Australian Curriculum

TheAustralian
Curriculum
Learningareas Yearlevels Curriculumversion Dated
English,History,MathematicsandScience FoundationYear,1,2,3,4,5,6,7,8,9,10and10A Version3.0 Monday,23January2012
The Australian Curriculum English
English
TableofContents RationaleandAims Rationale Aims Organisation Contentstructure Language Literature Literacy Relationshipsbetweenthestrands EnglishacrossFoundationtoYear12 Achievementstandards Diversityoflearners Generalcapabilities Crosscurriculumpriorities Linkstotheotherlearningareas Implicationsforteaching,assessmentandreporting CurriculumF10 FoundationYear Year1 Year2 Year3 Year4 Year5 Year6 Year7 Year8 Year9 Year10 Glossary
3 3 3 4 4 5 6 7 8 9 10 10 12 14 16 16 19 19 27 35 42 49 56 63 70 77 84 92 100
ACARA | The Australian Curriculum | Version 3.0 dated Monday, 23 January 2012
Rationale and Aims
Rationale
ThestudyofEnglishiscentraltothelearninganddevelopmentofallyoungAustralians.Ithelpscreateconfident communicators,imaginativethinkersandinformedcitizens.ItisthroughthestudyofEnglishthatindividualslearntoanalyse, understand,communicatewithandbuildrelationshipswithothersandwiththeworldaroundthem.ThestudyofEnglish helpsyoungpeopledeveloptheknowledgeandskillsneededforeducation,trainingandtheworkplace.Ithelpsthem becomeethical,thoughtful,informedandactivemembersofsociety.InthislightitisclearthattheAustralianCurriculum: Englishplaysanimportantpartindevelopingtheunderstanding,attitudesandcapabilitiesofthosewhowilltake responsibilityforAustraliasfuture. AlthoughAustraliaisalinguisticallyandculturallydiversecountry,participationinmanyaspectsofAustralianlifedependson effectivecommunicationinStandardAustralianEnglish.Inaddition,proficiencyinEnglishisinvaluableglobally.The AustralianCurriculum:Englishcontributesbothtonationbuildingandtointernationalisation. TheAustralianCurriculum:Englishalsohelpsstudentstoengageimaginativelyandcriticallywithliteraturetoexpandthe scopeoftheirexperience.AboriginalandTorresStraitIslanderpeopleshavecontributedtoAustraliansocietyandtoits contemporaryliteratureanditsliteraryheritagethroughtheirdistinctivewaysofrepresentingandcommunicatingknowledge, traditionsandexperience.TheAustralianCurriculum:Englishvalues,respectsandexploresthiscontribution.Italso emphasisesAustraliaslinkstoAsia.
Aims
TheAustralianCurriculum:Englishaimstoensurethatstudents:
l
learntolistento,read,view,speak,write,createandreflectonincreasinglycomplexandsophisticatedspoken,written andmultimodaltextsacrossagrowingrangeofcontextswithaccuracy,fluencyandpurpose appreciate,enjoyandusetheEnglishlanguageinallitsvariationsanddevelopasenseofitsrichnessandpowerto evokefeelings,conveyinformation,formideas,facilitateinteractionwithothers,entertain,persuadeandargue understandhowStandardAustralianEnglishworksinitsspokenandwrittenformsandincombinationwithnon linguisticformsofcommunicationtocreatemeaning developinterestandskillsininquiringintotheaestheticaspectsoftexts,anddevelopaninformedappreciationof literature.
Organisation
ContentStructure
TheAustralianCurriculum:EnglishFoundationtoYear10isorganisedintothreeinterrelatedstrandsthatsupportstudents' growingunderstandinganduseofStandardAustralianEnglish(English).Togetherthethreestrandsfocusondeveloping studentsknowledge,understandingandskillsinlistening,reading,viewing,speakingandwriting.Thethreestrandsare:
l l l
Language:knowingabouttheEnglishlanguage Literature:understanding,appreciating,respondingto,analysingandcreatingliterature Literacy:expandingtherepertoireofEnglishusage.
Strandsandsubstrands Contentdescriptionsineachstrandaregroupedintosubstrandsthat,acrosstheyearlevels,presentasequenceof developmentofknowledge,understandingandskills.Thesubstrandsare: language Languagevariationandchange Languageforinteraction Textstructureandorganisation Expressinganddevelopingideas Soundandletterknowledge literature Literatureandcontext Respondingtoliterature Examiningliterature Creatingliterature literacy Textsincontext Interactingwithothers Interpreting,analysingandevaluating Creatingtexts
Texts Textsprovidethemeansforcommunication.Theycanbewritten,spokenormultimodal,andinprintordigital/onlineforms. Multimodaltextscombinelanguagewithothermeansofcommunicationsuchasvisualimages,soundtrackorspokenword, asinfilmorcomputerpresentationmedia.Textsprovideimportantopportunitiesforlearningaboutaspectsofhuman experienceandaboutaestheticvalue.Manyofthetasksthatstudentsundertakeinandoutofschoolinvolveunderstanding andproducingimaginative,informativeandpersuasivetexts,mediatexts,everydaytextsandworkplacetexts. Thetermliteraturereferstopastandpresenttextsacrossarangeofculturalcontextsthatarevaluedfortheirformandstyle andarerecognisedashavingenduringorartisticvalue.Whilethenatureofwhatconstitutesliterarytextsisdynamicand evolving,theyareseenashavingpersonal,social,culturalandaestheticvalueandpotentialforenrichingstudentsscopeof experience.Literatureincludesabroadrangeofformssuchasnovels,poetry,shortstoriesandplaysfictionforyoungadults andchildren,multimodaltextssuchasfilm,andavarietyofnonfiction.Literarytextsalsoincludeexcerptsfromlongertexts. Thisenablesarangeofliterarytextstobeincludedwithinanyoneyearlevelforclosestudyorcomparativepurposes. Englisheducatorsusemanywaysofcategorisingtexts.ThedescriptionsoftextsusedintheAustralianCurriculum:English arebasedonpracticalaswellasconceptualconsiderations.Thespecificdesignationofastrandlabelledliteratureis aimedatencouragingteachersworkingatallyearlevelsnotonlytousetextsconventionallyunderstoodasliterary,butalso toengagestudentsinexamining,evaluatinganddiscussingtextsinincreasinglysophisticatedandinformedliteraryways.
English
Organisation
Theusefulnessofdistinctionsamongtypesoftextsrelateslargelytohowclearlyateachyearlevelthesedistinctionscan guidetheselectionofmaterialsforstudentstolistento,read,view,writeandcreate,andthekindsofpurposefulactivitiesthat canbeorganisedaroundthesematerials. Thelanguagemodes Theprocessesoflistening,speaking,reading,viewingandwriting,alsoknownaslanguagemodes,areinterrelatedandthe learningofoneoftensupportsandextendslearningoftheothers.Toacknowledgetheseinterrelationships,content descriptionsineachstrandoftheAustralianCurriculum:Englishincorporatetheprocessesoflistening,speaking,reading, viewingandwritinginanintegratedandinterdependentway. Classroomcontextsthataddressparticularcontentdescriptionswillnecessarilydrawfrommorethanoneofthese processesinordertosupportstudentseffectivelearning.Forexample,studentswilllearnnewvocabularythroughlistening andreadingandapplytheirknowledgeandunderstandingintheirspeakingandwritingaswellasintheircomprehensionof bothspokenandwrittentexts. Contentdescriptionscanalsobeviewedbytheseprocessesorlanguagemodes.Inthisaspect,eachcontentdescription hasbeenplacedinthemodeinwhichamajorfocusofitslearningoccurs.Contentdescriptionscanbefilteredtoidentifyall relevantprocessesorlanguagemodes. Yearleveldescriptions Yearleveldescriptionshavethreefunctions.First,theyemphasisetheinterrelatednatureofthethreestrandsandthe expectationthatplanninganEnglishprogramwillinvolveintegrationofcontentfromthestrands.Second,theyprovide informationaboutthelearningcontextsthatareappropriateateachyearforlearningacrosstheLanguage,Literatureand Literacystrands.Third,theyprovideanoverviewoftherangeoftextstobestudiedandanindicationoftheircomplexityand keyfeatures.Theyalsodescribedifferencesinthetextsthatstudentscreate.Intheearlyyears,developmentinreadingand writingisrapidandcleardistinctionsintextcomplexitycanbemadesodescriptionsarewrittenforeachyearatFoundation,1 and2.InYears310,thetwoyeardescriptionprovidesforgreaterflexibility. Contentdescriptions TheAustralianCurriculum:Englishincludescontentdescriptionsateachyearlevel.Thesedescribetheknowledge, understanding,skillsandprocessesthatteachersareexpectedtoteachandstudentsareexpectedtolearn,butdonot prescribeapproachestoteaching.LearninginEnglishisrecursiveandcumulative,andbuildsonconcepts,skillsand processesdevelopedinearlieryears.Nevertheless,thecontentdescriptionshavebeenwrittentoensurethatlearningis appropriatelyorderedandthatunnecessaryrepetitionisavoided.However,aconceptorskillintroducedatoneyearlevelmay berevisited,strengthenedandextendedatlateryearlevelsasneeded. Contentelaborations ContentelaborationsareprovidedforFoundationtoYear10toillustrateandexemplifycontentandassistteachersin developingacommonunderstandingofthecontentdescriptions.Theyarenotintendedtobecomprehensivecontentpoints thatallstudentsneedtobetaught. Glossary Aglossaryisprovidedtosupportacommonunderstandingofkeytermsinthecontentdescriptions.
Language:knowingabouttheEnglishlanguage
English
Organisation
IntheLanguagestrand,studentsdeveloptheirknowledgeoftheEnglishlanguageandhowitworks.Theylearnthat changesinEnglisharerelatedtohistoricaldevelopmentsandthegeographicaldifferencesofitsusersoverthecenturies, andthattherearemanydifferencesindialectandaccent.Theylearnhowlanguageenablespeopletointeracteffectively,to buildandmaintainrelationshipsandtoexpressandexchangeknowledge,skills,attitudes,feelingsandopinions.They discoverthepatternsandpurposesofEnglishusage,includingspelling,grammarandpunctuationatthelevelsoftheword, sentenceandextendedtext,andtheystudytheconnectionsbetweentheselevels.Bydevelopingabodyofknowledgeabout thesepatternsandtheirconnections,studentslearntocommunicateeffectivelythroughcoherent,wellstructuredsentences andtexts.Theygainaconsistentwayofunderstandingandtalkingaboutlanguage,languageinuseandlanguagea s system,sotheycanreflectontheirownspeakingandwritinganddiscusstheseproductivelywithothers. Language Languagevariationandchange:Studentslearnthatlanguagesanddialectsareconstantlyevolvingduetohistorical,social andculturalchanges,demographicmovementsandtechnologicalinnovations.Theycometounderstandthatthesefactors, alongwithnewvirtualcommunitiesandenvironments,continuetoaffectthenatureandspreadofEnglish. Languageforinteraction:Studentslearnthatthelanguageusedbyindividualsvariesaccordingtotheirsocialsettingand therelationshipsbetweentheparticipants.Theylearnthataccentsandstylesofspeechandidiomarepartofthecreation andexpressionofpersonalandsocialidentities. Textstructureandorganisation:Studentslearnhowtextsarestructuredtoachieveparticularpurposeshowlanguageis usedtocreatetextsthatarecohesiveandcoherenthowtextsaboutmorespecialisedtopicscontainmorecomplex languagepatternsandfeaturesandhowtheauthorguidesthereader/viewerthroughthetextthrougheffectiveuseof resourcesatthelevelofthewholetext,theparagraphandthesentence. Expressinganddevelopingideas:Studentslearnhow,inatext,effectiveauthorscontrolanduseanincreasingly differentiatedrangeofclausestructures,wordsandwordgroups,aswellascombinationsofsound,image,movement, verbalelementsandlayout.Theylearnthattheconventions,patternsandgeneralisationsthatrelatetoEnglishspelling involvetheoriginsofwords,wordendings,GreekandLatinroots,basewordsandaffixes. Soundandletterknowledge:StudentsdevelopknowledgeaboutthesoundsofEnglishandlearntoidentifythesoundsin spokenwords.Theylearnthelettersofthealphabetandhowtorepresentspokenwordsbyusingcombinationsofthese letters. Language TheLanguagestrandisbasedonconceptsdrawnlargelyfromhistoricalandlinguisticaccountsoftheEnglishlanguage. Theseapproachesdrawattentiontothewaysinwhichlanguageschange,andtothedistinctionbetweenlanguageinuse andlanguagea ssystem.Theseapproachesalsoacknowledgethatstudentsabilitytousegrammarwillexceedtheirability toexplicitlyreflectongrammar.Youngchildren,forexample,willusecomplexsentencesbeforetheycanexplainhowthese arestructured.Theseapproaches,indescribinglanguage,alsopayattentiontoboththestructure(syntax)andmeaning (semantics)attheleveloftheword,thesentenceandthetext.TheAustralianCurriculum:Englishusesstandard grammaticalterminologywithinacontextualframework,inwhichlanguagechoicesareseentovaryaccordingtothetopicsat hand,thenatureandproximityoftherelationshipsbetweenthelanguageusers,andthemodalitiesorchannelsof communicationavailable.ThisstrandinformstheplanningandconductofteachingandlearningactivitiesinEnglishand providesresourcesthatconnecttokeyconceptsandskillsintheotherstrands.
Literature:understanding,appreciating,respondingto,analysingand creatingliterature
English
Organisation
TheLiteraturestrandaimstoengagestudentsinthestudyofliterarytextsofpersonal,cultural,socialandaestheticvalue. Thesetextsincludesomethatarerecognisedashavingenduringsocialandartisticvalueandsomethatattract contemporaryattention.Textsarechosenbecausetheyarejudgedtohavepotentialforenrichingthelivesofstudents, expandingthescopeoftheirexperience,andbecausetheyrepresenteffectiveandinterestingfeaturesofformandstyle. Learningtoappreciateliterarytextsandtocreatetheirownliterarytextsenrichesstudentsunderstandingofhuman experiencesandthecapacityforlanguagetodeepenthoseexperiences.Itbuildsstudentsknowledgeabouthowlanguage canbeusedforaestheticends,tocreateparticularemotional,intellectualorphilosophicaleffects.Studentsinterpret, appreciate,evaluateandcreateliterarytextssuchasshortstories,novels,poetry,prose,plays,filmandmultimodaltexts,in spoken,printanddigital/onlineforms.Textsrecognisedashavingenduringartisticandculturalvaluearedrawnfromworld andAustralianliterature.TheseincludetheoralnarrativetraditionsofAboriginalandTorresStraitIslanderpeoples,texts fromAsia,textsfromAustraliasimmigrantculturesandtextsofthestudentschoice. Literature Literatureandcontext:Studentslearnhowideasandviewpointsaboutevents,issuesandcharactersthatareexpressedby authorsintextsaredrawnfromandshapedbydifferenthistorical,socialandculturalcontexts. Respondingtoliterature:Studentslearntoidentifypersonalideas,experiencesandopinionsaboutliterarytextsand discussthemwithothers.Theylearnhowtorecogniseareasofagreementanddifference,andhowtodevelopandrefine theirinterpretationsthroughdiscussionandargument. Examiningliterature:Studentslearnhowtoexplainandanalysethewaysinwhichstories,characters,settingsand experiencesarereflectedinparticularliterarygenres,andhowtodiscusstheappealofthesegenres.Theylearnhowto compareandappraisethewaysauthorsuselanguageandliterarytechniquesanddevicestoinfluencereaders.Theyalso learntounderstand,interpret,discussandevaluatehowcertainstylisticchoicescancreatemultiplelayersofinterpretation andeffect. Creatingliterature:Studentslearnhowtousepersonalknowledgeandliterarytextsasstartingpointstocreateimaginative writingindifferentformsandgenresandforparticularaudiences.Usingprint,digitalandonlinemedia,studentsdevelop skillsthatallowthemtoconveymeaning,addresssignificantissuesandheightenengagementandimpact. Literature Therearemanyapproachestothestudyofliterature.Eachmakesdifferentassumptionsaboutthepurposesofliterature study,thenatureofliterarytextsandmethodsofanalysis.TheAustralianCurriculum:Englishdrawsonanumberof approachesandemphasises:
l l
thedifferentwaysinwhichliteratureissignificantineverydaylife closeanalysisofliteraryworksandthekeyideasandvaluesonwhichtheyarebasedforexample,thedetailedstylistic studyofdifferingstylesofliterarywork comparisonsofworksofliteraturefromdifferentlanguage,ethnicandculturalbackgrounds historicalstudyoftheorigins,authorship,readershipandreceptionoftexts explorationoftherelationshipsbetweenhistorical,culturalandliterarytraditions.
l l l
Literacy:expandingtherepertoireofEnglishusage
English
Organisation
TheLiteracystrandaimstodevelopstudentsabilitytointerpretandcreatetextswithappropriateness,accuracy,confidence, fluencyandefficacyforlearninginandoutofschool,andforparticipatinginAustralianlifemoregenerally.Textschosen includemediatexts,everydaytextsandworkplacetextsfromincreasinglycomplexandunfamiliarsettings,rangingfromthe everydaylanguageofpersonalexperiencetomoreabstract,specialisedandtechnicallanguage,includingthelanguageof schoolingandacademicstudy.Studentslearntoadaptlanguagetomeetthedemandsofmoregeneralormorespecialised purposes,audiencesandcontexts.Theylearnaboutthedifferentwaysinwhichknowledgeandopinionarerepresentedand developedintexts,andabouthowmoreorlessabstractionandcomplexitycanbeshownthroughlanguageandthrough multimodalrepresentations.Thismeansthatprintanddigitalcontextsareincluded,andthatlistening,viewing,reading, speaking,writingandcreatingarealldevelopedsystematicallyandconcurrently. Literacy Textsincontext:Studentslearnthattextsfromdifferentculturesorhistoricalperiodsmayrevealdifferentpatternsinhow theygoaboutnarrating,informingandpersuading. Interactingwithothers:Studentslearnhowindividualsandgroupsuselanguagepatternstoexpressideasandkey conceptstodevelopanddefendarguments.Theylearnhowtopromoteapointofviewbydesigning,rehearsingand deliveringspokenandwrittenpresentationsandbyappropriatelyselectingandsequencinglinguisticandmultimodal elements. Interpreting,analysing,evaluating:Studentslearntocomprehendwhattheyreadandviewbyapplyinggrowingcontextual, semantic,grammaticalandphonicknowledge.Theydevelopmoresophisticatedprocessesforinterpreting,analysing, evaluatingandcritiquingideas,informationandissuesfromavarietyofsources.Theyexplorethewaysconventionsand structuresareusedinwritten,digital,multimediaandcinematictextstoentertain,informandpersuadeaudiences,andthey usetheirgrowingknowledgeoftextualfeaturestoexplainhowtextsmakeanimpactondifferentaudiences. Creatingtexts:Studentsapplyknowledgetheyhavedevelopedinotherstrandsandsubstrandstocreatewithclarity, authorityandnoveltyarangeofspoken,writtenandmultimodaltextsthatentertain,informandpersuadeaudiences.Theydo sobystrategicallyselectingkeyaspectsofatopicaswellaslanguage,visualandaudiofeatures.Theylearnhowtoeditfor enhancedmeaningandeffectbyrefiningideas,reorderingsentences,addingorsubstitutingwordsforclarity,andremoving repetition.Theydevelopandconsolidateahandwritingstylethatislegible,fluentandautomatic,andthatsupportssustained writing.Theylearntousearangeofsoftwareprogramsincludingwordprocessingsoftware,selectingpurposefullyfroma rangeoffunctionstocommunicateandcreateclear,effective,informativeandinnovativetexts. Literacy TheLiteracystrandtakesaccountofapproachestoliteracylearningthatarebasedonthedevelopmentofskills,socialand psychologicalgrowth,andcriticalandculturalanalysis.Theseapproachesholdthatthetechnical,intellectualandcultural resourcesrelatedtocompetenceinliteracyhavedevelopedtoservethebigandsmallpractical,everydaycommunication purposesassociatedwithlivingandparticipatinginsocietiessuchascontemporaryAustralia.Thesetechnical,intellectual andculturalresourcesinclude:
l l
fluencyinthesoundlettercorrespondencesofEnglish anexpandingreading,writingandspeakingvocabularyandagraspofgrammaticalandtextualpatternssufficientto understandandlearnfromtextsencounteredinandoutofschool,andtocreateeffectiveandinnovativetexts fluencyandinnovationinreading,viewingandcreatingtextsindifferentsettings theskillanddispositionneededtoanalyseandunderstandthephilosophical,moral,politicalandaestheticbaseson whichmanytextsarebuilt aninterestinexpandingtherangeofmaterialslistenedto,viewedandread,andinexperimentingwithinnovativeways ofexpressingincreasinglysubtleandcomplexideasthroughtexts.
l l
English
Organisation
Relationshipsbetweenthestrands
EachstrandcontributestothestudyofEnglishitsowndistinctivegoals,bodyofknowledge,historyofideasandinterests, andeachrelatestomaterialworthstudyinginitsownright.Teaching,learningandassessmentprogramsshouldbalance andintegratethethreestrandsinordertosupportthedevelopmentofknowledge,understandingandskills.Thekeyfocal pointforaunitofworkoralearningactivitymayarisefromanyoneofthestrands,buttheintentionisthatunitsandactivities drawonallthreestrandsinwaysthatareintegratedandcleartolearners.
EnglishacrossFoundationtoYear12
Complementingtheyearbyyeardescriptionofthecurriculum,thisadvicedescribesthenatureoflearnersandthecurriculum acrossfouryeargroupings:
l l l l
FoundationYear2:typicallystudentsfrom5to8yearsofage Years36:typicallystudentsfrom8to12yearsofage Years710:typicallystudentsfrom12to15yearsofage Seniorsecondaryyears:typicallystudentsfrom15to18yearsofage
FoundationYear2 Studentsbringwiththemtoschoolawiderangeofexperienceswithlanguageandtexts.Theseexperiencesareincludedin thecurriculumasvalidwaysofcommunicatingandasrichresourcesforfurtherlearningaboutlanguage,literatureand literacy.FromFoundationtoYear2,studentsengagewithpurposefullistening,reading,viewing,speakingandwriting activitiesfordifferentpurposesandcontexts. Thecurriculumintheseyearsaimstoextendtheabilitiesofstudentspriortoschoollearningandtoprovidethefoundation neededforcontinuedlearning.ThestudyofEnglishfromFoundationtoYear2developsstudentsskillsanddispositionto expandtheirknowledgeoflanguageaswellasstrategiestoassistthatgrowth.Itaimstodothisthroughpleasurableand variedexperiencesofliteratureandthroughthebeginningsofarepertoireofactivitiesinvolvinglistening,viewing,reading, speakingandwriting. Years36 Studentspractise,consolidateandextendwhattheyhavelearned.Theydevelopanincreasinglysophisticatedunderstanding ofgrammarandlanguage,andareincreasinglyabletoarticulatethisknowledge.Gradually,morecomplexpunctuation, clauseandsentencestructures,andtextualpurposesandpatternsareintroduced.Thisdeeperunderstandingincludes moreexplicitmetalanguage,asstudentslearntoclassifywords,sentencestructuresandtexts.Toconsolidatebothlearning toreadandwriteandreadingandwritingtolearn,studentsexplorethelanguageofdifferenttypesoftexts,includingvisual texts,advertising,digital/onlineandmediatexts. Years710 Studentscontinuetopractise,consolidateandextendwhattheyhavelearnedfrompreviousyears.Theyalsoextendtheir understandingofhowlanguageworks,andlearntotransferthisknowledgetodifferentcontexts.Toachievethis,students developanunderstandingoftherequirementsofdifferenttypesoftextstheyareintroducedtoincreasinglysophisticated analysesofvariouskindsofliterary,popularculture,andeverydaytexts,andtheyaregivenopportunitiestoengagewiththe technicalaspectsoftexts,includingthoseoftheirownchoosingandtoexplainwhytheymadethatchoice. Thenotionofvaluingcertaintextsasliteratureisintroduced.Studentslearnhowsuchtextscanbediscussedandanalysed inrelationtothemes,ideasandhistoricalandculturalcontexts.
English
Organisation
Studentsengagewithavarietyofgenresandmodes.Theyreenact,representanddescribetextsinordertodisplaytheir understandingofnarrative,theme,purpose,contextandargumentandtodefendtheirideasinwrittenandoralmodes. Studentsaregivenfurtheropportunitiestocreateincreasinglysophisticatedandmultimodaltextsingroupsandindividually. Seniorsecondaryyears TheAustralianCurriculum:Englishintheseniorsecondaryyearsallowsstudentstouse,consolidateandexpandonwhat theyhavelearned,andprovidesarangeofchoicesfrommorespecialisedcoursestomeetstudentsneedsandinterests. ThethreestrandsofLanguage,LiteratureandLiteracyalsounderpintheseniorsecondaryEnglishcourses.
Achievementstandards
AcrossFoundationtoYear10,achievementstandardsindicatethequalityoflearningstudentsshouldtypicallydemonstrate byaparticularpointintheirschooling.Achievementstandardscompriseawrittendescriptionandstudentworksamples. Anachievementstandarddescribesthequalityoflearning(theextentofknowledge,thedepthofunderstandingandthe sophisticationofskills)thatwouldindicatethestudentiswellplacedtocommencethelearningrequiredatthenextlevelof achievement. ThesequenceofachievementstandardsacrossFoundationtoYear10describesprogressinthelearningarea.This sequenceprovidesteacherswithaframeworkofgrowthanddevelopmentinthelearningarea. Studentworksamplesplayakeyroleincommunicatingexpectationsdescribedintheachievementstandards.Eachwork sampleincludestherelevantassessmenttask,thestudentsresponse,andannotationsidentifyingthequalityoflearning evidentinthestudentsresponseinrelationtorelevantpartsoftheachievementstandard. Together,thedescriptionoftheachievementstandardandtheaccompanyingsetofannotatedworksampleshelpteachers tomakejudgmentsaboutwhetherstudentshaveachievedthestandard.
DiversityofLearners
Australianstudentshavemultiple,diverse,andchangingneedsthatareshapedbyindividuallearninghistoriesandabilities aswellaspersonal,culturalandlanguagebackgroundsandsocioeconomicfactors. ACARAiscommittedtothedevelopmentofahighqualitycurriculumforallAustralianstudentsthatpromotesexcellenceand equityineducation.TeacherswillusetheAustralianCurriculumtodevelopteachingandlearningprogramsthatbuildon studentscurrentlearningandwhicharenotlimitedbyanindividualstudentsgender,language,sexualorientation, pregnancy,culture,ethnicity,religion,healthordisability,socioeconomicbackgroundorgeographiclocation. TheAustralianCurriculumisshapedbythepropositionsthateachstudentcanlearnandthattheneedsofeverystudentare important.TheflexibilityofferedbytheAustralianCurriculumenablesteacherstoplanrigorous,relevantandengaging learningandassessmentexperiencesforallstudents
10
English
Organisation
TheAustralianCurriculumsetsoutthesequenceoflearningtypicallyexpectedacrosstheyearsofschoolingFoundationto Year10.Thecurriculumcontent,presentedascontentdescriptions,specifiestheknowledge,understandingandskillsthat youngpeoplearetobetaughtandareexpectedtolearnacrosstheyearsofschoolingF10.Teachersmakeflexibleuseof instructionalprocessesandassessmentstrategiestoensurethatallstudentsareabletoaccess,andengagewiththe AustralianCurriculuminwaysthatarerigorous,relevantandmeaningful.Theachievementstandardsdescribeabroad sequenceofexpectedlearningintermsofwhatstudentsaretypicallyabletounderstandandabletodo.Teachersusethe achievementstandardstolocatethestudentscurrentlevelsofachievementandthenplanprogramsthatbuildon,and accountforthedifferentabilitiesofstudents,theirpriorlearningexperiences,culturalandlinguisticbackgrounds,andthe differentratesatwhichtheylearn. Studentswithdisability ACARAacknowledgestheDisabilityDiscriminationAct(1992)(DDA)andtheDisabilityStandardsforEducation(2005),and itsobligationasaneducationandtrainingserviceprovidertoarticulatetherightsofstudentswithdisabilitytoaccess, participateandachieveinthecurriculumonthesamebasisasstudentswithoutdisability. TheobjectivesoftheAustralianCurriculumarethesameforallstudents.Thecurriculumoffersflexibilityforteacherstotailor theirteachinginwaysthatproviderigorous,relevantandengaginglearningandassessmentopportunitiesforstudentswith disability. Studentswithdisabilitycanengagewiththecurriculumprovidedthenecessaryadjustmentsaremadetothecomplexityof thecurriculumcontentandtothemeansthroughwhichstudentsdemonstratetheirknowledge,skillsandunderstanding. Forsomelearners,makingadjustmentstoinstructionalprocessesandtoassessmentstrategiesenablesstudentsto achieveeducationalstandardscommensuratewiththeirpeers. Forotherstudents,teacherswillneedtomakeappropriateadjustmentstothecomplexityofthecurriculumcontentandby necessity,howthestudentsprogressismonitored,assessedandreported. Englishasanadditionallanguageordialect ManystudentsinAustralianschoolsarelearnersofEnglishasanadditionallanguageordialect(EAL/D).EAL/Dstudentsare thosewhosefirstlanguageisalanguageotherthanStandardAustralianEnglishandwhorequireadditionalsupportto assistthemtodevelopEnglishlanguageproficiency. EAL/Dstudentscomefromdiversebackgroundsandmayinclude:
l l
overseasandAustralianbornstudentswhosefirstlanguageisalanguageotherthanEnglish studentswhosefirstlanguageisanAboriginalorTorresStraitIslanderlanguage,includingcreolesandrelated varieties,orAboriginalEnglish.
EAL/DstudentsenterAustralianschoolsatdifferentagesandatdifferentstagesofEnglishlanguagelearningandhave variouseducationalbackgroundsintheirfirstlanguages.Forsome,schoolistheonlyplacetheyuseEnglish. TheaimsoftheAustralianCurriculum:Englishareultimatelythesameforallstudents.However,EAL/Dstudentsare simultaneouslylearninganewlanguageandtheknowledge,understandingandskillsoftheAustralianCurriculum:English throughthatnewlanguage.Theyrequireadditionaltimeandsupport,alongwithinformedteachingthatexplicitlyaddresses theirlanguageneeds,andassessmentsthattakeintoaccounttheirdevelopinglanguageproficiency.
11
English
Organisation
TheEnglishasanAdditionalLanguageorDialect:TeacherResourcehasbeenproducedtosupportteachersasthey developteachingandlearningprogramsusingtheAustralianCurriculum.Itdescribesfourphasesoflanguageproficiency thatwillenableteacherstoidentifythetypicallanguageskillsandunderstandingsoftheirEAL/Dstudents.Advicefor teachersaboutculturalandlinguisticconsiderationsrelatedtotheAustralianCurriculum:Englishandteachingstrategies supportiveofEAL/DstudentswillhelpmakethecontentofthecurriculumaccessibletoEAL/Dstudents.TheEAL/Dresource isavailablehere.
Generalcapabilities
IntheAustralianCurriculum,thegeneralcapabilitiesencompasstheknowledge,skills,behavioursanddispositionsthat, togetherwithcurriculumcontentineachlearningareaandthecrosscurriculumpriorities,willassiststudentstoliveand worksuccessfullyinthetwentyfirstcentury. Therearesevengeneralcapabilities:
l l l l l l l
Literacy Numeracy Informationandcommunicationtechnology(ICT)capability Criticalandcreativethinking Personalandsocialcapability Ethicalbehaviour Interculturalunderstanding.
IntheAustralianCurriculum:English,generalcapabilitiesareidentifiedwherevertheyaredevelopedorappliedincontent descriptions.Theyarealsoidentifiedwheretheyofferopportunitiestoadddepthandrichnesstostudentlearningthrough contentelaborations.IconsindicatewheregeneralcapabilitieshavebeenidentifiedinEnglishcontent.Teachersmayfind furtheropportunitiestoincorporateexplicitteachingofthecapabilitiesdependingontheirchoiceofactivities. Literacy TheLiteracygeneralcapabilitypresentsthoseaspectsoftheLanguageandLiteracystrandsoftheEnglishcurriculumthat shouldalsobeappliedinallotherlearningareas. Studentsbecomeliterateastheydeveloptheknowledge,skillsanddispositionstointerpretanduselanguageconfidentlyfor learningandcommunicatinginandoutofschoolandforparticipatingeffectivelyinsociety.Literacyinvolvesstudentsin listeningto,reading,viewing,speaking,writingandcreatingoral,print,visualanddigitaltexts,andusingandmodifying languagefordifferentpurposesinarangeofcontexts. LiteracyisdevelopedthroughthespecificstudyoftheEnglishlanguageinallitsforms,enablingstudentstounderstandhow theEnglishlanguageworksindifferentsocialcontextsandcriticallyassesswritersopinions,biasandintent,andassisting themtomakeincreasinglysophisticatedlanguagechoicesintheirowntexts.TheEnglishlearningareahasacentralrolein thedevelopmentofliteracyinamannerthatismoreexplicitandforegroundedthanisthecaseinotherlearningareas. StudentslearnliteracyknowledgeandskillsastheyengagewiththeLiteracyandLanguagestrandsofEnglish.Theyapply theirliteracycapabilityinEnglishwhentheyinterpretandcreatespoken,print,visualandmultimodaltextsforarangeof purposes. Numeracy
12
English
Organisation
Studentsbecomenumerateastheydeveloptheknowledgeandskillstousemathematicsconfidentlyacrossalllearning areasatschoolandintheirlivesmorebroadly.Numeracyinvolvesstudentsinrecognisingandunderstandingtheroleof mathematicsintheworldandhavingthedispositionsandcapacitiestousemathematicalknowledgeandskills purposefully. NumeracycanbeaddressedinlearningcontextsappropriatetoEnglishacrossYearsF10.Studentsusenumeracyskills wheninterpreting,analysingandcreatingtextsinvolvingquantitativeandspatialinformationsuchaspercentagesand statistics,numbers,measurementsanddirections.Whenrespondingtoorcreatingtextsthatpresentissuesorarguments basedondata,studentsidentify,analyseandsynthesisenumericalinformationusingthatunderstandingtodiscussthe credibilityofsources. Visualtextsmaypresentarangeofnumeracydemands.Interpretingandcreatinggraphicorganisersrequiresstudentsto examinerelationshipsbetweenvariouscomponentsofasituationandtosortinformationintocategoriesincluding characteristicsthatcanbemeasuredorcounted.Understandingthemathematicalideasbehindvisualorganiserssuchas Venndiagramsorflowchartshelpsstudentstousethemmoreeffectively. InformationandCommunicationTechnology(ICT)capability StudentsdevelopICTcapabilityastheylearntouseICTeffectivelyandappropriatelytoaccess,createandcommunicate informationandideas,solveproblemsandworkcollaborativelyinalllearningareasatschool,andintheirlivesbeyond school.ICTcapabilityinvolvesstudentsinlearningtomakethemostofthetechnologiesavailabletothem,adaptingtonew waysofdoingthingsastechnologiesevolveandlimitingtheriskstothemselvesandothersinadigitalenvironment. ICTcapabilityisanimportantcomponentoftheEnglishcurriculum.StudentsuseICTwhentheyinterpretandcreateprint, visualandmultimodaltexts.Theyusecommunicationtechnologieswhentheyconductresearchonline,andcollaborateand communicatewithotherselectronically.Inparticular,theyemployICTtoaccess,analyse,modifyandcreatemultimodaltexts, includingthroughdigitalpublishing. Asstudentsinterpretandcreatedigitaltexts,theydeveloptheircapabilityinICTincludingwordprocessing,navigatingand followingresearchtrailsandselectingandevaluatinginformationfoundonline. Criticalandcreativethinking Studentsdevelopcapabilityincriticalandcreativethinkingastheylearntogenerateandevaluateknowledge,clarifyconcepts andideas,seekpossibilities,consideralternativesandsolveproblems.Criticalandcreativethinkingareintegraltoactivities thatrequirestudentstothinkbroadlyanddeeplyusingskills,behavioursanddispositionssuchasreason,logic, resourcefulness,imaginationandinnovationinalllearningareasatschoolandintheirlivesbeyondschool. CriticalandcreativethinkingareessentialtodevelopingunderstandinginEnglish.Studentsemploycriticalandcreative thinkingthroughdiscussions,thecloseanalysisoftextsandthroughthecreationoftheirownwritten,visualandmultimodal textsthatrequirelogic,imaginationandinnovation.Studentsusecreativethinkingwhentheyimaginepossibilities,plan, exploreandcreateideasandtexts. Throughlisteningto,reading,viewing,creatingandpresentingtextsandinteractingwithothers,studentsdeveloptheirability toseeexistingsituationsinnewways,andexplorethecreativepossibilitiesoftheEnglishlanguage.Indiscussionstudents developcriticalthinkingastheystateandjustifyapointofviewandrespondtotheviewsofothers.Throughreading,viewing andlisteningstudentscriticallyanalysetheopinions,pointsofviewandunstatedassumptionsembeddedintexts. Personalandsocialcapability
13
English
Organisation
Studentsdeveloppersonalandsocialcapabilityastheylearntounderstandthemselvesandothers,andmanagetheir relationships,lives,workandlearningmoreeffectively.Thepersonalandsocialcapabilityinvolvesstudentsinarangeof practicesincludingrecognisingandregulatingemotions,developingempathyforandunderstandingofothers,establishing positiverelationships,makingresponsibledecisions,workingeffectivelyinteamsandhandlingchallengingsituations constructively. TherearemanyopportunitiesforstudentstodeveloppersonalandsocialcapabilityinEnglish.Languageiscentralto personalandsocialidentity.UsingEnglishtodevelopcommunicationskillsandselfexpressionassistsstudentspersonal andsocialdevelopmentastheybecomeeffectivecommunicatorsabletoarticulatetheirownopinionsandbeliefsandto interactandcollaboratewithothers. ThestudyofEnglishasasystemhelpsstudentstounderstandhowlanguagefunctionsasakeycomponentofsocial interactionsacrossallsocialsituations.Throughclosereadinganddiscussionoftextsstudentsexperienceandevaluatea rangeofpersonalandsocialbehavioursandperspectivesanddevelopconnectionsandempathywithcharactersindifferent socialcontexts. Ethicalbehaviour Studentsdevelopthecapabilitytobehaveethicallyastheyidentifyandinvestigatethenatureofethicalconcepts,values, charactertraitsandprinciples,andunderstandhowreasoningcanassistethicaljudgment.Ethicalbehaviourinvolves studentsinbuildingastrongpersonalandsociallyorientedethicaloutlookthathelpsthemtomanagecontext,conflictand uncertainty,andtodevelopanawarenessoftheinfluencethattheirvaluesandbehaviourhaveonothers. Studentsdevelopunderstandingofethicalbehaviourastheystudytheissuesanddilemmaspresentinarangeoftextsand explorehowethicalprinciplesaffectthebehaviourandjudgmentofcharactersandthoseinvolvedinissuesandevents. Studentsapplytheskillsofreasoning,empathyandimagination,considerandmakejudgmentsaboutactionsandmotives, andspeculateonhowlifeexperiencesaffectandinfluencepeoplesdecisionmakingandwhethervariouspositionsheldare reasonable. ThestudyofEnglishhelpsstudentstounderstandhowlanguagecanbeusedtoinfluencejudgmentsaboutbehaviour, speculateaboutconsequencesandinfluenceopinionsandthatlanguagecancarryembeddednegativeandpositive connotationsthatcanbeusedinwaysthathelporhurtothers. Interculturalunderstanding Studentsdevelopinterculturalunderstandingastheylearntovaluetheirowncultures,languagesandbeliefs,andthoseof others.Theycometounderstandhowpersonal,groupandnationalidentitiesareshaped,andthevariableandchanging natureofculture.Thecapabilityinvolvesstudentsinlearningaboutandengagingwithdiverseculturesinwaysthatrecognise commonalitiesanddifferences,createconnectionswithothersandcultivatemutualrespect. StudentsdevelopinterculturalunderstandingthroughthestudyoftheEnglishlanguageandthewaysithasbeeninfluenced bydifferentculturalgroups,languages,speakersandwriters.Ininterpretingandanalysingauthorsideasandpositionsina rangeoftextsinEnglishandintranslationtoEnglish,theylearntoquestionstatedandunstatedculturalbeliefsand assumptions,andissuesofinterculturalmeaning. StudentsuseInterculturalunderstandingtocomprehendandcreatearangeoftexts,thatpresentdiversecultural perspectivesandtoempathisewithavarietyofpeopleandcharactersinvariousculturalsettings.
Crosscurriculumpriorities
TherearethreecrosscurriculumprioritiesintheAustralianCurriculum:
14
English
Organisation
l l l
AboriginalandTorresStraitIslanderhistoriesandcultures AsiaandAustraliasengagementwithAsia Sustainability.
Thecrosscurriculumprioritiesareembeddedinthecurriculumandwillhaveastrongbutvaryingpresencedependingon theirrelevancetoeachofthelearningareas. AboriginalandTorresStraitIslanderhistoriesandcultures AboriginalandTorresStraitIslandercommunitiesarestrong,richanddiverse.AboriginalandTorresStraitIslanderIdentityis centraltothispriorityandisintrinsicallylinkedtoliving,learningAboriginalandTorresStraitIslandercommunities,deep knowledgetraditionsandholisticworldview. AconceptualframeworkbasedonAboriginalandTorresStraitIslanderPeoplesuniquesenseofIdentityhasbeen developedasastructuraltoolfortheembeddingofAboriginalandTorresStraitIslanderhistoriesandcultureswithinthe Australiancurriculum.ThissenseofIdentityisapproachedthroughtheinterconnectedaspectsofCountry/Place,Peopleand Culture.Embracingtheseelementsenhancesallareasofthecurriculum. TheAboriginalandTorresStraitIslanderpriorityprovidesopportunitiesforalllearnerstodeepentheirknowledgeofAustralia byengagingwiththeworldsoldestcontinuouslivingcultures.Thisknowledgeandunderstandingwillenrichtheirabilityto participatepositivelyintheongoingdevelopmentofAustralia. TheAustralianCurriculum:EnglishvaluesAboriginalandTorresStraitIslanderhistoriesandcultures.Itarticulatesrelevant aspectsofAboriginalandTorresStraitIslanderlanguages,literaturesandliteracies. Allstudentswilldevelopanawarenessandappreciationof,andrespectfortheliteratureofAboriginalandTorresStrait IslanderPeoplesincludingstorytellingtraditions(oralnarrative)aswellascontemporaryliterature.Studentswillbetaughtto developrespectfulcriticalunderstandingsofthesocial,historicalandculturalcontextsassociatedwithdifferentusesof languageandtextualfeatures. StudentswillbetaughtthattherearemanylanguagesanddialectsspokeninAustraliaincludingAboriginalEnglishand Yumplatok(TorresStraitIslanderCreole)andthattheselanguagesmayhavedifferentwritingsystemsandoraltraditions. TheselanguagescanbeusedtoenhanceenquiryandunderstandingofEnglishliteracy. AsiaandAustralia'sengagementwithAsia IntheAustralianCurriculum:English,thepriorityofAsiaandAustraliasengagementwithAsiaprovidesrichandengaging contextsfordevelopingstudentsabilitiesinlistening,speaking,reading,viewingandwriting. TheAustralianCurriculum:Englishenablesstudentstoexploreandappreciatethediverserangeoftraditionaland contemporarytextsfromandaboutthepeoplesandcountriesofAsia,includingtextswrittenbyAustraliansofAsianheritage. ItenablesstudentstounderstandhowAustraliancultureandtheEnglishlanguagehavebeeninfluencedbythemanyAsian languagesusedinAustralianhomes,classroomsandcommunities. Inthislearningarea,studentsdrawonknowledgeoftheAsiaregion,includingliterature,toinfluenceandenhancetheirown creativepursuits.Theydevelopcommunicationskillsthatreflectculturalawarenessandinterculturalunderstanding. Sustainability IntheAustralianCurriculum:English,thepriorityofsustainabilityprovidesrichandengagingcontextsfordeveloping studentsabilitiesinlistening,speaking,reading,viewingandwriting.
15
English
Organisation
TheAustralianCurriculum:Englishassistsstudentstodeveloptheskillsnecessarytoinvestigate,analyseand communicateideasandinformationrelatedtosustainability,andtoadvocate,generateandevaluateactionsforsustainable futures.Thecontentinthelanguage,literatureandliteracystrandsiskeytodevelopingandsharingknowledgeaboutsocial, economicandecologicalsystemsandworldviewsthatpromotesocialjustice. Inthislearningarea,studentsmayinterrogatearangeoftextstoshapetheirdecisionmakinginrelationtosustainability. Theydeveloptheunderstandingandskillsnecessarytoactresponsiblyandcreatetextsthatinformandpersuadeothersto takeactionforsustainablefutures.
Linkstootherlearningareas
ThestudyofEnglishinvolvesthedevelopmentofunderstandingandknowledgeforinformedandeffectiveparticipationnot onlyinEnglishbutalsoinotherlearningareas.Whenknowledge,skillsandcomprehensionfromEnglisharemeaningfully appliedtootherlearningareas,learningbecomesmorerelevantandunderstandingdeepens. Therelationshipbetweenthelearningareasisalsoreciprocal.Science,historyandmathematicsemphasiseskillsin Englishliteracyaswellasstudentscapacitytocommunicatecoherentlytoarangeofaudiences.Eachlearningareadraws uponwhatistaughtinthelanguagestrandofEnglishandincorporatessubjectspecificlanguageknowledgeasrequired. Mathematics TheskillstaughtinEnglishofcommunicatingwithothers,comprehendingtexts,makingconnectionswithinandacrosstexts andcreatingnewtextsreinforcelearninginmathematics.Whenreadingtexts,studentsdevelopanunderstandingof conceptssuchastime,numberandspace.Theyinterpretnumericalsymbolsandcombinethesewithpicturestomake meaning.Whencreatingandrespondingtotexts,studentsdrawonanunderstandingofspatialfeatures.Understanding statisticalreasoning,graphicalrepresentations,quantitativedataandnumericalscaleandproportionisaninvaluableskill foranalysingargumentinEnglish.Beingabletopresentquantitativeevidenceaspartofanargumentisapersuasivetool. Derivingquantitativeandspatialinformationcanalsobeanimportantaspectofunderstandingarangeoftexts. Science Theskillsofcommunicatingwithothers,problemsolving,comprehendingandusingtextsandcreatingnewtextsreinforce learninginscience.InEnglish,asinscience,studentsbasetheirdiscussionsontheobjectiveanalysisofevidence, justifyingpointsofview,drawingconclusionsandmakingpresentationsinavarietyofmedia.Theabilitiestoplan investigationsthinkobjectivelyaboutevidenceanalysedatadescribeobjectsandeventsinterpretdescriptionsreadand giveinstructionsexplainideastootherswriteclearreportsandrecommendationsandparticipateingroupdiscussionsare allimportantinbothdisciplines. History TheskillstaughtinEnglishofcommunicatingwithothers,comprehendingandresearchingtextsandcreatingnewtexts reinforcelearninginhistory.Literature,withitsemphasisonstudyingtextsfromarangeofhistoricalandculturalcontexts, helpsstudentsunderstandtheperspectivesandcontributionsofpeoplefromaroundtheworldandfromboththepastand present.Inhistory,studentsusetheirEnglishskillstoundertakeresearch,readtextswithcriticaldiscernmentandcreate textsthatpresenttheresultsofhistoricalunderstandingclearlyandlogically. TheAustralianCurriculum:EnglishtakesaccountofwhatstudentshavelearnedintheseareassotheirlearninginEnglish issupportedandtheirlearninginotherareasisenhanced.
Implicationsforteaching,assessmentandreporting
16
English
Organisation
IntheAustralianCurriculum:English,thethreestrandsofLanguage,LiteratureandLiteracyareinterrelatedandinformand supporteachother.Whiletheamountoftimedevotedtoeachstrandmayvary,eachstrandisofequalimportanceandeach focusesondevelopingskillsinlistening,speaking,reading,viewing,writingandcreating.Teacherscombineaspectsofthe strandsindifferentwaystoprovidestudentswithlearningexperiencesthatmeettheirneedsandinterests. InYear3,forexample,studentsmightselectafavouritepoemandshareitwiththeclass,explainingwhytheychoseit (Literature).Theymightexplainthewayparticulargrammaticalchoicesaffectmeaning,forexampletheuseofverbs, adjectivesandadverbsinthepoem(Language).Studentsmightthencreatetheirownpoemsandpresentthemtotheclass (Literacy).InYear8,ateacherwhowishestodevelopaunitfocusingonhumourmighthavestudentsbeginbyselectingand analysingavarietyofhumoroustexts(Literature),consideringstructureandvocabularychoicesthatcreateparticulareffects ornuance(Language).Theymightthenchangesomeofthewordstocreatedifferenteffectsinthetext(Literacy). Whilecontentdescriptionsdonotrepeatkeyskills,itshouldbenotedthatmanyaspectsoftheEnglishcurriculumare recursive,andteachersneedtoprovideampleopportunityforrevision,ongoingpracticeandconsolidationofpreviously introducedknowledgeandskills. Studentslearnatdifferentratesandindifferentstages.Dependingoneachstudentsrateoflearning,notallofthecontent descriptionsforaparticularyearlevelmayberelevanttoastudentinthatyearlevel.Somestudentsmayhavealready learnedaconceptorskill,inwhichcaseitwillnothavetobeexplicitlytaughttothemintheyearlevelstipulated.Other studentsmayneedtobetaughtconceptsorskillsstipulatedforearlieryearlevels. ThecontentdescriptionsintheAustralianCurriculum:Englishenableteacherstodevelopavarietyoflearningexperiences thatarerelevant,rigorousandmeaningfulandallowfordifferentratesofdevelopment,inparticularforyoungerstudentsand forthosewhorequireadditionalsupport. Somestudentswillrequireadditionalsupporttodeveloptheirskillsinlistening,speaking,reading,viewingandcreating.In theAustralianCurriculum:Englishitisexpectedthatappropriateadjustmentswillbemadeforsomestudentstoenable themtoaccessandparticipateinmeaningfullearning,anddemonstratetheirknowledge,understandingandskillsacross thethreeEnglishstrands.Toprovidetherequiredflexibilityteachersneedtoconsiderexpandedinterpretationsofterms usedinthecontentdescriptionsandcontentelaborations.Termssuchasread,listenandwritecouldbeexpandedand interpretedasreadusingtexttospeechsoftwareorBraillelistenusingsignedcommunicationandwriteusingcomputer software. TeachersusetheAustralianCurriculumcontentandachievementstandardsfirsttoidentifycurrentlevelsoflearningand achievementandthentoselectthemostappropriatecontent(possiblyfromacrossseveralyearlevels)toteachindividual studentsand/orgroupsofstudents.Thistakesintoaccountthatineachclasstheremaybestudentswitharangeofprior achievement(below,atandabovetheyearlevelexpectations)andthatteachersplantobuildoncurrentlearning. Teachersalsousetheachievementstandards,attheendofaperiodofteaching,tomakeonbalancejudgmentsaboutthe qualityoflearningdemonstratedbythestudentsthatis,whethertheyhaveachievedbelow,atorabovethestandard.To makethesejudgments,teachersdrawonassessmentdatathattheyhavecollectedasevidenceduringthecourseofthe teachingperiod.Thesejudgmentsaboutthequalityoflearningareonesourceoffeedbacktostudentsandtheirparentsand informformalreportingprocesses. Ifateacherjudgesthatastudentsachievementisbelowtheexpectedstandard,thissuggeststhattheteachingprograms andpracticeshouldbereviewedtobetterassistindividualstudentsintheirlearninginthefuture.Italsosuggeststhat additionalsupportandtargetedteachingwillbeneededtoensurethatthestudentdoesnotfallbehind. AssessmentoftheAustralianCurriculumtakesplaceindifferentlevelsandfordifferentpurposes,including:
17
English
Organisation
ongoingformativeassessmentwithinclassroomsforthepurposesofmonitoringlearningandprovidingfeedback,to teacherstoinformtheirteaching,andforstudentstoinformtheirlearning summativeassessmentforthepurposesoftwiceyearlyreportingbyschoolstoparentsandcarersontheprogress andachievementofstudents annualtestingofYears3,5,7and9studentslevelsofachievementinaspectsofliteracyandnumeracy,conductedas partoftheNationalAssessmentProgramLiteracyandNumeracy(NAPLAN) periodicsampletestingofspecificlearningareaswithintheAustralianCurriculumaspartoftheNationalAssessment Program(NAP).
18
Curriculum F10
FoundationYear
TheEnglishcurriculumisbuiltaroundthethreeinterrelatedstrandsofLanguage,LiteratureandLiteracy.Teachingand learningprogramsshouldbalanceandintegrateallthreestrands.Togetherthethreestrandsfocusondevelopingstudents knowledge,understandingandskillsinlistening,reading,viewing,speaking,writingandcreating.LearninginEnglishbuilds onconcepts,skillsandprocessesdevelopedinearlieryears,andteacherswillrevisit,strengthenanddeveloptheseas needed. IntheFoundationyear,studentscommunicatewithpeers,teachers,knownadults,andstudentsfromotherclasses. Studentsengagewithavarietyoftextsforenjoyment.Theylistento,readandviewspoken,writtenandmultimodaltextsin whichtheprimarypurposeistoentertain,aswellassometextsdesignedtoinform.Theseincludetraditionaloraltexts, picturebooks,varioustypesofstories,rhymingverse,poetry,nonfiction,film,multimodaltextsanddramaticperformances. Theyparticipateinsharedreading,viewingandstorytellingusingarangeofliterarytexts,andrecognisetheentertaining natureofliterature. TherangeofliterarytextsforFoundationtoYear10comprisesAustralianliterature,includingtheoralnarrativetraditionsof AboriginalandTorresStraitIslanderpeoples,aswellasthecontemporaryliteratureofthesetwoculturalgroups,andclassic andcontemporaryworldliterature,includingtextsfromandaboutAsia. LiterarytextsthatsupportandextendFoundationstudentsasbeginnerreadersincludepredictabletextsthatrangefrom captionbookstobookswithoneormoresentencesperpage.Thesetextsinvolvestraightforwardsequencesofeventsand everydayhappeningswithrecognisable,realisticorimaginarycharacters.Informativetextspresentasmallamountofnew contentaboutfamiliartopicsofinterestasmallrangeoflanguagefeatures,includingsimpleandcompoundsentences mostlyfamiliarvocabulary,knownhighfrequencywordsandsinglesyllablewordsthatcanbedecodedphonically,and illustrationsthatstronglysupporttheprintedtext. Studentscreatearangeofimaginative,informativeandpersuasivetextsincludingpictorialrepresentations,short statements,performances,recountsandpoetry. Language Languagevariationandchange UnderstandthatEnglishisoneofmanylanguages spokeninAustraliaandthatdifferentlanguagesmay bespokenbyfamily,classmatesandcommunity (ACELA1426)
l
Elaborations
l
learningthatdifferentlanguagesexistdiscussingthevarious languagesencounteredinthecommunityandatschool acknowledgingthehomelanguagesofstudentswhospeak anotherlanguage,andvaluingtheabilitytospeakmorethan onelanguage recognisingthatsometextscanincludebothStandard AustralianEnglishandelementsofotherlanguagesincluding AboriginalandTorresStraitIslanderlanguages
Languageforinteraction
Elaborations
19
English
CurriculumF10
Explorehowlanguageisuseddifferentlyathomeand schooldependingontherelationshipsbetween people(ACELA1428)
learningthatlanguagevariesaccordingtotherelationships betweenpeople,forexamplebetweenparentandchild, teacherandstudent,siblings,friends,shopkeepersand customers learningthatweuseadifferenttoneandstyleoflanguage withdifferentpeople learningtoaskrelevantquestionsandtoexpressrequests andopinionsinwaysthatsuitdifferentcontexts recognisingsomeofthewayswecanusespeech,gesture, writingandmediatocommunicatefeelings recognisingsomeofthewaysemotionsandfeelingscanbe conveyedandinfluencedbyvisualrepresentations,for exampleinadvertisingandanimations
Understandthatlanguagecanbeusedtoexplore waysofexpressingneeds,likesanddislikes (ACELA1429)
Textstructureandorganisation Understandthattextscantakemanyforms,canbe veryshort(forexampleanexitsign)orquitelong(for exampleaninformationbookorafilm)andthatstories andinformativetextshavedifferentpurposes (ACELA1430)
Elaborations
l
sharingexperiencesofdifferenttextsanddiscussingsome differences discussingthepurposeoftexts,forexampleThistextwilltell astory,Thistextwillgiveinformation repeatingpartsoftexts,forexamplecharacteristicrefrains, predictingcumulativestorylines,recitingpoeticandrhyming phrases learningthatwrittentextinStandardAustralianEnglishhas conventionsaboutwords,spacesbetweenwords,layouton thepageandconsistentspellingbecauseithasto communicatewhenthespeaker/writerisnotpresent pointingtothelettersandthepunctuationinatext commentingonpunctuationencounteredintheeverydaytexts, forexampleThatstheletterthatstartsmyname,Thename ofmyfamilyandmytownhasacapitalletter
Understandthatsomelanguageinwrittentextsis unlikeeverydayspokenlanguage(ACELA1431)
Understandthatpunctuationisafeatureofwrittentext differentfromlettersrecognisehowcapitallettersare usedfornames,andthatcapitallettersandfullstops signalthebeginningandendofsentences (ACELA1432)
l l
Understandconceptsaboutprintandscreen, includinghowbooks,filmandsimpledigitaltexts work,andknowsomefeaturesofprint,forexample directionality(ACELA1433)
learningaboutprint:directionofprintandreturnsweep, spacesbetweenwords learningthatStandardAustralianEnglishinwrittentextsis readfromlefttorightandfromtoptobottomofthepageand thatdirectionofprintmaydifferinothercultures,forexample Japanesetexts learningaboutfrontandbackcoverstitleandauthor,layout andnavigationofdigital/screentexts learningaboutsimplefunctionsofkeyboardandmouse includingtypingletters,scrolling,selectingiconsanddrop downmenu
Expressinganddevelopingideas
Elaborations
20
English
CurriculumF10
Recognisethatsentencesarekeyunitsforexpressing ideas(ACELA1435)
learningthatwordorderinsentencesisimportantfor meaning(forexample'Theboysatonthedog','Thedogsat ontheboy') creatingstudents'ownwrittentextsandreadingaloudtothe teacherandothers exploringspoken,writtenandmultimodaltextsandidentifying elements,forexamplewordsandimages
Recognisethattextsaremadeupofwordsand groupsofwordsthatmakemeaning(ACELA1434)
Explorethedifferentcontributionofwordsandimages tomeaninginstoriesandinformativetexts (ACELA1786)
talkingabouthowadifferentstoryistoldifwereadonlythe words,oronlythepicturesandthestorythatwordsand picturesmakewhencombined exploringhowthecombinationofprintandimagesintexts createmeaning buildingvocabularythroughmultiplespeakingandlistening experiences discussingnewvocabularyfoundintexts bringingvocabularyfrompersonalexperiences,relatingthisto newexperiencesandbuildingavocabularyforthinkingand talkingaboutschooltopics recognisingthemostcommonsoundmadebyeachletterof thealphabet,includingconsonantsandshortvowelsounds writingconsonantvowelconsonantwordsbywritinglettersto representthesoundsinthespokenwords knowingthatspokenwordsarewrittendownbylisteningto thesoundsheardinthewordandthenwritinglettersto representthosesounds breakingwordsintoonsetandrime,forexamplec/at buildingwordfamiliesusingonsetandrime,forexampleh/ot, g/ot,n/ot,sh/ot,sp/ot
Understandtheuseofvocabularyinfamiliarcontexts relatedtoeverydayexperiences,personalinterests andtopicstaughtatschool(ACELA1437)
l l
Knowthatspokensoundsandwordscanbewritten downusinglettersofthealphabetandhowtowrite somehighfrequencysightwordsandknownwords (ACELA1758)
Knowhowtouseonsetandrimetospellwords (ACELA1438)
l l
Soundandletterknowledge Recogniserhymes,syllablesandsounds (phonemes)inspokenwords(ACELA1439)
Elaborations
l
listeningtothesoundsastudenthearsintheword,and writingletterstorepresentthosesounds identifyingrhymeandsyllablesinspokenwords identifyingandmanipulatingsounds(phonemes)inspoken words identifyingonsetandrimeinonesyllablespokenwords
l l
21
English
CurriculumF10
Recognisethelettersofthealphabetandknowthere areloweranduppercaseletters(ACELA1440)
identifyingfamiliarandrecurringlettersandtheuseofupper andlowercaseinwrittentextsintheclassroomand community usingfamiliarandcommonlettersinhandwrittenanddigital communications
Literature Literatureandcontext Recognisethattextsarecreatedbyauthorswhotell storiesandshareexperiencesthatmaybesimilaror differenttostudentsownexperiences(ACELT1575)

l l
Elaborations
l l
recognisingthattherearestorytellersinallcultures viewingstoriesbyAboriginalandTorresStraitIslander storytellersfromonlinesources comparingexperiencesdepictedinstorieswithstudentsown engagingwithtextsthatreflectthesocialandculturalgroups towhichstudentsbelong
Respondingtoliterature Respondtotexts,identifyingfavouritestories,authors andillustrators(ACELT1577)
Elaborations
l
talkingaboutstoriesandauthors,choosingfavourites, discussinghowstudentsfeelaboutwhathappensinstories engagingwiththehumourinsomestoriesandrepeating favouritelines,jokesandideas returningtopreferredtextsandcommentingonreasonsfor selection talkingaboutstoriesandauthors,choosingfavourites, discussinghowstudentsfeelaboutwhathappensinstories usingartformsandbeginningformsofwritingtoexpress personalresponsestoliteratureandfilmexperiences talkingaboutpeople,eventsandideasintexts,enabling studentstoconnectthemtotheirownexperiencesandto expresstheirownopinionsaboutwhatisdepicted
Sharefeelingsandthoughtsabouttheeventsand charactersintexts(ACELT1783)
Examiningliterature Identifysomefeaturesoftextsincludingeventsand charactersandretelleventsfromatext(ACELT1578)
Elaborations
l
identifyingsomefeaturesofculturerelatedtocharactersand eventsinliterarytexts,forexampledress,foodanddaily routines listening,respondingtoandjoininginwithrhymes,poems, chantsandsongs recognisingculturalpatternsofstorytelling,forexampleOnce uponatime,Along,longtimeago,Beforethe Dreamtime
Recognisesomedifferenttypesofliterarytextsand identifysomecharacteristicfeaturesofliterarytexts,for examplebeginningsandendingsoftraditionaltexts andrhymeinpoetry(ACELT1785)
22
English
CurriculumF10
Replicatetherhythmsandsoundpatternsinstories, rhymes,songsandpoemsfromarangeofcultures (ACELT1579)
usingmusicandactionstoenhanceappreciationofrhymes, poems,chantsandsongs recitingrhymeswithactions
Creatingliterature Retellfamiliarliterarytextsthroughperformance,use ofillustrationsandimages(ACELT1580)
Elaborations
l
drawing,labellingandroleplayingrepresentationsof charactersorevents recitingrhymeswithactions usingdigitaltechnologiestoretelleventsandrecreate charactersfromfavouriteprintandfilmtexts
l l
Literacy Textsincontext Identifysomefamiliartextsandthecontextsinwhich theyareused(ACELY1645) Elaborations

l l
Elaborations
l
recognisingthemeaningofsymbolsineverydaycontexts,for exampleexitsigns,logos,heartsandflowersongreeting cards
Interactingwithothers Listentoandrespondorallytotextsandtothe communicationofothersininformalandstructured classroomsituations(ACELY1646)
listeningto,rememberingandfollowingsimpleinstructions sequencingideasinspokentexts,retellingwellknown stories,retellingstorieswithpicturecues,retellinginformation usingstorymaps listeningforspecificthings,forexamplethemainideaofa shortstatement,thedetailsofastory,ortoansweragiven question participatingininformalsituations,forexampleplaybased experienceswhichinvolvetheimaginativeuseofspoken language participatinginclass,groupandpairdiscussionsabout sharedexperiencesincludingsharedtexts askingandansweringquestionstoclarifyunderstanding
23
English
CurriculumF10
Useinteractionskillsincludinglisteningwhileothers speak,usingappropriatevoicelevels,articulationand bodylanguage,gesturesandeyecontact (ACELY1784)
learninghowtousedifferentvoicelevelsappropriatetoa situation,forexamplelearningaboutinsidevoicesand outsidevoices learningtoaskquestionsandprovideanswersthataremore thanoneortwowords participatinginspeakingandlisteningsituations,exchanging ideaswithpeersinpairsandsmallgroupsandengagingin classdiscussions,listeningtoothersandcontributingideas showingunderstandingofappropriatelisteningbehaviour, suchaslisteningwithoutinterrupting,andlookingatthe speakerifculturallyappropriate listeningandrespondingtooralandmultimodaltexts includingrhymesandpoems,textsreadaloudandvarious typesofdigitaltexts engaginginconversationswithpeersandadultsinhome languageordialect askingandansweringquestionsusingappropriateintonation speakingsothatthestudentcanbeheardandunderstood alteringvolumeforinsideandoutsidesituationsandwhen speakingtoanaudience sharingapersonalexperience,interestordiscoverywith peersinasemiformalsituation usingvisualcuestopractisestayingontopic
l l l
Delivershortoralpresentationstopeers(ACELY1647)
Interpreting,analysing,evaluating Identifysomedifferencesbetweenimaginativeand informativetexts(ACELY1648)
Elaborations
l l
talkingaboutwhatisrealandwhatisimaginedintexts identifyingandselectingtextsforinformationpurposesand commentingonhowthetextmighthelpwithatask navigatingatextcorrectly,startingattherightplaceand readingintherightdirection,returningtothenextlineas needed,matchingonespokenwordtoonewrittenword readingaloudwithattemptsatfluencyandintonation attemptingtoworkoutunknownwordsbycombining contextual,semantic,grammaticalandphonicknowledge predictingwhatmighthappenonthebasisofexperienceof thiskindoftextatthesentencelevelpredictingthemeaning onthebasisofsyntaxandwordmeaning
Readpredictabletexts,practisingphrasingand fluency,andmonitormeaningusingconceptsabout printandemergingcontextual,semantic,grammatical andphonicknowledge(ACELY1649)
l l
24
English
CurriculumF10
Usecomprehensionstrategiestounderstandand discusstextslistenedto,viewedorreadindependently (ACELY1650)
talkingaboutthemeaningsintextslistenedto,viewedand read visualisingelementsinatext(forexampledrawinganeventor characterfromatextreadaloud) providingasimple,correctlysequencedretellingofnarrative texts relatingoneortwokeyfactsfrominformativetexts findingakeywordinatexttoansweraliteralquestion makinglinksbetweeneventsinatextandstudentsown experiences makinganinferenceaboutacharacter'sfeelings discussingandsequencingeventsinstories drawingeventsinsequence,recognisingthatforsome AboriginalandTorresStraitIslanderstoriesthesequenceof eventsmaybecyclical
l l l
l l l
Creatingtexts Createshorttextstoexplore,recordandreportideas andeventsusingfamiliarwordsandbeginningwriting knowledge(ACELY1651)
Elaborations
l
usingimagemakingandbeginningwritingtorepresent charactersandeventsinwritten,filmandwebbasedtexts usingspeaking,writinganddrawingtorepresentand communicatepersonalresponsestoideasandevents experiencedthroughtexts creatingshortspoken,writtenandmultimodalobservations, recountsanddescriptions,extendingvocabularyand includingsomecontentspecificwordsinspokenandwritten texts usingbeginningconceptsaboutprint,soundletterandword knowledgeandpunctuationtocreateshorttexts rereadingcollaborativelydevelopedtextstocheckthatthey communicatewhattheauthorsintended
Participateinsharededitingofstudentsowntextsfor meaning,spelling,capitallettersandfullstops (ACELY1652)
Producesomelowercaseanduppercaseletters usinglearnedletterformations(ACELY1653)
l l l
adoptingcorrectpostureandpencilgrip learningtoproducesimplehandwritingmovements followingcleardemonstrationsofhowtoconstructeachletter (forexamplewheretostartwhichdirectiontowrite) learningtoconstructlowercaselettersandtocombinethese intowords learningtoconstructsomeuppercaseletters usingsimplefunctionsofkeyboardandmouseincluding typingletters,scrolling,selectingiconsanddropdownmenu
Constructtextsusingsoftwareincludingword processingprograms(ACELY1654)
FoundationYearachievementstandard
25
English
CurriculumF10
Receptivemodes(listening,readingandviewing) BytheendoftheFoundationyear,studentsusepredictingandquestioningstrategiestomakemeaningfromtexts.They recalloneortwoeventsfromtextswithfamiliartopics.Theyunderstandthattherearedifferenttypesoftextsandthatthese canhavesimilarcharacteristics.Theyidentifyconnectionsbetweentextsandtheirpersonalexperience. Theyreadshort,predictabletextswithfamiliarvocabularyandsupportiveimages,drawingontheirdevelopingknowledgeof conceptsaboutprintandsoundandletters.TheyidentifythelettersoftheEnglishalphabetandusethesoundsrepresented bymostletters.Theylistentoanduseappropriatelanguagefeaturestorespondtoothersinafamiliarenvironment.They listenforrhyme,letterpatternsandsoundsinwords. Productivemodes(speaking,writingandcreating) Studentsunderstandthattheirtextscanreflecttheirownexperiences.Theyidentifyanddescribelikesanddislikesabout familiartexts,objects,charactersandevents. Ininformalgroupandwholeclasssettings,studentscommunicateclearly.Theyretelleventsandexperienceswithpeers andknownadults.Theyidentifyanduserhyme,letterpatternsandsoundsinwords.Whenwriting,studentsusefamiliar wordsandphrasesandimagestoconveyideas.Theirwritingshowsevidenceofsoundandletterknowledge,beginning writingbehavioursandexperimentationwithcapitallettersandfullstops.Theycorrectlyformknownupperandlowercase letters.
26
English
CurriculumF10
Year1
TheEnglishcurriculumisbuiltaroundthethreeinterrelatedstrandsofLanguage,LiteratureandLiteracy.Teachingand learningprogramsshouldbalanceandintegrateallthreestrands.Togetherthestrandsfocusondevelopingstudents knowledge,understandingandskillsinlistening,reading,viewing,speaking,writingandcreating.LearninginEnglishbuilds onconcepts,skillsandprocessesdevelopedinearlieryears,andteacherswillrevisitandstrengthentheseasneeded. InYear1,studentscommunicatewithpeers,teachers,knownadultsandstudentsfromotherclasses. Studentsengagewithavarietyoftextsforenjoyment.Theylistento,read,viewandinterpretspoken,writtenandmultimodal textsdesignedtoentertainandinform.TheseencompasstraditionaloraltextsincludingAboriginalstories,picturebooks, varioustypesofstories,rhymingverse,poetry,nonfiction,film,dramaticperformances,andtextsusedbystudentsas modelsforconstructingtheirowntexts. TherangeofliterarytextsforFoundationtoYear10comprisesAustralianliterature,includingtheoralnarrativetraditionsof AboriginalandTorresStraitIslanderpeoples,aswellasthecontemporaryliteratureofthesetwoculturalgroups,andclassic andcontemporaryworldliterature,includingtextsfromandaboutAsia. LiterarytextsthatsupportandextendYear1studentsasindependentreadersinvolvestraightforwardsequencesofevents andeverydayhappeningswithrecognisablyrealisticorimaginarycharacters.Informativetextspresentasmallamountof newcontentaboutfamiliartopicsofinterestandtopicsbeingstudiedinotherareasofthecurriculum.Thesetextsalso presentasmallrangeoflanguagefeatures,includingsimpleandcompoundsentences,someunfamiliarvocabulary,a smallnumberofhighfrequencywordsandwordsthatneedtobedecodedphonically,andsentenceboundarypunctuation, aswellasillustrationsanddiagramsthatsupporttheprintedtext. Studentscreateavarietyofimaginative,informativeandpersuasivetextsincludingrecounts,procedures,performances, literaryretellingsandpoetry. Language Languagevariationandchange Understandthatpeopleusedifferentsystemsof communicationtocatertodifferentneedsand purposesandthatmanypeoplemayusesign systemstocommunicatewithothers(ACELA1443) Elaborations
l l
Elaborations
l
recognisinghowandwheresignsandsymbolsareusedand placedinstudentsschoolandcommunity learningsomesignsinAuslanandfindingoutaboutHeara BookandBrailletechnologiesforhearingandvisuallyimpaired people
Languageforinteraction Understandthatlanguageisusedincombination withothermeansofcommunication,forexample facialexpressionsandgesturestointeractwith others(ACELA1444)
recognisingtheeffectofwords,symbols,gesturesandbody languageonthewaycommunicationsarereceivedbyothers
Understandthattherearedifferentwaysofasking forinformation,makingoffersandgiving commands(ACELA1446)
learningthedifferencebetweenquestionsandstatements, requestsandcommands learningaboutdifferenttypesofquestionsincludingclosedand openquestionsandwhere,what,whoandwhyquestions
27
English
CurriculumF10
Exploredifferentwaysofexpressingemotions, includingverbal,visual,bodylanguageandfacial expressions(ACELA1787)
extendingstudentsvocabulariesfortheexpressionoffeelings andemotions consideringhowothersmightrespondbeforestudentsexpress theirviewsandhowstudentsmightrespondtoothersviewsin civilandconstructiveways
Textstructureandorganisation Understandthatthepurposestextsserveshape theirstructureinpredictableways(ACELA1447)
Elaborations
l
discussingandcomparingthepurposesoffamiliartextsdrawn fromlocalcontextsandinterests becomingfamiliarwiththetypicalstagesoftypesoftextincluding recountandprocedure usingdifferenttypesoftexts,forexampleprocedures(including recipes)anddiscussingthetextstructure identifyingpatternsofvocabularyitemsintexts(forexample class/subclasspatterns,part/wholepatterns,compare/contrast patterns,causeandeffectpatterns,word associations/collocation) discussingdifferenttypesoftextsandidentifyingsome characteristicfeaturesandelements(forexamplelanguage patternsandrepetition)instoriesandpoetry usingintonationandpausesinresponsetopunctuationwhen reading readingtextsandidentifyingdifferentsentencelevelpunctuation writingdifferenttypesofsentences,forexamplestatementsand questions,anddiscussingappropriatepunctuation
Understandpatternsofrepetitionandcontrastin simpletexts(ACELA1448)
Recognisethatdifferenttypesofpunctuation, includingfullstops,questionmarksand exclamationmarks,signalsentencesthatmake statements,askquestions,expressemotionor givecommands(ACELA1449)
l l
Understandconceptsaboutprintandscreen, includinghowdifferenttypesoftextsareorganised usingpagenumbering,tablesofcontent,headings andtitles,navigationbuttons,barsandlinks (ACELA1450)
learningabouthowbooksanddigitaltextsareorganised includingpagenumbers,tableofcontents,headings,images withcaptionsandtheuseofscrollingtoaccessdigitaltexts
Expressinganddevelopingideas Identifythepartsofasimplesentencethat representWhatshappening?,Whoorwhatis involved?andthesurroundingcircumstances (ACELA1451)
Elaborations
l
knowingthat,intermsofmeaning,abasicclauserepresents:a happeningorastate(verb),whoorwhatisinvolved(noun group/phrase),andthesurroundingcircumstances(adverb group/phrase) understandingthatasimplesentenceexpressesasingleidea, representedgrammaticallybyasingleindependentclause(for example'Akangarooisamammal.Amammalsucklesits young')
28
English
CurriculumF10
Exploredifferencesinwordsthatrepresentpeople, placesandthings(nouns,includingpronouns), happeningsandstates(verbs),qualities (adjectives)anddetailssuchaswhen,whereand how(adverbs)(ACELA1452)
talkingabouteffectivewordsthatdescribeaplace,personor event learninghowasentencecanbemademorevividbyadding adjectives,adverbsandunusualverbs
Comparedifferentkindsofimagesinnarrativeand informativetextsanddiscusshowtheycontributeto meaning(ACELA1453)
talkingaboutwhatisrealandwhatisimaginedintexts,for exampleThisisthesectionaboutplatypusesinthebookabout mammals
Understandtheuseofvocabularyineveryday contextsaswellasagrowingnumberofschool contexts,includingappropriateuseofformaland informaltermsofaddressindifferentcontexts (ACELA1454)
learningformsofaddressforvisitorsandhowtouselanguage appropriatelytoaskdirectionsandforinformation,forexample onexcursions
Knowthatregularonesyllablewordsaremadeup oflettersandcommonletterclustersthat correspondtothesoundsheard,andhowtouse visualmemorytowritehighfrequencywords (ACELA1778)
writingonesyllablewordscontainingknownblends,forexample bl,st learninganincreasingnumberofhighfrequencysightwords recognisedinsharedtextsandintextsbeingreadindependently (forexample'one','have','them','about')
Recogniseandknowhowtousemorphemesin wordfamiliesforexampleplayinplayedand playing(ACELA1455)
buildingwordfamiliesfromcommonmorphemes(forexample 'play','plays','playing','played','playground') usingmorphemestoreadwords(forexamplebyrecognisingthe 'stem'inwordssuchas'walk/ed')
Soundandletterknowledge Manipulatesoundsinspokenwordsincluding phonemedeletionandsubstitution(ACELA1457)
Elaborations
l
recognisingwordsthatstartwithagivensound,endwithagiven sound,haveagivenmedialsound,rhymewithagivenword recognisingandproducingrhymingwords replacingsoundsinspokenwords(forexamplereplacethem in'mat'with'c'toformanewword'cat') sayingsoundsinorderforagivenspokenword(forexample f/i/sh,th/i/s) sayingwordswiththesameonsetasagivenword(forexample wordsthatbeginlike'd/og','bl/ue') sayingwordswiththesamerimeasagivenword(forexample wordsthatendlike'c/at','pl/ay')
l l
Recognisesoundlettermatchesincluding commonvowelandconsonantdigraphsand consonantblends(ACELA1458)
29
English
CurriculumF10
Understandthevariabilityofsoundletter matches(ACELA1459)
recognisingthatletterscanhavemorethanonesound(for exampleuincut,put,useandaincat,father,any) recognisingsoundsthatcanbeproducedbydifferentletters(for examplethe/s/soundinsat,cent,scene)
Literature Literatureandcontext Discusshowauthorscreatecharactersusing languageandimages(ACELT1581)

l
Elaborations
l
identifyingsimilaritiesbetweentextsfromdifferentcultural traditions,forexamplerepresentationsofdragonsintraditional EuropeanandAsiantexts,andhowspiritualbeingsare representedinAboriginalandTorresStraitIslanderstories identifyingsomefeaturesofcharactersandhowparticularwords andimagesconveyqualitiesoftheirnature,forexamplesome charactersareportrayedasshy,othersadventurous discussingthecharactersoffictionalanimalsandhowthey relatetothoseofhumans
Respondingtoliterature Discusscharactersandeventsinarangeofliterary textsandsharepersonalresponsestothesetexts, makingconnectionswithstudents'own experiences(ACELT1582)
Elaborations
l
discussingcharactersfrombooksandfilmsandwhetherthese arelifelikeorimaginary(forexampletalkinganimals) comparingcharactersandeventsintextstostudentsown experiences
Expresspreferencesforspecifictextsandauthors andlistentotheopinionsofothers(ACELT1583)
sharingfavouritetextsandauthorsandsomereasonsfor preferences discussingdifferenttextsandconsideringwhatisentertainingor appealing usingartsmethodsandroleplaytoexpresspersonalresponses tocharactersandeventsinstories identifyingwhoistellingthestoryindifferenttexts
Examiningliterature Discussfeaturesofplot,characterandsettingin differenttypesofliteratureandexploresome featuresofcharactersindifferenttexts (ACELT1584)
Elaborations
l
examiningdifferenttypesofliteratureincludingtraditionaltales, humorousstoriesandpoetry discussingsimilaritiesanddifferencesbetweentexts(for examplefeaturesofmaincharactersindifferentstories) discussingfeaturesofbooksettingsincludingtime(year, season)andplace(countryorcity,realisticorimagined) discussinghowplotsdevelopincluding:beginnings(orientation), howtheproblem(complication)isintroducedandsolved (resolution)
30
English
CurriculumF10
Listento,reciteandperformpoems,chants, rhymesandsongs,imitatingandinventingsound patternsincludingalliterationandrhyme (ACELT1585)
exploringperformancepoetry,chantsandsongsfromAboriginal andTorresStraitIslanderpeoplesandAsiancultures listeningtoandperformingsimplehaikupoemsaboutfamiliar topicssuchasnatureandtheseasons
Creatingliterature Recreatetextsimaginativelyusingdrawing,writing, performanceanddigitalformsofcommunication (ACELT1586)
Elaborations
l
creatingvisualrepresentationsofliterarytextsfromAboriginal, TorresStraitIslanderorAsiancultures writingcharacterdescriptionsdrawnfromillustrationsinstories retellingkeyeventsinstoriesusingorallanguage,arts,digital technologiesandperformancemedia
l l
Literacy Textsincontext Respondtotextsdrawnfromarangeofcultures andexperiences(ACELY1655)

l
Elaborations
l
exploringsomeofthemeaningsandteachingsembeddedin Dreamingstories usingdrawingandwritingtodepictandcommentonpeopleand placesbeyondtheirimmediateexperience
Interactingwithothers Engageinconversationsanddiscussions,using activelisteningbehaviours,showinginterest,and contributingideas,informationandquestions (ACELY1656)
Elaborations
l l
listeningfordetailsinspokeninformativetexts participatingininformalandstructuredclass,groupandpair discussionsaboutcontentareatopics,ideasandinformation speakingclearlyandwithappropriatevolume interactingconfidentlyandappropriatelywithpeers,teachers, visitorsandcommunitymembers learningtovaluelistening,questioningandpositivebody languageandunderstandingthatdifferentculturesmay approachthesedifferently formulatingdifferenttypesofquestionstoaskaspeaker,suchas openandclosedquestionsandwhen,whyandhow questions
l l
31
English
CurriculumF10
Useinteractionskillsincludingturntaking, recognisingthecontributionsofothers,speaking clearlyandusingappropriatevolumeandpace (ACELY1788)
identifyingturntakingpatternsingroupandpairwork(for exampleinitiatingatopic,changingatopicwhenappropriate, stayingontask,supportingotherspeakers,elicitingresponses, beingsupportiveandattentivelisteners,askingrelevant questions,providingusefulfeedback,prompting,checking understanding,'sharingthetalkingspace') participatinginpair,groupandclassspeakingandlistening situations,includinginformalconversationsandclass discussions,contributingideasandlisteningtothecontributions ofothers takingturns,askingandansweringquestionsandattemptingto involveothersindiscussions demonstratingactivelisteningbehaviourandrespondingtowhat otherssayinpair,groupandclassdiscussions experimentingwithvoicevolumeandpaceforparticular purposesincludingmakingpresentations,retellingstoriesand recitingrhymesandpoems attemptingcorrectpronunciationofnewvocabulary reportingtheresultsofgroupdiscussions providingsimpleexplanationsabouthowtodoormake something givingshortoralpresentationsaboutareasofinterestorcontent areatopics,speakingclearlyandwithappropriatevolumeand usingextendedvocabularyandagrowingknowledgeofcontent specificwords
Makeshortpresentationsusingsomeintroduced textstructuresandlanguage,forexampleopening statements(ACELY1657)
l l
Interpreting,analysing,evaluating Describesomedifferencesbetweenimaginative informativeandpersuasivetexts(ACELY1658)
Elaborations
l
comparinganddiscussingtextsidentifyingsomefeaturesthat distinguishthosethattellstoriesfromthosethatgiveopinions selectingtextsforaparticularpurposeortask,forexamplea websitethatwillgiveinformationaboutwhales,abookthatwill tellastoryaboutapossum usingcontextualandsemanticknowledgetomakepredictions aboutatextspurposeandcontent combiningknowledgeofcontext,meaning,grammarand phonicstodecodetext recognisingmosthighfrequencysightwordswhenreadingtext selfcorrectingwhenreadingdoesnotmakesense,using pictures,context,meaning,phonicsandgrammaticalknowledge readingaloudwithdevelopingfluencyandintonation
Readsupportivetextsusingdevelopingphrasing, fluency,contextual,semantic,grammaticaland phonicknowledgeandemergingtextprocessing strategies,forexampleprediction,monitoring meaningandrereading(ACELY1659)
l l
32
English
CurriculumF10
Usecomprehensionstrategiestobuildliteraland inferredmeaningaboutkeyevents,ideasand informationintextsthattheylistento,viewandread bydrawingongrowingknowledgeofcontext,text structuresandlanguagefeatures(ACELY1660)
usingelementsinbooksandscreentexts,forexample illustrations,diagrams,soundandmovement,tosupportreading makingconnectionsbetweenthetextandstudentsown experiences,andbetweeninformationinprintandimages findingkeyinformationinatext makinginferencesaboutcharactersfeelingsandmotives buildingknowledgeaboutthetopicofthetextandlearningnew vocabularybeforeandduringreading makingpredictionsfromthecover,fromillustrationsandat pointsinthetextbeforereadingon retellingtheeventsorkeyinformationinthetextorally,inwriting and/orthroughdigitalorartsmedia
l l l
Creatingtexts Createshortimaginativeandinformativetextsthat showemerginguseofappropriatetextstructure, sentencelevelgrammar,wordchoice,spelling, punctuationandappropriatemultimodalelements, forexampleillustrationsanddiagrams (ACELY1661)
Elaborations
l
referringtolearnedknowledgeoftextstructureandgrammar whencreatinganewtext applyingnewvocabularyappropriatelyincreatingtext learninghowtoplanspokenandwrittencommunicationssothat listenersandreadersmightfollowthesequenceofideasor events beginningtoconsideraudienceindesigningacommunication involvingvisualcomponents,selectingimagesformaximum impact addingordeletingwordsonpageorscreentoimprovemeaning, forexampleaddinganadjectivetoanoun readingthestudentsownworkaloudtolistenforgrammatical correctness:checkinguseofcapitalletters,fullstops,question marksandexclamationmarks checkingforinclusionofcapitallettersandfullstops identifyingwordswhichmightnotbespeltcorrectly beginningtousedictionariesandclassroomchartstocheckand correctspellingoflessfamiliarwords usingcorrectpostureandpencilgrip learninghoweachletterisconstructedincludingwheretostart andthedirectiontofollow writingwordslegiblyusingunjoinedprintscriptofconsistentsize creatingdigitalimagesandcomposingastoryorinformation sequenceonscreenusingimagesandcaptions addingimagestodigitalwrittencommunicationssuchasemails withpicturesofself,classmatesorlocation
l l
Rereadstudent'sowntextsanddiscusspossible changestoimprovemeaning,spellingand punctuation(ACELY1662)
l l l
Writeusingunjoinedlowercaseanduppercase letters(ACELY1663)
l l
Constructtextsthatincorporatesupportingimages usingsoftwareincludingwordprocessing programs(ACELY1664)
Year1achievementstandard
Receptivemodes(listening,readingandviewing)
33
English
CurriculumF10
BytheendofYear1,studentsunderstandthedifferentpurposesoftexts.Theymakeconnectionstopersonalexperience whenexplainingcharactersandmaineventsinshorttexts.Theyidentifythelanguagefeatures,imagesandvocabularyused todescribecharactersandevents. Studentsreadaloud,withdevelopingfluencyandintonation,shorttextswithsomeunfamiliarvocabulary,simpleand compoundsentencesandsupportiveimages.Whenreading,theyuseknowledgeofsoundsandletters,highfrequency words,sentenceboundarypunctuationanddirectionalitytomakemeaning.Theyrecallkeyideasandrecogniseliteraland impliedmeaningintexts.Theylistentootherswhentakingpartinconversations,usingappropriatelanguagefeatures.They listenforandreproduceletterpatternsandletterclusters. Productivemodes(speaking,writingandcreating) Studentsunderstandhowcharactersintextsaredevelopedandgivereasonsforpersonalpreferences.Theycreatetextsthat showunderstandingoftheconnectionbetweenwriting,speechandimages. Theycreateshorttextsforasmallrangeofpurposes.Theyinteractinpair,groupandclassdiscussions,takingturnswhen responding.Theymakeshortpresentationsofafewconnectedsentencesonfamiliarandlearnedtopics.Whenwriting, studentsprovidedetailsaboutideasorevents.Theyaccuratelyspellwordswithregularspellingpatternsandusecapital lettersandfullstops.Theycorrectlyformallupperandlowercaseletters.
34
English
CurriculumF10
Year2
TheEnglishcurriculumisbuiltaroundthethreeinterrelatedstrandsofLanguage,LiteratureandLiteracy.Teachingand learningprogramsshouldbalanceandintegrateallthreestrands.Togetherthestrandsfocusondevelopingstudents knowledge,understandingandskillsinlistening,reading,viewing,speaking,writingandcreating.LearninginEnglishbuilds onconcepts,skillsandprocessesdevelopedinearlieryears,andteacherswillrevisitandstrengthentheseasneeded. InYear2,studentscommunicatewithpeers,teachers,studentsfromotherclasses,andcommunitymembers. Studentsengagewithavarietyoftextsforenjoyment.Theylistento,read,viewandinterpretspoken,writtenandmultimodal textsinwhichtheprimarypurposeistoentertain,aswellastextsdesignedtoinformandpersuade.Theseencompass traditionaloraltexts,picturebooks,varioustypesofprintanddigitalstories,simplechapterbooks,rhymingverse,poetry, nonfiction,film,multimodaltexts,dramaticperformances,andtextsusedbystudentsasmodelsforconstructingtheirown work. TherangeofliterarytextsforFoundationtoYear10comprisesAustralianliterature,includingtheoralnarrativetraditionsof AboriginalandTorresStraitIslanderpeoples,aswellasthecontemporaryliteratureofthesetwoculturalgroups,andclassic andcontemporaryworldliterature,includingtextsfromandaboutAsia. LiterarytextsthatsupportandextendYear2studentsasindependentreadersinvolvesequencesofeventsthatspanseveral pagesandpresentunusualhappeningswithinaframeworkoffamiliarexperiences.Informativetextspresentnewcontent abouttopicsofinterestandtopicsbeingstudiedinotherareasofthecurriculum.Thesetextsincludelanguagefeaturessuch asvariedsentencestructures,someunfamiliarvocabulary,asignificantnumberofhighfrequencysightwordsandwords thatneedtobedecodedphonically,andarangeofpunctuationconventions,aswellasillustrationsanddiagramsthatboth supportandextendtheprintedtext. Studentscreatearangeofimaginative,informativeandpersuasivetextsincludingimaginativeretellings,reports, performances,poetryandexpositions. Language Languagevariationandchange Understandthatspoken,visualandwrittenformsof languagearedifferentmodesofcommunicationwith differentfeaturesandtheirusevariesaccordingtothe audience,purpose,contextandculturalbackground (ACELA1460)
l
Elaborations
l
identifyingexamplesandfeaturesofdifferentkindsof spoken,nonverbal,writtenandvisualcommunicationfrom AboriginalandTorresStraitIslandercommunitiesandfrom severalAsiancultureswithinAustralia,andassociating thosefeatureswithparticularcommunities recognisingsomephrasesinthelanguagesoftheclass andcommunity,forexamplegreetingsandexpressionsof politeness
Languageforinteraction Understandthatlanguagevarieswhenpeopletakeon differentrolesinsocialandclassroominteractionsand howtheuseofkeyinterpersonallanguageresources variesdependingoncontext(ACELA1461)
Elaborations
l
exploringhowtermsofaddressareusedtosignaldifferent kindsofrelationships exploringthedifferencesbetweengivingapresentationand talkingtofriends exploringculturallyspecificgreetingsandexpressionsof politeness
35
English
CurriculumF10
Identifylanguagethatcanbeusedforappreciatingtexts andthequalitiesofpeopleandthings(ACELA1462)
exploringhowlanguageisusedtoexpressfeelings includinglearningvocabularytoexpressagradationof feeling,forexamplehappy,joyful,pleased,contented exploringinstories,everydayandmediatextsmoraland socialdilemmassuchasrightandwrong, fairness/unfairness,inclusionandexclusionlearningto uselanguagetodescribeactionsandconsider consequences exploringhowlanguageisusedtoconstructcharactersand settingsinnarratives,includingchoiceofnounssuchas girl,princessororphan,andchoiceofadjectivessuch asgentle,timidorfrightened
Textstructureandorganisation Understandthatdifferenttypesoftextshaveidentifiable textstructuresandlanguagefeaturesthathelpthetext serveitspurpose(ACELA1463)
Elaborations
l
identifyingthetopicandtypeofatextthroughitsvisual presentation,forexamplecoverdesign,packaging, title/subtitleandimages becomingfamiliarwiththetypicalstagesoftexttypes,for examplesimplenarratives,instructionsandexpositions exploringhowtextsdeveloptheirthemesandideas, buildinginformationthroughconnectingsimilarand contrastingdissimilarthings mappingexamplesofwordassociationsintexts,for examplewordsthatrefertothemaincharacter talkingabouthowacommacanbeusedtoseparatetwoor moreelementsinalist,forexampleAtthemuseumthey sawatiger,adinosaurandtwosnakes
Understandhowtextsaremadecohesivethrough resources,forexamplewordassociations,synonyms, andantonyms(ACELA1464)
Recognisethatcapitalletterssignalpropernounsand commasareusedtoseparateitemsinlists (ACELA1465)
Knowsomefeaturesoftextorganisationincludingpage andscreenlayouts,alphabeticalorder,anddifferent typesofdiagrams,forexampletimelines(ACELA1466)
recognisinghowchaptersandtableofcontents, alphabeticalorderofindexandglossaryoperatetoguide accesstoinformation learningaboutfeaturesofscreentextsincludingmenu buttons,dropdownmenus,linksandliveconnections
Expressinganddevelopingideas Understandthatsimpleconnectionscanbemade betweenideasbyusingacompoundsentencewithtwo ormoreclausesusuallylinkedbyacoordinating conjunction(ACELA1467)
Elaborations
l l
learninghowtoexpressideasusingcompoundsentences learninghowtojoinsimplesentenceswithconjunctions,for exampleand,butors o,toconstructcompound sentences
36
English
CurriculumF10
Understandthatnounsrepresentpeople,places,things andideasandcanbe,forexample,common,proper, concreteorabstract,andthatnoungroups/phrasescan beexpandedusingarticlesandadjectives(ACELA1468)
exploringtextsandidentifyingnounsthatrefertocharacters, elementsofthesetting,andideas exploringillustrationsandnoungroups/phrasesinpicture bookstoidentifyhowtheparticipantshavebeen representedbyanillustrator exploringnamesofpeopleandplacesandhowtowrite themusingcapitalletters buildingextendednoungroups/phrasesthatprovideaclear descriptionofanitem comparingtwoversionsofthesamestory,forexample JackandtheBeanstalk,identifyinghowacharacters actionsandreactionsaredepicteddifferentlybydifferent illustrators
Identifyvisualrepresentationsofcharactersactions, reactions,speechandthoughtprocessesinnarratives, andconsiderhowtheseimagesaddtoorcontradictor multiplythemeaningofaccompanyingwords (ACELA1469)
Understandtheuseofvocabularyaboutfamiliarand newtopicsandexperimentwithandbegintomake consciouschoicesofvocabularytosuitaudienceand purpose(ACELA1470)
interpretingnewterminologydrawingonpriorknowledge, analogiesandconnectionswithknownwords
Understandhowtousedigraphs,longvowels,blends andsilentletterstospellwords,andusemorphemes andsyllabificationtobreakupsimplewordsanduse visualmemorytowriteirregularwords(ACELA1471)
l l
drawingonknowledgeofhighfrequencysightwords drawingonknowledgeofsoundletterrelationships(for examplebreakingwordsintosyllablesandphonemes) usingknownwordsinwritingandspellunknownwords usingdevelopingvisual,graphophonicandmorphemic knowledge joiningdiscussionabouthowaprefixorsuffixaffects meaning,forexampleuncomfortable,older,anddivision
Recognisecommonprefixesandsuffixesandhowthey changeawordsmeaning(ACELA1472)
Soundandletterknowledge Recognisemostsoundlettermatchesincludingsilent letters,vowel/consonantdigraphsandmanyless commonsoundlettercombinations(ACELA1474)
Elaborations
l
recognisingwhensomelettersaresilent,forexampleknife, listen,castle,andprovidingthesoundforlesscommon soundlettermatches,forexampletion
Literature Literatureandcontext Elaborations
37
English
CurriculumF10
Discusshowdepictionsofcharactersinprint,sound andimagesreflectthecontextsinwhichtheywere created(ACELT1587)
exploringiconographyofAboriginalandTorresStrait Islandercultures recognisingrecurringcharacters,settingsandthemesin Dreamingstoriesexperiencedthroughtexts,filmsand onlinesources discussingmoralandteachingstoriesfromvariedcultures, identifyingandcomparingtheircentralmessages
Respondingtoliterature Compareopinionsaboutcharacters,eventsand settingsinandbetweentexts(ACELT1589)
Elaborations
l
discussingeachotherspreferencesforstoriessetin familiarorunfamiliarworlds,oraboutpeoplewhoselives arelikeorunliketheirown describingfeaturesoftextsfromdifferentculturesincluding recurringlanguagepatterns,styleofillustrations,elements ofhumourordrama,andidentifyingthefeatureswhichgive risetotheirpersonalpreferences connectingthefeelingsandbehavioursofanimalsin anthropomorphicstorieswithhumanemotionsand relationships drawing,writingandusingdigitaltechnologiestocapture andcommunicatefavouritecharactersandevents
Identifyaspectsofdifferenttypesofliterarytextsthat entertain,andgivereasonsforpersonalpreferences (ACELT1590)
Examiningliterature Discussthecharactersandsettingsofdifferenttexts andexplorehowlanguageisusedtopresentthese featuresindifferentways(ACELT1591)
Elaborations
l
describingfeaturesoftextsettingsincludingtime,colours usedtoportrayyear,season,andplace(countryorcity)and howthisimpactsonthecharacters describingplotsincludingbeginnings(orientation),howthe problem(complication)isintroducedandsolved (resolution),andconsideringhowthesefeaturesconstruct meanings identifyingfeaturesofimaginaryorfantasytexts,forexample magicpowers,shiftsintime investigatingAboriginalstories,foundfromonlinesources, thatexplainphysicalfeaturesofthelandscapeandidentify anddescribethecommonfeaturesoflanguageused comparingtwoormoreversionsofthesamestoryby differentauthorsorfromdifferentcultures,describing similaritiesanddifferencesinauthorspointsofview exploringpoems,chants,rhymesorsongsfromdifferent cultureswhichclassmembersmaybringfromhome learningtorecite,singorcreateinterpretationsofpoems, chants,rhymesorsongsfromstudentsownandother differentcultures
Identify,reproduceandexperimentwithrhythmic,sound andwordpatternsinpoems,chants,rhymesandsongs (ACELT1592)
Creatingliterature
Elaborations
38
English
CurriculumF10
Createeventsandcharactersusingdifferentmediathat developkeyeventsandcharactersfromliterarytexts (ACELT1593)
creatingimaginativereconstructionsofstoriesandpoetry usingarangeofprintanddigitalmedia tellingknownstoriesfromadifferentpointofview orally,inwritingorusingdigitalmedia,constructinga sequeltoaknownstory
l l
Literacy Textsincontext Discussdifferenttextsonasimilartopic,identifying similaritiesanddifferencesbetweenthetexts (ACELY1665)

