and then beyond (ACMNA002) once, that the arrangement of objects does not affect
how many there are, and that the last number counted
answers the how many question
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Subitise small collections of objects (ACMNA003) using subitising as the basis for ordering and comparing
collections of numbers
Compare, order and make correspondences between comparing and ordering items of like and unlike
collections, initially to 20, and explain reasoning (ACMNA289) characteristics using the words more, less, same as
and not the same as and giving reasons for these
answers
Represent practical situations to model addition and sharing using a range of practical strategies for adding small
(ACMNA004) groups of numbers, such as visual displays or concrete
materials
Sort and classify familiar objects and explain the basis for observing natural patterns in the world around us
these classifications. Copy, continue and create patterns with
objects and drawings (ACMNA005) creating and describing patterns using materials, sounds,
movements or drawings
Use direct and indirect comparisons to decide which is longer, comparing objects directly, by placing one object against
heavier or holds more, and explain reasoning in everyday another to determine which is longer or by pouring from
one container into the other to see which one holds more
language (ACMMG006)
Compare and order duration of events using everyday knowing and identifying the days of the week and linking
language of time (ACMMG007) specific days to familiar events
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Connect days of the week to familiar events and actions choosing events and actions that make connections with
(ACMMG008) students everyday family routines
Shape Elaborations
Sort, describe and name familiar two-dimensional shapes and sorting and describing squares, circles, triangles,
three-dimensional objects in the environment (ACMMG009) rectangles, spheres and cubes
Describe position and movement (ACMMG010) interpreting the everyday language of location and
direction, such as between, near, next to, forward,
toward
Answer yes/no questions to collect information and make posing questions about themselves and familiar objects
simple inferences (ACMSP011) and events
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Mathematics
Students count to and from 20 and order small collections. They group objects based on common characteristics and sort
shapes and objects. Students answer simple questions to collect information and make simple inferences.
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Mathematics
Year 1
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 reinforce the significance of working mathematically within the content and describe how the content is explored or
developed. They provide the language to build in the developmental aspects of the learning of mathematics. The achievement
standards reflect the content and encompass the proficiencies.
understanding includes connecting names, numerals and quantities, and partitioning numbers in various ways
fluency includes readily counting number in sequences forwards and backwards, locating numbers on a line and naming
the days of the week
problem-solving includes using materials to model authentic problems, giving and receiving directions to unfamiliar
places, using familiar counting sequences to solve unfamiliar problems and discussing the reasonableness of the answer
reasoning includes explaining direct and indirect comparisons of length using uniform informal units, justifying
representations of data and explaining patterns that have been created.
Develop confidence with number sequences to and from 100 using the popular Korean counting game (sam-yuk-gu)
by ones from any starting point. Skip count by twos, fives and for skip counting
tens starting from zero (ACMNA012)
developing fluency with forwards and backwards
counting in meaningful contexts such as circle games
Recognise, model, read, write and order numbers to at least modelling numbers with a range of material and images
100. Locate these numbers on a number line (ACMNA013)
identifying numbers that are represented on a number
line and placing numbers on a prepared number line
Count collections to 100 by partitioning numbers using place understanding partitioning of numbers and the
value (ACMNA014) importance of grouping in tens
Represent and solve simple addition and subtraction developing a range of mental strategies for addition and
problems using a range of strategies including counting on, subtraction problems
partitioning and rearranging parts (ACMNA015)
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Fractions and decimals Elaborations
Recognise and describe one-half as one of two equal parts of sharing a collection of readily available materials into two
a whole. (ACMNA016) equal portions
Recognise, describe and order Australian coins according to showing that coins are different in other countries by
their value (ACMNA017) comparing Asian coins to Australian coins
Investigate and describe number patterns formed by skip- using place-value patterns beyond the teens to
counting and patterns with objects (ACMNA018) generalise the number sequence and predict the next
number
Measure and compare the lengths and capacities of pairs of understanding that in order to compare objects, the unit
objects using uniform informal units (ACMMG019) of measurement must be the same size
Tell time to the half-hour (ACMMG020) reading time on analogue and digital clocks and
observing the characteristics of half-hour times
Describe duration using months, weeks, days and hours describing the duration of familiar situations such as how
(ACMMG021) long is it until we next come to school?
Shape Elaborations
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Recognise and classify familiar two-dimensional shapes and focusing on geometric features and describing shapes
three-dimensional objects using obvious features and objects using everyday words such as 'corners',
'edges' and 'faces'
(ACMMG022)
Give and follow directions to familiar locations (ACMMG023) understanding that people need to give and follow
directions to and from a place, and that this involves
turns, direction and distance
Chance Elaborations
Identify outcomes of familiar events involving chance and justifying that some events are certain or impossible
describe them using everyday language such as will happen,
wont happen or might happen (ACMSP024)
Choose simple questions and gather responses and make determining which questions will gather appropriate
simple inferences (ACMSP262) responses for a simple investigation
Represent data with objects and drawings where one object understanding one-to-one correspondence
or drawing represents one data value. Describe the displays
(ACMSP263) describing displays by identifying categories with the
greatest or least number of objects
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Mathematics
Students count to and from 100 and locate numbers on a number line. They carry out simple additions and subtractions using
counting strategies. They partition numbers using place value. They continue simple patterns involving numbers and objects.
Students order objects based on lengths and capacities using informal units. They tell time to the half-hour. They use the
language of direction to move from place to place. Students classify outcomes of simple familiar events. They collect data by
asking questions, draw simple data displays and make simple inferences.
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Mathematics
Year 2
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 reinforce the significance of working mathematically within the content and describe how the content is explored or
developed. They provide the language to build in the developmental aspects of the learning of mathematics. The achievement
standards reflect the content and encompass the proficiencies.
understanding includes connecting number calculations with counting sequences, partitioning and combining numbers
flexibly and identifying and describing the relationship between addition and subtraction and between multiplication and
division
fluency includes readily counting numbers in sequences, using informal units iteratively to compare measurements, using
the language of chance to describe outcomes of familiar chance events and describing and comparing time durations
problem-solving includes formulating problems from authentic situations, making models and using number sentences
that represent problem situations, and matching transformations with their original shape
reasoning includes using known facts to derive strategies for unfamiliar calculations, comparing and contrasting related
models of operations and creating and interpreting simple representations of data.
Investigate number sequences, initially those increasing and developing fluency and confidence with numbers and
decreasing by twos, threes, fives and tens from any starting calculations by saying number sequences
point, then moving to other sequences (ACMNA026)
recognising patterns in number sequences, such as
adding 10 always results in the same final digit
Recognise, model, represent and order numbers to at least recognising there are different ways of representing
1000 (ACMNA027) numbers and identifying patterns going beyond 100
Group, partition and rearrange collections up to 1000 in using an abacus to model and represent numbers
hundreds, tens and ones to facilitate more efficient counting
(ACMNA028) understanding three-digit numbers as comprised of
hundreds, tens and ones/units
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Explore the connection between addition and subtraction becoming fluent with partitioning numbers to understand
(ACMNA029) the connection between addition and subtraction
Solve simple addition and subtraction problems using a range becoming fluent with a range of mental strategies for
of efficient mental and written strategies (ACMNA030) addition and subtraction problems, such as commutativity
for addition, building to 10, doubles, 10 facts and adding
10
Recognise and represent multiplication as repeated addition, representing array problems with available materials and
groups and arrays (ACMNA031) explaining reasoning
Recognise and represent division as grouping into equal sets dividing the class or a collection of objects into equal-
and solve simple problems using these representations sized groups
(ACMNA032)
identifying the difference between dividing a set of
objects into three equal groups and dividing the same set
of objects into groups of three
Recognise and interpret common uses of halves, quarters recognising that sets of objects can be partitioned in
and eighths of shapes and collections (ACMNA033) different ways to demonstrate fractions
Count and order small collections of Australian coins and identifying equivalent values in collections of coins or
notes according to their value (ACMNA034) notes, such as two five-cent coins having the same value
as one 10-cent coin
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Patterns and algebra Elaborations
Describe patterns with numbers and identify missing elements describing a pattern created by skip counting and
(ACMNA035) representing the pattern on a number line
Solve problems by using number sentences for addition or representing a word problem as a number sentence
subtraction (ACMNA036)
writing a word problem to represent a number sentence
Compare and order several shapes and objects based on comparing lengths using finger length, hand span or a
length, area, volume and capacity using appropriate uniform piece of string
informal units (ACMMG037)
comparing areas using the palm of the hand or a stone
Compare masses of objects using balance scales using balance scales to determine whether the mass of
(ACMMG038) different objects is more, less or about the same, or to
find out how many marbles are needed to balance a tub
of margarine or a carton of milk
Tell time to the quarter-hour, using the language of 'past' and describing the characteristics of quarter-past times on an
'to' (ACMMG039) analogue clock, and identifying that the small hand is
pointing just past the number and the big hand is pointing
to the three
Name and order months and seasons (ACMMG040) investigating the seasons used by Aboriginal people,
comparing them to those used in Western society and
recognising the connection to weather patterns.
Use a calendar to identify the date and determine the number using calendars to locate specific information, such as
of days in each month (ACMMG041) finding a given date on a calendar and saying what day it
is, and identifying personally or culturally specific days
Shape Elaborations
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Describe and draw two-dimensional shapes, with and without identifying key features of squares, rectangles, triangles,
digital technologies (ACMMG042) kites, rhombuses and circles, such as straight lines or
curved lines, and counting the edges and corners
Describe the features of three-dimensional objects identifying geometric features such as the number of
(ACMMG043) faces, corners or edges
Interpret simple maps of familiar locations and identify the understanding that we use representations of objects and
relative positions of key features (ACMMG044) their positions, such as on maps, to allow us to receive
and give directions and to describe place
Investigate the effect of one-step slides and flips with and understanding that objects can be moved but changing
without digital technologies (ACMMG045) position does not alter an objects size or features
Identify and describe half and quarter turns (ACMMG046) predicting and reproducing a pattern based around half
and quarter turns of a shape and sketching the next
element in the pattern
Chance Elaborations
Identify practical activities and everyday events that involve classifying a list of everyday events according to how
chance. Describe outcomes as likely or unlikely and identify likely they are to happen, using the language of chance,
and explaining reasoning
some events as certain or impossible (ACMSP047)
Identify a question of interest based on one categorical determining the variety of birdlife in the playground and
variable. Gather data relevant to the question (ACMSP048) using a prepared table to record observations
Collect, check and classify data (ACMSP049) recognising the usefulness of tally marks
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Create displays of data using lists, table and picture graphs creating picture graphs to represent data using one-to-
and interpret them (ACMSP050) one correspondence
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Mathematics
Students count to and from 1000. They perform simple addition and subtraction calculations using a range of strategies. They
divide collections and shapes into halves, quarters and eighths. Students order shapes and objects using informal units. They
tell time to the quarter-hour and use a calendar to identify the date and the months included in seasons. They draw two-
dimensional shapes. They describe outcomes for everyday events. Students collect, organise and represent data to make
simple inferences.
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Mathematics
Year 3
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 reinforce the significance of working mathematically within the content and describe how the content is explored or
developed. They provide the language to build in the developmental aspects of the learning of mathematics. The achievement
standards reflect the content and encompass the proficiencies.
understanding includes connecting number representations with number sequences, partitioning and combining
numbers flexibly, representing unit fractions, using appropriate language to communicate times, and identifying
environmental symmetry
fluency includes recalling multiplication facts, using familiar metric units to order and compare objects, identifying and
describing outcomes of chance experiments, interpreting maps and communicating positions
problem-solving includes formulating and modelling authentic situations involving planning methods of data collection
and representation, making models of three-dimensional objects and using number properties to continue number
patterns
reasoning includes using generalising from number properties and results of calculations, comparing angles and creating
and interpreting variations in the results of data collections and data displays.
Investigate the conditions required for a number to be odd or identifying even numbers using skip counting by twos or
even and identify odd and even numbers (ACMNA051) by grouping even collections of objects in twos
Recognise, model, represent and order numbers to at least 10 placing four-digit numbers on a number line using an
000 (ACMNA052) appropriate scale
Apply place value to partition, rearrange and regroup numbers recognising that 10 000 equals 10 thousands, 100
to at least 10 000 to assist calculations and solve problems hundreds, 1000 tens and 10 000 ones
(ACMNA053)
justifying choices about partitioning and regrouping
numbers in terms of their usefulness for particular
calculations
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Recognise and explain the connection between addition and demonstrating the connection between addition and
subtraction (ACMNA054) subtraction using partitioning or by writing equivalent
number sentences
Recall addition facts for single-digit numbers and related recognising that certain single-digit number combinations
subtraction facts to develop increasingly efficient mental always result in the same answer for addition and
subtraction, and using this knowledge for addition and
strategies for computation (ACMNA055)
subtraction of larger numbers
Recall multiplication facts of two, three, five and ten and establishing multiplication facts using number sequences
related division facts (ACMNA056)
Represent and solve problems involving multiplication using writing simple word problems in numerical form and vice
efficient mental and written strategies and appropriate digital versa
technologies (ACMNA057)
using a calculator to check the solution and
reasonableness of the answer
Model and represent unit fractions including 1/2, 1/4, 1/3, 1/5 partitioning areas, lengths and collections to create
and their multiples to a complete whole (ACMNA058) halves, thirds, quarters and fifths, such as folding the
same sized sheets of paper to illustrate different unit
fractions and comparing the number of parts with their
sizes
Represent money values in multiple ways and count the recognising the relationship between dollars and cents,
change required for simple transactions to the nearest five and that not all countries use these denominations and
divisions (for example Japanese Yen)
cents (ACMNA059)
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Describe, continue, and create number patterns resulting from identifying and writing the rules for number patterns
performing addition or subtraction (ACMNA060)
describing a rule for a number pattern, then creating the
pattern
Measure, order and compare objects using familiar metric recognising the importance of using common units of
units of length, mass and capacity (ACMMG061) measurement
Tell time to the minute and investigate the relationship recognising there are 60 minutes in an hour and 60
between units of time (ACMMG062) seconds in a minute
Shape Elaborations
Make models of three-dimensional objects and describe key exploring the creation of three-dimensional objects using
features (ACMMG063) origami, including prisms and pyramids
Create and interpret simple grid maps to show position and creating a map of the classroom or playground
pathways (ACMMG065)
Identify symmetry in the environment (ACMMG066) identifying symmetry in Aboriginal rock carvings or art
Identify angles as measures of turn and compare angle sizes opening doors partially and fully and comparing the size
in everyday situations (ACMMG064) of the angles created
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Chance Elaborations
Conduct chance experiments, identify and describe possible conducting repeated trials of chance experiments such
outcomes and recognise variation in results (ACMSP067) as tossing a coin or drawing a ball from a bag and
identifying the variations between trials
Identify questions or issues for categorical variables. Identify refining questions and planning investigations that
data sources and plan methods of data collection and involve collecting data, and carrying out the investigation
(for example narrowing the focus of a question such as
recording (ACMSP068)
which is the most popular breakfast cereal? to which is
the most popular breakfast cereal among Year 3 students
in our class?)
Collect data, organise into categories and create displays exploring meaningful and increasingly efficient ways to
using lists, tables, picture graphs and simple column graphs, record data, and representing and reporting the results of
investigations
with and without the use of digital technologies (ACMSP069)
Interpret and compare data displays (ACMSP070) comparing various student-generated data
representations and describing their similarities and
differences
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Mathematics
Students count to and from 10 000. They classify numbers as either odd or even. They recall addition and multiplication facts for
single-digit numbers. Students correctly count out change from financial transactions. They continue number patterns involving
addition and subtraction. Students use metric units for length, mass and capacity. They tell time to the nearest minute. Students
make models of three-dimensional objects. Students conduct chance experiments and list possible outcomes. They conduct
simple data investigations for categorical variables.
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Mathematics
Year 4
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 reinforce the significance of working mathematically within the content and describe how the content is explored or
developed. They provide the language to build in the developmental aspects of the learning of mathematics. The achievement
standards reflect the content and encompass the proficiencies.
understanding includes making connections between representations of numbers, partitioning and combining numbers
flexibly, extending place value to decimals, using appropriate language to communicate times and describing properties of
symmetrical shapes
fluency includes recalling multiplication tables, communicating sequences of simple fractions, using instruments to
measure accurately, creating patterns with shapes and their transformations and collecting and recording data
problem-solving includes formulating, modelling and recording authentic situations involving operations, comparing large
numbers with each other, comparing time durations and using properties of numbers to continue patterns
reasoning includes using generalising from number properties and results of calculations, deriving strategies for
unfamiliar multiplication and division tasks, comparing angles, communicating information using graphical displays and
evaluating the appropriateness of different displays.
Investigate and use the properties of odd and even numbers using the four operations with pairs of odd or even
(ACMNA071) numbers or one odd and one even number, then using
the relationships established to check the accuracy of
calculations
Recognise, represent and order numbers to at least tens of reproducing five-digit numbers in words using their
thousands (ACMNA072) numerical representations, and vice versa
Apply place value to partition, rearrange and regroup numbers recognising and demonstrating that the place-value
to at least tens of thousands to assist calculations and solve pattern is built on the operations of multiplication or
division of tens
problems (ACMNA073)
Investigate number sequences involving multiples of 3, 4, 6, recognising that number sequences can be extended
7, 8, and 9 (ACMNA074) indefinitely, and determining any patterns in the
sequences
Recall multiplication facts up to 10 10 and related division using known multiplication facts to calculate related
facts (ACMNA075) division facts
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Develop efficient mental and written strategies and use using known facts and strategies, such as commutativity,
appropriate digital technologies for multiplication and for doubling and halving for multiplication, and connecting
division to multiplication when there is no remainder
division where there is no remainder (ACMNA076)
Investigate equivalent fractions used in contexts (ACMNA077) exploring the relationship between families of fractions
(halves, quarters and eighths or thirds and sixths) by
folding a series of paper strips to construct a fraction wall
Count by quarters halves and thirds, including with mixed converting mixed numbers to improper fractions and vice
numerals. Locate and represent these fractions on a number versa
line (ACMNA078)
investigating the use of fractions and sharing as a way of
managing Country: for example taking no more than half
the eggs from a nest to protect future bird populations
Recognise that the place value system can be extended to using division by 10 to extend the place-value system
tenths and hundredths. Make connections between fractions
and decimal notation (ACMNA079) using knowledge of fractions to establish equivalences
between fractions and decimal notation
Solve problems involving purchases and the calculation of recognising that not all countries use dollars and cents,
change to the nearest five cents with and without digital eg India uses rupees.
technologies (ACMNA080)
carrying out calculations in another currency as well as in
dollars and cents, and identifying both as decimal
systems
Explore and describe number patterns resulting from identifying examples of number patterns in everyday life
performing multiplication (ACMNA081)
Solve word problems by using number sentences involving representing a word problem as a number sentence
multiplication or division where there is no remainder
(ACMNA082) writing a word problem using a given number sentence
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Find unknown quantities in number sentences involving writing number sentences to represent and answer
addition and subtraction and identify equivalent number questions such as: When a number is added to 23 the
answer is the same as 57 minus 19. What is the
sentences involving addition and subtraction (ACMNA083)
number?
Use scaled instruments to measure and compare lengths, reading and interpreting the graduated scales on a range
masses, capacities and temperatures (ACMMG084) of measuring instruments to the nearest graduation
Compare objects using familiar metric units of area and comparing areas using grid paper
volume (ACMMG290)
comparing volume using centicubes
recognising that metric units are not the only units used
throughout the world, for example measuring the area of
floor space using tatami mats (Japan), using squares for
room and house area (Australia)
Convert between units of time (ACMMG085) identifying and using the correct operation for converting
units of time
Use am and pm notation and solve simple time problems calculating the time spent at school during a normal
(ACMMG086) school day
Shape Elaborations
Compare the areas of regular and irregular shapes by comparing areas using metric units, such as counting the
informal means (ACMMG087) number of square centimetres required to cover two
areas by overlaying the areas with a grid of centimetre
squares
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Compare and describe two dimensional shapes that result identifying common two-dimensional shapes that are part
from combining and splitting common shapes, with and of a composite shape by re-creating it from these shapes
without the use of digital technologies (ACMMG088)
creating a two-dimensional shapes from verbal or written
instructions
Use simple scales, legends and directions to interpret identifying the scale used on maps of cities and rural
information contained in basic maps (ACMMG090) areas in Australia and a city in Indonesia and describing
the difference
Create symmetrical patterns, pictures and shapes with and using stimulus materials such as the motifs in Central
without digital technologies (ACMMG091) Asian textiles, Tibetan artefacts, Indian lotus designs and
symmetry in Yolngu or Central and Western Desert art
Compare angles and classify them as equal to, greater than, creating angles and comparing them to a right angle
or less than, a right angle (ACMMG089) using digital technologies
Chance Elaborations
Describe possible everyday events and order their chances of using lists of events familiar to students and ordering
occurring (ACMSP092) them from least likely to most likely to occur
Identify everyday events where one cannot happen if the using examples such as weather, which cannot be dry
other happens (ACMSP093) and wet at the same time
Identify events where the chance of one will not be affected explaining why the probability of a new baby being either
by the occurrence of the other (ACMSP094) a boy or a girl does not depend on the sex of the
previous baby
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Select and trial methods for data collection, including survey comparing the effectiveness of different methods of
questions and recording sheets (ACMSP095) collecting data
Construct suitable data displays, with and without the use of exploring ways of presenting data and showing the
digital technologies, from given or collected data. Include results of investigations
tables, column graphs and picture graphs where one picture
can represent many data values (ACMSP096) investigating data displays using many-to-one
correspondence
Evaluate the effectiveness of different displays in illustrating interpreting data representations in the media and other
data features including variability (ACMSP097) forums in which symbols represent more than one data
value
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Mathematics
Students use the properties of odd and even numbers. They recall multiplication facts to 10 x 10 and related division facts.
Students locate familiar fractions on a number line. They continue number sequences involving multiples of single digit
numbers. Students use scaled instruments to measure temperatures, lengths, shapes and objects. They convert between units
of time. Students create symmetrical shapes and patterns. They classify angles in relation to a right angle. Students list the
probabilities of everyday events. They construct data displays from given or collected data.
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Mathematics
Year 5
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 reinforce the significance of working mathematically within the content and describe how the content is explored or
developed. They provide the language to build in the developmental aspects of the learning of mathematics. The achievement
standards reflect the content and encompass the proficiencies.
understanding includes making connections between representations of numbers, using fractions to represent
probabilities, comparing and ordering fractions and decimals and representing them in various ways, describing
transformations and identifying line and rotational symmetry
fluency includes choosing appropriate units of measurement for calculation of perimeter and area, using estimation to
check the reasonableness of answers to calculations and using instruments to measure angles
problem-solving includes formulating and solving authentic problems using whole numbers and measurements and
creating financial plans
reasoning includes investigating strategies to perform calculations efficiently, continuing patterns involving fractions and
decimals, interpreting results of chance experiments, posing appropriate questions for data investigations and interpreting
data sets.
Identify and describe factors and multiples of whole numbers exploring factors and multiples using number sequences
and use them to solve problems (ACMNA098)
using simple divisibility tests
Use estimation and rounding to check the reasonableness of recognising the usefulness of estimation to check
answers to calculations (ACMNA099) calculations
Solve problems involving multiplication of large numbers by exploring techniques for multiplication such as the area
one- or two-digit numbers using efficient mental, written model, the Italian lattice method or the partitioning of
numbers
strategies and appropriate digital technologies (ACMNA100)
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Solve problems involving division by a one digit number, using the fact that equivalent division calculations result if
including those that result in a remainder (ACMNA101) both numbers are divided by the same factor
Use efficient mental and written strategies and apply using calculators to check the reasonableness of
appropriate digital technologies to solve problems answers
(ACMNA291)
Compare and order common unit fractions and locate and recognising the connection between the order of unit
represent them on a number line (ACMNA102) fractions and their denominators
Investigate strategies to solve problems involving addition and modelling and solving addition and subtraction problems
subtraction of fractions with the same denominator involving fractions by using jumps on a number line, or
making diagrams of fractions as parts of shapes
(ACMNA103)
Recognise that the place value system can be extended using knowledge of place value and division by 10 to
beyond hundredths (ACMNA104) extend the number system to thousandths and beyond
Compare, order and represent decimals (ACMNA105) locating decimals on a number line
Create simple financial plans (ACMNA106) creating a simple budget for a class fundraising event
Describe, continue and create patterns with fractions, using the number line or diagrams to create patterns
decimals and whole numbers resulting from addition and involving fractions or decimals
subtraction (ACMNA107)
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Find unknown quantities in number sentences involving using relevant problems to develop number sentences
multiplication and division and identify equivalent number
sentences involving multiplication and division (ACMNA121)
Choose appropriate units of measurement for length, area, recognising that some units of measurement are better
volume, capacity and mass (ACMMG108) suited for some tasks than others, for example kilometres
rather than metres to measure the distance between two
towns
Calculate perimeter and area of rectangles using familiar exploring efficient ways of calculating the perimeters of
metric units (ACMMG109) rectangles such as adding the length and width together
and doubling the result
Compare 12- and 24-hour time systems and convert between investigating the ways time was and is measured in
them (ACMMG110) different Aboriginal Country, such as using tidal change
Shape Elaborations
Connect three-dimensional objects with their nets and other identifying the shape and relative position of each face of
two-dimensional representations (ACMMG111) a solid to determine the net of the solid, including that of
prisms and pyramids
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Use a grid reference system to describe locations. Describe comparing aerial views of Country, desert paintings and
routes using landmarks and directional language maps with grid references
(ACMMG113)
creating a grid reference system for the classroom and
using it to locate objects and describe routes from one
object to another
Describe translations, reflections and rotations of two- identifying and describing the line and rotational
dimensional shapes. Identify line and rotational symmetries symmetry of a range of two-dimensional shapes, by
manually cutting, folding and turning shapes and by using
(ACMMG114)
digital technologies
Apply the enlargement transformation to familiar two using digital technologies to enlarge shapes
dimensional shapes and explore the properties of the
resulting image compared with the original (ACMMG115) using a grid system to enlarge a favourite image or
cartoon
Estimate, measure and compare angles using degrees. measuring and constructing angles using both 180 and
Construct angles using a protractor (ACMMG112) 360 protractors
Chance Elaborations
List outcomes of chance experiments involving equally likely commenting on the likelihood of winning simple games of
outcomes and represent probabilities of those outcomes using chance by considering the number of possible outcomes
and the consequent chance of winning in simple games
fractions (ACMSP116)
of chance such as jan-ken-pon (rock-paper-scissors)
Recognise that probabilities range from 0 to 1 (ACMSP117) investigating the probabilities of all outcomes for a simple
chance experiment and verifying that their sum equals 1
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Pose questions and collect categorical or numerical data by posing questions about insect diversity in the playground,
observation or survey (ACMSP118) collecting data by taping a one-metre-square piece of
paper to the playground and observing the type and
number of insects on it over time
Construct displays, including column graphs, dot plots and identifying the best methods of presenting data to
tables, appropriate for data type, with and without the use of illustrate the results of investigations and justifying the
choice of representations
digital technologies (ACMSP119)
Describe and interpret different data sets in context using and comparing data representations for different
(ACMSP120) data sets to help decision making
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Mathematics
Students order decimals and unit fractions and locate them on number lines. They add and subtract fractions with the same
denominator. Students continue patterns by adding and subtracting fractions and decimals. They use appropriate units of
measurement for length, area, volume, capacity and mass, and calculate perimeter and area of rectangles. They convert
between 12- and 24-hour time. Students use a grid reference system to locate landmarks. They measure and construct different
angles. Students list outcomes of chance experiments with equally likely outcomes and assign probabilities between 0 and 1.
Students pose questions to gather data, and construct data displays appropriate for the data.
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Mathematics
Year 6
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 reinforce the significance of working mathematically within the content and describe how the content is explored or
developed. They provide the language to build in the developmental aspects of the learning of mathematics. The achievement
standards reflect the content and encompass the proficiencies.
understanding includes describing properties of different sets of numbers, using fractions and decimals to describe
probabilities, representing fractions and decimals in various ways and describing connections between them, and making
reasonable estimations
fluency includes representing integers on a number line, calculating simple percentages, using brackets appropriately,
converting between fractions and decimals, using operations with fractions, decimals and percentages, measuring using
metric units and interpreting timetables
problem-solving includes formulating and solving authentic problems using fractions, decimals, percentages and
measurements, interpreting secondary data displays and finding the size of unknown angles
reasoning includes explaining mental strategies for performing calculations, describing results for continuing number
sequences, explaining the transformation of one shape into another and explaining why the actual results of chance
experiments may differ from expected results.
Identify and describe properties of prime, composite, square understanding that some numbers have special
and triangular numbers (ACMNA122) properties and that these properties can be used to solve
problems
Select and apply efficient mental and written strategies and applying strategies already developed for solving
appropriate digital technologies to solve problems involving all problems involving small numbers to those involving
large numbers
four operations with whole numbers (ACMNA123)
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Investigate everyday situations that use integers. Locate and understanding that integers are ...-3, -2, -1, 0, 1, 2, 3,.....
represent these numbers on a number line (ACMNA124)
solving everyday additive problems using a number line
Compare fractions with related denominators and locate and demonstrating equivalence between fractions using
represent them on a number line (ACMNA125) drawings and models
Solve problems involving addition and subtraction of fractions understanding the processes for adding and subtracting
with the same or related denominators (ACMNA126) fractions with related denominators and fractions as an
operator, in preparation for calculating with all fractions
Find a simple fraction of a quantity where the result is a whole recognising that finding one third of a quantity is the
number, with and without digital technologies (ACMNA127) same as dividing by 3
Add and subtract decimals, with and without digital extending whole-number strategies to explore and
technologies, and use estimation and rounding to check the develop meaningful written strategies for addition and
subtraction of decimal numbers to thousandths
reasonableness of answers (ACMNA128)
Multiply decimals by whole numbers and perform divisions by interpreting the results of calculations to provide an
non-zero whole numbers where the results are terminating answer appropriate to the context
decimals, with and without digital technologies (ACMNA129)
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Multiply and divide decimals by powers of 10 (ACMNA130) multiplying and dividing decimals by multiples of powers
of 10
Make connections between equivalent fractions, decimals and connecting fractions, decimals and percentages as
percentages (ACMNA131) different representations of the same number, moving
fluently between representations and choosing the
appropriate one for the problem being solved
Investigate and calculate percentage discounts of 10%, 25% using authentic information to calculate prices on sale
and 50% on sale items, with and without digital technologies goods
(ACMNA132)
Continue and create sequences involving whole numbers, identifying and generalising number patterns
fractions and decimals. Describe the rule used to create the
sequence (ACMNA133) investigating additive and multiplicative patterns such as
the number of tiles in a geometric pattern, or the number
of dots or other shapes in successive repeats of a strip or
border pattern looking for patterns in the way the
numbers increase/decrease
Explore the use of brackets and order of operations to write appreciating the need for rules to complete multiple
number sentences (ACMNA134) operations within the same number sentence
Connect decimal representations to the metric system recognising the equivalence of measurements such as
(ACMMG135) 1.25 metres and 125 centimetres
Convert between common metric units of length, mass and identifying and using the correct operations when
capacity (ACMMG136) converting units including millimetres, centimetres,
metres, kilometres, milligrams, grams, kilograms, tonnes,
millilitres, litres, kilolitres and megalitres
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Solve problems involving the comparison of lengths and areas recognising and investigating familiar objects using
using appropriate units (ACMMG137) concrete materials and digital technologies
Connect volume and capacity and their units of measurement recognising that 1ml is equivalent to 1cm 3
(ACMMG138)
Interpret and use timetables (ACMMG139) planning a trip involving one or more modes of public
transport
Shape Elaborations
Construct simple prisms and pyramids (ACMMG140) considering the history and significance of pyramids from
a range of cultural perspectives including those
structures found in China, Korea and Indonesia
Investigate combinations of translations, reflections and designing a school or brand logo using transformation of
rotations, with and without the use of digital technologies one or more shapes
(ACMMG142)
understanding that translations, rotations and reflections
can change the position and orientation but not shape or
size
Introduce the Cartesian coordinate system using all four understanding that the Cartesian plane provides a
quadrants (ACMMG143) graphical or visual way of describing location
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Investigate, with and without digital technologies, angles on a identifying the size of a right angle as 90 and defining
straight line, angles at a point and vertically opposite angles. acute, obtuse, straight and reflex angles
Use results to find unknown angles (ACMMG141)
measuring, estimating and comparing angles in degrees
and classifying angles according to their sizes
Chance Elaborations
Describe probabilities using fractions, decimals and investigating games of chance popular in different
percentages (ACMSP144) cultures and evaluating the relative benefits to the
organisers and participants (for example Pachinko)
Conduct chance experiments with both small and large conducting repeated trials of chance experiments,
numbers of trials using appropriate digital technologies identifying the variation between trials and realising that
the results tend to the prediction with larger numbers of
(ACMSP145)
trials
Compare observed frequencies across experiments with predicting likely outcomes from a run of chance events
expected frequencies (ACMSP146) and distinguishing these from surprising results
Interpret and compare a range of data displays, including comparing different student-generated diagrams, tables
side-by-side column graphs for two categorical variables and graphs, describing their similarities and differences
and commenting on the usefulness of each
(ACMSP147)
representation for interpreting the data
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Interpret secondary data presented in digital media and investigating data representations in the media and
elsewhere (ACMSP148) discussing what they illustrate and the messages the
people who created them might want to convey
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Mathematics
Students locate fractions and integers on a number line. They calculate a simple fraction of a quantity. They add, subtract and
multiply decimals and divide decimals where the result is rational. Students calculate common percentage discounts on sale
items. They write correct number sentences using brackets and order of operations. Students locate an ordered pair in any one
of the four quadrants on the Cartesian plane. They construct simple prisms and pyramids. Students describe probabilities using
simple fractions, decimals and percentages.
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Mathematics
Year 7
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 reinforce the significance of working mathematically within the content and describe how the content is explored or
developed. They provide the language to build in the developmental aspects of the learning of mathematics. The achievement
standards reflect the content and encompass the proficiencies.
understanding includes describing patterns in uses of indices with whole numbers, recognising equivalences between
fractions, decimals, percentages and ratios, plotting points on the Cartesian plane, identifying angles formed by a
transversal crossing a pair of lines, and connecting the laws and properties of numbers to algebraic terms and
expressions
fluency includes calculating accurately with integers, representing fractions and decimals in various ways, investigating
best buys, finding measures of central tendency and calculating areas of shapes and volumes of prisms
problem-solving includes formulating and solving authentic problems using numbers and measurements, working with
transformations and identifying symmetry, calculating angles and interpreting sets of data collected through chance
experiments
reasoning includes applying the number laws to calculations, applying known geometric facts to draw conclusions about
shapes, applying an understanding of ratio and interpreting data displays.
Investigate index notation and represent whole numbers as defining and comparing prime and composite numbers
products of powers of prime numbers (ACMNA149) and explaining the difference between them
Investigate and use square roots of perfect square numbers investigating square numbers such as 25 and 36 and
(ACMNA150) developing square-root notation
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Apply the associative, commutative and distributive laws to understanding that arithmetic laws are powerful ways of
aid mental and written computation (ACMNA151) describing and simplifying calculations
Compare fractions using equivalence. Locate and represent exploring equivalence among families of fractions by
positive and negative fractions and mixed numbers on a using a fraction wall or a number line (for example by
using a fraction wall to show that 2/3 is the same as 4/6
number line (ACMNA152)
and 6/9)
Solve problems involving addition and subtraction of fractions, exploring and developing efficient strategies to solve
including those with unrelated denominators (ACMNA153) additive problems involving fractions (for example by
using fraction walls or rectangular arrays with dimensions
equal to the denominators)
Multiply and divide fractions and decimals using efficient investigating multiplication of fractions and decimals,
written strategies and digital technologies (ACMNA154) using strategies including patterning and multiplication as
repeated addition, with both concrete materials and
digital technologies, and identifying the processes for
division as the inverse of multiplication
Express one quantity as a fraction of another, with and using authentic examples for the quantities to be
without the use of digital technologies (ACMNA155) expressed and understanding the reasons for the
calculations
Round decimals to a specified number of decimal places using rounding to estimate the results of calculations with
(ACMNA156) whole numbers and decimals, and understanding the
conventions for rounding
Connect fractions, decimals and percentages and carry out justifying choices of written, mental or calculator
simple conversions (ACMNA157) strategies for solving specific problems including those
involving large numbers
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Find percentages of quantities and express one quantity as a using authentic problems to express quantities as
percentage of another, with and without digital technologies. percentages of other amounts
(ACMNA158)
Recognise and solve problems involving simple ratios understanding that rate and ratio problems can be solved
(ACMNA173) using fractions or percentages and choosing the most
efficient form to solve a particular problem
Investigate and calculate 'best buys', with and without digital applying the unitary method to identify best buys
technologies (ACMNA174) situations, such as comparing the cost per 100g
Introduce the concept of variables as a way of representing understanding that arithmetic laws are powerful ways of
numbers using letters (ACMNA175) describing and simplifying calculations and that using
these laws leads to the generality of algebra
Create algebraic expressions and evaluate them by using authentic formulas to perform substitutions
substituting a given value for each variable (ACMNA176)
Extend and apply the laws and properties of arithmetic to identifying order of operations in contextualised
algebraic terms and expressions (ACMNA177) problems, preserving the order by inserting brackets in
numerical expressions, then recognising how order is
preserved by convention
Given coordinates, plot points on the Cartesian plane, and plotting points from a table of integer values and
find coordinates for a given point (ACMNA178) recognising simple patterns, such as points that lie on a
straight line
Solve simple linear equations (ACMNA179) solving equations using concrete materials, such as the
balance model, and explain the need to do the same
thing to each side of the equation using substitution to
check solutions
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Investigate, interpret and analyse graphs from authentic data using travel graphs to investigate and compare the
(ACMNA180) distance travelled to and from school
Establish the formulas for areas of rectangles, triangles and building on the understanding of the area of rectangles to
parallelograms, and use these in problem-solving develop formulas for the area of triangles
(ACMMG159)
establishing that the area of a triangle is half the area of
an appropriate rectangle
Calculate volumes of rectangular prisms (ACMMG160) investigating volumes of cubes and rectangular prisms
and establishing and using the formula V = l b h
Shape Elaborations
Draw different views of prisms and solids formed from using aerial views of buildings and other 3-D structures to
combinations of prisms (ACMMG161) visualise the structure of the building or prism
Describe translations, reflections in an axis and rotations of describing patterns and investigating different ways to
multiples of 90 on the Cartesian plane using coordinates. produce the same transformation such as using two
successive reflections to provide the same result as a
Identify line and rotational symmetries (ACMMG181)
translation
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Classify triangles according to their side and angle properties identifying side and angle properties of scalene,
and describe quadrilaterals (ACMMG165) isosceles, right-angled and obtuse-angled triangles
Demonstrate that the angle sum of a triangle is 180 and use using concrete materials and digital technologies to
this to find the angle sum of a quadrilateral (ACMMG166) investigate the angle sum of a triangle and quadrilateral
Identify corresponding, alternate and co-interior angles when defining and classifying pairs of angles as
two straight lines are crossed by a transversal (ACMMG163) complementary, supplementary, adjacent and vertically
opposite
Investigate conditions for two lines to be parallel and solve constructing parallel and perpendicular lines using their
simple numerical problems using reasoning (ACMMG164) properties, a pair of compasses and a ruler, and dynamic
geometry software
Chance Elaborations
Construct sample spaces for single-step experiments with discussing the meaning of probability terminology (for
equally likely outcomes (ACMSP167) example probability, sample space, favourable outcomes,
trial, events and experiments)
Assign probabilities to the outcomes of events and determine expressing probabilities as decimals, fractionals and
probabilities for events (ACMSP168) percentages
Identify and investigate issues involving numerical data obtaining secondary data from newspapers, the Internet
collected from primary and secondary sources (ACMSP169) and the Australian Bureau of Statistics
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Construct and compare a range of data displays including understanding that some data representations are more
stem-and-leaf plots and dot plots (ACMSP170) appropriate than others for particular data sets, and
answering questions about those data sets
Calculate mean, median, mode and range for sets of data. understanding that summarising data by calculating
Interpret these statistics in the context of data (ACMSP171) measures of centre and spread can help make sense of
the data
Describe and interpret data displays using median, mean and using mean and median to compare data sets and
range (ACMSP172) explaining how outliers may affect the comparison
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Mathematics
Students use fractions, decimals and percentages, and their equivalences. They express one quantity as a fraction or
percentage of another. Students solve simple linear equations and evaluate algebraic expressions after numerical substitution.
They assign ordered pairs to given points on the Cartesian plane. Students use formulas for the area and perimeter of
rectangles and calculate volumes of rectangular prisms. Students classify triangles and quadrilaterals. They name the types of
angles formed by a transversal crossing parallel line. Students determine the sample space for simple experiments with equally
likely outcomes and assign probabilities to those outcomes. They calculate mean, mode, median and range for data sets. They
construct stem-and-leaf plots and dot-plots.
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Mathematics
Year 8
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 reinforce the significance of working mathematically within the content and describe how the content is explored or
developed. They provide the language to build in the developmental aspects of the learning of mathematics. The achievement
standards reflect the content and encompass the proficiencies.
understanding includes describing patterns involving indices and recurring decimals, identifying commonalities between
operations with algebra and arithmetic, connecting rules for linear relations with their graphs, explaining the purpose of
statistical measures and explaining measurements of perimeter and area
fluency includes calculating accurately with simple decimals, indices and integers; recognising equivalence of common
decimals and fractions including recurring decimals; factorising and simplifying basic algebraic expressions and evaluating
perimeters and areas of common shapes and volumes of three-dimensional objects
problem-solving includes formulating and modelling practical situations involving ratios, profit and loss, areas and
perimeters of common shapes and using two-way tables and Venn diagrams to calculate probabilities
reasoning includes justifying the result of a calculation or estimation as reasonable, deriving probability from its
complement, using congruence to deduce properties of triangles, finding estimates of means and proportions of
populations.
Use index notation with numbers to establish the index laws evaluating numbers expressed as powers of positive
with positive integral indices and the zero index (ACMNA182) integers
Carry out the four operations with rational numbers and using patterns to assist in finding rules for the
integers, using efficient mental and written strategies and multiplication and division of integers
appropriate digital technologies (ACMNA183)
using the number line to develop strategies for adding
and subtracting rational numbers
Investigate terminating and recurring decimals (ACMNA184) recognising terminating, recurring and non-terminating
decimals and choosing their appropriate representations
Investigate the concept of irrational numbers, including understanding that the real number system includes
(ACMNA186) irrational numbers
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Solve problems involving the use of percentages, including using percentages to solve problems, including those
percentage increases and decreases, with and without digital involving mark-ups, discounts,and GST
technologies (ACMNA187)
using percentages to calculate population increases and
decreases
Solve a range of problems involving rates and ratios, with and understanding that rate and ratio problems can be solved
without digital technologies (ACMNA188) using fractions or percentages and choosing the most
efficient form to solve a particular problem
Solve problems involving profit and loss, with and without expressing profit and loss as a percentage of cost or
digital technologies (ACMNA189) selling price, comparing the difference
Extend and apply the distributive law to the expansion of applying the distributive law to the expansion of algebraic
algebraic expressions (ACMNA190) expressions using strategies such as the area model
Factorise algebraic expressions by identifying numerical recognising the relationship between factorising and
factors (ACMNA191) expanding
Simplify algebraic expressions involving the four operations understanding that the laws used with numbers can also
(ACMNA192) be used with algebra
Plot linear relationships on the Cartesian plane with and completing a table of values, plotting the resulting points
without the use of digital technologies (ACMNA193) and determining whether the relationship is linear
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Solve linear equations using algebraic and graphical solving real life problems by using variables to represent
techniques. Verify solutions by substitution (ACMNA194) unknowns
Choose appropriate units of measurement for area and choosing units for area including mm 2, cm2, m2,
volume and convert from one unit to another (ACMMG195) hectares, km2, and units for volume including mm 3, cm3,
m3
Find perimeters and areas of parallelograms, trapeziums, establishing and using formulas for areas such as
rhombuses and kites (ACMMG196) trapeziums, rhombuses and kites
Investigate the relationship between features of circles such investigating the circumference and area of circles with
as circumference, area, radius and diameter. Use formulas to materials or by measuring, to establish an understanding
of formulas
solve problems involving circumference and area
(ACMMG197)
investigating the area of circles using a square grid or by
rearranging a circle divided into sectors
Develop formulas for volumes of rectangular and triangular investigating the relationship between volumes of
prisms and prisms in general. Use formulas to solve problems rectangular and triangular prisms
involving volume (ACMMG198)
Solve problems involving duration, including using 12- and 24- identifying regions in Australia and countries in Asia that
hour time within a single time zone (ACMMG199) are in the same time zone
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Define congruence of plane shapes using transformations understanding the properties that determine congruence
(ACMMG200) of triangles and recognising which transformations create
congruent figures
Develop the conditions for congruence of triangles investigating the minimal conditions needed for the
(ACMMG201) unique construction of triangles, leading to the
establishment of the conditions for congruence (SSS,
SAS, ASA and RHS)
Establish properties of quadrilaterals using congruent establishing the properties of squares, rectangles,
triangles and angle properties, and solve related numerical parallelograms, rhombuses, trapeziums and kites
problems using reasoning (ACMMG202)
identifying properties related to side lengths, parallel
sides, angles, diagonals and symmetry
Chance Elaborations
Identify complementary events and use the sum of identifying the complement of familiar events
probabilities to solve problems (ACMSP204)
understanding that probabilities range between 0 to 1
and that calculating the probability of an event allows the
probability of its complement to be found
Describe events using language of 'at least', exclusive 'or' (A posing 'and', 'or' and 'not' probability questions about
or B but not both), inclusive 'or' (A or B or both) and 'and'. objects or people
(ACMSP205)
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Represent events in two-way tables and Venn diagrams and using Venn diagrams and two-way tables to calculate
solve related problems (ACMSP292) probabilities for events, satisfying 'and', 'or' and 'not'
conditions
Investigate techniques for collecting data, including census, identifying situations where data can be collected by
sampling and observation (ACMSP284) census and those where a sample is appropriate
Explore the practicalities and implications of obtaining data investigating the uses of random sampling to collect data
through sampling using a variety of investigative processes
(ACMSP206)
Explore the variation of means and proportions of random using sample properties to predict characteristics of the
samples drawn from the same population (ACMSP293) population
Investigate the effect of individual data values, including using displays of data to explore and investigate effects
outliers, on the mean and median (ACMSP207)
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Mathematics
Students use efficient mental and written strategies to carry out the four operations with integers. They simplify a variety of
algebraic expressions. They solve linear equations and graph linear relationships on the Cartesian plane. Students convert
between units of measurement for area and volume. They perform calculations to determine perimeter and area of
parallelograms, rhombuses and kites. They name the features of circles and calculate the areas and circumferences of circles.
Students determine the probabilities of complementary events and calculate the sum of probabilities.
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Mathematics
Year 9
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 reinforce the significance of working mathematically within the content and describe how the content is explored or
developed. They provide the language to build in the developmental aspects of the learning of mathematics. The achievement
standards reflect the content and encompass the proficiencies.
understanding includes describing the relationship between graphs and equations, simplifying a range of algebraic
expressions and explaining the use of relative frequencies to estimate probabilities and of the trigonometric ratios for right-
angle triangles
fluency includes applying the index laws to expressions with integer indices, expressing numbers in scientific notation,
listing outcomes for experiments, developing familiarity with calculations involving the Cartesian plane and calculating
areas of shapes and surface areas of prisms
problem-solving includes formulating and modelling practical situations involving surface areas and volumes of right
prisms, applying ratio and scale factors to similar figures, solving problems involving right-angle trigonometry and
collecting data from secondary sources to investigate an issue
reasoning includes following mathematical arguments, evaluating media reports and using statistical knowledge to clarify
situations, developing strategies in investigating similarity and sketching linear graphs.
Solve problems involving direct proportion. Explore the identifying direct proportion in real-life contexts
relationship between graphs and equations corresponding to
simple rate problems (ACMNA208)
Apply index laws to numerical expressions with integer simplifying and evaluating numerical expressions, using
indices (ACMNA209) involving both positive and negative integer indices
Express numbers in scientific notation (ACMNA210) representing extremely large and small numbers in
scientific notation, and numbers expressed in scientific
notation as whole numbers or decimals
Solve problems involving simple interest (ACMNA211) understanding that financial decisions can be assisted by
mathematical calculations
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Extend and apply the index laws to variables, using positive understanding that index laws apply to variables as well
integer indices and the zero index (ACMNA212) as numbers
Apply the distributive law to the expansion of algebraic understanding that the distributive law can be applied to
expressions, including binomials, and collect like terms where algebraic expressions as well as numbers
appropriate (ACMNA213)
understanding the relationship between expansion and
factorisation and identifying algebraic factors in algebraic
expressions
Find the distance between two points located on the investigating graphical and algebraic techniques for
Cartesian plane using a range of strategies, including finding distance between two points
graphing software (ACMNA214)
using Pythagoras' theorem to calculate distance between
two points
Find the midpoint and gradient of a line segment (interval) on investigating graphical and algebraic techniques for
the Cartesian plane using a range of strategies, including finding midpoint and gradient
graphing software (ACMNA294)
recognising that the gradient of a line is the same as the
gradient of any line segment on that line
Sketch linear graphs using the coordinates of two points and determining linear rules from suitable diagrams, tables of
solve linear equations (ACMNA215) values and graphs and describing them using both words
and algebra
Graph simple non-linear relations with and without the use of graphing parabolas, and circles connecting x-intercepts
digital technologies and solve simple related equations of a graph to a related equation
(ACMNA296)
Calculate areas of composite shapes (ACMMG216) understanding that partitioning composite shapes into
rectangles and triangles is a strategy for solving
problems involving area
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Calculate the surface area and volume of cylinders and solve analysing nets of cylinders to establish formulas for
related problems (ACMMG217) surface area
Solve problems involving the surface area and volume of right solving practical problems involving surface area and
prisms (ACMMG218) volume of right prisms
Investigate very small and very large time scales and intervals investigating the usefulness of scientific notation in
(ACMMG219) representing very large and very small numbers
Use the enlargement transformation to explain similarity and establishing the conditions for similarity of two triangles
develop the conditions for triangles to be similar and comparing this to the conditions for congruence
(ACMMG220)
using the properties of similarity and ratio, and correct
mathematical notation and language, to solve problems
involving enlargement (for example, scale diagrams)
Solve problems using ratio and scale factors in similar figures establishing the relationship between areas of similar
(ACMMG221) figures and the ratio of corresponding sides (scale factor)
Investigate Pythagoras Theorem and its application to solving understanding that Pythagoras' Theorem is a useful tool
simple problems involving right angled triangles (ACMMG222) in determining unknown lengths in right-angled triangles
and has widespread applications
Use similarity to investigate the constancy of the sine, cosine developing understanding of the relationship between the
and tangent ratios for a given angle in right-angled triangles corresponding sides of similar right-angled triangles
(ACMMG223)
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Apply trigonometry to solve right-angled triangle problems understanding the terms 'adjacent' and 'opposite' sides in
(ACMMG224) a right-angled triangle
Chance Elaborations
List all outcomes for two-step chance experiments, both with conducting two-step chance experiments
and without replacement using tree diagrams or arrays.
Assign probabilities to outcomes and determine probabilities using systematic methods to list outcomes of
for events (ACMSP225) experiments and to list outcomes favourable to an event
Calculate relative frequencies from given or collected data to using Venn diagrams or two-way tables to calculate
estimate probabilities of events involving 'and' or 'or' relative frequencies of events involving and, or
questions
(ACMSP226)
Investigate reports of surveys in digital media and elsewhere investigating a range of data and its sources, for example
for information on how data were obtained to estimate the age of residents in Australia, Cambodia and Tonga;
the number of subjects studied at school in a year by 14-
population means and medians (ACMSP227)
year-old students in Australia, Japan and Timor-Leste
Identify everyday questions and issues involving at least one comparing the annual rainfall in various parts of Australia,
numerical and at least one categorical variable, and collect Pakistan, New Guinea and Malaysia
data directly and from secondary sources (ACMSP228)
Construct back-to-back stem-and-leaf plots and histograms using stem-and-leaf plots to compare two like sets of
and describe data, using terms including skewed, data such as the heights of girls and the heights of boys
in a class
symmetric and bi modal (ACMSP282)
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Compare data displays using mean, median and range to comparing means, medians and ranges of two sets of
describe and interpret numerical data sets in terms of location numerical data which have been displayed using
histograms, dot plots, or stem and leaf plots
(centre) and spread (ACMSP283)
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Mathematics
Students apply the index laws to numbers and express numbers in scientific notation. They expand binomial expressions. They
find the distance between two points on the Cartesian plane and the gradient and midpoint of a line segment. They sketch linear
and non-linear relations. Students calculate areas of shapes and the volume and surface area of right prisms and cylinders.
They use Pythagoras Theorem and trigonometry to find unknown sides of right-angled triangles. Students calculate relative
frequencies to estimate probabilities, list outcomes for two-step experiments and assign probabilities for those outcomes. They
construct histograms and back-to-back stem-and-leaf plots.
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Mathematics
Year 10
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 reinforce the significance of working mathematically within the content and describe how the content is explored or
developed. They provide the language to build in the developmental aspects of the learning of mathematics. The achievement
standards reflect the content and encompass the proficiencies.
understanding includes applying the four operations to algebraic fractions, finding unknowns in formulas after
substitution, making the connection between equations of relations and their graphs, comparing simple and compound
interest in financial contexts and determining probabilities of two- and three-step experiments
fluency includes factorising and expanding algebraic expressions, using a range of strategies to solve equations and
using calculations to investigate the shape of data sets
problem-solving includes calculating the surface area and volume of a diverse range of prisms to solve practical
problems, finding unknown lengths and angles using applications of trigonometry, using algebraic and graphical
techniques to find solutions to simultaneous equations and inequalities and investigating independence of events
reasoning includes formulating geometric proofs involving congruence and similarity, interpreting and evaluating media
statements and interpreting and comparing data sets.
Connect the compound interest formula to repeated working with authentic information, data and interest
applications of simple interest using appropriate digital rates to calculate compound interest and solve related
problems
technologies (ACMNA229)
Factorise algebraic expressions by taking out a common using the distributive law and the index laws to factorise
algebraic factor (ACMNA230) algebraic expressions
Simplify algebraic products and quotients using index laws applying knowledge of index laws to algebraic terms, and
(ACMNA231) simplifying algebraic expressions using both positive and
negative integral indices
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Apply the four operations to simple algebraic fractions with expressing the sum and difference of algebraic fractions
numerical denominators (ACMNA232) with a common denominator
Expand binomial products and factorise monic quadratic exploring the method of completing the square to
expressions using a variety of strategies (ACMNA233) factorise quadratic expressions and solve quadratic
equations
Substitute values into formulas to determine an unknown solving simple equations arising from formulas
(ACMNA234)
Solve problems involving linear equations, including those representing word problems with simple linear equations
derived from formulas (ACMNA235) and solving them to answer questions
Solve linear inequalities and graph their solutions on a representing word problems with simple linear
number line (ACMNA236) inequalities and solving them to answer questions
Solve linear simultaneous equations, using algebraic and associating the solution of simultaneous equations with
graphical techniques, including using digital technology the coordinates of the intersection of their corresponding
graphs
(ACMNA237)
Solve problems involving parallel and perpendicular lines solving problems using the fact that parallel lines have
(ACMNA238) the same gradient and conversely that if two lines have
the same gradient then they are parallel
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Explore the connection between algebraic and graphical sketching graphs of parabolas, and circles
representations of relations such as simple quadratics, circles
and exponentials using digital technology as appropriate applying translations, reflections and stretches to
(ACMNA239) parabolas and circles
Solve linear equations involving simple algebraic fractions solving a wide range of linear equations, including those
(ACMNA240) involving one or two simple algebraic fractions, and
checking solutions by substitution
Solve simple quadratic equations using a range of strategies using a variety of techniques to solve quadratic
(ACMNA241) equations, including grouping, completing the square, the
quadratic formula and choosing two integers with the
required product and sum
Solve problems involving surface area and volume for a range investigating and determining the volumes and surface
of prisms, cylinders and composite solids (ACMMG242) areas of composite solids by considering the individual
solids from which they are constructed
Formulate proofs involving congruent triangles and angle applying an understanding of relationships to deduce
properties (ACMMG243) properties of geometric figures (for example the base
angles of an isosceles triangle are equal)
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Apply logical reasoning, including the use of congruence and distinguishing between a practical demonstration and a
similarity, to proofs and numerical exercises involving plane proof (for example demonstrating triangles are congruent
by placing them on top of each other, as compared to
shapes (ACMMG244)
using congruence tests to establish that triangles are
congruent)
Solve right-angled triangle problems including those involving applying Pythagoras' Theorem and trigonometry to
direction and angles of elevation and depression problems in surveying and design
(ACMMG245)
Chance Elaborations
Describe the results of two- and three-step chance recognising that an event can be dependent on another
experiments, both with and without replacements, assign event and that this will affect the way its probability is
calculated
probabilities to outcomes and determine probabilities of
events. Investigate the concept of independence
(ACMSP246)
Use the language of if ....then, given, of, knowing that to using two-way tables and Venn diagrams to understand
investigate conditional statements and identify common conditional statements
mistakes in interpreting such language (ACMSP247)
using arrays and tree diagrams to determine probabilities
Determine quartiles and interquartile range (ACMSP248) finding the five-number summary (minimum and
maximum values, median and upper and lower quartiles)
and using its graphical representation, the box plot, as
tools for both numerically and visually comparing the
centre and spread of data sets
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Construct and interpret box plots and use them to compare understanding that box plots are an efficient and
data sets (ACMSP249) common way of representing and summarising data and
can facilitate comparisons between data sets
Compare shapes of box plots to corresponding histograms investigating data in different ways to make comparisons
and dot plots (ACMSP250) and draw conclusions
Use scatter plots to investigate and comment on relationships using authentic data to construct scatter plots, make
between two numerical variables (ACMSP251) comparisons and draw conclusions
Investigate and describe bivariate numerical data where the investigating biodiversity changes in Australia since
independent variable is time (ACMSP252) European occupation
Evaluate statistical reports in the media and other places by investigating the use of statistics in reports regarding the
linking claims to displays, statistics and representative data growth of Australia's trade with other countries of the
Asia region
(ACMSP253)
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Mathematics
Students expand binomial expressions and factorise monic quadratic expressions. They find unknown values after substitution
into formulas. They perform the four operations with simple algebraic fractions. Students solve simple quadratic equations and
pairs of simultaneous equations. They use triangle and angle properties to prove congruence and similarity. Students use
trigonometry to calculate unknown angles in right-angled triangles. Students list outcomes for multi-step chance experiments
and assign probabilities for these experiments. They calculate quartiles and inter-quartile ranges.
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Mathematics
Year 10A
Year 10A Content Descriptions
Define rational and irrational numbers and perform operations understanding that the real number system includes
with surds and fractional indices (ACMNA264) irrational numbers
Use the definition of a logarithm to establish and apply the investigating the relationship between exponential and
laws of logarithms (ACMNA265) logarithmic expressions
Investigate the concept of a polynomial and apply the factor investigating the relationship between algebraic long
and remainder theorems to solve problems (ACMNA266) division and the factor and remainder theorems
Describe, interpret and sketch parabolas, hyperbolas, circles applying transformations, including translations,
and exponential functions and their transformations reflections in the axes and stretches to help graph
parabolas, rectangular hyperbolas, circles and
(ACMNA267)
exponential functions
Solve simple exponential equations (ACMNA270) investigating exponential equations derived from
authentic mathematical models based on population
growth
Apply understanding of polynomials to sketch a range of investigating the features of graphs of polynomials
curves and describe the features of these curves from their including axes intercepts and the effect of repeated
factors
equation (ACMNA268)
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Factorise monic and non-monic quadratic expressions and writing quadratic equations that represent practical
solve a wide range of quadratic equations derived from a problems
variety of contexts (ACMNA269)
Solve problems involving surface area and volume of right using formulas to solve problems
pyramids, right cones, spheres and related composite solids
(ACMMG271) using authentic situations to apply knowledge and
understanding of surface area and volume
Prove and apply angle and chord properties of circles performing a sequence of steps to determine an
(ACMMG272) unknown angle or length in a diagram involving a circle,
or circles, giving a justification in moving from one step to
the next
Establish the sine, cosine and area rules for any triangle and applying knowledge of sine, cosine and area rules to
solve related problems (ACMMG273) authentic problems such as those involving surveying
and design
Use the unit circle to define trigonometric functions, and graph establishing the symmetrical properties of trigonometric
them with and without the use of digital technologies functions
(ACMMG274)
investigating angles of any magnitude
Solve simple trigonometric equations (ACMMG275) using periodicity and symmetry to solve equations
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Apply Pythagoras Theorem and trigonometry to solving three- investigating the applications of Pythagoras' theorem in
dimensional problems in right-angled triangles (ACMMG276) authentic problems
Chance Elaborations
Investigate reports of studies in digital media and elsewhere evaluating the appropriateness of sampling methods in
for information on their planning and implementation reports where statements about a population are based
on a sample
(ACMSP277)
Calculate and interpret the mean and standard deviation of using the standard deviation to describe the spread of a
data and use these to compare data sets (ACMSP278) set of data
Use information technologies to investigate bivariate investigating different techniques for finding a line of best
numerical data sets. Where appropriate use a straight line to fit
describe the relationship allowing for variation (ACMSP279)
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Mathematics
Glossary
Algebraic expression
An algebraic expression is formed by combining numbers and algebraic symbols using arithmetic operations. The expression
must be constructed unambiguously according to the rules of algebra.
