Critical and Creative Thinking is organised into three interrelated strands: Questions and Possibilities, Reasoning and Meta-Cognition.
Strands | Questions and Possibilities | Reasoning | Meta-Cognition |
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Explore the nature of questioning and a range of processes and techniques to develop ideas | Explore... |
Overview material | Critical and Creative Thinking
The Ethical capability curriculum focuses on the conceptual and analytical skills necessary for informed deliberation on ethical issues. This curriculum enables students to identify the assumptions and implications of different ethical positions, recognising the areas of contestability within...
Overview material | Ethical Capability
The Ethical Capability curriculum explores what it means for both an individual and society to live well. Students examine what we ought to do, how we ought to live, what kind of society we should have and what kind of person one should be. These questions concern individuals alone and...
Overview material | Ethical Capability
The curriculum sets out what students are expected to learn and is designed as a continuum of learning. The curriculum is being presented in a scope and sequence chart to support teachers to easily see the progression and assist in planning teaching and learning programs to meet the diverse needs...
Overview material | Ethical Capability
The curriculum consists of two strands: Understanding Concepts and Decision Making and Actions.
Strands | Understanding Concepts | Decision Making and Actions |
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Students explore:
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Overview material | Ethical Capability
The Intercultural capability curriculum focuses on learning about cultural understandings and practices. Students examine, reflect on and challenge assumptions, stereotypes and prejudices and explore how intercultural experiences can influence and change attitudes and beliefs.
Students apply...
Overview material | Intercultural Capability
Intercultural interactions have become a part of everyday life in our increasingly multicultural and globalised world. Developing intercultural knowledge, skills and understandings is an essential part of living with others in the diverse world of the twenty-first century. The Intercultural...
Overview material | Intercultural Capability
The curriculum sets out what students are expected to learn and is designed as a continuum of learning. The curriculum is being presented in a scope and sequence chart to support teachers to easily see the progression and assist in planning teaching and learning programs to meet the diverse needs...
Overview material | Intercultural Capability
Intercultural Capability is organised into two interrelated strands: Cultural Practices and Cultural Diversity.
Strands | Cultural Practices | Cultural Diversity |
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This strand involves students in describing, observing and analysing characteristics of their own cultural identities and those... |
Overview material | Intercultural Capability
The Personal and Social capability focuses on the recognition and expression of emotions, the development of resilience, and the appreciation of diversity of gender, age, language, culture and religion. Students explore the importance of a range of social relationships, including within families...
Overview material | Personal and Social Capability
The curriculum sets out what students are expected to learn and is designed as a continuum of learning. The curriculum is being presented in a scope and sequence chart to support teachers to easily see the progression and assist in planning teaching and learning programs to meet the diverse needs...
Overview material | Personal and Social Capability
The Personal and Social Capability curriculum is organised into two interrelated strands: Self-Awareness and Management and Social Awareness and Management.
Each strand contains content descriptions that are organised in sub-strands.
Strands | Self-Awareness and Management | Social Awareness... |
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Overview material | Personal and Social Capability
By the end of Level 2, students use spoken Chinese to initiate interactions in a range of familiar contexts. They participate in simple exchanges to obtain and convey information and experiences relating to their personal world. They use learnt vocabulary, sounds, characters and culturally specific...
Level description | Languages | Chinese | Background Language Learner | F–10 Sequence | Foundation to Level 2
Students recognise tones as an important element of Chinese speech and learn how the sounds of Chinese can be encoded in Pinyin, using Roman letters that often convey different sounds than those which students are accustomed to in English. They learn to recognise basic character forms that represent...
Level description | Languages | Chinese | Background Language Learner | F–10 Sequence
By the end of Levels 4, students use spoken and written Chinese to initiate interactions. They participate in short exchanges, for example, 你晚饭吃什么?,我学汉语和英语,站起来, 大家听老师说. They organise and convey factual information and share experiences in formal and informal situations, making appropriate choices...
Level description | Languages | Chinese | Background Language Learner | F–10 Sequence | Levels 3 and 4
By the end of Level 10, students sustain extended exchanges with others (for example, 那个,你知道的,就是,还有) and use Chinese to participate in shared activities, for example, 我为什么学汉语,澳大利亚的多元文化,年轻人的兴趣,网络的好与坏, 你难道不觉得…如果…就…吗?你的意思是说…,如果是这样的话… They apply knowledge of rhythm...
Level description | Languages | Chinese | Background Language Learner | F–10 Sequence | Levels 9 and 10
By the end of Level 8, students use spoken and written Chinese to maintain exchanges, to analyse and evaluate information, and to share opinions (for example, 电视节目,纪录片,教育片,微电影, 报纸,杂志, 网站,博客, 少年百科) and experiences, for example, 我们为什么要保护熊猫?,中国和澳大利亚的一些差异, 我最喜欢的假期. They select and discern tone patterns...
Level description | Languages | Chinese | Background Language Learner | F–10 Sequence | Levels 7 and 8
Students extend their writing skills to include more persuasive language and more formal genres. They participate in presentations on topics studied, and initiate discussion through enquiry. Students begin to compare their own pronunciation to modern standard spoken Chinese. They also explore...
Level description | Languages | Chinese | Background Language Learner | F–10 Sequence
Students elaborate messages, nominalise, and add complexity to the expression of their ideas. They apply their understanding of appropriate register in a widening range of interactions, and experiment with increasing sophistication in writing, through the use of idiom and references to classical...
Level description | Languages | Chinese | Background Language Learner | F–10 Sequence
Students learn to analyse new characters encountered in texts, with a focus on mapping these character forms to their known spoken language. Students make comparisons between societies, social structures and belief systems and explore how these are conveyed through language. They discover and...
Level description | Languages | Chinese | Background Language Learner | F–10 Sequence