l
Elaborations
l
identifyingexamplesandfeaturesofdifferentkindsof spoken,nonverbal,writtenandvisualcommunicationfrom AboriginalandTorresStraitIslandercommunitiesandfrom severalAsiancultureswithinAustralia comparingtwoormoreversionsofthesametopicby differentauthorsorfromdifferentcultures,describing similaritiesanddifferences
Interactingwithothers Listenforspecificpurposesandinformation,including instructions,andextendstudentsownandothers'ideas indiscussions(ACELY1666)
Elaborations
l
usingspokenlanguageforproblemsolving,andexploring ideasandconcepts listeningforspecificinformationandprovidingtwoormore keyfactsfromaninformativetextspokenorreadaloud listeningto,rememberingandrespondingtodetailed instructions discussingappropriateconventionstouseingroup discussions exploringwaystocommentonwhatotherssay,including usingsentencestarterssuchasIlikethewayyou,I agreethat,Ihaveadifferentthought,Idliketosay somethingdifferent participatinginpair,groupandclassspeakingandlistening situations,includinginformalconversations,class discussionsandpresentations demonstratingappropriatelisteningbehaviour,responding toandparaphrasingapartnerscontributiontoa discussion,suchasthink/pair/shareactivities askingrelevantquestionsandmakingconnectionswith personalexperiencesandthecontributionsofothers brainstormingtopics,contributingideasandacknowledging theideasofothers speakingclearlyandwithappropriateintonation understandinghowtodisagreewithapointofvieworoffer analternativeideacourteously experimentingwithpresentationstrategiessuchaspitch, volumeandintonation
Useinteractionskillsincludinginitiatingtopics,making positivestatementsandvoicingdisagreementinan appropriatemanner,speakingclearlyandvaryingtone, volumeandpaceappropriately(ACELY1789)
l l
39
English
CurriculumF10
Rehearseanddelivershortpresentationsonfamiliar andnewtopics(ACELY1667)
l l
adjustingpresentationfordifferentaudiences preparingandgivingoralpresentations,includingreportsof groupdiscussions,usingmoreformalspeechandspecific vocabularyaboutcontentareatopics listeningandrespondingtopresentations,includingthose usingmultimedia,onfamiliarandlearnedtopics,recording keyinformation,andconnectingnewandexisting knowledgeaboutatopic
Interpreting,analysing,evaluating Identifytheaudienceofimaginative,informativeand persuasivetexts(ACELY1668)
Elaborations
l
identifyingthemainpurposeofatext,includingwhetherthe authorwantstoentertain,explainorpersuadeand consideringhowaudiencesmightrespondtothosetexts usingpriorandlearnedknowledgeandvocabularytomake andconfirmpredictionswhenreadingtext usinggrammaticalknowledgetopredictlikelysentence patternswhenreadingmorecomplexnarrativesand informativetexts usingknowledgeofsoundletterrelationshipsandhigh frequencysightwordswhendecodingtext monitoringownreadingandselfcorrectingwhenreading doesnotmakesense,usingillustrations,context,phonics, grammarknowledgeandpriorandlearnedtopicknowledge usinggrammarandmeaningtoreadaloudwithfluencyand intonation makingconnectionsbetweenthetextandstudentsown experiencesandexperienceswithothertexts,comparing authorsdifferingpointofviewonatopic makingconnectionsbetweeninformationinprintand images buildingonandusingpriorknowledgeandvocabulary makingvalidinferencesusinginformationinatextand studentsownpriorknowledge predicting,askingandansweringquestionsastheyread, andsummarisingandreviewingmeaning
Readlesspredictabletextswithphrasingandfluencyby combiningcontextual,semantic,grammaticaland phonicknowledgeusingtextprocessingstrategies,for examplemonitoringmeaning,predicting,rereadingand selfcorrecting(ACELY1669)
Usecomprehensionstrategiestobuildliteraland inferredmeaningandbegintoanalysetextsbydrawing ongrowingknowledgeofcontext,languageandvisual featuresandprintandmultimodaltextstructures (ACELY1670)
Creatingtexts Createshortimaginative,informativeandpersuasive textsusinggrowingknowledgeoftextstructuresand languagefeaturesforfamiliarandsomelessfamiliar audiences,selectingprintandmultimodalelements appropriatetotheaudienceandpurpose(ACELY1671)
Elaborations
l
learninghowtoplanspokenandwrittencommunications sothatlistenersandreadersmightfollowthesequenceof ideasorevents sequencingcontentaccordingtotextstructure usingappropriatesimpleandcompoundsentenceto expressandcombineideas usingvocabulary,includingtechnicalvocabulary, appropriatetotexttypeandpurpose
l l
40
English
CurriculumF10
Rereadandedittextforspelling,sentenceboundary punctuationandtextstructure(ACELY1672)
readingtheirworkandadding,deletingorchangingwords, prepositionalphrasesorsentencestoimprovemeaning,for examplereplacinganeverydaynounwithatechnicalonein aninformativetext checkingspellingusingadictionary checkingforinclusionofrelevantpunctuationincluding capitalletterstosignalnames,aswellassentence beginnings,fullstops,questionmarksandexclamation marks makingsignificantchangestotheirtextsusingaword processingprogram(forexampleadd,deleteormove sentences) usingcorrectpencilgripandposture writingsentenceslegiblyandfluentlyusingunjoinedprint scriptofconsistentsize experimentingwithandcombiningelementsofsoftware programstocreatetexts
l l
Writelegiblyandwithgrowingfluencyusingunjoined uppercaseandlowercaseletters(ACELY1673)
l l
Constructtextsfeaturingprint,visualandaudio elementsusingsoftware,includingwordprocessing programs(ACELY1674)
Receptivemodes(listening,readingandviewing) BytheendofYear2,studentsunderstandhowsimilartextssharecharacteristicsbyidentifyingtextstructuresandlanguage featuresusedtodescribecharacters,settingsandevents. Theyreadtextsthatcontainvariedsentencestructures,someunfamiliarvocabulary,asignificantnumberofhighfrequency sightwordsandimagesthatprovideadditionalinformation.Theymonitormeaningandselfcorrectusingcontext,prior knowledge,punctuation,languageandphonicknowledge.Theyidentifyliteralandimpliedmeaning,mainideasand supportingdetail.Studentsmakeconnectionsbetweentextsbycomparingcontent.Theylistenforparticularpurposes.They listenforandmanipulatesoundcombinationsandrhythmicsoundpatterns. Productivemodes(speaking,writingandcreating) Whendiscussingtheirideasandexperiences,studentsuseeverydaylanguagefeaturesandtopicspecificvocabulary.They explaintheirpreferencesforaspectsoftextsusingothertextsascomparisons.Theycreatetextsthatshowhowimages supportthemeaningofthetext. Studentscreatetexts,drawingontheirownexperiences,theirimaginationandinformationtheyhavelearned.Theyusea varietyofstrategiestoengageingroupandclassdiscussionsandmakepresentations.Theyaccuratelyspellfamiliarwords andattempttospelllessfamiliarwordsandusepunctuationaccurately.Theylegiblywriteunjoinedupperandlowercase letters.
41
English
CurriculumF10
Year3
TheEnglishcurriculumisbuiltaroundthethreeinterrelatedstrandsofLanguage,LiteratureandLiteracy.Teachingand learningprogramsshouldbalanceandintegrateallthreestrands.Togetherthestrandsfocusondevelopingstudents knowledge,understandingandskillsinlistening,reading,viewing,speaking,writingandcreating.LearninginEnglishbuilds onconcepts,skillsandprocessesdevelopedinearlieryears,andteacherswillrevisitandstrengthentheseasneeded. InYears3and4,studentscommunicatewithpeersandteachersfromotherclassesandschoolsinarangeoffacetoface andonline/virtualenvironments. Studentsengagewithavarietyoftextsforenjoyment.Theylistento,read,viewandinterpretspoken,writtenandmultimodal textsinwhichtheprimarypurposeistoentertain,aswellastextsdesignedtoinformandpersuade.Theseencompass traditionaloraltextsincludingpicturebooks,varioustypesofprintanddigitaltexts,simplechapterbooks,rhymingverse, poetry,nonfictionfilm,multimodaltexts,dramaticperformances,andtextsusedbystudentsasmodelsforconstructingtheir ownwork. TherangeofliterarytextsforFoundationtoYear10comprisesAustralianliterature,includingtheoralnarrativetraditionsof AboriginalandTorresStraitIslanderpeoples,aswellasthecontemporaryliteratureofthesetwoculturalgroups,andclassic andcontemporaryworldliterature,includingtextsfromandaboutAsia. LiterarytextsthatsupportandextendstudentsinYears3and4asindependentreadersdescribecomplexsequencesof eventsthatextendoverseveralpagesandinvolveunusualhappeningswithinaframeworkoffamiliarexperiences. Informativetextspresentnewcontentabouttopicsofinterestandtopicsbeingstudiedinotherareasofthecurriculum.These textsusecomplexlanguagefeatures,includingvariedsentencestructures,someunfamiliarvocabulary,asignificantnumber ofhighfrequencysightwordsandwordsthatneedtobedecodedphonically,andarangeofpunctuationconventions,aswell asillustrationsanddiagramsthatbothsupportandextendtheprintedtext. Studentscreatearangeofimaginative,informativeandpersuasivetypesoftextsincludingnarratives,procedures, performances,reports,reviews,poetryandexpositions. Language Languagevariationandchange Understandthatlanguageshavedifferent writtenandvisualcommunicationsystems, differentoraltraditionsanddifferentwaysof constructingmeaning(ACELA1475) Elaborations
l
Elaborations
l
learningthatawordorsigncancarrydifferentweightindifferentcultural contexts,forexamplethatparticularrespectisduetosomepeopleand creaturesandthatstoriescanbepassedontoteachushowtolive appropriately
Languageforinteraction Understandthatsuccessfulcooperation withothersdependsonshareduseof socialconventions,includingturntaking patterns,andformsofaddressthatvary accordingtothedegreeofformalityin socialsituations(ACELA1476)
identifyingrolesandcollaborativepatternsinstudentsowngroupsand pairwork(forexampleinitiatingatopic,changingatopicthrough negotiation,affirmingotherspeakersandbuildingontheircomments, askingrelevantquestions,providingusefulfeedback,promptingand checkingindividualandgroupunderstanding)
42
English
CurriculumF10
Examinehowevaluativelanguagecanbe variedtobemoreorlessforceful (ACELA1477)
exploringhowmodalverbs,forexamplemust,might,orcould indicatedegreesofcertainty,commandorobligation distinguishinghowchoiceofadverbs,nounsandverbspresentdifferent evaluationsofcharactersintexts
Textstructureandorganisation Understandhowdifferenttypesoftextsvary inuseoflanguagechoices,dependingon theirpurposeandcontext(forexample, tenseandtypesofsentences) (ACELA1478)
Elaborations
l
becomingfamiliarwithtypicalstructuralstagesandlanguagefeaturesof varioustypesoftext,forexamplenarratives,procedures,reports,reviews andexpositions
Understandthatparagraphsareakey organisationalfeatureofwrittentexts (ACELA1479)
noticinghowlongertextsareorganisedintoparagraphs,eachbeginning withatopicsentence/paragraphopenerwhichpredictshowthe paragraphwilldevelopandisthenelaboratedinvariousways
Knowthatwordcontractionsareafeature ofinformallanguageandthatapostrophes ofcontractionareusedtosignalmissing letters(ACELA1480)
recognisingbothgrammaticallyaccurateandinaccurateusageofthe apostropheineverydaytextssuchassignsinthecommunityand newspaperadvertisements
Identifythefeaturesofonlinetextsthat enhancenavigation(ACELA1790)
becomingfamiliarwiththetypicalfeaturesofonlinetexts,forexample navigationbarsandbuttons,hyperlinksandsitemaps
Expressinganddevelopingideas Understandthataclauseisaunitof grammarusuallycontainingasubjectand averbandthattheseneedtobein agreement(ACELA1481)
Elaborations
l l
knowingthataclauseisbasicallyagroupofwordsthatcontainsaverb knowingthat,intermsofmeaning,abasicclauserepresents:whatis happeningwhoorwhatisparticipating,andthesurrounding circumstances
Understandthatverbsrepresentdifferent processes(doing,thinking,saying,and relating)andthattheseprocessesare anchoredintimethroughtense (ACELA1482)
identifyingdifferenttypesofverbsandthewaytheyaddmeaningtoa sentence exploringactionandsayingverbsinnarrativetextstoshowhowtheygive informationaboutwhatcharactersdoandsay exploringtheuseofsensingverbsandhowtheyallowreaderstoknow whatcharactersthinkandfeel exploringtheuseofrelatingverbsinconstructingdefinitionsand descriptions learninghowtimeisrepresentedthroughthetenseofaverbandother structural,languageandvisualfeatures
43
English
CurriculumF10
Identifytheeffectonaudiencesof techniques,forexampleshotsize,vertical cameraangleandlayoutinpicturebooks, advertisementsandfilmsegments (ACELA1483)
notinghowtherelationshipbetweencharacterscanbedepictedin illustrationsthrough:thepositioningofthecharacters(forexamplefacing eachotherorfacingawayfromeachother)thedistancebetweenthem therelativesizeonecharacterlookingup(ordown)attheother(power relationships)facialexpressionsandbodygesture observinghowimagesconstructarelationshipwiththeviewerthrough suchstrategiesas:directgazeintotheviewer'seyes,invitinginvolvement andhowcloseupsaremoreengagingthandistancedimages,which cansuggestalienationorloneliness exploringexamplesoflanguagewhichdemonstratearangeoffeelings andpositions,andbuildingavocabularytoexpressjudgmentsabout charactersorevents,acknowledgingthatlanguageandjudgmentsmight differdependingontheculturalcontext
Learnextendedandtechnicalvocabulary andwaysofexpressingopinionincluding modalverbsandadverbs(ACELA1484)
Understandhowtousesoundletter relationshipsandknowledgeofspelling rules,compoundwords,prefixes,suffixes, morphemesandlesscommonletter combinations,forexample tion(ACELA1485)
usingspellingstrategiessuchas:phonologicalknowledge(forexample diphthongsandotherambiguousvowelsoundsinmorecomplex words)threeletterclusters(forexample'thr','shr','squ')visual knowledge(forexamplemorecomplexsinglesyllablehomophones suchas'break/brake','ate/eight')morphemicknowledge(forexample inflectionalendingsinsinglesyllablewords,pluralandpasttense) generalisations(forexampletomakeawordpluralwhenitendsin's', 'sh','ch',or'z'add'es') becomingfamiliarwithmosthighfrequencysightwords
Recognisehighfrequencysightwords (ACELA1486) Literature Literatureandcontext Discusstextsinwhichcharacters,events andsettingsareportrayedindifferentways, andspeculateontheauthorsreasons (ACELT1594)
Elaborations
l
readingtextsinwhichAboriginalandTorresStraitIslander children/youngpeoplearethecentralcharacters/protagonistsand makinglinkstostudentsownlives,notingsimilarities exploringthewaysthatthesamestorycanbetoldinmanycultures, identifyingvariationsinthestorylineandinmusic(forexampleThe RamayanastorywhichistoldtochildreninIndia,Indonesia,Thailand, Cambodia,Burma,Laos,TibetandMalaysia)
Respondingtoliterature Drawconnectionsbetweenpersonal experiencesandtheworldsoftexts,and shareresponseswithothers(ACELT1596)
Elaborations
l
discussingrelevantpriorknowledgeandpastexperiencestomake meaningfulconnectionstothepeople,places,events,issuesandideas inthetext exploringtextsthathighlightissuesandproblemsinmakingmoral decisionsanddiscussingthesewithothers drawingonliteraturefromAboriginal,TorresStraitIslanderorAsian cultures,toexplorecommonalitiesofexperienceandideasaswellas recognisingdifferenceinlifestyleandworldview
44
English
CurriculumF10
Developcriteriaforestablishingpersonal preferencesforliterature(ACELT1598)
buildingaconsciousunderstandingofpreferenceregardingtopicsand genresofpersonalinterest(forexamplehumorousshortstories,school andfamilystories,mysteries,fantasyandquest,seriesbooks) selectinganddiscussingfavouritetextsandexplainingtheirreasonsfor assigninggreaterorlessermerittoparticulartextsortypesoftexts
Examiningliterature Discusshowlanguageisusedtodescribe thesettingsintexts,andexplorehowthe settingsshapetheeventsandinfluencethe moodofthenarrative(ACELT1599)
Elaborations
l
identifyinganddiscussingtheuseofdescriptiveadjectives(inthe middleofavast,bareplain)toestablishsettingandatmosphere(the castleloomeddarkandforbidding)andtodrawreadersintoeventsthat follow discussingthelanguageusedtodescribethetraitsofcharactersin stories,theiractionsandmotivations:Clairewassolonelyshe desperatelywantedapetandshewasafraidshewoulddoanything,just anything,tohaveonetocarefor identifyingtheeffectofimageryintexts,forexampletheuseofimagery relatedtonatureinhaikupoems exploringhowrhythm,onomatopoeiaandalliterationgivemomentumto poetryandprosereadaloud,andenhanceenjoyment
Discussthenatureandeffectsofsome languagedevicesusedtoenhance meaningandshapethereadersreaction, includingrhythmandonomatopoeiain poetryandprose(ACELT1600)
Creatingliterature Createimaginativetextsbasedon characters,settingsandeventsfrom studentsownandotherculturesusing visualfeatures,forexampleperspective, distanceandangle(ACELT1601)
Elaborations
l
drawingonliterarytextsread,viewedandlistenedtoforinspirationand ideas,appropriatinglanguagetocreatemoodandcharacterisation innovatingontextsread,viewedandlistenedtobychangingthepointof view,revisinganendingorcreatingasequel
Createtextsthatadaptlanguagefeatures andpatternsencounteredinliterarytexts, forexamplecharacterisation,rhyme, rhythm,mood,music,soundeffectsand dialogue(ACELT1791)
creatingvisualandmultimodaltextsbasedonAboriginalandTorres StraitIslanderorAsianliterature,applyingoneormorevisualelements toconveytheintentoftheoriginaltext creatingmultimodaltextsthatcombinevisualimages,soundeffects, musicandvoiceoverstoconveysettingsandeventsinafantasyworld
Literacy Textsincontext Elaborations
45
English
CurriculumF10
Identifythepointofviewinatextand suggestalternativepointsofview (ACELY1675)
discussinghowatextpresentsthepointofviewofthemaincharacter, andspeculatingonwhatothercharactersmightthinkorfeel recognisingthatthereismorethanonewayoflookingatthesameevent andthatstoriesseenthroughtheeyesofonecharacterprivilegessome aspectsofthestoryoverothers speculatingaboutwhatothercharactersmightthinkorfeelandretelling thestoryfromotherperspectives(forexampleCinderellafromtheview oftheUglySisters)
Interactingwithothers Listentoandcontributetoconversations anddiscussionstoshareinformationand ideasandnegotiateincollaborative situations(ACELY1676)
Elaborations
l
participatingincollaborativediscussions,buildingonandconnecting ideasandopinionsexpressedbyothers,andcheckingstudentsown understandingagainstgroupviews
Useinteractionskills,includingactive listeningbehavioursandcommunicateina clear,coherentmannerusingavarietyof everydayandlearnedvocabularyand appropriatetone,pace,pitchandvolume (ACELY1792)
participatinginpair,groupandclassspeakingandlisteningsituations, includinginformalconversations,classdiscussionsandpresentations listeningactivelyincludinglisteningforspecificinformation,recognising thevalueofotherscontributionsandrespondingthroughcomments, recountsandsummariesofinformation learningthespecificspeakingorlisteningskillsofdifferentgrouproles, forexamplegroupleader,notetakerandreporter acquiringnewvocabularyinallcurriculumareasthroughlistening, reading,viewinganddiscussionandusingthisvocabularyinspecific wayssuchasdescribingpeople,places,thingsandprocesses usinglanguageappropriatelyindifferentsituationssuchasmakinga requestofateacher,explainingaproceduretoaclassmate,engagingin agamewithfriends experimentingwithvoiceeffectsinformalpresentationssuchastone, volumeandpace drawingonrelevantresearchintoatopictoprepareanoralor multimodalpresentation,usingdevicessuchasstoryboardstoplanthe sequenceofideasandinformation
Plananddelivershortpresentations, providingsomekeydetailsinlogical sequence(ACELY1677)
Interpreting,analysing,evaluating Identifytheaudienceandpurposeof imaginative,informativeandpersuasive texts(ACELY1678)
Elaborations
l
identifyingtheauthorspointofviewonatopicandkeywordsand imagesthatseemintendedtopersuadelisteners,viewersorreadersto agreewiththeviewpresented
46
English
CurriculumF10
Readanincreasingrangeofdifferenttypes oftextsbycombiningcontextual,semantic, grammaticalandphonicknowledge,using textprocessingstrategies,forexample monitoring,predicting,confirming, rereading,readingonandselfcorrecting (ACELY1679)
combiningdifferenttypesofknowledge(forexampleworldknowledge, vocabulary,grammar,phonics)tomakedecisionsaboutunknown words,readingon,reviewingandsummarisingmeaning analysingthewayillustrationshelptoconstructmeaningandinterpreting differenttypesofillustrationsandgraphics readingtexttypesfromastudentsculturetoenhanceconfidencein buildingreadingstrategies readingaloudwithfluencyandintonation readingawiderrangeoftexts,includingchapterbooksandinformative texts,forpleasure makingconnectionsbetweenthetextandstudentsownexperienceand othertexts makingconnectionsbetweentheinformationinprintandimages makingpredictionsandaskingandansweringquestionsaboutthetext drawingonknowledgeofthetopic,subjectspecificvocabularyand experienceoftextsonthesametopic usingtextfeaturesandsearchtoolstolocateinformationinwrittenand digitaltextsefficiently determiningimportantideas,eventsordetailsintextscommentingon thingslearnedorquestionsraisedbyreading,referringexplicitlytothe textforverification makingconsideredinferencestakingintoaccounttopicknowledgeora characterslikelyactionsandfeelings
Usecomprehensionstrategiestobuild literalandinferredmeaningandbeginto evaluatetextsbydrawingonagrowing knowledgeofcontext,textstructuresand languagefeatures(ACELY1680)
l l
Creatingtexts Plan,draftandpublishimaginative, informativeandpersuasivetexts demonstratingincreasingcontrolovertext structuresandlanguagefeaturesand selectingprint,andmultimodalelements appropriatetotheaudienceandpurpose (ACELY1682)
Elaborations
l l
usingprintanddigitalresourcestogatherinformationaboutatopic selectingappropriatetextstructureforawritingpurposeandsequencing contentforclarityandaudienceimpact usingappropriatesimple,compoundandcomplexsentencestoexpress andcombineideas usingvocabulary,includingtechnicalvocabulary,relevanttothetexttype andpurpose,andappropriatesentencestructurestoexpressand combineideas
Rereadandedittextsformeaning, appropriatestructure,grammaticalchoices andpunctuation(ACELY1683)
usingglossaries,printanddigitaldictionariesandspellchecktoedit spelling,realisingthatspellcheckaccuracydependsonunderstanding thewordfunction,forexamplethere/theirrain/reign
Writeusingjoinedlettersthatareclearly formedandconsistentinsize(ACELY1684)
practisinghowtojoinletterstoconstructafluenthandwritingstyle
47
English
CurriculumF10
Usesoftwareincludingwordprocessing programswithgrowingspeedand efficiencytoconstructandedittexts featuringvisual,printandaudioelements (ACELY1685)
usingfeaturesofrelevanttechnologiestoplan,sequence,composeand editmultimodaltexts
Receptivemodes(listening,readingandviewing) BytheendofYear3,studentsunderstandhowcontentcanbeorganisedusingdifferenttextstructuresdependingonthe purposeofthetext.Theyunderstandhowlanguagefeatures,imagesandvocabularychoicesareusedfordifferenteffects. Theyreadtextsthatcontainvariedsentencestructures,arangeofpunctuationconventions,andimagesthatprovide additionalinformation.Theyidentifyliteralandimpliedmeaningconnectingideasindifferentpartsofatext.Theyselect information,ideasandeventsintextsthatrelatetotheirownlivesandtoothertexts.Theylistentoothersviewsandrespond appropriately. Productivemodes(speaking,writingandcreating) Studentsunderstandhowlanguagefeaturesareusedtolinkandsequenceideas.Theyunderstandhowlanguagecanbe usedtoexpressfeelingsandopinionsontopics.Theirtextsincludewritingandimagestoexpressanddevelopinsome detailexperiences,events,information,ideasandcharacters. Studentscreatearangeoftextsforfamiliarandunfamiliaraudiences.Theycontributeactivelytoclassandgroup discussions,askingquestions,providingusefulfeedbackandmakingpresentations.Theydemonstrateunderstandingof grammarandchoosevocabularyandpunctuationappropriatetothepurposeandcontextoftheirwriting.Theyuse knowledgeofsoundsandhighfrequencywordstospellwordsaccurately,checkingtheirworkformeaning.Theywriteusing joinedlettersthatareaccuratelyformedandconsistentinsize.
48
English
CurriculumF10
Year4
TheEnglishcurriculumisbuiltaroundthethreeinterrelatedstrandsofLanguage,LiteratureandLiteracy.Teachingand learningprogramsshouldbalanceandintegrateallthreestrands.Togetherthestrandsfocusondevelopingstudents knowledge,understandingandskillsinlistening,reading,viewing,speaking,writingandcreating.LearninginEnglishbuilds onconcepts,skillsandprocessesdevelopedinearlieryears,andteacherswillrevisitandstrengthentheseasneeded. InYears3and4,studentsexperiencelearninginfamiliarcontextsandarangeofcontextsthatrelatetostudyinotherareas ofthecurriculum.Theyinteractwithpeersandteachersfromotherclassesandschoolsinarangeoffacetofaceand online/virtualenvironments. Studentsengagewithavarietyoftextsforenjoyment.Theylistento,read,viewandinterpretspoken,writtenandmultimodal textsinwhichtheprimarypurposeisaesthetic,aswellastextsdesignedtoinformandpersuade.Theseencompass traditionaloraltextsincludingAboriginalstories,picturebooks,varioustypesofprintanddigitaltexts,simplechapterbooks, rhymingverse,poetry,nonfiction,film,multimodaltexts,dramaticperformances,andtextsusedbystudentsasmodelsfor constructingtheirownwork. TherangeofliterarytextsforFoundationtoYear10comprisesAustralianliterature,includingtheoralnarrativetraditionsof AboriginalandTorresStraitIslanderpeoples,aswellasthecontemporaryliteratureofthesetwoculturalgroups,andclassic andcontemporaryworldliterature,includingtextsfromandaboutAsia. LiterarytextsthatsupportandextendstudentsinYears3and4asindependentreadersdescribecomplexsequencesof eventsthatextendoverseveralpagesandinvolveunusualhappeningswithinaframeworkoffamiliarexperiences. Informativetextspresentnewcontentabouttopicsofinterestandtopicsbeingstudiedinotherareasofthecurriculum.These textsusecomplexlanguagefeatures,includingvariedsentencestructures,someunfamiliarvocabulary,asignificantnumber ofhighfrequencysightwordsandwordsthatneedtobedecodedphonically,andavarietyofpunctuationconventions,as wellasillustrationsanddiagramsthatbothsupportandextendtheprintedtext. Studentscreatearangeofimaginative,informativeandpersuasivetypesoftextsincludingnarratives,procedures, performances,reports,reviews,poetryandexpositions. Language Languagevariationandchange UnderstandthatStandardAustralianEnglishis oneofmanysocialdialectsusedinAustralia, andthatwhileitoriginatedinEnglandithasbeen influencedbymanyotherlanguages (ACELA1487) Elaborations
l
Elaborations
l
identifyingwordsusedinStandardAustralianEnglishthatare derivedfromotherlanguages,includingAboriginalandTorres StraitIslanderlanguages,anddeterminingiftheoriginalmeaning isreflectedinEnglishusage,forexamplekangaroo,tsunami, typhoon,amok,orangutan identifyingcommonlyusedwordsderivedfromothercultures
49
English
CurriculumF10
Understandthatsocialinteractionsinfluencethe waypeopleengagewithideasandrespondto othersforexamplewhenexploringandclarifying theideasofothers,summarisingtheirownviews andreportingthemtoalargergroup (ACELA1488)
recognisingthatwecanuselanguagedifferentlywithourfriends andfamilies,butthatStandardAustralianEnglishistypicallyused inwrittenschooltextsandmoreformalcontexts recognisingthatlanguageisadjustedindifferentcontexts,for exampleindegreeofformalitywhenmovingbetweengroup discussionsandpresentingagroupreport understandinghowage,status,expertiseandfamiliarityinfluence thewaysinwhichweinteractwithpeopleandhowthesecodes andconventionsvaryacrosscultures recognisingtheimportanceofusinginclusivelanguage identifyingwaysthinkingverbsareusedtoexpressopinion,for exampleIthink,Ibelieve,andwayssummaryverbsareusedto reportfindings,forexampleweconcluded
Understanddifferencesbetweenthelanguageof opinionandfeelingandthelanguageoffactual reportingorrecording(ACELA1489)
Textstructureandorganisation Understandhowtextsvaryincomplexityand technicalitydependingontheapproachtothe topic,thepurposeandtheintendedaudience (ACELA1490)
Elaborations
l
becomingfamiliarwiththetypicalstagesandlanguagefeaturesof suchtexttypesas:simplenarrative,procedure,simplepersuasion textsandinformationreports
Understandhowtextsaremadecohesive throughtheuseoflinkingdevicesincluding pronounreferenceandtextconnectives (ACELA1491)
knowinghowauthorsconstructtextsthatarecohesiveand coherentthroughtheuseof:pronounsthatlinktosomething previouslymentioneddeterminers(forexamplethis,that, these,those,the,)textconnectivesthatcreatelinksbetween sentences(forexamplehowever,therefore,nevertheless,in addition,bycontrast,insummary) identifyinghowparticipantsaretrackedthroughatextby,for example,usingpronounstoreferbacktonoungroups/phrases describinghowtextsconnectiveslinksectionsofatextproviding sequencesthroughtime,forexamplefirstly,then,next,and finally exploringtextstoidentifytheuseofquotationmarks experimentingwiththeuseofquotationmarksinstudentsown writing
Recognisehowquotationmarksareusedin textstosignaldialogue,titlesandquoted(direct) speech(ACELA1492)
l l
Identifyfeaturesofonlinetextsthatenhance readabilityincludingtext,navigation,links, graphicsandlayout(ACELA1793)
participatinginonlinesearchesforinformationusingnavigation toolsanddiscussingsimilaritiesanddifferencesbetweenprint anddigitalinformation
Elaborations
50
English
CurriculumF10
Understandthatthemeaningofsentencescan beenrichedthroughtheuseofnoun groups/phrasesandverbgroups/phrasesand prepositionalphrases(ACELA1493)
creatingricher,morespecificdescriptionsthroughtheuseofnoun groups/phrases(forexample,innarrativetexts,theirveryold Siamesecatinreports,'itsextremelyhighmountainranges')
Investigatehowquoted(direct)andreported (indirect)speechworkindifferenttypesoftext (ACELA1494)
investigatingexamplesofquoted(direct)speech(Hesaid,Illgo totheparktoday)andreported(indirect)speech(Hetoldmehe wasgoingtotheparktoday)andcomparingsimilaritiesand differences
Understandhowadverbgroups/phrasesand prepositionalphrasesworkindifferentwaysto providecircumstantialdetailsaboutanactivity (ACELA1495)
investigatingintextshowadverbgroup/phrasesandprepositional phrasescanprovidedetailsofthecircumstancessurroundinga happeningorstate(forexample,Atmidnight(time)heroseslowly (manner)fromthechair(place)andwentupstairs(place)
Exploretheeffectofchoiceswhenframingan image,placementofelementsintheimage,and salienceoncompositionofstillandmoving imagesinarangeoftypesoftexts(ACELA1496)
examiningvisualandmultimodaltexts,buildingavocabularyto describevisualelementsandtechniquessuchasframing, compositionandvisualpointofviewandbeginningtounderstand howthesechoicesimpactonviewerresponse
Incorporatenewvocabularyfromarangeof sourcesintostudentsowntextsincluding vocabularyencounteredinresearch (ACELA1498)
buildingetymologicalknowledgeaboutwordorigins(forexample 'thermometer')andbuildingvocabularyfromresearchabout technicalandsubjectspecifictopics
Understandhowtousestrategiesforspelling words,includingspellingrules,knowledgeof morphemicwordfamilies,spelling generalisations,andlettercombinations includingdoubleletters(ACELA1779)
usingphonologicalknowledge(forexamplelongvowelpatternsin multisyllabicwords)consonantclusters(forexample'straight', 'throat','screen','squawk') usingvisualknowledge(forexamplediphthongsinmorecomplex wordsandotherambiguousvowelsounds,asin'oy','oi','ou','ow', 'ould','u','ough','au','aw')silentbeginningconsonantpatterns(for example'gn'and'kn') applyinggeneralisations,forexampledoubling(forexample 'running')'e'drop(forexample'hoping') usingmeaningandcontextwhenspellingwords(forexample whendifferentiatingbetweenhomophonessuchasto,too,two
Recognisehomophonesandknowhowtouse contexttoidentifycorrectspelling(ACELA1780)
51
English
CurriculumF10
Makeconnectionsbetweenthewaysdifferent authorsmayrepresentsimilarstorylines,ideas andrelationships(ACELT1602)
commentingonhowauthorshaveestablishedsettingandperiod indifferentculturesandtimesandtherelevanceofcharacters, actionsandbeliefstotheirowntime comparingdifferentauthorstreatmentofsimilarthemesandtext patterns,forexamplecomparingfablesandallegoriesfrom differentculturesandquestnovelsbydifferentauthors
Respondingtoliterature Discussliteraryexperienceswithothers,sharing responsesandexpressingapointofview (ACELT1603)
Elaborations
l
sharinganddiscussingstudentsownandothersunderstanding oftheeffectsofparticularliterarytechniquesontheirappreciationof texts drawingcomparisonsbetweenmultipletextsandstudentsown experiences.Commentingorally,inwrittenformandindigital reviewsonaspectssuchas:'DoIrecognisethisinmyownworld?' 'HowisthistextsimilartoordifferentfromothertextsIveread?' 'Howcommonisittohumanexperienceintherealworld?''What newideasdoesitbring?'HowdotheyfitwithwhatIbelieve?' examiningtheauthorsdescriptionofacharactersappearance, behaviourandspeechandnotinghowthecharactersdevelopment isevidentthroughhisorherdialogueandchangingrelationships andthereactionsofothercharacterstohimorher sharingviewsusingappropriatemetalanguage(forexampleThe useoftheadjectivesindescribingthecharacterreallyhelpsto createimagesforthereader)
Usemetalanguagetodescribetheeffectsof ideas,textstructuresandlanguagefeaturesof literarytexts(ACELT1604)
Examiningliterature Discusshowauthorsandillustratorsmake storiesexciting,movingandabsorbingandhold readersinterestbyusingvarioustechniques,for examplecharacterdevelopmentandplottension (ACELT1605)
Elaborations
l
examiningtheauthorsdescriptionofacharactersappearance, behaviourandspeechandnotinghowthecharactersdevelopment isevidentthroughhisorherdialogueandchangingrelationships andthereactionsofothercharacterstohimorher identifyingpivotalpointsintheplotwherecharactersarefacedwith choicesandcommentingonhowtheauthormakesuscareabout theirdecisionsandconsequences definingspoonerisms,neologismsandpunsandexploringhow theyareusedbyauthorstocreateasenseoffreshness,originality andplayfulness discussingpoeticlanguage,includingunusualadjectivaluseand howitengagesusemotionallyandbringstolifethepoetssubject matter(forexampleHegraspsthecragwithcrookedhands/wee timorousbeastie)
Understand,interpretandexperimentwitha rangeofdevicesanddeliberatewordplayin poetryandotherliterarytexts,forexample nonsensewords,spoonerisms,neologismsand puns(ACELT1606)
Creatingliterature Createliterarytextsthatexplorestudentsown experiencesandimagining(ACELT1607)
Elaborations
l
drawinguponliterarytextsstudentshaveencounteredand experimentingwithchangingparticularaspects,forexamplethe timeorplaceofthesetting,addingcharactersorchangingtheir personalities,orofferinganalternativepointofviewonkeyideas
52
English
CurriculumF10
Createliterarytextsbydevelopingstorylines, charactersandsettings(ACELT1794)
collaborativelyplan,compose,sequenceandpreparealiterarytext alongafamiliarstoryline,usingfilm,soundandimagestoconvey setting,charactersandpointsofdramaintheplot
Literacy Textsincontext Identifyandexplainlanguagefeaturesoftexts fromearliertimesandcomparewiththe vocabulary,images,layoutandcontentof contemporarytexts(ACELY1686) Elaborations

l
Elaborations
l
viewingdocumentariesandnewsfootagefromdifferentperiods, comparingthestyleofpresentation,includingcostumesand iconographywithcontemporarytextsonsimilartopicsandtracking changingviewsonissues,forexamplewar,race,gender
Interactingwithothers Interpretideasandinformationinspokentexts andlistenforkeypointsinordertocarryouttasks anduseinformationtoshareandextendideas andinformation(ACELY1687)
makingnotesaboutatask,askingquestionstoclarifyorfollowup information,andseekingassistanceifrequired discussinglevelsoflanguageslang,colloquial(everyday)and formallanguageandhowtheirappropriatenesschangeswith thesituationandaudience.Presentingideasandopinionsat levelsofformalityappropriatetothecontextandaudience participatinginpair,group,classandschoolspeakingand listeningsituations,includinginformalconversations,class discussionsandpresentations developingappropriatespeakingandlisteningbehaviours includingacknowledgingandextendingotherscontributions, presentingideasandopinionsclearlyandcoherently choosingavarietyofappropriatewordsandprepositionalphrases, includingdescriptivewordsandsometechnicalvocabulary,to communicatemeaningaccurately exploringtheeffectsofchangingvoicetone,volume,pitchandpace informalandinformalcontexts reportingonatopicinanorganisedmanner,providingrelevant factsanddescriptivedetailtoenhanceaudienceunderstanding, andbeginningtorefertoreliablesourcestosupportclaims
Useinteractionskillssuchasacknowledging anotherspointofviewandlinkingstudents responsetothetopic,usingfamiliarandnew vocabularyandarangeofvocaleffectssuchas tone,pace,pitchandvolumetospeakclearlyand coherently(ACELY1688)
Plan,rehearseanddeliverpresentations incorporatinglearnedcontentandtakinginto accounttheparticularpurposesandaudiences (ACELY1689)
Interpreting,analysing,evaluating Identifycharacteristicfeaturesusedin imaginative,informativeandpersuasivetextsto meetthepurposeofthetext(ACELY1690)
Elaborations
l
describingthelanguagewhichauthorsusetocreateimaginary worldshowtextualfeaturessuchasheadings,subheadings,bold typeandgraphicorganisersareusedtoorderandpresent information,andhowvisualcodesareused,forexamplethose usedinadvertisingtorepresentchildrenandfamiliessothat viewersidentifywiththem
53
English
CurriculumF10
Readdifferenttypesoftextsbycombining contextual,semantic,grammaticalandphonic knowledgeusingtextprocessingstrategiesfor examplemonitoringmeaning,crosschecking andreviewing(ACELY1691)
readingnewanddifferentkindsoftextswiththeuseofestablished wordidentificationstrategies,includingknowledgeofthetopicand oftexttypetogetherwithselfmonitoringstrategiesincluding rereading,selfquestioningandpausing,andincludingself correctionstrategiessuchconfirmingandcrosschecking readingaloudwithfluencyandexpression readingawiderangeofdifferenttypesoftextsforpleasure makingconnectionsbetweenthetextandstudentsown experienceandothertexts makingconnectionsbetweeninformationinprintandimages buildingandusingpriorknowledgeandvocabulary findingspecificliteralinformation askingandansweringquestions creatingmentalimages findingthemainideaofatext inferringmeaningfromthewayscommunicationoccursindigital environmentsincludingtheinterplaybetweenwords,images,and sounds bringingsubjectandtechnicalvocabularyandconceptknowledge tonewreadingtasks,selectingandusingtextsfortheirpertinence tothetaskandtheaccuracyoftheirinformation
l l
Usecomprehensionstrategiestobuildliteral andinferredmeaningtoexpandcontent knowledge,integratingandlinkingideasand analysingandevaluatingtexts(ACELY1692)
l l l l l l l
Creatingtexts Plan,draftandpublishimaginative,informative andpersuasivetextscontainingkeyinformation andsupportingdetailsforawideningrangeof audiences,demonstratingincreasingcontrol overtextstructuresandlanguagefeatures (ACELY1694)
Elaborations
l
usingresearchfromprintanddigitalresourcestogatherideas, integratinginformationfromarangeofsourcesselectingtext structureandplanninghowtogroupideasintoparagraphsto sequencecontent,andchoosingvocabularytosuittopicand communicationpurpose usingappropriatesimple,compoundandcomplexsentencesto expressandcombineideas usinggrammaticalfeaturesincludingdifferenttypesofverb groups/phrases,noungroups/phrases,adverbgroups/phrases andprepositionalphrasesforeffectivedescriptionsasrelatedto purposeandcontext(forexample,developmentofacharacters actionsoradescriptioninareport) revisingwrittentexts:editingforgrammaticalandspellingaccuracy andclarityofthetext,toimprovetheconnectionbetweenideasand theoverallflowofthepiece
Rereadandeditformeaningbyadding,deleting ormovingwordsorwordgroupstoimprove contentandstructure(ACELY1695)
Writeusingclearlyformedjoinedletters,and developincreasedfluencyandautomaticity (ACELY1696)
usinghandwritingfluencywithspeedforawiderangeoftasks
54
English
CurriculumF10
Usearangeofsoftwareincludingword processingprogramstoconstruct,editand publishwrittentext,andselect,editandplace visual,printandaudioelements(ACELY1697)
identifyingandselectingappropriatesoftwareprogramsfor constructingtext
Receptivemodes(listening,readingandviewing) BytheendofYear4,studentsunderstandthattextshavedifferenttextstructuresdependingonpurposeandaudience.They explainhowlanguagefeatures,imagesandvocabularyareusedtoengagetheinterestofaudiences. Theydescribeliteralandimpliedmeaningconnectingideasindifferenttexts.Theyexpresspreferencesforparticulartexts, andrespondtoothersviewpoints.Theylistenforkeypointsindiscussions. Productivemodes(speaking,writingandcreating) Studentsuselanguagefeaturestocreatecoherenceandadddetailtotheirtexts.Theyunderstandhowtoexpressanopinion basedoninformationinatext.Theycreatetextsthatshowunderstandingofhowimagesanddetailcanbeusedtoextend keyideas. Studentscreatestructuredtextstoexplainideasfordifferentaudiences.Theymakepresentationsandcontributeactivelyto classandgroupdiscussions,varyinglanguageaccordingtocontext.Theydemonstrateunderstandingofgrammar,select vocabularyfromarangeofresourcesanduseaccuratespellingandpunctuation,editingtheirworktoimprovemeaning.
55
English
CurriculumF10
Year5
TheEnglishcurriculumisbuiltaroundthethreeinterrelatedstrandsofLanguage,LiteratureandLiteracy.Teachingand learningprogramsshouldbalanceandintegrateallthreestrands.Togetherthestrandsfocusondevelopingstudents knowledge,understandingandskillsinlistening,reading,viewing,speaking,writingandcreating.LearninginEnglishbuilds onconcepts,skillsandprocessesdevelopedinearlieryears,andteacherswillrevisitandstrengthentheseasneeded. InYears5and6,studentscommunicatewithpeersandteachersfromotherclassesandschools,communitymembers, andindividualsandgroups,inarangeoffacetofaceandonline/virtualenvironments. Studentsengagewithavarietyoftextsforenjoyment.Theylistento,read,view,interpretandevaluatespoken,writtenand multimodaltextsinwhichtheprimarypurposeisaesthetic,aswellastextsdesignedtoinformandpersuade.Theseinclude varioustypesofmediatextsincludingnewspapers,filmanddigitaltexts,juniorandearlyadolescentnovels,poetry,non fiction,anddramaticperformances. TherangeofliterarytextsforFoundationtoYear10comprisesAustralianliterature,includingtheoralnarrativetraditionsof AboriginalandTorresStraitIslanderpeoples,aswellasthecontemporaryliteratureofthesetwoculturalgroups,andclassic andcontemporaryworldliterature,includingtextsfromandaboutAsia. LiterarytextsthatsupportandextendstudentsinYears5and6asindependentreadersdescribecomplexsequences,a rangeofnonstereotypicalcharactersandelaboratedeventsincludingflashbacksandshiftsintime.Thesetextsexplore themesofinterpersonalrelationshipsandethicaldilemmaswithinrealworldandfantasysettings.Informativetextssupply technicalandcontentinformationaboutawiderangeoftopicsofinterestaswellastopicsbeingstudiedinotherareasofthe curriculum.Textstructuresincludechapters,headingsandsubheadings,tablesofcontents,indexesandglossaries. Languagefeaturesincludecomplexsentences,unfamiliartechnicalvocabulary,figurativelanguage,andinformation presentedinvarioustypesofgraphics. Studentscreatearangeofimaginative,informativeandpersuasivetypesoftextsincludingnarratives,procedures, performances,reports,reviews,explanationsanddiscussions. Language Languagevariationandchange Understandthatthepronunciation, spellingandmeaningsofwordshave historiesandchangeovertime (ACELA1500) Elaborations
l l
Elaborations
l
recognisingthataknowledgeofwordoriginsisnotonlyinterestinginits ownright,butthatitextendsstudentsknowledgeofvocabularyandspelling exploringexamplesofwordsinwhichpronunciation,writingandmeaning haschangedovertime,includingwordsfromarangeofcultures
Languageforinteraction Understandthatpatternsoflanguage interactionvaryacrosssocialcontexts andtypesoftextsandthattheyhelpto signalsocialrolesandrelationships (ACELA1501)
identifyingwaysinwhichculturesdifferinmakingandrespondingto commonrequests,forexampleperiodsofsilence,degreesofformality
56
English
CurriculumF10
Understandhowtomovebeyond makingbareassertionsandtake accountofdifferingperspectivesand pointsofview(ACELA1502)
recognisingthatabareassertion(forexample'It'sthebestfilmthisyear') oftenneedstobetemperedby:usingthe'impersonalit'todistanceoneself (forexample'Itcouldbethatitisthebestfilmthisyear')recruiting anonymoussupport(forexample'Itisgenerallyagreedthatitisthebestfilm thisyear.')indicatingageneralsourceoftheopinion(forexample'Most criticsagreethatitisthebestfilmthisyear.')specifyingthesourceofthe opinion(forexample'DavidandMargaretbothagreethatitisthebestfilm thisyear')andreflectingontheeffectofthesedifferentchoices
Textstructureandorganisation Understandhowtextsvaryinpurpose, structureandtopicaswellasthe degreeofformality(ACELA1504)
Elaborations
l
becomingfamiliarwiththetypicalstagesandlanguagefeaturesofsuchtext typesas:narrative,procedure,exposition,explanation,discussionand informativetextandhowtheycanbecomposedandpresentedinwritten, digitalandmultimediaforms
Understandthatthestartingpointofa sentencegivesprominencetothe messageinthetextandallowsfor predictionofhowthetextwillunfold (ACELA1505)
observinghowwritersusethebeginningofasentencetosignaltothe readerhowthetextisdeveloping(forexample'Snakesarereptiles.They havescalesandnolegs.Manysnakesarepoisonous.However,inAustralia theyareprotected')
Understandhowthegrammatical categoryofpossessivesissignalled throughapostrophesandhowtouse apostropheswithcommonandproper nouns(ACELA1506)
learningthatinStandardAustralianEnglishregularpluralnounsendingin sformthepossessivebyaddingjusttheapostrophe(forexamplemy parents'car) learningthatinStandardAustralianEnglishforpropernounsavariantform withoutthesecondsissometimesfound(forexampleJamesshouseor Jameshouse)
Investigatehowtheorganisationoftexts intochapters,headings,subheadings, homepagesandsubpagesforonline textsandaccordingtochronologyor topiccanbeusedtopredictcontentand assistnavigation(ACELA1797) Elaborations

l
Expressinganddevelopingideas Understandthedifferencebetween mainandsubordinateclausesandthat acomplexsentenceinvolvesatleast onesubordinateclause(ACELA1507)
knowingthatthefunctionofcomplexsentencesistomakeconnections betweenideas,suchas:toprovideareason(forexample'Hejumpedup becausethebellrang.')tostateapurpose(forexample'Sheracedhomein ordertoconfrontherbrother.')toexpressacondition(forexample'Itwill breakifyoupushit.')tomakeaconcession(forexample'Shewenttowork eventhoughshewasnotfeelingwell.')tolinktwoideasintermsofvarious timerelations(forexample'NerofiddledwhileRomeburned.')
57
English
CurriculumF10
Understandhownoungroups/phrases andadjectivegroups/phrasescanbe expandedinavarietyofwaystoprovide afullerdescriptionoftheperson,place, thingoridea(ACELA1508)
learninghowtoexpandadescriptionbycombiningarelatedsetofnouns andadjectivesTwooldbrowncattledogssatontheruinedfrontveranda ofthedesertedhouse observinghowdescriptivedetailscanbebuiltuparoundanounoran adjective,formingagroup/phrase(forexample,thisverysmellycleaning clothinthesinkisanoungroup/phraseandasprettyastheflowersinMay isanadjectivegroup/phrase) interpretingnarrativetextstoldaswordlesspicturebooks identifyingandcomparingsequencesofimagesrevealedthroughdifferent hyperlinkchoices
Explainsequencesofimagesinprint textsandcomparethesetotheways hyperlinkeddigitaltextsareorganised, explainingtheireffectonviewers interpretations(ACELA1511)
l l
Understandtheuseofvocabularyto expressgreaterprecisionofmeaning, andknowthatwordscanhavedifferent meaningsindifferentcontexts (ACELA1512)
movingfromgeneral,allpurposewords,forexamplecuttomorespecific words,forexampleslice,dice,fillet,segment
Understandhowtousebanksofknown words,aswellaswordorigins,prefixes andsuffixes,tolearnandspellnew words(ACELA1513)
learningthatmanycomplexwordswereoriginallyhyphenatedbuthave becomeprefixedasinuncommon,renewemailandrefine talkingabouthowsuffixeschangeovertimeandnewformsareinventedto reflectchangingattitudestogender,forexamplepolicewoman, salespersonairhostess/stewardorflightattendant
Recogniseuncommonplurals,for examplefoci(ACELA1514)
usingknowledgeofwordoriginsandrootsandrelatedwordstointerpret andspellunfamiliarwords,andlearningabouthowtheserootsimpacton plurals
Literature Literatureandcontext Identifyaspectsofliterarytextsthat conveydetailsorinformationabout particularsocial,culturalandhistorical contexts(ACELT1608)

l
Elaborations
l
describinghowaspectsofliterature,forexamplevisuals,symbolic elements,dialogueandcharacterdescriptions,canconveyinformation aboutculturalelements,suchasbeliefs,traditionsandcustoms identifyingvariabilitywithinculturalcontextsinliterarytexts,recognisingthe diversityofpeoplesexperienceswithinaculturalgroupsuchasdifferences insettingandlifestylebetweenurbanandremoteAboriginalandTorres StraitIslanderpeoples
Respondingtoliterature
Elaborations
58
English
CurriculumF10
Presentapointofviewaboutparticular literarytextsusingappropriate metalanguage,andreflectingonthe viewpointsofothers(ACELT1609)
posinganddiscussingquestions,suchasShouldthischaracterhave behavedastheydid?,andbeginningtomakebalancedjudgmentsabout thedilemmascharactersfaceandrelativemeritandharm
Usemetalanguagetodescribethe effectsofideas,textstructuresand languagefeaturesonparticular audiences(ACELT1795)
orally,inwritingorusingdigitalmedia,givingaconsideredinterpretation andopinionaboutaliterarytext,recognisingthatastudentsviewmaynot besharedbyothersandthatothershaveequalclaimstodivergentviews
Examiningliterature Recognisethatideasinliterarytextscan beconveyedfromdifferentviewpoints, whichcanleadtodifferentkindsof interpretationsandresponses (ACELT1610)
Elaborations
l
identifyingthenarrativevoice(thepersonorentitythroughwhomthe audienceexperiencesthestory)inaliterarywork,discussingtheimpactof firstpersonnarrationonempathyandengagement examiningtextswrittenfromdifferentnarrativepointsofviewanddiscussing whatinformationtheaudiencecanaccess,howthisimpactsonthe audiencessympathies,andwhyanauthormightchooseaparticular narrativepointofview examiningthenarrativevoiceintextsfromAboriginalandTorresStrait Islandertraditions,whichincludeperspectivesofanimalsandspirits,about howweshouldcarefortheEarth,forexamplereflectingonhowthisaffects significance,interpretationandresponse discussinghowfigurativelanguageincludingsimileandmetaphorcan makeuseofacomparisonbetweendifferentthings,forexampleMyloveis likeared,redroseTyger!,Tyger!burningbright,Intheforestsofthenight andhowbyappealingtotheimagination,itprovidesnewwaysoflookingat theworld investigatingthequalitiesofcontemporaryprotestsongs,forexamplethose aboutIndigenouspeoplesandthoseabouttheenvironment
Understand,interpretandexperiment withsounddevicesandimagery, includingsimile,metaphorand personification,innarratives,shape poetry,songs,anthemsandodes (ACELT1611)
Creatingliterature Createliterarytextsusingrealisticand fantasysettingsandcharactersthat drawontheworldsrepresentedintexts studentshaveexperienced (ACELT1612)
Elaborations
l
usingtextswithcomputerbasedgraphics,animationand2Dqualities, considerhowandwhyparticulartraitsforacharacterhavebeenchosen
59
English
CurriculumF10
Createliterarytextsthatexperimentwith structures,ideasandstylisticfeaturesof selectedauthors(ACELT1798)
drawinguponfictionelementsinarangeofmodeltextsforexamplemain idea,characterisation,setting(timeandplace),narrativepointofviewand devices,forexamplefigurativelanguage(simile,metaphor,personification), aswellasnonverbalconventionsindigitalandscreentextsinorderto experimentwithnew,creativewaysofcommunicatingideas,experiences andstoriesinliterarytexts
Literacy Textsincontext Showhowideasandpointsofviewin textsareconveyedthroughtheuseof vocabulary,includingidiomatic expressions,objectiveandsubjective language,andthatthesecanchange accordingtocontext(ACELY1698) Elaborations

l
Elaborations
l
identifyingthenarrativevoice(thepersonorentitythroughwhomthe audienceexperiencesthestory)inaliterarywork,discussingtheimpactof firstpersonnarrationonempathyandengagement
Interactingwithothers Clarifyunderstandingofcontentasit unfoldsinformalandinformal situations,connectingideastostudents ownexperiencesandpresentandjustify apointofview(ACELY1699)
askingspecificquestionstoclarifyaspeakersmeaning,making constructivecommentsthatkeepconversationmoving,reviewingideas expressedandconveyingtentativeconclusions
Useinteractionskills,forexample paraphrasing,questioningand interpretingnonverbalcuesandchoose vocabularyandvocaleffectsappropriate fordifferentaudiencesandpurposes (ACELY1796)
participatinginpair,group,classandschoolspeakingandlistening situations,includinginformalconversations,discussionsandpresentations usingeffectivestrategiesfordialogueanddiscussionincludingspeaking clearlyandtothepoint,pausinginappropriateplacesforotherstorespond, askingpertinentquestionsandlinkingstudentsownresponsestothe contributionsofothers choosingvocabularyandsentencestructuresforparticularpurposes includingformalandinformalcontexts,toreportandexplainnewconcepts andtopics,toofferapointofviewandtopersuadeothers experimentingwithvoiceeffectsinformalpresentationssuchastone, volume,pitchandpace,recognisingtheeffectsthesehaveonaudience understanding planningareportonatopic,sequencingideaslogicallyandproviding supportingdetail,includinggraphics,soundandvisualstoenhance audienceengagementandunderstanding
Plan,rehearseanddeliver presentationsfordefinedaudiences andpurposesincorporatingaccurate andsequencedcontentandmultimodal elements(ACELY1700)
Interpreting,analysing,evaluating
Elaborations
60
English
CurriculumF10
Identifyandexplaincharacteristictext structuresandlanguagefeaturesused inimaginative,informativeand persuasivetextstomeetthepurposeof thetext(ACELY1701)
explaininghowthefeaturesofatextadvocatingcommunityaction,for exampleactiononalocalareapreservationissue,areusedtomeetthe purposeofthetext
Navigateandreadtextsforspecific purposesapplyingappropriatetext processingstrategies,forexample predictingandconfirming,monitoring meaning,skimmingandscanning (ACELY1702)
bringingsubjectandtechnicalvocabularyandconceptknowledgetonew readingtasks selectingandusingtextsfortheirpertinencetothetaskandtheaccuracyof theirinformation usingwordidentification,selfmonitoringandselfcorrectingstrategiesto accessmaterialonlessfamiliartopics,skimmingandscanningtocheck thepertinenceofparticularinformationtostudentstopicandtask readingawiderangeofimaginative,informativeandpersuasivetextsfor pleasureandtofindanduseinformation usingresearchskillsincludingidentifyingresearchpurpose,locatingtexts, gatheringandorganisinginformation,evaluatingitsrelativevalue,andthe accuracyandcurrencyofprintanddigitalsourcesandsummarising informationfromseveralsources
Usecomprehensionstrategiesto analyseinformation,integratingand linkingideasfromavarietyofprintand digitalsources(ACELY1703)
Creatingtexts Plan,draftandpublishimaginative, informativeandpersuasiveprintand multimodaltexts,choosingtext structures,languagefeatures,images andsoundappropriatetopurposeand audience(ACELY1704)
Elaborations
l
usingresearchfromprintanddigitalresourcestogatherandorganise informationforwriting selectinganappropriatetextstructureforthewritingpurposeand sequencingcontentaccordingtothattextstructure,introducingthetopic,and groupingrelatedinformationinwellsequencedparagraphswitha concludingstatement usingvocabulary,includingtechnicalvocabulary,appropriatetopurposeand context usingparagraphstopresentandsequenceatext usingappropriategrammaticalfeatures,includingmorecomplexsentences andrelevantverbtense,pronounreference,adverbandnoun groups/phrasesforeffectivedescriptions editingforflowandsense,organisationofideasandchoiceoflanguage, revisingandtryingnewapproachesifanelementisnothavingthedesired impact

l l
Rereadandeditstudent'sownand othersworkusingagreedcriteriafortext structuresandlanguagefeatures (ACELY1705)
Developahandwritingstylethatis becominglegible,fluentandautomatic (ACELY1706)
usinghandwritingwithincreasingfluencyandlegibilityappropriatetoawide rangeofwritingpurposes
61
English
CurriculumF10
Usearangeofsoftwareincludingword processingprogramswithfluencyto construct,editandpublishwrittentext, andselect,editandplacevisual,print andaudioelements(ACELY1707)
writinglettersinprintandbyemail,composingwithincreasingfluency, accuracyandlegibilityanddemonstratingunderstandingofwhatthe audiencemaywanttohear
Receptivemodes(listening,readingandviewing) BytheendofYear5,studentsexplainhowtextstructuresassistinunderstandingthetext.Theyunderstandhowlanguage features,imagesandvocabularyinfluenceinterpretationsofcharacters,settingsandevents. Theyanalyseandexplainliteralandimpliedinformationfromavarietyoftexts.Theydescribehowevents,charactersand settingsintextsaredepictedandexplaintheirownresponsestothem.Theylistenandaskquestionstoclarifycontent. Productivemodes(speaking,writingandcreating) Studentsuselanguagefeaturestoshowhowideascanbeextended.Theydevelopandexplainapointofviewaboutatext, selectinginformation,ideasandimagesfromarangeofresources. Studentscreateavarietyofsequencedtextsfordifferentpurposesandaudiences.Theymakepresentationsandcontribute activelytoclassandgroupdiscussions,takingintoaccountotherperspectives.Whenwriting,theydemonstrate understandingofgrammar,selectspecificvocabularyanduseaccuratespellingandpunctuation,editingtheirworkto providestructureandmeaning.
62
English
CurriculumF10
Year6
TheEnglishcurriculumisbuiltaroundthethreeinterrelatedstrandsofLanguage,LiteratureandLiteracy.Teachingand learningprogramsshouldbalanceandintegrateallthreestrands.Togetherthestrandsfocusondevelopingstudents knowledge,understandingandskillsinlistening,reading,viewing,speaking,writingandcreating.LearninginEnglishbuilds onconcepts,skillsandprocessesdevelopedinearlieryears,andteacherswillrevisitandstrengthentheseasneeded. InYears5and6,studentscommunicatewithpeersandteachersfromotherclassesandschools,communitymembers, andindividualsandgroups,inarangeoffacetofaceandonline/virtualenvironments. Studentsengagewithavarietyoftextsforenjoyment.Theylistento,read,view,interpretandevaluatespoken,writtenand multimodaltextsinwhichtheprimarypurposeisaesthetic,aswellastextsdesignedtoinformandpersuade.Theseinclude varioustypesofmediatextsincludingnewspapers,filmanddigitaltexts,juniorandearlyadolescentnovels,poetry,non fictionanddramaticperformances.Studentsdeveloptheirunderstandingofhowtexts,includingmediatexts,areinfluenced bycontext,purposeandaudience. TherangeofliterarytextsforFoundationtoYear10comprisesAustralianliterature,includingtheoralnarrativetraditionsof AboriginalandTorresStraitIslanderpeoples,aswellasthecontemporaryliteratureofthesetwoculturalgroups,andclassic andcontemporaryworldliterature,includingtextsfromandaboutAsia. LiterarytextsthatsupportandextendstudentsinYears5and6asindependentreadersdescribecomplexsequences,a rangeofnonstereotypicalcharactersandelaboratedeventsincludingflashbacksandshiftsintime.Thesetextsexplore themesofinterpersonalrelationshipsandethicaldilemmaswithinrealworldandfantasysettings.Informativetextssupply technicalandcontentinformationaboutawiderangeoftopicsofinterestaswellastopicsbeingstudiedinotherareasofthe curriculum.Textstructuresincludechapters,headingsandsubheadings,tablesofcontents,indexesandglossaries. Languagefeaturesincludecomplexsentences,unfamiliartechnicalvocabulary,figurativelanguage,andinformation presentedinvarioustypesofgraphics. Studentscreatearangeofimaginative,informativeandpersuasivetypesoftextssuchasnarratives,procedures, performances,reports,reviews,explanationsanddiscussions. Language Languagevariationandchange Understandthatdifferentsocialand geographicaldialectsoraccentsare usedinAustraliainadditiontoStandard AustralianEnglish(ACELA1515)
l
Elaborations
l
recognisingthattherearemorethan150Aboriginallanguagesandtwo TorresStraitIslanderlanguagesandthattheyrelatetogeographicareasin Australia recognisingthatalllanguagesanddialectsareofequalvalue,althoughwe usedifferentonesindifferentcontexts,forexampletheuseofStandard AustralianEnglish,AboriginalEnglishandformsofCreoleusedbysome TorresStraitIslandergroupsandsomeofAustraliasnearneighbours
Languageforinteraction Understandthatstrategiesforinteraction becomemorecomplexanddemanding aslevelsofformalityandsocialdistance increase(ACELA1516)
Elaborations
l
identifyandappreciatedifferencesinlanguageusedindiversefamily settings
63
English
CurriculumF10
Understandtheusesofobjectiveand subjectivelanguageandbias (ACELA1517)
understandingwhenitisappropriatetosharefeelingsandopinions(for exampleinapersonalrecount)andwhenitisappropriatetoremainmore objective(forexampleinafactualrecount) differentiatingbetweenreportingthefacts(forexampleinanewsstory)and providingacommentary(forexampleinaneditorial)
Textstructureandorganisation Understandhowauthorsofteninnovate ontextstructuresandplaywithlanguage featurestoachieveparticularaesthetic, humorousandpersuasivepurposesand effects(ACELA1518)
Elaborations
l
exploringarangeofeveryday,community,literaryandinformativetexts discussingelementsoftextstructureandlanguagefeaturesand comparingtheoverallstructureandeffectofauthorschoicesintwoor moretexts examiningdifferentworksbyanauthorwhospecialisesinhumouror pathostoidentifystrategiessuchasexaggerationandcharacter embarrassmenttoamuseandtoofferinsightsintocharactersfeelings,so buildingempathywiththeirpointsofviewandconcernfortheirwelfare notinghowwritersoftensubstituteageneralwordforamorespecificword alreadymentioned,thuscreatingacohesivelinkbetweenthewords(for example,Lookatthoseapples.CanItakethesebigones?,whereones substitutesforapples) notinghowwritersoftensubstituteageneralwordforamorespecificword alreadymentioned,thuscreatingacohesivelinkbetweenthewords(for example'Lookatthoseapples.CanIhaveone?') recognisinghowcohesioncanbedevelopedthroughrepeatingkeywords orbyusingsynonymsorantonyms observinghowrelationshipsbetweenconceptscanberepresentedvisually throughsimilarity,contrast,juxtaposition,repetition,classsubclass diagrams,partwholediagrams,causeandeffectfigures,visual continuitiesanddiscontinuities identifyingdifferentusesofcommasintexts
Understandthatcohesivelinkscanbe madeintextsbyomittingorreplacing words(ACELA1520)
Understandtheusesofcommasto separateclauses(ACELA1521)
Expressinganddevelopingideas Investigatehowcomplexsentencescan beusedinavarietyofwaystoelaborate, extendandexplainideas(ACELA1522)
Elaborations
l
knowingthatacomplexsentencetypicallyconsistsofamainclauseanda subordinateclause knowingthatthefunctionofcomplexsentencesistomakeconnections betweenideas,suchas:toprovideareason(forexample'Hejumpedup becausethebellrang')tostateapurpose(forexample'Sheracedhomein ordertoconfrontherbrother')toexpressacondition(forexample'Itwill breakifyoupushit')tomakeaconcession(forexample'Shewenttowork eventhoughshewasnotfeelingwell')tolinktwoideasintermsofvarious timerelations(forexample'NerofiddledwhileRomeburned')
64
English
CurriculumF10
Understandhowideascanbeexpanded andsharpenedthroughcarefulchoiceof verbs,elaboratedtensesandarangeof adverbgroups/phrases(ACELA1523)
knowingthatverbsoftenrepresentactionsandthatthechoiceofmore expressiveverbsmakesanactionmorevivid(forexample'Sheateher lunch'comparedto'Shegobbledupherlunch') knowingthatadverbgroups/phrasesandprepositionalphrasescan provideimportantdetailsaboutahappening(forexample,Atnineo'clock thebuzzerrangloudlythroughouttheschool)orstate(forexample,The tigerisamemberofthecatfamily) knowingthedifferencebetweenthesimplepresenttense(forexample 'Pandaseatbamboo.')andthesimplepasttense(forexample'She replied.') knowingthatthesimplepresenttenseistypicallyusedtotalkabouteither presentstates(forexample,HelivesinDarwin)oractionsthathappen regularlyinthepresent(forexample,Hewatchestelevisioneverynight)or thatrepresenttimelesshappenings,asininformationreports(for example,Bearshibernateinwinter) knowingthattherearevariouswaysinEnglishtorefertofuturetime(for example'Shewillcallyoutomorrow''Iamgoingtothemoviestomorrow' 'TomorrowIleaveforHobart') observinghowsequentialeventscanberepresentedvisuallybyaseriesof images,includingcomicstrips,timelines,photostories,procedure diagramsandflowcharts,lifecyclediagrams,andtheflowofimagesin picturebooks observinghowconcepts,informationandrelationshipscanberepresented visuallythroughsuchimagesastables,maps,graphs,diagrams,and icons
Identifyandexplainhowanalytical imageslikefigures,tables,diagrams, mapsandgraphscontributetoour understandingofverbalinformationin factualandpersuasivetexts (ACELA1524)
Investigatehowvocabularychoices, includingevaluativelanguagecan expressshadesofmeaning,feelingand opinion(ACELA1525)
identifying(forexamplefromreviews)thewaysinwhichevaluative languageisusedtoassessthequalitiesofthevariousaspectsofthework inquestion
Understandhowtousebanksofknown words,wordorigins,basewords, suffixesandprefixes,morphemes, spellingpatternsandgeneralisationsto learnandspellnewwords,forexample technicalwordsandwordsadoptedfrom otherlanguages(ACELA1526)
adoptingarangeofspellingstrategiestorecallandattempttospellnew words usingadictionarytocorrectstudentsownspelling
65
English
CurriculumF10
Makeconnectionsbetweenstudents ownexperiencesandthoseofcharacters andeventsrepresentedintextsdrawn fromdifferenthistorical,socialand culturalcontexts(ACELT1613)
recognisingtheinfluenceourdifferenthistorical,socialandcultural experiencesmayhaveonthemeaningwemakefromthetextandthe attitudeswemaydeveloptowardscharacters,actionsandevents
Respondingtoliterature Analyseandevaluatesimilaritiesand differencesintextsonsimilartopics, themesorplots(ACELT1614)
Elaborations
l
exploringtextsonasimilartopicbyauthorswithverydifferentstyles,for examplecomparingfantasyquestnovelsorrealisticnovelsonaspecific theme,identifyingdifferencesintheuseofnarrator,narrativestructureand voiceandlanguagestyleandregister
Identifyandexplainhowchoicesin language,forexamplemodality, emphasis,repetitionandmetaphor, influencepersonalresponsetodifferent texts(ACELT1615)
notinghowdegreesofpossibilityareopenedupthroughtheuseofmodal verbs(forexample,ItmaybeasolutionascomparedtoItcouldbea solution),aswellasthroughotherresourcessuchasadverbs(for example,Itspossibly/probably/certainlyasolution),adjectives(for example,Itsapossible/probable/certainsolution)andnouns(for example,Itsapossibility/probability)
Examiningliterature Identify,describe,anddiscuss similaritiesanddifferencesbetween texts,includingthosebythesameauthor orillustrator,andevaluatecharacteristics thatdefineanauthorsindividualstyle (ACELT1616)
Elaborations
l
exploringtwoormoretextsbythesameauthor,drawingoutthesimilarities, forexamplesubjectortheme,characterisation,textstructure,plot development,tone,vocabulary,senseofvoice,narrativepointofview, favouredgrammaticalstructuresandvisualtechniquesinsophisticated picturebooks
Identifytherelationshipbetweenwords, sounds,imageryandlanguagepatterns innarrativesandpoetrysuchasballads, limericksandfreeverse(ACELT1617)
identifyinghowlanguagechoiceandimagerybuildemotionalconnection andengagementwiththestoryortheme describinghowacharactersexperienceexpressedthroughaversenovel impactsonstudentspersonally,howtheauthorcontrolstherevelationof theexperiencesandhowtheversestorybuildsmeaningtoitsclimaxwhen weunderstandthewhole
Creatingliterature Createliterarytextsthatadaptorcombine aspectsoftextsstudentshave experiencedininnovativeways (ACELT1618)
Elaborations
l
creatingnarrativesinwritten,spokenormultimodal/digitalformatformore thanonespecifiedaudience,requiringadaptationofnarrativeelements andlanguagefeatures planningandcreatingtextsthatentertain,inform,inspireand/oremotionally engagefamiliarandlessfamiliaraudiences
66
English
CurriculumF10
Experimentwithtextstructuresand languagefeaturesandtheireffectsin creatingliterarytexts,forexample,using imagery,sentencevariation,metaphor andwordchoice(ACELT1800)
selectingandusingsensorylanguagetoconveyavividpictureofplaces, feelingsandeventsinasemistructuredverseform
Literacy Textsincontext Comparetextsincludingmediatextsthat representideasandeventsindifferent ways,explainingtheeffectsofthe differentapproaches(ACELY1708)

l
Elaborations
l
identifyingandexploringnewsreportsofthesameevent,anddiscussthe languagechoicesandpointofviewofthewriters usingdisplayadvertisingasatopicvehicleforcloseanalysisoftheways imagesandwordscombinefordeliberateeffectincludingexamplesfrom thecountriesofAsia(forexamplecomparingHollywoodfilmposterswith IndianBollywoodfilmposters)
Interactingwithothers Participateinandcontributeto discussions,clarifyingandinterrogating ideas,developingandsupporting arguments,sharingandevaluating information,experiencesandopinions (ACELY1709)
Elaborations
l
usingstrategies,forexamplepausing,questioning,rephrasing,repeating, summarising,reviewingandaskingclarifyingquestions exploringpersonalreasonsforacceptanceorrejectionofopinionsoffered andlinkingthereasonstothewayourculturalexperiencescanaffectour responses recognisingthatclosedquestionsaskforpreciseresponseswhileopen questionspromptaspeakertoprovidemoreinformation
Useinteractionskills,varying conventionsofspokeninteractionssuch asvoicevolume,tone,pitchandpace, accordingtogroupsize,formalityof interactionandneedsandexpertiseof theaudience(ACELY1816)
participatinginpair,group,class,schoolandcommunityspeakingand listeningsituations,includinginformalconversations,discussions, debatesandpresentations usingeffectivestrategiesfordialogueanddiscussioninrangeoffamiliar andnewcontexts,includingspeakingclearlyandcoherentlyandat appropriatelength,acknowledgingandextendingthecontributionsof others,askingpertinentquestionsandansweringothersquestions choosingvocabularyandspokentextandsentencestructuresforparticular purposesandaudiences,adaptinglanguagechoicestomeetthe perceivedaudienceneeds,suchasrecountinganexcursiontoayounger classorwelcomingavisitortoaschoolfunction experimentingwithvoiceeffectsfordifferentaudiencesandpurposes,such astone,volume,pitchandpace,recognisingtheeffectsthesehaveon audienceunderstandingandengagement usingtechnologiestocollaborativelyprepareahumorous,dynamicgroup viewonadebatabletopic,suchasKidsshouldbeallowedtoreadand viewwhattheylike,tobepresentedtoteachersandparents
Plan,rehearseanddeliverpresentations, selectingandsequencingappropriate contentandmultimodalelementsfor definedaudiencesandpurposes, makingappropriatechoicesformodality andemphasis(ACELY1710)
67
English
CurriculumF10
Interpreting,analysing,evaluating Analysehowtextstructuresand languagefeaturesworktogethertomeet thepurposeofatext(ACELY1711)
Elaborations
l
comparingthestructuresandfeaturesofdifferenttexts,includingprintand digitalsourcesonsimilartopics,andevaluatingwhichfeaturesbestaid navigationandclearcommunicationaboutthetopic
Select,navigateandreadtextsfora rangeofpurposes,applyingappropriate textprocessingstrategiesand interpretingstructuralfeatures,for exampletableofcontents,glossary, chapters,headingsandsubheadings (ACELY1712)
bringingsubjectandtechnicalvocabularyandconceptknowledgetonew readingtasks,selecting,evaluatingandusingtextsfortheirpertinenceto thetaskandtheaccuracyoftheirinformation usingwordidentification,selfmonitoringandselfcorrectingstrategies usingresearchskillsincludingidentifyingresearchpurpose,locatingtexts, gatheringandorganisinginformation,evaluatingandusinginformation identifyingandusingtextsforawiderangeofpurposes,selectingtextsby favouriteauthorsandtryingnewones makingconnectionsbetweenthetextandstudentsownexperienceor othertexts makingconnectionsbetweeninformationinprintandimages findingspecificliteralinformation usingpriorknowledgeandtextualinformationtomakeinferencesand predictions askingandansweringquestions findingthemainideaofatext summarisingatextorpartofatext identifyhowauthorsuselanguagetopositionthereaderandgivereasons
l l
Usecomprehensionstrategiesto interpretandanalyseinformationand ideas,comparingcontentfromavariety oftextualsourcesincludingmediaand digitaltexts(ACELY1713)
l l l
l l l
Analysestrategiesauthorsuseto influencereaders(ACELY1801)
Creatingtexts Plan,draftandpublishimaginative, informativeandpersuasivetexts, choosingandexperimentingwithtext structures,languagefeatures,images anddigitalresourcesappropriateto purposeandaudience(ACELY1714)
Elaborations
l
creatinginformativetextsfortwodifferentaudiences,suchasavisiting academicandaYear3class,thatexploreanaspectofbiodiversity usingrhetoricaldevices,images,surprisetechniquesandjuxtapositionof peopleandideasandmodalverbsandmodalauxiliariestoenhancethe persuasivenatureofatext,recognisingandexploitingaudience susceptibilities
Rereadandeditstudentsownand othersworkusingagreedcriteriaand explainingeditingchoices(ACELY1715)
editingforcoherence,sequence,effectivechoiceofvocabulary,opening devices,dialogueanddescription,humourandpathos,asappropriateto thetaskandaudience
68
English
CurriculumF10
Developahandwritingstylethatis legible,fluentandautomaticandvaries accordingtoaudienceandpurpose (ACELY1716) Usearangeofsoftware,includingword processingprograms,learningnew functionsasrequiredtocreatetexts (ACELY1717)
usinghandwritingefficientlyasatoolforawiderangeofformaland informaltextcreationtasks
selectingandcombiningsoftwarefunctionsasneededtocreatetexts
Receptivemodes(listening,readingandviewing) BytheendofYear6,studentsunderstandhowtheuseoftextstructurescanachieveparticulareffects.Theyanalyseand explainhowlanguagefeatures,imagesandvocabularyareusedbydifferentauthorstorepresentideas,charactersand events. Studentscompareandanalyseinformationindifferenttexts,explainingliteralandimpliedmeaning.Theyselectanduse evidencefromatexttoexplaintheirresponsetoit.Theylistentodiscussions,clarifyingcontentandchallengingothers ideas. Productivemodes(speaking,writingandcreating) Studentsunderstandhowlanguagefeaturesandlanguagepatternscanbeusedforemphasis.Theyshowhowspecific detailscanbeusedtosupportapointofview.Theyexplainhowtheirchoicesoflanguagefeaturesandimagesareused. Studentscreatedetailedtextselaboratingonkeyideasforarangeofpurposesandaudiences.Theymakepresentations andcontributeactivelytoclassandgroupdiscussions,usingavarietyofstrategiesforeffect.Theydemonstrate understandingofgrammar,makeconsideredchoicesfromanexpandingvocabulary,useaccuratespellingandpunctuation forclarityandmakeandexplaineditorialchoices.
69
English
CurriculumF10
Year7
TheEnglishcurriculumisbuiltaroundthethreeinterrelatedstrandsofLanguage,LiteratureandLiteracy.Teachingand learningprogramsshouldbalanceandintegrateallthreestrands.Togetherthestrandsfocusondevelopingstudents knowledge,understandingandskillsinlistening,reading,viewing,speaking,writingandcreating.LearninginEnglishbuilds onconcepts,skillsandprocessesdevelopedinearlieryears,andteacherswillrevisitandstrengthentheseasneeded. InYears7and8,studentscommunicatewithpeers,teachers,individuals,groupsandcommunitymembersinarangeof facetofaceandonline/virtualenvironments.Theyexperiencelearninginbothfamiliarandunfamiliarcontextsthatrelateto theschoolcurriculum,localcommunity,regionalandglobalcontexts. Studentsengagewithavarietyoftextsforenjoyment.Theylistento,read,view,interpret,evaluateandperformarangeof spoken,writtenandmultimodaltextsinwhichtheprimarypurposeisaesthetic,aswellastextsdesignedtoinformand persuade.Theseincludevarioustypesofmediatextsincludingnewspapers,magazinesanddigitaltexts,earlyadolescent novels,nonfiction,poetryanddramaticperformances.Studentsdeveloptheirunderstandingofhowtexts,includingmedia texts,areinfluencedbycontext,purposeandaudience. TherangeofliterarytextsforFoundationtoYear10comprisesAustralianliterature,includingtheoralnarrativetraditionsof AboriginalandTorresStraitIslanderpeoples,aswellasthecontemporaryliteratureofthesetwoculturalgroups,andclassic andcontemporaryworldliterature,includingtextsfromandaboutAsia. LiterarytextsthatsupportandextendstudentsinYears7and8asindependentreadersaredrawnfromarangeofrealistic, fantasy,speculativefictionandhistoricalgenresandinvolvesomechallengingandunpredictableplotsequencesanda rangeofnonstereotypicalcharacters.Thesetextsexplorethemesofinterpersonalrelationshipsandethicaldilemmaswithin realworldandfictionalsettingsandrepresentavarietyofperspectives.Informativetextspresenttechnicalandcontent informationfromvarioussourcesaboutspecialisedtopics.Textstructuresaremorecomplexincludingchapters,headings andsubheadings,tablesofcontents,indexesandglossaries.Languagefeaturesincludesuccessivecomplexsentences withembeddedclauses,unfamiliartechnicalvocabulary,figurativeandrhetoricallanguage,andinformationsupportedby varioustypesofgraphicspresentedinvisualform. Studentscreatearangeofimaginative,informativeandpersuasivetypesoftexts,forexamplenarratives,procedures, performances,reportsanddiscussions,andarebeginningtocreateliteraryanalysesandtransformationsoftexts. Language Languagevariationandchange Understandthewaylanguageevolvestoreflecta changingworld,particularlyinresponsetotheuseof newtechnologyforpresentingtextsandcommunicating (ACELA1528)
l
Elaborations
l
exploringlanguagesanddialectsthroughbuildingwebcam relationshipswithschoolsacrossAustraliaandAsia investigatingchangesinworduseandmeaningovertime andsomeofthereasonsforthesechanges,forexample theinfluenceonspellingandvocabularyofnewformsof communicationliketexting,emoticonsandemail
Elaborations
70
English
CurriculumF10
Understandhowaccents,stylesofspeechandidioms expressandcreatepersonalandsocialidentities (ACELA1529)
buildingadatabaseoflocalidiomsandtheirmeanings, accentsandstylesofspeechfordifferentcontexts, exploringthepossibilitiesofthesechoicesindramaand roleplay,anddiscussingtheirconnectionwithpersonal andsocialidentities developingdialoguesauthentictocharactersincomics, cartoonsandanimations defendingpointsofviewinreadingcirclediscussions respondingtopointsofviewbydevelopingandelaborating onothersresponses buildingaknowledgebaseaboutwordsofevaluation, includingwordstoexpressemotionalresponsestotexts, judgmentofcharactersandtheiractions,andappreciation oftheaestheticqualitiesoftext
Understandhowlanguageisusedtoevaluatetextsand howevaluationsaboutatextcanbesubstantiatedby referencetothetextandothersources(ACELA1782)
l l
Textstructureandorganisation Understandandexplainhowthetextstructuresand languagefeaturesoftextsbecomemorecomplexin informativeandpersuasivetextsandidentifyunderlying structuressuchastaxonomies,causeandeffect,and extendedmetaphors(ACELA1531)
Elaborations
l
learningaboutthestructureofthebookorfilmreviewand howitmovesfromcontextdescriptiontotextsummaryand thentoatextjudgment
Understandthatthecoherenceofmorecomplextexts reliesondevicesthatsignaltextstructureandguide readers,forexampleoverviews,initialandconcluding paragraphsandtopicsentences,indexesorsitemaps orbreadcrumbtrailsforonlinetexts(ACELA1763)
analysingthestructureofmediatextssuchastelevision newsitemsandbroadcastsandvarioustypesof newspaperandmagazinearticles writingstructuredparagraphsforuseinarangeof academicsettingssuchasparagraphresponses,reports andpresentations
Understandtheuseofpunctuationtosupportmeaningin complexsentenceswithprepositionalphrasesand embeddedclauses(ACELA1532)
discussinghowqualifyingstatementsaddmeaningto opinionsandviewsinspokentexts
Expressinganddevelopingideas Recogniseandunderstandthatsubordinateclauses embeddedwithinnoungroups/phrasesareacommon featureofwrittensentencestructuresandincreasethe densityofinformation(ACELA1534)
Elaborations
l
identifyingandexperimentingwitharangeofclausetypes anddiscussingtheeffectoftheseintheexpressionand developmentofideas
Understandhowmodalityisachievedthrough discriminatingchoicesinmodalverbs,adverbs, adjectivesandnouns(ACELA1536)
observinganddiscussinghowasenseofcertainty, probabilityandobligationiscreatedintexts
71
English
CurriculumF10
Analysehowpointofviewisgeneratedinvisualtextsby meansofchoices,forexamplegaze,angleandsocial distance(ACELA1764)
comparingchoicesforpointofviewinanimations, advertisementsandotherpersuasivetexts comparinghowdifferentadvertisementsusevisual elementstoadvertisethesameproduct experimentingwithdigitalstorytellingconventionstocreate personalreflectionsonsharedexperiences
Investigatevocabularytypicalofextendedandmore academictextsandtheroleofabstractnouns, classification,descriptionandgeneralisationinbuilding specialisedknowledgethroughlanguage(ACELA1537)
Understandhowtousespellingrulesandwordorigins, forexampleGreekandLatinroots,basewords,suffixes, prefixes,spellingpatternsandgeneralisationstolearn newwordsandhowtospellthem(ACELA1539)
Literature Literatureandcontext Identifyandexploreideasandviewpointsaboutevents, issuesandcharactersrepresentedintextsdrawnfrom differenthistorical,socialandculturalcontexts (ACELT1619)

l
Elaborations
l
buildingknowledge,understandingandskillsinrelationto thehistory,culture,andliteraryheritageofAboriginaland TorresStraitIslanderpeoples identifyingandexplainingdifferencesbetweenpointsof viewintexts,forexamplecontrastingthecityandthebush ordifferentperspectivesbasedonculture,genderorage
Respondingtoliterature Reflectonideasandopinionsaboutcharacters,settings andeventsinliterarytexts,identifyingareasofagreement anddifferencewithothersandjustifyingapointofview (ACELT1620)
Elaborations
l
exploringconceptsaboutthecriteriaforheroismand testingthesecriteriainarangeoftexts,includingmore complexoneswheretheheromaybeflawed establishingforumsfordiscussingtherelativemeritsof fictionandfilmtexts comparingpersonalviewpointsontextsandjustifying responsesinactualandvirtualdiscussions identifyingstereotypes,prejudiceandoversimplificationsin texts exploringethicalissuesinliterarytextsdrawingonarange ofexamplesfromthetextstoillustrateandsubstantiatethe viewsexpressed
Comparethewaysthatlanguageandimagesareused tocreatecharacter,andtoinfluenceemotionsand opinionsindifferenttypesoftexts(ACELT1621)
72
English
CurriculumF10
Discussaspectsoftexts,forexampletheiraestheticand socialvalue,usingrelevantandappropriate metalanguage(ACELT1803) Elaborations

l
Examiningliterature Recogniseandanalysethewaysthatcharacterisation, eventsandsettingsarecombinedinnarratives,and discussthepurposesandappealofdifferent approaches(ACELT1622)
analysingandexplainingthestructureandfeaturesofshort storiesdiscussingthepurposesandappealofdifferent authorialchoicesforstructureandlanguage exploringtraditionalstoriesfromAsiaanddiscussingtheir engagingfeatures,forexampleuseoftheoralmode,visual elements,verse,useofpuppetstoconveythenarrative analysingwritersdepictionsofchallengesintexts,for examplethosefacedbyAboriginalandTorresStrait Islanderpeople discussingatextsintendedaudience,whetherthetextis typicalofitstypeandwhetherithasfulfilleditspurpose experiencingthesoundandrhythmofpoetryandusing metalanguage,forexamplerefrain,chanttodiscussthe layersofmeaningthatarecreated
Understand,interpretanddiscusshowlanguageis compressedtoproduceadramaticeffectinfilmor drama,andtocreatelayersofmeaninginpoetry,for examplehaiku,tankas,couplets,freeverseandverse novels(ACELT1623)
Creatingliterature Createliterarytextsthatadaptstylisticfeatures encounteredinothertexts,forexample,narrative viewpoint,structureofstanzas,contrastandjuxtaposition (ACELT1625)
Elaborations
l
usingaspectsoftextsinimaginativerecreationssuchas resituatingacharacterfromatextinanewsituation imaginingacharacterslifeevents(forexample misadventuresorganisedretrospectivelytobepresented asaseriesofflashbacksinscriptedmonologuesupported bysingleimages),makingasequelorprequelorrewriting anending creatingchaptersforanautobiography,shortstoryordiary experimentingwithdifferentnarrativestructuressuchasthe epistolaryform,flashback,multipleperspectives transformingfamiliarprintnarrativesintoshortvideoorfilm narratives,drawingonknowledgeofthetypeoftextand possibleadaptationsnecessarytoanewmode drawingonliteratureandlifeexperiencestocreateapoem, forexampleballad,seriesofhaiku
Experimentwithtextstructuresandlanguagefeatures andtheireffectsincreatingliterarytexts,forexample, usingrhythm,soundeffects,monologue,layout, navigationandcolour(ACELT1805)
73
English
CurriculumF10
Analyseandexplaintheeffectoftechnological innovationsontexts,particularlymediatexts (ACELY1765)
investigatingtheinfluenceonwrittenlanguageof communicativetechnologieslikeSMS,text,emailand Twitter analysingtheimpactofinteractiveelementsofdigital magazines
Interactingwithothers Identifyanddiscussmainideas,conceptsandpointsof viewinspokentextstoevaluatequalities,forexamplethe strengthofanargumentorthelyricalpowerofapoetic rendition(ACELY1719)
Elaborations
l
identifying,discussingandinterpretingideasandconcepts thatotherindividualsandgroupsvalue identifyingkeyevidencesupportinganargumentina discussionbetweentwospeakers
Useinteractionskillswhendiscussingandpresenting ideasandinformation,selectingbodylanguage,voice qualitiesandotherelements,(forexamplemusicand sound)toaddinterestandmeaning(ACELY1804)
participatinginpair,group,class,schoolandcommunity speakingandlisteningsituations,includinginformal conversations,discussions,debatesandpresentations usingeffectivestrategiesfordialogueanddiscussionin rangeofformalandinformalcontexts,includingspeaking clearlyandcoherentlyandatappropriatelength,clarifying andrephrasingcommentsofothers choosingvocabularyandspokentextandsentence structuresforparticularpurposesandaudiences,adapting languagechoicestomeettheperceivedaudienceneeds, suchasdebatingatopicwithateamfromanotherschool, introducingaspeakerataschoolfunction selectingvoiceeffectsfordifferentaudiencesand purposes,suchastone,volume,pitchandpace, recognisingtheeffectsthesehaveonaudience understandingandengagement preparingapresentationcombiningprint,visualandaudio elementstoexploreandinterpretideas,drawingon knowledgeandresearchaboutperspectivesdifferentfrom studentsown
Plan,rehearseanddeliverpresentations,selectingand sequencingappropriatecontentandmultimodal elementstopromoteapointofvieworenableanewway ofseeing(ACELY1720)
Interpreting,analysing,evaluating Analyseandexplainthewaystextstructuresand languagefeaturesshapemeaningandvaryaccordingto audienceandpurpose(ACELY1721)
Elaborations
l l
identifyingthepurposeandpossibleaudienceforatext explainingtherelationshipbetweentextfeaturesand structuresandaudienceandpurpose,suchasidentifying whichgroupwouldbethemostlikelytargetforthe informationinanadvertisementandjustifyingwhyonthe basisoftextualfeatures identifyingcauseandeffectinexplanationsandhowthese areusedtoconvinceanaudienceofacourseofaction inferringthetoneandemotionalintentofacharacterin dialogueinanarrative
Usepriorknowledgeandtextprocessingstrategiesto interpretarangeoftypesoftexts(ACELY1722)
74
English
CurriculumF10
Usecomprehensionstrategiestointerpret,analyseand synthesiseideasandinformation,critiquingideasand issuesfromavarietyoftextualsources(ACELY1723)
Comparethetextstructuresandlanguagefeaturesof multimodaltexts,explaininghowtheycombineto influenceaudiences(ACELY1724) Elaborations

l
Creatingtexts Plan,draftandpublishimaginative,informativeand persuasivetexts,selectingaspectsofsubjectmatterand particularlanguage,visual,andaudiofeaturestoconvey informationandideas(ACELY1725)
compilingaportfoliooftextsinarangeofmodesrelatedto aparticularconcept,purposeoraudience,forexamplea classanthologyofpoemsorstories usingappropriatetextualconventions,createscriptsfor interviews,presentations,advertisementsandradio segments writinganddeliveringpresentationswithspecificrhetorical devicestoengageanaudience usingcollaborativetechnologiestojointlyconstructandedit texts
Editformeaningbyremovingrepetition,refiningideas, reorderingsentencesandaddingorsubstitutingwords forimpact(ACELY1726)
Consolidateapersonalhandwritingstylethatislegible, fluentandautomaticandsupportswritingforextended periods(ACELY1727)

l
Usearangeofsoftware,includingwordprocessing programs,toconfidentlycreate,editandpublishwritten andmultimodaltexts(ACELY1728)
understandingconventionsassociatedwithparticularkinds ofsoftwareandusingthemappropriately,forexample synthesisinginformationandideasindotpointsand sequencinginformationinpresentationsortimingscenes inanimation
Receptivemodes(listening,readingandviewing) BytheendofYear7,studentsunderstandhowtextstructurescaninfluencethecomplexityofatextandaredependenton audience,purposeandcontext.Theydemonstrateunderstandingofhowthechoiceoflanguagefeatures,imagesand vocabularyaffectsmeaning. Studentsexplainissuesandideasfromavarietyofsources,analysingsupportingevidenceandimpliedmeaning.They selectspecificdetailsfromtextstodeveloptheirownresponse,recognisingthattextsreflectdifferentviewpoints.Theylisten forandexplaindifferentperspectivesintexts. Productivemodes(speaking,writingandcreating)
75
English
CurriculumF10
Studentsunderstandhowtheselectionofavarietyoflanguagefeaturescaninfluenceanaudience.Theyunderstandhowto drawonpersonalknowledge,textualanalysisandothersourcestoexpressorchallengeapointofview.Theycreatetexts showinghowlanguagefeaturesandimagesfromothertextscanbecombinedforeffect. Studentscreatestructuredandcoherenttextsforarangeofpurposesandaudiences.Theymakepresentationsand contributeactivelytoclassandgroupdiscussions,usinglanguagefeaturestoengagetheaudience.Whencreatingand editingtextstheydemonstrateunderstandingofgrammar,useavarietyofmorespecialisedvocabulary,accuratespelling andpunctuation.
76
English
CurriculumF10
Year8
TheEnglishcurriculumisbuiltaroundthethreeinterrelatedstrandsofLanguage,LiteratureandLiteracy.Teachingand learningprogramsshouldbalanceandintegrateallthreestrands.Togetherthestrandsfocusondevelopingstudents knowledge,understandingandskillsinlistening,reading,viewing,speaking,writingandcreating.LearninginEnglishbuilds onconcepts,skillsandprocessesdevelopedinearlieryears,andteacherswillrevisitandstrengthentheseasneeded. InYears7and8,studentsinteractwithpeers,teachers,individuals,groupsandcommunitymembersinarangeoffaceto faceandonline/virtualenvironments.Theyexperiencelearninginbothfamiliarandunfamiliarcontextsthatrelatetothe schoolcurriculum,localcommunity,regionalandglobalcontexts. Studentsengagewithavarietyoftextsforenjoyment.Theylistento,read,view,interpret,evaluateandperformarangeof spoken,writtenandmultimodaltextsinwhichtheprimarypurposeisaesthetic,aswellastextsdesignedtoinformand persuade.Theseincludevarioustypesofmediatextsincludingnewspapers,magazinesanddigitaltexts,earlyadolescent novels,nonfiction,poetryanddramaticperformances.Studentsdeveloptheirunderstandingofhowtexts,includingmedia texts,areinfluencedbycontext,purposeandaudience. TherangeofliterarytextsforFoundationtoYear10comprisesAustralianliterature,includingtheoralnarrativetraditionsof AboriginalandTorresStraitIslanderpeoples,aswellasthecontemporaryliteratureofthesetwoculturalgroups,andclassic andcontemporaryworldliterature,includingtextsfromandaboutAsia. LiterarytextsthatsupportandextendstudentsinYears7and8asindependentreadersaredrawnfromarangeofrealistic, fantasy,speculativefictionandhistoricalgenresandinvolvesomechallengingandunpredictableplotsequencesanda rangeofnonstereotypicalcharacters.Thesetextsexplorethemesofinterpersonalrelationshipsandethicaldilemmaswithin realworldandfictionalsettingsandrepresentavarietyofperspectives.Informativetextspresenttechnicalandcontent informationfromvarioussourcesaboutspecialisedtopics.Textstructuresaremorecomplexincludingchapters,headings andsubheadings,tablesofcontents,indexesandglossaries.Languagefeaturesincludesuccessivecomplexsentences withembeddedclauses,unfamiliartechnicalvocabulary,figurativeandrhetoricallanguage,andinformationsupportedby varioustypesofgraphicspresentedinvisualform. Studentscreatearangeofimaginative,informativeandpersuasivetypesoftexts,forexamplenarratives,procedures, performances,reportsanddiscussions,andbegintocreateliteraryanalysesandtransformationsoftexts. Language Languagevariationandchange Understandtheinfluenceandimpactthatthe Englishlanguagehashadonotherlanguages ordialectsandhowEnglishhasbeen influencedinreturn(ACELA1540) Elaborations
l l
Elaborations
l
exploringexamplesofSinglish(SingaporeEnglish)fromaSinglish dictionary investigatingborrowingsfromarangeoflanguagesintoEnglish,for examplefromFrenchandItalian
Languageforinteraction Understandhowconventionsofspeechadopted bycommunitiesinfluencetheidentitiesof peopleinthosecommunities(ACELA1541)
understandingthatouruseoflanguagehelpstocreatedifferent identities,forexampleteenagegroupsandsportspeoplehave adoptedparticularwordsorwaysofspeaking
77
English
CurriculumF10
Understandhowrhetoricaldevicesareusedto persuadeandhowdifferentlayersofmeaning aredevelopedthroughtheuseofmetaphor, ironyandparody(ACELA1542)
identifyingandevaluatingexamplesofhowrhetoricaldevicesreveal thedarkorseriousaspectsofatopicinwaysthatcauselaughteror amusement,forexamplebymakingastatementbut implying/meaningtheopposite(irony)exaggeratingoroverstating something(hyperbole)imitatingorsendingupsomething(parody), andmakingsomethingappearlessseriousthanitreallyis (understatement)
Textstructureandorganisation Analysehowthetextstructuresandlanguage featuresofpersuasivetexts,includingmedia texts,varyaccordingtothemediumandmodeof communication(ACELA1543)
Elaborations
l
discussinghowparticularperspectivesofthesameeventare portrayedthroughthecombinationofimagesandwordsinvarious mediatexts
Understandhowcohesionintextsisimproved bystrengtheningtheinternalstructureof paragraphsthroughtheuseofexamples, quotationsandsubstantiationofclaims (ACELA1766)
writingparagraphsofextendedlengththatexplainandsubstantiate aparticularpersonalviewpoint
Understandhowcoherenceiscreatedin complextextsthroughdeviceslikelexical cohesion,ellipsis,grammaticalthemeandtext connectives(ACELA1809)
interpretingcomplexsentencestructuresthroughreadingaloud literarytextssuchassonnetsorplays usingcohesivedeviceswhenwritingcomplextexts
Understandtheuseofpunctuationconventions, includingcolons,semicolons,dashesand bracketsinformalandinformaltexts (ACELA1544)
creatingdialogueindramashowinginterruptions,asidesand pausesforeffect
Expressinganddevelopingideas Analyseandexaminehoweffectiveauthors controlanduseavarietyofclausestructures, includingclausesembeddedwithinthe structureofanoungroup/phraseorclause (ACELA1545)
Elaborations
l
evaluatinghowspeechmakersinfluenceaudiencesthoughspecific languagefeaturessuchastheuseofembeddedclausestoadd information
Understandtheeffectofnominalisationinthe writingofinformativeandpersuasivetexts (ACELA1546)
analysingformalandpersuasivetextstoidentifyandexplain languagechoicessuchasnominalisation
78
English
CurriculumF10
Investigatehowvisualandmultimodaltexts alludetoordrawonothertextsorimagesto enhanceandlayermeaning(ACELA1548)
comprehendingaseriesofstaticimagesandcombinationsof languageandimagesinapicturebook,forexampletitle,setting, characters,actions,aswellastechnicalelementsincluding position,size,colour,angle,framing,pointofview analysingtherelationshipbetweenvisualelementsandtextinnon fictiontextssuchasdocumentaries,televisionnews,online newspapersanddigitalmagazines experimentingwithvocabularychoicesinarangeofwrittenand spokentextsandassessingthedifferenteffectsthesechoices generate
Recognisethatvocabularychoicescontributeto thespecificity,abstractionandstyleoftexts (ACELA1547)
Understandhowtoapplylearnedknowledge consistentlyinordertospellaccuratelyandto learnnewwordsincludingnominalisations (ACELA1549)
understandingthedifferentwayscomplexwordsareconstructed and,whenspellingthesewords,drawingonmorphemicknowledge andknowledgeofunusuallettercombinations
Literature Literatureandcontext Explorethewaysthatideasandviewpointsin literarytextsdrawnfromdifferenthistorical, socialandculturalcontextsmayreflector challengethevaluesofindividualsandgroups (ACELT1626)

l l
Elaborations
l
investigatingtextsaboutAboriginalandTorresStraitIslanderhistory fromdifferentsourcesandexplainingdifferingviewpoints comparingattitudesandideasintextsdrawnfromcontextsthatare differenttostudentsown
ExploretheinterconnectednessofCountryand Place,People,IdentityandCultureintexts includingthosebyAboriginalandTorresStrait Islanderauthors(ACELT1806)
identifyinganddescribingthewaysfilmssuggestCountry/Placeand Identitythroughlanguagefeaturessuchasimage,soundtrackand narrativecontrol selectingaspectsofatextrelatedtoCountryandPlace,People, IdentityandCultureandadaptitforanewcontext,notingifchanges inoneaspectwillresultinchangesinanother explaininghowindividualinterpretationsoftheseaspectsare influencedbystudentsownknowledge,valuesandcultural assumptions
Respondingtoliterature Share,reflecton,clarifyandevaluateopinions andargumentsaboutaspectsofliterarytexts (ACELT1627)
Elaborations
l
discussingtherelativemeritsofliterarytextsandcomparingand evaluatingpersonalviewpointsontexts
79
English
CurriculumF10
Understandandexplainhowcombinationsof wordsandimagesintextsareusedtorepresent particulargroupsinsociety,andhowtexts positionreadersinrelationtothosegroups (ACELT1628)
recognisingthesimilaritiesanddifferencesbetweentypesoftexts (forexampleacomplexpicturebookandafeaturefilm)inorderto understandhowdifferentcombinationsofwordsandimageslead readerstointerpretvisualtextsinparticularways,accordingto audience,purposeandcontext
Recogniseandexplaindifferingviewpoints abouttheworld,cultures,individualpeopleand concernsrepresentedintexts(ACELT1807)
analysingargumentsforandagainstaparticularissueincurrent communitydebatesandjustifyingapersonalstance
Examiningliterature Recognise,explainandanalysethewaysliterary textsdrawonreadersknowledgeofothertexts andenablenewunderstandingand appreciationofaestheticqualities(ACELT1629)
Elaborations
l
exploringhowsomewritersuseterseandrelativelysimple languagechoiceswhileothersusemoreelaborateandcomplex syntax examiningthelanguagepatterns,includingsentencepatterns,ina rangeofshorttextsanddiscussingtheeffectonreaders interpretationofthesechoices writingorspeakingaboutaliterarytextandoutliningtheimpactof thetextonalistener,viewerorreader,forexampleinajournalin whichstudentsreflectontheirpersonalresponsesandonhow languageandstructuralfeaturesinthetextcontributetoitsimpact discussing,debatingandassessingremakesofliterarytextsand theireffectivenessandpurpose discussing,debatingandassessingbookorfilmseries,sequels, prequels,fanfictionsites,tieinpublicationsormerchandise understandingthattone(serious,bitter,sincere,amused)indicates attitudetothesubjectandtoreaders/listeners,whocanidentifyor judgetonethroughpastexperienceandlanguagecluesinthetext
Identifyandevaluatedevicesthatcreatetone,for examplehumour,wordplay,innuendoand parodyinpoetry,humorousprose,dramaor visualtexts(ACELT1630)
Interpretandanalyselanguagechoices, includingsentencepatterns,dialogue,imagery andotherlanguagefeatures,inshortstories, literaryessaysandplays(ACELT1767)
selectanaspectofatextsuchasasentencepatternoranimageor wordandadaptitforanewcontextexplaininghowthechangewill affectmeaning
Creatingliterature Createliterarytextsthatdrawupontext structuresandlanguagefeaturesofothertexts forparticularpurposesandeffects(ACELT1632)
Elaborations
l
creatingliteraryinterpretationsofshortstoriesbasedon understandingandanalysisoftheircontext,narrativestructure (includingthetwistattheend),layersofmeaning,themes,pointof viewandstyle combiningvisualanddigitalelementstocreatelayersofmeaning forseriousandhumorouspurposes
80
English
CurriculumF10
Experimentwithparticularlanguagefeatures drawnfromdifferenttypesoftexts,including combinationsoflanguageandvisualchoicesto createnewtexts(ACELT1768)
creatingandperformingscriptsforshortplaysthatmakeuseofthe affordancesofvisual,verbalandadditionalmodes(forexample music)tocreateatmosphere,todeepeninterpretationofverbal meaningandtoenhancethedramaofaperformance
Literacy Textsincontext Analyseandexplainhowlanguagehasevolved overtimeandhowtechnologyandthemedia haveinfluencedlanguageuseandformsof communication(ACELY1729)

l l
Elaborations
l
identifyingandexplaininghowmobiletechnologiesareinfluencing languageusesandstructures analysingthewaysthatidentitymaybecreatedindigitalcontexts identifyinghowmeaningsorwordschangeorshiftdependingon context,forexamplethewordcoolisusedtodescribetemperature ortoexpressapprovalwhenusedininformalcontexts
Interactingwithothers Interpretthestatedandimpliedmeaningsin spokentexts,anduseevidencetosupportor challengedifferentperspectives(ACELY1730)
Elaborations
l
listentoaconversationorspeechandidentifythepointbeingmade andexplainthetoneandmannerofpresentation.Changethefocus oftheconversationorspeechandidentifyhowmeaninghas changed changethetoneinwhichthespeechorconversationispresented anddiscusshowinterpretationscanalsochange. participatinginpair,group,class,schoolandcommunityspeaking andlisteningsituations,includinginformalconversations, discussions,debatesandpresentations usingeffectivestrategiesfordialogueanddiscussioninrangeof formalandinformalcontexts,includingspeakingclearlyand coherentlyandatappropriatelength,askingquestionsaboutstated andimpliedideas,andrestatingandsummarisingmainideas choosingvocabularyandspokentextandsentencestructuresfor particularpurposesandaudiences,suchasdebatingatopicwitha teamfromanotherschool,creatingavoiceoverforamedia presentation,andadaptinglanguagechoicessuchasuseof similes,metaphorsandpersonification,tomeetperceivedaudience needs selectingvoiceeffects,suchastone,volume,pitchandpace,with particularattentiontotheeffectsthesemayhaveonaudience reactionandacceptanceoftheideaspresented creatingtextsthatexpressviewsandvaluesotherthanstudents own researchingsubjectmatteronsocialissuesand/orrelationships andpresentingideasinparticularwaystoappealtodifferent audiences
Useinteractionskillsforidentifiedpurposes, usingvoiceandlanguageconventionstosuit differentsituations,selectingvocabulary, modulatingvoiceandusingelementssuchas music,imagesandsoundforspecificeffects (ACELY1808)
Plan,rehearseanddeliverpresentations, selectingandsequencingappropriatecontent, includingmultimodalelements,toreflecta diversityofviewpoints(ACELY1731)
Elaborations
81
English
CurriculumF10
Analyseandevaluatethewaysthattext structuresandlanguagefeaturesvaryaccording tothepurposeofthetextandthewaysthat referencedsourcesaddauthoritytoatext (ACELY1732)
evaluatinganauthor'suseofparticulartextualstructuresand languagefeaturesinachievingtherepresentationofapointofview makingassertionsaboutthesufficiencyandadequacyof informationorevidenceandthecredibilityofsources exploringtextsthatattempttosolvemoralproblemsinaparticular way,forexamplebyconsiderationofconsequencesorrights/duties, andbyidentifyingstrengthsaswellasproblemsthatarisefromthis approach identifyingthemeaningofawiderangeofwords,includingtechnical andliterarylanguageinvariouscontexts usingprintanddigital/onlinethesaurusesanddictionariesof synonyms,antonymsandhomonymsandsubjectspecific dictionaries reflectingoncontentbyconnectingandcomparinginformation foundinatexttoknowledgesourcedelsewhere determiningandapplyingcriteriaforevaluatingthecredibilityofa website explainingwhethertheauthorconveysmeaningadequately, particularlyindistinguishingfactfromopinion comparingrepresentationsofdifferentsocialgroupsintextsdrawn fromdifferentmodesandmedia,forexamplecomparing contemporaryrepresentationsofhomelesspeoplewithromantic representationsoftheswagmanandtheimpactofthese representationsontheaudience
Applyincreasingknowledgeofvocabulary,text structuresandlanguagefeaturestounderstand thecontentoftexts(ACELY1733)
Usecomprehensionstrategiestointerpretand evaluatetextsbyreflectingonthevalidityof contentandthecredibilityofsources,including findingevidenceinthetextfortheauthorspoint ofview(ACELY1734)
Exploreandexplainthewaysauthorscombine differentmodesandmediaincreatingtexts,and theimpactofthesechoicesonthe viewer/listener(ACELY1735)
Creatingtexts Createimaginative,informativeandpersuasive textsthatraiseissues,reporteventsand advanceopinions,usingdeliberatelanguage andtextualchoices,andincludingdigital elementsasappropriate(ACELY1736)
Elaborations
l
integratingmultimodalapproacheswithinaspokenpresentationto purposefullydevelopmeaningforagivenaudience selectingvocabularytoinfluencemeaningandtopositionand persuadetheaudience,forexampleadjustinglanguagetoshowor acknowledgepower
Experimentwithtextstructuresandlanguage featurestorefineandclarifyideastoimprovethe effectivenessofstudentsowntexts (ACELY1810)
experimentingwithtextstructuresandlanguagefeatures,for exampleparagraphorderandcontent,languagechoicesormodeof delivery,torefineandclarifyideasandtoimprovetexteffectiveness combiningverbal,visualandsoundelementsinimaginative multimodaltexts orderingparagraphstobestsupportandsustainanargumentand toorganiseandconveyinformationclearly
82
English
CurriculumF10
Usearangeofsoftware,includingword processingprograms,tocreate,editand publishtextsimaginatively(ACELY1738)
Receptivemodes(listening,readingandviewing) BytheendofYear8,studentsunderstandhowtheselectionoftextstructuresisinfluencedbytheselectionoflanguage modeandhowthisvariesfordifferentpurposesandaudiences.Studentsexplainhowlanguagefeatures,imagesand vocabularyareusedtorepresentdifferentideasandissuesintexts. Studentsinterprettexts,questioningthereliabilityofsourcesofideasandinformation.Theyselectevidencefromthetextto showhowevents,situationsandpeoplecanberepresentedfromdifferentviewpoints.Theylistenforandidentifydifferent emphasesintexts,usingthatunderstandingtoelaborateupondiscussions. Productivemodes(speaking,writingandcreating) Studentsunderstandhowtheselectionoflanguagefeaturescanbeusedforparticularpurposesandeffects.Theyexplain theeffectivenessoflanguagechoicestheyusetoinfluencetheaudience.Throughcombiningideas,imagesandlanguage featuresfromothertexts,studentsshowhowideascanbeexpressedinnewways. Studentscreatetextsfordifferentpurposes,selectinglanguagetoinfluenceaudienceresponse.Theymakepresentations andcontributeactivelytoclassandgroupdiscussions,usinglanguagepatternsforeffect.Whencreatingandeditingtextsto createspecificeffects,theytakeintoaccountintendedpurposesandtheneedsandinterestsofaudiences.They demonstrateunderstandingofgrammar,selectvocabularyforeffectanduseaccuratespellingandpunctuation.
83
English
CurriculumF10
Year9
TheEnglishcurriculumisbuiltaroundthethreeinterrelatedstrandsofLanguage,LiteratureandLiteracy.Teachingand learningprogramsshouldbalanceandintegrateallthreestrands.Togetherthestrandsfocusondevelopingstudents knowledge,understandingandskillsinlistening,reading,viewing,speaking,writingandcreating.LearninginEnglishbuilds onconcepts,skillsandprocessesdevelopedinearlieryears,andteacherswillrevisitandstrengthentheseasneeded. InYears9and10,studentsinteractwithpeers,teachers,individuals,groupsandcommunitymembersinarangeoffaceto faceandonline/virtualenvironments.Theyexperiencelearninginfamiliarandunfamiliarcontexts,includinglocalcommunity, vocationalandglobalcontexts. Studentsengagewithavarietyoftextsforenjoyment.Theyinterpret,create,evaluate,discussandperformawiderangeof literarytextsinwhichtheprimarypurposeisaesthetic,aswellastextsdesignedtoinformandpersuade.Theseinclude varioustypesofmediatexts,includingnewspapers,filmanddigitaltexts,fiction,nonfiction,poetry,dramaticperformances andmultimodaltexts,withthemesandissuesinvolvinglevelsofabstraction,higherorderreasoningandintertextual references.Studentsdevelopacriticalunderstandingofthecontemporarymedia,andthedifferencesbetweenmediatexts. TherangeofliterarytextsforFoundationtoYear10comprisesAustralianliterature,includingtheoralnarrativetraditionsof AboriginalandTorresStraitIslanderpeoples,aswellasthecontemporaryliteratureofthesetwoculturalgroups,andclassic andcontemporaryworldliterature,includingtextsfromandaboutAsia. LiterarytextsthatsupportandextendstudentsinYears9and10asindependentreadersaredrawnfromarangeofgenres andinvolvecomplex,challengingandunpredictableplotsequencesandhybridstructuresthatmayservemultiplepurposes. Thesetextsexplorethemesofhumanexperienceandculturalsignificance,interpersonalrelationships,andethicaland globaldilemmaswithinrealworldandfictionalsettingsandrepresentavarietyofperspectives.Informativetextsrepresenta synthesisoftechnicalandabstractinformation(fromcredible/verifiablesources)aboutawiderangeofspecialisedtopics. Textstructuresaremorecomplexincludingchapters,headingsandsubheadings,tablesofcontents,indexesand glossaries.Languagefeaturesincludesuccessivecomplexsentenceswithembeddedclauses,ahighproportionof unfamiliarandtechnicalvocabulary,figurativeandrhetoricallanguage,anddenseinformationsupportedbyvarioustypesof graphicspresentedinvisualform. Studentscreatearangeofimaginative,informativeandpersuasivetypesoftextsincludingnarratives,procedures, performances,reports,discussions,literaryanalyses,transformationsoftextsandreviews. Language Languagevariationandchange UnderstandthatStandardAustralianEnglish isalivinglanguagewithinwhichthecreation andlossofwordsandtheevolutionofusage isongoing(ACELA1550) Elaborations
l
Elaborations
l
identifyingsomeofthechangesinthegrammarofEnglishovertime, forexamplefromtheeandthoutoyou exploringexamplesofGlobishEnglish
84
English
CurriculumF10
Understandthatrolesandrelationshipsare developedandchallengedthroughlanguage andinterpersonalskills(ACELA1551) Investigatehowevaluationcanbeexpressed directlyandindirectlyusingdevices,for exampleallusion,evocativevocabularyand metaphor(ACELA1552)
identifyingthevariouscommunitiestowhichstudentsbelongandhow languagereinforcesmembershipofthesecommunities(theintimate languageoffamilymembers,thejargonofteenagegroups,the technicalityofsomeonlinecommunities,thelanguagespecificto recreationalgroups,theinteractionpatternsoftheclassroom,the commonalitiesinmigrantandculturalgroups) comparingtextsthatuseevaluativelanguageindifferentwaysprint advertisements,editorials,talkbackradioandpoetryandidentifying wordingsthatappraisethingsindirectly,throughevocativelanguage, similesandmetaphorsthatdirecttheviewsofthereadersinparticular ways
Textstructureandorganisation Understandthatauthorsinnovatewithtext structuresandlanguageforspecific purposesandeffects(ACELA1553)
Elaborations
l
experimentingwithwaystopresentpersonalviewpointsthrough innovatingwithtexts
Compareandcontrasttheuseofcohesive devicesintexts,focusingonhowtheyserveto signpostideas,tomakeconnectionsandto buildsemanticassociationsbetweenideas (ACELA1770)
sequencinganddevelopinganargumentusingbasiclanguage structuresthatsuggestconclusions(therefore,thusands o)orgive reasons(since,because)orsuggestconditionals(ifthen)
Understandhowpunctuationisusedalong withlayoutandfontvariationsinconstructing textsfordifferentaudiencesandpurposes (ACELA1556)
experimentingwiththeuseofcolonsandsemicolonsinexpositions andotherextendedwritingtoimproveprecisionandclarityof expression investigatinginstancesofcolonsandsemicolonsinexpositorytexts anddiscusstheirusesinelaboratingonandclarifyingideasin complexsentences
Expressinganddevelopingideas Explainhowauthorscreativelyusethe structuresofsentencesandclausesfor particulareffects(ACELA1557)
Elaborations
l
identifyingandanalysingaspectsofrhetoricinspeechesdrawnfrom contemporaryandearliercontextsandstudentscreatingspeechesof theirown
Understandhowcertainabstractnounscan beusedtosummariseprecedingor subsequentstretchesoftext(ACELA1559)
exploringsectionsofacademicandtechnicaltextsandanalysingthe useofabstractnounstocompactanddistilinformation,structure argumentandsummariseprecedingexplanations
85
English
CurriculumF10
Analyseandexplaintheuseofsymbols, iconsandmythinstillandmovingimages andhowtheseaugmentmeaning (ACELA1560)
investigatingtheuseofsymbols,forexampletheflag,thediggershat andtheSouthernCrossinimages,filmsandpicturebooks,and evaluatingtheircontributiontoviewersunderstandingofissues,for examplenationalidentity,recognisingthatvisualandverbalsymbols havedifferentmeaningsfordifferentgroups
Identifyhowvocabularychoicescontributeto specificity,abstractionandstylistic effectiveness(ACELA1561)
comparingandcontrastingvocabularychoicesininformativeand narrativetexts,consideringhowtheyareusedtocreateprecise information,abstractideasand/orstylisticinterpretationsoftexts identifyingexamplesofacronyms,abbreviationsandproprietarywords whichareusedcreativelyintexts
Understandhowspellingisusedcreativelyin textsforparticulareffects,forexample characterisationandhumourandtorepresent accentsandstylesofspeech(ACELA1562)
Literature Literatureandcontext Interpretandcomparehowrepresentationsof peopleandcultureinliterarytextsaredrawn fromdifferenthistorical,socialandcultural contexts(ACELT1633)

l l
Elaborations
l
exploringandreflectingonrepresentationsofvalues(forexamplelove, freedom,integrity)inliteraturedrawnfromculturesandtimesdifferent fromthestudentsown exploringandreflectingonpersonalunderstandingoftheworldand humanexperience,interpretedinliteraturedrawnfromculturesand timesdifferentfromthestudentsown reviewinghistoricalfictionornonfictionwrittenbyandaboutthe peoplesofAsia analysingliterarytextscreatedbyandaboutAboriginalandTorres StraitIslanderpeoples(includingdocumentaries,picturebooks,print textsandothermultimodaltexts)andalsotextsincludingfilm producedbyandaboutpeoplesofAsianbackground,andconsidering thedifferentwaysthesetextsrepresentpeople,places,thingsand issues
Respondingtoliterature Presentanargumentaboutaliterarytext basedoninitialimpressionsandsubsequent analysisofthewholetext(ACELT1771)
Elaborations
l
interrogatingandmakingjudgmentsaboutatext,comparingothers ideasagainstthestudentsownandreachinganindependent decisionorsharedconsensusabouttheinterpretationsandideas expressed
86
English
CurriculumF10
Reflecton,discussandexplorenotionsof literaryvalueandhowandwhysuchnotions varyaccordingtocontext(ACELT1634)
reflectingonanddiscussingresponsestoliteratureincludingplot events,settingdetails,characterisation,themes,structureand languagedevicesusedtoachieveparticulareffects,andcollaboratively formulatingalistoffactorsthatcharacterisemerit discussing,debatingandevaluatingthecinematicqualitiesand successofafilmornewversionsofafilm exploringthewaysthatcontexthasshapedtherepresentationof particularcultures,suchasthroughtheanalysisofdifferingviewpoints intextsaboutdifferentculturesorbycomparingthewaystextsfrom differentperiodsrevealdifferencesinviewpoints(forexample differencesintheportrayalofmigrantsintraditionalandmore contemporaryliterature) establishingawidereadinglistonaparticularissuebasedon personalpreferenceandestablishingreasonsfortheinclusionof thesetexts
Exploreandreflectonpersonal understandingoftheworldandsignificant humanexperiencegainedfrominterpreting variousrepresentationsoflifemattersintexts (ACELT1635)
Examiningliterature Analysetextsfromfamiliarandunfamiliar contexts,anddiscussandevaluatetheir contentandtheappealofanindividual authorsliterarystyle(ACELT1636)
Elaborations
l
comparingtextscreatedbythesameauthortodetermineliterarystyle, assessingitsappealandpresentingthiscomparisontoothers examininghowdifferentauthorsmakeuseofdeviceslikemyth,icons andimageryandevaluatingtheeffectofthesechoicesonaudiences
Investigateandexperimentwiththeuseand effectofextendedmetaphor,metonymy, allegory,icons,mythsandsymbolismintexts, forexamplepoetry,shortfilms,graphic novels,andplaysonsimilarthemes (ACELT1637)
identifyingexamplesoflanguagedevicesinarangeofpoems,ballads orpoeticextracts,andconsideringhowtheiruseaddstomeaningand mayalsoinfluencetheemotionalresponsesoflistenersorreaders,in varyingways exploringhowlanguagedeviceslookorsoundinwrittenorspoken texts,howtheycanbeidentified,purposestheyserveandwhateffect theymighthaveonhowtheaudienceresponds takingaparticularareaofstudy,atopicorthemeandexamininghow differentauthorsmakeuseofdeviceslikemyth,iconsandimageryin theirwork evaluatingtheeffectonreadersoftextstructuresandlanguage featuresofaliterarytextandcomparingthesewithothertexts bycomparingtexts,writingorspeakingabouthowwelltheauthor constructedtheopeningandclosingsectionsofthetextandused hookstokeepthereader/viewer/listenerengagedandreading on/watching/listeningtotheend
Analysetextstructuresandlanguagefeatures ofliterarytexts,andmakerelevant comparisonswithothertexts(ACELT1772)
Creatingliterature
Elaborations
87
English
CurriculumF10
Createliterarytexts,includinghybridtexts,that innovateonaspectsofothertexts,for examplebyusingparody,allusionand appropriation(ACELT1773)

l
Experimentwiththewaysthatlanguage features,imageandsoundcanbeadaptedin literarytexts,forexampletheeffectsof stereotypicalcharactersandsettings,the playfulnessofhumourandpunandtheuseof hyperlink(ACELT1638)
makinglanguagechoicesandchoosingparticularlanguagedevices toachieveintendedeffects,forexamplebuildinginasurpriseortwist intheendingofashortstoryorfinalsceneofafilm takinganexistingshortstory,poem,playorspeechinprintformand creatingashortvisualtextwhichisaccompaniedbyasoundtrack containingmusicandsoundeffects,andwhichisintendedtoamuse audienceswhoarefamiliarwiththeoriginaltext creatingwritteninterpretationsoftraditionalandcontemporary literaturewhichemploysdeviceslikemetaphor,symbol,allegoryand myth,andevaluatingthecontributionofthesedevicestothe interpretationofthetext creatingwritteninterpretationsoftraditionalandcontemporarypoetry (forexamplesonnetsandcontemporarysonglyrics)focusingontheir useofsymbol,myth,iconsandimagery
Literacy Textsincontext Analysehowtheconstructionand interpretationoftexts,includingmediatexts, canbeinfluencedbyculturalperspectives andothertexts(ACELY1739)