For example, , and are algebraic expressions, but is not because it is incomplete.
Algebraic fraction
An algebraic fraction is a fraction in which both the numerator and denominator are algebraic expressions.
Algebraic term
An algebraic term is an algebraic expression that forms a separable part of some other algebraic expression. For example,
and are terms in the inequality and are terms of the polynomial
Alternate
In each diagram below, the two marked angles are called alternate angles (since they are on alternate sides of the
transversal).
If the lines AB and CD are parallel, then each pair of alternate angles are equal.
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Angle
An angle is the figure formed by two rays sharing a common endpoint, called the vertex of the angle.
Imagine that the ray OB is rotated about the point O until it lies along OA. The amount of turning is called the size of the angle
AOB.
A revolution is the amount of turning required to rotate a ray about its endpoint until it falls back onto itself. The size of 1
revolution is 360o.
A straight angle is the angle formed by taking a ray and its opposite ray. A straight angle is half of a revolution, and so has size
equal to
180o.
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Right angle
Let AOB be a line, and let OX be a ray making equal angles with the ray OA and the ray OB. Then the equal angles AOX and
BOX are called right angles.
Classification of angles
We say that
Adjacent angles
Two angles at a point are called adjacent if they share a common ray and a common vertex and lie on opposite sides of the
common ray.
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Two angles that add to 90 o are called complementary. For example, 23o and 67o are complementary angles.
In each diagram the two marked angles are called corresponding angles.
If the lines are parallel, then each pair of corresponding angles are equal.
Conversely, if a pair of corresponding angles are equal, then the lines are parallel.
Two angles that add to 180 o are called supplementary angles. For example, 45o and 135o are supplementary angles.
When an observer looks at an object that is lower than the eye of the observer, the angle between the line of sight and the
horizontal is called the angle of depression.
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When an observer looks at an object that is higher than the eye of the observer, the angle between the line of sight and the
horizontal is called the angle of elevation.
Array
An array is an ordered collection of objects or numbers. Rectangular arrays are commonly used in primary mathematics.
Associative
A method of combining two numbers or algebraic expressions is associative if the result of the combination of three objects
does not depend on the way in which the objects are grouped.
For example, addition of numbers is associative and the corresponding associative law is:
Multiplication is also associative: for all numbers but subtraction and division are not, because, for
example,
and
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Back-to-back stem-and-leaf plot
A back-to-back stem-and-leaf plot is a method for comparing two data distributions by attaching two sets of leaves to the
same stem in a stem-and-leaf plot.
For example, the stem-and-leaf plot below displays the distribution of pulse rates of 19 students before and after gentle
exercise.
Bi modal
Bivariate data
Bivariate data is data relating to two variables, for example, the arm spans and heights of 16 year olds, the sex of primary
school students and their attitude to playing sport.
Bivariate numerical data is data relating to two numerical variables, for example height and weight.
Box plot
In a box-and-whisker plot, the box covers the interquartile range (IQR), with whiskers reaching out from each end of the box to
indicate maximum and minimum values in the data set. A vertical line in the box is used to indicate the location of the median.
The box-and-whisker plot below has been constructed from the five -number summary of the resting pulse rates of 17 students.
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The term box-and-whisker plot is commonly abbreviated to box plot.
A five-number-summary is a method for summarising a data set using five statistics, the minimum value, the lower quartile, the
median, the upper quartile and the maximum value.
Capacity
Capacity is a term used to describe how much a container will hold. It is often used in relation to the volume of fluids. Units of
capacity (volume of fluids or gases) include litres and millilitres.
Two intersecting number lines are taken intersecting at right angles at their origins to form the axes of the coordinate system.
The plane is divided into four quadrants by these perpendicular axes called the x-axis (horizontal line) and the y-axis (vertical
line).
The position of any point in the plane can be represented by an ordered pair of numbers (x, y). These ordered pairs are called
the coordinates of the point. This is called the Cartesian coordinate system. The plane is called the Cartesian plane.
The point with coordinates (4, 2) has been plotted on the Cartesian plane shown. The coordinates of the origin are (0, 0).
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Categorical variable
Examples: blood group is a categorical variable; its values are: A, B, AB or O. So too is construction type of a house; its values
might be brick, concrete, timber, or steel.
Categories may have numerical labels, for example, for the variable postcode the category labels would be numbers like 3787,
5623, 2016, etc, but these labels have no numerical significance. For example, it makes no sense to use these numerical labels
to calculate the average postcode in Australia.
Census
A population is the complete set of individuals, objects, places, etc, that we want information about.
Chord
The word diameter is also used for the length of the diameter.
Circle
The circle with centre O and radius r is the set of all points in the plane whose distance from O is r.
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The line segment OA (interval OA) is also called a radius of the circle.
Putting the point of a pair of compasses at the centre and opening the arms to the radius can draw a circle.
Pi is the name of the Greek letter that is used to denote the ratio of the circumference of any circle to its diameter. The
number is irrational, but is a rational approximation accurate to 2 decimal places. The decimal expansion of begins
There is a very long history of attempts to estimate accurately. One of the early successes was due to Archimedes (287212
The decimal expansion of has now been calculated to at least the first places.
Cointerior angles
In each diagram the two marked angles are called co-interior angles and lie on the same side of the transversal.
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Cointerior angles formed by parallel lines are supplementary.
Conversely, if a pair of cointerior angles is supplementary then the lines are parallel.
Column graph
A column graph is a graph used in statistics for organising and displaying categorical data.
To construct a column graph, equal width rectangular bars are constructed for each category with height equal to the observed
frequency of the category as shown in the example below which displays the hair colours of 27 students.
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Column graphs are frequently called bar graphs or bar charts. In a bar graph or chart, the bars can be either vertical or
horizontal.
A histogram is a statistical graph for displaying the frequency distribution of continuous data.
A histogram is a graphical representation of the information contained in a frequency table. In a histogram, class frequencies
are represented by the areas of rectangles centred on each class interval. The class frequency is proportional to the rectangles
height when the class intervals are all of equal width.
The histogram below displays the frequency distribution of the heights (in cm) of a sample of 42 people with class intervals of
width 5 cm.
Common factor
A common factor (or common divisor) of a set of numbers or algebraic expression is a factor of each element of that set.
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For example, is a common factor of and is a common factor of and
Commutative
A method of combining two numbers or algebraic expressions is commutative if the result of the combination does not depend
on the order in which the objects are given.
For example, addition of numbers is commutative, and the corresponding commutative law is:
Multiplication is also commutative: for all numbers but subtraction and division are not, because, for
example, and
Complementary events
Events A and B are complementary events, if A and B are mutually exclusive and Pr(A) + Pr(B) = 1.
Composite number
A natural number that has a factor other than 1 and itself is a composite number.
Compound interest
The interest earned by investing a sum of money (the principal) is compound interest if each successive interest payment is
added to the principal for the purpose of calculating the next interest payment.
For example, if the principal earns compound interest at the rate of per period, then after periods the principal plus
interest is
Congruence
Two plane figures are called congruent if one can be moved by a sequence of translations, rotations and reflections so that it
fits exactly on top of the other figure.
Two figures are congruent when we can match every part of one figure with the corresponding part of the other figure. For
example, the two figures below are congruent.
Matching intervals have the same length, and matching angles have the same size.
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Congruent triangles
SSS: the three sides of one triangle are respectively equal to the three sides of the other triangle, or
SAS: two sides and the included angle of one triangle are respectively equal to two sides and the included angle of the other
triangle, or
AAS: two angles and one side of one triangle are respectively equal to two angles and the matching side of the other triangle, or
RHS: the hypotenuse and one side of one rightangled triangle are respectively equal to the hypotenuse and one side of the
other rightangled triangle.
Continuous variable
A continuous variable is a numerical variable that can take any value that lies within an interval. In practice, the values taken
are subject to the accuracy of the measurement instrument used to obtain these values.
Examples include height, reaction time to a stimulus and systolic blood pressure.
Cosine
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In any triangle ABC,
c2 = a2 + b2 2ab cos C
Counting number
The counting numbers are the non-negative integers, that is, one of the numbers
A natural number is a positive integer or counting number. The natural numbers are The set of natural numbers is
usually denoted by
Counting on
Counting a collection, or reciting a sequence of number words, from a point beyond the beginning of the sequence.
For example, when a child has counted to established that there are 6 objects in a collection and is then asked How Many?
after several more are added might count on from 6 saying 7, 8, 9, ... to reach the total. This is considered a more
sophisticated strategy than counting the whole collection from 1.
Cylinder
A cylinder is a solid that has parallel circular discs of equal radius at the ends. Each cross-section parallel to the ends is a circle
with the same radius, and the centres of these circular cross-sections lie on a straight line, called the axis of the cylinder.
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Data
Data is a general term for a set of observations and measurements collected during any type of systematic investigation.
Primary data is data collected by the user. Secondary data is data collected by others. Sources of secondary data include,
web-based data sets, the media, books, scientific papers, etc.
Univariate data is data relating to a single variable, for example, hair colour or the number of errors in a test.
Data display
Examples include, box plots, column graphs, frequency tables and stem plots.
Decimal
For example, the decimal expansion of is . The integer part is and the fractional part is
A decimal is terminating if the fractional part has only finitely many decimal digits. It is non-terminating if it has infinitely digits.
For example, is a terminating decimal, whereas , where the pattern 16 repeats indefinitely, is non-
terminating.
Non-terminating decimals may be recurring, that is, contain a pattern of digits that repeats indefinitely after a certain number of
places.
It is common practice to indicate the repeating part of a recurring decimal by using dots or lines as superscripts.
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For example, could be written as or
The decimal number system is the base 10, place-value system most commonly used for representing real numbers. In this
system positive numbers are expressed as sequences of Arabic numerals 0 to 9, in which each successive digit to the left or
right of the decimal point indicates a multiple of successive powers (respectively positive or negative) of 10.
Denominator
In the fraction , is the denominator. It is the number of equal parts into which the whole is divided in order to obtain
fractional parts. For example, if a line segment is divided into equal parts, each of those parts is one fifth of the whole and
Dependent variable
Two events are independent if knowing the outcome of one event tells us nothing about the outcome of the other event.
Difference
A difference is the result of subtraction one number or algebraic quantity from another.
Distributive
Multiplication of numbers is distributive over addition because the product of one number with the sum of two others equals the
sum of the products of the first number with each of the others. This means that we can multiply two numbers by expressing one
(or both) as a sum and then multiplying each part of the sum by the other number (or each part of its sum.)
For example,
Divisible
In general, a number or algebraic expression is divisible by another if there exists a number or algebraic expression of a
specified type for which
A natural number is divisible by a natural number if there is a natural number such that
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For example, is divisible by 4 because
Dot plot
A dot plot is a graph used in statistics for organising and displaying numerical data.
Using a number line, a dot plot displays a dot for each observation. Where there is more that one observation, or observations
are close in value, the dots are stacked vertically. If there are a large number of observations, dots can represent more than one
observation. Dot plots are ideally suited for organising and displaying discrete numerical data.
The dot plot below displays the number of passengers observed in 32 cars stopped at a traffic light.
Dot plots can also be used to display categorical data, with the numbers on the number line replaced by category labels.
Element
An element of a set is a member of that set. For example, the elements of the set are the numbers
We write to indicate that is a member of the set
Enlargement (Dilation)
An enlargement is a scaled up (or down) version of a figure in which the transformed figure is in proportion to the original figure.
The relative positions of points are unchanged and the two figures are similar.
In the diagram below triangle ABC is the image of triangle ABC under the enlargement with enlargement factor 2 and centre of
enlargement O.
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Equally Likely outcomes
For example, in tossing a fair coin, the outcome head and the outcome tail are equally likely.
Equation
An equation is a statement that asserts that two numbers or algebraic expressions are equal in value. An equation must include
an equal sign. For example,
An identity is an equation involving algebraic expressions that is true for all values of the variables involved.
For example
An identity is an equation that is true for all values of the variables involved.
Example:
An inequality is a statement that one number or algebraic expression is less than (or greater than) another. There are four
types of inequalities:
Equivalent fractions
Two fractions and are equivalent if they are equal, that is,
For example,
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Estimate
In statistical terms, an estimate is information about a population extrapolated from a sample of the population.
For example, the mean number of decayed teeth in a randomly selected group of eight-year old children is an estimate of the
mean number of decayed teeth in eight-year old children in Australia.
Even number
Event
For example, the set of outcomes from tossing two coins is { HH,HT,TH,TT }, where H represents a head and T a tail.
For example, if A is the event at least one head is obtained, then A = { HT,TH, HH }.
Two events A and B are mutually exclusive if one is incompatible with the other; that is, if they cannot be simultaneous
outcomes in the same chance experiment.
For example, when a fair coin is tossed twice, the events HH and TT cannot occur at the same time and are, therefore,
mutually exclusive.
Expression
Two or more numbers or variables connected by operations. For example, 17 9, 8 x (2 + 3), 2a + 3b are all expressions.
Expressions do not include an equal sign.
Factor
In general, a number or algebraic expression is a factor (or divisor) of another if there exists a number or algebraic
expression of a specified type for which
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A natural number is a factor of a natural number if there is a natural number such that
According to the factor theorem, if is a polynomial and for some number then is divisible by
This follows easily from the remainder theorem, because for the remainder is So if the
remainder is 0 and is divisible by
According to the remainder theorem, if a polynomial is divided by where is any real number, the remainder is
That is, , for some polynomial
Factorise
For example, is factorised when expressed as a product: , and is factorised when written as a
product:
Fraction
The fraction (written alternatively as ), where is a non negative integer and is a positive integer, was historically
obtained by dividing a unit length into equal parts and taking of these parts.
In the fraction the number is the numerator and the number is the denominator.
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Frequencies
Frequency, or observed frequency, is the number of times that a particular value occurs in a data set.
For grouped data, it is the number of observations that lie in that group or class interval.
An expected frequency is the number of times that a particular event is expected to occur when a chance experiment is
repeated a number of times. For example, If the experiment is repeated n times, and on each of those times the probability that
the event occurs is p, then the expected frequency of the event is np.
For example, suppose that a fair coin is tossed 5 times and the number of heads showing recorded. Then the expected
frequency of heads is 5/2.
This example shows that the expected frequency is not necessarily an observed frequency, which in this case is one of the
numbers 0,1,2,3,4 or 5.
A frequency table lists the frequency (number of occurrences) of observations in different ranges, called class intervals.
The frequency distribution of the heights (in cm) of a sample of 42 people is displayed in the frequency table below
Height (cm)
155-<160 3
160-<165 2
165-<170 9
170-<175 7
175-<180 10
180-<185 5
185-<190 5
185-<190 5
A frequency distribution is the division of a set of observations into a number of classes, together with a listing of the number
of observations (the frequency) in that class.
Frequency, or observed frequency, is the number of times that a particular value occurs in a data set.
For grouped data, it is the number of observations that lie in that group or class interval.
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Relative frequency is given by the ratio , where f is the frequency of occurrence of a particular data value or group of data
values in a data set and n is the number of data values in the data set.
Frequency table
A two-way frequency table is commonly used to for displaying the two-way frequency distribution that arises when a group of
individuals or things are categorised according to two criteria.
For example, the two-way table below displays the two-way frequency distribution that arises when 27 children are categorised
according to hair type (straight or curly) and hair colour (red, brown, blonde, black).
The information in a two-way frequency table can also be displayed graphically using a side-by-side column graph.
Function
A function assigns to each element of one set precisely one element of a second set .
The functions most commonly encountered in elementary mathematics are real functions of real variables. For such functions,
the domain and codomain are sets of real numbers.
Functions are usually defined by a formula for in terms of For example, the formula defines the squaring
function that maps each real number to its square
Gradient
If A(x1,y1) and points B(x2, y2) are points in the plane, x2 x1 0, the gradient of the line segment (interval) AB = =
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The gradient of a line is the gradient of any line segment (interval) within the line.
The greatest common divisor (gcd), greatest common factor (gcf) or highest common factor (hcf), of a given set of natural
numbers is the common divisor of the set that is greater than each of the other common divisors.
For example, are the common factors of 24,54 and 66 and 6 is the greatest common divisor.
Histogram
A histogram is a statistical graph for displaying the frequency distribution of continuous data.
A histogram is a graphical representation of the information contained in a frequency table. In a histogram, class frequencies
are represented by the areas of rectangles centred on each class interval. The class frequency is proportional to the rectangles
height when the class intervals are all of equal width.
The histogram below displays the frequency distribution of the heights (in cm) of a sample of 42 people with class intervals of
width 5 cm.
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Independent event
Two events are independent if knowing the outcome of one event tells us nothing about the outcome of the other event.
Independent variable
When investigating relationships in bivariate data, the explanatory variable is the variable that may explain or cause a
difference in the response variable.
For example, when investigating the relationship between the temperature of a loaf of bread and the time it has spent in a hot
oven, temperature is the response variable and time is the explanatory variable.
With numerical bivariate data it is common to attempt to model such relationships with a mathematic equation and to call the
response variable the dependent variable and the explanatory variable the independent variable.
When graphing numerical data, the convention is to display the response (dependent) variable on the vertical axis and the
explanatory (independent) variable on the horizontal axis.
When there is no clear causal link between the events, the classification of the variables as either the dependent or independent
variable is quite arbitrary.
Index
The exponent or index of a number or algebraic expression is the power to which the latter is be raised. The exponent is written
as a superscript. Positive integral exponents indicate the number of times a term is to be multiplied by itself. For example,
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Index law
Index laws are rules for manipulating indices (exponents). They include
and
Informal unit
Informal units are not part of a standardised system of units for measurement. For example, an informal unit for length could be
paperclips of uniform length. An informal unit for area could be uniform paper squares of any size. Informal units are sometimes
referred to as non-standard units.
Integer
The integers are the whole numbers . The set of integers is usually denoted by Integers are
basic building blocks in mathematics.
Interquartile range
The interquartile range (IQR) is a measure of the spread within a numerical data set. It is equal to the upper quartile (Q3)
minus the lower quartiles (Q1); that is, IQR = Q3 Q1
The IQR is the width of an interval that contains the middle 50% (approximately) of the data values. To be exactly 50%, the
sample size must be a multiple of four.
Interval
A finite interval is the set of all real numbers between two given real numbers called the end points of the interval. The end
points may or may not be included in the interval.
Irrational number
An irrational number is a real number that is not rational. Some commonly used irrational numbers are , e and .
The Euler number is an irrational real number whose decimal expansion begins
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Irregular shape
Kite
A kite may be convex as shown in the diagram above to the left or non-convex as shown above to the right. The axis of the kite
is shown.
If A and B are two points on a line, the part of the line between and including A and B is called a line segment or interval.
Any point A on a line divides the line into two pieces called rays. The ray AP is that ray which contains the point P (and the point
A). The point A is called the vertex of the ray and it lies on the ray.
Linear equation
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A linear equation is an equation involving just linear terms, that is, polynomials of degree 1. The general form of a linear
equation in one variable is
Location (statistics)
A measure of location is a single number that can be used to indicate a central or typical value within a set of data.
The most commonly used measures of location are the mean and the median although the mode is also sometimes used for
this purpose.
Logarithm
The logarithm of a positive number is the power to which a given number , called the base, must be raised in order to
produce the number . The logarithm of , to the base is denoted by . Algebraically:
Many-to-one correspondence
A many-to-one correspondence is a function or mapping that takes the same value for at least two different elements of its
domain. For example, the squaring function is many-to-one because for all real numbers.
Mean
The arithmetic mean of a list of numbers is the sum of the data values divided by the number of numbers in the list.
For example, for the following list of five numbers { 2, 3, 3, 6, 8 } the mean equals
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Median
The median is the value in a set of ordered data that divides the data into two parts. It is frequently called the middle value.
Where the number of observations is odd, the median is the middle value.
For example, for the following ordered data set with an odd number of observations, the median value is five.
133456899
Where the number of observations is even, the median is calculated as the mean of the two central values.
For example, in the following ordered data set, the two central values are 5 and 6, and median value is the mean of these two
values, 5.5
1 3 3 4 5 6 8 9 9 10
The median provides a measure of location of a data set that is suitable for both symmetric and skewed distributions and is also
relatively insensitive to outliers.
Midpoint
The midpoint M of a line segment (interval) AB is the point that divides the segment into two equal parts.
Let A(x1, y1) be points in the Cartesian plane. Then the midpoint M of line segment AB has coordinates ( ,
).
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Mode
The mode is the most frequently occurring value in a set of data. There can be more than one mode. When there are two
modes, the data set is said to be bimodal.
Monic
A monic polynomial is one in which the coefficient of the leading term is 1. For example, is monic, but
is not.
Multiple
A multiple of a real number is any number that is a product of and an integer. For example, and -13.5 are multiples of
because and .
Multiplication
Multiplicative situations are problems or contexts that involve multiplication (or division). Calculating the number of seats in a
theatre that has 30 rows of 24 seats, finding equivalent fractions, and working with ratios and percentages are all multiplicative
situations.
Net
Number
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Number line
Numeral
Numerator
In the fraction , is the numerator. If an object is divided into equal parts, then the fraction represents of these parts
taken together. For example, if a line segment is divided into equal parts, each of those parts is one fifth of the whole and 3 of
Numerical data
Numerical variables are variables whose values are numbers, and for which arithmetic processes such as adding and
subtracting, or calculating an average, make sense.
An odd number is an integer that is not divisible by 2. The odd numbers are
One-to-one correspondence
In early counting development one-to-one correspondence refers to the matching of one and only one number word to each
element of a collection.
More generally it refers to a relationship between two sets such that every element of the first set corresponds to one and only
one element of the second set.
Operation
The process of combining numbers or expressions. In the primary years operations include addition, subtraction, multiplication
and division. In later years operations include substitution and differentiation.
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Order of operations
A convention for simplifying expressions that stipulates that multiplication and division are performed before addition and
subtraction and in order from left to right. For example, in 5 6 2 +7, the division is performed first and the expression
becomes 5 3 + 7 = 9. If the convention is ignored and the operations are performed in order, the incorrect result, 6.5 is
obtained.
Outlier
An outlier is a data value that appears to stand out from the other members of the data set by being unusually high or low. The
most effective way of identifying outliers in a data set is to graph the data.
For example, in following list of ages of a group of 10 people, { 12, 12, 13, 13, 13, 13, 13, 14, 14, 14, 24 }, the 24 would be
considered to be a possible outlier.
Parabola
Definition 1
The graph of y = x2 is called a parabola. The point (0, 0) is called the vertex of the parabola and the y axis is the axis of
symmetry of the parabola called simply the axis.
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Some other parabolas are the graphs of y = ax2 + bx + c where a 0.
Definition 2
A parabola is the locus of all points P such that the distance from P to a fixed point F is equal to the distance from P to a fixed
line l.
Parallel box-and-whisker-plots are used to visually compare the five-number summaries of two or more data sets.
For example, box-and-whisker-plots below can be used to compare the five-number summaries for the pulse rates of 19
students before and after gentle exercise.
Note that the box plot for pulse rates after exercise shows the pulse rate of 146 as a possible outlier (.). This is because the
distance of this data point above the upper quartile 42 (146-104) is more than 21 (1.5 IQRs = 1.5 (104 90) = 1.5 14 = 21).
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Parallelogram
Thus the quadrilateral ABCD shown below is a parallelogram because AB || DC and DA || CB.
Properties of a parallelogram
Partitioning
Dividing a quantity into parts. In the early years it commonly refers to the ability to think about numbers as made up of two parts,
for example, 10 is 8 and 2. In later years it refers to dividing both continuous and discrete quantities into equal parts.
Percentage
Perimeter
Picture graphs
A picture graph is a statistical graph for organising and displaying categorical data.
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Place value
The value of digit as determined by its position in a number relative to the ones (or units) place. For integers the ones place is
occupied by the rightmost digit in the number.
For example in the number 2 594.6 the 4 denotes 4 ones, the 9 denotes 90 ones or 9 tens, the 5 denotes 500 ones or 5
hundreds, the 2 denotes 2000 ones or 2 thousands, and the 6 denotes of a one or 6 tenths.
Point
Polynomial
A polynomial in one variable (simply called a polynomial) is a finite sum of terms of the form where is a number and
is a non-negative integer.
A non-zero polynomial can be written in the form where is a non-negative integer and
Population
A population is the complete set of individuals, objects, places, etc, that we want information about.
Prime number
A prime number is a natural number greater than 1 that has no factor other 1 and itself.
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Prism
A prism is a convex polyhedron that has two congruent and parallel faces and all its remaining faces are parallelograms.
A right prism is a convex polyhedron that has two congruent and parallel faces and all its remaining faces are rectangles. A
prism that is not a right prism is often called an oblique prism.
Probability
The probability of an event is a number between 0 and 1 that indicates the chance of something happening.
For example the probability that the sun will come up tomorrow is 1, the probability that a fair coin will come up heads when
tossed is 0.5, while the probability of someone being physically present in Adelaide and Brisbane at exactly the same time is
zero.
Product
A product is the result of multiplying together two or more numbers or algebraic expressions.
Proportion
Corresponding elements of two sets are in proportion if there is a constant ratio. For example, the circumference and diameter
of a circle are in proportion because for any circle the ratio of their lengths is the constant .
Pyramid
A pyramid is a convex polyhedron with a polygonal base and triangular sides that meet at a point called the vertex. The
pyramid is named according to the shape of its base.
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Pythagoras theorem
Pythagoras theorem
The square of the hypotenuse of a right-angled triangle equals the sum of the squares of the lengths of the other two
sides.
In symbols, c2 = a2 + b2.
The converse
Quadratic equation
Quadratic expression
A quadratic expression or function contains one or more of the terms in which the variable is raised to the second power, but
no variable is raised to a higher power. Examples of quadratic expressions include and
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Quartile
Quartiles are the values that divide an ordered data set into four (approximately) equal parts. It is only possible to divide a data
set into exactly four equal parts when the number of data of values is a multiple of four.
There are three quartiles. The first, the lower quartile (Q1) divides off (approximately) the lower 25% of data values. The
second quartile (Q2) is the median. The third quartile, the upper quartile (Q3), divides off (approximately) the upper 25% of
data values.
Percentiles are the values that divide an ordered data set into 100 (approximately) equal parts. It is only possible to divide a
data set into exactly 100 equal parts when the number of data values is a multiple of one hundred.
There are 99 percentiles. Within the above limitations, the first percentile divides off the lower 1% of data values. The second,
the lower 2% and so on. In particular, the lower quartile (Q1) is the 25th percentile, the median is the 50th percentile and the
upper quartile is the 75th percentile.
Quotient
A quotient is the result of dividing one number or algebraic expression by another. See also remainder.
Random number
A random number is one whose value is governed by chance; for example, the number of dots showing when a fair die is
tossed. The value of a random number cannot be predicted in advance.
Range (statistics)
The range is the difference between the largest and smallest observations in a data set.
The range can be used as a measure of spread in a data set, but it is extremely sensitive to the presence of outliers and should
only be used with care.
Rate
A rate is particular kind of ratio in which the two quantities are measured in different units. For example, the ratio of distance to
time, known as speed is a rate because distance and time are measured in different units (such as kilometres and hours). The
value of the rate depends on the units in which of the quantities are expressed.
Ratio
A ratio is a quotient or proportion of two numbers, magnitudes or algebraic expressions. It is often used as a measure of the
relative size of two objects. For example the ratio of the length of a side of a square to the length of a diagonal is that is,
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Real numbers
The numbers generally used in mathematics, in scientific work and in everyday life are the real numbers. They can be pictured
as points on a number line, with the integers evenly spaced along the line, and a real number to the right of a real number if
Every real number has a decimal expansion. Rational numbers are the ones whose decimal expansions are either terminating
or recurring.
Rectangle
Rectangular Hyperbola
The graph of y = 1/x is called a rectangular hyperbola. The x and y axes are asymptotes as the curve gets as close as we like
to them.
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Recurring decimal
A recurring decimal is a decimal that contains a pattern of digits that repeats indefinitely after a certain number of places.
For example,
Reflection
To reflect the point A in an axis of reflection, a line has been drawn at right angles to the axis of reflection and the point A is
marked at the same distance from the axis of reflection as A, but on the other side.
Related denominators
Denominators are related when one is a multiple of the other. For example, the fractions and have related denominators
because 9 is a multiple of 3.
Fractions with related denominators are more easily added and subtracted than fractions with unrelated denominators because
only one needs to be renamed. For example to add and we can rename as and then compute = .
Remainder
A remainder is the amount left over when one number or algebraic quantity is divided by another . If is divisible by then
the remainder is 0.
For example, when 68 is divided by 11, the remainder is 2, because 68 can be expressed as
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Rhombus
Right Cone
A cone is a solid that is formed by taking a circle called the base and a point not in the plane of the circle, called the vertex,
which lies above or below the circle and joining the vertex to each point on the circle.
If the vertex is directly above or below the centre of the circular base, we call the cone a right cone.
The height of the cone is the distance from the vertex to the centre of the circular base.
The slant height of a cone is the distance from any point on the circle to the vertex to the circle.
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Rotation
A rotation turns a figure about a fixed point, called the centre of rotation.
In the first diagram below, the point A is rotated through 120 o clockwise about O. In the second diagram, it is rotated through
60o anticlockwise about O.
Rounding
The decimal expansion of a real number is rounded when it is approximated by a terminating decimal that has a given number
of decimal digits to the right of the decimal point.
Rounding to decimal places is achieved by removing all decimal digits beyond (to the right of) the digit to the right of the
decimal place, and adjusting the remaining digits where necessary.
If the first digit removed (the digit) is less than 5 the preceding digit is not changed.
If the first digit removed is greater than 5, or 5 and some succeeding digit is non-zero, the preceding digit is increased by 1. For
example, becomes when rounded to 5 decimal places.
Sample
A sample is part of a population. It is a subset of the population, often randomly selected for the purpose of estimating the value
of a characteristic of the population as a whole.
For instance, a randomly selected group of eight-year old children (the sample) might be selected to estimate the incidence of
tooth decay in eight-year old children in Australia (the population).
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Sample space
A sample space is the set of all possible outcomes of a chance experiment. For example, the set of outcomes (also called
sample points) from tossing two heads is { HH, HT, TH, TT }, where H represents a head and T a tail.
Scientific notation
A positive real number is expressed in scientific notation when it is written as the product of a power of and a decimal that
has just one digit to the left of the decimal point.
For example, the scientific notation for is and the scientific notation for is
Primary data is data collected by the user. Secondary data is data collected by others. Sources of secondary data include,
web-based data sets, the media, books, scientific papers, etc.
Shape (statistics)
The shape of a numerical data distribution is mostly simply described as symmetric if it is roughly evenly spread around some
central point or skewed, if it is not. If a distribution is skewed, it can be further described as positively skewed (tailing-off to
the upper end of the distribution) or negatively skewed (tailing-off to the lower end of the distribution).
These three distribution shapes are illustrated in the parallel dot plot display below.
Dot plots, histograms and stem plots can all be used to investigate the shape of a data distribution.
Shapes (geometry)
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The figure shown above is a regular pentagon. It is a convex five-sided polygon. It is called a pentagon because it has five
sides. It is called regular because all sides have equal length and all interior angles are equal.
A polyhedron is a solid figure bounded by plane polygonal faces. Two adjacent faces intersect at an edge and each edge joins
two vertices.
The polyhedron shown above is a pyramid with a square base. It has 5 vertices, 8 edges and 5 faces. It is a convex polyhedron.
A convex polyhedron is a finite region bounded by planes, in the sense that the region lies entirely on one side of the plane.
A regular shape can be a polygon. A polygon is regular if all of its sides are the same length and all of its angles have the same
measure.
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Side-by-side column graph
A side-by-side column graph can be used to organise and display the data that arises when a group of individuals or things are
categorised according to two or more criteria.
For example, the side-by-side column graph below displays the data obtained when 27 children are categorised according to
hair type (straight or curly) and hair colour (red, brown, blonde, black). The legend indicates that blue columns represent
children with straight hair and red columns children with curly hair.
Side-by-side column graphs are frequently called side-by-side bar graphs or bar charts. In a bar graph or chart, the bars can
be either vertical or horizontal.
Similar
AAA: If two angles of one triangle are respectively equal to two angles of another triangle, then the two triangles are similar.
SAS: If the ratio of the lengths of two sides of one triangle is equal to the ratio of the lengths of two sides of another triangle, and
the included angles are equal, then the two triangles are similar.
SSS: If we can match up the sides of one triangle with the sides of another so that the ratios of matching sides are equal, then
the two triangles are similar.
RHS: If the ratio of the hypotenuse and one side of a right-angled triangle is equal to the ratio of the hypotenuse and one side of
another right-angled triangle, then the two triangles are similar.
Similarity
Two plane figures are called similar if an enlargement of one figure is congruent to the other.
That is, if one can be mapped to the other by a sequence of translations, rotations, reflections and enlargements.
Similar figures thus have the same shape, but not necessarily the same size.
Simple interest
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Simple interest is the interest accumulated when the interest payment in each period is a fixed fraction of the principal. For
example, if the principle earns simple interest at the rate of per period, then after periods the accumulated simple
interest is
Sine
In words it says:
Any side of a triangle over the sine of the opposite angle equals any other side of the triangle over the sine of its opposite angle.
Square
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A square thus has all the properties of a rectangle, and all the properties of a rhombus.
Standard deviation
Standard deviation is a measure of the variablity or spread of a data set. It gives an indication of the degree to which the
individual data values are spread around their mean.
A stem-and-leaf plot is a method of organising and displaying numerical data in which each data value is split in to two parts, a
stem and a leaf.
For example, the stem-and-leaf plot below displays the resting pulse rates of 19 students.
In this plot, the stem unit is 10 and the leaf unit is 1. Thus the top row in the plot 6 | 8 8 8 9 displays pulse rates of 68, 68, 68
and 69.
Subitising
Sum
A sum is the result of adding together two of more numbers or algebraic expressions.
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Surd
A surd is a numerical expression involving one or more irrational roots of numbers. Examples of surds include , and
Symmetrical
Line symmetry
A plane figure F has line symmetry in a line m if the image of F under the reflection in m is F itself. The line m is called the axis
of symmetry.
Rotational symmetry
A plane figure F has rotational symmetry about a point O if there is a non-trivial rotation such that the image of F under the
rotation is F itself.
Tangent
A tangent to a circle is a line that intersects a circle at just one point. It touches the circle at that point of contact, but does not
pass inside it.
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Tangent
Terminating decimal
A terminating decimal is a decimal that contains only finitely many decimal digits.
Every terminating decimal represents a rational number where the denominator is a power of For example, is the
decimal expansion of the sum
Transformation
The transformations included in this glossary are enlargements, reflections, rotations and translations.
Translation
Shifting a figure in the plane without turning it is called translation. To describe a translation, it is enough to say how far left or
right and how far up or down the figure is moved.
Transversal
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Trapezium
Tree diagram
A tree diagram is a diagram that can used to enumerate the outcomes of a multi-step random experiment.
The diagram below shows a tree diagram that has been used to enumerate all of the possible outcomes when a coin is tossed
twice This is an example of a two-step random experiment.
Triangular number
A triangular number is the number of dots required to make a triangular array of dots in which the top row consists of just one
dot, and each of the other rows contains one more dot than the row above it. So the first triangular number is , the second is
the third is and so on.
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Trigonometric ratios
Unit fraction
A unit fraction is a simple fraction whose numerator is 1, that is, a fraction of the form where is a natural number.
Variable
Numerical variables are variables whose values are numbers, and for which arithmetic processes such as adding and
subtracting, or calculating an average, make sense.
A discrete numerical variable is a numerical variable, each of whose possible values is separated from the next by a definite
gap. The most common numerical variables have the counting numbers 0,1,2,3, as possible values. Others are prices,
measured in dollars and cents.
Examples include the number of children in a family or the number of days in a month.
Variable (algebra)
A variable is a symbol, such as used to represent an unspecified member of some set. For example, the variable
could represent an unspecified real number.
Variable (statistics)
A variable is something measurable or observable that is expected to either change over time or between individual
observations.
Examples of variables in statistics include the age of students, their hair colour or a playing fields length or its shape.
Venn diagram
A Venn diagram is a graphical representation of the extent to which two or more events, for example A and B, are mutually
inclusive (overlap) or mutually exclusive (do not overlap).
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Vertically opposite angle
When two lines intersect, four angles are formed at the point of intersection. In the diagram, the angles marked AOX and
BOY are called vertically opposite.
Volume
Whole number
A whole number is a non-negative integer, that is, one of the numbers 0, 1, 2, 3, ... ,
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The Australian Curriculum
Science
Overview
Rationale
Science provides an empirical way of answering interesting and important questions about the biological, physical and
technological world. The knowledge it produces has proved to be a reliable basis for action in our personal, social and economic
lives. Science is a dynamic, collaborative and creative human endeavour arising from our desire to make sense of our world
through exploring the unknown, investigating universal mysteries, making predictions and solving problems. Science aims to
understand a large number of observations in terms of a much smaller number of broad principles. Science knowledge is
contestable and is revised, refined and extended as new evidence arises.
The Australian Curriculum: Science provides opportunities for students to develop an understanding of important science
concepts and processes, the practices used to develop scientific knowledge, of sciences contribution to our culture and society,
and its applications in our lives. The curriculum supports students to develop the scientific knowledge, understandings and skills
to make informed decisions about local, national and global issues and to participate, if they so wish, in science-related careers.
In addition to its practical applications, learning science is a valuable pursuit in its own right. Students can experience the joy of
scientific discovery and nurture their natural curiosity about the world around them. In doing this, they develop critical and
creative thinking skills and challenge themselves to identify questions and draw evidence-based conclusions using scientific
methods. The wider benefits of this scientific literacy are well established, including giving students the capability to investigate
the natural world and changes made to it through human activity.
The ability to think and act in scientific ways helps build the broader suite of capabilities in students as confident, self-motivated
and active members of our society.
Aims
The Australian Curriculum: Science aims to ensure that students develop:
an interest in science as a means of expanding their curiosity and willingness to explore, ask questions about and
speculate on the changing world in which they live
an understanding of the vision that science provides of the nature of living things, of Earth and its place in the cosmos,
and of the physical and chemical processes that explain the behaviour of all material things
an understanding of the nature of scientific inquiry and the ability to use a range of scientific inquiry methods, including
questioning; planning and conducting experiments and investigations based on ethical principles; collecting and analysing
data; evaluating results; and drawing critical, evidence-based conclusions
an ability to communicate scientific understanding and findings to a range of audiences, to justify ideas on the basis of
evidence, and to evaluate and debate scientific arguments and claims
an ability to solve problems and make informed, evidence-based decisions about current and future applications of
science while taking into account ethical and social implications of decisions
an understanding of historical and cultural contributions to science as well as contemporary science issues and activities
and an understanding of the diversity of careers related to science
a solid foundation of knowledge of the biological, chemical, physical, earth and space sciences, including being able to
select and integrate the scientific knowledge and methods needed to explain and predict phenomena, to apply that
understanding to new situations and events, and to appreciate the dynamic nature of science knowledge.
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Key ideas
In the Australian Curriculum: Science, there are six key ideas that represent key aspects of a scientific view of the world and
bridge knowledge and understanding across the disciplines of science, as shown Figure 1 below. These are embedded within
each year level description and guide the teaching/learning emphasis for the relevant year level.
These key ideas are designed to support the coherence and developmental sequence of science knowledge within and across
year levels. The key ideas frame the development of concepts in the science understandingstrand, support key aspects of the
science inquiry skills strand and contribute to developing students appreciation of the nature of science.
The six key ideas that frame the Australian Curriculum: Science are:
An important aspect of science is recognising patterns in the world around us, and ordering and organising phenomena at
different scales. As students progress from Foundation to Year 10, they build skills and understanding that will help them to
observe and describe patterns at different scales, and develop and use classifications to organise events and phenomena and
make predictions. Classifying objects and events into groups (such as solid/liquid/gas or living/non-living) and developing criteria
for those groupings relies on making observations and identifying patterns of similarity and difference.
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As students progress through the primary years, they become more proficient in identifying and describing the relationships that
underpin patterns, including cause and effect. Students increasingly recognise that scale plays an important role in the
observation of patterns; some patterns may only be evident at certain time and spatial scales. For example, the pattern of day
and night is not evident over the time scale of an hour.
Many aspects of science are concerned with the relationships between form (the nature or make-up of an aspect of an object or
organism) and function (the use of that aspect).
As students progress from Foundation to Year 10, they see that the functions of both living and non-living objects rely on their
forms. Their understanding of forms such as the features of living things or the nature of a range of materials, and their related
functions or uses, is initially based on observable behaviours and physical properties. In later years, students recognise that
function frequently relies on form and that this relationship can be examined at many scales. They apply an understanding of
microscopic and atomic structures, interactions of force and flows of energy and matter to describe relationships between form
and function.
Many areas of science involve the recognition, description and prediction of stability and change. Early in their schooling,
students recognise that in their observations of the world around them, some properties and phenomena appear to remain
stable or constant over time, whereas others change.
As they progress from Foundation to Year 10, they also recognise that phenomena (such as properties of objects and
relationships between living things) can appear to be stable at one spatial or time scale, but at a larger or smaller scale may be
seen to be changing. They begin to appreciate that stability can be the result of competing, but balanced forces. Students
become increasingly adept at quantifying change through measurement and looking for patterns of change by representing and
analysing data in tables or graphs.
Quantification of time and spatial scale is critical to the development of science understanding as it enables the comparison of
observations. Students often find it difficult to work with scales that are outside their everyday experience these include the
huge distances in space, the incredibly small size of atoms and the slow processes that occur over geological time.
As students progress from Foundation to Year 10, their understanding of relative sizes and rates of change develops and they
are able to conceptualise events and phenomena at a wider range of scales. They progress from working with scales related to
their everyday experiences and comparing events and phenomena using relative language (such as 'bigger' or 'faster') and
informal measurement, to working with scales beyond human experience and quantifying magnitudes, rates of change and
comparisons using formal units of measurement.
Many aspects of science involve identifying, describing and measuring transfers of energy and/or matter. As students progress
through Foundation to Year 10, they become increasingly able to explain phenomena in terms of the flow of matter and energy.
Initially, students focus on direct experience and observation of phenomena and materials. They are introduced to the ways in
which objects and living things change and begin to recognise the role of energy and matter in these changes. In later years,
they are introduced to more abstract notions of particles, forces and energy transfer and transformation. They use these
understandings to describe and model phenomena and processes involving matter and energy.
Systems
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Science frequently involves thinking, modelling and analysing in terms of systems in order to understand, explain and predict
events and phenomena. As students progress through Foundation to Year 10, they explore, describe and analyse increasingly
complex systems.
Initially, students identify the observable components of a clearly identified whole such as features of plants and animals and
parts of mixtures. Over Years 3 to 6, they learn to identify and describe relationships between components within simple
systems, and they begin to appreciate that components within living and non-living systems are interdependent. In Years 7 to
10, they are introduced to the processes and underlying phenomena that structure systems such as ecosystems, body systems
and the carbon cycle. They recognise that within systems, interactions between components can involve forces and changes
acting in opposing directions and that for a system to be in a steady state, these factors need to be in a state of balance or
equilibrium. They are increasingly aware that systems can exist as components within larger systems, and that one important
part of thinking about systems is identifying boundaries, inputs and outputs.
Structure
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 students with understanding, knowledge and skills through which
they can develop a scientific view of the world. Students are challenged to explore science, its concepts, nature and uses
through clearly described inquiry processes.
Science understanding
Science understanding is evident when a person selects and integrates appropriate science knowledge to explain and predict
phenomena, and applies that knowledge to new situations. Science knowledge refers to facts, concepts, principles, laws,
theories and models that have been established by scientists over time. This strand provides the content through which the key
ideas of science and skills are developed within contexts appropriate to the learners.
The science understanding strand comprises four sub-strands. The content is described by year level.
Biological sciences
The biological sciences sub-strand is concerned with understanding living things. The key concepts developed within this sub-
strand are that: a diverse range of living things have evolved on Earth over hundreds of millions of years; living things are
interdependent and interact with each other and their environment; and the form and features of living things are related to the
functions that their body systems perform.
Through this sub-strand, students investigate living things, including animals, plants and microorganisms, and their
interdependence and interactions within ecosystems. They explore their life cycles, body systems, structural adaptations and
behaviours, how these features aid survival, and how their characteristics are inherited from one generation to the next.
Students are introduced to the cell as the basic unit of life and the processes that are central to its function.
Chemical sciences
The chemical sciences sub-strand is concerned with understanding the composition and behaviour of substances. The key
concepts developed within this sub-strand are that: the chemical and physical properties of substances are determined by their
structure at an atomic scale; substances change and new substances are produced by rearranging atoms through atomic
interactions and energy transfer.
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In this sub-strand, students classify substances based on their properties, such as solids, liquids and gases, or their
composition, such as elements, compounds and mixtures. They explore physical changes such as changes of state and
dissolving, and investigate how chemical reactions result in the production of new substances. Students recognise that all
substances consist of atoms which can combine to form molecules, and chemical reactions involve atoms being rearranged and
recombined to form new substances. They explore the relationship between the way in which atoms are arranged and the
properties of substances, and the effect of energy transfers on these arrangements.
Through this sub-strand, students view Earth as part of a solar system, which is part of a galaxy, which is one of many in the
universe, and explore the immense scales associated with space. They explore how changes on Earth, such as day and night
and the seasons, relate to Earths rotation and its orbit around the sun. Students investigate the processes that result in change
to Earths surface, recognising that Earth has evolved over 4.5 billion years and that the effect of some of these processes is
only evident when viewed over extremely long timescales. They explore the ways in which humans use resources from Earth
and appreciate the influence of human activity on the surface of Earth and its atmosphere.
Physical sciences
The physical sciences sub-strand is concerned with understanding the nature of forces and motion, and matter and energy. The
two key concepts developed within this sub-strand are that: forces affect the behaviour of objects; energy can be transferred
and transformed from one form to another.
Through this sub-strand, students gain an understanding of how an objects motion (direction, speed and acceleration) is
influenced by a range of contact and non-contact forces such as friction, magnetism, gravity and electrostatic forces. They
develop an understanding of the concept of energy and how energy transfer is associated with phenomena involving motion,
heat, sound, light and electricity. They appreciate that concepts of force, motion, matter and energy apply to systems ranging in
scale from atoms to the universe itself.
This strand highlights the development of science as a unique way of knowing and doing, and the importance of science in
contemporary decision-making and problem-solving. It acknowledges that in making decisions about science practices and
applications, ethical and social implications must be taken into account. This strand also recognises that science advances
through the contributions of many different people from different cultures and that there are many rewarding science-based
career paths. This strand provides context and relevance to students and to our broader community.
The content in the science as a human endeavour strand is described in two-year bands. There are two sub-strands of science
as a human endeavour. These are:
Nature and development of science: This sub-strand develops an appreciation of the unique nature of science and scientific
knowledge, including how current knowledge has developed over time through the actions of many people.
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Use and influence of science: This sub-strand explores how science knowledge and applications affect peoples lives,
including their work, and how science is influenced by society and can be used to inform decisions and actions.
Science investigations are activities in which ideas, predictions or hypotheses are tested and conclusions are drawn in response
to a question or problem. Investigations can involve a range of activities, including experimental testing, field work, locating and
using information sources, conducting surveys, and using modelling and simulations. The choice of the approach taken will
depend on the context (science as a human endeavour) and subject of the investigation (science understanding).
In science investigations, collection and analysis of primary data and evidence play a major role. This can involve collecting or
extracting information and reorganising data in the form of tables, graphs, flow charts, diagrams, prose, keys, spreadsheets and
databases. Students will also develop their understandings through the collection and analysis of secondary data and
information.
The content in the science inquiry skillsstrand is described in two-year bands. There are five sub-strands of science inquiry
skills. These are:
Questioning and predicting: Identifying and constructing questions, proposing hypotheses and suggesting possible outcomes.
Planning and conducting: Making decisions about how to investigate or solve a problem and carrying out an investigation,
including the collection of data.
Processing and analysing data and information: Representing data in meaningful and useful ways; identifying trends,
patterns and relationships in data, and using this evidence to justify conclusions.
Evaluating: Considering the quality of available evidence and the merit or significance of a claim, proposition or conclusion with
reference to that evidence.
Communicating: Conveying information or ideas to others through appropriate representations, text types and modes.
To achieve this, the three strands of the Australian Curriculum: Science should be taught in an integrated way. The content
descriptions of the three strands have been written so that at each year this integration is possible. In the earlier years, the
nature and development of science sub-strand within the science as a human endeavour strand focuses on scientific inquiry.
This enables students to make clear connections between the inquiry skills that they are learning and the work of scientists. As
students progress through the curriculum they investigate how science understanding has developed, including considering
some of the people and the stories behind these advances in science.
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They will also recognise how this science understanding can be applied to their lives and the lives of others. As students
develop a more sophisticated understanding of the knowledge and skills of science they are increasingly able to appreciate the
role of science in society. The content of the science understanding strand will inform students understanding of contemporary
issues such as climate change, use of resources, medical interventions, biodiversity and the origins of the universe. The
importance of these areas of science can be emphasised through the context provided by the science as a human endeavour
strand, and students can be encouraged to view contemporary science critically through aspects of the science inquiry skills
strand; for example, by analysing, evaluating and communicating.
PDF documents
Resources and support materials for the Australian Curriculum: Science are available as PDF documents.
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Science
Foundation Year
The Science content includes the three strands of science understanding, science inquiry skills and science as a human
endeavour. The three strands of the curriculum are interrelated and their content is taught in an integrated way. The order and
detail in which the content descriptions are organised into teaching and learning programs are decisions to be made by the
teacher.
From Foundation to Year 2, students learn that observations can be organised to reveal patterns, and that these patterns can
be used to make predictions about phenomena.
In Foundation, students observe and describe the behaviours and properties of everyday objects, materials and living things.
They explore change in the world around them, including changes that impact on them, such as the weather, and changes they
can effect, such as making things move or change shape. They learn that seeking answers to questions they pose and making
observations is a core part of science and use their senses to gather different types of information.
Science Understanding
Living things have basic needs, including food and water identifying the needs of humans such as warmth, food
(ACSSU002) and water, using students own experiences
Objects are made of materials that have observable sorting and grouping materials on the basis of observable
properties (ACSSU003) properties such as colour, texture and flexibility
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Daily and seasonal changes in our environment affect linking the changes in the daily weather to the way we
everyday life (ACSSU004) modify our behaviour and dress for different conditions,
including examples from different cultures
The way objects move depends on a variety of factors, observing the way different shaped objects such as balls,
including their size and shape (ACSSU005) blocks and tubes move
Science involves observing, asking questions about, and recognising that observation is an important part of
describing changes in, objects and events (ACSHE013) exploring and investigating the things and places around
us
Pose and respond to questions about familiar objects and considering questions relating to the home and school
events (ACSIS014) and objects used in everyday life
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Participate in guided investigations and make observations using sight, hearing, touch, taste and smell so that
using the senses (ACSIS011) students can gather information about the world around
them
Engage in discussions about observations and represent taking part in informal and guided discussions relating to
ideas (ACSIS233) studentsobservations
Communicating Elaborations
Share observations and ideas (ACSIS012) working in groups to describe what students have done
and what they have found out
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Science
Students share and reflect on observations, and ask and respond to questions about familiar objects and events.
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Science
Year 1
The science inquiry skills and science as a human endeavour strands are described across a two-year band. In their planning,
schools and teachers refer to the expectations outlined in the achievement standard and also to the content of the science
understanding strand for the relevant year level to ensure that these two strands are addressed over the two-year period. The
three strands of the curriculum are interrelated and their content is taught in an integrated way. The order and detail in which the
content descriptions are organised into teaching and learning programs are decisions to be made by the teacher.
From Foundation to Year 2, students learn that observations can be organised to reveal patterns, and that these patterns can
be used to make predictions about phenomena.
In Year 1, students infer simple cause-and-effect relationships from their observations and experiences, and begin to link events
and phenomena with observable effects and to ask questions. They observe changes that can be large or small and happen
quickly or slowly. They explore the properties of familiar objects and phenomena, identifying similarities and differences.
Students begin to value counting as a means of comparing observations, and are introduced to ways of organising their
observations.
Science Understanding
Living things have a variety of external features (ACSSU017) recognising common features of animals such as head,
legs and wings
Living things live in different places where their needs are met exploring different habitats in the local environment such
(ACSSU211) as the beach, bush and backyard
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Everyday materials can be physically changed in a variety of predicting and comparing how the shapes of objects
ways (ACSSU018) made from different materials can be physically changed
through actions such as bending, stretching and twisting
Observable changes occur in the sky and landscape exploring the local environment to identify and describe
(ACSSU019) natural, managed and constructed features
Light and sound are produced by a range of sources and can recognising senses are used to learn about the world
be sensed (ACSSU020) around us: our eyes to detect light, our ears to detect
sound, and touch to feel vibrations
Science involves observing, asking questions about, and jointly constructing questions about the events and
describing changes in, objects and events (ACSHE021) features of the local environment with teacher guidance
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People use science in their daily lives, including when caring considering how science is used in activities such as
for their environment and living things (ACSHE022) cooking, fishing, transport, sport, medicine and caring for
plants and animals
Pose and respond to questions, and make predictions about thinking about "What will happen if?" type questions
familiar objects and events (ACSIS024) about everyday objects and events
Participate in guided investigations to explore and answer manipulating objects and making observations of what
questions (ACSIS025) happens
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Use informal measurements to collect and record using units that are familiar to students from home and
observations, using digital technologies as appropriate school, such as cups (cooking), hand spans (length) and
walking paces (distance) to make and record
(ACSIS026)
observations with teacher guidance
Use a range of methods to sort information, including using matching activities, including identifying similar
drawings and provided tables and through discussion, things, odd-one-out and opposites
compare observations with predictions (ACSIS027)
discussing original predictions and, with guidance,
comparing these to their observations
Evaluating Elaborations
Compare observations with those of others (ACSIS213) discussing observations as a whole class to identify
similarities and differences in their observations
Communicating Elaborations
Represent and communicate observations and ideas in a discussing or representing what was discovered in an
variety of ways (ACSIS029) investigation
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Science
Students respond to questions, make predictions, and participate in guided investigations of everyday phenomena. They follow
instructions to record and sort their observations and share them with others.
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Science
Year 2
The science inquiry skills and science as a human endeavour strands are described across a two-year band. In their planning,
schools and teachers refer to the expectations outlined in the achievement standard and also to the content of the science
understanding strand for the relevant year level to ensure that these two strands are addressed over the two-year period. The
three strands of the curriculum are interrelated and their content is taught in an integrated way. The order and detail in which the
content descriptions are organised into teaching and learning programs are decisions to be made by the teacher.
From Foundation to Year 2, students learn that observations can be organised to reveal patterns, and that these patterns can
be used to make predictions about phenomena.
In Year 2, students describe the components of simple systems, such as stationary objects subjected to pushes or pulls, or
combinations of materials, and show how objects and materials interact through direct manipulation. They observe patterns of
growth and change in living things, and describe patterns and make predictions. They explore the use of resources from Earth
and are introduced to the idea of the flow of matter when considering how water is used. They use counting and informal
measurements to make and compare observations and begin to recognise that organising these observations in tables makes it
easier to show patterns.
Science Understanding
Living things grow, change and have offspring similar to representing personal growth and changes from birth
themselves (ACSSU030)
recognising that living things have predictable
characteristics at different stages of development
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Different materials can be combined for a particular purpose exploring the local environment to observe a variety of
(ACSSU031) materials, and describing ways in which materials are
used
Earths resources are used in a variety of ways (ACSSU032) identifying the Earths resources including water, soil and
minerals, and describing how they are used in the school
A push or a pull affects how an object moves or changes exploring ways that objects move on land, through water
shape (ACSSU033) and in the air
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Science involves observing, asking questions about, and describing everyday events and experiences and
describing changes in, objects and events (ACSHE034) changes in our environment using knowledge of science
People use science in their daily lives, including when caring monitoring information about the environment and Earths
for their environment and living things (ACSHE035) resources, such as rainfall, water levels and temperature
Pose and respond to questions, and make predictions about using the senses to explore the local environment to
familiar objects and events (ACSIS037) pose interesting questions, make inferences and
predictions
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Participate in guided investigations to explore and answer manipulating objects and materials and making
questions (ACSIS038) observations of the results
Use informal measurements to collect and record using units that are familiar to students from home and
observations, using digital technologies as appropriate school, such as cups (cooking), hand spans (length) and
walking paces (distance) to make and compare
(ACSIS039)
observations
Use a range of methods to sort information, including constructing column and picture graphs with teacher
drawings and provided tables and through discussion, guidance to record gathered information
compare observations with predictions (ACSIS040)
comparing and discussing, with guidance, whether
observations were expected
Evaluating Elaborations
Compare observations with those of others (ACSIS041) discussing observations with other students to see
similarities and differences in results
Communicating Elaborations
Represent and communicate observations and ideas in a presenting ideas to other students, both one-to-one and
variety of ways (ACSIS042) in small groups
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Science
Students pose and respond to questions about their experiences and predict outcomes of investigations. They use informal
measurements to make and compare observations. They record and represent observations and communicate ideas in a
variety of ways.
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Science
Year 3
The science inquiry skills and science as a human endeavour strands are described across a two-year band. In their planning,
schools and teachers refer to the expectations outlined in the achievement standard and also to the content of the science
understanding strand for the relevant year level to ensure that these two strands are addressed over the two-year period. The
three strands of the curriculum are interrelated and their content is taught in an integrated way. The order and detail in which the
content descriptions are organised into teaching and learning programs are decisions to be made by the teacher.
Over Years 3 to 6, students develop their understanding of a range of systems operating at different time and geographic
scales.
In Year 3, students observe heat and its effects on solids and liquids and begin to develop an understanding of energy flows
through simple systems. In observing day and night, they develop an appreciation of regular and predictable cycles. Students
order their observations by grouping and classifying; in classifying things as living or non-living they begin to recognise that
classifications are not always easy to define or apply. They begin to quantify their observations to enable comparison, and learn
more sophisticated ways of identifying and representing relationships, including the use of tables and graphs to identify trends.
They use their understanding of relationships between components of simple systems to make predictions.
Science Understanding
Living things can be grouped on the basis of observable recognising characteristics of living things such as
features and can be distinguished from non-living things growing, moving, sensitivity and reproducing
(ACSSU044)
recognising the range of different living things
A change of state between solid and liquid can be caused by investigating how liquids and solids respond to changes
adding or removing heat (ACSSU046) in temperature, for example water changing to ice, or
melting chocolate
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Earth and space sciences Elaborations
Earths rotation on its axis causes regular changes, including recognising the sun as a source of light
night and day (ACSSU048)
constructing sundials and investigating how they work
Heat can be produced in many ways and can move from one describing how heat can be produced such as through
object to another (ACSSU049) friction or motion, electricity or chemically (burning)
Science involves making predictions and describing patterns making predictions about change and events in our
and relationships (ACSHE050) environment
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Science knowledge helps people to understand the effect of considering how heating affects materials used in
their actions (ACSHE051) everyday life
With guidance, identify questions in familiar contexts that can choosing questions to investigate from a list of
be investigated scientifically and make predictions based on possibilities
prior knowledge (ACSIS053)
jointly constructing questions that may form the basis for
investigation
With guidance, plan and conduct scientific investigations to working with teacher guidance to plan investigations to
find answers to questions, considering the safe use of test simple cause-and-effect relationships
appropriate materials and equipment (ACSIS054)
discussing as a whole class ways to investigate
questions and evaluating which ways might be most
successful
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Consider the elements of fair tests and use formal recording measurements using familiar formal units and
measurements and digital technologies as appropriate, to appropriate abbreviations, such as seconds (s), grams
(g), centimetres (cm)
make and record observations accurately (ACSIS055)
Use a range of methods including tables and simple column using provided tables to organise materials and objects
graphs to represent data and to identify patterns and trends based on observable properties
(ACSIS057)
discussing how to graph data presented in a table
Compare results with predictions, suggesting possible discussing how well predictions matched results from an
reasons for findings (ACSIS215) investigation and sharing ideas about what was learnt
Evaluating Elaborations
Reflect on investigations, including whether a test was fair or describing experiences of carrying out investigations to
not (ACSIS058) the teacher, small group or whole class
Communicating Elaborations
Represent and communicate observations, ideas and findings communicating with other students carrying out similar
using formal and informal representations (ACSIS060) investigations to share experiences and improve
investigation skill
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Science
Students use their experiences to identify questions and make predictions about scientific investigations. They follow
procedures to collect and record observations and suggest possible reasons for their findings, based on patterns in their data.
They describe how safety and fairness were considered and they use diagrams and other representations to communicate their
ideas.
