Outdoor learning: Sustainability
Through the priority of Sustainability, students develop the knowledge, skills, values and world views necessary to contribute to more sustainable patterns of living. Outdoor learning enables students to develop a deeper understanding of the relationship …
Outdoor learning: Sustainability | Cross-curriculum priorities | Dimensions | Curriculum connections | Resources
Learning together through two-way science at Wiluna Remote Community School
Wiluna is situated in the mid-west region of Western Australia on the edge of the Western Desert. Wiluna Remote Community School has a population of between 70 and 105 students. Most students are Wiluna Martu and the Aboriginal language of the area is Martu Wangka. However, most Martu at …
Learning together through two-way science at Wiluna Remote Community School | Illustrations of practice | Aboriginal and Torres Strait Islander Histories and Cultures | Resources
Mandurama Public School (Years K to 6)
Mandurama Public School is located in Mandurama, New South Wales on the Traditional Lands of the Wiradjuri People. Mandurama Public School is a multi-age school from K-6, with the focus of their STEM Connections illustration of practice centering around …
Mandurama Public School (Years K to 6) | Illustrations of practice | STEM | Resources
Walcha Central School (Years 5 and 6)
Walcha Central Public School is located in Walcha, New South Wales on the Traditional Lands of the Dhungutti People. The focus of their Years 5-6 STEM Connections illustration of practice was an integrated learning approach to a food and fibre production …
Walcha Central School (Years 5 and 6) | Illustrations of practice | STEM | Resources
HASS: Influences on consumer choices
St Anthony's Parish Primary School uses the three dimensions of the Australian Curriculum to provide opportunities for students to develop their gifts and talents. The school acknowledges that students may possess talents, as well as areas of challenge. …
HASS: Influences on consumer choices | Illustrations of practice | Student diversity | Resources
Staff planning: Adapting the Australian Curriculum to meet the needs of all students
The Woden School offers a supported high school and senior secondary school program to eligible students who meet the ACT Disability Criteria, including students with mild to moderate intellectual disability in addition to other medical conditions or …
Staff planning: Adapting the Australian Curriculum to meet the needs of all students | Illustrations of practice | Student diversity | Resources
CrT8
Generic indicators tense mostly correct throughout text (see Grammar) consistently writes compound sentences correctly and uses a greater range of complex sentences (see Grammar) uses a variety of sentence structures and sentence beginnings spells …
CrT8 | Creating texts | Writing | National Literacy Learning Progression | National Literacy and Numeracy Learning Progressions | Resources
Science - Foundation Year
Biological sciences Living things have basic needs, including food and water (ACSSU002)
Science - Foundation Year | Knowledge and understanding | Dimensions | Curriculum connections | Resources
7-10 Geography - Year 9
Human alteration of biomes to produce food, industrial materials andfibres, and the use of systems thinking toanalysethe environmental effects of these alterations (ACHGK061) Challenges to food production, including land and water degradation, shortage …
7-10 Geography - Year 9 | Knowledge and understanding | Dimensions | Curriculum connections | Resources
Design and Technologies - Foundation to Year 2
Technologies contexts By the end of Year 2 students will have had the opportunity to create designed solutions addressing the three technologies contexts below. Engineering principles and systems Explore how technologies use forces to create movement …
Design and Technologies - Foundation to Year 2 | Competencies and skills | Dimensions | Curriculum connections | Resources
Design and Technologies - Years 3 and 4
Technologies contexts By the end of Year 4 students will have had the opportunity to create designed solutions addressing the three technologies contexts below. Engineering principles and systems Investigate how forces and the properties of materials …
Design and Technologies - Years 3 and 4 | Competencies and skills | Dimensions | Curriculum connections | Resources
Design and Technologies - Years 5 and 6
Technologies contexts By the end of Year 6 students will have had the opportunity to create designed solutions addressing the three technologies contexts below. Engineering principles and systems Investigate how electrical energy can control movement, …
Design and Technologies - Years 5 and 6 | Competencies and skills | Dimensions | Curriculum connections | Resources
Design and Technologies - Years 7 and 8
Technologies contexts By the end of Year 8 students will have had the opportunity to create designed solutions addressing the four technologies contexts below. Engineering principles and systems Analyse how motion, force and energy are used to manipulate …
Design and Technologies - Years 7 and 8 | Competencies and skills | Dimensions | Curriculum connections | Resources
Design and Technologies - Years 9 and 10
Technologies contexts 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. Engineering principles and systems Investigate and make judgements on how …
Design and Technologies - Years 9 and 10 | Competencies and skills | Dimensions | Curriculum connections | Resources
Design and Technologies - Foundation to Year 2
Foundation Knowledge and understanding Content descriptions with elaborations: Identify how people design and produce familiar products, services and environments and consider sustainability to meet personal and local community needs (ACTDEK001) asking …
Design and Technologies - Foundation to Year 2 | Food and fibre dimensions | Dimensions | Curriculum connections | Resources
Design and Technologies - Years 3 and 4
Year 3 Knowledge and understanding Content descriptions with elaborations: Recognise the role of people in design and technologies occupations and explore factors, including sustainability that impact on the design of products, services and environments …
Design and Technologies - Years 3 and 4 | Food and fibre dimensions | Dimensions | Curriculum connections | Resources
Design and Technologies - Years 5 and 6
Year 5 Knowledge and understanding Content descriptions with elaborations: Examine how people in design and technologies occupations address competing considerations, including sustainability in the design of products, services and environments for …
Design and Technologies - Years 5 and 6 | Food and fibre dimensions | Dimensions | Curriculum connections | Resources
Design and Technologies - Years 7 and 8
Year 7 Knowledge and understanding Content descriptions with elaborations: Investigate the ways in which products, services and environments evolve locally, regionally and globally and how competing factors including social, ethical, sustainability …
Design and Technologies - Years 7 and 8 | Food and fibre dimensions | Dimensions | Curriculum connections | Resources
Design and Technologies - Years 9 and 10
Year 9 Knowledge and understanding Content descriptions with elaborations: Critically analyse factors, including social, ethical and sustainability considerations, that impact on designed solutions for global preferred futures and the complex design …
Design and Technologies - Years 9 and 10 | Food and fibre dimensions | Dimensions | Curriculum connections | Resources
F-6/7 Humanities and Social Sciences - Foundation to Year 2
Foundation Knowledge and understanding (Geography sub-strand) Content description with elaborations: The places people live in and belong to, their familiar features and why they are important to people (ACHASSK015) identifying the places they live …
F-6/7 Humanities and Social Sciences - Foundation to Year 2 | Food and fibre dimensions | Dimensions | Curriculum connections | Resources