l l
Elaborations
l
comparingperspectivesrepresentedintextsfromdifferenttimesand places,includingtextsdrawnfrompopularculture identifying,comparingandcreatingrelationshipsbetweentexts (includingnovels,illustratedstories,socialissuecartoons, documentaries,multimodaltexts) reflectingonthenotionthatalltextsbuildonabodyofpriortextsina culture analysingandidentifyinghowsocioculturalvalues,attitudesand beliefsareconveyedintexts,forexamplecomparingandanalysing perspectivesaboutanAboriginalandTorresStraitIslanderissue reportedincommercialmediacomparedtopublicandAboriginaland TorresStraitIslandermedia analysingandinterpretingassumptionsaboutgroupsthathave shapedorinfluencedrepresentationsofpeople,places,eventsand thingsandidentifyinghowlistenersandreadersarepositionedby theserepresentations
Interactingwithothers
Elaborations
88
English
CurriculumF10
Listentospokentextsconstructedfordifferent purposes,forexampletoentertainandto persuade,andanalysehowlanguage featuresofthesetextspositionlistenersto respondinparticularways(ACELY1740)
comparingandevaluatingbiasorstereotypingandpresentingfindings indiscussionsandpresentations identifyingandcommentingonomissionsofinformationindifferent texts exploringandidentifyingmoralandethicaldimensionsofanissue representedindifferenttexts,andhowthesealignorcontradictwith personalandothersperspectives understandingtheroleofintonation,pausing,combinationsofclause andrhythminspokenlanguageandofpunctuation participatinginpair,group,class,schoolandcommunityspeakingand listeningsituations,includinginformalconversations,discussions, debatesandpresentations usingeffectivestrategiesfordialogueanddiscussioninarangeof formalandinformalcontexts,includingspeakingclearlyandcoherently andatappropriatelength,presentingapointofviewandlisteningto otherviewpoints,andnegotiatinganagreedpositiononanissue choosingvocabulary,spokentextandsentencestructuresfor particularpurposesandaudiences,suchasdebatingatopicwitha teamfromanotherschool,creatingavoiceoverforamedia presentation,andadaptinglanguagechoicessuchasuseofsimiles, metaphorsandpersonificationtomeettheperceivedaudienceneeds selectingvoiceeffectssuchastone,volume,pitchandpacefortheir specificeffects,suchasputtingforwardapointofvieworattemptingto persuadeanaudiencetoacourseofaction usinggraphicsandtextanimationstoaccompanyspokentext,for examplepresentinganewsitemsuitableforacurrentaffairsprogram thatalignsimagetospokentext,orestablishinghumourbycreatinga disjunctbetweensound,imageandspokentext
Useinteractionskillstopresentanddiscuss anideaandtoinfluenceandengagean audiencebyselectingpersuasivelanguage, varyingvoicetone,pitch,andpace,andusing elementssuchasmusicandsoundeffects (ACELY1811)
Plan,rehearseanddeliverpresentations, selectingandsequencingappropriatecontent andmultimodalelementsforaestheticand playfulpurposes(ACELY1741)
Elaborations
89
English
CurriculumF10
Interpret,analyseandevaluatehowdifferent perspectivesofissue,event,situation, individualsorgroupsareconstructedtoserve specificpurposesintexts(ACELY1742)
debatingthereliabilityofthecoverageinarangeofnewsmediaofa contentiousissuesuchascommercialloggingofoldgrowthforests evaluatingtechniquesusedtoconstructplotandcreateemotional responsessuchascomparison,contrast,exaggeration,juxtaposition, thechangingofchronologicalorder,ortheexpansionand compressionoftime constructingquestionstoframeananalysisofdiffering representationsonmoralissuesintexts,andincludingacritical analysisofapersonalviewintheoverallanalysisoftheissue identifyingwhethertwotextsmayshareacommonpurposeor audience,forexampleafeaturearticleonaparticularwebsiteorina particularnewspaper analysinghowissuesaredebatedandreportedinthemediain differentcountries,andthepossiblereasonsforthis,forexample whalinginJapanandAustralia analysingandinterpretingassumptionsaboutgroupsthathave shapedorinfluencedrepresentationsofpeople,places,eventsand thingsidentifyinghowlisteners,viewersandreadersarepositioned bytheserepresentations,andsupportingidentifiedpointswith examples predictingmeaningsofunfamiliarwordsbyusingmorphographic patterns
Applyanexpandingvocabularytoread increasinglycomplextextswithfluencyand comprehension(ACELY1743)
Usecomprehensionstrategiestointerpret andanalysetexts,comparingandevaluating representationsofanevent,issue,situation orcharacterindifferenttexts(ACELY1744)
evaluatingtechniquesusedtoconstructplotandcreateemotional responses,forexamplecomparison,contrast,exaggeration, juxtaposition,thechangingofchronologicalorder,ortheexpansion andcompressionoftime
Exploreandexplainthecombinationsof languageandvisualchoicesthatauthors maketopresentinformation,opinionsand perspectivesindifferenttexts(ACELY1745)
identifyingorcommentingontheauthor'sapproachesanduseof techniques,design,formandstyle
Creatingtexts
Elaborations
90
English
CurriculumF10
Createimaginative,informativeand persuasivetextsthatpresentapointofview andadvanceorillustratearguments, includingtextsthatintegratevisual,print and/oraudiofeatures(ACELY1746)
presentingargumentsthatadvanceopinions,justifypositions,and makejudgmentsinordertopersuadeothersaboutissuessuchthe importanceofmaintainingbalanceinthebiosphere creatingimaginativetextswithmainideasdevelopedthroughthe interconnectionsofplot,settings,characters,thechangingof chronologicalorder,foreshadowinginwritten,spokenanddigitaltexts creatinginformativeandargumentativetextswithexplanations,details andevidence followingthestructureofanargumentwhichhasaseriesof sequencedandlinkedparagraphs,beginningwithanoutlineofthe stancetobetaken,aseriesofsupportedpointsthatdevelopalineof argument,andaconclusionwhichsummarisesthemainlineof argument checkingforrunonsentences,eliminatingunnecessarydetailor repetition,andprovidingclearintroductoryandconcludingparagraphs
Reviewandeditstudentsownandothers textstoimproveclarityandcontrolover content,organisation,paragraphing, sentencestructure,vocabularyand audio/visualfeatures(ACELY1747)
Usearangeofsoftware,includingword processingprograms,flexiblyand imaginativelytopublishtexts(ACELY1748)
applyingwordprocessingfunctions,forexampleoutlining,standard stylesandindexing
Receptivemodes(listening,readingandviewing) BytheendofYear9,studentsanalysethewaysthattextstructurescanbemanipulatedforeffect.Theyanalyseandexplain howimages,vocabularychoicesandlanguagefeaturesdistinguishtheworkofindividualauthors. Theyevaluateandintegrateideasandinformationfromtextstoformtheirowninterpretations.Theyselectevidencefromthe texttoanalyseandexplainhowlanguagechoicesandconventionsareusedtoinfluenceanaudience.Theylistenforways textspositionanaudience. Productivemodes(speaking,writingandcreating) Studentsunderstandhowtouseavarietyoflanguagefeaturestocreatedifferentlevelsofmeaning.Theyunderstandhow interpretationscanvarybycomparingtheirresponsestotextstotheresponsesofothers.Increatingtexts,students demonstratehowmanipulatinglanguagefeaturesandimagescancreateinnovativetexts. Studentscreatetextsthatrespondtoissues,interpretingandintegratingideasfromothertexts.Theymakepresentations andcontributeactivelytoclassandgroupdiscussions,comparingandevaluatingresponsestoideasandissues.Theyedit foreffect,selectingvocabularyandgrammarthatcontributetotheprecisionandpersuasivenessoftextsandusingaccurate spellingandpunctuation.
91
English
CurriculumF10
Year10
TheEnglishcurriculumisbuiltaroundthethreeinterrelatedstrandsofLanguage,LiteratureandLiteracy.Teachingand learningprogramsshouldbalanceandintegrateallthreestrands.Togetherthestrandsfocusondevelopingstudents knowledge,understandingandskillsinlistening,reading,viewing,speaking,writingandcreating.LearninginEnglishbuilds onconcepts,skillsandprocessesdevelopedinearlieryears,andteacherswillrevisitandstrengthentheseasneeded. InYears9and10,studentsinteractwithpeers,teachers,individuals,groupsandcommunitymembersinarangeoffaceto faceandonline/virtualenvironments.Theyexperiencelearninginfamiliarandunfamiliarcontexts,includinglocalcommunity, vocationalandglobalcontexts. Studentsengagewithavarietyoftextsforenjoyment.Theyinterpret,create,evaluate,discussandperformawiderangeof literarytextsinwhichtheprimarypurposeisaesthetic,aswellastextsdesignedtoinformandpersuade.Theseinclude varioustypesofmediatexts,includingnewspapers,filmanddigitaltexts,fiction,nonfiction,poetry,dramaticperformances andmultimodaltexts,withthemesandissuesinvolvinglevelsofabstraction,higherorderreasoningandintertextual references.Studentsdevelopcriticalunderstandingofthecontemporarymedia,andthedifferencesbetweenmediatexts. TherangeofliterarytextsforFoundationtoYear10comprisesAustralianliterature,includingtheoralnarrativetraditionsof AboriginalandTorresStraitIslanderpeoples,aswellasthecontemporaryliteratureofthesetwoculturalgroups,andclassic andcontemporaryworldliterature,includingtextsfromandaboutAsia. LiterarytextsthatsupportandextendstudentsinYears9and10asindependentreadersaredrawnfromarangeofgenres andinvolvecomplex,challengingandunpredictableplotsequencesandhybridstructuresthatmayservemultiplepurposes. Thesetextsexplorethemesofhumanexperienceandculturalsignificance,interpersonalrelationships,andethicaland globaldilemmaswithinrealworldandfictionalsettingsandrepresentavarietyofperspectives.Informativetextsrepresenta synthesisoftechnicalandabstractinformation(fromcredible/verifiablesources)aboutawiderangeofspecialisedtopics. Textstructuresaremorecomplexincludingchapters,headingsandsubheadings,tablesofcontents,indexesand glossaries.Languagefeaturesincludesuccessivecomplexsentenceswithembeddedclauses,ahighproportionof unfamiliarandtechnicalvocabulary,figurativeandrhetoricallanguage,anddenseinformationsupportedbyvarioustypesof graphicsandimages. Studentscreatearangeofimaginative,informativeandpersuasivetypesoftextsincludingnarratives,procedures, performances,reports,discussions,literaryanalyses,transformationsoftextsandreviews. Language Languagevariationandchange UnderstandthatStandardAustralianEnglish initsspokenandwrittenformshasahistory ofevolutionandchangeandcontinuesto evolve(ACELA1563)
l
Elaborations
l
investigatingdifferencesbetweenspokenandwrittenEnglishby comparingthelanguageofconversationandinterviewswiththewritten languageofprinttexts experimentingwithandincorporatingnewwordsandcreative inventionsinstudentsownwrittenandspokentexts understandinghowandwhyspellingbecamestandardisedandhow conventionshavechangedovertimeandcontinuetochangethrough commonusage,theinventionofnewwordsandcreativecombinations ofexistingwords
Elaborations
92
English
CurriculumF10
Understandhowlanguageusecanhave inclusiveandexclusivesocialeffects,and canempowerordisempowerpeople (ACELA1564)
identifyinglanguagethatseekstoalignthelistenerorreader(for example'ofcourse','obviously','asyoucanimagine') identifyingtheuseoffirstperson(I,we)andsecondpersonpronouns (you)todistanceorinvolvetheaudience,forexampleinaspeechmade toalocalculturalcommunity identifyingreferencestosharedassumptions identifyingappealstosharedculturalknowledge,valuesandbeliefs reflectingonexperiencesofwhenlanguageincludes,distancesor marginalisesothers creatingtextsthatrepresentpersonalbeliefsystems(suchascredos, statementsofethicaljudgements,guidelines,letterstotheeditorand blogentries) consideringwhetherethicaljudgmentsofgood,bad,rightorwrongare absoluteorrelativethroughconsiderationoftextswithvaryingpointsof viewandthroughdiscussionwithothers interpretingtextsbydrawingonknowledgeofthehistoricalcontextin whichtextswerecreated
l l l
Understandthatpeoplesevaluationsof textsareinfluencedbytheirvaluesystems, thecontextandthepurposeandmodeof communication(ACELA1565)
Textstructureandorganisation Comparethepurposes,textstructuresand languagefeaturesoftraditionaland contemporarytextsindifferentmedia (ACELA1566)
Elaborations
l
reproducingandadaptingexistingprinttextsforanonlineenvironment andexplainingthereasonsfortheadaptations(forexampleaccounting forthenavigationanduseofhyperlinksasstructuringprinciplesin hypertextnarratives) investigatingthestructureandlanguageofsimilartexttypeslike informationreportsandnarrativesandhowtheseareinfluencedby differenttechnologicalaffordances(forexamplehyperlinksas structuringprinciplesinhypertextnarrativesversuslineartext sequencingprinciplesinprintnarratives) analysingandexperimentingwithcombinationsofgraphics,textand soundintheproductionofmultimodaltextssuchasdocumentaries, mediareports,onlinemagazinesanddigitalbooks
Understandhowparagraphsandimages canbearrangedfordifferentpurposes, audiences,perspectivesandstylisticeffects (ACELA1567)
Understandconventionsforcitingothers, andhowtoreferencetheseindifferentways (ACELA1568)
understandingwhotociteinessays,reviewsandacademic assignmentsandwhenitisappropriatetousedirectquotationsorto reportsourcesmoregenerally
Elaborations
93
English
CurriculumF10
Analyseandevaluatetheeffectivenessofa widerangeofsentenceandclause structuresasauthorsdesignandcrafttexts (ACELA1569)
recognisinghowemphasisinsentencescanbechangedbyreordering clauses(forexample,Shemadeherwayhomebecauseshewas feelingillascomparedwithBecauseshewasfeelingill,shemade herwayhome)orpartsofclauses(forexample,Thehorsesracedup fromthevalleyascomparedwithUpfromthevalleyracedthehorses) recognisinghowthefocusofasentencecanbechangedthroughthe useofthepassivevoice(forexamplecompareactive,Thepolicehad caughtthethief.withpassiveThethiefhadbeencaught.) observinghowauthorssometimesuseverblessclausesforeffect(for example,Andwhatabouttheotherwoman?Withherlongblack eyelashesandredlipstick) understandingthatasentencecanbeginwithacoordinating conjunctionforstylisticeffect(forexample,Andshewentonplanningto herselfhowshewouldmanageit) consideringhownominalisationaffectsthewayinwhicheventsare constructedandexplained,makingsomeinformationmoreexplicitand otherinformationlessso analysinghowlogicalrelationsbetweenideasarebuiltupby combiningmainwithsubordinateclausesindicatingcause,result, manner,concession,condition,andsoon(forexample,Althoughhis poemswerenotgenerallywellreceivedbycriticsduringhislife (concession),Keatsreputationgrewsubstantiallyafterhisdeath) notinghowtechnicalityallowsforefficientreferencetoshared knowledge,indicatinggrowingexpertiseinthefield(forexample,The RomanticpoetryofKeatsischaracterisedbysensualimagery,most notablyintheseriesofodes.) observinghowabstractionallowsforgreatergeneralisationatahigher level(forexample,thepolitical,religious,socialandeconomicfeatures ofthesocietywhichisanabstractnoungroup/phrase) experimentingwithaspectsofvisualtextstoestablishdifferent nuances,forexampleevaluatingtheimpactofthemovementofcamera orlightinmovingimages
Analysehowhigherorderconceptsare developedincomplextextsthrough languagefeaturesincludingnominalisation, clausecombinations,technicalityand abstraction(ACELA1570)
Evaluatetheimpactonaudiencesofdifferent choicesintherepresentationofstilland movingimages(ACELA1572)
Refinevocabularychoicestodiscriminate betweenshadesofmeaning,withdeliberate attentiontotheeffectonaudiences (ACELA1571)
creatingtextsthatdemandcomplexprocessesofresponding,for exampletheinclusionofsymbolisminadvertising,foreshadowingin documentaryandironyinhumoroustexts
Understandhowtouseknowledgeofthe spellingsystemtospellunusualand technicalwordsaccurately,forexample thosebasedonuncommonGreekandLatin roots(ACELA1573)
Literature
94
English
CurriculumF10
Literatureandcontext Compareandevaluatearangeof representationsofindividualsandgroupsin differenthistorical,socialandcultural contexts(ACELT1639)
Elaborations
l
investigatingandanalysingthewaysculturalstoriesmayberetoldand adaptedacrossarangeofcontextssuchastheCinderellastoryand theantihero imaginativelyadaptingtextsfromanearliertimeordifferentsocial contextforanewaudience exploringandreflectingonpersonalunderstandingoftheworldand humanexperiencegainedfrominterpretingliteraturedrawnfrom culturesandtimesdifferentfromthestudentsown
Respondingtoliterature Reflecton,extend,endorseorrefuteothers interpretationsofandresponsestoliterature (ACELT1640)
Elaborations
l
determining,throughdebate,whetheratextpossessesuniversal qualitiesandremainsrelevant presentingargumentsbasedonclosetextualanalysistosupportan interpretationofatext,forexamplewritinganessayorcreatingasetof directorsnotes creatingpersonalreadinglistsinavarietyofgenresandexplainwhythe textsqualifyforinclusiononaparticularlist reflectinguponandaskingquestionsaboutinterpretationsoftexts relevanttoastudentsculturalbackground lookingatarangeoftextstoconsiderhowtheuseofastructuraldevice, forexampleafemalenarrator,mayinfluencefemale readers/viewers/listenerstorespondsympatheticallytoaneventor issue
Analyseandexplainhowtextstructures, languagefeaturesandvisualfeaturesof textsandthecontextinwhichtextsare experiencedmayinfluenceaudience response(ACELT1641)
Evaluatethesocial,moralandethical positionsrepresentedintexts(ACELT1812)
identifyingandanalysingethicalpositionsonacurrentissuedebatedin blogsoronlinediscussionforums,includingvaluesand/orprinciples involvedandthestrengthsandweaknessesofthepositioninthe contextoftheissue
Examiningliterature Identify,explainanddiscusshownarrative viewpoint,structure,characterisationand devicesincludinganalogyandsatireshape differentinterpretationsandresponsestoa text(ACELT1642)
Elaborations
l
lookingatarangeofshortpoems,ashortstory,orextractsfromanovel orfilmtofindanddiscussexamplesofhowlanguagedeviceslayer meaningandinfluencetheresponsesoflisteners,viewersorreaders
95
English
CurriculumF10
Compareandevaluatehowvoiceasa literarydevicecanbeusedinarangeof differenttypesoftextssuchaspoetryto evokeparticularemotionalresponses (ACELT1643)
creatingextendedwrittenresponsestoliterarytexts,makingreference tovaryingpointsofviewabouttheissuesraised
Analyseandevaluatetextstructuresand languagefeaturesofliterarytextsandmake relevantthematicandintertextual connectionswithothertexts(ACELT1774)
usingtermsassociatedwithliterarytextanalysis(forexamplenarrative, characters,poetry,figurativelanguage,symbolism,soundtrack)when evaluatingaspectsthatarevaluedandthatcontainaestheticqualities writingorspeakingabouthoweffectivelytheauthorconstructedthetext andengagedandsustainedthereaders/viewers/listenerspersonal interest
Creatingliterature Createliterarytextsthatreflectanemerging senseofpersonalstyleandevaluatethe effectivenessofthesetexts(ACELT1814)
Elaborations
l
creatingtextswhichdrawonstudentsexperienceofothertextsand whichhaveapersonalaestheticappeal reflectontheauthorswhohaveinfluencedstudentsownaestheticstyle andevaluatetheirimpact creatingarangeofstudentsownspoken,writtenormultimodaltexts, experimentingwithandmanipulatinglanguagedevicesforparticular audiences,purposesandcontexts usinghumouranddramaasdevicestoentertain,informandpersuade listeners,viewersandreaders
Createliterarytextswithasustainedvoice, selectingandadaptingappropriatetext structures,literarydevices,language, auditoryandvisualstructuresandfeatures foraspecificpurposeandintended audience(ACELT1815)
Createimaginativetextsthatmakerelevant thematicandintertextualconnectionswith othertexts(ACELT1644)
creatingtextsthatrefertothemesormakeparticularconnectionsto texts,forexamplewritingcrimefictionorromanceshortstories
96
English
CurriculumF10
Analyseandevaluatehowpeople,cultures, places,events,objectsandconceptsare representedintexts,includingmediatexts, throughlanguage,structuraland/orvisual choices(ACELY1749)
consideringethicalpositionsacrossmorethanonecultureas representedintextandconsiderthesimilaritiesanddifferences questioningtherepresentationofstereotypesofpeople,cultures, places,eventsandconcepts,andexpressingviewsonthe appropriatenessoftheserepresentations identifyingandexplainingsatiricalevents,includingeventsinother cultures,forexampledepictionsinpoliticalcartoons identifyingandevaluatingpoetic,lyricallanguageinthedepictionof people,culture,places,events,thingsandconceptsintexts analysingthewayssocioculturalvalues,attitudesandbeliefsare presentedintextsbycomparingthewaysnewsisreportedin commercialmediaandAboriginalandTorresStraitIslandermedia
Interactingwithothers Identifyandexplorethepurposesandeffects ofdifferenttextstructuresandlanguage featuresofspokentexts,andusethis knowledgetocreatepurposefultextsthat inform,persuadeandengage(ACELY1750)
Elaborations
l
identifyingstereotypesofpeople,cultures,places,events,andconcepts andexplainingwhytheyarestereotypes identifyingandexplainingsatiricalevents,includingeventsinother cultures,forexampledepictionsinpoliticalcartoons applyingknowledgeofspoken,visual,auditory,technicaland multimodalresources(forexamplesoundandsilence,camerashot types,lightingandcolour)inconjunctionwithverbalresourcesfor varyingpurposesandcontexts selectingsubjectmatterandlanguagetopositionreaderstoaccept representationsofpeople,events,ideasandinformation participatinginpair,group,class,schoolandcommunityspeakingand listeningsituations,includinginformalconversations,discussions, debatesandpresentations usingeffectivestrategiesfordialogueanddiscussioninarangeof formalandinformalcontexts,includingspeakingclearlyandcoherently andatappropriatelength,activatingpriorknowledgetoassessthe credibilityofaspeakersassertions,andsummarisingalternativeviews onanissue choosingvocabularyandspokentextandsentencestructuresfor particularpurposesandaudiences,suchasdebatingatopicwitha teamfromanotherschool,creatingavoiceoverforamedia presentation,andadaptinglanguagedevicessuchasevaluative language,causeandeffect,anecdotesandhumourforparticulareffects adaptingvoiceeffects,suchastone,volume,pitch,pausesandchange ofpace,fortheirspecificeffectssuchasputtingforwardapointofview orattemptingtopersuadeanaudiencetoacourseofaction usingassumptionsaboutlisteners,viewersandreaderstotryto positionthemtoacceptaparticularpointofview
Useorganisationpatterns,voiceand languageconventionstopresentapointof viewonasubject,speakingclearly, coherentlyandwitheffect,usinglogic, imageryandrhetoricaldevicestoengage audiences(ACELY1813)
Plan,rehearseanddeliverpresentations, selectingandsequencingappropriate contentandmultimodalelementsto influenceacourseofaction(ACELY1751)
Elaborations
97
English
CurriculumF10
Identifyandanalyseimplicitorexplicit values,beliefsandassumptionsintextsand howtheseareinfluencedbypurposesand likelyaudiences(ACELY1752)
skimreadingsectionsofapersuasivetexttoidentifythemain contention,keyargumentsinlinkedparagraphsandsupporting evidenceinordertolocatepointsforbuildingrebuttalorcounter argument
Chooseareadingtechniqueandreading pathappropriateforthetypeoftext,toretrieve andconnectideaswithinandbetweentexts (ACELY1753)
l l
assessingtheimpactofhyperlinkedtextinawebsitesnavigation usingappropriatemetalanguageassociatedwithdigitaltechnologiesto analysereadingpathwaysonwebsites
Usecomprehensionstrategiestocompare andcontrastinformationwithinandbetween texts,identifyingandanalysingembedded perspectives,andevaluatingsupporting evidence(ACELY1754)
identifyingthemeaningofanincreasingrangeofsubtlevocabulary,for exampleinferringthedifferentconnotationsofwordsinadvertisingtexts fromothercultures
Creatingtexts Createsustainedtexts,includingtextsthat combinespecificdigitalormediacontent,for imaginative,informative,orpersuasive purposesthatreflectuponchallengingand complexissues(ACELY1756)
Elaborations
l
presentingastructuredargumentbyprovidingastatementofthemajor perspectivesorconcernsrelatingtoanissuepreviewingthestructure ofargumentsstructuringthetexttoprovideamajorpointforeach paragraphwithsuccinctelaboration,andconcludingwithasummaryof themainissuesorrecommendationsinanargument creatingspoken,writtenandmultimodaltextsthatcompelreadersto empathisewiththeideasandemotionsexpressedorimplied exploringmodelsofsustainedtextscreatedforpersuasivepurposes aboutachallengingorcomplexissuefromothercultures,including Asia reflectingon,critiquingandrefiningstudentsowntextspriorto publishingforanauthenticaudience,suchasuploadingamovietoa website,contributingtoananthology,writingtextsappropriateforthe workplace,ordeliveringapresentation
Review,editandrefinestudentsownand otherstextsforcontrolofcontent, organisation,sentencestructure,vocabulary, and/orvisualfeaturestoachieveparticular purposesandeffects(ACELY1757)
Usearangeofsoftware,includingword processingprograms,confidently,flexibly andimaginativelytocreate,editandpublish texts,consideringtheidentifiedpurposeand thecharacteristicsoftheuser(ACELY1776)
designingawebpagethatcombinesnavigation,text,soundandmoving andstillimagesforaspecificaudience
Receptivemodes(listening,readingandviewing)
98
English
CurriculumF10
BytheendofYear10,studentsevaluatehowtextstructurescanbeusedininnovativewaysbydifferentauthors.Theyexplain howthechoiceoflanguagefeatures,imagesandvocabularycontributestothedevelopmentofindividualstyle. Theydevelopandjustifytheirowninterpretationsoftexts.Theyevaluateotherinterpretations,analysingtheevidenceusedto supportthem.Theylistenforwaysfeatureswithintextscanbemanipulatedtoachieveparticulareffects. Productivemodes(speaking,writingandcreating) Studentsshowhowtheselectionoflanguagefeaturescanachieveprecisionandstylisticeffect.Theyexplaindifferent viewpoints,attitudesandperspectivesthroughthedevelopmentofcohesiveandlogicalarguments.Theydeveloptheirown stylebyexperimentingwithlanguagefeatures,stylisticdevices,textstructuresandimages. Studentscreateawiderangeoftextstoarticulatecomplexideas.Theymakepresentationsandcontributeactivelytoclass andgroupdiscussions,buildingonothers'ideas,solvingproblems,justifyingopinionsanddevelopingandexpanding arguments.Theydemonstrateunderstandingofgrammar,varyvocabularychoicesforimpact,andaccuratelyusespelling andpunctuationwhencreatingandeditingtexts.
99
Glossary
adverb
awordclassthatmaymodifyaverb(forexample,beautifullyinShesingsbeautifully),anadjective(forexamplereallyin Heisreallyinteresting)oranotheradverb(forexampleveryinShewalksveryslowly).InEnglishmanyadverbshaveanly ending
adverbial
awordorgroupofwordsthatcontributesadditionalbutnonessentialinformationaboutthevariouscircumstancesofthe happeningorstatedescribedinthemainpartoftheclause. Adverbialsareclassifiedonthebasisofthekindofmeaninginvolvedincluding:
l l l l l l l l l l
time(forexample,yesterdayinIspokewithhimyesterday) duration(forexample,forseveralyearsinTheylivedtogetherforseveralyears) frequency(forexample,threetimesayearinThecommitteemeetsthreetimesayear) place(forexample,inBrisbaneinWemetinBrisbane) manner(forexample,veryaggressivelyinHeplayedveryaggressively) degree(forexample,verydeeplyinHelovesherverydeeply) reason(forexample,becauseofthepriceinWerejecteditbecauseoftheprice) purpose(forexample,toavoidembarrassingyouinIstayedawaytoavoidembarrassingyou) condition(forexample,ifIcaninIllhelpyouifIcan) concession(forexample,althoughshewasunwellinShejoinedinalthoughshewasunwell)
Adverbialsusuallyhavetheformof:
l l l l
anadverbgroup/phrase(forexample,veryclearlyinShespokeveryclearly) aprepositionalphrase(forexample,intheeveninginShe'llbearrivingintheevening) anoungroup/phrase(forexample,thismorninginIfinisheditthismorning) subordinateclauses(forexample,becausehehadanassignmenttofinishinHedidntgooutbecausehehadan assignmenttofinish.)Insomeschoolsoflinguistics,suchsubordinateclausesaretreatedasdependenton,rather thanembeddedin,themainclause.
aesthetic
relatestoasenseofbeautyoranappreciationofartisticexpression.Theselectionoftextsthatarerecognisedashaving aestheticorartisticvalueisanimportantfocusoftheLiteraturestrand
alliteration
therecurrenceofthesameconsonantsoundsatthebeginningofwordsinclosesuccession(forexample,ripe,red raspberry)
apposition
whenonenoungroup/phraseimmediatelyfollowsanotherwiththesamereference,theyaresaidtobeinapposition(for example,ourneighbour,MrGrasso...,Canberra,thecapitalofAustralia,...)
appreciation
100
English
Glossary
theactofdiscerningqualityandvalueofliterarytexts
audience
theintendedgroupofreaders,listenersorviewersthatthewriter,designer,filmmakerorspeakerisaddressing
author
thecomposerororiginatorofawork(forexample,anovel,film,website,speech,essay,autobiography)
cameraangle
theangleatwhichthecameraispointedatthesubject.Verticalanglecanbelow,levelorhigh.Horizontalanglecanbe oblique(sideon)orfrontal
clause
agrammaticalunitthatreferstoahappeningorstate(forexample,Thenetballteamwon[happening],Thecartoonisan animation[state]). Aclauseusuallycontainsasubjectandaverbgroup/phrase(forexample,Theteam[subject]hasplayed[verb group/phrase]afantasticgame),whichmaybeaccompaniedbyanobjectorothercomplements(elementsthatareclosely relatedtotheverbforexample,thematchinTheteamlostthematch)and/oradverbials(forexample,onarainynightin Theteamwononarainynight). Aclausecanbeeitheramainorsubordinateclausedependingonitsfunction:
l l
mainclausedoesnotdependonorfunctionwithinthestructureofanotherclause. subordinateclausedependsonorfunctionswithinthestructureofanotherclause.Itmayfunctiondirectlywithinthe structureofthelargerclause,orindirectlybybeingcontainedwithinanoungroup/phrase.
Intheseexamplessquarebrackethavebeenusedtoindicatethesubordinateclause:
l l l
Itookmyumbrella[becauseitwasraining]. [BecauseIamreadingShakespeare],mytimeislimited. Theman[whocametodinner]ismybrother.
cohesion
grammaticalorlexicalrelationshipsthatbinddifferentpartsofatexttogetherandgiveitunity.Cohesionisachievedthrough variousdevicessuchasconnectives,ellipsesandwordassociations(sometimescalledlexicalcohesion).These associationsincludesynonyms,antonyms(forexample,study/lazeabout,ugly/beautiful),repetition(forexample,work, work,workthatsallwedo!)andcollocation(forexample,friendandpalin,Myfrienddidmeabigfavourlastweek. Shesbeenarealpal.)
collocation
wordsthatcommonlyoccurincloseassociationwithoneanother(forexample,blondegoeswithhair,butterisrancid notrotten,saltandpeppernotpepperandsalt
colon
apunctuationconventionusedtoseparateageneralstatementfromoneormorestatementsthatprovideadditional information,explanationorillustration.Thestatementsthatfollowthecolondonothavetobecompletesentences
complexsentence
101
English
Glossary
complexsentencehasoneormoresubordinateclauses.Inthefollowingexamples,thesubordinateclausesareindicated bysquarebrackets:Itookmyumbrella[becauseitwasraining].[BecauseIamreadingShakespeare],mytimeislimited. Theman[whocametodinner]ismybrother.
compoundsentence
compoundsentencehastwoormoremainclausesofequalgrammaticalstatus,usuallymarkedbyacoordinating conjunctionsuchasand,butoror.Inthefollowingexamplesbelow,themainclausesareindicatedbysquarebrackets: [Jillcamehomethismorning][butshedidn'tstaylong].[Kimisanactor],[Patisateacher],[andSamisanarchitect].
comprehensionstrategies
strategiesandprocessesusedbyreaderstomakemeaningfromtexts.Keycomprehensionstrategiesinclude: activatingandusingpriorknowledgelidentifyingliteralinformationexplicitlystatedinthetext
l l l l l
makinginferencesbasedoninformationinthetextandtheirownpriorknowledge predictinglikelyfutureeventsinatext visualisingbycreatingmentalimagesofelementsinatextsummarisingandorganisinginformationfromatext integratingideasandinformationintexts criticallyreflectingoncontent,structure,languageandimagesusedtoconstructmeaninginatext
conceptsaboutprint
conceptsabouthowEnglishprintworks.Theyincludeinformationaboutwheretostartreadingandhowtheprinttravelsfrom lefttorightacrossthepage.Conceptsaboutprintareessentialforbeginningreading
conjunction
awordthatjoinsotherwords,phrasesorclausestogetherinlogicalrelationshipssuchasaddition,time,causeor comparison.Therearetwotypesofconjunctions:coordinatingconjunctionsandsubordinatingconjunctions.
l
coordinatingconjunctionsarewordsthatlinkwords,groups/phrasesandclausesinsuchawaythattheelements haveequalgrammaticalstatus.Theyincludeconjunctionssuchasand,or,but: l MumandDadarehere(joiningwords)

l l
Wevisitedsomeofourfriends,butnotallofthem(joiningnoungroups/phrases) Didhemissthetrainorisitjustlate?(joiningclauses)
subordinatingconjunctionsintroducecertainkindsofsubordinateclauses.Theyincludeconjunctionssuchasafter, when,because,ifandthat: l Whenthemeetingendedwewenthome(time)

l l l l
Thatwasbecauseitwasraining(reason) I'lldoitifyoupayme(condition) Iknowthatheisill(declarative) Iwonderwhether/ifshesright?(interrogative)
connective
wordswhichlinkparagraphsandsentencesinlogicalrelationshipsoftime,causeandeffect,comparisonoraddition. Connectivesrelateideastooneanotherandhelptoshowthelogicoftheinformation.Connectivesareimportantresources forcreatingcohesionintexts.Thelogicalrelationshipscanbegroupedasfollows:
l
temporaltoindicatetimeorsequenceideas(forexamplefirst,second,next)
102
English
Glossary
l l l l l
causaltoshowcauseandeffect(forexamplebecause,for,so) additivetoaddinformation(forexamplealso,besides,furthermore) comparativeforexamplerather,alternatively conditional/concessivetomakeconditionsorconcession(forexampleyet,although) clarifyingforexampleinfact,forexample
context
theenvironmentinwhichatextisrespondedtoorcreated.Contextcanincludethegeneralsocial,historicalandcultural conditionsinwhichatextisrespondedtoandcreated(thecontextofculture)orthespecificfeaturesofitsimmediate environment(contextofsituation).Thetermisalsousedtorefertothewordingsurroundinganunfamiliarwordthatareader orlistenerusestounderstanditsmeaning
convention
anacceptedlanguagepracticethathasdevelopedovertimeandisgenerallyusedandunderstood(forexample,useof punctuation)
coordinatingconjunctions
coordinatingconjunctionsarewordsthatlinkwords,groups/phrasesandclausesinsuchawaythattheelementshave equalgrammaticalstatus.Theyincludeconjunctionssuchasand,or,but:
l l l
MumandDadarehere(joiningwords) Wevisitedsomeofourfriends,butnotallofthem(joiningnoungroups/phrases) Didhemissthetrainorisitjustlate?(joiningclauses)
create
developand/orproducespoken,writtenormultimodaltextsinprintordigitalforms
creating
creatingreferstothedevelopmentand/orproductionofspoken,writtenormultimodaltextsinprintordigitalforms
decode
theprocessofworkingoutthemeaningofwordsinatext.Indecoding,readersdrawoncontextual,vocabulary,grammatical andphonicknowledge.Readerswhodecodeeffectivelycombinetheseformsofknowledgefluentlyandautomatically,using meaningtorecognisewhentheymakeanerror,andselfcorrect
design
thewaythatparticularelementsareselectedandusedintheprocessoftextconstructionforparticularpurposes.These elementsmightbelinguistic(words),visual(images),audio(sounds),gestural(bodylanguage),spatial(arrangementon thepage,screenor3D),andmultimodal(acombinationofmorethanone)
digitaltexts
audio,visualormultimodaltextsproducedthroughdigitalorelectronictechnologywhichmaybeinteractiveandinclude animationsand/orhyperlinks.ExamplesofdigitaltextsincludeDVDs,websites,eliterature
digraph
103
English
Glossary
twolettersthatrepresentasinglesound:
l l l
voweldigraphshavetwovowels(forexample,oo,ea) consonantdigraphshavetwoconsonants(forexample,s h,th) vowel/consonantdigraphshaveonevowelandoneconsonant(forexample,er,ow)
eliterature
theelectronicpublicationofliteratureusingthemultimediacapabilitiesofdigitaltechnologiestocreateinteractiveand possiblynonlineartexts,throughcombiningwrittentext,movement,visual,audioandspatialelements.E-literaturemay includehypertextfiction,computerartinstallations,kineticpoetryandcollaborativewritingprojects,allowingreadersto contributetoawork.Italsoincludestextswhereprintmeaningsareenhancedthroughdigitalimagesand/orsound,aswell asliteraturethatisreconstitutedfromprinttexts(forexample,onlineversionsofTheLittlePrinceorAliceinWonderland)
ellipsis
l
theomissionofwordsthatrepeatwhathasgonebefore.Therepetitionisnotnecessarybecausethemeaningis understood(forexample,Theprojectwillbeinnovative.Tobeinvolvedwillbeexciting.intheprojectisellipsedin thesecondsentence) whereawordsuchasoneissubstitutedforanoungroup/phrase,asinTherearelotsofapplesinthebowlandyou cantaketwobigones(substitution) acohesiveresourcethatbindstexttogetherandiscommonlyusedindialogueforspeedofresponseandeconomyof effort(forexample,[doyou]Wantadrink?/Thanks,Iwould.[likeadrink]) theuseofthreedots.Thisformofpunctuation(alsoknownaspointsofellipsis)canbeusedtoindicatesuchthingsas surpriseorsuspenseinanarrativetextortoindicatethatthereismoretocomeinanonscreenmenu
etymologicalknowledge
knowledgeoftheoriginsanddevelopmentoftheformandmeaningsofwordsandhowthemeaningsandformshave changedovertime
evaluativelanguage
positiveornegativelanguagethatjudgestheworthofsomething.Itincludeslanguagetoexpressfeelingsandopinions,to makejudgmentsaboutaspectsofpeoplesuchastheirbehaviour,andtoassessthequalityofobjectssuchasliterary works.Evaluationscanbemadeexplicit(forexample,throughtheuseofadjectivesasin:Shesalovelygirl,Hesanawful man,orHowwonderful!),however,theycanbeleftimplicit(forexample,Hedroppedtheballwhenhewastackled,orMary putherarmroundthechildwhileshewept.)
figurativelanguage
wordgroups/phrasesusedinawaythatdifferfromtheexpectedoreverydayusage.Theyareusedinanonliteralwayfor particulareffect(forexample:similewhiteasasheetmetaphoralltheworldsastagepersonificationthewind grabbedatmyclothes)
framing
thewayinwhichelementsinastillormovingimagearearrangedtocreateaspecificinterpretationofthewhole.Strong framingcreatesasenseofenclosurearoundelementswhileweakframingcreatesasenseofopenness
functionandclass
104
English
Glossary
howonegrammaticalunitrelatestoanotherisitsfunction.Forexample,intheclauseThemeetingstartedlate,the meetingisthesubject.Thisdescribesitsrelationtotheverb(andtheclause).However,intheclauseTheystartedthe meetinglate,thesamewords(themeeting)standsinadifferentrelationtotheverb:itisfunctioningasitsobject. Aclassisasetofgrammaticalunitsthatarealikeinthelanguagesystemsuchasnoun,verb,adjectiveandthe correspondinggroups/phrases:noungroup/phrase,verbgroup/phrase,adjectivegroup/phrase.Forexample,tosaythatthe meetingisanoungroup/phraseistosaythatitisthesamekindofunitasabook,thatcar,myuncle
genre
thecategoriesintowhichtextsaregrouped.Thetermhasacomplexhistorywithinliterarytheoryandisoftenusedto distinguishtextsonthebasisoftheirsubjectmatter(detectivefiction,romance,sciencefiction,fantasyfiction),formand structure(poetry,novels,shortstories)
grammar
thelanguageweuseandthedescriptionoflanguageasasystem.Indescribinglanguage,attentionispaidtobothstructure (form)andmeaning(function)attheleveloftheword,thesentenceandthetext
graphophonicknowledge
theknowledgeofhowlettersinprintedEnglishrelatetothesoundsofthelanguage
group/phrase
thetermsgroupandphraseareusedbydifferentschoolsoflinguisticstorefertounitsintermediatebetweentheclause andtheword.IntheEnglishcurriculum,group/phraseisusedtorecognisethesedifferentusages.Forexample,theunits enclosedinbracketsinthefollowingsentenceareexamplesofagroup/phrase:(Thecarnival)(hadmade)(thetwolittlegirls withtheredshirts)(verytired). Intheexample,thecarnivalandthetwolittlegirlswiththeredshirtsarecallednoungroups/phrasesbecausetheyhavea noun(carnivalandgirls)astheirmajorelementsimilarly,hadmadeisaverbgroup/phraseandverytiredanadjective group/phrase
handwriting
theproductionoflegible,correctlyformedlettersbyhandorwiththeassistanceofwritingtools,forexample,pencilgripor assistivetechnology
highfrequencywords
themostcommonwordsusedinwrittenEnglishtext.Theyaresometimescalledirregularwordsorsightwords.Many commonorhighfrequencywordsinEnglishcannotbedecodedusingsoundlettercorrespondencebecausetheydonot useregularorcommonletterpatterns.Thesewordsneedtobelearntbysight(forexample,come,was,were,one, they,watch,many)
homophone
awordidenticalinpronunciationwithanotherbutdifferentinmeaning(forexample,bearandbare,airandheir)
hybridtexts
compositetextsresultingfromamixingofelementsfromdifferentsourcesorgenres(forexample,infotainment).Emailisan exampleofahybridtext,combiningtheimmediacyoftalkandtheexpectationofareplywiththepermanenceofprint
idiomaticexpressions
105
English
Glossary
agroupof(moreorless)fixedwordshavingameaningnotdeduciblefromtheindividualwords.Idiomsaretypicallyinformal expressionsusedbyparticularsocialgroupsandneedtobeexplainedasoneunit(forexample,Iamoverthemoon,on thinice,afishoutofwater,feduptothebackteeth)
intertextuality
theassociationsorconnectionsbetweenonetextandothertexts.Intertextualreferencescanbemoreorlessexplicitand selfconscious.Theycantaketheformofdirectquotation,parody,allusionorstructuralborrowing
juxtaposition
theplacementoftwoormoreideas,characters,actions,settings,phrases,orwordssidebysideforaparticularpurpose(for example,tohighlightcontrastorforrhetoricaleffect)
languagefeatures
thefeaturesoflanguagethatsupportmeaning(forexample,sentencestructure,noungroup/phrase,vocabulary,punctuation, figurativelanguage).Choicesinlanguagefeaturesandtextstructurestogetherdefineatypeoftextandshapeitsmeaning. Thesechoicesvaryaccordingtothepurposeofatext,itssubjectmatter,audienceandmodeormediumofproduction
languagepatterns
thearrangementofidentifiablerepeatedorcorrespondingelementsinatext.Theseincludepatternsofrepetitionorsimilarity (forexample,therepeateduseofverbsatthebeginningofeachstepinarecipe,ortherepetitionofachorusaftereachverse inasong).Thepatternsmayalternate(forexample,thecallandresponsepatternofsomegames,orthetoandfroofa dialogue).Otherpatternsmaycontrast(forexample,opposingviewpointsinadiscussion,orcontrastingpatternsofimagery inapoem).Thelanguagepatternsofatextcontributetothedistinctivenatureofitsoverallorganisationandshapeits meaning
layout
thespatialarrangementofprintandgraphicsonapageorscreenincludingsizeoffont,positioningofillustrations,inclusion ofcaptions,labels,headings,bulletpoints,bordersandtextboxes
lexicalcohesion
theuseofwordassociationstocreatelinksintexts.Linkscanbemadethroughtheuseofrepetitionofwords,synonyms, antonymsandwordsthatarerelatedsuchasbyclassandsubclass
listen
theuseofthesenseofhearingaswellasarangeofactivebehaviourstocomprehendinformationreceivedthroughgesture, bodylanguageandothersensorysystems
mediatexts
spoken,print,graphicorelectroniccommunicationswithapublicaudience.Theyofteninvolvenumerouspeopleintheir constructionandareusuallyshapedbythetechnologyusedintheirproduction.ThemediatextsstudiedinEnglishcanbe foundinnewspapers,magazinesandontelevision,film,radio,computersoftwareandtheinternet
medium
theresourcesusedintheproductionoftexts,includingthetoolsandmaterialsused(forexample,digitaltextandthe computer,writingandthepenorthetypewriter)
metalanguage
106
English
Glossary
vocabularyusedtodiscusslanguageconventionsanduse(forexample,languageusedtotalkaboutgrammaticalterms suchassentence,'clause,'conjunction')
metonymy
theuseofthenameofonethingorattributeofsomethingtorepresentsomethinglargerorrelated(forexample,usingthe wordCrowntorepresentamonarchofacountryreferringtoaplaceforanevent,asinChernobylwhenreferringto changedattitudestonuclearpower,oratimeforanevent,asin9/11whenreferringtochangedglobalrelations)
modalverb
averbthatexpressesadegreeofprobabilityattachedbyaspeakertoastatement(forexample`Imightcomehome)ora degreeofobligation(forexampleYoumustgiveittome,`Youarenotpermittedtosmokeinhere)
modality
anareaofmeaninghavingtodowithpossibility,probability,obligationandpermission.Inthefollowingexamples,themodal meaningsareexpressedbytheauxiliaryverbsmustandmay:
l l l l
Suemayhavewrittenthenote(possibility) Suemusthavewrittenthenote(probability) Youmustpostponethemeeting(obligation) Youmaypostponethemeeting(permission)
Modalitycanalsobeexpressedbyseveraldifferentkindsofwords:
l l l l
adverbs(forexample,possibly,necessarily,certainly,perhaps) adjectives(forexample,possible,probable,likely,necessary) nouns(forexample,possibility,necessity,obligation) modalverbs(forexample,permit,oblige)
mode
thevariousprocessesofcommunicationlistening,speaking,reading/viewingandwriting/creating.Modesarealsousedto refertothesemiotic(meaningmaking)resourcesassociatedwiththesecommunicativeprocesses,suchassound,print, imageandgesture
morpheme
thesmallestmeaningfulorgrammaticalunitinlanguage.Morphemesarenotnecessarilythesameaswords.Thewordcat hasonemorpheme,whilethewordcatshastwomorphemes:catfortheanimalandstoindicatethatthereismorethan one.Similarly,likehasonemorpheme,whiledislikehastwo:liketodescribeappreciationanddistoindicatethe opposite.Morphemesareveryusefulinhelpingstudentsworkouthowtoreadandspellwords
morphemicknowledge
knowledgeofmorphemes,morphemicprocessesandthedifferentformsandcombinationsofmorphemes(forexample,the wordunfriendlyisformedfromthestemfriend,theadjectiveformingsuffixlyandthenegativeprefixun)
multimodaltext
107
English
Glossary
combinationoftwoormorecommunicationmodes(forexample,print,imageandspokentext,asinfilmorcomputer presentations)
narrative
astoryofeventsorexperiences,realorimagined.Inliterarytheory,narrativeincludesthestory(whatisnarrated)andthe discourse(howitisnarrated)
narrativepointofview
thewaysinwhichanarratormayberelatedtothestory.Forexample,thenarratormighttaketheroleoffirstorthirdperson, omniscientorrestrictedinknowledgeofevents,reliableorunreliableininterpretationofwhathappens
neologism
thecreationofanewwordorexpression.Thiscanoccurinanumberofwaysforexample:anexistingwordusedinanew way(forexample,'deadly')andthroughabbreviations(forexample,'HIV')
nominalisation
l
aprocessforformingnounsfromverbs(forexample,reactionfromreactordeparturefromdepart)oradjectives (forexample,lengthfromlong,eagernessfromeager) aprocessforformingnoungroups/phrasesfromclauses(forexample,theirdestructionofthecityfromthey destroyedthecity) nominalisationisawayofmakingatextmorecompactandisoftenafeatureoftextsthatcontainabstractideasand concepts
noun
l
awordclassthatincludesallwordsdenotingphysicalobjectssuchasman,woman,boy,girl,diamond,car, windowetc.Thesearecalledconcretenouns.Abstractnounsexpressintangiblessuchasdemocracy,courage, success,fact,idea. themostimportantgrammaticalpropertyofnounsconcernstheirfunction.Anoungroup/phrase,whichcontainsa nounasitsmajorelement,canfunctionas: l subject(forexample,(Thesun)wasshining.)

l l
object(forexample,I'dlike(anapple).) aspartofaprepositionalphrase(forexample,Theyarrived(ontime).)
mostnounscanbemarkedforplural(forexample,dogdogs,womanwomen),andforpossessive(forexample, dogsdogs,womanwoman's) therearethreemajorgrammaticaltypesofnouns:commonnouns,propernounsandpronouns. l commonnounsdonotnameaparticularperson,place,thing,qualityandsoon.Theycanbeconcreteorabstract nouns.

l
propernounsserveasthenamesofparticularpersons,places,days/monthsandfestivals.Theyusuallyoccur withoutadeterminer,suchasthe. pronounsincludewordssuchasI,we,you,whichreferdirectlytothespeakeroraddressee(s),andhe,she, it,they,whichtypicallyrefertoapreviouslymentionednoungroup/phrase
noungroup/phrase
consistofanounasthemajorelement,aloneoraccompaniedbyoneormoremodifiers.Thenounfunctioningasthemajor elementmaybeacommonnoun,propernounorpronoun.Expressionsbelongingtoarangeofclassesmayfunctionas modifiers:
108
English
Glossary
thosethatprecedethemainnouninclude: l determiners(forexample,thecar,adisaster,somepeople,manymistakes)
l
possessivenoungroups/phrasesandpronouns(forexample,theoldman'shouse,Kim'sbehaviour,my father) numerals(forexample,twodays,thirtycasualties,ahundredstudents) adjectives(forexample,gravedanger,aniceday,somenewideas,poorTom) nouns(forexample,theunemploymentrate,ataxproblem,aQantaspilot)
l l l l
thosethatfollowthemainnounusuallybelongtooneorotherofthefollowingclasses: l prepositionalphrases(forexample,apotoftea,thewaytoAdelaide,workinprogress)
l
subordinateclauses(forexample,thewomanwhowroteit,peoplelivingnearthecoast)
onsetandrime
theseparatesoundsinasyllableorinaonesyllableword(forexample,incattheonsetis/c/andtherimeis/at/inshop theonsetis/sh/andtherimeis/op/).Wordfamiliescanbeconstructedusingcommononsetssuchas/t/intop,town,tar, tap,orcommonrimessuchas/at/incat,pat,sat,rat.Theseareveryusefulforteachingspelling
personification
thedescriptionofaninanimateobjectasthoughitwereapersonorlivingthing
phoneme
thesmallestunitofsoundinaword(forexample,thewordi shastwophonemes:/i/and/s/thewordshiphasthree phonemes:/sh/,/i/,/p/)
phonic
thetermusedtorefertotheabilitytoidentifytherelationshipsbetweenlettersandsoundswhenreadingandspelling
phonologicalawareness
abroadconceptthatrelatestothesoundsofspokenlanguage.Itincludesunderstandingsaboutwords,rhyme,syllables andonsetandrime.NOTE:thetermsoundrelatestothesoundwemakewhenwesayaletterorword,nottotheletterin print.Alettermayhavemorethanonesound,suchastheletterainwas,canorfather,andasoundcanberepresented bymorethanonelettersuchasthesound/k/incatandwalk.Thewordshiphadthreesounds/sh/,/i/,/p/,buthasfour letterss,h,i,p.Teachersshouldusethetermssoundandletteraccuratelytohelpstudentsclearlydistinguish betweenthetwoitems
phonologicalknowledge
informationaboutthesoundsoflanguageandlettersoundrelationshipswhencomprehendingatext(forexample,single sounds,blends)
phrase
aunitintermediatebetweenclauseandword,consistingofaheadwordaloneoraccompaniedbyoneormoredependents. Theclassofaphraseisdeterminedbythehead:aphrasewithanounasheadisanoungroup/phrase(forexample,men orthemenwhodied),onewithaverbasheadisaverbgroup/phrase(forexample,wentorhadgone)
poeticdevices
particularpatternsandtechniquesoflanguageusedinpoemstocreateparticulareffects
pointofview
109
English
Glossary
l l
referstotheviewpointofanauthor,audienceorcharactersinatext narrativepointofviewreferstothewaysanarratormayberelatedtothestory.Thenarrator,forexample,mighttakethe roleoffirstorthirdperson,omniscientorrestrictedinknowledgeofevents,reliableorunreliableininterpretationof whathappens
possessive
thepossessiveisgenerallymarkedbythesuffix's(forexample`woman's,`Anne's).Themainexceptionisthatinplural nounsendingin`(e)sthepossessiveismarkedbytheapostrophealone.Withpropernounsendingin`sthereisvariation betweentheregularpossessiveformandonemarkedbytheapostrophealone:compare`James'sand`James.The regularformisalwaysacceptablebutavariantformwithoutthesecond`sissometimesfound(forexample`Jamess houseor`Jameshouse).Theirregularformisoftenfoundwithnamesofreligious,classicalorliterarypersons(for example,`Moses'life,`Sophocles'ideas,`Dickens'novel)
predictabletext
textsthatareeasilynavigatedandreadbybeginningreadersbecausetheycontainhighlyregularfeaturessuchasfamiliar subjectmatter,ahighdegreeofrepetition,consistentplacementoftextandillustrations,simplesentences,familiar vocabularyandasmallnumberofsightwords
prediction
aninformedpresumptionaboutsomethingthatmighthappen.Predictingatthetextlevelcanincludeworkingoutwhatatext mightcontainbylookingatthecover,orworkingoutwhatmighthappennextinanarrative.Predictingatthesentencelevelis identifyingwhatwordislikelytocomenextinasentence
prefix
ameaningfulelement(morpheme)addedtothebeginningofawordtochangeitsmeaning(forexample,untohappyto makeunhappy
preposition
awordclassthatusuallydescribestherelationshipbetweenwordsinasentence:
l l l
space(forexample,below,in,on,to,under,andsoon'Shesatonthetable.') time(forexample,after,before,since'willgotothebeachafterlunch.') thosethatdonotrelatetospaceandtime(forexample,of,besides,except,despite,andsoonHeateallthe beansexceptthepurpleones') prepositionsusuallycombinewithanoungroup/phrasetoformaprepositionalphrase(forexample,intheoffice, besidesthesetwoarticles)
prepositionalphrases
typicallyconsistofaprepositionfollowedbyanoungroup/phrase.Prepositionalphrasesoccurwitharangeoffunctions, including:
l l l
adverbialinclausestructure(forexample,onthetraininWemetonthetrain.) modifierinnoungroup/phrasestructure(forexample,withtwochildreninacouplewithtwochildren) modifierinadjectivegroup/phrasestructure(forexample,ongolfinkeenongolf)
pun
110
English
Glossary
humoroususeofawordtobringoutmorethanonemeaningaplayonwords
read
toprocesswords,symbolsoractionstoderiveand/orconstructmeaning.Readingincludesinterpreting,criticallyanalysing andreflectinguponthemeaningofawiderangeofwrittenandvisual,printandnonprinttexts
returnsweep
thewayEnglishprinttravelsfromlefttorightandthenreturnstotheleftofthepageforthenextandeachsubsequentline
rhetoricalquestion
aquestionthatisaskedtoprovokethoughtratherthanrequireananswer
salience
astrategyofemphasis,highlightingwhatisimportantinatext.Inimages,salienceiscreatedthroughstrategieslike placementofanitemintheforeground,sizeandcontrastintoneorcolour.Inwriting,saliencecanoccurthroughplacing whatisimportantatthebeginningorattheendofasentenceorparagraphorthroughdevicessuchasunderliningoritalics
scanning
whenreading,movingtheeyesquicklydownthepageseekingspecificwordsandphrases.Scanningisalsousedwhena readerfirstfindsaresourcetodeterminewhetheritwillanswertheirquestions
semanticknowledge/information
informationrelatedtomeaningsusedwhenreading.Semanticinformationincludesareadersownpriorknowledgeandthe meaningsembeddedinatext.Readersusesemanticinformationtoassistindecodingandtoderivemeaningsfromatext
semicolon
apunctuationconventionusedtojoinclausesthatcouldstandaloneassentences.Inthisway,clausesthathaveaclose relationshipwithoneanothermaybelinkedtogetherinasinglesentence
sentence
Inwriting,asentenceismarkedbypunctuation,butinspeechtheboundariesbetweensentencesarenotalwayssoclear. Therearedifferenttypesofsentences:
l l
simplesentencehastheformofasingleclause(forexample,Davidwalkedtotheshops.orTakeaseat.) compoundsentencehastwoormoremainclausesofequalgrammaticalstatus,usuallymarkedbyacoordinating conjunctionsuchasand,butoror.Inthefollowingexamplesbelow,themainclausesareindicatedbysquare brackets:[Jillcamehomethismorning][butshedidn'tstaylong].[Kimisanactor],[Patisateacher],[andSamisan architect]. complexsentencehasoneormoresubordinateclauses.Inthefollowingexamples,thesubordinateclausesare indicatedbysquarebrackets:Itookmyumbrella[becauseitwasraining].[BecauseIamreadingShakespeare],my timeislimited.Theman[whocametodinner]ismybrother.
simplesentence
hastheformofasingleclause(forexample,Davidwalkedtotheshops.orTakeaseat.)
soundeffect
111
English
Glossary
anysound,otherthanspeechormusic,usedtocreateaneffectinatext
soundlettercorrespondence
therelationshipofspokensoundsofEnglishtolettersofthealphabetortoletterclusters
speak
conveymeaningandcommunicatewithpurpose.Somestudentsparticipateinspeakingactivitiesusingcommunication systemsandassistivetechnologiestocommunicatewants,andneeds,andtocommentabouttheworld
spoonerism
aslipofthetonguewheretheinitialsoundsofapairofwordsaretransposed(forexample,wellboiledicicleforwelloiled bicycle)
StandardAustralianEnglish
thevarietyofspokenandwrittenEnglishlanguageinAustraliausedinmoreformalsettingssuchasforofficialorpublic purposes,andrecordedindictionaries,styleguidesandgrammars.Whileitisalwaysdynamicandevolving,itisrecognised asthecommonlanguageofAustralians
stereotype
whenapersonorthingisjudgedtobethesameasallothersofitstype.Stereotypesareusuallyformulaicand oversimplified
stylisticfeatures
thewaysinwhichaspectsoftexts(suchaswords,sentences,images)arearrangedandhowtheyaffectmeaning.Stylecan distinguishtheworkofindividualauthors(forexample,Jenningssstories,Lawsonspoems),aswellastheworkofa particularperiod(forexample,Elizabethandrama,nineteenthcenturynovels).Examplesofstylisticfeaturesarenarrative viewpoint,structureofstanzas,juxtaposition
subject
afunctioninthestructureofaclauseusuallyfilledbyanoungroup/phrase(forexample,Thedog[subject]wasbarking).
l
thenormalpositionofthesubjectisbeforetheverbgroup/phrase,butinmostkindsofinterrogatives(questions)it followsthefirstauxiliaryverb(forexample,Wasthedogbarking?,Whywasthedogbarking?) inmainclausesthesubjectisanobligatoryelement,exceptinimperative(command)clauses(forexample,Bevery tactful)andincasualstyle(forexample,Wantsome?) mostpersonalpronounshaveadifferentformwhentheyarethesubjectofamainclause(I,he,she,etc.)than whentheyaretheobject(m e,him,her).Forexample,wesayShewontherace,notHerwontherace.Similarly, wesayGiveittoMaryandme,notGiveittoMaryandI. inthepresenttense,andthepasttensewiththeverbbe,theverbagreeswiththesubjectinpersonandnumber(for example,HersonliveswithherandHersonslivewithher)
Subjectmatterreferstothetopicorthemeunderconsideration
subordinatingconjunction
subordinatingconjunctionsintroducecertainkindsofsubordinateclauses.Theyincludeconjunctionssuchasafter,when, because,ifandthat:
l
Whenthemeetingendedwewenthome(time)
112
English
Glossary
l l l l
Thatwasbecauseitwasraining(reason) I'lldoitifyoupayme(condition) Iknowthatheisill(declarative) Iwonderwhether/ifshesright?(interrogative)
suffix
ameaningfulelementaddedtotheendofawordtochangeitsmeaning(forexample,toshowitstense:edinpassed. Commonsuffixesareingednesslessable)
syllabification
theprocessofdividingwordsintosyllables
syllable
aunitofsoundwithinaword
syntax
thewaysinwhichsentencesareformedfromwords,group/phrasesandclauses.Insomeeducationsettings,theterms syntaxandgrammarareusedinterchangeably
tense
agrammaticalcategorymarkedbyaverbinwhichthesituationdescribedintheclauseislocatedintime.Forexample, presenttensehasinSarahhasaheadachelocatesthesituationinpresenttime,whilepasttensehadinSarahhada headachelocatesitinpasttime. However,therelationbetweengrammaticaltenseand(semantic)timeisnotalwaysassimpleasthis.Forexample,present tenseistypicallyusedtotalkabout:
l l l l
presentstates,asinHelivesinDarwin actionsthathappenregularlyinthepresent,asinHewatchestelevisioneverynight timelesshappenings,asininformationreportssuchasBearshibernateinwinter referencestofutureevents,asinThematchstartstomorrowwherethetenseispresentbutthetimefuture.Likewise inIthoughtthematchstartedtomorrowwherethesubordinateclausethematchstartedtomorrowhaspasttensebut referstofuturetime
text
themeansforcommunication.Theirformsandconventionshavedevelopedtohelpuscommunicateeffectivelywithavariety ofaudiencesforarangeofpurposes.Textscanbewritten,spokenormultimodalandinprintordigital/onlineforms. Multimodaltextscombinelanguagewithothersystemsforcommunication,suchasprinttext,visualimages,soundtrackand spokenwordasinfilmorcomputerpresentationmedia
textnavigation
thewayreadersmovethroughtext.Readersgenerallyreadnovelsinalinearfashionfromthebeginningtotheendreaders ofnonfictionbooksoftenusethecontentspageandindexandmovebetweenchaptersaccordingtotheinformationsought. Readersoftenreaddigitaltextsmoreflexibly,accordingtointerestandpurpose,usinghyperlinkstomovebetweenpages anddigitalobjects,suchasvideosoranimations,makingquickjudgmentsaboutrelevanceofmaterial
textprocessingstrategies
113
English
Glossary
strategiesreadersusetodecodeatext.Theseinvolvedrawingoncontextual,semantic,grammaticalandphonicknowledge insystematicwaystoworkoutwhatatextsays.Theyincludepredicting,recognisingwordsandworkingoutunknownwords, monitoringthereading,identifyingandcorrectingerrors,readingonandrereading
textstructure
thewaysinwhichinformationisorganisedindifferenttypesoftexts(forexample,chapterheadings,subheadings,tablesof contents,indexesandglossaries,overviews,introductoryandconcludingparagraphs,sequencing,topicsentences, taxonomies,causeandeffect).Choicesintextstructuresandlanguagefeaturestogetherdefineatexttypeandshapeits meaning
theme
l l
referstothemainideaormessageofatext,or grammaticalthemeindicatesimportancebothwithinaclauseandacrossatext.Inaclausethethemecomesinfirst positionandindicateswhatthesentenceisabout.Themeisimportantatdifferentlevelsoftextorganisation.Thetopic sentenceservesasthethemeforthepointsraisedinaparagraph.Apatternofthemescontributestothemethodof developmentforthetextasawhole
typesoftexts
classificationsaccordingtotheparticularpurposestheyaredesignedtoachieve.Thesepurposesinfluencethe characteristicfeaturesthetextsemploy.Ingeneral,intheAustralianCurriculum:English,textscanbeclassifiedasbelonging tooneofthreetypes:imaginative,informativeorpersuasive,althoughitisacknowledgedthatthesedistinctionsareneither staticnorwatertightandparticulartextscanbelongtomorethanonecategory. Imaginativetextstextswhoseprimarypurposeistoentertainthroughtheirimaginativeuseofliteraryelements.Theyare recognisedfortheirform,styleandartisticoraestheticvalue.Thesetextsincludenovels,traditionaltales,poetry,stories, plays,fictionforyoungadultsandchildrenincludingpicturebooksandmultimodaltextssuchasfilm. Informativetextstextswhoseprimarypurposeistoprovideinformation.Theyincludetextswhichareculturallyimportantin societyandarevaluedfortheirinformativecontent,asastoreofknowledgeandfortheirvalueaspartofeverydaylife.These textsincludeexplanationsanddescriptionsofnaturalphenomena,recountsofevents,instructionsanddirections,rulesand lawsandnewsbulletins. Persuasivetextswhoseprimarypurposeistoputforwardapointofviewandpersuadeareader,viewerorlistener.They formasignificantpartofmoderncommunicationinbothprintanddigitalenvironments.Theyincludeadvertising,debates, arguments,discussions,polemicsandinfluentialessaysandarticles
verb
awordclassthatdescribesakindofsituationsuchasahappening(forexample,climbedinSheclimbedtheladder)ora state(forexample,i sinThekoalaisanAustralianmammal).
l
verbsareessentialtoclausestructure:allclausescontainaverb,exceptincertaintypesofellipsis(forexample,Sue livesinSydney,herparentsinMelbourne,wherethereisellipsisofliveinthesecondclause). virtuallyallverbshavecontrastingpastandpresenttenseforms.Somearesignalledbyinflectionssuchassand ed.Forexample: l walks(presenttense)

l
walked(pasttense).
otherverbshaveirregularformsthatsignalachangeintense.Forexample: l presentam/is/areandpastwas/were
l
presentparticiplebeingandpastparticiplebeen.
114
English
Glossary
Auxiliaryverbsandmodalverbsaretwotypesofverbs:
l
auxiliaryverbsarealsoreferredtoashelpingverbs.Theyprecedethemainverbforexample,draw(mainverb)has drawn(auxiliaryverbassisting) modalverbsexpressadegreeofprobability(forexample,Imightcomehome)oradegreeofobligation(forexample Youmustgiveittome,Youarenotpermittedtosmokeinhere)
verbgroups
consistsofamainverb,aloneorprecededbyoneormoreauxiliaryormodalverbsasmodifiers.Forexample,verb groups/phrases:
l l
createtense,asinHe[washappy],She[isworking]athome,I[haveseen]himbefore expressmodalityusingmodalverbssuchascan,may,must,will,shallandsoon,asinYou[mustbe]mad,He [willhavearrived]bynow,She[mayknow]them createpassivevoice,asinAphoto[wastaken]
view
observewithpurpose,understandingandcriticalawareness.Somestudentsparticipateinviewingactivitiesbylisteningto anadultorpeerdescribingthevisualfeaturesoftext,diagrams,picturesandmultimedia
visualfeatures
visualcomponentsofatextsuchasplacement,salience,framing,representationofactionorreaction,shotsize,social distanceandcameraangle
visuallanguagechoices
choicesthatcontributetothemeaningofanimageorthevisualcomponentsofamultimodaltextandareselectedfroma rangeofvisualfeatureslikeplacement,salience,framing,representationofactionorreaction,shotsize,socialdistanceand cameraangle
voice
InEnglishgrammarvoiceisusedtodescribethecontrastbetweensuchpairsofclausesasThedogbitme(activevoice) andIwasbittenbythedog(passivevoice).Activeandpassiveclausesdifferinthewayparticipantrolesareassociatedwith grammaticalfunctions Inclausesexpressingactions,liketheaboveexamples,thesubjectoftheactive(thedog)hastheroleofactor,andthe object(m e)theroleofpatient,whereasinthepassivethesubject(I)hastheroleofpatientandtheobjectofthepreposition by(thedog)theroleofactor. Inclausesthatdescribesituationsotherthanactions,suchasEveryoneadmiredtheministerandTheministerwas admiredbyeveryone,thesamegrammaticaldifferenceisfound,sothattheobjectoftheactive(theminister)corresponds tothesubjectofthepassive,andthesubjectoftheactive(everyone)correspondstotheobjectoftheprepositionby. Andintheliterarysense,itcanbeusedtorefertothenatureofthevoiceprojectedinatextbyanauthor(forexample, authorialvoiceinaliterarytextorexpertvoiceinanexposition)
write
115
English
Glossary
plan,compose,editandpublishtextsinprintordigitalforms.Writingusuallyinvolvesactivitiesusingpencils,pens,word processorsand/orusingdrawings,models,photostorepresenttextand/orusingascribetorecordresponsesorproduce recordedresponses
116
English Scope and Sequence: Foundation to Year 6

Sub Strand Language Variation and Change Focus of thread within the sub-strand
Language variation and change
How English varies according to context and purpose including cultural and historical contexts
Foundation Year
Understand that English is one of many languages spoken in Australia and that different languages may be spoken by family, classmates and community Explore how language is used differently at home and school depending on the relationships between people
Year 1
Understand that people use different systems of communication to cater to different needs and purposes and that many people may use sign systems to communicate with others Understand that language is used in combination with other means of communication, for example facial expressions and gestures to interact with others Understand that there are different ways of asking for information, making offers and giving commands
Year 2
Understand that spoken, visual and written forms of language are different modes of communication with different features and their use varies according to the audience, purpose, context and cultural background Understand that language varies when people take on different roles in social and classroom interactions and how the use of key interpersonal language resources varies depending on context
Year 3
Understand that languages have different written and visual communication systems, different oral traditions and different ways of constructing meaning Understand that successful cooperation with others depends on shared use of social conventions, including turn-taking patterns, and forms of address that vary according to the degree of formality in social situations Examine how evaluative language can be varied to be more or less forceful Understand how different types of texts vary in use of language choices, depending on their purpose and context (for example, tense and types of sentences)
Year 4
Understand that Standard Australian English is one of many social dialects used in Australia, and that while it originated in England it has been influenced by many other languages Understand that social interactions influence the way people engage with ideas and respond to others for example when exploring and clarifying the ideas of others, summarising their own views and reporting them to a larger group
Year 5
Understand that the pronunciation, spelling and meanings of words have histories and change over time
Year 6
Understand that different social and geographical dialects or accents are used in Australia in addition to Standard Australian English Understand that strategies for interaction become more complex and demanding as levels of formality and social distance increase
Language for social interactions
Language for interaction
How language used for different formal and informal social interactions is influenced by the purpose and audience
Understand that patterns of language interaction vary across social contexts and types of texts and that they help to signal social roles and relationships
Evaluative language
How language is used to express opinions, and make evaluative judgments about people, places, things and texts
Understand that language can be used to explore ways of expressing needs, likes and dislikes
Explore different ways of Identify language that can be used expressing emotions, including for appreciating texts and the verbal, visual, body language and qualities of people and things facial expressions Understand that the purposes texts serve shape their structure in predictable ways Understand that different types of texts have identifiable text structures and language features that help the text serve its purpose
Understand differences between the language of opinion and feeling and the language of factual reporting or recording Understand how texts vary in complexity and technicality depending on the approach to the topic, the purpose and the intended audience
Understand how to move beyond making bare assertions and take account of differing perspectives and points of view Understand how texts vary in purpose, structure and topic as well as the degree of formality
Understand the uses of objective and subjective language and bias
Purpose audience and structures of different types of texts
Understand that texts can take many forms, can be very short (for example an exit sign) or quite long (for How texts serve different purposes example an information and how the structures of types book or a film) and that of texts vary according to the text stories and informative purpose texts have different purposes
Understand how authors often innovate on text structures and play with language features to achieve particular aesthetic, humorous and persuasive purposes and effects Understand that cohesive links can be made in texts by omitting or replacing words
Text structure and organisation
Text cohesion
How texts work as cohesive wholes through language features which link the parts of the text together, such as paragraphs, connectives, nouns and associated pronouns
Understand that some language in written texts is unlike everyday spoken language
Understand patterns of repetition and contrast in simple texts
Understand how texts are made cohesive through resources, for example word associations, synonyms, and antonyms
Understand that paragraphs are a key organisational feature of written texts
Understand how texts are made cohesive through the use of linking devices including pronoun reference and text connectives
Understand that the starting point of a sentence gives prominence to the message in the text and allows for prediction of how the text will unfold
Punctuation
Understand that punctuation is a feature of How punctuation works to perform written text different from different functions in a text. letters; recognise how capital letters are used for names, and that capital letters and full stops signal the beginning and end of sentences
Recognise that different types of punctuation, including full stops, question marks and exclamation marks, signal sentences that make statements, ask questions, express emotion or give commands
Recognise that capital letters signal proper nouns and commas are used to separate items in lists
Know that word contractions are a feature of informal language and that apostrophes of contraction are used to signal missing letters
Recognise how quotation marks are used in texts to signal dialogue, titles and quoted (direct) speech
Understand how the grammatical category of possessives is signalled through apostrophes and how to use apostrophes with common and proper nouns
Understand the uses of commas to separate clauses
Concepts of print and screen

The different conventions that apply to how text is presented on a page or screen
Understand concepts about print and screen, including how books, film and simple digital texts work, and know some features of print, for example directionality
Understand concepts about print and screen, including how different types of texts are organised using page numbering, tables of content, headings and titles, navigation buttons, bars and links
Know some features of text organisation including page and screen layouts, alphabetical order, and different types of diagrams, for example timelines
Identify the features of online texts that enhance navigation
Identify features of online texts that enhance readability including text, navigation, links, graphics and layout
Investigate how the organisation This sequence ends at of texts into chapters, headings, Year 5 subheadings, home pages and sub pages for online texts and according to chronology or topic can be used to predict content and assist navigation
Version 3.0
20 January 2012
English Scope and Sequence: Year 6 to Year 10

Sub Strand Language Variation and Change Focus of thread within the sub-strand
Language variation and change
How English varies according to context and purpose including cultural and historical contexts
Year 6
Understand that different social and geographical dialects or accents are used in Australia in addition to Standard Australian English
Year 7
Understand the way language evolves to reflect a changing world, particularly in response to the use of new technology for presenting texts and communicating
Year 8
Understand the influence and impact that the English language has had on other languages or dialects and how English has been influenced in return
Year 9
Understand that Standard Australian English is a living language within which the creation and loss of words and the evolution of usage is ongoing
Year 10
Understand that Standard Australian English in its spoken and written forms has a history of evolution and change and continues to evolve
Language for social interactions
Language for interaction
How language used for different formal and informal social interactions is influenced by the purpose and audience
Understand that strategies for interaction become more complex and demanding as levels of formality and social distance increase
Understand how accents, styles of speech and idioms express and create personal and social identities
Understand how conventions of speech adopted by communities influence the identities of people in those communities
Understand that roles and relationships are developed and challenged through language and interpersonal skills
Understand how language use can have inclusive and exclusive social effects, and can empower or disempower people
Evaluative language
How language is used to express opinions, and make evaluative judgments about people, places, things and texts
Understand the uses of objective and subjective language and bias
Understand how language is used to evaluate texts and how evaluations about a text can be substantiated by reference to the text and other sources Understand and explain how the text structures and language features of texts become more complex in informative and persuasive texts and identify underlying structures such as taxonomies, cause and effect, and extended metaphors
Understand how rhetorical devices are used to persuade and how different layers of meaning are developed through the use of metaphor, irony and parody
Investigate how evaluation can be expressed directly and indirectly using devices, for example allusion, evocative vocabulary and metaphor
Understand that peoples evaluations of texts are influenced by their value systems, the context and the purpose and mode of communication Compare the purposes, text structures and language features of traditional and contemporary texts in different media
Purpose audience and structures of different types of texts
Understand how authors often innovate on text structures and play with language features to achieve particular aesthetic, humorous and persuasive purposes and How texts serve different purposes effects and how the structures of types of texts vary according to the text purpose
Analyse how the text structures and language Understand that authors innovate with features of persuasive texts, including media text structures and language for specific texts, vary according to the medium and mode purposes and effects of communication
Text structure and organisation
Text cohesion
How texts work as cohesive wholes through language features which link the parts of the text together, such as paragraphs, connectives, nouns and associated pronouns
Understand that cohesive links can be made in texts by omitting or replacing words
Understand that the coherence of more complex texts relies on devices that signal text structure and guide readers, for example overviews, initial and concluding paragraphs and topic sentences, indexes or site maps or breadcrumb trails for online texts Understand the use of punctuation to support meaning in complex sentences with phrases and embedded clauses
Understand how cohesion in texts is improved by strengthening the internal structure of paragraphs through the use of examples, quotations and substantiation of claims Understand how coherence is created in complex texts through devices like lexical cohesion, ellipsis, grammatical theme and text connectives Understand the use of punctuation conventions including colons, semicolons, dashes and brackets in formal and informal texts
Compare and contrast the use of cohesive devices in texts, focusing on how they serve to signpost ideas, to make connections and to build semantic associations between ideas
Understand how paragraphs and images can be arranged for different purposes, audiences, perspectives and stylistic effects
Punctuation
How punctuation works to perform different functions in a text.
Understand the uses of commas to separate clauses
Understand how punctuation is used along with layout and font variations in constructing texts for different audiences and purposes
Understand conventions for citing others, and how to reference these in different ways
Concepts of print and screen

The different conventions that apply to how text is presented on a page or screen
This sequence ends at Year 5
Version 3.0
20 January 2012
English Scope and Sequence: Foundation to Year 6

Sub Strand Focus of thread within the sub-strand
Sentences and clause level grammar
What a clause is and how simple, compound and complex sentences are constructed through one clause (simple) or by combining clauses using different types of conjunctions (compound and complex)
Foundation Year
Recognise that sentences are key units for expressing ideas
Year 1
Identify the parts of a simple sentence that represent Whats happening?, Who or what is involved? and the surrounding circumstances
Year 2
Understand that simple connections can be made between ideas by using a compound sentence with two or more clauses usually linked by a coordinating conjunction
Year 3
Understand that a clause is a unit of grammar usually containing a subject and a verb and that these need to be in agreement
Year 4
Understand that the meaning of sentences can be enriched through the use of noun groups/ phrases and verb groups/ phrases and prepositional phrases
Year 5
Understand the difference between main and subordinate clauses and that a complex sentence involves at least one subordinate clause
Year 6
Investigate how complex sentences can be used in a variety of ways to elaborate, extend and explain ideas
Word level grammar

The different classes of words used in English (nouns, verbs etc) and the functions they perform in sentences and when they are combined in particular recognisable groups such as phrases and noun groups.
Recognise that texts are made up of words and groups of words that make meaning
Expressing and developing ideas
Explore differences in words that represent people, places and things (nouns, including pronouns), happenings and states (verbs), qualities (adjectives) and details such as when, where and how (adverbs)
Understand that nouns represent people, places, things and ideas and can be, for example, common, proper, concrete or abstract, and that noun groups/ phrases can be expanded using articles and adjectives Identify visual representations of characters actions, reactions, speech and thought processes in narratives, and consider how these images add to or contradict or multiply the meaning of accompanying words Understand the use of vocabulary about familiar and new topics and experiment with and begin to make conscious choices of vocabulary to suit audience and purpose Understand how to use digraphs, long vowels, blends and silent letters to spell words, and use morphemes and syllabification to break up simple words and use visual memory to write irregular words
Understand that verbs represent different processes (doing, thinking, saying, and relating) and that these processes are anchored in time through tense Identify the effect on audiences of techniques, for example shot size, vertical camera angle and layout in picture books, advertisements and film segments Learn extended and technical vocabulary and ways of expressing opinion including modal verbs and adverbs
Understand how adverb groups/phrases and prepositional phrases work in different ways to provide circumstantial details about an activity
Understand how noun groups/phrases and adjective groups/phrases can be expanded in a variety of ways to provide a fuller description of the person, place, thing or idea Explain sequences of images in print texts and compare these to the ways hyperlinked digital texts are organised, explaining their effect on viewers interpretations Understand the use of vocabulary to express greater precision of meaning, and know that words can have different meanings in different contexts Understand how to use banks of known words, as well as word origins, prefixes and suffixes, to learn and spell new words
Understand how ideas can be expanded and sharpened through careful choice of verbs, elaborated tenses and a range of adverb groups/ phrases
Visual language
How images work in texts to communicate meanings, especially in conjunction with other elements such as print and sound
Explore the different contribution of words and images to meaning in stories and informative texts
Compare different kinds of images in narrative and informative texts and discuss how they contribute to meaning
Explore the effect of choices when framing an image, placement of elements in the image, and salience on composition of still and moving images in a range of types of texts Incorporate new vocabulary from a range of sources into students own texts including vocabulary encountered in research Understand how to use strategies for spelling words, including spelling rules, knowledge of morphemic word families, spelling generalisations, and letter combinations including double letters Recognise homophones and know how to use context to identify correct spelling
Identify and explain how analytical images like figures, tables, diagrams, maps and graphs contribute to our understanding of verbal information in factual and persuasive texts Investigate how vocabulary choices, including evaluative language can express shades of meaning, feeling and opinion
Vocabulary
The meanings of words including everyday and specialist meanings and how words take their meanings from the context of the text
Understand the use of vocabulary in familiar contexts related to everyday experiences, personal interests and topics being taught at school Know that spoken sounds and words can be written down using letters of the alphabet and how to write some high-frequency sight words and known words Know how to use onset and rime to spell words
Understand the use of vocabulary in everyday contexts as well as a growing number of school contexts, including appropriate use of formal and informal terms of address in different contexts
Spelling
Knowledge for spelling including knowledge about how the sounds of words are represented by various letters and knowledge of irregular spellings and spelling rules
Know that regular one-syllable words are made up of letters and common letter clusters that correspond to the sounds heard, and how to use visual memory to write high-frequency words
Recognise and know how to use morphemes in word families for example play in played and playing Recognise common prefixes and suffixes and how they change a Recognise high frequency words meaning sight words Manipulate sounds in spoken words including phoneme deletion and substitution Recognise most soundletter matches including silent letters, vowel/consonant digraphs and many less common soundletter combinations
Understand how to use soundletter relationships and knowledge of spelling rules, compound words, prefixes, suffixes, morphemes and less common letter combinations, for example tion
Understand how to use banks of known words, word origins, base words, suffixes and prefixes, morphemes, spelling patterns and generalisations to learn and spell new words, for example technical words and words adopted from other languages
Sound and letter knowledge
Phonemic awareness (sounds of language)

Basic knowledge of sounds of language and how these are combined in spoken words
Recognise rhymes, syllables and sounds (phonemes) in spoken words
Alphabet knowledge
The written code of English (the letters) and how these are combined in words
Recognise the letters of Recognise sound letter matches This sequence ends at Year 1 the alphabet and know including common vowel and consonant there are lower and digraphs and consonant blends upper case letters Understand the variability of sound letter matches
Version 3.0
20 January 2012
English Scope and Sequence: Year 6 to Year 10

Sentences and clause level grammar
What a clause is and how simple, compound and complex sentences are constructed through one clause (simple) or by combining clauses using different types of conjunctions (compound and complex)
Year 6
Investigate how complex sentences can be used in a variety of ways to elaborate, extend and explain ideas
Year 7
Recognise and understand that subordinate clauses embedded within noun groups/phrases are a common feature of written sentence structures and increase the density of information
Year 8
Analyse and examine how effective authors control and use a variety of clause structures, including clauses embedded within the structure of a noun group/phrase or clause
Year 9
Explain how authors creatively use the structures of sentences and clauses for particular effects
Year 10
Analyse and evaluate the effectiveness of a wide range of sentence and clause structures as authors design and craft texts
Word level grammar

The different classes of words used in English (nouns, verbs etc) and the functions they perform in sentences and when they are combined in particular recognisable groups such as phrases and noun groups.
Expressing and developing ideas
Understand how ideas can be expanded and sharpened through careful choice of verbs, elaborated tenses and a range of adverb groups/ phrases
Understand how modality is achieved through discriminating choices in modal verbs, adverbs, adjectives and nouns
Understand the effect of nominalisation Understand how certain abstract nouns in the writing of informative and can be used to summarise preceding or persuasive texts subsequent stretches of text
Analyse how higher order concepts are developed in complex texts through language features including nominalisation, clause combinations, technicality and abstraction
Visual language
Identify and explain how analytical images like figures, tables, diagrams, How images work in texts to maps and graphs contribute to our communicate meanings, especially understanding of verbal information in in conjunction with other elements factual and persuasive texts such as print and sound
Analyse how point of view is generated in visual texts by means of choices, for example gaze, angle and social distance
Investigate how visual and multimodal Analyse and explain the use of symbols, icons Evaluate the impact on audiences of texts allude to or draw on other texts or and myth in still and moving images and how different choices in the representation of images to enhance and layer meaning these augment meaning still and moving images
Vocabulary
The meanings of words including everyday and specialist meanings and how words take their meanings from the context of the text
Investigate how vocabulary choices, including evaluative language can express shades of meaning, feeling and opinion
Investigate vocabulary typical of extended and more academic texts and the role of abstract nouns, classification, description and generalisation in building specialised knowledge through language
Recognise that vocabulary choices contribute to the specificity, abstraction and style of texts
Identify how vocabulary choices contribute to specificity, abstraction and stylistic effectiveness
Refine vocabulary choices to discriminate between shades of meaning, with deliberate attention to the effect on audiences
Spelling
Knowledge for spelling including knowledge about how the sounds of words are represented by various letters and knowledge of irregular spellings and spelling rules
Understand how to use banks of known words, word origins, base words, suffixes and prefixes, morphemes, spelling patterns and generalisations to learn and spell new words, for example technical words and words adopted from other languages
Understand how to use spelling rules and word origins, for example Greek and Latin roots, base words, suffixes, prefixes, spelling patterns and generalisations to learn new words and how to spell them
Understand how to apply learned knowledge consistently in order to spell accurately and to learn new words including nominalisations
Understand how spelling is used creatively in texts for particular effects, for example characterisation and humour and to represent accents and styles of speech
Understand how to use knowledge of the spelling system to spell unusual and technical words accurately, for example those based on uncommon Greek and Latin roots
Phonemic awareness (sounds of language)
Sound and letter knowledge
Basic knowledge of sounds of language and how these are combined in spoken words
Alphabet knowledge
The written code of English (the letters) and how these are combined in words
Version 3.0
20 January 2012
Literature English Scope and Sequence: Foundation to Year 6

Sub Strand Literature and context Focus of thread within the sub-strand
How texts reflect the context of culture and situation in which they are created
Foundation Year
Recognise that texts are created by authors who tell stories and share experiences that may be similar or different to students own experiences
Year 1
Discuss how authors create characters using language and images
Year 2
Discuss how depictions of characters in print, sound and images reflect the contexts in which they were created
Year 3
Discuss texts in which characters, events and settings are portrayed in different ways, and speculate on the authors reasons
Year 4
Make connections between the ways different authors may represent similar storylines, ideas and relationships
Year 5
Identify aspects of literary texts that convey details or information about particular social, cultural and historical contexts
Year 6
Make connections between students own experiences and those of characters and events represented in texts drawn from different historical, social and cultural contexts
Personal responses to the ideas, characters and viewpoints in texts

An individual response to the ideas, characters and viewpoints in literary texts, including relating texts to their own experiences
Respond to texts, identifying favourite stories, authors and illustrators
Discuss characters and events in a range of literary texts and share personal responses to these texts, making connections with students own experiences
Compare opinions about characters, events and settings in and between texts
Draw connections between personal experiences and the worlds of texts, and share responses with others
Discuss literary experiences with others, sharing responses and expressing a point of view
Present a point of view about particular literary texts using appropriate metalanguage, and reflecting on the viewpoints of others
Analyse and evaluate similarities and differences in texts on similar topics, themes or plots
Responding to literature
Expressing preferences and evaluating texts

Expressing a personal preference for different texts and types of texts, and identifying the features of texts that influence personal preference
Share feelings and thoughts about the events and characters in texts
Express preferences for specific texts and authors and listen to the opinions of others
Identify aspects of different types of literary texts that entertain, and give reasons for personal preferences
Develop criteria for establishing personal preferences for literature
Use metalanguage to describe the effects of ideas, text structures and language features of literary texts
Use metalanguage to describe the effects of ideas, text structures and language features on particular audiences
Identify and explain how choices in language, for example modality, emphasis, repetition and metaphor, influence personal response to different texts
Version 3.0
20 January 2012
Literature English Scope and Sequence: Year 6 to Year 10

Sub Strand Literature and context Focus of thread within the sub-strand
How texts reflect the context of culture and situation in which they are created
Year 6
Make connections between students own experiences and those of characters and events represented in texts drawn from different historical, social and cultural contexts
Year 7
Identify and explore ideas and viewpoints about events, issues and characters represented in texts drawn from different historical, social and cultural contexts
Year 8
Explore the ways that ideas and viewpoints in literary texts drawn from different historical, social and cultural contexts may reflect or challenge the values of individuals and groups Explore the interconnectedness of Country and Place, People, Identity and Culture in texts including those by Aboriginal and Torres Strait Islander authors
Year 9
Interpret and compare how representations of people and culture in literary texts are drawn from different historical, social and cultural contexts
Year 10
Compare and evaluate a range of representations of individuals and groups in different historical, social and cultural contexts
Personal responses to the ideas, characters and viewpoints in texts

An individual response to the ideas, characters and viewpoints in literary texts, including relating texts to own their own experiences
Analyse and evaluate similarities and differences in texts on similar topics, themes or plots
Reflect on ideas and opinions about Share, reflect on, clarify and evaluate opinions characters, settings and events in literary and arguments about aspects of literary texts texts, identifying areas of agreement and difference with others and justifying a point of view
Present an argument about a literary text based on initial impressions and subsequent analysis of the whole text
Reflect on, extend, endorse or refute others interpretations of and responses to literature
Responding to literature
Expressing preferences and evaluating texts

Expressing a personal preference for different texts and types of texts, and identifying the features of texts that influence personal preference
Identify and explain how choices in language, for example modality, emphasis, repetition and metaphor influence personal response to different texts
Compare the ways that language and images are used to create character, and to influence emotions and opinions in different types of texts Discuss aspects of texts, for example their aesthetic and social value, using relevant and appropriate metalanguage
Understand and explain how combinations of words and images in texts are used to represent particular groups in society, and how texts position readers in relation to those groups Recognise and explain differing viewpoints about the world, cultures, individual people and concerns represented in texts
Reflect on, discuss and explore notions of literary value and how and why such notions vary according to context Explore and reflect on personal understanding of the world and significant human experience gained from interpreting various representations of life matters in texts
Analyse and explain how text structures, language features and visual features of texts and the context in which texts are experienced may influence audience response Evaluate the social, moral and ethical positions represented in texts
Version 3.0
20 January 2012
Literature English Scope and Sequence: Foundation to Year 6

Features of literary texts
The key features of literary texts and how they work to construct a literary work, such as plot, setting, characterisation, mood and theme
Foundation Year
Identify some features of texts including events and characters and retell events from a text Recognise some different types of literary texts and identify some characteristic features of literary texts, for example beginnings and endings of traditional texts and rhyme in poetry
Year 1
Discuss features of plot, character and setting in different types of literature and explore some features of characters in different texts
Year 2
Discuss the characters and settings of different texts and explore how language is used to present these features in different ways
Year 3
Discuss how language is used to describe the settings in texts, and explore how the settings shape the events and influence the mood of the narrative
Year 4
Discuss how authors and illustrators make stories exciting, moving and absorbing and hold readers interest by using various techniques, for example character development and plot tension
Year 5
Recognise that ideas in literary texts can be conveyed from different viewpoints, which can lead to different kinds of interpretations and responses
Year 6
Identify, describe, and discuss similarities and differences between texts, including those by the same author or illustrator, and evaluate characteristics that define an authors individual style
Examining literature
Language devices in literary texts including figurative language

The language devices that authors use and how these create certain meanings and effects in literary texts, especially devices in poetry
Replicate the rhythms and sound patterns in stories, rhymes, songs and poems from a range of cultures
Listen to, recite and perform poems, chants, rhymes and songs, imitating and inventing sound patterns including alliteration and rhyme
Identify, reproduce and experiment with rhythmic, sound and word patterns in poems, chants, rhymes and songs
Discuss the nature and effects of some language devices used to enhance meaning and shape the readers reaction, including rhythm and onomatopoeia in poetry and prose
Understand, interpret and experiment with a range of devices and deliberate word play in poetry and other literary texts, for example nonsense words, spoonerisms, neologisms and puns
Understand, interpret and experiment with sound devices and imagery, including simile, metaphor and personification, in narratives, shape poetry, songs, anthems and odes
Identify the relationship between words, sounds, imagery and language patterns in narratives and poetry such as ballads, limericks and free verse
Creating literary texts

Creating their own literary texts based on the ideas, features and structures of texts experienced
Retell familiar literary texts through performance, use of illustrations and images
Recreate texts imaginatively using drawing, writing, performance and digital forms of communication
Create events and characters using different media that develop key events and characters from literary texts
Create imaginative texts based on characters, settings and events from a students own and other cultures using visual features, for example perspective, distance and angle
Create literary texts that explore students own experiences and imagining
Create literary texts using realistic and fantasy settings and characters that draw on the worlds represented in texts students have experienced
Create literary texts that adapt or combine aspects of texts students have experienced in innovative ways
Creating literature
Experimentation and adaptation

Creating a variety of texts, including multimodal texts, adapting ideas and devices from literary texts
This sequence starts at this year level Create texts that adapt language features and patterns encountered in literary texts, for example characterisation, rhyme, rhythm, mood, music, sound effects and dialogue
Create literary texts by developing storylines, characters and settings
Create literary texts that experiment with structures, ideas and stylistic features of selected authors
Experiment with text structures and language features and their effects in creating literary texts, for example, using imagery, sentence variation, metaphor and word choice
Version 3.0
20 January 2012
Literature English Scope and Sequence: Year 6 to Year 10

Features of literary texts
The key features of literary texts and how they work to construct a literary work, such as plot, setting, characterisation, mood and theme
Year 6
Identify, describe, and discuss similarities and differences between texts, including those by the same author or illustrator, and evaluate characteristics that define an authors individual style
Year 7
Recognise and analyse the ways that characterisation, events and settings are combined in narratives, and discuss the purposes and appeal of different approaches
Year 8
Recognise, explain and analyse the ways literary texts draw on readers knowledge of other texts and enable new understandings and appreciation of aesthetic qualities
Year 9
Analyse texts from familiar and unfamiliar contexts, and discuss and evaluate their content and the appeal of an individual authors literary style
Year 10
Identify, explain and discuss how narrative viewpoint, structure, characterisation and devices including analogy and satire shape different interpretations and responses to a text
Examining literature
Language devices in literary texts including figurative language

The language devices that authors use and how these create certain meanings and effects in literary texts, especially devices in poetry
Identify the relationship between words, sounds, imagery and language patterns in narratives and poetry such as ballads, limericks and free verse
Understand, interpret and discuss how language is compressed to produce a dramatic effect in film or drama, and to create layers of meaning in poetry, for example haiku, tankas, couplets, free verse and verse novels
Identify and evaluate devices that create tone, for example humour, wordplay, innuendo and parody in poetry, humorous prose, drama or visual texts Interpret and analyse language choices, including sentence patterns, dialogue, imagery and other language features, in short stories, literary essays and plays
Investigate and experiment with the use and effect of extended metaphor, metonymy, allegory, icons, myths and symbolism in texts, for example poetry, short films, graphic novels and plays on similar themes Analyse text structures and language features of literary texts, and make relevant comparisons with other texts
Compare and evaluate how voice as a literary device can be used in a range of different types of texts such as poetry to evoke particular emotional responses Analyse and evaluate text structures and language features of literary texts and make relevant thematic and intertextual connections with other texts
Creating literary texts Creating their own literary texts based on the ideas, features and structures of texts experienced
Create literary texts that adapt or combine aspects of texts students have experienced in innovative ways
Create literary texts that adapt stylistic features encountered in other texts, for example, narrative viewpoint, structure of stanzas, contrast and juxtaposition
Create literary texts that draw upon text structures and language features of other texts for particular purposes and effects
Create literary texts, including hybrid texts, that innovate on aspects of other texts, for example by using parody, allusion and appropriation
Create literary texts that reflect an emerging sense of personal style and evaluate the effectiveness of these texts
Creating literature
Experimentation and adaptation Creating a variety of texts, including multimodal texts, adapting ideas and devices from literary texts
Experiment with text structures and language features and their effects in creating literary texts, for example, using imagery, sentence variation, metaphor and word choice
Experiment with text structures and language features and their effects in creating literary texts, for example, using rhythm, sound effects, monologue, layout, navigation and colour
Experiment with particular language features drawn from different types of texts, including combinations of language and visual choices to create new texts
Experiment with the ways that language features, image and sound can be adapted in literary texts, for example the effects of stereotypical characters and settings, the playfulness of humour and comedy, pun and hyperlink
Create literary texts with a sustained voice, selecting and adapting appropriate text structures, literary devices, language, auditory and visual structures and features and for a specific purpose and intended audience Create imaginative texts that make relevant thematic and intertextual connections with other texts
Version 3.0
20 January 2012
Literacy English Scope and Sequence: Foundation to Year 6

Sub Strand Texts in context Focus of thread within the sub-strand
Texts and the contexts in which they are used
How texts relate to their contexts and reflect the society and culture in which they were created
Foundation Year
Identify some familiar texts and the contexts in which they are used
Year 1
Respond to texts drawn from a range of cultures and experiences
Year 2
Discuss different texts on a similar topic, identifying similarities and differences between the texts
Year 3
Identify the point of view in a text and suggest alternative points of view
Year 4
Identify and explain language features of texts from earlier times and compare with the vocabulary, images, layout and content of contemporary texts
Year 5
Show how ideas and points of view in texts are conveyed through the use of vocabulary, including idiomatic expressions, objective and subjective language, and that these can change according to context Clarify understanding of content as it unfolds in formal and informal situations, connecting ideas to students own experiences and present and justify a point of view Use interaction skills, for example paraphrasing, questioning and interpreting non-verbal cues and choose vocabulary and vocal effects appropriate for different audiences and purposes
Year 6
Compare texts including media texts that represent ideas and events in different ways, explaining the effects of the different approaches
Listening and speaking interactions

The purposes and contexts through which students engage in listening and speaking interactions
Listen to and respond orally to texts and to the communication of others in informal and structured classroom situations
Engage in conversations and discussions, using active listening behaviours, showing interest, and contributing ideas, information and questions Use interaction skills including turn-taking, recognising the contributions of others, speaking clearly and using appropriate volume and pace
Listen for specific purposes and information, including instructions, and extend students own and others ideas in discussions
Listen to and contribute to conversations and discussions to share information and ideas and negotiate in collaborative situations Use interaction skills, including active listening behaviours and communicate in a clear, coherent manner using a variety of everyday and learned vocabulary and appropriate tone, pace, pitch and volume Plan and deliver short presentations, providing some key details in logical sequence
Interpret ideas and information in spoken texts and listen for key points in order to carry out tasks and use information to share and extend ideas and information Use interaction skills such as acknowledging anothers point of view and linking students response to the topic, using familiar and new vocabulary and a range of vocal effects such as tone, pace, pitch and volume to speak clearly and coherently Plan, rehearse and deliver presentations incorporating learned content and taking into account the particular purposes and audiences
Participate in and contribute to discussions, clarifying and interrogating ideas, developing and supporting arguments, sharing and evaluating information, experiences and opinions Use interaction skills, varying conventions of spoken interactions such as voice volume, tone, pitch and pace, according to group size, formality of interaction and needs and expertise of the audience
Interacting with others

The skills students use when engaging in listening and speaking interactions
Use interaction skills including listening while others speak, using appropriate voice levels, articulation and body language, gestures and eye contact
Use interaction skills including initiating topics, making positive statements and voicing disagreement in an appropriate manner, speaking clearly and varying tone, volume and pace appropriately Rehearse and deliver short presentations on familiar and new topics
Oral presentations
The formal oral presentations that students engage in including presenting recounts and information, and presenting and arguing a point of view
Deliver short oral presentations to peers
Make short presentations using some introduced text structures and language, for example opening statements
Plan, rehearse and deliver presentations for defined audiences and purposes incorporating accurate and sequenced content and multimodal elements
Plan, rehearse and deliver presentations selecting and sequencing appropriate content and multimodal elements for defined audiences and purposes, making appropriate choices for modality and emphasis
Version 3.0
20 January 2012
Literacy English Scope and Sequence: Year 6 to Year 10

Sub Strand Texts in context Focus of thread within the sub-strand
Texts and the contexts in which they are used
How texts relate to their contexts and reflect the society and culture in which they were created
Year 6
Compare texts including media texts that represent ideas and events in different ways, explaining the effects of the different approaches
Year 7
Analyse and explain the effect of technological innovations on texts, particularly media texts
Year 8
Analyse and explain how language has evolved over time and how technology and the media have influenced language use and forms of communication
Year 9
Analyse how the construction and interpretation of texts, including media texts, can be influenced by cultural perspectives and other texts
Year 10
Analyse and evaluate how people, cultures, places, events, objects and concepts are represented in texts, including media texts, through language, structural and/or visual choices

The purposes and contexts through which students engage in listening and speaking interactions
Participate in and contribute to discussions, clarifying and interrogating ideas, developing and supporting arguments, sharing and evaluating information, experiences and opinions
Identify and discuss main ideas, concepts and points of view in spoken texts to evaluate qualities, for example the strength of an argument or the lyrical power of a poetic rendition
Interpret the stated and implied meanings in spoken texts, and use evidence to support or challenge different perspectives
Listen to spoken texts constructed for different purposes, for example to entertain and to persuade, and analyse how language features of these texts position listeners to respond in particular ways
Identify and explore the purposes and effects of different text structures and language features of spoken texts, and use this knowledge to create purposeful texts that inform, persuade and engage
Interacting with others

The skills students use when engaging in listening and speaking interactions
Use interaction skills, varying conventions of spoken interactions such as voice volume, tone, pitch and pace, according to group size, formality of interaction and needs and expertise of the audience
Use interaction skills when discussing and presenting ideas and information, selecting body language, voice qualities and other elements, (for example music and sound) to add interest and meaning
Use interaction skills for identified purposes, using voice and language conventions to suit different situations, selecting vocabulary, modulating voice and using elements such as music, images and sound for specific effects
Use interaction skills to present and discuss an idea and to influence and engage an audience by selecting persuasive language, varying voice tone, pitch, and pace, and using elements such as music and sound effects
Use organisation patterns, voice and language conventions to present a point of view on a subject, speaking clearly, coherently and with effect, using logic, imagery and rhetorical devices to engage audiences
Oral presentations
The formal oral presentations that students engage in including presenting recounts and information, and presenting and arguing a point of view
Plan, rehearse and deliver presentations selecting and sequencing appropriate content and multimodal elements for defined audiences and purposes, making appropriate choices for modality and emphasis
Plan, rehearse and deliver presentations, selecting and sequencing appropriate content and multimodal elements to promote a point of view or enable a new way of seeing
Plan, rehearse and deliver presentations, selecting and sequencing appropriate content, including multimodal elements, to reflect a diversity of viewpoints
Plan, rehearse and deliver presentations, selecting and sequencing appropriate content and multimodal elements for aesthetic and playful purposes
Plan, rehearse and deliver presentations selecting and sequencing appropriate content and multimodal elements to influence a course of action
Version 3.0
20 January 2012
Literacy English Scope and Sequence: Foundation to Year 6

Purpose and audience
Recognising and analysing differences between different types of texts
Foundation Year
Identify some differences between imaginative and informative texts
Year 1
Describe some differences between imaginative informative and persuasive texts
Year 2
Identify the audience of imaginative, informative and persuasive texts
Year 3
Identify the audience and purpose of imaginative, informative and persuasive texts
Year 4
Identify characteristic features used in imaginative, informative and persuasive texts to meet the purpose of the text Read different types of texts by combining contextual, semantic, grammatical and phonic knowledge using text processing strategies, for example monitoring meaning, cross checking and reviewing
Year 5
Identify and explain characteristic text structures and language features used in imaginative, informative and persuasive texts to meet the purpose of the text Navigate and read texts for specific purposes applying appropriate text processing strategies, for example predicting and confirming, monitoring meaning, skimming and scanning
Year 6
Analyse how text structures and language features work together to meet the purpose of a text
Reading processes
Interpreting, analysing, evaluating
Strategies for using and combining contextual, semantic, grammatical and phonic knowledge to decode texts including predicting, monitoring, cross-checking, self-correcting, skimming and scanning
Read predictable texts, practicing phrasing and fluency, and monitor meaning using concepts about print and emerging contextual, semantic, grammatical and phonic knowledge Use comprehension strategies to understand and discuss texts listened to, viewed or read independently
Read supportive texts using developing phrasing, fluency, contextual, semantic, grammatical and phonic knowledge and emerging text processing strategies, for example prediction, monitoring meaning and rereading Use comprehension strategies to build literal and inferred meaning about key events, ideas and information in texts that they listen to, view and read by drawing on growing knowledge of context, text structures and language features
Read less predictable texts with phrasing and fluency by combining contextual, semantic, grammatical and phonic knowledge using text processing strategies, for example monitoring meaning, predicting, rereading and self-correcting Use comprehension strategies to build literal and inferred meaning and begin to analyse texts by drawing on growing knowledge of context, language and visual features and print and multimodal text structures
Read an increasing range of different types of texts by combining contextual, semantic, grammatical and phonic knowledge, using text processing strategies, for example monitoring, predicting, confirming, rereading, reading on and self correcting Use comprehension strategies to build literal and inferred meaning and begin to evaluate texts by drawing on growing knowledge of context, text structures and language features
Select, navigate and read texts for a range of purposes applying appropriate text processing strategies and interpreting structural features, for example table of contents, glossary, chapters, headings and subheadings Use comprehension strategies to interpret and analyse information and ideas, comparing content from a variety of textual sources including media and digital texts
Comprehension strategies
Strategies of constructing meaning from texts, including literal and inferential meaning
Use comprehension strategies to build literal and inferred meaning to expand content knowledge, integrating and linking ideas and analysing and evaluating texts
Use comprehension strategies to analyse information, integrating and linking ideas from a variety of print and digital sources
Analysing and evaluating texts

Analysis and evaluation of how text structures and language features construct meaning and influence readers/viewers
This sequence starts at this year level Analyse strategies authors use to influence readers
Creating texts
Creating different types of spoken, written and multimodal texts using knowledge of text structures and language features
Create short texts to explore, record and report ideas and events using familiar words and phrases and beginning writing knowledge
Create short imaginative and information texts that show emerging use of appropriate text structure, sentencelevel grammar, word choice, spelling, punctuation and appropriate multimodal elements, for example illustrations and diagrams Reread students own texts and discuss possible changes to improve meaning, spelling and punctuation
Create short imaginative, informative and persuasive texts using growing knowledge of text structures and language features for familiar and some less familiar audiences, selecting print and multimodal elements appropriate to the audience and purpose Reread and edit text for spelling, sentence-boundary punctuation and text structure
Plan, draft and publish imaginative, informative and persuasive texts demonstrating increasing control over text structures and language features and selecting print, and multimodal elements appropriate to the audience and purpose Reread and edit texts for meaning, appropriate structure, grammatical choices and punctuation
Plan, draft and publish imaginative, informative and persuasive texts containing key information and supporting details for a widening range of audiences, demonstrating increasing control over text structures and language features Reread and edit for meaning by adding, deleting or moving words or word groups to improve content and structure
Plan, draft and publish imaginative, informative and persuasive print and multimodal texts, choosing text structures, language features, images and sound appropriate to purpose and audience
Plan, draft and publish imaginative, informative and persuasive texts, choosing and experimenting with text structures, language features, images and digital resources appropriate to purpose and audience
Editing
Creating texts
Editing texts for meaning, structure and grammatical features
Participate in shared editing of students own texts for meaning, spelling, capital letters and full stops
Reread and edit students own and others work using agreed criteria for text structures and language features
Reread and edit students own and others work using agreed criteria and explaining editing choices
Handwriting
Developing a fluent, legible handwriting style, beginning with unjoined letters and moving to joined handwriting
Produce some lower case and upper case letters using learned letter formations Construct texts using software including word processing programs
Write using unjoined lower case and upper case letters
Write legibly and with growing fluency using unjoined upper case and lower case letters Construct texts featuring print, visual and audio elements using software, including word processing programs
Write using joined letters that are clearly formed and consistent in size
Write using clearly-formed joined letters, and develop increased fluency and automaticity Use a range of software including word processing programs to construct, edit and publish written text, and select, edit and place visual, print and audio elements
Develop a handwriting style that is becoming legible, fluent and automatic
Develop a handwriting style that is legible, fluent and automatic and varies according to audience and purpose Use a range of software, including word processing programs, learning new functions as required to create texts
Use of software
Using a range of software applications to construct and edit print and multimodal texts
Construct texts that incorporate supporting images using software including word processing programs
Use software including word processing programs with growing speed and efficiency to construct and edit texts featuring visual, print and audio elements
Use a range of software including word processing programs with fluency to construct, edit and publish written text, and select, edit and place visual, print and audio elements
Version 3.0
20 January 2012
Literacy English Scope and Sequence: Year 6 to Year 10

Purpose and audience
Recognising and analysing differences between different types of texts
Year 6
Analyse how text structures and language features work together to meet the purpose of a text
Year 7
Analyse and explain the ways text structures and language features shape meaning and vary according to audience and purpose Use prior knowledge and text processing strategies to interpret a range of types of texts.
Year 8
Analyse and evaluate the ways that text structures and language features vary according to the purpose of the text and the ways that referenced sources add authority to a text Apply increasing knowledge of vocabulary, text structures and language features to understand the content of texts
Year 9
Interpret, analyse and evaluate how different perspectives of an issue, event, situation, individuals or groups are constructed to serve specific purposes in texts Apply an expanding vocabulary to read increasingly complex texts with fluency and comprehension
Year 10
Identify and analyse implicit or explicit values, beliefs and assumptions in texts and how these are influenced by purposes and likely audiences Choose a reading technique and reading path appropriate for the type of text, to retrieve and connect ideas within and between texts
Reading processes
Interpreting, analysing, evaluating
Strategies for using and combining contextual, semantic, grammatical and phonic knowledge to decode texts including predicting, monitoring, cross-checking, self-correcting, skimming and scanning
Select, navigate and read texts for a range of purposes applying appropriate text processing strategies and interpreting structural features, for example table of contents, glossary, chapters, headings and subheadings
Comprehension strategies
Strategies of constructing meaning from texts, including literal and inferential meaning
Use comprehension strategies to interpret and analyse information and ideas comparing content from a variety of textual sources including media and digital texts
Use comprehension strategies to interpret, analyse and synthesise ideas and information, critiquing ideas and issues from a variety of textual sources
Use comprehension strategies to interpret and evaluate texts by reflecting on the validity of content and the credibility of sources, including finding evidence in the text for the authors point of view
Use comprehension strategies to interpret and analyse texts, comparing and evaluating representations of an event, issue, situation or character in different texts
Use comprehension strategies to compare and contrast information within and between texts, identifying and analysing embedded perspectives, and evaluating supporting evidence
Analysing and evaluating texts