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Science
Year 4
The science inquiry skills and science as a human endeavour strands are described across a two-year band. In their planning,
schools and teachers refer to the expectations outlined in the achievement standard and also to the content of the science
understanding strand for the relevant year level to ensure that these two strands are addressed over the two-year period. The
three strands of the curriculum are interrelated and their content is taught in an integrated way. The order and detail in which the
content descriptions are organised into teaching and learning programs are decisions to be made by the teacher.
Over Years 3 to 6, students develop their understanding of a range of systems operating at different time and geographic
scales.
In Year 4, students broaden their understanding of classification and form and function through an exploration of the properties
of natural and processed materials. They learn that forces include non-contact forces and begin to appreciate that some
interactions result from phenomena that cant be seen with the naked eye. They begin to appreciate that current systems, such
as Earths surface, have characteristics that have resulted from past changes and that living things form part of systems. They
understand that some systems change in predictable ways, such as through cycles. They apply their knowledge to make
predictions based on interactions within systems, including those involving the actions of humans.
Science Understanding
Living things have life cycles (ACSSU072) making and recording observations of living things as
they develop through their life cycles
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Living things depend on each other and the environment to investigating how plants provide shelter for animals
survive (ACSSU073)
investigating the roles of living things in a habitat, for
instance producers, consumers or decomposers
Natural and processed materials have a range of physical describing a range of common materials, such as metals
properties that can influence their use (ACSSU074) or plastics, and their uses
Earths surface changes over time as a result of natural collecting evidence of change from local landforms, rocks
processes and human activity (ACSSU075) or fossils
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Forces can be exerted by one object on another through observing qualitatively how speed is affected by the size
direct contact or from a distance (ACSSU076) of a force
Science involves making predictions and describing patterns exploring ways in which scientists gather evidence for
and relationships (ACSHE061) their ideas and develop explanations
Science knowledge helps people to understand the effect of investigating how a range of people, such as clothing
their actions (ACSHE062) designers, builders or engineers use science to select
appropriate materials for their work
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Questioning and predicting Elaborations
With guidance, identify questions in familiar contexts that can considering familiar situations in order to think about
be investigated scientifically and make predictions based on possible areas for investigation
prior knowledge (ACSIS064)
reflecting on familiar situations to make predictions with
teacher guidance
With guidance, plan and conduct scientific investigations to exploring different ways to conduct investigations and
find answers to questions, considering the safe use of connecting these to the types of questions asked with
teacher guidance
appropriate materials and equipment (ACSIS065)
Consider the elements of fair tests and use formal making and recording measurements using familiar
measurements and digital technologies as appropriate, to formal units and appropriate abbreviations, such as
seconds (s), grams (g), centimetres (cm) and millilitres
make and record observations accurately (ACSIS066)
(mL)
Use a range of methods including tables and simple column identifying and discussing numerical and visual patterns
graphs to represent data and to identify patterns and trends in data collected from students' investigations and from
other sources
(ACSIS068)
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Compare results with predictions, suggesting possible discussing how well predictions matched results from an
reasons for findings (ACSIS216) investigation and proposing reasons for findings
Evaluating Elaborations
Reflect on investigations, including whether a test was fair or reflecting on investigations, identifying what went well,
not (ACSIS069) what was difficult or didn't work so well, and how well the
investigation helped answer the question
Communicating Elaborations
Represent and communicate observations, ideas and findings communicating with other students carrying out similar
using formal and informal representations (ACSIS071) investigations to share experiences and improve
investigation skills
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Science
Students follow instructions to identify investigable questions about familiar contexts and make predictions based on prior
knowledge. They describe ways to conduct investigations and safely use equipment to make and record observations with
accuracy. They use provided tables and column graphs to organise data and identify patterns. Students suggest explanations
for observations and compare their findings with their predictions. They suggest reasons why a test was fair or not. They use
formal and informal ways to communicate their observations and findings.
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Science
Year 5
The science inquiry skills and science as a human endeavour strands are described across a two-year band. In their planning,
schools and teachers refer to the expectations outlined in the achievement standard and also to the content of the science
understanding strand for the relevant year level to ensure that these two strands are addressed over the two-year period. The
three strands of the curriculum are interrelated and their content is taught in an integrated way. The order and detail in which the
content descriptions are organised into teaching and learning programs are decisions to be made by the teacher.
Over Years 3 to 6, students develop their understanding of a range of systems operating at different time and geographic
scales.
In Year 5, students are introduced to cause and effect relationships through an exploration of adaptations of living things and
how this links to form and function. They explore observable phenomena associated with light and begin to appreciate that
phenomena have sets of characteristic behaviours. They broaden their classification of matter to include gases and begin to see
how matter structures the world around them. Students consider Earth as a component within a solar system and use models
for investigating systems at astronomical scales. Students begin to identify stable and dynamic aspects of systems, and learn
how to look for patterns and relationships between components of systems. They develop explanations for the patterns they
observe.
Science Understanding
Living things have structural features and adaptations that explaining how particular adaptations help survival such
help them to survive in their environment (ACSSU043) as nocturnal behaviour, silvery coloured leaves of dune
plants
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Solids, liquids and gases have different observable properties recognising that substances exist in different states
and behave in different ways (ACSSU077) depending on the temperature
The Earth is part of a system of planets orbiting around a star identifying the planets of the solar system and comparing
(the sun) (ACSSU078) how long they take to orbit the sun
Light from a source forms shadows and can be absorbed, drawing simple labelled ray diagrams to show the paths
reflected and refracted (ACSSU080) of light from a source to our eyes
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Nature and development of science Elaborations
Science involves testing predictions by gathering data and developing an understanding of the behaviour of light by
using evidence to develop explanations of events and making observations of its effects
phenomena and reflects historical and cultural contributions
(ACSHE081) testing predictions relating to the behaviour of solids,
liquids and gases by conducting observational
experiments
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Scientific knowledge is used to solve problems and inform considering how best to ensure growth of plants
personal and community decisions (ACSHE083)
considering how decisions are made to grow particular
plants and crops depending on environmental conditions
With guidance, pose clarifying questions and make exploring the range of questions that can be asked about
predictions about scientific investigations (ACSIS231) a problem or phenomena and with guidance, identifying
those questions that could be investigated
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Identify, plan and apply the elements of scientific experiencing a range of ways of investigating questions,
investigations to answer questions and solve problems using including experimental testing, internet research, field
observations and exploring simulations
equipment and materials safely and identifying potential risks
(ACSIS086)
explaining rules for safe processes and use of equipment
Decide variables to be changed and measured in fair tests, discussing in groups how investigations can be made as
and observe measure and record data with accuracy using fair as possible
digital technologies as appropriate (ACSIS087)
using tools to accurately measure objects and events in
investigation and exploring which tools provide the most
accurate measurements
Construct and use a range of representations, including tables constructing tables, graphs and other graphic organisers
and graphs, to represent and describe observations, patterns to show trends in data
or relationships in data using digital technologies as
appropriate (ACSIS090) identifying patterns in data and developing explanations
that fit these patterns
Compare data with predictions and use as evidence in sharing ideas as to whether observations match
developing explanations (ACSIS218) predictions, and discussing possible reasons for
predictions being incorrect
Evaluating Elaborations
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Reflect on and suggest improvements to scientific working collaboratively to identify where methods could
investigations (ACSIS091) be improved, including where testing was not fair and
practices could be improved
Communicating Elaborations
Communicate ideas, explanations and processes using discussing how models represent scientific ideas and
scientific representations in a variety of ways, including multi- constructing physical models to demonstrate an aspect of
scientific understanding
modal texts (ACSIS093)
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Science
Students follow instructions to pose questions for investigation and predict the effect of changing variables when planning an
investigation. They use equipment in ways that are safe and improve the accuracy of their observations. Students construct
tables and graphs to organise data and identify patterns in the data. They compare patterns in their data with predictions when
suggesting explanations. They describe ways to improve the fairness of their investigations, and communicate their ideas and
findings using multimodal texts.
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Science
Year 6
The science inquiry skills and science as a human endeavour strands are described across a two-year band. In their planning,
schools and teachers refer to the expectations outlined in the achievement standard and also to the content of the science
understanding strand for the relevant year level to ensure that these two strands are addressed over the two-year period. The
three strands of the curriculum are interrelated and their content is taught in an integrated way. The order and detail in which the
content descriptions are organised into teaching and learning programs are decisions to be made by the teacher.
Over Years 3 to 6, students develop their understanding of a range of systems operating at different time and geographic
scales.
In Year 6, students explore how changes can be classified in different ways. They learn about transfer and transformations of
electricity, and continue to develop an understanding of energy flows through systems. They link their experiences of electric
circuits as a system at one scale to generation of electricity from a variety of sources at another scale and begin to see links
between these systems. They develop a view of Earth as a dynamic system, in which changes in one aspect of the system
impact on other aspects; similarly, they see that the growth and survival of living things are dependent on matter and energy
flows within a larger system. Students begin to see the role of variables in measuring changes and the value of accuracy in
these measurements. They learn how to look for patterns and to use these to identify and explain relationships by drawing on
evidence.
Science Understanding
The growth and survival of living things are affected by investigating how changing the physical conditions for
physical conditions of their environment (ACSSU094) plants impacts on their growth and survival such as salt
water, use of fertilizers and soil types
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Changes to materials can be reversible or irreversible describing what happens when materials are mixed
(ACSSU095)
investigating the solubility of common materials in water
Sudden geological changes and extreme weather events can investigating major geological events such as
affect Earths surface (ACSSU096) earthquakes, volcanic eruptions and tsunamis in
Australia, the Asia region and throughout the world
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Electrical energy can be transferred and transformed in recognising the need for a complete circuit to allow the
electrical circuits and can be generated from a range of flow of electricity
sources (ACSSU097)
investigating different electrical conductors and insulators
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Science involves testing predictions by gathering data and investigating how knowledge about the effects of using
using evidence to develop explanations of events and the Earths resources has changed over time
phenomena and reflects historical and cultural contributions
(ACSHE098) describing how understanding of the causes and effects
of major natural events has changed as new evidence
has become available
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Scientific knowledge is used to solve problems and inform considering how personal and community choices
personal and community decisions (ACSHE100) influence our use of sustainable sources of energy
With guidance, pose clarifying questions and make refining questions to enable scientific investigation
predictions about scientific investigations (ACSIS232)
asking questions to understand the scope or nature of a
problem
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Identify, plan and apply the elements of scientific following a procedure to design an experimental or field
investigations to answer questions and solve problems using investigation
equipment and materials safely and identifying potential risks
(ACSIS103) discussing methods chosen with other students, and
refining methods accordingly
Decide variables to be changed and measured in fair tests, using familiar units such as grams, seconds and metres
and observe measure and record data with accuracy using and developing the use of standard multipliers such as
kilometres and millimetres
digital technologies as appropriate (ACSIS104)
Construct and use a range of representations, including tables exploring how different representations can be used to
and graphs, to represent and describe observations, patterns show different aspects of relationships, processes or
trends
or relationships in data using digital technologies as
appropriate (ACSIS107)
using digital technologies to construct representations,
including dynamic representations
Compare data with predictions and use as evidence in sharing ideas as to whether observations match
developing explanations (ACSIS221) predictions, and discussing possible reasons for
predictions being incorrect
Evaluating Elaborations
Reflect on and suggest improvements to scientific discussing improvements to the methods used, and how
investigations (ACSIS108) these methods would improve the quality of the data
obtained
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Communicating Elaborations
Communicate ideas, explanations and processes using discussing the best way to communicate science ideas
scientific representations in a variety of ways, including multi- and what should be considered when planning a text
modal texts (ACSIS110)
using a variety of communication modes, such as
reports, explanations, arguments, debates and
procedural accounts, to communicate science ideas
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Science
Students follow procedures to develop investigable questions and design investigations into simple cause-and-effect
relationships. They identify variables to be changed and measured and describe potential safety risks when planning methods.
They collect, organise and interpret their data, identifying where improvements to their methods or research could improve the
data. They describe and analyse relationships in data using appropriate representations and construct multimodal texts to
communicate ideas, methods and findings.
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Science
Year 7
The science inquiry skills and science as a human endeavour strands are described across a two-year band. In their planning,
schools and teachers refer to the expectations outlined in the achievement standard and also to the content of the science
understanding strand for the relevant year level to ensure that these two strands are addressed over the two-year period. The
three strands of the curriculum are interrelated and their content is taught in an integrated way. The order and detail in which the
content descriptions are organised into teaching and learning programs are decisions to be made by the teacher.
Over Years 7 to 10, students develop their understanding of microscopic and atomic structures; how systems at a range of
scales are shaped by flows of energy and matter and interactions due to forces, and develop the ability to quantify changes and
relative amounts.
In Year 7, students explore the diversity of life on Earth and continue to develop their understanding of the role of classification
in ordering and organising information. They use and develop models such as food chains, food webs and the water cycle to
represent and analyse the flow of energy and matter through ecosystems and explore the impact of changing components
within these systems. They consider the interaction between multiple forces when explaining changes in an objects motion.
They explore the notion of renewable and non-renewable resources and consider how this classification depends on the
timescale considered. They investigate relationships in the Earth-sun-moon system and use models to predict and explain
events. Students make accurate measurements and control variables to analyse relationships between system components.
They explore and explain these relationships through appropriate representations and consider the role of science in decision
making processes.
Science Understanding
Classification helps organise the diverse group of organisms considering the reasons for classifying such as
(ACSSU111) identification and communication
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Interactions between organisms, including the effects of using food chains to show feeding relationships in a
human activities can be represented by food chains and food habitat
webs (ACSSU112)
constructing and interpreting food webs to show
relationships between organisms in an environment
Mixtures, including solutions, contain a combination of pure recognising the differences between pure substances
substances that can be separated using a range of and mixtures and identifying examples of each
techniques (ACSSU113)
identifying the solvent and solute in solutions
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Predictable phenomena on Earth, including seasons and investigating natural phenomena such as lunar and solar
eclipses, are caused by the relative positions of the sun, Earth eclipses, seasons and phases of the moon
and the moon (ACSSU115)
comparing times for the rotation of Earth, the sun and
moon, and comparing the times for the orbits of Earth
and the moon
Some of Earths resources are renewable, including water considering what is meant by the term renewable in
that cycles through the environment, but others are non- relation to the Earths resources
renewable (ACSSU116)
considering timescales for regeneration of resources
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Change to an objects motion is caused by unbalanced forces, investigating the effects of applying different forces to
including Earths gravitational attraction, acting on the object familiar objects
(ACSSU117)
investigating common situations where forces are
balanced, such as stationary objects, and unbalanced,
such as falling objects
Scientific knowledge has changed peoples understanding of investigating how advances in telescopes and space
the world and is refined as new evidence becomes available probes have provided new evidence about space
(ACSHE119)
researching different ideas used in the development of
models of the solar system developed by scientists such
as Copernicus, Khayym and Galileo
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Science knowledge can develop through collaboration across considering how water use and management relies on
the disciplines of science and the contributions of people from knowledge from different areas of science, and involves
the application of technology
a range of cultures (ACSHE223)
Solutions to contemporary issues that are found using science relating regulations about wearing seatbelts or safety
and technology, may impact on other areas of society and helmets to knowledge of forces and motion
may involve ethical considerations (ACSHE120)
considering issues relating to the use and management
of water within a community
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People use science understanding and skills in their investigating everyday applications of physical separation
occupations and these have influenced the development of techniques such as filtering, sorting waste materials,
reducing pollution, extracting products from plants,
practices in areas of human activity (ACSHE121)
separating blood products and cleaning up oil spills
Identify questions and problems that can be investigated working collaboratively to identify a problem to
scientifically and make predictions based on scientific investigate
knowledge (ACSIS124)
recognising that the solution of some questions and
problems requires consideration of social, cultural,
economic or moral aspects rather than or as well as
scientific investigation
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Collaboratively and individually plan and conduct a range of working collaboratively to decide how to approach an
investigation types, including fieldwork and experiments, investigation
ensuring safety and ethical guidelines are followed
(ACSIS125) learning and applying specific skills and rules relating to
the safe use of scientific equipment
Measure and control variables, select equipment appropriate recognising the differences between controlled,
to the task and collect data with accuracy (ACSIS126) dependent and independent variables
using a digital camera to record observations and
compare images using information technologies
Construct and use a range of representations, including understanding different types of graphical and physical
graphs, keys and models to represent and analyse patterns or representation and considering their advantages and
disadvantages
relationships in data using digital technologies as appropriate
(ACSIS129)
using spreadsheets to aid the presentation and simple
analysis of data
Summarise data, from students own investigations and using diagrammatic representations to convey abstract
secondary sources, and use scientific understanding to ideas and to simplify complex situations
identify relationships and draw conclusions based on
evidence (ACSIS130) comparing and contrasting data from a number of
sources in order to create a summary of collected data
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Evaluating Elaborations
Reflect on scientific investigations including evaluating the discussing investigation methods with others to share
quality of the data collected, and identifying improvements ideas about the quality of the inquiry process
(ACSIS131)
identifying and considering indicators of the quality of the
data when analysing results
Use scientific knowledge and findings from investigations to using the evidence provided by scientific investigations to
evaluate claims based on evidence (ACSIS132) evaluate the claims or conclusions of their peers
Communicating Elaborations
Communicate ideas, findings and evidence based solutions to presenting the outcomes of research using effective
problems using scientific language, and representations, forms of representation of data or ideas and scientific
language that is appropriate for the target audience
using digital technologies as appropriate (ACSIS133)
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Science
Students identify questions that can be investigated scientifically. They plan fair experimental methods, identifying variables to
be changed and measured. They select equipment that improves fairness and accuracy and describe how they considered
safety. Students draw on evidence to support their conclusions. They summarise data from different sources, describe trends
and refer to the quality of their data when suggesting improvements to their methods. They communicate their ideas, methods
and findings using scientific language and appropriate representations.
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Science
Year 8
The science inquiry skills and science as a human endeavour strands are described across a two-year band. In their planning,
schools and teachers refer to the expectations outlined in the achievement standard and also to the content of the science
understanding strand for the relevant year level to ensure that these two strands are addressed over the two-year period. The
three strands of the curriculum are interrelated and their content is taught in an integrated way. The order and detail in which the
content descriptions are organised into teaching and learning programs are decisions to be made by the teacher.
Over Years 7 to 10, students develop their understanding of microscopic and atomic structures; how systems at a range of
scales are shaped by flows of energy and matter and interactions due to forces, and develop the ability to quantify changes and
relative amounts.
In Year 8, students are introduced to cells as microscopic structures that explain macroscopic properties of living systems. They
link form and function at a cellular level and explore the organisation of body systems in terms of flows of matter between
interdependent organs. Similarly, they explore changes in matter at a particle level, and distinguish between chemical and
physical change. They begin to classify different forms of energy, and describe the role of energy in causing change in systems,
including the role of heat and kinetic energy in the rock cycle. Students use experimentation to isolate relationships between
components in systems and explain these relationships through increasingly complex representations. They make predictions
and propose explanations, drawing on evidence to support their views while considering other points of view.
Science Understanding
Cells are the basic units of living things; they have specialised examining a variety of cells using a light microscope, by
structures and functions (ACSSU149) digital technology or by viewing a simulation
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Multi-cellular organisms contain systems of organs carrying identifying the organs and overall function of a system of
out specialised functions that enable them to survive and a multicellular organism in supporting the life processes
reproduce (ACSSU150)
describing the structure of each organ in a system and
relating its function to the overall function of the system
Properties of the different states of matter can be explained in explaining why a model for the structure of matter is
terms of the motion and arrangement of particles needed
(ACSSU151)
modelling the arrangement of particles in solids, liquids
and gases
Differences between elements, compounds and mixtures can modelling the arrangement of particles in elements and
be described at a particle level (ACSSU152) compounds
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Chemical change involves substances reacting to form new identifying the differences between chemical and physical
substances (ACSSU225) changes
Sedimentary, igneous and metamorphic rocks contain representing the stages in the formation of igneous,
minerals and are formed by processes that occur within Earth metamorphic and sedimentary rocks, including
indications of timescales involved
over a variety of timescales (ACSSU153)
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Energy appears in different forms, including movement recognising that kinetic energy is the energy possessed
(kinetic energy), heat and potential energy, and energy by moving bodies
transformations and transfers cause change within systems
(ACSSU155) recognising that potential energy is stored energy, such
as gravitational, chemical and elastic energy
Scientific knowledge has changed peoples understanding of investigating developments in the understanding of cells
the world and is refined as new evidence becomes available and how this knowledge has impacted on areas such as
health and medicine
(ACSHE134)
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Science knowledge can develop through collaboration across investigating how knowledge of the location and
the disciplines of science and the contributions of people from extraction of mineral resources relies on expertise from
across the disciplines of science
a range of cultures (ACSHE226)
Solutions to contemporary issues that are found using science investigating requirements and the design of systems for
and technology, may impact on other areas of society and collecting and recycling household waste
may involve ethical considerations (ACSHE135)
investigating strategies implemented to maintain part of
the local environment, such as bushland, a beach, a lake,
a desert or a shoreline
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People use science understanding and skills in their describing how technologies have been applied to
occupations and these have influenced the development of modern farming techniques to improve yields and
sustainability
practices in areas of human activity (ACSHE136)
Identify questions and problems that can be investigated considering whether investigation using available
scientifically and make predictions based on scientific resources is possible when identifying questions or
problems to investigate
knowledge (ACSIS139)
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Planning and conducting Elaborations
Collaboratively and individually plan and conduct a range of working collaboratively to decide how to best approach
investigation types, including fieldwork and experiments, an investigation
ensuring safety and ethical guidelines are followed
(ACSIS140) identifying any ethical considerations that may apply to
the investigation
Measure and control variables, select equipment appropriate using specialised equipment to increase the accuracy of
to the task and collect data with accuracy (ACSIS141) measurement within an investigation
Construct and use a range of representations, including describing measures of central tendency and identifying
graphs, keys and models to represent and analyse patterns or outliers for quantitative data
relationships in data using digital technologies as appropriate
(ACSIS144) explaining the strengths and limitations of
representations such as physical models, diagrams and
simulations in terms of the attributes of systems included
or not included
Summarise data, from students own investigations and constructing tables, graphs, keys and models to
secondary sources, and use scientific understanding to represent relationships and trends in collected data
identify relationships and draw conclusions based on
evidence (ACSIS145) drawing conclusions based on a range of evidence
including primary and secondary sources
Evaluating Elaborations
Reflect on scientific investigations including evaluating the suggesting improvements to investigation methods that
quality of the data collected, and identifying improvements would improve the accuracy of the data recorded
(ACSIS146)
discussing investigation methods with others to share
ideas about the quality of the inquiry process
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Use scientific knowledge and findings from investigations to identifying the scientific evidence available to evaluate
evaluate claims based on evidence (ACSIS234) claims
Communicating Elaborations
Communicate ideas, findings and evidence based solutions to using digital technologies to construct a range of text
problems using scientific language, and representations, types to present science ideas
using digital technologies as appropriate (ACSIS148)
selecting and using appropriate language and
representations to communcate science ideas within a
specified text type and for a specified audience
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Science
Students identify and construct questions and problems that they can investigate scientifically. They consider safety and ethics
when planning investigations, including designing field or experimental methods. They identify variables to be changed,
measured and controlled. Students construct representations of their data to reveal and analyse patterns and trends, and use
these when justifying their conclusions. They explain how modifications to methods could improve the quality of their data and
apply their own scientific knowledge and investigation findings to evaluate claims made by others. They use appropriate
language and representations to communicate science ideas, methods and findings in a range of text types.
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Science
Year 9
The science inquiry skills and science as a human endeavour strands are described across a two-year band. In their planning,
schools and teachers refer to the expectations outlined in the achievement standard and also to the content of the science
understanding strand for the relevant year level to ensure that these two strands are addressed over the two-year period. The
three strands of the curriculum are interrelated and their content is taught in an integrated way. The order and detail in which the
content descriptions are organised into teaching and learning programs are decisions to be made by the teacher.
Over Years 7 to 10, students develop their understanding of microscopic and atomic structures, how systems at a range of
scales are shaped by flows of energy and matter and interactions due to forces, and develop the ability to quantify changes and
relative amounts.
In Year 9, students consider the operation of systems at a range of scales. They explore ways in which the human body as a
system responds to its external environment and the interdependencies between biotic and abiotic components of ecosystems.
They are introduced to the notion of the atom as a system of protons, electrons and neutrons, and how this system can change
through nuclear decay. They learn that matter can be rearranged through chemical change and that these changes play an
important role in many systems. They are introduced to the concept of the conservation of matter and begin to develop a more
sophisticated view of energy transfer. They begin to apply their understanding of energy and forces to global systems such as
continental movement.
Science Understanding
Multi-cellular organisms rely on coordinated and describing how the requirements for life (for example
interdependent internal systems to respond to changes to oxygen, nutrients, water and removal of waste) are
provided through the coordinated function of body
their environment (ACSSU175)
systems such as the respiratory, circulatory, digestive,
nervous and excretory systems
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Ecosystems consist of communities of interdependent exploring interactions between organisms such as
organisms and abiotic components of the environment; matter predator/prey, parasites, competitors, pollinators and
disease
and energy flow through these systems (ACSSU176)
All matter is made of atoms that are composed of protons, describing and modelling the structure of atoms in terms
neutrons and electrons; natural radioactivity arises from the of the nucleus, protons, neutrons and electrons
decay of nuclei in atoms (ACSSU177)
comparing the mass and charge of protons, neutrons and
electrons
Chemical reactions involve rearranging atoms to form new identifying reactants and products in chemical reactions
substances; during a chemical reaction mass is not created or
destroyed (ACSSU178) modelling chemical reactions in terms of rearrangement
of atoms
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Chemical reactions, including combustion and the reactions of investigating reactions of acids with metals, bases, and
acids, are important in both non-living and living systems and carbonates
involve energy transfer (ACSSU179)
investigating a range of different reactions to classify
them as exothermic or endothermic
The theory of plate tectonics explains global patterns of recognising the major plates on a world map
geological activity and continental movement (ACSSU180)
modelling sea-floor spreading
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Energy transfer through different mediums can be explained exploring how and why the movement of energy varies
using wave and particle models (ACSSU182) according to the medium through which it is transferred
Scientific understanding, including models and theories, is investigating the historical development of models of the
contestable and is refined over time through a process of structure of the atom
review by the scientific community (ACSHE157)
investigating how the theory of plate tectonics developed,
based on evidence from sea-floor spreading and
occurrence of earthquakes and volcanic activity
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Advances in scientific understanding often rely on considering how common properties of electromagnetic
developments in technology and technological advances are radiation relate to its uses, such as radar, medicine,
mobile phone communications and microwave cooking
often linked to scientific discoveries (ACSHE158)
People use scientific knowledge to evaluate whether they investigating how technologies using electromagnetic
accept claims, explanations or predictions, and advances in radiation are used in medicine, such as in the detection
and treatment of cancer
science can affect peoples lives, including generating new
career opportunities (ACSHE160)
using knowledge of science to test claims made in
advertising or expressed in the media
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Values and needs of contemporary society can influence the considering how technologies have been developed to
focus of scientific research (ACSHE228) meet the increasing needs for mobile communication
Formulate questions or hypotheses that can be investigated using internet research to identify problems that can be
scientifically (ACSIS164) investigated
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Plan, select and use appropriate investigation types, including explaining the choice of variables to be controlled,
field work and laboratory experimentation, to collect reliable changed and measured in an investigation
data; assess risk and address ethical issues associated with
these methods (ACSIS165) identifying the potential hazards of chemicals or
biological materials used in experimental investigations
Select and use appropriate equipment, including digital using probes and data loggers to record information
technologies, to collect and record data systematically and
accurately (ACSIS166) applying specific skills for the use of scientific instruments
Analyse patterns and trends in data, including describing using spreadsheets to present data in tables and
relationships between variables and identifying graphical forms and to carry out mathematical analyses
on data
inconsistencies (ACSIS169)
Use knowledge of scientific concepts to draw conclusions that comparing conclusions with earlier predictions and
are consistent with evidence (ACSIS170) reviewing scientific understanding where appropriate
Evaluating Elaborations
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Evaluate conclusions, including identifying sources of identifying gaps or weaknesses in conclusions (their own
uncertainty and possible alternative explanations, and or those of others)
describe specific ways to improve the quality of the data
(ACSIS171) identifying alternative explanations that are also
consistent with the evidence
Critically analyse the validity of information in primary and discussing what is meant by 'validity' and how we can
secondary sources and evaluate the approaches used to evaluate the validity of information in secondary sources
solve problems (ACSIS172)
researching the methods used by scientists in studies
reported in the media
Communicating Elaborations
Communicate scientific ideas and information for a particular presenting results and ideas using formal experimental
purpose, including constructing evidence-based arguments reports, oral presentations, slide shows, poster
presentations and contributing to group discussions
and using appropriate scientific language, conventions and
representations (ACSIS174)
using secondary sources as well as students own
findings to help explain a scientific concept
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Science
Students design questions that can be investigated using a range of inquiry skills. They design methods that include the control
and accurate measurement of variables and systematic collection of data and describe how they considered ethics and safety.
They analyse trends in data, identify relationships between variables and reveal inconsistencies in results. They analyse their
methods and the quality of their data, and explain specific actions to improve the quality of their evidence. They evaluate others
methods and explanations from a scientific perspective and use appropriate language and representations when communicating
their findings and ideas to specific audiences.
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Science
Year 10
The science inquiry skills and science as a human endeavour strands are described across a two-year band. In their planning,
schools and teachers refer to the expectations outlined in the achievement standard and also to the content of the science
understanding strand for the relevant year level to ensure that these two strands are addressed over the two-year period. The
three strands of the curriculum are interrelated and their content is taught in an integrated way. The order and detail in which the
content descriptions are organised into teaching and learning programs are decisions to be made by the teacher.
In the Year 10 curriculum students explore systems at different scales and connect microscopic and macroscopic properties to
explain phenomena. Students explore the biological, chemical, geological and physical evidence for different theories, such as
the theories of natural selection and the Big Bang.
Students develop their understanding of atomic theory to understand relationships within the periodic table. They understand
that motion and forces are related by applying physical laws. They learn about the relationships between aspects of the living,
physical and chemical world that are applied to systems on a local and global scale and this enables them to predict how
changes will affect equilibrium within these systems.
Science Understanding
Transmission of heritable characteristics from one generation describing the role of DNA as the blueprint for controlling
to the next involves DNA and genes (ACSSU184) the characteristics of organisms
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The theory of evolution by natural selection explains the outlining processes involved in natural selection including
diversity of living things and is supported by a range of variation, isolation and selection
scientific evidence (ACSSU185)
describing biodiversity as a function of evolution
The atomic structure and properties of elements are used to recognising that elements in the same group of the
organise them in the Periodic Table (ACSSU186) periodic table have similar properties
Different types of chemical reactions are used to produce a investigating how chemistry can be used to produce a
range of products and can occur at different rates range of useful substances such as fuels, metals and
pharmaceuticals
(ACSSU187)
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The universe contains features including galaxies, stars and identifying the evidence supporting the Big Bang theory,
solar systems, and the Big Bang theory can be used to such as Edwin Hubbles observations and the detection
of microwave radiation
explain the origin of the universe (ACSSU188)
Global systems, including the carbon cycle, rely on investigating how human activity affects global systems
interactions involving the biosphere, lithosphere, hydrosphere
and atmosphere (ACSSU189) modelling a cycle, such as the water, carbon, nitrogen or
phosphorus cycle within the biosphere
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Energy conservation in a system can be explained by recognising that the Law of Conservation of Energy
describing energy transfers and transformations (ACSSU190) explains that total energy is maintained in energy transfer
and transformation
The motion of objects can be described and predicted using gathering data to analyse everyday motions produced by
the laws of physics (ACSSU229) forces, such as measurements of distance and time,
speed, force, mass and acceleration
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Scientific understanding, including models and theories, is considering the role of different sources of evidence
contestable and is refined over time through a process of including biochemical, anatomical and fossil evidence for
evolution by natural selection
review by the scientific community (ACSHE191)
Advances in scientific understanding often rely on recognising that the development of fast computers has
technological advances and are often linked to scientific made possible the analysis of DNA sequencing, radio
astronomy signals and other data
discoveries (ACSHE192)
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People use scientific knowledge to evaluate whether they describing how science is used in the media to explain a
accept claims, explanations or predictions, and advances in natural event or justify peoples actions
science can affect peoples lives, including generating new
career opportunities (ACSHE194) predicting future applications of aspects of
nanotechnology on peoples lives
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Values and needs of contemporary society can influence the investigating technologies associated with the reduction
focus of scientific research (ACSHE230) of carbon pollution, such as carbon capture
Formulate questions or hypotheses that can be investigated developing hypotheses based on well-developed models
scientifically (ACSIS198) and theories
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Plan, select and use appropriate investigation types, including combining research using primary and secondary
field work and laboratory experimentation, to collect reliable sources with a student's own experimental investigation
data; assess risk and address ethical issues associated with
these methods (ACSIS199) using modelling and simulations, including using digital
technology, to investigate situations and events
Select and use appropriate equipment, including digital selecting and using probes and data loggers to record
technologies, to collect and record data systematically and information
accurately (ACSIS200)
applying specific skills for the use of scientific instruments
Analyse patterns and trends in data, including describing using spreadsheets to present data in tables and
relationships between variables and identifying graphical forms and to carry out mathematical analyses
on data
inconsistencies (ACSIS203)
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Use knowledge of scientific concepts to draw conclusions that using primary or secondary scientific evidence to support
are consistent with evidence (ACSIS204) or refute a conclusion
Evaluating Elaborations
Evaluate conclusions, including identifying sources of evaluating the strength of a conclusion that can be
uncertainty and possible alternative explanations, and inferred from a particular data set
describe specific ways to improve the quality of the data
(ACSIS205) distinguishing between random and systematic errors
and how these can affect investigation results
Critically analyse the validity of information in primary and researching the methods used by scientists in studies
secondary sources, and evaluate the approaches used to reported in the media
solve problems (ACSIS206)
judging the validity of science-related media reports and
how these reports might be interpreted by the public
Communicating Elaborations
Communicate scientific ideas and information for a particular using the internet to facilitate collaboration in joint
purpose, including constructing evidence-based arguments projects and discussions
and using appropriate scientific language, conventions and
representations (ACSIS208) constructing evidence based arguments and engaging in
debate about scientific ideas
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Science
Students develop questions and hypotheses and independently design and improve appropriate methods of investigation,
including field work and laboratory experimentation. They explain how they have considered reliability, safety, fairness and
ethical actions in their methods and identify where digital technologies can be used to enhance the quality of data. When
analysing data, selecting evidence and developing and justifying conclusions, they identify alternative explanations for findings
and explain any sources of uncertainty. Students evaluate the validity and reliability of claims made in secondary sources with
reference to currently held scientific views, the quality of the methodology and the evidence cited. They construct evidence-
based arguments and select appropriate representations and text types to communicate science ideas for specific purposes.
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Science
Glossary
adaptation
A physical or behavioural characteristic that is inherited and which results in an individual being more likely to survive and
reproduce in its environment.
analyse
To consider in detail for the purpose of finding meaning or relationships, and identifying patterns, similarities and differences.
characteristic
A distinguishing aspect (including features and behaviours) of an object material, living thing or event.
chart
classify
To arrange items into named categories in order to sort, group or identify them.
collaborate
conclusion
contemporary science
New and emerging science research and issues of current relevance and interest.
continuous data
Quantitative data with a potentially infinite number of possible values along a continuum.
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controlled variable
A variable that is kept constant (or changed in constant ways) during an investigation.
convention
data
The plural of datum; the measurement of an attribute, the volume of gas or the type of rubber. This does not necessarily mean a
single measurement: it may be the result of averaging several repeated measurements and these could be quantitative or
qualitative.
dependent variable
design
digital technologies
Systems that handle digital data, including hardware and software, for specific purposes.
discrete data
Quantitative data consisting of a number of separate values where intermediate values are not permissible.
environment
evaluate
To examine and judge the merit or significance of something, including processes, events, descriptions, relationships or data.
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evidence
In science, evidence is data that is considered reliable and valid, and that can be used to support a particular idea, conclusion or
decision. Evidence gives weight or value to data by considering its credibility, acceptance, bias, status, appropriateness and
reasonableness.
fair test
An investigation where one variable (the independent variable) is changed and all other conditions (controlled variables) are
kept the same; what is measured or observed is referred to as the dependent variable.
familiar
An observational or practical research undertaken in a normal environment of the subject of a study, that is, an investigation can
be conducted outside the laboratory.
force
A push or pull between objects, which may cause one or both objects to change speed and/or direction of their motion (that is,
accelerate) or change their shape. Scientists identify four fundamental forces: gravitational, electromagnetic (involving both
electrostatic and magnetic forces), weak nuclear forces and strong nuclear forces. All interactions between matter can be
explained as an action of one or a combination of the four fundamental forces.
formal measurement
formal unit
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graph
A visual representation of the relationship between quantities plotted with reference to a set of axes.
guided investigation
hypothesis
A tentative idea or explanation for an observation, which can be tested and either supported or refuted by investigation.
independent variable
A variable that is changed in an investigation to see what effect it has on the dependent variable.
informal measurement
Measurement that is not based on any agreed standard unit (for example, hand spans, paces, cups).
informal units
Measurements based on variable quantities (for example, hand spans, paces, cups).
information research
investigation
A scientific process of answering a question, exploring an idea or solving a problem that requires activities such as planning a
course of action, collecting data, interpreting data, reaching a conclusion and communicating these activities.
law
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local environment
Surroundings that can be considered as proximal or familiar to the subject of investigation (for example, an organism, mountain,
student).
material
matter
model
A representation that describes, simplifies, clarifies or provides an explanation of the workings, structure or relationships within
an object, system or idea.
multimodal text
A text that combines two or more communication modes, for example, print text, image and spoken word as in film or computer
presentations.
natural materials
Products or physical matter that come from plants, animals, or earth and have undergone very little modification by humans,
minerals and metals that can be extracted from them (without further modification) are considered natural materials.
observable
Something that can be seen, heard, felt, tasted or smelled either directly by an individual or indirectly by a measuring device, for
example, a ruler, camera or thermometer.
pattern
primary sources
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processed materials
Products of physical matter that have been modified from natural materials by human intervention or that do not occur at all in
the natural environment, but have been designed and manufactured to fulfil a particular purpose.
property
qualitative data
quantitative data
Numerical information.
reflect on
relate
To identify connections or associations between ideas or relationships or between components of systems and structures.
relationship
reliability
An extent to which repeated observations and/or measurements taken under identical circumstances will yield similar results.
reliable data
Data that have been judged to have a high level of reliability; reliability is the degree to which an assessment instrument or
protocol consistently and repeatedly measures an attribute achieving similar results for the same population.
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repeat trial
A test within an experimental investigation that is carried out more than once under the same set of conditions.
replicate
An independent experiment that uses the same method in order to validate findings.
report
research
scientific language
scientific literacy
An ability to use scientific knowledge, understanding, and inquiry skills to identify questions, acquire new knowledge, explain
science phenomena, solve problems and draw evidence-based conclusions in making sense of the world, and to recognise how
understandings of the nature, development, use and influence of science help us make responsible decisions and shape our
interpretations of information.
scientist
secondary source
Information that has been compiled from primary sources by a person or persons not directly involved in the original study or
event.
senses
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simulation
survey
sustainable
Supports the needs of the present without compromising the ability of future generations to support their needs.
system
table
technology
A development of products, services, systems and environments, using various types of knowledge, to meet human needs and
wants.
theory
An explanation of a set of observations that is based on one or more proven hypotheses, which has been accepted through
consensus by a group of scientists.
tools
trend
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validity
An extent to which tests measure what was intended; an extent to which data, inferences and actions produced from tests and
other processes are accurate.
variable
A factor that can be changed, kept the same or measured in an investigation, for example, time, distance, light, temperature.
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The Australian Curriculum
Technologies
Overview
Introduction
The Australian Curriculum: Technologies describes two distinct but related subjects:
Design and Technologies, in which students use design thinking and technologies to generate and produce designed
solutions for authentic needs and opportunities
Digital Technologies, in which students use computational thinking and information systems to define, design and
implement digital solutions.
Rationale
Technologies enrich and impact on the lives of people and societies globally. Australia needs enterprising individuals who can
make discerning decisions about the development and use of technologies and who can independently and collaboratively
develop solutions to complex challenges and contribute to sustainable patterns of living. Technologies can play an important
role in transforming, restoring and sustaining societies and natural, managed and constructed environments.
The Australian Curriculum: Technologies ensures that all students benefit from learning about and working with traditional,
contemporary and emerging technologies that shape the world in which we live. By applying their knowledge and practical skills
and processes when using technologies and other resources to create innovative solutions, independently and collaboratively,
they develop knowledge, understanding and skills to respond creatively to current and future needs.
The practical nature of the Technologies learning area engages students in critical and creative thinking, including
understanding interrelationships in systems when solving complex problems. A systematic approach to experimentation,
problem-solving, prototyping and evaluation instils in students the value of planning and reviewing processes to realise ideas.
All young Australians should develop capacity for action and a critical appreciation of the processes through which technologies
are developed and how technologies can contribute to societies. Students need opportunities to consider the use and impact of
technological solutions on equity, ethics, and personal and social values. In creating solutions, as well as responding to the
designed world, students consider desirable sustainable patterns of living, and contribute to preferred futures for themselves
and others.
This rationale is extended and complemented by specific rationales for each Technologies subject.
Aims
The Australian Curriculum: Technologies aims to develop the knowledge, understanding and skills to ensure that, individually
and collaboratively, students:
These aims are extended and complemented by specific aims for each Technologies subject.
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Key ideas
Overarching idea: Creating preferred futures
The Technologies curriculum provides students with opportunities to consider how solutions that are created now will be used in
the future. Students will identify the possible benefits and risks of creating solutions. They will use critical and creative thinking
to weigh up possible short- and long-term impacts.
As students progress through the Technologies curriculum, they will begin to identify possible and probable futures, and their
preferences for the future. They develop solutions to meet needs considering impacts on liveability, economic prosperity and
environmental sustainability. Students will learn to recognise that views about the priority of the benefits and risks will vary and
that preferred futures are contested.
Project management
Students will develop skills to manage projects to successful completion through planning, organising and monitoring timelines,
activities and the use of resources. This includes considering resources and constraints to develop resource, finance, work and
time plans; assessing and managing risks; making decisions; controlling quality; evaluating processes and collaborating and
communicating with others at different stages of the process.
Students are taught to plan for sustainable use of resources when managing projects and take into account ethical, health and
safety considerations and personal and social beliefs and values.
Thinking in Technologies
Systems thinking
A system is an organised group of related objects or components that form a whole. Systems thinking is a holistic approach to
the identification and solving of problems where the focal points are treated as components of a system, and their interactions
and interrelationships are analysed individually to see how they influence the functioning of the entire system.
In Design and Technologies, the success of designed solutions includes the generation of ideas and decisions made throughout
design processes. It requires students to understand systems and work with complexity, uncertainty and risk. Students
recognise the connectedness of and interactions between people, places and events in local and wider world contexts and
consider the impact their designs and actions have in a connected world.
Participating in and shaping the future of information and digital systems is an integral part of learning in Digital Technologies.
Understanding the complexity of systems and the interdependence of components is necessary to create timely solutions to
technical, economic and social problems. Implementation of digital solutions often has consequences for the people who use
and engage with the system, and may introduce unintended costs or benefits that impact the present or future society.
Design thinking
Design thinking involves the use of strategies for understanding design needs and opportunities, visualising and generating
creative and innovative ideas, planning, and analysing and evaluating those ideas that best meet the criteria for success.
Design thinking underpins learning in Design and Technologies. Design processes require students to identify and investigate a
need or opportunity; generate, plan and realise designed solutions; and evaluate products and processes. Consideration of
economic, environmental and social impacts that result from designed solutions are core to design thinking, design processes
and Design and Technologies.
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When developing solutions in Digital Technologies, students explore, analyse and develop ideas based on data, inputs and
human interactions. When students design a solution to a problem they consider how users will be presented with data, the
degree of interaction with that data and the various types of computational processing. For example, designing a maze; writing
precise and accurate sequences of instructions to move a robot through the maze or testing the program and modifying the
solution.
Computational thinking
Computational thinking is a problem-solving method that is applied to create solutions that can be implemented using digital
technologies. It involves integrating strategies, such as organising data logically, breaking down problems into parts, interpreting
patterns and models and designing and implementing algorithms.
Computational thinking is used when specifying and implementing algorithmic solutions to problems in Digital Technologies. For
a computer to be able to process data through a series of logical and ordered steps, students must be able to take an abstract
idea and break it down into defined, simple tasks that produce an outcome. This may include analysing trends in data,
responding to user input under certain preconditions or predicting the outcome of a simulation.
This type of thinking is used in Design and Technologies during different phases of a design process when computation is
needed to quantify data and solve problems. Examples include when calculating costs, testing materials and components,
comparing performance or modelling trends.
In the Australian Curriculum, there are opportunities in all learning areas to develop information and communication technology
(ICT) capability. These are described in the ICT general capability learning continuum, which is a statement about learning
opportunities in the Australian Curriculum for students to develop their ICT capability.
In Digital Technologies the ICT capability is more explicit and foregrounded. Students develop explicit knowledge,
understanding and skills relating to operating and managing ICT and applying social and ethical protocols while investigating,
creating and communicating. The study of Digital Technologies will ensure that ICT capability is developed systematically. While
specific elements are likely to be addressed within Digital Technologies learning programs, key concepts and skills are
strengthened, complemented and extended across all subjects, including in Design and Technologies. This occurs as students
engage in a range of learning activities with digital technologies requirements.
The clear difference between the Digital Technologies curriculum and the ICT general capability is that the capability helps
students to become effective users of digital technologies while the Digital Technologies curriculum helps students to become
confident developers of digital solutions.
Safety
Identifying and managing risk in Technologies learning addresses the safe use of technologies as well as risks that can impact
on project timelines. It covers all necessary aspects of health, safety and injury prevention and, in any technologies context, the
use of potentially dangerous materials, tools and equipment. It includes ergonomics, safety including cyber safety, data security,
and ethical and legal considerations when communicating and collaborating online.
Technologies learning experiences may involve the use of potentially hazardous substances and/or hazardous equipment. It is
the responsibility of the school to ensure that duty of care is exercised in relation to the health and safety of all students and that
school practices meet the requirements of the Work Health and Safety Act 2011, in addition to relevant state or territory health
and safety guidelines.
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In implementing projects with a focus on food, care must be taken with regard to food safety and specific food allergies that may
result in anaphylactic reactions. The Australasian Society of Clinical Immunology and Allergy has published guidelines for
prevention of anaphylaxis in schools, preschools and childcare. Some states and territories have their own specific guidelines
that should be followed.
When state and territory curriculum authorities integrate the Australian Curriculum into local courses, they will include more
specific advice on safety.
For further information about relevant guidelines, contact your state or territory curriculum authority.
Animal ethics
Any teaching activities that involve caring, using, or interacting with animals must comply with the Australian code of practice
for the care and use of animals for scientific purposes in addition to relevant state or territory guidelines.
When state and territory curriculum authorities integrate the Australian Curriculum into local courses, they will include more
specific advice on the care and use of, or interaction with, animals.
For further information about relevant guidelines or to access your local animal ethics committee, contact your state or territory
curriculum authority.
Structure
The Australian Curriculum: Technologies Foundation Year 10 comprises two subjects:
The Australian Curriculum: Technologies is written on the basis that all students will study the two subjects from Foundation to
the end of Year 8.
In Year 9 and 10, student access to technologies subjects will be determined by school authorities. These could include Design
and Technologies and/or Digital Technologies as outlined in the Australian Curriculum: Technologies and/or subjects relating to
specific technologies contexts, determined by state and territory school authorities or individual schools.
The curriculum for each of Design and Technologies and Digital Technologies describes the distinct knowledge, understanding
and skills of the subject and, where appropriate, highlights their similarities and complementary learning. This approach allows
students to develop a comprehensive understanding of traditional, contemporary and emerging technologies. It also provides
the flexibility especially in the primary years of schooling for developing integrated teaching programs that focus on both
Technologies subjects and other learning areas. Figure 1 shows the relationship between the overarching idea, key ideas and
subjects of the Technologies learning area.
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Figure 1: Relationship between key ideas and Technologies subjects
The curriculum for each Technologies subject is written in bands of year levels:
Foundation Year 2
Years 3 and 4
Years 5 and 6
Years 7 and 8
Years 9 and 10.
Strands
Knowledge, understanding and skills in each subject are presented through two related strands:
Table 1 outlines the focus of knowledge, understanding and skills across the Technologies learning area Foundation Year 10.
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Knowledge and understanding Knowledge and understanding
Teachers can select technologies-specific content from the Knowledge and understanding strand and students can apply skills
from the Processes and production skills strand to that content.
The common strand structure provides an opportunity to highlight similarities across the two subjects that will facilitate
integrated approaches to teaching.
PDF documents
Resources and support materials for the Australian Curriculum: Technologies are available as PDF documents.
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Technologies
Glossary
absorbency
Power, capacity or tendency of a material to absorb or soak up another substance, usually a liquid.
abstraction
A process of reducing complexity to formulate generalised fundamental ideas or concepts removed from specific details or
situation. For example, the idea that a cricket ball is a sphere in the same way that a soccer ball is, or the concept that data can
be organised in records made up of fields irrespective of whether the data are numbers, text, images or something else.
accessibility
The extent to which a system, environment or object may be used irrespective of a users capabilities or disabilities. For
example, the use of assistive technologies to allow people with physical disabilities to use computer systems, or the use of icons
in place of words to allow young children to use a system.
aerial view
A drawing from above (in the air) to show features of a building, landscape or environment. An aerial view is used, for example,
in whole-farm plans to show the location of fences and gates, dams, waterways, specific vegetation, sheds and other buildings
on a property so plans for changes can be made.
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aesthetics
A branch of philosophy dealing with the nature of art, beauty and taste. It is more scientifically defined as the study of sensory-
emotional values, sometimes called judgements of sentiment and taste. Aesthetic judgement is concerned with the visual
impact or appeal of a product or environment and is influenced by social, emotional and demographic factors.
algorithm
Step-by-step procedures required to solve a problem. For example, to find the largest number in a list of positive numbers:
Look through the remaining numbers, in turn, and if a number is larger than the number found in 1, note it as the largest.
Repeat this process until complete. The last noted number is the largest in the list.
An algorithm may be described in many ways. Flowcharts are often useful in visualising an algorithm.
algorithmic logic
A logic behind breaking down computing problems and information systems into step-by-step processes in order to solve
problems or achieve specified outcomes. It involves sequencing and abstraction and leads to algorithmic statements.
app
A software application with a very specific or narrow purpose designed to run on mobile devices (such as smartphones or
tablets) through a web browser or on a personal computer. The feature set of an app is limited when compared with a full-
featured desktop application for a similar purpose. For example, a photo-editing app has a smaller set of features than an
industry-standard photographic suite.
An early numeric code, later extended, used to represent 128 specific characters, including 09 and az, in computer systems.
For example, capital A is represented by the binary code 100 0001.
A technology that replicates, enhances or overlays extra information about the real-world environment, using computer-
generated data such as global positioning systems (GPS), sound, videos and images. Examples include a car windshield with a
heads-up display (HUD) that projects three-dimensional navigation information and virtual lanes; and a swimming telecast using
a line to indicate the position of the record holder in relation to the actual swimmers in the race.
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automate
In Digital Technologies, any process of transforming and manipulating data that does not require user intervention. For example,
through the use of formulas in a spreadsheet, new sets of data can be processed and the results recalculated automatically, or
a webcam can be turned on as a result of movement sensor input.
back casting
A process that starts with defining a desirable future and then working backwards to identify policies and programs that will
connect the future to the present.
binary
A use of two states or permissible values to represent data, such as ON and OFF positions of a light switch or transistors in a
computer silicon chip that can be in either the electrical state of ON or OFF.
Binary data are typically represented as a series of single digits referred to as binary digits (or bits) due to each taking on the
value of either 0 or 1. The image below shows how a dashed line might be represented in binary.
biomimicry
An inspiration of functions found in nature for use and adaptation in the design of a product, service or environment or to solve
human problems. For example, velcro fastening was inspired by small hooks on the end of burr needles. Termite mounds that
maintain a constant temperature through air vents inspired architects to design cooling for buildings.
bitmap
Mapping something to bits (binary digits 0 and 1). It is most often used in reference to graphics or images (but can be other
forms of media). For a bitmapped graphic, each dot, or pixel, of the graphic is represented by a number giving the colour of the
pixel. .bmp, .gif or .jpeg files are graphics represented as bitmaps (as opposed to vector graphics). If a graphic were stored or
displayed using only 1 bit per pixel, it would be purely black and white (1 for black and 0 for white). If it were 2 bits per pixel, it
could represent four colours (typically greyscale colours). Using 24 bits per pixel gives over 16 million (2 24) different colours.
branching
Making a decision between one of two or more actions depending on sets of conditions and the data provided. For example, in
testing whether a light works, the following algorithm uses branching:
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diagram illustrating branching
bunraku puppet
A traditional Japanese form of puppet theatre in which half life-sized dolls act out a chanted dramatic narrative using force and
motion.
CAPTCHA
A graphic image (and audio for vision impaired) recognition test to confirm a human, rather than a computer-automated
response to a request. It is an acronym for Completely Automated Public Turing test to tell Computers and Humans Apart. It is
commonly used with online forms over the internet to reduce the chance of hackers using computer programs to automatically
fill in multiple bogus online forms.
an example of CAPTCHA
carbon footprint
The environmental impact of an individual or organisations operation, measured in units of carbon dioxide. It includes primary
emissions (the sum of the direct carbon dioxide emissions of fossil fuel burning and transportation such as cars and planes) and
secondary, or indirect, emissions associated with the manufacture and breakdown of all products, services and food an
individual or organisation consumes.
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cascading style sheets (CSS)
A set of instructions to describe the formatting (for example, layout, font, size) of a document written in a markup language such
as HTML for web pages. It is a special case of a style sheet that is a set of instructions to define the formatting of a structured
document (for example, a word processed document could have a style sheet). For example, CSS for a website may define the
font, colour and size of each type of text such as headings, body text, hyperlinks and captions for pictures.
categorical data
Data that are represented in discrete categories such as gender, eye colour or type of animal. For example, if age was
represented as age groups (for example,. 05, 618, 1960, 61+), then the data would be categorical rather than numerical.
characteristics
A set of distinguishing aspects (including attributes and behaviours) of an object, material, living thing, system or event.
In Design and Technologies, the qualities of a material or object usually detected and recognised by human senses such as its
colour, taste, texture, sound (for example, crunch of bread) and smell. The term also may relate to the form of a material, for
example, corrugated cardboard. These qualities are used by humans to select suitable materials for specific uses, for example,
because they are appealing or suitable for their purpose. The characteristics of materials usually determine the way people work
with the materials. Also see properties.
In Digital Technologies, for example, the characteristics of a stored digital graphic may be the colour depth (maximum number
of colours represented), the resolution (number of pixels per area, or height and width) and the compression used.
cloud computing
Distributing computing over a network where storage of files, processing of data and/or access to software occurs automatically
on interconnected server computers to which the users device is connected. Typically, people use the term to refer to
accessing files and software over the internet. For example, photo files may be stored in the cloud from a smartphone to be
accessed later from a different location; where they are actually stored can be anywhere in the world on a server computer used
by the cloudservice.
codec
A piece of software that encodes or decodes digital audio-visual material, usually to allow it to be stored or transmitted in a
compressed format. For example, the MP3 format compresses audio data and requires an MP3 codec (usually available by
default in audio programs) to be read and played by a computer. Codecs can be downloaded or purchased and installed as
plug-ins to most applications to extend the media capabilities of software. Also see compression.
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collaborative document
A document that is created by more than one person, with authors working together to create a single document. This is readily
achieved using digital technologies by having the document in an online environment so that many authors can access and edit
the document at the same time.
components
Parts or elements that make up a system or whole object and perform specific functions. For example, the major components of
a car include: a chassis (holds everything on it); an engine (to convert energy to make a car move); a transmission (including
controlling the speed and output from the engine and to rotate the wheels); a steering system (to control the direction of
movement); a brake system (to slow down or stop); a fuel delivery system (to supply fuel to the cylinders); an exhaust system
(to get rid of gases) and an electrical system (for operating wipers, air conditioning, etc.).
Similarly, the components of a computer system may be a central processing unit (chips that follow instructions to control other
components and move data); memory chips and a hard disk (for storing data and instructions); a keyboard, a mouse, a camera
and a microphone (to input instructions and data for the central processing unit); a screen, a printer and speakers (to output
data); USB and ethernet cards (to communicate with other systems or components). Also see digital systems.
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compression
A process of encoding information using fewer bits, that is, 0 or 1, than an original representation, to reduce file size typically
using mathematical formulas to remove repeated data, combine related data or simplify data (for example, a line segment can
be represented by the position of the end points instead of every dot on it). Common examples include:
.zip files, which can contain one or more files or folders that have been compressed
.jpg files in digital photography are produced by processing complete (lossless) data from a cameras sensor through
compressing (looking for redundant/unnecessary data) into a smaller file size
.mp3 files for audio, which compress an original audio source to reduce the file size significantly but still sound like an
exact copy of the original.
compression scheme
computational thinking
A problem-solving method that involves various techniques and strategies that can be implemented by digital systems.
Techniques and strategies may include organising data logically, breaking down problems into parts, defining abstract concepts
and designing and using algorithms, patterns and models.
computer-aided drawing
Software used by designers, architects and engineers to create lines, shapes and planes that can be combined, moved, rotated,
adjusted and rendered. Measurements and calculations can be included. Computer-aided drawing can be used to create two-
and three-dimensional models and drawings such as floor plans, interior and garden designs, and to represent objects and
structures. Also known as computer-assisted design or CAD.
A use of geometric design data (coordinates) to control and monitor specially designed automated machines with onboard
computers to produce objects. Numerical control (NC) computer software applications create detailed instructions, known as G-
code, that drive the computer numeric control (CNC) machine tools for manufacturing components and objects.
constructed environment
An environment developed, built and/or made by people for human and animal activity, including buildings, streets, gardens,
bridges and parks. It includes naturalenvironments after they have been changed by people for a purpose.
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construction relationship
A relationship between materials and suitable methods of joining them, based on their characteristics and properties. For
example, certain adhesives can be used to join specific materials. If an incorrect adhesive is chosen, the materials will not bond,
or will be weak.
A descriptive list of essential features against which success can be measured. The compilation of criteria involves literacy skills
to select and use appropriate terminology.
critiquing
A careful judgement in which opinions are given about positive and negative aspects of something. Critiquing considers good as
well as bad performances, individual parts, relationships of individual parts and overall performance. Also see evaluating.
crop sensor
An advanced sensor to measure and record data about food or fibre crops and give real-time measurements of physiological
factors such as nutrient status and moisture. It can be physically placed in the crop or remotely sensed from a satellite or
aircraft.
cultivating gardens
Preparing and improving soil by digging and fertilising to promote the growth of crop plants.
Temperature range between 5 Celsius and 60 Celsius. In this zone, bacteria that cause food poisoning can multiply quickly to
unsafe levels. High-risk foods should be stored properly to avoid the danger zone temperatures.
data
In Digital Technologies, discrete representation of information using number codes. Data may include characters (for example,
alphabetic letters, numbers and symbols), images, sounds and/or instructions that, when represented by number codes, can be
manipulated, stored and communicated by digital systems. For example, characters may be represented using ASCII code or
images may be represented by a bitmap of numbers representing each dot or pixel.
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data repository
A central place where data are stored and maintained. For example, a database on a server computer for the Australian Bureau
of Statistics, a weather bureau or a bank.
database
A collection of data organised by records and fields that can be easily stored, accessed, managed and updated. Each discrete
piece of data to be stored is represented by a field (for example, song title, song artist or bank account number, date of
transaction); and values in the fields that are associated with an entity (for example, a song, a bank transaction) are a record.
Interaction with a database usually takes place through a user interface designed specifically for the structure and use of the
data stored in it.
dataset
A collection of data combined for a specific purpose. All data should be interconnected either by being in the same file or in files
related to each other so they can be viewed together, and are usually collected together. Examples include data collected from
a survey entered into a single spreadsheet, or a library of clip art.
decompose
To separate a complex problem into parts to allow a problem to be more easily understood. For example, to create an
interactive story, one can decompose the problem to a list of characters and their characteristics (for example, clothing), the
actions of the characters, the backdrops and the sequence of scenes with reference to which characters, actions and backdrops
are involved in each scene. Decomposition may be represented in diagrams.
deconstructing
A process of dismantling or pulling a product or system apart to systematically identify and analyse components and their
relationships. Also see components.
design brief
A concise statement clarifying a project task and defining a need or opportunity to be resolved after some analysis, investigation
and research. It usually identifies users, criteria for success, constraints, available resources and timeframe for a project and
may include possible consequences and impacts.
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design process
A process that typically involves investigating and defining; generating and designing; producing and implementing; evaluating;
and collaborating and managing to create a designed solution that considers social, cultural and environmental factors. In
Design and Technologies, technologies processes include design processes and production processes.
design thinking
Use of strategies for understanding design problems and opportunities, visualising and generating creative and innovative
ideas, and analysing and evaluating those ideas that best meet the criteria for success and planning.
designed solution
In Design and Technologies, a product, service or environment that has been created for a specific purpose or intention as a
result of design thinking, design processes and production processes.
designing
In Design and Technologies, a process that typically involves investigating and defining; generating; producing and
implementing; evaluating; and collaborating and managing to create a designed solution.