Analysis and evaluation of how text structures and language features construct meaning and influence readers/viewers
Analyse strategies authors use to influence readers
Compare the text structures and language features of multimodal texts, explaining how they combine to influence audiences
Explore and explain the ways authors combine different modes and media in creating texts, and the impact of these choices on the viewer/listener
Explore and explain the combinations of language and visual choices that authors make to present information, opinions and perspectives in different texts
Creating texts
Creating different types of spoken, written and multimodal texts using knowledge of text structures and language features
Plan, draft and publish imaginative, informative and persuasive texts choosing and experimenting with text structures, language features, images and digital resources appropriate to purpose and audience
Plan, draft and publish imaginative, informative and persuasive texts selecting aspects of subject matter and particular language, visual, and audio features to convey information and ideas
Create imaginative, informative and persuasive texts that raise issues, report events, and advance opinions, using deliberate language and textual choices, and including digital elements as appropriate
Create imaginative, informative and persuasive texts that present a point of view and advance or illustrate arguments, including texts that integrate visual, print and/or audio features
Create sustained texts, including texts that combine specific digital or media content, for imaginative, informative, or persuasive purposes, and that reflect upon challenging and complex issues
Editing
Creating texts
Editing texts for meaning, structure and grammatical features
Reread and edit their students own and others work using agreed criteria and explaining editing choices
Edit for meaning by removing repetition, refining ideas, reordering sentences and adding or substituting words for impact
Experiment with text structures and language features to refine and clarify ideas to improve the effectiveness of students own texts
Review and edit students own and others texts to improve clarity and control over content, organisation, paragraphing, sentence structure, vocabulary and audio/ visual features.
Review, edit and refine students own and others texts for control of content, organisation, sentence structure, vocabulary, and/or visual features, to achieve particular purposes and effects
Handwriting
Developing a fluent, legible handwriting style, beginning with unjoined letters and moving to joined handwriting
Develop a handwriting style that is legible, fluent and automatic and varies according to audience and purpose
Consolidate a personal handwriting style that is legible, fluent and automatic and supports writing for extended periods
This sequence ends at this year level
Use of software
Using a range of software applications to construct and edit print and multimodal texts
Use a range of software, including word processing programs, learning new functions as required to create texts
Use a range of software, including word processing programs, to confidently create, edit and publish written and multimodal texts.
Use a range of software, including word processing programs to create, edit and publish texts imaginatively
Use a range of software, including word processing programs, flexibly and imaginatively to publish texts
Use a range of software, including word processing programs, confidently, flexibly and imaginatively to publish texts, considering the identified purpose and the characteristics of the user
Version 3.0
20 January 2012
The Australian Curriculum Mathematics
Mathematics
TableofContents RationaleandAims Rationale Aims Organisation Contentstructure MathematicsacrossFoundationtoYear12 Achievementstandards Diversityoflearners Generalcapabilities Crosscurriculumpriorities Linkstotheotherlearningareas Implicationsforteaching,assessmentandreporting CurriculumF10 FoundationYear Year1 Year2 Year3 Year4 Year5 Year6 Year7 Year8 Year9 Year10 Year10A Glossary
3 3 3 4 4 6 8 8 10 12 13 14 16 16 19 22 26 30 35 40 45 51 56 60 65 68
Rationale and Aims
Rationale
LearningmathematicscreatesopportunitiesforandenrichesthelivesofallAustralians.TheAustralianCurriculum: MathematicsprovidesstudentswithessentialmathematicalskillsandknowledgeinNumberandAlgebra,Measurement andGeometry,andStatisticsandProbability.Itdevelopsthenumeracycapabilitiesthatallstudentsneedintheirpersonal, workandciviclife,andprovidesthefundamentalsonwhichmathematicalspecialtiesandprofessionalapplicationsof mathematicsarebuilt. MathematicshasitsownvalueandbeautyandtheAustralianCurriculum:Mathematicsaimstoinstilinstudentsan appreciationoftheeleganceandpowerofmathematicalreasoning.Mathematicalideashaveevolvedacrossallcultures overthousandsofyears,andareconstantlydeveloping.Digitaltechnologiesarefacilitatingthisexpansionofideasand providingaccesstonewtoolsforcontinuingmathematicalexplorationandinvention.Thecurriculumfocusesondeveloping increasinglysophisticatedandrefinedmathematicalunderstanding,fluency,logicalreasoning,analyticalthoughtand problemsolvingskills.Thesecapabilitiesenablestudentstorespondtofamiliarandunfamiliarsituationsbyemploying mathematicalstrategiestomakeinformeddecisionsandsolveproblemsefficiently. TheAustralianCurriculum:Mathematicsensuresthatthelinksbetweenthevariouscomponentsofmathematics,aswellas therelationshipbetweenmathematicsandotherdisciplines,aremadeclear.Mathematicsiscomposedofmultiplebut interrelatedandinterdependentconceptsandsystemswhichstudentsapplybeyondthemathematicsclassroom.In science,forexample,understandingsourcesoferrorandtheirimpactontheconfidenceofconclusionsisvital,asistheuse ofmathematicalmodelsinotherdisciplines.Ingeography,interpretationofdataunderpinsthestudyofhumanpopulations andtheirphysicalenvironmentsinhistory,studentsneedtobeabletoimaginetimelinesandtimeframestoreconcile relatedeventsandinEnglish,derivingquantitativeandspatialinformationisanimportantaspectofmakingmeaningof texts. Thecurriculumanticipatesthatschoolswillensureallstudentsbenefitfromaccesstothepowerofmathematicalreasoning andlearntoapplytheirmathematicalunderstandingcreativelyandefficiently.Themathematicscurriculumprovidesstudents withcarefullypaced,indepthstudyofcriticalskillsandconcepts.Itencouragesteacherstohelpstudentsbecomeself motivated,confidentlearnersthroughinquiryandactiveparticipationinchallengingandengagingexperiences.
Aims
TheAustralianCurriculum:Mathematicsaimstoensurethatstudents:
l
areconfident,creativeusersandcommunicatorsofmathematics,abletoinvestigate,representandinterpretsituations intheirpersonalandworklivesandasactivecitizens developanincreasinglysophisticatedunderstandingofmathematicalconceptsandfluencywithprocesses,andare abletoposeandsolveproblemsandreasoninNumberandAlgebra,MeasurementandGeometry,andStatistics andProbability recogniseconnectionsbetweentheareasofmathematicsandotherdisciplinesandappreciatemathematicsasan accessibleandenjoyabledisciplinetostudy.
Organisation
Contentstructure
TheAustralianCurriculum:Mathematicsisorganisedaroundtheinteractionofthreecontentstrandsandfourproficiency strands. ThecontentstrandsareNumberandAlgebra,MeasurementandGeometry,andStatisticsandProbability.Theydescribe whatistobetaughtandlearnt. TheproficiencystrandsareUnderstanding,Fluency,ProblemSolving,andReasoning.Theydescribehowcontentis exploredordeveloped,thatis,thethinkinganddoingofmathematics.Theyprovidethelanguagetobuildinthe developmentalaspectsofthelearningofmathematicsandhavebeenincorporatedintothecontentdescriptionsofthethree contentstrandsdescribedabove.Thisapproachhasbeenadoptedtoensurestudentsproficiencyinmathematicalskills developsthroughoutthecurriculumandbecomesincreasinglysophisticatedovertheyearsofschooling. Contentstrands NumberandAlgebra NumberandAlgebraaredevelopedtogether,aseachenrichesthestudyoftheother.Studentsapplynumbersenseand strategiesforcountingandrepresentingnumbers.Theyexplorethemagnitudeandpropertiesofnumbers.Theyapplya rangeofstrategiesforcomputationandunderstandtheconnectionsbetweenoperations.Theyrecognisepatternsand understandtheconceptsofvariableandfunction.Theybuildontheirunderstandingofthenumbersystemtodescribe relationshipsandformulategeneralisations.Theyrecogniseequivalenceandsolveequationsandinequalities.Theyapply theirnumberandalgebraskillstoconductinvestigations,solveproblemsandcommunicatetheirreasoning. MeasurementandGeometry MeasurementandGeometryarepresentedtogethertoemphasisetheirrelationshiptoeachother,enhancingtheirpractical relevance.Studentsdevelopanincreasinglysophisticatedunderstandingofsize,shape,relativepositionandmovementof twodimensionalfiguresintheplaneandthreedimensionalobjectsinspace.Theyinvestigatepropertiesandapplytheir understandingofthemtodefine,compareandconstructfiguresandobjects.Theylearntodevelopgeometricarguments. Theymakemeaningfulmeasurementsofquantities,choosingappropriatemetricunitsofmeasurement.Theybuildan understandingoftheconnectionsbetweenunitsandcalculatederivedmeasuressuchasarea,speedanddensity. StatisticsandProbability StatisticsandProbabilityinitiallydevelopinparallelandthecurriculumthenprogressivelybuildsthelinksbetweenthem. Studentsrecogniseandanalysedataanddrawinferences.Theyrepresent,summariseandinterpretdataandundertake purposefulinvestigationsinvolvingthecollectionandinterpretationofdata.Theyassesslikelihoodandassignprobabilities usingexperimentalandtheoreticalapproaches.Theydevelopanincreasinglysophisticatedabilitytocriticallyevaluate chanceanddataconceptsandmakereasonedjudgmentsanddecisions,aswellasbuildingskillstocriticallyevaluate statisticalinformationanddevelopintuitionsaboutdata. Proficiencystrands Theproficiencystrandsdescribetheactionsinwhichstudentscanengagewhenlearningandusingthecontent.Whilenot allproficiencystrandsapplytoeverycontentdescription,theyindicatethebreadthofmathematicalactionsthatteacherscan emphasise. Understanding
Mathematics
Organisation
Studentsbuildarobustknowledgeofadaptableandtransferablemathematicalconcepts.Theymakeconnectionsbetween relatedconceptsandprogressivelyapplythefamiliartodevelopnewideas.Theydevelopanunderstandingofthe relationshipbetweenthewhyandthehowofmathematics.Studentsbuildunderstandingwhentheyconnectrelatedideas, whentheyrepresentconceptsindifferentways,whentheyidentifycommonalitiesanddifferencesbetweenaspectsof content,whentheydescribetheirthinkingmathematicallyandwhentheyinterpretmathematicalinformation. Fluency Studentsdevelopskillsinchoosingappropriateprocedures,carryingoutproceduresflexibly,accurately,efficientlyand appropriately,andrecallingfactualknowledgeandconceptsreadily.Studentsarefluentwhentheycalculateanswers efficiently,whentheyrecogniserobustwaysofansweringquestions,whentheychooseappropriatemethodsand approximations,whentheyrecalldefinitionsandregularlyusefacts,andwhentheycanmanipulateexpressionsand equationstofindsolutions. ProblemSolving Studentsdeveloptheabilitytomakechoices,interpret,formulate,modelandinvestigateproblemsituations,and communicatesolutionseffectively.Studentsformulateandsolveproblemswhentheyusemathematicstorepresent unfamiliarormeaningfulsituations,whentheydesigninvestigationsandplantheirapproaches,whentheyapplytheir existingstrategiestoseeksolutions,andwhentheyverifythattheiranswersarereasonable. Reasoning Studentsdevelopanincreasinglysophisticatedcapacityforlogicalthoughtandactions,suchasanalysing,proving, evaluating,explaining,inferring,justifyingandgeneralising.Studentsarereasoningmathematicallywhentheyexplaintheir thinking,whentheydeduceandjustifystrategiesusedandconclusionsreached,whentheyadapttheknowntotheunknown, whentheytransferlearningfromonecontexttoanother,whentheyprovethatsomethingistrueorfalseandwhenthey compareandcontrastrelatedideasandexplaintheirchoices. Contentdescriptions Themathematicscurriculumincludescontentdescriptionsateachyearlevel.Thesedescribetheknowledge,concepts, skillsandprocessesthatteachersareexpectedtoteachandstudentsareexpectedtolearn.However,theydonotprescribe approachestoteaching.Thecontentdescriptionsareintendedtoensurethatlearningisappropriatelyorderedandthat unnecessaryrepetitionisavoided.However,aconceptorskillintroducedatoneyearlevelmayberevisited,strengthened andextendedatlateryearlevelsasneeded. Substrands Contentdescriptionsaregroupedintosubstrandstoillustratetheclarityandsequenceofdevelopmentofconceptsthrough andacrosstheyearlevels.Theysupporttheabilitytoseetheconnectionsacrossstrandsandthesequentialdevelopmentof conceptsfromFoundationtoYear10. NumberandAlgebra Numberandplacevalue(F8) MeasurementandGeometry Usingunitsofmeasurement (F10) StatisticsandProbability Chance(110)
Fractionsanddecimals(16)
Shape(F7)
Datarepresentationandinterpretation(F 10)
Mathematics
Organisation
Realnumbers(710)
Geometricreasoning(310)
Moneyandfinancialmathematics(110) Locationandtransformation (F7)
Patternsandalgebra(F10)
Pythagorasandtrigonometry(9 10)
Linearandnonlinearrelationships(8 10)
Yearleveldescriptions Yearleveldescriptionsemphasisetheimportanceofworkingmathematicallywithinthecontent.Theyprovideanoverviewof therelationshipbetweentheproficiencies(Understanding,Fluency,ProblemSolvingandReasoning)andthecontentfor eachyearlevel. Contentelaborations ContentelaborationsareprovidedforFoundationtoYear10toillustrateandexemplifycontentandassistteacherstodevelop acommonunderstandingofthecontentdescriptions.Theyarenotintendedtobecomprehensivecontentpointsthatall studentsneedtobetaught. Glossary Aglossaryisprovidedtosupportthecommonunderstandingofkeytermsinthecontentdescriptions. Thissupportdocumentcontainsadditionalinformationtosupporttheglossary.
MathematicsacrossFoundationtoYear12
Althoughthecurriculumisdescribedyearbyyear,thisdocumentprovidesadviceacrossfouryeargroupingsonthenatureof learnersandtherelevantcurriculum:
l l l l
FoundationYear2:typicallystudentsfrom5to8yearsofage Years36:typicallystudentsfrom8to12yearsofage Years710:typicallystudentsfrom12to15yearsofage Seniorsecondaryyears:typicallystudentsfrom15to18yearsofage.
FoundationYear2 Theearlyyears(58yearsofage)laythefoundationforlearningmathematics.Studentsatthislevelcanaccesspowerful mathematicalideasrelevanttotheircurrentlivesandlearnthelanguageofmathematics,whichisvitaltofutureprogression. Childrenhavetheopportunitytoaccessmathematicalideasbydevelopingasenseofnumber,order,sequenceandpattern byunderstandingquantitiesandtheirrepresentationsbylearningaboutattributesofobjectsandcollections,position, movementanddirection,andbydevelopinganawarenessofthecollection,presentationandvariationofdataandacapacity tomakepredictionsaboutchanceevents.
Mathematics
Organisation
Understandingandexperiencingtheseconceptsintheearlyyearsprovidesafoundationforalgebraic,statisticaland multiplicativethinking,thatwilldevelopinsubsequentyears.Thesefoundationsalsoenablechildrentoposebasic mathematicalquestionsabouttheirworld,toidentifysimplestrategiestoinvestigatesolutions,andtostrengthentheir reasoningtosolvepersonallymeaningfulproblems. Years36 Theseyearsemphasisetheimportanceofstudentsstudyingcoherent,meaningfulandpurposefulmathematicsthatis relevanttotheirlives.Studentsstillrequireactiveexperiencesthatallowthemtoconstructkeymathematicalideas,butalso graduallymovetousingmodels,picturesandsymbolstorepresenttheseideas. Thecurriculumdevelopskeyunderstandingsbyextendingthenumber,measurement,geometricandstatisticallearning fromtheearlyyearsbybuildingfoundationsforfuturestudiesthroughanemphasisonpatternsthatleadtogeneralisations bydescribingrelationshipsfromdatacollectedandrepresentedbymakingpredictionsandbyintroducingtopicsthat representakeychallengeintheseyears,suchasfractionsanddecimals. Intheseyearsofschooling,itisparticularlyimportantforstudentstodevelopadeepunderstandingofwholenumbersto buildreasoninginfractionsanddecimalsandtodevelopaconceptualunderstandingofplacevalue.Theseconceptsallow studentstodevelopproportionalreasoningandflexibilitywithnumberthroughmentalcomputationskills,andtoextendtheir numbersenseandstatisticalfluency. Years710 Theseyearsofschoolmarkashiftinmathematicslearningtomoreabstractideas.Throughkeyactivitiessuchasthe exploration,recognitionandapplicationofpatterns,thecapacityforabstractthoughtcanbedevelopedandthewaysof thinkingassociatedwithabstractideascanbeillustrated. Thefoundationsbuiltinpreviousyearspreparestudentsforthischange.Previouslyestablishedmathematicalideascanbe drawnuponinunfamiliarsequencesandcombinationstosolvenonroutineproblemsandtoconsequentlydevelopmore complexmathematicalideas.However,studentsofthisagealsoneedanunderstandingoftheconnectionsbetween mathematicalconceptsandtheirapplicationintheirworldasamotivationtolearn.Thismeansusingcontextsdirectlyrelated totopicsofrelevanceandinteresttothisagegroup. Duringtheseyears,studentsneedtobeabletorepresentnumbersinavarietyofwaystodevelopanunderstandingofthe benefitsofalgebra,throughbuildingalgebraicmodelsandapplicationsandthevariousapplicationsofgeometrytoestimate andselectappropriateunitsofmeasuretoexplorewaysofworkingwithdatatoallowavarietyofrepresentationsandto makepredictionsabouteventsbasedontheirobservations. Theintentofthecurriculumistoencouragethedevelopmentofimportantideasinmoredepth,andtopromotethe interconnectednessofmathematicalconcepts.Anobviousconcernisthepreparationofstudentsintendingtocontinue studyingmathematicsintheseniorsecondaryyears.Teacherswill,inimplementingthecurriculum,extendthemore mathematicallyablestudentsbyusingappropriatechallengesandextensionswithinavailabletopics.Adeeper understandingofmathematicsinthecurriculumenhancesastudentspotentialtousethisknowledgetosolvenonroutine problems,bothatthislevelofstudyandatlaterstages. The10Acontentisoptionalandisintendedforstudentswhorequiremorecontenttoenrichtheirmathematicalstudywhilst completingthecommonYear10content.ItisNOTanticipatedthatallstudentswillattemptthe10Acontent,butdoingso wouldbeadvantageousforstudentsintendingtopursueMathematicalMethods(CourseC)orSpecialistMathematics (CourseD)intheseniorsecondaryyears.Aselectionoftopicsfromthe10Acurriculumcanbecompletedaccordingtothe needsofthestudents.
Mathematics
Organisation
ItisanticipatedthatallstudentswillstudytheAustralianCurriculum:MathematicsuptotheendofYear10.FromYear10,the curriculumshouldprovidepathwayoptionssuitableforstudentsofdifferingabilitiesandinterests,andwitharangeoffuture careerandstudyplans. Seniorsecondaryyears Fourmathematicscourseshavebeendesignedfortheseniorsecondaryyears.Theyhavebeendesignedtoallowflexibility forstudents,takingintoaccountarangeoffuturepathwaysandtherealitythatsomestudentsreassesstheirchoiceof mathematicsprogrampartwaythroughtheseniorsecondaryyears. TheelementsofthecontentstrandsfromFoundationtoYear10areevidentintheseniorsecondarycurriculum,butarenot usedasthemajororganisers.TheproficiencystrandsofUnderstanding,Fluency,ReasoningandProblemSolvingare integratedintothecontentdescriptionsasintheFoundationtoYear10curriculum.
AchievementStandards
AcrossFoundationtoYear10,achievementstandardsindicatethequalityoflearningthatstudentsshouldtypically demonstratebyaparticularpointintheirschooling.Achievementstandardscompriseawrittendescriptionandstudentwork samples. Anachievementstandarddescribesthequalityoflearning(theextentofknowledge,thedepthofunderstanding,andthe sophisticationofskills)thatwouldindicatethestudentiswellplacedtocommencethelearningrequiredatthenextlevelof achievement. ThesequenceofachievementstandardsacrossFoundationtoYear10describesprogressinthelearningarea.This sequenceprovidesteacherswithaframeworkofgrowthanddevelopmentinthelearningarea. Studentworksamplesplayakeyroleincommunicatingexpectationsdescribedintheachievementstandards.Eachwork sampleincludestherelevantassessmenttask,thestudentsresponse,andannotationsidentifyingthequalityoflearning evidentinthestudentsresponseinrelationtorelevantpartsoftheachievementstandard. Together,thedescriptionoftheachievementstandardandtheaccompanyingsetofannotatedworksampleshelpteachers tomakejudgmentsaboutwhetherstudentshaveachievedthestandard.
DiversityofLearners
Mathematics
Organisation
l l
EAL/DstudentsenterAustralianschoolsatdifferentagesandatdifferentstagesofEnglishlanguagelearningandhave variouseducationalbackgroundsintheirfirstlanguages.Forsome,schoolistheonlyplacetheyuseEnglish. TheaimsoftheAustralianCurriculum:Mathematicsareultimatelythesameforallstudents.However,EAL/Dstudentsare simultaneouslylearninganewlanguageandtheknowledge,understandingandskillsoftheAustralianCurriculum: Mathematicsthroughthatnewlanguage.Theyrequireadditionaltimeandsupport,alongwithinformedteachingthat explicitlyaddressestheirlanguageneeds,andassessmentsthattakeintoaccounttheirdevelopinglanguageproficiency.
Mathematics
Organisation
TheEnglishasanAdditionalLanguageorDialect:TeacherResourcehasbeenproducedtosupportteachersasthey developteachingandlearningprogramsusingtheAustralianCurriculum.Itdescribesfourphasesoflanguageproficiency thatwillenableteacherstoidentifythetypicallanguageskillsandunderstandingsoftheirEAL/Dstudents.Advicefor teachersaboutculturalandlinguisticconsiderationsrelatedtotheAustralianCurriculum:Mathematicsandteaching strategiessupportiveofEAL/DstudentswillhelpmakethecontentofthecurriculumaccessibletoEAL/Dstudents.The EAL/Dresourceisavailablehere.
Generalcapabilities
l l l l l l l
IntheAustralianCurriculum:Mathematics,generalcapabilitiesareidentifiedwherevertheyaredevelopedorappliedin contentdescriptions.Theyarealsoidentifiedwheretheyofferopportunitiestoadddepthandrichnesstostudentlearning throughcontentelaborations.IconsindicatewheregeneralcapabilitieshavebeenidentifiedinMathematicscontent. Teachersmayfindfurtheropportunitiestoincorporateexplicitteachingofthecapabilitiesdependingontheirchoiceof activities. Literacy Studentsbecomeliterateastheydeveloptheknowledge,skillsanddispositionstointerpretanduselanguageconfidentlyfor learningandcommunicatinginandoutofschoolandforparticipatingeffectivelyinsociety.Literacyinvolvesstudentsin listeningto,reading,viewing,speaking,writingandcreatingoral,print,visualanddigitaltexts,andusingandmodifying languagefordifferentpurposesinarangeofcontexts. Literacyisanimportantaspectofmathematics.Studentsdevelopliteracyinmathematicsastheylearnthevocabulary associatedwithnumber,space,measurementandmathematicalconceptsandprocesses.Thisvocabularyincludes synonyms(minus,subtract),technicalterminology(digits,lowestcommondenominator),passivevoice(If7istakenfrom10) andcommonwordswithspecificmeaningsinamathematicalcontext(angle,area).Theydeveloptheabilitytocreateand interpretarangeoftextstypicalofMathematicsrangingfromcalendarsandmapstocomplexdatadisplays. Studentsuseliteracytounderstandandinterpretwordproblemsandinstructionsthatcontaintheparticularlanguage featuresofmathematics.Theyuseliteracytoposeandanswerquestions,engageinmathematicalproblemsolving,andto discuss,produceandexplainsolutions. Numeracy
10
Mathematics
Organisation
Studentsbecomenumerateastheydeveloptheknowledgeandskillstousemathematicsconfidentlyacrossalllearning areasatschoolandintheirlivesmorebroadly.Numeracyinvolvesstudentsinrecognisingandunderstandingtheroleof mathematicsintheworldandhavingthedispositionsandcapacitiestousemathematicalknowledgeandskills purposefully. Mathematicshasacentralroleinthedevelopmentofnumeracyinamannerthatismoreexplicitandforegroundedthanis thecaseinotherlearningareas.ItisimportantthattheMathematicscurriculumprovidestheopportunitytoapply mathematicalunderstandingandskillsincontext,bothinotherlearningareasandinrealworldcontexts.Aparticularly importantcontextfortheapplicationofNumberandAlgebraisfinancialmathematics.InMeasurementandGeometry,there isanopportunitytoapplyunderstandingtodesign.Thetwentyfirstcenturyworldisinformationdriven,andthroughStatistics andProbabilitystudentscaninterpretdataandmakeinformedjudgmentsabouteventsinvolvingchance. InformationandCommunicationTechnology(ICT)capability StudentsdevelopICTcapabilityastheylearntouseICTeffectivelyandappropriatelytoaccess,createandcommunicate informationandideas,solveproblemsandworkcollaborativelyinalllearningareasatschool,andintheirlivesbeyond school.ICTcapabilityinvolvesstudentsinlearningtomakethemostofthetechnologiesavailabletothem,adaptingtonew waysofdoingthingsastechnologiesevolveandlimitingtheriskstothemselvesandothersinadigitalenvironment. StudentsdevelopICTcapabilitywhentheyinvestigate,createandcommunicatemathematicalideasandconceptsusing fast,automated,interactiveandmultimodaltechnologies.TheyemploytheirICTcapabilitytoperformcalculations,draw graphs,collect,manage,analyseandinterpretdatashareandexchangeinformationandideasandinvestigateandmodel conceptsandrelationships. Digitaltechnologies,suchasspreadsheets,dynamicgeometrysoftwareandcomputeralgebrasoftware,canengage studentsandpromoteunderstandingofkeyconcepts. Criticalandcreativethinking Studentsdevelopcapabilityincriticalandcreativethinkingastheylearntogenerateandevaluateknowledge,clarifyconcepts andideas,seekpossibilities,consideralternativesandsolveproblems.Criticalandcreativethinkingareintegraltoactivities thatrequirestudentstothinkbroadlyanddeeplyusingskills,behavioursanddispositionssuchasreason,logic, resourcefulness,imaginationandinnovationinalllearningareasatschoolandintheirlivesbeyondschool. Studentsdevelopcriticalandcreativethinkingastheylearntogenerateandevaluateknowledge,ideasandpossibilities,and usethemwhenseekingsolutions.Engagingstudentsinreasoningandthinkingaboutsolutionstoproblemsandthe strategiesneededtofindthesesolutionsarecorepartsoftheMathematicscurriculum. Studentsareencouragedtobecriticalthinkerswhenjustifyingtheirchoiceofacalculationstrategyoridentifyingrelevant questionsduringastatisticalinvestigation.Theyareencouragedtolookforalternativewaystoapproachmathematical problems,forexample,identifyingwhenaproblemissimilartoapreviousone,drawingdiagramsorsimplifyingaproblemto controlsomevariables. Personalandsocialcapability Studentsdeveloppersonalandsocialcapabilityastheylearntounderstandthemselvesandothers,andmanagetheir relationships,lives,workandlearningmoreeffectively.Thepersonalandsocialcapabilityinvolvesstudentsinarangeof practicesincludingrecognisingandregulatingemotions,developingempathyforandunderstandingofothers,establishing positiverelationships,makingresponsibledecisions,workingeffectivelyinteamsandhandlingchallengingsituations constructively.
11
Mathematics
Organisation
Studentsdevelopandusepersonalandsocialcapabilityastheyapplymathematicalskillsinarangeofpersonalandsocial contexts.Thismaybethroughactivitiesthatrelatelearningtotheirownlivesandcommunities,suchastimemanagement, budgetingandfinancialmanagement,andunderstandingstatisticsineverydaycontexts. TheMathematicscurriculumenhancesthedevelopmentofstudentspersonalandsocialcapabilitiesbyproviding opportunitiesforinitiativetaking,decisionmaking,communicatingtheirprocessesandfindings,andworkingindependently andcollaborativelyintheMathematicsclassroom. Ethicalbehaviour Studentsdevelopthecapabilitytobehaveethicallyastheyidentifyandinvestigatethenatureofethicalconcepts,values, charactertraitsandprinciples,andunderstandhowreasoningcanassistethicaljudgment.Ethicalbehaviourinvolves studentsinbuildingastrongpersonalandsociallyorientedethicaloutlookthathelpsthemtomanagecontext,conflictand uncertainty,andtodevelopanawarenessoftheinfluencethattheirvaluesandbehaviourhaveonothers. ThereareopportunitiesintheMathematicscurriculumtoexplore,developandapplyethicalbehaviourinarangeofcontexts, forexamplethroughanalysingdataandstatisticsseekingintentionalandaccidentaldistortionsfindinginappropriate comparisonsandmisleadingscaleswhenexploringtheimportanceoffaircomparisonandinterrogatingfinancialclaims andsources. Interculturalunderstanding Studentsdevelopinterculturalunderstandingastheylearntovaluetheirowncultures,languagesandbeliefs,andthoseof others.Theycometounderstandhowpersonal,groupandnationalidentitiesareshaped,andthevariableandchanging natureofculture.Thecapabilityinvolvesstudentsinlearningaboutandengagingwithdiverseculturesinwaysthatrecognise commonalitiesanddifferences,createconnectionswithothersandcultivatemutualrespect. InterculturalunderstandingcanbeenhancedinMathematicswhenstudentsareexposedtoarangeofculturaltraditions. Studentslearntounderstandthatmathematicalexpressionsuseuniversalsymbols,whilemathematicalknowledgehasits origininmanycultures.Studentsrealisethatproficienciessuchasunderstanding,fluency,reasoningandproblemsolving arenotcultureorlanguagespecific,butthatmathematicalreasoningandunderstandingcanfinddifferentexpressionin differentculturesandlanguages.Newtechnologiesanddigitallearningenvironmentsprovideinteractivecontextsfor exploringmathematicalproblemsfromarangeofculturalperspectivesandwithindiverseculturalcontexts.Studentscan applymathematicalthinkingtoidentifyandresolveissuesrelatedtolivingwithdiversity.
l l l
Thecrosscurriculumprioritiesareembeddedinthecurriculumandwillhaveastrongbutvaryingpresencedependingon theirrelevancetoeachofthelearningareas. AboriginalandTorresStraitIslanderhistoriesandcultures
12
Mathematics
Organisation
AboriginalandTorresStraitIslandercommunitiesarestrong,richanddiverse.AboriginalandTorresStraitIslanderIdentityis centraltothispriorityandisintrinsicallylinkedtoliving,learningAboriginalandTorresStraitIslandercommunities,deep knowledgetraditionsandholisticworldview. AconceptualframeworkbasedonAboriginalandTorresStraitIslanderPeoplesuniquesenseofIdentityhasbeen developedasastructuraltoolfortheembeddingofAboriginalandTorresStraitIslanderhistoriesandcultureswithinthe Australiancurriculum.ThissenseofIdentityisapproachedthroughtheinterconnectedaspectsofCountry/Place,Peopleand Culture.Embracingtheseelementsenhancesallareasofthecurriculum. TheAboriginalandTorresStraitIslanderpriorityprovidesopportunitiesforalllearnerstodeepentheirknowledgeofAustralia byengagingwiththeworldsoldestcontinuouslivingcultures.Thisknowledgeandunderstandingwillenrichtheirabilityto participatepositivelyintheongoingdevelopmentofAustralia. TheAustralianCurriculum:mathematicsvaluesAboriginalandTorresStraitIslanderhistoriesandcultures.Itprovides opportunitiesforstudentstoappreciatethatAboriginalandTorresStraitIslandersocietieshavesophisticatedapplicationsof mathematicalconcepts. Studentswillexploreconnectionsbetweenrepresentationsofnumberandpatternandhowtheyrelatetoaspectsof AboriginalandTorresStraitIslandercultures.Theywillinvestigatetime,place,relationshipsandmeasurementconceptsin AboriginalandTorresStraitIslandercontexts.StudentswilldeepentheirunderstandingofthelivesofAboriginalandTorres StraitIslanderPeoplesthroughtheapplicationandevaluationofstatisticaldata. AsiaandAustraliasengagementwithAsia IntheAustralianCurriculum:Mathematics,thepriorityofAsiaandAustraliasengagementwithAsiaprovidesrichand engagingcontextsfordevelopingstudentsmathematicalknowledge,skillsandunderstanding. TheAustralianCurriculum:Mathematicsprovidesopportunitiesforstudentstolearnabouttheunderstandingsand applicationsofMathematicsinAsia.MathematiciansfromAsiacontinuetocontributetotheongoingdevelopmentof Mathematics. Inthislearningarea,studentsdevelopmathematicalunderstandinginfieldssuchasnumber,patterns,measurement, symmetryandstatisticsbydrawingonknowledgeofandexamplesfromtheAsiaregion.Thesecouldincludecalculation, money,art,architecture,designandtravel.Investigationsinvolvingdatacollection,representationandanalysiscanbeused toexamineissuespertinenttotheAsiaregion. Sustainability IntheAustralianCurriculum:Mathematics,thepriorityofsustainabilityprovidesrich,engagingandauthenticcontextsfor developingstudentsabilitiesinnumberandalgebra,measurementandgeometry,andstatisticsandprobability. TheAustralianCurriculum:Mathematicsprovidesopportunitiesforstudentstodeveloptheproficienciesofproblemsolving andreasoningessentialfortheexplorationofsustainabilityissuesandtheirsolutions.Mathematicalunderstandingsand skillsarenecessarytomeasure,monitorandquantifychangeinsocial,economicandecologicalsystemsovertime. Statisticalanalysisenablespredictionofprobablefuturesbasedonfindingsandhelpsinformdecisionmakingandactions thatwillleadtopreferredfutures. Inthislearningarea,studentscanobserve,recordandorganisedatacollectedfromprimarysourcesovertimeandanalyse datarelatingtoissuesofsustainabilityfromsecondarysources.Theycanapplyspatialreasoning,measurement, estimation,calculationandcomparisontogaugelocalecosystemhealthandcancostproposedactionsforsustainability.
13
Mathematics
Organisation
Learninginmathematicsinvolvestheuseofknowledgeandskillslearntinotherareas,particularlyinEnglish,scienceand history. TheAustralianNationalNumeracyReviewReport(2008)identifiednumeracyasrequiringanacrosstheschool commitment,includingmathematical,strategicandcontextualaspects.Thisacrosstheschoolcommitmentcanbe managedbyincludingspecificreferencestoothercurriculumareasinthemathematicscurriculum,andtheidentificationof keynumeracycapacitiesinthedescriptionsofothercurriculumareasbeingdeveloped.Forexample,thefollowingaresome ofthenumeracyperspectivesthatcouldberelevanttoEnglish,scienceandhistory. English OneaspectofthelinkwithEnglishandliteracyisthat,alongwithotherelementsofstudy,numeracycanbeunderstoodand acquiredonlywithinthecontextofthesocial,cultural,political,economicandhistoricalpracticestowhichitisintegral. Studentsneedtobeabletodrawonquantitativeandspatialinformationtoderivemeaningfromcertaintypesoftexts encounteredinthesubjectofEnglish. Science Practicalworkandproblemsolvingacrossallthesciencesrequirethecapacitytoorganiseandrepresentdatainarangeof formsplot,interpretandextrapolategraphsestimateandsolveratioproblemsuseformulasflexiblyinarangeofsituations performunitconversionsanduseandinterpretratesincludingconcentrations,sampling,scientificnotation,andsignificant figures. History Learninginhistoryincludesinterpretingandrepresentinglargenumbersandarangeofdatasuchasthoseassociatedwith populationstatisticsandgrowth,financialdata,figuresforexportsandimports,immigrationstatistics,mortalityrates,war enlistmentsandcasualtyfigureschanceevents,correlationandcausationimaginingtimelinesandtimeframesto reconcilerelatedeventsandtheperceptionandspatialvisualisationrequiredforgeopoliticalconsiderations,suchas changesinbordersofstatesandinecology.
Inmathematics,challengingproblemscanbeposedusingbasicageappropriatecontent.Acceleratingstudentsbyusing contentbeyondtheiryearlevelmaynotbethebestwaytoextendproficientmathematicians.Choosingengagingexperiences ascontextsforavarietyoftasksassistsinmakingmathematicsinclusive,andthesetaskscanbeeffectivelydifferentiated bothforstudentsexperiencingdifficultyandthosewhocompletetaskseasily.Theproficiencystrandsapplyexpectationsof therangeandnatureofhowmathematicalcontentisenacted,andcanhelpfocusteaching. TeachersusetheAustralianCurriculumcontentandachievementstandardsfirsttoidentifycurrentlevelsoflearningand achievementandthentoselectthemostappropriatecontent(possiblyfromacrossseveralyearlevels)toteachindividual studentsand/orgroupsofstudents.Thistakesintoaccountthatineachclasstheremaybestudentswitharangeofprior achievement(below,at,andabovetheyearlevelexpectations)andthatteachersplantobuildoncurrentlearning. Teachersalsousetheachievementstandards,attheendofaperiodofteaching,tomakeonbalancejudgmentsaboutthe qualityoflearningdemonstratedbythestudentsthatiswhethertheyhaveachievedbelow,at,orabovethestandard.To makethesejudgments,teachersdrawonassessmentdatathattheyhavecollectedasevidenceduringthecourseofthe teachingperiod.Thesejudgmentsaboutthequalityoflearningareonesourceoffeedbacktostudentsandtheirparentsand informformalreportingprocesses.
14
Mathematics
Organisation
Ifateacherjudgesthatastudentsachievementisbelowtheexpectedstandard,thissuggeststhattheteachingprograms andpracticeshouldbereviewedtobetterassistindividualstudentsintheirlearninginthefuture.Italsosuggeststhat additionalsupportandtargetedteachingwillbeneededtoensurethatthestudentdoesnotfallbehind. AssessmentoftheAustralianCurriculumtakesplaceindifferentlevelsandfordifferentpurposes,including:

l
15
Curriculum F10
FoundationYear
TheproficiencystrandsUnderstanding,Fluency,ProblemSolvingandReasoningareanintegralpartofmathematics contentacrossthethreecontentstrands:NumberandAlgebra,MeasurementandGeometry,andStatisticsand Probability.Theproficienciesreinforcethesignificanceofworkingmathematicallywithinthecontentanddescribehowthe contentisexploredordeveloped.Theyprovidethelanguagetobuildinthedevelopmentalaspectsofthelearningof mathematics.
Atthisyearlevel:
Understandingincludesconnectingnames,numeralsandquantities Fluencyincludesreadilycountingnumbersinsequences,continuingpatterns,andcomparingthelengthsofobjects ProblemSolvingincludesusingmaterialstomodelauthenticproblems,sortingobjects,usingfamiliarcountingsequences tosolveunfamiliarproblems,anddiscussingthereasonablenessoftheanswer Reasoningincludesexplainingcomparisonsofquantities,creatingpatterns,andexplainingprocessesforindirect comparisonoflength NumberandAlgebra Numberandplacevalue Establishunderstandingofthelanguageand processesofcountingbynamingnumbersin sequences,initiallytoandfrom20,movingfromany startingpoint(ACMNA001)
l l
Elaborations
l
readingstoriesfromotherculturesfeaturingcountingin sequencetoassiststudentstorecognisewaysofcounting inlocallanguagesandacrosscultures identifyingthenumberwordsinsequence,backwardsand forwards,andreasoningwiththenumbersequences, establishingthelanguageonwhichsubsequentcounting experiencescanbebuilt developingfluencywithforwardsandbackwardscountingin meaningfulcontexts,includingstoriesandrhymes understandingthatnumbersaresaidinaparticularorder andtherearepatternsinthewaywesaythem understandingthateachobjectmustbecountedonlyonce, thatthearrangementofobjectsdoesnotaffecthowmany thereare,andthatthelastnumbercountedanswersthe howmanyquestion usingscenariostohelpstudentsrecognisethatother culturescountinavarietyofways,suchasbyplacingone pebbleinabagtorepresentoneobject(forexampleto countthenumberofcattle). usingsubitisingasthebasisfororderingandcomparing collectionsofnumbers
Connectnumbernames,numeralsandquantities, includingzero,initiallyupto10andthenbeyond (ACMNA002)
Subitisesmallcollectionsofobjects(ACMNA003)
16
Mathematics
CurriculumF10
Compare,orderandmakecorrespondencesbetween collections,initiallyto20,andexplainreasoning (ACMNA289)
comparingandorderingitemsoflikeandunlike characteristicsusingthewordsmore,less,sameas andnotthesameasandgivingreasonsfortheseanswers understandingandusingtermssuchasfirstandsecond toindicateordinalpositioninasequence. usingobjectswhicharepersonallyandculturallyrelevantto students usingarangeofpracticalstrategiesforaddingsmall groupsofnumbers,suchasvisualdisplaysorconcrete materials usingAboriginalandTorresStraitIslandermethodsof adding,includingspatialpatternsandreasoning
Representpracticalsituationstomodeladditionand sharing(ACMNA004)
Patternsandalgebra Sortandclassifyfamiliarobjectsandexplainthebasis fortheseclassifications.Copy,continueandcreate patternswithobjectsanddrawings(ACMNA005)
Elaborations
l l
observingnaturalpatternsintheworldaroundus creatinganddescribingpatternsusingmaterials,sounds, movementsordrawings
MeasurementandGeometry Usingunitsofmeasurement Usedirectandindirectcomparisonstodecidewhichis longer,heavierorholdsmore,andexplainreasoningin everydaylanguage(ACMMG006)

l
Elaborations
l
comparingobjectsdirectly,byplacingoneobjectagainst anothertodeterminewhichislongerorbypouringfromone containerintotheothertoseewhichoneholdsmore usingsuitablelanguageassociatedwithmeasurement attributes,suchastallandtaller,heavyandheavier, holdsmoreandholdsless knowingandidentifyingthedaysoftheweekandlinking specificdaystofamiliarevents sequencingfamiliareventsintimeorder choosingeventsandactionsthatmakeconnectionswith studentseverydayfamilyroutines
Compareandorderthedurationofeventsusingthe everydaylanguageoftime(ACMMG007)
Connectdaysoftheweektofamiliareventsandactions (ACMMG008) Shape Sort,describeandnamefamiliartwodimensional shapesandthreedimensionalobjectsinthe environment(ACMMG009) Locationandtransformation
Elaborations
l
sortinganddescribingsquares,circles,triangles, rectangles,spheresandcubes
Elaborations
17
Mathematics
CurriculumF10
Describepositionandmovement(ACMMG010)
interpretingtheeverydaylanguageoflocationanddirection, suchasbetween,near,nextto,forwards,towards followingandgivingsimpledirectionstoguideafriend aroundanobstaclepathandviceversa
StatisticsandProbability Datarepresentationandinterpretation Answeryes/noquestionstocollectinformation (ACMSP011)

l
Elaborations
l
posingquestionsaboutthemselvesandfamiliarobjects andevents representingresponsestoquestionsusingsimple displays,includinggroupingstudentsaccordingtotheir answers usingdatadisplaystoanswersimplequestionssuchas howmanystudentsansweredyestohavingbrownhair?
BytheendoftheFoundationyear,studentsmakeconnectionsbetweennumbernames,numeralsandquantitiesupto10. Theycompareobjectsusingmass,lengthandcapacity.Studentsconnecteventsandthedaysoftheweek.Theyexplainthe orderanddurationofevents.Theyuseappropriatelanguagetodescribelocation. Studentscounttoandfrom20andordersmallcollections.Theygroupobjectsbasedoncommoncharacteristicsandsort shapesandobjects.Studentsanswersimplequestionstocollectinformation.
18
Mathematics
CurriculumF10
Year1
TheproficiencystrandsUnderstanding,Fluency,ProblemSolvingandReasoningareanintegralpartofmathematics contentacrossthethreecontentstrands:NumberandAlgebra,MeasurementandGeometry,andStatisticsand Probability.Theproficienciesreinforcethesignificanceofworkingmathematicallywithinthecontentanddescribehowthe contentisexploredordeveloped.Theyprovidethelanguagetobuildinthedevelopmentalaspectsofthelearningof mathematics. Atthisyearlevel:Understandingincludesconnectingnames,numeralsandquantities,andpartitioningnumbersinvarious ways Fluencyincludescountingnumberinsequencesreadilyforwardandbackwards,locatingnumbersonaline,andnamingthe daysoftheweek ProblemSolvingincludesusingmaterialstomodelauthenticproblems,givingandreceivingdirectionstounfamiliarplaces, andusingfamiliarcountingsequencestosolveunfamiliarproblemsanddiscusingthereasonablenessoftheanswer Reasoningincludesexplainingdirectandindirectcomparisonsoflengthusinguniforminformalunits,justifying representationsofdata,andexplainingpatternsthathavebeencreated NumberandAlgebra Numberandplacevalue Developconfidencewithnumbersequencestoandfrom100 byonesfromanystartingpoint.Skipcountbytwos,fivesand tensstartingfromzero(ACMNA012)
l l
Elaborations
l
usingthepopularKoreancountinggame(samyuk gu)forskipcounting developingfluencywithforwardsandbackwards countinginmeaningfulcontextssuchascirclegames modellingnumberswitharangeofmaterialand images identifyingnumbersthatarerepresentedona numberlineandplacingnumbersonaprepared numberline understandingpartitioningofnumbersandthe importanceofgroupingintens understandingtwodigitnumbersascomprisedof tensandones/units developingarangeofmentalstrategiesforaddition andsubtractionproblems
Recognise,model,read,writeandordernumberstoatleast 100.Locatethesenumbersonanumberline(ACMNA013)
Countcollectionsto100bypartitioningnumbersusingplace value(ACMNA014)
Representandsolvesimpleadditionandsubtraction problemsusingarangeofstrategiesincludingcountingon, partitioningandrearrangingparts(ACMNA015)
Fractionsanddecimals Recogniseanddescribeonehalfasoneoftwoequalpartsof awhole.(ACMNA016)
Elaborations
l
sharingacollectionofreadilyavailablematerialsinto twoequalportions splittinganobjectintotwoequalpiecesand describinghowthepiecesareequal
19
Mathematics
CurriculumF10
Moneyandfinancialmathematics Recognise,describeandorderAustraliancoinsaccordingto theirvalue(ACMNA017)
Elaborations
l
showingthatcoinsaredifferentinothercountriesby comparingAsiancoinstoAustraliancoins understandingthatthevalueofAustraliancoinsisnot relatedtosize describingthefeaturesofcoinsthatmakeitpossible toidentifythem
Patternsandalgebra Investigateanddescribenumberpatternsformedbyskip countingandpatternswithobjects(ACMNA018)
Elaborations
l
usingplacevaluepatternsbeyondtheteensto generalisethenumbersequenceandpredictthenext number investigatingpatternsinthenumbersystem,suchas theoccurrenceofaparticulardigitinthenumbersto 100
MeasurementandGeometry Usingunitsofmeasurement Measureandcomparethelengthsandcapacitiesofpairsof objectsusinguniforminformalunits(ACMMG019)

l
Elaborations
l
understandingthatinordertocompareobjects,the unitofmeasurementmustbethesamesize
Telltimetothehalfhour(ACMMG020)
readingtimeonanalogueanddigitalclocksand observingthecharacteristicsofhalfhourtimes describingthedurationoffamiliarsituationssuchas howlongisituntilwenextcometoschool?
Describedurationusingmonths,weeks,daysandhours (ACMMG021) Shape Recogniseandclassifyfamiliartwodimensionalshapesand threedimensionalobjectsusingobviousfeatures (ACMMG022)
Elaborations
l
focusingongeometricfeaturesanddescribing shapesandobjectsusingeverydaywordssuchas 'corners','edges'and'faces'
Locationandtransformation Giveandfollowdirectionstofamiliarlocations(ACMMG023)
Elaborations
l
understandingthatpeopleneedtogiveandfollow directionstoandfromaplace,andthatthisinvolves turns,directionanddistance understandingthemeaningandimportanceofwords suchasclockwise,anticlockwise,forwardand underwhengivingandfollowingdirections interpretingandfollowingdirectionsaroundfamiliar locations
20
Mathematics
CurriculumF10
StatisticsandProbability Chance Identifyoutcomesoffamiliareventsinvolvingchanceand describethemusingeverydaylanguagesuchaswillhappen, wonthappenormighthappen(ACMSP024) Elaborations

l
Elaborations
l
justifyingthatsomeeventsarecertainorimpossible
Datarepresentationandinterpretation Choosesimplequestionsandgatherresponses(ACMSP262) Representdatawithobjectsanddrawingswhereoneobjector drawingrepresentsonedatavalue.Describethedisplays (ACMSP263)
determiningwhichquestionswillgatherappropriate responsesforasimpleinvestigation understandingonetoonecorrespondence describingdisplaysbyidentifyingcategorieswiththe greatestorleastnumberofobjects
l l
BytheendofYear1,studentsdescribenumbersequencesresultingfromskipcountingby2s,5sand10s.Theyidentify representationsofonehalf.TheyrecogniseAustraliancoinsaccordingtotheirvalue.Studentsexplaintimedurations.They describetwodimensionalshapesandthreedimensionalobjects.Studentsdescribedatadisplays. Studentscounttoandfrom100andlocatenumbersonanumberline.Theycarryoutsimpleadditionsandsubtractions usingcountingstrategies.Theypartitionnumbersusingplacevalue.Theycontinuesimplepatternsinvolvingnumbersand objects.Studentsorderobjectsbasedonlengthsandcapacitiesusinginformalunits.Theytelltimetothehalfhour.They usethelanguageofdirectiontomovefromplacetoplace.Studentsclassifyoutcomesofsimplefamiliarevents.Theycollect databyaskingquestionsanddrawsimpledatadisplays.
21
Mathematics
CurriculumF10
Year2
Atthisyearlevel:
Understandingincludesconnectingnumbercalculationswithcountingsequences,partitioningandcombiningnumbers flexibly,identifyinganddescribingtherelationshipbetweenadditionandsubtractionandbetweenmultiplicationanddivision Fluencyincludescountingnumbersinsequencesreadily,usinginformalunitsiterativelytocomparemeasurements,using thelanguageofchancetodescribeoutcomesoffamiliarchanceeventsanddescribingandcomparingtimedurations ProblemSolvingincludesformulatingproblemsfromauthenticsituations,makingmodelsandusingnumbersentencesthat representproblemsituations,andmatchingtransformationswiththeiroriginalshape Reasoningincludesusingknownfactstoderivestrategiesforunfamiliarcalculations,comparingandcontrastingrelated modelsofoperations,andcreatingandinterpretingsimplerepresentationsofdata NumberandAlgebra Numberandplacevalue Investigatenumbersequences,initiallythoseincreasing anddecreasingbytwos,threes,fivesandtenfromany startingpoint,thenmovingtoothersequences. (ACMNA026)
l l
Elaborations
l
developingfluencyandconfidencewithnumbersand calculationsbysayingnumbersequences recognisingpatternsinnumbersequences,suchas adding10alwaysresultsinthesamefinaldigit
Recognise,model,representandordernumberstoat least1000(ACMNA027)
recognisingtherearedifferentwaysofrepresenting numbersandidentifyingpatternsgoingbeyond100 developingfluencywithwritingnumbersinmeaningful contexts usinganabacustomodelandrepresentnumbers understandingthreedigitnumbersascomprisedof hundreds,tensandones/units demonstratingandusingmodelssuchaslinkingblocks, sticksinbundles,placevalueblocksandAboriginalbead stringsandexplainingreasoning becomingfluentwithpartitioningnumberstounderstand theconnectionbetweenadditionandsubtraction usingcountingontoidentifythemissingelementinan additiveproblem
Group,partitionandrearrangecollectionsupto1000in hundreds,tensandonestofacilitatemoreefficient counting(ACMNA028)
l l
Exploretheconnectionbetweenadditionandsubtraction (ACMNA029)
22
Mathematics
CurriculumF10
Solvesimpleadditionandsubtractionproblemsusinga rangeofefficientmentalandwrittenstrategies (ACMNA030)
becomingfluentwitharangeofmentalstrategiesfor additionandsubtractionproblems,suchas commutativityforaddition,buildingto10,doubles,10 factsandadding10 modellingandrepresentingsimpleadditivesituations usingmaterialssuchas10frames,20framesandempty numberlines representingarrayproblemswithavailablematerialsand explainingreasoning visualisingagroupofobjectsasaunitandusingthisto calculatethenumberofobjectsinseveralidentical groups dividingtheclassoracollectionofobjectsintoequal sizedgroups identifyingthedifferencebetweendividingasetofobjects intothreeequalgroupsanddividingthesamesetof objectsintogroupsofthree
Recogniseandrepresentmultiplicationasrepeated addition,groupsandarrays(ACMNA031)
Recogniseandrepresentdivisionasgroupingintoequal setsandsolvesimpleproblemsusingthese representations(ACMNA032)
Fractionsanddecimals Recogniseandinterpretcommonusesofhalves,quarters andeighthsofshapesandcollections(ACMNA033)
Elaborations
l
recognisingthatsetsofobjectscanbepartitionedin differentwaystodemonstratefractions relatingthenumberofpartstothesizeofafraction
Moneyandfinancialmathematics CountandordersmallcollectionsofAustraliancoinsand notesaccordingtotheirvalue(ACMNA034)
Elaborations
l
identifyingequivalentvaluesincollectionsofcoinsor notes,suchastwofivecentcoinshavingthesamevalue asone10centcoin countingcollectionsofcoinsornotestomakeupa particularvalue,suchasthatshownonapricetag
Patternsandalgebra Describepatternswithnumbersandidentifymissing elements(ACMNA035)
Elaborations
l
describingapatterncreatedbyskipcountingand representingthepatternonanumberline investigatingfeaturesofnumberpatternsresultingfrom addingtwos,fivesor10s representingawordproblemasanumbersentence writingawordproblemtorepresentanumbersentence
Solveproblemsbyusingnumbersentencesforadditionor subtraction(ACMNA036)
l l
MeasurementandGeometry Usingunitsofmeasurement Elaborations
23
Mathematics
CurriculumF10
Compareandorderseveralshapesandobjectsbasedon length,area,volumeandcapacityusingappropriate uniforminformalunits(ACMMG037)
comparinglengthsusingfingerlength,handspanora pieceofstring comparingareasusingthepalmofthehandorastone comparingcapacitiesusingarangeofcontainers usingbalancescalestodeterminewhetherthemassof differentobjectsismore,lessoraboutthesame,orto findouthowmanymarblesareneededtobalanceatub ofmargarineoracartonofmilk describingthecharacteristicsofquarterpasttimesonan analogueclock,andidentifyingthatthesmallhandis pointingjustpastthenumberandthebighandis pointingtothethree investigatingtheseasonsusedbyAboriginalpeople, comparingthemtothoseusedinWesternsocietyand recognisingtheconnectiontoweatherpatterns. usingcalendarstolocatespecificinformation,suchas findingagivendateonacalendarandsayingwhatdayit is,andidentifyingpersonallyorculturallyspecificdays
l l
Comparemassesofobjectsusingbalancescales (ACMMG038)
Telltimetothequarterhour,usingthelanguageof'past' and'to'(ACMMG039)
Nameandordermonthsandseasons(ACMMG040)
Useacalendartoidentifythedateanddeterminethe numberofdaysineachmonth(ACMMG041) Shape Describeanddrawtwodimensionalshapes,withand withoutdigitaltechnologies(ACMMG042)
Elaborations
l
identifyingkeyfeaturesofsquares,rectangles,triangles, kites,rhombusesandcircles,suchasstraightlinesor curvedlines,andcountingtheedgesandcorners identifyinggeometricfeaturessuchasthenumberof faces,cornersoredges
Describethefeaturesofthreedimensionalobjects (ACMMG043) Locationandtransformation Interpretsimplemapsoffamiliarlocationsandidentifythe relativepositionsofkeyfeatures(ACMMG044)
Elaborations
l
understandingthatweuserepresentationsofobjects andtheirpositions,suchasonmaps,toallowusto receiveandgivedirectionsandtodescribeplace constructingarrangementsofobjectsfromasetof directions understandingthatobjectscanbemovedbutchanging positiondoesnotalteranobjectssizeorfeatures
Investigatetheeffectofonestepslidesandflipswithand withoutdigitaltechnologies(ACMMG045)
Identifyanddescribehalfandquarterturns(ACMMG046)
predictingandreproducingapatternbasedaroundhalf andquarterturnsofashapeandsketchingthenext elementinthepattern
StatisticsandProbability
24
Mathematics
CurriculumF10
Chance Identifypracticalactivitiesandeverydayeventsthatinvolve chance.Describeoutcomesaslikelyorunlikelyand identifysomeeventsascertainor impossible(ACMSP047)
Elaborations
l
classifyingalistofeverydayeventsaccordingtohow likelytheyaretohappen,usingthelanguageofchance, andexplainingreasoning
Datarepresentationandinterpretation Identifyaquestionofinterestbasedononecategorical variable.Gatherdatarelevanttothequestion(ACMSP048)
Elaborations
l
determiningthevarietyofbirdlifeintheplaygroundand usingapreparedtabletorecordobservations
Collect,checkandclassifydata(ACMSP049)
l l
recognisingtheusefulnessoftallymarks identifyingcategoriesofdataandusingthemtosortdata creatingpicturegraphstorepresentdatausingoneto onecorrespondence comparingtheusefulnessofdifferentdatadisplays
Createdisplaysofdatausinglists,tableandpicture graphsandinterpretthem(ACMSP050)
BytheendofYear2,studentsrecogniseincreasinganddecreasingnumbersequencesinvolving2s,3sand5s.They representmultiplicationanddivisionbygroupingintosets.TheyassociatecollectionsofAustraliancoinswiththeirvalue. Studentsidentifythemissingelementinanumbersequence.Studentsrecognisethefeaturesofthreedimensionalobjects. Theyinterpretsimplemapsoffamiliarlocations.Theyexplaintheeffectsofonesteptransformations.Studentsmakesense ofcollectedinformation. Studentscounttoandfrom1000.Theyperformsimpleadditionandsubtractioncalculationsusingarangeofstrategies. Theydividecollectionsandshapesintohalves,quartersandeighths.Studentsordershapesandobjectsusinginformal units.Theytelltimetothequarterhouranduseacalendartoidentifythedateandthemonthsincludedinseasons.They drawtwodimensionalshapes.Theydescribeoutcomesforeverydayevents.Studentscollectdatafromrelevantquestions tocreatelists,tablesandpicturegraphs.
25
Mathematics
CurriculumF10
Year3
TheproficiencystrandsUnderstanding,Fluency,ProblemSolvingandReasoningareanintegralpartofmathematics contentacrossthethreecontentstrands:NumberandAlgebra,MeasurementandGeometry,andStatisticsand Probability.Theproficienciesreinforcethesignificanceofworkingmathematicallywithinthecontentanddescribehowthe contentisexploredordeveloped.Theyprovidethelanguagetobuildinthedevelopmentalaspectsofthelearningof mathematics. Atthisyearlevel: Understandingincludesconnectingnumberrepresentationswithnumbersequences,partitioningandcombiningnumbers flexibly,representingunitfractions,usingappropriatelanguagetocommunicatetimes,andidentifyingenvironmental symmetry Fluencyincludesrecallingmultiplicationfacts,usingfamiliarmetricunitstoorderandcompareobjects,identifyingand describingoutcomesofchanceexperiments,interpretingmapsandcommunicatingpositions ProblemSolvingincludesformulatingandmodellingauthenticsituationsinvolvingplanningmethodsofdatacollectionand representation,makingmodelsofthreedimensionalobjectsandusingnumberpropertiestocontinuenumberpatterns Reasoningincludesusinggeneralisingfromnumberpropertiesandresultsofcalculations,comparingangles,creatingand interpretingvariationsintheresultsofdatacollectionsanddatadisplays NumberandAlgebra Numberandplacevalue Investigatetheconditionsrequiredfora numbertobeoddorevenandidentifyoddand evennumbers(ACMNA051)
l l
Elaborations
l
identifyingevennumbersusingskipcountingbytwosorbygrouping evencollectionsofobjectsintwos explainingwhyallnumbersthatendinthedigits0,2,4,6and8are evenandthatnumbersendingin1,3,5,7and9areodd placingfourdigitnumbersonanumberlineusinganappropriate scale reproducingnumbersinwordsusingtheirnumericalrepresentations andviceversa recognisingthat10000equals10thousands,100hundreds,1000 tensand10000ones justifyingchoicesaboutpartitioningandregroupingnumbersinterms oftheirusefulnessforparticularcalculations demonstratingtheconnectionbetweenadditionandsubtraction usingpartitioningorbywritingequivalentnumbersentences
Recognise,model,representandorder numberstoatleast10000(ACMNA052)
Applyplacevaluetopartition,rearrangeand regroupnumberstoatleast10000toassist calculationsandsolveproblems(ACMNA053)
Recogniseandexplaintheconnection betweenadditionandsubtraction(ACMNA054)
26
Mathematics
CurriculumF10
Recalladditionfactsforsingledigitnumbers andrelatedsubtractionfactstodevelop increasinglyefficientmentalstrategiesfor computation(ACMNA055) Recallmultiplicationfactsoftwo,three,fiveand tenandrelateddivisionfacts(ACMNA056) Representandsolveproblemsinvolving multiplicationusingefficientmentalandwritten strategiesandappropriatedigitaltechnologies (ACMNA057)
recognisingthatcertainsingledigitnumbercombinationsalways resultinthesameanswerforadditionandsubtraction,andusingthis knowledgeforadditionandsubtractionoflargernumbers combiningknowledgeofadditionandsubtractionfactsand partitioningtoaidcomputation(forexample57+19=57+201)
establishingmultiplicationfactsusingnumbersequences
l l
writingsimplewordproblemsinnumericalformandviceversa usingacalculatortocheckthesolutionandreasonablenessofthe answer
Fractionsanddecimals Modelandrepresentunitfractionsincluding 1/2,1/4,1/3,1/5andtheirmultiplestoa completewhole(ACMNA058)
Elaborations
l
partitioningareas,lengthsandcollectionstocreatehalves,thirds, quartersandfifths,suchasfoldingthesamesizedsheetsofpaperto illustratedifferentunitfractionsandcomparingthenumberofparts withtheirsizes locatingunitfractionsonanumberline recognisingthatinEnglishthetermonethirdisused(order: numerator,denominator)butthatinotherlanguagesthisconcept maybeexpressedasthreeparts,oneofthem(order:denominator, numerator)forexampleJapanese
l l
Moneyandfinancialmathematics Representmoneyvaluesinmultiplewaysand countthechangerequiredforsimple transactionstothenearestfivecents (ACMNA059)
Elaborations
l
recognisingtherelationshipbetweendollarsandcents,andthatnot allcountriesusethesedenominationsanddivisions(forexample JapaneseYen)
Patternsandalgebra Describe,continue,andcreatenumber patternsresultingfromperformingadditionor subtraction(ACMNA060)
Elaborations
l l
identifyingandwritingtherulesfornumberpatterns describingaruleforanumberpattern,thencreatingthepattern
MeasurementandGeometry Usingunitsofmeasurement Measure,orderandcompareobjectsusing familiarmetricunitsoflength,massand capacity(ACMMG061) Elaborations

l l
recognisingtheimportanceofusingcommonunitsofmeasurement recognisingandusingcentimetresandmetres,gramsand kilograms,andmillilitresandlitres
27
Mathematics
CurriculumF10
Telltimetotheminuteandinvestigatethe relationshipbetweenunitsoftime (ACMMG062) Shape Makemodelsofthreedimensionalobjects anddescribekeyfeatures(ACMMG063)
recognisingthereare60minutesinanhourand60secondsina minute
Elaborations
l
exploringthecreationofthreedimensionalobjectsusingorigami, includingprismsandpyramids
Locationandtransformation Createandinterpretsimplegridmapstoshow positionandpathways(ACMMG065)
Elaborations
l
creatingamapoftheclassroomorplayground
Identifysymmetryintheenvironment (ACMMG066)
l l
identifyingsymmetryinAboriginalrockcarvingsorart identifyingsymmetryinthenaturalandbuiltenvironment
Geometricreasoning Identifyanglesasmeasuresofturnand compareanglesizesineverydaysituations (ACMMG064)
Elaborations
l
openingdoorspartiallyandfullyandcomparingthesizeoftheangles created recognisingthatanalogueclocksusetheturningofarmstoindicate time,andcomparingthesizeofanglesbetweenthearmsforfamiliar times
StatisticsandProbability Chance Conductchanceexperiments,identifyand describepossibleoutcomesandrecognise variationinresults(ACMSP067) Datarepresentationandinterpretation Identifyquestionsorissuesforcategorical variables.Identifydatasourcesandplan methodsofdatacollectionandrecording (ACMSP068) Elaborations
l
Elaborations
l
conductingrepeatedtrialsofchanceexperimentssuchastossinga coinordrawingaballfromabagandidentifyingthevariations betweentrials
refiningquestionsandplanninginvestigationsthatinvolvecollecting data,andcarryingouttheinvestigation(forexamplenarrowingthe focusofaquestionsuchaswhichisthemostpopularbreakfast cereal?towhichisthemostpopularbreakfastcerealamongYear3 studentsinourclass?)
28
Mathematics
CurriculumF10
Collectdata,organiseintocategoriesand createdisplaysusinglists,tables,picture graphsandsimplecolumngraphs,withand withouttheuseofdigitaltechnologies (ACMSP069)
exploringmeaningfulandincreasinglyefficientwaystorecorddata, andrepresentingandreportingtheresultsofinvestigations collectingdatatoinvestigatefeaturesinthenaturalenvironment
Interpretandcomparedatadisplays (ACMSP070)
comparingvariousstudentgenerateddatarepresentationsand describingtheirsimilaritiesanddifferences
BytheendofYear3,studentsrecognisetheconnectionbetweenadditionandsubtractionandsolveproblemsusingefficient strategiesformultiplication.Theymodelandrepresentunitfractions.Theyrepresentmoneyvaluesinvariousways.Students identifysymmetryintheenvironment.Theymatchpositionsonmapswithgiveninformation.Studentsrecogniseanglesin realsituations.Theyinterpretandcomparedatadisplays. Studentscounttoandfrom10000.Theyclassifynumbersaseitheroddoreven.Theyrecalladditionandmultiplicationfacts forsingledigitnumbers.Studentscorrectlycountoutchangefromfinancialtransactions.Theycontinuenumberpatterns involvingadditionandsubtraction.Studentsusemetricunitsforlength,massandcapacity.Theytelltimetothenearest minute.Studentsmakemodelsofthreedimensionalobjects.Studentsconductchanceexperimentsandlistpossible outcomes.Theycarryoutsimpledatainvestigationsforcategoricalvariables.
29
Mathematics
CurriculumF10
Year4
Atthisyearlevel:
Understandingincludesmakingconnectionsbetweenrepresentationsofnumbers,partitioningandcombiningnumbers flexibly,extendingplacevaluetodecimals,usingappropriatelanguagetocommunicatetimes,anddescribingpropertiesof symmetricalshapes Fluencyincludesrecallingmultiplicationtables,communicatingsequencesofsimplefractions,usinginstrumentsto measureaccurately,creatingpatternswithshapesandtheirtransformations,andcollectingandrecordingdata ProblemSolvingincludesformulating,modellingandrecordingauthenticsituationsinvolvingoperations,comparinglarge numberswitheachother,comparingtimedurations,andusingpropertiesofnumberstocontinuepatterns Reasoningincludesusinggeneralisingfromnumberpropertiesandresultsofcalculations,derivingstrategiesforunfamiliar multiplicationanddivisiontasks,comparingangles,communicatinginformationusinggraphicaldisplaysandevaluatingthe appropriatenessofdifferentdisplays NumberandAlgebra Numberandplacevalue Investigateandusethepropertiesofoddandevennumbers (ACMNA071) Elaborations
l
usingthefouroperationswithpairsofoddoreven numbersoroneoddandoneevennumber,thenusing therelationshipsestablishedtochecktheaccuracyof calculations reproducingfivedigitnumbersinwordsusingtheir numericalrepresentations,andviceversa
Recognise,representandordernumberstoatleasttensof thousands(ACMNA072) Applyplacevaluetopartition,rearrangeandregroup numberstoatleasttensofthousandstoassistcalculations andsolveproblems(ACMNA073)
recognisinganddemonstratingthattheplacevalue patternisbuiltontheoperationsofmultiplicationor divisionoftens
Investigatenumbersequencesinvolvingmultiplesof3,4,6, 7,8,and9(ACMNA074)
recognisingthatnumbersequencescanbeextended indefinitely,anddetermininganypatternsinthe sequences usingknownmultiplicationfactstocalculaterelated divisionfacts
Recallmultiplicationfactsupto1010andrelateddivision facts(ACMNA075)
30
Mathematics
CurriculumF10
Developefficientmentalandwrittenstrategiesanduse appropriatedigitaltechnologiesformultiplicationandfor divisionwherethereisnoremainder(ACMNA076)
usingknownfactsandstrategies,suchas commutativity,doublingandhalvingformultiplication, andconnectingdivisiontomultiplicationwhenthereis noremainder
Fractionsanddecimals Investigateequivalentfractionsusedincontexts (ACMNA077)
Elaborations
l
exploringtherelationshipbetweenfamiliesoffractions (halves,quartersandeighthsorthirdsandsixths)by foldingaseriesofpaperstripstoconstructafraction wall convertingmixednumberstoimproperfractionsand viceversa investigatingtheuseoffractionsandsharingasaway ofmanagingCountry:forexampletakingnomorethan halftheeggsfromanesttoprotectfuturebird populations usingdivisionby10toextendtheplacevaluesystem usingknowledgeoffractionstoestablishequivalences betweenfractionsanddecimalnotation
Countbyquartershalvesandthirds,includingwithmixed numerals.Locateandrepresentthesefractionsona numberline(ACMNA078)
Recognisethattheplacevaluesystemcanbeextendedto tenthsandhundredths.Makeconnectionsbetweenfractions anddecimalnotation(ACMNA079)
l l
Moneyandfinancialmathematics Solveproblemsinvolvingpurchasesandthecalculationof changetothenearestfivecentswithandwithoutdigital technologies(ACMNA080)
Elaborations
l
recognisingthatnotallcountriesusedollarsandcents, egIndiausesrupees. Carryingoutcalculationsinanothercurrencyaswellas indollarsandcents,andidentifyingbothasdecimal systems
Patternsandalgebra Exploreanddescribenumberpatternsresultingfrom performingmultiplication(ACMNA081)
Elaborations
l
identifyingexamplesofnumberpatternsineverydaylife
Solvewordproblemsbyusingnumbersentencesinvolving multiplicationordivisionwherethereisnoremainder (ACMNA082)
l l
representingawordproblemasanumbersentence writingawordproblemusingagivennumbersentence
Useequivalentnumbersentencesinvolvingadditionand subtractiontofindunknownquantities(ACMNA083)
writingnumbersentencestorepresentandanswer questionssuchas:Whenanumberisaddedto23the answeristhesameas57minus19.Whatisthe number? usingpartitioningtofindunknownquantitiesinnumber sentences
31
Mathematics
CurriculumF10
MeasurementandGeometry Usingunitsofmeasurement Usescaledinstrumentstomeasureandcomparelengths, masses,capacitiesandtemperatures(ACMMG084)

l l l
Elaborations
l
readingandinterpretingthegraduatedscalesona rangeofmeasuringinstrumentstothenearest graduation comparingareasusinggridpaper comparingvolumeusingcenticubes recognisingthatmetricunitsarenottheonlyunitsused throughouttheworld,forexamplemeasuringtheareaof floorspaceusingtatamimats(Japan),usingsquares forroomandhousearea(Australia) identifyingandusingthecorrectoperationforconverting unitsoftime calculatingthetimespentatschoolduringanormal schoolday calculatingthetimerequiredtotravelbetweentwo locations determiningarrivaltimegivendeparturetime
Compareobjectsusingfamiliarmetricunitsofareaand volume(ACMMG290)
Convertbetweenunitsoftime(ACMMG085) Useamandpmnotationandsolvesimpletimeproblems (ACMMG086)
Shape Comparetheareasofregularandirregularshapesby informalmeans(ACMMG087)
Elaborations
l
comparingareasusingmetricunits,suchascounting thenumberofsquarecentimetresrequiredtocovertwo areasbyoverlayingtheareaswithagridofcentimetre squares identifyingcommontwodimensionalshapesthatare partofacompositeshapebyrecreatingitfromthese shapes creatingatwodimensionalshapesfromverbalor writteninstructions
Compareanddescribetwodimensionalshapesthatresult fromcombiningandsplittingcommonshapes,withand withouttheuseofdigitaltechnologies(ACMMG088)
Locationandtransformation Usesimplescales,legendsanddirectionstointerpret informationcontainedinbasicmaps(ACMMG090)
Elaborations
l
identifyingthescaleusedonmapsofcitiesandrural areasinAustraliaandacityinIndonesiaanddescribing thedifference usingdirectionstofindfeaturesonamap usingstimulusmaterialssuchasthemotifsinCentral Asiantextiles,Tibetanartefacts,Indianlotusdesigns andsymmetryinYolnguorCentralandWesternDesert art
Createsymmetricalpatterns,picturesandshapeswithand withoutdigitaltechnologies(ACMMG091)
Geometricreasoning
Elaborations
32
Mathematics
CurriculumF10
Compareanglesandclassifythemasequalto,greaterthan orlessthanarightangle(ACMMG089)
creatinganglesandcomparingthemtoarightangle usingdigitaltechnologies
StatisticsandProbability Chance Describepossibleeverydayeventsandordertheirchances ofoccurring(ACMSP092)

l
Elaborations
l
usinglistsofeventsfamiliartostudentsandordering themfromleastlikelytomostlikelytooccur
Identifyeverydayeventswhereonecannothappenifthe otherhappens(ACMSP093)
usingexamplessuchasweather,whichcannotbedry andwetatthesametime
Identifyeventswherethechanceofonewillnotbeaffected bytheoccurrenceoftheother(ACMSP094)
explainingwhytheprobabilityofanewbabybeingeither aboyoragirldoesnotdependonthesexofthe previousbaby
Datarepresentationandinterpretation Selectandtrialmethodsfordatacollection,includingsurvey questionsandrecordingsheets(ACMSP095)
Elaborations
l
comparingtheeffectivenessofdifferentmethodsof collectingdata choosingthemosteffectivewaytocollectdatafora giveninvestigation exploringwaysofpresentingdataandshowingthe resultsofinvestigations investigatingdatadisplaysusingmanytoone correspondence
Constructsuitabledatadisplays,withandwithouttheuseof digitaltechnologies,fromgivenorcollecteddata.Include tables,columngraphsandpicturegraphswhereone picturecanrepresentmanydatavalues(ACMSP096)
Evaluatetheeffectivenessofdifferentdisplaysinillustrating datafeaturesincludingvariability(ACMSP097)
interpretingdatarepresentationsinthemediaandother forumsinwhichsymbolsrepresentmorethanonedata value suggestingquestionsthatcanbeansweredbyagiven datadisplayandusingthedisplaytoanswerquestions
BytheendofYear4,studentschooseappropriatestrategiesforcalculationsinvolvingmultiplicationanddivision.They recognisecommonequivalentfractionsinfamiliarcontextsandmakeconnectionsbetweenfractionanddecimalnotations uptotwodecimalplaces.Studentssolvesimplepurchasingproblems.Theyidentifyunknownquantitiesinnumber sentences.Theydescribenumberpatternsresultingfrommultiplication.Studentscompareareasofregularandirregular shapesusinginformalunits.Theysolveproblemsinvolvingtimeduration.Theyinterpretinformationcontainedinmaps. Studentsidentifydependentandindependentevents.Theydescribedifferentmethodsfordatacollectionandrepresentation, andevaluatetheireffectiveness.
33
Mathematics
CurriculumF10
Studentsusethepropertiesofoddandevennumbers.Theyrecallmultiplicationfactsto10x10andrelateddivisionfacts. Studentslocatefamiliarfractionsonanumberline.Theycontinuenumbersequencesinvolvingmultiplesofsingledigit numbers.Studentsusescaledinstrumentstomeasuretemperatures,lengths,shapesandobjects.Theyconvertbetween unitsoftime.Studentscreatesymmetricalshapesandpatterns.Theyclassifyanglesinrelationtoarightangle.Studentslist theprobabilitiesofeverydayevents.Theyconstructdatadisplaysfromgivenorcollecteddata.
34
Mathematics
CurriculumF10
Year5
Atthisyearlevel:
Understandingincludesmakingconnectionsbetweenrepresentationsofnumbers,usingfractionstorepresent probabilities,comparingandorderingfractionsanddecimalsandrepresentingtheminvariousways,describing transformationsandidentifyinglineandrotationalsymmetry Fluencyincludeschoosingappropriateunitsofmeasurementforcalculationofperimeterandarea,usingestimationto checkthereasonablenessofanswerstocalculationsandusinginstrumentstomeasureangles ProblemSolvingincludesformulatingandsolvingauthenticproblemsusingwholenumbersandmeasurementsand creatingfinancialplans Reasoningincludesinvestigatingstrategiestoperformcalculationsefficiently,continuingpatternsinvolvingfractionsand decimals,interpretingresultsofchanceexperiments,posingappropriatequestionsfordatainvestigationsandinterpreting datasets NumberandAlgebra Numberandplacevalue Identifyanddescribefactorsandmultiplesofwhole numbersandusethemtosolveproblems (ACMNA098)
l l
Elaborations
l l
exploringfactorsandmultiplesusingnumbersequences usingsimpledivisibilitytests
Useestimationandroundingtocheckthe reasonablenessofanswerstocalculations (ACMNA099)
recognisingtheusefulnessofestimationtocheckcalculations applyingmentalstrategiestoestimatetheresultofcalculations, suchasestimatingthecostofasupermarkettrolleyload
Solveproblemsinvolvingmultiplicationoflarge numbersbyoneortwodigitnumbersusingefficient mental,writtenstrategiesandappropriatedigital technologies(ACMNA100)
exploringtechniquesformultiplicationsuchastheareamodel, theItalianlatticemethodorthepartitioningofnumbers applyingthedistributivelawandusingarraystomodel multiplicationandexplaincalculationstrategies
Solveproblemsinvolvingdivisionbyaonedigit number,includingthosethatresultinaremainder (ACMNA101)
usingthefactthatequivalentdivisioncalculationsresultifboth numbersaredividedbythesamefactor interpretingandrepresentingtheremainderindivision calculationssensiblyforthecontext
35
Mathematics
CurriculumF10
Useefficientmentalandwrittenstrategiesandapply appropriatedigitaltechnologiestosolveproblems (ACMNA291)
usingcalculatorstocheckthereasonablenessofanswers
Fractionsanddecimals Compareandordercommonunitfractionsand locateandrepresentthemonanumberline (ACMNA102) Investigatestrategiestosolveproblemsinvolving additionandsubtractionoffractionswiththesame denominator(ACMNA103)
Elaborations
l
recognisingtheconnectionbetweentheorderofunitfractions andtheirdenominators
modellingandsolvingadditionandsubtractionproblems involvingfractionsbyusingjumpsonanumberline,ormaking diagramsoffractionsaspartsofshapes
Recognisethattheplacevaluesystemcanbe extendedbeyondhundredths(ACMNA104) Compare,orderandrepresentdecimals (ACMNA105) Moneyandfinancialmathematics Createsimplefinancialplans(ACMNA106)
usingknowledgeofplacevalueanddivisionby10toextendthe numbersystemtothousandthsandbeyond recognisingtheequivalenceofonethousandthsand0.001 locatingdecimalsonanumberline
Elaborations
l l
creatingasimplebudgetforaclassfundraisingevent identifyingtheGSTcomponentofinvoicesandreceipts
Patternsandalgebra Describe,continueandcreatepatternswith fractions,decimalsandwholenumbersresulting fromadditionandsubtraction(ACMNA107)
Elaborations
l
usingthenumberlineordiagramstocreatepatternsinvolving fractionsordecimals
Useequivalentnumbersentencesinvolving multiplicationanddivisiontofindunknownquantities (ACMNA121)
usingrelevantproblemstodevelopnumbersentences
36
Mathematics
CurriculumF10
Chooseappropriateunitsofmeasurementfor length,area,volume,capacityandmass (ACMMG108)
investigatingalternativemeasuresofscaletodemonstratethat thesevarybetweencountriesandchangeovertime,for exampletemperaturemeasurementinAustralia,Indonesia, JapanandUSA recognisingthatsomeunitsofmeasurementarebettersuited forsometasksthanothers,forexamplekilometresratherthan metrestomeasurethedistancebetweentwotowns exploringefficientwaysofcalculatingtheperimetersof rectanglessuchasaddingthelengthandwidthtogetherand doublingtheresult exploringefficientwaysoffindingtheareasofrectangles investigatingthewaystimewasandismeasuredindifferent AboriginalCountry,suchasusingtidalchange usingunitshours,minutesandseconds
Calculatetheperimeterandareaofrectanglesusing familiarmetricunits(ACMMG109)
Compare12and24hourtimesystemsandconvert betweenthem(ACMMG110) Shape Connectthreedimensionalobjectswiththeirnets andothertwodimensionalrepresentations (ACMMG111)
Elaborations
l
identifyingtheshapeandrelativepositionofeachfaceofasolid todeterminethenetofthesolid,includingthatofprismsand pyramids representingtwodimensionalshapessuchasphotographs, sketchesandimagescreatedbydigitaltechnologies
Locationandtransformation Useagridreferencesystemtodescribelocations. Describeroutesusinglandmarksanddirectional language(ACMMG113)
Elaborations
l
comparingaerialviewsofCountry,desertpaintingsandmaps withgridreferences creatingagridreferencesystemfortheclassroomandusingit tolocateobjectsanddescriberoutesfromoneobjecttoanother identifyinganddescribingthelineandrotationalsymmetryofa rangeoftwodimensionalshapes,bymanuallycutting,folding andturningshapesandbyusingdigitaltechnologies identifyingtheeffectsoftransformationsbymanuallyflipping, slidingandturningtwodimensionalshapesandbyusing digitaltechnologies usingdigitaltechnologiestoenlargeshapes usingagridsystemtoenlargeafavouriteimageorcartoon
Describetranslations,reflectionsandrotationsof twodimensionalshapes.Identifylineandrotational symmetries(ACMMG114)
Applytheenlargementtransformationtofamiliartwo dimensionalshapesandexplorethepropertiesof theresultingimagecomparedwiththeoriginal (ACMMG115)
l l
Geometricreasoning
Elaborations
37
Mathematics
CurriculumF10
Estimate,measureandcompareanglesusing degrees.Constructanglesusingaprotractor (ACMMG112)
measuringandconstructinganglesusingboth180and360 protractors recognisingthatangleshavearmsandavertex,andthatsizeis theamountofturnrequiredforonearmtocoincidewiththe other
StatisticsandProbability Chance Listoutcomesofchanceexperimentsinvolving equallylikelyoutcomesandrepresentprobabilities ofthoseoutcomesusingfractions(ACMSP116)

l
Elaborations
l
commentingonthelikelihoodofwinningsimplegamesof chancebyconsideringthenumberofpossibleoutcomesand theconsequentchanceofwinninginsimplegamesofchance suchasjankenpon(rockpaperscissors)
Recognisethatprobabilitiesrangefrom0to1 (ACMSP117) Datarepresentationandinterpretation Posequestionsandcollectcategoricalornumerical databyobservationorsurvey(ACMSP118)
investigatingtheprobabilitiesofalloutcomesforasimple chanceexperimentandverifyingthattheirsumequals1
Elaborations
l
posingquestionsaboutinsectdiversityintheplayground, collectingdatabytapingaonemetresquarepieceofpaperto theplaygroundandobservingthetypeandnumberofinsects onitovertime identifyingthebestmethodsofpresentingdatatoillustratethe resultsofinvestigationsandjustifyingthechoiceof representations
Constructdisplays,includingcolumngraphs,dot plotsandtables,appropriatefordatatype,withand withouttheuseofdigitaltechnologies(ACMSP119)
Describeandinterpretdifferentdatasetsincontext (ACMSP120)
usingandcomparingdatarepresentationsfordifferentdata setstohelpdecisionmaking
BytheendofYear5,studentssolvesimpleproblemsinvolvingthefouroperationsusingarangeofstrategies.Theycheck thereasonablenessofanswersusingestimationandrounding.Studentsidentifyanddescribefactorsandmultiples.They explainplansforsimplebudgets.Studentsconnectthreedimensionalobjectswiththeirtwodimensionalrepresentations. Theydescribetransformationsoftwodimensionalshapesandidentifylineandrotationalsymmetry.Studentscompareand interpretdifferentdatasets.
38
Mathematics
CurriculumF10
Studentsorderdecimalsandunitfractionsandlocatethemonnumberlines.Theyaddandsubtractfractionswiththesame denominator.Studentscontinuepatternsbyaddingandsubtractingfractionsanddecimals.Theyfindunknownquantitiesin numbersentences.Theyuseappropriateunitsofmeasurementforlength,area,volume,capacityandmass,andcalculate perimeterandareaofrectangles.Theyconvertbetween12and24hourtime.Studentsuseagridreferencesystemtolocate landmarks.Theymeasureandconstructdifferentangles.Studentslistoutcomesofchanceexperimentswithequallylikely outcomesandassignprobabilitiesbetween0and1.Studentsposequestionstogatherdata,andconstructdatadisplays appropriateforthedata.
39
Mathematics
CurriculumF10
Year6
TheproficiencystrandsUnderstanding,Fluency,ProblemSolvingandReasoningareanintegralpartofmathematics contentacrossthethreecontentstrands:NumberandAlgebra,MeasurementandGeometry,andStatisticsand Probability.Theproficienciesreinforcethesignificanceofworkingmathematicallywithinthecontentanddescribehowthe contentisexploredordeveloped.Theyprovidethelanguagetobuildinthedevelopmentalaspectsofthelearningof mathematics. Atthisyearlevel: Understandingincludesdescribingpropertiesofdifferentsetsofnumbers,usingfractionsanddecimalstodescribe probabilities,representingfractionsanddecimalsinvariouswaysanddescribingconnectionsbetweenthem,andmaking reasonableestimations Fluencyincludesrepresentingintegersonanumberline,calculatingsimplepercentages,usingbracketsappropriately, convertingbetweenfractionsanddecimals,usingoperationswithfractions,decimalsandpercentages,measuringusing metricunits,andinterpretingtimetables ProblemSolvingincludesformulatingandsolvingauthenticproblemsusingfractions,decimals,percentagesand measurements,interpretingsecondarydatadisplays,andfindingthesizeofunknownangles Reasoningincludesexplainingmentalstrategiesforperformingcalculations,describingresultsforcontinuingnumber sequences,explainingthetransformationofoneshapeintoanother,explainingwhytheactualresultsofchanceexperiments maydifferfromexpectedresults NumberandAlgebra Numberandplacevalue Identifyanddescribepropertiesofprime, composite,squareandtriangularnumbers (ACMNA122)
l l
Elaborations
l
understandingthatsomenumbershavespecialpropertiesandthat thesepropertiescanbeusedtosolveproblems representingcompositenumbersasaproductoftheirprimefactors andusingthisformtosimplifycalculationsbycancellingcommon primes understandingthatifanumberisdivisiblebyacompositenumberthen itisalsodivisiblebytheprimefactorsofthatnumber(forexample216 isdivisibleby8becausethenumberrepresentedbythelastthreedigits isdivisibleby8,andhence216isalsodivisibleby2and4) applyingstrategiesalreadydevelopedforsolvingproblemsinvolving smallnumberstothoseinvolvinglargenumbers applyingarangeofstrategiestosolverealisticproblemsand commentingontheefficiencyofdifferentstrategies
Selectandapplyefficientmentalandwritten strategiesandappropriatedigital technologiestosolveproblemsinvolvingall fouroperationswithwholenumbers (ACMNA123)
40
Mathematics
CurriculumF10
Investigateeverydaysituationsthatuse integers.Locateandrepresentthese numbersonanumberline(ACMNA124)
l l l
understandingthatintegersare...3,2,1,0,1,2,3,..... solvingeverydayadditiveproblemsusinganumberline investigatingeverydaysituationsthatuseintegers,suchas temperatures usingnumberlinestopositionandorderintegersaroundzero
Fractionsanddecimals Comparefractionswithrelated denominatorsandlocateandrepresent themonanumberline(ACMNA125) Solveproblemsinvolvingadditionand subtractionoffractionswiththesameor relateddenominators(ACMNA126)
Elaborations
l
demonstratingequivalencebetweenfractionsusingdrawingsand models
understandingtheprocessesforaddingandsubtractingfractionswith relateddenominatorsandfractionsasanoperator,inpreparationfor calculatingwithallfractions solvingrealisticadditive(additionandsubtraction)problemsinvolving fractionstodevelopunderstandingofequivalentfractionsandtheuseof fractionsasoperators modellingandsolvingadditiveproblemsinvolvingfractionsbyusing methodssuchasjumpsonanumberline,orbymakingdiagramsof fractionsaspartsofshapes recognisingthatfindingonethirdofaquantityisthesameasdividingby 3
Findasimplefractionofaquantitywherethe resultisawholenumber,withandwithout digitaltechnologies(ACMNA127)
Addandsubtractdecimals,withandwithout digitaltechnologies,anduseestimationand roundingtocheckthereasonablenessof answers(ACMNA128)
extendingwholenumberstrategiestoexploreanddevelopmeaningful writtenstrategiesforadditionandsubtractionofdecimalnumbersto thousandths exploringandpractisingefficientmethodsforsolvingproblems requiringoperationsondecimals,togainfluencywithcalculatingwith decimalsandwithrecognisingappropriateoperations interpretingtheresultsofcalculationstoprovideananswerappropriate tothecontext
Multiplydecimalsbywholenumbersand performdivisionsbynonzerowhole numberswheretheresultsareterminating decimals,withandwithoutdigital technologies(ACMNA129)
Multiplyanddividedecimalsbypowersof10 (ACMNA130)
Multiplyinganddividingdecimalsbymultiplesofpowersof10
41
Mathematics
CurriculumF10
Makeconnectionsbetweenequivalent fractions,decimalsandpercentages (ACMNA131)
connectingfractions,decimalsandpercentagesasdifferent representationsofthesamenumber,movingfluentlybetween representationsandchoosingtheappropriateonefortheproblem beingsolved
Moneyandfinancialmathematics Investigateandcalculatepercentage discountsof10%,25%and50%onsale items,withandwithoutdigitaltechnologies (ACMNA132)
Elaborations
l
usingauthenticinformationtocalculatepricesonsalegoods
Patternsandalgebra Continueandcreatesequencesinvolving wholenumbers,fractionsanddecimals. Describetheruleusedtocreatethe sequence(ACMNA133)
Elaborations
l l
identifyingandgeneralisingnumberpatterns investigatingadditiveandmultiplicativepatternssuchasthenumberof tilesinageometricpattern,orthenumberofdotsorothershapesin successiverepeatsofastriporborderpatternlookingforpatternsinthe waythenumbersincrease/decrease
Exploretheuseofbracketsandorderof operationstowritenumbersentences (ACMNA134) MeasurementandGeometry Usingunitsofmeasurement Connectdecimalrepresentationstothe metricsystem(ACMMG135) Convertbetweencommonmetricunitsof length,massandcapacity(ACMMG136)
appreciatingtheneedforrulestocompletemultipleoperationswithin thesamenumbersentence
Elaborations
l
recognisingtheequivalenceofmeasurementssuchas1.25metres and125centimetres
identifyingandusingthecorrectoperationswhenconvertingunits includingmillimetres,centimetres,metres,kilometres,milligrams, grams,kilograms,tonnes,millilitres,litres,kilolitresandmegalitres recognisingthesignificanceoftheprefixesinunitsofmeasurement recognisingandinvestigatingfamiliarobjectsusingconcretematerials anddigitaltechnologies
Solveproblemsinvolvingthecomparisonof lengthsandareasusingappropriateunits (ACMMG137)
Connectvolumeandcapacityandtheirunits ofmeasurement(ACMMG138)
recognisingthat1mlisequivalentto1cm3
42
Mathematics
CurriculumF10
Interpretandusetimetables(ACMMG139) Shape Constructsimpleprismsandpyramids (ACMMG140)
l l
planningatripinvolvingoneormoremodesofpublictransport developingatimetableofdailyactivities
Elaborations
l
consideringthehistoryandsignificanceofpyramidsfromarangeof culturalperspectivesincludingthosestructuresfoundinChina,Korea andIndonesia constructingprismsandpyramidsfromnets,andskeletalmodels
Locationandtransformation Investigatecombinationsoftranslations, reflectionsandrotations,withandwithout theuseofdigitaltechnologies(ACMMG142)
Elaborations
l
designingaschoolorbrandlogousingtransformationofoneormore shapes understandingthattranslations,rotationsandreflectionscanchange thepositionandorientationbutnotshapeorsize understandingthattheCartesianplaneprovidesagraphicalorvisual wayofdescribinglocation
IntroducetheCartesiancoordinatesystem usingallfourquadrants(ACMMG143) Geometricreasoning Investigate,withandwithoutdigital technologies,anglesonastraightline, anglesatapointandverticallyopposite angles.Useresultstofindunknownangles (ACMMG141)
Elaborations
l
identifyingthesizeofarightangleas90anddefiningacute,obtuse, straightandreflexangles measuring,estimatingandcomparinganglesindegreesand classifyinganglesaccordingtotheirsizes investigatingtheuseofrotationandsymmetryinthediagrammatic representationsofkinshiprelationshipsofCentralandWesternDesert people recognisingandusingthetwoalternateconventionsfornamingangles
StatisticsandProbability Chance Describeprobabilitiesusingfractions, decimalsandpercentages(ACMSP144)

l
Elaborations
l
investigatinggamesofchancepopularindifferentculturesand evaluatingtherelativebenefitstotheorganisersandparticipants(for examplePachinko) conductingrepeatedtrialsofchanceexperiments,identifyingthe variationbetweentrialsandrealisingthattheresultstendtothe predictionwithlargernumbersoftrials
Conductchanceexperimentswithboth smallandlargenumbersoftrialsusing appropriatedigitaltechnologies (ACMSP145)
Compareobservedfrequenciesacross experimentswithexpectedfrequencies (ACMSP146)
predictinglikelyoutcomesfromarunofchanceeventsand distinguishingthesefromsurprisingresults
43
Mathematics
CurriculumF10
Datarepresentationandinterpretation Interpretandcomparearangeofdata displays,includingsidebysidecolumn graphsfortwocategoricalvariables (ACMSP147)
Elaborations
l
comparingdifferentstudentgenerateddiagrams,tablesandgraphs, describingtheirsimilaritiesanddifferencesandcommentingonthe usefulnessofeachrepresentationforinterpretingthedata understandingthatdatacanberepresentedindifferentways, sometimeswithonesymbolrepresentingmorethanonepieceofdata, andthatitisimportanttoreadallinformationaboutarepresentation beforemakingjudgments investigatingdatarepresentationsinthemediaanddiscussingwhat theyillustrateandthemessagesthepeoplewhocreatedthemmight wanttoconvey identifyingpotentiallymisleadingdatarepresentationsinthemedia, suchasgraphswithbrokenaxesornonlinearscales,graphicsnot drawntoscale,datanotrelatedtothepopulationaboutwhichthe claimsaremade,andpiechartsinwhichthewholepiedoesnot representtheentirepopulationaboutwhichtheclaimsaremade
Interpretsecondarydatapresentedindigital mediaandelsewhere(ACMSP148)
BytheendofYear6,studentsrecognisethepropertiesofprime,composite,squareandtriangularnumbers.Theydescribe theuseofintegersineverydaycontexts.Theysolveproblemsinvolvingallfouroperationswithwholenumbers.Students connectfractions,decimalsandpercentagesasdifferentrepresentationsofthesamenumber.Theysolveproblems involvingtheadditionandsubtractionofrelatedfractions.Studentsmakeconnectionsbetweenthepowersof10andthe multiplicationanddivisionofdecimals.Theydescriberulesusedinsequencesinvolvingwholenumbers,fractionsand decimals.Studentsconnectdecimalrepresentationstothemetricsystemandchooseappropriateunitsofmeasurementto performacalculation.Theymakeconnectionsbetweencapacityandvolume.Theysolveproblemsinvolvinglengthandarea. Theyinterprettimetables.Studentsdescribecombinationsoftransformations.Theysolveproblemsusingthepropertiesof angles.Studentscompareobservedandexpectedfrequencies.Theyinterpretandcompareavarietyofdatadisplays includingthosedisplaysfortwocategoricalvariables.Theyevaluatesecondarydatadisplayedinthemedia. Studentslocatefractionsandintegersonanumberline.Theycalculateasimplefractionofaquantity.Theyadd,subtractand multiplydecimalsanddividedecimalswheretheresultisrational.Studentscalculatecommonpercentagediscountson saleitems.Theywritecorrectnumbersentencesusingbracketsandorderofoperations.Studentslocateanorderedpairin anyoneofthefourquadrantsontheCartesianplane.Theyconstructsimpleprismsandpyramids.Studentslistand communicateprobabilitiesusingsimplefractions,decimalsandpercentages.
44
Mathematics
CurriculumF10
Year7
TheproficiencystrandsUnderstanding,Fluency,ProblemSolvingandReasoningareanintegralpartofmathematics contentacrossthethreecontentstrands:NumberandAlgebra,MeasurementandGeometry,andStatisticsand Probability.Theproficienciesreinforcethesignificanceofworkingmathematicallywithinthecontentanddescribehowthe contentisexploredordeveloped.Theyprovidethelanguagetobuildinthedevelopmentalaspectsofthelearningof mathematics. Atthisyearlevel: Understandingincludesdescribingpatternsinusesofindiceswithwholenumbers,recognisingequivalencesbetween fractions,decimals,percentagesandratios,plottingpointsontheCartesianplane,identifyinganglesformedbyatransversal crossingapairoflines,andconnectingthelawsandpropertiesofnumberstoalgebraictermsandexpressions Fluencyincludescalculatingaccuratelywithintegers,representingfractionsanddecimalsinvariousways,investigatingbest buys,findingmeasuresofcentraltendencyandcalculatingareasofshapesandvolumesofprisms ProblemSolvingincludesformulatingandsolvingauthenticproblemsusingnumbersandmeasurements,workingwith transformationsandidentifyingsymmetry,calculatinganglesandinterpretingsetsofdatacollectedthroughchance experiments Reasoningincludesapplyingthenumberlawstocalculations,applyingknowngeometricfactstodrawconclusionsabout shapes,applyinganunderstandingofratioandinterpretingdatadisplays NumberandAlgebra Numberandplacevalue Investigateindexnotationandrepresentwhole numbersasproductsofpowersofprime numbers(ACMNA149)
l l
Elaborations
l
definingandcomparingprimeandcompositenumbersand explainingthedifferencebetweenthem applyingknowledgeoffactorstostrategiesforexpressingwhole numbersasproductsofpowersofprimefactors,suchasrepeated divisionbyprimefactorsorcreatingfactortrees solvingproblemsinvolvinglowestcommonmultiplesandgreatest commondivisors(highestcommonfactors)forpairsofwhole numbersbycomparingtheirprimefactorisation investigatingsquarenumberssuchas25and36anddeveloping squarerootnotation investigatingbetweenwhichtwowholenumbersasquarerootlies understandingthatarithmeticlawsarepowerfulwaysofdescribing andsimplifyingcalculations
Investigateandusesquarerootsofperfect squarenumbers(ACMNA150) Applytheassociative,commutativeand distributivelawstoaidmentalandwritten computation(ACMNA151) Compare,order,addandsubtractintegers (ACMNA280)
Realnumbers
Elaborations
45
Mathematics
CurriculumF10
Comparefractionsusingequivalence.Locate andrepresentpositiveandnegativefractions andmixednumbersonanumberline (ACMNA152) Solveproblemsinvolvingadditionand subtractionoffractions,includingthosewith unrelateddenominators(ACMNA153)
exploringequivalenceamongfamiliesoffractionsbyusinga fractionwalloranumberline(forexamplebyusingafractionwallto showthat2/3isthesameas4/6and6/9)
exploringanddevelopingefficientstrategiestosolveadditive problemsinvolvingfractions(forexamplebyusingfractionwallsor rectangulararrayswithdimensionsequaltothedenominators)
Multiplyanddividefractionsanddecimalsusing efficientwrittenstrategiesanddigital technologies(ACMNA154)
investigatingmultiplicationoffractionsanddecimals,using strategiesincludingpatterningandmultiplicationasrepeated addition,withbothconcretematerialsanddigitaltechnologies,and identifyingtheprocessesfordivisionastheinverseofmultiplication
Expressonequantityasafractionofanother, withandwithouttheuseofdigitaltechnologies (ACMNA155)
usingauthenticexamplesforthequantitiestobeexpressedand understandingthereasonsforthecalculations
Rounddecimalstoaspecifiednumberof decimalplaces(ACMNA156) Connectfractions,decimalsandpercentages andcarryoutsimpleconversions(ACMNA157)
usingroundingtoestimatetheresultsofcalculationswithwhole numbersanddecimals,andunderstandingtheconventionsfor rounding justifyingchoicesofwritten,mentalorcalculatorstrategiesfor solvingspecificproblemsincludingthoseinvolvinglargenumbers understandingthatquantitiescanberepresentedbydifferent numbertypesandcalculatedusingvariousoperations,andthat choicesneedtobemadeabouteach calculatingthepercentageofthetotallocalmunicipalareasetaside forparkland,manufacturing,retailandresidentialdwellingsto comparelanduse usingauthenticproblemstoexpressquantitiesaspercentagesof otheramounts
Findpercentagesofquantitiesandexpressone quantityasapercentageofanother,withand withoutdigitaltechnologies.(ACMNA158)
Recogniseandsolveproblemsinvolvingsimple ratios(ACMNA173)
understandingthatrateandratioproblemscanbesolvedusing fractionsorpercentagesandchoosingthemostefficientformto solveaparticularproblem
Moneyandfinancialmathematics Investigateandcalculate'bestbuys',withand withoutdigitaltechnologies(ACMNA174)
Elaborations
l
applyingtheunitarymethodtoidentifybestbuyssituations,such ascomparingthecostper100g
46
Mathematics
CurriculumF10
Patternsandalgebra Introducetheconceptofvariablesasawayof representingnumbersusingletters (ACMNA175) Createalgebraicexpressionsandevaluatethem bysubstitutingagivenvalueforeachvariable (ACMNA176)
Elaborations
l
understandingthatarithmeticlawsarepowerfulwaysofdescribing andsimplifyingcalculationsandthatusingtheselawsleadstothe generalityofalgebra
usingauthenticformulastoperformsubstitutions
Extendandapplythelawsandpropertiesof arithmetictoalgebraictermsandexpressions (ACMNA177)
identifyingorderofoperationsincontextualisedproblems, preservingtheorderbyinsertingbracketsinnumericalexpressions, thenrecognisinghoworderispreservedbyconvention movingfluentlybetweenalgebraicandwordrepresentationsas descriptionsofthesamesituation
Linearandnonlinearrelationships Givencoordinates,plotpointsontheCartesian plane,andfindcoordinatesforagivenpoint (ACMNA178) Solvesimplelinearequations(ACMNA179)
Elaborations
l
plottingpointsfromatableofintegervaluesandrecognisingsimple patterns,suchaspointsthatlieonastraightline
solvingequationsusingconcretematerials,suchasthebalance model,andexplaintheneedtodothesamethingtoeachsideof theequationusingsubstitutiontochecksolutions investigatingarangeofstrategiestosolveequations usingtravelgraphstoinvestigateandcomparethedistance travelledtoandfromschool interpretingfeaturesoftravelgraphssuchastheslopeoflinesand themeaningofhorizontallines usinggraphsofevaporationratestoexplorewaterstorage
Investigate,interpretandanalysegraphsfrom authenticdata(ACMNA180)
MeasurementandGeometry Usingunitsofmeasurement Establishtheformulasforareasofrectangles, trianglesandparallelogramsandusethesein problemsolving(ACMMG159)

l
Elaborations
l
buildingontheunderstandingoftheareaofrectanglestodevelop formulasfortheareaoftriangles establishingthattheareaofatriangleishalftheareaofan appropriaterectangle usingareaformulasforrectanglesandtrianglestosolveproblems involvingareasofsurfaces
47
Mathematics
CurriculumF10
Calculatevolumesofrectangularprisms (ACMMG160)
investigatingvolumesofcubesandrectangularprismsand establishingandusingtheformulaV=lbh understandingandusingcubicunitswheninterpretingandfinding volumesofcubesandrectangularprisms
Shape Drawdifferentviewsofprismsandsolids formedfromcombinationsofprisms (ACMMG161)
Elaborations
l
usingaerialviewsofbuildingsandother3Dstructurestovisualise thestructureofthebuildingorprism
Locationandtransformation Describetranslations,reflectionsinanaxis,and rotationsofmultiplesof90ontheCartesian planeusingcoordinates.Identifylineand rotationalsymmetries(ACMMG181)
Elaborations
l
describingpatternsandinvestigatingdifferentwaystoproducethe sametransformationsuchasusingtwosuccessivereflectionsto providethesameresultasatranslation experimentingwith,creatingandrecreatingpatternsusing combinationsofreflectionsandrotationsusingdigitaltechnologies
Geometricreasoning Identifycorresponding,alternateandcointerior angleswhentwostraightlinesarecrossedbya transversal(ACMMG163)
Elaborations
l
definingandclassifyingpairsofanglesascomplementary, supplementary,adjacentandverticallyopposite
Investigateconditionsfortwolinestobeparallel andsolvesimplenumericalproblemsusing reasoning(ACMMG164)
constructingparallelandperpendicularlinesusingtheirproperties, apairofcompassesandaruler,anddynamicgeometrysoftware definingandidentifyingtherelationshipsbetweenaltenate, correspondingandcointerioranglesforapairofparallellinescut byatransversal usingconcretematerialsanddigitaltechnologiestoinvestigatethe anglesumofatriangleandquadrilateral
Demonstratethattheanglesumofatriangleis 180andusethistofindtheanglesumofa quadrilateral(ACMMG166)
Classifytrianglesaccordingtotheirsideand anglepropertiesanddescribequadrilaterals (ACMMG165)
identifyingsideandanglepropertiesofscalene,isosceles,right angledandobtuseangledtriangles describingsquares,rectangles,rhombuses,parallelograms,kites andtrapeziums
StatisticsandProbability Chance Elaborations
48
Mathematics
CurriculumF10
Constructsamplespacesforsinglestep experimentswithequallylikelyoutcomes (ACMSP167)
discussingthemeaningofprobabilityterminology(forexample probability,samplespace,favourableoutcomes,trial,eventsand experiments) distinguishingbetweenequallylikelyoutcomesandoutcomesthat arenotequallylikely expressingprobabilitiesasdecimals,fractionalsandpercentages
Assignprobabilitiestotheoutcomesofevents anddetermineprobabilitiesforevents (ACMSP168) Datarepresentationandinterpretation Identifyandinvestigateissuesinvolving numericaldatacollectedfromprimaryand secondarysources(ACMSP169)
Elaborations
l
obtainingsecondarydatafromnewspapers,theInternetandthe AustralianBureauofStatistics investigatingsecondarydatarelatingtothedistributionanduseof nonrenewableresourcesaroundtheworld understandingthatsomedatarepresentationsaremore appropriatethanothersforparticulardatasets,andanswering questionsaboutthosedatasets usingorderedstemandleafplotstorecordanddisplaynumerical datacollectedinaclassinvestigation,suchasconstructingaclass plotofheightincentimetresonasharedstemandleafplotfor whichthestems12,13,14,15,16and17havebeenproduced understandingthatsummarisingdatabycalculatingmeasuresof centreandspreadcanhelpmakesenseofthedata
Constructandcomparearangeofdatadisplays includingstemandleafplotsanddotplots (ACMSP170)
Calculatemean,median,modeandrangefor setsofdata.Interpretthesestatisticsinthe contextofdata(ACMSP171)
Describeandinterpretdatadisplaysusing median,meanandrange(ACMSP172)
usingmeanandmediantocomparedatasetsandexplaininghow outliersmayaffectthecomparison locatingmean,medianandrangeongraphsandconnectingthem toreallife
BytheendofYear7,studentssolveproblemsinvolvingthecomparison,additionandsubtractionofintegers.Theymakethe connectionsbetweenwholenumbersandindexnotationandtherelationshipbetweenperfectsquaresandsquareroots. Theysolveproblemsinvolvingpercentagesandallfouroperationswithfractionsanddecimals.Theycomparethecostof itemstomakefinancialdecisions.Studentsrepresentnumbersusingvariables.Theyconnectthelawsandpropertiesfor numberstoalgebra.Theyinterpretsimplelinearrepresentationsandmodelauthenticinformation.Studentsdescribe differentviewsofthreedimensionalobjects.TheyrepresenttransformationsintheCartesianplane.Theysolvesimple numericalproblemsinvolvinganglesformedbyatransversalcrossingtwoparallellines.Studentsidentifyissuesinvolving thecollectionofcontinuousdata.Theydescribetherelationshipbetweenthemedianandmeanindatadisplays.
49
Mathematics
CurriculumF10
Studentsusefractions,decimalsandpercentages,andtheirequivalences.Theyexpressonequantityasafractionor percentageofanother.Studentssolvesimplelinearequationsandevaluatealgebraicexpressionsafternumerical substitution.TheyassignorderedpairstogivenpointsontheCartesianplane.Studentsuseformulasfortheareaand perimeterofrectanglesandcalculatevolumesofrectangularprisms.Studentsclassifytrianglesandquadrilaterals.They namethetypesofanglesformedbyatransversalcrossingparallelline.Studentsdeterminethesamplespaceforsimple experimentswithequallylikelyoutcomesandassignprobabilitiestothoseoutcomes.Theycalculatemean,mode,median andrangefordatasets.Theyconstructstemandleafplotsanddotplots.
50
Mathematics
CurriculumF10
Year8
TheproficiencystrandsUnderstanding,Fluency,ProblemSolvingandReasoningareanintegralpartofmathematics contentacrossthethreecontentstrands:NumberandAlgebra,MeasurementandGeometry,andStatisticsand Probability.Theproficienciesreinforcethesignificanceofworkingmathematicallywithinthecontentanddescribehowthe contentisexploredordeveloped.Theyprovidethelanguagetobuildinthedevelopmentalaspectsofthelearningof mathematics. Atthisyearlevel: Understandingincludesdescribingpatternsinvolvingindicesandrecurringdecimals,identifyingcommonalitiesbetween operationswithalgebraandarithmetic,connectingrulesforlinearrelationstheirgraphs,explainingthepurposeofstatistical measures,andexplainingmeasurementsofperimeterandarea Fluencyincludescalculatingaccuratelywithsimpledecimals,indicesandintegers,recognisingequivalenceofcommon decimalsandfractionsincludingrecurringdecimals,factorisingandsimplifyingbasicalgebraicexpressions,andevaluating perimeters,areasofcommonshapesandtheirvolumesandthreedimensionalobjects ProblemSolvingincludesformulating,andmodellingpracticalsituationsinvolvingratios,profitandloss,areasand perimetersofcommonshapes,andusingtwowaytablesandVenndiagramstocalculateprobabilities Reasoningincludesjustifyingtheresultofacalculationorestimationasreasonable,derivingprobabilityfromits complement,usingcongruencetodeducepropertiesoftriangles,findingestimatesofmeansandproportionsofpopulations NumberandAlgebra Numberandplacevalue Useindexnotationwithnumberstoestablishthe indexlawswithpositiveintegralindicesandthezero index(ACMNA182) Carryoutthefouroperationswithrationalnumbers andintegers,usingefficientmentalandwritten strategiesandappropriatedigitaltechnologies (ACMNA183) Elaborations
l l l
Elaborations
l
evaluatingnumbersexpressedaspowersofpositiveintegers
usingpatternstoassistinfindingrulesforthemultiplication anddivisionofintegers usingthenumberlinetodevelopstrategiesforaddingand subtractingrationalnumbers
Realnumbers Investigateterminatingandrecurringdecimals (ACMNA184) Investigatetheconceptofirrationalnumbers, including(ACMNA186)
recognisingterminating,recurringandnonterminating decimalsandchoosingtheirappropriaterepresentations
understandingthattherealnumbersystemincludesirrational numbers
51
Mathematics
CurriculumF10
Solveproblemsinvolvingtheuseofpercentages, includingpercentageincreasesanddecreases,with andwithoutdigitaltechnologies(ACMNA187)
usingpercentagestosolveproblems,includingthoseinvolving markups,discounts,andGST usingpercentagestocalculatepopulationincreasesand decreases understandingthatrateandratioproblemscanbesolved usingfractionsorpercentagesandchoosingthemostefficient formtosolveaparticularproblem calculatingpopulationgrowthratesinAustraliaandAsiaand explainingtheirdifference
Solvearangeofproblemsinvolvingratesandratios, withandwithoutdigitaltechnologies(ACMNA188)
Moneyandfinancialmathematics Solveproblemsinvolvingprofitandloss,withand withoutdigitaltechnologies(ACMNA189)
Elaborations
l
expressingprofitandlossasapercentageofcostorselling price,comparingthedifference investigatingthemethodsusedinretailstorestoexpress discounts
Patternsandalgebra Extendandapplythedistributivelawtotheexpansion ofalgebraicexpressions(ACMNA190) Factorisealgebraicexpressionsbyidentifying numericalfactors(ACMNA191)
Elaborations
l
applyingthedistributivelawtotheexpansionofalgebraic expressionsusingstrategiessuchastheareamodel
recognisingtherelationshipbetweenfactorisingand expanding identifyingthegreatestcommondivisor(highestcommon factor)ofnumericandalgebraicexpressionsandusinga rangeofstrategiestofactorisealgebraicexpressions understandingthatthelawsusedwithnumberscanalsobe usedwithalgebra
Simplifyalgebraicexpressionsinvolvingthefour operations(ACMNA192) Linearandnonlinearrelationships PlotlinearrelationshipsontheCartesianplanewith andwithouttheuseofdigitaltechnologies (ACMNA193)
Elaborations
l
completingatableofvalues,plottingtheresultingpointsand determiningwhethertherelationshipislinear findingtheruleforalinearrelationship
Solvelinearequationsusingalgebraicandgraphical techniques.Verifysolutionsbysubstitution (ACMNA194)
solvingreallifeproblemsbyusingvariablestorepresent unknowns
52
Mathematics
CurriculumF10
Chooseappropriateunitsofmeasurementforarea andvolumeandconvertfromoneunittoanother (ACMMG195)
choosingunitsforareaincludingmm2 ,cm2 ,m2 ,hectares, km2 ,andunitsforvolumeincludingmm3 ,cm3 ,m3 recognisingthattheconversionfactorsforareaunitsarethe squaresofthoseforthecorrespondinglinearunits recognisingthattheconversionfactorsforvolumeunitsarethe cubesofthoseforthecorrespondinglinearunits establishingandusingformulasforareassuchastrapeziums, rhombusesandkites
Findperimetersandareasofparallelograms, trapeziums,rhombusesandkites(ACMMG196)
Investigatetherelationshipbetweenfeaturesof circlessuchascircumference,area,radiusand diameter.Useformulastosolveproblemsinvolving circumferenceandarea(ACMMG197) Developtheformulasforvolumesofrectangularand triangularprismsandprismsingeneral.Use formulastosolveproblemsinvolvingvolume (ACMMG198)
investigatingthecircumferenceandareaofcircleswith materialsorbymeasuring,toestablishanunderstandingof formulas investigatingtheareaofcirclesusingasquaregridorby rearrangingacircledividedintosectors
investigatingtherelationshipbetweenvolumesofrectangular andtriangularprisms
Solveproblemsinvolvingduration,includingusing 12and24hourtimewithinasingletimezone (ACMMG199)
identifyingregionsinAustraliaandcountriesinAsiathatarein thesametimezone
Geometricreasoning Definecongruenceofplaneshapesusing transformations(ACMMG200)
Elaborations
l
understandingthepropertiesthatdeterminecongruenceof trianglesandrecognisingwhichtransformationscreate congruentfigures establishingthattwofiguresarecongruentifoneshapelies exactlyontopoftheotherafteroneormoretransformations (translation,reflection,rotation),andrecognisingthatthe matchingsidesandthematchinganglesareequal investigatingtheminimalconditionsneededfortheunique constructionoftriangles,leadingtotheestablishmentofthe conditionsforcongruence(SSS,SAS,ASAandRHS) solvingproblemsusingthepropertiesofcongruentfigures constructingtrianglesusingtheconditionsforcongruence
Developtheconditionsforcongruenceoftriangles (ACMMG201)
l l
53
Mathematics
CurriculumF10
Establishpropertiesofquadrilateralsusing congruenttrianglesandangleproperties,andsolve relatednumericalproblemsusingreasoning (ACMMG202)
establishingthepropertiesofsquares,rectangles, parallelograms,rhombuses,trapeziumsandkites identifyingpropertiesrelatedtosidelengths,parallelsides, angles,diagonalsandsymmetry
StatisticsandProbability Chance Identifycomplementaryeventsandusethesumof probabilitiestosolveproblems(ACMSP204) Elaborations

l l
identifyingthecomplementoffamiliarevents understandingthatprobabilitiesrangebetween0to1andthat calculatingtheprobabilityofaneventallowstheprobabilityof itscomplementtobefound posing'and','or'and'not'probabilityquestionsaboutobjectsor people
Describeeventsusinglanguageof'atleast', exclusive'or'(AorBbutnotboth),inclusive'or'(AorB orboth)and'and'.(ACMSP205)
RepresenteventsintwowaytablesandVenn diagramsandsolverelatedproblems(ACMSP292)
usingVenndiagramsandtwowaytablestocalculate probabilitiesforevents,satisfying'and','or'and'not'conditions understandingthatrepresentingdatainVenndiagramsortwo waytablesfacilitatesthecalculationofprobabilities collectingdatatoanswerthequestionsusingVenndiagrams ortwowaytables
Datarepresentationandinterpretation Investigatetechniquesforcollectingdata,including census,samplingandobservation(ACMSP284)
Elaborations
l
identifyingsituationswheredatacanbecollectedbycensus andthosewhereasampleisappropriate
Explorethepracticalitiesandimplicationsof obtainingdatathroughsamplingusingavarietyof investigativeprocesses(ACMSP206)
investigatingtheusesofrandomsamplingtocollectdata
Explorethevariationofmeansandproportionsof randomsamplesdrawnfromthesamepopulation (ACMSP293)
usingsamplepropertiestopredictcharacteristicsofthe population
Investigatetheeffectofindividualdatavalues, includingoutliers,onthemeanandmedian (ACMSP207)
usingdisplaysofdatatoexploreandinvestigateeffects
54
Mathematics
CurriculumF10
BytheendofYear8,studentssolveeverydayproblemsinvolvingrates,ratiosandpercentages.Theyrecogniseindexlaws andapplythemtowholenumbers.Theydescriberationalandirrationalnumbers.Studentssolveproblemsinvolvingprofit andloss.Theymakeconnectionsbetweenexpandingandfactorisingalgebraicexpressions.Studentssolveproblems relatingtothevolumeofprisms.Theymakesenseoftimedurationinrealapplications.Theyidentifyconditionsforthe congruenceoftrianglesanddeducethepropertiesofquadrilaterals.Studentsmodelauthenticsituationswithtwowaytables andVenndiagrams.Theychooseappropriatelanguagetodescribeeventsandexperiments.Theyexplainissuesrelatedto thecollectionofdataandtheeffectofoutliersonmeansandmediansinthatdata. Studentsuseefficientmentalandwrittenstrategiestocarryoutthefouroperationswithintegers.Theysimplifyavarietyof algebraicexpressions.TheysolvelinearequationsandgraphlinearrelationshipsontheCartesianplane.Studentsconvert betweenunitsofmeasurementforareaandvolume.Theyperformcalculationstodetermineperimeterandareaof parallelograms,rhombusesandkites.Theynamethefeaturesofcirclesandcalculatetheareasandcircumferencesof circles.Studentsdeterminecomplementaryeventsandcalculatethesumofprobabilities.
55
Mathematics
CurriculumF10
Year9
TheproficiencystrandsUnderstanding,Fluency,ProblemSolvingandReasoningareanintegralpartofmathematics contentacrossthethreecontentstrands:NumberandAlgebra,MeasurementandGeometry,andStatisticsand Probability.Theproficienciesreinforcethesignificanceofworkingmathematicallywithinthecontentanddescribehowthe contentisexploredordeveloped.Theyprovidethelanguagetobuildinthedevelopmentalaspectsofthelearningof mathematics. Atthisyearlevel: Understandingincludesdescribingtherelationshipbetweengraphsandequations,simplifyingarangeofalgebraic expressions,explainingtheuseofrelativefrequenciestoestimateprobabilities,andtheuseofthetrigonometricratiosfor rightangletriangles Fluencyincludesapplyingtheindexlawstoexpressionswithintegerindices,expressingnumbersinscientificnotation, listingoutcomesforexperimentsanddevelopingfamiliaritywithcalculationsinvolvingtheCartesianplaneandcalculating areasofshapesandsurfaceareasofprisms ProblemSolvingincludesformulating,andmodellingpracticalsituationsinvolvingsurfaceareasandvolumesofright prisms,applyingratioandscalefactorstosimilarfigures,solvingproblemsinvolvingrightangletrigonometry,andcollecting datafromsecondarysourcestoinvestigateanissue Reasoningincludesfollowingmathematicalarguments,evaluatingmediareportsandusingstatisticalknowledgetoclarify situations,developingstrategiesininvestigatingsimilarityandsketchinglineargraphs NumberandAlgebra Realnumbers Solveproblemsinvolvingdirectproportion.Explorethe relationshipbetweengraphsandequations correspondingtosimplerateproblems(ACMNA208)
l
Elaborations
l
identifyingdirectproportioninreallifecontexts
Applyindexlawstonumericalexpressionswithinteger indices(ACMNA209) Expressnumbersinscientificnotation(ACMNA210)
simplifyingandevaluatingnumericalexpressions,using involvingbothpositiveandnegativeintegerindices
representingextremelylargeandsmallnumbersin scientificnotation,andnumbersexpressedinscientific notationaswholenumbersordecimals
Moneyandfinancialmathematics Solveproblemsinvolvingsimpleinterest(ACMNA211)
Elaborations
l
understandingthatfinancialdecisionscanbeassistedby mathematicalcalculations
Patternsandalgebra
Elaborations
56
Mathematics
CurriculumF10
Extendandapplytheindexlawstovariables,using positiveintegerindicesandthezeroindex(ACMNA212) Applythedistributivelawtotheexpansionofalgebraic expressions,includingbinomials,andcollectliketerms whereappropriate(ACMNA213)
understandingthatindexlawsapplytovariablesaswell asnumbers
understandingthatthedistributivelawcanbeappliedto algebraicexpressionsaswellasnumbers understandingtherelationshipbetweenexpansionand factorisationandidentifyingalgebraicfactorsinalgebraic expressions
Linearandnonlinearrelationships Findthedistancebetweentwopointslocatedona Cartesianplaneusingarangeofstrategies,including graphingsoftware(ACMNA214)
Elaborations
l
investigatinggraphicalandalgebraictechniquesfor findingdistancebetweentwopoints usingPythagoras'theoremtocalculatedistancebetween twopoints investigatinggraphicalandalgebraictechniquesfor findingmidpointandgradient recognisingthatthegradientofalineisthesameasthe gradientofanylinesegmentonthatline determininglinearrulesfromsuitablediagrams,tablesof valuesandgraphsanddescribingthemusingbothwords andalgebra graphingparabolas,andcirclesconnectingxinterceptsof agraphtoarelatedequation
Findthemidpointandgradientofalinesegment(interval) ontheCartesianplaneusingarangeofstrategies, includinggraphingsoftware(ACMNA294)
Sketchlineargraphsusingthecoordinatesoftwopoints andsolvelinearequations(ACMNA215)
Graphsimplenonlinearrelationswithandwithoutthe useofdigitaltechnologiesandsolvesimplerelated equations(ACMNA296) MeasurementandGeometry Usingunitsofmeasurement Calculatetheareasofcompositeshapes(ACMMG216)
Elaborations
l
understandingthatpartitioningcompositeshapesinto rectanglesandtrianglesisastrategyforsolvingproblems involvingarea analysingnetsofcylinderstoestablishformulasfor surfacearea connectingthevolumeandcapacityofacylindertosolve authenticproblems solvingpracticalproblemsinvolvingsurfaceareaand volumeofrightprisms
Calculatethesurfaceareaandvolumeofcylindersand solverelatedproblems(ACMMG217)
Solveproblemsinvolvingthesurfaceareaandvolumeof rightprisms(ACMMG218)
57
Mathematics
CurriculumF10
Investigateverysmallandverylargetimescalesand intervals(ACMMG219)
investigatingtheusefulnessofscientificnotationin representingverylargeandverysmallnumbers
Geometricreasoning Usetheenlargementtransformationtoexplainsimilarity anddeveloptheconditionsfortrianglestobesimilar (ACMMG220)
Elaborations
l
establishingtheconditionsforsimilarityoftwotriangles andcomparingthistotheconditionsforcongruence usingthepropertiesofsimilarityandratio,andcorrect mathematicalnotationandlanguage,tosolveproblems involvingenlargement(forexample,scalediagrams) usingtheenlargementtransformationtoestablish similarityunderstandingthatsimilarityandcongruence helpdescriberelationshipsbetweengeometricalshapes andareimportantelementsofreasoningandproof establishingtherelationshipbetweenareasofsimilar figuresandtheratioofcorrespondingsides(scalefactor)
Solveproblemsusingratioandscalefactorsinsimilar figures(ACMMG221)
Pythagorasandtrigonometry InvestigatePythagorasTheoremanditsapplicationto solvingsimpleproblemsinvolvingrightangledtriangles (ACMMG222)
Elaborations
l
understandingthatPythagoras'Theoremisausefultoolin determiningunknownlengthsinrightangledtriangles andhaswidespreadapplications recognisingthatrightangledtrianglecalculationsmay generateresultsthatcanbeintegers,fractionsorirrational numbers developingunderstandingoftherelationshipbetweenthe correspondingsidesofsimilarrightangledtriangles
Usesimilaritytoinvestigatetheconstancyofthesine, cosineandtangentratiosforagivenangleinrightangled triangles(ACMMG223)
Applytrigonometrytosolverightangledtriangleproblems (ACMMG224)
understandingtheterms'adjacent'and'opposite'sidesin arightangledtriangle selectingandaccuratelyusingthecorrecttrigonometric ratiotofindunknownsides(adjacent,oppositeand hypotenuse)andanglesinrightangledtriangles
StatisticsandProbability Chance Listalloutcomesfortwostepchanceexperiments,both withandwithoutreplacementusingtreediagramsor arrays.Assignprobabilitiestooutcomesanddetermine probabilitiesforevents(ACMSP225)

l
Elaborations
l l
conductingtwostepchanceexperiments usingsystematicmethodstolistoutcomesofexperiments andtolistoutcomesfavourabletoanevent comparingexperimentswhichdifferonlybybeing undertakenwithreplacementorwithoutreplacement
58
Mathematics
CurriculumF10
Calculaterelativefrequenciesfromgivenorcollecteddata toestimateprobabilitiesofeventsinvolving'and'or 'or'(ACMSP226)
usingVenndiagramsortwowaytablestocalculate relativefrequenciesofeventsinvolvingand,or questions usingrelativefrequenciestofindanestimateof probabilitiesofand,orevents investigatingarangeofdataanditssources,forexample theageofresidentsinAustralia,CambodiaandTonga thenumberofsubjectsstudiedatschoolinayearby14 yearoldstudentsinAustralia,JapanandTimorLeste
Investigatereportsofsurveysindigitalmediaand elsewhereforinformationonhowdatawereobtainedto estimatepopulationmeansandmedians(ACMSP227)
Datarepresentationandinterpretation Identifyeverydayquestionsandissuesinvolvingatleast onenumericalandatleastonecategoricalvariable,and collectdatadirectlyfromsecondarysources(ACMSP228)
Elaborations
l
comparingtheannualrainfallinvariouspartsofAustralia, Pakistan,NewGuineaandMalaysia
Constructbacktobackstemandleafplotsand histogramsanddescribedata,usingtermsincluding skewed,symmetricandbimodal(ACMSP282)
usingstemandleafplotstocomparetwolikesetsofdata suchastheheightsofgirlsandtheheightsofboysina class describingtheshapeofthedistributionofdatausing termssuchaspositiveskew,negativeskewand 'symmetric'and'bimodal' comparingmeans,mediansandrangesoftwosetsof numericaldatawhichhavebeendisplayedusing histograms,dotplots,orstemandleafplots
Comparedatadisplaysusingmean,medianandrangeto describeandinterpretnumericaldatasetsintermsof location(centre)andspread(ACMSP283)
BytheendofYear9,studentssolveproblemsinvolvingsimpleinterest.Theyinterpretratioandscalefactorsinsimilar figures.Studentsexplainsimilarityoftriangles.Theyrecognisetheconnectionsbetweensimilarityandthetrigonometric ratios.Studentscomparetechniquesforcollectingdatainprimaryandsecondarysources.Theymakesenseoftheposition ofthemeanandmedianinskewed,symmetricandbimodaldisplaystodescribeandinterpretdata. Studentsapplytheindexlawstonumbersandexpressnumbersinscientificnotation.Theyexpandbinomialexpressions. TheyfindthedistancebetweentwopointsontheCartesianplaneandthegradientandmidpointofalinesegment.They sketchlinearandnonlinearrelations.Studentscalculateareasofshapesandthevolumeandsurfaceareaofrightprisms andcylinders.TheyusePythagorasTheoremandtrigonometrytofindunknownsidesofrightangledtriangles.Students calculaterelativefrequenciestoestimateprobabilities,listoutcomesfortwostepexperimentsandassignprobabilitiesfor thoseoutcomes.Theyconstructhistogramsandbacktobackstemandleafplots.
59
Mathematics
CurriculumF10
Year10
TheproficiencystrandsUnderstanding,Fluency,ProblemSolvingandReasoningareanintegralpartofmathematics contentacrossthethreecontentstrands:NumberandAlgebra,MeasurementandGeometry,andStatisticsand Probability.Theproficienciesreinforcethesignificanceofworkingmathematicallywithinthecontentanddescribehowthe contentisexploredordeveloped.Theyprovidethelanguagetobuildinthedevelopmentalaspectsofthelearningof mathematics. Atthisyearlevel: Understandingincludesapplyingthefouroperationstoalgebraicfractions,findingunknownsinformulasaftersubstitution, makingtheconnectionbetweenequationsofrelationsandtheirgraphs,comparingsimpleandcompoundinterestin financialcontextsanddeterminingprobabilitiesoftwoandthreestepexperiments Fluencyincludesfactorisingandexpandingalgebraicexpressions,usingarangeofstrategiestosolveequationsandusing calculationstoinvestigateingtheshapeofdatasets ProblemSolvingincludescalculatingthesurfaceareaandvolumeofadiverserangeofprismstosolvepracticalproblems, findingunknownlengthsandanglesusingapplicationsoftrigonometry,usingalgebraicandgraphicaltechniquestofind solutionstosimultaneousequationsandinequalities,andinvestigatingindependenceofevents Reasoningincludesformulatinggeometricproofsinvolvingcongruenceandsimilarity,interpretingandevaluatingmedia statementsandinterpretingandcomparingdatasets NumberandAlgebra Moneyandfinancialmathematics Connectthecompoundinterestformulatorepeated applicationsofsimpleinterestusingappropriatedigital technologies(ACMNA229) Elaborations
l
Elaborations
l
workingwithauthenticinformation,dataandinterestratesto calculatecompoundinterestandsolverelatedproblems
Patternsandalgebra Factorisealgebraicexpressionsbytakingoutacommon algebraicfactor(ACMNA230)
usingthedistributivelawandtheindexlawstofactorise algebraicexpressions understandingtherelationshipbetweenfactorisationand expansion applyingknowledgeofindexlawstoalgebraicterms,and simplifyingalgebraicexpressionsusingbothpositiveand negativeintegralindices expressingthesumanddifferenceofalgebraicfractions withacommondenominator usingtheindexlawstosimplifyproductsandquotientsof algebraicfractions
Simplifyalgebraicproductsandquotientsusingindex laws(ACMNA231)
Applythefouroperationstosimplealgebraicfractions withnumericaldenominators(ACMNA232)
60
Mathematics
CurriculumF10
Expandbinomialproductsandfactorisemonicquadratic expressionsusingavarietyofstrategies(ACMNA233)
exploringthemethodofcompletingthesquaretofactorise quadraticexpressionsandsolvequadraticequations identifyingandusingcommonfactors,includingbinomial expressions,tofactorisealgebraicexpressionsusingthe techniqueofgroupinginpairs usingtheidentitiesforperfectsquaresandthedifferenceof squarestofactorisequadraticexpressions solvingsimpleequationsarisingfromformulas
Substitutevaluesintoformulastodeterminean unknown(ACMNA234)
Linearandnonlinearrelationships Solveproblemsinvolvinglinearequations,including thosederivedfromformulas(ACMNA235)
Elaborations
l
representingwordproblemswithsimplelinearequations andsolvingthemtoanswerquestions
Solvelinearinequalitiesandgraphtheirsolutionsona numberline(ACMNA236)
representingwordproblemswithsimplelinearinequalities andsolvingthemtoanswerquestions
Solvelinearsimultaneousequations,usingalgebraic andgraphicaltechniquesincludingusingdigital technology(ACMNA237)
associatingthesolutionofsimultaneousequationswiththe coordinatesoftheintersectionoftheircorresponding graphs
Solveproblemsinvolvingparallelandperpendicular lines(ACMNA238)
solvingproblemsusingthefactthatparallellineshavethe samegradientandconverselythatiftwolineshavethe samegradientthentheyareparallel solvingproblemsusingthefactthattheproductofthe gradientsofperpendicularlinesis1andconverselythatif theproductofthegradientsoftwolinesis1thentheyare perpendicular sketchinggraphsofparabolas,andcircles applyingtranslations,reflectionsandstretchestoparabolas andcircles sketchingthegraphsofexponentialfunctionsusing transformations solvingawiderangeoflinearequations,includingthose involvingoneortwosimplealgebraicfractions,and checkingsolutionsbysubstitution representingwordproblems,includingthoseinvolving fractions,asequationsandsolvingthemtoanswerthe question
Exploretheconnectionbetweenalgebraicandgraphical representationsofrelationssuchassimplequadratics, circlesandexponentialsusingdigitaltechnologyas appropriate(ACMNA239)
l l
Solvelinearequationsinvolvingsimplealgebraic fractions(ACMNA240)
61
Mathematics
CurriculumF10
Solvesimplequadraticequationsusingarangeof strategies(ACMNA241)
usingavarietyoftechniquestosolvequadraticequations, includinggrouping,completingthesquare,thequadratic formulaandchoosingtwointegerswiththerequiredproduct andsum
MeasurementandGeometry Usingunitsofmeasurement Solveproblemsinvolvingsurfaceareaandvolumefora rangeofprisms,cylindersandcompositesolids (ACMMG242) Elaborations

l
Elaborations
l
Investigatinganddeterminingthevolumesandsurface areasofcompositesolidsbyconsideringtheindividual solidsfromwhichtheyareconstructed
Geometricreasoning Formulateproofsinvolvingcongruenttrianglesand angleproperties(ACMMG243) Applylogicalreasoning,includingtheuseofcongruence andsimilarity,toproofsandnumericalexercises involvingplaneshapes(ACMMG244)
applyinganunderstandingofrelationshipstodeduce propertiesofgeometricfigures(forexamplethebase anglesofanisoscelestriangleareequal) distinguishingbetweenapracticaldemonstrationanda proof(forexampledemonstratingtrianglesarecongruentby placingthemontopofeachother,ascomparedtousing congruenceteststoestablishthattrianglesarecongruent) performingasequenceofstepstodetermineanunknown anglegivingajustificationinmovingfromonesteptothe next. communicatingaproofusingasequenceoflogically connectedstatements
Pythagorasandtrigonometry Solverightangledtriangleproblemsincludingthose involvingdirectionandanglesofelevationand depression(ACMMG245)
Elaborations
l
applyingPythagoras'sTheoremandtrigonometryto problemsinsurveyinganddesign
StatisticsandProbability Chance Describetheresultsoftwoandthreestepchance experiments,bothwithandwithoutreplacements, assignprobabilitiestooutcomesanddetermine probabilitiesofevents.Investigatetheconceptof independence(ACMSP246) Elaborations

l
recognisingthataneventcanbedependentonanother eventandthatthiswillaffectthewayitsprobabilityis calculated
62
Mathematics
CurriculumF10
Usethelanguageofif....then,given,of,knowingthat toinvestigateconditionalstatementsandidentify commonmistakesininterpretingsuchlanguage (ACMSP247)
usingtwowaytablesandVenndiagramstounderstand conditionalstatements usingarraysandtreediagramstodetermineprobabilities
Datarepresentationandinterpretation Determinequartilesandinterquartilerange(ACMSP248)
Elaborations
l
findingthefivenumbersummary(minimumandmaximum values,medianandupperandlowerquartiles)andusing itsgraphicalrepresentation,theboxplot,astoolsforboth numericallyandvisuallycomparingthecentreandspreadof datasets understandingthatboxplotsareanefficientandcommon wayofrepresentingandsummarisingdataandcan facilitatecomparisonsbetweendatasets usingparallelboxplotstocomparedataabouttheage distributionofAboriginalandTorresStraitIslanderpeople withthatoftheAustralianpopulationasawhole Investigatingdataindifferentwaystomakecomparisons anddrawconclusions
Constructandinterpretboxplotsandusethemto comparedatasets(ACMSP249)
Compareshapesofboxplotstocorresponding histogramsanddotplots(ACMSP250)
Usescatterplotstoinvestigateandcommenton relationshipsbetweentwonumericalvariables (ACMSP251)
usingauthenticdatatoconstructscatterplots,make comparisonsanddrawconclusions
Investigateanddescribebivariatenumericaldatawhere theindependentvariableistime(ACMSP252)
investigatingbiodiversitychangesinAustraliasince Europeanoccupation constructingandinterpretingdatadisplaysrepresenting bivariatedataovertime investigatingtheuseofstatisticsinreportsregardingthe growthofAustralia'stradewithothercountriesoftheAsia region evaluatingstatisticalreportscomparingthelifeexpectancy ofAboriginalandTorresStraitIslanderpeoplewiththatof theAustralianpopulationasawhole
Evaluatestatisticalreportsinthemediaandother placesbylinkingclaimstodisplays,statisticsand representativedata(ACMSP253)
63
Mathematics
CurriculumF10
BytheendofYear10,studentsrecognisetheconnectionbetweensimpleandcompoundinterest.Theysolveproblems involvinglinearequationsandinequalities.Theymaketheconnectionsbetweenalgebraicandgraphicalrepresentationsof relations.Studentssolvesurfaceareaandvolumeproblemsrelatingtocompositesolids.Theyrecognisetherelationships betweenparallelandperpendicularlines.Studentsapplydeductivereasoningtoproofsandnumericalexercisesinvolving planeshapes.Theycomparedatasetsbyreferringtotheshapesofthevariousdatadisplays.Theydescribebivariatedata wheretheindependentvariableistime.Studentsdescribestatisticalrelationshipsbetweentwocontinuousvariables.They evaluatestatisticalreports. Studentsexpandbinomialexpressionsandfactorisemonicquadraticexpressions.Theyfindunknownvaluesafter substitutionintoformulas.Theyperformthefouroperationswithsimplealgebraicfractions.Studentssolvesimplequadratic equationsandpairsofsimultaneousequations.Theyusetriangleandanglepropertiestoprovecongruenceandsimilarity. Studentsusetrigonometrytocalculateunknownanglesinrightangledtriangles.Studentslistoutcomesformultistep chanceexperimentsandassignprobabilitiesfortheseexperiments.Theycalculatequartilesandinterquartileranges.
64
Mathematics
CurriculumF10
Year10A
NumberandAlgebra Realnumbers Definerationalandirrationalnumbersandperform operationswithsurdsandfractionalindices(ACMNA264)
l l
Elaborations
l
understandingthattherealnumbersystemincludes irrationalnumbers extendingtheindexlawstorationalnumberindices performingthefouroperationswithsurds investigatingtherelationshipbetweenexponentialand logarithmicexpressions simplifyingexpressionsusingthelogarithmlaws
Usethedefinitionofalogarithmtoestablishandapplythe lawsoflogarithms(ACMNA265)
Patternsandalgebra Investigatetheconceptofapolynomialandapplythefactor andremaindertheoremstosolveproblems(ACMNA266)
Elaborations
l
investigatingtherelationshipbetweenalgebraiclong divisionandthefactorandremaindertheorems
Linearandnonlinearrelationships Solvesimpleexponentialequations(ACMNA270)
Elaborations
l
investigatingexponentialequationsderivedfromauthentic mathematicalmodelsbasedonpopulationgrowth applyingtransformations,includingtranslations, reflectionsintheaxesandstretchestohelpgraph parabolas,rectangularhyperbolas,circlesand exponentialfunctions
Describe,interpretandsketchparabolas,hyperbolas, circlesandexponentialfunctionsandtheirtransformations (ACMNA267)
Applyunderstandingofpolynomialstosketcharangeof curvesanddescribethefeaturesofthesecurvesfromtheir equation(ACMNA268)
investigatingthefeaturesofgraphsofpolynomials includingaxesinterceptsandtheeffectofrepeatedfactors
Factorisemonicandnonmonicquadraticexpressions andsolveawiderangeofquadraticequationsderived fromavarietyofcontexts(ACMNA269)
writingquadraticequationsthatrepresentpractical problems
MeasurementandGeometry Usingunitsofmeasurement Solveproblemsinvolvingsurfaceareaandvolumeofright pyramids,rightcones,spheresandrelatedcomposite solids(ACMMG271) Elaborations

l l
usingformulastosolveproblems usingauthenticsituationstoapplyknowledgeand understandingofsurfaceareaandvolume
65
Mathematics
CurriculumF10
Geometricreasoning Proveandapplyangleandchordpropertiesofcircles (ACMMG272)
Elaborations
l
performingasequenceofstepstodetermineanunknown angleorlengthinadiagraminvolvingacircle,orcircles, givingajustificationinmovingfromonesteptothenext communicatingaproofusingalogicalsequenceof statements provingresultsinvolvingchordsofcircles
Pythagorasandtrigonometry Establishthesine,cosineandarearulesforanytriangle andsolverelatedproblems(ACMMG273)
Elaborations
l
applyingknowledgeofsine,cosineandarearulesto authenticproblemssuchasthoseinvolvingsurveyingand design establishingthesymmetricalpropertiesoftrigonometric functions investigatinganglesofanymagnitude understandingthattrigonometricfunctionsareperiodic andthatthiscanbeusedtodescribemotion usingperiodicityandsymmetrytosolveequations
Usetheunitcircletodefinetrigonometricfunctions,and graphthemwithandwithouttheuseofdigital technologies(ACMMG274)
l l
Solvesimpletrigonometricequations(ACMMG275)
ApplyPythagorastheoremandtrigonometrytosolving threedimensionalproblemsinrightangledtriangles (ACMMG276)
investigatingtheapplicationsofPythagoras'stheoremin authenticproblems
StatisticsandProbability Chance Investigatereportsofstudiesindigitalmediaand elsewhereforinformationontheirplanningand implementation(ACMSP277)

l
Elaborations
l
evaluatingtheappropriatenessofsamplingmethodsin reportswherestatementsaboutapopulationarebased onasample evaluatingwhethergraphsinareportcouldmislead,and whethergraphsandnumericalinformationsupportthe claims
Datarepresentationandinterpretation Calculateandinterpretthemeanandstandarddeviationof dataandusethesetocomparedatasets(ACMSP278)
Elaborations
l
usingthestandarddeviationtodescribethespreadofa setofdata usingthemeanandstandarddeviationtocompare numericaldatasets
66
Mathematics
CurriculumF10
Useinformationtechnologiestoinvestigatebivariate numericaldatasets.Whereappropriateuseastraightline todescribetherelationshipallowingforvariation (ACMSP279)
investigatingdifferenttechniquesforfindingalineofbest fit
67
Glossary
Algebraicexpression
Analgebraicexpressionisformedbycombiningnumbersandalgebraicsymbolsusingarithmeticoperations.The expressionmustbeconstructedunambiguouslyaccordingtotherulesofalgebra. Forexample, ,and arealgebraicexpressions,but isnotbecauseitisincomplete.
Algebraicfraction
Analgebraicfractionisafractioninwhichboththenumeratoranddenominatorarealgebraicexpressions.
Algebraicterm
Analgebraictermisanalgebraicexpressionthatformsaseparablepartofsomeotheralgebraicexpression.Forexample, and aretermsintheinequality and aretermsofthepolynomial
Alternate
Ineachdiagrambelow,thetwomarkedanglesarecalledalternateangles(sincetheyareonalternatesidesofthe transversal).
IfthelinesABandCDareparallel,theneachpairofalternateanglesareequal.
Angle
Anangleisthefigureformedbytworayssharingacommonendpoint,calledthevertexoftheangle.
68
Mathematics
Glossary
Thesizeofanangle ImaginethattherayOBisrotatedaboutthepointOuntilitliesalongOA.Theamountofturningiscalledthesizeoftheangle AOB.
Arevolutionistheamountofturningrequiredtorotatearayaboutitsendpointuntilitfallsbackontoitself.Thesizeof1 revolutionis360o .
Astraightangleistheangleformedbytakingarayanditsoppositeray.Astraightangleishalfofarevolution,andsohas sizeequalto 180o .
Rightangle LetAOBbealine,andletOXbearaymakingequalangleswiththerayOAandtherayOB.ThentheequalanglesAOXand BOXarecalledrightangles. Arightangleishalfofastraightangle,andsoisequalto90o .
Classificationofangles
69
Mathematics
Glossary
Anglesareclassifiedaccordingtotheirsize. Wesaythat
l l l
Ananglewithsizeisacuteif0o <<90o , Ananglewithsizeisobtuseif900 <<180o , Ananglewithsizeisreflexif1800 <<360o
Adjacentangles Twoanglesatapointarecalledadjacentiftheyshareacommonrayandacommonvertex. Hence,inthediagram,

l l
AOCandBOCareadjacent,and AOBandAOCareadjacent.
Twoanglesthataddto90o arecalledcomplementary.Forexample,23o and67oarecomplementaryangles. Ineachdiagramthetwomarkedanglesarecalledcorrespondingangles.
Ifthelinesareparallel,theneachpairofcorrespondinganglesareequal.
70
Mathematics
Glossary
Conversely,ifapairofcorrespondinganglesareequal,thenthelinesareparallel. Twoanglesthataddto180o arecalledsupplementaryangles.Forexample,45o and135o aresupplementaryangles.
Anglesofelevationanddepression
Whenanobserverlooksatanobjectthatislowerthantheeyeoftheobserver,theanglebetweenthelineofsightandthe horizontaliscalledtheangleofdepression.
Whenanobserverlooksatanobjectthatishigherthantheeyeoftheobserver,theanglebetweenthelineofsightandthe horizontaliscalledtheangleofelevation.
Array
Anarrayisanorderedcollectionofobjectsornumbers.Rectangulararraysarecommonlyusedinprimarymathematics.
Associative
Amethodofcombiningtwonumbersoralgebraicexpressionsisassociativeiftheresultofthecombinationofthreeobjects doesnotdependonthewayinwhichtheobjectsaregrouped. Forexample,additionofnumbersisassociativeandthecorrespondingassociativelawis:
71
Mathematics
Glossary
forallnumbers Multiplicationisalsoassociative: forexample, and
forallnumbers butsubtractionanddivisionarenot,because,
Backtobackstemandleafplot
Abacktobackstemandleafplotisamethodforcomparingtwodatadistributionsbyattachingtwosetsofleavestothe samesteminastemandleafplot. Forexample,thestemandleafplotbelowdisplaysthedistributionofpulseratesof19studentsbeforeandaftergentle exercise.
Bimodal
Bimodaldataisdatawhosedistributionhastwomodes.
Bivariatedata
Bivariatedataisdatarelatingtotwovariables,forexample,thearmspansandheightsof16yearolds,thesexofprimary schoolstudentsandtheirattitudetoplayingsport.
Bivariatenumericaldata
Bivariatenumericaldataisdatarelatingtotwonumericalvariables,forexampleheightandweight.
Boxplot
Thetermboxplotisasynonymforaboxandwhiskerplot Aboxandwhiskerplotisagraphicaldisplayofafivenumbersummary. Inaboxandwhiskerplot,theboxcoverstheinterquartilerange(IQR),withwhiskersreachingoutfromeachendofthebox toindicatemaximumandminimumvaluesinthedataset.Averticallineintheboxisusedtoindicatethelocationofthe median.
72
Mathematics
Glossary
Theboxandwhiskerplotbelowhasbeenconstructedfromthefivenumbersummaryoftherestingpulseratesof17 students.
Thetermboxandwhiskerplotiscommonlyabbreviatedtoboxplot. Afivenumbersummaryisamethodforsummarisingadatasetusingfivestatistics,theminimumvalue,thelowerquartile, themedian,theupperquartileandthemaximumvalue.
Capacity
Capacityisatermusedtodescribehowmuchacontainerwillhold.Itisoftenusedinrelationtothevolumeoffluids.Unitsof capacity(volumeoffluidsorgases)includelitresandmillilitres.
Cartesiancoordinatesystem
Twointersectingnumberlinesaretakenintersectingatrightanglesattheiroriginstoformtheaxesofthecoordinatesystem. Theplaneisdividedintofourquadrantsbytheseperpendicularaxescalledthexaxis(horizontalline)andtheyaxis(vertical line). Thepositionofanypointintheplanecanberepresentedbyanorderedpairofnumbers(x,y).Theseorderedarecalledthe coordinatesofthepoint.ThisiscalledtheCartesiancoordinatesystem.TheplaneiscalledtheCartesianplane. Thepointwithcoordinates(4,2)hasbeenplottedontheCartesianplaneshown.Thecoordinatesoftheoriginare(0,0).
Categoricalvariable
73
Mathematics
Glossary
Acategoricalvariableisavariablewhosevaluesarecategories. Examples:bloodgroupisacategoricalvariableitsvaluesare:A,B,ABorO.Sotooisconstructiontypeofahouseitsvalues mightbebrick,concrete,timber,orsteel. Categoriesmayhavenumericallabels,forexample,forthevariablepostcodethecategorylabelswouldbenumberslike 3787,5623,2016,etc,buttheselabelshavenonumericalsignificance.Forexample,itmakesnosensetousethese numericallabelstocalculatetheaveragepostcodeinAustralia.
Census
Acensusisanattempttocollectinformationaboutthewholepopulation. Apopulationisthecompletesetofindividuals,objects,places,etc,thatwewantinformationabout.
Chord
Achordisalinesegment(interval)joiningtwopointsonacircle Adiameterisachordpassingthroughthecentre. Theworddiameterisalsousedforthelengthofthediameter.
Circle
ThecirclewithcentreOandradiusristhesetofallpointsintheplanewhosedistancefromOisr.
ThelinesegmentOA(intervalOA)isalsocalledaradiusofthecircle. Puttingthepointofapairofcompassesatthecentreandopeningthearmstotheradiuscandrawacircle.
74
Mathematics
Glossary
PiisthenameoftheGreekletter thatisusedtodenotetheratioofthecircumferenceofanycircletoitsdiameter.The number isirrational,but begins Thereisaverylonghistoryofattemptstoestimate accurately.OneoftheearlysuccesseswasduetoArchimedes(287 212BC)whoshowedthat places. isarationalapproximationaccurateto2decimalplaces.Thedecimalexpansionof
Thedecimalexpansionof hasnowbeencalculatedtoatleastthefirst
Cointeriorangles
Ineachdiagramthetwomarkedanglesarecalledcointerioranglesandlieonthesamesideofthetransversal.
IfthelinesABandCDareparallelthena+b =180o
Cointerioranglesformedbyparallellinesaresupplementary. Conversely,ifapairofcointerioranglesissupplementarythenthelinesareparallel.
Columngraph
Acolumngraphisagraphusedinstatisticsfororganisinganddisplayingcategoricaldata.
75
Mathematics
Glossary
Toconstructacolumngraph,equalwidthrectangularbarsareconstructedforeachcategorywithheightequaltothe observedfrequencyofthecategoryasshownintheexamplebelowwhichdisplaysthehaircoloursof27students.
Columngraphsarefrequentlycalledbargraphsorbarcharts.Inabargraphorchart,thebarscanbeeitherverticalor horizontal. Ahistogramisastatisticalgraphfordisplayingthefrequencydistributionofcontinuousdata. Ahistogramisagraphicalrepresentationoftheinformationcontainedinafrequencytable.Inahistogram,classfrequencies arerepresentedbytheareasofrectanglescentredoneachclassinterval.Theclassfrequencyisproportionaltothe rectanglesheightwhentheclassintervalsareallofequalwidth. Thehistogrambelowdisplaysthefrequencydistributionoftheheights(incm)ofasampleof42peoplewithclassintervals ofwidth5cm.
Commonfactor
76
Mathematics
Glossary
Acommonfactor(orcommondivisor)ofasetofnumbersoralgebraicexpressionisafactorofeachelementofthatset. Forexample, isacommonfactorof and isacommonfactorof and
Commutative
Amethodofcombiningtwonumbersoralgebraicexpressionsiscommutativeiftheresultofthecombinationdoesnot dependontheorderinwhichtheobjectsaregiven. Forexample,additionofnumbersiscommutative,andthecorrespondingcommutativelawis: forallnumbers Multiplicationisalsocommutative: example, and forallnumbers butsubtractionanddivisionarenot,because,for
Complementaryevents
EventsAandBarecomplementaryevents,ifAandBaremutuallyexclusiveandPr(A)+Pr(B)=1.
Compositenumber
Anaturalnumberthathasafactorotherthan1anditselfisacompositenumber.
Compoundinterest
Theinterestearnedbyinvestingasumofmoney(theprincipal)iscompoundinterestifeachsuccessiveinterestpaymentis addedtotheprincipalforthepurposeofcalculatingthenextinterestpayment. Forexample,iftheprincipal interestis earnscompoundinterestattherateof perperiod,thenafter periodstheprincipalplus
Congruence
Twoplanefiguresarecalledcongruentifonecanbemovedbyasequenceoftranslations,rotationsandreflectionssothatit fitsexactlyontopoftheotherfigure. Twofiguresarecongruentwhenwecanmatcheverypartofonefigurewiththecorrespondingpartoftheotherfigure.For example,thetwofiguresbelowarecongruent. Matchingintervalshavethesamelength,andmatchingangleshavethesamesize.
Congruenttriangles
77
Mathematics
Glossary
Thefourstandardcongruencetestsfortriangles. Twotrianglesarecongruentif: SSS:thethreesidesofonetrianglearerespectivelyequaltothethreesidesoftheothertriangle,or SAS:twosidesandtheincludedangleofonetrianglearerespectivelyequaltotwosidesandtheincludedangleoftheother triangle,or AAS:twoanglesandonesideofonetrianglearerespectivelyequaltotwoanglesandthematchingsideoftheothertriangle, or RHS:thehypotenuseandonesideofonerightangledtrianglearerespectivelyequaltothehypotenuseandonesideofthe otherrightangledtriangle.
Continuousvariable
Acontinuousvariableisanumericalvariablethatcantakeanyvaluethatlieswithinaninterval.Inpractice,thevaluestaken aresubjecttotheaccuracyofthemeasurementinstrumentusedtoobtainthesevalues. Examplesincludeheight,reactiontimetoastimulusandsystolicbloodpressure.
Cosine
Inanyrightangledtriangle, cos= where0o <<90o
InanytriangleABC, c2 =a2 +b 2 2abcosC
Countingnumber
Thecountingnumbersarethenonnegativeintegers,thatis,oneofthenumbers Sometimesitistakentomeanonlyapositiveinteger.
78
Mathematics
Glossary
Anaturalnumberisapositiveintegerorcountingnumber.Thenaturalnumbersare usuallydenotedby
Thesetofnaturalnumbersis
Countingon
Countingacollection,orrecitingasequenceofnumberwords,fromapointbeyondthebeginningofthesequence. Forexample,whenachildhascountedtoestablishedthatthereare6objectsinacollectionandisthenaskedHowMany? afterseveralmoreareaddedmightcountonfrom6saying7,8,9,...toreachthetotal.Thisisconsideredamore sophisticatedstrategythancountingthewholecollectionfrom1.
Cylinder
Acylinderisasolidthathasparallelcirculardiscsofequalradiusattheends.Eachcrosssectionparalleltotheendsisa circlewiththesameradius,andthecentresofthesecircularcrosssectionslieonastraightline,calledtheaxisofthe cylinder.
Data
Dataisageneraltermforasetofobservationsandmeasurementscollectedduringanytypeofsystematicinvestigation. Primarydataisdatacollectedbytheuser.Secondarydataisdatacollectedbyothers.Sourcesofsecondarydatainclude, webbaseddatasets,themedia,books,scientificpapers,etc. Univariatedataisdatarelatingtoasinglevariable,forexample,haircolourorthenumberoferrorsinatest.
Datadisplay
Adatadisplayisavisualformatfororganisingandsummarisingdata. Examplesinclude,boxplots,columngraphs,frequencytablesandstemplots.
Decimal
Adecimalisanumeralinthedecimalnumbersystem. Forexample,thedecimalexpansionof is .Theintegerpartis andthefractionalpartis
Adecimalisterminatingifthefractionalparthasonlyfinitelymanydecimaldigits.Itisnonterminatingifithasinfinitelydigits. Forexample, terminating. isaterminatingdecimal,whereas ,wherethepattern16repeatsindefinitely,isnon
79
Mathematics
Glossary
Nonterminatingdecimalsmayberecurring,thatis,containapatternofdigitsthatrepeatsindefinitelyafteracertainnumber ofplaces. Forexample, isarecurringdecimal,whereas wherethenumberof0sbetween
the1sincreasesindefinitely,isnotrecurring. Itiscommonpracticetoindicatetherepeatingpartofarecurringdecimalbyusingdotsorlinesassuperscripts. Forexample, couldbewrittenas or
Thedecimalnumbersystemisthebase10,placevaluesystemmostcommonlyusedforrepresentingrealnumbers.In thissystempositivenumbersareexpressedassequencesofArabicnumerals0to9,inwhicheachsuccessivedigittothe leftorrightofthedecimalpointindicatesamultipleofsuccessivepowers(respectivelypositiveornegative)of10. Forexample,thenumberrepresentedbythedecimal isthesum
Denominator
Inthefraction , isthedenominator.Itisthenumberofequalpartsintowhichthewholeisdividedinordertoobtain fractionalparts.Forexample,ifalinesegmentisdividedinto equalparts,eachofthosepartsisonefifthofthewholeand correspondstotheunitfraction
Dependentvariable
Twoeventsareindependentifknowingtheoutcomeofoneeventtellsusnothingabouttheoutcomeoftheotherevent.
Difference
Adifferenceistheresultofsubtractiononenumberoralgebraicquantityfromanother.
Distributive
Multiplicationofnumbersisdistributiveoveradditionbecausetheproductofonenumberwiththesumoftwoothersequals thesumoftheproductsofthefirstnumberwitheachoftheothers.Thismeansthatwecanmultiplytwonumbersby expressingone(orboth)asasumandthenmultiplyingeachpartofthesumbytheothernumber(oreachpartofitssum.) Forexample, Thisdistributivelawisexpressedalgebraicallyasfollows:
Divisible
Ingeneral,anumberoralgebraicexpression isdivisiblebyanother ifthereexistsanumberoralgebraicexpression of aspecifiedtypeforwhich Anaturalnumber Forexample, isdivisiblebyanaturalnumber ifthereisanaturalnumber suchthat
isdivisibleby4because
Dotplot
80
Mathematics
Glossary
Adotplotisagraphusedinstatisticsfororganisinganddisplayingnumericaldata. Usinganumberline,adotplotdisplaysadotforeachobservation.Wherethereismorethatoneobservation,or observationsarecloseinvalue,thedotsarestackedvertically.Iftherearealargenumberofobservations,dotscan representmorethanoneobservation.Dotplotsareideallysuitedfororganisinganddisplayingdiscretenumericaldata. Thedotplotbelowdisplaysthenumberofpassengersobservedin32carsstoppedatatrafficlight.
Dotplotscanalsobeusedtodisplaycategoricaldata,withthenumbersonthenumberlinereplacedbycategorylabels.
Element
Anelementofasetisamemberofthatset.Forexample,theelementsoftheset Wewrite toindicatethat isamemberoftheset arethenumbers
Enlargement(Dilation)
Anenlargementisascaledup(ordown)versionofafigureinwhichthetransformedfigureisinproportiontotheoriginal figure.Therelativepositionsofpointsareunchangedandthetwofiguresaresimilar. InthediagrambelowtriangleABCistheimageoftriangleABCundertheenlargementwithenlargementfactor2andcentre ofenlargementO.
EquallyLikelyoutcomes
Equallylikelyoutcomesoccurwiththesameprobability. Forexample,intossingafaircoin,theoutcomeheadandtheoutcometailareequallylikely.
81
Mathematics
Glossary
Inthissituation,Pr(head)=Pr(tail)=0.5
Equation
Anequationisastatementthatassertsthattwonumbersoralgebraicexpressionsareequalinvalue.Anequationmust includeanequalsign.Forexample, Anidentityisanequationinvolvingalgebraicexpressionsthatistrueforallvaluesofthevariablesinvolved. Forexample
Anidentityisanequationthatistrueforallvaluesofthevariablesinvolved. Example:
Aninequalityisastatementthatonenumberoralgebraicexpressionislessthan(orgreaterthan)another.Therearefour typesofinequalities:
l l l l
Therelation islessthan iswritten isgreaterthan iswritten , islessthanorequalto iswritten isgreaterthanorequalto iswritten
,and .
Equivalentfractions
Twofractions and areequivalentiftheyareequal,thatis, Equivalentfractionsarealternativewaysofwritingthesamefraction. Forexample,
Estimate
Instatisticalterms,anestimateisinformationaboutapopulationextrapolatedfromasampleofthepopulation. Forexample,themeannumberofdecayedteethinarandomlyselectedgroupofeightyearoldchildrenisanestimateofthe meannumberofdecayedteethineightyearoldchildreninAustralia.
Evennumber
Awholenumberisevenifitisdivisibleby2.Theevenwholenumbersare
Event
Aneventisasubsetofthesamplespaceforarandomexperiment. Forexample,thesetofoutcomesfromtossingtwocoinsis{HH,HT,TH,TT},whereHrepresentsaheadandTatail. Forexample,ifAistheeventatleastoneheadisobtained,thenA={HT,TH,HH}. TwoeventsAandBaremutuallyexclusiveifoneisincompatiblewiththeotherthatis,iftheycannotbesimultaneous outcomesinthesamechanceexperiment.
82
Mathematics
Glossary
Forexample,whenafaircoinistossedtwice,theeventsHHandTTcannotoccuratthesametimeandare,therefore, mutuallyexclusive. InaVenndiagram,asshownbelow,mutuallyexclusiveeventsdonotoverlap.
Expression
Twoormorenumbersorvariablesconnectedbyoperations.Forexample,179,8x(2+3),2a+3b areallexpressions. Expressionsdonotincludeanequalsign.
Factor
Ingeneral,anumberoralgebraicexpression isafactor(ordivisor)ofanother ifthereexistsanumberoralgebraic expression ofaspecifiedtypeforwhich Anaturalnumber isafactorofanaturalnumber ifthereisanaturalnumber suchthat ifthereisapolynomial forwhich .
Forexample, isafactorof12because Apolynomial Forexample, isdivisiblebyapolynomial isafactor
because
Aprimefactorofanaturalnumber isafactorof thatisaprimenumber. Forexample,theprimefactorsof are
Factorandremaindertheorem
Accordingtothefactortheorem,if isapolynomialand forsomenumber then theremainderis isdivisibleby Soif the
Thisfollowseasilyfromtheremaindertheorem,becausefor remainderis0and isdivisibleby
Thefactortheoremcanbeusedtoobtainfactorsofapolynomial. Forexample,if thefactortheorem isafactorof ,thenitiseasytocheckthat isdividedby where isanyrealnumber,theremainderis Soby
Accordingtotheremaindertheorem,ifapolynomial Thatis,
,forsomepolynomial
Factorise
83
Mathematics
Glossary
Tofactoriseanumberoralgebraicexpressionistoexpressitasaproduct. Forexample, product: isfactorisedwhenexpressedasaproduct: ,and isfactorisedwhenwrittenasa
Fraction
Thefraction (writtenalternativelyas ),where isanonnegativeintegerand isapositiveinteger,washistorically
obtainedbydividingaunitlengthinto equalpartsandtaking oftheseparts. Forexample, refersto3of5equalpartsofthewhole,takentogether. Inthefraction thenumber isthenumeratorandthenumber isthedenominator. Itisaproperfractionif andanimproperfractionotherwise.
Frequencies
Frequency,orobservedfrequency,isthenumberoftimesthataparticularvalueoccursinadataset. Forgroupeddata,itisthenumberofobservationsthatlieinthatgrouporclassinterval. Anexpectedfrequencyisthenumberoftimesthataparticulareventisexpectedtooccurwhenachanceexperimentis repeatedanumberoftimes.Forexample,Iftheexperimentisrepeatedntimes,andoneachofthosetimestheprobability thattheeventoccursisp,thentheexpectedfrequencyoftheeventisnp. Forexample,supposethatafaircoinistossed5timesandthenumberofheadsshowingrecorded.Thentheexpected frequencyofheadsis5/2. Thisexampleshowsthattheexpectedfrequencyisnotnecessarilyanobservedfrequency,whichinthiscaseisoneofthe numbers0,1,2,3,4or5. Afrequencytableliststhefrequency(numberofoccurrences)ofobservationsindifferentranges,calledclassintervals. Thefrequencydistributionoftheheights(incm)ofasampleof42peopleisdisplayedinthefrequencytablebelow Height(cm)
Classinterval
155<160 160<165 165<170 170<175 175<180 3 2 9 7 10
Frequency
84
Mathematics
Glossary
180<185 185<190 185<190
5 5 5
Afrequencydistributionisthedivisionofasetofobservationsintoanumberofclasses,togetherwithalistingofthe numberofobservations(thefrequency)inthatclass. Frequencydistributionscanbedisplayedintabularorgraphicalform. Frequency,orobservedfrequency,isthenumberoftimesthataparticularvalueoccursinadataset. Forgroupeddata,itisthenumberofobservationsthatlieinthatgrouporclassinterval. Relativefrequencyisgivenbytheratio ,wherefisthefrequencyofoccurrenceofaparticulardatavalueorgroupofdata
valuesinadatasetandnisthenumberofdatavaluesinthedataset.
Frequencytable
Atwowayfrequencytableiscommonlyusedtofordisplayingthetwowayfrequencydistributionthatariseswhenagroupof individualsorthingsarecategorisedaccordingtotwocriteria. Forexample,thetwowaytablebelowdisplaysthetwowayfrequencydistributionthatariseswhen27childrenare categorisedaccordingtohairtype(straightorcurly)andhaircolour(red,brown,blonde,black).
Theinformationinatwowayfrequencytablecanalsobedisplayedgraphicallyusingasidebysidecolumngraph.
Function
Afunction assignstoeachelementofoneset preciselyoneelementofasecondset . Thefunctionsmostcommonlyencounteredinelementarymathematicsarerealfunctionsofrealvariables.Forsuch functions,thedomainandcodomainaresetsofrealnumbers. Functionsareusuallydefinedbyaformulafor intermsof Forexample,theformula definesthesquaring
functionthatmapseachrealnumber toitssquare
Gradient
85
Mathematics
Glossary
IfA(x1 ,y1 )andpointsB(x2 ,y2 )arepointsintheplane,x2 x10,thegradientofthelinesegment(interval)AB= .
Thegradientofalineisthegradientofanylinesegment(interval)withintheline.
Greatestcommondivisor
Thegreatestcommondivisor(gcd),greatestcommonfactor(gcf)orhighestcommonfactor(hcf),ofagivensetofnatural numbersisthecommondivisorofthesetthatisgreaterthaneachoftheothercommondivisors. Forexample, arethecommonfactorsof24,54and66and6isthegreatestcommondivisor.
Histogram
Ahistogramisastatisticalgraphfordisplayingthefrequencydistributionofcontinuousdata. Ahistogramisagraphicalrepresentationoftheinformationcontainedinafrequencytable.Inahistogram,classfrequencies arerepresentedbytheareasofrectanglescentredoneachclassinterval.Theclassfrequencyisproportionaltothe rectanglesheightwhentheclassintervalsareallofequalwidth. Thehistogrambelowdisplaysthefrequencydistributionoftheheights(incm)ofasampleof42peoplewithclassintervals ofwidth5cm.
86
Mathematics
Glossary
Independentevent
Twoeventsareindependentifknowingtheoutcomeofoneeventtellsusnothingabouttheoutcomeoftheotherevent.
Independentvariable
Wheninvestigatingrelationshipsinbivariatedata,theexplanatoryvariableisthevariablethatmayexplainorcausea differenceintheresponsevariable. Forexample,wheninvestigatingtherelationshipbetweenthetemperatureofaloafofbreadandthetimeithasspentinahot oven,temperatureistheresponsevariableandtimeistheexplanatoryvariable. Withnumericalbivariatedataitiscommontoattempttomodelsuchrelationshipswithamathematicequationandtocallthe responsevariablethedependentvariableandtheexplanatoryvariabletheindependentvariable. Whengraphingnumericaldata,theconventionistodisplaytheresponse(dependent)variableontheverticalaxisandthe explanatory(independent)variableonthehorizontalaxis. Whenthereisnoclearcausallinkbetweentheevents,theclassificationofthevariablesaseitherthedependentor independentvariableisquitearbitrary.
Index
Indexissynonymouswithexponent. Theexponentorindexofanumberoralgebraicexpressionisthepowertowhichthelatterisberaised.Theexponentis writtenasasuperscript.Positiveintegralexponentsindicatethenumberoftimesatermistobemultipliedbyitself.For example,
Indexlaw
Indexlawsarerulesformanipulatingindices(exponents).Theyinclude
87
Mathematics
Glossary
and
Informalunit
Informalunitsarenotpartofastandardisedsystemofunitsformeasurement.Forexample,aninformalunitforlengthcould paperclipsofuniformlength.Aninformalunitforareacouldbeuniformpapersquaresofanysize.Informalunitsare sometimesreferredtoasnonstandardunits.
Integer
Theintegersarethewholenumbers basicbuildingblocksinmathematics. .Thesetofintegersisusuallydenotedby Integersare
Interquartilerange
Theinterquartilerange(IQR)isameasureofthespreadwithinanumericaldataset.Itisequaltotheupperquartile(Q3 ) minusthelowerquartiles(Q1 )thatis,IQR=Q3 Q1 TheIQRisthewidthofanintervalthatcontainsthemiddle50%(approximately)ofthedatavalues.Tobeexactly50%,the samplesizemustbeamultipleoffour.
Interval
Anintervalisacertaintypeofsubsetofthenumberline. Afiniteintervalisthesetofallrealnumbersbetweentwogivenrealnumberscalledtheendpointsoftheinterval.Theend pointsmayormaynotbeincludedintheinterval.
Irrationalnumber
Anirrationalnumberisarealnumberthatisnotrational.Somecommonlyusedirrationalnumbersare,eand TheEulernumberisanirrationalrealnumberwhosedecimalexpansionbegins .
Irregularshape
Anirregularshapecanbeapolygon.Apolygonthatisnotregularisirregular.
Kite
Akiteisaquadrilateralwithtwopairsofadjacentsidesequal.
88
Mathematics
Glossary
Akitemaybeconvexasshowninthediagramabovetotheleftornonconvexasshownabovetotheright.Theaxisofthekite isshown.
Linesegment(Interval)
IfAandBaretwopointsonaline,thepartofthelinebetweenandincludingAandBiscalledalinesegmentorinterval. ThedistanceABisameasureofthesizeorlengthofAB.
AnypointAonalinedividesthelineintotwopiecescalledrays.TherayAPisthatraywhichcontainsthepointP(andthe pointA).ThepointAiscalledthevertexoftherayanditliesontheray.
Linearequation
Alinearequationisanequationinvolvingjustlinearterms,thatis,polynomialsofdegree1.Thegeneralformofalinear equationinonevariableis
Location(statistics)
Ameasureoflocationisasinglenumberthatcanbeusedtoindicateacentralortypicalvaluewithinasetofdata. Themostcommonlyusedmeasuresoflocationarethemeanandthemedianalthoughthemodeisalsosometimesused forthispurpose.
Logarithm
89
Mathematics
Glossary
Thelogarithmofapositivenumber isthepowertowhichagivennumber ,calledthebase,mustberaisedinorderto producethenumber .Thelogarithmof ,tothebase isdenotedby .Algebraically: Forexample, because and because
Manytoonecorrespondence
Amanytoonecorrespondenceisafunctionormappingthattakesthesamevalueforatleasttwodifferentelementsofits domain.Forexample,thesquaringfunction ismanytoonebecause forallrealnumbers.
Mean
Thearithmeticmeanofalistofnumbersisthesumofthedatavaluesdividedbythenumberofnumbersinthelist. Ineverydaylanguage,thearithmeticmeaniscommonlycalledtheaverage. Forexample,forthefollowinglistoffivenumbers{2,3,3,6,8}themeanequals
Median
Themedianisthevalueinasetofordereddatathatdividesthedataintotwoparts.Itisfrequentlycalledthemiddlevalue. Wherethenumberofobservationsisodd,themedianisthemiddlevalue. Forexample,forthefollowingordereddatasetwithanoddnumberofobservations,themedianvalueisfive. 133456899 Wherethenumberofobservationsiseven,themedianiscalculatedasthemeanofthetwocentralvalues. Forexample,inthefollowingordereddataset,thetwocentralvaluesare5and6,andmedianvalueisthemeanofthesetwo values,5.5 13345689910 Themedianprovidesameasureoflocationofadatasetthatissuitableforbothsymmetricandskeweddistributionsandis alsorelativelyinsensitivetooutliers.
Midpoint
ThemidpointMofalinesegment(interval)ABisthepointthatdividesthesegmentintotwoequalparts. LetA(x1 ,y1 )bepointsintheCartesianplane.ThenthemidpointMoflinesegmentABhascoordinates( ). ,
Thiscanbeseenfromthecongruenttrianglesbelow.
90
Mathematics
Glossary
Mode
Themodeisthemostfrequentlyoccurringvalueinasetofdata.Therecanbemorethanonemode.Whentherearetwo modes,thedatasetissaidtobebimodal. Themodeissometimesusedasameasureoflocation.
Monic
Amonicpolynomialisoneinwhichthecoefficientoftheleadingtermis1.Forexample, isnot. ismonic,but
Multiple
Amultipleofanumberistheproductofthatnumberandaninteger. Amultipleofarealnumber isanynumberthatisaproductof andaninteger.Forexample, because and . and13.5aremultiplesof
Multiplication
Multiplicativesituationsareproblemsorcontextsthatinvolvemultiplication(ordivision).Calculatingthenumberofseatsina theatrethathas30rowsof24seats,findingequivalentfractions,andworkingwithratiosandpercentagesareall multiplicativesituations.
Net
Anetisaplanefigurethatcanbefoldedtoformapolyhedron. Onepossiblenetforacubeisshownbelow.
Number
91
Mathematics
Glossary
Arealnumberisrationalifitcanbeexpressedasaquotientofintegers.Itisirrationalotherwise.
Numberline
Anumberlinegivesapictorialrepresentationofrealnumbers.
Numeral
Afigureorsymbolusedtorepresentanumber.Forexample,3,0,45,IX
Numerator
Inthefraction , isthenumerator.Ifanobjectisdividedinto equalparts,thenthefraction represents oftheseparts
takentogether.Forexample,ifalinesegmentisdividedinto equalparts,eachofthosepartsisonefifthofthewholeand3 ofthesepartstakentogethercorrespondstothefraction
Numericaldata
Numericaldataisdataassociatedwithanumericalvariable. Numericalvariablesarevariableswhosevaluesarenumbers,andforwhicharithmeticprocessessuchasaddingand subtracting,orcalculatinganaverage,makesense.
Oddandevennumber
Awholenumberisevenifitisdivisibleby2.Theevenwholenumbersare Anoddnumberisanintegerthatisnotdivisibleby2.Theoddnumbersare
Onetoonecorrespondence
Inearlycountingdevelopmentonetoonecorrespondencereferstothematchingofoneandonlyonenumberwordtoeach elementofacollection. Moregenerallyitreferstoarelationshipbetweentwosetssuchthateveryelementofthefirstsetcorrespondstooneandonly oneelementofthesecondset.
Operation
Theprocessofcombiningnumbersorexpressions.Intheprimaryyearsoperationsincludeaddition,subtraction, multiplicationanddivision.Inlateryearsoperationsincludesubstitutionanddifferentiation.
Orderofoperations
Aconventionforsimplifyingexpressionsthatstipulatesthatmultiplicationanddivisionareperformedbeforeadditionand subtractionandinorderfromlefttoright.Forexample,in562+7,thedivisionisperformedfirstandtheexpression becomes53+7=9.Iftheconventionisignoredandtheoperationsareperformedinorder,theincorrectresult,6.5is obtained.
Outlier
Anoutlierisadatavaluethatappearstostandoutfromtheothermembersofthedatasetbybeingunusuallyhighorlow. Themosteffectivewayofidentifyingoutliersinadatasetistographthedata.
92
Mathematics
Glossary
Forexample,infollowinglistofagesofagroupof10people,{12,12,13,13,13,13,13,14,14,14,24},the24wouldbe consideredtobeapossibleoutlier.
Parabola
Definition1 Thegraphofy=x2 iscalledaparabola.Thepoint(0,0)iscalledthevertexoftheparabolaandtheyaxisistheaxisof symmetryoftheparabolacalledsimplytheaxis.
Someotherparabolasarethegraphsofy=ax2 +b x+cwherea0. Moregenerally,everyparabolaissimilartothegraphofy=x2 . Definition2 AparabolaisthelocusofallpointsPsuchthatthedistancefromPtoafixedpointFisequaltothedistancefromPtoafixed linel.
Parallelboxplots
Parallelboxandwhiskerplotsareusedtovisuallycomparethefivenumbersummariesoftwoormoredatasets. Forexample,boxandwhiskerplotsbelowcanbeusedtocomparethefivenumbersummariesforthepulseratesof19 studentsbeforeandaftergentleexercise.
93
Mathematics
Glossary
Notethattheboxplotforpulseratesafterexerciseshowsthepulserateof146asapossibleoutlier(.).Thisisbecausethe distanceofthisdatapointabovetheupperquartile42(146104)ismorethan21(1.5IQRs=1.5(10490)=1.514= 21). Thetermparallelboxandwhiskerplotsiscommonlyabbreviatedtoparallelboxplots.
Parallelogram
Aparallelogramisaquadrilateralwhoseoppositesidesareparallel. ThusthequadrilateralABCDshownbelowisaparallelogrambecauseAB||DCandDA||CB.
Propertiesofaparallelogram
l l l
Theoppositeanglesofaparallelogramareequal. Theoppositesidesofaparallelogramareequal. Thediagonalsofaparallelogrambisecteachother.
Partitioning
Dividingaquantityintoparts.Intheearlyyearsitcommonlyreferstotheabilitytothinkaboutnumbersasmadeupoftwo parts,forexample,10is8and2.Inlateryearsitreferstodividingbothcontinuousanddiscretequantitiesintoequalparts.
Percentage
Apercentageisafractionwhosedenominatoris100. Forexample, percent(writtenas Similarly,40asapercentageof250is )isthepercentagewhosevalueis
Perimeter
94
Mathematics
Glossary
Theperimeterofaplanefigureisthelengthofitsboundary.
Picturegraphs
Apicturegraphisastatisticalgraphfororganisinganddisplayingcategoricaldata.
Placevalue
Thevalueofdigitasdeterminedbyitspositioninanumberrelativetotheones(orunits)place.Forintegerstheonesplace isoccupiedbytherightmostdigitinthenumber. Forexampleinthenumber2594.6the4denotes4ones,the9denotes90onesor9tens,the5denotes500onesor5 hundreds,the2denotes2000onesor2thousands,andthe6denotes ofaoneor6tenths.
Point
Apointmarksaposition,buthasnosize.
Polynomial
Apolynomialinonevariable (simplycalledapolynomial)isafinitesumoftermsoftheform and isanonnegativeinteger. Anonzeropolynomialcanbewrittenintheform where isanumber
where isanonnegativeintegerand
Population
Apopulationisthecompletesetofindividuals,objects,places,etc,thatwewantinformationabout. Acensusisanattempttocollectinformationaboutthewholepopulation.
Primenumber
Aprimenumberisanaturalnumbergreaterthan1thathasnofactorother1anditself.
Prism
Aprismisaconvexpolyhedronthathastwocongruentandparallelfacesandallitsremainingfacesareparallelograms.
95
Mathematics
Glossary
Arightprismisaconvexpolyhedronthathastwocongruentandparallelfacesandallitsremainingfacesarerectangles.A prismthatisnotarightprismisoftencalledanobliqueprism. Someexamplesofprismsareshownbelow.
Probability
Theprobabilityofaneventisanumberbetween0and1thatindicatesthechanceofsomethinghappening. Forexampletheprobabilitythatthesunwillcomeuptomorrowis1,theprobabilitythatafaircoinwillcomeupheadswhen tossedis0.5,whiletheprobabilityofsomeonebeingphysicallypresentinAdelaideandBrisbaneatexactlythesametimeis zero.
Product
Aproductistheresultofmultiplyingtogethertwoormorenumbersoralgebraicexpressions. Forexample, istheproductof and and isproductof and
Proportion
Correspondingelementsoftwosetsareinproportionifthereisaconstantratio.Forexample,thecircumferenceand diameterofacircleareinproportionbecauseforanycircletheratiooftheirlengthsistheconstant .
Pyramid
Apyramidisaconvexpolyhedronwithapolygonalbaseandtriangularsidesthatmeetatapointcalledthevertex.The pyramidisnamedaccordingtotheshapeofitsbase.
Pythagorastheorem
Pythagorastheorem Forarightangledtriangle
96
Mathematics
Glossary
Thesquareofthehypotenuseofarightangledtriangleequalsthesumofthesquaresofthelengthsoftheothertwo sides. Insymbols,c2 =a2 +b 2 .
Theconverse Ifc2 =a2 +b 2 inatriangleABC,thenCisarightangle.
Quadraticequation
Thegeneralquadraticequationinonevariableis Therootsaregivenbythequadraticformula where
Quadraticexpression
Aquadraticexpressionorfunctioncontainsoneormoreofthetermsinwhichthevariableisraisedtothesecondpower,but novariableisraisedtoahigherpower.Examplesofquadraticexpressionsinclude and
Quartile
Quartilesarethevaluesthatdivideanordereddatasetintofour(approximately)equalparts.Itisonlypossibletodividea datasetintoexactlyfourequalpartswhenthenumberofdataofvaluesisamultipleoffour. Therearethreequartiles.Thefirst,thelowerquartile(Q1 )dividesoff(approximately)thelower25%ofdatavalues.The secondquartile(Q2 )isthemedian.Thethirdquartile,theupperquartile(Q3 ),dividesoff(approximately)theupper25%of datavalues. Percentilesarethevaluesthatdivideanordereddatasetinto100(approximately)equalparts.Itisonlypossibletodividea datasetintoexactly100equalpartswhenthenumberofdatavaluesisamultipleofonehundred. Thereare99percentiles.Withintheabovelimitations,thefirstpercentiledividesoffthelower1%ofdatavalues.Thesecond, thelower2%andsoon.Inparticular,thelowerquartile(Q1 )isthe25thpercentile,themedianisthe50thpercentileandthe upperquartileisthe75thpercentile.
Quotient
Aquotientistheresultofdividingonenumberoralgebraicexpressionbyanother.Seealsoremainder.
Randomnumber
97
Mathematics
Glossary
Arandomnumberisonewhosevalueisgovernedbychanceforexample,thenumberofdotsshowingwhenafairdieis tossed.Thevalueofarandomnumbercannotbepredictedinadvance.
Range(statistics)
Therangeisthedifferencebetweenthelargestandsmallestobservationsinadataset. Therangecanbeusedasameasureofspreadinadataset,butitisextremelysensitivetothepresenceofoutliersand shouldonlybeusedwithcare.
Rate
Arateisparticularkindofratioinwhichthetwoquantitiesaremeasuredindifferentunits.Forexample,theratioofdistance totime,knownasspeedisaratebecausedistanceandtimearemeasuredindifferentunits(suchaskilometresand hours).Thevalueoftheratedependsontheunitsinwhichofthequantitiesareexpressed.
Ratio
Aratioisaquotientorproportionoftwonumbers,magnitudesoralgebraicexpressions.Itisoftenusedasameasureofthe relativesizeoftwoobjects.Forexampletheratioofthelengthofasideofasquaretothelengthofadiagonalis that is,
Realnumbers
Thenumbersgenerallyusedinmathematics,inscientificworkandineverydaylifearetherealnumbers.Theycanbe picturedaspointsonanumberline,withtheintegersevenlyspacedalongtheline,andarealnumber totherightofareal number if
Arealnumberiseitherrationalorirrational. Everyrealnumberhasadecimalexpansion.Rationalnumbersaretheoneswhosedecimalexpansionsareeither terminatingorrecurring.
Rectangle
Arectangleisaquadrilateralinwhichallanglesarerightangles
RectangularHyperbola
Thegraphofy=1/xiscalledarectangularhyperbola.Thexandyaxesareasymptotesasthecurvegetsascloseaswe liketothem.
98
Mathematics
Glossary
Recurringdecimal
Arecurringdecimalisadecimalthatcontainsapatternofdigitsthatrepeatsindefinitelyafteracertainnumberofplaces. Forexample, andthisisthedecimalexpansionoftherationalnumber
Everyrecurringdecimalisthedecimalexpansionofarationalnumber
Reflection
ToreflectthepointAinanaxisofreflection,alinehasbeendrawnatrightanglestotheaxisofreflectionandthepointAis markedatthesamedistancefromtheaxisofreflectionasA,butontheotherside.
ThepointAiscalledthereflectionimageofA. Areflectionisatransformationthatmoveseachpointtoitsreflectionimage.
Relateddenominators
Denominatorsarerelatedwhenoneisamultipleoftheother.Forexample,thefractions and haverelateddenominators because9isamultipleof3.
99
Mathematics
Glossary
Fractionswithrelateddenominatorsaremoreeasilyaddedandsubtractedthanfractionswithunrelateddenominators becauseonlyoneneedstoberenamed.Forexampletoadd and wecanrename as andthencompute = .
Remainder
Aremainderistheamountleftoverwhenonenumberoralgebraicquantity isdividedbyanother .If isdivisibleby thentheremainderis0. Forexample,when68isdividedby11,theremainderis2,because68canbeexpressedas
Rhombus
Arhombusisaquadrilateralwithallsidesequal.
RightCone
Aconeisasolidthatisformedbytakingacirclecalledthebaseandapointnotintheplaneofthecircle,calledthevertex, whichliesaboveorbelowthecircleandjoiningthevertextoeachpointonthecircle. Ifthevertexisdirectlyaboveorbelowthecentreofthecircularbase,wecalltheconearightcone. Theheightoftheconeisthedistancefromthevertextothecentreofthecircularbase. Theslantheightofaconeisthedistancefromanypointonthecircletothevertextothecircle.
Rotation
Arotationturnsafigureaboutafixedpoint,calledthecentreofrotation. Arotationisspecifiedby:
l
thecentreofrotationO
100
Mathematics
Glossary
l l
theangleofrotation thedirectionofrotation(clockwiseoranticlockwise).
Inthefirstdiagrambelow,thepointAisrotatedthrough120o clockwiseaboutO.Intheseconddiagram,itisrotatedthrough 60o anticlockwiseaboutO.
Arotationisatransformationthatmoveseachpointtoitsrotationimage.
Rounding
Thedecimalexpansionofarealnumberisroundedwhenitisapproximatedbyaterminatingdecimalthathasagiven numberofdecimaldigitstotherightofthedecimalpoint. Roundingto decimalplacesisachievedbyremovingalldecimaldigitsbeyond(totherightof)the thedecimalplace,andadjustingtheremainingdigitswherenecessary. Ifthefirstdigitremoved(the Forexample, becomes digit)islessthan5theprecedingdigitisnotchanged. whenroundedto3decimalplaces. digittotherightof
Ifthefirstdigitremovedisgreaterthan5,or5andsomesucceedingdigitisnonzero,theprecedingdigitisincreasedby1. Forexample, becomes whenroundedto5decimalplaces.
Sample
Asampleispartofapopulation.Itisasubsetofthepopulation,oftenrandomlyselectedforthepurposeofestimatingthe valueofacharacteristicofthepopulationasawhole. Forinstance,arandomlyselectedgroupofeightyearoldchildren(thesample)mightbeselectedtoestimatetheincidence oftoothdecayineightyearoldchildreninAustralia(thepopulation).
Samplespace
Asamplespaceisthesetofallpossibleoutcomesofachanceexperiment.Forexample,thesetofoutcomes(alsocalled samplepoints)fromtossingtwoheadsis{HH,HT,TH,TT},whereHrepresentsaheadandTatail.
Scientificnotation
Apositiverealnumberisexpressedinscientificnotationwhenitiswrittenastheproductofapowerof thathasjustonedigittotheleftofthedecimalpoint. Forexample,thescientificnotationfor is andthescientificnotationfor is andadecimal
101
Mathematics
Glossary
Manyelectroniccalculatorswillshowtheseas
and
Secondarydataset
Primarydataisdatacollectedbytheuser.Secondarydataisdatacollectedbyothers.Sourcesofsecondarydatainclude, webbaseddatasets,themedia,books,scientificpapers,etc.
Shape(statistics)
Theshapeofanumericaldatadistributionismostlysimplydescribedassymmetricifitisroughlyevenlyspreadaround somecentralpointorskewed,ifitisnot.Ifadistributionisskewed,itcanbefurtherdescribedaspositivelyskewed(tailing offtotheupperendofthedistribution)ornegativelyskewed(tailingofftothelowerendofthedistribution). Thesethreedistributionshapesareillustratedintheparalleldotplotdisplaybelow.
Dotplots,histogramsandstemplotscanallbeusedtoinvestigatetheshapeofadatadistribution.
Shapes(geometry)
Apolygonisplanefigureboundedbylinesegments.
Thefigureshownaboveisaregularpentagon.Itisaconvexfivesidedpolygon.Itiscalledapentagonbecauseithasfive sides.Itiscalledregularbecauseallsideshaveequallengthandallinterioranglesareequal.
102
Mathematics
Glossary
Apolyhedronisasolidfigureboundedbyplanepolygonalfaces.Twoadjacentfacesintersectatanedgeandeachedge joinstwovertices.
Thepolyhedronshownaboveisapyramidwithasquarebase.Ithas5vertices,8edgesand5faces.Itisaconvex polyhedron.
Thefigureaboveisanonconvexpolyhedron. Aconvexpolyhedronisafiniteregionboundedbyplanes,inthesensethattheregionliesentirelyononesideoftheplane. Aregularshapecanbeapolygon.Apolygonisregularifallofitssidesarethesamelengthandallofitsangleshavethe samemeasure.
Sidebysidecolumngraph
Asidebysidecolumngraphcanbeusedtoorganiseanddisplaythedatathatariseswhenagroupofindividualsorthings arecategorisedaccordingtotwoormorecriteria. Forexample,thesidebysidecolumngraphbelowdisplaysthedataobtainedwhen27childrenarecategorisedaccordingto hairtype(straightorcurly)andhaircolour(red,brown,blonde,black).Thelegendindicatesthatbluecolumnsrepresent childrenwithstraighthairandredcolumnschildrenwithcurlyhair.
103
Mathematics
Glossary
Sidebysidecolumngraphsarefrequentlycalledsidebysidebargraphsorbarcharts.Inabargraphorchart,thebarscan beeitherverticalorhorizontal.
Similar
Thefourstandardtestsfortwotrianglestobesimilar. AAA:Iftwoanglesofonetrianglearerespectivelyequaltotwoanglesofanothertriangle,thenthetwotrianglesaresimilar. SAS:Iftheratioofthelengthsoftwosidesofonetriangleisequaltotheratioofthelengthsoftwosidesofanothertriangle, andtheincludedanglesareequal,thenthetwotrianglesaresimilar. SSS:Ifwecanmatchupthesidesofonetrianglewiththesidesofanothersothattheratiosofmatchingsidesareequal, thenthetwotrianglesaresimilar. RHS:Iftheratioofthehypotenuseandonesideofarightangledtriangleisequaltotheratioofthehypotenuseandoneside ofanotherrightangledtriangle,thenthetwotrianglesaresimilar.
Similarity
Twoplanefiguresarecalledsimilarifanenlargementofonefigureiscongruenttotheother. Thatis,ifonecanbemappedtotheotherbyasequenceoftranslations,rotations,reflectionsandenlargements. Similarfiguresthushavethesameshape,butnotnecessarilythesamesize.
Simpleinterest
Simpleinterestistheinterestaccumulatedwhentheinterestpaymentineachperiodisafixedfractionoftheprincipal.For example,iftheprinciple earnssimpleinterestattherateof perperiod,thenafter periodstheaccumulatedsimple interestis
Sine
Inanyrightangledtriangle, sin= ,where0o <<90o
104
Mathematics
Glossary
InanytriangleABC,
Inwordsitsays: Anysideofatriangleoverthesineoftheoppositeangleequalsanyothersideofthetriangleoverthesineofitsopposite angle.
Square
Asquareisaquadrilateralthatisbotharectangleandarhombus.
Asquarethushasallthepropertiesofarectangle,andallthepropertiesofarhombus.
Standarddeviation
Standarddeviationisameasureofthevariablityorspreadofadataset.Itgivesanindicationofthedegreetowhichthe individualdatavaluesarespreadaroundtheirmean.
Stemandleafplot
Astemandleafplotisamethodoforganisinganddisplayingnumericaldatainwhicheachdatavalueissplitintotwo parts,astemandaleaf.
105
Mathematics
Glossary
Forexample,thestemandleafplotbelowdisplaystherestingpulseratesof19students.
Inthisplot,thestemunitis10andtheleafunitis1.Thusthetoprowintheplot68889displayspulseratesof68,68, 68and69. Stemplotisasynonymforstemandleafplot.
Subitising
Recognisingthenumberofobjectsinacollectionwithoutconsciouslycounting
Sum
Asumistheresultofaddingtogethertwoofmorenumbersoralgebraicexpressions.
Surd
Asurdisanumericalexpressioninvolvingoneormoreirrationalrootsofnumbers.Examplesofsurdsinclude , and
Symmetrical
Linesymmetry AplanefigureFhaslinesymmetryinalinemiftheimageofFunderthereflectioninmisFitself.Thelinemiscalledthe axisofsymmetry.
Rotationalsymmetry AplanefigureFhasrotationalsymmetryaboutapointOifthereisanontrivialrotationsuchthattheimageofFunderthe rotationisFitself.
106
Mathematics
Glossary
Arotationof120o aroundOmovestheequilateraltriangleontoitself.
Tangent
Atangenttoacircleisalinethatintersectsacircleatjustonepoint.Ittouchesthecircleatthatpointofcontact,butdoesnot passinsideit.
Tangent
Inanyrightangledtriangle, tan=opposite/adjacent,where0<<90.
Terminatingdecimal
Aterminatingdecimalisadecimalthatcontainsonlyfinitelymanydecimaldigits. Everyterminatingdecimalrepresentsarationalnumber thedecimalexpansionofthesum wherethedenominatorisapowerofForexample, is
Transformation
Thetransformationsincludedinthisglossaryareenlargements,reflections,rotationsandtranslations.
Translation
107
Mathematics
Glossary
Shiftingafigureintheplanewithoutturningitiscalledtranslation.Todescribeatranslation,itisenoughtosayhowfarleftor rightandhowfarupordownthefigureismoved. Atranslationisatransformationthatmoveseachpointtoitstranslationimage.
Transversal
Atransversalisalinethatmeetstwoormoreotherlinesinaplane.
Trapezium
Atrapeziumisaquadrilateralwithonepairofoppositesidesparallel.
Treediagram
Atreediagramisadiagramthatcanusedtoenumeratetheoutcomesofamultisteprandomexperiment. Thediagrambelowshowsatreediagramthathasbeenusedtoenumerateallofthepossibleoutcomeswhenacoinis tossedtwiceThisisanexampleofatwosteprandomexperiment.
Triangularnumber
Atriangularnumberisthenumberofdotsrequiredtomakeatriangulararrayofdotsinwhichthetoprowconsistsofjustone dot,andeachoftheotherrowscontainsonemoredotthantherowaboveit.Sothefirsttriangularnumberis ,thesecondis thethirdis andsoon.
Trigonometricratios
108
Mathematics
Glossary
Sine,Cosine,Tangent
Unitfraction
Aunitfractionisasimplefractionwhosenumeratoris1,thatis,afractionoftheform where isanaturalnumber.
Variable
Numericalvariablesarevariableswhosevaluesarenumbers,andforwhicharithmeticprocessessuchasaddingand subtracting,orcalculatinganaverage,makesense. Adiscretenumericalvariableisanumericalvariable,eachofwhosepossiblevaluesisseparatedfromthenextbyadefinite gap.Themostcommonnumericalvariableshavethecountingnumbers0,1,2,3,aspossiblevalues.Othersareprices, measuredindollarsandcents. Examplesincludethenumberofchildreninafamilyorthenumberofdaysinamonth.
Variable(algebra)
Avariableisasymbol,suchas usedtorepresentanunspecifiedmemberofsomeset.Forexample,thevariable couldrepresentanunspecifiedrealnumber.
Variable(statistics)
Avariableissomethingmeasurableorobservablethatisexpectedtoeitherchangeovertimeorbetweenindividual observations. Examplesofvariablesinstatisticsincludetheageofstudents,theirhaircolouroraplayingfieldslengthoritsshape.
Venndiagram
AVenndiagramisagraphicalrepresentationoftheextenttowhichtwoormoreevents,forexampleAandB,aremutually inclusive(overlap)ormutuallyexclusive(donotoverlap).
Verticallyoppositeangle
Whentwolinesintersect,fouranglesareformedatthepointofintersection.Inthediagram,theanglesmarkedAOXand BOYarecalledverticallyopposite.
109
Mathematics
Glossary
Verticallyoppositeanglesareequal.
Volume
Thevolumeofasolidregionisameasureofthesizeofaregion. Forarectangularprism,Volume=LengthWidthHeight
Wholenumber
Awholenumberisanonnegativeinteger,thatis,oneofthenumbers Sometimesitistakentomeanonlyapositiveinteger,oranyinteger. ,
110
Mathematics Scope and Sequence: Foundation to Year 6

Foundation Year
Number and place value
Establish understanding of the language and processes of counting by naming numbers in sequences, initially to and from 20, moving from any starting point Connect number names, numerals and quantities, including zero, initially up to 10 and then beyond Subitise small collections of objects Represent practical situations to model addition and sharing Compare, order and make correspondences between collections, initially to 20, and explain reasoning
Year 1
Develop confidence with number sequences to and from 100 by ones from any starting point. Skip count by twos, fives and tens starting from zero Recognise, model, read, write and order numbers to at least 100. Locate these numbers on a number line Count collections to 100 by partitioning numbers using place value Represent and solve simple addition and subtraction problems using a range of strategies including counting on, partitioning and rearranging parts Recognise and describe one-half as one of two equal parts of a whole.
Year 2
Investigate number sequences, initially those increasing and decreasing by twos, threes, fives and ten from any starting point, then moving to other sequences. Recognise, model, represent and order numbers to at least 1000 Group, partition and rearrange collections up to 1000 in hundreds, tens and ones to facilitate more efficient counting Explore the connection between addition and subtraction Solve simple addition and subtraction problems using a range of efficient mental and written strategies Recognise and represent multiplication as repeated addition, groups and arrays Recognise and represent division as grouping into equal sets and solve simple problems using these representations Recognise and interpret common uses of halves, quarters and eighths of shapes and collections
Year 3
Investigate the conditions required for a number to be odd or even and identify odd and even numbers Recognise, model, represent and order numbers to at least 10 000 Apply place value to partition, rearrange and regroup numbers to at least 10 000 to assist calculations and solve problems Recognise and explain the connection between addition and subtraction Recall addition facts for single-digit numbers and related subtraction facts to develop increasingly efficient mental strategies for computation Recall multiplication facts of two, three, five and ten and related division facts Represent and solve problems involving multiplication using efficient mental and written strategies and appropriate digital technologies Model and represent unit fractions including 1/2, 1/4, 1/3, 1/5 and their multiples to a complete whole
Year 4
Recall multiplication facts up to 10 _ 10 and related division facts Investigate and use the properties of odd and even numbers Recognise, represent and order numbers to at least tens of thousands Apply place value to partition, rearrange and regroup numbers to at least tens of thousands to assist calculations and solve problems Investigate number sequences involving multiples of 3, 4, 6, 7, 8, and 9 Develop efficient mental and written strategies and use appropriate digital technologies for multiplication and for division where there is no remainder Investigate equivalent fractions used in contexts Count by quarters halves and thirds, including with mixed numerals. Locate and represent these fractions on a number line Recognise that the place value system can be extended to tenths and hundredths. Make connections between fractions and decimal notation
Year 5
Identify and describe factors and multiples of whole numbers and use them to solve problems Use estimation and rounding to check the reasonableness of answers to calculations Solve problems involving multiplication of large numbers by one- or two-digit numbers using efficient mental, written strategies and appropriate digital technologies Solve problems involving division by a one digit number, including those that result in a remainder Use efficient mental and written strategies and apply appropriate digital technologies to solve problems Compare and order common unit fractions and locate and represent them on a number line Investigate strategies to solve problems involving addition and subtraction of fractions with the same denominator Recognise that the place value system can be extended beyond hundredths Compare, order and represent decimals
Year 6
Identify and describe properties of prime, composite, square and triangular numbers Select and apply efficient mental and written strategies and appropriate digital technologies to solve problems involving all four operations with whole numbers Investigate everyday situations that use integers. Locate and represent these numbers on a number line
Fractions and decimals
Compare fractions with related denominators and locate and represent them on a number line Solve problems involving addition and subtraction of fractions with the same or related denominators Find a simple fraction of a quantity where the result is a whole number, with and without digital technologies Add and subtract decimals, with and without digital technologies, and use estimation and rounding to check the reasonableness of answers Multiply decimals by whole numbers and perform divisions by non-zero whole numbers where the results are terminating decimals, with and without digital technologies Multiply and divide decimals by powers of 10 Make connections between equivalent fractions, decimals and percentages
Number and Algebra

Real numbers
Version 3.0
20 January 2012
Mathematics Scope and Sequence: Year 6 to Year 10

Year 6
Number and place value
Identify and describe properties of prime, composite, square and triangular numbers Select and apply efficient mental and written strategies and appropriate digital technologies to solve problems involving all four operations with whole numbers Investigate everyday situations that use positive and negative whole numbers and zero. Locate and represent these numbers on a number line
Year 7
Investigate index notation and represent whole numbers as products of powers of prime numbers Investigate and use square roots of perfect square numbers Apply the associative, commutative and distributive laws to aid mental and written computation Compare, order, add and subtract integers
Year 8
Use index notation with numbers to establish the index laws with positive integral indices and the zero index Carry out the four operations with rational numbers and integers, using efficient mental and written strategies and appropriate digital technologies
Year 9
This sequence ends at this year level
Year 10
Year 10 A
Fractions and decimals
Compare fractions with related denominators and locate and represent them on a number line Solve problems involving addition and subtraction of fractions with the same or related denominators Find a simple fraction of a quantity where the result is a whole number, with and without digital technologies Add and subtract decimals, with and without digital technologies, and use estimation and rounding to check the reasonableness of answers Multiply decimals by whole numbers and perform divisions that result in terminating decimals, with and without digital technologies Multiply and divide decimals by powers of 10 Make connections between equivalent fractions, decimals and percentages
Number and Algebra

Real numbers
This sequence starts at Year 7 Compare fractions using equivalence. Locate and represent positive and negative fractions and mixed numbers on a number line Solve problems involving addition and subtraction of fractions, including those with unrelated denominators Multiply and divide fractions and decimals using efficient written strategies and digital technologies Express one quantity as a fraction of another, with and without the use of digital technologies Round decimals to a specified number of decimal places Connect fractions, decimals and percentages and carry out simple conversions Find percentages of quantities and express one quantity as a percentage of another, with and without digital technologies. Recognise and solve problems involving simple ratios
Investigate terminating and recurring decimals Investigate the concept of irrational numbers, including Solve problems involving the use of percentages, including percentage increases and decreases, with and without digital technologies Solve a range of problems involving rates and ratios, with and without digital technologies
Solve problems involving direct proportion. Explore the relationship between graphs and equations corresponding to simple rate problems Apply index laws to numerical expressions with integer indices Express numbers in scientific notation
Define rational and irrational numbers and perform operations with surds and fractional indices
Use the definition of a logarithm to establish and apply the laws of logarithms
Version 3.0
20 January 2012

Foundation Year
Money and financial mathematics
Year 1
Recognise, describe and order Australian coins according to their value
Year 2
Count and order small collections of Australian coins and notes according to their value
Year 3
Represent money values in multiple ways and count the change required for simple transactions to the nearest five cents
Year 4
Solve problems involving purchases and the calculation of change to the nearest five cents with and without digital technologies
Year 5
Create simple financial plans
Year 6
Investigate and calculate percentage discounts of 10%, 25% and 50% on sale items, with and without digital technologies
Patterns and algebra
Sort and classify familiar objects and explain the basis for these classifications. Copy, continue and create patterns with objects and drawings
Investigate and describe number patterns formed by skip counting and patterns with objects
Describe patterns with numbers and identify missing elements Solve problems by using number sentences for addition or subtraction
Describe, continue, and create number patterns resulting from performing addition or subtraction
Explore and describe number patterns resulting from performing multiplication Solve word problems by using number sentences involving multiplication or division where there is no remainder Use equivalent number sentences involving addition and subtraction to find unknown quantities
Describe, continue and create patterns with fractions, decimals and whole numbers resulting from addition and subtraction Use equivalent number sentences involving multiplication and division to find unknown quantities
Continue and create sequences involving whole numbers, fractions and decimals. Describe the rule used to create the sequence Explore the use of brackets and order of operations to write number sentences
Number and Algebra
Linear and non-linear relationships
This sequence starts at Year 7
Version 3.0
20 January 2012

Year 6
Money and financial mathematics
Investigate and calculate percentage discounts of 10%, 25% and 50% on sale items, with and without digital technologies
Year 7
Investigate and calculate best buys, with and without digital technologies
Year 8
Solve problems involving profit and loss, with and without digital technologies
Year 9
Solve problems involving simple interest
Year 10
Connect the compound interest formula to repeated applications of simple interest using appropriate digital technologies
Year 10 A
Patterns and algebra
Continue and create sequences involving whole numbers, fractions and decimals. Describe the rule used to create the sequence Explore the use of brackets and order of operations to write number sentences
Introduce the concept of variables as a way of representing numbers using letters Create algebraic expressions and evaluate them by substituting a given value for each variable Extend and apply the laws and properties of arithmetic to algebraic terms and expressions
Extend and apply the distributive law to the expansion of algebraic expressions Factorise algebraic expressions by identifying numerical factors Simplify algebraic expressions involving the four operations
Extend and apply the index laws to variables, using positive integer indices and the zero index Apply the distributive law to the expansion of algebraic expressions, including binomials, and collect like terms where appropriate
Factorise algebraic expressions by taking out a common algebraic factor Simplify algebraic products and quotients using index laws Apply the four operations to simple algebraic fractions with numerical denominators Expand binomial products and factorise monic quadratic expressions using a variety of strategies Substitute values into formulas to determine an unknown
Investigate the concept of a polynomial and apply the factor and remainder theorems to solve problems
Number and Algebra
Linear and non-linear relationships
This sequence starts at Year 7 Given coordinates, plot points on the Cartesian plane, and find coordinates for a given point Solve simple linear equations Investigate, interpret and analyse graphs from authentic data
Plot linear relationships on the Cartesian plane with and without the use of digital technologies Solve linear equations using algebraic and graphical techniques. Verify solutions by substitution
Find the distance between two points located on a Cartesian plane using a range of strategies, including graphing software Sketch linear graphs using the coordinates of two points and solve linear equations Find the midpoint and gradient of a line segment (interval) on the Cartesian plane using a range of strategies, including graphing software Graph simple non-linear relations with and without the use of digital technologies and solve simple related equations
Solve problems involving linear equations, including those derived from formulas Solve linear inequalities and graph their solutions on a number line Solve linear simultaneous equations, using algebraic and graphical techniques including using digital technology Solve problems involving parallel and perpendicular lines Explore the connection between algebraic and graphical representations of relations such as simple quadratics, circles and exponentials using digital technology as appropriate Solve linear equations involving simple algebraic fractions Solve simple quadratic equations using a range of strategies
Describe, interpret and sketch parabolas, hyperbolas, circles and exponential functions and their transformations Solve simple exponential equations Apply understanding of polynomials to sketch a range of curves and describe the features of these curves from their equation
Factorise monic and non-monic quadratic expressions and solve a wide range of quadratic equations derived from a variety of contexts
Version 3.0
20 January 2012

Foundation Year
Using units of measurement
Use direct and indirect comparisons to decide which is longer, heavier or holds more, and explain reasoning in everyday language Compare and order the duration of events using the everyday language of time Connect days of the week to familiar events and actions
Year 1
Measure and compare the lengths and capacities of pairs of objects using uniform informal units Tell time to the halfhour Describe duration using months, weeks, days and hours
Year 2
Compare and order several shapes and objects based on length, area, volume and capacity using appropriate uniform informal units Compare masses of objects using balance scales Tell time to the quarter-hour, using the language of past and to Name and order months and seasons Use a calendar to identify the date and determine the number of days in each month
Year 3
Measure, order and compare objects using familiar metric units of length, mass and capacity Tell time to the minute and investigate the relationship between units of time
Year 4
Use scaled instruments to measure and compare lengths, masses, capacities and temperatures Convert between units of time Use am and pm notation and solve simple time problems Compare objects using familiar metric units of area and volume
Year 5
Choose appropriate units of measurement for length, area, volume, capacity and mass Calculate the perimeter and area of rectangles using familiar metric units Compare 12- and 24-hour time systems and convert between them
Year 6
Connect decimal representations to the metric system Convert between common metric units of length, mass and capacity Solve problems involving the comparison of lengths and areas using appropriate units Connect volume and capacity and their units of measurement Interpret and use timetables
Shape
Sort, describe and name familiar two-dimensional shapes and threedimensional objects in the environment
Recognise and classify familiar twodimensional shapes and three-dimensional objects using obvious features Give and follow directions to familiar locations
Describe and draw two-dimensional shapes, with and without digital technologies Describe the features of threedimensional objects
Make models of threedimensional objects and describe key features
Compare the areas of regular and irregular shapes by informal means Compare and describe two dimensional shapes that result from combining and splitting common shapes, with and without the use of digital technologies Use simple scales, legends and directions to interpret information contained in basic maps Create symmetrical patterns, pictures and shapes with and without digital technologies
Connect three-dimensional objects with their nets and other twodimensional representations
Construct simple prisms and pyramids
Measurement and Geometry
Location and transformation
Describe position and movement
Interpret simple maps of familiar locations and identify the relative positions of key features Investigate the effect of one-step slides and flips with and without digital technologies Identify and describe half and quarter turns
Create and interpret simple grid maps to show position and pathways Identify symmetry in the environment
Use a grid reference system to describe locations. Describe routes using landmarks and directional language Describe translations, reflections and rotations of two-dimensional shapes. Identify line and rotational symmetries Apply the enlargement transformation to familiar two dimensional shapes and explore the properties of the resulting image compared with the original
Investigate combinations of translations, reflections and rotations, with and without the use of digital technologies Introduce the Cartesian coordinate system using all four quadrants
Geometric reasoning
This sequence starts at Year 3 Identify angles as measures of turn and compare angle sizes in everyday situations
Compare angles and classify them as equal to, greater than or less than a right angle
Estimate, measure and compare angles using degrees. Construct angles using a protractor
Investigate, with and without digital technologies, angles on a straight line, angles at a point and vertically opposite angles. Use results to find unknown angles
Pythagoras and trigonometry
This sequence starts at Year 9
Version 3.0
20 January 2012

Year 6
Using units of measurement
Connect decimal representations to the metric system Convert between common metric units of length, mass and capacity Solve problems involving the comparison of lengths and areas using appropriate units Connect volume and capacity and their units of measurement Interpret and use timetables
Year 7
Establish the formulas for areas of rectangles, triangles and parallelograms and use these in problem solving Calculate volumes of rectangular prisms
Year 8
Choose appropriate units of measurement for area and volume and convert from one unit to another Find perimeters and areas of parallelograms, trapeziums, rhombuses and kites Investigate the relationship between features of circles such as circumference, area, radius and diameter. Use formulas to solve problems involving circumference and area Develop the formulas for volumes of rectangular and triangular prisms and prisms in general. Use formulas to solve problems involving volume Solve problems involving duration, including using 12- and 24-hour time within a single time zone
Year 9
Calculate the areas of composite shapes Find perimeters and areas of parallelograms, trapeziums, rhombuses and kites Solve problems involving the surface area and volume of right prisms Investigate very small and very large time scales and intervals
Year 10
Solve problems involving surface area and volume for a range of prisms, cylinders and composite solids
Year 10 A
Solve problems involving surface area and volume of right pyramids, right cones, spheres and related composite solids
Shape
Construct simple prisms and pyramids
Draw different views of prisms and solids formed from combinations of prisms
Measurement and Geometry
Location and transformation
Investigate combinations of translations, reflections and rotations, with and without the use of digital technologies Introduce the Cartesian coordinate system using all four quadrants
Describe translations, reflections in an axis, and rotations of multiples of 90 on the Cartesian plane using coordinates. Identify line and rotational symmetries
Geometric reasoning
Investigate, with and without digital technologies, angles on a straight line, angles at a point and vertically opposite angles. Use results to find unknown angles
Identify corresponding, alternate and cointerior angles when two straight lines are crossed by a transversal Investigate conditions for two lines to be parallel and solve simple numerical problems using reasoning Classify triangles according to their side and angle properties and describe quadrilaterals Demonstrate that the angle sum of a triangle is 180 and use this to find the angle sum of a quadrilateral
Define congruence of plane shapes using transformations Develop the conditions for congruence of triangles Establish properties of quadrilaterals using congruent triangles and angle properties, and solve related numerical problems using reasoning
Use the enlargement transformation to explain similarity and develop the conditions for triangles to be similar Solve problems using ratio and scale factors in similar figures
Formulate proofs involving congruent triangles and angle properties Apply logical reasoning, including the use of congruence and similarity, to proofs and numerical exercises involving plane shapes
Prove and apply angle and chord properties of circles
Pythagoras and trigonometry
This sequence starts at Year 9 Investigate Pythagoras Theorem and its application to solving simple problems involving right angled triangles Use similarity to investigate the constancy of the sine, cosine and tangent ratios for a given angle in right-angled triangles Apply trigonometry to solve right-angled triangle problems
Solve right-angled triangle problems including those involving direction and angles of elevation and depression
Establish the sine, cosine and area rules for any triangle and solve related problems Use the unit circle to define trigonometric functions, and graph them with and without the use of digital technologies
Solve simple trigonometric equations Apply Pythagoras theorem and trigonometry to solving three-dimensional problems in rightangled triangles
Version 3.0
20 January 2012

Foundation Year
Chance
Year 1
Identify outcomes of familiar events involving chance and describe them using everyday language such as will happen, wont happen or might happen
Year 2
Identify practical activities and everyday events that involve chance. Describe outcomes as likely or unlikely and identify some events as certain or impossible
Year 3
Conduct chance experiments, identify and describe possible outcomes and recognise variation in results
Year 4
Describe possible everyday events and order their chances of occurring Identify everyday events where one cannot happen if the other happens Identify events where the chance of one will not be affected by the occurrence of the other
Year 5
List outcomes of chance experiments involving equally likely outcomes and represent probabilities of those outcomes using fractions Recognise that probabilities range from 0 to 1
Year 6
Describe probabilities using fractions, decimals and percentages Conduct chance experiments with both small and large numbers of trials using appropriate digital technologies Compare observed frequencies across experiments with expected frequencies
Statistics and Probability
Answer yes/no questions Data to collect information representation and interpretation
Choose simple questions and gather responses Represent data with objects and drawings where one object or drawing represents one data value. Describe the displays
Identify a question of interest based on one categorical variable. Gather data relevant to the question Collect, check and classify data Create displays of data using lists, table and picture graphs and interpret them
Identify questions or issues for categorical variables. Identify data sources and plan methods of data collection and recording Collect data, organise into categories and create displays using lists, tables, picture graphs and simple column graphs, with and without the use of digital technologies Interpret and compare data displays
Select and trial methods for data collection, including survey questions and recording sheets Construct suitable data displays, with and without the use of digital technologies, from given or collected data. Include tables, column graphs and picture graphs where one picture can represent many data values Evaluate the effectiveness of different displays in illustrating data features including variability
Pose questions and collect categorical or numerical data by observation or survey Construct displays, including column graphs, dot plots and tables, appropriate for data type, with and without the use of digital technologies Describe and interpret different data sets in context
Interpret and compare a range of data displays, including side-by-side column graphs for two categorical variables Interpret secondary data presented in digital media and elsewhere
Version 3.0
20 January 2012