In Digital Technologies, one step in a four-stage process of defining, designing, implementing and evaluating to create a digital
solution.
desk checking
A method used by a human to check the logic of a computer program's algorithm to reduce the likelihood of errors occurring.
This may be done on paper, using a diagram, or mentally trying a sample of typical inputs to see what the outputs would be. For
example, to desk check a branching statement {IF age >65 THEN retire ELSE keep working}, the values for age of 64, 65 and
66 could be tried to show that 64 and 65 would result in keep working and 66 in retire so that it could be decided if the
statement worked as intended.
digital citizenship
An acceptance and upholding of the norms of appropriate, responsible behaviour with regard to the use of digital technologies.
This involves using digital technologies effectively and not misusing them to disadvantage others. Digital citizenship includes
appropriate online etiquette, literacy in how digital technologies work and how to use them, an understanding of ethics and
related law, knowing how to stay safe online, and advice on related health and safety issues such as predators and the
permanence of data.
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digital environment
A situation, or sphere of activity, or simulated place that is entirely presented or experienced with digital technologies. For
example, a social network that provides a digital environment for communicating with friends, or software that provides a digital
environment for editing photographs.
digital footprint
A total set of data left behind by a person using a digital system. A persons digital footprint includes all information actively
provided by that person such as interactions on social networks (for example, comments, photographs), online purchases,
website logons, emails and instant messages. It also includes passive information such as logs of software installed and used
on a computer, metadata associated with files, a users IP address, a device being used to access a web page, and a users
browsing history stored as cookies or by internet service providers.
digital information
The nature and forms of information stored digitally, and processes that transform digital data into information for various
purposes and meanings, including structures, properties, features and conventions of particular forms of digital information and
appropriate methods of storage, transmission and presentation of each form.
digital solution
A result (or output) of transforming data into information or action using digital systems, skills, techniques and processes to
meet a need or opportunity.
digital system
Digital hardware and software components (internal and external) used to transform data into a digital solution. When digital
systems are connected, they form a network. For example:
a smartphone is a digital system that has software (apps, an operating system), input components (for example, touch
screen, keyboard, camera and microphone), output components (for example, screen and speakers), memory
components (for example, silicon chips, solid state drives), communication components (for example, SIM card, wi-fi,
bluetooth or mobile network antennas), and a processor made up of one or more silicon chips.
a desktop computer with specific software and hardware components for dairy farming. The computer is connected via
cables to milking equipment and via wi-fi to sensors that read tags on the cows. Through these hardware components the
software records how much milk each cow provides. Such systems can also algorithmically control attaching milking
equipment to each cow, providing feed and opening gates.
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digital technology
Any technology controlled using digital instructions, including computer hardware and software, digital media and media
devices, digital toys and accessories, and contemporary and emerging communication technologies. These technologies are
based on instructions given, using binary (0 or 1) code, that invariably mean one or more processors are present to respond to
these instructions. Computers, smartphones, digital cameras, printers and robots are all examples of digital technologies.
Data that have information added (for example, a digital signature) before these data are sent over a network so that a receiving
digital device knows what computer has sent the data and that the data have not been changed along the way. A digital
signature is mathematically created using cryptography (hashed). For example, a digital signature may be added to a PDF
document in Acrobat as a digital ID (or private key) that includes a name and email address in the added information.
drawing standards
Australian standards for engineering and technical drawing. Identified as Australian Standard AS 1100, the standards include a
number of parts that describe the conventions for Australian engineers, designers, architects and associated tradespeople such
as builders and plumbers to follow. AS 1100 incorporates general principles for technical drawing, including dimensioning, types
of lines and layouts to use, scales, symbols, abbreviations and their meanings. It also includes mechanical engineering drawing,
including information for surface texture, welding, centre holes, gears, etc.
durability
An ability of an object or system to withstand or resist wear, pressure or damage over a long period of time and remain in good
condition. For example, long-lasting outdoor furniture made of suitable materials and construction methods to withstand rain,
heat and light from the sun; a sports uniform made of suitable materials to withstand frequent washing and wear and tear from
the movement of the sportsperson. Also see properties.
e-commerce
The electronic (e) selling of a product or service online or through other electronic means, with an online mechanism for
payment. Examples include online shopping sites and travel websites where hotel accommodation and airline tickets can be
purchased.
economic sustainability
A set of practices that do not reduce economic opportunities of future economies, while recognising the finite nature of
resources, and use resources optimally over a longer term without resulting in economic loss.
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electronic planting calendar
An online or software-based month-by-month guide of suitable crops to plant, as well as typical garden maintenance tasks,
which need to be performed. An electronic planting calendar may take a form of a database or simple table of information.
encryption of data
A process in cryptography of encoding (converting) data, using mathematical formulas, into a form that only an intended
recipient can decode, often including a personal digital signature (see digitally signed data). For example, when connecting to
an online banking or shopping website, typically on login a secure communication is set up based on encryption provided at the
website, and this will be represented by a https://URL and a lock symbol on the users internet browser.
energy-efficient cooking
Energy efficiency is the use of less energy to provide the same service. Examples of energy-efficient cooking include microwave
cooking; using energy-efficient cookware such as copper-bottom pans and woks; matching pan size to the cooking element;
reducing cooking time by defrosting frozen food first; using a single hotplate with a saucepan and stacked steamer.
engineering
A practical application of scientific and mathematical understanding and principles as a part of the process of developing and
maintaining solutions for an identified need or opportunity.
A technologies context in Design and Technologies focused on how forces and energy can be used to create light, sound, heat,
movement, control or support in systems. It involves manipulating and arranging systems and their components, often using
modelling or simulation, so they work together (or interact) to meet required needs and functions or purposes. Systems have
inputs, processes and outputs. For example, a torch as shown below. Scientific laws or theories can often be used to work out
the necessary inputs, processes or outputs to support the development or operation of a system. These are known as
engineering principles. An example of an engineering principle is Ohms Law (a statement about the relationship between
voltage, current and resistance in an electrical circuit).
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enterprise
A project or activity that may be challenging, requires effort and initiative and may have risks.
enterprising
Showing initiative and willingness to take action and commitment to follow through on initiatives.
environment
One of the outputs of technologies processes and/or a place or space in which technologies processes operate. An environment
may be natural, managed, constructed or digital.
environmental sustainability
Practices that have minimal impact on ecosystem's health, allow renewal of natural systems and value environmental qualities
that support life.
equipment
Items needed for carrying out specific jobs, activities, functions or processes. For example, a bench hook is used to hold a piece
of wood when making a straight cut across it; a tailors chalk is used to make marks on fabric to show details of the location and
type of construction; a soldering iron is used to solder components to a printed circuit board; scales are used to accurately
weigh ingredients for a cake or feed for domestic animals.
ergonomics
Understanding of the activity of humans within systems or in an environment to maximise the wellbeing of humans and their
productive use of those systems or environments. In Digital Technologies,ergonomics is concerned with physical, mental and
emotional impacts on users of the technologies. For example, it is understood that many people may get sore eyes if they look
at screens for too long, and that if computer keyboard users do not sit up straight with arms at right angles to the body, they may
get repetitive strain injury in their forearms.
evaluating
Measuring performance against established criteria. Estimating nature, quality, ability, extent or significance to make a
judgement determining a value. Also see critiquing.
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exclusive or (XOR)
An exclusive or (XOR) is a logical operator that is TRUE if both inputs to it are different, in the same way that AND is a logical
operator that is TRUE only if both of the inputs are TRUE. For example, person is male XOR person has blonde hair results in
all females with blonde hair and males without blonde hair. (Using AND here would result in only including males with blonde
hair.)
exploded view
A drawing or photograph of an object with individual parts shown separately but arranged to show the relationship and position
of the parts for assembly. For example, instructions that come with furniture sold in a flat pack that has parts and fittings, or a
diagram of parts of a bicycle, to be assembled in a particular way and/or order by a purchaser.
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features
In Design and Technologies, distinctive attributes, characteristics, properties and qualities of an object, material, living thing,
system or event.
fibre
In food and fibre production, plant- or animal-based materials that can be used for clothing or construction. Fibre includes
materials from forestry. Animal-based (protein) fibres include wool and silk. Plant-based (cellulosic) fibres include cotton,
bamboo, hemp, timber and wood chip.
A set of rules or standards for transmitting files between digital systems on the internet. Also see hypertext transfer protocol.
flame-retardant fabrics
1. Inherently flame-resistant fibres that have flame resistance built into their chemical structure.
2. Flame-retardant treated (FRT) fabrics that are made flame-resistant by the application of flame-retardant chemicals.
A process of producing food or fibre as natural materials for the design and development of a range of products.
food guides
The National Health and Medical Research Council and Australian government departments of health and nutrition publish
guides that provide information on food consumption patterns to promote maximum health. These include the Australian Guide
to Healthy Eating poster, which visually represents the proportion of the five food groups recommended, in a circular plate
format; the Australian Dietary Guidelines(2013 revision), which has five principal recommendations, and the Healthy Living
Pyramid, which recommends food from the core food groups and encourages food variety balanced with physical activity.
food specialisations
Application of nutrition principles and knowledge about the characteristics and properties of food to food selection and
preparation; and contemporary technology-related food issues.
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forecasting
A process of predicting the future based on current trend analysis. It uses historical data to determine a direction of future
trends.
functionality
Design of products, services or environments to ensure they are fit for purpose and meet the intended need or market
opportunity and identified criteria for success. Criteria for success in relation to functionality are likely to include such things as
operation, performance, safety, reliability and quality. That is, does the product, service or environment do what it was meant to
do, or provide what it was meant to provide? (For example, does the torch provide light, is it easy to hold, and is it safe to use?)
futures thinking
Strategic thinking that envisages what can be, given existing knowledge, to propose scenarios for probable, possible and
preferred futures. For example, making well-informed predictions or extrapolating using current economic, environmental, social
and technological trends; using divergent thinking (What if explorations) about a given futures scenario; hypothesis; or
systems-driven thinking.
Programming languages in common use designed to solve a wide range of problems. They include procedural, functional and
object-oriented programming languages, including scripting and/or dynamically typed languages. Examples of general-purpose
programming languages include C#, C++, Java, JavaScript, Python, Ruby and Visual Basic. They do not include declarative
programming languages such as Prolog or structured query language (SQL), or languages designed for solving domain-specific
problems or for pedagogical reasons.
graphic organiser
A communication tool that uses visual symbols to represent structured thinking. Graphic organiser makes thinking processes
visible by showing connections between ideas and data. Examples include concept maps, flowcharts and cause-and-effect
patterns. The use of graphic organisers has become more popular with the availability of software to create, edit and display
them.
A technique used to communicate ideas and plans, for example, sketching, drawing, modelling, making patterns, technical
drawing, computer-aided drawing. (The graphical representation techniques for each band are included in the band description.)
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graphics technologies
Visual images, pictorial representations or designs produced on a surface such as paper, canvas or a screen. Images
generated by a computer are known as computer graphics. The purpose of these images, representations or designs is to
inform, illustrate or entertain.
hardwood
Wood from broadleaved or angiosperm trees such as oak, ash, gum, jarrah.
hashing algorithm
A method of generating output of a fixed length that is used as a shorthand reference to larger amounts of data. Used
extensively to speed up searching, or when a size of data being used becomes cumbersome. Hashing is especially useful in
cryptography as a means of reliably and securely obscuring input for communication. A hashing algorithm is deterministic it
always produces the same output for any given input ensuring that data retrieval and use are reliable.
health
A state of complete physical, mental and social wellbeing and not merely the absence of disease or infirmity (World Health
Organization 1948).
healthy eating
Dietary patterns that aim to promote health and wellbeing, including types and amounts of foods and food groups that reduce
the risk of diet-related conditions and chronic disease (National Health and Medical Research Council 2013).
One of the first coding systems (or languages) designed to be used for web-page files so that an internet browser can efficiently
display a page and elements for that page such as text, links and media in the intended position. There are newer versions of
this language and alternative markup languages.
A set of rules or standards for transferring files and messages on the World Wide Web, specifically to allow linking of files and
text (see file transfer protocol). It provides a standard for web browsers to render pages (that is, to present them in an intended
form) and servers to communicate.
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IF statement
A conditional decision statement used to control the flow of a program (see branching). The structure of an IF statement
evaluates an expression (for example, hour < 12) and performs a specified code block only if the condition is true. An example
in Python would look like the following:
print(Good morning!)
Here, the program would only print the words 'Good morning!' if the hour of the day is less than 12.
information system
A combination of digital hardware and software components (digital systems), data, processes and people that interact to
create, control and communicate information.
input
Something put into a system to activate or modify a process, for example, people, raw materials, power, energy, data. Also see
engineering principles and systems.
intellectual property
A legal concept that refers to creations of a mind for which exclusive rights are recognised. Common types of intellectual
property include copyright, trademarks, patents, designs and plant breeders rights.
intitle
A prefix indicating a strategy to limit searches to the title field of a web page. It indicates that a word or phrase is included in the
title.
inurl
irrigation methods
Different ways of applying supplementary water to crops, for example, spray, flood and drip irrigation.
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iteration
A repetition of a process or set of instructions in computer programming where each repeated cycle builds on a previous (see
repeatstatement). Typically this uses a FOR loop command with a counter such as the example below to add the numbers from
1 to 9.
for number = 1 to 9
jig
A custom-made tool or piece of equipment used to control a positioning and or motion of another tool to go into a work piece.
Jigs are used when manufacturing products to ensure accuracy, alignment, repeatability and interchangeability. Some jigs are
also called templates or guides. Examples are machining jigs, woodworking jigs such as a dowelling jig, jewellers jigs and
welders jigs.
diagram of a jig
joining processes
Methods of bringing together and permanently holding materials or components, for example, using joints such as a dowel joint
to join legs and rails for a table frame; fasteners such as nails, rivets, bolts and screws; glues or adhesives; welding; sewing and
binding; rubbing in or mixing food ingredients. Also see components.
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example of processes to join fabric
land management
A process of developing land and monitoring its use in a sustainable way, usually for purposes of producing food and providing
fibre for clothing and housing. Includes providing protection for flora and fauna, and preventing and controlling weeds. Also see
water management.
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life cycle thinking
A strategy to identify possible improvements to products, services and environments to reduce environmental impact and
resource consumption while considering social and economic impacts. The cycle goes from the acquisition of materials through
to disposal or recycling. Life cycle thinking in food and fibre production would consider nutrition, health and wellbeing, cultural
identity and lifestyle as well as environmental impacts. When products and services are marketed or integrated together,
customers may be more satisfied because the service supports the products use through its life, and could lead to less
consumption. Examples of how life cycle thinking can be demonstrated include product road maps and more complex life cycle
analysis and assessment diagrams used by industry.
lossless compression
A type of compression algorithm that retains sufficient information to allow the original data to be perfectly reconstructed from
the compressed data. It is used when it is important for the original data to be perfectly preserved, for example, in text
documents, programming source code, application files or for archival purposes.
lossy compression
A type of compression algorithm that compresses data by discarding information that is not necessary to reproduce the original
data with sufficient detail for the user not to notice the difference. It is used primarily for reducing the size of multimedia assets
such as video, audio and photos, especially when streaming or transmitting the data over the internet. The original data cannot
be restored from the compressed version, as is noticeable when attempting to increase the size of a compressed jpeg file.
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medium compression (24KB)
A way of thinking about food and fibre production that focuses on reducing purchased inputs (such as fertilisers and pesticides)
and uses on-farm and environmental resources effectively. Concepts include crop rotations and soil and water conservation.
malware
Malicious software designed to interfere with the regular operation of a computer system. Often used to gain access to other
peoples computers or to gather sensitive information, it is usually hidden in other software to avoid user detection. Examples
can include viruses, Trojan horses, key loggers and spyware. Anti-malware software is often relied on to help users detect and
remove malware from their computers.
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mammandur
A spinning top traditionally made from beeswax and a stick. It is spun by rubbing the stick between two palms or by using the
thumbs and middle finger to twist it.
managed environment
In Design and Technologies, an environment coordinated by humans, for example, a farm, forest, marine park, waterway,
wetland and storage facility.
mass production
Making many standardised products very quickly, using assembly line techniques. Components or partially completed products
are sent to workers, who each work on an individual step, rather than one worker working on a whole product from start to
finish. Mass produced products are manufactured to attain a standardised and consistent quality.
material
A substance from which a thing is or can be made. Natural (e.g. animals, food, fibre, timber, mineral) and fabricated (e.g. metal
alloys, plastics, textiles, composites) materials. Materials are used to create products or environments and their structure can be
manipulated by applying knowledge of their origins, structure, characteristics, properties and uses.
A technologies context in Design and Technologies focuses on a broad range of traditional, contemporary and emerging
materials and specialist areas that typically involve extensive use and deep knowledge of specific technologies.
meat tenderness
How easily meat is cut or chewed. Meat tenderness is influenced by age of the animal, breed, level of activity, fat content and
cooking method.
minimum-tillage cropping
Methods of ploughing that provide minimum disruption to the soil, thus allowing soil to maintain its natural structure. Minimum-
tillagecropping requires the use of specially designed machinery and control of weeds by the use of herbicides.
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model
A representation that describes, simplifies, clarifies or provides an explanation of the workings, structure or relationships within
an object, system or idea.
This can be either a physical model, such as in a scalemodel of a car or house, to show the form of a final production design,
and is made with tools, jigs and fixtures; or virtual, such as a simulator program that demonstrates the capabilities of a vending
machine through interaction with a computer user.
multimedia
The use of digital technologies to present combinations of text, graphics, video, animation and/or sound in an integrated way.
Where there is facility for a user to interact with multimedia, the term interactive multimedia may be used. Examples include
interactive games, media-rich websites, electronic books (ebooks) and animated short films.
natural environment
In Design and Technologies, an environment in which humans do not make significant interventions, for example, ocean
environments, natural woodlands, national parks.
nutrition panel
Under the food standards code, all manufactured packaged foods must carry a nutrition panel. Only very small packages are
exempt. The nutrition panel states the amount of energy (kilojoules), protein, fat (saturated and total), sodium and carbohydrate
in a food. Figures are shown in two columns: per serve and per 100 grams or millilitres.
nutritious foods
Foods that supply the nutrients needed by a body to grow, develop and maintain health. As the type and quantity of nutrients
found in foods varies, a body needs a variety of foods to be eaten each day to ensure optimum levels of health and wellbeing
are achieved.
An application that uses the object-oriented programming paradigm to represent attributes and actions of a real-world object. An
example is the use of Lego Mindstorms to provide instructions to determine the movement of a robot.
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object-oriented programming language (OOP)
A programming language that supports the object-oriented programming paradigm. In object-oriented programming, objects
represent a combination of data (the attributes of an object) and actions that can be performed on or with those data (the
methods of the object). An example might be a declaration of a car, which has attributes that describe its physical nature (such
as the number of doors, its colour, the size of the engine) and the actions it can perform (such as accelerating, braking and
turning).
The valid attributes and methods of an object are defined by its class, and these attributes and methods can be inherited from
the definition of another class. Examples of OOP languages include C++, Eiffel, Java, Python and Scala.
A simple online interface, such as a form on a website, that provides a way for a user to query a specified dataset. This could
include a catalogue for a local library, or a website that allows searching of Creative Commons images.
organic fertiliser
A mixture of extra nutrients that are derived from sources which are or were living, to be added to crops and pastures. Examples
include seaweed, blood and bone, manure and compost.
orthogonal drawing
A scaled multiview drawing of a three-dimensional object to show each view separately, in a series of two-dimensional
drawings, for example, top or bottom, front, back and sides. In Australia, orthogonal drawings use third-angle projection for
layout of the views. Orthogonal drawings may also include measurements on each view and are used to develop lists of
material requirements. In these drawings each edge is represented by a connected line, each segment of which is parallel to a
coordinate axis. Also see production drawing.
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orthogonal drawing of a chair
output
A result of something (physical or virtual) such as power, energy, action, material or information produced by a person, machine
or a system. Also see engineering principles and systems.
paddock to plate
palatability
An impression made by foods. The foods may be acceptable or agreeable to the palate or taste.
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passive design
A design approach that uses natural elements often sunlight to heat, cool or light a building. Systems that employ passive
design require very little maintenance and reduce a buildings energy consumption by minimising or eliminating mechanical
systems used to regulate indoor temperature and lighting.
peripheral device
A digital component that can be connected to a digital system but are not essential to the system, for example, printer, scanner,
digital camera.
Equipment used or worn by a person to minimise risk to the persons health or safety, for example, goggles, ear muffs, face
shield, hard hat, apron, gloves.
perspective drawing
A drawing that represents the way objects appear to be smaller and closer together, the further away they are. Perspective
drawings may be one-, two- or three-point perspective and have the corresponding number of vanishing points. A one-point
perspective drawing has a single vanishing point (VP). Perspective drawings are often used in building, interior and architectural
design.
perspective drawings
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pictorial map
A map that shows illustrated (rather than technical style) cartography. The area shown may be the representation of a view of a
landscape from above on an oblique angle. Pictorial maps are not drawn to scale.
pixel
A physical point in a bitmap image or on a display device that corresponds to the smallest amount of information that can be
stored and accessed. Also see bitmap.
play
An imaginary situation and the exploration of objects and actions for a specific purpose, where meaning and sense of objects,
actions and social situation can change for individual and collective needs to create something new.
preferred futures
Preferences for the future identified by a student to inform the creation and evaluation of solutions.
preparing soil
The processes of tillage, addition of organic matter and fertilisers, and drainage prior to establishing a food or fibre crop.
producing
Actively realising (making) designed solutions, using appropriate resources and means of production.
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product
One of the outputs of technologies processes, the end result of processes and production. Products are the tangible end results
of natural, human, mechanical, manufacturing, electronic or digital processes to meet a need or want.
A presentation of a products features and interface generated by capturing the screen of a computer while the product is in use.
Usually recorded using video, then annotated using text or voice to provide explanatory notes about the actions occurring on
screen.
production drawing
A working drawing that details requirements for the manufacture and assembly of a product and environment.
production process
In Design and Technologies, a technologies context-specific process used to transform technologies into a product, service or
environment, for example, the steps used for producing a product.
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project
A set of activities undertaken by students to address specified content, involving understanding the nature of a problem,
situation or need; creating, designing and producing a solution to the project task; and documenting the process. Project work
has a benefit, purpose and use; a user or audience, which can provide feedback on the success of the solution; limitations to
work within; and a real-world technologies context influenced by social, ethical and environmental issues. Criteria for success
are used to judge a projects success.
project management
A responsibility for planning, organising, controlling resources, monitoring timelines and activities, and completing a project to
achieve a goal that meets identified criteria for judging success.
property
A distinctive quality of a material that can be tested and used to help people select the most suitable one for a particular use.
Mechanical properties are determined when a force is applied to a material, for example, to test its strength, hardness, wear
resistance, machinability/workability, stretch and elasticity.
Thermal properties are determined when varying temperatures (for example, cold or heat) are applied to test whether a material
expands, melts, conducts or absorbs heat (warms up), find its boiling point, and whether its colour changes.
Chemical properties relate to the chemicals a material is made of (its composition) and how it may change because of its
surrounding environment, for example, how it ages or taints; develops an odour; deteriorates; resists stains, corrosion or cracks
due to heat; or is flammable.
Electrical properties relate to the way a material responds if a current is passed through it or if it is placed in an electrical field,
for example, whether the material conducts or resists electricity or acts as an insulator.
Optical properties relate to how light reacts with a material, for example, opaqueness, transparency and reflectiveness.
protocol
A set of generally accepted standards or 'rules' that govern relationships and interactions between and within information
systems. Also see file transfer protocol and hypertext transfer protocol.
prototype
A trial product or model built to test an idea or process to inform further design development. A prototype can be developed in
the fields of service, design, electronics or software programming. Its purpose is to see if and how well the design works and is
tested by users and systems analysts. It can be used to provide specifications for a real, working product or system rather than
a virtual or theoretical one. Prototype is derived from Greek terms that, when translated, mean primitive form, first and
impression. Also see working models.
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radiofrequency identification device (RFID)
A small electronic device, consisting of a small chip and antenna, used for identifying and tracking products, animals and
people.
rapid prototyping
A range of techniques used to quickly fabricate a scalemodel of a physical part or assembly using three-dimensional computer-
assisted design (CAD). Construction of the part or assembly is usually done using 3D printing or additive layer manufacturing
technology.
recirculation technologies
Technologies associated with reusing water or air after it has been treated to remove particles, gases and/or dissolved
chemicals.
Digital representation of colour, displayed on pixels, through the use of varying amounts of red, green and blue light. By
combining different amounts of each colour, many of the colours of the visible spectrum can be represented on screen.
rendered drawing
A drawing that shows a relative relationship of elements or a form of objects using texture, colour, light, shade and tone
(lightness or darkness of a colour). Rendereddrawings are used, for example, in architecture to show what a building will look
like or to show the form and shape of the body of a proposed car design. Rendering can be done by hand, or using computer
software such as computer-aided drawing.
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REPEAT statement
A statement used for declaring iteration and repetition in programming code. Usually a REPEAT statement continues to execute
until some specified condition has been met, at which point the repetition ceases. Also known as a loop and implemented in
many programming languages by terms such as for or while. An example in Pascal may look like this:
repeat
a := a + 1
until a = 10;
where the code will repeatedly print out a number and increase its value by 1 until the number reaches 10.
resistant material
A material such as metals, plastics and timber that is usually firm and not easily bent or curved unless heat, pressure or force is
applied.
resources
In Design and Technologies, this includes technologies, energy, time, finance and human input.
risk management
A practice of identifying potential risks in advance, analysing them and taking precautionary steps to reduce/curb the risk. Risk
management involves risk identification, analysis, response planning, monitoring, controlling and reporting.
scale
A relationship between the actual size of an object and its representation on a drawing, map or model; proportional ratio
(reduction or enlargement) of the actual size of an object so it will fit on a page or be more manageable to draw or represent.
For example, a house plan uses scale. A scale of 1:20 means that each centimetre on the house plan equals 20 centimetres on
the actual floor. So the actual room measurements would be divided by 20 to get the floor plan measurements. Ratios may be,
for example, 1:5, 1:10, 1:50, 1:100, 1:200, 1:500, 1:1000.
secret key
A piece of information that determines the output of a cryptographic cipher and is kept hidden from unintended recipients. The
key is required to decrypt information received to restore it to the original message, thus its secrecy is important for ensuring
secure transmission of data. Also see cryptography.
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SELECT statement
A statement in structured query language (SQL) that retrieves information from a database. The structure of a SELECT
statement provides for optional clauses that allow for the filtering, grouping and sorting of data on retrieval. A simple SELECT
statement may look like the following:
where the resulting set would be all of the records in the People table. Following is an example of a more complicated SELECT
statement:
This uses the optional WHERE clause to retrieve only the males (that is, that have a gender of m) from the database table.
sensory properties
Properties that can be identified by organs of sense. Used to evaluate and describe foods in terms of the senses. The taste
(sweet, sour, salty); texture or mouth feel (smooth, moist, lumpy); aroma (spicy, sweet, pungent); appearance (light, dark,
golden, glossy); and noise (crunchy, fizzy, crackly) are parts of this analysis.
service
One of the outputs of technologies processes, the end result of processes and production. Services are a less tangible outcome
(compared to products) of technologies processes to meet a need or want. They may involve development or maintenance of a
system and include, for example, catering, cloud computing (software as a service), communication, transportation and water
management. Services can be communicated by charts, diagrams, models, posters and procedures.
service design
A design of a service and service concept. A service concept aims to meet the needs of an end user, client or customer. A
service design includes physical, organisational, aesthetic, functional and psychological benefits of a service and requires
systems thinking.
side view
Drawing of an object to show what the object looks like when viewed from its side. Also see orthogonal drawing.
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smart material
A material that has extra functions designed into it, so it has extra properties that can be controlled by external stimuli or react to
an environment all by themselves. These stimuli can include such things as stress, temperature, moisture, pH, electric or
magnetic fields. Examples of smartmaterials include those that self-heal if scratched or that can detect if the foods they contain
are past their best by use date. These materials have been developed following extensive research and development (R&D)
and manufactured to include extra smart behaviour functions.
social network
A structure that describes the relationships that exist between individuals and/or organisations. Social networking services and
tools provide a mechanism for people who share common interests or personal ties to communicate, share and interact using a
range of media such as text, images and video.
social protocols
Generally accepted 'rules' or behaviours for when people interact in online environments, for example, using language that is
not rude or offensive to particular cultures, and not divulging personal details about people without their permission.
social sustainability
Practices that maintain quality of life for people, societies and cultures in a changing world for a long period of time, ensuring
health and wellbeing without disproportionate costs or side effects.
softwood
Wood from gymnosperm trees such as conifers. Examples of softwood include pine, spruce and cedar.
strength
The state, property or quality of a material or object being physically strong and able to withstand or resist a significant amount
of force or pressure without breaking. This includes when a material or object is put under compression (compressive strength)
or under tension (tensile strength). Compressive strength is measured by the materials capacity to withstand loads that are
intended to reduce its size (forcing its atoms together) and to see how much it deforms or cracks. Tensile strength is measured
by the materials capacity to withstand loads to extend it (forcing its atoms to be pulled apart). Also see properties.
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structured English
The use of the English language to describe the steps of an algorithm in clear, unambiguous statements that can be read from
start to finish. The use of keywords such as START, END, IF and UNTIL provides a syntax similar to that of a programming
language to assist with identifying logical steps necessary to properly describe the algorithm.
An example of the use of structured language can be demonstrated using the following problem:
Description of the problem: Describing the decision a person makes about how to get to a destination based on the weather and
the distance from their current location to their destination.
START
ELSE
Walk
Ride a bicycle
ELSE
ENDIF
ENDIF
END
The Structured English description can easily be translated into code using a programming language and accurately captures
logical elements that must be followed to answer the question posed.
Specialist programming language used to manage data and access data in relational database management systems.
supplementary feeding
The supply of animal feed by a farmer in addition to what a grazing animal can obtain from pasture.
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sustainability factors
Economic, environmental and social sustainability issues that impact on design decisions.
sustainable
Supporting the needs of the present without compromising the ability of future generations to support their needs.
system
A structure, properties, behaviour and interactivity of people and components (inputs, processes and outputs) within and
between natural, managed, constructed and digital environments.
systems thinking
A holistic approach to the identification and solving of problems, where parts and components of a system, their interactions and
interrelationships are analysed individually to see how they influence the functioning of the whole system. This approach
enables students to understand systems and work with complexity, uncertainty and risk.
technologies
Materials, data, systems, components, tools and equipment used to create solutions for identified needs and opportunities, and
the knowledge, understanding and skills used by people involved in the selection and use of these.
technologies contexts
A focus and opportunities for students in Design and Technologies to use processes and production skills to design and
produce products, services and environments. The prescribed technologies contexts for Foundation Year 8 are: engineering
principles and systems; food and fibre production; food specialisations; and materials and technologiesspecialisations.
technologies processes
Processes that allow the creation of a solution for an audience (end user, client or consumer). The processes involve the
purposeful use of technologies and other resources and appropriate consideration of impact when creating and using solutions.
The processes typically require critical and creative thinking such as: computational, design or systems thinking. The processes
involve: investigating and defining; generating and designing; producing and implementing; evaluating; and collaborating and
managing (design processes) and technologies-specific production processes.
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technologies specialisations
Areas of specialisation that typically involve extensive use of technologies (for example, architecture, electronics, graphics
technologies, fashion).
thumbnail drawing
A small drawing usually done quickly by designers, architects and engineering designers to indicate roughly what an object,
system or environment could look like. Thumbnail drawings are a method of visualising thinking and show main features rather
than minor details. They may include annotations.
tool
An implement and machine to carry out specific processes when working with materials. For example, a saw is an example of a
tool used to cut timber; scissors are used to cut fabric, paper and cardboard; a tape measure is used to measure lengths and
widths of wood and fabric; a blender is used to mix and blend food ingredients; secateurs are used to prune plants. Also see
equipment.
top view
Drawing of an object to show what it looks like when viewed from above. Also see orthogonaldrawing.
A set of rules or standards for organising how messages are transmitted over the internet. Also see file transfer protocol and
hypertext transfer protocol.
Unicode
A standard for consistent encoding and representation of text from most of the worlds writing systems. Like ASCII, characters
are mapped to unique numerical values; however, Unicode contains more than 100,000 characters from more than 100 different
types of script.
user interface
Characteristics of the boundary between users and a computer system, or the manner in which users interact with computer
hardware or software. In software, this usually comprises of fields for text and number entry, mouse pointers, buttons and other
graphical elements. In hardware, switches, dials and light-emitting diodes (LEDs) provide information about the interactions
between a user and a machine.
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vector graphics
Images that are represented and stored on computers using geometric elements such as points, lines, curves and shapes.
Unlike bitmap images, vector graphics can be easily scaled without loss of clarity due to all points used in the reproduction of
the graphic having a clearly defined location and shape in two-dimensional space.
For example, if a line is drawn using vector graphics, only the two end points and the fact that it is a straight line need to be
stored. To double the length of the line only needs information about one end point changed so that the software can fill in all
the dots between. As a bitmap, each pixel would have to be doubled in size, making a more blurry image. (The software
doesnt know it is a line and stores information about all the pixels that made up the line separately.)
bitmap graphic
vector graphic
vertical farming
Cultivation of plants or animals on or in a vertical space associated with a multistorey building or vertical, or near-vertical
surfaces.
virtual object
A representation of an object, real or imagined, in a digital form. Examples might include a reproduction of a landmark such as
the Eiffel Tower in a virtual world tour, or of a constructed spaceship in an environment designed to simulate changes in
gravitational force or air density that would not be possible in real-world experiments.
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visual programming
A programming language or environment where a program is represented and manipulated graphically rather than as text. A
common visual metaphor represents statements and control structures as graphic blocks that can be composed to form
programs, allowing programming without having to deal with textual syntax. Examples of visual programming languages include:
Alice, GameMaker, Kodu, Lego Mindstorms, MIT App Inventor, Scratch (Build Your Own Blocks and Snap).
Note: A visual programming language should not be confused with programming languages for creating visualisations or
programs with user interfaces, for example, Processing or Visual Basic.
Software to help in the recording of ideas as visual representations. Examples in are computer-aided drawing (or computer-
assisted design CAD) and computer simulation. Graphic organisers are visualisation tools as are software that display graphs
of data.
warmth
The sensation of being warm. Warmth of a fabric is determined by the arrangement of fibres, fibre size, shape and structure and
thermal conductive properties of the fibres. Generally speaking, the smaller and finer the fibres, the more insulating the garment,
because more air is trapped between the fibres. Protein-based fibres (wool, fur) and polypropylene and polyester are the least
thermally conductive materials.
water management
A way water resources are monitored and used by humans. This can include the use of dams, irrigation systems, bores,
windmills and testing the quality of water and levels of pollution.
water-efficient irrigation
Systems that supply water in a manner that maximises the plant growth associated with each unit of applied water. Irrigation
systems may use targeted delivery into the root zone of plants or may apply water to minimise losses through evaporation or
soil infiltration.
web-authoring software
A computer program designed to assist in the creation of web pages. Simple web-authoring software may take a form of a basic
text editor, or may contain more advanced features that allow for editing the content and layout of a web page.
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while loop
A set of instructions in a loop with a test at the top a programmatic implementation of iteration or repeat. The beginning and
ending of the loop may be indicated by key words while and endwhile; however, this will vary depending on the syntax of the
programming language used. Sometimes it is referred to as a do while loop and in some languages a do loop is used instead.
wireless device
A device that transmits and receives data from other sources, using electromagnetic radiation (for example, radio waves) rather
than being connected by electrical conductors such as wires. A common example of a wireless device is a mobile phone, which
uses radio waves of a specific frequency to connect to telecommunications towers for the purpose of communication.
The thickness of a wool fibre measured in microns (the millionth part of a metre). The smaller the measure, the finer the fibre.
working model
Engineering simulation software product that, when run, can be used to test how virtual components interact. A program can
simulate various interactions of the parts (components) and graph the movement and force on any element in a system. These
working models are also known as prototypes and can be used to evaluate performance, and make alterations and
improvements if necessary.
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The Australian Curriculum
Technologies - Design and
Technologies
Overview
Rationale
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. Knowledge, understanding and skills involved in the design, development and use of
technologies are influenced by and can play a role in enriching and transforming societies and our natural, managed and
constructed environments.
The Australian Curriculum: Design and Technologies enables students to become creative and responsive designers. When
they consider ethical, legal, aesthetic and functional factors and the economic, environmental and social impacts of
technological change, and how the choice and use of technologies contributes to a sustainable future, they are developing the
knowledge, understanding and skills to become discerning decision-makers.
Design and Technologies actively engages students in creating quality designed solutions for identified needs and opportunities
across a range of technologies contexts. Students manage projects independently and collaboratively from conception to
realisation. They apply design and systems thinking and design processes to investigate ideas, generate and refine ideas, plan,
produce and evaluate designed solutions. They develop a sense of pride, satisfaction and enjoyment from their ability to
develop innovative designed products, services and environments.
Through the practical application of technologies including digital technologies, students develop dexterity and coordination
through experiential activities. Design and Technologies motivates young people and engages them in a range of learning
experiences that are transferable to family and home, constructive leisure activities, community contribution and the world of
work.
Aims
In addition to the overarching aims for the Australian Curriculum: Technologies, Design and Technologies more specifically aims
to develop the knowledge, understanding and skills to ensure that, individually and collaboratively, students:
develop confidence as critical users of technologies and designers and producers of designed solutions
investigate, generate and critique innovative and ethical designed solutions for sustainable futures
use design and systems thinking to generate design ideas and communicate these to a range of audiences
produce designed solutions suitable for a range of technologies contexts by selecting and manipulating a range of
materials, systems, components, tools and equipment creatively, competently and safely; and managing processes
evaluate processes and designed solutions and transfer knowledge and skills to new situations
understand the roles and responsibilities of people in design and technologies occupations and how they contribute to
society.
Structure
The Australian Curriculum: Design and Technologies (F10) comprises two related strands:
Design and Technologies knowledge and understanding the use, development and impact of technologies and design
ideas across a range of technologies contexts
Design and Technologies processes and production skills the skills needed to create designed solutions.
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In Design and Technologies, creating designed solutions is also expressed as designing and producing or design and
produce as a means of abbreviating the skills needed to create designed solutions by investigating and defining, designing,
producing and implementing, evaluating, and collaborating and managing.
Table 2 outlines the focus of expected knowledge, understanding and skills in Design and Technologies F10 and Figure 2
illustrates the relationship between the Design and Technologies strands.
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Together, the two strands provide students with knowledge, understanding and skills through which they can safely and ethically
design, plan, manage, produce and evaluate products, services and environments. Teaching and learning programs should
balance and integrate both strands. Students learn about technologies and society through different technologies contexts
(knowledge and understanding) as they create designed solutions (processes and production skills).
This strand focuses on developing the underpinning knowledge and understanding of technologies (materials, systems,
components, tools and equipment) across technologies contexts and developing understanding of the relationship between
technologies and society.
Technologies contexts
The technologies contexts content descriptions provide a framework within which students can gain knowledge and
understanding about technologies and design across a range of technologies contexts. These content descriptions focus on the
characteristics and properties of technologies and how they can be used to create innovative designed solutions.
The technologies contexts provide a progression of learning from Foundation to Year 8 and optionally to Year 910 or lead to
more specialised Technologies subjects in Year 9 and 10. They also reflect national priorities including workforce needs, food
security and sustainable food and fibre production and health and wellbeing priorities.
The prescribed technologies contexts for Foundation Year 8 are described below. The band descriptions show how many
times each technologies context is addressed in a band.
Engineering principles and systems is focused on how forces can be used to create light, sound, heat, movement, control or
support in systems. Knowledge of these principles and systems enables the design and production of sustainable, engineered
solutions. Students need to understand how sustainable engineered products, services and environments can be designed and
produced as resources diminish. Students will progressively develop knowledge and understanding of how forces and the
properties of materials affect the behaviour and performance of designed engineering solutions.
Food and fibre are the human-produced or harvested resources used to directly sustain human life and are produced in
managed environments such as farms and plantations or harvested from wild stocks. Challenges for world food and fibre
production include an increasing world population, an uncertain climate and competition for resources such as land and water.
Students need to engage in these challenges by understanding the processes of food and fibre production and by investigating
innovative and sustainable ways of supplying agriculturally produced raw materials. Students will progressively develop
knowledge and understanding about the managed systems that produce food and fibre through creating designed solutions.
(Food and fibre production includes food specialisations from Foundation to Year 6.)
Food specialisations
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Food specialisations includes the application of nutrition principles (as described in Health and Physical Education) and
knowledge about the characteristics and properties of food to food selection and preparation; and contemporary technology-
related food issues. There are increasing community concerns about food issues, including the nutritional quality of food and the
environmental impact of food manufacturing processes. Students need to understand the importance of a variety of foods,
sound nutrition principles and food preparation skills when making food decisions to help better prepare them for their future
lives. Students will progressively develop knowledge and understanding about the nature of food and food safety, and how to
make informed and appropriate food preparation choices when experimenting with and preparing food in a sustainable manner.
Materials and technologies specialisations is focused on a broad range of traditional, contemporary and emerging materials and
specialist areas that typically involve extensive use of technologies. We live in and depend on the human-made environment for
communication, housing, employment, medicine, recreation and transport; however, we also face increasing concerns related to
sustainability. Students need to develop the confidence to make ethical and sustainable decisions about solutions and the
processes used to make them. They can do this by learning about and working with materials and production processes.
Students will progressively develop knowledge and understanding of the characteristics and properties of a range of materials
either discretely in the development of products or through producing designed solutions for a technologies specialisation; for
example, architecture, electronics, graphics technologies or fashion.
Across each band from Foundation to Year 8, students will have the opportunity to produce at least three types of designed
solutions (product, service and environment) through the technologies contexts identified for a band.
These different designed solutions have been specified to give students opportunities to engage with a broad range of design
thinking and production skills. For example, in Year 56 students may design and produce an engineered product, a food and
fibre production/food specialisations environment and a materials or technologies specialisations service. Whereas in another
school students may design and produce an engineered environment, a food and fibre production/food specialisations service,
and a materials and technologies specialisation product. The combination of contexts and types of designed solutions is a
school decision.
Figure 3 outlines the relationship between technologies contexts and types of designed solutions.
The Design and Technologies processes and production skills strand is based on the major aspects of design thinking, design
processes and production processes. The content descriptions in this strand reflect a design process and would typically be
addressed through a design brief.
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The Design and Technologies processes and production skills strand focuses on creating designed solutions by:
The processes and production skills that students will use throughout a design project are described below.
Evaluating
Students evaluate and make judgements throughout a design process and about the quality and effectiveness of their designed
solutions and those of others. They identify criteria for success. In the early years, the teacher may guide the development of
these criteria. Progressively, students develop criteria which become increasingly more comprehensive. Students consider the
implications and consequences of actions and decision-making. They determine effective ways to test and judge their designed
solutions. They reflect on processes and transfer their learning to other design opportunities.
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Students work individually and in groups to plan, organise and monitor timelines, activities and the use of resources. Students
progress from planning steps in a project through to more complex project management activities that consider various factors
such as time, cost, risk and quality control.
PDF documents
Resources and support materials for the Australian Curriculum: Technologies are available as PDF documents.
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Design and Technologies
Foundation to Year 2
Learning in Design and Technologies builds on concepts, skills and processes developed in the Early Years Learning
Framework, revisiting, strengthening and extending these as needed.
By the end of Year 2 students will have had the opportunity to create designed solutions at least once in each of the following
technologies contexts: Engineering principles and systems; Food and fibre production and Food specialisations; and Materials
and technologies specialisations. Students should have opportunities to experience designing and producing products, services
and environments. This may occur through integrated learning.
In Foundation to Year 2 students explore and investigate technologies materials, systems, components, tools and equipment
including their purpose and how they meet personal and social needs within local settings. Students develop an
understanding of how society and environmental sustainability factors influence design and technologies decisions. Students
evaluate designed solutions using questions such as How does it work?, What purpose does it meet?, Who will use it?,
What do I like about it? or How can it be improved? They begin to consider the impact of their decisions and of technologies
on others and the environment including in relation to preferred futures. They reflect on their participation in a design process.
This involves students developing new perspectives, and engaging in different forms of evaluating and critiquing products,
services and environments based on personal preferences.
Using a range of technologies including a variety of graphical representation techniques to communicate, students draw, model
and explain design ideas; label drawings; draw objects as two-dimensional images from different views; draw products and
simple environments and verbalise design ideas.
They plan (with teacher support) simple steps and follow directions to complete their own or group design ideas or projects, and
manage their own role within team projects. Students are aware of others around them and the need to work safely and
collaboratively when making designed solutions
Identify how people design and produce exploring how local products, services and environments are designed by
familiar products, services and environments people for a purpose and meet social needs, for example the range of
shelters provided for the public in a local community; graphical displays to
and consider sustainability to meet personal
market school and community events
and local community needs (ACTDEK001)
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Explore how technologies use forces to exploring how the principles of push and pull are used in the design of
create movement in products (ACTDEK002) toys, for example in a spinning toy such as an Aboriginal mammandur
combining materials and using forces in design, for example designing the
door on a cage or a simple conveyor belt to move materials short
distances
Explore how plants and animals are grown exploring which plants and animals can provide food or materials for
for food, clothing and shelter and how food is clothing and shelter and what basic needs those plants and animals have
selected and prepared for healthy eating
(ACTDEK003) identifying products that can be designed and produced from plants and
animals, for example food products, paper and wood products, fabrics and
yarns, and fertilisers
exploring how people from different cultures including those of Asia design
and produce different cuisines based on the plants and animals in their
region and available tools and equipment
exploring the tools, equipment and techniques used to prepare food safely
and hygienically for healthy eating
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Explore the characteristics and properties of exploring designed solutions to meet individual, family and community
materials and components that are used to needs with a focus on materials, for example fabrics used for sports
clothing, soft fall for play spaces
produce designed solutions (ACTDEK004)
developing new meanings for objects and action during play, for example
exploring how household packaging can be used to represent other
objects
Explore needs or opportunities for designing, identifying, gathering and playing with materials, components, tools and
and the technologies needed to realise equipment to generate personal design ideas, for example designing a
greeting card for a friend
designed solutions (ACTDEP005)
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Generate, develop and record design ideas comparing and contrasting features of existing products to provide new
through describing, drawing and modelling ideas, for example exploring toys with several movable parts with the view
to designing and making a simple puppet with one movable part
(ACTDEP006)
describing how design ideas meet the needs of those who will use the
solution
Use materials, components, tools, equipment using and playing with everyday materials in new ways or re-using
and techniques to safely make designed discarded materials, for example using discarded materials to design,
make and model a constructed environment
solutions (ACTDEP007)
learning and safely practising a range of technical skills using tools and
equipment, for example joining techniques when making products,
watering and mulching gardens, preparing food, using software to design
an environment
Use personal preferences to evaluate the developing criteria for success with teacher guidance including
success of design ideas, processes and consideration of impact on environment
solutions including their care for environment
(ACTDEP008) recording a judgment about design ideas with teacher guidance, for
example expressing own likes and dislikes about a design idea
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Sequence steps for making designed checking that planned features have been included in design plans and
solutions and working collaboratively drawings by referring to identified criteria for success including care for the
environment
(ACTDEP009)
using lists or storyboarding when planning and making, for example when
planning an electronic planting calendar
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Design and Technologies
With guidance, students create designed solutions for each of the prescribed technologies contexts. They describe given needs
or opportunities. Students create and evaluate their ideas and designed solutions based on personal preferences. They
communicate design ideas for their designed products, services and environments using modelling and simple drawings.
Following sequenced steps, students demonstrate safe use of tools and equipment when producing designed solutions.
Students identify needs, opportunities or problems and describe them. They collect, sort and display familiar data from a range
of sources and recognise patterns in data. Students record design ideas using techniques including labelled drawings, lists and
sequenced instructions. They design solutions to simple problems using a sequence of steps and decisions. With guidance,
students produce designed solutions for each of the prescribed technologies contexts. Students evaluate their ideas,
information and solutions on the basis of personal preferences and provided criteria including care for the environment. They
safely create solutions and communicate ideas and information face-to-face and online.
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Design and Technologies
Years 3 and 4
Learning in Design and Technologies builds on concepts, skills and processes developed in earlier years, and teachers will
revisit, strengthen and extend these as needed.
By the end of Year 4 students will have had the opportunity to create designed solutions at least once in the following
technologies contexts: Engineering principles and systems; Food and fibre production and Food specialisations; and Materials
and technologies specialisations. Students should have opportunities to experience designing and producing products, services
and environments.
In Year 3 and 4 students develop a sense of self and ownership of their ideas and thinking about their peers and communities
and as consumers. Students explore and learn to harness their creative, innovative and imaginative ideas and approaches to
achieve designed products, services and environments. They do this through planning and awareness of the characteristics and
properties of materials and the use of tools and equipment. They learn to reflect on their actions to refine their working and
develop their decision-making skills. Students examine social and environmental sustainability implications of existing products
and processes to raise awareness of their place in the world. They compare their predicted implications with real-world case
studies including those from the Asia region, and recognise that designs and technologies can affect people and their
environments. They become aware of the role of those working in design and technologies occupations and how they think
about the way a product might change in the future.
Using a range of technologies including a variety of graphical representation techniques to communicate, students clarify and
present ideas, for example by drawing annotated diagrams; modelling objects as three-dimensional images from different views
by visualising rotating images and using materials. Students recognise techniques for documenting design and production ideas
such as basic drawing symbols, and use simple flow diagrams.
Students become aware of the appropriate ways to manage their time and focus. With teacher guidance, they identify and list
criteria for success including in relation to preferred futures and the major steps needed to complete a design task. They show
an understanding of the importance of planning when designing solutions, in particular when collaborating. Students identify
safety issues and learn to follow simple safety rules when producing designed solutions.
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Recognise the role of people in design and exploring, playing with and testing materials for their appropriateness, for
technologies occupations and explore example materials for a new sun-shade product
factors, including sustainability that impact
on the design of products, services and examining the suitability of a service or everyday system and proposing
environments to meet community needs improvements, for example a water saving system for a bathroom at home
(ACTDEK010)
investigating materials, components, tools and equipment, including by
using digital technologies, to discover their characteristics and properties,
how they can be used more sustainably and their impact in the future
exploring and testing factors that impact on design decisions, for example
considering the demographics of an area or the impact of natural disasters
on design of constructed environments such as the structural design of
buildings in Japan to withstand earthquakes
Investigate how forces and the properties of examining models to identify how forces and materials are used in the
materials affect the behaviour of a product or design of a toy
system (ACTDEK011)
exploring through play how movement can be initiated by combining
materials and using forces, for example releasing a wound rubber band to
propel a model boat
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Investigate food and fibre production and exploring tools, equipment and procedures to improve plant and animal
food technologies used in modern and production, for example when growing vegetables in the school garden
and producing plant and animal environments such as a greenhouse,
traditional societies (ACTDEK012)
animal housing, safe bird shelters
identifying the areas in Australia and Asia where major food or fibre plants
and animals are grown or bred, for example the wheat and sheep belts,
areas where sugar cane or rice are grown, northern Australias beef
industry, plantation and native forest areas
recognising the benefits food technologies provide for health and food
safety and ensuring that a wide variety of food is available and can be
prepared for healthy eating
Investigate the suitability of materials, conducting experiments and tests to understand the properties of
systems, components, tools and equipment materials, for example strength, durability, warmth, elasticity
for a range of purposes (ACTDEK013)
investigating the mass production of products to ensure standardisation,
for example students setting up a production line to produce a product for
a school fete
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Design and Technologies Processes and Production Skills
Critique needs or opportunities for designing exploring the different uses of materials in a range of products, including
and explore and test a variety of materials, those from Aboriginal and Torres Strait Islander communities and
countries of Asia
components, tools and equipment and the
techniques needed to produce designed
solutions (ACTDEP014) critiquing and selecting appropriate joining techniques for materials to
produce working models
Generate, develop, and communicate design exploring ways of joining, connecting and assembling components that
ideas and decisions using appropriate ensure success
technical terms and graphical representation
techniques (ACTDEP015) generating a range of design ideas for intended products, services,
environments
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Select and use materials, components, tools, using appropriate technologies terms to confidently describe and share
equipment and techniques and use safe with others procedures and techniques for making, for example cutting
and joining materials
work practices to make designed solutions
(ACTDEP016)
exploring ways of joining, connecting and assembling components that
ensure success, and the impact digital technologies have had on these
processes
Evaluate design ideas, processes and negotiating criteria for success with class or group members
solutions based on criteria for success
developed with guidance and including care evaluating, revising and selecting design ideas, based on criteria for
for the environment (ACTDEP017) success and including consideration of ethics, social values and
sustainability
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Plan a sequence of production steps when determining planning processes as a class, for example recording a
making designed solutions individually and procedure or creating time plans
collaboratively (ACTDEP018)
managing time and resource allocation throughout production, for
example materials, tools, equipment and people
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Design and Technologies
Students create designed solutions for each of the prescribed technologies contexts. They explain needs or opportunities and
evaluate ideas and designed solutions against identified criteria for success, including environmental sustainability
considerations. They develop and expand design ideas and communicate these using models and drawings including
annotations and symbols. Students plan and sequence major steps in design and production. They identify appropriate
technologies and techniques and demonstrate safe work practices when producing designed solutions.
Students outline and define needs, opportunities or problems. They collect, manipulate and interpret data from a range of
sources to support decisions. Students generate and record design ideas for an audience using technical terms and graphical
and non-graphical representation techniques including algorithms. They plan a sequence of steps (algorithms) to create
solutions, including visual programs. Students plan and safely produce designed solutions for each of the prescribed
technologies contexts. They use identified criteria for success, including sustainability considerations, to judge the suitability of
their ideas, solutions and processes. Students use agreed protocols when collaborating, and creating and communicating ideas,
information and solutions face-to-face and online.
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Design and Technologies
Years 5 and 6
Learning in Design and Technologies builds on concepts, skills and processes developed in earlier years, and teachers will
revisit, strengthen and extend these as needed.
By the end of Year 6, students will have had the opportunity to create designed solutions at least once in three technologies
contexts: engineering principles and systems, food and fibre production and food specialisations; and materials and
technologies specialisations. Students should have opportunities to experience designing and producing products, services and
environments.
In Years 5 and 6, students critically examine technologies materials, systems, components, tools and equipment that are
used regularly in the home and in local, national, regional or global communities, with consideration of society, ethics and social
and environmental sustainability factors. Students consider why and for whom technologies were developed.
Students engage with ideas beyond the familiar, exploring how design and technologies and the people working in a range of
technologies contexts contribute to society. They seek to explore innovation and establish their own design capabilities.
Students are given new opportunities for clarifying their thinking, creativity, analysis, problem-solving and decision-making. They
explore trends and data to imagine what the future will be like and suggest design decisions that contribute positively to
preferred futures.
Using a range of technologies including a variety of graphical representation techniques to communicate, students represent
objects and ideas in a variety of forms such as thumbnail sketches, models, drawings, diagrams and storyboards to illustrate the
development of designed solutions. They use a range of techniques such as labelling and annotating sequenced sketches and
diagrams to illustrate how products function; and recognise and use a range of drawing symbols in context to give meaning and
direction.
Students work individually and collaboratively to identify and sequence steps needed for a design task. They negotiate and
develop plans to complete design tasks, and follow plans to complete design tasks safely, making adjustments to plans when
necessary. Students identify, plan and maintain safety standards and practices when making designed solutions.
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Examine how people in design and reflecting on the features of designed solutions that ensure safety and
technologies occupations address competing wellbeing of users, for example smoke alarms
considerations, including sustainability in the
design of products, services, and evaluating the sustainability implications of materials, systems,
environments for current and future use components, tools and equipment, for example materials can be recycled
or re-used to reduce waste; systems may benefit some, but disadvantage
(ACTDEK019)
others
Investigate how electrical energy can control deconstructing a product or system to discover how movement, sound or
movement, sound or light in a designed light can be controlled, for example deconstructing a torch or buzzer and
exploring circuit design
product or system (ACTDEK020)
recognising the need to carefully plan and select components for a system
to perform a specific task
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Investigate how and why food and fibre are investigating and experimenting with different tools, equipment and
produced in managed environments and methods of preparing soil and the effect on soil quality and sustainability
including conserving and recycling nutrients, for example when designing
prepared to enable people to grow and be
a sustainable school vegetable garden or cropping area
healthy (ACTDEK021)
describing the relationship between plant types and animal breeds and
their environmental suitability when selecting suitable plants or animals for
an environment
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Investigate characteristics and properties of identifying the properties of materials for the design and construction of a
a range of materials, systems, components, sustainable household item, for example a product for storing harvested
water
tools and equipment and evaluate the impact
of their use (ACTDEK023)
evaluating the functional properties of a specific-purpose household
system, for example a security system
examining the materials and systems used in a public use system that
affect the way people live, for example a community exercise environment
or arts facility, water treatment, garbage collection
Critique needs or opportunities for designing, exploring the steps involved in the process to satisfy a design brief, need
and investigate materials, components, tools, or opportunity
equipment and processes to achieve
intended designed solutions (ACTDEP024) investigating designed solutions from around the world to make suitable,
quality decisions that meet the design brief, challenge or scenario
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Generate, develop and communicate design generating a range of design ideas for products, services or environments
ideas and processes for audiences using using prior knowledge, skills and research
appropriate technical terms and graphical
representation techniques (ACTDEP025) developing alternative design ideas and considering implications for the
future to broaden the appeal and acceptance of design ideas
Select appropriate materials, components, matching material and joining techniques to the design intention, for
tools, equipment and techniques and apply example accurately cutting and sewing the fabric pieces to make a
community banner or joining components to produce an electric circuit
safe procedures to make designed solutions
(ACTDEP026)
working safely, responsibly and cooperatively to ensure safe work areas,
for example the safe use of equipment when making a water-resistant,
floating craft or a model of an environmentally sensitive outdoor shelter
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Negotiate criteria for success that include independently and collaboratively identifying criteria for success,
sustainability to evaluate design ideas, processes and planning, for example using visual representations such as
a flowchart
processes and solutions (ACTDEP027)
considering the criteria for success in relation to the benefits and costs of
production processes, the environmental impact, future use and
application, and social values and ethics of clients
Develop project plans that include examining the essential features of existing processes to inform project
consideration of resources when making planning including safe work practices that minimise risk
designed solutions individually and
collaboratively (ACTDEP028) setting milestones for production processes and allocating roles to team
members
identifying when materials, tools and equipment are required for making
the solution
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Design and Technologies
Students create designed solutions for each of the prescribed technologies contexts suitable for identified needs or
opportunities. They suggest criteria for success, including sustainability considerations, and use these to evaluate their ideas
and designed solutions. They combine design ideas and communicate these to audiences using graphical representation
techniques and technical terms. Students record project plans including production processes. They select and use appropriate
technologies and techniques correctly and safely to produce designed solutions.
Students describe a range of needs, opportunities or problems and define them in terms of functional requirements. They collect
and validate data from a range of sources to assist in making judgements. Students generate and record design ideas for
specified audiences using appropriate technical terms, and graphical and non-graphical representation techniques including
algorithms. They plan, design, test, modify and create digital solutions that meet intended purposes including user interfaces
and a visual program. Students plan and document processes and resources and safely produce designed solutions for each of
the prescribed technologies contexts. They negotiate criteria for success, including sustainability considerations, and use these
to judge the suitability of their ideas, solutions and processes. Students use ethical, social and technical protocols when
collaborating, and creating and communicating ideas, information and solutions face-to-face and online.
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Design and Technologies
Years 7 and 8
Learning in Design and Technologies builds on concepts, skills and processes developed in earlier years, and teachers will
revisit, strengthen and extend these as needed.
By the end of Year 8 students will have had the opportunity to create designed solutions at least once in the following four
technologies contexts: Engineering principles and systems, Food and fibre production, Food specialisations and Materials and
technologies specialisations. Students should have opportunities to design and produce products, services and environments.
In Year 7 and 8 students investigate and select from a range of technologies materials, systems, components, tools and
equipment. They consider the ways characteristics and properties of technologies can be combined to design and produce
sustainable designed solutions to problems for individuals and the community, considering society and ethics, and economic,
environmental and social sustainability factors. Students use creativity, innovation and enterprise skills with increasing
independence and collaboration.
Students respond to feedback from others and evaluate design processes used and designed solutions for preferred futures.
They investigate design and technology professions and the contributions that each makes to society locally, regionally and
globally through creativity, innovation and enterprise. Students evaluate the advantages and disadvantages of design ideas and
technologies.
Using a range of technologies including a variety of graphical representation techniques to communicate, students generate and
clarify ideas through sketching, modelling, perspective and orthogonal drawings. They use a range of symbols and technical
terms in a range of contexts to produce patterns, annotated concept sketches and drawings, using scale, pictorial and aerial
views to draw environments.
With greater autonomy, students identify the sequences and steps involved in design tasks. They develop plans to manage
design tasks, including safe and responsible use of materials and tools, and apply management plans to successfully complete
design tasks. Students establish safety procedures that minimise risk and manage a project with safety and efficiency in mind
when making designed solutions.
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Investigate the ways in which products, considering factors that influence the selection of appropriate materials,
services and environments evolve locally, components, tools and equipment, for example Aboriginal and Torres
Strait Islander Peoples sustainable practices, custodianship and
regionally and globally and how competing
connection to Country
factors including social, ethical and
sustainability considerations are prioritised in
investigating how ethics, social values, profitability and sustainability
the development of technologies and
considerations impact on design and technologies, for example animal
designed solutions for preferred futures welfare, intellectual property, off-shore manufacturing in Asia
(ACTDEK029)
identifying needs and new opportunities for design and enterprise, for
example promotion and marketing of designed solutions
Analyse how motion, force and energy are investigating influences impacting on manufactured products and
used to manipulate and control processes such as historical developments, society, new materials, control
systems and biomimicry, for example the development of velcro
electromechanical systems when designing
simple, engineered solutions (ACTDEK031)
experimenting to select the most appropriate principles and systems on
which to base design ideas, for example structural components to be
tested for strength
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Analyse how food and fibre are produced comparing land and water management methods in contemporary
when designing managed environments and Australian food and fibre production with traditional Aboriginal systems
and countries of Asia, for example minimum-tillage cropping, water-
how these can become more sustainable
efficient irrigation
(ACTDEK032)
Analyse how characteristics and properties planning and making quality, safe and nutritious food items, using a range
of food determine preparation techniques of food preparation tools, equipment and techniques
and presentation when designing solutions
for healthy eating (ACTDEK033) examining the relationship between food preparation techniques and the
impact on nutrient value, for example steaming vegetables
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Analyse ways to produce designed solutions investigating aspects of technologies specialisations, for example in
through selecting and combining architecture, critiquing the design of an existing building to identify
features of passive design or in fashion, evaluating the sustainability of
characteristics and properties of materials,
different fibres
systems, components, tools and equipment
(ACTDEK034)
investigating and selecting from a broad range of technologies
materials, systems, components, tools and equipment when designing
for a range of technologies contexts
evaluating products and services for the individual and the community
considering ethics and social factors, for example a short video
encouraging individuals to increase their use of public transport in the
local area
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Critique needs or opportunities for designing considering community needs when identifying opportunities for
and investigate, analyse and select from a designing, for example gardens for a community centre, cost effective
food service for a sport club
range of materials, components, tools,
equipment and processes to develop design
ideas (ACTDEP035) experimenting with traditional and contemporary technologies when
developing designs, and discovering the advantages and disadvantages
of each approach
Generate, develop, test and communicate using a variety of critical and creative thinking strategies such as
design ideas, plans and processes for brainstorming, sketching, 3-D modelling and experimenting to generate
innovative design ideas
various audiences using appropriate
technical terms and technologies including
graphical representation techniques considering which ideas to further explore and investigating the benefits
and drawbacks of ideas, for example using digital polling to capture the
(ACTDEP036)
views of different groups in the community
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Select and justify choices of materials, developing technical production skills and safe working practices with
components, tools, equipment and independence to produce quality solutions designed for sustainability
techniques to effectively and safely make
designed solutions (ACTDEP037) practising techniques to improve expertise, for example handling animals,
cutting and joining materials
Independently develop criteria for success to developing criteria for success to evaluate the success of designed
evaluate design ideas, processes and solutions in terms of aesthetics, functionality and sustainability
solutions and their sustainability
(ACTDEP038) considering how to improve technical expertise
Use project management processes when explaining and interpreting drawings, planning and production steps
working individually and collaboratively to needed to produce products, services or environments for specific
purposes
coordinate production of designed solutions
(ACTDEP039)
organising time, evaluating decisions and managing resources to ensure
successful project completion and protection of the work space and local
environment
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Design and Technologies
Students create designed solutions for each of the prescribed technologies contexts based on an evaluation of needs or
opportunities. They develop criteria for success, including sustainability considerations, and use these to judge the suitability of
their ideas and designed solutions and processes. They create and adapt design ideas, make considered decisions and
communicate to different audiences using appropriate technical terms and a range of technologies and graphical representation
techniques. Students apply project management skills to document and use project plans to manage production processes.
They independently and safely produce effective designed solutions for the intended purpose.
Students explain a range of needs, opportunities or problems and define them in terms of functional requirements and
constraints. They collect, authenticate and interpret data from a range of sources to assist in making informed judgements.
Students generate and document in digital and non-digital form, design ideas for different audiences using appropriate technical
terms, and graphical representation techniques including algorithms. They independently and safely plan, design, test, modify
and create a range of digital solutions that meet intended purposes including user interfaces and the use of a programming
language. They plan, document and effectively manage processes and resources to produce designed solutions for each of the
prescribed technologies contexts. They develop criteria for success, including innovation and sustainability considerations, and
use these to judge the suitability of their ideas, solutions and processes. Students use appropriate protocols when collaborating,
and creating and communicating ideas, information and solutions face-to-face and online.
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Design and Technologies
Years 9 and 10
Learning in Design and Technologies builds on concepts, skills and processes developed in earlier years, and teachers will
revisit, strengthen and extend these as needed.
By the end of Year 10 students will have had the opportunity to design and produce at least four designed solutions focused on
one or more of the five technologies contexts content descriptions. There is one optional content description for each of the
following: Engineering principles and systems, Food and fibre production, Food specialisations and Materials and technologies
specialisations. There is an additional open content description to provide flexibility and choice. Students should have
opportunities to experience creating designed solutions for products, services and environments.
In Year 9 and 10 students use design and technologies knowledge and understanding, processes and production skills and
design thinking to produce designed solutions to identified needs or opportunities of relevance to individuals and regional and
global communities. Students work independently and collaboratively. Problem-solving activities acknowledge the complexities
of contemporary life and make connections to related specialised occupations and further study. Increasingly, study has a global
perspective, with opportunities to understand the complex interdependencies involved in the development of technologies and
enterprises. Students specifically focus on preferred futures, taking into account ethics; legal issues; social values; economic,
environmental and social sustainability factors and using strategies such as life cycle thinking. Students use creativity,
innovation and enterprise skills with increasing confidence, independence and collaboration.
Using a range of technologies including a variety of graphical representation techniques to communicate, students generate and
represent original ideas and production plans in two and three-dimensional representations using a range of technical drawings
including perspective, scale, orthogonal and production drawings with sectional and exploded views. They produce rendered,
illustrated views for marketing and use graphic visualisation software to produce dynamic views of virtual products.
Students identify the steps involved in planning the production of designed solutions. They develop detailed project
management plans incorporating elements such as sequenced time, cost and action plans to manage a range of design tasks
safely. They apply management plans, changing direction when necessary, to successfully complete design tasks. Students
identify and establish safety procedures that minimise risk and manage projects with safety and efficiency in mind, maintaining
safety standards and management procedures to ensure success. They learn to transfer theoretical knowledge to practical
activities across a range of projects.
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Critically analyse factors, including social, evaluating design and technology professions and their contributions to
ethical and sustainability considerations, that society locally, nationally, regionally and globally, for example Aboriginal
designers collaborating with international craftspeople for local enterprises
impact on designed solutions for global
preferred futures and the complex design
and production processes involved recognising the impact of past designed solutions and possible decisions
when creating preferred futures, for example the design of public transport
(ACTDEK040)
systems that use renewable energy and the design of rural communities
to reduce fire risk
Explain how products, services and considering how creativity, innovation and enterprise contribute to how
environments evolve with consideration of products, services and environments evolve, for example how designers
use biomimicry, the ways plant and animal adaptations can be copied to
preferred futures and the impact of emerging
solve human challenges, such as the Japanese building Sendai
technologies on design decisions Mediatheque based on seaweed-like tubes
(ACTDEK041)
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By the end of Year 10 students will have had
the opportunity to design and produce
designed solutions for one or more of the
technologies contexts below.
Investigate and make judgments on how the explaining the way common machines combine properties of materials
characteristics and properties of materials and force, motion and energy in, for example, cranes on building sites
are combined with force, motion and energy
to create engineered solutions examining and explaining the interaction between material properties and
(ACTDEK043) function of a common system, such as car brakes
Investigate and make judgments on the examining emerging production technologies and methods in terms of
ethical and sustainable production and productivity, profitability and sustainability, for example vertical farming,
recirculation technologies in aquaculture
marketing of food and fibre (ACTDEK044)
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Investigate and make judgments on how the experimenting with food preservation methods such as freezing and
principles of food safety, preservation, dehydrating to determine changes to food structure and how these impact
on designing healthy food solutions, for example dehydrating fruit for the
preparation, presentation and sensory
lunch box
perceptions influence the creation of food
solutions for healthy eating (ACTDEK045)
conducting sensory assessment testing of a range of foods to determine
how these characteristics might be used to enhance food solutions, for
example taste testing a variety of milks, comparing freshly squeezed juice
to commercial juices
Investigate and make judgments on how the critiquing the design of an existing product to identify environmental
characteristics and properties of materials, consequences of material selection
systems, components, tools and equipment
can be combined to create designed justifying decisions when selecting from a broad range of technologies
solutions (ACTDEK046) materials, systems, components, tools and equipment, for example
selecting low-emission paints and locally sourced materials
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Investigate and make judgments, within a examining factors influencing the design of a product that has an explicit
range of technologies specialisations, on environmental emphasis, for example the low-flush toilet
how technologies can be combined to create
designed solutions (ACTDEK047) critiquing product manufacturing processes in relation to society, ethics,
and sustainability factors, for example a mechanised entertainment
system; an interactive multimedia product to teach a concept to a student
in a country in Asia
Critique needs or opportunities to develop critiquing the design of new products to identify how well design ideas
design briefs and investigate and select an respond to sustainability issues
increasingly sophisticated range of materials,
systems, components, tools and equipment critiquing a range of design and technologies ideas, for example
to develop design ideas (ACTDEP048) assessing those that draw on the intellectual property of others, exploring
how well the ideas respond to international and Australian standards
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Develop, modify and communicate design using techniques including combining and modifying ideas and exploring
ideas by applying design thinking, creativity, functionality to generate solution concepts
innovation and enterprise skills of increasing
sophistication (ACTDEP049) undertaking functional, structural and aesthetic analyses of benefits and
constraints of design ideas, for example to different communities and
environments including those from the countries of Asia
Work flexibly to effectively and safely test, refining technical skills and using production skills with independence to
select, justify and use appropriate produce quality designed solutions and to reduce risks in production
technologies and processes to make
designed solutions (ACTDEP050) using materials, components, tools, equipment and techniques safely and
considering alternatives to maximise sustainability, for example using
timber because it stores carbon and offsets the demand for alternative
products
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Evaluate design ideas, processes and establishing specific criteria for success for evaluating designed solutions
solutions against comprehensive criteria for
success recognising the need for evaluating and justifying the use and best combination of traditional,
sustainability (ACTDEP051) contemporary and emerging technologies during project development,
including consideration of sustainability, for example farming methods in
South-East Asia
Develop project plans using digital producing, explaining and interpreting drawings; and planning production
technologies to plan and manage projects timelines using digital technologies
individually and collaboratively taking into
consideration time, cost, risk and production creating production flowcharts using digital technologies to ensure
processes (ACTDEP052) efficient, safe and sustainable sequences
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Design and Technologies
Students create designed solutions for one or more of the technologies contexts based on a critical evaluation of needs or
opportunities. They establish detailed criteria for success, including sustainability considerations, and use these to evaluate their
ideas and designed solutions and processes. They create and connect design ideas and processes of increasing complexity
and justify decisions. Students communicate and document projects, including marketing for a range of audiences. They
independently and collaboratively apply sequenced production and management plans when producing designed solutions,
making adjustments to plans when necessary. They select and use appropriate technologies skilfully and safely to produce
high-quality designed solutions suitable for the intended purpose.
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The Australian Curriculum
Technologies - Digital
Technologies
Overview
Rationale
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 benefits of information systems are exploited ethically. This requires deep knowledge and
understanding of digital systems (a component of an information system) and how to manage risks. Ubiquitous digital systems
such as mobile and desktop devices and networks are transforming learning, recreational activities, home life and work. Digital
systems support new ways of collaborating and communicating, and require new skills such as computational and systems
thinking. These technologies are an essential problem-solving toolset in our knowledge-based society.
The Australian Curriculum: Digital Technologies empowers students to shape change by influencing how contemporary and
emerging information systems and practices are applied to meet current and future needs. A deep knowledge and
understanding of information systems enables students to be creative and discerning decision-makers when they select, use
and manage data, information, processes and digital systems to meet needs and shape preferred futures.
Digital Technologies provides students with practical opportunities to use design thinking and to be innovative developers of
digital solutions and knowledge. The subject helps students to become innovative creators of digital solutions, effective users of
digital systems and critical consumers of information conveyed by digital systems.
Digital Technologies provides students with authentic learning challenges that foster curiosity, confidence, persistence,
innovation, creativity, respect and cooperation. These are all necessary when using and developing information systems to
make sense of complex ideas and relationships in all areas of learning. Digital Technologies helps students to be regional and
global citizens capable of actively and ethically communicating and collaborating.
Aims
In addition to the overarching aims for the Australian Curriculum: Technologies, Digital Technologies more specifically aims to
develop the knowledge, understanding and skills to ensure that, individually and collaboratively, students:
design, create, manage and evaluate sustainable and innovative digital solutions to meet and redefine current and future
needs
use computational thinking and the key concepts of abstraction; data collection, representation and interpretation;
specification, algorithms and implementation to create digital solutions
confidently use digital systems to efficiently and effectively automate the transformation of data into information and to
creatively communicate ideas in a range of settings
apply protocols and legal practices that support safe, ethical and respectful communications and collaboration with known
and unknown audiences
apply systems thinking to monitor, analyse, predict and shape the interactions within and between information systems
and the impact of these systems on individuals, societies, economies and environments.
Structure
The Australian Curriculum: Digital Technologies (F10) comprises two related strands:
Digital Technologies knowledge and understanding the information system components of data, and digital systems
(hardware, software and networks)
Digital Technologies processes and production skills using digital systems to create ideas and information, and to
define, design and implement digital solutions, and evaluate these solutions and existing information systems against
specified criteria.
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Table 3 outlines the focus of expected knowledge, understanding and skills in Digital Technologies F10 and Figure 4 illustrates
the relationship between the Digital Technologies strands.
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Together, the two strands provide students with knowledge, understanding and skills through which they can safely and ethically
exploit the capacity of information systems (people, data, processes, digital systems and their interactions) to systematically
transform data into solutions that respond to the needs of individuals, society, the economy and the environment. Teaching and
learning programs will typically integrate these, as content in processes and production skills frequently draws on understanding
of concepts in the knowledge and understanding strand.
The strands are based on key concepts that provide a framework for knowledge and practice in Digital Technologies. For more
information see Key concepts below.
This strand focuses on developing the underpinning knowledge and understanding of information systems: digital systems and
representation of data.
Digital systems
The digital systems content descriptions focus on the components of digital systems: hardware, software and networks. In the
early years, students learn about a range of hardware and software and progress to an understanding of how data are
transmitted between components within a system, and how the hardware and software interact to form networks.
Representation of data
The representation of data content descriptions focus on how data are represented and structured symbolically for use by digital
systems. Different types of data are studied in the bands including text, numeric, images (still and moving) and sound from
Foundation to Year 8 and then categorical and relational data in Year 9 and 10.
This strand focuses on developing skills to create digital solutions to problems and opportunities. The Digital Technologies
processes and production skills strand focuses on:
collecting, managing and analysing data, which involves the nature and properties of data, how they are collected and
interpreted using a range of digital systems and peripheral devices and interpreting data when creating information
defining problems and designing digital solutions (Foundation Year 2), which develops into defining problems and
designing, implementing and evaluating solutions that have been developed by students, and evaluating how well existing
information systems meet different needs (Year 310)
communicating ideas and information (Foundation Year 4), which develops into managing, creating and communicating
ideas and information (Year 56) through to independently and collaboratively managing projects to create interactive
solutions (Year 710). This involves creating and communicating information, especially online by creating websites, and
interacting safely using appropriate technical and social protocols.
These require skills in using digital systems; and critical and creative thinking including systems, design and computational
thinking.
Computational thinking
The curriculum is designed so that students will develop and use increasingly sophisticated computational thinking skills, and
processes, techniques and digital systems to create solutions to address specific problems, opportunities or needs.
Computational thinking is a process of recognising aspects of computation in the world and being able to think logically,
algorithmically, recursively and abstractly. Students will also apply procedural techniques and processing skills when creating,
communicating and sharing ideas and information, and managing projects.
Key concepts
A number of key concepts underpin the Digital Technologies curriculum. These establish a way of thinking about problems,
opportunities and information systems and provide a framework for knowledge and practice. The key concepts are:
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abstraction, which underpins all content, particularly the content descriptions relating to the concepts of data
representation, and specification, algorithms and implementation
data collection (properties, sources and collection of data), data representation (symbolism and separation) and data
interpretation (patterns and contexts)
specification (descriptions and techniques), algorithms (following and describing) and implementation (translating and
programming)
digital systems (hardware, software, and networks and the internet)
Interactions (people and digital systems, data and processes) and impacts (sustainability and empowerment).
The concepts of abstraction, data collection, representation and interpretation, specification, algorithms and implementation
correspond to the key elements of computational thinking. Collectively, these concepts span the key ideas about the
organisation, representation and automation of digital solutions and information. They can be explored in non-digital or digital
contexts and are likely to underpin future digital systems. They provide a language and perspective that students and teachers
can use when discussing digital technologies.
Abstraction
Abstraction involves hiding details of an idea, problem or solution that are not relevant, to focus on a manageable number of
aspects. Abstraction is a natural part of communication: people rarely communicate every detail, because many details are not
relevant in a given context. The idea of abstraction can be acquired from an early age. For example, when students are asked
how to make toast for breakfast, they do not mention all steps explicitly, assuming that the listener is an intelligent implementer
of the abstract instructions.
Central to managing the complexity of information systems is the ability to temporarily ignore the internal details of the
subcomponents of larger specifications, algorithms, systems or interactions. In digital systems, everything must be broken down
into simple instructions.
Data collection describes the numerical, categorical and textual facts measured, collected or calculated as the basis for creating
information and its binary representation in digital systems. Data collection is addressed in the processes and production skills
strand. Data representation describes how data are represented and structured symbolically for storage and communication, by
people and in digital systems, and is addressed in the knowledge and understanding strand. Data interpretation describes the
processes of extracting meaning from data and is addressed in the processes and production strand.
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Specification describes the process of defining and communicating a problem precisely and clearly. For example, explaining the
need to direct a robot to move in a particular way. An algorithm is a precise description of the steps and decisions needed to
solve a problem. Algorithms will need to be tested before the final solution can be implemented. Anyone who has followed or
given instructions, or navigated using directions, has used an algorithm. These generic skills can be developed without
programming. For example, students can follow the steps within a recipe or describe directions to locate items. Implementation
describes the automation of an algorithm, typically by using appropriate software or writing a computer program. These
concepts are addressed in the processes and production skills strand.
Digital systems
The digital systems concept focuses on the components of digital systems: hardware and software (computer architecture and
the operating system), and networks and the internet (wireless, mobile and wired networks and protocols). This concept is
addressed in both strands. The broader definition of an information system that includes data, people, processes and digital
systems falls under the interactions and impacts concept below.
Interactions refers to all human interactions with information systems, especially user interfaces and experiences, and human
human interactions including communication and collaboration facilitated by digital systems. This concept also addresses
methods for protecting stored and communicated data and information.
Impacts describes analysing and predicting the extent to which personal, economic, environmental and social needs are met
through existing and emerging digital technologies; and appreciating the transformative potential of digital technologies in
peoples lives. It also involves consideration of the relationship between information systems and society and in particular the
ethical and legal obligations of individuals and organisations regarding ownership and privacy of data and information.
Across each band, students will create digital solutions that will use data, require interactions with users and within systems,
and will have impacts on people, the economy and environments. Solutions may be developed using combinations of readily
available hardware and software applications, and/or specific instructions provided through programming. Some examples of
solutions are instructions for a robot, an adventure game, products featuring interactive multimedia including digital stories,
animations and websites.
PDF documents
Resources and support materials for the Australian Curriculum: Technologies are available as PDF documents.
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Digital Technologies
Foundation to Year 2
Learning in Digital Technologies builds on concepts, skills and processes developed in the Early Years Learning Framework. It
focuses on developing foundational skills in computational thinking and an awareness of personal experiences using digital
systems.
By the end of Year 2, students will have had opportunities to create a range of digital solutions through guided play and
integrated learning, such as using robotic toys to navigate a map or recording science data with software applications.
In Foundation Year 2, students begin to learn about common digital systems and patterns that exist within data they collect.
Students organise, manipulate and present this data, including numerical, categorical, text, image, audio and video data, in
creative ways to create meaning.
Students use the concept of abstraction when defining problems, to identify the most important information, such as the
significant steps involved in making a sandwich. They begin to develop their design skills by conceptualising algorithms as a
sequence of steps for carrying out instructions, such as identifying steps in a process or controlling robotic devices.
Students describe how information systems meet information, communication and/or recreational needs.
Through discussion with teachers, students learn to apply safe and ethical practices to protect themselves and others as they
interact online for learning and communicating.
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Recognise and explore digital systems playing with and using different digital systems for transferring and
(hardware and software components) for a capturing data, for example using a tablet to take a photograph of a
grandparent and recording an interview with them about life in the past
purpose (ACTDIK001)
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Recognise and explore patterns in data and sorting objects and events based on easily identified characteristics and
represent data as pictures, symbols and using digital systems to represent patterns in data, for example sorting
birthdates and presenting the patterns using seasonal symbols
diagrams (ACTDIK002)
creating different patterns using the same elements, for example using
patterns of coloured counters to communicate and give meaning such as
a response of yes or no
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Collect, explore and sort data, and use digital collecting, and sorting data through play, for example collecting data about
systems to present the data creatively favourite toys and sorting them into categories such as toys they like or
dislike
(ACTDIP003)
locating and purposefully using visual or text data, for example searching
through a digital photo library to select an image, taking into account
cultural considerations such as awareness of appropriate use of images
and audio recordings of deceased persons
Follow, describe and represent a sequence experimenting with very simple, step-by-step procedures to explore
of steps and decisions (algorithms) programmable devices, for example providing instructions to physical or
virtual objects or robotic devices to move in an intended manner, such as
needed to solve simple problems
following a path around the classroom
(ACTDIP004)
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Explore how people safely use common sharing and describing ways that common information systems can be
information systems to meet information, used to meet communication needs, for example computers can be used
as phones and social networking tools allowing communication between
communication and recreation needs
families living in different regions
(ACTDIP005)
recognising and discussing the need for cyber-safety when using online
information systems, for example recognising that shared personal
information can be used for undesirable purposes and that using a
password is a means of protecting identity
sharing ideas about the ways information systems are being used by
families and friends in everyday life, for example comparing current digital
play equipment with play equipment of 20 years ago
Create and organise ideas and information using different types of data to create information for sharing online, for
using information systems independently and example creating a multimedia class profile that includes a photo of each
student, a personal audio recording and a written message
with others, and share these with known
people in safe online environments
(ACTDIP006) planning and creating text, drawings and sound files to share online, for
example jointly creating a photo story to illustrate a fable or fairy-tale from
the Asia region or a local Aboriginal and Torres Strait Islander community
story
making ethical decisions when using images for public viewing and using
the work of others, for example asking the question What is fair and just?
to compare images of events or activities and decide whether or not to
publish
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Digital Technologies
Students design solutions to simple problems using a sequence of steps and decisions. They collect familiar data and display
them to convey meaning. They create and organise ideas and information using information systems, and share information in
safe online environments.
Students identify needs, opportunities or problems and describe them. They collect, sort and display familiar data from a range
of sources and recognise patterns in data. Students record design ideas using techniques including labelled drawings, lists and
sequenced instructions. They design solutions to simple problems using a sequence of steps and decisions. With guidance,
students produce designed solutions for each of the prescribed technologies contexts. Students evaluate their ideas,
information and solutions on the basis of personal preferences and provided criteria including care for the environment. They
safely create solutions and communicate ideas and information face-to-face and online.
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Digital Technologies
Years 3 and 4
Learning in Digital Technologies focuses on further developing understanding and skills in computational thinking, such as
categorising and outlining procedures; and developing an increasing awareness of how digital systems are used and could be
used at home, in school and the local community.
By the end of Year 4, students will have had opportunities to create a range of digital solutions, such as interactive adventures
that involve user choice, modelling simplified real world systems and simple guessing games.
In Year 3 and 4, students explore digital systems in terms of their components, and peripheral devices such as digital
microscopes, cameras and interactive whiteboards. They collect, manipulate and interpret data, developing an understanding of
the characteristics of data and their representation.
Using the concept of abstraction, students define simple problems using techniques such as summarising facts to deduce
conclusions. They record simple solutions to problems through text and diagrams and develop their designing skills from initially
following prepared algorithms to describing their own that support branching (choice of options) and user input. Their solutions
are implemented using appropriate software including visual programming languages that use graphical elements rather than
text instructions. They explain, in general terms, how their solutions meet specific needs and consider how society may use
digital systems to meet needs in environmentally sustainable ways.
With teacher guidance, students identify and list the major steps needed to complete a task or project. When sharing ideas and
communicating in online environments they develop an understanding of why it is important to consider the feelings of their
audiences and apply safe practices and social protocols agreed by the class that demonstrate respectful behaviour.
Identify and explore a range of digital using different peripheral devices to display information to others, for
systems with peripheral devices for different example using a mobile device, interactive whiteboard or a data projector
to present information
purposes, and transmit different types of
data (ACTDIK007)
using specific peripheral devices to capture different types of data, for
example using a digital microscope to capture images of living and non-
living things
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Recognise different types of data and recognising that numbers, text, images, sounds, animations and videos
explore how the same data can be are all forms of data when stored or viewed using a digital system
represented in different ways (ACTDIK008)
using a table to reorganise information that includes sentences, and/or
words, and/or numbers and/or images
exploring codes and symbols that are representations of data, for example
morse code and semaphore and how similar symbols in Aboriginal and
Torres Strait Islander art can represent different concepts depending on
the context, for example three circles, drawn as lines, can represent ants,
fruit, flowers or eggs depending on the art region
Collect, access and present different types of selecting appropriate formats or layout styles to present data as
data using simple software to create information depending on the type of data and the audience, for example
lists, tables, graphs, animations, info graphics and presentations
information and solve problems
(ACTDIP009)
using different techniques to present data as information, for example
creating a column chart in a spreadsheet by colouring cells to represent
different items
improving the appearance and usability of data, for example using colour,
headings and labelling of images to organise and accurately identify data
using software to sort and calculate data when solving problems, for
example sorting numerical and categorical data in ascending or
descending order and automating simple arithmetic calculations using
nearby cells and summing cell ranges in spreadsheet or database
software
exploring different online sources to access data, for example using online
query interfaces to select and retrieve data from an online database such
as a library catalogue or weather records
recognising that all types of data are stored in digital systems and may be
represented in different ways such as files and folders with names and
icons
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Define simple problems, and describe and explaining what the problem is and some features of the problem, such as
follow a sequence of steps and decisions what need is associated with the problem, who has the problem and why
(algorithms) needed to solve them
(ACTDIP010) describing, using drawings, pictures and text, the sequence of steps and
decisions in a solution, for example to show the order of events in a game
and the decisions that a player must make
Implement simple digital solutions as visual designing and implementing a simple interactive digital solution using a
programs with algorithms involving branching visual programming language, for example preparing the content and
design of a simple guessing game that provides options in English and an
(decisions) and user input (ACTDIP011)
Asian language
using different design tools to record ways in which digital solutions will be
developed, for example creating storyboards or flowcharts to record
relationships or instructions about content or processes
creating options for users to make choices in solutions, for example a user
input and branching mechanism such as buttons in a slideshow
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Explain how student solutions and existing investigating how information systems are used in communities and
information systems meet common personal, explaining what needs are being met, for example students jointly creating
a short survey and collecting data about how many community residents
school or community needs (ACTDIP012)
use the online library borrowing system to download e-books and why
they do or do not
Plan, create and communicate ideas and considering ways of managing the use of social media to maintain privacy
information independently and with others, needs, for example activating privacy settings to avoid divulging personal
data such as photographs, addresses, and names and recognising that all
applying agreed ethical and social protocols
digital interactions are difficult to erase (digital footprints)
(ACTDIP013)
using a range of online tools to share information and being aware that
information may be received at different times, for example adding entries
to a class blog, participating in a web conference or online chat with an
author, or participating in a forum on a specific topic
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Digital Technologies
Students define simple problems, design and implement digital solutions using algorithms that involve decision-making and user
input. They explain how the solutions meet their purposes. They collect and manipulate different data when creating information
and digital solutions. They safely use and manage information systems for identified needs using agreed protocols and describe
how information systems are used.
Students outline and define needs, opportunities or problems. They collect, manipulate and interpret data from a range of
sources to support decisions. Students generate and record design ideas for an audience using technical terms and graphical
and non-graphical representation techniques including algorithms. They plan a sequence of steps (algorithms) to create
solutions, including visual programs. Students plan and safely produce designed solutions for each of the prescribed
technologies contexts. They use identified criteria for success, including sustainability considerations, to judge the suitability of
their ideas, solutions and processes. Students use agreed protocols when collaborating, and creating and communicating ideas,
information and solutions face-to-face and online.
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Digital Technologies
Years 5 and 6
Learning in Digital Technologies focuses on further developing understanding and skills in computational thinking such as
identifying similarities in different problems and describing smaller components of complex systems. It also focuses on the
sustainability of information systems for current and future uses.
By the end of Year 6, students will have had opportunities to create a range of digital solutions, such as games or quizzes and
interactive stories and animations.
In Year 5 and 6, students develop an understanding of the role individual components of digital systems play in the processing
and representation of data. They acquire, validate, interpret, track and manage various types of data and are introduced to the
concept of data states in digital systems and how data are transferred between systems.
They learn to further develop abstractions by identifying common elements across similar problems and systems and develop
an understanding of the relationship between models and the real-world systems they represent.
When creating solutions, students define problems clearly by identifying appropriate data and requirements. When designing,
they consider how users will interact with the solutions, and check and validate their designs to increase the likelihood of
creating working solutions. Students increase the sophistication of their algorithms by identifying repetition and incorporate
repeat instructions or structures when implementing their solutions through visual programming, such as reading user input until
an answer is guessed correctly in a quiz. They evaluate their solutions and examine the sustainability of their own and existing
information systems.
Students progress from managing the creation of their own ideas and information for sharing to working collaboratively. In doing
so, they learn to negotiate and develop plans to complete tasks. When engaging with others, they take personal and physical
safety into account, applying social and ethical protocols that acknowledge factors such as social differences and privacy of
personal information. They also develop their skills in applying technical protocols such as devising file naming conventions that
are meaningful and determining safe storage locations to protect data and information.
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Examine the main components of common describing digital systems as having internal and external components
digital systems and how they may connect that perform different functions, for example external components for
inputting data including keyboard, microphone, stylus; internal processing
together to form networks to transmit data
components including the central processing unit; external output
(ACTDIK014) components including speakers, projector, screen; and data and
information storage components including cloud and external devices
Examine how whole numbers are used to recognising that digital systems represent all types of data using number
represent all data in digital systems codes that ultimately are patterns of 1s and 0s (called binary digits, which
is why they are called digital systems)
(ACTDIK015)
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Acquire, store and validate different types of using digital systems to validate data, for example setting data types in a
data, and use a range of software to interpret spreadsheet to make sure a date is input correctly
and visualise data to create information
(ACTDIP016) selecting and using peripheral devices suitable to the data, for example
using a data probe to collect data about changing soil temperatures for
plants, interpreting the data and sharing the results as a digital graph
acquiring data from online sources by narrowing the focus, for example
filtering data using provided options or performing queries using advanced
search functions
Define problems in terms of data and checking existing solutions to identify features that are transferable to new
functional requirements drawing on but similar digital solutions, for example identifying if there are any
similarities (such as user age and special requirements) between an
previously solved problems (ACTDIP017)
existing game and a new game to be created in terms of the types of
data and the needs of the users
using and interpreting data, establishing the root cause of a problem, for
example using an annotated diagram to identify omissions, duplications or
mismatches of data
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Design a user interface for a digital system exploring different features of user interfaces that allow people from
(ACTDIP018) different cultures to access information irrespective of language
background, for example using icons and consistently placing icons or
symbols in games interfaces to reduce the frustrations of game players
designing the user interface of a solution using different design tools, for
example using a storyboard to outline the stages of a game or a mock-up
to show the placement of icons
Design, modify and follow simple algorithms following a diagram of a simple method of sorting numbers or words
involving sequences of steps, branching, and
iteration (repetition) (ACTDIP019) following, modifying and describing the design of a game involving simple
algorithms represented diagrammatically or in English, for example
creating a flowchart with software that uses symbols to show decisions,
processes and inputs and outputs
designing the instructions for a robot, for example a robot vacuum cleaner
to clean a room
using different design tools to record ways in which digital solutions will be
developed, for example creating storyboards or flowcharts to record
relationships or instructions about content or processes
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Implement digital solutions as simple visual experimenting with different options that involve repeat instructions, for
programs involving branching, iteration example a continually repeating slideshow, a repeated movement in an
animation, a repeated calculation in a spreadsheet
(repetition), and user input (ACTDIP020)
creating a quiz where questions are repeated until the correct response is
given, for example questions and feedback on responses in a few slides in
a slideshow
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Explain how student solutions and existing using sustainability criteria to explain how well students' solutions meet
information systems are sustainable and requirements, for example personal data are secured (social) and the
solution can only be viewed on screen to avoid printing (environmental)
meet current and future local community
needs (ACTDIP021)
explaining why people interact so readily with touch systems, for example
touch input requires less dexterity to issue instructions and is designed to
be accessible to users through the use of icons
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Plan, create and communicate ideas and applying practices that support the organisation of collaborative problem-
information, including collaboratively online, solving, for example finding online meeting times that suit all members,
and agreeing on ways of protecting files and sharing information digitally
applying agreed ethical, social and technical
with members
protocols (ACTDIP022)
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Digital Technologies
Students define problems in terms of data and functional requirements and design solutions by developing algorithms to
address the problems. They incorporate decision-making, repetition and user interface design into their designs and implement
their digital solutions, including a visual program. They explain how information systems and their solutions meet needs and
consider sustainability. Students manage the creation and communication of ideas and information in collaborative digital
projects using validated data and agreed protocols.
Students describe a range of needs, opportunities or problems and define them in terms of functional requirements. They collect
and validate data from a range of sources to assist in making judgements. Students generate and record design ideas for
specified audiences using appropriate technical terms, and graphical and non-graphical representation techniques including
algorithms. They plan, design, test, modify and create digital solutions that meet intended purposes including user interfaces
and a visual program. Students plan and document processes and resources and safely produce designed solutions for each of
the prescribed technologies contexts. They negotiate criteria for success, including sustainability considerations, and use these
to judge the suitability of their ideas, solutions and processes. Students use ethical, social and technical protocols when
collaborating, and creating and communicating ideas, information and solutions face-to-face and online.
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Digital Technologies
Years 7 and 8
Learning in Digital Technologies focuses on further developing understanding and skills in computational thinking such as
decomposing problems and prototyping; and engaging students with a wider range of information systems as they broaden their
experiences and involvement in national, regional and global activities.
By the end of Year 8, students will have had opportunities to create a range of digital solutions, such as interactive web
applications or programmable multimedia assets or simulations of relationships between objects in the real world.
In Year 7 and 8, students analyse the properties of networked systems and their suitability and use for the transmission of data
types. They acquire, analyse, validate and evaluate various types of data, and appreciate the complexities of storing and
transmitting that data in digital systems. Students use structured data to model objects and events that shape the communities
they actively engage with. They further develop their understanding of the vital role that data plays in their lives, and how the
data and related systems define and are limited by technical, environmental, economic and social constraints.
They further develop abstractions by identifying common elements while decomposing apparently different problems and
systems to define requirements, and recognise that abstractions hide irrelevant details for particular purposes. When defining
problems, students identify the key elements of the problems and the factors and constraints at play. They design increasingly
complex algorithms that allow data to be manipulated automatically, and explore different ways of showing the relationship
between data elements to help computation, such as using pivot tables, graphs and clearly defined mark-up or rules. They
progress from designing the user interface to considering user experience factors such as user expertise, accessibility and
usability requirements.
They broaden their programming experiences to include general-purpose programming languages, and incorporate
subprograms into their solutions. They predict and evaluate their developed and existing solutions, considering time, tasks, data
and the safe and sustainable use of information systems, and anticipate any risks associated with the use or adoption of such
systems.
Students plan and manage individual and team projects with some autonomy. They consider ways of managing the exchange of
ideas, tasks and files, and techniques for monitoring progress and feedback. When communicating and collaborating online,
students develop an understanding of different social contexts, for example acknowledging cultural practices and meeting legal
obligations.
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Investigate how data is transmitted and explaining that networks have components that control the movement of
secured in wired, wireless and mobile data, for example routers, hubs, switches and bridges manage data traffic
and that the characteristics of these components impact on the operation
networks, and how the specifications affect
(speed and security) of networks
performance (ACTDIK023)
Investigate how digital systems represent explaining that characters in text correspond to numbers defined by the
text, image and audio data in binary character set, for example A corresponds to 65 in the ASCII and Unicode
character sets
(ACTDIK024)
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Acquire data from a range of sources and designing a search engine query to find specific information on the web
evaluate authenticity, accuracy and and checking its accuracy against information contained in other sources,
for example entering instructions such as intitle: and inurl: prefixes to find
timeliness (ACTDIP025)
information within a general directory, and comparing the results with
information found in a wiki
Analyse and visualise data using a range of using features and functions of software to summarise data to create
software to create information, and use information, for example calculating a simple budget of income and
payments and creating a summary table for analysis
structured data to model objects or events
(ACTDIP026)
visualising data to create information, for example identify trends and
outlier data from spreadsheets using plots, or displaying geocoded data
on a map
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Define and decompose real-world problems determining the factors that influence proposed solution ideas, for
taking into account functional requirements example user age affects the language used for instructions, dexterity
affects the size of buttons and links, hearing or vision loss influence
and economic, environmental, social,
captioned or audio-described multimedia as alternative ways that common
technical and usability constraints information is presented on a website
(ACTDIP027)
Design the user experience of a digital designing the user interface of a solution using a range of design tools, for
system, generating, evaluating and example using a storyboard to explain the stages of a game, and wire-
frames and mock-ups to describe the appearance of a solution
communicating alternative designs
(ACTDIP028)
identifying features that make an effective game, such as storyline, goal,
reward, gameplay and environment
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Design algorithms represented investigating and designing some common algorithms, such as to search,
diagrammatically and in English, and trace sequence, sort, merge, control data structures
algorithms to predict output for a given input
and to identify errors (ACTDIP029) checking the accuracy of an algorithm before it is implemented, for
example desk checking it with test data to see if the instructions produce
the expected results
Implement and modify programs with user developing and modifying digital solutions by implementing instructions
interfaces involving branching, iteration and contained in algorithms through programs
functions in a general-purpose programming
language (ACTDIP030) developing a digital game that manipulates models of real-world objects
creating digital solutions that provide user navigation and prompts with
controlled repetitions, for example an information kiosk that has layers of
buttons and prompts the user three times before returning to the
beginning
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Evaluate how student solutions and existing comparing student solutions with existing solutions that solve similar
information systems meet needs, are problems, for example identifying differences in the user interface of two
adventure games and explaining how these differences affect the usability
innovative, and take account of future risks
or appeal of the game
and sustainability (ACTDIP031)
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Plan and manage projects that create and establishing a set of rules about acceptable and unacceptable behaviour
communicate ideas and information when collaborating online, considering how different social contexts affect
participation in global virtual spaces, including considering the use of
collaboratively online, taking safety and
language, acronyms and humour, for example only applying tags to
social contexts into account (ACTDIP032) images of other people with their permission or considering social
protocols of Aboriginal and Torres Strait Islander Peoples
documenting and sequencing the tasks that need to be done, and the
resources that are needed to collaboratively create solutions including
organising the timeline, devising file naming conventions and planning
backup measures
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Digital Technologies
Students plan and manage digital projects to create interactive information. They define and decompose problems in terms of
functional requirements and constraints. Students design user experiences and algorithms incorporating branching and
iterations, and test, modify and implement digital solutions. They evaluate information systems and their solutions in terms of
meeting needs, innovation and sustainability. They analyse and evaluate data from a range of sources to model and create
solutions. They use appropriate protocols when communicating and collaborating online.
Students explain a range of needs, opportunities or problems and define them in terms of functional requirements and
constraints. They collect, authenticate and interpret data from a range of sources to assist in making informed judgements.
Students generate and document in digital and non-digital form, design ideas for different audiences using appropriate technical
terms, and graphical representation techniques including algorithms. They independently and safely plan, design, test, modify
and create a range of digital solutions that meet intended purposes including user interfaces and the use of a programming
language. They plan, document and effectively manage processes and resources to produce designed solutions for each of the
prescribed technologies contexts. They develop criteria for success, including innovation and sustainability considerations, and
use these to judge the suitability of their ideas, solutions and processes. Students use appropriate protocols when collaborating,
and creating and communicating ideas, information and solutions face-to-face and online.
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Digital Technologies
Years 9 and 10
Learning in Digital Technologies focuses on further developing understanding and skills in computational thinking such as
precisely and accurately describing problems and the use of modular approaches to solutions. It also focuses on engaging
students with specialised learning in preparation for vocational training or learning in the senior secondary years.
By the end of Year 10, students will have had opportunities to analyse problems and design, implement and evaluate a range of
digital solutions, such as database-driven websites and artificial intelligence engines and simulations.
In Year 9 and 10, students consider how human interaction with networked systems introduces complexities surrounding access
to, and the security and privacy of, data of various types. They interrogate security practices and techniques used to compress
data, and learn about the importance of separating content, presentation and behavioural elements for data integrity and
maintenance purposes.
Students explore how bias can impact the results and value of data collection methods and they use structured data to analyse,
visualise, model and evaluate objects and events.
They learn how to develop multilevel abstractions, identify standard elements such as searching and sorting in algorithms, and
explore the trade-offs between the simplicity of a model and the faithfulness of its representation.
When defining problems students consider the functional and non-functional requirements of a solution through interacting with
clients and regularly reviewing processes. They consolidate their algorithmic design skills to incorporate testing and review, and
further develop their understanding of the user experience to incorporate a wider variety of user needs. Students develop
modular solutions to complex problems using an object-oriented programming language where appropriate, and evaluate their
solutions and existing information systems based on a broad set of criteria including connections to existing policies and their
enterprise potential. They consider the privacy and security implications of how data are used and controlled, and suggest how
policies and practices can be improved to ensure the sustainability and safety of information systems.
Students progressively become more skilled at identifying the steps involved in planning solutions and developing detailed plans
that are mindful of risks and sustainability requirements. When creating solutions, both individually and collaboratively, students
comply with legal obligations, particularly with respect to the ownership of information, and when creating interactive solutions
for sharing in online environments.
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Investigate the role of hardware and software explaining how an operating system manages the relationship between
in managing, controlling and securing the hardware, applications and system software
movement of and access to data in
networked digital systems (ACTDIK034) comparing the similarities and differences of two common operating
systems
Analyse simple compression of data and explaining how simple compression schemes reduce the size of repetitive
how content data are separated from data, for example how run length encoding reduces the size of images
presentation (ACTDIK035)
explaining the difference between lossy and lossless compression, for
example the difference between JPEG and PNG images
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Develop techniques for acquiring, storing developing strategies and techniques for capturing accurate and usable
and validating quantitative and qualitative qualitative and quantitative data of different formats, for example using
text entry for open-ended questions to acquire qualitative data; using radio
data from a range of sources, considering
buttons or checkboxes for closed questions to acquire quantitative data
privacy and security requirements
(ACTDIP036)
identifying strengths and weaknesses of collecting data using different
methods, for example online surveys, face-to-face interviews, phone
interviews, observation, blog entries in response to a posting, phone logs,
browser history and online webcam systems
Analyse and visualise data to create using visualisation software tools to identify patterns and relationships
information and address complex problems, between sets of data and information, and support abstract reasoning, for
example representing data using histograms, network diagrams and maps
and model processes, entities and their
relationships using structured data
(ACTDIP037) summarising data using advanced filtering and grouping techniques, for
example pivot tables in spreadsheets and aggregation functions in
databases
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Define and decompose real-world problems developing a preliminary specification for an opportunity or a need that
precisely, taking into account functional and typically contains a problem statement, a set of solution needs expressed
as functional and non-functional requirements, any assumptions or
non-functional requirements and including
constraints to be considered and the scope or boundaries of the solution
interviewing stakeholders to identify needs
(ACTDIP038)
investigating different types of functional requirements for solutions, for
example increasing the speed of processing, calculating new results,
improving the quality of reports
identifying the range of stakeholders who are associated with solutions but
are not direct users and using techniques such as interviewing and
reinterviewing to clarify needs
testing a range of text and graphical user interface designs with clients
who have different needs on the basis of time taken to complete the task
and the number of errors made
Design the user experience of a digital designing the user interface of a solution using story boards and mock-
system by evaluating alternative designs ups, for example mocking up the product design of an app for people with
disability
against criteria including functionality,
accessibility, usability, and aesthetics
(ACTDIP039) identifying similar digital systems and existing user interfaces, assessing
whether their elements can be reused
evaluating aspects of the total user experience, that is, all aspects of the
system as perceived by the users, for example, a users initial experience
of setting up and using a system, or a users emotional or cultural
response to using a digital system
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Design algorithms represented designing algorithms to solve real-world problems and describing
diagrammatically and in structured English algorithms using flow charts and structured English, for example START,
END, IF and UNTIL
and validate algorithms and programs
through tracing and test cases (ACTDIP040)
recognising that different algorithms can solve a problem with different
trade-offs
tracing algorithms to predict results and program state for a given input,
for example desk checking or using an interactive debugging tool
Implement modular programs, applying coding separate modules that perform discrete functions but collectively
selected algorithms and data structures meet the needs of the solution
including using an object-oriented
programming language (ACTDIP041) defining classes that represent the attributes and behaviour of objects in
the real world or in a game
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Evaluate critically how student solutions and investigating actions, devices and events that are potential risks to
existing information systems and policies, information systems, for example losing portable storage devices
containing important files, deliberately infecting systems through malware,
take account of future risks and sustainability
and power surges
and provide opportunities for innovation and
enterprise (ACTDIP042)
investigating techniques used by people and organisations to shape how
information systems are used, for example refusing to use innovations,
using social media to advocate behaviours, purchasing devices,
withdrawing previous processes that can now only be performed by an
information system
examining the ICT policy for schooling and evaluating the impact on
education
reviewing state, national and regional policies and analysing the potential
impact of each. Examples of policies include: Australian Government
Protective Security Policy Framework, the Australian Government ICT
Sustainability Plan 20102015; the Green Growth Policy in Korea and the
Korean National Strategy for Sustainable Development
Create interactive solutions for sharing ideas investigating legal responsibilities of organisations regarding the storage,
and information online, taking into account communication and disposal of personal and organisational data, for
example the Australian Privacy Principles as they apply to intellectual
safety, social contexts and legal
property
responsibilities (ACTDIP043)
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Plan and manage projects using an iterative managing and modifying the development of a solution, for example using
and collaborative approach, identifying risks software to record and monitor project tasks, responsibilities and
timeframes and to organise continuous opportunities to review progress
and considering safety and sustainability
with collaborative partners and to conduct regular unit testing
(ACTDIP044)
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Digital Technologies
Students plan and manage digital projects using an iterative approach. They define and decompose complex problems in terms
of functional and non-functional requirements. Students design and evaluate user experiences and algorithms. They design and
implement modular programs, including an object-oriented program, using algorithms and data structures involving modular
functions that reflect the relationships of real-world data and data entities. They take account of privacy and security
requirements when selecting and validating data. Students test and predict results and implement digital solutions. They
evaluate information systems and their solutions in terms of risk, sustainability and potential for innovation and enterprise. They
share and collaborate online, establishing protocols for the use, transmission and maintenance of data and projects.
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The Australian Curriculum
The Arts
Overview
Introduction
In the Australian Curriculum, The Arts is a learning area that draws together related but distinct art forms. While these art forms
have close relationships and are often used in interrelated ways, each involves different approaches to arts practices and critical
and creative thinking that reflect distinct bodies of knowledge, understanding and skills. The curriculum examines past, current
and emerging arts practices in each art form across a range of cultures and places.
Dance
Drama
Media Arts
Music
Visual Arts.
Rationale
The arts have the capacity to engage, inspire and enrich all students, exciting the imagination and encouraging them to reach
their creative and expressive potential. The five arts subjects in the Australian Curriculum provide opportunities for students to
learn how to create, design, represent, communicate and share their imagined and conceptual ideas, emotions, observations
and experiences.
Rich in tradition, the arts play a major role in the development and expression of cultures and communities, locally, nationally
and globally. Students communicate ideas in current, traditional and emerging forms and use arts knowledge and understanding
to make sense of their world. The Australian Curriculum: The Arts values, respects and explores the significant contributions of
Aboriginal and Torres Strait Islander Peoples to Australias arts heritage and contemporary arts practices through their
distinctive ways of representing and communicating knowledge, traditions and experience. In The Arts, students learn as artists
and audience through the intellectual, emotional and sensory experiences of the arts. They acquire knowledge, skills and
understanding specific to The Arts subjects and develop critical understanding that informs decision-making and aesthetic
choices. Through The Arts, students learn to express their ideas, thoughts and opinions as they discover and interpret the
world. They learn that designing, producing and resolving their work is as essential to learning in the arts as is creating a
finished artwork. Students develop their arts knowledge and aesthetic understanding through a growing comprehension of the
distinct and related languages, symbols, techniques, processes and skills of the arts subjects. Arts learning provides students
with opportunities to engage with creative industries and arts professionals.
The arts entertain, challenge, provoke responses and enrich our knowledge of self, communities, world cultures and histories.
The Arts contribute to the development of confident and creative individuals, nurturing and challenging active and informed
citizens. Learning in The Arts is based on cognitive, affective and sensory/kinaesthetic response to arts practices as students
revisit increasingly complex content, skills and processes with developing confidence and sophistication across their years of
learning.
This rationale is extended and complemented by the specific rationale for each arts subject.
Aims
creativity, critical thinking, aesthetic knowledge and understanding about arts practices, through making and responding to
artworks with increasing self-confidence
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arts knowledge and skills to communicate ideas; they value and share their arts and life experiences by representing,
expressing and communicating ideas, imagination and observations about their individual and collective worlds to others
in meaningful ways
use of innovative arts practices with available and emerging technologies, to express and represent ideas, while
displaying empathy for multiple viewpoints
understanding of Australias histories and traditions through the arts, engaging with the artworks and practices, both
traditional and contemporary, of Aboriginal and Torres Strait Islander Peoples
understanding of local, regional and global cultures, and their arts histories and traditions, through engaging with the
worlds of artists, artworks, audiences and arts professions.
These aims are extended and complemented by specific aims for each arts subject.
Key ideas
Strands
Content descriptions in each arts subject reflect the interrelated strands of making and responding.
making includes learning about and using knowledge, skills, techniques, processes, materials and technologies to explore
arts practices and make artworks that communicate ideas and intentions.
responding includes exploring, responding to, analysing and interpreting artworks.
Making
Making in each arts subject engages students cognition, imagination, senses and emotions in conceptual and practical ways
and involves them thinking kinaesthetically, critically and creatively. Students develop knowledge, understanding and skills to
design, produce, present and perform artworks. To make an artwork, students work from an idea, an intention, particular
resources, an expressive or imaginative impulse, or an external stimulus.
Students learn, develop and refine skills as the artist and as audience for their own work, and as audience for the works of
others. Making involves practical actions informed by critical thought to design and produce artworks. Students independently
and collaboratively experiment, conceptualise, reflect on, refine, present, perform, communicate and evaluate. They learn to
explore possibilities across diverse art forms, solve problems, experiment with techniques, materials and technologies, and ask
probing questions when making decisions and interpreting meaning.
Part of making involves students considering their artworks from a range of viewpoints, including that of the audience. Students
consider their own responses as artists to interpretations of the artwork as it is developed or in its completed form.
Responding
Responding in each arts subject involves students, as artists and audiences, exploring, responding to, analysing, interpreting
and critically evaluating artworks they experience. Students learn to understand, appreciate and critique the arts through the
critical and contextual study of artworks and by making their own artworks. Learning through making is interrelated with and
dependent on responding. Students learn by reflecting on their making and critically responding to the making of others.
When responding, students learn to critically evaluate the presentation, production and/or performance of artworks through an
exploration of the practices involved in making an artwork and the relationship between artist, audience and artwork. Students
learn that meanings can be interpreted and represented according to different viewpoints, and that the viewpoints they and
others hold shift according to different experiences.
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Students consider the artists relationship with an audience. They reflect on their own experiences as audience members and
begin to understand how artworks represent ideas through expression, symbolic communication and cultural traditions and
rituals. Students think about how audiences consume, debate and interpret the meanings of artworks. They recognise that in
communities many people are interested in looking at, interpreting, explaining, experiencing and talking about the arts.
Viewpoints
In making and responding to artworks, students consider a range of viewpoints or perspectives through which artworks can be
explored and interpreted. These include the contexts in which the artworks are made by artists and experienced by audiences.
The world can be interpreted through different contexts, including social, cultural and historical contexts. Based on this
curriculum, key questions are provided as a framework for developing students knowledge, understanding and inquiry skills.
Table 1: Examples of viewpoints and questions through which artworks can be explored and interpreted
Contexts, What does this artwork tell us about How does the artwork relate to its social context?
including: the cultural context in which it was How would different audiences respond to this
societal made? artwork?
cultural How does this artwork relate to my What is the cultural context in which it was developed,
culture? or in which it is viewed, and what does this context
historical
What social or historical forces and signify?
influences have shaped my artwork? What historical forces and influences are evident in the
What ideas am I expressing about the artwork?
future? What are the implications of this work for future
artworks?
Knowledge How is the work structured/ Why did the artist select particular content?
elements organised/arranged?
materials How have materials been used to
make the work?
skills,
techniques, How have skills and processes been
processes selected and used?
forms and What forms and styles are being used
styles and why?
content
Evaluations How effective is the artwork in meeting How does the artwork communicate meaning to an
(judgements) the artists intentions? audience?
How are concepts and contexts What interpretations will audiences have?
interpreted by the artist?
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Evaluations What philosophical, ideological and/or What philosophical, ideological and/or political
philosophical political perspectives does the artwork perspectives evident in the artwork affect the
and represent? audiences interpretation of it?
ideological How do philosophies, ideologies How do philosophies, ideologies and/or scientific
theoretical and/or scientific knowledge impact on knowledge impact on artworks?
artworks? What important theories does this artwork explore?
institutional
What important theories does this How have established behaviours or conventions
psychological
artwork explore? influenced its creation?
scientific
How have established behaviours or What processes of the mind and emotions are involved
conventions influenced its creation? in interpreting the artwork?
Structure
The Australian Curriculum: The Arts covers each of the five arts subjects Dance, Drama, Media Arts, Music, and Visual Arts
across bands of year levels:
Foundation to Year 2
Years 3 and 4
Years 5 and 6
Years 7 and 8
Years 9 and 10.
The curriculum is based on the assumption that all students will study the five arts subjects from Foundation to the end of
primary school. Schools will be best placed to determine how this will occur. From the first year of secondary school (Year 7 or
8), students will have the opportunity to experience one or more arts subjects in depth. In Years 9 and 10, students will be able
to specialise in one or more arts subject. Subjects offered will be determined by state and territory school authorities or
individual schools.
Teachers in schools are the key to providing students with rich, sustained, rigorous learning in each of the subjects in the arts.
The arts industry complements the provision of the Arts curriculum in schools through programs and partnerships. The industry
increasingly provides specialist services for schools, as appropriate, through experiences such as visiting performances,
demonstrations and exhibitions, artists in residence, teacher professional development and access for students and teachers to
specialised facilities in galleries, concert halls, theatres and other arts venues.
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In the Australian Curriculum, The Arts is a learning area that draws together related but distinct art forms. While these art forms
have close relationships and are often used in interrelated ways, each involves different approaches to arts practices and critical
and creative thinking that reflect distinct bodies of knowledge, understanding and skills. The curriculum examines past, current
and emerging arts practices in each art form across a range of cultures and places.
Each subject focuses on its own practices, terminology and unique ways of looking at the world.
In Dance, students use the body to communicate and express meaning through purposeful movement. Dance practice
integrates choreography, performance, and appreciation of and responses to dance and dance making.
In Drama, students explore and depict real and fictional worlds through use of body language, gesture and space to make
meaning as performers and audience. They create, rehearse, perform and respond to drama.
In Media Arts, students use communications technologies to creatively explore, make and interpret stories about people, ideas
and the world around them. They engage their senses, imagination and intellect through media artworks that respond to diverse
cultural, social and organisational influences on communications practices today.
In Music, students listen to, compose and perform music from a diverse range of styles, traditions and contexts. They create,
shape and share sounds in time and space and critically analyse music. Music practice is aurally based and focuses on
acquiring and using knowledge, understanding and skills about music and musicians.
In Visual Arts, students experience and explore the concepts of artists, artworks, world and audience. Students learn in, through
and about visual arts practices, including the fields of art, craft and design. Students develop practical skills and critical thinking
which inform their work as artists and audience.
The Australian Curriculum: The Arts Foundation Year 10 enables exploration of the dynamic relationships between arts
subjects. This can involve students making and responding to artworks in traditional, contemporary and emerging forms, using
materials, techniques and technologies from one arts subject to support learning in another. In this twenty-first century arts
curriculum, students explore innovative and hybrid art forms which extend and challenge art making and combine practices of
two or more art forms.
Within all arts subjects, design facilitates the creative and practical realisation of ideas. Design thinking is a fundamental
strategy in the experimentation, refinement and resolution of an artwork and takes into account logical, critical and aesthetic
considerations. Many different words describe design within the arts, such as choreographing, narrating, devising, constructing,
composing and sculpting. Design connects the different art forms so that they inform each other, providing possibilities for
students to create innovative and hybrid forms of art.
Although Dance, Drama, Media Arts, Music, and Visual Arts are described individually in The Arts, students need opportunities
to study and make artworks that feature fusion of traditional art forms and practices to create hybrid artworks. This learning
involves exploration of traditional and contemporary arts practices from different cultures, including works from Aboriginal and
Torres Strait Islander cultures as suitable to community and cultural protocols. Such works might:
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Making and responding are intrinsically connected. Together they provide students with knowledge, understanding and skills as
artists, performers and audience and develop students skills in critical and creative thinking. As students make artworks they
actively respond to their developing artwork and the artworks of others; as students respond to artworks they draw on the
knowledge, understanding and skills acquired through their experiences in making artworks.
The strands inform and support each other. When developing teaching and learning programs, teachers combine aspects of the
strands in different ways to provide students with learning experiences that meet their needs and interests. The curriculum
provides many opportunities for integration of learning between arts subjects and with other learning areas.
Content descriptions
The focus of each content description in Foundation Year 6 expands into more specific content descriptions for Years 710 as
presented in table 2 below.
Table 2: Content descriptions for F6 and 710 in the Australian Curriculum: The Arts
1st Exploring ideas and improvising with ways 1st Exploring ideas and improvising with ways to
to represent ideas represent ideas
3rd Sharing artworks through performance, 5th Sharing artworks through performance,
presentation or display presentation or display
4th Responding to and interpreting artworks 6th Analysing and reflecting upon intentions
PDF documents
Resources and support materials for the Australian Curriculum: The Arts are available as PDF documents.
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The Arts
Glossary
2d
Artworks that exist on a flat surface, that have height and width, such as paintings and drawings.
3d
Artworks that have depth as well as height and width, such as sculpture and installation.
4d
Artworks that have depth, height, width and added temporal and spatial dimensions. For example, artworks that incorporate
time, such as time-based installations, or artworks that incorporate performance on a moving image.
aesthetic
Specific artistic awareness, or a deep appreciation of the meaning of an artistic experience through intellectual, emotional and
sensual response to a work of art.
In Drama, involves subjective responses to non-verbal, affective and verbal devices which can be representative of
genre/style/time/place.
In Media Arts, involves engagement with and increasing understanding of how images, sounds and texts can be used to
provoke responses.
In Music, involves the subjective responses by which music is perceived and judged, which can be relevant to
genre/style/time/place.
In Visual Arts, the philosophical theory or set of principles governing the idea of beauty at a given time and place.
art form
Specific shape or quality an artistic expression takes, such as dance, drama, media arts, music and visual artworks.
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articulation
In Dance, the manner in which movement of the body is clearly coordinated and differentiated. For example, lifting the arm with
the elbow initiating the movement.
In Drama, voice: to form clear, distinct and accurate sounds for dramatic purpose; movement: to isolate and move specific parts
of the body for dramatic purpose.