Year 6
Chance
Describe probabilities using fractions, decimals and percentages Conduct chance experiments with both small and large numbers of trials using appropriate digital technologies
Year 7
Construct sample spaces for singlestep experiments with equally likely outcomes Assign probabilities to the outcomes of events and determine probabilities for events
Year 8
Identify complementary events and use the sum of probabilities to solve problems Describe events using language of at least, exclusive or (A or B but not both), inclusive or (A or B or both) and and. Represent events in two-way tables and Venn diagrams and solve related problems
Year 9
List all outcomes for two-step chance experiments, both with and without replacement using tree diagrams or arrays. Assign probabilities to outcomes and determine probabilities for events Calculate relative frequencies from given or collected data to estimate probabilities of events involving and or or Investigate reports of surveys in digital media and elsewhere for information on how data were obtained to estimate population means and medians
Year 10
Describe the results of two- and threestep chance experiments, both with and without replacements, assign probabilities to outcomes and determine probabilities of events. Investigate the concept of independence Use the language of if ....then, given, of, knowing that to investigate conditional statements and identify common mistakes in interpreting such language
Year 10 A
Investigate reports of studies in digital media and elsewhere for information on their planning and implementation
Statistics and Probability
Compare observed frequencies across experiments with expected frequencies
Data representation and interpretation
Interpret and compare a range of data displays, including sideby-side column graphs for two categorical variables Interpret secondary data presented in digital media and elsewhere
Identify and investigate issues involving numerical data collected from primary and secondary sources Construct and compare a range of data displays including stem-and-leaf plots and dot plots Calculate mean, median, mode and range for sets of data. Interpret these statistics in the context of data Describe and interpret data displays using median, mean and range
Explore the practicalities and implications of obtaining data through sampling using a variety of investigative processes Investigate the effect of individual data values , including outliers, on the mean and median Explore the variation of means and proportions in of random samples drawn from the same population
Identify everyday questions and issues involving at least one numerical and at least one categorical variable, and collect data directly from secondary sources Construct back-to-back stem-and-leaf plots and histograms and describe data, using terms including skewed, symmetric and bi modal Compare data displays using mean, median and range to describe and interpret numerical data sets in terms of location (centre) and spread
Determine quartiles and interquartile range Construct and interpret box plots and use them to compare data sets Compare shapes of box plots to corresponding histograms and dot plots Use scatter plots to investigate and comment on relationships between two numerical variables Investigate and describe bivariate numerical data where the independent variable is time Evaluate statistical reports in the media and other places by linking claims to displays, statistics and representative data
Calculate and interpret the mean and standard deviation of data and use these to compare data sets
Use information technologies to investigate bivariate numerical data sets. Where appropriate use a straight line to describe the relationship allowing for variation
Investigate techniques for collecting Investigate techniques for collecting data, including data, including census ,sampling and census, sampling and observation observation.
Version 3.0
20 January 2012
The Australian Curriculum Science
Science
TableofContents RationaleandAims Rationale Aims Organisation Contentstructure Theoverarchingideas ScienceacrossFoundationtoYear12 Achievementstandards Diversityoflearners Generalcapabilities Crosscurriculumpriorities Linkstotheotherlearningareas Implicationsforteaching,assessmentandreporting CurriculumF10 FoundationYear Year1 Year2 Year3 Year4 Year5 Year6 Year7 Year8 Year9 Year10 Glossary
3 3 3 4 4 7 8 10 10 12 14 16 17 18 18 20 24 27 31 35 40 45 51 57 63 70
Rationale and Aims
Rationale
Scienceprovidesanempiricalwayofansweringinterestingandimportantquestionsaboutthebiological,physicaland technologicalworld.Theknowledgeitproduceshasprovedtobeareliablebasisforactioninourpersonal,socialand economiclives.Scienceisadynamic,collaborativeandcreativehumanendeavourarisingfromourdesiretomakesenseof ourworldthroughexploringtheunknown,investigatinguniversalmysteries,makingpredictionsandsolvingproblems. Scienceaimstounderstandalargenumberofobservationsintermsofamuchsmallernumberofbroadprinciples.Science knowledgeiscontestableandisrevised,refinedandextendedasnewevidencearises. TheAustralianCurriculum:Scienceprovidesopportunitiesforstudentstodevelopanunderstandingofimportantscience conceptsandprocesses,thepracticesusedtodevelopscientificknowledge,ofsciencescontributiontoourcultureand society,anditsapplicationsinourlives.Thecurriculumsupportsstudentstodevelopthescientificknowledge, understandingsandskillstomakeinformeddecisionsaboutlocal,nationalandglobalissuesandtoparticipate,iftheyso wish,insciencerelatedcareers. Inadditiontoitspracticalapplications,learningscienceisavaluablepursuitinitsownright.Studentscanexperiencethejoy ofscientificdiscoveryandnurturetheirnaturalcuriosityabouttheworldaroundthem.Indoingthis,theydevelopcriticaland creativethinkingskillsandchallengethemselvestoidentifyquestionsanddrawevidencebasedconclusionsusingscientific methods.Thewiderbenefitsofthisscientificliteracyarewellestablished,includinggivingstudentsthecapabilityto investigatethenaturalworldandchangesmadetoitthroughhumanactivity. Thesciencecurriculumpromotessixoverarchingideasthathighlightcertaincommonapproachestoascientificviewofthe worldandwhichcanbeappliedtomanyoftheareasofscienceunderstanding.Theseoverarchingideasarepatterns,order andorganisationformandfunctionstabilityandchangesystemsscaleandmeasurementandmatterandenergy.
Aims
TheAustralianCurriculum:Scienceaimstoensurethatstudentsdevelop:
l
aninterestinscienceasameansofexpandingtheircuriosityandwillingnesstoexplore,askquestionsaboutand speculateonthechangingworldinwhichtheylive anunderstandingofthevisionthatscienceprovidesofthenatureoflivingthings,oftheEarthanditsplaceinthe cosmos,andofthephysicalandchemicalprocessesthatexplainthebehaviourofallmaterialthings anunderstandingofthenatureofscientificinquiryandtheabilitytousearangeofscientificinquirymethods,including questioningplanningandconductingexperimentsandinvestigationsbasedonethicalprinciplescollectingand analysingdataevaluatingresultsanddrawingcritical,evidencebasedconclusions anabilitytocommunicatescientificunderstandingandfindingstoarangeofaudiences,tojustifyideasonthebasisof evidence,andtoevaluateanddebatescientificargumentsandclaims anabilitytosolveproblemsandmakeinformed,evidencebaseddecisionsaboutcurrentandfutureapplicationsof sciencewhiletakingintoaccountethicalandsocialimplicationsofdecisions anunderstandingofhistoricalandculturalcontributionstoscienceaswellascontemporaryscienceissuesand activitiesandanunderstandingofthediversityofcareersrelatedtoscience asolidfoundationofknowledgeofthebiological,chemical,physical,Earthandspacesciences,includingbeingableto selectandintegratethescientificknowledgeandmethodsneededtoexplainandpredictphenomena,toapplythat understandingtonewsituationsandevents,andtoappreciatethedynamicnatureofscienceknowledge.
Organisation
Contentstructure
TheAustralianCurriculum:Sciencehasthreeinterrelatedstrands:ScienceUnderstanding,ScienceasaHumanEndeavour andScienceInquirySkills. Together,thethreestrandsofthesciencecurriculumprovidestudentswithunderstanding,knowledgeandskillsthrough whichtheycandevelopascientificviewoftheworld.Studentsarechallengedtoexplorescience,itsconcepts,natureand usesthroughclearlydescribedinquiryprocesses. ScienceUnderstanding Scienceunderstandingisevidentwhenapersonselectsandintegratesappropriatescienceknowledgetoexplainand predictphenomena,andappliesthatknowledgetonewsituations.Scienceknowledgereferstofacts,concepts,principles, laws,theoriesandmodelsthathavebeenestablishedbyscientistsovertime. TheScienceUnderstandingstrandcomprisesfoursubstrands.Thecontentisdescribedbyyearlevel. Biologicalsciences Thebiologicalsciencessubstrandisconcernedwithunderstandinglivingthings.Thekeyconceptsdevelopedwithinthis substrandarethat:adiverserangeoflivingthingshaveevolvedonEarthoverhundredsofmillionsofyearslivingthingsare interdependentandinteractwitheachotherandtheirenvironmentandtheformandfeaturesoflivingthingsarerelatedtothe functionsthattheirbodysystemsperform.Throughthissubstrand,studentsinvestigatelivingthings,includinganimals, plants,andmicroorganisms,andtheirinterdependenceandinteractionswithinecosystems.Theyexploretheirlifecycles, bodysystems,structuraladaptationsandbehaviours,howthesefeaturesaidsurvival,andhowtheircharacteristicsare inheritedfromonegenerationtothenext.Studentsareintroducedtothecellasthebasicunitoflifeandtheprocessesthat arecentraltoitsfunction. Chemicalsciences Thechemicalsciencessubstrandisconcernedwithunderstandingthecompositionandbehaviourofsubstances.Thekey conceptsdevelopedwithinthissubstrandarethat:thechemicalandphysicalpropertiesofsubstancesaredeterminedby theirstructureatanatomicscaleandthatsubstanceschangeandnewsubstancesareproducedbyrearrangingatoms throughatomicinteractionsandenergytransfer.Inthissubstrand,studentsclassifysubstancesbasedontheirproperties, suchassolids,liquidsandgases,ortheircomposition,suchaselements,compoundsandmixtures.Theyexplorephysical changessuchaschangesofstateanddissolving,andinvestigatehowchemicalreactionsresultintheproductionofnew substances.Studentsrecognisethatallsubstancesconsistofatomswhichcancombinetoformmolecules,andchemical reactionsinvolveatomsbeingrearrangedandrecombinedtoformnewsubstances.Theyexploretherelationshipbetween thewayinwhichatomsarearrangedandthepropertiesofsubstances,andtheeffectofenergytransfersonthese arrangements. Earthandspacesciences
Science
Organisation
TheEarthandspacesciencessubstrandisconcernedwithEarthsdynamicstructureanditsplaceinthecosmos.Thekey conceptsdevelopedwithinthissubstrandarethat:EarthispartofasolarsystemthatispartofalargeruniverseandEarth issubjecttochangewithinandonitssurface,overarangeoftimescalesasaresultofnaturalprocessesandhumanuseof resources.Throughthissubstrand,studentsviewEarthaspartofasolarsystem,whichispartofagalaxy,whichisoneof manyintheuniverseandexploretheimmensescalesassociatedwithspace.TheyexplorehowchangesonEarth,suchas dayandnightandtheseasonsrelatetoEarthsrotationanditsorbitaroundthesun.Studentsinvestigatetheprocessesthat resultinchangetoEarthssurface,recognisingthatEarthhasevolvedover4.5billionyearsandthattheeffectofsomeof theseprocessesisonlyevidentwhenviewedoverextremelylongtimescales.Theyexplorethewaysinwhichhumansuse resourcesfromtheEarthandappreciatetheinfluenceofhumanactivityonthesurfaceoftheEarthandtheatmosphere. Physicalsciences Thephysicalsciencessubstrandisconcernedwithunderstandingthenatureofforcesandmotion,andmatterandenergy. Thetwokeyconceptsdevelopedwithinthissubstrandarethat:forcesaffectthebehaviourofobjectsandthatenergycanbe transferredandtransformedfromoneformtoanother.Throughthissubstrandstudentsgainanunderstandingofhowan objectsmotion(direction,speedandacceleration)isinfluencedbyarangeofcontactandnoncontactforcessuchas friction,magnetism,gravityandelectrostaticforces.Theydevelopanunderstandingoftheconceptofenergyandhowenergy transferisassociatedwithphenomenainvolvingmotion,heat,sound,lightandelectricity.Theyappreciatethatconceptsof force,motion,matterandenergyapplytosystemsranginginscalefromatomstotheuniverseitself. ScienceasaHumanEndeavour Throughscience,humansseektoimprovetheirunderstandingandexplanationsofthenaturalworld.Scienceinvolvesthe constructionofexplanationsbasedonevidenceandscienceknowledgecanbechangedasnewevidencebecomes available.Scienceinfluencessocietybyposing,andrespondingto,socialandethicalquestions,andscientificresearchis itselfinfluencedbytheneedsandprioritiesofsociety.Thisstrandhighlightsthedevelopmentofscienceasauniquewayof knowinganddoing,andtheroleofscienceincontemporarydecisionmakingandproblemsolving.Itacknowledgesthatin makingdecisionsaboutsciencepracticesandapplications,ethicalandsocialimplicationsmustbetakenintoaccount.This strandalsorecognisesthatscienceadvancesthroughthecontributionsofmanydifferentpeoplefromdifferentculturesand thattherearemanyrewardingsciencebasedcareerpaths. ThecontentintheScienceasaHumanEndeavourstrandisdescribedintwoyearbands.Therearetwosubstrandsof ScienceasaHumanEndeavour.Theseare: Natureanddevelopmentofscience:Thissubstranddevelopsanappreciationoftheuniquenatureofscienceandscientific knowledge,includinghowcurrentknowledgehasdevelopedovertimethroughtheactionsofmanypeople. Useandinfluenceofscience:Thissubstrandexploreshowscienceknowledgeandapplicationsaffectpeopleslives, includingtheirwork,andhowscienceisinfluencedbysocietyandcanbeusedtoinformdecisionsandactions. ScienceInquirySkills Scienceinquiryinvolvesidentifyingandposingquestionsplanning,conductingandreflectingoninvestigationsprocessing, analysingandinterpretingevidenceandcommunicatingfindings.Thisstrandisconcernedwithevaluatingclaims, investigatingideas,solvingproblems,drawingvalidconclusionsanddevelopingevidencebasedarguments. Scienceinvestigationsareactivitiesinwhichideas,predictionsorhypothesesaretestedandconclusionsaredrawnin responsetoaquestionorproblem.Investigationscaninvolvearangeofactivities,includingexperimentaltesting,fieldwork, locatingandusinginformationsources,conductingsurveys,andusingmodellingandsimulations.Thechoiceofthe approachtakenwilldependonthecontextandsubjectoftheinvestigation.
Science
Organisation
Inscienceinvestigations,collectionandanalysisofdataandevidenceplayamajorrole.Thiscaninvolvecollectingor extractinginformationandreorganisingdataintheformoftables,graphs,flowcharts,diagrams,prose,keys,spreadsheets anddatabases. ThecontentintheScienceInquirySkillsstrandisdescribedintwoyearbands.TherearefivesubstrandsofScience InquirySkills.Theseare: Questioningandpredicting:Identifyingandconstructingquestions,proposinghypothesesandsuggestingpossible outcomes. Planningandconducting:Makingdecisionsregardinghowtoinvestigateorsolveaproblemandcarryingoutan investigation,includingthecollectionofdata. Processingandanalysingdataandinformation:Representingdatainmeaningfulandusefulwaysidentifyingtrends, patternsandrelationshipsindata,andusingthisevidencetojustifyconclusions. Evaluating:Consideringthequalityofavailableevidenceandthemeritorsignificanceofaclaim,propositionorconclusion withreferencetothatevidence. Communicating:Conveyinginformationorideastoothersthroughappropriaterepresentations,texttypesandmodes. Relationshipbetweenthestrands Inthepracticeofscience,thethreestrandsofScienceUnderstanding,ScienceasaHumanEndeavourandScienceInquiry Skillsarecloselyintegratedtheworkofscientistsreflectsthenatureanddevelopmentofscience,isbuiltaroundscientific inquiryandseekstorespondtoandinfluencesocietysneeds.Studentsexperiencesofschoolscienceshouldmirrorand connecttothismultifacetedviewofscience. Toachievethis,thethreestrandsoftheAustralianCurriculum:Scienceshouldbetaughtinanintegratedway.Thecontent descriptionsofthethreestrandshavebeenwrittensothatateachyearthisintegrationispossible.Intheearlieryears,the NatureanddevelopmentofsciencesubstrandwithintheScienceasaHumanEndeavourstrandfocusesonscientific inquiry.Thisenablesstudentstomakeclearconnectionsbetweentheinquiryskillsthattheyarelearningandtheworkof scientists.Asstudentsprogressthroughthecurriculumtheyinvestigatehowscienceunderstandinghasdeveloped, includingconsideringsomeofthepeopleandthestoriesbehindtheseadvancesinscience. Theywillalsorecognisehowthisscienceunderstandingcanbeappliedtotheirlivesandthelivesofothers.Asstudents developamoresophisticatedunderstandingoftheknowledgeandskillsofsciencetheyareincreasinglyabletoappreciate theroleofscienceinsociety.ThecontentoftheScienceUnderstandingstrandwillinformstudentsunderstandingof contemporaryissues,suchasclimatechange,useofresources,medicalinterventions,biodiversityandtheoriginsofthe universe.TheimportanceoftheseareasofsciencecanbeemphasisedthroughthecontentoftheScienceasaHuman Endeavourstrand,andstudentscanbeencouragedtoviewcontemporarysciencecriticallythroughaspectsoftheScience InquirySkillsstrand,forexamplebyanalysing,evaluatingandcommunicating. Yearleveldescriptions Yearleveldescriptionshavethreefunctions.Firstly,theyemphasisetheinterrelatednatureofthethreestrands,andthe expectationthatplanningascienceprogramwillinvolveintegrationofcontentfromacrossthestrands.Secondly,theyre emphasisetheoverarchingideasasappropriateforthatstageofschooling.Thirdly,theyprovideanoverviewofthecontent fortheyearlevel. Contentdescriptions
Science
Organisation
TheAustralianCurriculum:Scienceincludescontentdescriptionsateachyearlevel.Thesedescribetheknowledge, concepts,skillsandprocessesthatteachersareexpectedtoteachandstudentsareexpectedtolearn.However,theydonot prescribeapproachestoteaching.WhileScienceUnderstandingcontentispresentedinyearlevels,whenunitsofworkare devised,attentionshouldbegiventothecoverageofcontentfromScienceInquirySkillsandScienceasaHuman Endeavouroverthetwoyearband.Thecontentdescriptionsensurethatlearningisappropriatelyorderedandthat unnecessaryrepetitionisavoided.However,aconceptorskillintroducedatoneyearlevelmayberevisited,strengthened andextendedatlateryearlevelsasneeded. Contentelaborations ContentelaborationsareprovidedforFoundationtoYear10toillustrateandexemplifycontentandassistteacherstodevelop acommonunderstandingofthecontentdescriptions.Theyarenotintendedtobecomprehensivecontentpointsthatall studentsneedtobetaught. Glossary Aglossaryisprovidedtosupportacommonunderstandingofkeytermsinthecontentdescriptions.
TheOverarchingIdeas
Thereareanumberofoverarchingideasthatrepresentkeyaspectsofascientificviewoftheworldandbridgeknowledge andunderstandingacrossthedisciplinesofscience. IntheAustralianCurriculum:Science,sixoverarchingideassupportthecoherenceanddevelopmentalsequenceofscience knowledgewithinandacrossyearlevels.TheoverarchingideasframethedevelopmentofconceptsintheScience Understandingstrand,supportkeyaspectsoftheScienceInquirySkillsstrandandcontributetodevelopingstudents appreciationofthenatureofscience. ThesixoverarchingideasthatframetheAustralianCurriculum:Scienceare: Patterns,orderandorganisation Animportantaspectofscienceisrecognisingpatternsintheworldaroundus,andorderingandorganisingphenomenaat differentscales.AsstudentsprogressfromFoundationtoYear10,theybuildskillsandunderstandingthatwillhelpthemto observeanddescribepatternsatdifferentscales,anddevelopanduseclassificationstoorganiseeventsandphenomena andmakepredictions.Classifyingobjectsandeventsintogroups(suchassolid/liquid/gasorliving/nonliving)and developingcriteriaforthosegroupingsreliesonmakingobservationsandidentifyingpatternsofsimilarityanddifference.As studentsprogressthroughtheprimaryyears,theybecomemoreproficientinidentifyinganddescribingtherelationshipsthat underpinpatterns,includingcauseandeffect.Studentsincreasinglyrecognisethatscaleplaysanimportantroleinthe observationofpatternssomepatternsmayonlybeevidentatcertaintimeandspatialscales.Forexample,thepatternofday andnightisnotevidentoverthetimescaleofanhour. Formandfunction Manyaspectsofscienceareconcernedwiththerelationshipsbetweenform(thenatureormakeupofanaspectofanobject ororganism)andfunction(theuseofthataspect).AsstudentsprogressfromFoundationtoYear10,theyseethatthe functionsofbothlivingandnonlivingobjectsrelyontheirforms.Theirunderstandingofformssuchasthefeaturesofliving thingsorthenatureofarangeofmaterials,andtheirrelatedfunctionsoruses,isinitiallybasedonobservablebehaviours andphysicalproperties.Inlateryears,studentsrecognisethatfunctionfrequentlyreliesonformandthatthisrelationshipcan beexaminedatmanyscales.Theyapplyanunderstandingofmicroscopicandatomicstructures,interactionsofforceand flowsofenergyandmattertodescriberelationshipsbetweenformandfunction. Stabilityandchange
Science
Organisation
Manyareasofscienceinvolvetherecognition,descriptionandpredictionofstabilityandchange.Earlyintheirschooling, studentsrecognisethatintheirobservationsoftheworldaroundthem,somepropertiesandphenomenaappeartoremain stableorconstantovertime,whereasotherschange.AstheyprogressfromFoundationtoYear10,theyalsorecognisethat phenomena(suchaspropertiesofobjectsandrelationshipsbetweenlivingthings)canappeartobestableatonespatialor timescale,butatalargerorsmallerscalemaybeseentobechanging.Theybegintoappreciatethatstabilitycanbethe resultofcompeting,butbalancedforces.Studentsbecomeincreasinglyadeptatquantifyingchangethroughmeasurement andlookingforpatternsofchangebyrepresentingandanalysingdataintablesorgraphs. Scaleandmeasurement Quantificationoftimeandspatialscaleiscriticaltothedevelopmentofscienceunderstandingasitenablesthecomparison ofobservations.Studentsoftenfinditdifficulttoworkwithscalesthatareoutsidetheireverydayexperiencetheseincludethe hugedistancesinspace,theincrediblysmallsizeofatomsandtheslowprocessesthatoccurovergeologicaltime.As studentsprogressfromFoundationtoYear10,theirunderstandingofrelativesizesandratesofchangedevelopsandthey areabletoconceptualiseeventsandphenomenaatawiderrangeofscales.Theyprogressfromworkingwithscalesrelated totheireverydayexperiencesandcomparingeventsandphenomenausingrelativelanguage(suchas'bigger'or'faster')and informalmeasurement,toworkingwithscalesbeyondhumanexperienceandquantifyingmagnitudes,ratesofchangeand comparisonsusingformalunitsofmeasurement. Matterandenergy Manyaspectsofscienceinvolveidentifying,describingandmeasuringtransfersofenergyand/ormatter.Asstudents progressthroughFoundationtoYear10,theybecomeincreasinglyabletoexplainphenomenaintermsoftheflowofmatter andenergy.Initially,studentsfocusondirectexperienceandobservationofphenomenaandmaterials.Theyareintroduced tothewaysinwhichobjectsandlivingthingschangeandbegintorecognisetheroleofenergyandmatterinthesechanges. Inlateryears,theyareintroducedtomoreabstractnotionsofparticles,forcesandenergytransferandtransformation.They usetheseunderstandingstodescribeandmodelphenomenaandprocessesinvolvingmatterandenergy. Systems Sciencefrequentlyinvolvesthinking,modellingandanalysingintermsofsystemsinordertounderstand,explainandpredict eventsandphenomena.AsstudentsprogressthroughFoundationtoYear10,theyexplore,describeandanalyse increasinglycomplexsystems. Initially,studentsidentifytheobservablecomponentsofaclearlyidentifiedwholesuchasfeaturesofplantsandanimals andpartsofmixtures.OverYears3to6theylearntoidentifyanddescriberelationshipsbetweencomponentswithinsimple systems,andtheybegintoappreciatethatcomponentswithinlivingandnonlivingsystemsareinterdependent.InYears7to 10theyareintroducedtotheprocessesandunderlyingphenomenathatstructuresystemssuchasecosystems,body systemsandthecarboncycle.Theyrecognisethatwithinsystems,interactionsbetweencomponentscaninvolveforcesand changesactinginopposingdirectionsandthatforasystemtobeinasteadystate,thesefactorsneedtobeinastateof balanceorequilibrium.Theyareincreasinglyawarethatsystemscanexistascomponentswithinlargersystems,andthat oneimportantpartofthinkingaboutsystemsisidentifyingboundaries,inputsandoutputs.
ScienceacrossFoundationtoYear12
Althoughthecurriculumisdescribedyearbyyear,thisdocumentprovidesadviceacrossfouryeargroupingsonthenatureof learnersandtherelevantcurriculum:
l l
FoundationYear2:typicallystudentsfrom5to8yearsofage Years36:typicallystudentsfrom8to12yearsofage
Science
Organisation
l l
Years710:typicallystudentsfrom12to15yearsofage Seniorsecondaryyears:typicallystudentsfrom15to18yearsofage.
FoundationYear2 Curriculumfocus:awarenessofselfandthelocalworld Youngchildrenhaveanintrinsiccuriosityabouttheirimmediateworld.Askingquestionsleadstospeculationandthetesting ofideas.Exploratory,purposefulplayisacentralfeatureoftheirinvestigations. Inthisstageofschoolingstudentsexplorationsareprecursorstomorestructuredinquiryinlateryears.Theyusethesenses toobserveandgatherinformation,describing,makingcomparisons,sortingandclassifyingtocreateanorderthatis meaningful.Theyobserveandexplorechangesthatvaryintheirrateandmagnitudeandbegintodescriberelationshipsin theworldaroundthem.Studentsquestionsandideasabouttheworldbecomeincreasinglypurposeful.Theyare encouragedtodevelopexplanatoryideasandtestthemthroughfurtherexploration. Years36 Curriculumfocus:recognisingquestionsthatcanbeinvestigatedscientificallyandinvestigatingthem Duringtheseyearsstudentscandevelopideasaboutsciencethatrelatetotheirlives,answerquestions,andsolve mysteriesofparticularinteresttotheiragegroup.Inthisstageofschoolingstudentstendtouseatrialanderrorapproachto theirscienceinvestigations.Astheyprogress,theybegintoworkinamoresystematicway.Thenotionofafairtestandthe ideaofvariablesaredeveloped,aswellasotherformsofscienceinquiry.Understandingtheimportanceofmeasurementin quantifyingchangesinsystemsisalsofostered. Throughobservation,studentscandetectsimilaritiesamongobjects,livingthingsandeventsandthesesimilaritiescan formpatterns.Byidentifyingthesepatterns,studentsdevelopexplanationsaboutthereasonsforthem.Students understandingofthecomplexnaturalorbuiltworldcanbeenhancedbyconsideringaspectsoftheworldassystems,and howcomponents,orparts,withinsystemsrelatetoeachother.Fromevidencederivedfromobservation,explanationsabout phenomenacanbedevelopedandtested.Withnewevidence,explanationsmayberefinedorchanged. Byexamininglivingstructures,Earth,changesofsolidstoliquidsandfeaturesoflight,studentsbegintorecognisepatterns intheworld.Theobservationofaspectsofastronomy,livingthings,heat,lightandelectricalcircuitshelpsstudentsdevelop theconceptofasystemanditsinteractingcomponents,andunderstandtherelationships,includingthenotionofcauseand effect,betweenvariables. Years710 Curriculumfocus:explainingphenomenainvolvingscienceanditsapplications Duringtheseyears,studentscontinuetodeveloptheirunderstandingofimportantscienceconceptsacrossthemajor sciencedisciplines.Itisimportanttoincludecontemporarycontextsinwhicharicherunderstandingofsciencecanbe enhanced.Currentscienceresearchanditshumanapplicationmotivatesandengagesstudents. Withintheoutlinedcurriculum,studentsshouldundertakesomeopeninvestigationsthatwillhelpthemrefinetheirscience inquiryskills.Thequantitativeaspectsofstudentsinquiryskillsarefurtherdevelopedtoincorporateconsiderationof uncertaintyinmeasurement.Inteachingtheoutlinedcurriculum,itisimportanttoprovidetimetobuildthemoreabstract scienceideasthatunderpinunderstanding.
Science
Organisation
Studentsfurtherdeveloptheirunderstandingofsystemsandhowtheideaofequilibriumisimportantindynamicsystems. Theyconsiderhowachangeinoneofthecomponentscanaffectallcomponentsofthesystembecauseofthe interrelationshipsbetweentheparts.Theyconsidertheideaofformandfunctionatarangeofscalesinbothlivingandnon livingsystems.Studentsmovefromanexperientialappreciationoftheeffectsofenergytoamoreabstractunderstandingof thenatureofenergy. Asstudentsinvestigatethesciencephenomenaoutlinedintheseyears,theybegintolearnaboutmajortheoriesthat underpinscience,includingtheparticletheory,atomictheory,thetheoryofevolution,platetectonictheoryandtheBigBang theory. Seniorsecondaryyears Curriculumfocus:disciplinesofscience Theseniorsecondarycoursesforphysics,chemistry,biology,andEarthandenvironmentalsciencebuildonpriorlearning acrosstheseareasinFoundationtoYear10.
Achievementstandards
AcrossFoundationtoYear10,achievementstandardsindicatethequalityoflearningthatstudentsshouldtypically demonstratebyaparticularpointintheirschooling.Achievementstandardscompriseawrittendescriptionandstudentwork samples. Anachievementstandarddescribesthequalityoflearning(theextentofknowledge,thedepthofunderstandingandthe sophisticationofskills)thatwouldindicatethestudentiswellplacedtocommencethelearningrequiredatthenextlevelof achievement. ThesequenceofachievementstandardsacrossFoundationtoYear10describesprogressinthelearningarea.This sequenceprovidesteacherswithaframeworkofgrowthanddevelopmentinthelearningarea. Studentworksamplesplayakeyroleincommunicatingexpectationsdescribedintheachievementstandards.Eachwork sampleincludestherelevantassessmenttask,thestudentsresponse,andannotationsidentifyingthequalityoflearning evidentinthestudentsresponseinrelationtorelevantpartsoftheachievementstandard. Together,thedescriptionoftheachievementstandardandtheaccompanyingsetofannotatedworksampleshelpteachers tomakejudgmentsaboutwhetherstudentshaveachievedthestandard.
DiversityofLearners
10
Science
Organisation
l l
EAL/DstudentsenterAustralianschoolsatdifferentagesandatdifferentstagesofEnglishlanguagelearningandhave variouseducationalbackgroundsintheirfirstlanguages.Forsome,schoolistheonlyplacetheyuseEnglish. TheaimsoftheAustralianCurriculum:Scienceareultimatelythesameforallstudents.However,EAL/Dstudentsare simultaneouslylearninganewlanguageandtheknowledge,understandingandskillsoftheAustralianCurriculum:Science throughthatnewlanguage.Theyrequireadditionaltimeandsupport,alongwithinformedteachingthatexplicitlyaddresses theirlanguageneeds,andassessmentsthattakeintoaccounttheirdevelopinglanguageproficiency.
11
Science
Organisation
TheEnglishasanAdditionalLanguageorDialect:TeacherResourcehasbeenproducedtosupportteachersasthey developteachingandlearningprogramsusingtheAustralianCurriculum.Itdescribesfourphasesoflanguageproficiency thatwillenableteacherstoidentifythetypicallanguageskillsandunderstandingsoftheirEAL/Dstudents.Advicefor teachersaboutculturalandlinguisticconsiderationsrelatedtotheAustralianCurriculum:Scienceandteachingstrategies supportiveofEAL/DstudentswillhelpmakethecontentofthecurriculumaccessibletoEAL/Dstudents.TheEAL/Dresource isavailablehere.
Generalcapabilities
l l l l l l l
IntheAustralianCurriculum:Science,generalcapabilitiesareidentifiedwherevertheyaredevelopedorappliedincontent descriptions.Theyarealsoidentifiedwheretheyofferopportunitiestoadddepthandrichnesstostudentlearningthrough contentelaborations.IconsindicatewheregeneralcapabilitieshavebeenidentifiedinSciencecontent.Teachersmayfind furtheropportunitiestoincorporateexplicitteachingofthecapabilitiesdependingontheirchoiceofactivities. Literacy Studentsbecomeliterateastheydeveloptheknowledge,skillsanddispositionstointerpretanduselanguageconfidentlyfor learningandcommunicatinginandoutofschoolandforparticipatingeffectivelyinsociety.Literacyinvolvesstudentsin listeningto,reading,viewing,speaking,writingandcreatingoral,print,visualanddigitaltexts,andusingandmodifying languagefordifferentpurposesinarangeofcontexts. Studentsdevelopliteracycapabilityastheylearnhowtoconstructanunderstandingofhowscientificknowledgeisproduced toexplore,analyseandcommunicatescientificinformation,conceptsandideasandtoplan,conductandcommunicate investigations.Scientifictextsthatstudentsarerequiredtocomprehendandcomposeincludethosethatprovideinformation, describeeventsandphenomena,recountexperiments,presentandevaluatedata,giveexplanationsandpresentopinions orclaims.Languagestructuresareusedtolinkinformationandideas,giveexplanations,formulatehypothesesand constructevidencebasedarguments. Bylearningtheliteracyofsciencestudentsunderstandthatlanguagevariesaccordingtocontextandtheyincreasetheir abilitytouselanguageflexibly.Scientificvocabularyisoftentechnicalandincludesspecifictermsforconceptsandfeatures oftheworld,aswellastermsthatencapsulateanentireprocessinasingleword,suchasphotosynthesis.Studentslearn tounderstandthatmuchscientificinformationispresentedintheformofdiagrams,flowcharts,tablesandgraphs. Numeracy
12
Science
Organisation
Studentsbecomenumerateastheydeveloptheknowledgeandskillstousemathematicsconfidentlyacrossalllearning areasatschoolandintheirlivesmorebroadly.Numeracyinvolvesstudentsinrecognisingandunderstandingtheroleof mathematicsintheworldandhavingthedispositionsandcapacitiestousemathematicalknowledgeandskills purposefully. ManyelementsofnumeracyareevidentintheScienceCurriculum,particularlyinScienceInquirySkills.Theseinclude practicalmeasurementandthecollection,representationandinterpretationofdatafrominvestigations. Studentsareintroducedtomeasurement,firstusinginformalunitsthenformalunits.Latertheyconsiderissuesof uncertaintyandreliabilityinmeasurement.Asstudentsprogress,theycollectbothqualitativeandquantitativedata,whichis analysedandrepresentedingraphicalforms.Studentslearndataanalysisskills,includingidentifyingtrendsandpatterns fromnumericaldataandgraphs.Inlateryears,numeracydemandsincludethestatisticalanalysisofdata,includingissues relatingtoaccuracy,andlinearmathematicalrelationshipstocalculateandpredictvalues. InformationandCommunicationTechnology(ICT)capability StudentsdevelopICTcapabilityastheylearntouseICTeffectivelyandappropriatelytoaccess,createandcommunicate informationandideas,solveproblemsandworkcollaborativelyinalllearningareasatschool,andintheirlivesbeyond school.ICTcapabilityinvolvesstudentsinlearningtomakethemostofthetechnologiesavailabletothem,adaptingtonew waysofdoingthingsastechnologiesevolveandlimitingtheriskstothemselvesandothersinadigitalenvironment. StudentsdevelopICTcapabilitywhentheyresearchscienceconceptsandapplications,investigatescientificphenomena, andcommunicatetheirscientificunderstandings.Inparticular,theyemploytheirICTcapabilitytoaccessinformationcollect, analyseandrepresentdatamodelandinterpretconceptsandrelationshipsandcommunicatescienceideas,processes andinformation. Digitaltechnologycanbeusedtorepresentscientificphenomenainwaysthatimprovestudentsunderstandingofconcepts, ideasandinformation.Digitalaidssuchasanimationsandsimulationsprovideopportunitiestoviewphenomenaandtest predictionsthatcannotbeinvestigatedthroughpracticalexperimentsintheclassroomandmayenhancestudents understandingandengagementwithscience. Criticalandcreativethinking Studentsdevelopcapabilityincriticalandcreativethinkingastheylearntogenerateandevaluateknowledge,clarifyconcepts andideas,seekpossibilities,consideralternativesandsolveproblems.Criticalandcreativethinkingareintegraltoactivities thatrequirestudentstothinkbroadlyanddeeplyusingskills,behavioursanddispositionssuchasreason,logic, resourcefulness,imaginationandinnovationinalllearningareasatschoolandintheirlivesbeyondschool. Studentsdevelopcapabilityincriticalandcreativethinkingastheylearntogenerateandevaluateknowledge,ideasand possibilities,andusethemwhenseekingnewpathwaysorsolutions.IntheSciencelearningarea,criticalandcreative thinkingareembeddedintheskillsofposingquestions,makingpredictions,speculating,solvingproblemsthrough investigation,makingevidencebaseddecisions,andanalysingandevaluatingevidence.Studentsdevelopunderstandings ofconceptsthroughactiveinquirythatinvolvesplanningandselectingappropriateinformation,andevaluatingsourcesof informationtoformulateconclusions. Creativethinkingenablesthedevelopmentofideasthatarenewtotheindividual,andthisisintrinsictothedevelopmentof scientificunderstanding.Scientificinquirypromotescriticalandcreativethinkingbyencouragingflexibilityandopen mindednessasstudentsspeculateabouttheirobservationsoftheworld.Studentsconceptualunderstandingbecomes moresophisticatedastheyactivelyacquireanincreasinglyscientificviewoftheirworld. Personalandsocialcapability
13
Science
Organisation
Studentsdeveloppersonalandsocialcapabilityastheylearntounderstandthemselvesandothers,andmanagetheir relationships,lives,workandlearningmoreeffectively.Thepersonalandsocialcapabilityinvolvesstudentsinarangeof practicesincludingrecognisingandregulatingemotions,developingempathyforandunderstandingofothers,establishing positiverelationships,makingresponsibledecisions,workingeffectivelyinteamsandhandlingchallengingsituations constructively. Studentsdeveloppersonalandsocialcapabilityastheyengageinscienceinquiry,learnhowscientificknowledgeinforms andisappliedintheirdailylives,andexplorehowscientificdebateprovidesameansofcontributingtotheircommunities. Thisincludesdevelopingskillsincommunication,initiativetaking,goalsetting,interactingwithothersanddecisionmaking, andthecapacitytoworkindependentlyandcollaboratively. TheSciencelearningareaenhancespersonalandsocialcapabilitybyexpandingstudentscapacitytoquestion,solve problems,exploreanddisplaycuriosity.Studentsusetheirscientificknowledgetomakeinformedchoicesaboutissuesthat impacttheirlivessuchashealthandnutritionandenvironmentalchange,andconsidertheapplicationofsciencetomeeta rangeofpersonalandsocialneeds. Ethicalbehaviour Studentsdevelopthecapabilitytobehaveethicallyastheyidentifyandinvestigatethenatureofethicalconcepts,values, charactertraitsandprinciples,andunderstandhowreasoningcanassistethicaljudgment.Ethicalbehaviourinvolves studentsinbuildingastrongpersonalandsociallyorientedethicaloutlookthathelpsthemtomanagecontext,conflictand uncertainty,andtodevelopanawarenessoftheinfluencethattheirvaluesandbehaviourhaveonothers. Studentsdevelopthecapacitytoformandmakeethicaljudgmentsinrelationtoexperimentalscience,codesofpractice,and theuseofscientificinformationandscienceapplications.Theyexplorewhatintegritymeansinscience,andexploreand applyethicalguidelinesintheirinvestigations.Theyconsidertheimplicationsoftheirinvestigationsonothers,the environmentandlivingorganisms. Theyusescientificinformationtoevaluateclaimsandtoinformethicaldecisionsaboutarangeofsocial,environmentaland personalissues,forexample,landuseorthetreatmentofanimals. Interculturalunderstanding Studentsdevelopinterculturalunderstandingastheylearntovaluetheirowncultures,languagesandbeliefs,andthoseof others.Theycometounderstandhowpersonal,groupandnationalidentitiesareshaped,andthevariableandchanging natureofculture.Thecapabilityinvolvesstudentsinlearningaboutandengagingwithdiverseculturesinwaysthatrecognise commonalitiesanddifferences,createconnectionswithothersandcultivatemutualrespect. ThereareopportunitiesintheSciencelearningareatodevelopinterculturalunderstanding.Studentslearntoappreciatethe contributionthatdiverseculturalperspectiveshavemadetothedevelopment,breadthanddiversityofscienceknowledge andapplications.Studentsbecomeawarethattheraisingofsomedebateswithinculturallydiversegroupsrequirescultural sensitivity.Theyrecognisethatincreasinglyscientistsworkinculturallydiverseteamsandengagewithculturallydiverse communitiestoaddressissuesofinternationalimportance.
l
AboriginalandTorresStraitIslanderhistoriesandcultures
14
Science
Organisation
l l
AsiaandAustraliasengagementwithAsia Sustainability.
Thecrosscurriculumprioritiesareembeddedinthecurriculumandwillhaveastrongbutvaryingpresencedependingon theirrelevancetoeachofthelearningareas. AboriginalandTorresStraitIslanderhistoriesandcultures AboriginalandTorresStraitIslandercommunitiesarestrong,richanddiverse.AboriginalandTorresStraitIslanderIdentityis centraltothispriorityandisintrinsicallylinkedtoliving,learningAboriginalandTorresStraitIslandercommunities,deep knowledgetraditionsandholisticworldview. AconceptualframeworkbasedonAboriginalandTorresStraitIslanderPeoplesuniquesenseofIdentityhasbeen developedasastructuraltoolfortheembeddingofAboriginalandTorresStraitIslanderhistoriesandcultureswithinthe Australiancurriculum.ThissenseofIdentityisapproachedthroughtheinterconnectedaspectsofCountry/Place,Peopleand Culture.Embracingtheseelementsenhancesallareasofthecurriculum. TheAboriginalandTorresStraitIslanderpriorityprovidesopportunitiesforalllearnerstodeepentheirknowledgeofAustralia byengagingwiththeworldsoldestcontinuouslivingcultures.Thisknowledgeandunderstandingwillenrichtheirabilityto participatepositivelyintheongoingdevelopmentofAustralia. TheAustralianCurriculum:sciencevaluesAboriginalandTorresStraitIslanderhistoriesandcultures.Itacknowledgesthat AboriginalandTorresStraitIslanderPeopleshavelongstandingscientificknowledgetraditions. StudentswillhaveopportunitiestolearnthatAboriginalandTorresStraitIslanderPeopleshavedevelopedknowledgeabout theworldthroughobservation,usingallthesensesthroughpredictionandhypothesisthroughtesting(trialanderror)and throughmakinggeneralisationswithinspecificcontexts.Thesescientificmethodshavebeenpractisedandtransmittedfrom onegenerationtothenext.StudentswilldevelopanunderstandingthatAboriginalandTorresStraitIslanderPeopleshave particularwaysofknowingtheworldandcontinuetobeinnovativeinprovidingsignificantcontributionstodevelopmentin science.TheywillinvestigateexamplesofAboriginalandTorresStraitIslanderscienceandthewaystraditionalknowledge andwesternscientificknowledgecanbecomplementary. AsiaandAustraliasengagementwithAsia IntheAustralianCurriculum:Science,thepriorityofAsiaandAustraliasengagementwithAsiaprovidesrichandengaging contextsfordevelopingstudentsscienceknowledge,understandingandskills. TheAustralianCurriculum:ScienceprovidesopportunitiesforstudentstorecognisethatpeoplefromtheAsiaregionhave madeandcontinuetomakesignificantcontributionstothedevelopmentofscienceunderstandingsandtheirapplications.It enablesstudentstorecognisethattheAsiaregionincludesdiverseenvironmentsandtoappreciatethatinteractionbetween humanactivityandtheseenvironmentscontinuestoinfluencetheregion,includingAustralia,andhassignificanceforthe restoftheworld. Inthislearningarea,studentsappreciatethattheAsiaregionplaysanimportantroleinscientificresearchanddevelopment. Thesecanincluderesearchanddevelopmentinareassuchasmedicine,naturalresourcemanagement,nanotechnologies, communicationtechnologiesandnaturaldisasterpredictionandmanagement. Sustainability IntheAustralianCurriculum:Sciencethepriorityofsustainabilityprovidesauthenticcontextsforexploring,investigatingand understandingchemical,biological,physicalandEarthandspacesystems.
15
Science
Organisation
TheAustralianCurriculum:Scienceexploresawiderangeofsystemsthatoperateatdifferenttimeandspatialscales.By investigatingtherelationshipsbetweensystemsandsystemcomponentsandhowsystemsrespondtochange,students developanappreciationfortheinterconnectednessofEarthsbiosphere,geosphere,hydrosphereandatmosphere, Relationshipsincludingcyclesandcauseandeffectareexplored,andstudentsdevelopobservationandanalysisskillsto examinetheserelationshipsintheworldaroundthem. Inthislearningarea,studentsappreciatethatscienceprovidesthebasisfordecisionmakinginmanyareasofsocietyand thatthesedecisionscanimpactontheEarthsystem.Theyunderstandtheimportanceofusingsciencetopredictpossible effectsofhumanandotheractivityandtodevelopmanagementplansoralternativetechnologiesthatminimisethese effects.
Linkstotheotherlearningareas
Learninginscienceinvolvestheuseofknowledgeandskillslearntinotherareas,particularlyinEnglish,mathematicsand history. English ThereisstrongsupportinschoolsacrossAustraliaforlinkinglearninginsciencewithlearningliteracyskills.Thescience traditionplacesahighpriorityonaccuratecommunication.TheAustralianCurriculum:Scienceissupportedbyandinturn reinforcesthelearningofliteracyskills.Studentsneedtodescribeobjectsandevents,interpretdescriptions,readandgive instructions,explainideastoothers,writereportsandproceduralaccounts,participateingroupdiscussionsandprovide expositions. Mathematics Thesciencecurriculumcloselycomplementsthatofmathematics.Inscience,studentsprocessdatausingsimpletables, lists,picturegraphs,simplecolumngraphsandlinegraphs.Inthemathematicscurriculumtheywillbedevelopingthese skillsatsimilaryearlevels.Inmathematics,students'dataanalysisskillswilldeveloptoincludescatterplots,lineargraphs andthegradientofgraphs.Thiswillenhancetheirabilitytoanalysepatternsandtrendsindataaspartofscientific investigations. Studentsdeveloptheiruseofmetricunitsinboththemathematicsandsciencecurriculums.Theabilitytoconvertbetween commonmetricunitsoflengthandmassandtheiruseofdecimalnotationinmathematicswillenablethemtorepresentand comparedatainmeaningfulwaysinscience.Inmathematics,studentslearnsimplestatisticalmethodsandtheseskillswill enablestudentstoapplyquantitativeanalysisofdataasrequiredinscience.Theconceptofoutliers,learntinmathematics, willhelpthemtoidentifyinconsistenciesinquantitativedatainscience. Whenconsideringphenomenaandsystemsatavastrangeofscalesinscience,studentsusetheirmathematical knowledgeoftimescalesandintervals.Theyusescientificnotationintherepresentationofthesevaluesasrequired. Studentsmathematicalabilitytosolveproblemsinvolvinglinearequationscanbeutilisedinsciencewheninvestigating quantitativerelationships. History Historyprovidesanotheravenuetotheunderstandingofhowscienceworks.Scienceanditsdiscoveriesareasourceof historicalfactsandartefacts.ThestrandScienceasaHumanEndeavourisanimportantlinktohistoricaldevelopments.Itis importantthatstudentslearnthatscienceandtechnologyhavegrownthroughthegradualaccumulationofknowledgeover manycenturiesthatallsortsofpeople,includingpeoplelikethemselves,useandcontributetoscience.Historicalstudiesof scienceandtechnologyintheearlyEgyptian,Greek,Chinese,ArabicandAboriginalandTorresStraitIslandercultures extendingtomoderntimeswillhelpstudentsunderstandthecontributionsofpeoplefromaroundtheworld.
16
Science
Organisation
TheAustralianCurriculum:Sciencetakesaccountofwhatstudentshavelearntintheseareassothattheirsciencelearning issupportedandtheirlearninginotherareasenhanced.
Thesciencecurriculumemphasisesinquirybasedteachingandlearning.Abalancedandengagingapproachtoteaching willtypicallyinvolvecontext,exploration,explanationandapplication.Thisrequiresacontextorpointofrelevancethrough whichstudentscanmakesenseoftheideastheyarelearning.Opportunitiesforstudentledopeninquiryshouldalsobe providedwithineachphaseofschooling. Assessmentencourageslongertermunderstandingandprovidesdetaileddiagnosticinformation.Itshowswhatstudents know,understandandcandemonstrate.Italsoshowswhattheyneedtodotoimprove.Inparticular,ScienceInquirySkills andScienceasaHumanEndeavourrequireavarietyofassessmentapproaches. TeachersusetheAustralianCurriculumcontentandachievementstandardsfirsttoidentifycurrentlevelsoflearningand achievementandthentoselectthemostappropriatecontent(possiblyfromacrossseveralyearlevels)toteachindividual studentsand/orgroupsofstudents.Thistakesintoaccountthatineachclasstheremaybestudentswitharangeofprior achievement(below,atandabovetheyearlevelexpectations)andthatteachersplantobuildoncurrentlearning. Teachersalsousetheachievementstandards,attheendofaperiodofteaching,tomakeonbalancejudgmentsaboutthe qualityoflearningdemonstratedbythestudentsthatis,whethertheyhaveachievedbelow,atorabovethestandard.To makethesejudgments,teachersdrawonassessmentdatathattheyhavecollectedasevidenceduringthecourseofthe teachingperiod.Thesejudgmentsaboutthequalityoflearningareonesourceoffeedbacktostudentsandtheirparentsand informformalreportingprocesses. Ifateacherjudgesthatastudentsachievementisbelowtheexpectedstandard,thissuggeststhattheteachingprograms andpracticeshouldbereviewedtobetterassistindividualstudentsintheirlearninginthefuture.Italsosuggeststhat additionalsupportandtargetedteachingwillbeneededtoensurethatthestudentdoesnotfallbehind. AssessmentoftheAustralianCurriculumtakesplaceindifferentlevelsandfordifferentpurposes,including:
l
ongoingformativeassessmentwithinclassroomsforthepurposesofmonitoringlearningandprovidingfeedback,to teacherstoinformtheirteachingandforstudentstoinformtheirlearning summativeassessmentforthepurposesoftwiceyearlyreportingbyschoolstoparentsandcarersontheprogress andachievementofstudents annualtestingofYears3,5,7and9studentslevelsofachievementinaspectsofliteracyandnumeracy,conductedas partoftheNationalAssessmentProgramLiteracyandNumeracy(NAPLAN) periodicsampletestingofspecificlearningareaswithintheAustralianCurriculumaspartoftheNationalAssessment Program(NAP).
17
Curriculum F10
FoundationYear
ThesciencecontentincludesthethreestrandsofScienceUnderstanding,ScienceInquirySkillsandScienceasaHuman Endeavour.Thethreestrandsofthecurriculumareinterrelatedandtheircontentistaughtinanintegratedway.Theorder anddetailinwhichthecontentdescriptionsareorganisedintoteaching/learningprogramsaredecisionstobemadebythe teacher. FromFoundationtoYear2,studentslearnthatobservationscanbeorganisedtorevealpatterns,andthatthesepatternscan beusedtomakepredictionsaboutphenomena.InFoundation,studentsobserveanddescribethebehavioursand propertiesofeverydayobjects,materialsandlivingthings.Theyexplorechangeintheworldaroundthem,includingchanges thatimpactonthem,suchastheweather,andchangestheycaneffect,suchasmakingthingsmoveorchangeshape.They learnthatseekinganswerstoquestionsandmakingobservationsisacorepartofscienceandusetheirsensestogather differenttypesofinformation. ScienceUnderstanding Biologicalsciences Livingthingshavebasicneeds,includingfood andwater(ACSSU002)
l
Elaborations
l
identifyingtheneedsofhumanssuchaswarmth,foodandwater, usingstudentsownexperiences recognisingtheneedsoflivingthingsinarangeofsituationssuch aspetsathome,plantsinthegardenorplantsandanimalsin bushland comparingtheneedsofplantsandanimals
Chemicalsciences Objectsaremadeofmaterialsthathave observableproperties(ACSSU003)
Elaborations
l
sortingandgroupingmaterialsonthebasisofobservable propertiessuchascolour,textureandflexibility thinkingabouthowthematerialsusedinbuildingsandsheltersare suitedtothelocalenvironment investigatingdifferentformsofclothingusedfordifferentactivities comparingthetraditionalmaterialsusedforclothingfromaround theworld
l l
Earthandspacesciences Dailyandseasonalchangesinourenvironment, includingtheweather,affecteverydaylife (ACSSU004)
Elaborations
l
linkingthechangesinthedailyweathertothewaywemodifyour behaviouranddressfordifferentconditions,includingexamples fromdifferentcultures investigatinghowchangesintheweathermightaffectanimals suchaspets,animalsthathibernate,ormigratoryanimals learninghowAboriginalandTorresStraitIslanderconceptsoftime andweatherpatternsexplainhowthingshappenintheworld aroundthem
Physicalsciences
Elaborations
18
Science
CurriculumF10
Thewayobjectsmovedependsonavarietyof factors,includingtheirsizeandshape (ACSSU005)
observingthewaydifferentshapedobjectssuchasballs,blocks andtubesmove comparingthewaydifferentsized,butsimilarshaped,objectssuch astennisballs,golfballs,marblesandbasketballsrollandbounce observinghowthemovementofdifferentlivingthingsdependson theirsizeandshape
ScienceasaHumanEndeavour Natureanddevelopmentofscience Scienceinvolvesexploringandobservingthe worldusingthesenses(ACSHE013)

l
Elaborations
l
recognisingthatobservationisanimportantpartofexploringand investigatingthethingsandplacesaroundus sharingobservationswithothersandcommunicatingtheir experiences exploringandobservingusinghearing,smell,touch,seeingand taste
ScienceInquirySkills Questioningandpredicting Respondtoquestionsaboutfamiliarobjectsand events(ACSIS014) Elaborations

l
Elaborations
l
consideringquestionsrelatingtothehomeandschoolandobjects usedineverydaylife
Planningandconducting Exploreandmakeobservationsbyusingthe senses(ACSIS011)
usingsight,hearing,touch,tasteandsmellsothatstudentscan gatherinformationabouttheworldaroundthem
Processingandanalysingdataandinformation Elaborations Engageindiscussionsaboutobservationsand usemethodssuchasdrawingtorepresent ideas(ACSIS233) Elaborations

l l l
takingpartininformalandguideddiscussionsrelatingto studentsobservations usingdrawingstorepresentobservationsandideasand discussingtheirrepresentationswithothers
Communicating Shareobservationsandideas(ACSIS012)
workingingroupstodescribewhatstudentshavedoneandwhat theyhavefoundout communicatingideasthroughroleplayanddrawing
BytheendoftheFoundationyear,studentsdescribethepropertiesandbehaviouroffamiliarobjects.Theysuggesthowthe environmentaffectsthemandotherlivingthings. Studentsshareobservationsoffamiliarobjectsandevents.
19
Science
CurriculumF10
Year1
TheScienceInquirySkillsandScienceasaHumanEndeavourstrandsaredescribedacrossatwoyearband.Intheir planning,schoolsandteachersrefertotheexpectationsoutlinedintheAchievementStandardandalsotothecontentofthe ScienceUnderstandingstrandfortherelevantyearleveltoensurethatthesetwostrandsareaddressedoverthetwoyear period.Thethreestrandsofthecurriculumareinterrelatedandtheircontentistaughtinanintegratedway.Theorderand detailinwhichthecontentdescriptionsareorganisedintoteaching/learningprogramsaredecisionstobemadebythe teacher. FromFoundationtoYear2,studentslearnthatobservationscanbeorganisedtorevealpatterns,andthatthesepatternscan beusedtomakepredictionsaboutphenomena.InYear1,studentsinfersimplecauseandeffectrelationshipsfromtheir observationsandexperiences,andbegintolinkeventsandphenomenawithobservableeffects.Theyobservechangesthat canbelargeorsmallandhappenquicklyorslowly.Theyexplorethepropertiesoffamiliarobjectsandphenomena, identifyingsimilaritiesanddifferences.Studentsbegintovaluecountingasameansofcomparingobservations,andare introducedtowaysoforganisingtheirobservations. ScienceUnderstanding Biologicalsciences Livingthingshaveavarietyofexternalfeatures (ACSSU017)
l
Elaborations
l
recognisingcommonfeaturesofanimalssuchashead,legs andwings describingtheuseofanimalbodypartsforparticular purposessuchasmovingandfeeding identifyingcommonfeaturesofplantssuchasleavesand roots describingtheuseofplantpartsforparticularpurposessuch asmakingfoodandobtainingwater exploringdifferenthabitatsinthelocalenvironmentsuchas thebeach,bushandbackyard recognisingthatdifferentlivingthingsliveindifferentplaces suchaslandandwater exploringwhathappenswhenhabitatschangeandsome livingthingscannolongerhavetheirneedsmet
Livingthingsliveindifferentplaceswheretheirneeds aremet(ACSSU211)
Chemicalsciences Everydaymaterialscanbephysicallychangedina varietyofways(ACSSU018)
Elaborations
l
predictingandcomparinghowtheshapesofobjectsmade fromdifferentmaterialscanbephysicallychangedthrough actionssuchasbending,stretchingandtwisting exploringhowmaterialssuchaswater,chocolateorplay doughchangewhenwarmedorcooled
Earthandspacesciences
Elaborations
20
Science
CurriculumF10
Observablechangesoccurintheskyandlandscape (ACSSU019)
exploringthelocalenvironmenttoidentifyanddescribe natural,managedandconstructedfeatures recordingshortandlongertermpatternsofeventsthatoccur onEarthandinthesky,suchastheappearanceofthemoon andstarsatnight,theweatherandtheseasons
Physicalsciences Lightandsoundareproducedbyarangeofsources andcanbesensed(ACSSU020)
Elaborations
l
recognisingsensesareusedtolearnabouttheworldaround us:oureyestodetectlight,ourearstodetectsound,andtouch tofeelvibrations identifyingthesunasasourceoflight recognisingthatobjectscanbeseenwhenlightfromsources isavailabletoilluminatethem exploringdifferentwaystoproducesoundusingfamiliar objectsandactionssuchasstriking,blowing,scrapingand shaking comparingsoundsmadebymusicalinstrumentsusing characteristicssuchasloudness,pitchandactionsusedto makethesound
l l
ScienceasaHumanEndeavour Natureanddevelopmentofscience Scienceinvolvesaskingquestionsabout,and describingchangesin,objectsandevents (ACSHE021) Elaborations

l l
Elaborations
l
jointlyconstructingquestionsabouttheeventsandfeaturesof thelocalenvironmentwithteacherguidance recognisingthatdescriptionsofwhatweobserveareusedby peopletohelpidentifychange
Useandinfluenceofscience Peopleusescienceintheirdailylives,includingwhen caringfortheirenvironmentandlivingthings (ACSHE022)
consideringhowscienceisusedinactivitiessuchascooking, fishing,transport,sport,medicineandcaringforplantsand animals consideringthattechnologiesusedbyAboriginalandTorres StraitIslanderpeoplerequireanunderstandingofhow materialscanbeusedtomaketoolsandweapons,musical instruments,clothing,cosmeticsandartworks exploringhowmusicalinstrumentscanbeusedtoproduce differentsounds comparinghowdifferentlightsourcesareusedindailylife identifyingwaysthatscienceknowledgeisusedinthecareof thelocalenvironmentsuchasanimalhabitats,and suggestingchangestoparksandgardenstobettermeetthe needsofnativeanimals
l l
ScienceInquirySkills Questioningandpredicting Elaborations
21
Science
CurriculumF10
Respondtoandposequestions,andmake predictionsaboutfamiliarobjectsandevents (ACSIS024)
thinkingabout"Whatwillhappenif?"typequestionsabout everydayobjectsandevents usingthesensestoexplorethelocalenvironmenttopose interestingquestionsandmakingpredictionsaboutwhatwill happen
Planningandconducting Participateindifferenttypesofguidedinvestigationsto exploreandanswerquestions,suchasmanipulating materials,testingideas,andaccessinginformation sources(ACSIS025)
Elaborations
l
manipulatingobjectsandmakingobservationsofwhat happens researchingideascollaborativelyusingbigbooks,webpages andICTwithintheclassroom exploringdifferentwaysofsolvingsciencequestionsthrough guideddiscussion sortinginformationandclassifyingobjectsbasedoneasily observablecharacteristicswithteacherguidance usingunitsthatarefamiliartostudentsfromhomeand school,suchascups(cooking),handspans(length)and walkingpaces(distance)tomakeandrecordobservations withteacherguidance
Useinformalmeasurementsinthecollectionand recordingofobservations,withtheassistanceof digitaltechnologiesasappropriate(ACSIS026)
Processingandanalysingdataandinformation Usearangeofmethodstosortinformation,including drawingsandprovidedtables(ACSIS027)
Elaborations
l
usingmatchingactivities,includingidentifyingsimilarthings, oddoneoutandopposites exploringwaysofrecordingandsharinginformationthrough classdiscussion jointlyconstructingsimplecolumngraphsandpicturegraphs torepresentclassinvestigations dicussingoriginalpredictionsand,withguidance,comparing thesetotheirobservations
Throughdiscussion,compareobservationswith predictions(ACSIS212)
Evaluating Compareobservationswiththoseofothers (ACSIS213)
Elaborations
l
discussingobservationsasawholeclasstoidentify similaritiesanddifferencesintheirobservations
Communicating Representandcommunicateobservationsandideas inavarietyofwayssuchasoralandwrittenlanguage, drawingandroleplay(ACSIS029)
Elaborations
l
discussingorrepresentingwhatwasdiscoveredinan investigation engaginginwholeclassorguidedsmallgroupdiscussions toshareobservationsandideas
22
Science
CurriculumF10
BytheendofYear1,studentsdescribeobjectsandeventsthattheyencounterintheireverydaylives,andtheeffectsof interactingwithmaterialsandobjects.Theyidentifyarangeofhabitats.Theydescribechangestothingsintheirlocal environmentandsuggesthowsciencehelpspeoplecareforenvironments. Studentsmakepredictions,andinvestigateeverydayphenomena.Theyfollowinstructionstorecordandsorttheir observationsandsharetheirobservationswithothers.
23
Science
CurriculumF10
Year2
TheScienceInquirySkillsandScienceasaHumanEndeavourstrandsaredescribedacrossatwoyearband.Intheir planning,schoolsandteachersrefertotheexpectationsoutlinedintheAchievementStandardsandalsotothecontentofthe ScienceUnderstandingstrandfortherelevantyearleveltoensurethatthesetwostrandsareaddressedoverthetwoyear period.Thethreestrandsofthecurriculumareinterrelatedandtheircontentistaughtinanintegratedway.Theorderand detailinwhichthecontentdescriptionsareorganisedintoteaching/learningprogramsaredecisionstobemadebythe teacher. FromFoundationtoYear2,studentslearnthatobservationscanbeorganisedtorevealpatterns,andthatthesepatternscan beusedtomakepredictionsaboutphenomena.InYear2,studentsdescribethecomponentsofsimplesystems,suchas stationaryobjectssubjectedtopushesorpulls,orcombinationsofmaterials,andshowhowobjectsandmaterialsinteract throughdirectmanipulation.Theyobservepatternsofgrowthandchangeinlivingthings,anddescribepatternsandmake predictions.TheyexploretheuseofresourcesfromEarthandareintroducedtotheideaoftheflowofmatterwhen consideringhowwaterisused.Theyusecountingandinformalmeasurementstomakeandcompareobservationsand begintorecognisethatorganisingtheseobservationsintablesmakesiteasiertoshowpatterns. ScienceUnderstanding Biologicalsciences Livingthingsgrow,changeandhaveoffspringsimilarto themselves(ACSSU030)
l
Elaborations
l l
representingpersonalgrowthandchangesfrombirth recognisingthatlivingthingshavepredictable characteristicsatdifferentstagesofdevelopment exploringdifferentcharacteristicsoflifestagesin animalssuchasegg,caterpillarandbutterfly observingthatallanimalshaveoffspring,usuallywith twoparents
Chemicalsciences Differentmaterialscanbecombined,includingbymixing, foraparticularpurpose(ACSSU031)
Elaborations
l
exploringthelocalenvironmenttoobserveavarietyof materials,anddescribingwaysinwhichmaterialsare used investigatingtheeffectsofmixingmaterialstogether suggestingwhydifferentpartsofeverydayobjectssuch astoysandclothesaremadefromdifferentmaterials identifyingmaterialssuchaspaperthatcanbechanged andremadeorrecycledintonewproducts
l l
Elaborations
24
Science
CurriculumF10
Earthsresources,includingwater,areusedinavarietyof ways(ACSSU032)
identifyingtheEarthsresourcesincludingwater,soil andminerals,anddescribinghowtheyareusedinthe school describinghowaresourcesuchaswateristransferred fromitssourcetoitspointofuse consideringwhatmighthappentohumansiftherewere achangeinafamiliaravailableresource,suchaswater identifyingactionsatschoolsuchasturningoffdripping taps,thatcanconserveresources
Physicalsciences Apushorapullaffectshowanobjectmovesorchanges shape(ACSSU033)
Elaborations
l
exploringwaysthatobjectsmoveonland,throughwater andintheair exploringhowdifferentstrengthsofpushesandpulls affectthemovementofobjects identifyingtoysfromdifferentculturesthatusetheforces ofpushorpull consideringtheeffectsofobjectsbeingpulledtowards theEarth
ScienceasaHumanEndeavour Natureanddevelopmentofscience Scienceinvolvesaskingquestionsabout,anddescribing changesin,objectsandevents(ACSHE034)

l
Elaborations
l
describingeverydayeventsandexperiencesand changesinourenvironmentusingknowledgeofscience suggestinghoweverydayitemswork,usingknowledge offorcesormaterials identifyinganddescribingsourcesofwater
Useandinfluenceofscience Peopleusescienceintheirdailylives,includingwhen caringfortheirenvironmentandlivingthings(ACSHE035)
Elaborations
l
monitoringinformationabouttheenvironmentand Earthsresources,suchasrainfall,waterlevelsand temperature findingoutabouthowAboriginalandTorresStrait Islanderpeopleusesciencetomeettheirneeds, includingfoodsupply exploringhowdifferentcultureshavemadeinks, pigmentsandpaintsbymixingmaterials identifyingthewayshumansmanageandprotect resources,suchasreducingwasteandcaringforwater supplies recognisingthatmanylivingthingsrelyonresourcesthat maybethreatened,andthatscienceunderstandingcan contributetothepreservationofsuchresources
25
Science
CurriculumF10
Respondtoandposequestions,andmakepredictions aboutfamiliarobjectsandevents(ACSIS037)
usingthesensestoexplorethelocalenvironmentto poseinterestingquestions,makeinferencesand predictions thinkingaboutWhatwillhappenif...?typequestions abouteverydayobjectsandevents
Planningandconducting Participateindifferenttypesofguidedinvestigationsto exploreandanswerquestions,suchasmanipulating materials,testingideas,andaccessinginformation sources(ACSIS038)
Elaborations
l
manipulatingobjectsandmaterialsandmaking observationsoftheresults researchingwiththeuseofsimpleinformationsources sortingobjectsandeventsbasedoneasilyidentified characteristics usingunitsthatarefamiliartostudentsfromhomeand school,suchascups(cooking),handspans(length) andwalkingpaces(distance)tomakeandcompare observations
l l
Useinformalmeasurementsinthecollectionandrecording ofobservations,withtheassistanceofdigitaltechnologies asappropriate(ACSIS039)
Processingandanalysingdataandinformation Usearangeofmethodstosortinformation,including drawingsandprovidedtables(ACSIS040)
Elaborations
l
constructingcolumnandpicturegraphswithteacher guidancetorecordgatheredinformation sortinginformationinprovidedtablesorgraphic organisers comparinganddiscussing,withguidance,whether observationswereexpected
Throughdiscussion,compareobservationswith predictions(ACSIS214)
Evaluating Compareobservationswiththoseofothers(ACSIS041)
Elaborations
l
discussingobservationswithotherstudentstosee similaritiesanddifferencesinresults
Communicating Representandcommunicateobservationsandideasina varietyofwayssuchasoralandwrittenlanguage,drawing androleplay(ACSIS042)
Elaborations
l
presentingideastootherstudents,bothonetooneand insmallgroups discussingwithotherswhatwasdiscoveredfroman investigation
BytheendofYear2,studentsdescribechangestoobjects,materialsandlivingthings.Theyidentifythatcertainmaterials andresourceshavedifferentusesanddescribeexamplesofwherescienceisusedinpeoplesdailylives. Studentsposequestionsabouttheirexperiencesandpredictoutcomesofinvestigations.Theyuseinformalmeasurements tomakeandcompareobservations.Theyfollowinstructionstorecordandrepresenttheirobservationsandcommunicate theirideastoothers.
26
Science
CurriculumF10
Year3
TheScienceInquirySkillsandScienceasaHumanEndeavourstrandsaredescribedacrossatwoyearband.Intheir planning,schoolsandteachersrefertotheexpectationsoutlinedintheAchievementStandardandalsotothecontentofthe ScienceUnderstandingstrandfortherelevantyearleveltoensurethatthesetwostrandsareaddressedoverthetwoyear period.Thethreestrandsofthecurriculumareinterrelatedandtheircontentistaughtinanintegratedway.Theorderand detailinwhichthecontentdescriptionsareorganisedintoteaching/learningprogramsaredecisionstobemadebythe teacher. OverYears3to6,studentsdeveloptheirunderstandingofarangeofsystemsoperatingatdifferenttimeandgeographic scales.InYear3,studentsobserveheatanditseffectsonsolidsandliquidsandbegintodevelopanunderstandingof energyflowsthroughsimplesystems.Inobservingdayandnight,theydevelopanappreciationofregularandpredictable cycles.Studentsordertheirobservationsbygroupingandclassifyinginclassifyingthingsaslivingornonlivingtheybeginto recognisethatclassificationsarenotalwayseasytodefineorapply.Theybegintoquantifytheirobservationstoenable comparison,andlearnmoresophisticatedwaysofidentifyingandrepresentingrelationships,includingtheuseoftablesand graphstoidentifytrends.Theyusetheirunderstandingofrelationshipsbetweencomponentsofsimplesystemstomake predictions. ScienceUnderstanding Biologicalsciences Livingthingscanbegroupedonthebasisofobservable featuresandcanbedistinguishedfromnonlivingthings (ACSSU044)
l l
Elaborations
l
recognisingcharacteristicsoflivingthingssuchas growing,moving,sensitivityandreproducing recognisingtherangeofdifferentlivingthings sortinglivingandnonlivingthingsbasedon characteristics exploringdifferencesbetweenliving,oncelivingand productsoflivingthings
Chemicalsciences Achangeofstatebetweensolidandliquidcanbecausedby addingorremovingheat(ACSSU046)
Elaborations
l
investigatinghowliquidsandsolidsrespondto changesintemperature,forexamplewaterchangingto ice,ormeltingchocolate exploringhowchangesfromsolidtoliquidandliquidto solidcanhelpusrecyclematerials predictingtheeffectofheatondifferentmaterials
Earthandspacesciences Earthsrotationonitsaxiscausesregularchanges, includingnightandday(ACSSU048)
Elaborations
l l l l
recognisingthesunasasourceoflight constructingsundialsandinvestigatinghowtheywork describingtimescalesfortherotationoftheEarth modellingtherelativesizesandmovementofthesun, Earthandmoon
Physicalsciences
Elaborations
27
Science
CurriculumF10
Heatcanbeproducedinmanywaysandcanmovefromone objecttoanother(ACSSU049)
describinghowheatcanbeproducedsuchasthrough frictionormotion,electricityorchemically(burning) identifyingchangesthatoccurineverydaysituations duetoheatingandcooling exploringhowheatcanbetransferredthrough conduction recognisingthatwecanfeelheatandmeasureits effectsusingathermometer
ScienceasaHumanEndeavour Natureanddevelopmentofscience Scienceinvolvesmakingpredictionsanddescribingpatterns andrelationships(ACSHE050)

l
Elaborations
l
makingpredictionsaboutchangeandeventsinour environment researchinghowknowledgeofastronomyhasbeen usedbysomeAboriginalandTorresStraitIslander people consideringhowposingquestionshelpsusplanforthe future
Useandinfluenceofscience Scienceknowledgehelpspeopletounderstandtheeffectof theiractions(ACSHE051)
Elaborations
l
consideringhowheatingaffectsmaterialsusedin everydaylife investigatinghowsciencehelpspeoplesuchas nurses,doctors,dentists,mechanicsandgardeners consideringhowmaterialsincludingsolidsandliquids affecttheenvironmentindifferentways decidingwhatcharacteristicsmakeamateriala pollutant researchingAboriginalandTorresStraitIslander peoplesknowledgeofthelocalnaturalenvironment, suchasthecharacteristicsofplantsandanimals
ScienceInquirySkills Questioningandpredicting Withguidance,identifyquestionsinfamiliarcontextsthatcan beinvestigatedscientificallyandpredictwhatmighthappen basedonpriorknowledge(ACSIS053)

l
Elaborations
l
choosingquestionstoinvestigatefromalistof possibilities jointlyconstructingquestionsthatmayformthebasis forinvestigation listingsharedexperiencesasawholeclassand identifyingpossibleinvestigations workingingroupstodiscussthingsthatmighthappen duringaninvestigation
Planningandconducting
Elaborations
28
Science
CurriculumF10
Suggestwaystoplanandconductinvestigationstofind answerstoquestions(ACSIS054)
workingwithteacherguidancetoplaninvestigationsto testsimplecauseandeffectrelationships discussingasawholeclasswaystoinvestigate questionsandevaluatingwhichwaysmightbemost successful recordingmeasurementsusingfamiliarformalunits andappropriateabbreviations,suchasseconds(s), grams(g),centimetres(cm) usingavarietyoftoolstomakeobservations,suchas digitalcameras,thermometers,rulersandscales discussingsafetyrulesforequipmentandprocedures
Safelyuseappropriatematerials,toolsorequipmentto makeandrecordobservations,usingformalmeasurements anddigitaltechnologiesasappropriate(ACSIS055)
Processingandanalysingdataandinformation Usearangeofmethodsincludingtablesandsimplecolumn graphstorepresentdataandtoidentifypatternsandtrends (ACSIS057)
Elaborations
l
usingprovidedtablestoorganisematerialsandobjects basedonobservableproperties discussinghowtographdatapresentedinatable identifyinganddiscussingnumericalandvisual patternsindatacollectedfromstudents'own investigationsandfromsecondarysources discussinghowwellpredictionsmatchedresultsfrom aninvestigationandsharingideasaboutwhatwas learnt
l l
Compareresultswithpredictions,suggestingpossible reasonsforfindings(ACSIS215)
Evaluating Reflectontheinvestigation,includingwhetheratestwasfair ornot(ACSIS058)
Elaborations
l
describingexperiencesofcarryingoutinvestigationsto theteacher,smallgrouporwholeclass discussingasawholeclasstheideaoffairnessin testing
Communicating Representandcommunicateideasandfindingsinavariety ofwayssuchasdiagrams,physicalrepresentationsand simplereports(ACSIS060)
Elaborations
l
communicatingwithotherstudentscarryingoutsimilar investigationstoshareexperiencesandimprove investigationskill exploringdifferentwaystoshowprocessesand relationshipsthroughdiagrams,modelsandroleplay usingsimpleexplanationsandarguments,reportsor graphicalrepresentationstocommunicateideasto otherstudents
BytheendofYear3,studentsusetheirunderstandingofthemovementoftheEarth,materialsandthebehaviourofheatto suggestexplanationsforeverydayobservationsTheydescribefeaturescommontolivingthings.Theydescribehowtheycan usescienceinvestigationstorespondtoquestionsandidentifywherepeopleusescienceknowledgeintheirlives.
29
Science
CurriculumF10
Studentsusetheirexperiencestoposequestionsandpredicttheoutcomesofinvestigations.Theymakeformal measurementsandfollowprocedurestocollectandpresentobservationsinawaythathelpstoanswertheinvestigation questions.Studentssuggestpossiblereasonsfortheirfindings.Theydescribehowsafetyandfairnesswereconsideredin theirinvestigations.Theyusediagramsandotherrepresentationstocommunicatetheirideas.
30
Science
CurriculumF10
Year4
TheScienceInquirySkillsandScienceasaHumanEndeavourstrandsaredescribedacrossatwoyearband.Intheir planning,schoolsandteachersrefertotheexpectationsoutlinedintheAchievementStandardandalsotothecontentofthe ScienceUnderstandingstrandfortherelevantyearleveltoensurethatthesetwostrandsareaddressedoverthetwoyear period.Thethreestrandsofthecurriculumareinterrelatedandtheircontentistaughtinanintegratedway.Theorderand detailinwhichthecontentdescriptionsareorganisedintoteaching/learningprogramsaredecisionstobemadebythe teacher. OverYears3to6,studentsdeveloptheirunderstandingofarangeofsystemsoperatingatdifferenttimeandgeographic scales.InYear4,studentsbroadentheirunderstandingofclassificationandformandfunctionthroughanexplorationofthe propertiesofnaturalandprocessedmaterials.Theylearnthatforcesincludenoncontactforcesandbegintoappreciatethat someinteractionsresultfromphenomenathatcantbeseenwiththenakedeye.Theybegintoappreciatethatcurrent systems,suchasEarthssurface,havecharacteristicsthathaveresultedfrompastchangesandthatlivingthingsformpart ofsystems.Theyunderstandthatsomesystemschangeinpredictableways,suchasthroughcycles.Theyapplytheir knowledgetomakepredictionsbasedoninteractionswithinsystems,includingthoseinvolvingtheactionsofhumans. ScienceUnderstanding Biologicalsciences Livingthingshavelifecycles(ACSSU072)
l
Elaborations
l
makingandrecordingobservationsoflivingthingsasthey developthroughtheirlifecycles describingthestagesoflifecyclesofdifferentlivingthings suchasinsects,birds,frogsandfloweringplants comparinglifecyclesofanimalsandplants recognisingthatenvironmentalfactorscanaffectlife cyclessuchasfireandseedgermination investigatinghowplantsprovideshelterforanimals investigatingtherolesoflivingthingsinahabitat,for instanceproducers,consumersordecomposers observinganddescribingpredatorpreyrelationships predictingtheeffectswhenlivingthingsinfeeding relationshipsareremovedordieoutinanarea recognisingthatinteractionsbetweenlivingthingsmaybe competitiveormutuallybeneficial
l l
Livingthings,includingplantsandanimals,dependon eachotherandtheenvironmenttosurvive(ACSSU073)
l l
l l
Chemicalsciences Naturalandprocessedmaterialshavearangeofphysical propertiesThesepropertiescaninfluencetheiruse (ACSSU074)
Elaborations
l
describingarangeofcommonmaterials,suchasmetals orplastics,andtheiruses investigatingaparticularpropertyacrossarangeof materials selectingmaterialsforusesbasedontheirproperties consideringhowthepropertiesofmaterialsaffectthe managementofwasteorcanleadtopollution
l l
Elaborations
31
Science
CurriculumF10
Earthssurfacechangesovertimeasaresultofnatural processesandhumanactivity(ACSSU075)
collectingevidenceofchangefromlocallandforms,rocks orfossils exploringalocalareathathaschangedasaresultof naturalprocesses,suchasanerodedgully,sanddunes orriverbanks investigatingthecharacteristicsofsoils consideringhowdifferenthumanactivitiescauseerosion oftheEarthssurface consideringtheeffectofeventssuchasfloodsand extremeweatheronthelandscape,bothinAustraliaand intheAsiaregion
l l
Physicalsciences Forcescanbeexertedbyoneobjectonanotherthrough directcontactorfromadistance(ACSSU076)
Elaborations
l
observingqualitativelyhowspeedisaffectedbythesizeof aforce exploringhownoncontactforcesaresimilartocontact forcesintermsofobjectspushingandpullinganother object comparingandcontrastingtheeffectoffrictionondifferent surfaces,suchastyresandshoesonarangeofsurfaces investigatingtheeffectofforcesonthebehaviourofan objectthroughactionssuchasthrowing,dropping, bouncingandrolling exploringtheforcesofattractionandrepulsionbetween magnets
ScienceasaHumanEndeavour Natureanddevelopmentofscience Scienceinvolvesmakingpredictionsanddescribing patternsandrelationships(ACSHE061)

l
Elaborations
l
exploringwaysinwhichscientistsgatherevidencefor theirideasanddevelopexplanations consideringhowscientificpracticessuchassorting, classificationandestimationareusedbyAboriginaland TorresStraitIslanderpeopleineverydaylife
Useandinfluenceofscience Scienceknowledgehelpspeopletounderstandtheeffect oftheiractions(ACSHE062)
Elaborations
l
investigatinghowarangeofpeople,suchasclothing designers,buildersorengineersusesciencetoselect appropriatematerialsfortheirwork consideringmethodsofwastemanagementandhow theycanaffecttheenvironment exploringhowsciencehascontributedtoadiscussion aboutanissuesuchaslossofhabitatforlivingthingsor howhumanactivityhaschangedthelocalenvironment consideringhowtominimisetheeffectsoferosion causedbyhumanactivity
32
Science
CurriculumF10
ScienceInquirySkills Questioningandpredicting Withguidance,identifyquestionsinfamiliarcontextsthat canbeinvestigatedscientificallyandpredictwhatmight happenbasedonpriorknowledge(ACSIS064)

l
Elaborations
l
consideringfamiliarsituationsinordertothinkabout possibleareasforinvestigation reflectingonfamiliarsituationstomakepredictionswith teacherguidance choosingquestionstoinvestigatefromalistof possibilities
Planningandconducting Suggestwaystoplanandconductinvestigationstofind answerstoquestions(ACSIS065)
Elaborations
l
exploringdifferentwaystoconductinvestigationsand connectingthesetothetypesofquestionsaskedwith teacherguidance workingingroups,withteacherguidance,toplanwaysto investigatequestions discussingandrecordingsafetyrulesforequipmentasa wholeclass makingandrecordingmeasurementsusingfamiliar formalunitsandappropriateabbreviations,suchas seconds(s),grams(g),centimetres(cm)andmillilitres (mL)
Safelyuseappropriatematerials,toolsorequipmentto makeandrecordobservations,usingformal measurementsanddigitaltechnologiesasappropriate (ACSIS066)
Processingandanalysingdataandinformation Usearangeofmethodsincludingtablesandsimple columngraphstorepresentdataandtoidentifypatterns andtrends(ACSIS068)
Elaborations
l
identifyinganddiscussingnumericalandvisualpatterns indatacollectedfromstudents'investigationsandfrom othersources usingprovidedgraphicorganiserstosortandrepresent information discussingwithteacherguidancewhichgraphic organiserswillbemostusefulinsortingororganising dataarisingfrominvestigations discussinghowwellpredictionsmatchedresultsfroman investigationandproposingreasonsforfindings comparing,insmallgroups,proposedreasonsfor findingsandexplainingtheirreasoning
Compareresultswithpredictions,suggestingpossible reasonsforfindings(ACSIS216)
Evaluating Reflectontheinvestigationincludingwhetheratestwas fairornot(ACSIS069)
Elaborations
l
reflectingoninvestigations,identifyingwhatwentwell, whatwasdifficultordidn'tworksowell,andhowwellthe investigationhelpedanswerthequestion discussingwhichaspectsoftheinvestigationhelped improvefairness,andanyaspectsthatweren'tfair
Communicating
Elaborations
33
Science
CurriculumF10
Representandcommunicateideasandfindingsina varietyofwayssuchasdiagrams,physical representationsandsimplereports(ACSIS071)
communicatingwithotherstudentscarryingoutsimilar investigationstoshareexperiencesandimprove investigationskills usingsimpleexplanationsandarguments,reportsor graphicalrepresentationstocommunicateideastoother students
BytheendofYear4,studentsapplytheobservablepropertiesofmaterialstoexplainhowobjectsandmaterialscanbe used.Theyusecontactandnoncontactforcestodescribeinteractionsbetweenobjects.Theydiscusshownaturaland humanprocessescausechangestotheEarthssurface.Theydescriberelationshipsthatassistthesurvivaloflivingthings andsequencekeystagesinthelifecycleofaplantoranimal.Theyidentifywhenscienceisusedtoaskquestionsandmake predictions.Theydescribesituationswherescienceunderstandingcaninfluencetheirownandothersactions. Studentsfollowinstructionstoidentifyinvestigablequestionsaboutfamiliarcontextsandpredictlikelyoutcomesfrom investigations.Theydiscusswaystoconductinvestigationsandsafelyuseequipmenttomakeandrecordobservations. Theyuseprovidedtablesandsimplecolumngraphstoorganisetheirdataandidentifypatternsindata.Studentssuggest explanationsforobservationsandcomparetheirfindingswiththeirpredictions.Theysuggestreasonswhytheirmethods werefairornot.Theycompletesimplereportstocommunicatetheirmethodsandfindings.
34
Science
CurriculumF10
Year5
TheScienceInquirySkillsandScienceasaHumanEndeavourstrandsaredescribedacrossatwoyearband.Intheir planning,schoolsandteachersrefertotheexpectationsoutlinedintheAchievementStandardandalsotothecontentofthe ScienceUnderstandingstrandfortherelevantyearleveltoensurethatthesetwostrandsareaddressedoverthetwoyear period.Thethreestrandsofthecurriculumareinterrelatedandtheircontentistaughtinanintegratedway.Theorderand detailinwhichthecontentdescriptionsareorganisedintoteaching/learningprogramsaredecisionstobemadebythe teacher. OverYears3to6,studentsdeveloptheirunderstandingofarangeofsystemsoperatingatdifferenttimeandgeographic scales.InYear5,studentsareintroducedtocauseandeffectrelationshipsthatrelatetoformandfunctionthroughan explorationofadaptationsoflivingthings.Theyexploreobservablephenomenaassociatedwithlightandbegintoappreciate thatphenomenahavesetsofcharacteristicbehaviours.Theybroadentheirclassificationofmattertoincludegasesand begintoseehowmatterstructurestheworldaroundthem.StudentsconsiderEarthasacomponentwithinasolarsystem andusemodelsforinvestigatingsystemsatastronomicalscales.Studentsbegintoidentifystableanddynamicaspectsof systems,andlearnhowtolookforpatternsandrelationshipsbetweencomponentsofsystems.Theydevelopexplanations forthepatternstheyobserve. ScienceUnderstanding Biologicalsciences Livingthingshavestructuralfeaturesandadaptationsthathelp themtosurviveintheirenvironment(ACSSU043)
l
Elaborations
l
explaininghowparticularadaptationshelpsurvival suchasnocturnalbehaviour,silverycolouredleaves ofduneplants describingandlistingadaptationsoflivingthings suitedforparticularAustralianenvironments exploringgeneraladaptationsforparticular environmentssuchasadaptationsthataidwater conservationindeserts
Chemicalsciences Solids,liquidsandgaseshavedifferentobservableproperties andbehaveindifferentways(ACSSU077)
Elaborations
l
recognisingthatsubstancesexistindifferentstates dependingonthetemperature observingthatgaseshavemassandtakeupspace, demonstratedbyusingballoonsorbubbles exploringthewaysolids,liquidsandgaseschange underdifferentsituationssuchasheatingand cooling recognisingthatnotallsubstancescanbeeasily classifiedonthebasisoftheirobservable properties
Elaborations
35
Science
CurriculumF10
TheEarthispartofasystemofplanetsorbitingaroundastar (thesun)(ACSSU078)
identifyingtheplanetsofthesolarsystemand comparinghowlongtheytaketoorbitthesun modellingtherelativesizeofanddistancebetween Earth,otherplanetsinthesolarsystemandthesun recognisingtheroleofthesunasaproviderof energyfortheEarth
Physicalsciences Lightfromasourceformsshadowsandcanbeabsorbed, reflectedandrefracted(ACSSU080)
Elaborations
l
drawingsimplelabelledraydiagramstoshowthe pathsoflightfromasourcetooureyes comparingshadowsfrompointandextendedlight sourcessuchastorchesandfluorescenttubes classifyingmaterialsastransparent,opaqueor translucentbasedonwhetherlightpassesthrough themorisabsorbed recognisingthatthecolourofanobjectdependson thepropertiesoftheobjectandthecolourofthelight source exploringtheuseofmirrorstodemonstratethe reflectionoflight recognisingtherefractionoflightatthesurfacesof differenttransparentmaterials,suchaswhenlight travelsfromairtowaterorairtoglass
ScienceasaHumanEndeavour Natureanddevelopmentofscience Scienceinvolvestestingpredictionsbygatheringdataandusing evidencetodevelopexplanationsofeventsandphenomena (ACSHE081)

l l
Elaborations
l
developinganunderstandingofthebehaviourof lightbymakingobservationsofitseffects testingpredictionsrelatingtothebehaviourof solids,liquidsandgasesbyconducting observationalexperiments researchinghowscientistswereabletodevelop ideasaboutthesolarsystemthroughthegathering ofevidencethroughspaceexploration describinghowscientistsfromarangeofcultures haveimprovedourunderstandingofthesolar system,suchasCopernicus,KhayymandGalileo researchingthedifferenttypesofscientistswho workinteamsinspaceexploration,andAustralias involvementinspaceexploration learninghowAboriginalandTorresStraitIslander peopleusedobservationofthenightskytoassist withnavigation
Importantcontributionstotheadvancementofsciencehave beenmadebypeoplefromarangeofcultures(ACSHE082)
Useandinfluenceofscience
Elaborations
36
Science
CurriculumF10
Scientificunderstandings,discoveriesandinventionsareused tosolveproblemsthatdirectlyaffectpeopleslives(ACSHE083)
investigatinghowthedevelopmentofmaterials suchasplasticsandsyntheticfabricshaveledto theproductionofusefulproducts describinghowtechnologiesdevelopedtoaid spaceexplorationhavechangedthewaypeoplelive, workandcommunicate exploringobjectsanddevicesthatincludepartsthat involvethereflection,absorptionorrefractionoflight suchasmirrors,sunglassesandprisms consideringhowbesttoensuregrowthofplants consideringhowdecisionsaremadetogrow particularplantsandcropsdependingon environmentalconditions comparingthebenefitsofusingsolid,liquidor gaseousfuelstoheatahome describingthesafetyaspectsofusinggases
Scientificknowledgeisusedtoinformpersonalandcommunity decisions(ACSHE217)
l l
ScienceInquirySkills Questioningandpredicting Withguidance,posequestionstoclarifypracticalproblemsor informascientificinvestigation,andpredictwhatthefindingsof aninvestigationmightbe(ACSIS231)

l
Elaborations
l
exploringtherangeofquestionsthatcanbeasked aboutaproblemorphenomenaandwithguidance, identifyingthosequestionsthatcouldbe investigated applyingexperiencefromsimilarsituationsinthe pasttopredictwhatmighthappeninanewsituation
Planningandconducting Withguidance,planappropriateinvestigationmethodsto answerquestionsorsolveproblems(ACSIS086)
Elaborations
l
experiencingarangeofwaysofinvestigating questions,includingexperimentaltesting,internet research,fieldobservationsandexploring simulations discussingtheadvantagesofcertaintypesof investigationforansweringcertaintypesof questions consideringdifferentwaystoapproachproblem solving,includingresearching,usingtrialanderror, experimentaltestingandcreatingmodels
37
Science
CurriculumF10
Decidewhichvariableshouldbechangedandmeasuredinfair testsandaccuratelyobserve,measureandrecorddata,using digitaltechnologiesasappropriate(ACSIS087)
discussingingroupshowinvestigationscanbe madeasfairaspossible usingtoolstoaccuratelymeasureobjectsand eventsininvestigationandexploringwhichtools providethemostaccuratemeasurements usingfamiliarunitssuchasgrams,secondsand metersanddevelopingtheuseofstandard multiplierssuchaskilometresandmillimetres recordingdataintablesanddiagramsor electronicallyasdigitalimagesandspreadsheets explainingrulesforsafeprocessesanduseof equipment
Useequipmentandmaterialssafely,identifyingpotentialrisks (ACSIS088)
Processingandanalysingdataandinformation Constructandusearangeofrepresentations,includingtables andgraphs,torepresentanddescribeobservations,patternsor relationshipsindatausingdigitaltechnologiesasappropriate (ACSIS090)
Elaborations
l
constructingtables,graphsandothergraphic organiserstoshowtrendsindata identifyingpatternsindataanddeveloping explanationsthatfitthesepatterns identifyingsimilaritiesanddifferencesinqualitative datainordertogroupitemsormaterials sharingideasastowhetherobservationsmatch predictions,anddiscussingpossiblereasonsfor predictionsbeingincorrect
Comparedatawithpredictionsanduseasevidencein developingexplanations(ACSIS218)
Evaluating Suggestimprovementstothemethodsusedtoinvestigatea questionorsolveaproblem(ACSIS091)
Elaborations
l
workingcollaborativelytoidentifywheremethods couldbeimproved,includingwheretestingwasnot fairandpracticescouldbeimproved
Communicating Communicateideas,explanationsandprocessesinavarietyof ways,includingmultimodaltexts(ACSIS093)
Elaborations
l
discussinghowmodelsrepresentscientificideas andconstructingphysicalmodelstodemonstrate anaspectofscientificunderstanding constructingmultimodaltextstocommunicate scienceideas usinglabelleddiagrams,includingcrosssectional representations,tocommunicateideas
38
Science
CurriculumF10
BytheendofYear5,studentsclassifysubstancesaccordingtotheirobservablepropertiesandbehaviours.Theyexplain everydayphenomenaassociatedwiththetransferoflight.Theydescribethekeyfeaturesofoursolarsystem.Theyanalyse howtheformoflivingthingsenablesthemtofunctionintheirenvironments.Studentsdiscusshowscientificdevelopments haveaffectedpeopleslivesandhowscienceknowledgedevelopsfrommanypeoplescontributions. Studentsfollowinstructionstoposequestionsforinvestigation,predictwhatmighthappenwhenvariablesarechanged,and planinvestigationmethods.Theyuseequipmentinwaysthataresafeandimprovetheaccuracyoftheirobservations. Studentsconstructtablesandgraphstoorganisedataandidentifypatterns.Theyusepatternsintheirdatatosuggest explanationsandrefertodatawhentheyreportfindings.Theydescribewaystoimprovethefairnessoftheirmethodsand communicatetheirideas,methodsandfindingsusingarangeoftexttypes.
39
Science
CurriculumF10
Year6
TheScienceInquirySkillsandScienceasaHumanEndeavourstrandsaredescribedacrossatwoyearband.Intheir planning,schoolsandteachersrefertotheexpectationsoutlinedintheAchievementStandardandalsotothecontentofthe ScienceUnderstandingstrandfortherelevantyearleveltoensurethatthesetwostrandsareaddressedoverthetwoyear period.Thethreestrandsofthecurriculumareinterrelatedandtheircontentistaughtinanintegratedway.Theorderand detailinwhichthecontentdescriptionsareorganisedintoteaching/learningprogramsaredecisionstobemadebythe teacher. OverYears3to6,studentsdeveloptheirunderstandingofarangeofsystemsoperatingatdifferenttimeandgeographic scales.InYear6,studentsexplorehowchangescanbeclassifiedindifferentways.Theylearnabouttransferand transformationsofelectricity,andcontinuetodevelopanunderstandingofenergyflowsthroughsystems.Theylinktheir experiencesofelectriccircuitsasasystematonescale,togenerationofelectricityfromavarietyofsourcesatanotherscale andbegintoseelinksbetweenthesesystems.TheydevelopaviewofEarthasadynamicsystem,inwhichchangesinone aspectofthesystemimpactonotheraspectssimilarlytheyseethatthegrowthandsurvivaloflivingthingsaredependenton matterandenergyflowswithinalargersystem.Studentsbegintoseetheroleofvariablesinmeasuringchangesandlearn howlookforpatternsandrelationshipsbetweenvariables.Theydevelopexplanationsforthepatternstheyobserve,drawing onevidence. ScienceUnderstanding Biologicalsciences Thegrowthandsurvivaloflivingthingsareaffectedbythe physicalconditionsoftheirenvironment(ACSSU094)
l
Elaborations
l
investigatinghowchangingthephysicalconditionsfor plantsimpactsontheirgrowthandsurvivalsuchassalt water,useoffertilizersandsoiltypes observingthegrowthoffungisuchasyeastandbread mouldindifferentconditions researchingorganismsthatliveinextremeenvironments suchasAntarcticaoradesert consideringtheeffectsofphysicalconditionscausing migrationandhibernation
Chemicalsciences Changestomaterialscanbereversible,suchasmelting, freezing,evaporatingorirreversible,suchasburningand rusting(ACSSU095)
Elaborations
l l l
describingwhathappenswhenmaterialsaremixed investigatingthesolubilityofcommonmaterialsinwater investigatingthechangeinstatecausedbyheatingand coolingofafamiliarsubstance investigatingirreversiblechangessuchasrusting, burningandcooking exploringhowreversiblechangescanbeusedtorecycle materials
Elaborations
40
Science
CurriculumF10
Suddengeologicalchangesorextremeweather conditionscanaffectEarthssurface(ACSSU096)
investigatingmajorgeologicaleventssuchas earthquakes,volcaniceruptionsandtsunamisin Australia,theAsiaregionandthroughouttheworld recognisingthatearthquakescancausetsunamis describinghowpeoplemeasuresignificantgeological events exploringwaysthatscientificunderstandingcanassistin naturaldisastermanagementtominimisebothlongand shorttermeffects consideringtheeffectofdroughtonlivingandnonliving aspectsoftheenvironment
l l
Physicalsciences Electricalcircuitsprovideameansoftransferringand transformingelectricity(ACSSU097)
Elaborations
l
recognisingtheneedforacompletecircuittoallowthe flowofelectricity investigatingdifferentelectricalconductorsandinsulators exploringthefeaturesofelectricaldevicessuchas switchesandlightglobes investigatinghowmovingairandwatercanturnturbines togenerateelectricity investigatingtheuseofsolarpanels consideringwhetheranenergysourceissustainable
l l
Energyfromavarietyofsourcescanbeusedtogenerate electricity(ACSSU219)
l l
ScienceasaHumanEndeavour Natureanddevelopmentofscience Scienceinvolvestestingpredictionsbygatheringdataand usingevidencetodevelopexplanationsofeventsand phenomena(ACSHE098)

l l
Elaborations
l
investigatinghowknowledgeabouttheeffectsofusing theEarthsresourceshaschangedovertime describinghowunderstandingofthecausesandeffects ofmajornaturaleventshaschangedasnewevidence hasbecomeavailable investigatingtheuseofelectricity,includingpredictingthe effectsofchangestoelectriccircuits consideringhowgatheringevidencehelpsscientiststo predicttheeffectofmajorgeologicalorclimaticevents
41
Science
CurriculumF10
Importantcontributionstotheadvancementofscience havebeenmadebypeoplefromarangeofcultures (ACSHE099)
investigatinghowpeoplefromdifferentcultureshave usedsustainablesourcesofenergy,forexamplewater andsolarpower exploringinstitutionsandlocationswherecontemporary Australianscientistsconductresearchoncatastrophic naturalevents learninghowAboriginalandTorresStraitIslander knowledge,suchasthemedicinalandnutritional propertiesofAustralianplants,isbeingusedaspartof theevidencebaseforscientificadvances investigatingthedevelopmentofearthquake measurementsfromtheChineseinventionofthe seismographinthesecondcentury
Useandinfluenceofscience Scientificunderstandings,discoveriesandinventionsare usedtosolveproblemsthatdirectlyaffectpeopleslives (ACSHE100)
Elaborations
l
researchingthescientificworkinvolvedinglobaldisaster alertsandcommunication,suchascyclone,earthquake andtsunamialerts investigatinghowelectricalenergyisgeneratedin Australiaandaroundtheworld researchingtheuseofmethanegeneratorsinIndonesia consideringhowelectricityandelectricalapplianceshave changedthewaysomepeoplelive consideringhowpersonalandcommunitychoices influenceouruseofsustainablesourcesofenergy investigatinghowunderstandingofcatastrophicnatural eventshelpsinplanningfortheirearlydetectionand minimisingtheirimpact recognisingthatsciencecaninformchoicesaboutwhere peopleliveandhowtheymanagenaturaldisasters consideringhowguidelineshelptoensurethesafeuse ofelectricaldevices discussingtheuseofelectricityandtheconservationof sourcesofenergy

l l
Scientificknowledgeisusedtoinformpersonaland communitydecisions(ACSHE220)
ScienceInquirySkills Questioningandpredicting Withguidance,posequestionstoclarifypractical problemsorinformascientificinvestigation,andpredict whatthefindingsofaninvestigationmightbe(ACSIS232)

l
Elaborations
l l
refiningquestionstoenablescientificinvestigation askingquestionstounderstandthescopeornatureofa problem applyingexperiencefrompreviousinvestigationsto predicttheoutcomesofinvestigationsinnewcontexts
Elaborations
42
Science
CurriculumF10
Withguidance,planappropriateinvestigationmethodsto answerquestionsorsolveproblems(ACSIS103)
followingaproceduretodesignanexperimentalorfield investigation discussingmethodschosenwithotherstudents,and refiningmethodsaccordingly consideringwhichinvestigationmethodsaremostsuited toansweraparticularquestionorsolveaproblem usingfamiliarunitssuchasgrams,secondsandmetres anddevelopingtheuseofstandardmultiplierssuchas kilometresandmillimetres usingtheideaofanindependentvariable(note:this terminologydoesnotneedtobeusedatthisstage)as somethingthatisbeinginvestigatedbychangingitand measuringtheeffectofthischange usingdigitaltechnologiestomakeaccurate measurementsandtorecorddata discussingpossiblehazardsinvolvedinconducting investigations,andhowtheseriskscanbereduced
Decidewhichvariableshouldbechangedandmeasured infairtestsandaccuratelyobserve,measureandrecord data,usingdigitaltechnologiesasappropriate(ACSIS104)
Useequipmentandmaterialssafely,identifyingpotential risks(ACSIS105)
Processingandanalysingdataandinformation Constructandusearangeofrepresentations,including tablesandgraphs,torepresentanddescribe observations,patternsorrelationshipsindatausingdigital technologiesasappropriate(ACSIS107)
Elaborations
l
exploringhowdifferentrepresentationscanbeusedto showdifferentaspectsofrelationships,processesor trends usingdigitaltechnologiestoconstructrepresentations, includingdynamicrepresentations sharingideasastowhetherobservationsmatch predictions,anddiscussingpossiblereasonsfor predictionsbeingincorrect discussingthedifferencebetweendataandevidence referringtoevidencewhenexplainingtheoutcomesofan investigation
Comparedatawithpredictionsanduseasevidencein developingexplanations(ACSIS221)
l l
Evaluating Suggestimprovementstothemethodsusedtoinvestigate aquestionorsolveaproblem(ACSIS108)
Elaborations
l
discussingimprovementstothemethodsused,andhow thesemethodswouldimprovethequalityofthedata obtained
Communicating
Elaborations
43
Science
CurriculumF10
Communicateideas,explanationsandprocessesina varietyofways,includingmultimodaltexts(ACSIS110)
discussingthebestwaytocommunicatescienceideas andwhatshouldbeconsideredwhenplanningatext usingavarietyofcommunicationmodes,suchasreports, explanations,arguments,debatesandprocedural accounts,tocommunicatescienceideas usinglabelleddiagrams,includingcrosssectional representations,tocommunicateideasandprocesses withinmultimodaltexts
BytheendofYear6,studentscompareandclassifydifferenttypesofobservablechangestomaterials.Theyanalyse requirementsforthetransferofelectricityanddescribehowenergycanbetransformedfromoneformtoanothertogenerate electricity.TheyexplainhownaturaleventscauserapidchangetotheEarthssurface.Theydescribeandpredicttheeffectof environmentalchangesonindividuallivingthings.Studentsexplainhowscientificknowledgeisusedindecisionmakingand identifycontributionstothedevelopmentofsciencebypeoplefromarangeofcultures. Studentsfollowprocedurestodevelopinvestigablequestionsanddesigninvestigationsintosimplecauseandeffect relationships.Theyidentifyvariablestobechangedandmeasuredanddescribepotentialsafetyriskswhenplanning methods.Theycollect,organiseandinterprettheirdata,identifyingwhereimprovementstotheirmethodsorresearchcould improvethedata.Theydescribeandanalyserelationshipsindatausinggraphicrepresentationsandconstructmultimodal textstocommunicateideas,methodsandfindings.
44
Science
CurriculumF10
Year7
TheScienceInquirySkillsandScienceasaHumanEndeavourstrandsaredescribedacrossatwoyearband.Intheir planning,schoolsandteachersrefertotheexpectationsoutlinedintheAchievementStandardsandalsotothecontentofthe ScienceUnderstandingstrandfortherelevantyearleveltoensurethatthesetwostrandsareaddressedoverthetwoyear period.Thethreestrandsofthecurriculumareinterrelatedandtheircontentistaughtinanintegratedway.Theorderand detailinwhichthecontentdescriptionsareorganisedintoteaching/learningprogramsaredecisionstobemadebythe teacher. OverYears7to10,studentsdeveloptheirunderstandingofmicroscopicandatomicstructureshowsystemsatarangeof scalesareshapedbyflowsofenergyandmatterandinteractionsduetoforces,anddeveloptheabilitytoquantifychanges andrelativeamounts.InYear7,studentsexplorethediversityoflifeonEarthandcontinuetodeveloptheirunderstandingof theroleofclassificationinorderingandorganisinginformation.Theyuseanddevelopmodelssuchasfoodchains,food websandthewatercycletorepresentandanalysetheflowofenergyandmatterthroughecosystemsandexploretheimpact ofchangingcomponentswithinthesesystems.Theyconsidertheinteractionbetweenmultipleforceswhenexplaining changesinanobjectsmotion.Theyexplorethenotionofrenewableandnonrenewableresourcesandconsiderhowthis classificationdependsonthetimescaleconsidered.TheyinvestigaterelationshipsintheEarth,sun,moonsystemanduse modelstopredictandexplainevents.Studentsmakeaccuratemeasurementsandcontrolvariablestoanalyserelationships betweensystemcomponentsandexploreandexplaintheserelationshipsthroughincreasinglycomplexrepresentations. ScienceUnderstanding Biologicalsciences Therearedifferenceswithinandbetweengroupsof organismsclassificationhelpsorganisethisdiversity (ACSSU111)
l
Elaborations
l
consideringthereasonsforclassifyingsuchas identificationandcommunication groupingavarietyoforganismsonthebasisofsimilarities anddifferencesinparticularfeatures consideringhowbiologicalclassificationshavechanged overtime classifyingusinghierarchicalsystemssuchaskingdom, phylum,class,order,family,genus,species usingscientificconventionsfornamingspecies usingprovidedkeystoidentifyorganismssurveyedinalocal habitat
l l
45
Science
CurriculumF10
Interactionsbetweenorganismscanbedescribedin termsoffoodchainsandfoodwebshumanactivitycan affecttheseinteractions(ACSSU112)
l l
usingfoodchainstoshowfeedingrelationshipsinahabitat constructingandinterpretingfoodwebstoshow relationshipsbetweenorganismsinanenvironment classifyingorganismsofanenvironmentaccordingtotheir positioninafoodchain recognisingtheroleofmicroorganismswithinfoodchains andfoodwebs investigatingtheeffectofhumanactivityonlocalhabitats, suchasdeforestation,agricultureortheintroductionofnew species exploringhowlivingthingscancausechangestotheir environmentandimpactotherlivingthings,suchasthe effectofcanetoads researchingspecificexamplesofhumanactivity,suchas theuseoffirebytraditionalAboriginalpeopleandtheeffects ofpalmoilharvestinginSumatraandBorneo
Chemicalsciences Mixtures,includingsolutions,containacombinationof puresubstancesthatcanbeseparatedusingarangeof techniques(ACSSU113)
Elaborations
l
recognisingthedifferencesbetweenpuresubstancesand mixturesandidentifyingexamplesofeach identifyingthesolventandsoluteinsolutions investigatingandusingarangeofphysicalseparation techniquessuchasfiltration,decantation,evaporation, crystallisation,chromatographyanddistillation exploringandcomparingseparationmethodsusedinthe home
l l
Earthandspacesciences PredictablephenomenaonEarth,includingseasons andeclipses,arecausedbytherelativepositionsofthe sun,Earthandthemoon(ACSSU115)
Elaborations
l
investigatingnaturalphenomenasuchaslunarandsolar eclipses,seasonsandphasesofthemoon comparingtimesfortherotationofEarth,thesunandmoon, andcomparingthetimesfortheorbitsofEarthandthe moon modellingtherelativemovementsoftheEarth,sunand moonandhownaturalphenomenasuchassolarandlunar eclipsesandphasesofthemoonoccur explainingwhydifferentregionsoftheEarthexperience differentseasonalconditions consideringwhatismeantbythetermrenewablein relationtotheEarthsresources consideringtimescalesforregenerationofresources comparingrenewableandnonrenewableenergysources, includinghowtheyareusedinarangeofsituations
SomeofEarthsresourcesarerenewable,butothers arenonrenewable(ACSSU116)
l l
46
Science
CurriculumF10
Waterisanimportantresourcethatcyclesthroughthe environment(ACSSU222)
consideringthewatercycleintermsofchangesofstateof water investigatingfactorsthatinfluencethewatercycleinnature exploringhowhumanmanagementofwaterimpactsonthe watercycle
l l
Physicalsciences Changetoanobjectsmotioniscausedbyunbalanced forcesactingontheobject(ACSSU117)
Elaborations
l
investigatingtheeffectsofapplyingdifferentforcesto familiarobjects investigatingcommonsituationswhereforcesarebalanced, suchasstationaryobjects,andunbalanced,suchasfalling objects investigatingasimplemachinesuchasleverorpulley system exploringhowgravityaffectsobjectsonthesurfaceofEarth consideringhowgravitykeepsplanetsinorbitaroundthe sun
Earthsgravitypullsobjectstowardsthecentreofthe Earth(ACSSU118) ScienceasaHumanEndeavour Natureanddevelopmentofscience Scientificknowledgechangesasnewevidence becomesavailable,andsomescientificdiscoveries havesignificantlychangedpeoplesunderstandingof theworld(ACSHE119)
l l
Elaborations
l
investigatinghowadvancesintelescopesandspace probeshaveprovidednewevidenceaboutspace researchingdifferentideasusedinthedevelopmentof modelsofthesolarsystemdevelopedbyscientistssuchas Copernicus,KhayymandGalileo researchingdevelopmentsintheunderstandingof astronomy,suchasthepredictionsofeclipsesandthe calculationofthelengthofthesolaryearbyAl-Battaniinthe tenthcentury consideringhowwateruseandmanagementrelieson knowledgefromdifferentareasofscience,andinvolvesthe applicationoftechnology identifyingthecontributionsofAustralianscientiststothe studyofhumanimpactonenvironmentsandtolocal environmentalmanagementprojects investigatinghowlandmanagementpracticesofAboriginal andTorresStraitIslanderpeoplescanhelpinform sustainablemanagementoftheenvironment studyingtransnationalcollaborativeresearchintheAntarctic recognisingthattraditionalandWesternscientific knowledgecanbeusedincombinationtocareforCountry andPlace
Scienceknowledgecandevelopthroughcollaboration andconnectingideasacrossthedisciplinesofscience (ACSHE223)
l l
Elaborations
47
Science
CurriculumF10
Scienceandtechnologycontributetofindingsolutionsto arangeofcontemporaryissuesthesesolutionsmay impactonotherareasofsocietyandinvolveethical considerations(ACSHE120)
relatingregulationsaboutwearingseatbeltsorsafety helmetstoknowledgeofforcesandmotion consideringissuesrelatingtotheuseandmanagementof waterwithinacommunity consideringdecisionsmadeinrelationtotherecyclingof greywaterandblackwater consideringhowhumanactivityinthecommunitycanhave positiveandnegativeeffectsonthesustainabilityof ecosystems investigatingwaystocontrolthespreadofthecanetoad investigatingeverydayapplicationsofphysicalseparation techniquessuchasfiltering,sortingwastematerials, reducingpollution,extractingproductsfromplants, separatingbloodproductsandcleaningupoilspills investigatinghowadvancesinscienceandtechnologyhave beenappliedtothetreatmentofwaterinindustrialand householdsystems investigatinghowAboriginalandTorresStraitIslander knowledgeisbeingusedtoinformscientificdecisions,for examplecareofwaterways researchingthedifferentscientificresponsestotherabbit plaguesinAustralianagriculturalareas recognisingthatwatermanagementplaysaroleinareas suchasfarming,landmanagementandgardening investigatinghowseparationtechniquesareusedinthe foodandwineindustries consideringhowseasonalchangesaffectpeopleinavariety ofactivitiessuchasfarming consideringhowsportsscientistsapplyknowledgeofforces inordertoimproveperformance
Scienceunderstandinginfluencesthedevelopmentof practicesinareasofhumanactivitysuchasindustry, agricultureandmarineandterrestrialresource management(ACSHE121)
Peopleuseunderstandingandskillsfromacrossthe disciplinesofscienceintheiroccupations(ACSHE224)
ScienceInquirySkills Questioningandpredicting Identifyquestionsandproblemsthatcanbe investigatedscientificallyandmakepredictionsbased onscientificknowledge(ACSIS124)

l
Elaborations
l l
workingcollaborativelytoidentifyaproblemtoinvestigate recognisingthatthesolutionofsomequestionsand problemsrequiresconsiderationofsocial,cultural, economicormoralaspectsratherthanoraswellas scientificinvestigation usinginformationandknowledgefromprevious investigationstopredicttheexpectedresultsfroman investigation
Elaborations
48
Science
CurriculumF10
Collaborativelyandindividuallyplanandconducta rangeofinvestigationtypes,includingfieldworkand experiments,ensuringsafetyandethicalguidelinesare followed(ACSIS125)
workingcollaborativelytodecidehowtoapproachan investigation learningandapplyingspecificskillsandrulesrelatingtothe safeuseofscientificequipment identifyingwhethertheuseoftheirownobservationsand experimentsortheuseofotherresearchmaterialsis appropriatefortheirinvestigation developingstrategiesandtechniquesforeffectiveresearch usingsecondarysources,includinguseoftheinternet recognisingthedifferencesbetweencontrolled,dependent andindependentvariables usingadigitalcameratorecordobservationsandcompare imagesusinginformationtechnologies usingspecialisedequipmenttoincreasetheaccuracyof measurementwithinaninvestigation
Infairtests,measureandcontrolvariables,andselect equipmenttocollectdatawithaccuracyappropriateto thetask(ACSIS126)
Processingandanalysingdataandinformation Constructandusearangeofrepresentations,including graphs,keysandmodelstorepresentandanalyse patternsorrelationships,includingusingdigital technologiesasappropriate(ACSIS129)
Elaborations
l
understandingdifferenttypesofgraphicalandphysical representationandconsideringtheiradvantagesand disadvantages usingspreadsheetstoaidthepresentationandsimple analysisofdata describingthetrendsshownincollecteddata usingdiagrammaticrepresentationstoconveyabstract ideasandtosimplifycomplexsituations comparingandcontrastingdatafromanumberofsources inordertocreateasummaryofcollecteddata identifyingdatawhichprovidesevidencetosupportor negatethehypothesisunderinvestigation referringtorelevantevidencewhenpresentingconclusions drawnfromaninvestigation
Summarisedata,fromstudentsowninvestigationsand secondarysources,andusescientificunderstandingto identifyrelationshipsanddrawconclusions(ACSIS130)
Evaluating Reflectonthemethodusedtoinvestigateaquestionor solveaproblem,includingevaluatingthequalityofthe datacollected,andidentifyimprovementstothemethod (ACSIS131)
Elaborations
l
discussinginvestigationmethodswithotherstoshareideas aboutthequalityoftheinquiryprocess identifyingandconsideringindicatorsofthequalityofthe datawhenanalysingresults suggestingimprovementstoinquirymethodsbasedon experience usingtheevidenceprovidedbyscientificinvestigationsto evaluatetheclaimsorconclusionsoftheirpeers
Usescientificknowledgeandfindingsfrom investigationstoevaluateclaims(ACSIS132)
Communicating
Elaborations
49
Science
CurriculumF10
Communicateideas,findingsandsolutionsto problemsusingscientificlanguageandrepresentations usingdigitaltechnologiesasappropriate(ACSIS133)
presentingtheoutcomesofresearchusingeffectiveforms ofrepresentationofdataorideasandscientificlanguage thatisappropriateforthetargetaudience usingdigitaltechnologiestoaccessinformationandto communicateandcollaboratewithothersonandoffsite
BytheendofYear7,studentsdescribetechniquestoseparatepuresubstancesfrommixtures.Theyrepresentandpredict theeffectsofunbalancedforces,includingEarthsgravity,onmotion.TheyexplainhowtherelativepositionsoftheEarth,sun andmoonaffectphenomenaonEarth.Theyanalysehowthesustainableuseofresourcesdependsonthewaytheyare formedandcyclethroughEarthsystems.Theypredicttheeffectofenvironmentalchangesonfeedingrelationshipsand classifyandorganisediverseorganismsbasedonobservabledifferences.Studentsdescribesituationswherescientific knowledgefromdifferentsciencedisciplineshasbeenusedtosolvearealworldproblem.Theyexplainhowthesolution wasviewedby,andimpactedon,differentgroupsinsociety. Studentsidentifyquestionsthatcanbeinvestigatedscientifically.Theyplanfairexperimentalmethods,identifyingvariablesto bechangedandmeasured.Theyselectequipmentthatimprovesfairnessandaccuracyanddescribehowtheyconsidered safety.Studentsdrawonevidencetosupporttheirconclusions.Theysummarisedatafromdifferentsources,describe trendsandrefertothequalityoftheirdatawhensuggestingimprovementstotheirmethods.Theycommunicatetheirideas, methodsandfindingsusingscientificlanguageandappropriaterepresentations.
50
Science
CurriculumF10
Year8
TheScienceInquirySkillsandScienceasaHumanEndeavourstrandsaredescribedacrossatwoyearband.Intheir planning,schoolsandteachersrefertotheexpectationsoutlinedintheAchievementStandardandalsotothecontentofthe ScienceUnderstandingstrandfortherelevantyearleveltoensurethatthesetwostrandsareaddressedoverthetwoyear period.Thethreestrandsofthecurriculumareinterrelatedandtheircontentistaughtinanintegratedway.TheScienceasa HumanEndeavourstrandcanproviderelevantcontextsinwhichsciencecanbetaught.Theorderanddetailinwhichthe contentdescriptionsareorganisedintoteaching/learningprogramsaredecisionstobemadebytheteacher. OverYears7to10,studentsdeveloptheirunderstandingofmicroscopicandatomicstructureshowsystemsatarangeof scalesareshapedbyflowsofenergyandmatterandinteractionsduetoforces,anddeveloptheabilitytoquantifychanges andrelativeamounts.InYear8,studentsareintroducedtocellsasmicroscopicstructuresthatexplainmacroscopic propertiesoflivingsystems.Theylinkformandfunctionatacellularlevelandexploretheorganisationofbodysystemsin termsofflowsofmatterbetweeninterdependentorgans.Similarly,theyexplorechangesinmatterataparticlelevel,and distinguishbetweenchemicalandphysicalchange.Theybegintoclassifydifferentformsofenergy,anddescribetheroleof energyincausingchangeinsystems,includingtheroleofheatandkineticenergyintherockcycle.Studentsuse experimentationtoisolaterelationshipsbetweencomponentsinsystemsandexplaintheserelationshipsthrough increasinglycomplexrepresentations.Theymakepredictionsandproposeexplanations,drawingonevidencetosupport theirviews. ScienceUnderstanding Biologicalsciences Cellsarethebasicunitsoflivingthingsandhave specialisedstructuresandfunctions(ACSSU149)
l l
Elaborations
l
examiningavarietyofcellsusingalightmicroscope,by digitaltechnologyorbyviewingasimulation distinguishingplantcellsfromanimalorfungalcells identifyingstructureswithincellsanddescribingtheir function recognisingthatsomeorganismsconsistofasinglecell recognisingthatcellsreproduceviacelldivision describingmitosisascelldivisionforgrowthandrepair identifyingtheorgansandoverallfunctionofasystemofa multicellularorganisminsupportingthelifeprocesses describingthestructureofeachorganinasystemand relatingitsfunctiontotheoverallfunctionofthesystem examiningthespecialisedcellsandtissuesinvolvedin structureandfunctionofparticularorgans comparingsimilarsystemsindifferentorganismssuchas digestivesystemsinherbivoresandcarnivores,respiratory systemsinfishandmammals distinguishingbetweenasexualandsexualreproduction comparingreproductivesystemsoforganisms
l l l
Multicellularorganismscontainsystemsoforgansthat carryoutspecialisedfunctionsthatenablethemto surviveandreproduce(ACSSU150)
l l
Chemicalsciences
Elaborations
51
Science
CurriculumF10
Thepropertiesofthedifferentstatesofmattercanbe explainedintermsofthemotionandarrangementof particles(ACSSU151)
l l
explainingwhyamodelforthestructureofmatterisneeded modellingthearrangementofparticlesinsolids,liquidsand gases usingtheparticlemodeltoexplainobservedphenomena linkingtheenergyofparticlestotemperaturechanges modellingthearrangementofparticlesinelementsand compounds recognisingthatelementsandsimplecompoundscanbe representedbysymbolsandformulas locatingelementsontheperiodictable identifyingthedifferencesbetweenchemicalandphysical changes identifyingevidencethatachemicalchangehastakenplace investigatingsimplereactionssuchascombiningelements tomakeacompound recognisingthatthechemicalpropertiesofasubstance,for exampleitsflammabilityandabilitytocorrode,willaffectits use
Differencesbetweenelements,compoundsand mixturescanbedescribedataparticlelevel (ACSSU152)
Chemicalchangeinvolvessubstancesreactingtoform newsubstances(ACSSU225)
l l
Earthandspacesciences Sedimentary,igneousandmetamorphicrockscontain mineralsandareformedbyprocessesthatoccurwithin Earthoveravarietyoftimescales(ACSSU153)
Elaborations
l
representingthestagesintheformationofigneous, metamorphicandsedimentaryrocks,includingindications oftimescalesinvolved identifyingarangeofcommonrocktypesusingakeybased onobservablephysicalandchemicalproperties recognisingthatrocksareacollectionofdifferentminerals consideringtheroleofforcesandenergyintheformationof differenttypesofrocksandminerals recognisingthatsomerocksandminerals,suchasores, providevaluableresources

l l
Physicalsciences Energyappearsindifferentformsincludingmovement (kineticenergy),heatandpotentialenergy,andcauses changewithinsystems(ACSSU155)
Elaborations
l
recognisingthatkineticenergyistheenergypossessedby movingbodies recognisingthatpotentialenergyisstoredenergy,suchas gravitational,chemicalandelasticenergy investigatingdifferentformsofenergyintermsoftheeffects theycause,suchasgravitationalpotentialcausingobjects tofallandheatenergytransferredbetweenmaterialsthat haveadifferenttemperature recognisingthatheatenergyisoftenproducedasaby productofenergytransfer,suchasbrakesonacarandlight globes usingflowdiagramstoillustratechangesbetweendifferent formsofenergy
52
Science
CurriculumF10
ScienceasaHumanEndeavour Natureanddevelopmentofscience Scientificknowledgechangesasnewevidence becomesavailable,andsomescientificdiscoveries havesignificantlychangedpeoplesunderstandingof theworld(ACSHE134)

l l
Elaborations
l
investigatingdevelopmentsintheunderstandingofcells andhowthisknowledgehasimpactedonareassuchas healthandmedicine discoveringhowpeoplesunderstandingofthenatureof matterhaschangedovertimeasevidenceforparticletheory hasbecomeavailablethroughdevelopmentsintechnology consideringhowtheideaofelementshasdevelopedover timeasknowledgeofthenatureofmatterhasimproved investigatingthedevelopmentofthemicroscopeandthe impactithashadontheunderstandingofcellfunctionsand division investigatinghowknowledgeofthelocationandextractionof mineralresourcesreliesonexpertisefromacrossthe disciplinesofscience consideringhowadvancesintechnology,combinedwith scientificunderstandingofthefunctioningofbodysystems, hasenabledmedicalsciencetoreplaceorrepairorgans researchingtheuseofreproductivetechnologiesandhow developmentsinthisfieldrelyonscientificknowledgefrom differentareasofscience
Scienceknowledgecandevelopthroughcollaboration andconnectingideasacrossthedisciplinesofscience (ACSHE226)
Useandinfluenceofscience Scienceandtechnologycontributetofindingsolutionsto arangeofcontemporaryissuesthesesolutionsmay impactonotherareasofsocietyandinvolveethical considerations(ACSHE135)
Elaborations
l
investigatingrequirementsandthedesignofsystemsfor collectingandrecyclinghouseholdwaste investigatingstrategiesimplementedtomaintainpartofthe localenvironment,suchasbushland,abeach,alake,a desertorashoreline investigatinghowenergyefficiencycanreduceenergy consumption investigatingthedevelopmentofvehiclesovertime, includingtheapplicationofsciencetocontemporary designsofsolarpoweredvehicles discussingethicalissuesthatarisefromorgan transplantation
53
Science
CurriculumF10
Scienceunderstandinginfluencesthedevelopmentof practicesinareasofhumanactivitysuchasindustry, agricultureandmarineandterrestrialresource management(ACSHE136)
describinghowtechnologieshavebeenappliedtomodern farmingtechniquestoimproveyieldsandsustainability investigatinghowAboriginalpeoplerecogniserelationships inecosystemsbyburningtopromotenewgrowth,attract animalsandaffordeasierhuntingandfoodgathering describingtheimpactofplantcloningtechniques(asexual production)inagriculturesuchashorticulture,fruit productionandvineyards investigatingtheroleofscienceinthedevelopmentof technologyimportanttotheeconomiesandcommunitiesof theAsiaPacificregions,forexamplecarmanufacture, earthquakepredictionandelectronicoptics recognisingtheroleofknowledgeoftheenvironmentand ecosystemsinanumberofoccupations consideringhowengineersimproveenergyefficiencyofa rangeofprocesses recognisingtheroleofknowledgeofcellsandcelldivisions intheareaofdiseasetreatmentandcontrol investigatinghowscientistshavecreatednewmaterials suchassyntheticfibres,heatresistantplasticsand pharmaceuticals
Peopleuseunderstandingandskillsfromacrossthe disciplinesofscienceintheiroccupations(ACSHE227)
ScienceInquirySkills Questioningandpredicting Identifyquestionsandproblemsthatcanbeinvestigated scientificallyandmakepredictionsbasedonscientific knowledge(ACSIS139)

l
Elaborations
l
consideringwhetherinvestigationusingavailableresources ispossiblewhenidentifyingquestionsorproblemsto investigate recognisingthatthesolutionofsomequestionsand problemsrequiresconsiderationofsocial,cultural, economicormoralaspectsratherthanoraswellas scientificinvestigation usinginformationandknowledgefromtheirown investigationsandsecondarysourcestopredictthe expectedresultsfromaninvestigation
Planningandconducting Collaborativelyandindividuallyplanandconducta rangeofinvestigationtypes,includingfieldworkand experiments,ensuringsafetyandethicalguidelinesare followed(ACSIS140)
Elaborations
l
workingcollaborativelytodecidehowtobestapproachan investigation identifyinganyethicalconsiderationsthatmayapplytothe investigation takingintoconsiderationallaspectsoffairtesting,available equipmentandsafeinvestigationwhenplanning investigations
54
Science
CurriculumF10
Infairtests,measureandcontrolvariables,andselect equipmenttocollectdatawithaccuracyappropriateto thetask(ACSIS141)
usingspecialisedequipmenttoincreasetheaccuracyof measurementwithinaninvestigation identifyingandexplainingthedifferencesbetween controlled,dependentandindependentvariables
Processingandanalysingdataandinformation Constructandusearangeofrepresentations,including graphs,keysandmodelstorepresentandanalyse patternsorrelationships,includingusingdigital technologiesasappropriate(ACSIS144)
Elaborations
l
describingmeasuresofcentraltendencyandidentifying outliersforquantitativedata explainingthestrengthsandlimitationsofrepresentations suchasphysicalmodels,diagramsandsimulationsin termsoftheattributesofsystemsincludedornotincluded constructingtables,graphs,keysandmodelstorepresent relationshipsandtrendsincollecteddata drawingconclusionsbasedonarangeofevidence includingprimaryandsecondarysources
Summarisedata,fromstudentsowninvestigationsand secondarysources,andusescientificunderstandingto identifyrelationshipsanddrawconclusions(ACSIS145)
Evaluating Reflectonthemethodusedtoinvestigateaquestionor solveaproblem,includingevaluatingthequalityofthe datacollected,andidentifyimprovementstothemethod (ACSIS146)
Elaborations
l
suggestingimprovementstoinvestigationmethodsthat wouldimprovetheaccuracyofthedatarecorded discussinginvestigationmethodswithotherstoshare ideasaboutthequalityoftheinquiryprocess
Usescientificknowledgeandfindingsfrom investigationstoevaluateclaims(ACSIS234)
identifyingthescientificevidenceavailabletoevaluate claims decidingwhetherornottoacceptclaimsbasedonscientific evidence identifyingwheresciencehasbeenusedtomakeclaims relatingtoproductsandpractices
Communicating Communicateideas,findingsandsolutionsto problemsusingscientificlanguageandrepresentations usingdigitaltechnologiesasappropriate(ACSIS148)
Elaborations
l
usingdigitaltechnologiestoconstructarangeoftexttypes topresentscienceideas Selectingandusingappropriatelanguageand representationstocommuncatescienceideaswithina specifiedtexttypeandforaspecifiedaudience
55
Science
CurriculumF10
BytheendofYear8,studentscomparephysicalandchemicalchangesandusetheparticlemodeltoexplainandpredictthe propertiesandbehavioursofsubstances.Theyidentifydifferentformsofenergyanddescribehowenergytransfersand transformationscausechangeinsimplesystems.Theycompareprocessesofrockformation,includingthetimescales involved.Theyanalysetherelationshipbetweenstructureandfunctionatcell,organandbodysystemlevels.Students examinethedifferentscienceknowledgeusedinoccupations.Theyexplainhowevidencehasledtoanimproved understandingofascientificideaanddescribesituationsinwhichscientistscollaboratedtogeneratesolutionsto contemporaryproblems. Studentsidentifyandconstructquestionsandproblemsthattheycaninvestigatescientifically.Theyconsidersafetyand ethicswhenplanninginvestigations,includingdesigningfieldorexperimentalmethods.Theyidentifyvariablestobe changed,measuredandcontrolled.Studentsconstructrepresentationsoftheirdatatorevealandanalysepatternsand trends,andusethesewhenjustifyingtheirconclusions.Theyexplainhowmodificationstomethodscouldimprovethequality oftheirdataandapplytheirownscientificknowledgeandinvestigationfindingstoevaluateclaimsmadebyothers.Theyuse appropriatelanguageandrepresentationstocommunicatescienceideas,methodsandfindingsinarangeoftexttypes.
56
Science
CurriculumF10
Year9
TheScienceInquirySkillsandtheScienceasaHumanEndeavourstrandsaredescribedacrossatwoyearband.Intheir planning,schoolsandteachersrefertotheexpectationsoutlinedintheAchievementStandardsandalsotothecontentofthe ScienceUnderstandingstrandfortherelevantyearleveltoensurethatthesetwostrandsareaddressedoverthetwoyear period.Thethreestrandsofthecurriculumareinterrelatedandtheircontentistaughtinanintegratedway.Theorderand detailinwhichthecontentdescriptionsareorganisedintoteaching/learningprogramsaredecisionstobemadebythe teacher. OverYears7to10,studentsdeveloptheirunderstandingofmicroscopicandatomicstructures,howsystemsatarangeof scalesareshapedbyflowsofenergyandmatterandinteractionsduetoforces,anddeveloptheabilitytoquantifychanges andrelativeamounts.InYear9,studentsconsidertheoperationofsystemsatarangeofscales.Theyexplorewaysinwhich thehumanbodyasasystemrespondstoitsexternalenvironmentandtheinterdependenciesbetweenbioticandabiotic componentsofecosystems.Theyareintroducedtothenotionoftheatomasasystemofprotons,electronsandneutrons, andhowthissystemcanchangethroughnucleardecay.Theylearnthatmattercanberearrangedthroughchemicalchange andthatthesechangesplayanimportantroleinmanysystems.Theyareintroducedtotheconceptoftheconservationof matterandbegintodevelopamoresophisticatedviewofenergytransfer.Theybegintoapplytheirunderstandingofenergy andforcestoglobalsystemssuchascontinentalmovement. ScienceUnderstanding Biologicalsciences Multicellularorganismsrelyoncoordinatedand interdependentinternalsystemstorespondto changestotheirenvironment(ACSSU175)
l
Elaborations
l
describinghowtherequirementsforlife(forexampleoxygen, nutrients,waterandremovalofwaste)areprovidedthrough thecoordinatedfunctionofbodysystemssuchasthe respiratory,circulatory,digestive,nervousandexcretory systems explaininghowbodysystemsworktogethertomaintaina functioningbodyusingmodels,flowdiagramsorsimulations identifyingresponsesusingnervousandendocrinesystems investigatingtheresponseofthebodytochangesasaresult ofthepresenceofmicroorganisms investigatingtheeffectsonhumansofexposureto electromagneticradiationssuchasXraysandmicrowaves exploringinteractionsbetweenorganismssuchas predator/prey,parasites,competitors,pollinatorsanddisease examiningfactorsthataffectpopulationsizessuchas seasonalchanges,destructionofhabitats,introduced species consideringhowenergyflowsintoandoutofanecosystem viathepathwaysoffoodwebs,andhowitmustbereplacedto maintainthesustainabilityofthesystem investigatinghowecosystemschangeasaresultofevents suchasbushfires,droughtandflooding
l l
Ecosystemsconsistofcommunitiesof interdependentorganismsandabioticcomponentsof theenvironmentmatterandenergyflowthroughthese systems(ACSSU176)
Chemicalsciences
Elaborations
57
Science
CurriculumF10
Allmatterismadeofatomswhicharecomposedof protons,neutronsandelectronsnaturalradioactivity arisesfromthedecayofnucleiinatoms(ACSSU177)
describingandmodellingthestructureofatomsintermsof thenucleus,protons,neutronsandelectrons comparingthemassandchargeofprotons,neutronsand electrons describinginsimpletermshowalphaandbetaparticlesand gammaradiationarereleasedfromunstableatoms identifyingreactantsandproductsinchemicalreactions modellingchemicalreactionsintermsofrearrangementof atoms describingobservedreactionsusingwordequations consideringtheroleofenergyinchemicalreactions recognisingthattheconservationofmassinachemical reactioncanbedemonstratedbysimplechemicalequations investigatingreactionsofacidswithmetals,bases,and carbonates investigatingarangeofdifferentreactionstoclassifythemas exothermicorendothermic recognisingtheroleofoxygenincombustionreactionsand comparingcombustionwithotheroxidationreactions comparingrespirationandphotosynthesisandtheirrolein biologicalprocesses describinghowtheproductsofcombustionreactionsaffect theenvironment
Chemicalreactionsinvolverearrangingatomstoform newsubstancesduringachemicalreactionmassis notcreatedordestroyed(ACSSU178)
l l
l l l
Chemicalreactions,includingcombustionandthe reactionsofacids,areimportantinbothnonlivingand livingsystemsandinvolveenergytransfer (ACSSU179)
Earthandspacesciences Thetheoryofplatetectonicsexplainsglobalpatterns ofgeologicalactivityandcontinentalmovement (ACSSU180)
Elaborations
l l l
recognisingthemajorplatesonaworldmap modellingseafloorspreading relatingtheoccurrenceofearthquakesandvolcanicactivityto constructiveanddestructiveplateboundaries consideringtheroleofheatenergyandconvectioncurrentsin themovementoftectonicplates relatingtheextremeageandstabilityofalargepartofthe Australiancontinenttoitsplatetectonichistory
Physicalsciences
Elaborations
58
Science
CurriculumF10
Energytransferthroughdifferentmediumscanbe explainedusingwaveandparticlemodels (ACSSU182)
exploringhowandwhythemovementofenergyvaries accordingtothemediumthroughwhichitistransferred discussingthewaveandparticlemodelsandhowtheyare usefulforunderstandingaspectsofphenomena investigatingthetransferofheatintermsofconvection, conductionandradiation,andidentifyingsituationsinwhich eachoccurs understandingtheprocessesunderlyingconvectionand conductionintermsoftheparticlemodel investigatingfactorsthataffectthetransferofenergythrough anelectriccircuit exploringthepropertiesofwaves,andsituationswhere energyistransferredintheformofwaves,suchassoundand light
ScienceasaHumanEndeavour Natureanddevelopmentofscience Scientificunderstanding,includingmodelsand theories,arecontestableandarerefinedovertime throughaprocessofreviewbythescientific community(ACSHE157)

l l
Elaborations
l
investigatingthehistoricaldevelopmentofmodelsofthe structureoftheatom investigatinghowthetheoryofplatetectonicsdeveloped, basedonevidencefromseafloorspreadingandoccurrence ofearthquakesandvolcanicactivity consideringhowideasaboutdiseasetransmissionhave changedfrommedievaltimetothepresentasknowledgehas developed investigatingtheworkofscientistssuchasRutherford,Pierre andMarieCurieonradioactivityandsubatomicparticles investigatinghowmodelscanbeusedtopredictthechanges inpopulationsduetoenvironmentalchanges,suchasthe impactoffloodingorfireonrabbitorkangaroopopulations consideringhowcommonpropertiesofelectromagnetic radiationrelatetoitsuses,suchasradar,medicine,mobile phonecommunicationsandmicrowavecooking investigatingtechnologiesinvolvedinthemappingof continentalmovement consideringhowthedevelopmentofimagingtechnologies haveimprovedourunderstandingofthefunctionsand interactionsofbodysystems
Advancesinscientificunderstandingoftenrelyon developmentsintechnologyandtechnological advancesareoftenlinkedtoscientificdiscoveries (ACSHE158)
Elaborations
59
Science
CurriculumF10
Peoplecanusescientificknowledgetoevaluate whethertheyshouldacceptclaims,explanationsor predictions(ACSHE160)
usingknowledgeofsciencetotestclaimsmadeinadvertising orexpressedinthemedia describinghowscienceisusedinthemediatoexplaina naturaleventorjustifyactions evaluatingclaimsrelatingtoproductssuchaselectrical devices,fuels,indigestiontablets consideringtheimpactsofhumanactivityonanecosystem fromarangeofdifferentperspectives investigatinghowtechnologiesusingelectromagnetic radiationareusedinmedicine,suchasinthedetectionand treatmentofcancer investigatingtheuseofnanotechnologyinmedicine,suchas thedeliveryofpharmaceuticals consideringtheimpactoftechnologicaladvancesdeveloped inAustralia,suchasthecochlearimplantandbioniceye consideringhowcommunicationmethodsareinfluencedby newmobiletechnologiesthatrelyonelectromagnetic radiation recognisingaspectsofscience,engineeringandtechnology withincareerssuchasmedicine,medicaltechnology, telecommunications,biomechanicalengineering,pharmacy andphysiology consideringhowtechnologieshavebeendevelopedtomeet theincreasingneedsformobilecommunication investigatinghowscientificandtechnologicaladvanceshave beenappliedtominimisingpollutionfromindustry consideringhowchoicesrelatedtotheuseoffuelsare influencedbyenvironmentalconsiderations investigatingtheworkofAustralianscientistssuchasFiona WoodandMarieStoneronartificialskin consideringsafesoundlevelsforhumansandimplicationsin theworkplaceandleisureactivities investigatingcontemporaryscienceissuesrelatedtolivingin aPacificcountrylocatednearplateboundaries,forexample Japan,Indonesia,NewZealand
Advancesinscienceandemergingsciencesand technologiescansignificantlyaffectpeopleslives, includinggeneratingnewcareeropportunities (ACSHE161)
Thevaluesandneedsofcontemporarysocietycan influencethefocusofscientificresearch(ACSHE228)
60
Science
CurriculumF10
Formulatequestionsorhypothesesthatcanbe investigatedscientifically(ACSIS164)
usinginternetresearchtoidentifyproblemsthatcanbe investigated evaluatinginformationfromsecondarysourcesaspartofthe researchprocess revisingandrefiningresearchquestionstotargetspecific informationanddatacollectionorfindingasolutiontothe specificproblemidentified developingideasfromstudentsownorothers'investigations andexperiencestoinvestigatefurther
Planningandconducting Plan,selectanduseappropriateinvestigation methods,includingfieldworkandlaboratory experimentation,tocollectreliabledataassessrisk andaddressethicalissuesassociatedwiththese methods(ACSIS165)
Elaborations
l
explainingthechoiceofvariablestobecontrolled,changed andmeasuredinaninvestigation identifyingthepotentialhazardsofchemicalsorbiological materialsusedinexperimentalinvestigations ensuringthatanyinvestigationinvolvingorimpactingon animalsisjustified,humaneandconsiderateofeach animal'sneeds usingmodellingandsimulations,includingusingdigital technologytoinvestigatesituationsandevents combiningresearchusingprimaryandsecondarysources withstudents'ownexperimentalinvestigation consideringhowinvestigationmethodsandequipmentmay influencethereliablityofcollecteddata usingprobesanddataloggerstorecordinformation applyingspecificskillsfortheuseofscientificinstruments
Selectanduseappropriateequipment,including digitaltechnologies,tosystematicallyandaccurately collectandrecorddata(ACSIS166)
l l
Processingandanalysingdataandinformation Analysepatternsandtrendsindata,including describingrelationshipsbetweenvariablesand identifyinginconsistencies(ACSIS169)
Elaborations
l
usingspreadsheetstopresentdataintablesandgraphical formsandtocarryoutmathematicalanalysesondata describingsampleproperties(suchasmean,median,range, largegapsvisibleonagraph)topredictcharacteristicsofthe largerpopulation designingandconstructingappropriategraphstorepresent dataandanalysinggraphsfortrendsandpatterns comparingconclusionswithearlierpredictionsandreviewing scientificunderstandingwhereappropriate suggestingmorethanonepossibleexplanationofthedata presented
Useknowledgeofscientificconceptstodraw conclusionsthatareconsistentwithevidence (ACSIS170)
Evaluating
Elaborations
61
Science
CurriculumF10
Evaluateconclusions,includingidentifyingsourcesof uncertaintyandpossiblealternativeexplanations,and describespecificwaystoimprovethequalityofthe data(ACSIS171)
identifyinggapsorweaknessesinconclusions(theirownor thoseofothers) identifyingalternativeexplanationsthatarealsoconsistent withtheevidence
Criticallyanalysethevalidityofinformationin secondarysourcesandevaluatetheapproaches usedtosolveproblems(ACSIS172)
discussingwhatismeantby'validity'andhowwecanevaluate thevalidityofinformationinsecondarysources researchingthemethodsusedbyscientistsinstudies reportedinthemedia describinghowscientificargumentsareusedtomake decisionsregardingpersonalandcommunityissues
Communicating Communicatescientificideasandinformationfora particularpurpose,includingconstructingevidence basedargumentsandusingappropriatescientific language,conventionsandrepresentations (ACSIS174)
Elaborations
l
presentingresultsandideasusingformalexperimental reports,oralpresentations,slideshows,posterpresentations andcontributingtogroupdiscussions usingsecondarysourcesaswellasstudentsownfindingsto helpexplainascientificconcept usingtheinternettofacilitatecollaborationinjointprojectsand discussions
BytheendofYear9,studentsexplainchemicalprocessesandnaturalradioactivityintermsofatomsandenergytransfers anddescribeexamplesofimportantchemicalreactions.Theydescribemodelsofenergytransferandapplythesetoexplain phenomena.Theyexplainglobalfeaturesandeventsintermsofgeologicalprocessesandtimescales.Theyanalysehow biologicalsystemsfunctionandrespondtoexternalchangeswithreferencetointerdependencies,energytransfersand flowsofmatter.Theydescribesocialandtechnologicalfactorsthathaveinfluencedscientificdevelopmentsandpredicthow futureapplicationsofscienceandtechnologymayaffectpeopleslives. Studentsdesignquestionsthatcanbeinvestigatedusingarangeofinquiryskills.Theydesignmethodsthatincludethe controlandaccuratemeasurementofvariablesandsystematiccollectionofdataanddescribehowtheyconsideredethics andsafety.Theyanalysetrendsindata,identifyrelationshipsbetweenvariablesandrevealinconsistenciesinresults.They analysetheirmethodsandthequalityoftheirdata,andexplainspecificactionstoimprovethequalityoftheirevidence.They evaluateothersmethodsandexplanationsfromascientificperspectiveanduseappropriatelanguageandrepresentations whencommunicatingtheirfindingsandideastospecificaudiences.
62
Science
CurriculumF10
Year10
TheScienceInquirySkillsandScienceasaHumanEndeavourstrandsaredescribedacrossatwoyearband.Intheir planning,schoolsandteachersrefertotheexpectationsoutlinedintheAchievementStandardandalsotothecontentofthe ScienceUnderstandingstrandfortherelevantyearleveltoensurethatthesetwostrandsareaddressedoverthetwoyear period.Thethreestrandsofthecurriculumareinterrelatedandtheircontentshouldbetaughtinanintegratedway. Theorderanddetailinwhichthecontentdescriptionsareorganisedintoteaching/learningprogramsaredecisionstobe madebytheteacher. IntheYear10curriculumstudentsexploresystemsatdifferentscalesandconnectmicroscopicandmacroscopicproperties toexplainphenomena.Studentsexplorethebiological,chemical,geologicalandphysicalevidencefordifferenttheories, suchasthetheoriesofnaturalselectionandtheBigBang.Atomictheoryisdevelopedtounderstandrelationshipswithinthe periodictable.Understandingmotionandforcesarerelatedbyapplyingphysicallaws.Relationshipsbetweenaspectsofthe living,physicalandchemicalworldareappliedtosystemsonalocalandglobalscaleandthisenablesstudentstopredict howchangeswillaffectequilibriumwithinthesesystems. ScienceUnderstanding Biologicalsciences Thetransmissionofheritablecharacteristicsfrom onegenerationtothenextinvolvesDNAandgenes (ACSSU184)
l
Elaborations
l
describingtheroleofDNAastheblueprintforcontrollingthe characteristicsoforganisms usingmodelsanddiagramstorepresenttherelationship betweenDNA,genesandchromosomes recognisingthatgeneticinformationpassedontooffspringis frombothparentsbymeiosisandfertilisation representingpatternsofinheritanceofasimple dominant/recessivecharacteristicthroughgenerationsofa family predictingsimpleratiosofoffspringgenotypesandphenotypes incrossesinvolvingdominant/recessivegenepairsoringenes thataresexlinked describingmutationsaschangesinDNAorchromosomesand outliningthefactorsthatcontributetocausingmutations outliningprocessesinvolvedinnaturalselectionincluding variation,isolationandselection describingbiodiversityasafunctionofevolution investigatingchangescausedbynaturalselectionina particularpopulationasaresultofaspecifiedselection pressuresuchasartificialselectioninbreedingfordesired characteristics relatinggeneticcharacteristicstosurvivalandreproductive rates evaluatingandinterpretingevidenceforevolution,includingthe fossilrecord,chemicalandanatomicalsimilarities,and geographicaldistributionofspecies
Thetheoryofevolutionbynaturalselectionexplains thediversityoflivingthingsandissupportedbya rangeofscientificevidence(ACSSU185)
l l
Chemicalsciences
Elaborations
63
Science
CurriculumF10
Theatomicstructureandpropertiesofelementsare usedtoorganisetheminthePeriodicTable (ACSSU186)
recognisingthatelementsinthesamegroupoftheperiodic tablehavesimilarproperties describingthestructureofatomsintermsofelectronshells explaininghowtheelectronicstructureofanatomdetermines itspositionintheperiodictableanditsproperties investigatingthechemicalactivityofmetals investigatinghowchemistrycanbeusedtoproducearangeof usefulsubstancessuchasfuels,metalsandpharmaceuticals predictingtheproductsofdifferenttypesofsimplechemical reactions usingwordorsymbolequationstorepresentchemical reactions investigatingtheeffectofarangeoffactors,suchas temperatureandcatalysts,ontherateofchemicalreactions
l l
Differenttypesofchemicalreactionsareusedto producearangeofproductsandcanoccurat differentrates(ACSSU187)
Earthandspacesciences Theuniversecontainsfeaturesincludinggalaxies, starsandsolarsystemsandtheBigBangtheorycan beusedtoexplaintheoriginoftheuniverse (ACSSU188)
Elaborations
l
identifyingtheevidencesupportingtheBigBangtheory,suchas EdwinHubblesobservationsandthedetectionofmicrowave radiation recognisingthattheageoftheuniversecanbederivedusing knowledgeoftheBigBangtheory describinghowtheevolutionoftheuniverse,includingthe formationofgalaxiesandstars,hascontinuedsincetheBig Bang investigatinghowhumanactivityaffectsglobalsystems modellingacycle,suchasthewater,carbon,nitrogenor phosphoruscyclewithinthebiosphere explainingthecausesandeffectsofthegreenhouseeffect investigatingtheeffectofclimatechangeonsealevelsand biodiversity consideringthelongtermeffectsoflossofbiodiversity investigatingcurrentlyoccurringchangestopermafrostandsea iceandtheimpactsofthesechanges examiningthefactorsthatdrivethedeepoceancurrents,their roleinregulatingglobalclimate,andtheireffectsonmarinelife
Globalsystems,includingthecarboncycle,relyon interactionsinvolvingthebiosphere,lithosphere, hydrosphereandatmosphere(ACSSU189)
l l
l l
l l
Physicalsciences
Elaborations
64
Science
CurriculumF10
Energyconservationinasystemcanbeexplainedby describingenergytransfersandtransformations (ACSSU190)
recognisingthattheLawofConservationofEnergyexplains thattotalenergyismaintainedinenergytransferand transformation recognisingthatinenergytransferandtransformation,avariety ofprocessescanoccur,sothattheusableenergyisreduced andthesystemisnot100%efficient comparingenergychangesininteractionssuchascarcrashes, pendulums,liftinganddropping usingmodelstodescribehowenergyistransferredand transformedwithinsystems gatheringdatatoanalyseeverydaymotionsproducedbyforces, suchasmeasurementsofdistanceandtime,speed,force, massandacceleration recognisingthatastationaryobject,oramovingobjectwith constantmotion,hasbalancedforcesactingonit usingNewtonsSecondLawtopredicthowaforceaffectsthe movementofanobject recognisingandapplyingNewtonsThirdLawtodescribethe effectofinteractionsbetweentwoobjects
Themotionofobjectscanbedescribedand predictedusingthelawsofphysics(ACSSU229)
ScienceasaHumanEndeavour Natureanddevelopmentofscience Scientificunderstanding,includingmodelsand theories,arecontestableandarerefinedovertime throughaprocessofreviewbythescientific community(ACSHE191)

l
Elaborations
l
consideringtheroleofdifferentsourcesofevidenceincluding biochemical,anatomicalandfossilevidenceforevolutionby naturalselection investigatingthedevelopmentoftheWatsonandCrickdouble helixmodelforthestructureofDNA investigatingthehistoryandimpactofdevelopmentsingenetic knowledge investigatingthedevelopmentoftheperiodictableandhowthis wasdependentonexperimentalevidenceatthetime consideringtheroleofscienceinidentifyingandexplainingthe causesofclimatechange recognisingthatAustralianscientistssuchasBrianSchmidt andPennySackettareinvolvedintheexplorationandstudyof theuniverse
65
Science
CurriculumF10
Advancesinscientificunderstandingoftenrelyon developmentsintechnologyandtechnological advancesareoftenlinkedtoscientificdiscoveries (ACSHE192)
recognisingthatthedevelopmentoffastcomputershasmade possibletheanalysisofDNAsequencing,radioastronomy signalsandotherdata consideringhowcomputermodellinghasimprovedknowledge andpredictabilityofphenomenasuchasclimatechangeand atmosphericpollution researchingexamplesofmajorinternationalscientificprojects, forexampletheLargeHadronColliderandtheInternational SpaceStation consideringhowinformationtechnologycanbeappliedto differentareasofsciencesuchasbioinformaticsandthe SquareKilometreArray
Useandinfluenceofscience Peoplecanusescientificknowledgetoevaluate whethertheyshouldacceptclaims,explanationsor predictions(ACSHE194)
Elaborations
l
describinghowscienceisusedinthemediatoexplaina naturaleventorjustifypeoplesactions usingknowledgeofsciencetotestclaimsmadeinadvertising consideringthescientificknowledgeusedindiscussions relatingtoclimatechange evaluatingclaimsrelatingtoenvironmentalfootprints predictingfutureapplicationsofaspectsofnanotechnologyon peopleslives recognisingthatthestudyoftheuniverseandtheexplorationof spaceinvolveteamsofspecialistsfromthedifferentbranches ofscience,engineeringandtechnology consideringhowthecomputingrequirementsinmanyareasof modernsciencedependonpeopleworkingintheareaof informationtechnology investigatingtheapplicationsofgenetechnologiessuchas genetherapyandgeneticengineering recognisingthatscientificdevelopmentsinareassuchas sustainabletransportandlowemissionselectricalgeneration requirepeopleworkinginarangeoffieldsofscience, engineeringandtechnology
l l
Advancesinscienceandemergingsciencesand technologiescansignificantlyaffectpeopleslives, includinggeneratingnewcareeropportunities (ACSHE195)
66
Science
CurriculumF10
Thevaluesandneedsofcontemporarysocietycan influencethefocusofscientificresearch (ACSHE230)
investigatingtechnologiesassociatedwiththereductionof carbonpollution,suchascarboncapture consideringinnovativeenergytransferdevices,includingthose usedintransportandcommunication investigatingtheuseandcontrolofCFCsbasedonscientific studiesofatmosphericozone recognisingthatfinancialbackingfromgovernmentsor commercialorganisationsisrequiredforscientific developmentsandthatthiscandeterminewhatresearchis carriedout consideringtheuseofgenetictestingfordecisionssuchas geneticcounselling,embryoselection,identificationofcarriers ofgeneticmutationsandtheuseofthisinformationfor personaluseorbyorganisationsuchasinsurancecompanies ormedicalfacilities
ScienceInquirySkills Questioningandpredicting Formulatequestionsorhypothesesthatcanbe investigatedscientifically(ACSIS198)

l
Elaborations
l
developinghyopthesesbasedonwelldevelopedmodelsand theories usinginternetresearchtoidentifyproblemsthatcanbe investigated formulatingquestionsthatcanbeinvestigatedwithinthescope oftheclassroomorfieldwithavailableresources developingideasfromstudentsownorothers'investigations andexperiencestoinvestigatefurther evaluatinginformationfromsecondarysourcesaspartofthe researchprocess
Planningandconducting Plan,selectanduseappropriateinvestigation methods,includingfieldworkandlaboratory experimentation,tocollectreliabledataassessrisk andaddressethicalissuesassociatedwiththese methods(ACSIS199)
Elaborations
l
combiningresearchusingprimaryandsecondarysourceswith astudent'sownexperimentalinvestigation usingmodellingandsimulations,includingusingdigital technology,toinvestigatesituationsandevents Decidinghowmuchdataareneededtoproducereliable measurements consideringpossibleconfoundingvariablesoreffectsand ensuringthesearecontrolled identifyingthepotentialhazardsofchemicalsorbiological materialsusedinexperimentalinvestigations identifyingsafetyrisksandimpactsonanimalwelfareand ensuringtheseareeffectivelymanagedwithintheinvestigation
67
Science
CurriculumF10
Selectanduseappropriateequipment,including digitaltechnologies,tosystematicallyandaccurately collectandrecorddata(ACSIS200)
selectingandusingprobesanddataloggerstorecord information applyingspecificskillsfortheuseofscientificinstruments identifyingwherehumanerrorcaninfluencethereliabilityof data
l l
Processingandanalysingdataandinformation Analysepatternsandtrendsindata,including describingrelationshipsbetweenvariablesand identifyinginconsistencies(ACSIS203)
Elaborations
l
usingspreadsheetstopresentdataintablesandgraphical formsandtocarryoutmathematicalanalysesondata describingsampleproperties(suchasmean,median,range, largegapsvisibleonagraph)topredictcharacteristicsofthe largerpopulation,acknowledginguncertaintiesandtheeffects ofoutliers exploringrelationshipsbetweenvariablesusingspreadsheets, databases,tables,charts,graphsandstatistics usingprimaryorsecondaryscientificevidencetosupportor refuteaconclusion constructingascientificargumentshowinghowtheirevidence supportstheirclaim
Useknowledgeofscientificconceptstodraw conclusionsthatareconsistentwithevidence (ACSIS204)
Evaluating Evaluateconclusions,includingidentifyingsources ofuncertaintyandpossiblealternativeexplanations, anddescribespecificwaystoimprovethequalityof thedata(ACSIS205)
Elaborations
l
evaluatingthestrengthofaconclusionthatcanbeinferredfrom aparticulardataset distinguishingbetweenrandomandsystematicerrorsandhow thesecanaffectinvestigationresults identifyingalternativeexplanationsthatarealsoconsistentwith theevidence researchingthemethodsusedbyscientistsinstudiesreported inthemedia judgingthevalidityofsciencerelatedmediareportsandhow thesereportsmightbeinterpretedbythepublic describinghowscientificarguments,aswellasethical, economicandsocialarguments,areusedtomakedecisions regardingpersonalandcommunityissues
Criticallyanalysethevalidityofinformationin secondarysourcesandevaluatetheapproaches usedtosolveproblems(ACSIS206)
Communicating
Elaborations
68
Science
CurriculumF10
Communicatescientificideasandinformationfora particularpurpose,includingconstructingevidence basedargumentsandusingappropriatescientific language,conventionsandrepresentations (ACSIS208)
usingtheinternettofacilitatecollaborationinjointprojectsand discussions constructingevidencebasedargumentsandengagingin debateaboutscientificideas presentingresultsandideasusingformalexperimental reports,oralpresentations,slideshows,posterpresentations andcontributingtogroupdiscussions usingarangeofrepresentations,includingmathematicaland symbolicforms,tocommunicatescienceideas
BytheendofYear10,studentsanalysehowtheperiodictableorganiseselementsanduseittomakepredictionsaboutthe propertiesofelements.Theyexplainhowchemicalreactionsareusedtoproduceparticularproductsandhowdifferent factorsinfluencetherateofreactions.Theyexplaintheconceptofenergyconservationandrepresentenergytransferand transformationwithinsystems.Theyapplyrelationshipsbetweenforce,massandaccelerationtopredictchangesinthe motionofobjects.StudentsdescribeandanalyseinteractionsandcycleswithinandbetweenEarthsspheres.Theyevaluate theevidenceforscientifictheoriesthatexplaintheoriginoftheuniverseandthediversityoflifeonEarth.Theyexplainthe processesthatunderpinheredityandevolution.Studentsanalysehowthemodelsandtheoriestheyusehavedeveloped overtimeanddiscussthefactorsthatpromptedtheirreview. Studentsdevelopquestionsandhypothesesandindependentlydesignandimproveappropriatemethodsofinvestigation, includingfieldworkandlaboratoryexperimentation.Theyexplainhowtheyhaveconsideredreliability,safety,fairnessand ethicalactionsintheirmethodsandidentifywheredigitaltechnologiescanbeusedtoenhancethequalityofdata.When analysingdata,selectingevidenceanddevelopingandjustifyingconclusions,theyidentifyalternativeexplanationsfor findingsandexplainanysourcesofuncertainty.Studentsevaluatethevalidityandreliabilityofclaimsmadeinsecondary sourceswithreferencetocurrentlyheldscientificviews,thequalityofthemethodologyandtheevidencecited.Theyconstruct evidencebasedargumentsandselectappropriaterepresentationsandtexttypestocommunicatescienceideasforspecific purposes.
69
Glossary
Adaptation
aphysicalorbehaviouralcharacteristicthatisinheritedandwhichresultinanindividualbeingmorelikelytosurviveand reproduceinitsenvironment
Analyse
considerindetailforthepurposeoffindingmeaningorrelationships,andidentifyingpatterns,similaritiesanddifferences
Characteristic
distinguishingaspect(includingfeaturesandbehaviours)ofanobjectmaterial,livingthingorevent
Classify
arrangeintonamedcategoriesinordertosort,grouporidentify
Collaborate
workwithotherstoperformaspecifictask
Conclusion
ajudgementbasedonevidence
Contemporaryscience
newandemergingscienceresearchandissuesofcurrentrelevanceandinterest
Continuousdata
quantitativedatawithapotentiallyinfinitenumberofpossiblevaluesalongacontinuum
Controlledvariable
avariablethatiskeptconstant(orchangedinconstantways)duringaninvestigation
Conventions
agreedmethodsofrepresentingconcepts,informationandbehaviours
Data
thepluralofdatumthemeasurementofanattribute,e.g.thevolumeofgasorthetypeofrubber.Thisdoesnotnecessarily meanasinglemeasurement:itmaybetheresultofaveragingseveralrepeatedmeasurementsandthesecouldbe quantitativeorqualitative
Dependentvariable
avariablethatchangesinresponsetochangestotheindependentvariableinaninvestigation
Design
planandevaluatetheconstructionofaproductorprocess,includinganinvestigation
Digitaltechnologies
70
Science
Glossary
technologysystemsthathandledigitaldataincludinghardwareandsoftwareforspecificpurposes
Discretedata
quantitativedataconsistingofanumberofseparatevalueswhereintermediatevaluesarenotpermissible
Environment
allthesurroundings,bothlivingandnonliving
Evaluate
examineandjudgethemeritorsignificanceofsomething,includingprocesses,events,descriptions,relationshipsordata
Evidence
inscience,evidenceisdatathatisconsideredreliableandvalidandwhichcanbeusedtosupportaparticularidea, conclusionordecision.Evidencegivesweightorvaluetodatabyconsideringitscredibility,acceptance,bias,status, appropriatenessandreasonableness
Experimental(investigation)
aninvestigationthatinvolvescarryingoutapracticalactivity
Fairtest
aninvestigationwhereonevariable(theindependentvariable)ischangedandallotherconditions(controlledvariables)are keptthesamewhatismeasuredorobservedisreferredtoasthedependentvariable
Fieldwork
observationalresearchundertakeninthenormalenvironmentofthesubjectofthestudy
Force
apushorpullbetweenobjectswhichmaycauseoneorbothobjectstochangespeedand/orthedirectionoftheirmotion(i.e. accelerate)orchangetheirshape.Scientistsidentifyfourfundamentalforces:gravitational,electromagnetic(involvingboth electrostaticandmagneticforces),weaknuclearforcesandstrongnuclearforces.Allinteractionsbetweenmattercanbe explainedastheactionofoneoracombinationofthefourfundamentalforces
Formalmeasurement
measurementbasedonanagreedstandardunit(e.g.metre,second,gram)
Graph
avisualrepresentationoftherelationshipbetweenquantitiesplottedwithreferencetoasetofaxes
Guidedinvestigation
aninvestigationpartlydirectedbytheteacher
Hypothesis
atentativeidea,basedonobservation,thatcanbesupportedorrefutedbyexperiment
Independentvariable
71
Science
Glossary
thevariablethatischangedinaninvestigationtoseewhateffectithasonthedependentvariable
Informalmeasurement
measurementwhichisnotbasedonanyagreedstandardunit(e.g.handspans,paces,cups)
Investigation
ascientificprocessofansweringaquestion,exploringanideaorsolvingaproblemthatrequiresactivitiessuchasplanning acourseofaction,collectingdata,interpretingdata,reachingaconclusionandcommunicatingtheseactivities
Law
statementofarelationshipbasedonavailableevidence
Localenvironment
surroundingsthatcanbeconsideredasproximalorfamiliartothesubjectofinvestigation(eg.anorganism,mountain, student)
Material
asubstancewithparticularqualitiesorthatisusedforspecificpurposes
Matter
aphysicalsubstanceanythingthathasmassandoccupiesspace
Model
arepresentationthatdescribes,simplifies,clarifiesorprovidesanexplanationoftheworkings,structureorrelationships withinanobject,systemoridea
Multimodaltext
textthatcombinestwoormorecommunicationmodese.g.printtext,imageandspokenwordasinfilmorcomputer presentations
Naturalmaterials
anyproductorphysicalmatterthatcomesfromplants,animals,orEarthandhasundergoneverylittlemodificationby humanse.g.mineralsandthemetalsthatcanbeextractedfromthem(withoutfurthermodification)areconsiderednatural materials
Observable
thatwhichcanbeseen,heard,felt,tastedorsmelledeitherdirectlybyanindividualorindirectlybyameasuringdevicee.g.a ruler,cameraorthermometer
Pattern
repeatedoccurrencesorsequences
Primarysource
inscience,aprimarysourceisinformationcreatedbythepersonorpersonsdirectlyinvolvedinastudyorobservinganevent
Processedmaterials
72
Science
Glossary
productsofphysicalmatterthathavebeenmodifiedfromnaturalmaterialsbyhumaninterventionorthatdonotoccuratallin thenaturalenvironment,buthavebeendesignedandmanufacturedtofulfilaparticularpurpose
Property
attributeofanobjectormaterial,normallyusedtodescribeattributescommontoagroup
Qualitativedata
informationthatisnotnumericalinnature
Quantitativedata
numericalinformation
Reflecton
thinkcarefullyaboutsomething,suchaspastexperiences,activitiesorevents
Relationship
theconnectionorassociationbetweenideasorbetweencomponentsofsystemsandstructures
Reliabledata
datathathasbeenjudgedtohaveahighlevelofreliabilityreliabilityisthedegreetowhichanassessmentinstrumentor protocolconsistentlyandrepeatedlymeasuresanattributeachievingsimilarresultsforthesamepopulation
Report
awrittenaccountofaninvestigation
Research
tolocate,gather,recordandanalyseinformationinordertodevelopunderstanding
Scientificlanguage
terminologythathasspecificmeaninginascientificcontext
Scientificliteracy
theabilitytousescientificknowledge,understanding,andinquiryskillstoidentifyquestions,acquirenewknowledge,explain sciencephenomena,solveproblemsanddrawevidencebasedconclusionsinmakingsenseoftheworld,andtorecognise howunderstandingsofthenature,development,useandinfluenceofsciencehelpusmakeresponsibledecisionsand shapeourinterpretationsofinformation
Scientist
apersonwhoworkswithinarecognisedfieldofscience
Secondarysource
informationthathasbeencompiledfromprimarysourcesbyapersonorpersonsnotdirectlyinvolvedintheoriginalstudyor event
Senses
73
Science
Glossary
hearing,sight,smell,touchandtaste
Simulation
arepresentationofaprocess,eventorsystemwhichimitatestherealsituation
Survey
aninvestigationmethodinvolvingaskingquestionsofarangeofrespondents
Sustainable
supportstheneedsofthepresentwithoutcompromisingtheabilityoffuturegenerationstosupporttheirneeds
System
agroupofinteractingobjects,materialsorprocessesthatformanintegratedwhole
Table
anarrangementofdataorideasinrowsandcolumns
Technology
thedevelopmentofproducts,services,systemsandenvironments,usingvarioustypesofknowledge,tomeethumanneeds andwants
Theory
anexplanationofasetofobservationsthatisbasedononeormoreprovenhypotheseswhichhasbeenacceptedthrough consensusbyagroupofscientists
Tools
equipmentusedtomakeataskeasier
Trend
generaldirectioninwhichsomethingischanging
Validity
theextenttowhichtestsmeasurewhatwasintendedtheextenttowhichdata,inferencesandactionsproducedfromtests andotherprocessesareaccurate
Variable
afactorthatcanbechanged,keptthesameormeasuredinaninvestigatione.g.time,distance,light,temperature
74
Science Scope and Sequence: Foundation to Year 6

Foundation Year
Biological sciences
Living things have basic needs, including food and water
Year 1
Living things have a variety of external features Living things live in different places where their needs are met
Year 2
Living things grow, change and have offspring similar to themselves
Year 3
Living things can be grouped on the basis of observable features and can be distinguished from non-living things
Year 4
Living things have life cycles Living things, including plants and animals, depend on each other and the environment to survive
Year 5
Living things have structural features and adaptations that help them to survive in their environment
Year 6
The growth and survival of living things are affected by the physical conditions of their environment
Chemical sciences
Objects are made of materials that have observable properties
Everyday materials can be physically changed in a variety of ways
Different materials can be combined, including by mixing, for a particular purpose
A change of state between solid and liquid can be caused by adding or removing heat
Natural and processed materials have a range of physical properties; these properties can influence their use
Solids, liquids and gases have different observable properties and behave in different ways
Changes to materials can be reversible, such as melting, freezing, evaporating; or irreversible, such as burning and rusting
Science Understanding
Earth and space sciences
Daily and seasonal Observable changes occur changes in our in the sky and landscape environment, including the weather, affect everyday life
Earths resources, including water, are used in a variety of ways
Earths rotation on its axis causes regular changes, including night and day
Earths surface changes over time as a result of natural processes and human activity
The Earth is part of a system of planets orbiting around a star (the sun)
Sudden geological changes or extreme weather conditions can affect Earths surface
Physical sciences
The way objects move depends on a variety of factors, including their size and shape
Light and sound are produced by a range of sources and can be sensed
A push or a pull affects how an object moves or changes shape
Heat can be produced in many ways and can move from one object to another
Forces can be exerted by one object on another through direct contact or from a distance
Light from a source forms shadows and can be absorbed, reflected and refracted
Electrical circuits provide a means of transferring and transforming electricity Energy from a variety of sources can be used to generate electricity
Version 3.0
20 January 2012
Science Scope and Sequence: Year 5 to Year 10

Year 5
Biological sciences
Living things have structural features and adaptations that help them to survive in their environment
Year 6
The growth and survival of living things are affected by the physical conditions of their environment
Year 7
There are differences within and between groups of organisms; classification helps organise this diversity Interactions between organisms can be described in terms of food chains and food webs; human activity can affect these interactions
Year 8
Cells are the basic units of living things and have specialised structures and functions Multi-cellular organisms contain systems of organs that carry out specialised functions that enable them to survive and reproduce
Year 9
Multi-cellular organisms rely on coordinated and interdependent internal systems to respond to changes to their environment Ecosystems consist of communities of interdependent organisms and abiotic components of the environment; matter and energy flow through these systems
Year 10
The transmission of heritable characteristics from one generation to the next involves DNA and genes The theory of e volution by natural selection explains the diversity of living things and is supported by a range of scientific evidence
Chemical sciences
Solids, liquids and gases have different observable properties and behave in different ways
Changes to materials can be reversible, such as melting, freezing, evaporating; or irreversible, such as burning and rusting
Mixtures, including solutions, contain a combination of pure substances that can be separated using a range of techniques
The properties of the different states of matter can be explained in terms of the motion and arrangement of particles Differences between elements, compounds and mixtures can be described at a particle level Chemical change involves substances reacting to form new substances
All matter is made of atoms which are composed of protons, neutrons and electrons; natural radioactivity arises from the decay of nuclei in atoms Chemical reactions involve rearranging atoms to form new substances; during a chemical reaction mass is not created or destroyed Chemical reactions, including combustion and the reactions of acids, are important in both non-living and living systems and involve energy transfer The theory of plate tectonics explains global patterns of geological activity and continental movement
The atomic structure and properties of elements are used to organise them in the Periodic Table Different types of chemical reactions are used to produce a range of products and can occur at different rates
Science Understanding
Earth and space sciences
The Earth is part of a system of planets orbiting around a star (the sun)
Sudden geological changes or extreme weather conditions can affect Earths surface
Predictable phenomena on Earth, including seasons and eclipses, are caused by the relative positions of the sun, Earth and the moon Some of Earths resources are renewable, but others are nonrenewable Water is an important resource that cycles through the environment
Sedimentary, igneous and metamorphic rocks contain minerals and are formed by processes that occur within Earth over a variety of timescales
The universe contains features including galaxies, stars and solar systems and the Big Bang theory can be used to explain the origin of the universe Global systems, including the carbon cycle, rely on interactions involving the biosphere, lithosphere, hydrosphere and atmosphere
Physical sciences
Light from a source forms shadows and can be absorbed, reflected and refracted
Electrical circuits provide a means of transferring and transforming electricity Energy from a variety of sources can be used to generate electricity
Change to an objects motion is caused by unbalanced forces acting on the object Earths gravity pulls objects towards the centre of the Earth
Energy appears in different forms including movement (kinetic energy), heat and potential energy, and causes change within systems
Energy transfer through different mediums can be explained using wave and particle models
Energy conservation in a system can be explained by describing energy transfers and transformations The motion of objects can be described and predicted using the laws of physics
Version 3.0
20 January 2012
Science Scope and Sequence: Foundation to Year 6

Foundation Year
Science as a Human Endeavour
Nature and development of science Science involves exploring and observing the world using the senses
Year 1
Year 2
Year 3
Year 4
Year 5
Year 6
Science involves asking questions about, and describing changes in, objects and events
Science involves making predictions and describing patterns and relationships
Science involves testing predictions by gathering data and using evidence to develop explanations of events and phenomena Important contributions to the advancement of science have been made by people from a range of cultures
Use and influence of science
People use science in their daily lives, including when caring for their environment and living things
Science knowledge helps people to understand the effect of their actions
Scientific understandings, discoveries and inventions are used to solve problems that directly affect peoples lives Scientific knowledge is used to inform personal and community decisions
Questioning and predicting
Respond to questions about familiar objects and events
Respond to and pose questions, and make predictions about familiar objects and events
With guidance, identify questions in familiar contexts that can be investigated scientifically and predict what might happen based on prior knowledge
With guidance, pose questions to clarify practical problems or inform a scientific investigation, and predict what the findings of an investigation might be
Planning and conducting
Explore and make observations by using the senses
Science Inquiry Skills
Participate in different types of guided investigations to explore and answer questions, such as manipulating materials, testing ideas, and accessing information sources Use informal measurements in the collection and recording of observations, with the assistance of digital technologies as appropriate Use a range of methods to sort information, including drawings and provided tables Through discussion, compare observations with predictions
Suggest ways to plan and conduct investigations to find answers to questions Safely use appropriate materials, tools or equipment to make and record observations, using formal measurements and digital technologies as appropriate
With guidance, plan appropriate investigation methods to answer questions or solve problems Decide which variable should be changed and measured in fair tests and accurately observe, measure and record data, using digital technologies as appropriate Use equipment and materials safely, identifying potential risks Construct and use a range of representations, including tables and graphs, to represent and describe observations, patterns or relationships in data using digital technologies as appropriate Compare data with predictions and use as evidence in developing explanations Suggest improvements to the methods used to investigate a question or solve a problem
Processing and analysing data and information
Engage in discussions about observations and use methods such as drawing to represent ideas
Use a range of methods including tables and simple column graphs to represent data and to identify patterns and trends Compare results with predictions, suggesting possible reasons for findings
Evaluating
Compare observations with those of others
Reflect on the investigation, including whether a test was fair or not
Communicating
Share observations and ideas
Represent and communicate observations and ideas in a variety of ways such as oral and written language, drawing and role play
Represent and communicate ideas and findings in a variety of ways such as diagrams, physical representations and simple reports
Communicate ideas, explanations and processes in a variety of ways, including multi-modal texts
Version 3.0
20 January 2012
Science Scope and Sequence: Year 5 to Year 10

Year 5
Science as a Human Endeavour
Nature and development of science
Year 6
Year 7
Year 8
Year 9
Year 10
Science involves testing predictions by gathering data and using evidence to develop explanations of events and phenomena Important contributions to the advancement of science have been made by people from a range of cultures
Scientific knowledge changes as new evidence becomes available, and some scientific discoveries have significantly changed peoples understanding of the world Science knowledge can develop through collaboration and connecting ideas across the disciplines of science
Scientific understanding, including models and theories, are contestable and are refined over time through a process of review by the scientific community Advances in scientific understanding often rely on developments in technology and technological advances are often linked to scientific discoveries
Use and influence of science
Scientific understandings, discoveries and inventions are used to solve problems that directly affect peoples lives Scientific knowledge is used to inform personal and community decisions
Questioning and predicting
With guidance, pose questions to clarify practical problems or inform a scientific investigation, and predict what the findings of an investigation might be
Science and technology contribute to finding solutions to a range of contemporary issues; these solutions may impact on other areas of society and involve ethical considerations Science understanding influences the development of practices in areas of human activity such as industry, agriculture and marine and terrestrial resource management People use understanding and skills from across the disciplines of science in their occupations Identify questions and problems that can be investigated scientifically and make predictions based on scientific knowledge
People can use scientific knowledge to evaluate whether they should accept claims, explanations or predictions Advances in science and emerging sciences and technologies can significantly affect peoples lives, including generating new career opportunities The values and needs of contemporary society can influence the focus of scientific research Formulate questions or hypotheses that can be investigated scientifically
Planning and conducting
With guidance, select appropriate investigation methods to answer questions or solve problems Decide which variable should be changed and measured in fair tests and accurately observe, measure and record data, using digital technologies as appropriate Use equipment and materials safely, identifying potential risks Construct and use a range of representations, including tables and graphs, to represent and describe observations, patterns or relationships in data using digital technologies as appropriate Compare data with predictions and use as evidence in developing explanations Suggest improvements to the methods used to investigate a question or solve a problem
Collaboratively and individually plan and conduct a range of investigation types, including fieldwork and experiments, ensuring safety and ethical guidelines are followed In fair tests, measure and control variables, and select equipment to collect data with accuracy appropriate to the task
Plan, select and use appropriate investigation methods, including field work and laboratory experimentation, to collect reliable data; assess risk and address ethical issues associated with these methods Select and use appropriate equipment, including digital technologies, to systematically and accurately collect and record data
Science Inquiry Skills
Processing and analysing data and information
Construct and use a range of representations, including graphs, keys and models to represent and analyse patterns or relationships, including using digital technologies as appropriate Summarise data, from students own investigations and secondary sources, and use scientific understanding to identify relationships and draw conclusions Reflect on the method used to investigate a question or solve a problem, including evaluating the quality of the data collected, and identify improvements to the method Use scientific knowledge and findings from investigations to evaluate claims
Analyse patterns and trends in data, including describing relationships between variables and identifying inconsistencies Use knowledge of scientific concepts to draw conclusions that are consistent with evidence
Evaluating
Evaluate conclusions, including identifying sources of uncertainty and possible alternative explanations, and describe specific ways to improve the quality of the data Critically analyse the validity of information in secondary sources and evaluate the approaches used to solve problems
Communicating
Communicate ideas, explanations and processes in a variety of ways, including multi-modal texts
Communicate ideas, findings and solutions to problems using scientific language and representations using digital technologies as appropriate
Communicate scientific ideas and information for a particular purpose, including constructing evidence-based arguments and using appropriate scientific language, conventions and representations
Version 3.0
20 January 2012
The Australian Curriculum History
History
TableofContents RationaleandAims Rationale Aims Organisation Contentstructure HistoryacrossFoundationtoYear12 Achievementstandards Diversityoflearners Generalcapabilities Crosscurriculumpriorities Linkstotheotherlearningareas Implicationsforteaching,assessmentandreporting CurriculumF10 FoundationYear Year1 Year2 Year3 Year4 Year5 Year6 Year7 Year8 Year9 Year10 Glossary
3 3 3 4 4 5 7 7 9 11 12 13 15 15 18 21 24 27 31 35 39 48 59 67 76
Rationale and Aims
Rationale
Historyisadisciplinedprocessofinquiryintothepastthatdevelopsstudents'curiosityandimagination.Awarenessof historyisanessentialcharacteristicofanysociety,andhistoricalknowledgeisfundamentaltounderstandingourselvesand others.Itpromotestheunderstandingofsocieties,events,movementsanddevelopmentsthathaveshapedhumanityfrom earliesttimes.Ithelpsstudentsappreciatehowtheworldanditspeoplehavechanged,aswellasthesignificantcontinuities thatexisttothepresentday.History,asadiscipline,hasitsownmethodsandprocedureswhichmakeitdifferentfromother waysofunderstandinghumanexperience.Thestudyofhistoryisbasedonevidencederivedfromremainsofthepast.Itis interpretativebynature,promotesdebateandencouragesthinkingabouthumanvalues,includingpresentandfuture challenges.Theprocessofhistoricalinquirydevelopstransferableskills,suchastheabilitytoaskrelevantquestions criticallyanalyseandinterpretsourcesconsidercontextrespectandexplaindifferentperspectivesdevelopandsubstantiate interpretations,andcommunicateeffectively. ThecurriculumgenerallytakesaworldhistoryapproachwithinwhichthehistoryofAustraliaistaught.Itdoesthisinorderto equipstudentsfortheworld(local,regionalandglobal)inwhichtheylive.Anunderstandingofworldhistoryenhances studentsappreciationofAustralianhistory.Itenablesthemtodevelopanunderstandingofthepastandpresentexperiences ofAboriginalandTorresStraitIslanderpeoples,theiridentityandthecontinuingvalueoftheirculture.Italsohelpsstudents toappreciateAustralia'sdistinctivepathofsocial,economicandpoliticaldevelopment,itspositionintheAsiaPacificregion, anditsglobalinterrelationships.Thisknowledgeandunderstandingisessentialforinformedandactiveparticipationin Australia'sdiversesociety.
Aims
TheAustralianCurriculum:Historyaimstoensurethatstudentsdevelop:
l
interestin,andenjoymentof,historicalstudyforlifelonglearningandwork,includingtheircapacityandwillingnessto beinformedandactivecitizens knowledge,understandingandappreciationofthepastandtheforcesthatshapesocieties,includingAustralian society understandinganduseofhistoricalconcepts,suchasevidence,continuityandchange,causeandeffect,perspectives, empathy,significanceandcontestability capacitytoundertakehistoricalinquiry,includingskillsintheanalysisanduseofsources,andinexplanationand communication.
Organisation
ContentStructure
TheAustralianCurriculum:Historyisorganisedintotwointerrelatedstrands:HistoricalKnowledgeandUnderstandingand HistoricalSkills. HistoricalKnowledgeandUnderstanding Thisstrandincludespersonal,family,local,stateorterritory,national,regionalandworldhistory.Thereisanemphasison AustralianhistoryinitsworldhistorycontextatFoundationtoYear10andafocusonworldhistoryintheseniorsecondary years.Thestrandincludesastudyofsocieties,events,movementsanddevelopmentsthathaveshapedworldhistoryfrom thetimeoftheearliesthumancommunitiestothepresentday. Thisstrandexploreskeyconceptsfordevelopinghistoricalunderstanding,suchas:evidence,continuityandchange,cause andeffect,significance,perspectives,empathyandcontestability.Theseconceptsmaybeinvestigatedwithinaparticular historicalcontexttofacilitateanunderstandingofthepastandtoprovideafocusforhistoricalinquiries. HistoricalSkills Thisstrandpromotesskillsusedintheprocessofhistoricalinquiry:chronology,termsandconceptshistoricalquestions andresearchtheanalysisanduseofsourcesperspectivesandinterpretationsexplanationandcommunication.Withinthis strandthereisanincreasingemphasisonhistoricalinterpretationandtheuseofevidence. Relationshipbetweenthestrands Thetwostrandsareintegratedinthedevelopmentofateachingandlearningprogram.TheHistoricalKnowledgeand Understandingstrandprovidesthecontextsthroughwhichparticularskillsaretobedeveloped.HistoricalSkillshavebeen describedinbandsofschooling(overthreeyearsatFoundationtoYear2andattwoyearintervalsinsubsequentyear levels).ThesequencinganddescriptionoftheHistoricalSkillsstrand,inbandsofschoolingwillassistinmultiage programmingbyprovidingacommonfocusfortheteachingandlearningofcontentintheHistoricalKnowledgeand Understandingstrand. Inquiryquestions EachyearlevelfromFoundationtoYear10includeskeyinquiryquestionsthatprovideaframeworkfordevelopingstudents historicalknowledge,understandingandskills. Overviews HistoricalKnowledgeandUnderstandingincludesanoverviewofthehistoricalperiodtobecoveredineachyearlevel710. Theoverviewisnotintendedtobetaughtindepthitwillconstituteapproximately10%ofthetotalteachingtimefortheyear. Theoverviewcontentidentifiesimportantfeaturesofthehistoricalperiodattherelevantyearlevelandprovidesanexpansive chronologythathelpsstudentsunderstandbroadpatternsofhistoricalchange. Depthstudies Inadditiontotheoverview,HistoricalKnowledgeandUnderstandingincludesthreedepthstudiesforthehistoricalperiodat eachyearlevel710.Foreachdepthstudy,thereareuptothreeelectivesthatfocusonaparticularsociety,event,movement ordevelopment.ItisexpectedthatONEelectiveisstudiedindetail,whichwillconstituteapproximately30%ofthetotal teachingtimefortheyear.Thecontentineachelectiveisdesignedtoallowdetailedstudyofspecificaspectsofthehistorical period.Theorderanddetailinwhichcontentistaughtisaprogrammingdecision.Contentmaybeintegratedinways appropriatetothespecificlocalcontextanditmaybeintegratedwiththecontentofotherdepthstudyelectives. Relationshipbetweenoverviewsanddepthstudies
History
Organisation
Aspartofateachingandlearningprogram,thedepthstudycontentateachyearlevel710maybeintegratedwiththe overviewcontent.Theoverviewprovidesthebroadercontextfortheteachingofdepthstudycontent.Thismeansthatthe overviewcontentcanprovidestudentswithanintroductiontothehistoricalperioditcanmakethelinkstoandbetweenthe depthstudies,anditcanconsolidateunderstandingthroughareviewoftheperiod. Conceptsfordevelopinghistoricalunderstanding TheAustralianCurriculum:Historyincludesconceptsfordevelopinghistoricalunderstanding,suchas:evidence,continuity andchange,causeandeffect,perspectives,empathy,significanceandcontestability. InFoundationtoYear2,thereisaparticularemphasisontheconceptsofcontinuityandchange,causeandeffect,and significancewithinthecontextofpersonal,familyandlocalhistory.TheseconceptscontinuetobeafocusofstudyinYears3 6withtheinclusionofcontentrelatedtoperspectiveschallengingthenotionthatthepastisagivenandisunproblematic.In Years710theconceptsofevidenceandcontestabilityareintroducedtofurtherdevelopstudent'sunderstandingofthe natureofhistoricalinterpretationandargument. Yearleveldescriptions Yearleveldescriptionsprovideanoverviewofthecontentthatisbeingstudiedatthatyearlevel.Theyalsoemphasisethe interrelatednatureofthetwostrandsandtheexpectationthatplanningwillinvolveintegrationofcontentfromacrossthe strands. Contentdescriptions TheAustralianCurriculum:Historyincludescontentdescriptionsateachyearlevel.Thesesetouttheknowledge, understandingandskillsthatteachersareexpectedtoteachandstudentsareexpectedtolearn.Howevertheydonot prescribeapproachestoteaching.Thecontentdescriptionshavebeenwrittentoensurethatlearningisappropriately orderedandthatunnecessaryrepetitionisavoided.However,aconceptorskillintroducedatoneyearlevelmayberevisited, strengthenedandextendedatlateryearlevelsasneeded. Contentelaborations ContentelaborationsareprovidedforFoundationtoYear10toillustrateandexemplifycontentandtoassistteachersin developingacommonunderstandingofthecontentdescriptions.Theyarenotintendedtobecomprehensivecontentpoints thatallstudentsneedtobetaught. Glossary Aglossaryisprovidedtosupportacommonunderstandingofkeytermsandconceptsinthecontentdescriptions.
HistoryacrossFoundationtoYear12
Complementingtheyearbyyeardescriptionofthecurriculum,thisdocumentprovidesadviceacrossthefouryeargroupings onthenatureoflearnersandtherelevantcurriculum:
l l l l
FoundationYear2:typicallystudentsfrom5to8yearsofage Years36:typicallystudentsfrom8to12yearsofage Years710:typicallystudentsfrom12to15yearsofage Seniorsecondaryyears:typicallystudentsfrom15to18yearsofage.
FoundationYear2 Curriculumfocus:Awarenessoffamilyhistoryandcommunityheritage
History
Organisation
Throughexperimentation,practiceandplay,childrenintheseyearsusetheirinterestinpeopleandhowthingsworktomake senseoftheirworld. ThishistorycurriculumenablesstudentsinFoundationtoYear2tolearnabouttheirownsocialcontextoffamily,friendsand school,andthesignificanceofthepast.Theyengagewiththeremainsofthepastdevelopaconceptoftimeaspresent,past andfuture,andthroughroleplayusetheirimaginationtospeculateaboutthelivesofothersinthepast. Years36 Curriculumfocus:Local/nationalhistoryanduseofarangeofsources Studentsdrawontheirgrowingexperienceoffamily,schoolandthewidercommunitytodeveloptheirunderstandingofthe worldandtheirrelationshiptootherspastandpresent.Intheseyears,studentsbegintobetterunderstandandappreciate differentpointsofviewandtodevelopanawarenessofjusticeandfairplay. ThishistorycurriculumseekstotargetthedistinctnatureoflearnersinYears36byincludingcontentaboutAboriginaland TorresStraitIslandersocieties,democraticconceptsandrights,andthediversityofAustraliansociety. Inthisway,studentsdevelopanunderstandingoftheheritageoftheircommunityandoftheirabilitytocontributetoit.They becomeawareofsimilaritiesanddifferencesbetweenpeopleandbecomemoreawareofdiversityinthewidercommunity aswellastheconceptofchangeovertime. Years710 Curriculumfocus:WorldandAustralianhistory,theanalysisanduseofsourcesandhistoricalinterpretation Asstudentsmoveintoadolescence,theyundergoarangeofimportantphysical,cognitive,emotionalandsocialchanges. Studentsoftenbegintoquestionestablishedconventions,practicesandvalues.Theirinterestsextendwellbeyondtheirown communitiesandtheybegintodevelopconcernsaboutwiderissues. Studentsinthisagerangeincreasinglylookforandvaluelearningthatisperceivedtoberelevant,isconsistentwithpersonal goals,and/orleadstoimportantoutcomes.Increasinglytheyareabletoworkwithmoreabstractconceptsandarekeento explorethenatureofevidenceandthecontestabilityofideas. Throughthishistorycurriculum,studentsinYears710pursuebroadquestionssuchas:Howdoweknowabouttheancient past?Whatkeybeliefsandvaluesemergedandhowdidtheyinfluencesocieties?Howdidthenatureofglobalconflict changeduringthetwentiethcentury?Thiscurriculumalsoprovidesopportunitiestoengagestudentsthroughcontextsthat aremeaningfulandrelevanttothemandthroughpastandpresentdebates. Seniorsecondaryyears Curriculumfocus:Worldhistory,theevaluationofsourcesandhistoricaldebates Theseniorsecondaryhistorycurriculumconsistsoftwocourses:AncientHistoryandModernHistory.Thesecoursesoffer moreopportunitiesforspecialisationinlearning,throughelectives. Inthiscurriculum,studentsfurtherdeveloptheircapacityforhistoricalinquiryandtheirabilitytocriticallyevaluatehistorians claimsbyexaminingthesourcesonwhichthoseclaimsarebased. Curriculumstructure:FoundationYear6andYears710 Thecurriculumstructureateachyearlevel(F6)includesadescriptionofthecontentfocusandkeyinquiryquestions.The curriculumprovidesopportunitiesforthecontenttobetaughtusingspecificlocalcontexts.
History
Organisation
Thecurriculumstructureateachyearlevel(710)includesadescriptionofthecontentfocus,keyinquiryquestions,overview ofthehistoricalperiod,anddepthstudies.Theoverviewisdesignedtointroducethebroadcontentandcontextsforstudy.In addition,forYears710therearethreedepthstudiesthatprovideanopportunitytoinvestigateaspectsingreaterdepthand thusprovidescopeforthedevelopmentofhistoricalknowledge,understandingandskills.Thecurriculumprovides opportunitiesforthecontenttobetaughtusingspecificlocalcontexts.ThestudyofhistoryinYears710consistsoffour historicalperiods:

l
theYear7curriculumfocusesonhistoryfromthetimeoftheearliesthumancommunitiestotheendoftheancient period(approximately60000BCEc.650CE)aperioddefinedbythedevelopmentofculturalpracticesand organisedsocieties theYear8curriculumfocusesonhistoryfromtheendoftheancientperiodtothebeginningofthemodernperiod (c.6501750)aspanofhumanhistorymarkedbysignificanteconomic,religiousandpoliticalchange theYear9curriculumfocusesonthemakingofthemodernworldandAustraliafrom1750to1918aneraof industrialism,nationalismandimperialism theYear10curriculumfocusesonthehistoryofthemodernworldandAustraliafrom1918tothepresentThetwentieth centurywasanimportantperiodinAustraliassocial,cultural,economicandpoliticaldevelopment.
ThecurriculumstructurefortheseniorsecondarycoursesinAncientHistoryandModernHistoryconsistsoffourunitsfor eachcourse.
AchievementStandards
AcrossFoundationtoYear10,achievementstandardsindicatethequalityoflearningthatstudentsshouldtypically demonstratebyaparticularpointintheirschooling.Achievementstandardscompriseawrittendescriptionandstudentwork samples. Anachievementstandarddescribesthequalityoflearning(theextentofknowledge,thedepthofunderstanding,andthe sophisticationofskills)thatwouldindicatethestudentiswellplacedtocommencethelearningrequiredatthenextlevelof achievement. ThesequenceofachievementstandardsacrossFoundationtoYear10describesprogressinthelearningarea.This sequenceprovidesteacherswithaframeworkofgrowthanddevelopmentinthelearningarea. Studentworksamplesplayakeyroleincommunicatingexpectationsdescribedintheachievementstandards.Eachwork sampleincludestherelevantassessmenttask,thestudentsresponse,andannotationsidentifyingthequalityoflearning evidentinthestudentsresponseinrelationtorelevantpartsoftheachievementstandard. Together,thedescriptionoftheachievementstandardandtheaccompanyingsetofannotatedworksampleshelpteachers tomakejudgmentsaboutwhetherstudentshaveachievedthestandard.
DiversityofLearners
Australianstudentshavemultiple,diverse,andchangingneedsthatareshapedbyindividuallearninghistoriesandabilities aswellaspersonal,culturalandlanguagebackgroundsandsocioeconomicfactors.
History
Organisation
ACARAiscommittedtothedevelopmentofahighqualitycurriculumforallAustralianstudentsthatpromotesexcellenceand equityineducation.TeacherswillusetheAustralianCurriculumtodevelopteachingandlearningprogramsthatbuildon studentscurrentlearningandwhicharenotlimitedbyanindividualstudentsgender,language,sexualorientation, pregnancy,culture,ethnicity,religion,healthordisability,socioeconomicbackgroundorgeographiclocation. TheAustralianCurriculumisshapedbythepropositionsthateachstudentcanlearnandthattheneedsofeverystudentare important.TheflexibilityofferedbytheAustralianCurriculumenablesteacherstoplanrigorous,relevantandengaging learningandassessmentexperiencesforallstudents TheAustralianCurriculumsetsoutthesequenceoflearningtypicallyexpectedacrosstheyearsofschoolingFoundationto Year10.Thecurriculumcontent,presentedascontentdescriptions,specifiestheknowledge,understandingandskillsthat youngpeoplearetobetaughtandareexpectedtolearnacrosstheyearsofschoolingF10.Teachersmakeflexibleuseof instructionalprocessesandassessmentstrategiestoensurethatallstudentsareabletoaccess,andengagewiththe AustralianCurriculuminwaysthatarerigorous,relevantandmeaningful.Theachievementstandardsdescribeabroad sequenceofexpectedlearningintermsofwhatstudentsaretypicallyabletounderstandandabletodo.Teachersusethe achievementstandardstolocatethestudentscurrentlevelsofachievementandthenplanprogramsthatbuildon,and accountforthedifferentabilitiesofstudents,theirpriorlearningexperiences,culturalandlinguisticbackgrounds,andthe differentratesatwhichtheylearn. Studentswithdisability ACARAacknowledgestheDisabilityDiscriminationAct(1992)(DDA)andtheDisabilityStandardsforEducation(2005),and itsobligationasaneducationandtrainingserviceprovidertoarticulatetherightsofstudentswithdisabilitytoaccess, participateandachieveinthecurriculumonthesamebasisasstudentswithoutdisability. TheobjectivesoftheAustralianCurriculumarethesameforallstudents.Thecurriculumoffersflexibilityforteacherstotailor theirteachinginwaysthatproviderigorous,relevantandengaginglearningandassessmentopportunitiesforstudentswith disability. Studentswithdisabilitycanengagewiththecurriculumprovidedthenecessaryadjustmentsaremadetothecomplexityof thecurriculumcontentandtothemeansthroughwhichstudentsdemonstratetheirknowledge,skillsandunderstanding. Forsomelearners,makingadjustmentstoinstructionalprocessesandtoassessmentstrategiesenablesstudentsto achieveeducationalstandardscommensuratewiththeirpeers. Forotherstudents,teacherswillneedtomakeappropriateadjustmentstothecomplexityofthecurriculumcontentandby necessity,howthestudentsprogressismonitored,assessedandreported. Englishasanadditionallanguageordialect ManystudentsinAustralianschoolsarelearnersofEnglishasanadditionallanguageordialect(EAL/D).EAL/Dstudents arethosewhosefirstlanguageisalanguageotherthanStandardAustralianEnglishandwhorequireadditionalsupportto assistthemtodevelopEnglishlanguageproficiency. EAL/Dstudentscomefromdiversebackgroundsandmayinclude:
l l
EAL/DstudentsenterAustralianschoolsatdifferentagesandatdifferentstagesofEnglishlanguagelearningandhave variouseducationalbackgroundsintheirfirstlanguages.Forsome,schoolistheonlyplacetheyuseEnglish.
History
Organisation
TheaimsoftheAustralianCurriculum:Historyareultimatelythesameforallstudents.However,EAL/Dstudentsare simultaneouslylearninganewlanguageandtheknowledge,understandingandskillsoftheAustralianCurriculum:History throughthatnewlanguage.Theyrequireadditionaltimeandsupport,alongwithinformedteachingthatexplicitlyaddresses theirlanguageneeds,andassessmentsthattakeintoaccounttheirdevelopinglanguageproficiency. TheEnglishasanAdditionalLanguageorDialect:TeacherResourcehasbeenproducedtosupportteachersasthey developteachingandlearningprogramsusingtheAustralianCurriculum.Itdescribesfourphasesoflanguageproficiency thatwillenableteacherstoidentifythetypicallanguageskillsandunderstandingsoftheirEAL/Dstudents.Advicefor teachersaboutculturalandlinguisticconsiderationsrelatedtotheAustralianCurriculum:Historyandteachingstrategies supportiveofEAL/DstudentswillhelpmakethecontentofthecurriculumaccessibletoEAL/Dstudents.TheEAL/Dresource isavailablehere.
Generalcapabilities
l l l l l l l
IntheAustralianCurriculum:History,generalcapabilitiesareidentifiedwherevertheyaredevelopedorappliedincontent descriptions.Theyarealsoidentifiedwheretheyofferopportunitiestoadddepthandrichnesstostudentlearningthrough contentelaborations.IconsindicatewheregeneralcapabilitieshavebeenidentifiedinHistorycontent.Teachersmayfind furtheropportunitiestoincorporateexplicitteachingofthecapabilitiesdependingontheirchoiceofactivities. Literacy Studentsbecomeliterateastheydeveloptheknowledge,skillsanddispositionstointerpretanduselanguageconfidentlyfor learningandcommunicatinginandoutofschoolandforparticipatingeffectivelyinsociety.Literacyinvolvesstudentsin listeningto,reading,viewing,speaking,writingandcreatingoral,print,visualanddigitaltexts,andusingandmodifying languagefordifferentpurposesinarangeofcontexts. Studentsdevelopliteracycapabilityastheylearnhowtobuildhistoricalknowledgeandtoexplore,analyse,question,discuss andcommunicatehistoricalinformation,conceptsandideas.Historicaltextstypicallyincludethosethatrecountasequence ofevents,presentpasteventsasanarrative,discussconceptsandideas,andargueapointofview.Thesetextsareoften accompaniedbygraphicssuchasillustrations,maps,tablesandtimelinesthatprovidesignificantinformationandare supportedbyreferencesandquotationsfromprimaryandsecondarysources.
History
Organisation
Studentsunderstandthatlanguagevariesaccordingtocontextandtheydeveloptheirabilitytouselanguageflexibly.This includesunderstandingandusingthelanguagefeaturesofhistoricaltextsincludingtopicvocabulary,pasttenseverbsfor recountingevents,complexsentencestoestablishsequentialorcauseandeffectrelationships,thewideuseofadverbsto describeplaces,peopleandevents,andextendednoungroupsemployingdescriptiveadjectives. Numeracy Studentsbecomenumerateastheydeveloptheknowledgeandskillstousemathematicsconfidentlyacrossalllearning areasatschoolandintheirlivesmorebroadly.Numeracyinvolvesstudentsinrecognisingandunderstandingtheroleof mathematicsintheworldandhavingthedispositionsandcapacitiestousemathematicalknowledgeandskills purposefully. Studentsdevelopnumeracycapabilityastheylearntoorganiseandinterprethistoricaleventsanddevelopments.Students learntoanalysenumericaldatatomakemeaningofthepast,forexampletounderstandcauseandeffect,andcontinuityand change.Studentslearntousescaledtimelines,includingthoseinvolvingnegativeandpositivenumbers,aswellas calendarsanddatestorecallinformationontopicsofhistoricalsignificanceandtoillustratethepassingoftime. InformationandCommunicationTechnology(ICT)capability StudentsdevelopICTcapabilityastheylearntouseICTeffectivelyandappropriatelytoaccess,createandcommunicate informationandideas,solveproblemsandworkcollaborativelyinalllearningareasatschool,andintheirlivesbeyond school.ICTcapabilityinvolvesstudentsinlearningtomakethemostofthetechnologiesavailabletothem,adaptingtonew waysofdoingthingsastechnologiesevolveandlimitingtheriskstothemselvesandothersinadigitalenvironment. StudentsdevelopICTcapabilitywhentheylocate,process,analyseandcommunicatehistoricalinformation.Theyusetheir ICTcapabilitytoaccessarangeofdigitalsourcesofinformationcriticallyanalyseevidenceandhistoricaltrends communicate,presentandrepresenttheirlearningandcollaborate,discussanddebatetococonstructtheirknowledge. Criticalandcreativethinking Studentsdevelopcapabilityincriticalandcreativethinkingastheylearntogenerateandevaluateknowledge,clarifyconcepts andideas,seekpossibilities,consideralternativesandsolveproblems.Criticalandcreativethinkingareintegraltoactivities thatrequirestudentstothinkbroadlyanddeeplyusingskills,behavioursanddispositionssuchasreason,logic, resourcefulness,imaginationandinnovationinalllearningareasatschoolandintheirlivesbeyondschool. Criticalthinkingisessentialtothehistoricalinquiryprocessbecauseitrequirestheabilitytoquestionsources,interpretthe pastfromincompletedocumentation,developanargumentusingevidence,andassessreliabilitywhenselecting informationfromresources.Creativethinkingisimportantindevelopingnewinterpretationstoexplainaspectsofthepast thatarecontestedornotwellunderstood. Personalandsocialcapability Studentsdeveloppersonalandsocialcapabilityastheylearntounderstandthemselvesandothers,andmanagetheir relationships,lives,workandlearningmoreeffectively.Thepersonalandsocialcapabilityinvolvesstudentsinarangeof practicesincludingrecognisingandregulatingemotions,developingempathyforandunderstandingofothers,establishing positiverelationships,makingresponsibledecisions,workingeffectivelyinteamsandhandlingchallengingsituations constructively. Asstudentsgainunderstandingabouthumanexperienceanddevelopskillsofhistoricalinquiry,theydevelopanduse personalandsocialcapability.Thisincludesempathy,reflectivepractice,appreciationoftheperspectiveofothers, communicationskills,teamwork,advocacyskillsandadispositiontomakeacontributiontotheircommunitiesandsociety morebroadly.
10
History
Organisation
TheHistorycurriculumenhancespersonalandsocialcapabilitybyprovidingopportunitiesforstudentstoengagewith understandingssuchashistoricalempathy,contestability,perspectives,causeandeffect,andcontinuityandchange. Ethicalbehaviour Studentsdevelopthecapabilitytobehaveethicallyastheyidentifyandinvestigatethenatureofethicalconcepts,values, charactertraitsandprinciples,andunderstandhowreasoningcanassistethicaljudgment.Ethicalbehaviourinvolves studentsinbuildingastrongpersonalandsociallyorientedethicaloutlookthathelpsthemtomanagecontext,conflictand uncertainty,andtodevelopanawarenessoftheinfluencethattheirvaluesandbehaviourhaveonothers. Studentsdevelopunderstandingofethicalbehaviourastheycriticallyexplorethecharactertraits,actionsandmotivationsof peopleinthepastthatmaybetheresultofdifferentstandardsandexpectationsandchangingsocietalattitudes.Students recognisethatexaminingthenatureofevidencedeepenstheirunderstandingofethicalissuesandinvestigatethewaysthat diversevaluesandprincipleshaveinfluencedhumanaffairs. Interculturalunderstanding Studentsdevelopinterculturalunderstandingastheylearntovaluetheirowncultures,languagesandbeliefs,andthoseof others.Theycometounderstandhowpersonal,groupandnationalidentitiesareshaped,andthevariableandchanging natureofculture.Thecapabilityinvolvesstudentsinlearningaboutandengagingwithdiverseculturesinwaysthatrecognise commonalitiesanddifferences,createconnectionswithothersandcultivatemutualrespect. Studentslearnabouttheperspectives,beliefsandvaluesofpeople,pastandpresent,andtheimportanceofunderstanding theirownandothers'histories.ThisincludeslearningabouttheoriginsanddevelopmentofAustraliasnationalidentityand theforgingofitsculturalheritage. StudentsrecognisethesignificanceofAboriginalandTorresStraitIslanderpeopleshistoriesandcultures.Theyhave opportunitiestolearnaboutthecontributionofmigrationfromcountriesinEurope,Africa,theMiddleEastandtheAsiaPacific region,andthehistoricbenefitsandchallengesofinteractingwithothercountriesandculturalgroupsinlocal,regionaland internationalcontexts.Theylearnabouteventsanddevelopmentsthathaveinfluenceddiversesocietiesandculturalgroups overtime,andcometounderstandthenature,causesandconsequencesofculturalinterdependence,dispossessionand conflict.Theyrefertoarangeofsourcesportrayingdifferentculturalperspectivesinordertodevelophistoricalunderstanding.
l l l
Thecrosscurriculumprioritiesareembeddedinthecurriculumandwillhaveastrongbutvaryingpresencedependingon theirrelevancetoeachofthelearningareas. AboriginalandTorresStraitIslanderhistoriesandcultures AboriginalandTorresStraitIslandercommunitiesarestrong,richanddiverse.AboriginalandTorresStraitIslanderIdentityis centraltothispriorityandisintrinsicallylinkedtoliving,learningAboriginalandTorresStraitIslandercommunities,deep knowledgetraditionsandholisticworldview.
11
History
Organisation
AconceptualframeworkbasedonAboriginalandTorresStraitIslanderPeoplesuniquesenseofIdentityhasbeen developedasastructuraltoolfortheembeddingofAboriginalandTorresStraitIslanderhistoriesandcultureswithinthe Australiancurriculum.ThissenseofIdentityisapproachedthroughtheinterconnectedaspectsofCountry/Place,Peopleand Culture.Embracingtheseelementsenhancesallareasofthecurriculum. TheAboriginalandTorresStraitIslanderpriorityprovidesopportunitiesforalllearnerstodeepentheirknowledgeofAustralia byengagingwiththeworldsoldestcontinuouslivingcultures.Thisknowledgeandunderstandingwillenrichtheirabilityto participatepositivelyintheongoingdevelopmentofAustralia. TheAustralianCurriculum:historyvaluesAboriginalandTorresStraitIslanderhistoriesandcultures.ItcelebratesAboriginal andTorresStraitIslanderhistoriesaspartofthesharedhistorybelongingtoallAustralians. StudentswillexaminehistoricalperspectivesfromanAboriginalandTorresStraitIslanderviewpoint.Theywilllearnabout AboriginalandTorresStraitIslanderPeoplespriortocolonisationbytheBritish,theensuingcontactanditsimpacts.They willexaminekeypoliciesandpoliticalmovementsoverthelasttwocenturies.Studentswilldevelopanawarenessofthe significantrolesofAboriginalandTorresStraitislanderpeopleinAustraliansociety. AsiaandAustraliasengagementwithAsia IntheAustralianCurriculum:History,thepriorityofAsiaandAustraliasengagementwithAsiaprovidesrichandengaging contentandcontextsfordevelopingstudentshistoricalknowledge,understandingandskills. TheAustralianCurriculum:HistoryenablesstudentstodevelopanunderstandingofhistoriesofthediversepeoplesofAsia andtheircontributionstotheregionandtheworld,andanappreciationoftheimportanceoftheregionforAustraliaandthe world.Thishappensasstudentslearnabouttheimportanceofthetraditions,beliefsandcelebrationsofpeoplesfromthe Asiaregionandthroughthestudyofancientsocieties,trade,conflicts,progressivemovementsandmigrationtoAustraliaby peoplefromAsia. Inthislearningarea,studentsrecognisethedynamicnatureofsociopoliticalrelationshipswithintheregionovertime,and therolethatindividuals,governmentsandotherorganisationsplayinshapingrelationshipsbetweenpeoplesandcountries. TheydevelopanappreciationofthehistoryofAustraliaAsiaengagementandhowthisinfluencescontemporary relationshipswithinAustraliansocietyandrelationshipsbetweenAustraliaandthecountriesofAsia.Studentsalso understandtheongoingroleplayedbyAustraliaandindividualAustralians,includingAustraliansofAsianheritage,inmajor eventsanddevelopmentsintheAsiaregion. Sustainability IntheAustralianCurriculum:History,thepriorityofsustainabilityprovidesacontextfordevelopingstudentshistorical knowledge,understandingandskills.Itassistsstudentsinunderstandingtheforcesthatinfluencecontinuityandchange. TheAustralianCurriculum:Historyprovidescontentthatsupportsthedevelopmentofstudentsworldviews,particularlyin relationtojudgmentsaboutpastsocialandeconomicsystems,andaccesstoanduseoftheEarthsresources.Itprovides opportunitiesforstudentstodevelopanhistoricalperspectiveonsustainability.Makingdecisionsaboutsustainabilitytohelp shapeabetterfuturerequiresanunderstandingofhowthepastrelatestothepresent,andneedstobeinformedby historicaltrendsandexperiences. Inthislearningarea,studentsdevelopunderstanding,forexample,ofthechangesinenvironmentsovertime,theroleplayed byindividualsandcommunitiesinprotectingenvironments,theemergenceoffarmingandsettledcommunities,the developmentoftheIndustrialRevolutionandthegrowthofpopulation,theoveruseofnaturalresourcesandtheriseof environmentalmovements.
12
History
Organisation
Linkstotheotherlearningareas
Learninginhistoryinvolvestheuseofknowledgeandskillslearntinotherareas,particularlyinEnglish,mathematicsand science English StrongconnectionsexistbetweenEnglishandhistory,andliteracyisessentialtohistoricalunderstanding.Throughthestudy ofhistory,studentslearnhowtoreadtextswithcriticaldiscernmentandhowtocreatetheirowntextsthatpresenttheresults ofhistoricalunderstandingclearlyandlogically.Intheirstudies,theyencounterrepresentationsofthepastthatdemonstrate thepoweroflanguageandsymbol,andtheylearntoextendtherangeoftheirownexpression.Theseskillsaredeveloped acrossarangeoftextualgenresandformats,includingart,photography,film,music,fictionandmultimedia. Mathematics Muchoftheevidenceandreasoninginhistoricalunderstandingisquantitative:chronology,demography,economicactivity, changesinthemovementofpeoplesandinthesizeandreachofinstitutions.Allofthesecallforanappreciationof numericalscaleandproportion. Science Aknowledgeandunderstandingofhistoryprovidesausefulcontextforstudentlearninginscience.Thehistoryofinvention anddiscoveryprovidesstudentswithanawarenessofthepaceofscientificandtechnologicaldevelopmentovertimeandits implicationsforthefuture.Anunderstandingofthepastprovidesopportunitiestoengageinaninformedmannerinpresent debatesabout,forexample,theethicaluseoftechnologyandthemanagementoftheenvironment.Thisisrelevanttocontent withinthestrandScienceasaHumanEndeavourintheAustralianCurriculum:Science.Thestudyofsourcesofevidence andtheconservationofhistoricalsitesandmaterialsbroadensstudentsunderstandingofthevariousapplicationsof science.
TheAustralianCurriculum:Historyemploysaskillsandinquirybasedmodelofteaching.Theskillsofhistoricalinquiryare developedthroughteacherdirectedandstudentcentredlearning,enablingstudentstoposeandinvestigatequestionswith increasinginitiative,selfdirectionandexpertise.Intheteachingofhistorythereshouldnotbeanartificialseparationof contentandprocess,norafocusonhistoricalmethodattheexpenseofhistoricalknowledge.InYears710thereisa particularemphasisontheuseofoverviewsanddepthstudies,whichdrawonarangeofhistoricalcontexts. Studentsinterestinandenjoymentofhistoryisenhancedthrougharangeofdifferentapproachessuchastheuseof artefacts,museums,historicalsites,handsonactivitiesandarchives.Historicalnarrativeisusedsothatstudents experiencethestoryinhistory,andthiscanbeextendedtoinvestigationsofcauseandconsequence,historicalsignificance andcontestability.Connectionsaremadewhereappropriatebetweenpastandpresenteventsandcircumstancestomake learningmoremeaningfulforstudentsandtohelpstudentsmakesenseofkeyideas. TeachersusetheAustralianCurriculumcontentandachievementstandardsfirsttoidentifycurrentlevelsoflearningand achievementandthentoselectthemostappropriatecontent(possiblyfromacrossseveralyearlevels)toteachindividual studentsand/orgroupsofstudents.Thistakesintoaccountthatineachclasstheremaybestudentswitharangeofprior achievement(below,at,andabovetheyearlevelexpectations)andthatteachersplantobuildoncurrentlearning.
13
History
Organisation
Teachersalsousetheachievementstandards,attheendofaperiodofteaching,tomakeonbalancejudgmentsaboutthe qualityoflearningdemonstratedbythestudentsthatiswhethertheyhaveachievedbelow,at,orabovethestandard.To makethesejudgments,teachersdrawonassessmentdatathattheyhavecollectedasevidenceduringthecourseofthe teachingperiod.Thesejudgmentsaboutthequalityoflearningareonesourceoffeedbacktostudentsandtheirparentsand informformalreportingprocesses. Ifateacherjudgesthatastudentsachievementisbelowtheexpectedstandard,thissuggeststhattheteachingprograms andpracticeshouldbereviewedtobetterassistindividualstudentsintheirlearninginthefuture.Italsosuggeststhat additionalsupportandtargetedteachingwillbeneededtoensurethatthestudentdoesnotfallbehind. AssessmentoftheAustralianCurriculumtakesplaceindifferentlevelsandfordifferentpurposes,including:

l
14
Curriculum F10
FoundationYear
PersonalandFamilyHistories TheFoundationcurriculumprovidesastudyofpersonalandfamilyhistories.Studentslearnabouttheirownhistoryandthat oftheirfamilythismayincludestoriesfromdifferentculturesandotherpartsoftheworld.Asparticipantsintheirownhistory, studentsbuildontheirknowledgeandunderstandingofhowthepastisdifferentfromthepresent. Thecontentprovidesopportunitiestodevelophistoricalunderstandingthroughkeyconceptsincludingcontinuityand change,causeandeffect,perspectives,empathyandsignificance.Theseconceptsmaybeinvestigatedwithinaparticular historicalcontexttofacilitateanunderstandingofthepastandtoprovideafocusforhistoricalinquiries. Thehistorycontentatthisyearlevelinvolvestwostrands:HistoricalKnowledgeandUnderstandingandHistoricalSkills. Thesestrandsareinterrelatedandshouldbetaughtinanintegratedwaytheymaybeintegratedacrosslearningareasand inwaysthatareappropriatetospecificlocalcontexts.Theorderanddetailinwhichtheyaretaughtareprogramming decisions. Aframeworkfordevelopingstudentshistoricalknowledge,understandingandskillsisprovidedbyinquiryquestions.The keyinquiryquestionsatthisyearlevelare:
l l l
WhatismyhistoryandhowdoIknow? Whatstoriesdootherpeopletellaboutthepast? Howcanstoriesofthepastbetoldandshared?
HistoricalKnowledgeandUnderstanding PersonalandFamilyHistories Whothepeopleintheirfamilyare,where theywerebornandraisedandhowtheyare relatedtoeachother(ACHHK001)

l
Elaborations
l
identifyingthedifferentmembersofafamily,(forexamplemother,father, caregiver,sister,brother,grandparent,aunty,uncle,cousin)andcreating simplefamilytreeswithpicturesorphotographs(ifpossibleusingICT) toshowtherelationshipbetweenfamilymembers namingfamilymembers,findingoutwheretheywerebornandraised andplacingtheirphotographs,drawingsandnamesonaclassroom worldmap consideringarangeoffamilystructures,(forexamplenuclearfamilies, onlychildfamilies,largefamilies,singleparentfamilies,extended families,blendedfamilies,adoptiveparentfamiliesandgrandparent families)aswellaskinshipgroups,tribesandvillages usingimagesandstoriestoidentifysimilaritiesanddifferences betweenstudents'familiesandthoseofotherchildren(intheirclass andinstoriesaboutchildreninotherplaces,forexamplethecountries ofAsia) exploringfamilystructuresofAboriginalandTorresStraitIslander Peoples(forexamplewherechildrenbelongtoextendedfamiliesin whichtherearespecificrolesandresponsibilitiestoensuresafetyand wellbeing)
Thedifferentstructuresoffamiliesand familygroupstoday,andwhattheyhavein common(ACHHK002)
15
History
CurriculumF10
Howthey,theirfamilyandfriends commemoratepasteventsthatare importanttothem(ACHHK003)
makingacalendarofcommemorativeeventsthatstudents,theirfamily andfriendscelebrate,(forexamplebirthdays,religiousfestivals(such asEaster,Ramadan,Buddhaday,feastofPassover),familyreunions andcommunitycommemorations(NAIDOCweek,andANZACday)and discussingwhytheyareimportant discussingWelcometoCountryandrecognisingthatthecountry,place andtraditionalcustodiansofthelandorseaareacknowledgedat ceremoniesandeventsasamarkofrespect engagingwiththeoraltraditions,paintingandmusicofAboriginaland TorresStraitIslanderpeoplesandrecognisingthatthepastis communicatedthroughstoriespasseddownfromgenerationto generation sharingthestoryofanobjectfromhome,describingitsimportanceto thefamily(forexamplephotographs,oldtoys,statues,medals,artwork, jewellery)andcreatingaclassmuseum recognisingthatstoriesofthepastmaydifferdependingonwhois tellingthem(forexamplelisteningtostoriesaboutthesameevent relatedbytwodifferentpeoplesuchasamotherandagrandmother)
Howthestoriesoffamiliesandthepastcan becommunicated,forexamplethrough photographs,artefacts,books,oral histories,digitalmedia,andmuseums (ACHHK004)
HistoricalSkills Chronology,termsandconcepts Sequencefamiliarobjectsandevents (ACHHS015)

l
Elaborations
l
orderingsignificantpersonaleventsormilestonesusingphotographs ordrawings(suchaswalking,talking,thebirthofasibling,moving house,anillness,anachievement,firstdayatschool) usingsimpletermstodenotetimewhenstudentstalkabouttheir experiences(forexample'then','now','yesterday','today','tomorrow')
Distinguishbetweenthepast,presentand future(ACHHS016) Historicalquestionsandresearch Posequestionsaboutthepastusing sourcesprovided(ACHHS017)
Elaborations
l
inquiringfrommembersoftheirfamilieswheretheywerebornand raised posingquestionsaboutfamilyoraboutpersonalphotographs,for exampleHowoldwasI?WherewasI?WhatwasIdoing? posingquestionsaboutartefacts,forexampleIsitoldornew?What wasitusedfor?
Analysisanduseofsources Explorearangeofsourcesaboutthepast (ACHHS018)
Elaborations
l l
identifyingrelevantfeaturesofphotographsoffamilyandfriends describinginterestingfeaturesofobjectsandphotographsconnectedto thepast
16
History
CurriculumF10
Identifyandcomparefeaturesofobjects fromthepastandpresent(ACHHS019)
distinguishingbetweenwhatisoldandwhatisnew,usingsuchclues astheconditionoftheobject suggestingideasaboutwhatobjectsfromthepastmayhavebeenused for comparingobjectsfromthepastwiththoseofthepresent,using comparativelanguagesuchas'older','newer'(forexample'Thistoyis older''Thatcomputergameismorefunthan...')
Perspectivesandinterpretations Exploreapointofview(ACHHS020)
Elaborations
l
invitingparents,grandparentsandeldersintotheclassroomto communicateabouttheirchildhoodsandcomparingtheirfavouritetoys withthoseofchildrentoday
Explanationandcommunication Developanarrativeaboutthepast (ACHHS021)
Elaborations
l
retellingastoryaboutasignificanteventastudentsfamilycelebratesor commemoratessuchasbirthdays,weddings,christenings,religious festivals relatingastoryabouttheirownlifeordescribinganeventtheyhave experienced(orallyorthroughpicturesandphotographs) representingideasandcreatingimaginativeresponsesthroughtalking, drawingandplay
Usearangeofcommunicationforms(oral, graphic,written,roleplay)anddigital technologies(ACHHS022)
BytheendoftheFoundationyear,studentsidentifysimilaritiesanddifferencesbetweenfamilies.Theyrecognisehow importantfamilyeventsarecommemorated. Studentssequencefamiliareventsinorder.Theyposequestionsabouttheirpast.Studentsrelateastoryabouttheirpast usingarangeoftexts.
17
History
CurriculumF10
Year1
PresentandPastFamilyLife TheYear1curriculumprovidesastudyofpresentandpastfamilylifewithinthecontextofthestudentsownworld.Students learnaboutsimilaritiesanddifferencesinfamilylifebycomparingthepresentwiththepast.Theybegintoexplorethelinks, andthechangesthatoccur,overtime. Thecontentprovidesopportunitiestodevelophistoricalunderstandingthroughkeyconceptsincludingcontinuityand change,causeandeffect,perspectives,empathyandsignificance.Theseconceptsmaybeinvestigatedwithinaparticular historicalcontexttofacilitateanunderstandingofthepastandtoprovideafocusforhistoricalinquiries. Thehistorycontentatthisyearlevelinvolvestwostrands:HistoricalKnowledge,andUnderstandingandHistoricalSkills. Thesestrandsareinterrelatedandshouldbetaughtinanintegratedwaytheymaybeintegratedacrosslearningareasand inwaysthatareappropriatetospecificlocalcontexts.Theorderanddetailinwhichtheyaretaughtareprogramming decisions. Aframeworkfordevelopingstudentshistoricalknowledge,understandingandskillsisprovidedbyinquiryquestions.The keyinquiryquestionsatthisyearlevelare:
l l l
Howhasfamilylifechangedorremainedthesameovertime? Howcanweshowthatthepresentisdifferentfromorsimilartothepast? Howdowedescribethesequenceoftime?
HistoricalKnowledgeandUnderstanding PresentandPastFamilyLife Differencesinfamilystructuresandrolestoday,andhow thesehavechangedorremainedthesameovertime (ACHHK028)

l
Elaborations
l
comparingfamiliesinthepresentwiththosefromthe recentpast(thefamiliesofparentsandgrandparents)in termsoftheirsizeandstructure(forexamplethedifferent typesoffamilysuchasnuclear,singleparent,blended) discussingkinshipasanimportantpartofrelationships andfamilystructuresinAboriginalandTorresStrait Islandersocieties(forexampletheextentofakinship systemandthewayinwhichitinfluencespeople's relationships,obligationsandbehaviourtowardseach other) examiningandcommentingontherolesoffamily membersovertime(forexamplelisteningtostoriesabout therolesofmothers,fathers,caregiversandchildreninthe past)andcomparingthesewithfamilyrolestoday(for exampleworkoutsidethehome,washing,cooking, cleaning,gardening,childcare)
18
History
CurriculumF10
Howthepresent,pastandfuturearesignifiedbyterms indicatingtimesuchasalongtimeago,thenandnow, nowandthen,oldandnew,tomorrow,aswellasby datesandchangesthatmayhavepersonalsignificance, suchasbirthdays,celebrationsandseasons (ACHHK029)
discussing,forexample,whathappenedyesterday,whatis likelytohappentomorrow,upcomingbirthdays, celebrationsandseasons,andorderingthesereferences totimeinsequenceusingtermssuchasbefore,after, nextandthen discussinghowsomecultures,forexampletheChinese, describeachildasbeingoneyearoldonthedaytheyare born identifyingdatesandchangesthathavepersonal significance(forexamplebirthdays,movinghouse, changingschools,religiousandschoolholidays),marking theseonacalendarandcountingdowntime,aswellas notingthateventsofpersonalsignificancemaydiffer accordingtochildrensculturalbackgrounds examiningAboriginalandTorresStraitIslanderseasonal calendars(forexampletheGagadju(Kakadu)andthe D'harawal(Sydney)calendars,eachwithsixseasons,the Arrernte(centralAustralia)withfive,theWoiwurrung(Upper YarraValley)withseven,andnortheastTasmaniawith three examiningandcommentingonphotographsandoral histories(forexampletalkingtoparents,grandparentsand otherelders)tofindouthowdailyliveshavechanged
Differencesandsimilaritiesbetweenstudents'dailylives andlifeduringtheirparentsandgrandparents childhoods,includingfamilytraditions,leisuretimeand communications.(ACHHK030)
HistoricalSkills Chronology,termsandconcepts Sequencefamiliarobjectsandevents(ACHHS031)

l
Elaborations
l
usingvisualsequencesoftimesuchasadaysofthe weekchart,aclasstimetableoracalendarandmarking significantdatesonthem creatingatimeline,slideshoworstoryusingphotos identifyingvocabularyofthepast(forexamplewordsfor objectsfromchildhoodgamesandleisuresuchasjacks, elastics,recordplayer,transistor)whenmakingthen/now comparisons usingtermstodenotetime(forexamplethen,now, yesterday,today,past,present,generations)
Distinguishbetweenthepast,presentandfuture (ACHHS032)
Historicalquestionsandresearch
Elaborations
19
History
CurriculumF10
Posequestionsaboutthepastusingsourcesprovided (ACHHS033)
inquiringfromparentsandmembersofoldergenerations aboutpastandpresentfamilies(forexamplenumberof children,numberofpeoplelivinginthehousehold,rolesof theparentsandchildren) discussingwhatlifewaslikefortheirparentsand grandparentsbyexaminingeverydayobjects(forexample telephone,radio,cookingutensils,toys),photosand storiesfromthepast,usingWhat?How?When?Why? questions
Analysisanduseofsources Explorearangeofsourcesaboutthepast(ACHHS034)
Elaborations
l
discussingwithparentsandgrandparentsaboutlifeinthe past exploringstoriesfromandaboutthepast(forexample letters,diaries,radioortelevisionprograms) comparingobjectsfromthepastwiththepresenttoidentify similaritiesanddifferences(forexampletoys,whitegoods, televisions,radios)
Identifyandcomparefeaturesofobjectsfromthepast andpresent(ACHHS035)
Elaborations
l
representingsimilaritiesanddifferencesbetween studentsdailylivesandthoseoftheirparentsand grandparentsingraphicform(forexampleVenndiagram, ychart)
Explanationandcommunication Developanarrativeaboutthepast.(ACHHS037)
Elaborations
l
relatingastoryaboutlifeintheirparentsorgrandparents time(orallyorthroughpicturesandphotographs) describingtheirfamiliesoraneventthathaspersonal significance representingideasandcreatingimaginativeresponses throughwriting,roleplay,speaking,drawing
Usearangeofcommunicationforms(oral,graphic, written,roleplay)anddigitaltechnologies(ACHHS038)
BytheendofYear1,studentsexplainhowsomeaspectsofdailylifehavechangedoverrecenttimewhileothershave remainedthesame.Theydescribepersonalandfamilyeventsthathavesignificance. Studentssequenceeventsinorder,usingeverydaytermsaboutthepassingoftime.Theyposequestionsaboutthepastand examinesources(physicalandvisual)tosuggestanswerstothesequestions.Studentsrelatestoriesaboutlifeinthepast, usingarangeoftexts.
20
History
CurriculumF10
Year2
ThePastinthePresent TheYear2curriculumprovidesastudyoflocalhistory.Studentsexplore,recogniseandappreciatethehistoryoftheirlocal areabyexaminingremainsofthepastandconsideringwhytheyshouldbepreserved. Thecontentprovidesopportunitiestodevelophistoricalunderstandingthroughkeyconceptsincludingcontinuityand change,causeandeffect,perspectives,empathyandsignificance.Theseconceptsmaybeinvestigatedwithinaparticular historicalcontexttofacilitateanunderstandingofthepastandtoprovideafocusforhistoricalinquiries. Thehistorycontentatthisyearlevelinvolvestwostrands:HistoricalKnowledge,andUnderstandingandHistoricalSkills. Thesestrandsareinterrelatedandshouldbetaughtinanintegratedwaytheymaybeintegratedacrosslearningareasand inwaysthatareappropriatetospecificlocalcontexts.Theorderanddetailinwhichtheyaretaughtareprogramming decisions. Aframeworkfordevelopingstudentshistoricalknowledge,understandingandskillsisprovidedbyinquiryquestions.The keyinquiryquestionsatthisyearlevelare:
l l l
Whataspectsofthepastcanyouseetoday?Whatdotheytellus? Whatremainsofthepastareimportanttothelocalcommunity?Why? Howhavechangesintechnologyshapedourdailylife?
HistoricalKnowledgeandUnderstanding ThePastinthePresent Thehistoryofasignificantperson, building,siteorpartofthenatural environmentinthelocalcommunity andwhatitrevealsaboutthepast (ACHHK044)