In Music, the way a note is sung or played, such as short and detached (staccato), smooth (legato) or accented, which
contributes to the overall style and interpretation.
artists
Generic term for the maker of an artwork in each of the five arts subjects.
artwork
Generic term for a performance or an artwork in each of the five arts subjects. When referred to generically this curriculum uses
the term artwork. Within each arts subject, the subject-specific terms are used. Artworks are also frequently described with
reference to forms or styles.
atmosphere
audience
Individuals or groups of people who experience the arts in a range of settings and contexts (formal, informal, virtual or
interactive) through intellectual, emotional and social engagement. The artist is audience to their own artwork.
aural skills
Particular listening skills students develop to identify and discriminate between sounds in Music. Also referred to as ear training
which involves focused listening activities through with students identify sounds such as rhythm, pitch and timbre.
body awareness
Focuses on the individuals own body shapes, body bases, body parts, locomotor and non-locomotor movements.
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body bases
Body parts that support the rest of the body. For example, when standing, the feet are the body base; when kneeling, the knees
are the body base.
body language
Non-verbal communications through movement, gesture, facial expression, posture and proxemics (non-verbal communication).
body parts
Isolated parts or sections of the body; for example, arms, legs, head, torso, feet or hands.
body zones
Body areas of right side, left side, front, back, upper half and lower half.
character
Identification and portrayal of a persons values, attitudes, intentions and actions as imagined relationships, situations and ideas
in dramatic action.
choreographic devices
The tools a choreographer selects and uses to communicate ideas, including: abstraction, sequence, repetition, transition,
contrast, variation and canon.
choreographic form
codes
In Media Arts, codes can be further broken down into technical codes (such as camera angles, brush strokes, body movement)
and symbolic codes (such as the language, dress, actions of characters, visual symbols).
In Visual Arts, accepted ways of arranging materials into familiar forms, such as print, painting, moving image or sculpture.
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composition
In Media Arts, the arrangement and sequence of images and text to support the purpose of communicating ideas or stories from
different points of view using framing, editing and layout.
conventions
Traditional or culturally accepted ways of doing things based on audience expectations. Each art form has hundreds of
conventions built up over time and widely accepted by audiences.
craft
An intellectual and physical activity where artists explore the materials and processes to produce unique objects for the
purposes of: experimentation with form or function; exhibition; production; and personal or community need. Indigenous cultures
draw no distinction between art and craft and, similarly, contemporary culture values the interplay between the art/craft,
design/craft, the art/designer or the design/maker. The crafted and handmade sit alongside the manufactured design object as
part of historical, national and cultural identities.
design elements
Include line, colour, shape, texture, space and form found in artworks, and incorporated in the design of performance spaces
(including sets) for dance and drama.
design principles
Accepted conventions associated with organising design elements and can include unity, balance, hierarchy, scale, proportion,
emphasis, similarity and contrast.
dramatic action
The driving force and forward motion of drama to create dramatic meaning, tension, belief and audience engagement. The
movement of the drama from the introduction, exposition of ideas and conflict to a resolution.
dramatic meaning
A signified, intended purpose or effect interpreted from the communication of expressive dramatic action.
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dynamics
In Dance, refers to how movement is performed, and includes the weight, force, and/or energy that are applied to movement
over time. For example, heavy to light weight, strong to gentle force, or fast to slow release of energy.
In Music, dynamics and expression refers to how the sound is performed, including sound qualities. For example, the relative
volume and intensity of sound.
elements of dance
elements of drama
Role and character, relationships, situation, voice, movement, focus, tension, space, time, language, symbol,
audience, mood and atmosphere.
Composition, time, space, sound, movement and lighting. Also known as technical and symbolic elements.
elements of music
Rhythm, pitch, dynamics and expression, form and structure, timbre, and texture.
expressive skills
In Music, the use of elements such as dynamics combined with technical skills to enhance performance.
focus
To concentrate the attention on a spatial direction or a point in space to intensify attention or increase the projection of intent.
For example:
In Drama, to direct and intensify attention and frame moments of dramatic action or to identify the main idea of the drama.
In Visual Arts, to draw the audiences attention to a particular point in the artwork.
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form and structure
In Music, the plan or design of a piece of music described by identifying what is the same and what is different and the ordering
of ideas in the piece.
forms
In each arts subject, form is the whole of an artwork created by the elements and the way they are structured:
In Dance, form is the shape or structure of a dance according to a preconceived plan. For example, AB, ABA, rondo, narrative,
chance.
In Drama, form is the way drama is structured. Drama forms are shaped by the application of the elements of drama within
particular social, cultural and historical contexts.
In Music, form is the sections within a piece of music, for example, binary form (AB) contains section A, then section B; ternary
form (ABA) contains section A, section B, then return to section A; rondo form (ABACA) contains section A, section B, section
C, then return to section A.
In Visual Arts, two-dimensional form (see 2D), three-dimensional form (see 3D) and four-dimensional form (see 4D).
improvisation
In Drama, a spontaneous enactment taking on roles and situations to create dramatic action and extend an idea; usually short
and are structured into a complete little play.
In Music, spontaneously extending and varying music ideas in response to initial material or responses invented by other
performers in an ensemble.
institutions
In Media Arts, organisations that enable and constrain media production and use.
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key concepts of media arts
Media languages, media technologies, media institutions, media audiences and media representation.
kinaesthetic intelligence
Involves how well an individual perceives and controls their body in terms of physical activity and/or fine motor skills within the
space of a dance.
language
In Drama, ideas and dramatic meaning: the choice of linguistic expression and ideas in drama used to create dramatic action.
lighting
locomotor movement
Travelling movements, movement from one space to another such as walking, running, hopping, skipping, leaping or crawling.
materials
Physical resources, equipment including technologies, and information used to make artworks. For example, paint, digital
camera, pencil, drum and/or clarinet.
media audiences
The individuals or groups for whom media artworks are made and who respond as consumers, citizens and creative individuals.
Audiences engage and interact based on expectation and experience.
media institutions
The individuals, communities and organisations that influence, enable and constrain media production and use. Institutions are
framed by the social, historical and cultural context.
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media languages
Refers to the system of signs or symbols that media artworks use to communicate ideas and stories. The language system is a
combination of symbolic codes and the technical form of media arts technologies. The language systems of media artworks use
and control technical and symbolic elements to communicate meaning.
media representation
The act of representing people, places and times, shared social values and beliefs through images, sounds and text, or a
combination of these. The representations are a constructed reality.
media technologies
The tools and processes which are essential for producing, accessing and distributing media.
medium
In Drama, the feeling or tone of both the physical space and the dramatic action created by or emerging from the performance.
movement
In Drama, using facial expression, posture and action expressively in space and time to create roles, situations, relationships,
atmosphere and symbols.
In Media Arts, the way the eye discovers images or text; the suggestion of movement through sound.
movement vocabulary
The accumulation of movement, steps, gestures that make up a repertoire for physical expression of feelings or ideas.
multimedia
Artworks that incorporate a broad range of media including graphics, text, digital media, audio or video.
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non-locomotor movement
Movement of the body occurring above a stationary base, on the spot movements. Also called axial movement. For example,
bending, stretching, twisting, shaking, bouncing, rising, sinking, pushing, pulling, or swinging and swaying.
notation
Written symbols that represent and communicate sound. Notation can be invented, recognisable to a traditional style or culture,
or digitally created.
pathways
In Dance, patterns created in the air or on the floor by the body or body parts as a dancer moves in and through space.
performance style
A type of dramatic expression communicated for a particular effect with distinguishing features and appearance.
pitch
playbuilding
practices
The application of arts skills and knowledge to create, represent, communicate and respond in a specific art form.
practise
Regularly revising, developing and consolidating skills, techniques and repertoire as a class or as an individual.
process drama
A method of teaching and learning drama where both the students and teacher are working in and out of role.
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projection
In Dance, the communication of meaning through extension and focus of the body.
In Drama, the loudness of the voice of an actor, and how it is carried to the audience.
purposeful play
Is a context for learning through which children organise and make sense of their social worlds, as they engage actively with
people, objects and representations (Early Years Learning Framework).
relationships
In Dance, relationships refer to associations or connections occurring when the body dances.
Relationships might occur between body parts (for example, right arm to left arm, hand to face); the body and the floor (for
example, close to, away from); the body and objects (for example, a chair, fan, stick, scarf); the body and space (for example,
an expansive or limited relationship); and the body and others (for example, dance to one or more dancers).
In Drama, the connections and interactions between people that affect the dramatic action.
representation
The expression or designation of a character, place, idea, image or information by some other term, character, symbol, diagram,
image, sound or combination of visual and aural expression, based on shared social values and beliefs:
rhythm
In Music, combinations of long and short sounds that convey a sense of movement subdivision of sound within a beat.
In Drama, the identification and portrayal of a persons values, attitudes, intentions and actions as imagined relationships,
situations and ideas in dramatic action; role focus on type and stereotype; characters are detailed and specific.
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role-play
Can be defined as the practice of selecting and executing safe movement. The focus is on providing dance activities and
exercises which allow students to participate without risk of injury. All dance movement should be performed relevant to an
individuals body type and capabilities.
scene
The dramatic action that occurs in a particular time and place; a section of a play.
score
A collection of notated representations of sound used to communicate musical information. Scores can use graphic, traditional,
invented or stylistically specific symbols.
sequence
The linking together of series of ideas, much like words are linked together to form sentences and paragraphs:
In Dance, a choreographic device where movements are linked together to form a series of movements/phrases.
In Media Arts, a series of still and/or moving images with or without sound are intentionally put into an order.
In Music, a melodic, rhythmic or harmonic pattern. It can also describe the process or product of arranging blocks of music using
sequencing software.
situation
In Drama, the setting and circumstances of the dramatic action the who, what, where, when and what is at stake of the
roles/characters.
sound
In Media Arts, aural effects e.g. Loudness, softness, ambient noise or music.
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space
In Dance, where the body moves, including level, dimension, direction, shape, active space, positive space, negative space,
planes, pathways, general space, personal space and performance space.
In Drama, the space of the performance and audience, fictional space of the dramatic action and the emotional space between
characters.
In Media Arts, the distance and relationship between objects, sounds or text or the depiction of place.
story principles
In Media Arts, selecting and organising the elements of structure, intent, characters, settings and points of view within the
conventions of a genre, such as a Hollywood love story that follows a pattern of boy meets girl, boy loses girl, boy gets girl.
style
the influencing context of an artwork, such as Impressionist in Visual Arts; ballet or hip hop in Dance; Romanticism in Music; or
postmodern, twenty-first century or contemporary, among many others.
symbol
In Drama, associations that occur when something is used to represent something else to reinforce or extend dramatic
meaning.
technical skills
Combination of proficiencies in control, accuracy, alignment, strength, balance and coordination in an art form that develop with
practice:
In Dance, proficiencies developed through the acquisition of appropriate strength, flexibility, coordination and endurance in the
performance of body actions, locomotor and non-locomotor movements, and developed with practice to perform in specific
dance styles.
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technique
In Dance, the acquisition and execution of dance skills within a given dance style or genre.
In Drama, techniques include ways of using voice and movement to create role and dramatic action; also techniques in lighting,
sound, set building and painting, costume making, and make-up.
In Music, the capacity to control a voice or instrument in order to produce a desired sound.
technologies
The tools and equipment that can be materials for making and responding. One of the five key concepts in Media Arts.
tension
In Drama, a sense of anticipation or conflict within characters or character relationships, or problems, surprise and mystery in
stories and ideas to propel dramatic action and create audience engagement.
texture
In Music, The layers of sound in a musical work and the relationship between them.
timbre
In Music, the particular tone, colour or quality that distinguishes a sound or combinations of sounds.
time
In Dance, time refers to how long a dance takes, including metre, tempo, momentum, accent, duration, phrasing, rhythmic
patterns, stillness and beat.
In Drama, the fictional time in the narrative or setting; timing of one moment to the next contributing to the tension and rhythm of
dramatic action.
In Media Arts, the order, duration and depiction of ideas and events.
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tone
viewpoints
A collection of perspectives, lenses or frames through which artworks can be explored and interpreted.
visual conventions
Combinations of components and approaches, such as combinations of elements, design principles, composition and style.
visual devices
Include line, colour, shape, texture, space and form found in artworks, and incorporated in the design of performance spaces
(including sets) for dance and drama.
voice
In Drama, using voice expressively to create roles, situations, relationships, atmosphere and symbols.
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The Australian Curriculum
The Arts - Dance
Overview
Rationale
This rationale complements and extends the rationale for The Arts learning area.
Dance is expressive movement with purpose and form. Through dance, students represent, question and celebrate human
experience, using the body as the instrument and movement as the medium for personal, social, emotional, spiritual and
physical communication. Like all art forms, dance has the capacity to engage, inspire and enrich all students, exciting the
imagination and encouraging students to reach their creative and expressive potential.
Dance enables students to develop a movement vocabulary with which to explore and refine imaginative ways of moving
individually and collaboratively. Students choreograph, rehearse, perform and respond as they engage with dance practice and
practitioners in their own and others cultures and communities.
Students use the elements of dance to explore choreography and performance and to practise choreographic, technical and
expressive skills. They respond to their own and others dances using physical and verbal communication.
Active participation as dancers, choreographers and audiences promotes students wellbeing and social inclusion. Learning in
and through dance enhances students knowledge and understanding of diverse cultures and contexts and develops their
personal, social and cultural identity.
Aims
In addition to the overarching aims of the Australian Curriculum: The Arts, dance knowledge, understanding and skills ensure
that, individually and collaboratively, students develop:
body awareness and technical and expressive skills to communicate through movement confidently, creatively and
intelligently
choreographic and performance skills and appreciation of their own and others dances
aesthetic, artistic and cultural understanding of dance in past and contemporary contexts as choreographers, performers
and audiences
respect for and knowledge of the diverse purposes, traditions, histories and cultures of dance by making and responding
as active participants and informed audiences.
Structure
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 of dance
(space, time, dynamics and relationships) to communicate and express meaning through expressive and purposeful movement.
Making in Dance involves improvising, choreographing, comparing and contrasting, refining, interpreting, practising, rehearsing
and performing.
Responding in Dance involves students appreciating their own and others dance works by viewing, describing, reflecting on,
analysing, appreciating and evaluating.
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In both strands, students engage with the elements of dance by learning the processes of choreography, performance and
appreciation. They also learn to use safe dance practices. With an understanding of the bodys capabilities applied to their own
body, students develop kinaesthetic intelligence, critical thinking and awareness of how the body moves in dance. The elements
of dance work together and underpin all dance activity as students learn to make dance using their developing movement
vocabulary with the body. With increasing experience of making and responding, students develop analytical skills and aesthetic
understanding. They engage with different types of dance and examine dance from diverse viewpoints to build their knowledge
and understanding. Dance skills, techniques and processes are developed through students engagement with dance practices
that use the body and movement as the materials of dance with, in later bands, the addition of production components.
Dances may have a particular look, sound and feel that students respond to positively, negatively or with indifference
according to the engagement of their senses, emotions and cognition. Students consider their perceptions of different dances
and their notions of what is appealing or not appealing in the bodies, movement, sounds, aural and visual settings of dances
they participate in or view.
Through Dance, students learn to reflect critically on their own aesthetic preferences by considering social, historical and
cultural influences, and the effects of local and global cultures on their tastes and decision-making. From early family
experiences, students aesthetic preferences are nurtured by an increasing range of cultural influences. The wider social,
historical and cultural contexts for dance present students with differing aesthetic preferences, tastes and viewpoints determined
by people and their cultures.
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The information below outlines the knowledge and skills that students need to develop in dance. Terms specific to this
curriculum are defined in the glossary and a hyperlink to examples of band-appropriate knowledge and skills is provided with the
content descriptions.
Knowledge
Students choreograph, perform and appreciate dances from a range of contexts, demonstrating an increasing range of
movement skills and style-specific techniques. They learn how choreographic devices are used in the structure and form of
dances. Students use the elements of dance with appropriate expressive qualities for choreographic intent.
Viewpoints
In making and responding, students learn that meanings can be generated from different viewpoints and that these shift
according to different world encounters. As students make, investigate or critique dances as choreographers, dancers and
audiences, they may ask and answer questions to consider the choreographers and dancers meanings and the audiences
interpretations. Meanings and interpretations are informed by an understanding of how the elements of dance, materials, skills
and processes are used in differing social, cultural and historical contexts. These questions provide the basis for making
informed critical judgements about their own dance and the dance they see as audiences. The complexity and sophistication of
such questions will develop across Foundation Year 10. In the later years, students will consider the interests and concerns of
choreographers, dancers and audiences regarding philosophies and ideologies, critical theories, institutions and psychology.
Types of dance
Learning in dance involves students engaging in dance experiences which explore different types of dance. These may be
drawn from a variety of genres and styles including theatrical, traditional, social, ritual and other current dance styles and the
forms within them.
In Dance, form is the shape or structure of a dance according to a preconceived plan. For example, binary form is an A section
followed by a B section; ternary form is an A section followed by a B section followed by a repeat of the A section; rondo is an
expansion of the ternary form into ABACADA; narrative form is a dance that tells a story.
In all bands, students explore dance from a range of historical and cultural contexts. They begin with their experiences of dance
from their immediate lives and community and identify the reasons why people dance. They draw on the histories, traditions and
styles of dance from a range of places and times including dance from Australia, Aboriginal and Torres Strait Islander Peoples,
the Asia region, and other world cultures.
As students learn about dance, from the primary to secondary years, they broaden their experiences of dance genres and
particular styles and use these as a springboard for their making and responding in Dance. They also consider how dance can
communicate and challenge ideas about issues and concepts such as sustainability.
In their dance making, students use a variety of stimuli to create and communicate meaning through movement. They also draw
on their experiences in other arts subjects and learning areas.
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Teachers will select styles and techniques that are appropriate to the students experience, their own experience and the school
context. Techniques in dance develop from the acquisition of fundamental movement skills to intentional use of more
sophisticated technical and expressive skills with the use of style-specific techniques.
When making and responding, students dance skills are best developed through activities which integrate the techniques and
processes involved in the dance practices: choreographing, performing and appreciating.
Choreographing includes students drawing on their developing movement vocabulary as they engage in the creative
process of making dance. As they explore and shape their ideas they will be involved in processes such as improvising,
exploring, selecting, creating and structuring movement to communicate their intentions.
Performing includes students acquiring skills by practising, rehearsing, refining and applying physical and expressive
techniques.
Appreciating includes students describing, explaining, evaluating and critically analysing their own dances and other
dances viewed.
Materials
The materials for dance begin with the body, including body awareness, body bases, body parts and body zones. The body
uses movement vocabulary developed from using the elements of dance to express and give form to feelings and ideas in
choreography and performance. Production components such as performance spaces, costumes, props, lighting, sets, sound
and multimedia elements may be incorporated in dance.
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Dance
Foundation to Year 2
In Foundation to Year 2, learning in The Arts builds on the Early Years Learning Framework. Students are engaged through
purposeful and creative play in structured activities, fostering a strong sense of wellbeing and developing their connection with
and contribution to the world.
In the Foundation Year, students undertake The Arts appropriate for their level of development.
They explore the arts and learn how artworks can represent the world and that they can make artworks to represent their ideas
about the world. They share their artworks with peers and experience being an audience to respond to others art making.
As they experience the arts, students draw on artworks from a range of cultures, times and locations. They explore the arts of
Aboriginal and Torres Strait Islander Peoples and of the Asia region and learn that they are used for different purposes. While
the arts in the local community should be the initial focus for learning, students are also aware of and interested in the arts from
more distant locations and the curriculum provides opportunities to build on this curiosity.
As they make and respond to artworks, students explore meaning and interpretation, forms and processes, and social and
cultural contexts of the arts. They make early evaluations of artworks expressing what they like and why.
Students learn about safe practices in the arts through making and responding safely in the different arts subjects.
They experience the role of artist and they respond to feedback in their art making. As an audience, they learn to focus their
attention on artworks presented and to respond to artworks appropriately. In Foundation to Year 2, students learn to be an
audience for different arts experiences within the classroom.
In Dance, students:
become aware of their bodies and learn about the body bases, parts and zones used in dance
explore space, time, dynamics and relationships as they make and observe dances
explore locomotor and non-locomotor movements and use these fundamental movement skills in their own dance
experiment with simple technical and expressive skills and begin to learn about choreographic devices through selecting
and organising movements in their own dances.
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Explore, improvise and organise ideas to exploring fundamental movements safely to improvise dance ideas, for
make dance sequences using the elements example, running in a race, jumping like a frog, stomping like a giant,
rolling like a log, falling like an autumn leaf, floating like a cloud, gliding
of dance (ACADAM001)
like a bird
Use fundamental movement skills to develop practising and responding to a range of fundamental movements to music,
technical skills when practising dance for example, walking, running, marching, galloping, skipping, crawling
(locomotor); bending, stretching, twisting, turning (non-locomotor)
sequences (ACADAM002)
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Present dance that communicates ideas to presenting a learned sequence of movements or performing simple
an audience, including dance used by dances, individually or as a group, to classmates, teachers and parents
cultural groups in the community
(ACADAM003) expressing ideas to an audience through movement, for example,
showing contrasting dynamics by stamping heavily and tip-toeing lightly,
or using movement qualities such as slow controlled sinking to the floor to
express melting ice and sharp jerky movement to express a robot
using expressive skills to engage the audience, for example, looking out to
audience and using facial expression
Respond to dance and consider where and identifying where they might experience dance in their lives and
why people dance, starting with dances from communities, for example, considering how dance sustains and
communicates cultural knowledge
Australia including dances of Aboriginal and
Torres Strait Islander Peoples (ACADAR004)
Considering viewpoints evaluations: For example Why are these
people dancing? Where are they dancing? Where is this dance from?
recognising that dance can show that people have different feelings about
the world based on their experiences of the environment and other people
exploring and responding to dances they make and view, for example,
considering what the dance made them think about or how the dance
made them feel
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Examples of knowledge and skills in Dance
In this band students are introduced to the ways that ideas and intentions are communicated in and through dance. They
develop knowledge, understanding and skills through dance practices focusing on:
Body
body awareness awareness of body in space in relation to objects in class; awareness of position
body zones/parts whole body/parts of the body
body bases (what supports the body) feet, hands or knees
Elements of dance
Space
level for example, moving through low (ground), medium (standing) and high (head height) levels
directions for example, forwards, backwards, sideways
shapes for example, angular, twisted, curved, straight, closed circular
dimension for example, big, small
personal (kinesphere) and general space for example, moving within the space around the body; extending as far as the
body and body parts can reach without travelling; sharing the general dance space with other students
pathways for example, tracing patterns in the air with the arms, or on the floor by moving the body around, under, over
Time
tempo for example, fast/slow, slowing down, speeding up, moving versus freezing
rhythm for example, even, uneven
Dynamics
Relationships
locomotor movements for example, walking, running, marching, galloping, skipping, crawling, rolling
non-locomotor movements for example, bending, stretching, twisting, turning, growing, melting to the ground
Technical skills
with teacher guidance, practising to develop body control, posture, strength, balance and coordination
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Expressive skills
for example, facing the audience, looking out to audience (as appropriate) and using facial expression
awareness of, care, respect and responsibility for other students dancing in the dance space
awareness of the boundaries of the dance space
awareness of their own bodys needs, for example, getting a drink after dance activities for hydration
Choreographic devices
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Dance
Students use the elements of dance to make and perform dance sequences that demonstrate fundamental movement skills to
represent ideas. Students demonstrate safe practice.
Students use the elements and processes of arts subjects to make and share artworks that represent ideas.
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Dance
Years 3 and 4
In Years 3 and 4, learning in The Arts builds on the experience of the previous band. It involves students making and
responding to artworks independently and collaboratively with their classmates and teachers.
As they experience The Arts, students draw on artworks from a range of cultures, times and locations. They explore the arts of
Aboriginal and Torres Strait Islander Peoples and of the Asia region and learn that they are used for different purposes. While
the arts in the local community should be the initial focus for learning, students are also aware of and interested in the arts from
more distant locations and the curriculum provides opportunities to build on this curiosity.
As they make and respond to artworks, students explore meaning and interpretation, elements and forms, and social and
cultural contexts of the arts. They make personal evaluations of their own and others artworks, making connections between
their own artistic intentions and those of other artists.
Students continue to learn about safe practices in the arts and in their interactions with other artists. Their understanding of the
role of the artist and the audience builds on their experience from the previous band. As an audience, students focus their
attention on the artwork and respond to it. They consider why and how audiences respond to artworks.
In Years 3 and 4, students awareness of themselves and others as audiences is extended beyond the classroom to the broader
school context.
In Dance, students:
extend their awareness of the body as they incorporate actions using different body parts, body zones and bases
explore and experiment with directions, time, dynamics and relationships using groupings, objects and props
extend their fundamental movement skills by adding and combining more complex movements
use technical skills including accuracy and awareness of body alignment
explore meaning and interpretation, elements and forms including shapes and sequences of dances as they make and
respond to dance
use expressive skills including projection and focus when performing dance for themselves and others.
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Improvise and structure movement ideas for using contrast and repetition to explore and generate new movement in
dance sequences using the elements of response to stimuli such as stories, memories and the environment
dance and choreographic devices
(ACADAM005) exploring known movements to find alternative ways of performing them,
for example, waving hello or shaking hands and then doing the same
action at a different level, in a different direction, bigger/smaller, using a
different body part
Practise technical skills safely in fundamental practising combinations of fundamental locomotor and non-locomotor
movements (ACADAM006) movements to a range of musical accompaniment, for example, running
and sliding; bending and stretching; running, swinging, walking and
stretching
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Perform dances using expressive skills to using expressive skills of projection and focus to communicate dance
communicate ideas, including telling cultural ideas to an audience (school assembly, community festival, etc.); for
example, looking out and up to the ceiling and extending movements
or community stories (ACADAM007)
outwards to express a feeling of joy
Identify how the elements of dance and identifying meaning and describing purposes in dances from different
production elements express ideas in dance social, cultural or historical contexts such as dances that include digital,
visual or theatrical elements
they make, perform and experience as
audience, including exploration of Aboriginal
and Torres Strait Islander dance comparing the expectations and requirements of performers and audience
in different cultural settings
(ACADAR008)
writing about and discussing with others the meaning and intended
purposes of their own dance using dance terminology
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Examples of knowledge and skills in Dance
In this band students develop their knowledge of how ideas and intentions are communicated in and through dance. They build
on and refine their knowledge, understanding and skills through dance practices focusing on:
Body
Elements of dance
Space
Time
Dynamics
controlling and combining different movement qualities, for example, a smooth, sustained movement followed by a
percussive, jagged movement; limp, floppy movements followed by stiff, sharp movements
force for example, lightness/strength
Relationships
groupings solo; connected; group formations, for example, conga line dances, making group shapes
spatial relationships for example, over, under, near, far
interaction for example, lead/follow, meet/part with a partner/group
relationships between different body parts
use of objects/props to communicate dance ideas
locomotor movements adding and combining more complex movements, for example, running, galloping, sliding,
crawling
non-locomotor movements for example, rising, pulling, swinging, spinning, twisting, collapsing, curling
Technical skills
body control
accuracy
body awareness
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alignment
strength
balance and coordination
Expressive skills
warming up their bodies before executing more complex and contrasting movement patterns in dance sequences and
cooling/calming down afterwards
removing socks if the floor surface is slippery (and clean)
Choreographic devices
contrast
repetition
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Dance
Students structure movements into dance sequences and use the elements of dance and choreographic devices to represent a
story or mood. They collaborate to make dances and perform with control, accuracy, projection and focus.
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Dance
Years 5 and 6
In Years 5 and 6, students draw on artworks from a range of cultures, times and locations. They explore the arts of Aboriginal
and Torres Strait Islander Peoples and of the Asia region and learn that they are used for different purposes. While the arts in
the local community should be the initial focus for learning, students are also aware of and interested in the arts from more
distant locations and the curriculum provides opportunities to build on this curiosity.
As they make and respond to the arts, students explore meaning and interpretation, and social and cultural contexts of the arts.
They evaluate the use of forms and elements in artworks they make and observe.
Students extend their understanding of safety in the arts. In Years 5 and 6, their understanding of the roles of artists and
audiences builds on previous bands. They develop their understanding and use of performance or technical skills to
communicate intention for different audiences. They identify a variety of audiences for different arts experiences as they engage
with more diverse artworks as artists and audiences.
In Dance, students:
extend their awareness of the body as they combine movements that use body parts and actions with those involving
body zones and bases
extend their understanding and use of space, time, dynamics and relationships including performing in groups of varying
sizes
extend their use of various combinations of fundamental movement skills and technical skills, developing competence,
body control and accuracy
explore meaning and interpretation, forms and elements of dance, including the use of space and energy in dances as
they make and respond to dance.
Explore movement and choreographic improvising new movement to communicate ideas in response to stimulus,
devices using the elements of dance to for example, exploring the relationship of close proximity of dancers
grouped together to represent overcrowded cities
choreograph dances that communicate
meaning (ACADAM009)
exploring stimulus or analysing other dances to devise a variety of
movement possibilities, for example, different ways to jump and land, roll
and stand or spiral down to the ground
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Develop technical and expressive skills in rehearsing a combination of fundamental movements with or without
fundamental movements including body accompaniment to refine technical and expressive skills, for example,
galloping, jumping, sliding, rolling, slithering, spinning, shrinking,
control, accuracy, alignment, strength,
exploding, collapsing
balance and coordination (ACADAM010)
Perform dance using expressive skills to developing expressive skills of focus, clarity of the movement, confidence
communicate a choreographers ideas, and facial expression/character to present dance ideas in performance for
an intended audience
including performing dances of cultural
groups in the community (ACADAM011)
Considering viewpoints forms and elements: For example How did the
dancers/you use space and energy to create a feeling of
strength/isolation/happiness? What is the relationship between the
dancers and the audience? What relationship are you aiming to create
between the dancers and the audience?
Considering viewpoints forms and elements: For example How did the
dancers/you use space and energy to create a feeling of
strength/isolation/happiness? What is the relationship between the
dancers and the audience? What relationship are you aiming to create
between the dancers and the audience?
presenting dances, using costumes and/or props where appropriate to
enhance different contexts, such as performing dances with
representatives of the cultural group from the community
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Explain how the elements of dance and discussing the purpose of movements, elements of dance, production
production elements communicate meaning elements, and use of projection and focus, and how these affect the mood
of audience and the relationship between dancers and the audience
by comparing dances from different social,
cultural and historical contexts, including
Aboriginal and Torres Strait Islander dance Considering viewpoints evaluations: For example Which dance
elements were used well and for which purpose? How was your mood
(ACADAR012)
changed by this dance? (refer to: the energy, shapes, tempo, music,
staging in your answer)
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Examples of knowledge and skills in Dance
In this band students develop their knowledge of how ideas and intentions are communicated in and through dance. They build
on and refine their knowledge, understanding and skills through dance practices focusing on:
Body
body zones/parts/actions for example, arm and leg gestures that lead toward, away from and around own body
Elements of dance
Space
Time
Dynamics
Relationships
combining locomotor movements and non-locomotor movements and incorporating spatial and dynamic changes, for
example, galloping, jumping, sliding, rolling, slithering, spinning, shrinking, exploding, collapsing
Technical skills
developing technical competence in relation to body control, accuracy, alignment, strength, balance and coordination
Expressive skills
projection
focus
clarity of movement
confidence and facial expression/character
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Safe dance practices
Choreographic devices
canon
unison
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Dance
Students structure movements in dance sequences and use the elements of dance and choreographic devices to make dances
that communicate meaning. They work collaboratively to perform dances for audiences, demonstrating technical and expressive
skills.
Students structure elements and processes of arts subjects to make artworks that communicate meaning. They work
collaboratively to share artworks for audiences, demonstrating skills and techniques.
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Dance
Years 7 and 8
In Dance, students:
make and respond to dance independently and with their classmates, teachers and communities
explore dance as an art form through choreography, performance and appreciation
build on their awareness of the body through body part articulation
extend their understanding and use of space, time, dynamics and relationships including performing in groups, spatial
relationships and using interaction to communicate their choreographic intention
extend the combinations of fundamental movement skills to explore dance styles
extend technical skills from the previous band, increasing their confidence, accuracy, clarity of movement and projection
draw on dances from a range of cultures, times and locations as they experience dance
explore the dance and influences of Aboriginal and Torres Strait Islander Peoples and of the Asia region
learn about style and choreographic intent in Aboriginal and Torres Strait Islander dances, and how these dances
communicate social contexts and relationships
learn about sustainability through the arts and sustainability of practices in the arts
explore meaning and interpretation, forms and elements, and social, cultural and historical contexts of dance as they
make and respond to dance
evaluate choreographers intentions and expressive skills in dances they view and perform
understand that safe dance practices underlie all experiences in the study of dance
perform within their own body capabilities and work safely in groups.
Combine elements of dance and improvise experimenting with realistic movements, that is everyday movement, for
by making literal movements into abstract example, exaggerating the movement of a single body part such as the
arm in brushing hair or eating spaghetti, and blurring this into abstract
movements (ACADAM013)
movements, and responding to each others movement ideas
using the elements of dance to develop new movements that still maintain
the essence of the original movement
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Develop their choreographic intent by experimenting with different elements of dance to explore ideas about
applying the elements of dance to select and their choreographic intent
organise movement (ACADAM014)
selecting movement from their improvisations that best communicates
their choreographic intentions, for example, movement that communicates
mood or emotion
Practise and refine technical skills in style- improving performance by extending their own movement vocabulary
specific techniques (ACADAM015) when learning dance styles, such as hip hop and street dance, jazz, and
ballet
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Structure dances using choreographic selecting, combining, refining and sequencing movement using
devices and form (ACADAM016) choreographic devices such as transitions, variation and contrast and
choreographic forms such as binary, ternary and narrative
Rehearse and perform focusing on identifying and demonstrating distinct stylistic characteristics of dance, for
expressive skills appropriate to style and/or example, body posture and attitude within various styles such as
contemporary, musical theatre and hip hop (including Asian examples)
choreographic intent (ACADAM017)
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Analyse how choreographers use elements deconstructing sections of a dance, for example, identifying and
of dance and production elements to describing recurring movement within sequences and the use of the
elements of dance and production elements such as lighting, performance
communicate intent (ACADAR018)
space, music and costume
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Identify and connect specific features and identifying the distinguishing stylistic features of different dances and
purposes of dance from contemporary and considering how this can inform their choreography
past times to explore viewpoints and enrich
their dance-making, starting with dance in Considering viewpoints cultures: For example What is the cultural
Australia and including dance of Aboriginal context in which this dance was developed, or in which it is viewed, and
what does it signify? What are the stylistic differences in hip hop
and Torres Strait Islander Peoples
performances from different countries including Asia, Europe and the
(ACADAR019) USA?
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Examples of knowledge and skills in Dance
In this band students develop their knowledge of how ideas and intentions are communicated in and through dance. They build
on and refine their knowledge, understanding and skills through dance practices focusing on:
Body
body part articulations - for example, isolation of body parts in combination with each other
weight transfer - for example, lunge, leap, roll
body awareness, body bases, body parts, body zones
Elements of dance
Space
Time
using metre, tempo, momentum, accent, duration, phrasing, rhythmic patterns, stillness and beat with increasing
complexity/combinations
Dynamics
inaction versus action, percussion, fluidity - for example, wring, dab, mould, flow, bind
using weight, force, energy and movement qualities with increasing complexity/combinations
Relationships
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Technical skills
increasing technical competence in control, accuracy, alignment, strength, balance, coordination, placement, flexibility,
endurance and articulation
Expressive skills
increasing confidence, clarity of movement and intention, projection, focus and musicality
awareness of their own and others physical capabilities when performing a specific dance style;
knowledge of the musculoskeletal system
Choreographic devices
unison
contrast
repetition
sequence
variation
abstraction
transition
canon
Choreographic forms
binary
ternary
narrative
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Dance
Students choreograph dances, demonstrating selection and organisation of the elements of dance, choreographic devices and
form to communicate choreographic intent. They choreograph and learn dances, and perform them with confidence and clarity,
and with technical and expressive skills appropriate to the dance style.
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Dance
Years 9 and 10
In Dance, students:
build on their awareness of the body and how it is used in particular dance styles
extend their understanding and use space, time, dynamics and relationships to expand their choreographic intentions
extend the combinations of fundamental movement skills to include dance style-specific movement skills
extend technical skills from the previous band, increasing their confidence, accuracy, clarity of movement and projection
draw on dances from a range of cultures, times and locations as they experience dance
explore the dance and influences of Aboriginal and Torres Strait Islander Peoples and those of the Asia region
reflect on the development of traditional and contemporary styles of dance and how choreographers can be identified
through the style of their choreography
learn about sustainability through the arts and sustainability of practices in the arts
explore meaning and interpretation, forms and elements, and social, cultural and historical contexts of dance as they
make and respond to dance
evaluate dancers success in expressing the choreographers intentions and the use of expressive skills in dances they
view and perform
understand that safe dance practices underlie all experiences in the study of dance
perform within their own body capabilities and work safely in groups.
Improvise to find new movement possibilities extending their movement vocabulary to explore their own stylistic
and explore personal style by combining preferences and personal identity, for example, using analysis of dance
styles from a range of cultures and times to inform their choreographic
elements of dance (ACADAM020)
practice
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Manipulate combinations of the elements of improvising with the elements of dance and analysing movement choices
dance and choreographic devices to to reflect their individuality and to clarify their choreographic intent
communicate their choreographic intent
(ACADAM021) Considering viewpoints forms and elements: For example How have
the elements of space and dynamics been manipulated in your work to
convey your ideas?
Practise and refine technical skills to develop practising techniques used to perform increasingly complex dances of
proficiency in genre- and style-specific different genres and styles
techniques (ACADAM022)
identifying and analysing dance styles and traditions and applying
knowledge of the structure and function of the musculoskeletal system to
execute movements safely and prevent injury to themselves and others
Structure dances using movement motifs, structuring dance using devices such as chance theory (for example, dice)
choreographic devices and form and changing the order and pattern of dance movement, phrases or
sequences
(ACADAM023)
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Perform dances using genre- and style- performing dances with an awareness of a choreographers intent and
specific techniques and expressive skills to style, including contemporary Australian choreographers such as Frances
Rings or Stephen Page (Bangarra Dance Theatre)
communicate a choreographers intent
(ACADAM024)
Considering viewpoints cultures: For example What culturally symbolic
movements are evident in this dance?
Evaluate their own choreography and considering the feedback received from others to develop objective self-
performance, and that of others to inform evaluation skills and assess if they have been successful in conveying
their choreographic intent
and refine future work (ACADAR025)
developing criteria to use when evaluating the quality of their own and
others choreography and performance
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Analyse a range of dance from contemporary investigating the influence of Australian dance artists, companies and
and past times to explore differing viewpoints practices, including Australians who identify as Aboriginal and Torres
Strait Islanders and those of Asian heritage
and enrich their dance making, starting with
dance from Australia and including dance of
Aboriginal and Torres Strait Islander Considering viewpoints histories: For example What historical
influences have impacted on this dance?
Peoples, and consider dance in international
contexts (ACADAR026)
considering how global trends in dance influence the development of
dance in Australia
investigating the practices and traditions in dance and how people are
influenced by their histories, societies, cultures and environments
identifying how research and new ideas might enhance their own creating
and performing practices
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Examples of knowledge and skills in Dance
In this band students develop their knowledge of how ideas and intentions are communicated in and through dance. They build
on and refine their knowledge, understanding and skills through dance practices focusing on:
Body
body part articulations, weight transfer, body awareness, body bases, body parts and body zones particular to specific
dance styles
Elements of dance
Space
level, direction, dimension, shape, active space, positive space, negative space, planes, pathways, general space and
personal space, and performance space applied to specific dance styles and used with increasing
complexity/combinations and contexts
Time
time (metre, tempo, momentum, accent, duration, phrasing, rhythmic patterns, stillness and beat) applied to specific
dance styles and contexts
Dynamics
weight, force, energy and movement qualities applied to specific dance styles and contexts
Relationships
groupings, spatial relationships and interaction applied to specific dance styles and contexts
style-specific movement skills
dance techniques from different genres and styles
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Technical skills
extending technical competence in control, accuracy, alignment, strength, balance, coordination, placement, flexibility,
endurance and articulation
Expressive skills
extending confidence, clarity of movement and intention, projection, focus and musicality
Choreographic devices
abstraction
motif
as appropriate to choreographic intent
Choreographic forms
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Dance
Students choreograph dances by manipulating and combining the elements of dance, choreographic devices, form and
production elements to communicate their choreographic intent. They choreograph, rehearse and perform dances,
demonstrating technical and expressive skills appropriate to the genre and style.
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The Australian Curriculum
The Arts - Drama
Overview
Rationale
This rationale complements and extends the rationale for The Arts learning area.
Drama is the expression and exploration of personal, cultural and social worlds through role and situation that engages,
entertains and challenges. Students create meaning as drama makers, performers and audiences as they enjoy and analyse
their own and others stories and points of view. Like all art forms, drama has the capacity to engage, inspire and enrich all
students, excite the imagination and encourage students to reach their creative and expressive potential.
Drama enables students to imagine and participate in exploration of their worlds, individually and collaboratively. Students
actively use body, gesture, movement, voice and language, taking on roles to explore and depict real and imagined worlds.
They create, rehearse, perform and respond using the elements and conventions of drama and emerging and existing
technologies available to them.
Students learn to think, move, speak and act with confidence. In making and staging drama they learn how to be focused,
innovative and resourceful, and collaborate and take on responsibilities for drama presentations. They are excited by exploring
their imagination and taking risks in storytelling through role and dramatic action.
Students develop a sense of inquiry and empathy by exploring the diversity of drama in the contemporary world and in other
times, traditions, places and cultures.
Aims
In addition to the overarching aims of the Australian Curriculum: The Arts, drama knowledge, understanding and skills ensure
that, individually and collaboratively, students develop:
confidence and self-esteem to explore, depict and celebrate human experience, take risks and challenge their own
creativity through drama
knowledge and understanding in controlling, applying and analysing the elements, skills, processes, forms, styles and
techniques of drama to engage audiences and create meaning
a sense of curiosity, aesthetic knowledge, enjoyment and achievement through exploring and playing roles, and imagining
situations, actions and ideas as drama makers and audiences
knowledge and understanding of traditional and contemporary drama as critical and active participants and audiences.
Structure
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 materials
as they explore a range of forms, styles and contexts.
Through Drama, students learn to reflect critically on their own experiences and responses and further their own aesthetic
knowledge and preferences. They learn with growing sophistication to express and communicate experiences through and
about drama.
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Making in Drama involves improvising, devising, playing, acting, directing, comparing and contrasting, refining, interpreting,
scripting, practising, rehearsing, presenting and performing. Students use movement and voice along with language and ideas
to explore roles, characters, relationships and situations. They learn to shape and structure drama including use of contrast,
juxtaposition, dramatic symbol, cause and effect, and linear and episodic plot forms.
Responding in Drama involves students being audience members and listening to, enjoying, reflecting on, analysing,
appreciating and evaluating their own and others drama works.
Both making and responding involve developing practical and critical understanding of how the elements of drama can be used
to shape and structure drama that engages audiences and communicates meaning. Learning in Drama is based on two
fundamental building blocks: the elements of drama and the ways that narrative shapes and structures dramatic action. The
elements of drama work dynamically together to create and focus dramatic action and dramatic meaning. Dramatic action is
shaped by dramatic tension, space and time, and mood and atmosphere to symbolically present and share human experiences
for audiences.
Creating, performing and viewing drama enables the exploration of ideas and feelings. The exploration of dramatic forms and
styles, and associated cultural, social and historical contexts, diversifies students expression, understanding and experience of
their world.
Students discover and explore the elements of drama, applying principles and making and responding to drama in various
forms.
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The information below outlines the knowledge and skills that students need to develop in drama. Terms specific to this
curriculum are defined in the glossary and a hyperlink to examples of band-appropriate knowledge and skills is provided with the
content descriptions.
Knowledge
The elements of drama
The elements of drama work dynamically together to create and focus dramatic action and dramatic meaning. Drama is
conceived, organised, and shaped by aspects of and combinations of role, character and relationships, situation, voice and
movement, space and time, focus, tension, language, ideas and dramatic meaning, mood and atmosphere and symbol.
Viewpoints
In making and responding, students learn that meanings can be generated from different viewpoints and that these shift
according to different world encounters. As students make, investigate or critique drama as actors, directors and audiences,
they may ask and answer questions to interrogate the playwrights and actors meanings and the audiences interpretations.
Meanings and interpretations are informed by social, cultural and historical contexts, and an understanding of how elements,
materials, skills and processes are used. These questions provide the basis for making informed critical judgements about their
own drama and the drama they see as audiences. The complexity and sophistication of such questions will change across
Foundation to Year 10. In the later years, students will consider the interests and concerns of artists and audiences regarding
philosophies and ideologies, critical theories, institutions and psychology.
Forms
In Drama, form is the way drama is structured and students are taught the forms of devised and scripted drama. Drama forms
are shaped by the application of the elements of drama within particular social, cultural and historical contexts.
In all years, students draw on, use and analyse drama genres, forms and styles from a range of historical and cultural contexts.
They begin with the drama in their immediate lives and community and identify the purposes of drama. They draw on the
histories, traditions and conventions of drama from other places and times including drama from Australia, Aboriginal and Torres
Strait Islander cultures, Asia and other world cultures. As students learn drama, particularly in secondary schools, they broaden
their experiences of particular places and times, forms and representational and presentational styles as a springboard for their
making and responding.
In their drama, students use a variety of sources including stories, personal experiences and historical and current events to
create meaning through situations and characters. They also draw on their experiences in other arts subjects and learning
areas.
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In their drama, students develop their understanding of the processes of dramatic playing, role-playing, improvising, process
drama, playbuilding, interpreting scripts, rehearsing and directing, and responding to drama as audience. As students progress,
particularly in secondary school, they add specific skills and processes of drama practice: acting, directing, scriptwriting,
dramaturgy, designing, producing, managing and critical analysis.
Materials
In developing knowledge and skills of drama, students use the materials of their voices and bodies (movement, facial
expression, gesture, posture). They also use the production components of props, costumes, lighting, sound and staging
equipment and performance spaces.
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Drama
Foundation to Year 2
In Foundation to Year 2, learning in The Arts builds on the Early Years Learning Framework. Students are engaged through
purposeful and creative play in structured activities, fostering a strong sense of wellbeing and developing their connection with
and contribution to the world.
In the Foundation Year, students undertake The Arts appropriate for their level of development.
They explore the arts and learn how artworks can represent the world and that they can make artworks to represent their ideas
about the world. They share their artworks with peers and experience being an audience to respond to others art making.
As they experience the arts, students draw on artworks from a range of cultures, times and locations. They explore the arts of
Aboriginal and Torres Strait Islander Peoples and of the Asia region and learn that they are used for different purposes. While
the arts in the local community should be the initial focus for learning, students are also aware of and interested in the arts from
more distant locations and the curriculum provides opportunities to build on this curiosity.
As they make and respond to artworks, students explore meaning and interpretation, forms and processes, and social and
cultural contexts of the arts. They make early evaluations of artworks expressing what they like and why.
Students learn about safe practices in the arts through making and responding safely in the different arts subjects.
They experience the role of artist and they respond to feedback in their art making. As an audience, they learn to focus their
attention on artworks presented and to respond to artworks appropriately. In Foundation to Year 2, students learn to be an
audience for different arts experiences within the classroom.
In Drama, students:
become aware of role and situation as they listen and respond as fictional characters
explore voice and movement to create role
learn about focus and identifying the main idea of the drama
learn how their ideas can be expressed through role and story.
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Explore role and dramatic action in dramatic taking part in purposeful dramatic play focusing on experiencing the roles
play, improvisation and process drama and situations they create
(ACADRM027)
taking turns in offering and accepting ideas, and staying in role in short
improvisations
taking photos or videoing drama they devise to view and extend their
drama ideas
Considering viewpoints forms and elements: For example How did the
performers use their voices? What sort of movements did the performers
use? What voice and movement have you noticed in others performances
that you might consider in making your own drama and why?
Use voice, facial expression, movement and communicating verbally by using the voice to explore and show role and
space to imagine and establish role and situation
situation (ACADRM028)
communicating non-verbally by using facial expression and movement to
explore and show role and situation
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Present drama that communicates ideas, presenting scenes in which they apply story structures to set the scene,
including stories from their community, to an link action and create an ending, such as a cultural or community story
with the assistance of representatives from the community
audience (ACADRM029)
following cues and using voice and movement to link action, ideas and
stories in their drama
Respond to drama and consider where and identifying where they might see and hear drama in their lives and
why people make drama, starting with community, for example, sharing experiences of attending drama
performances or taking part in drama in their community, and considering
Australian drama including drama of
how drama sustains and communicates cultural knowledge
Aboriginal and Torres Strait Islander Peoples
(ACADRR030)
talking about how voices, movement and space are used in drama they
make and see
recognising that drama can show that people have different feelings about
the world based on their experiences of the environment and other people
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Examples of knowledge and skills in Drama
In this band students are introduced to the ways that ideas and intentions are communicated in and through drama. They
develop knowledge, understanding and skills through drama practices focusing on:
Elements of drama
Role - taking on the point of view of a fictional character and listening and responding in role to others in role
Situation - establishing a fictional setting and relating to it in role
Voice - using voice, for example, varying loudness/softness, pace and pitch
Movement - body language, for example, using posture, gestures, facial expressions, to create role and situation
Focus - identifying the main idea of the drama
Audience
recognising that the purpose of drama is to communicate and share ideas with others.
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Drama
Students make and present drama using the elements of role, situation and focus in dramatic play and improvisation.
Students use the elements and processes of arts subjects to make and share artworks that represent ideas.
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Drama
Years 3 and 4
In Years 3 and 4, learning in The Arts builds on the experience of the previous band. It involves students making and
responding to artworks independently and collaboratively with their classmates and teachers.
As they experience The Arts, students draw on artworks from a range of cultures, times and locations. They explore the arts of
Aboriginal and Torres Strait Islander Peoples and of the Asia region and learn that they are used for different purposes. While
the arts in the local community should be the initial focus for learning, students are also aware of and interested in the arts from
more distant locations and the curriculum provides opportunities to build on this curiosity.
As they make and respond to artworks, students explore meaning and interpretation, elements and forms, and social and
cultural contexts of the arts. They make personal evaluations of their own and others artworks, making connections between
their own artistic intentions and those of other artists.
Students continue to learn about safe practices in the arts and in their interactions with other artists. Their understanding of the
role of the artist and the audience builds on their experience from the previous band. As an audience, students focus their
attention on the artwork and respond to it. They consider why and how audiences respond to artworks.
In Years 3 and 4, students awareness of themselves and others as audiences is extended beyond the classroom to the broader
school context.
In Drama, students:
extend their understanding of role and situation as they offer, accept and extend their ideas in improvisation
vary voice and movement to create role when devising drama
learn about focus, tension, space and time in their own and others drama
explore meaning and interpretation, forms and elements including voice, movement, situation, time and place, and tension
as they make and respond to drama
use language and ideas to shape dramatic action
use story structures to shape drama for audiences.
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Explore ideas and narrative structures exploring and experiencing a range of roles and situations that they initiate
through roles and situations and use and develop
empathy in their own improvisations and
devised drama (ACADRM031) making improvisations that explore issues and ideas using empathy
Considering viewpoints forms and elements: For example How did the
drama begin? Develop? Conclude? How did the performers vary their
voices, movement and gestures to create and share believable
characters? How are elements of drama such as role, situation, time and
place part of the action? How is the dramatic tension developed in the
drama?
Use voice, body, movement and language to experimenting with the loudness/softness, pace and pitch of their voices to
sustain role and relationships and create create roles and situations, time and place
dramatic action with a sense of time and
place (ACADRM032) varying their facial expressions and movements to create roles and
situations
experimenting with body language and gesture from different cultures and
times
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Shape and perform dramatic action using applying story structures in their drama, including roles and events linked
narrative structures and tension in devised through cause and effect and dramatic tension
and scripted drama, including exploration of
Aboriginal and Torres Strait Islander drama Considering viewpoints meanings and interpretations: For example
(ACADRM033) What are the stories and the ideas in the drama you watch and listen to?
Which of the characters do you identify with? What relationships and
situations do you recognise (or not recognise) in the drama you watch and
listen to?
exploring Aboriginal and Torres Strait Islander stories and how they are
dramatically portrayed as a reference for shaping their own drama
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Identify intended purposes and meaning of identifying meaning and describing purposes in drama from different
drama, starting with Australian drama, social, cultural or historical contexts
including drama of Aboriginal and Torres
Strait Islander Peoples, using the elements Considering viewpoints societies and cultures: For example What
of drama to make comparisons features and ideas in the drama come from other cultures, times and
places? How have you used these ideas and features in your own drama?
(ACADRR034)
Why do you think people from all different cultures make and respond to
drama?
comparing the expectations and requirements of performers and audience
in different cultural settings and applying learning in their own
performances
writing about and discussing with others the meaning and intended
purposes of their own drama using drama terminology
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Examples of knowledge and skills in Drama
In this band students develop their knowledge of how ideas and intentions are communicated in and through drama. They build
on and refine their knowledge, understanding and skills through drama practices focusing on:
Elements of drama
Role - adopting a role and maintaining focus in role; character; communicating role traits; relationships; developing
relationships between characters in a drama, for example, using dialogue to show relationships
Situation - establishing a fictional setting using space and time; exploring how drama uses story structures
Voice - varying voice, for example, clarity, pace, volume and projection
Movement - using movement and gesture to create belief in character and situation
Focus - framing point of view, situation and characters in drama
Tension - factors that contribute to tension or mystery in a drama; whats happening next in the drama
establishing a clear setting and sense of time to create belief in the drama
Audience
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Drama
Students use relationships, tension, time and place and narrative structure when improvising and performing devised and
scripted drama. They collaborate to plan, make and perform drama that communicates ideas.
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Drama
Years 5 and 6
In Years 5 and 6, students draw on artworks from a range of cultures, times and locations. They explore the arts of Aboriginal
and Torres Strait Islander Peoples and of the Asia region and learn that they are used for different purposes. While the arts in
the local community should be the initial focus for learning, students are also aware of and interested in the arts from more
distant locations and the curriculum provides opportunities to build on this curiosity.
As they make and respond to the arts, students explore meaning and interpretation, and social and cultural contexts of the arts.
They evaluate the use of forms and elements in artworks they make and observe.
Students extend their understanding of safety in the arts. In Years 5 and 6, their understanding of the roles of artists and
audiences builds on previous bands. They develop their understanding and use of performance or technical skills to
communicate intention for different audiences. They identify a variety of audiences for different arts experiences as they engage
with more diverse artworks as artists and audiences.
In Drama, students:
develop understanding of character through voice and movement and extend their understanding and use of situation,
focus, tension, space and time
extend their understanding and use language and ideas to create dramatic action and consider mood and atmosphere in
performance
use conventions of story and other devices such as dramatic symbol to communicate meaning and shape and sustain
drama for audiences
explore meaning and interpretation, forms and elements including voice, movement, situation, space and time, and
tension as they make and respond to drama.
Explore dramatic action, empathy and space experimenting with empathy to develop characters and relationships in
in improvisations, playbuilding and scripted drama and considering perspectives, exploring responses and challenging
stereotypes
drama to develop characters and situations
(ACADRM035)
exploring physical, fictional and emotional space to create characters and
situations and imagined feelings
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Develop skills and techniques of voice and varying use of voice, for example, projection, dynamics, pace, pause and
movement to create character, mood and pitch, to create and communicate characters intentions
atmosphere and focus dramatic action
(ACADRM036) trialling different ways to move in character and situations
Considering viewpoints evaluations: For example How did the
performers use the elements of drama and design elements effectively?
For what purposes did they make drama? What evidence supports your
judgment about the drama?
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Rehearse and perform devised and scripted creating narrative and tension to communicate dramatic meaning
drama that develops narrative, drives
dramatic tension, and uses dramatic symbol, Considering viewpoints meanings and interpretations: For example
performance styles and design elements to What did the performer intend audiences to experience and understand
share community and cultural stories and from the drama? Why did you make this drama?
engage an audience (ACADRM037) exploring and applying different performance styles, and drawing on
drama from other locations, cultures and times as sources of ideas in their
own drama, and considering any protocols for representing community or
cultural stories in performance
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Explain how the elements of drama and reviewing their own drama, outlining how they used elements of drama
production elements communicate meaning and narrative structures and the consequences of collaborative processes
by comparing drama from different social,
cultural and historical contexts, including identifying and discussing different performance styles and the portrayal of
Aboriginal and Torres Strait Islander drama different roles and relationships in the drama
(ACADRR038)
talking and writing about drama from other places and times and how it
might or does contribute to their own drama, and how cultural
understandings shape meanings in drama
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Examples of knowledge and skills in Drama
In this band students develop their knowledge of how ideas and intentions are communicated in and through drama. They build
on and refine their knowledge, understanding and skills through drama practices focusing on:
Elements of drama
Role and character - for example, creating the inner and outer world of a character; differentiating between characters and
stereotypes
Relationships - analysing and portraying how relationships influence character development
Situation - sustaining a fictional setting using space and time
Voice - varying voice, for example, clarity, pace, volume and projection
Movement - using movement, facial expression and gestures to create and sustain belief in character and situation
Focus - framing drama to highlight and communicate key story elements and characters motivations
Tension - factors that contribute to tension or suspense in stories and tension in characters relationships, for example,
using sound, light and technology to heighten tension/suspense
Space and time - sustaining a clear setting and sense of time to create belief in the drama
central ideas or themes that give perspectives and ideas to the audience
Mood and atmosphere - the feeling or tone of physical space and the dramatic action created by or emerging from the
performance
Audience
shaping and sustaining drama for others using the conventions of story within drama to communicate meanings.
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Drama
Students work collaboratively as they use the elements of drama to shape character, voice and movement in improvisation,
playbuilding and performances of devised and scripted drama for audiences.
Students structure elements and processes of arts subjects to make artworks that communicate meaning. They work
collaboratively to share artworks for audiences, demonstrating skills and techniques.
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Drama
Years 7 and 8
In Drama, students:
Combine the elements of drama in devised investigating and researching starting points for drama, for example, using
and scripted drama to explore and develop analysis of performance styles or evaluating their peers responses to
questions about an issue or image
issues, ideas and themes (ACADRM040)
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Develop roles and characters consistent with creating role and character by understanding and managing the
situation, dramatic forms and performance underlying structure and intent of the drama
styles to convey status, relationships and
intentions (ACADRM041) developing techniques of dramatic forms according to their established
conventions and traditions
Plan, structure and rehearse drama, planning, organising and rehearsing dramatic action to stage devised and
exploring ways to communicate and refine scripted drama, for example, arranging use of available theatre
technologies and collaborating in rehearsal to stage drama for a clear and
dramatic meaning for theatrical effect
intended purpose and effect
(ACADRM042)
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Develop and refine expressive skills in voice developing and refining vocal qualities of audibility, clarity and contrast
and movement to communicate ideas and through control of pace, pitch, dynamics and use of pause and silence
dramatic action in different performance
styles and conventions, including developing use of performance techniques and conventions relevant to
contemporary Australian drama styles selected performance styles, for example, refining use of the body to
communicate through movement and stillness, and through realistic and
developed by Aboriginal and Torres Strait
non-realistic movement; and exploring ways to transition between scenes
Islander dramatists (ACADRM043)
Perform devised and scripted drama performing roles using conventions relevant to the performance style
maintaining commitment to role
(ACADRM044) using audience feedback to enhance future performance, for example,
adjusting performance based on audience responses to characters
portrayal of emotions and empathy
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Analyse how the elements of drama have identifying and analysing how the elements of drama are combined to
been combined in devised and scripted focus and drive the dramatic action for an audience
drama to convey different forms,
performance styles and dramatic meaning identifying and analysing how the elements of drama are used in the
(ACADRR045) historical and contemporary conventions of particular forms and styles
Identify and connect specific features and identifying the social, historical and cultural contexts of the forms and
purposes of drama from contemporary and styles represented in their drama
past times to explore viewpoints and enrich
their drama making, starting with drama in locating and exploring specific examples of contemporary Australian,
Australia and including drama of Aboriginal Asian and other world drama
and Torres Strait Islander Peoples
(ACADRR046) describing the role of drama in different cultures and using this information
when they plan their own drama
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Examples of knowledge and skills in Drama
In this band students develop their knowledge of how ideas and intentions are communicated in and through drama. They build
on and refine their knowledge, understanding and skills through drama practices focusing on:
Elements of drama
Role and character - for example, maintaining commitment to role; exploring motivations and various facets of
multidimensional characters; developing and analysing multidimensional relationships in the drama
Situation - for example, improvising with/adapting available materials and technologies to establish setting; using
conventions of story in drama
for example, sustaining belief in character and situation through voice and movement; revealing character and situation
through the use of voice, movement/blocking and props
Focus - for example, using a range of devices and effects to highlight specific aspects of the performance for the audience
Tension - for example, using foreshadowing and information withholding to create suspense and emphasis
Space and time - for example, using rhythm and pace to enhance drama; using blocking (for example, when and where to
move) and stage areas (such as upstage right, downstage centre) in planning and performance
for example, manipulating central ideas or themes to give perspectives and ideas to the audience
Mood and atmosphere - the feeling or tone of physical space and the dramatic action created by or emerging from the
performance
Audience
using narrative and non-narrative dramatic forms and production elements to shape and sustain drama for formal and
informal audiences.
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Drama
Students collaborate to devise, interpret and perform drama. They manipulate the elements of drama, narrative and structure to
control and communicate meaning. They apply different performance styles and conventions to convey status, relationships and
intentions. They use performance skills and design elements to shape and focus theatrical effect for an audience.
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Drama
Years 9 and 10
In Drama, students:
refine and extend their understanding and use of role, character, relationships and situation
extend the use of voice and movement to sustain belief in character
maintain focus and manipulate space and time, language, ideas and dramatic action
experiment with mood and atmosphere, use devices such as contrast, juxtaposition and dramatic symbol and modify
production elements to suit different audiences
draw on drama from a range of cultures, times and locations as they experience drama
explore the drama and influences of Aboriginal and Torres Strait Islander Peoples and those of the Asia region
learn that Aboriginal and Torres Strait Islander people have converted oral records to other technologies
learn that over time there has been further development of different traditional and contemporary styles of drama and that
dramatists can be identified through the style of their work, as they explore drama forms
explore meaning and interpretation, forms and elements, and social, cultural and historical influences of drama as they
make and respond to drama
evaluate actors success in expressing the directors intentions and the use of expressive skills in drama they view and
perform
maintain safety in drama and in interaction with other actors
build on their understanding from previous bands of the roles of artists and audiences as they engage with more diverse
performances.
Improvise with the elements of drama and communicating meaning through realistic and non-realistic performance
narrative structure to develop ideas, and styles and dramatic forms by manipulating the elements of drama
explore subtext to shape devised and
scripted drama (ACADRM047) establishing aspects of the dramatic action as symbolic, such as a
suitcase being a persons memories, a light symbolising hope
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Manipulate combinations of the elements of analysing and creating performance highlighting subtext, dramatic tension,
drama to develop and convey the physical atmosphere and mood based on the story, setting, dialogue and stage
directions
and psychological aspects of roles and
characters consistent with intentions in
dramatic forms and performance styles applying the conventions of character in particular forms and performance
styles, using research to develop understanding of the conventions and
(ACADRM048)
refining use of relevant techniques
Practise and refine the expressive capacity adapting expressive voice and movement skills for performance of
of voice and movement to communicate different forms and styles and to enhance actoraudience relationships
ideas and dramatic action in a range of
forms, styles and performance spaces, conveying through voice and movement the tensions in stories, ideas,
including exploration of those developed by characters, relationships, actions and dialogue to engage audience
expectations
Aboriginal and Torres Strait Islander
dramatists (ACADRM049)
exploring, reworking and refining the dramatic action through rehearsal
and honing expressive performance skills for effective audience
engagement
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Structure drama to engage an audience learning and applying the basic concepts for interpreting texts and
through manipulation of dramatic action, contexts, directing dramatic action, and using available theatre
technologies
forms and performance styles and by using
design elements (ACADRM050)
focusing and strengthening the dramatic action by manipulating pace in
movement and dialogue, cues, vocal tone, physical proximity between
characters and transitions
Perform devised and scripted drama making collaborating as a member of a drama team by directing the blocking and
deliberate artistic choices and shaping staging of dramatic action to communicate intended meaning(s) for an
audience
design elements to unify dramatic meaning
for an audience (ACADRM051)
Considering viewpoints elements, materials, skills and processes: For
example How have the elements of drama been used in your work to
convey your ideas? How are materials manipulated in this drama? How
have the director and performers shaped skills and processes to make
and communicate meaning? How have design elements been used?
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Evaluate how the elements of drama, forms analysing how the elements of drama are manipulated to focus the
and performance styles in devised and dramatic action for audiences and using this information to refine drama
they make
scripted drama convey meaning and
aesthetic effect (ACADRR052)
evaluating how the features and conventions of forms and styles create
dramatic meaning and theatrical effect
Analyse a range of drama from evaluating conventions from past forms and styles to consider
contemporary and past times to explore incorporating into their own drama and contemporary practice
differing viewpoints and enrich their drama
making, starting with drama from Australia identifying and describing the actoraudience relationship in different
and including drama of Aboriginal and Torres dramatic contexts, forms and styles
Strait Islander Peoples, and consider drama
in international contexts (ACADRR053) linking conventions from different forms and styles with purposes, origins
and contexts
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Examples of knowledge and skills in Drama
In this band students develop their knowledge of how ideas and intentions are communicated in and through drama. They build
on and refine their knowledge, understanding and skills through drama practices focusing on:
Elements of drama
Role and character - for example, analysing and using background, motivation, words and actions of characters to build
roles; sustaining multidimensional relationships in the drama to develop the interplay between characters
Situation - for example, using props, costumes and furniture to establish situation; using conventions of story in drama
for example, sustaining belief in character and situation through voice and movement; revealing character and situation
through the use of voice, movement/blocking and props
Focus - for example, using a range of devices and effects to highlight the central themes for an audience; making
deliberate artistic choices to sharpen focus
Tension - for example, using various physical and digital stage effects to produce specific audience reactions through
tension
Space and time - manipulating time in drama; using blocking (for example, when and where to move) and stage areas (for
example, upstage right, downstage centre) in planning and performance
for example, using conventions relevant to selected performance styles to manipulate central ideas or themes and offer
perspectives to the audience
Mood and atmosphere - for example, using stage design to manipulate the feeling or tone of physical space and the
dramatic action emerging from the performance
Audience
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Drama
Students develop and sustain different roles and characters for given circumstances and intentions. They perform devised and
scripted drama in different forms, styles and performance spaces. They collaborate with others to plan, direct, produce,
rehearse and refine performances. They select and use the elements of drama, narrative and structure in directing and acting to
engage audiences. They refine performance and expressive skills in voice and movement to convey dramatic action.
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The Australian Curriculum
The Arts - Media Arts
Overview
Rationale
This rationale complements and extends the rationale for The Arts learning area.
Media arts involves creating representations of the world and telling stories through communications technologies such as
television, film, video, newspapers, radio, video games, the internet and mobile media. Media arts connects audiences,
purposes and ideas, exploring concepts and viewpoints through the creative use of materials and technologies. Like all art
forms, media arts has the capacity to engage, inspire and enrich all students, exciting the imagination and encouraging students
to reach their creative and expressive potential.
Media Arts enables students to create and communicate representations of diverse worlds and investigate the impact and
influence of media artworks on those worlds, individually and collaboratively. As an art form evolving in the twenty-first century,
media arts enables students to use existing and emerging technologies as they explore imagery, text and sound and create
meaning as they participate in, experiment with and interpret diverse cultures and communications practices.
Students learn to be critically aware of ways that the media are culturally used and negotiated, and are dynamic and central to
the way they make sense of the world and of themselves. They learn to interpret, analyse and develop media practices through
their media arts making experiences. They are inspired to imagine, collaborate and take on responsibilities in planning,
designing and producing media artworks.
Students explore and interpret diverse and dynamic cultural, social, historical and institutional factors that shape contemporary
communication through media technologies and globally networked communications.
Aims
In addition to the overarching aims for the Australian Curriculum: The Arts, media arts knowledge, understanding and skills
ensure that, individually and collaboratively, students develop:
enjoyment and confidence to participate in, experiment with and interpret the media-rich culture and communications
practices that surround them
creative and critical thinking, and exploring perspectives in media as producers and consumers
aesthetic knowledge and a sense of curiosity and discovery as they explore imagery, text and sound to express ideas,
concepts and stories for different audiences
knowledge and understanding of their active participation in existing and evolving local and global media cultures.
Structure
Learning in Media Arts
Learning in Media Arts involves students learning to engage with communications technologies and cross-disciplinary art forms
to design, produce, distribute and interact with a range of print, audio, screen-based or hybrid artworks. Students explore, view,
analyse and participate in media culture from a range of viewpoints and contexts. They acquire skills and processes to work in a
range of forms and styles. Students learn to reflect critically on their own and others media arts experiences and evaluate
media artworks, cultures and contexts. They express, conceptualise and communicate through their media artworks with
increasing complexity and aesthetic understanding.
Making in Media Arts involves using communications technologies to design, produce and distribute media artworks.
Responding in Media Arts involves students learning to explore, view, analyse and participate in media culture.
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In making and responding students engage with the key concepts, story principles and elements of media (technical and
symbolic). The five interrelated key concepts provide a framework for students to create and analyse media artworks. They
develop understanding of how the five key concepts explore media artworks representations that is, constructed realities of
the world, communicated through languages and technology for an audience in community and institutional contexts.
In Media Arts, technical and symbolic elements work together within established and emerging media conventions and
technologies to inform, persuade, entertain and educate through story structures and ideas.
In the experience of making and responding to media artworks, students develop identity and learn to understand themselves
and others through aesthetic processes that promote critical perception, personal expression and collaboration. Designing and
creating media artworks involves the development of technical, physical and communication skills.
The development of aesthetic knowledge in Media Arts rewards students curiosity and creative exploits. This development
increases their engagement with and understanding of how images, sounds and text create experiences consumers recognise
and respond to physically, emotionally and intellectually.
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The information below outlines the knowledge and skills that students need to develop in Media Arts. Terms specific to this
curriculum are defined in the glossary and a hyperlink to examples of band-appropriate knowledge and skills is provided with the
content descriptions.
Knowledge
Students discover and explore the key concepts and elements of media arts, applying story principles and making and
responding to media arts in various forms.
Key concepts
Students develop knowledge and understanding of five key concepts: the media languages used to tell stories; the technologies
which are essential for producing, accessing and distributing media; the various institutions that enable and constrain media
production and use; the audiences for whom media arts products are made and who respond as consumers, citizens and
creative individuals; and the constructed representations of the world, which rely on shared social values and beliefs.
Story principles
The elements of media arts are combined and shaped using story principles of structure, intent, characters, settings, points of
view and genre conventions.
Viewpoints
In making and responding, students learn that meanings can be generated from different viewpoints and that these shift
according to different world encounters. As students make, investigate or critique media artworks as producers and consumers
of media arts, they may ask and answer questions to interrogate the producers meanings and the consumers interpretations.
Meanings and interpretations are informed by contexts of societies, cultures and histories, and an understanding of how
elements, materials, skills and processes are used. These questions provide the basis for making informed critical judgements
about their own media artworks and the media artworks they see, hear, interact with and consume as audiences. The
complexity and sophistication of such questions will change across Foundation to Year 10. In the later years, students will
consider the interests and concerns of artists and audiences regarding philosophies and ideologies, critical theories, institutions
and psychology.
Forms
As they learn in Media Arts, students create and analyse forms such as film, news report, documentary, advertisement, music
video, animation, video games and/or a combination of these. From contemporary and personal experiences of media culture
they learn how forms, styles and contexts of media artworks are shaped by histories, purpose, traditions and communications
technologies. Students explore stylistic forms from local and global contexts including those from Aboriginal and Torres Strait
Islander and Asian cultures. They produce artworks in narrative and non-narrative forms that reach audiences through specific
media contexts that include radio, print, cinema, television, internet, mobile devices or new and emerging contexts.
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As students learning progresses, they learn about safe practice in media arts and develop digital citizenship through processes
that respect rights, responsibilities and protocols in the creating of their media artworks.
Materials
In developing knowledge and skills in media arts, students use images, sounds and text and the technologies used to create
them. Students may also use equipment, props, costumes and sets during production, depending on what is suitable to the form
of the media artwork and the intention of the artist.
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Media Arts
Foundation to Year 2
In Foundation to Year 2, learning in The Arts builds on the Early Years Learning Framework. Students are engaged through
purposeful and creative play in structured activities, fostering a strong sense of wellbeing and developing their connection with
and contribution to the world.
In the Foundation Year, students undertake The Arts appropriate for their level of development.
They explore the arts and learn how artworks can represent the world and that they can make artworks to represent their ideas
about the world. They share their artworks with peers and experience being an audience to respond to others art making.
As they experience the arts, students draw on artworks from a range of cultures, times and locations. They explore the arts of
Aboriginal and Torres Strait Islander Peoples and of the Asia region and learn that they are used for different purposes. While
the arts in the local community should be the initial focus for learning, students are also aware of and interested in the arts from
more distant locations and the curriculum provides opportunities to build on this curiosity.
As they make and respond to artworks, students explore meaning and interpretation, forms and processes, and social and
cultural contexts of the arts. They make early evaluations of artworks expressing what they like and why.
Students learn about safe practices in the arts through making and responding safely in the different arts subjects.
They experience the role of artist and they respond to feedback in their art making. As an audience, they learn to focus their
attention on artworks presented and to respond to artworks appropriately. In Foundation to Year 2, students learn to be an
audience for different arts experiences within the classroom.
become aware of structure, intent, character and settings in ideas and stories
explore ideas and learn about composition, sound and technologies to construct stories
learn how their ideas can be communicated through selecting and organising the elements of media arts.
Explore ideas, characters and settings in the exploring sound to communicate ideas, for example, creating sound
community through stories in images, effects to enhance the mood or main idea of a story
sounds and text (ACAMAM054)
experimenting with image, for example, retelling a story of the school day
in a series of captioned images
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Use media technologies to capture and edit experimenting with and managing a digital camera to capture still or
images, sounds and text for a purpose moving images, for example, reviewing captured images, zooming in and
out and deleting unwanted images
(ACAMAM055)
Create and present media artworks that capturing and sequencing images and text to create comic books that
communicate ideas and stories to an retell familiar and traditional stories to share with the class
audience (ACAMAM056)
Considering viewpoints societies and cultures: For example What
images will I use to tell my traditional story?
collecting and sharing, with permission of the people involved, class
stories and presenting them in the form of a class news bulletin.
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Respond to media artworks and consider identifying where they might experience media artworks in their lives and
where and why people make media communities, for example, considering how media artworks sustain and
communicate cultural knowledge
artworks, starting with media from Australia
including media artworks of Aboriginal and
Torres Strait Islander Peoples Considering viewpoints societies and cultures: For example What
story is this media artwork telling? Who made this media artwork? Where
(ACAMAR057)
is this media artwork from?
identifying interests and preferences in media artworks they make and
view
discussing the roles of media artists and what permission means, for
example, deciding on a class set of rules for using and creating images,
sounds and text in media artworks
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Examples of knowledge and skills in Media Arts
In this band students are introduced to the ways that ideas and intentions are communicated in and through Media Arts. They
develop knowledge, understanding and skills through media arts practices focusing on:
Structure
Intent
Character
the characteristics of fictional and non-fictional people such as story characters, newsreaders, presenters, actors
Settings
Composition
the selection and arrangement of images, sounds and text to highlight and organise important features of an idea or story,
for example, by deciding what is in the frame, audio sequence or layout
Sound
loudness, softness
background noise
Technologies
capturing and combining images, sounds and text or a combination of these with available technology
Audience
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Media Arts
Students make and share media artworks using story principles, composition, sound and technologies.
Students use the elements and processes of arts subjects to make and share artworks that represent ideas.
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Media Arts
Years 3 and 4
In Years 3 and 4, learning in The Arts builds on the experience of the previous band. It involves students making and
responding to artworks independently and collaboratively with their classmates and teachers.
As they experience The Arts, students draw on artworks from a range of cultures, times and locations. They explore the arts of
Aboriginal and Torres Strait Islander Peoples and of the Asia region and learn that they are used for different purposes. While
the arts in the local community should be the initial focus for learning, students are also aware of and interested in the arts from
more distant locations and the curriculum provides opportunities to build on this curiosity.
As they make and respond to artworks, students explore meaning and interpretation, elements and forms, and social and
cultural contexts of the arts. They make personal evaluations of their own and others artworks, making connections between
their own artistic intentions and those of other artists.
Students continue to learn about safe practices in the arts and in their interactions with other artists. Their understanding of the
role of the artist and the audience builds on their experience from the previous band. As an audience, students focus their
attention on the artwork and respond to it. They consider why and how audiences respond to artworks.
In Years 3 and 4, students awareness of themselves and others as audiences is extended beyond the classroom to the broader
school context.
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Investigate and devise representations of creating a sequence of images, sounds and text or a combination of these
people in their community, including to clearly establish the beginning, middle and end of a story or event
themselves, through settings, ideas and
story structure in images, sounds and text taking a series of photographs that show themselves and their friends as
(ACAMAM058) comic superheroes and villains through setting, costume and body
language
Use media technologies to create time and experimenting with the camera and framing the subject, using basic shot
space through the manipulation of images, types, angles and lighting to control picture space
sounds and text to tell stories (ACAMAM059)
experimenting with applying text to accompany still or moving images,
such as credits in a title sequence, and selecting appropriate fonts, colour
and length of time for display suitable to the purpose of the artwork
Plan, create and present media artworks for storyboarding and filming a short sequence showing a conflict, selecting
specific purposes with awareness of camera angles, lighting and costume to convey meaning without dialogue
responsible media practice (ACAMAM060)
planning and scripting a radio advertisement for a school event with
respect for the rules and image the school seeks to promote
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Identify intended purposes and meanings of identifying meaning and describing representations in media artworks
media artworks, using media arts key from different social, cultural or historical contexts, for example, different
ways traditional stories are retold using media technologies
concepts, starting with media artworks in
Australia including media artworks of
Aboriginal and Torres Strait Islander Peoples comparing media artworks made for different purposes using appropriate
language, and identifying possible differences in audiences
(ACAMAR061)
interpretations
writing about and discussing with others the meaning of their own media
artworks using appropriate language
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Examples of knowledge and skills in Media Arts
In this band students develop their knowledge of how ideas and intentions are communicated in and through media arts. They
build on and refine their knowledge, understanding and skills through media arts practices focusing on:
Structure
using story structures and organising ideas to make clear meaning for an audience
Intent
Character
the characteristics and portrayal of self and others in fictional and non-fictional roles, for example, being identified through
physicality, voice, costumes and props
Settings
Composition
the arrangement and sequence of images and text to organise events in stories
creating relationships between ideas and focusing on important features using framing, editing and layout
Time
Space
Sound
loudness, softness
background noise
sound effects
music
Technologies
editing images, sounds and text or a combination of these with available technology
Audience
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Institutions: individuals, communities and organisations
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Media Arts
Students collaborate to use story principles, time, space and technologies to make and share media artworks that communicate
ideas to an audience.
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Media Arts
Years 5 and 6
In Years 5 and 6, students draw on artworks from a range of cultures, times and locations. They explore the arts of Aboriginal
and Torres Strait Islander Peoples and of the Asia region and learn that they are used for different purposes. While the arts in
the local community should be the initial focus for learning, students are also aware of and interested in the arts from more
distant locations and the curriculum provides opportunities to build on this curiosity.
As they make and respond to the arts, students explore meaning and interpretation, and social and cultural contexts of the arts.
They evaluate the use of forms and elements in artworks they make and observe.
Students extend their understanding of safety in the arts. In Years 5 and 6, their understanding of the roles of artists and
audiences builds on previous bands. They develop their understanding and use of performance or technical skills to
communicate intention for different audiences. They identify a variety of audiences for different arts experiences as they engage
with more diverse artworks as artists and audiences.
develop their use of structure, intent, character and settings by incorporating points of view and genre conventions in their
compositions
extend their understanding and use of time, space, sound, movement, lighting and technologies
identify the variety of audiences for which media artworks are made
explain the purpose and processes for producing media artworks
explore meaning and interpretation, and forms and elements including structure, intent, character and settings as they
make and respond to media artworks
consider the ethical behaviour and role of communities and organisations in regulating access to media artworks.
Explore representations, characterisations applying the conventions of an established genre to an ordinary everyday
and points of view of people in their event to create humour, for example, a visit to the library as an action
movie or lunch as a sports commentary on the radio
community, including themselves, using
settings, ideas, story principles and genre
conventions in images, sounds and text exploring different power relationships and showing different perspectives
on character by framing images, for example, representing a relationship
(ACAMAM062)
from their school or community
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Develop skills with media technologies to creating a short digital sequence that uses camera angles such as close-
shape space, time, movement and lighting ups and medium close-ups to focus on character relationships, power or
mood
within images, sounds and text
(ACAMAM063)
designing and creating an animated sequence that personifies inanimate
objects and creates smooth action
identifying and applying the conventions and layout of web page design to
engage and interact with a particular audience
Plan, produce and present media artworks designing a storyboard that reflects a key scene in a sequence; for
for specific audiences and purposes using example, an opening scene of a film that shows the important camera
angles, transitions, edits, voice and soundtrack
responsible media practice (ACAMAM064)
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Explain how the elements of media arts and identifying story structures or particular technical or symbolic elements,
story principles communicate meaning by such as shot type, sound quality, lighting or setting, that contribute to
formation of genre in media artworks
comparing media artworks from different
social, cultural and historical contexts,
including Aboriginal and Torres Strait researching and comparing historical and contemporary media
representations and explaining how context influences the characters,
Islander media artworks (ACAMAR065)
stories and values portrayed in the media artworks; for example,
comparing TV representations of family
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Examples of knowledge and skills in Media Arts
In this band students develop their knowledge of how ideas and intentions are communicated in and through media arts. They
build on and refine their knowledge, understanding and skills through media arts practices focusing on:
Structure
organising ideas, and using story structures and tension to engage an audience
Intent
Character
the characteristics of fictional and non-fictional roles portrayed through physicality, voice, costumes and props
Settings
the real or imagined environments and situations for characters and ideas
Points of view
Genre conventions
the established and accepted rules for constructing stories and ideas in a particular style
Composition
the arrangement and sequence of images and text to support the purpose of communicating ideas or stories from different
points of view using framing, editing and layout
Time
Space
the distance and relationship between objects, sounds or text or the depiction of place
Sound
loudness, softness
ambient noise
music for effect
Movement
the way the eye discovers images or text; the suggestion of movement through sound
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Lighting
Technologies
edit and produce images, sounds and text or a combination of these with selected media technologies
Audience
identifying the variety of audiences and purposes for which media artworks are made
identifying purpose and processes for producing media artworks and considering individual ethical behaviour and the role
of communities and organisations in regulating access to media artworks
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Media Arts
Students work collaboratively using technologies to make media artworks for specific audiences and purposes using story
principles to shape points of view and genre conventions, movement and lighting.
Students structure elements and processes of arts subjects to make artworks that communicate meaning. They work
collaboratively to share artworks for audiences, demonstrating skills and techniques.
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Media Arts
Years 7 and 8
In Media Arts, students:
build on their understanding of structure, intent, character, settings, points of view and genre conventions and explore
media conventions in their media artworks
build on their understanding and use of time, space, sound, movement, lighting and technologies
examine the ways in which audiences make meaning and how different audiences engage with and share media artworks
draw on media arts from a range of cultures, times and locations as they experience media arts
explore the media arts and influences of Aboriginal and Torres Strait Islander Peoples and of the Asia region
learn that Aboriginal and Torres Strait Islander people have converted oral records to other technologies
explore social and cultural values and beliefs of Aboriginal and Torres Strait Islander Peoples as represented in media
artworks and consider how these may influence the media artworks they make
learn that over time there has been further development of different traditional and contemporary styles as they explore
media forms
explore meaning and interpretation, forms and elements including structure, intent, character, settings, points of view,
genre conventions and media conventions as they make and respond to media artworks
consider social, cultural and historical influences and representations in media arts
evaluate how established behaviours or conventions influence media artworks they engage with and make
maintain safety in use of technologies and in interaction with others, including the use of images and works of others
develop ethical practices and consider regulatory issues when using technology
build on their understanding from previous bands of the roles of artists and audiences as they engage with more diverse
media artworks.
Experiment with the organisation of ideas to creating multiple representations of the same person, place or concept in
structure stories through media conventions different media and for different intentions
and genres to create points of view in
images, sounds and text (ACAMAM066) experimenting with use of images, sounds and text and selected
conventions to challenge existing stereotypes in society
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Develop media representations to show investigating viewpoints when making decisions about how they will
familiar or shared social and cultural values represent a theme, concept or idea, and considering media conventions
and genres
and beliefs, including those of Aboriginal and
Torres Strait Islander Peoples
(ACAMAM067) manipulating combinations of technical and symbolic elements
(composition, time, space, sound, movement, lighting) to represent ideas
and feelings in their media artworks
exploring media artworks that provide different ideas and concepts based
on points of view and institutional practice, including viewing and
experimenting with the depiction of cultural groups and social values in
Australian film and television
Develop and refine media production skills to creating their own media artworks that fulfil audience expectations
shape the technical and symbolic elements because of the way the story is structured, such as including a point of
conflict, building characters and achieving a resolution
of images, sounds and text for a specific
purpose and meaning (ACAMAM068)
Considering viewpoints forms and elements: For example What
elements define a genre? How can I create mood and setting through
images/sound/framing?
exploring genres such as narrative, non-narrative, experimental and
documentary and making a trailer in a similar style
telling a news story in print and for online publishing and discussing the
differences in the structure of content, meaning and delivery between the
two media
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Plan, structure and design media artworks selecting footage that has been captured on a camera, editing the footage
that engage audiences (ACAMAM069) into a sequence and applying a soundtrack that matches the edited
sequences pace, rhythm and style
Present media artworks for different promoting a school event through different media and online formats,
community and institutional contexts with making decisions about time, technological access, and ethical and
economic constraints
consideration of ethical and regulatory issues
(ACAMAM070)
distributing a media artwork designed to engage a specific audience and
using appropriate rights and permissions to upload to the internet, for
example, distributing a music video they have made
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Analyse how technical and symbolic analysing stereotypes looking at what features have been omitted or
elements are used in media artworks to exaggerated, including stereotypical representations of Aboriginal and
Torres Strait Islander Peoples
create representations influenced by story,
genre, values and points of view of particular
audiences (ACAMAR071) Considering viewpoints societies and cultures: For example What
features have been omitted or exaggerated in a stereotype? What are the
differences between the private sector and the public sector television
programming?
investigating use of character types in fictional representations in
comedies to see how selected features allow for quick communication
Identify specific features and purposes of surveying the programming of public sector versus private sector
media artworks from contemporary and past television and commenting on differences
times to explore viewpoints and enrich their
media arts making, starting with Australian comparing a media artwork (such as an animation) from a sole producer
media artworks including of Aboriginal and with one from an international organisation and commenting on
differences in style
Torres Strait Islander media artworks
(ACAMAR072)
analysing the role of media artworks and media artists in transmitting
cultural information and creating awareness of contemporary issues, such
as water quality
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Examples of knowledge and skills in Media Arts
In this band students develop their knowledge of how ideas and intentions are communicated in and through media arts. They
build on and refine their knowledge, understanding and skills through media arts practices focusing on:
Structure
developing ideas and story structures through media and genre conventions to shape understanding and experience for a
particular audience
Intent
imagining and communicating representations within a local context or popular culture for a specific purpose
Character
the characteristics and motivations of fictional and non-fictional subjects portrayed through their physicality, voice,
costumes, props and/or acting
Settings
the real or imagined environments and situations, and their relationship to characters and ideas
Points of view
Genre conventions
the established and accepted patterns for constructing meaning in a particular form or style
Media conventions
Composition
the arrangement, weight and focus of components in images, sounds and texts that are sequenced to communicate ideas
and stories, using juxtaposition in framing, audio effects, editing and layout
Time
the experience and construction of time through the ordering, duration and depiction of action, ideas and events
Space
the depiction of place and environment through the relationship between subjects, objects, sounds or text and the
surrounding or negative space in a two- or three-dimensional context
Sound
loudness, softness
ambient noise
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music for effect
Movement
the perception and depiction of moving action, and the design of interactivity
Lighting
intensity and direction of light, shadow and colour for texture, focus and mood
Technologies
planning, controlling, editing and producing images, sounds and text or a combination of these using selected media
technologies, processes and equipment
Audience
examining the ways in which audiences make meaning and how particular audiences engage, interact and share different
media artworks
the local and cultural contexts shaping purpose and processes to produce media artworks
the role and ethical behaviour of individuals, communities and organisations making, using and sharing media artworks,
and the associated regulatory issues
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Media Arts
Students produce representations of social values and points of view in media artworks for particular audiences and contexts.
They use genre and media conventions and shape technical and symbolic elements for specific purposes and meaning. They
collaborate with others in design and production processes, and control equipment and technologies to achieve their intentions.
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Media Arts
Years 9 and 10
In Media Arts, students:
refine and extend their understanding and use of structure, intent, character, settings, points of view, genre conventions
and media conventions in their compositions
extend the use of time, space, sound, movement and lighting as they use technologies
analyse the way in which audiences make meaning and how audiences interact with and share media artworks
draw on media arts from a range of cultures, times and locations as they experience media arts
explore the media arts and influences of Aboriginal and Torres Strait Islander Peoples and of the Asia region
learn that Aboriginal and Torres Strait Islander people have converted oral records to other technologies
learn that over time there has been further development of different traditional and contemporary styles as they explore
media forms
explore the representation of relationships that have developed between Aboriginal and Torres Strait Islander Peoples
and other cultures in Australia and how these may influence their own artistic intentions in making media artworks
explore meaning and interpretation, forms and elements, and social, cultural and historical influences of media arts as
they make and respond to media artworks
consider the local, global, social and cultural contexts that shape purpose and processes in production of media artworks
evaluate the social and ethical implications of media arts
maintain safety in use of technologies and in interaction with others, including the use of images and works of others
maintain ethical practices and consider regulatory issues when using technology
build on their understanding from previous bands of the roles of artists and audiences as students engage with more
diverse media artworks.
Experiment with ideas and stories that combining different film trailers from different genres or styles, and editing
manipulate media conventions and genres to them together to create a new film genre or style
construct new and alternative points of view
through images, sounds and text constructing characters for a computer game that appeals to diverse
(ACAMAM073) audiences and who use it for different purposes
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Manipulate media representations to identify exploring cultural, social and environmental issues represented in the
and examine social and cultural values and media and re-imagining and remixing alternate versions to present a
variety of viewpoints
beliefs, including those of Aboriginal and
Torres Strait Islander Peoples
(ACAMAM074) utilising the techniques of culture jamming to change the meanings of
well-known media artworks such as popular advertisements
Develop and refine media production skills to refining use of production skills by working collaboratively to ensure that
integrate and shape the technical and work meets expectations, for example, fulfilling a brief developed by in-
school clients
symbolic elements in images, sounds and
text for a specific purpose, meaning and
style (ACAMAM075) designing media artworks to communicate with a particular audience, for
example, applying genre conventions or refining use of sound and
movement
trialling and refining different layouts, designs and platforms for a website
or virtual world, keeping the content consistent with the expectations of
the end user and with awareness of appropriate internet protocols
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Plan and design media artworks for a range creating media artworks that reflect a refined understanding of how
of purposes that challenge the expectations lenses, exposure and aperture work in photography and applying this
knowledge in different lighting conditions
of specific audiences by particular use of
production processes (ACAMAM076)
creating and editing a soundscape for a specific audience and intention
and creating their own Foley tracks to evoke a response in an intended
audience
refining use of software to create the layout for a magazine and selecting
which fonts, colours, titles, photographs and articles are to be used,
depending on the magazines genre, style and audience
Produce and distribute media artworks for a producing media artworks for safe posting on suitable social media
range of community and institutional contexts sharing sites, taking account of ethical and legal responsibilities
and consider social, ethical and regulatory
issues (ACAMAM077) Considering viewpoints critical theories: For example What are the
social and ethical implications of a viral marketing campaign?
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Evaluate how technical and symbolic discussing film work they have made and viewed to identify and explain
elements are manipulated in media artworks how technical and symbolic elements, such as camera techniques,
editing, sound rhythm and mise-en-scne, evoke a personal response
to create and challenge representations
such as excitement or fear, or convey an issue or idea such as differing
framed by media conventions, social beliefs opinions about climate change
and values for a range of audiences
(ACAMAR078)
reviewing a media artwork and adding to, disputing or endorsing the
opinions expressed by another source
Analyse a range of media artworks from examining NITV (National Indigenous TV) news and sports programs to
contemporary and past times to explore explore how Aboriginal and Torres Strait Islander perspectives create and
challenge views in mainstream stories
differing viewpoints and enrich their media
arts making, starting with Australian media
artworks, including media artworks of investigating the differences between government regulation and self-
regulation, for example, researching Australias classification system and
Aboriginal and Torres Strait Islander
its relationship to audience, and explaining how it affects themselves and
Peoples, and international media artworks the production and reception of media artworks
(ACAMAR079)
research viral marketing campaigns and examine the social and ethical
implications that arise in relation to choice of different platforms as drivers
of distribution
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Examples of knowledge and skills in Media Arts
In this band students develop their knowledge of how ideas and intentions are communicated in and through media arts. They
build on and refine their knowledge, understanding and skills through media arts practices focusing on:
Structure
developing ideas and story structures through the manipulation of media and genre conventions for a specific audience
experience and expectation
Intent
constructing and communicating ideas, beliefs and values through representations in a personal, social and cultural
context for a specific purpose
Character
the characteristics and motivations of fictional and non-fictional identities portrayed through the manipulation of
physicality, voice, costumes and props and using direction, design or actuality
Settings
the chosen or constructed environment and the impact of that environment on situations and characters
Genre conventions
the established and accepted system for constructing and deconstructing meaning in a particular form or style
Points of view
perceiving and constructing stories and ideas from an alternative, objective or subjective perspective
Media conventions
manipulating techniques within established media forms to create new and hybrid media artworks
Composition
the manipulation and combination of the technical and symbolic elements in images, sounds and text to affect audience
expectation and experience through the control of production
Time
the manipulation of the experience and perception of time through the ordering, duration and depiction of actions, ideas
and events
Space
the depiction of place and environment through the manipulation of subjects, objects, sounds or text and the surrounding
or negative space in a two- or three-dimensional context
Sound
manipulation of sounds, voice, dialogue, music and motifs for impact and effect
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Movement
the expression, perception and depiction of moving action and rhythm or design flow for effect
the design of navigation and interaction with images and text
the creation of movement through sound, continuity and rhythm
Lighting
intensity and quality of light, shadow and colour to create surface, perspective, highlighting and atmosphere
Technologies
designing, manipulating, editing and producing images, sounds and text or a combination of these using selected media
technologies, processes and equipment
Audience
analyse the ways audiences make meaning and how a range of audiences engage, interact and share different media
artworks
the social and cultural contexts, both locally and globally, shaping purpose and processes to produce media artworks
the social and ethical role and behaviour of individuals, communities and organisations making, using and sharing media
artworks, and the associated regulatory issues in a networked culture
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Media Arts
Students produce representations that communicate alternative points of view in media artworks for different community and
institutional contexts. They manipulate genre and media conventions and integrate and shape the technical and symbolic
elements for specific purposes, meaning and style. They collaboratively apply design, production and distribution processes.
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The Australian Curriculum
The Arts - Music
Overview
Rationale
This rationale complements and extends the rationale for The Arts learning area.
Music is uniquely an aural art form. The essential nature of music is abstract. Music encompasses existing sounds that are
selected and shaped, new sounds created by composers and performers, and the placement of sounds in time and space.
Composers, performers and listeners perceive and define these sounds as music.
Music exists distinctively in every culture and is a basic expression of human experience. Students active participation in Music
fosters understanding of other times, places, cultures and contexts. Through continuous and sequential music learning, students
listen to, compose and perform with increasing depth and complexity. Through performing, composing and listening with intent
to music, students have access to knowledge, skills and understanding which can be gained in no other way. Learning in Music
is aurally based and can be understood without any recourse to notation. Learning to read and write music in traditional and
graphic forms enables students to access a wide range of music as independent learners.
Music has the capacity to engage, inspire and enrich all students, exciting the imagination and encouraging students to reach
their creative and expressive potential. Skills and techniques developed through participation in music learning allow students to
manipulate, express and share sound as listeners, composers and performers. Music learning has a significant impact on the
cognitive, affective, motor, social and personal competencies of students.
As independent learners, students integrate listening, performing and composing activities. These activities, developed
sequentially, enhance their capacity to perceive and understand music. As students progress through studying Music, they
learn to value and appreciate the power of music to transform the heart, soul, mind and spirit of the individual. In this way,
students develop an aesthetic appreciation and enjoyment of music.
Aims
In addition to the overarching aims of the Australian Curriculum: The Arts, music knowledge, understanding and skills ensure
that, individually and collaboratively, students develop:
Structure
Learning in Music
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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 listening skills
students develop to identify and interpret the elements of music. Aural skills development is essential for making and
responding to a range of music while listening, composing, and performing. Learning through music is a continuous and
sequential process, enabling the acquisition, development and revisiting of skills and knowledge with increasing depth and
complexity.
Making in Music involves active listening, imitating, improvising, composing, arranging, conducting, singing, playing, comparing
and contrasting, refining, interpreting, recording and notating, practising, rehearsing, presenting and performing.
Responding in Music involves students being audience members listening to, enjoying, reflecting on, analysing, appreciating
and evaluating their own and others musical works.
Both making and responding involve developing aural understanding of the elements of music through experiences in listening,
performing and composing. The elements of music work together and underpin all musical activity. Students learn to make
music using the voice, body, instruments, found sound sources, and information and communication technology. Music is
recorded and communicated as notation by a unique system of symbols and terminology, and as audio recordings using
technology. With increasing experience of the elements of music, students develop analytical skills and aesthetic understanding.
In listening to, performing and composing music from a broad range of styles, practices, traditions and contexts, students learn
to recognise their subjective preferences and consider diverse perspectives of music. This, in turn, informs the way in which
they interpret music as performers and how they respond to the music they listen to. Additionally, students develop their own
musical voice as composers and their own style as musicians.
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The information below outlines the knowledge and skills that students need to develop in music. Terms specific to this
curriculum are defined in the glossary and a hyperlink to examples of band-appropriate knowledge and skills is provided with the
content descriptions.
Knowledge
The elements of music
Music is learnt through developing skills and knowledge associated with the elements of music. Musical ideas are conceived,
organised and shaped by aspects and combinations of rhythm, pitch, dynamics and expression, form and structure, timbre and
texture.
Viewpoints
In making and responding, students learn that meanings can be generated from different viewpoints and that these shift
according to different world encounters. As students make, investigate or critique music as composers, performers and
audiences, they may ask and answer questions to interrogate, explore and investigate the composers and performers
meanings, and the audiences interpretations. Meanings and interpretations are informed by contexts of societies, cultures and
histories, and an understanding of how elements, materials, skills and processes are used. These questions provide the basis
for making informed critical judgements about their own music and the music they interpret as musicians and listen to as
audiences. The complexity and sophistication of such questions will change across Foundation to Year 10. In the later years,
students will consider the interests and concerns of composers, performers and audiences regarding philosophies and
ideologies, critical theories, institutions and psychology.
Types of music
In each band, students learn about increasingly complex forms of music as they make and respond to different musical styles
and genres, from a range of historical and cultural contexts. These may include different types of songs and instrumental
genres, music in film and media, contemporary and new music trends, and folk and art music from varied cultures, traditions
and times.
Students begin with music experienced in their own lives and community, and identify the purposes of music. They draw on the
histories, traditions and conventions of music from other places and times including Australia, Aboriginal and Torres Strait
Islander cultures, Asia and other world cultures.
Listening is the process through which music is experienced and learnt. This includes listening to, analysing and comparing a
range of repertoire. Developing aural skills (ear training) as the technique for discriminating, identifying, interpreting and
applying musical concepts is essential for all listening, composition and performing activities.
Composing is a broad term for creating original music. In the classroom, this involves improvising, organising musical ideas,
creating accompaniment patterns, and arranging and writing original works, either individually or collaboratively.
Performing involves playing instruments, singing or manipulating sound using technology, either as an individual or ensemble
member. This includes learning songs, instrumental pieces, accompaniments, and works composed by self and others.
Audiences can include the teacher, peers in class, the wider school community and public audiences.
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These learning experiences are supported by extra activities including learning and creating notation to record and
communicate musical ideas; reading, writing and interpreting a range of terminology, notation and scores; making audio
recordings of compositions and performances using technology; and developing skills and techniques to discuss their own
music and the music of others.
Materials
The initial materials of music are the voice and body, instruments and other sound sources. Additional materials include
recorded music and scores, technologies such as recording and playback equipment and software, and spaces for creating,
practising and performing.
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Music
Foundation to Year 2
In Foundation to Year 2, learning in The Arts builds on the Early Years Learning Framework. Students are engaged through
purposeful and creative play in structured activities, fostering a strong sense of wellbeing and developing their connection with
and contribution to the world.
In the Foundation Year, students undertake The Arts appropriate for their level of development.
They explore the arts and learn how artworks can represent the world and that they can make artworks to represent their ideas
about the world. They share their artworks with peers and experience being an audience to respond to others art making.
As they experience the arts, students draw on artworks from a range of cultures, times and locations. They explore the arts of
Aboriginal and Torres Strait Islander Peoples and of the Asia region and learn that they are used for different purposes. While
the arts in the local community should be the initial focus for learning, students are also aware of and interested in the arts from
more distant locations and the curriculum provides opportunities to build on this curiosity.
As they make and respond to artworks, students explore meaning and interpretation, forms and processes, and social and
cultural contexts of the arts. They make early evaluations of artworks expressing what they like and why.
Students learn about safe practices in the arts through making and responding safely in the different arts subjects.
They experience the role of artist and they respond to feedback in their art making. As an audience, they learn to focus their
attention on artworks presented and to respond to artworks appropriately. In Foundation to Year 2, students learn to be an
audience for different arts experiences within the classroom.
In Music, students:
become aware of rhythm, pitch, dynamics and expression, form and structure, timbre and texture
explore sounds as they learn to listen to and make music
learn to discriminate between sounds and silence, and loud and soft sounds
learn to move and perform with beat and tempo
learn to listen as performers and as audience.
Develop aural skills by exploring and matching pitch to sing in tune and experimenting with speaking and
imitating sounds, pitch and rhythm patterns singing voice to recognise the differences
using voice, movement and body percussion
(ACAMUM080) imitating pitch and rhythm patterns to develop aural recognition skills, for
example, echo clapping and call and response singing
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Sing and play instruments to improvise, practising and performing music, reading from notation (invented and
practise a repertoire of chants, songs and learnt symbols)
rhymes, including songs used by cultural
groups in the community (ACAMUM081) practising techniques for singing songs and playing classroom instruments
Create compositions and perform music to choosing and combining sounds to create compositions, for example,
communicate ideas to an audience combining pitch and rhythm patterns
(ACAMUM082)
Considering viewpoints forms and elements: For example What
sounds or musical phrases are in my composition? What instruments were
used in the music and how was their sound different? How was their
sound made?
recording music using notation and technologies so others can read the
notation and listen to the recording
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Respond to music and consider where and identifying where they might experience music in their lives and
why people make music, starting with communities, for example, considering how music sustains and
communicates cultural knowledge
Australian music, including music of
Aboriginal and Torres Strait Islander Peoples
(ACAMUR083) Considering viewpoints societies and cultures: For example Where is
this music from and why was it made?
listening to and talking about music and musical instruments from different
contexts and cultures
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Examples of knowledge and skills in Music
In this band students are introduced to the ways that ideas and intentions are communicated in and through Music. They
develop knowledge, understanding and skills through music practices focusing on:
Elements of music
Rhythm
sound/silence, long/short, fast/slow, beat and rhythm, rest, ostinato, tempo, crotchet , crotchet rest , quavers in pairs
, experience of duple and triple metres
Pitch
Form
Timbre
Texture
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Music
Students improvise, compose, arrange and perform music. They demonstrate aural skills by staying in tune and keeping in time
when they sing and play.
Students use the elements and processes of arts subjects to make and share artworks that represent ideas.
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Music
Years 3 and 4
In Years 3 and 4, learning in The Arts builds on the experience of the previous band. It involves students making and
responding to artworks independently and collaboratively with their classmates and teachers.
As they experience The Arts, students draw on artworks from a range of cultures, times and locations. They explore the arts of
Aboriginal and Torres Strait Islander Peoples and of the Asia region and learn that they are used for different purposes. While
the arts in the local community should be the initial focus for learning, students are also aware of and interested in the arts from
more distant locations and the curriculum provides opportunities to build on this curiosity.
As they make and respond to artworks, students explore meaning and interpretation, elements and forms, and social and
cultural contexts of the arts. They make personal evaluations of their own and others artworks, making connections between
their own artistic intentions and those of other artists.
Students continue to learn about safe practices in the arts and in their interactions with other artists. Their understanding of the
role of the artist and the audience builds on their experience from the previous band. As an audience, students focus their
attention on the artwork and respond to it. They consider why and how audiences respond to artworks.
In Years 3 and 4, students awareness of themselves and others as audiences is extended beyond the classroom to the broader
school context.
In Music, students:
extend their understanding of the elements of music as they develop their aural skills
match pitch and show the direction of a tune with gesture or drawings
recognise difference between notes moving by step and by leap
recognise and discriminate between rhythm and beat
explore meaning and interpretation, forms, and elements including rhythm, pitch, dynamics and expression, form and
structure, timbre and texture as they make and respond to music
learn to listen as performers and as audience, extending their awareness of themselves and others as performers and as
audience.
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Develop aural skills by exploring, imitating singing learnt pitch and rhythm patterns and varying elements of music
and recognising elements of music including within them to create different effects, for example, singing softer or
louder, faster or slower, repeating phrases
dynamics, pitch and rhythm patterns
(ACAMUM084)
exploring and varying instrumental timbres in isolation and combination,
for example, playing softer or louder, faster or slower, repeating phrases
Considering viewpoints forms and elements: For example How did the
music change? How many different sections are there in the music?
Practise singing, playing instruments and practising singing and playing a range of music from different cultures,
improvising music, using elements of music including various cultures within their local community
including rhythm, pitch, dynamics and form in
a range of pieces, including in music from Considering viewpoints meanings and interpretations: For example
the local community (ACAMUM085) Why was this music written?
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Create, perform and record compositions by experimenting with ways of using voices and instruments, combining
selecting and organising sounds, silence, sounds, silence, tempo and volume to create and perform music
tempo and volume (ACAMUM086)
exploring given rhythm and pitch patterns, structures or timbres to
improvise and create music
Identify intended purposes and meanings as identifying meaning and describing purposes in music from different
they listen to music using the elements of social, cultural or historical contexts
music to make comparisons, starting with
Australian music, including music of comparing the expectations and requirements of performers and
Aboriginal and Torres Strait Islander Peoples audiences in different cultural settings
(ACAMUR087)
examining music in their community and comparing it to other music of
different people, times and cultures
writing about how they have used the elements of music when composing
and performing and discussing with others the meaning and intended
purposes of their compositions
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Examples of knowledge and skills in Music
In this band students develop their knowledge of how ideas and intentions are communicated in and through Music. They build
on and refine their knowledge, understanding and skills through music practices focusing on:
Elements of music
Rhythm
Pitch
pentatonic patterns, melodic shape, recognising steps and leaps, treble clef, staff
very soft (pianissimo) ppand very loud (fortissimo) ff, gradually getting louder (crescendo), gradually getting softer
(decrescendo), smoothly, short and detached
Form
question and answer (call and response), repeat signs, binary (AB) and ternary (ABA) forms
Timbre
Texture
combining two or more rhythmic or melodic patterns which occur simultaneously in different voices
matching pitch and showing the direction of a tune with gesture or drawings
recognising the differences between notes moving by steps and leaps
discriminating between rhythm and beat
demonstrating beat and tempo changes
matching and varying dynamics
varying instrumental timbres to create expressive effects using instruments and voices safely and correctly in the
classroom
taking on different roles in group music making, for example, accompaniment, lead
using technology as a tool for music making and performance.
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Music
Students collaborate to improvise, compose and arrange sound, silence, tempo and volume in music that communicates ideas.
They demonstrate aural skills by singing and playing instruments with accurate pitch, rhythm and expression.
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Music
Years 5 and 6
In Years 5 and 6, students draw on artworks from a range of cultures, times and locations. They explore the arts of Aboriginal
and Torres Strait Islander Peoples and of the Asia region and learn that they are used for different purposes. While the arts in
the local community should be the initial focus for learning, students are also aware of and interested in the arts from more
distant locations and the curriculum provides opportunities to build on this curiosity.
As they make and respond to the arts, students explore meaning and interpretation, and social and cultural contexts of the arts.
They evaluate the use of forms and elements in artworks they make and observe.
Students extend their understanding of safety in the arts. In Years 5 and 6, their understanding of the roles of artists and
audiences builds on previous bands. They develop their understanding and use of performance or technical skills to
communicate intention for different audiences. They identify a variety of audiences for different arts experiences as they engage
with more diverse artworks as artists and audiences.
In Music, students:
further their understanding of rhythm, pitch, dynamics and expression, form and structure, timbre and texture in music
extend their understanding and use of aural skills as they sing and play independent parts against contrasting parts and
recognise instrumental, vocal and digitally generated sounds
explore and use rhythm, pitch, dynamics and expression, form and structure, timbre and texture in music they perform
and compose
explore meaning and interpretation, forms and elements of music as they make and respond to music.
Explore dynamics and expression, using experimenting with elements of music by improvising patterns, phrases
aural skills to identify and perform rhythm and melodies
and pitch patterns (ACAMUM088)
identifying and describing features of rhythm, melody and structure that
create effects in their improvisations
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Develop technical and expressive skills in rehearsing a range of unison and part music individually and in ensemble
singing and playing instruments with to develop contrast in music they sing and play
understanding of rhythm, pitch and form in a
range of pieces, including in music from the practising their singing and playing to explore and develop technical skills
community (ACAMUM089) in solo and ensemble music, for example, practising to accurately interpret
rhythm and pitch
Rehearse and perform music including music improvising and experimenting with combinations of sounds and
they have composed by improvising, technologies to create moods and atmospheres
sourcing and arranging ideas and making
decisions to engage an audience organising, developing and refining ideas by experimenting with structure
(ACAMUM090)
exploring rhythm, pitch and dynamics and expression to create contrast,
repetition and balance to develop compositions for performance
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Explain how the elements of music discussing personal preferences for music from a range of contexts and
communicate meaning by comparing music cultures, using music terminology
from different social, cultural and historical
contexts, including Aboriginal and Torres participating in and responding to music from a variety of contexts and
Strait Islander music (ACAMUR091) cultures as both audience members and performers
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Examples of knowledge and skills in Music
In this band students develop their knowledge of how ideas and intentions are communicated in and through Music. They build
on and refine their knowledge, understanding and skills through music practices focusing on:
Elements of music
Rhythm
semibreve , minim , crotchet , crotchet rest , quaver , and associated rests, semiquaver
Pitch
Form
Timbre
Texture
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Music
Students use rhythm, pitch and form symbols and terminology to compose and perform music. They sing and play music in
different styles, demonstrating aural, technical and expressive skills by singing and playing instruments with accurate pitch,
rhythm and expression in performances for audiences.
Students structure elements and processes of arts subjects to make artworks that communicate meaning. They work
collaboratively to share artworks for audiences, demonstrating skills and techniques.
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Music
Years 7 and 8
In Music, students:
build on their aural skills by identifying and manipulating rhythm, pitch, dynamics and expression, form and structure,
timbre and texture in their listening, composing and performing
aurally identify layers within a texture
sing and play independent parts against contrasting parts
recognise rhythmic, melodic and harmonic patterns and beat groupings
understand their role within an ensemble and control tone and volume
perform with expression and technical control
identify a variety of audiences for which music is made
draw on music from a range of cultures, times and locations as they experience music
explore the music and influences of Aboriginal and Torres Strait Islander Peoples and those of the Asia region
learn that Aboriginal and Torres Strait Islander people have converted oral records to other technologies
learn that over time there has been further development of techniques used in traditional and contemporary styles of
music as they explore form in music
explore meaning and interpretation, forms, and elements including rhythm, pitch, dynamics and expression, form and
structure, timbre and texture as they make and respond to music
consider social, cultural and historical contexts of music
evaluate the expressive techniques used in music they listen to and experience in performance
maintain safety, correct posture and technique in using instruments and technologies
build on their understanding from previous bands of the roles of artists and audiences as they engage with more diverse
music.
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Experiment with texture and timbre in sound experimenting with and transcribing pitch contour, beat patterns and
sources using aural skills (ACAMUM092) rhythm sequences
using aural skills to evaluate and improve interpretation of music they read
and perform
Develop musical ideas, such as mood, by using technology to manipulate specific elements such as pitch and timbre
improvising, combining and manipulating the to create intended effects in composition or performance
elements of music (ACAMUM093)
manipulating their voices through timbre and expressive techniques to
convey intended style
Considering viewpoints meanings and interpretations: For example
Why does the same piece sound different when different musicians play
it?
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Practise and rehearse a variety of music, exploring and manipulating the elements of music within given parameters
including Australian music to develop to create new music, and reflecting upon musical ideas used by Australian
composers, including Aboriginal and Torres Strait Islander artists
technical and expressive skills
(ACAMUM094)
Considering viewpoints societies, cultures and histories: For example
What is the social context of this piece and for whom would it be
performed? What is the cultural context of this piece and what does it
signify? What instruments and other features of the music indicate it is
from a particular time and place?
Structure compositions by combining and combining and manipulating the elements of music to imitate a range of
manipulating the elements of music using styles, using appropriate notation
notation (ACAMUM095)
selecting, combining and manipulating sounds using technologies to
create, develop and record music ideas
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Perform and present a range of music, using using the features and performance practices to interpret a specific
techniques and expression appropriate to musical style
style (ACAMUM096)
performing with correct posture, for example, standing or sitting in a way
suitable to the instrument
Analyse composers use of the elements of identifying elements of music aurally and then discussing how these
music and stylistic features when listening to elements, composition techniques and devices are used and manipulated
to create a style
and interpreting music (ACAMUR097)
following scores while listening to musical works and using these as a tool
for interpreting music
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Identify and connect specific features and identifying roles and responsibilities in music-making activities and
purposes of music from different eras to contexts as both performer and audience member
explore viewpoints and enrich their music
making, starting with Australian music identifying personal preferences in the music they listen to and the
including music of Aboriginal and Torres reasons for them
Strait Islander Peoples (ACAMUR098)
making judgments about music as audience members and articulating the
reasons for them
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Examples of knowledge and skills in Music
In this band students develop their knowledge of how ideas and intentions are communicated in and through Music. They build
on and refine their knowledge, understanding and skills through music practices focusing on:
Elements of music
Rhythm
time signature, semiquaver subdivisions, dotted notes, minim and semibreve rests, quaver rest, dotted crotchet rest
rhythmic devices such as anacrusis, syncopation, ties and pause
Pitch
melodic sequences based upon pentatonic, major and minor scales; key and key signatures; major and minor chords and
primary triads (I, IV, V) in simple chord progressions; reading treble and bass clefs and ledger lines
dynamic gradations including mpand mf; articulations relevant to style, for example, glissando, slide, slap, melismatic
phrasing
repetition and contrast; call and response; digital sequences; theme and variation; 12 bar blues; popular song structures
including verse, chorus, bridge, middle 8, intro and outro
Timbre
recognising instrumental types and groups; voice types; acoustic and electronic sound
Texture
identifying layers of sound and their role (accompaniment and melody); unison, homophonic (melody with chords),
polyphonic (two or more independent layers played simultaneously)
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Music
Students manipulate the elements of music and stylistic conventions to compose music. They interpret, rehearse and perform
songs and instrumental pieces in unison and in parts, demonstrating technical and expressive skills. They use aural skills, music
terminology and symbols to recognise, memorise and notate features, such as melodic patterns in music they perform and
compose.
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Music
Years 9 and 10
In Music, students:
continue to develop their aural skills as they build on their understanding and use of the elements of music
extend their understanding and use of more complex rhythms and diversity of pitch and incorporate dynamics and
expression in different forms
extend their use of and identification of timbre to discriminate between different instruments and different voice types
build on their understanding of their role within an ensemble as they control tone and volume in a range of styles using
instrumental and vocal techniques
extend technical and expressive skills in performance from the previous band
draw on music from a range of cultures, times and locations as they experience music
explore the music and influences of Aboriginal and Torres Strait Islander Peoples and those of the Asia region
learn that Aboriginal and Torres Strait Islander people have converted oral records to other technologies
learn that over time there has been further development of different traditional and contemporary styles as they explore
music forms
reflect on the development of traditional and contemporary styles of music and how musicians can be identified through
the style of their music
explore meaning and interpretation, forms and elements, and social, cultural and historical contexts of music as they
make and respond to music
evaluate performers success in expressing the composers intentions and expressive skills in music they listen to and
perform
maintain safety, correct posture and technique in using instruments and technologies
build on their understanding from previous bands of the roles of artists and audiences as they engage with more diverse
music.
Improvise and arrange music, using aural using aural skills and memory to identify, sing and notate pitch and rhythm
recognition of texture, dynamics and patterns, intervals and familiar chord changes
expression to manipulate the elements of
music to explore personal style in improvising with instrumentation, dynamics and expressive techniques to
composition and performance develop the texture of a composition
(ACAMUM099)
experimenting with layering of sound to develop a personal style in
improvisation and composition
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Manipulate combinations of the elements of manipulating sound sources and technology to suggest or replicate style
music in a range of styles, using technology
and notation (ACAMUM100) experimenting with and comparing how elements of music are used to
communicate musical intentions in traditional, digital and graphic scores
from different styles
creating symbols and using varied traditional and invented notation and
technology to communicate how they used the elements of music in
composition
Practise and rehearse to refine a variety of rehearsing solo and ensemble repertoire to develop technical skill and
performance repertoire with increasing musical sensitivity
technical and interpretative skill
(ACAMUM101) rehearsing and refining solo and ensemble repertoire with an increasing
stylistic understanding
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Plan and organise compositions with an planning, recording and communicating ideas in different musical styles,
understanding of style and convention, including Australian music by Aboriginal and Torres Strait Islander artists,
using specialised notation and terminology
including drawing upon Australian music by
Aboriginal and Torres Strait Islander artists
(ACAMUM102) combining and manipulating the elements of music using repetition,
variation and contrast to shape compositions
Perform music applying techniques and performing music from scores made by themselves and others
expression to interpret the composers use of
elements of music (ACAMUM103) Considering viewpoints evaluations: For example How are these two
performances different? Which one was more successful with audiences
and why?
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Evaluate a range of music and compositions analysing how the use and combination of the elements of music defines
to inform and refine their own compositions their developing personal style and how their style is influenced by cultural
and historical styles
and performances (ACAMUR104)
investigating why and how different traditions, styles and contexts affect
the experience and interpretation of a piece of music and taking this into
account when interpreting and composing music
Analyse a range of music from contemporary evaluating and comparing stylistic interpretations of a range of music to
and past times to explore differing viewpoints develop aesthetic awareness
and enrich their music making, starting with
Australian music,including music of comparing and evaluating audience responses and performer roles across
Aboriginal and Torres Strait Islander a broad range of formal, informal, virtual and interactive settings
Peoples, and consider music in international
contexts (ACAMUR105) evaluating their own and others music, and applying feedback to refine
and improve performances and compositions
Considering viewpoints critical theories: For example How has the rise
of technology changed the nature of music? How has technology
impacted on audiences, the music industry and the way we consume
music?
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Examples of knowledge and skills in Music
In this band students develop their knowledge of how ideas and intentions are communicated in and through Music. They build
on and refine their knowledge, understanding and skills through music practices focusing on:
Elements of music
Rhythm
regular and irregular time signature and beat subdivisions; triplets and duplets; further time signature
Pitch
melodies and chords based on major, minor and modal scales; tonal centres; modulation; consonance and dissonance;
chromaticism; pitch devices including riff, ostinato and pedal note
dynamic gradations; expressive devices and articulations relevant to style such as rubato, ornamentation, terraced
dynamics, pitch bending, vibrato, oscillation, filters and pedals
structures appropriate to styles and repertoire studied including theme, hook, motivic development, head, sonata form,
interlude and improvisation
Timbre
identifying instruments and voice types by name and method of sound production; use of mutes, pedals, harmonics,
digitally manipulated sound, distortion, and techniques appropriate to style
Texture
horizontal and vertical layers appropriate to styles and repertoire studied; homophonic and polyphonic writing,
countermelody and white noise
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Music
Students interpret, rehearse and perform solo and ensemble repertoire in a range of forms and styles. They interpret and
perform music with technical control, expression and stylistic understanding. They use aural skills to recognise elements of
music and memorise aspects of music such as pitch and rhythm sequences. They use knowledge of the elements of music,
style and notation to compose, document and share their music.
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The Australian Curriculum
The Arts - Visual Arts
Overview
Rationale
This rationale complements and extends the rationale for The Arts learning area.
Visual arts includes the fields of art, craft and design. Learning in and through these fields, students create visual
representations that communicate, challenge and express their own and others ideas as artist and audience. They develop
perceptual and conceptual understanding, critical reasoning and practical skills through exploring and expanding their
understanding of their world and other worlds. They learn about the role of the artist, craftsperson and designer, their
contribution to society, and the significance of the creative industries. Similarly with the other art forms, the visual arts has the
capacity to engage, inspire and enrich the lives of students, encouraging them to reach their creative and intellectual potential
by igniting informed, imaginative and innovative thinking.
Through Visual Arts, students make and respond using visual arts knowledge, understanding and skills to represent meaning
associated with personal and global views, and intrinsic and extrinsic worlds. Visual Arts engages students in a journey of
discovery, experimentation and problem-solving relevant to visual perception and visual language. Students undertake this
journey by using visual techniques, technologies, practices and processes. Learning in the Visual Arts, students become
increasingly confident and proficient in achieving their personal visual aesthetic, and appreciate and value that of others.
Visual Arts supports students to view the world through various lenses and contexts. Students recognise the significance of
visual arts histories, theories and practices, exploring and responding to artists, craftspeople and designers and their artworks.
They apply visual arts knowledge to make critical judgements about their own importance as artists and audiences. Learning in
the Visual Arts helps students to develop understanding of world culture and their responsibilities as global citizens.
Aims
In addition to the overarching aims of the Australian Curriculum: The Arts, visual arts knowledge, understanding and skills
ensure that, individually and collaboratively, students develop:
conceptual and perceptual ideas and representations through design and inquiry processes
visual arts techniques, materials, processes and technologies
critical and creative thinking, using visual arts languages, theories and practices to apply aesthetic judgement
respect for and acknowledgement of the diverse roles, innovations, traditions, histories and cultures of artists,
craftspeople and designers; visual arts as social and cultural practices; and industry as artists and audiences
confidence, curiosity, imagination and enjoyment
a personal aesthetic through engagement with visual arts making and ways of representing and communicating.
Structure
Learning in Visual Arts
Learning in Visual Arts involves students making and responding to artworks, drawing on the world as a source of ideas.
Students engage with the knowledge of visual arts, develop skills, techniques and processes, and use materials as they explore
a range of forms, styles and contexts.
Through Visual Arts, students learn to reflect critically on their own experiences and responses to the work of artists,
craftspeople and designers and to develop their own arts knowledge and preferences. They learn with growing sophistication to
express and communicate experiences through and about visual arts.
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Making in Visual Arts involves students making representations of their ideas and intended meanings in different forms.
Students select the visual effects they want to create through problem-solving and making decisions. They develop knowledge,
understanding and skills as they learn and apply techniques and processes using materials to achieve their intentions in two-
dimensional (2D), three-dimensional (3D) and four-dimensional (4D) forms.
Responding in Visual Arts involves students responding to their own artworks and being audience members as they view,
manipulate, reflect on, analyse, enjoy, appreciate and evaluate their own and others visual artworks.
Both making and responding involve developing practical and critical understanding of how the artist uses an artwork to engage
audiences and communicate meaning.
Knowledge, understanding and skills are intrinsically linked and interact with each other constantly through and between making
and responding. The following information serves to articulate the main parts of the broader conceptual areas of knowledge and
skills. These are not an exclusive, exhaustive list, but an indication of the breadth of study within Visual Arts.
Terms specific to this curriculum are defined in the glossary and a hyperlink to examples of band-appropriate knowledge and
skills is provided with the content descriptions.
Knowledge
Students apply their knowledge and understanding though appropriate and skilful use of visual arts practices as artists and
audiences. As students progress through the band levels of visual arts, their knowledge and understanding as artists and
audiences increase through experiencing a breadth of artists, craftspeople and designers and by engaging with their artworks,
ideas, practices, viewpoints, histories and theories. Students discover new ways of representing and expressing their ideas,
observations and imagination.
They select the knowledge and skills to realise their ideas, observations and imagination. As they make and investigate
artworks, students consider the critical and affective potential of artworks. Students use this analysis to refine their own artistic
endeavours, developing increasing expertise and aesthetic expression.
Through learning in Visual Arts, students consider how cultures and societies shape visual arts practice; how artists and
audiences contribute to a creative society; and how historical forces and critical commentators recount the contribution of artistic
ideas to society and culture. Students learn how formative contexts such as personal experience, family, education system,
culture, class and society shape visual arts practices of artists and audiences.
Through Visual Arts, students develop critical and creative thinking and proficiency in selecting, manipulating and adapting
materials and techniques to support their conceptual and perceptual understandings.
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Learning in Visual Arts results in the combination of representation, visual conventions and viewpoints by students to make an
artwork. Through these practices, students develop critical and creative thinking that supports their analysis and critique of
others artworks.
Representation
Students make artworks that represent their ideas and intended meanings about subject matter. They use a range of materials
to make artworks in two-dimensional (2D), three-dimensional (3D) and four-dimensional (4D) forms.
Visual conventions
Students learn about and explore traditional, contemporary and evolving visual conventions used in artworks of diverse styles
and composition. These may include combinations of conventions such as visual elements, design principles, composition and
style.
Viewpoints
In making and responding, students learn that meanings can be generated from different viewpoints and that these shift
according to different world encounters. As students make, investigate or critique artworks as artists and audiences, they may
ask and answer questions to interrogate the artists meanings and the audiences interpretations. Meanings and interpretations
are informed by contexts of societies, cultures and histories, and an understanding of visual arts practices. These questions
provide the basis for making informed critical judgements about their own art and design works and other artworks they see,
hear and interact with as audiences.
The complexity and sophistication of such questions will change across Foundation to Year 10. In the later years, students will
consider the interests and concerns of artists and audiences regarding time, place, philosophies and ideologies, critical theories,
institutions and psychology.
Materials
In developing knowledge and skills in Visual Arts, students learn to manipulate and adapt a wide range of physical materials and
technologies. These may include traditional materials from different contexts such as paint, dyes, charcoal and ink, and
contemporary or emerging materials such as digital media, the body, sound, objects, sites and audience.
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Visual Arts
Foundation to Year 2
In Foundation to Year 2, learning in The Arts builds on the Early Years Learning Framework. Students are engaged through
purposeful and creative play in structured activities, fostering a strong sense of wellbeing and developing their connection with
and contribution to the world.
In the Foundation Year, students undertake The Arts appropriate for their level of development.
They explore the arts and learn how artworks can represent the world and that they can make artworks to represent their ideas
about the world. They share their artworks with peers and experience being an audience to respond to others art making.
As they experience the arts, students draw on artworks from a range of cultures, times and locations. They explore the arts of
Aboriginal and Torres Strait Islander Peoples and of the Asia region and learn that they are used for different purposes. While
the arts in the local community should be the initial focus for learning, students are also aware of and interested in the arts from
more distant locations and the curriculum provides opportunities to build on this curiosity.
As they make and respond to artworks, students explore meaning and interpretation, forms and processes, and social and
cultural contexts of the arts. They make early evaluations of artworks expressing what they like and why.
Students learn about safe practices in the arts through making and responding safely in the different arts subjects.
They experience the role of artist and they respond to feedback in their art making. As an audience, they learn to focus their
attention on artworks presented and to respond to artworks appropriately. In Foundation to Year 2, students learn to be an
audience for different arts experiences within the classroom.
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Explore ideas, experiences, observations trialling different options for designing representation by looking at
and imagination to create visual artworks artworks about a theme or subject matter, such as a circus, and make
their own interpretation based on their ideas, experiences, observations
and design, including considering ideas in
and/or imagination
artworks by Aboriginal and Torres Strait
Islander artists (ACAVAM106)
observing and recording the shapes, colours and textures of people,
objects and concepts they experience in their daily lives, for example,
drawing faces, insects, plants, food
practising drawing images and making objects related to self, others and
personal environments in different forms, for example, painting, sculpture,
photography
Use and experiment with different materials, exploring a range of natural and man-made materials and technologies to
techniques, technologies and processes to visually express their experiences, for example, paint, pencils, ink, sand,
photography and graphically
make artworks (ACAVAM107)
Create and display artworks to communicate sharing ideas with their classmates about the representational choices
ideas to an audience (ACAVAM108) they made in their artwork
making a decision about how to display their artwork to share their ideas
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Respond to visual artworks and consider identifying where they might experience art in their lives and communities,
where and why people make visual artworks, for example, keeping a diary of art experiences and combining to create
a class list and then discussing how visual artworks sustain and
starting with visual artworks from Australia,
communicate cultural knowledge
including visual artworks of Aboriginal and
Torres Strait Islander Peoples (ACAVAR109)
Considering viewpoints societies and cultures: For example Where is
this artwork from and why was it made? Who made the artworks? Where
and how are they displayed?
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Examples of knowledge and skills in Visual Arts
In this band students are introduced to the ways that ideas and intentions are communicated in and through visual arts. They
develop knowledge, understanding and skills through visual arts practices focusing on:
Representation
Subject matter
Forms
Techniques
overlapping, patterns, colour mixing, collage, mixed media, wrapping, and paper mache
Visual conventions
identifying, using and interpreting line, shape, colour, texture, space, time, tone and value
Materials
understanding of qualities and properties of a range of materials, for example, which material is good for making tall, thin
animals
Technologies
Practices
Spaces
recognising the meaning of studio for visual artists and adopting appropriate behaviour in the studio as a specialised
space, for example, cleaning up, organising materials, naming work and exhibiting work
Skills
Processes
describing, explaining, exploring, questioning, selecting, interpreting, imagining, designing, experimenting, constructing,
creating and displaying
Viewpoints
contexts recognising artworks from different cultures particularly Aboriginal and Torres Strait Islander Peoples, and
works from Asia, and from different times
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Visual Arts
Students make artworks in different forms to express their ideas, observations and imagination, using different techniques and
processes.
Students use the elements and processes of arts subjects to make and share artworks that represent ideas.
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Visual Arts
Years 3 and 4
In Years 3 and 4, learning in The Arts builds on the experience of the previous band. It involves students making and
responding to artworks independently and collaboratively with their classmates and teachers.
As they experience The Arts, students draw on artworks from a range of cultures, times and locations. They explore the arts of
Aboriginal and Torres Strait Islander Peoples and of the Asia region and learn that they are used for different purposes. While
the arts in the local community should be the initial focus for learning, students are also aware of and interested in the arts from
more distant locations and the curriculum provides opportunities to build on this curiosity.
As they make and respond to artworks, students explore meaning and interpretation, elements and forms, and social and
cultural contexts of the arts. They make personal evaluations of their own and others artworks, making connections between
their own artistic intentions and those of other artists.
Students continue to learn about safe practices in the arts and in their interactions with other artists. Their understanding of the
role of the artist and the audience builds on their experience from the previous band. As an audience, students focus their
attention on the artwork and respond to it. They consider why and how audiences respond to artworks.
In Years 3 and 4, students awareness of themselves and others as audiences is extended beyond the classroom to the broader
school context.
extend their awareness of visual conventions, and observe closely visual detail as they use materials, techniques and
technologies and processes in visual arts forms
explore and experiment with visual conventions such as line, shape, colour and texture to develop an individual approach
to a theme or subject matter
explore, observe and identify ideas and symbols used and adapted by artists in their artworks as they make and respond
to visual arts
consider how and why artists, craftspeople and designers realise their ideas through different visual representations,
practices, processes and viewpoints.
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Explore ideas and artworks from different researching artworks of different styles and artists from different times and
cultures and times, including artwork by cultures to inspire their own representations in forms such as printmaking
and drawing, and styles such as realistic or expressive
Aboriginal and Torres Strait Islander artists,
to use as inspiration for their own
representations (ACAVAM110) Considering viewpoints meanings and interpretations: For example
What is this painting telling us about the past? How does the artwork use
visual conventions to convey meaning? How did the artist work within a
space, and at this time? How and why did they innovate their practice?
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Use materials, techniques and processes to selecting and experimenting with forms, styles, materials and technologies
explore visual conventions when making to explore symbolic use of visual conventions used by various cultures
and times, for example, how colour and pattern are perceived as symbolic
artworks (ACAVAM111)
in different cultures
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Present artworks and describe how they making decisions about how their artwork could be displayed, for
have used visual conventions to represent example, mounted and framed, in public spaces, on the internet, and in
the media
their ideas (ACAVAM112)
Identify intended purposes and meanings of identifying meaning and describing subject matter and form in artworks
artworks using visual arts terminology to from different social, cultural or historical contexts
compare artworks, starting with visual
artworks in Australia including visual Considering viewpoints societies, cultures and histories: For example
artworks of Aboriginal and Torres Strait What clues in the artwork tell us where it was made, who made it, and
why? What artworks are you familiar with? Which style of artwork
Islander Peoples (ACAVAR113)
represents your community? What are the people in the painting doing?
Can you draw what you did on Australia Day?
writing about and discussing with others the meaning of their own
artworks
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Examples of knowledge and skills in Visual Arts
In this band students develop their knowledge of how ideas and intentions are communicated in and through visual arts. They
build on and refine their knowledge, understanding and skills through visual arts practices focusing on:
Representation
Subject matter
Forms
Styles
Techniques
photo-montage, weaving, block printing, digital imaging, wrapping, pottery and others
Visual conventions
identifying, using and interpreting a selection of design elements and design principles
Materials
Technologies
Practices
Spaces
recognising the meaning of studio, and adopting appropriate behaviour in the studio as a specialised space, for example,
cleaning up, organising materials, naming work and exhibiting work
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Skills
investigative researching, discovering and reinterpreting artworks from various viewpoints as artist and audience
observational seeing, noticing and viewing critically
practical use of visual arts materials, equipment and instruments
Processes
investigating, determining, conceiving, experimenting, questioning, predicting, testing, evaluating, comparing, analysing,
observing, identifying and connecting
Viewpoints
contexts recognising artists and artworks from the past, and from different cultures, particularly Aboriginal and Torres
Strait Islander Peoples, and from Asia
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Visual Arts
Students collaborate to plan and make artworks that are inspired by artworks they experience. They use visual conventions,
techniques and processes to communicate their ideas.
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Visual Arts
Years 5 and 6
In Years 5 and 6, students draw on artworks from a range of cultures, times and locations. They explore the arts of Aboriginal
and Torres Strait Islander Peoples and of the Asia region and learn that they are used for different purposes. While the arts in
the local community should be the initial focus for learning, students are also aware of and interested in the arts from more
distant locations and the curriculum provides opportunities to build on this curiosity.
As they make and respond to the arts, students explore meaning and interpretation, and social and cultural contexts of the arts.
They evaluate the use of forms and elements in artworks they make and observe.
Students extend their understanding of safety in the arts. In Years 5 and 6, their understanding of the roles of artists and
audiences builds on previous bands. They develop their understanding and use of performance or technical skills to
communicate intention for different audiences. They identify a variety of audiences for different arts experiences as they engage
with more diverse artworks as artists and audiences.
develop understanding of use and application of visual conventions as they develop conceptual and representational skills
test and innovate with properties and qualities of available materials, techniques, technologies and processes, combining
two or more visual arts forms to test the boundaries of representation.
explore a diversity of ideas, concepts and viewpoints as they make and respond to visual artworks as artists and
audiences
draw ideas from other artists, artworks, symbol systems, and visual arts practices in other cultures, societies and times
extend their understanding of how and why artists, craftspeople and designers realise their ideas through different visual
representations, practices, processes and viewpoints.
Explore ideas and practices used by artists, selecting and manipulating combinations of materials and techniques
including practices of Aboriginal and Torres
Strait Islander artists, to represent different exploring cross-media effects and characteristics of representation when
views, beliefs and opinions (ACAVAM114) making artworks inspired by observation or imagination, for example,
Aboriginal and Torres Strait Islander art from the local community, graffiti
art, graphic design, or manga art
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Develop and apply techniques and enhancing and practising their art making skills in using a range of
processes when making their artworks materials and technologies
(ACAVAM115)
Considering viewpoints materials and technologies: What is the artwork
made of? How does the choice of material enhance the audiences
understanding of the artists intention? What made you want to touch this
sculpture?
evaluating the characteristics of their work that are more successful, and
work to improve their knowledge and skills from this reflection
Plan the display of artworks to enhance their identifying reasons for the range of audience interpretations of the same
meaning for an audience (ACAVAM116) artwork, for example, Considering viewpoints or the conceptual approach
of the artwork
Considering viewpoints histories: For example What did the artist want
the audience to see and understand?
recognising and evaluating how culture, gender, age, time and place,
among other factors, impact on how an audience reads an artwork, for
example, comparing the response of different age groups
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Explain how visual arts conventions making discerning judgments about how they work as an artist, and what
communicate meaning by comparing and why they design and create, using appropriate visual conventions, for
example, a sculpture that expresses movement
artworks from different social, cultural and
historical contexts, including Aboriginal and
Torres Strait Islander artworks Considering viewpoints critical theories: For example Compare these
paintings (one from India, one Australian). What do you recognise? What
(ACAVAR117)
do you understand? What is new?
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Examples of knowledge and skills in Visual Arts
In this band students develop their knowledge of how ideas and intentions are communicated in and through visual arts. They
build on and refine their knowledge, understanding and skills through visual arts practices focusing on:
Representation
Subject matter
such as environment (macro/micro), physical and conceptual properties of materials and technologies
Forms
Styles
Techniques
collage, drawing, screen printing, digital imaging, construction and environmental sculpture
Visual conventions
identifying, using and interpreting a selection of design elements and design principles
Materials
Technologies
Practices
Spaces
recognising the meaning of studio, and adopting appropriate behaviour in the studio as a specialised space, for example,
cleaning up, organising materials, naming work and exhibiting work
presenting artworks in formal and informal spaces to enhance meaning; influence of viewpoints and audience on
artworks; form and function
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Skills
expressive interpreting subject matter through various contexts and/or viewpoints to enhance understanding and create
a personal response to stimuli
conceptual developing a thought or idea into a visual representation
practical using visual arts materials, equipment and instruments
Processes
investigating, conceiving, experimenting, selecting, refining, predicting, testing, evaluating, comparing, analysing,
identifying, evaluating, judging and displaying
Viewpoints
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Visual Arts
Students use visual conventions and visual arts practices to express a personal view in their artworks. They demonstrate
different techniques and processes in planning and making artworks. They describe how the display of artworks enhances
meaning for an audience.
Students structure elements and processes of arts subjects to make artworks that communicate meaning. They work
collaboratively to share artworks for audiences, demonstrating skills and techniques.
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Visual Arts
Years 7 and 8
In Visual Arts, students:
build on their awareness of how and why artists, craftspeople and designers realise their ideas through different visual
representations, practices, processes and viewpoints
extend their thinking, understanding and use of perceptual and conceptual skills
continue to use and apply appropriate visual language and visual conventions with increasing complexity
consider the qualities and sustainable properties of materials, techniques, technologies and processes and combine these
to create and produce solutions to their artworks
consider society and ethics, and economic, environmental and social factors
exhibit their artworks individually or collaboratively, basing the selection on a concept or theme
document the evolution of selected art styles and associated theories and/or ideologies
reflect on the cause and effect of time periods, artists and art styles influencing later artists and their artworks
draw on artworks from a range of cultures, times and locations as they experience visual arts
explore the influences of Aboriginal and Torres Strait Islander Peoples and those of the Asia region
learn that Aboriginal and Torres Strait Islander people have converted oral records to other technologies
learn that over time there has been further development of techniques used in traditional and contemporary styles as they
explore different forms in visual arts
identify social relationships that have developed between Aboriginal and Torres Strait Islander Peoples and other cultures
in Australia, and explore how these are reflected in developments in visual arts
design, create and evaluate visual solutions to selected themes and/or concepts through a variety of visual arts forms,
styles, techniques and/or processes as they make and respond to visual artworks
develop an informed opinion about artworks based on their research of current and past artists
examine their own culture and develop a deeper understanding of their practices as an artist who holds individual views
about the world and global issues
acknowledge that artists and audiences hold different views about selected artworks, given contexts of time and place,
and established ideologies
extend their understanding of safe visual arts practices and choose to use sustainable materials, techniques and
technologies
build on their experience from the previous band to develop their understanding of the roles of artists and audiences.
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Experiment with visual arts conventions and combining and adapting materials, techniques, technologies and art
techniques, including exploration of making processes, reflecting upon techniques used by artists including
Aboriginal and Torres Strait Islander artists
techniques used by Aboriginal and Torres
Strait Islander artists, to represent a theme,
concept or idea in their artwork investigating how different combinations of techniques can represent a
theme, concept or idea, for example, applying paint with different tools to
(ACAVAM118)
create different textures
observing how artists select and apply different visual arts techniques to
represent themes, concepts and ideas and considering how they could
use these in their own art making
Considering viewpoints forms: For example Why did the artist choose
this style of representation? What other forms and styles suit this
message?
Develop ways to enhance their intentions as investigating the viewpoints of several artists when making decisions
artists through exploration of how artists use about how they will represent a theme, concept or subject matter,
particularly focusing on different contexts, practices, techniques and styles
materials, techniques, technologies and
processes (ACAVAM119)
Considering viewpoints meanings and interpretations: For example
Can you identify implied meaning from the symbols and codes within the
artwork? What is a universal symbol that reflects contemporary youth
culture, as you understand it? How important is it for symbols to translate
across language?
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Develop planning skills for art-making by imagining and refining their visual and spatial representations of the world,
exploring techniques and processes used by combining a variety of technologies
different artists (ACAVAM120)
problem-solving and predicting outcomes with increasing confidence to
expand their repertoire of visual arts practices and skills, for example,
designing a mural for a local space
annotating their own and others art making intentions through, for
example, keeping a written or digital journal, or portfolio
Practise techniques and processes to reflecting, adjusting, modifying and evaluating their own artwork through
enhance representation of ideas in their art- consistent critical assessment, and refining intentions and viewpoints
when making, responding to and displaying artworks
making (ACAVAM121)
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Present artwork demonstrating consideration working individually and/or collaboratively to apply ethical, environmental
of how the artwork is displayed to enhance and sustainable choices when developing and displaying a collection of
visual artwork
the artists intention to an audience
(ACAVAM122)
justifying their choices for display or presentation of ideas in artworks or
designs appropriate for a particular audience, for example, mounted and
framed exhibition, a website, or as a childrens book
Analyse how artists use visual conventions in visiting and critiquing a physical or virtual exhibition of art, craft or design,
artworks (ACAVAR123) and reviewing how artists have used visual conventions in their artworks
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Identify and connect specific features and comparing and contrasting different representations and interpretations of
purposes of visual artworks from Country/Place from a range of viewpoints and contexts, for example,
researching and comparing the representation of Aboriginal and Torres
contemporary and past times to explore
Strait Islander Peoples and colonists in artworks from and about 1788
viewpoints and enrich their art-making,
starting with Australian artworks including
respecting cultural practices and sensitivities as they research, analyse
those of Aboriginal and Torres Strait Islander
and examine the way an artists cultural experiences have influenced the
Peoples (ACAVAR124) representation of their artworks
analysing how visual arts practices and processes and use of available
technologies shape the practices of art, craft and design
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Examples of knowledge and skills in Visual Arts
In this band students develop their knowledge of how ideas and intentions are communicated in and through visual arts. They
build on and refine their knowledge, understanding and skills through visual arts practices focusing on:
Representation
Subject matter
such as contemporary culture, and historical and cultural representations of art, craft and design
Forms
art, craft and design: including painting, sculpture, printmaking and photography
Styles
Postmodernism, contemporary constructivism, Pop, street art, graphic/poster design, industrial design and digital art
Techniques
Visual conventions
select, apply and evaluate a range of design elements and design principles
Materials
Technologies
Practices
Spaces
understanding role of the studio for artists: learning to share responsibility for preparation, cleaning and storing work
display presenting artworks in formal and informal spaces to enhance meaning; considering the influence of viewpoints
and audience on artworks; form and function
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Skills
expressive interpreting subject matter through various contexts and/or viewpoints to enhance understanding and create
a personal response to stimuli
conceptual developing a thought or idea into a visual representation
practical use of visual arts materials, equipment and instruments
multi-modal to use a combination of two or more sensory modes
Processes
Viewpoints
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Visual Arts
Students plan their art making in response to exploration of techniques and processes used in their own and others artworks.
They demonstrate use of visual conventions, techniques and processes to communicate meaning in their artworks.
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Visual Arts
Years 9 and 10
In Visual Arts, students:
build on their awareness of how and why artists, craftspeople and designers realise their ideas through different visual
representations, practices, processes and viewpoints
refine their personal aesthetic through working and responding perceptively and conceptually as an artist, craftsperson,
designer or audience
identify and explain, using appropriate visual language, how artists and audiences interpret artworks through explorations
of different viewpoints
research and analyse the characteristics, qualities, properties and constraints of materials, technologies and processes
across a range of forms, styles, practices and viewpoints
adapt, manipulate, deconstruct and reinvent techniques, styles and processes to make visual artworks that are cross-
media or cross-form
draw on artworks from a range of cultures, times and locations as they experience visual arts
explore the influences of Aboriginal and Torres Strait Islander Peoples and those of the Asia region
learn that Aboriginal and Torres Strait Islander people have converted oral records to other technologies
reflect on the development of different traditional and contemporary styles and how artists can be identified through the
style of their artworks as they explore different forms in visual arts
identify the social relationships that have developed between Aboriginal and Torres Strait Islander people and other
cultures in Australia, and explore how these are reflected in developments of forms and styles in visual arts
use historical and conceptual explanations to critically reflect on the contribution of visual arts practitioners as they make
and respond to visual artworks
adapt ideas, representations and practices from selected artists and use them to inform their own personal aesthetic when
producing a series of artworks that are conceptually linked, and present their series to an audience
extend their understanding of safe visual arts practices and choose to use sustainable materials, techniques and
technologies
build on their experience from the previous band to develop their understanding of the roles of artists and audiences.
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Conceptualise and develop representations developing representations by combining and adapting materials,
of themes, concepts or subject matter to techniques, technologies and art making processes
experiment with their developing personal
style, reflecting on the styles of artists, exploring and applying ideas inspired by the style of other artists in their
including Aboriginal and Torres Strait own artworks
Islander artists (ACAVAM125)
exploring and reflecting on the connections between their own artworks
and artworks from different contexts, including Aboriginal and Torres Strait
Islander artworks, for example, maintaining a reflective journal of their
developing artwork
Manipulate materials, techniques, deconstructing and reconstructing a range of images, objects and/or
technologies and processes to develop and spaces to synthesise viewpoints, concepts, purposes and/or meanings
represent their own artistic intentions
(ACAVAM126) Considering viewpoints psychology: For example Why and how do
you feel empathy for the character? How far could you reduce your work
without losing meaning?
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Develop and refine techniques and developing technical proficiency in the resolution of designed, fabricated
processes to represent ideas and subject and constructed artworks, using safe and sustainable practices
matter (ACAVAM127)
Considering viewpoints histories: For example How has the artist
appropriated an artwork from another time?
Plan and design artworks that represent analysing and documenting the practices of selected visual artists and
artistic intention (ACAVAM128) designers, including their use of materials, technologies, techniques and
processes, when developing their art and design intentions for
representation
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Present ideas for displaying artworks and visiting galleries, art museums and public art displays, in formal and
evaluate displays of artworks (ACAVAM129) informal settings, to research the role of the curator and the elements of
good display/exhibition, which they then apply to their own ideas for an
exhibition of their own or others artworks
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Evaluate how representations communicate experimenting with, reflecting on and refining the connections in their own
artistic intentions in artworks they make and work between viewpoints, materials, techniques, technologies practices
and processes
view to inform their future art making
(ACAVAR130)
Considering viewpoints evaluations: For example Who would you like
to judge the success of your artwork? Why?
Analyse a range of visual artworks from analysing the role of visual arts as a means of challenging prevailing
contemporary and past times to explore issues of traditional and contemporary relevance, for example, the
availability of resources for future generations
differing viewpoints and enrich their visual
art-making, starting with Australian artworks,
including those of Aboriginal and Torres identifying how visual arts professionals embed their values and beliefs,
and how audiences react and interpret the meaning and intent of their
Strait Islander Peoples, and consider
artworks differently
international artworks (ACAVAR131)
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Examples of knowledge and skills in Visual Arts
In this band students develop their knowledge of how ideas and intentions are communicated in and through visual arts. They
build on and refine their knowledge, understanding and skills through visual arts practices focusing on:
Representation
Subject matter
Forms
art, craft and design: including painting, sculpture, printmaking, performance, and installation
Styles
contemporary trans-media, film as art, virtual collaborative art forms, animation, and interactive art
Techniques
installation, digital imaging, environmental sculpture, performance, and virtual interactive games
Visual conventions
select, apply and evaluate a selection of design elements and design principles
Materials
Technologies
Practices
Spaces
understanding the role of the studio for artists; learning to share responsibility for preparation, cleaning and storing work
display presenting artworks in formal and informal spaces to enhance meaning; considering the influence of viewpoints
and audience on artworks; form and function; artists and designers working individually or collaboratively
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Skills:
expressive interpreting subject matter through various contexts and/or viewpoints to enhance understanding and create
a personal response to stimuli
critical deconstructing and interpreting the meaning and messages of an artwork, and responding to it through different
contexts and/or viewpoints
conceptual developing a thought or idea into a visual representation
practical use of visual arts materials, equipment and instruments
multi-modal to use a combination of two or more sensory modes
Processes
Viewpoints
persuasion recognising artists, artworks, and audiences that promote a conceptual understanding from a persuasive
perspective. Refer to artists, artworks and audiences from different cultures particularly Aboriginal and Torres Strait
Islander Peoples, and from Asia
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Visual Arts
Students manipulate materials, techniques and processes to develop and refine techniques and processes to represent ideas
and subject matter in their artworks.
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The Australian Curriculum
Work Studies
Overview
Introduction
The Australian Curriculum: Work Studies, Years 910 has been written in response to key work-related issues facing young
people today and into the future. This is a world-leading, future-oriented curriculum, equal in quality, value and rigour to more
traditional academic programs. It is designed for all students, whether they pursue a vocational or an academic path.
Rapid technological advances are impacting on work and will reshape its future. Technological change has led to increased
digitisation and automation, and influences the way we communicate. The resulting globalisation affects how, where, when and
why people work.
Australian industries and enterprises face unprecedented global competition and pressure for increased productivity. This, in
turn, contributes to an unpredictable work future for young people, where routine job opportunities are limited, and outsourcing,
contract work and flexible work arrangements are the norm. School leavers can no longer anticipate a single job or single-track
career for a lifetime and will be encountering jobs which currently do not exist.
The skills and capabilities needed to prosper in this new, knowledge-focused world will differ from those of the past. Young
people will need a set of personal and interpersonal capacities, wide-ranging global awareness and the flexibility to manage
rapid change and transition.
Work Studies Years 910 is an applied learning curriculum that adapts discipline-based learning to work contexts. This requires
a variation in the approach to curriculum design and content descriptions and elaborations, as they need to be active. It also
allows for a cross-curriculum disciplinary mode of delivery.
Rationale
Work has intrinsic value and is a fundamental part of everyday life. It fosters human dignity, independence and a sense of
personal worth. It is recognised as a right of all people.
In an increasingly globalised world, the nature of work is changing and the knowledge, skills and attributes needed to engage
with the emerging challenges and opportunities differ from those of the past. The Australian Curriculum: Work Studies, Years 9
10 concentrates on the capacities individuals need for full and effective participation in life, learning and work.
The curriculum helps young people plan for and shape their future and make a contribution to the wider community by providing
them with the essential knowledge, understanding and skills for participation in the rapidly changing world of work.
Students begin preparation for the working world by developing understanding of themselves in relation to work, recognising
their aspirations, their rights and responsibilities as workers, as well as employer expectations and the diversity of work
opportunities. They learn to understand what work is, how and why it is changing and what this means for their future in working
for others or themselves. They engage with the career management processes needed to adapt to multiple transitions in work
and life, and use opportunities to transfer their developing knowledge, understanding and skills to a range of work-related
contexts and projects.
Through exposure to work-related learning, students develop the self-knowledge, contemporary work skills and entrepreneurial
behaviours and resilience necessary to thrive in the 21 st century. They appreciate the role of collaboration, creativity and
analytical skills in workplaces and the importance of cultural diversity and ethical practices.
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Aims
The Australian Curriculum: Work Studies, Years 910 aims to ensure that students in Years 9 and 10 develop:
Practically-based learning in realistic contexts is recognised internationally as being important for students in preparing for the
world of work.
Applied learning is essentially teacher-guided and student-centred. The role of the learner is integral to applied learning and the
student plays an active role in managing the processes of applying knowledge. Through applied learning experiences, students
broaden and deepen their understanding and are able to plan and guide their own learning.
The Australian Curriculum: Work Studies, Years 910 engages students in transferring work-related knowledge and
understanding to activities that involve the world of work. Students concentrate on learning and applying the knowledge,
understanding and skills they need to solve a problem or implement a project relevant to work or workplaces.
As students take greater responsibility for managing the processes of applying their knowledge, they practise and further
develop the critical skills and characteristics that are important for work and daily life in the 21 st century. These include
organisation, decision-making, collaboration and teamwork, problem-solving, risk-taking, critical thinking, creativity, adaptability
and resilience.
By using their knowledge in realistic situations, students gain a better understanding of work and places of work. They see the
relevance and purpose of their learning, which increases their motivation. By practising skills in complex realistic situations,
students test and adjust their understandings in relation to what they learn at school.
Structured reflection and feedback are fundamental to the success of applied learning. Where students are given opportunities
and time to reflect on learning and engage in feedback from peers and adults, their knowledge and understanding are deepened
and broadened, and the relevance of learning becomes more apparent.
Activities such as debriefing sessions and keeping journals encourage students to review their work-related experiences
methodically and reflect on their meaning and how knowledge and skills can be transferred to new situations. Transferability of
knowledge and skills to different contexts is critical to the successful management of change and transition in the world of work.
Work exposure
Work exposure promotes learning in a wide variety of environments, for example, by bringing the world of work into the
classroom and taking the classroom to the world of work. It provides a platform for applied learning experiences and is an
integral element of the Work Studies Years 910 curriculum. Work exposure is embedded in content descriptions and
elaborations, making it integral to the curriculum. Work exposure opportunities are not intended to be restricted to the traditional
practice of blocks of work experience, although work experience may take up part of work exposure.
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career taster days
mentoring and shadowing
interviews with industry experts, employers, employees, and self-employed people
use of various media sources
labour market research
use of work-related simulations and role plays
virtual tours of industries and workplaces
industry, community, career or problem-based projects
use of part-time work, unpaid work or community-based volunteering currently undertaken by students
engaging with work-related education programs.
Students knowledge of the dynamic nature of workplaces and understanding of workplace expectations are enhanced through
interacting with employers, employees, self-employed people, entrepreneurs and community agencies.
Work exposure contributes to students understanding of the changing nature and requirements of work, the variances between
different occupations and industries, and the skills and personal qualities needed for work and life. It encourages students to
identify and practise these skills in school and other environments and to recognise the relevance and importance of their
ongoing learning. Work exposure provides the opportunities and impetus for students to explore and frame possible future work
options and career pathways.
These opportunities require schools to develop and/or continue to expand ties with local industry, business and community
agencies, as well as education and training institutions. These partnerships form the foundation for providing students with
learning and real work exposure opportunities and allow students to explore traditional and non-traditional employment options.
Work exposure needs to be tailored to meet individual student and school needs, and reflect availability in the local and wider
community. Remote schools or schools with limited options for access to such authentic learning experiences may require
different solutions to broaden the range of offerings accessible to students such as the use of:
internet research
visits to remote and rural schools by businesses and community organisations
virtual workplaces
tours.
Structure
The design, organisation and structure of the Work Studies Years 910 curriculum provides flexibility for schools to draw on the
interests, capabilities and contexts of their students. It allows schools to accommodate school structures and processes, and
support middle school approaches to curriculum delivery if appropriate. Work Studies enriches the learning of students who are
working and those who are not.
The curriculum is built on two foundations that underpin learning: self-knowledge and understanding the world of work. The
Australian Curriculum: Work Studies, Years 910 is premised on students learning in applied ways, with work exposure an
essential part of the curriculum and emphasising the link between learning and doing.
Knowledge, understanding and applied skills are developed through the general capabilities and core skills and the way they
are embedded in the content descriptions and achievement standards.
Applied learning and work exposure are integral elements of the Work Studies curriculum. Statements on these elements help
teachers to understand the positioning and significance of each within the curriculum.
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The Work Studies Years 910 curriculum structure reflects the focus on learning, work and the development of work readiness
within two strands: Skills for learning and work, and career and life design. The strands are interrelated, providing flexibility and
opportunities for teachers to build their own curriculum, collaborate with teachers from other learning areas and construct
integrated units of work incorporating the core and options. The strands build sequentially from Year 9 to Year 10.
The curriculum consists of a core and options, and is described through content descriptions, and elaborations, achievement
standards and content. It concentrates on building the skills needed for effective participation in the 21st century, including
broad workplace skills, knowledge about and experience of work and work environments, and lifelong career design skills,
knowledge and dispositions.
Options provide flexible frameworks for teachers and students to negotiate extra content relevant to student interests, and
school and student circumstances. They are designed to maximise opportunities to connect the curriculum to the reality of
students lives and engagement with the local communities and regions. This should enhance opportunities for work exposure
and self-directed and applied learning.
The order and detail in which the core and options within each year level are taught are programming decisions that schools
may determine.
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Options may also be taught in either year level. The curriculum may be studied for one year in Year 9 or Year 10 or as a two-
year course across Years 910. It may also be taught on a semester basis.
To be deemed to have completed Work Studies for a given year level, students need to have studied the core and at least one
option. If studied on a semester basis the core for the year and one option must be completed.
This strand focuses on the development of a students understanding of self and a realistic appreciation of their individual
interests, values, preferences and strengths. Across three sub-strands, the strand encompasses understanding of and
managing self, the importance of communication in a range of contexts, working with others, planning and implementing tasks
or projects, clarifying problems and proposing solutions and making decisions. It provides for investigation of work skills and
entrepreneurial behaviours and their use in learning and work contexts.
Learning to learn
This sub-strand introduces the key concepts of learning as a lifelong activity and its importance for sustaining working life in
changing contexts. Lifelong learning is viewed as a personal capacity that is developed through creating awareness of self as a
learner, developing the capacities needed to be a successful learner and acknowledging the influence of work, family and
community on learning capacities and opportunities.
Work skills
This sub-strand introduces and develops the work skills and attributes needed for 21st century workplaces and that can be
transferred from one situation to another. These include the systematic study of a broad range of communication skills, the ways
digital technologies are transforming workplaces and the importance of embracing cultural and social diversity.
Entrepreneurial behaviours
This sub-strand introduces the idea of entrepreneurial behaviours. These behaviours are specifically about developing and
valuing an entrepreneurial disposition to work including creativity, problem-solving, lateral thinking and using initiative. They are
not limited to the narrow view of how to create or run a business.
This sub-strand is underpinned by a need to respond to changes brought about by globalisation, new technologies, the rapidly
increasing significance of the Asia region and the need for a sustainable future. Students are exposed to these behaviours and
how they might be developed and enacted in workplaces to drive innovation, productivity, global awareness and appreciation of
cultural and social diversity.
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This strand focuses on developing knowledge and understanding of, and experience in, the world of work; skills, knowledge and
dispositions to manage careers; and skills and knowledge in managing transitions. The strand encompasses the importance of
education, training and lifelong learning, the global context impacting on work and work opportunities and the personal qualities
and attributes, such as awareness of opportunity, adaptability and responsiveness to change, needed to thrive in the 21st
century work environment.
PDF documents
Resources and support materials for the Australian Curriculum: Work Studies are available as PDF documents.
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Work Studies
Year 9
The content of this year level is organised into two main interrelated strands: skills for learning and work, and career and life
design. Each strand in turn contains three sub-strands outlining the content descriptions and elaborations that contain the
knowledge, understanding and skills and form the core content of the curriculum for that year level. In Year 9 students are
exposed to concepts and contexts, and focus on familiarising themselves with skills, knowledge and capacities required to build
foundations for learning and work in the 21st century. Within this context, students explore their preferences as learners and
engage in a range of activities to develop understanding of work, careers and post-school destinations.
Outline how past learning experiences influence attitudes reflecting on how their actions and attitudes contributed
towards, and outcomes of, learning (ACWSCL001) to past learning outcomes
determining what personal actions and attitudes are most
effective in supporting learning
reflecting on how they might use their knowledge of self
to understand how to learn most effectively
Describe the implications of individual learning preferences for identifying personal learning preferences
learning at home, school, work and in the community explaining how these preferences can inform choices
(ACWSCL002) about where, when and how learning can be undertaken
creating a personal profile of individual strengths and
challenges for learning at home, school, work and in the
community
Identify the attitudes and skills required for self-directed and outlining the benefits of self-directed and lifelong learning
lifelong learning (ACWSCL003) explaining that the primary responsibility for lifelong
learning and personal development rests with the
individual
Explain the importance of active and lifelong learning for identifying the skills required to be a lifelong learner
personal and community development (ACWSCL004) describing how lifelong learning contributes to personal
and community wellbeing and can improve sustainability
of communities
Plan and implement strategies and processes to improve their identifying suitable study and time management skills
learning and enhance the potential to realise their aspirations planning and organising workload in an efficient and
and personal wellbeing (ACWSCL005) effective manner
reflecting on and reviewing priorities regularly
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Investigate a wide range of occupations, and the skills and identifying and defining work skills
personal qualities required in these fields (ACWSCL006) comparing identified sets of work skills with those
required in a variety of workplaces
mapping individual skills against those valued in the
workplace and planning strategies for strengthening
individual skills
mapping literacy and numeracy skills against workplace
demands
Identify types of workplace communication and the effect of contrasting the types of communication used among
context on the choice of communication (ACWSCL007) peers, in the classroom, within schools, across cultures
and in workplaces
categorising types of communication according to their
suitability in work contexts
describing the value of cross-cultural communication in
21st century workplaces, both in the context of regional
engagement with Asia and reconciliation in Australia
Differentiate between work-related and personal use of social determining the types of social media used in workplaces
media (ACWSCL008) and the reasons for their use
explaining why personal and workplace online identities
differ
investigating online identities and determining which
would appeal to a future employer
investigating the implications for future career paths of
unwise use of social media
Explain the importance of teamwork and collaboration in practising techniques for establishing connections with
school, community and work-related contexts (ACWSCL009) others and building positive relationships in a range of
contexts
identifying the skills needed to work collaboratively
identifying projects for which teamwork is well suited and
determining how to assign team roles
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Explain how the application of entrepreneurial behaviours can identifying successful young entrepreneurs in the private,
address a range of work and community challenges and public and community sectors and outlining the risks they
took in establishing themselves
provide benefits personally and to the community
determining the work or community challenges identified
(ACWSCL011)
by a successful young entrepreneur, how these were
addressed and the benefits for individuals, the
community or environmental sustainability
Practise the skills and attributes underpinning entrepreneurial exploring various project management skills such as
behaviours (ACWSCL012) problem-solving techniques, generating and evaluating
ideas and organising activities and resources including
people and finances
identifying risk management strategies to maximise
success
identifying the need for sound financial management,
both personal and business
Recognise the importance of self-awareness in career and life developing an understanding of personal talents,
design (ACWSCL013) interests and opportunities
reflecting on the meaning of their growing self-awareness
for their aspirations and career directions and life design
appraising their academic achievement and comparing
this with their post-school aspirations
Source career information and resources (ACWSCL014) researching and filtering a range of career information
and services designed to help with career and decision-
making
creating a portfolio of possible career scenarios
identifying diverse learning pathways into preferred
career destinations
Describe the nature of work in Australia and the implications determining why people work
for current and future work opportunities (ACWSCL015) defining employment, self-employment, unemployment,
underemployment, contract work, volunteering, casual
work and working remotely
collecting and interpreting data about how people work
exploring initiatives to build employment and enterprise
opportunities in their community/region
researching the types of work available, the changes
occurring at a local level and the implications for future
employment
investigating the impact of the Asian region on the skills
required for employment
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Recognise the effects of work culture on ways of working defining the term work culture
(ACWSCL016) explaining that different workplaces have different ways
of working
describing the types of behaviours that could contribute
to a positive work culture
Investigate formal and informal recruitment processes defining the term recruitment
(ACWSCL017) researching the variety of processes employers use for
recruitment
practising a range of activities required of a job applicant
Investigate the contribution of diverse cultures to work and gathering and comparing data about cultural diversity in
workplaces (ACWSCL018) the Australian workforce over time
describing the benefits of culturally diverse workplaces
exploring how the growing influence of countries of the
Asia region has contributed to work and workplaces in
Australia
Identify the importance of rights and responsibilities for identifying legislation that outlines different entitlements,
employers and workers (ACWSCL019) responsibilities of workers and employers
investigating the expectations of appropriate professional
protocols, behaviour and presentation in workplaces
identifying ways that workers and employers take
responsibility for environmental quality
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Work Studies
Students plan and implement strategies to improve their learning and strengthen their individual learning skills. Students
research and analyse information, organise teams, and communicate effectively using appropriate types of communications in a
given context. They propose explanations and predict outcomes. Students practise entrepreneurial skills and attributes and
propose actions in response to identified work and community challenges. They research and filter relevant career information
resources. Students create career scenarios and identify the skills to manage career transitions. Students collect and evaluate
data and information to draw conclusions about changes to work arrangements and their potential impact on their future.
Students synthesise data and information to form reasoned conclusions. Students present their findings and explanations.
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Work Studies
Year 10
The content of this year level is organised into two main interrelated strands: skills for learning and work, and career and life
design. Each strand contains three sub-strands outlining the content descriptions and elaborations which contain the
knowledge, understanding and skills that form the core content of the curriculum for that year level. In Year 10 the concepts and
skills introduced in Year 9 are investigated and developed at a higher level. Students are encouraged to be increasingly
independent and self-directed learners.
Explain how potential changes in circumstances impact on mapping changes in personal circumstances over the
when, how and why you might learn (ACWSCL020) past 12 months and how this has impacted on learning
predicting changes to personal circumstances in the
short and medium term and developing relevant
strategies to support their learning
Link personal profiles with potential work opportunities updating their personal profile
(ACWSCL021) using their personal profile to identify potential careers
Assess the value of self-directed and lifelong learning in using guided reflection in developing strategies to
responding to changes and challenges in circumstances enhance capacity as a self-directed and lifelong learner
(ACWSCL022) monitoring the impact of change on potential learning
pathways and the implications for learning and work
options
adjusting goals, priorities and aspirations in response to
change
Explain the relationship between lifelong learning and work in reflecting on the demands of work and further learning,
the 21st century and its importance for future work including the costs and benefits, both financially and
personally
opportunities (ACWSCL023)
investigating the need to be a lifelong learner in the
context of their current and future aspirations for learning
and work
identifying the factors that contribute towards successful
transition from school to work
Focus their learning strategies on personal and work-related aligning the learning requirements of potential careers
aspirations (ACWSCL024) with subject choices
designing and implementing strategies and processes to
target identified learning requirements
organising and prioritising work and personal
commitments in an achievable timeframe
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Explain the range of skills and attributes necessary to work investigating rapidly changing work arrangements and
the need to be adaptable to change
effectively in the 21 stcentury (ACWSCL025)
analysing the relationship between rapidly changing work
environments and the need to develop these emerging
skills and the mindset to work effectively
developing an understanding of the need for Asia-
relevant capabilities in preparation for the world of work
Select and use appropriate protocols for communication in recognising and evaluating the effectiveness of day-to-
workplace contexts (ACWSCL026) day workplace communications
evaluating the effectiveness of different ways of
presenting and communicating information and ideas
adhering to confidentiality protocols in work contexts
using appropriate language, tone and non-verbal
behaviours in workplaces including cross-cultural
contexts
Evaluate a range of online communication tools used in work identifying the risks of online communication such as
contexts (ACWSCL027) identity theft and phishing scams
determining the strategies used to protect work-related
information
examining the various methods used by employers to
recruit and select staff including the use of social media
and online mediums
Analyse the skills needed for effective teamwork in varying compiling and justifying a set of criteria to select team
work contexts, for example, working remotely (ACWSCL028) members to undertake a project
outlining processes and methods to manage the project,
including negotiation and conflict resolution
using team members strengths and diverse perspectives
to maximise project outcomes
Assess the benefits of developing an entrepreneurial mindset examining the knowledge, understanding and skills
required to be entrepreneurial in ways that add value to
and its relevance to 21 st century work and enterprise
self, communities, bring innovation to existing businesses
(ACWSCL029) and create personal employment
recognising the need to develop their own distinct profile
by investing in their skills and capabilities to enhance
future work prospects
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Examine the creative and problem-solving techniques used researching regional and online businesses or
within workplaces to resolve the tensions arising in business community projects and identifying how they balance
organisational needs with human and community
and community projects (ACWSCL030)
wellbeing and environmental sustainability
Complete an action project utilising entrepreneurial choosing a local or national business or community
behaviours to address an identified challenge or opportunity challenge or one from the Asia region and justifying their
choice
(ACWSCL031)
Apply knowledge of self to career decision-making processes applying learning from work exposure activities to self-
(ACWSCL032) awareness and career decision-making
comparing knowledge of self with possible career and life
scenarios
evaluating their current learning and identifying future
learning needs
investigating the implications of career options for
financial management and lifestyle
investigating the costs of post-school learning and the
different options available to cover these costs
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Use career decision-making processes to filter career identifying people who can support career decision-
scenarios (ACWSCL033) making
researching a range of print and digital resources to help
career decision-making
investigating what local and global labour market data
and information trends mean for career opportunities,
including in the Asia region
Analyse emerging approaches to work and the implications investigating trends in ways of working
these have for workers to be flexible, proactive and examining the implications of changes in work for future
responsive (ACWSCL034) work opportunities and ways of working
exploring factors impacting on work challenges and
opportunities, including globalisation, the increasing
economic influence of the Asia region, the need for more
sustainable patterns of living, technological advances
and knowledge-intensive service industries
Investigate the relationships between work cultures, work comparing workplace cultures and identifying common
arrangements and the individual (ACWSCL035) characteristics of effective and positive workplace
cultures
exploring the implications of various working
arrangements such as self-employment, contract work
and working remotely on work culture from individual and
business perspectives
building scenarios of what work culture and
arrangements might look like in the future by examining
the factors contributing to their evolution, including the
need for sustainable patterns of living
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Explain the roles of a range of services and agencies that investigating support structures for employed, self-
support employment, self-employment and unemployment employed and unemployed people such as professional
associations, government agencies and non-government
(ACWSCL036)
organisations in their community
exploring the implications of the changing world of work
on support structures relating to work contexts
analysing the changes in support structures within the
workplace such as employee assistance schemes, child
care and training, and identifying the factors contributing
to these changes
Use a range of tools, methods and skills for accessing work preparing and maintaining the relevant personal
documentation for accessing work opportunities
relevant to 21st century recruitment and selection processes
(ACWSCL037) distinguishing criticism from constructive feedback and
the importance of feedback for self-improvement and
applying this in a range of work scenarios
practising self-advocacy, understanding appropriate
negotiation skills and applying these in a range of work
scenarios
practising networking in its various forms including virtual
and other social media
Examine the implications for work when work relationships explaining the importance of knowledge of and respect
are cross-cultural and can be local, national, regional or global for diverse cultures and languages in a global labour
market
(ACWSCL038)
incorporating protocols relating to Welcome to Country
and acknowledgement of the traditional custodians of the
land
Explain how diverse work arrangements are impacting on the identifying the challenges for maintaining entitlements
rights and responsibilities of employers and workers and defining responsibilities of workers and employers
(ACWSCL039) investigating the factors that impact on professional
protocols, behaviour and presentation in diverse work
arrangements
investigating the effects of diverse working arrangements
on how workers and employers take responsibility for
environmental quality
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Work Studies
Students process the skills required to manage change and transition. They select learning strategies and career information
and sources and evaluate and align their personal capacities. They select and apply appropriate communication methods in a
range of contexts. Students form and work in teams on a range of work-related tasks and observe and incorporate the skills
needed to work collaboratively. They apply entrepreneurial skills to plan, implement and complete a negotiated action project.
Students evaluate their findings, propose actions, make recommendations and present these to an audience of stakeholders.
They synthesise increased self-knowledge and career information to school and career-based decisions and create potential
career scenarios. Students research a range of information and data to identify trends in work arrangements emerging over time
and evaluate agencies and organisations that support various employment situations. Students practise using and responding
to 21st century recruitment and selection tools, methods and skills for accessing real and created work opportunities. Students
collect and interpret information on different cultural approaches to ways of working. They explain the importance of culturally
diverse workplaces to managing work, work relationships and productivity. Students apply conflict resolution methods and skills
to work-related contexts.
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Work Studies
Options
Options provide opportunities for teachers and students to customise the curriculum based on students aspirations and
interests and local circumstances. The order and detail in which the strands, sub-strands and options are taught are
programming decisions and can be studied in any order or pattern. Core content can be integrated within an option.
Collaborate with industry/business and/or collaborating with industry partners, team members and other
community, individuals or groups to plan a stakeholders to identify and plan a work-related project, including
recognising and responding appropriately to different perspectives and
work-related project (ACWOP040)
identifying resources for example, time, information, materials and
equipment, financial considerations
establishing appropriate communication protocols such as the
professional use of social media and other online communication
using digital tools to develop project plans including goals, methodology,
communication, timelines, roles and responsibilities, and finances
Complete the work-related individual or applying decision-making processes in relation to their roles and
group project plan in collaboration with responsibilities in the collaborative project and adapting to changing
situations as required
industry/business and/or community
using digital tools and technologies for communicating, tracking progress,
partners, individuals or groups (ACWOP041)
conducting progress meetings, clarifying problems and generating
solutions
locating, gathering, evaluating and organising relevant information and
resources to implement the project and delegating work tasks in
accordance with project plans
Communicate the schoolindustry reflecting on decisions made and identifying what can be learned
cooperative project outcomes to an audience reflecting on the meaning of the collaborative project for their career
(ACWOP042) development and updating their personal profile
reporting on the schoolindustry cooperative project to an audience
Identify contemporary work challenges and identifying contemporary work challenges and opportunities at the local,
national, regional or global level from a range of sources
opportunities relevant to changing 21 st
century work contexts and arrangements analysing the factors contributing to the challenge or opportunity
(ACWOP043) identifying the stakeholders involved and assessing how they are affected
engaging in stakeholder consultation to seek their views on the
opportunities and challenges they perceive and possible solutions they
propose to address the challenges
Investigate responses from stakeholders to outlining the current response(s) to manage the challenge or opportunity
address the challenge/opportunity explaining the impacts of the challenge/opportunity on stakeholders and of
(ACWOP044) the responses to it on stakeholders
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Analyse alternative responses and their likely communicating the results of the investigation and recommendations
impact over the short to medium and long preparing a detailed report outlining the scope and breadth of the
term (ACWOP045) challenge/opportunity, methods used to gather and assess information
and data, evidence-based conclusions and recommendations
delivering the findings to relevant stakeholders in appropriate
communication forums
Use digital technologies to communicate with exploring cultural similarities and differences and their implications for
their peers to identify and agree on a communicating with their peers via digital technologies, including
consideration of audience, purpose and contextual factors
collaborative project that is environmentally
communicating with students in states or countries or the region to identify
sustainable (ACWOP046)
possible enterprises and using decision-making processes to choose an
enterprise project
using digital tools for collaboratively developing project plans, including
goals, methodology, communication, timelines, roles and responsibilities,
finances and sustainable management
Negotiate project outcomes and plans and using digital tools to monitor project progress, conducting meetings,
their implementation (ACWOP047) clarifying problems and generating solutions, adjusting plans and related
actions with team members, tracking finances and projected expenditure
liaising with mentors to help with cross-cultural communication and
translation
evaluating and reporting project outcomes
Communicate the cross-cultural project and preparing a report describing the cross-cultural collaborative enterprise
its outcomes to an audience (ACWOP048) and its outcomes
communicating a summary of the cross-cultural collaborative enterprise to
an audience
Investigate concepts of self-identity from explaining Aboriginal and Torres Strait Islander belief systems and
Aboriginal and Torres Strait Islander practices in land, air, and water management (such as Caring for
Country) and how these relate to work and workplaces
perspectives and the significance of these in
work, life and culture (ACWOP049)
comparing and contrasting differing views of Aboriginal and Torres Strait
Islander People to various industries, such as mining, and explaining
reasons for opposition or support
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Identify Aboriginal and Torres Strait Islander identifying traditional Aboriginal and Torres Strait Islander approaches to
Peoples connections to communities and work and community life
working life (ACWOP050)
identifying a variety of Aboriginal and Torres Strait Islander contemporary
professionals, role models and workers, both at a community and
individual level
Investigate the impact of a significant work- using sources of online information, written text, audio-visual, and other
related event on employment and work data research tools and outlining the context of the work-related event; for
example, the Wave Hill Strike in the Northern Territory or the Stolen
opportunities for Aboriginal and Torres Strait
Wages and Savings reparations case in Queensland
Islander Peoples (ACWOP051)
analysing any positive and unintended consequences of the event and its
impact on Aboriginal and Torres Strait Islander employment and
community wellbeing
Investigate the effects of socialisation and examining traditional perceptions of male and female and the impact of
culture on education and career choices stereotyping and expectations on education and career choices in society
(ACWOP052) identifying the factors contributing to the perpetuation of these perceptions
and formulating ideas to redress the perceptions
reflecting on own perceptions and misconceptions relating to education
and career choices and how these may inhibit personal choices and
options
revising career preferences and plans by expanding the range of career
and course options being considered to include non-traditional options on
the basis of gender
Analyse the impact of gender on subject analysing education and employment data indicating the breakdown into
choice, work aspirations, further education, male and female participation in a range of subjects/courses and
occupations
career choices and resultant outcomes
exploring the implications for the individual and society of non-participation
(ACWOP053)
by males and females in certain subjects/courses and occupations
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Analyse the impact of gender imbalance on identifying the types of gender imbalance occurring in the workplace such
the workplace and the community as career advancement opportunities, earnings capacity
(ACWOP054) examining the factors that contribute to gender imbalance in the
workplace
exploring the relevant legislation and the associated agencies that deal
with gender imbalance such as equal opportunity and anti-discrimination
proposing strategies to address gender imbalance in the workplace
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Work Studies
Glossary
Aboriginal and Torres Strait Islander People and Aboriginal and Torres Strait Islander peoples
Upper-case P is used when reference is to all Aboriginal and Torres Strait Islander People
Lower-case p is used when reference is made to a range of groups or tribes in a collective sense
applied learning
the use of skills, knowledge and understanding to complete tasks, solve problems and/or implement projects in a particular
context or environment
Asia-relevant capabilities
the universal capabilities for the 21st century contextualised within the Asian region, including open-mindedness, observation,
creative thinking, analytical thinking, respectful interaction, effective communication, and knowledge and understandings of the
countries of Asia and its peoples
career
the sequence and variety of work roles (paid and unpaid) undertaken throughout a lifetime, including life roles, leisure activities,
learning and work
individuals managing learning, work and life and the ever-changing contexts that occur throughout their lifespan
community-based project
the connection between meaningful community activity and classroom experiences and then addressing specific community
problems, issues or practices
dispositions
the tendencies to act or think in a particular manner under given circumstances; a state of mind regarding something; an
inclination or characteristic attitude
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distinct profile
building an inventory of work skills, personal strengths, values, talents, motivations, goals, and experience that highlights
personal attributes, skills and distinctiveness and can be used to enhance access to work opportunities
enterprise
entrepreneur
someone who undertakes a significant project or activity finding new and better ways of doing things; they are opportunity
aware, take risks and utilise a range of behaviours, such as initiative and innovation, that create value and contribute to their
success
entrepreneurial behaviours
behaviours that demonstrate confidence, initiative, innovation and creativity, global competency and empathy, an awareness of
opportunity and a willingness to take risks that can all be applied to a range of contexts
entrepreneurial mindset
the group of personal dispositions which contribute to identifying and/or creating opportunities, and implementing these
dispositions in a productive way in a work context
intrapreneur
a highly self-motivated, proactive and action-oriented individual who displays initiative, leadership, risk-taking and creative
thinking within an organisation or workplace for the benefit of the organisation or workplace
life design
career management that pursues contextual possibilities, responds to dynamic processes and change, non-linear progression
and personal patterns
lifelong learning
the ongoing, voluntary and self-motivated pursuit of knowledge, understanding and skills development for either personal or
professional reasons enhancing personal development, competitiveness and employability
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project-based activity
any activity that involves students working on a real-world task or challenge, typically with a public outcome
reconciliation
the respect for Aboriginal and Torres Strait Islander heritage, valuing justice and equity for all Australians and the unity and
respect between Aboriginal and Torres Strait Islander Peoples and other Australians
reflection
the capacity for individuals to exercise introspection to learn more about their fundamental nature and purpose, their skill set, to
learn from mistakes and gain deeper insight, to develop self-awareness and grow personally and professionally, to help with
clarifying priorities, strengths and goals, and build resilience
self-advocacy
an individuals ability to communicate effectively, convey, negotiate or assert their interests, know their rights and
responsibilities, make choices and decisions and take responsibility for themselves and their decisions
an entrepreneur with a social mission to create and sustain social value; they pursue new opportunities to serve the social
mission and engage innovation, adaptation and learning to add social value
unemployment
a situation in which an individual is without paid work and is actively seeking work
work
a set of activities with an intended set of outcomes, from which it is hoped that an individual will derive personal satisfaction; it is
not necessarily tied to paid employment and can encompass other meaningful and satisfying activities through which an
individuals career develops, such as parenting or volunteering
work culture
the work environment including the policies, protocols and accepted practice of a particular workplace. It includes the way
people interact with others in the workplace, go about their work and the practices they undertake in this environment.
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Work Health and Safety (WHS)
legislation (2011) that covers the physiological and psychological wellbeing of people engaged in work and employment;
employers and employees have a common law duty to take reasonable care to guard everyones health and safety in the
workplace
work skills
the broad knowledge, skills and attributes required to gain work and become an effective participant in work including the skills
related to career development and managing transitions
work-related learning
learning that predominantly provides the key work-related knowledge, skills and competencies needed to participate effectively
in the world of work
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