l l
Elaborations
l
usingtheinternet,newspapers,communityinformationguidesandlocal knowledgetoidentifyandlistthepeopleandplacespromotedasbeingof historicinterestinthelocalcommunity suggestingreasonsforthelocationofalocallandmarkbeforesearchingfor resourcesthatprovideanexplanation investigatingthehistoryofachosenperson,building,siteorlandmarkinthe localcommunityusingsources(forexamplebooks,newspapers,oral histories,audiovisualmaterial,digitalsources,letters,photographs)and relatingastorywhichtheserevealaboutthepast discussingwhyaparticularsitehasheritagesignificance/culturalvaluefor presentgenerations(forexampleitprovidesarecordofasignificanthistorical event,hasaestheticvalue,reflectsthecommunitysidentity) identifying,inconsultationwithAboriginalandTorresStraitIslanderpeople, andvisiting(whereappropriate)localsites,placesandlandscapesof significancetoAboriginalandTorresStraitIslanderpeople(forexample engravingsites,rockpaintings,naturalsitesorfeaturessuchastheBirragai rockshelter,creeksormountains) identifyinganddesigningalocalhistoricaltourofasite(forexampleone relatedtoaparticularculturalgroup)
Theimportancetodayofanhistorical siteofculturalorspiritualsignificance forexample,acommunitybuilding,a landmark,awarmemorial (ACHHK045)
21
History
CurriculumF10
Theimpactofchangingtechnologyon peopleslives(athomeandinthe waystheyworked,travelled, communicated,andplayedinthepast) (ACHHK046)
examiningchangesintechnologyoverseveralgenerationsbycomparingpast andpresentobjectsandphotographs,anddiscussinghowthesechanges haveshapedpeopleslives(forexamplechangestoland,airandsea transportthemovefromwoodfiredstovestogas/electricalappliancesthe introductionoftelevision,transistors,FMradioanddigitaltechnologies) identifyingwherethetechnologyusedintheirgrandparentschildhoodswas madecomparedwiththetechnologytheyusetoday examiningthetraditionaltoysusedbyAboriginalandTorresStraitIslander childrentoplayandlearn(forexampleArrerntechildrenlearntoplaystring gamessotheycanrememberstoriestheyhavebeentold) creatingmodelsoftoysusedbychildrenwholivedwhenelectricitywasnot available
HistoricalSkills Chronology,termsandconcepts Sequencefamiliarobjectsandevents (ACHHS047)

l
Elaborations
l
orderingkeyeventsinthehistoryofthelocalcommunityusingphotographs andannotations
Distinguishbetweenthepast,present andfuture(ACHHS048)
usingtermstodenotethepassingoftimeinspeechandwriting(forexample inthepast,yearsago,theoldendays,inthefuture) identifyingsignsofthepastinphotographsandothervisualrepresentations andusingthecorrecttermforthesefeaturesforexamplewarmemorial, museum
Historicalquestionsandresearch Posequestionsaboutthepastusing sourcesprovided(ACHHS049)
Elaborations
l
developinginquiryquestionsaboutasite(forexampleWhatdoesitlooklike now?Whatconditionisitin?Howmightitsusehavechanged?Whatwas itspurpose?Howwasitbuilt/created?Howwasitpaidfor?Whatisitsuse andimportanceinthepresent?) structuringquestionsusingappropriateverbtenses(forexampleinthe question:Whatgamesdidchildrenplaybeforeelectricity?,thehelpingverb didisinthepast
Analysisanduseofsources Explorearangeofsourcesaboutthe past.(ACHHS050)
Elaborations
l
locatinghistoricalevidenceofthelocalcommunityincludingsignsofthepast inthepresent(forexampleplaceandstreetnames,monuments,builtand nonbuilthistoricallandmarks) examiningsourcessuchasphotographs,newspapers,storiesandmapsto learnaboutthepast(someofthesemaybeonlineandcanbelocated throughstateandlocallibrarywebsites)
22
History
CurriculumF10
Identifyandcomparefeaturesof objectsfromthepastandpresent (ACHHS051)
identifyingplaceandstreetnamesinthelocalcommunityanddiscovering theiroriginandmeaning(forexamplenamesthatarelinkedtoAboriginaland TorresStraitIslanderpeople,suchasEurobodallaNationalParkhistorical eventssuchasDeadmansCreek,earlysettlers,andpolitical,religiousand socialfigures) identifyingfeaturesofasite(suchasdates,decorationsandplaqueson buildings)thatrevealitspast
Elaborations
l
examiningapointofviewaboutchangestothebuiltandnaturalenvironment andtodailylivesovertime
Explanationandcommunication Developanarrativeaboutthepast (ACHHS053)
Elaborations
l
composingstoriestocomparepastandpresentdailylife(forexampleby usingsoftwaretocreateasoundscapeofthelocalareaandadigitalcamera totakephotographsofthisareainthepresentandbyusingphotographsto showimagesofthepast) describingasignificantpersonorplacefromtheircommunityspast(for exampleashortreportonabuildingofsignificancedescribingwhen,where, why,whobuiltit,andwhyitisvaluedorabiographyonasignificant individual) representingideasandcreatingimaginativeresponsesthroughvisual imagesaswellaswrittenandspokendescriptionsandnarratives
Usearangeofcommunicationforms (oral,graphic,written,roleplay)and digitaltechnologies(ACHHS054)
BytheendofYear2,studentsanalyseaspectsofdailylifetoidentifyhowsomehavechangedoverrecenttimewhileothers haveremainedthesame.Theydescribeaperson,siteoreventofsignificanceinthelocalcommunity. Studentssequenceeventsinorder,usingarangeoftermsrelatedtotime.Theyposequestionsaboutthepastanduse sourcesprovided(physical,visual,oral)toanswerthesequestions.Theycompareobjectsfromthepastandpresent. Studentsdevelopanarrativeaboutthepastusingarangeoftexts.
23
History
CurriculumF10
Year3
CommunityandRemembrance TheYear3curriculumprovidesastudyofidentityanddiversityinbothalocalandbroadercontext.Movingfromtheheritageof theirlocalarea,studentsexplorethehistoricalfeaturesanddiversityoftheircommunityasrepresentedinsymbolsand emblemsofsignificance,andcelebrationsandcommemorations,bothlocallyandinotherplacesaroundtheworld. Thecontentprovidesopportunitiestodevelophistoricalunderstandingthroughkeyconceptsincludingsources,continuity andchange,causeandeffect,perspectives,empathyandsignificance.Theseconceptsmaybeinvestigatedwithina particularhistoricalcontexttofacilitateanunderstandingofthepastandtoprovideafocusforhistoricalinquiries. Thehistorycontentatthisyearlevelinvolvestwostrands:HistoricalKnowledge,andUnderstandingandHistoricalSkills. Thesestrandsareinterrelatedandshouldbetaughtinanintegratedwaytheymaybeintegratedacrosslearningareasand inwaysthatareappropriatetospecificlocalcontexts.Theorderanddetailinwhichtheyaretaughtareprogramming decisions. Aframeworkfordevelopingstudentshistoricalknowledge,understandingandskillsisprovidedbyinquiryquestions.The keyinquiryquestionsatthisyearlevelare:
l l l l
Wholivedherefirstandhowdoweknow? Howhasourcommunitychanged?Whatfeatureshavebeenlostandwhatfeatureshavebeenretained? Whatisthenatureofthecontributionmadebydifferentgroupsandindividualsinthecommunity? Howandwhydopeoplechoosetoremembersignificanteventsofthepast?
HistoricalKnowledgeandUnderstanding CommunityandRemembrance TheimportanceofCountryandPlacetoAboriginal and/orTorresStraitIslanderpeopleswhobelongtoa localarea.(Thisisintendedtobealocalareastudywith afocusononeLanguagegrouphowever,ifinformation orsourcesarenotreadilyavailable,another representativeareamaybestudied)(ACHHK060)

l l
Elaborations
l
identifyingthelanguagegroupsofAboriginalandTorres StraitIslanderpeopleswhobelongtothelocalareaand explainingtherelationshipbetweenlanguage,country, placeandspirituality listeningtoAboriginalorTorresStraitIslanderElders, grandparentsandoldercommunitymemberstellstories associatedwiththelocallanguagegroupsandtheland theybelongto investigatingadevelopmentinthelocalcommunityfromthe timeofEuropeansettlementtothepresentday(forexample throughphotographs,newspapers,oralhistories,diaries andletters) comparingphotographsfromboththepastandpresentofa specificlocationtoidentifythenatureofchangeorcontinuity (thatiskeysimilaritiesanddifferences)
ONEimportantexampleofchangeandONEimportant exampleofcontinuityovertimeinthelocalcommunity, regionorstate/territoryforexample,inrelationtothe areasoftransport,work,education,naturalandbuilt environments,entertainment,dailylife(ACHHK061)
24
History
CurriculumF10
Therolethatpeopleofdiversebackgroundshaveplayed inthedevelopmentandcharacterofthelocalcommunity (ACHHK062)
usinglocalsites,museumsandonlinecollections(forthe localareaorstate/territory)toidentifytheculturalgroups withinthelocalcommunityandtheirinfluenceovertime(for exampleasreflectedinarchitecture,commercialoutlets andreligiousbuildings)andcomparingthedevelopmentof thelocalcommunitywithanothercommunity identifyinganddiscussingthehistoricaloriginsofan importantAustraliancelebrationorcommemoration generatingalistoflocal,stateandnationalsymbolsand emblems(forexampleclubemblems,schoollogos,flags, floralemblems,coatofarms)anddiscussingtheirorigins andsignificance examiningthesymbolismofflags(forexamplethe Australian,AboriginalandTorresStraitIslanderflags)and recognisingspecialoccasionswhentheyareflown(for exampleallthreeflagsareflownduringNAIDOCweek, NationalReconciliationWeek,NationalSorryDayand MABOday) recognisingthesignificanceofotherdaysorweeks includingtheAnniversaryoftheNationalApologyto AustraliasIndigenousPeoples(2008) comparingthesignificanceofnationaldaysindifferent countries,lookingatwhytheydevelopedandelementsthey haveincommon viewingontheinternetvideosofcelebrationsofsignificant days,suchasIndependenceDayinGreece investigatingtheoriginsandsignificanceofinternational celebrationsorcommemorations(forexamplethe InternationalDayofPeace)andofcelebrationsimportantto particularculturalgroupsinAustraliaandinothercountries
Daysandweekscelebratedorcommemoratedin Australia(includingAustraliaDay,ANZACDay,Harmony Week,NationalReconciliationWeek,NAIDOCweekand NationalSorryDay)andtheimportanceofsymbolsand emblems.(ACHHK063)
Celebrationsandcommemorationsinotherplaces aroundtheworldforexample,BastilleDayinFrance, IndependenceDayintheUSA,includingthosethatare observedinAustraliasuchasChineseNewYear, ChristmasDay,Diwali,Easter,Hanukkah,theMoon FestivalandRamadan(ACHHK064)
HistoricalSkills Chronology,termsandconcepts Sequencehistoricalpeopleandevents(ACHHS065) Elaborations

l
developinganannotatedtimelineorothervisual representationofkeystagesofsettlement,whichfeatures local,regionalorstateeventsandpeopleofhistorical significance usinghistoricalterms(suchasimmigration,exploration, development,settlementandnamingdaysof commemorationandemblems)whenspeaking,writing, andillustrating usingacronyms(forexampleNAIDOC,ANZAC)and understandingtheirmeaning
Usehistoricalterms(ACHHS066)
Elaborations
25
History
CurriculumF10
Posearangeofquestionsaboutthepast(ACHHS067)
posingappropriatequestionswheninvestigatingthe contributionthatindividualsandgroupshavemadetothe developmentofthelocalcommunity('Who?''What?''When?' 'Where?''Why?') posingappropriatequestionswheninvestigatingthe establishmentofalocalcommunity('Howdidpeople settle?''Whowerethey?''Whydidtheycometothearea?') identifyingsourcestoinvestigatechangeinthecommunity inthepast,suchasphotographs,maps,andtheremainsof buildings
Identifysources(ACHHS215)
Analysisanduseofsources Locaterelevantinformationfromsourcesprovided (ACHHS068)
Elaborations
l
analysingarangeofsources(forexamplephotographs, maps,oralhistories)tolocateinformationaboutthepeople, placesandeventsintheircommunityspresentandpast usinginformationtechnologiestoorganiseinformationand makeconnections(forexamplecreatingtablesinword processingsoftware,conceptmapping)
Perspectivesandinterpretations Identifydifferentpointsofview(ACHHS069)
Elaborations
l
identifyingthemeaningofcelebrationsfromdifferent perspectives(forexampleAustraliaDayforAboriginaland TorresStraitIslanderpeoplescomparedwithAnglo Australians)
Explanationandcommunication Developtexts,particularlynarratives(ACHHS070)
Elaborations
l
writingnarrativesaboutthecommunityspastbasedon researchedfacts,charactersandevents composinghistoricaltexts(forexampleabiographyona noteworthyindividualorgroup,areportonasignificant event) creatingandeditingapresentation(forexampleonethat includestext,imagesandsounds)torecordandexplainthe past creatinganoral,written,pictorialordigitalrepresentationto reflectthediversecharacterofthecommunitytoday
Usearangeofcommunicationforms(oral,graphic, written)anddigitaltechnologies(ACHHS071)
BytheendofYear3,studentsexplainhowcommunitieschangedinthepast.Theydescribetheexperiencesofanindividual orgroup.Theyidentifyeventsandaspectsofthepastthathavesignificanceinthepresent. Studentssequenceeventsandpeople(theirlifetime)inchronologicalorder,withreferencetokeydates.Theypose questionsaboutthepastandlocateinformationfromsources(written,physical,visual,oral)toanswerthesequestions. Studentsdeveloptexts,includingnarratives,usingtermsdenotingtime.
26
History
CurriculumF10
Year4
FirstContacts TheYear4curriculumintroducesworldhistoryandthemovementofpeoples.BeginningwiththehistoryofAboriginaland TorresStraitIslanderpeoples,studentsexamineEuropeanexplorationandcolonisationinAustraliaandthroughoutthe worlduptotheearly1800s.Studentsexaminetheimpactofexplorationonothersocieties,howthesesocietiesinteracted withnewcomers,andhowtheseexperiencescontributedtotheirculturaldiversity. Thecontentprovidesopportunitiestodevelophistoricalunderstandingthroughkeyconceptsincludingsources,continuity andchange,causeandeffect,perspectives,empathyandsignificance.Theseconceptsmaybeinvestigatedwithina particularhistoricalcontexttofacilitateanunderstandingofthepastandtoprovideafocusforhistoricalinquiries. Thehistorycontentatthisyearlevelinvolvestwostrands:HistoricalKnowledgeandUnderstandingandHistoricalSkills. Thesestrandsareinterrelatedandshouldbetaughtinanintegratedwaytheymaybeintegratedacrosslearningareasand inwaysthatareappropriatetospecificlocalcontexts.Theorderanddetailinwhichtheyaretaughtareprogramming decisions. Aframeworkfordevelopingstudentshistoricalknowledge,understandingandskillsisprovidedbyinquiryquestions throughtheuseandinterpretationofsources.Thekeyinquiryquestionsatthisyearlevelare:
l l l l
Whydidthegreatjourneysofexplorationoccur? WhatwaslifelikeforAboriginaland/orTorresStraitIslanderPeoplesbeforethearrivaloftheEuropeans? WhydidtheEuropeanssettleinAustralia? WhatwasthenatureandconsequenceofcontactbetweenAboriginaland/orTorresStraitIslanderPeoplesandearly traders,explorersandsettlers?
HistoricalKnowledgeandUnderstanding FirstContacts ThediversityandlongevityofAustraliasfirst peoplesandthewaysAboriginaland/orTorres StraitIslanderpeoplesareconnectedtoCountry andPlace(land,sea,waterwaysandskies)and theimplicationsfortheirdailylives. (ACHHK077)

l l
Elaborations
l
examiningearlyarchaeologicalsites(forexampleNauwalabila, Malakunanja,DevilsLair,LakeMungo,Preminghana)thatshowthe longevityoftheAboriginalpeople mappingthediversityofAboriginalandTorresStraitIslander languagegroupsinAustralia,withparticularemphasisonthelocal areaandstate/territory investigatingprecontactwaysoflifeoftheAboriginalpeopleand/or TorresStraitIslanderstheirknowledgeoftheirenvironment includinglandmanagementpracticestheirsenseofthe interconnectednessofCountry/Place,People,CultureandIdentity andsomeoftheirprinciples(suchascaringforcountry,caringfor eachotherandrespectingallthings) studyingtotemsinthelivesofAboriginaland/orTorresStrait IslanderPeoplesandexaminingthedifferencesbetweentheir totems
27
History
CurriculumF10
Thejourney(s)ofATLEASTONEworld navigator,explorerortraderuptothelate eighteenthcentury,includingtheircontactswith othersocietiesandanyimpacts.(ACHHK078)
identifyingkeyindividualsandgroupswhoestablishedcontactswith Africa,theAmericas,AsiaandOceaniaduringtheageofdiscovery examiningthejourneyofoneormoreoftheseexplorers(for exampleChristopherColumbus,VascodeGama,Ferdinand Magellan)usinginternetmappingtools,andexaminingtheirimpact ononesociety usingnavigationmapstoreconstructthejourneyofoneormore explorers investigatingnetworksofexchangebetweendifferentgroupsof people discussingreasonsfortheFirstFleetjourney,includingan examinationofthewiderangeofcrimespunishableby transportation,andlookingatthegroupswhoweretransported discussingthetreatmentofprisonersatthattime,andpastand presentviewsonthecolonisationofAustraliainvestigatingthedaily livesandsocialstandingofthosewhotravelledtoAustraliaonthe FirstFleet,includingfamilies,childrenandconvictguards investigatingcontactwithAboriginalandTorresStraitIslander peoplesbefore1788(forexampletherepulsionoftheDutchatCape Keerweerin1606andthetradebetweentheMacassansandthe Yolngupeople) comparingtheEuropeanconceptoflandownershipwiththe AboriginalandTorresStraitIslanderpeoples'relationshipwiththe landandsea,andhowthisaffectedrelationsbetweenthem exploringearlycontacthistorywiththeBritish(forexamplePemulwuy ortheBlackWar)andtheimpactthatBritishcolonisationhadonthe livesofAboriginalpeople(dispossession,dislocationandtheloss oflivesthroughconflict,disease,lossoffoodsourcesand medicines) exploringwhethertheinteractionsbetweenEuropeansand AboriginalandTorresStraitIslanderpeopleshadpositiveor negativeeffects examiningpaintingsandaccounts(byobserverssuchasWatkin TenchandDavidCollins)todeterminetheimpactofearlyBritish colonisationonAboriginalpeoples'country
StoriesoftheFirstFleet,includingreasonsfor thejourney,whotravelledtoAustralia,andtheir experiencesfollowingarrival.(ACHHK079)
ThenatureofcontactbetweenAboriginalpeople and/orTorresStraitIslandersandothers,for example,theMacassansandtheEuropeans, andtheeffectsoftheseinteractionson,for examplefamiliesandtheenvironment (ACHHK080)
HistoricalSkills Chronology,termsandconcepts Sequencehistoricalpeopleandevents (ACHHS081)

l
Elaborations
l
placingkeyeventsandpeopleofearlycontacthistoryin chronologicalorderbycreatingtimelinesandexplainingthe sequence usinghistoricaltermswhentalkingaboutthepast(forexample penal,transportation,navigation,frontierconflict,colonisation) identifyingtheoriginsofplacenamesinAustralia(forexamplethose namedbyFrenchexplorers,Aboriginalplacenames)
Usehistoricalterms(ACHHS082)
28
History
CurriculumF10
Historicalquestionsandresearch Posearangeofquestionsaboutthepast (ACHHS083)
Elaborations
l
generatingquestionsaboutthediversityandantiguityofAboriginal andTorresStraitIslanderpeoples,andthenatureofcontactinearly Australia(forexample'Who?''What?''When?''Where?''Why?' questions) posingquestionsaboutexplorers(forexample'Whowerethey? 'Whereweretheyfrom?''Wheredidtheygo?''Whatdidtheydo?') posingquestionsabouttheFirstFleet(forexample'WhydidtheFirst FleettraveltoAustralia?''Whowasonit?''Whatweretheirstories?' 'Whatwasthejourneylike?') identifyingsourcestoinvestigatethestoryoftheFirstFleetandits arrival,suchaspaintings,maps,writtenrecords/accounts
Identifysources(ACHHS216) Analysisanduseofsources Locaterelevantinformationfromsources provided(ACHHS084)
Elaborations
l
findinghistoricalinformationtodeterminethenatureofcolonial settlement,theimpactofsignificanteventsandtheroleof individualsinshapingacolony
Perspectivesandinterpretations Identifydifferentpointsofview(ACHHS085)
Elaborations
l
exploringdifferentstoriesaboutcontactexperiencesandearlypenal lifetodiscoverthethoughtsorfeelingsofthepeopleatthattime(for exampleconvicts,AboriginalandTorresStraitIslanderpeople, convictguards,freesettlers)
Explanationandcommunication Developtexts,particularlynarratives (ACHHS086)
Elaborations
l
listingkeyeventsandpeoplesexperiencesandlinkingthem togethertoformanarrativeaboutthepast recountingtheexperiencesofanindividualbasedonresearched facts(forexampleabiography,diaryorjournalofanavigatoror convictontheFirstFleet) creatingcharts,pictorialstories,maps,digitalandoral presentationstoexplainthepast makingapodcastthatfeaturesastoryfromtheFirstFleet
Usearangeofcommunicationforms(oral, graphic,written)anddigitaltechnologies (ACHHS087)
BytheendofYear4,studentsexplainhowandwhylifechangedinthepast,andidentifyaspectsofthepastthatremained thesame.Theydescribetheexperiencesofanindividualorgroupovertime.Theyrecognisethesignificanceofeventsin bringingaboutchange.
29
History
CurriculumF10
Studentssequenceeventsandpeople(theirlifetime)inchronologicalordertoidentifykeydates.Theyposearangeof questionsaboutthepast.Theyidentifysources(written,physical,visual,oral),andlocateinformationtoanswerthese questions.Theyrecognisedifferentpointsofview.Studentsdevelopandpresenttexts,includingnarratives,usinghistorical terms.
30
History
CurriculumF10
Year5
TheAustralianColonies TheYear5curriculumprovidesastudyofcolonialAustraliainthe1800s.StudentslookatthefoundingofBritishcolonies andthedevelopmentofacolony.Theylearnaboutwhatlifewaslikefordifferentgroupsofpeopleinthecolonialperiod.They examinesignificanteventsandpeople,politicalandeconomicdevelopments,socialstructures,andsettlementpatterns. Thecontentprovidesopportunitiestodevelophistoricalunderstandingthroughkeyconceptsincludingsources,continuity andchange,causeandeffect,perspectives,empathyandsignificance. Theseconceptsmaybeinvestigatedwithinaparticularhistoricalcontexttofacilitateanunderstandingofthepastandto provideafocusforhistoricalinquiries. Thehistorycontentatthisyearlevelinvolvestwostrands:HistoricalKnowledgeandUnderstandingandHistoricalSkills. Thesestrandsareinterrelatedandshouldbetaughtinanintegratedwaytheymaybeintegratedacrosslearningareasand inwaysthatareappropriatetospecificlocalcontexts.Theorderanddetailinwhichtheyaretaughtareprogramming decisions. Aframeworkfordevelopingstudentshistoricalknowledge,understandingandskillsisprovidedbyinquiryquestions throughtheuseandinterpretationofsources.Thekeyinquiryquestionsatthisyearlevelare:
l l l l
WhatdoweknowaboutthelivesofpeopleinAustraliascolonialpastandhowdoweknow? HowdidanAustraliancolonydevelopovertimeandwhy? Howdidcolonialsettlementchangetheenvironment? WhatwerethesignificanteventsandwhowerethesignificantpeoplethatshapedAustraliancolonies?
HistoricalKnowledgeandUnderstanding TheAustralianColonies Reasons(economic,politicalandsocial)forthe establishmentofBritishcoloniesinAustralia after1800.(ACHHK093)

l
Elaborations
l
investigatingthereasonsfortheestablishmentofoneormore Britishcoloniessuchasapenalcolony(forexampleMoretonBay, VanDiemensLand)oracolonythatlaterbecameastate(for exampleWesternAustralia,Victoria)
Thenatureofconvictorcolonialpresence, includingthefactorsthatinfluencedpatternsof development,aspectsofthedailylifeofthe inhabitants(includingAboriginalPeoplesand TorresStraitIslanderPeoples)andhowthe environmentchanged.(ACHHK094)
investigatingcoloniallifetodiscoverwhatlifewaslikeatthattime fordifferentinhabitants(forexampleaEuropeanfamilyandan AboriginalorTorresStraitIslanderLanguagegroup,aconvictand afreesettler,asugarcanefarmerandanindenturedlabourer)in termsofclothing,diet,leisure,paidandunpaidwork,language, housingandchildrens'lives'. mappinglocal,regionalandstate/territoryruralandurban settlementpatternsinthe1800s,andnotingfactorssuchas geographicalfeatures,climate,waterresources,thediscoveryof gold,transportandaccesstoportfacilitiesthatshapedthese patterns investigatingtheimpactofsettlementontheenvironment(for examplecomparingthepresentandpastlandscapeandtheflora andfaunaofthelocalcommunity)
31
History
CurriculumF10
Theimpactofasignificantdevelopmentorevent onacolonyforexample,frontierconflict,thegold rushes,theEurekaStockade,internal exploration,theadventofrail,theexpansionof farming,drought.(ACHHK095)
investigatinganeventordevelopmentandexplainingitseconomic, socialandpoliticalimpactonacolony(forexamplethe consequencesoffrontierconflicteventssuchastheMyallCreek Massacre,thePinjarraMassacretheimpactofSouthSea Islandersonsugarfarmingandthetimberindustrytheimpactof theEurekaStockadeonthedevelopmentofdemocracy) creatingwhatifscenariosbyconstructingdifferentoutcomesfora keyevent,forexampleWhatifPeterLalorhadencouragedgold minerstopayratherthanresistlicencefees? identifyingthereasonswhypeoplemigratedtoAustraliainthe 1800s(forexampleasconvictsassistedpassengersindentured labourerspeopleseekingabetterlifesuchasgoldminersand thosedislocatedbyeventssuchastheIndustrialRevolution,the IrishPotatoFamineandtheHighlandClearances) investigatingtheexperiencesandcontributionsofaparticular migrantgroupwithinacolony(forexampleGermansinSouth Australia,JapaneseinBroome,AfghanCameleersintheNorthern Territory,ChineseatPalmerRiver,PacificIslandersintheTorres Strait) connecting(whereappropriate)storiesofmigrationtostudents ownfamilyhistories investigatingthecontributionorsignificanceofanindividualor grouptotheshapingofacolonyinthe1800s(forexamplegroups suchasexplorersorpastoralistsorindividualssuchasBlaxland, LawsonandWentworth,G.J.Macdonald,ElizabethandJohn Macarthur,CarolineChisholm,SaintMaryMackillop,PeterLalor, JamesUnaipon) exploringthemotivationsandactionsofanindividualorgroupthat shapedacolony
ThereasonspeoplemigratedtoAustraliafrom EuropeandAsia,andtheexperiencesand contributionsofaparticularmigrantgroupwithin acolony.(ACHHK096)
Therolethatasignificantindividualorgroup playedinshapingacolonyforexample, explorers,farmers,entrepreneurs,artists,writers, humanitarians,religiousandpoliticalleaders, andAboriginaland/orTorresStraitIslander peoples.(ACHHK097)
HistoricalSkills Chronology,termsandconcepts Sequencehistoricalpeopleandevents (ACHHS098) Elaborations

l
compilinganannotatedtimelineshowingkeystagesinthe developmentofcolonialAustraliaincludingthedateofEuropean settlementineachstate,thedatethecolonywasestablished,the dateofselfgovernment usinghistoricalterms(suchasthegoldera,theEurekaStockade, theMyallCreekMassacre,colony) understandingthekeyconceptsrelatedtothecontentsuchas settlement,expansion,migration,protection,development,rural, urban)
Usehistoricaltermsandconcepts(ACHHS099)
Elaborations
32
History
CurriculumF10
Identifyquestionstoinformanhistoricalinquiry (ACHHS100)
developingkeyquestionsaboutthelocalcommunityorregion(for example:Whywastheareasettled?Whatpeoplecametolivein thearea?Howdidtheymaketheirliving?Howdidmen,women, andchildrenlive?) usinginternetsearchengines,museums,librarycataloguesand indexestofindmaterialrelevanttoaninquiry(forexampleprimary sourcessuchasstories,songs,diaries,officialdocuments, artworks) understandingtheinternetdomainnamescom,edu,govas indicatorsoftheprovenanceofasource visitingalocalcemeteryandsurveyingthegravestofindclues aboutthepatternsofsettlement,agesandcausesofdeathinthe localarea
Identifyandlocatearangeofrelevantsources (ACHHS101)
Analysisanduseofsources Locateinformationrelatedtoinquiryquestionsin arangeofsources(ACHHS102)
Elaborations
l
findingrelevanthistoricalinformationaboutcolonialAustraliafrom primaryandsecondarysources usingproformasanddatasheetstodevelopquestions,andrecord informationandsources/references examiningtwosourcesofevidencetoidentifysimilaritiesand/or differences,anddescribingwhattheyrevealaboutthepast checkingpublicationdatestoputinformationcontainedinatextin historicalcontext(forexamplea1965Australianhistorybookmay provideadifferentperspectivetoonepublishedin2010)
Compareinformationfromarangeofsources (ACHHS103)
Perspectivesandinterpretations Identifypointsofviewinthepastandpresent (ACHHS104)
Elaborations
l
identifyingthedifferentmotivesandexperiencesofindividualsand groupsinthepast(forexamplethereasonspeoplemigratedto Australiaandtheirdiverseexperiences)
Explanationandcommunication Developtexts,particularlynarrativesand descriptions,whichincorporatesourcematerials (ACHHS105)
Elaborations
l
usingsourcestodevelopnarratives(forexamplereasonsforthe establishmentofcolonies,effectsofkeydevelopmentsandevents oncolonies,theimpactofsignificantgroupsorindividualson development) usingsomeofthelanguagedevicesofnarratives,evocative vocabulary,andliterarysentencestructuresbutusingreal charactersandeventstotelltheirstory creatingvisual,oralorwrittenjournalsreflectingthedailylife experiencesofdifferentinhabitantsofaconvictorcolonial settlement
33
History
CurriculumF10
usingICTtocreatepresentationswhicharesuitableforthetarget audienceandincludetext,imagesand/oraudiovisuals. usingcommunicationtechnologiestoexchangeinformationandto fosteracollaborativeresponse(forexampleawiki)
BytheendofYear5,studentsidentifythecausesandeffectsofchangeonparticularcommunities,anddescribeaspectsof thepastthatremainedthesame.Theydescribethedifferentexperiencesofpeopleinthepast.Theydescribethe significanceofpeopleandeventsinbringingaboutchange. Studentssequenceeventsandpeople(theirlifetime)inchronologicalorder,usingtimelines.Whenresearching,students developquestionstoframeanhistoricalinquiry.Theyidentifyarangeofsourcesandlocateandrecordinformationrelatedto thisinquiry.Theyexaminesourcestoidentifypointsofview.Studentsdevelop,organiseandpresenttheirtexts,particularly narrativesanddescriptions,usinghistoricaltermsandconcepts.
34
History
CurriculumF10
Year6
Australiaasanation TheYear6curriculummovesfromcolonialAustraliatothedevelopmentofAustraliaasanation,particularlyafter1900. StudentsexplorethefactorsthatledtoFederationandexperiencesofdemocracyandcitizenshipovertime.Students understandthesignificanceofAustraliasBritishheritage,theWestminstersystem,andothermodelsthatinfluencedthe developmentofAustraliassystemofgovernment.StudentslearnaboutthewayoflifeofpeoplewhomigratedtoAustralia andtheircontributionstoAustraliaseconomicandsocialdevelopment. Thecontentprovidesopportunitiestodevelophistoricalunderstandingthroughkeyconceptsincludingsources,continuity andchange,causeandeffect,perspectives,empathyandsignificance. Theseconceptsmaybeinvestigatedwithinaparticularhistoricalcontexttofacilitateanunderstandingofthepastandto provideafocusforhistoricalinquiries. Thehistorycontentatthisyearlevelinvolvestwostrands:HistoricalKnowledgeandUnderstandingandHistoricalSkills. Thesestrandsareinterrelatedandshouldbetaughtinanintegratedwaytheymaybeintegratedacrosslearningareasand inwaysthatareappropriatetospecificlocalcontexts.Theorderanddetailinwhichtheyaretaughtareprogramming decisions. Aframeworkfordevelopingstudentshistoricalknowledge,understandingandskillsisprovidedbyinquiryquestions throughtheuseandinterpretationofsources.Thekeyinquiryquestionsatthisyearlevelare:
l l l l
WhyandhowdidAustraliabecomeanation? HowdidAustraliansocietychangethroughoutthetwentiethcentury? WhowerethepeoplewhocametoAustralia?Whydidtheycome? WhatcontributionhavesignificantindividualsandgroupsmadetothedevelopmentofAustraliansociety?
HistoricalKnowledgeandUnderstanding AustraliaasaNation KeyfiguresandeventsthatledtoAustralias Federation,includingBritishandAmerican influencesonAustraliassystemoflawand government.(ACHHK113)

l
Elaborations
l
studyingAustraliaspathtoFederationthroughanexaminationofkey people(forexampleHenryParkes,EdmundBarton,GeorgeReid, JohnQuick)andevents(forexampletheTenterfieldOration,the CorowaConference,thereferendumsheldinthecoloniesfrom 1898to1900) comparingthemodelofAustralianfederalismwiththeoriginal modeloftheUnitedStatesofAmericatoidentifytheUSinfluenceon Australiassystemofgovernment identifyingkeyelementsofAustraliassystemoflawandgovernment andtheirorigins(forexampletheMagnaCartafederalism constitutionalmonarchytheWestminstersystemandtheseparation ofpowerslegislature,executive,judiciarythehousesofparliament howlawsaremade)
35
History
CurriculumF10
ExperiencesofAustraliandemocracyand citizenship,includingthestatusandrightsof Aboriginalpeopleand/orTorresStraitIslanders, migrants,women,andchildren.(ACHHK114)
thelackofcitizenshiprightsforAboriginalPeoplesandTorresStrait IslanderPeoplesinAustralia,illustratedbytheirearlyclassification asfloraandfauna,controlsonmovementandresidence,theforcible removalofchildrenfromtheirfamiliesleadingtotheStolen Generations,andpoorpayandworkingconditions describingthesignificanceofthe1962righttovotefederallyandthe 1967referendum investigatingthestoriesofindividualsorgroupswhoadvocatedor foughtforrightsintwentiethcenturyAustralia(forexampleJack PattenortheAboriginesProgressiveAssociation) investigatingtheexperiencesofdemocracyandcitizenshipof women(forexamplethesuffragettemovement,thebaronmarried womenworking,equalpay,theSexDiscriminationAct1984) investigatingtheexperiencesofdemocracyandcitizenshipof migrantgroups(forexampleinternmentcampsduringWorldWarII assimilationpolicies,antidiscriminationlegislation,mandatory detention,payandworkingconditions) investigatingtheexperiencesofdemocracyandcitizenshipof childrenwhowereplacedinorphanages,homesandother institutions(forexamplethenatureoftheirfoodandshelter, educationandcontactswithfamily) comparingpushandpullfactorsthathavecontributedtopeople migratingtoAustralia(forexampleeconomicmigrantsandpolitical refugees) exploringindividualnarrativesusingprimarysources(forexample letters,documentsandhistoricalobjects)interviewingand recordinganoralhistorydramatisingthejourneyandcircumstances ofarrivalbasedonthesources describingculturalpracticesrelatedtofamilylife,beliefsand customsofnewlyarrivedmigrantgroupsandcomparingthesewith thoseofthecommunitiesinwhichtheysettledwithinAustralia connectingstoriesofmigrationtostudentsownfamilyhistories (whereappropriate) examiningpopulationdatathatshowtheplacesofbirthofAustralias peopleatoneormorepointsoftimeinthepastandtoday,andusing digitaltechnologiestoprocessandrecordthisdata investigatingtheroleofspecificculturalgroupsinAustralias economicandsocialdevelopment(forexamplethecattleindustry, theSnowyMountainsScheme,thepearlingindustry) consideringnotableindividualsinAustralianpubliclifeacrossa rangeoffields(forexamplethearts,science,sport,education), includingAboriginalandTorresStraitIslanderpeople,arangeof culturalandsocialgroups,andwomenandmendrawnfromthe AustralianLivingTreasureslistorfromtheAustralianDictionaryof Biography)
Storiesofgroupsofpeoplewhomigratedto Australia(includingfromONEAsiancountry) andthereasonstheymigrated,suchasWorld WarIIandAustralianmigrationprogramssince thewar.(ACHHK115)
Thecontributionofindividualsandgroups, includingAboriginalpeopleand/orTorresStrait Islandersandmigrants,tothedevelopmentof Australiansociety,forexampleinareassuchas theeconomy,education,science,thearts, sport.(ACHHK116)
HistoricalSkills Chronology,termsandconcepts Elaborations
36
History
CurriculumF10
Sequencehistoricalpeopleandevents. (ACHHS117)
placingkeyevents,ideas,movementsandpeopleofthetwentieth centuryinchronologicalsequence usingtimelinestodescribepasteventsandchanges identifyinganddevelopingatimelineofworldunrestthatcontributed tomigrationinthe1900s(forexampletheWorldWars,theVietnam War,thewarintheformerYugoslavia,theTiananmenSquare massacre,thewarinSudan) usinghistoricaltermsandconceptsrelatedtothecontentsuchas democracy,federation,empire,immigration,heritage, diversity,enfranchisement,suffrage
l l
Usehistoricaltermsandconcepts(ACHHS118)
Historicalquestionsandresearch Identifyquestionstoinformanhistoricalinquiry (ACHHS119)
Elaborations
l
developingkeyquestionsaboutthebirthofAustraliandemocracy andtheexperiencesofcitizenshipforwomen,migrantsand AboriginalandTorresStraitIslanderpeople developingkeyquestionsaboutimmigrationsuchas:Whatwere themainreasonspeoplemigratedtoAustralia?Whomigrated? Wheredidtheycomefrom?Whatimpacthavetheyhadonthe characterofAustraliansociety? usinginternetsearchengines,museums,librarycataloguesand indexestofindmaterialrelevanttoaninquiry identifyingcommunityorfamilymemberswhomigratedtoAustralia andconductinganinterviewtolearnabouttheirexperiences understandingthatdifferentquestionselicitdifferentkindsof answers(forexamplethedifferencebetweenaclosedandopen questionDidyoulikeAustraliawhenyoufirstarrived?compared withHowdidyoufeelaboutAustraliawhenyoufirstarrived?) retrievingcensusdatatoconstructargumentsforandagainst migration
Identifyandlocatearangeofrelevantsources (ACHHS120)
Analysisanduseofsources Locateinformationrelatedtoinquiryquestions inarangeofsources.(ACHHS121)
Elaborations
l
findingrelevanthistoricalinformationinprimaryandsecondary sources(forexamplerelatedtotherightsandstatusofwomenas wellasAboriginalandTorresStraitIslanderpeoplesandthe experiencesofmigrants) usingproformasanddatasheetstodevelopquestionsandrecord informationandsourcesaboutthemovementofpeopletoAustralia inthetwentiethcenturyandtheincreasingculturaldiversityof presentdayAustralia
37
History
CurriculumF10
Compareinformationfromarangeofsources. (ACHHS122)
examiningarangeofsourcesofevidencetoidentifysimilarities and/ordifferencesanddescribingwhattheyrevealaboutthepast (forexamplecomparinginformationinsourcestodetermineviews ontheeffectsofmigrationonthedevelopmentofAustraliansociety) checkingpublicationdatestoputinhistoricalcontexttheinformation containedinthetext(forexamplecomparinga1965Australian historybookanda2010refugeewebsitetoidentifydifferent perspectives)
Perspectivesandinterpretations Identifypointsofviewinthepastandpresent (ACHHS123)
Elaborations
l
analysingthelanguageusedinsourcestoidentifyvaluesand attitudes(forexamplenewAustralians,boatpeople) analysingsourcestoidentifypersuasivetechniquessuchas modality(forexamplewould,could,may,might)andtheuseof thepassivevoicetocoveralackofsources(forexampleitis claimedthatratherthantheactivevoiceTimFlanneryclaimsthat...)
Explanationandcommunication Developtexts,particularlynarrativesand descriptions,whichincorporatesource materials(ACHHS124)
Elaborations
l
developingnarrativesbasedoninformationidentifiedfromarange ofsources(usingsomeofthelanguagedevicesofnarratives, evocativevocabulary,andliterarysentencestructuresbutusingreal charactersandeventstotelltheirstory) combiningliteraryandinformationallanguage(forexample StandingonacoldwindypierinKythera,Dimitriwavedgoodbyeto hiscryingmother.)evocativelanguageandcomplexnarrative structuresandfactualvocabularyandsimpleandcompound sentencestructures(forexampleItwas1956andGreecewas recoveringfromalongcivilwar.) composinghistoricaltexts(forexampleinformationreports, expositorytexts,persuasivetexts,recounts,biographies) developingcharts,graphs,tables,digitalpresentations,writtenand oralpresentationstoexplainthepastusingICTs. creatingadigitalstory,usingtext,imagesandaudio/visualmaterial, torecordmigrantexperiences
BytheendofYear6,studentsidentifychangeandcontinuityanddescribethecausesandeffectsofchangeonsociety.They comparethedifferentexperiencesofpeopleinthepast.Theyexplainthesignificanceofanindividualandgroup. Studentssequenceeventsandpeople(theirlifetime)inchronologicalorder,andrepresenttimebycreatingtimelines.When researching,studentsdevelopquestionstoframeanhistoricalinquiry.Theyidentifyarangeofsourcesandlocateand compareinformationtoanswerinquiryquestions.Theyexaminesourcestoidentifyanddescribepointsofview.Students developtexts,particularlynarrativesanddescriptions.Indevelopingthesetextsandorganisingandpresentingtheir information,theyusehistoricaltermsandconceptsandincorporaterelevantsources.
38
History
CurriculumF10
Year7
TheAncientWorld TheYear7curriculumprovidesastudyofhistoryfromthetimeoftheearliesthumancommunitiestotheendoftheancient period,approximately60000BC(BCE)c.650AD(CE).Itwasaperioddefinedbythedevelopmentofculturalpracticesand organisedsocieties.Thestudyoftheancientworldincludesthediscoveries(theremainsofthepastandwhatweknow)and themysteries(whatwedonotknow)aboutthisperiodofhistory,inarangeofsocietiesincludingAustralia,Egypt,Greece, Rome,ChinaandIndia. Thecontentprovidesopportunitiestodevelophistoricalunderstandingthroughkeyconcepts,includingevidence,continuity andchange,causeandeffect,perspectives,empathy,significanceandcontestability.Theseconceptsmaybe investigatedwithinaparticularhistoricalcontexttofacilitateanunderstandingofthepastandtoprovideafocusforhistorical inquiries. Thehistorycontentatthisyearlevelinvolvestwostrands:HistoricalKnowledgeandUnderstandingandHistoricalSkills. Thesestrandsareinterrelatedandshouldbetaughtinanintegratedwayandinwaysthatareappropriatetospecificlocal contexts.Theorderanddetailinwhichtheyaretaughtareprogrammingdecisions. Aframeworkfordevelopingstudentshistoricalknowledge,understandingandskillsisprovidedbyinquiryquestions throughtheuseandinterpretationofsources.Thekeyinquiryquestionsatthisyearlevelare:
l l l l
Howdoweknowabouttheancientpast? Whyandwheredidtheearliestsocietiesdevelop? Whatemergedasthedefiningcharacteristicsofancientsocieties? Whathavebeenthelegaciesofancientsocieties?
HistoricalKnowledgeandUnderstanding Overview Thefollowingcontentistobetaughtaspartofanoverviewforthehistoricalperiod.Itisnotintendedtobetaughtindepth. Anoverviewwillconstituteapproximately10%ofthetotalteachingtimefortheyear.Overviewcontentidentifiesimportant featuresoftheperiod,approximately60000BC(BCE)c.650AD(CE),aspartofanexpansivechronologythathelps studentsunderstandbroadpatternsofhistoricalchange.Assuch,theoverviewprovidesthebroadercontextforthe teachingofdepthstudycontentandcanbebuiltintovariouspartsofateachingandlearningprogram.Thismeansthat overviewcontentcanbeusedtogivestudentsanintroductiontothehistoricalperiodtomakethelinkstoandbetween thedepthstudiesandtoconsolidateunderstandingthroughareviewoftheperiod. Overviewcontentfortheancientworld(Egypt,Mesopotamia,Persia,Greece,Rome,India,ChinaandtheMaya)includes thefollowing: thetheorythatpeoplemovedoutofAfricaaround60000BC(BCE)andmigratedtootherpartsoftheworld,including Australia.
l
usingamaptodescribethepatternofmovementofhumansoutofAfricaandacrossothercontinentsovertime, andlookingatthetypesofevidenceofthesemovements(forexamplestonetools,humanremainsandcave paintings)
theevidencefortheemergenceandestablishmentofancientsocieties(includingart,iconography,writingtoolsand pottery)
39
History
CurriculumF10
exploringanearlyexampleofart(forexamplethe17000BCEgreatbullpaintingsfromtheLascauxCaveinFrance) anddiscussingwhytheymayhavebeenpainted discussingtheevolvingnatureoftheevidenceinthisperiod,whichshowsincreasinglysophisticatedformsof technology(forexamplethetransitionfrommakingtoolsoutofstone,boneandwoodtometalworking) identifyingsourcesofevidencefortheemergenceoforganisedstates(forexampletheCuneiformscriptphonetic writingoftheSumeriansc.3500BCEtheancientlawcodeofHammurabiclaytabletsfromancientBabylonc.1790 BCEartefactsfoundinthetombsatUrSumerc.2500BCE,whichindicatethepresenceofeitherroyaltyor priestessespotteryshardsandfragmentsdiscoveredinPalestinemadeofmudfromtheRiverNileinEgyptas evidenceoftrade
keyfeaturesofancientsocieties(farming,trade,socialclasses,religion,ruleoflaw)
l
exploringwhytheshiftfromhuntingandforagingtocultivation(andthedomesticationofanimals)ledtothe developmentofpermanentsettlements identifyingthemajorcivilisationsoftheancientworld(namelyEgypt,Mesopotamia,Persia,Greece,Rome,India, ChinaandtheMaya)whereandwhentheyexisted,andtheevidenceforcontactbetweenthem locatingthemajorcivilisationsoftheancientworldonaworldmapandusingatimelinetoidentifythelongevityof eachancientcivilisation identifyingthemajorreligions/philosophiesthatemergedbytheendoftheperiod(Hinduism,Judaism,Buddhism, Confucianism,Christianity,Islam),andtheirkeybeliefs(throughgroupwork)
Depthstudies Therearethreedepthstudiesforthishistoricalperiod.Foreachdepthstudy,thereareuptothreeelectivesthatfocuson aparticularsociety,event,movementordevelopment.ItisexpectedthatONEelectivewillbestudiedindetail.Adepth studyelectivewillconstituteapproximately30%ofthetotalteachingtimefortheyear.Thecontentineachdepthstudy electiveisdesignedtoallowdetailedstudyofspecificaspectsofthishistoricalperiod.Aspartofateachingandlearning program,depthstudycontentcanbeintegratedwiththeoverviewcontentand/orwithotherdepthstudyelectives.
1Investigatingtheancientpast
Elaborations
Studentsbuildonandconsolidatetheirunderstandingofhistoricalinquiryfrompreviousyearsindepth,usingarangeof sourcesforthestudyoftheancientpast. Investigatingtheancientpast Howhistoriansandarchaeologistsinvestigate history,includingexcavationandarchival research(ACDSEH001)

l l
identifyingdifferentapproachestohistoricalinvestigationsuchas theuseofexcavationandstratigraphy,oralhistoryanduseofdata derivedfromradiocarbondating
Therangeofsourcesthatcanbeusedinan historicalinvestigation,includingarchaeological andwrittensources(ACDSEH029)
listingarangeofsources(botharchaeologicalandwritten) requiredinanhistoricalinvestigationtodeveloparesponsetothe question(s)beingasked
40
History
CurriculumF10
Themethodsandsourcesusedtoinvestigateat leastONEhistoricalcontroversyormysterythat haschallengedhistoriansorarchaeologists, suchasintheanalysisofunidentifiedhuman remains(ACDSEH030)
evaluatingvariousmethodsforinvestigatingtheancientpast,for examplestratigraphytodatediscoveriesDNAtestingtoidentify pastindividualsfromtheirremains(suchasEgyptianmummies) aswellascommondiseases usingacrosssectionaldrawingoftheearthssurfacefroman archaeologicalexcavationtoidentifytheevidencelocatedat variouslayers(stratigraphy)andwhatitrevealsaboutchange overtime(forexampleacharcoallayercontaininghuman remainsandweaponsmayindicatethecaptureanddestruction ofanancientsettlementsuchasTroy) investigatingthediscoveryofMungoWomanin1969andtheuse ofradiocarbondatingtodrawconclusionsaboutthelongevityof humanoccupationatLakeMungo generatingarangeofquestionstoinvestigateasource(for exampleashellmiddeninancientAustraliawhereitwasfound, howlongitwasusedfor,whatitrevealsabouttechnologyandthe useofenvironmentalresources) investigatingworldheritagecriteriaforthelistingofsignificant ancientsites,usinganexampleofanancientsitesuchas Pompeii explainingtheUNESCOledrescuemissiontosavethetemples ofAbuSimbel
ThenatureofthesourcesforancientAustralia andwhattheyrevealaboutAustraliaspastinthe ancientperiod,suchastheuseofresources (ACDSEH031)
Theimportanceofconservingtheremainsofthe ancientpast,includingtheheritageofAboriginal andTorresStraitIslanderPeoples. (ACDSEH148) 2TheMediterraneanworld
Elaborations
StudentsinvestigateONEoftheseMediterraneansocietiesindepth:EgyptorGreeceorRome. Egypt ThephysicalfeaturesofancientEgypt(suchas theRiverNile)andhowtheyinfluencedthe civilisationthatdevelopedthere(ACDSEH002)

l l
describingtheimportanceoftheRiverNiletoEgyptiansociety(for exampleinundationandfarming,theworshipofHapi(godofthe Nile),andtheuseoftheNileasameansoftransportation)
RolesofkeygroupsinancientEgyptiansociety (suchasthenobility,bureaucracy,women, slaves),includingtheinfluenceoflawand religion(ACDSEH032)
creatingagraphicrepresentationofthesocialstructureof Egyptiansociety outliningtherightsofwomen(forexampleintheareasof marriage,familylife,workandeducation)andtheir responsibilities(thatis,generallylimitedtothehomeandfamily) investigatingsignificantbeliefsassociatedwithdeathand funerarycustoms(forexamplebeliefinanafterlife)andpractices (forexampleburialintombsandtechniquesofmummification) generatingalternativeexplanationsforthebuildingofthe pyramidsatGiza
Thesignificantbeliefs,valuesandpracticesof theancientEgyptians,withaparticularemphasis onONEofthefollowingareas:everydaylife, warfare,ordeathandfunerarycustoms (ACDSEH033)
41
History
CurriculumF10
Contactsandconflictswithinand/orwithother societies,resultingindevelopmentssuchasthe conquestofotherlands,theexpansionoftrade, andpeacetreaties(ACDSEH034)
explainingthenatureofcontactwithothersocieties(forexample tradewithCyprus,CreteandGreece)andconflict(forexample theBattleofKadeshintheNewKingdomthatconcludedwith RamesesIIspeacetreatywiththeHittites)
Theroleofasignificantindividualinancient EgyptianhistorysuchasHatshepsutor RamesesII(ACDSEH129) OR Greece ThephysicalfeaturesofancientGreece(suchas itsmountainouslandscape)andhowthey influencedthecivilisationthatdevelopedthere (ACDSEH003)
examiningthehistoricalcontext,earlylifeandachievementsofa significanthistoricalfigurefromancientEgypt,andhowtheywere perceivedbytheircontemporaries
describingtheimpactoftheseaandmountainrangesofAncient Greeceonthedevelopmentofselfgoverningcitystates
RolesofkeygroupsinAthenianand/orSpartan society(suchascitizens,women,slaves), includingtheinfluenceoflawandreligion (ACDSEH035)
examiningevidenceofthesocialstructureofAthenianorSpartan society(forexampletherolesofcitizens,women,slavesin AtheniansocietyandtherolesofSpartiates,PerioikoiandHelots inSpartansociety) outliningtherightsofcitizensinancientAthens(forexamplethe righttovote),theirresponsibilities(forexamplemilitaryservice, attendingassemblymeetings)andtheinventionoffreedom investigatingthesignificantbeliefs,valuesandpracticesofthe ancientGreeks(forexampletheOlympicGamesortheDelphic Oracle) investigatingsignificantbeliefsandvaluesassociatedwith warfare(forexampleheroicidealsasrevealedintheIliad)and militarypractices(forexamplearmyorganisation,thehoplite phalanxandnavalwarfare) explainingthenatureofcontactwithothersocieties(forexample thecommoditiesthatformedthetradewithEgypt,Greek colonisationoftheMediterranean),andconflict(forexamplethe PersianWarsandtheBattleofSalamis,theempireofAlexander theGreatandthereachofGreekculture)
Thesignificantbeliefs,valuesandpracticesof theancientGreeks,withaparticularemphasis onONEofthefollowingareas:everydaylife, warfare,ordeathandfunerarycustoms (ACDSEH036)
Contactsandconflictswithinand/orwithother societies,resultingindevelopmentssuchasthe expansionoftrade,colonisationandwar(such asthePeloponnesianandPersianwars) (ACDSEH037)
Theroleofasignificantindividualinancient GreekhistorysuchasLeonidasorPericles (ACDSEH130) OR
examiningthehistoricalcontext,earlylifeandachievementsofa significanthistoricalfigurefromancientGreece,andhowthey wereperceivedbytheircontemporaries
42
History
CurriculumF10
Rome ThephysicalfeaturesofancientRome(suchas theRiverTiber)andhowtheyinfluencedthe civilisationthatdevelopedthere.(ACDSEH004)

l l
describingthemethodsusedbytheRomanstomanage resources(forexamplethewatersupplythroughaqueductsand plumbingsystems)
RolesofkeygroupsinancientRomansociety (suchaspatricians,plebeians,women,slaves), includingtheinfluenceoflawandreligion. (ACDSEH038)
examiningtheevidenceofthesocialstructureofRomansociety (forexampletherolesofpatricians,plebeians,womenand slavesinthecityofRome)andtheideaofRepublicanvirtueand itshistoricalresonance describingthesignificanceofslaveryintheperiodoftheRoman Empire(forexampletheacquisitionofslavesthroughwarfare,the useofslavesasgladiatorsandagriculturallabourers,andthe riseoffreedmen) investigatingsignificantbeliefsassociatedwithdailylife(for exampletheevidenceofhouseholdreligion)andpractices(for exampletheuseofpublicamenitiessuchasbaths,andthe formsofentertainmentintheatresandamphitheatres)
Thesignificantbeliefs,valuesandpracticesof theancientRomans,withaparticularemphasis onONEofthefollowingareas:everydaylife, warfare,ordeathandfunerarycustoms. (ACDSEH039)
Contactsandconflictswithinand/orwithother societies,resultingindevelopmentssuchasthe expansionoftrade,theriseoftheRomanempire (includingitsmaterialremains),andthespread ofreligiousbeliefs(ACDSEH040)
describingthefurthestextentoftheRomanEmpireandthe influenceofforeigncultsonRomanreligiousbeliefsand practices(forexamplethePantheonofGods(Greece),Isis (Egypt)andMithras(Persia) readingaccountsofcontactsbetweenRomeandAsiansocieties intheancientperiod(forexamplethevisitofChineseandIndian envoystoRomeinthetimeofAugustus,asdescribedbythe RomanhistorianFlorus) examiningthehistoricalcontext,earlylifeandachievementsofa significanthistoricalfigurefromancientRome,andhowtheywere perceivedbytheircontemporaries
Theroleofasignificantindividualinancient RomeshistorysuchasJuliusCaesaror Augustus(ACDSEH131) 3TheAsianworld
Elaborations
StudentsinvestigateONEoftheseAsiansocietiesindepth:ChinaorIndia India ThephysicalfeaturesofIndia(suchasfertile riverplains)andhowtheyinfluencedthe civilisationthatdevelopedthere(ACDSEH006)

l l
describinghowharmoniousrelationshipswiththenaturalworld werereflectedinIndianbeliefsystems(forexampleHinduism, BuddhismandJainism) creatingagraphicrepresentationoftheextentofIndiaasa politicalunitatthistime,includingforexampleitsdiverseclimatic andgeographicalfeatures,typesandlocationoffoodproduction, areasofhighandlowdensitypopulation
43
History
CurriculumF10
RolesofkeygroupsinIndiansocietyinthis period(suchaskings,emperors,priests, merchants,peasants),includingtheinfluenceof lawandreligion.(ACDSEH044)
creatingagraphicrepresentationofthesocialstructureofIndian society explainingthesocialstructureofIndia,includingtheroleof Brahminspriests,teachersKshatriyaskings,warriors Vaishyasmerchants,artisansShudraslabourers,peasants investigatingthesignificantbeliefs,valuesandpracticesofIndian societyassociatedwithforexample,ritesofpassageforboysand menritesofpassageforgirlsandwomenmarriagerites(for example,theroleofthefamily,religiousceremonies). investigatingthesignificantbeliefs,valuesandpracticesofIndian societyassociatedwithdeathandfunerarycustoms(forexample cremation,theuseofprofessionalmourners,theconstructionof stupas) examiningtheextentofIndiancontactwithothersocietiessuch asthePersiansunderCyrus,theMacedoniansunderAlexander theextensivetradewiththeRomansandChinesethematerial remainsoftheMauryanEmpiresuchasthePillarsofAshokaand theBarabarCavesthespreadofHinduismandBuddhism
Thesignificantbeliefs,valuesandpracticesof Indiansociety,withaparticularemphasison ONEofthefollowingareas:everydaylife,warfare, ordeathandfunerarycustoms(ACDSEH045)
Contactsandconflictswithinand/orwithother societies,resultingindevelopmentssuchasthe expansionoftrade,theriseoftheMauryan Empire(includingitsmaterialremains),andthe spreadofphilosophiesandbeliefs (ACDSEH046)
TheroleofasignificantindividualinIndian historysuchasChandraguptaMauryaorAshoka (ACDSEH133) OR China ThephysicalfeaturesofChina(suchasthe YellowRiver)andhowtheyinfluencedthe civilisationthatdevelopedthere(ACDSEH005)
examiningthehistoricalcontext,earlylifeandachievementsofa significanthistoricalfigurefromIndiainthisperiod,andhowthey wereperceivedbytheircontemporaries
describingthesignificanceoftheYellowRivertoirrigationandthe impactoffeaturessuchastheHimalayasoncontactswithother societies,includingtrade
RolesofkeygroupsinChinesesocietyinthis period(suchaskings,emperors,scholars, craftsmen,women),includingtheinfluenceof lawandreligion.(ACDSEH041)
creatingagraphicrepresentationofthesocialstructureof Chinesesociety outliningtherightsandresponsibilitiesofwomen(forexamplein theareasofmarriage,familylife,workandeducation)
Thesignificantbeliefs,valuesandpracticesof Chinesesociety,withaparticularemphasison ONEofthefollowingareas:everydaylife,warfare, ordeathandfunerarycustoms(ACDSEH042)
investigatingthesignificantbeliefs,valuesandpracticesof Chinesesocietyassociatedwithdailylife(forexampleirrigation andthepracticeofagriculture,theteachingsofConfucius,the evidenceofdailylifefromtheHantombs)
44
History
CurriculumF10
Contactsandconflictswithinand/orwithother societies,resultingindevelopmentssuchasthe expansionoftrade,theriseofImperialChina (includingitsmaterialremains),andthespread ofphilosophiesandbeliefs(ACDSEH043)
explainingtheriseofimperialChina(forexampletheuseof chariotwarfareandtheadoptionofmassinfantryarmies,the buildingofthefirstphaseoftheGreatWallofChina,military strategiesascodifiedinSunTzusTheArtofWar)
Theroleofasignificantindividualinancient ChinesehistorysuchasConfuciusorQinShi Huang(ACDSEH132)
examiningthehistoricalcontext,earlylifeandachievementsofa significanthistoricalfigurefromChinainthisperiod,andhowthey wereperceivedbytheircontemporaries
HistoricalSkills Chronology,termsandconcepts Sequencehistoricalevents,developments andperiods(ACHHS205)

l
Elaborations
l
identifyingtheapproximatebeginningandenddatesofancientsocieties andtheperiodsoftimewhentheycoexisted
Usehistoricaltermsandconcepts (ACHHS206)
definingandusingtermssuchasBC(BeforeChrist),AD(AnnoDomini), BCE(BeforeCommonEra),andCE(CommonEra)prehistory(before theperiodoftextualrecording)andhistory(theperiodbeginningwith namedindividualsandtextualrecording) definingandusingconceptssuchasslavery,divineright,source(where ahistorianfindsinformation)andevidence(theinformationthatisused bythehistorian)
Historicalquestionsandresearch Identifyarangeofquestionsaboutthepast toinformahistoricalinquiry(ACHHS207)
Elaborations
l
posingakeyquestionsuchas:HowwerethepyramidsatGizabuilt? andunderstandingthattheremaynotbeadefinitiveansweridentifying relatedquestionstoinformtheinquiryincluding:Whatevidenceis there?Whattheorieshavebeendeveloped? posingquestionsofsourcessuchas:Wheredoesitcomefrom?How doweknow?Whatinformationdoesitprovide?Whatothersources mightbeneeded? identifyingstepsintheresearchprocess(forexampleidentifying informationneeded,locatingthatinformation,recordingrelevant informationfromsources) compilingalistofdifferentsources(forexamplepapyrusscrolls,coins, statues,humanremains) usingwebsearchtechniquestorefineasearchforinformation/images relatedtoahistoricsite(forexampleuseofplacenames,datesand searchwordssuchasphotogallery) identifyinginformationwithinasourcethatcanbeusedasevidenceto supportaninterpretation
Identifyandlocaterelevantsources,using ICTandothermethods(ACHHS208)
Analysisanduseofsources
Elaborations
45
History
CurriculumF10
Identifytheoriginandpurposeofprimary andsecondarysources(ACHHS209)
discussingthedifficultiesinidentifyingtheoriginandpurposeofsome sources(forexampletheKimberleyBradshawpaintings) respondingtoquestionsaboutphotographs,artefacts,stories,buildings andothersourcestoexplainthepastsuchas:Whowrote/produced this?When?Why?Whatdoesitshowaboutthepast? differentiatingbetweenprimarysources(thosefromthetimeofthe event/person/sitebeinginvestigated)andsecondarysources(thosethat representlaterinterpretations) creatingcategories(thatis,concepts)withwhichtoorganiseinformation obtainedfromsources identifyingarangeofarchaeologicalsources(forexamplethephysical remainsoftheColosseum,gladiatorialequipmentsuchashelmets, mosaicsshowinggladiatorialcombat,writtenaccountsofwhat happenedintheColosseum) recognisingthat,whileevidencemaybelimitedforaparticulargroupof people,suchevidencecanprovideusefulinsightsintothepower structuresofasociety distinguishingbetweenafact(forexamplesomegladiatorswore helmets)andanopinion(forexampleallgladiatorswerebrave) usingstrategiestodetectwhetherastatementisfactoropinion, includingwordchoicesthatmayindicateanopinionisbeingoffered(for exampletheuseofconditionals'might','could',andotherwordssuchas 'believe','think','suggests')
Locate,compare,selectanduse informationfromarangeofsourcesas evidence(ACHHS210)
Drawconclusionsabouttheusefulnessof sources(ACHHS211)
Perspectivesandinterpretations Identifyanddescribepointsofview, attitudesandvaluesinprimaryand secondarysources(ACHHS212)
Elaborations
l
identifyingthepossiblemeaningofimagesandsymbolsinprimary sources identifyingtheperspectiveinahistoricalsource,suchasthesayingof Confuciusthat,womenandunderlingsareespeciallydifficulttohandle anddiscussingthevaluesandattitudesofthesocietythatproducedit
Explanationandcommunication Developtexts,particularlydescriptionsand explanationsthatuseevidencefroma rangeofsourcesthatareacknowledged (ACHHS213)
Elaborations
l
outliningthesignificanceofapastevent,providingreasonsfortheevent andreferringtorelevantevidence describingthesocialstructureoftheancientsociety,usingevidence fromsourcessuchasartworkandwrittenaccounts
creatinganaudiovisualpresentation,usingICT,torecreateandshow thespecificfeaturesofanancientbattle,temple,pyramidcomplexor burialsite
46
History
CurriculumF10
BytheendofYear7,studentssuggestreasonsforchangeandcontinuityovertime.Theydescribetheeffectsofchangeon societies,individualsandgroups.Theydescribeeventsanddevelopmentsfromtheperspectiveofdifferentpeoplewholived atthetime.Studentsexplaintheroleofgroupsandthesignificanceofparticularindividualsinsociety.Theyidentifypast eventsanddevelopmentsthathavebeeninterpretedindifferentways. Studentssequenceeventsanddevelopmentswithinachronologicalframework,usingdatingconventionstorepresentand measuretime.Whenresearching,studentsdevelopquestionstoframeanhistoricalinquiry.Theyidentifyandselectarange ofsourcesandlocate,compareanduseinformationtoanswerinquiryquestions.Theyexaminesourcestoexplainpointsof view.Wheninterpretingsources,theyidentifytheiroriginandpurpose.Studentsdeveloptexts,particularlydescriptionsand explanations.Indevelopingthesetextsandorganisingandpresentingtheirfindings,theyusehistoricaltermsandconcepts, incorporaterelevantsources,andacknowledgetheirsourcesofinformation.
47
History
CurriculumF10
Year8
TheAncienttotheModernWorld TheYear8curriculumprovidesstudyofhistoryfromtheendoftheancientperiodtothebeginningofthemodernperiod, c.650AD(CE)1750.Thiswaswhenmajorcivilisationsaroundtheworldcameintocontactwitheachother.Social, economic,religious,andpoliticalbeliefswereoftenchallengedandsignificantlychanged.Itwastheperiodwhenthemodern worldbegantotakeshape. Thecontentprovidesopportunitiestodevelophistoricalunderstandingthroughkeyconcepts,includingevidence,continuity andchange,causeandeffect,perspectives,empathy,significanceandcontestability.Theseconceptsmaybe investigatedwithinaparticularhistoricalcontexttofacilitateanunderstandingofthepastandtoprovideafocusforhistorical inquiries. Thehistorycontentatthisyearlevelinvolvestwostrands:HistoricalKnowledgeandUnderstandingandHistoricalSkills. Thesestrandsareinterrelatedandshouldbetaughtinanintegratedwayandinwaysthatareappropriatetospecificlocal contexts.Theorderanddetailinwhichtheyaretaughtareprogrammingdecisions. Aframeworkfordevelopingstudentshistoricalknowledge,understandingandskillsisprovidedbyinquiryquestions throughtheuseandinterpretationofsources.Thekeyinquiryquestionsatthisyearlevelare:
l l l l
Howdidsocietieschangefromtheendoftheancientperiodtothebeginningofthemodernage? Whatkeybeliefsandvaluesemergedandhowdidtheyinfluencesocieties? Whatwerethecausesandeffectsofcontactbetweensocietiesinthisperiod? Whichsignificantpeople,groupsandideasfromthisperiodhaveinfluencedtheworldtoday?
HistoricalKnowledgeandUnderstanding Overview Thefollowingcontentistaughtaspartofanoverviewforthehistoricalperiod.Itisnotintendedtobetaughtindepth.An overviewwillconstituteapproximately10%ofthetotalteachingtimefortheyear.Overviewcontentidentifiesimportant featuresoftheperiod,c.650AD(CE)1750,aspartofanexpansivechronologythathelpsstudentsunderstandbroad patternsofhistoricalchange.Assuch,theoverviewprovidesthebroadercontextfortheteachingofdepthstudycontent andcanbebuiltintovariouspartsofateachingandlearningprogram.Thismeansthatoverviewcontentcanbeusedto givestudentsanintroductiontothehistoricalperiodtomakethelinkstoandbetweenthedepthstudiesandto consolidateunderstandingthroughareviewoftheperiod. Overviewcontentfortheancienttomodernworld(Byzantine,Celtic,AngloSaxon,Viking,Ottoman,Khmer,Mongols,Yuan andMingdynasties,Aztec,Inca)includesthefollowing: thetransformationoftheRomanworldandthespreadofChristianityandIslam
l
recognisinghowrelationsbetweentheIslamicandWesternworldswerecharacterisedbybothpeacefulcoexistence (trade)andconflictduringthisperiod(theCrusades) discussingBritainaftertheendoftheRomanoccupationtheAngloSaxonkingdomsOldEnglishandthe foundationsofmodernEnglishBeowulfandarchaeologyAngloSaxoninstitutionsandtherootsofmedieval parliament
keyfeaturesofthemedievalworld(feudalism,traderoutes,voyagesofdiscovery,contactandconflict)
48
History
CurriculumF10
describingbeliefsabouttheworldandthevoyagesofdiscovery(EuropeanandAsian),thenatureofthevoyagesand theredrawingofthemapoftheworld locatingthemajortradingroutes(includingtheMediterraneantheSilkRoadthesearoutebetweenChina,Indiaand theeastcoastofAfricaandtheColumbianExchange)onamapandidentifyingthenatureofthetrade/contact(for examplealongtheSilkRoadslaves,spices,silk,glassware,spreadofknowledgeanddiseases) identifyingthemajorcivilisationsoftheperiod(Byzantine,Celtic,AngloSaxon,Viking,Ottoman,Khmer,Mongols, YuanandMingdynasties,Aztec,Inca)whereandwhentheyexistedandtheirextent(forexampletheVikingsthrough Europe,theMongolsacrossEurasia,andSpainintheAmericas) explainingthesignificanceoflandownershipinthepracticeoffeudalismandthenatureoffeudalisminEurope(for exampleknights)andJapan(forexamplesamurai)
theemergenceofideasabouttheworldandtheplaceofpeopleinitbytheendoftheperiod(suchastheRenaissance, theScientificRevolutionandtheEnlightenment).
l
discussingtheextentofknowledgeabouttheworldasindicatedthroughchangingworldmaps(forexampletheDa MingHunYiTuworldmap(1389CE)andtheNovaTotiusTerrarumOrbisbyHendrikHondius(1630)
Depthstudies Therearethreedepthstudiesforthishistoricalperiod.Foreachdepthstudy,thereareuptofourelectivesthatfocusona particularsociety,event,movementordevelopment.ItisexpectedthatONEelectivewillbestudiedindetail.Adepthstudy willconstituteapproximately30%ofthetotalteachingtimefortheyear.Thecontentineachdepthstudyelectiveis designedtoallowdetailedstudyofspecificaspectsofthishistoricalperiod.Aspartofateachingandlearningprogram, depthstudycontentcanbeintegratedwiththeoverviewcontentand/orwithotherdepthstudyelectives.
1TheWesternandIslamicWorld
Elaborations
StudentsinvestigateONEofthesesocieties/empiresfromtheWesternorIslamicworldindepth:theVikingsorMedieval EuropeortheOttomanEmpireorRenaissanceItaly. TheOttomanEmpire(c.1299c.1683) ThewayoflifeintheOttomanEmpire(social,cultural, economicandpoliticalfeatures)andtherolesand relationshipsofdifferentgroupsinsociety (ACDSEH009)

l l
describingthewayoflifeofpeopleintheOttomanEmpire(for exampletheroleofthecoffeehouseandbazaaror marketplace,thepowerandresponsibilityoftheSultanto ensurethatjusticewasservedwithinsociety)
Significantdevelopmentsand/orcultural achievementsthatreflectthepowerandinfluenceof theOttomanEmpire,suchasthefallof Constantinoplein1453AD(CE),artandarchitecture. (ACDSEH053)
describingOttomanartandarchitecture(forexamplethe SelimiyeMosqueinthecityofEdirneinTurkey,andIslamic geometricdesign)
49
History
CurriculumF10
Relationshipswithsubjectpeoples,includingthe policyofreligioustolerance(ACDSEH054)
outliningthemilletsystemthatregardednonMuslimpeople assubjects,butasnotbeingsubjecttoMuslimlaw explainingthetoleranceoftheOttomanstowardsChristians andJews investigatingtheachievementsofindividuals(forexample SelimIinestablishingtheempireandcapturingJerusalem orSuleimantheMagnificentinexpandingtheempireto BelgradeinEurope)
TheroleofsignificantindividualssuchasSelimIor SuleimantheMagnificentinmaintainingthestrength andinfluenceoftheOttomanEmpire(ACDSEH055) OR RenaissanceItaly(c.1400c.1600) ThewayoflifeinRenaissanceItaly(social,cultural, economicandpoliticalfeatures)andtherolesand relationshipsofdifferentgroupsinsociety (ACDSEH010)
describingthewayoflifeofpeopleinRenaissanceItaly(for exampletheroleofmenintendingthefieldsormerchant shops,theinfluenceofgovernmentinparticularcitystates, forexampleNaplesamonarchy,Florencearepublic)
Significantdevelopmentsand/orcultural achievementsthatreflecttheconcentrationofwealth andpowerinthecitystates,suchasartandlearning (ACDSEH056)
describingtheworkofLeonardoDaVinciforexamplehis artworks(theMonaLisaandTheLastSupper)and inventions(arudimentaryhelicopterandsolarpower)the workofMichelangelo(forexampletheSistineChapel paintings,David,Pieta)thethinkingofCopernicus(for exampleastronomyseeingthesunasthecentreofthe universe)andtheinventionoftheprintingpress investigatinglearningintheRenaissanceperiod(for examplehumanism,astrology,alchemy,theinfluenceof ancientGreeceandRome) explainingtheinfluenceoftheMedicifamilyinFlorenceas bankersandmerchants,andtheirpatronageofthearts
RelationshipsbetweenrulersandruledinONE ItaliancitystatesuchasFlorenceorNaples (ACDSEH057)
Theroleandachievementsofsignificantindividuals suchasLucreziaBorgia,Galileo,LeonardodaVinci, NiccoloMachiavelli(ACDSEH058) ThespreadofRenaissanceculturetotherestof Europe,anditslegacy(ACDSEH059) OR TheVikings(c.790c.1066)
investigatingtheachievementsofGalileo(forexample improvementsinthetelescopeandhisastronomical observations)
outliningthespreadofRenaissanceculturetoEngland(for exampletheriseofliteraturethroughShakespeare)
50
History
CurriculumF10
ThewayoflifeinVikingsociety(social,cultural, economicandpoliticalfeatures)andtherolesand relationshipsofdifferentgroupsinsociety (ACDSEH007)
locatingVikinglandsinScandinavia(Denmark,Norwayand Sweden) describingthewayoflifeoftheVikings(forexamplelivingina coldandharshenvironmenttheimportanceoffarmingand raidsthesignificanceofhonourinVikingwarriorsociety) describingVikingcraftwithparticularemphasisonthe productionofweapons(forexampleswords,battleaxesand helmets) outliningthekeyroleofgodssuchasOdin,Thor,Freyand FreyjainVikingreligionandtheadoptionofChristianity duringtheVikingperiod investigatingtheconstructionoflongboatsandtheirrolein exploration,includinginnovationsinkeelandsaildesign. describingevidenceofVikingtradebetweenRussia(Kiev) andtheeast(throughConstantinople) explainingtheattacksonmonasteries,forexample Lindisfarne(793CE)andIona(795CE)andreviewingthe writtenaccountsbymonksthatcontributedtotheVikings' reputationforpillageandviolence thesurvivalofaheroicIronAgesocietyinEarlyMedieval Ireland,asdescribedinthevernacularepics,andits transformationbythespreadofChristianitytheinfluenceof theVikingstheAngloNormanconquest investigatingtheremainsofVikingsettlements(forexample Dublin(Ireland)andJorvik(York) outliningEriktheRedsdevelopmentofVikingsettlementsin EasternandWesternGreenlandin985CE comparingtheartefactsdiscoveredatLAnseauxMeadows inNewfoundland(Canada)withVikingartefactsaspossible evidencethattheVikingshaddiscoveredAmerica500years beforeChristopherColumbus
Significantdevelopmentsand/orcultural achievementsthatledtoVikingexpansion,including weaponsandshipbuilding,andtheextentoftheir trade(ACDSEH047)
Vikingconquestsandrelationshipswithsubject peoples,includingtheperspectivesofmonks, changesinthewayoflifeoftheEnglish,andthe Normaninvasion(ACDSEH048)
Theroleofasignificantindividualintheexpansionof Vikingsettlementandinfluence,suchasEriktheRed orLeifEricson(ACDSEH049)
OR MedievalEurope(c.590c.1500) ThewayoflifeinMedievalEurope(social,cultural, economicandpoliticalfeatures)andtherolesand relationshipsofdifferentgroupsinsociety (ACDSEH008)

l
describingthestructureoffeudalsociety(forexampletherole andresponsibilitiesoftheking,nobles,church,knightsand peasants)
51
History
CurriculumF10
Significantdevelopmentsand/orcultural achievements,suchaschangingrelationsbetween IslamandtheWest(includingtheCrusades), architecture,medievalmanuscriptsandmusic (ACDSEH050)
describingthefeaturesofcastlesandchurchesoftheperiod (forexampleWarwickCastleinEnglandandNotreDame CathedralinParis)asexamplesoftheChurchspowerin termsofitscontrolofwealthandlabour outlininginventionsanddevelopmentsintheIslamicworld (forexampletheastrolabe,publichospitalsandlibrariesand theirsubsequentadoptionintheWesternworld) recognisingthatthemedievalmanuscriptsofmonastic scribescontributedtothesurvivalofmanyancientGreekand Romanliterarytexts examiningthereligiousnatureofilluminatedmanuscripts andhowtheyweretheproductofacomplexandfrequently costlyprocess listeningtotheGregorianchantsofWesternChristianityand exploringhowtheyreflectthenatureandpoweroftheChurch inthisperiod investigatingdifferenttypesofcrimeandpunishment(for exampletrialbycombatasaprivilegegrantedtothenobility beinghung,drawnandquarteredasapunishmentfor heinouscrimessuchastreason,andtheuseoftheducking stoolasapunishmentforwomen)andinwhatwaysthe natureofcrimeandpunishmentstayedthesame,or changedovertime explainingwhyCharlemagnewasasignificantfigurein MedievalEurope,suchashisexpansionoftheFrankish kingdomandhissupportoftheChurch
ContinuityandchangeinsocietyinONEofthe followingareas:crimeandpunishmentmilitaryand defencesystemstowns,citiesandcommerce (ACDSEH051)
ThedominanceoftheCatholicChurchandtheroleof significantindividualssuchasCharlemagne (ACDSEH052)
2TheAsiaPacificWorld
Elaborations
StudentsinvestigateONEoftheseAsiaPacificsocietiesindepth:theAngkor/KhmerEmpireorShogunateJapanorthe PolynesianexpansionacrossthePacific.N.B.Whereappropriate,thisdepthstudymayincludesomereferencebeyond theendoftheperiodc.1750. Angkor/KhmerEmpire(c.802c.1431) ThewayoflifeintheKhmerEmpire,including,social, cultural,economicandpoliticalfeatures(including theroleoftheking).(ACDSEH011)

l l
describingthewayoflifeintheKhmerEmpirethroughstone carvingsandthewritingsoftheChineseAmbassadorZhou Daguan(forexampleinrelationtofishing,tradinginmarkets, templeconstruction)
ThereasonsforAngkorsrisetoprominence, includingwealthfromtradeandagriculture (ACDSEH060)
explaininghowbeingreveredasthegodkingordevaraja enabledtheKhmerkingstoruleovertheempirewith absoluteauthority,therebyenhancingtheirabilitytomobilise manpowertodefendtheempireaswellastoinvade neighbours
52
History
CurriculumF10
TheculturalachievementsoftheKhmercivilisation, includingitssystemofwatermanagementandthe buildingofthetemplesofAngkor(ACDSEH061)
describingthemainfeaturesofthewatermanagement systematAngkor(forexampletheextensiveuseofreservoirs andcanals)
TheoriesofthedeclineofAngkor,suchasthe overuseofwaterresources,neglectofpublicworks asaresultofongoingwar,andtheeffectsofclimate change(ACDSEH062) OR JapanundertheShoguns(c.7941867) ThewayoflifeinshogunateJapan,includingsocial, cultural,economicandpoliticalfeatures(including thefeudalsystemandtheincreasingpowerofthe shogun)(ACDSEH012)
outliningtheoriesaboutthedeclineoftheKhmercivilisation (forexamplethedevelopmentofanunstableclimatesuchas droughtandmonsoons,theriseofTheravadaBuddhismthe arrivaloftheBlackDeathandthebreakdownofAngkors watermanagementsystem)
describingthewayoflifeinfeudalJapanundertheshoguns (forexamplebushidothechivalriccodeofconductofthe samuraithatemphasisedfrugality,loyalty,masteryofmartial arts,andhonour)
TheroleoftheTokugawaShogunateinreimposinga feudalsystem(basedondaimyoandsamurai)and theincreasingcontroloftheShogunoverforeign trade.(ACDSEH063)
describingtherelationshipbetweentheemperor,shogun, daimyo(lords)samurai(warriors),workers(forexample farmers,artisansandtraders) explainingreasonsforJapansclosuretoforeignersunder theTokugawaShogunateandtheimpactofUSCommodore Perrysvisitin1853 investigatingthedemandforavailablelandandthepatterns oflanduseintheperiod outliningtheattemptsbytheTokugawaShogunatetocurb deforestation(forexampleimposingheavyregulationson farmersmanagingtheharvestingoftreesandusingnew, lighterandmoreefficientconstructiontechniques) describinginternalpressuresinshogunateJapan(for exampletheriseofacommercialclassattheexpenseofthe samurai,peasantuprisingssuchasOsaka1837,and famine) describingtheincreasingexposuretoWesterntechnology andideas(forexampletheestablishmentofanavalschool withDutchinstructors,thetranslationofWesternbooks) evaluatingthesignificanceoftheMeijiRestorationof1868 CEthatrestoredimperialruletoJapan
TheuseofenvironmentalresourcesinShogunate Japanandtheforestryandlandusepoliciesofthe TokugawaShogunate(ACDSEH064)
TheoriesaboutthedeclineoftheShogunate, includingmodernisationandwesternisation,through theadoptionofWesternarmsandtechnology (ACDSEH065)
OR ThePolynesianexpansionacrossthePacific(c.7001756)
53
History
CurriculumF10
TheoriesabouttheoriginandspreadofPolynesian settlersthroughoutthePacific(ACDSEH013)
locatingPolynesiaonamap,tracingtheexpansionof PolynesiansettlersthroughoutthePacific,andconsidering howtheymadetheirjourneys outliningdifferenttheoriesabouttheexpansion(forexample west/eastandeast/westmovement,theexpansionas accidentalversusintentional) describingthewayoflifeofEasterIslandsociety(RapaNui) forexamplefishingbythemen,linksbetweenthehousehold andtheextendedclanthroughtheexchangeofgoods,wives, andlabourtheuseofstonetools
ThewayoflifeinONEPolynesiansociety,including social,cultural,economicandpoliticalfeatures,such astheroleofthearikiinMaoriandinRapaNui society(EasterIsland)(ACDSEH066) TheculturalachievementsofONEPolynesian society,suchastheTamokoandhangiinMaori societyORthemoaiconstructedonEasterIsland (ACDSEH067)
investigatingtheconstructionofthemoai(giantstatues)on EasterIsland(RapaNui),thetechniquesusedtomakeand transportthem,andtheoriesabouttheirmeaning(for examplerepresentationsofdeadancestorsorchiefs)
ThewayPolynesiansocietiesusedenvironmental resources(sustainablyandunsustainably),including theextinctionofthemoainNewZealand,theuseof religious/supernaturalthreatstoconserveresources, andtheexploitationofEasterIslandspalmtrees (ACDSEH068)
researchingtheextinctionofthemoainNewZealandasa resultofhuntingandhabitatdecline explainingthesignificanceofRahuiasawayofprohibiting thecollectionofresources,toensuretheirsustainability evaluatingtheevidencefortheoriesaboutthedeforestationof EasterIsland(RapaNui)
3Expandingcontacts
Elaborations
StudentsinvestigateONEofthefollowinghistoricaldevelopmentsindepthtoexploretheinteractionofsocietiesinthis period:theMongolexpansionortheBlackDeathinAfrica,AsiaandEuropeortheSpanishconquestoftheAztecsand Incas. MongolExpansion(c.1206c.1368) ThenomadiclifestyleoftheMongolsandtheriseof Temujin(GenghisKhan)(ACDSEH014)

l l
describingthenomadicnatureofMongollifeandtheriseof Temujin(GenghisKhan)whounitedallMongoltribesin1206 CE outliningGenghisKhansuseofdecimalorganisationinhis armyandhispoliciesforgoverninghisempire(forexample codifyinglaws,banningthekillingofanimalsinthebreeding season,supportingreligiousfreedom,andexpandingtrade)
TheorganisationoftheMongolarmyunderGenghis Khanandthetreatmentofconqueredpeoples,such asthecodificationoflawsandexemptionofteachers, lawyersandartistsfromtaxes(ACDSEH077)
54
History
CurriculumF10
TheextentoftheMongolexpansionasoneofthe largestlandempiresinhistory,includinglifeinChina before,duringandaftertheMongolconquest (ACDSEH078)
mappingtheexpansionoftheMongolempireacrossAsia andEurope describingthewayoflifeinMongoliaanditsincorporation intoChineselife(forexampleagriculturedomesticationof animalssuchashorses,camelsandcattlefooddried meatandyoghurtandhousingyurts) explainingtheroleoftheMongolsinforgingconnections betweenEuropeandAsiathroughconquest,settlementand trade(forexampletheuseofpapermoneyandcoinagethe growingnumberofEuropeanmerchantstravellingtoChina)
TheconsequencesoftheMongolexpansion, includingcontributionstoEuropeanknowledgeand traderoutes(ACDSEH079) OR
TheBlackDeathinAsia,EuropeandAfrica(14thcenturyplague) Livingconditionsandreligiousbeliefsinthe14th century,includinglifeexpectancy,medicalknowledge andbeliefsaboutthepowerofGod(ACDSEH015)

l l
investigatinglivingconditionsinLondoninthefourteenth century(forexamplethelackofsanitation,crowdedhousing) theextentofmedicalknowledge(forexamplebasedon Hippocratestheory)andbeliefsaboutthepowerofGod(for examplethatdiseaseswereapunishmentofGod) mappingthespreadoftheBlackDeath(Asia,Africa,Europe) inthefourteenthcenturyCE
TheroleofexpandingtradebetweenEuropeand AsiaintheBlackDeath,includingtheoriginand spreadofthedisease(ACDSEH069)
ThecausesandsymptomsoftheBlackDeathand theresponsesofdifferentgroupsinsocietytothe spreadofthedisease,suchastheflagellantsand monasteries(ACDSEH070)
explainingreactionstotheBlackDeath,forexamplethe emergenceofflagellants(thosewhowouldwhipthemselves tobefreeofsin)andthepersecutionofJewishpeople
TheeffectsoftheBlackDeathonAsian,European andAfricanpopulations,andconflictingtheories abouttheimpactoftheplague(ACDSEH071)
usingstudiesofchurchrecordsfromtheperiodtoidentifythe effectoftheBlackDeathonhumanpopulationsandto considerthereliabilityofthesestatistics
OtherimmediateandlongtermeffectsoftheBlack Death,includinglabourshortages,peasant uprisings,theweakeningoffeudalstructures,and increasedsocialmobility(ACDSEH072) OR
categorisingtheeffectsoftheBlackDeath,aseithershort termorlongtermanddrawingconclusionsabouttheseverity oftheBlackDeath
TheSpanishConquestoftheAmericas(c.1492c.1572)
55
History
CurriculumF10
PreColumbianlifeintheAmericas,includingsocial organisation,citylifeandbeliefs.(ACDSEH016) When,howandwhytheSpanisharrivedinthe Americas,andwheretheywent,includingthevarious societiesandgeographicalfeaturesthey encountered(ACDSEH073)
describingthesocialorganisationoftheAztecs(forexample nobility,slaves)theirbeliefs(forexampleworshipofa numberofgodsandtheneedtomakehumansacrificesto appeasethesegods)lifeinthecapitalcityTenochtitlan explainingthearrivalofSpanishconquistadoresinMexico andPerufrom1510CE(Balboa)to1531(Pizarro),andtheir reasons(forexampleseekingwealth,claiminglandfortheir king,convertingthelocalpopulationstoChristianity,senseof adventure)
ThenatureoftheinteractionbetweentheSpanish andtheindigenouspopulations,withaparticular focusoneithertheAztecsORIncas(ACDSEH074)
describingencountersbetweenHernanCortesandthe Aztecs,aswellasthesiegeofTenochtitlan
TheimpactoftheconquestontheAztecsORIncas aswellasonthewiderworld,suchasthe introductionofnewdiseases,horsesandgunpowder intheAmericas,andnewfoodsandincreased wealthinEurope(ACDSEH075)
outliningtheimpactofSpanishconquestontheAmericas (forexamplethespreadofdiseaseduetothelackof immunitytheintroductionofcropssuchasmaize,beans, potatoes,tobaccoandchocolatefromtheAmericasto Europe)
Thelongertermeffectsofcolonisation,including slavery,populationchangesandlackofcontrolover resources(ACDSEH076)
explainingthelongertermeffectsofconquestand colonisationontheindigenouspopulationsoftheAmericas (forexampletheunequaldistributionoflandandwealth,and politicalinequality)
HistoricalSkills Chronology,termsandconcepts Sequencehistoricalevents,developments andperiods(ACHHS148) Elaborations

l
placinghistoricaleventsinsequenceinordertoidentifybroader patternsofcontinuityandchange(forexamplethePolynesian expansionacrossthePacificthestabilityoftheAngkor/KhmerEmpire overmanycenturies) understandingthedifferentmeaningsofparticulartermsandconcepts whenviewedintheirhistoricalcontext,suchasfeudalisminmedieval EuropeandJapan
Historicalquestionsandresearch Identifyarangeofquestionsaboutthepast toinformahistoricalinquiry(ACHHS150)
Elaborations
l
experimentingwithdifferentwords/phrases/historicalconcepts,when draftingaquestion,todeveloparesearchfocus posingakeyquestionsuchas:WhydidEasterisland(RapaNui) societydecline?andidentifyingrelatedquestionstoinformtheinquiry (forexampleWhatevidenceisthere?Whattheorieshavebeen developed?)
56
History
CurriculumF10
Identifyandlocaterelevantsources,using ICTandothermethods(ACHHS151)
compilingalistofdifferentsourcesneededinaninquiryandtheir possiblelocations
Analysisanduseofsources Identifytheoriginandpurposeofprimaryand secondarysources(ACHHS152)
Elaborations
l
explaininghowclueswithinasourcecanbeusedtoidentifywhereit wasmadeorwhoitwasmadeby(forexampletheplacewhereitwas found,thematerialsused,theconditionoftheobject,decorative features) creatingcategoriestoorganisetheinformationobtainedfromsources designingatabletolistsourcesandtheaspectsofthepastabout whichtheyprovideinformation(forexamplesocialstructure,economy, governance) recognisingthat,whileevidencemaybelimitedforaparticulargroupof people,suchevidencecanprovideusefulinsightsintothepower structuresofasociety distinguishingbetweenfact(forexampleTheMoaiwereconstructedon EasterIsland(RapaNui))andopinionorinterpretation(forexample. TheMoaionEasterIsland(RapaNui)arerepresentationsofgods')
Locate,compare,selectanduseinformation fromarangeofsourcesasevidence (ACHHS153)
l l
Drawconclusionsabouttheusefulnessof sources(ACHHS154)
Perspectivesandinterpretations Identifyanddescribepointsofview,attitudes andvaluesinprimaryandsecondary sources(ACHHS155)
Elaborations
l
describingthevaluesandattitudesrevealedbyasource(suchasan individualaccount)andusingadditionalsourcestoshowhowtheyare broadlyrepresentativeofthevaluesandattitudesofthesociety
Explanationandcommunication Developtexts,particularlydescriptionsand explanationsthatuseevidencefromarange ofsourcesthatareacknowledged (ACHHS156) Usearangeofcommunicationforms(oral, graphic,written)anddigitaltechnologies (ACHHS157)
Elaborations
l
usingscaffoldsillustratingthestructuralandlanguagefeaturesof particulartexttypes(forexampledescriptionsandexplanations)in ordertocreateatextthatcommunicatesspecificfindingsaboutthepast
creatinganoralpresentation,supportedbyaudiovisualmaterial,to recountthelifeofTemujin(GenghisKhan)andtoexplainhis contributiontotheMongolworld
57
History
CurriculumF10
BytheendofYear8,studentsrecogniseandexplainpatternsofchangeandcontinuityovertime.Theyexplainthecauses andeffectsofeventsanddevelopments.Theyidentifythemotivesandactionsofpeopleatthetime.Studentsexplainthe significanceofindividualsandgroupsandhowtheywereinfluencedbythebeliefsandvaluesoftheirsociety.Theydescribe differentinterpretationsofthepast.Studentssequenceeventsanddevelopmentswithinachronologicalframeworkwith referencetoperiodsoftime.Whenresearching,studentsdevelopquestionstoframeanhistoricalinquiry.Theyanalyse, selectandorganiseinformationfromprimaryandsecondarysourcesanduseitasevidencetoanswerinquiryquestions. Studentsidentifyandexplaindifferentpointsofviewinsources.Wheninterpretingsources,theyidentifytheiroriginand purpose,anddistinguishbetweenfactandopinion.Studentsdeveloptexts,particularlydescriptionsandexplanations, incorporatinganalysis.Indevelopingthesetexts,andorganisingandpresentingtheirfindings,theyusehistoricaltermsand concepts,evidenceidentifiedinsources,andacknowledgetheirsourcesofinformation.
58
History
CurriculumF10
Year9
TheMakingoftheModernWorld TheYear9curriculumprovidesastudyofthehistoryofthemakingofthemodernworldfrom1750to1918.Itwasaperiodof industrialisationandrapidchangeinthewayspeoplelived,workedandthought.Itwasaneraofnationalismand imperialism,andthecolonisationofAustraliawaspartoftheexpansionofEuropeanpower.TheperiodculminatedinWorld WarI19141918,thewartoendallwars. Thecontentprovidesopportunitiestodevelophistoricalunderstandingthroughkeyconcepts,includingevidence,continuity andchange,causeandeffect,perspectives,empathy,significanceandcontestability.Theseconceptsmaybe investigatedwithinaparticularhistoricalcontexttofacilitateanunderstandingofthepastandtoprovideafocusforhistorical inquiries. Thehistorycontentatthisyearlevelinvolvestwostrands:HistoricalKnowledgeandUnderstandingandHistoricalSkills. Thesestrandsareinterrelatedandshouldbetaughtinanintegratedwayandinwaysthatareappropriatetospecificlocal contexts.Theorderanddetailinwhichtheyaretaughtareprogrammingdecisions. Aframeworkfordevelopingstudentshistoricalknowledge,understandingandskillsisprovidedbyinquiryquestions throughtheuseandinterpretationofsources.Thekeyinquiryquestionsatthisyearlevelare:
l l l l
Whatwerethechangingfeaturesofthemovementsofpeoplefrom1750to1918? Howdidnewideasandtechnologicaldevelopmentscontributetochangeinthisperiod? Whatwastheorigin,development,significanceandlongtermimpactofimperialisminthisperiod? WhatwasthesignificanceofWorldWarI?
HistoricalKnowledgeandUnderstanding Overview Thefollowingcontentistaughtaspartofanoverviewforthehistoricalperiod.Itisnotintendedtobetaughtindepth.An overviewwillconstituteapproximately10%ofthetotalteachingtimefortheyear.Overviewcontentidentifiesimportant featuresoftheperiod(17501918)aspartofanexpansivechronologythathelpsstudentsunderstandbroadpatternsof historicalchange.Assuch,theoverviewprovidesthebroadercontextfortheteachingofdepthstudycontentandcanbe builtintovariouspartsofateachingandlearningprogram.Thismeansthatoverviewcontentcanbeusedtogive studentsanintroductiontothehistoricalperiodtomakethelinkstoandbetweenthedepthstudies,andtoconsolidate understandingthroughareviewoftheperiod. Overviewcontentforthemakingofthemodernworldincludesthefollowing: thenatureandsignificanceoftheIndustrialRevolutionandhowitaffectedlivingandworkingconditions,includingwithin Australia comparingtheusefulnessofartworksdepictinglifeintheperiodwiththefirstphotographs investigatingthechangingnatureofthesourcesthatprovidearecordoflifeinthisperiod,suchaspaintings, travellersjournalsandthedevelopmentofphotographyandfilmby1918
l l
thenatureandextentofthemovementofpeoplesintheperiod(slaves,convictsandsettlers) identifyingthenumberofslavestransportedandthenations/placesinvolved(forexamplePortugal,Britain,France,
59
History
CurriculumF10
Spain,NorthAmerica) theextentofEuropeanimperialexpansionanddifferentresponses,includingintheAsianregion
l
outliningthetechnologiesofmassproductionthatcontributedtotheIndustrialRevolutionandthechangesin Australianlifethatoccurredasaresultofthesetechnologies recognisinghowAsiansocietiesrespondedtoEuropeanimperialism,theextenttowhichtheywerechangedandthe influencetheyexercisedontherestoftheworld identifyingAsiansocietiesthatwerecolonisedbytheEuropeans(suchasIndonesiabytheDutch),andthosethat remainedindependent.
theemergenceandnatureofsignificanteconomic,socialandpoliticalideasintheperiod,includingnationalism
l
outliningthefeaturesthatreflecttheemergenceofabeliefinsocialandpoliticalequality,includingtherighttovote, egalitarianismanduniversaleducationinAustralia recognisinghoweventssuchastheFrenchRevolutionandAmericanindependencecontributedtoideasofequality theroleofClassicalmodelsandtheoriesontheinventionofdemocraticvalues
l l
Depthstudies Therearethreedepthstudiesforthishistoricalperiod.Foreachdepthstudy,thereareuptothreeelectivesthatfocuson aparticularsociety,event,movementordevelopment.ItisexpectedthatONEelectivewillbestudiedindetail.Adepth studywillconstituteapproximately30%ofthetotalteachingtimefortheyear.Thecontentineachdepthstudyelectiveis designedtoallowdetailedstudyofspecificaspectsofthishistoricalperiod.Aspartofateachingandlearningprogram, depthstudycontentcanbeintegratedwithoverviewcontentand/orwithotherdepthstudyelectives.
1MakingaBetterWorld?
Elaborations
StudentsinvestigatehowlifechangedintheperiodindepththroughthestudyofONEofthesemajordevelopments:the IndustrialRevolutionorMovementofpeoplesorProgressiveideasandmovements.Thestudyincludesthecausesand effectsofthedevelopment,andtheAustralianexperience. TheIndustrialRevolution(17501914) ThetechnologicalinnovationsthatledtotheIndustrial Revolution,andotherconditionsthatinfluencedthe industrialisationofBritain(theagriculturalrevolution, accesstorawmaterials,wealthymiddleclass,cheap labour,transportsystem,andexpandingempire)andof Australia(ACDSEH017)
l l l
mappingtheBritishEmpirec.1800CEandtheraw materialsitobtainedfromcolonies(forexamplesugar fromJamaica,woolfromAustralia,andcottonfromIndia) explainingchangesintechnology(forexamplesteam drivenspinningmills,railwaysandsteamships)which ledtofactoriesandcities identifyingthespreadofinnovationssuchassteam powerironandsteelproductiontransportandchemicals inEurope,USAandJapan
60
History
CurriculumF10
Thepopulationmovementsandchangingsettlement patternsduringthisperiod(ACDSEH080)
describingthegrowthofcitiesasmen,womenand childrenmovedtothecitiestofindemployment investigatingchangestothecitiesandlandscapein EuropeancountriesandAustraliaastheIndustrial Revolutioncontinuedtodevelop,usingphotos(for examplethosethatweretakenastheEiffeltowerwas beingconstructedusingiron) describingtheimpactofsteam,gasandelectricityon peopleswayoflifeduringtheIndustrialRevolution investigatingthechangesinworkingconditions(for examplelongerworkinghoursforlowpayandtheuseof childrenasacheapsourceoflabour) describingtheimpactoffactories,minesandcitiesonthe environment,andonpopulationgrowthanddistribution outliningthegrowthoftradeunionsasaresponsetothe impactsoftheIndustrialRevolution
Theexperiencesofmen,womenandchildrenduringthe IndustrialRevolution,andtheirchangingwayoflife (ACDSEH081)
TheshortandlongtermimpactsoftheIndustrial Revolution,includingglobalchangesinlandscapes, transportandcommunication(ACDSEH082) OR Progressiveideasandmovements(17501918) Theemergenceandnatureofkeyideasintheperiod, withaparticularfocusonONEofthefollowing: capitalism,socialism,egalitarianism,nationalism, imperialism,Darwinism,Chartism(ACDSEH019)
explainingwhyanideaemergedandthebasisofthatidea (forexampleegalitarianismbeingjudgedonmerit ratherthanbybirthorpastdeeds)
ThereasonswhyONEkeyideaemergedand/or developedafollowing,suchastheinfluenceofthe IndustrialRevolutiononsocialism(ACDSEH086)
investigatingthesupportforChartismamongthepoorer classesasaresponsetodeterioratinglivingandworking conditions
Theroleofanindividualorgroupinthepromotionof ONEofthesekeyideas,andtheresponsestoitfrom,for example,workers,entrepreneurs,landowners,religious groups(ACDSEH087)
explaininghowreligiousgroupsrespondedtotheideasin CharlesDarwins1859bookOntheOriginofSpecies
TheshortandlongtermimpactsofONEoftheseideas onAustraliaandtheworld(ACDSEH088) OR Movementofpeoples(17501901)
discussingtheriseofnationalistsentimentinAustraliain themidtolatenineteenthcentury
61
History
CurriculumF10
TheinfluenceoftheIndustrialRevolutiononthe movementofpeoplesthroughouttheworld,including thetransatlanticslavetradeandconvicttransportation (ACDSEH018)
mappingthemovementofpeoplesinthetransatlantic slavetradeorinconvicttransportationtoAustralia explainingtheroleoftheIndustrialRevolutionincreatinga growingneedforlabourandtransportation
Theexperiencesofslaves,convictsandfreesettlers upondeparture,theirjourneyabroad,andtheirreactions onarrival,includingtheAustralianexperience (ACDSEH083)
investigatingsourcesthatrecordthereactionsofnew arrivalstoothercountriesinthisperiod(forexample responsestothenaturalenvironmentandclimate)
Changesinthewayoflifeofagroup(s)ofpeoplewho movedtoAustraliainthisperiod,suchasfreesettlers onthefrontierinAustralia(ACDSEH084)
investigatingtheexperiencesofaspecificgroupofarrivals toAustralia(forexampleconvictsinSydney,Hobart, BrisbaneorfreesettlersinMelbourne,Adelaide,Perthor Darwin) describingtheimpactofthisgroupontheAboriginaland TorresStraitIslanderpeoplesoftheregion evaluatingtheeffectsofthemovementofpeoplesonthe indigenousandimmigrantpopulations
Theshortandlongtermimpactsofthemovementof peoplesduringthisperiod(ACDSEH085)
2AustraliaandAsia
Elaborations
StudentsinvestigatethehistoryofAustraliaORanAsiansocietyintheperiod17501918indepth. Asiaandtheworld Thekeyfeatures(social,cultural,economic,political)of ONEAsiansociety(suchasChina,Japan,India,Dutch EastIndies,India)atthestartoftheperiod (ACDSEH093)

l l
identifyingtheterritorialextentofQingChina,theroleand influenceoftheEmperor,andthenatureofliterature,art andarchitectureatthetime
ChangeandcontinuityintheAsiansocietyduringthis period,includinganyeffectsofcontact(intendedand unintended)withEuropeanpower(s)(ACDSEH094)
describingtheBritishRajandtheformsofBritish influenceinIndia(forexamplethebuildingofroads,an extensiverailwaynetwork,schoolsandChristian missions)
ThepositionoftheAsiansocietyinrelationtoother nationsintheworldaroundtheturnofthetwentieth century(thatis1900),includingtheinfluenceofkey ideassuchasnationalism(ACDSEH142)
investigatingtheconfrontationbetweenJapanand Westernpowers(forexampletheRussoJapanesewar) andtheemergenceofJapanasamajorworldpower
ThesignificanceofONEkeyeventthatinvolvedtheAsian societyandEuropeanpower(s),includingdifferent perspectivesoftheeventatthetime(ACDSEH141)
describingtheactivitiesofChristianmissionariesin ChinaandtheoutcomesoftheBoxerRebellion
62
History
CurriculumF10
Makinganation Theextensionofsettlement,includingtheeffectsof contact(intendedandunintended)betweenEuropean settlersinAustraliaandAboriginalandTorresStrait Islanderpeoples(ACDSEH020)

l l
explainingtheeffectsofcontact(forexamplethe massacresofAboriginalandTorresStraitIslander peopletheirkillingofsheepthespreadofEuropean diseases)andcategorisingtheseeffectsaseither intendedorunintended investigatingtheforcibleremovalofchildrenfrom AboriginalandTorresStraitIslanderfamiliesinthelate nineteenthcentury/earlytwentiethcentury(leadingtothe StolenGenerations),suchasthemotivationsforthe removalofchildren,thepracticesandlawsthatwerein place,andexperiencesofseparation. outliningthemigrationofChinesetothegoldfieldsin Australiainthenineteenthcenturyandattitudestowards theChineseasrevealedincartoons(forexamplethe MongolianOctopus)
TheexperiencesofnonEuropeansinAustraliapriorto the1900s(suchastheJapanese,Chinese,SouthSea Islanders,Afghans)(ACDSEH089)
LivingandworkingconditionsinAustraliaaroundthe turnofthetwentiethcentury(thatis1900)(ACDSEH090)
identifyingthemainfeaturesofhousing,sanitation, transport,educationandindustrythatinfluencedlivingand workingconditionsinAustralia describingtheimpactofthegoldrushes(hinterland)on thedevelopmentofMarvellousMelbourne explainingthefactorsthatcontributedtofederationandthe developmentofdemocracyinAustralia,includingdefence concerns,the1890sdepression,nationalistideals, egalitarianism,theWestminstersystem
KeyeventsandideasinthedevelopmentofAustralian selfgovernmentanddemocracy,includingwomen's votingrights(ACDSEH091)
Legislation19011914,includingtheHarvester Judgment,pensions,andtheImmigrationRestriction Act(ACDSEH092)
investigatinghowthemajorsociallegislationofthenew FederalGovernmentaffectedlivingandworking conditionsinAustralia,forexampleinvalidandoldage pensionsandthematernityallowancescheme
3WorldWarI
Elaborations
StudentsinvestigatekeyaspectsofWorldWarIandtheAustralianexperienceofthewar,includingthenatureand significanceofthewarinworldandAustralianhistory. WorldWarI(19141918) AnoverviewofthecausesofWorldWarIandthe reasonswhymenenlistedtofightinthewar (ACDSEH021)

l
investigatingtheriseofnationalistsentimentaswellas thevaluesandattitudestowardswarintheperiod1750 1918(forexampleidealisticnotionsofwarsenseof adventure)
63
History
CurriculumF10
TheplaceswhereAustraliansfoughtandthenatureof warfareduringWorldWarI,includingtheGallipoli campaign(ACDSEH095)
identifyingtheplaceswhereAustraliansfought,including Fromelles,theSomme,Gallipoli,SinaiandPalestine usingsourcestoinvestigatethefightingatGallipoli,the difficultiesoftrenchwarfare,andtheuseoftanks, aeroplanesandchemicalweapons(gas) exploringtheexperiencesofAboriginalandTorresStrait Islanderpeoplesduringthewar graphingtheproportionofAustralianservicemenwho diedduringWorldWarI,comparedtothatofother countriesinvolvedinthewar investigatingexamplesofthewarsimpactonAustralias economyandsociety(forexamplethedevelopmentofthe steelindustryinNewcastleandtheimplementationofthe WarPrecautionsAct) identifyingthegroupswhoopposedconscription(for exampletradeunionists,IrishCatholics)andthegrounds fortheirobjections studyingthefirstandsecondreferendaonconscription, includingthedivisionwithintheLaborPartyoverthisissue explainingthetreatmentofpeopleofGermandescent duringthewar(forexampletheirclassificationasenemy aliensandplacementininternmentcamps,aswellas theirdepictioningovernmentpropaganda) investigatingtheidealsassociatedwiththeAnzactradition andhowandwhyWorldWarIiscommemoratedwithin Australiansociety
TheimpactofWorldWarI,withaparticularemphasison Australia(suchastheuseofpropagandatoinfluence thecivilianpopulation,thechangingroleofwomen,the conscriptiondebate)(ACDSEH096)
ThecommemorationofWorldWarI,includingdebates aboutthenatureandsignificanceoftheAnzaclegend (ACDSEH097)
HistoricalSkills Chronology,termsandconcepts Usechronologicalsequencingto demonstratetherelationshipbetweenevents anddevelopmentsindifferentperiodsand places(ACHHS164)

l l
Elaborations
l
representingtherelationshipbetweeneventsindifferenttimesand placesusinginteractivetimelines placingkeyeventsinsequence(forexampletheBoerWar,18991902 WorldWarI,19141918),andidentifyingpartsoftheworldthatwere involvedin,oraffectedby,thoseevents discussingthecontestabilityofparticularhistoricaltermssuchas 'settlement','invasion'and'colonisation'inthecontextofAustralias history definingandusingconceptssuchasimperialism,nationalism, evolution,evidence
Elaborations
64
History
CurriculumF10
Identifyandselectdifferentkindsof questionsaboutthepasttoinformhistorical inquiry(ACHHS166) Evaluateandenhancethesequestions (ACHHS167) Identifyandlocaterelevantsources,using ICTandothermethods(ACHHS168)
developingquestionsaboutaspectsofthepastthatrequirehistorical argument assembling,aspartoftheplanningprocess,arangeofsourcesthat wouldbeusefulforresearchingthecausesofWorldWarI developinganinquiryquestionsuchas:Whatweretheeffectsofthe IndustrialRevolution?andrefiningitasfurtherfactorsareintroduced intotheresearchprocess locatinghistoricalsourcesfromarchives,museumsandonline collections
Analysisanduseofsources Identifytheorigin,purposeandcontextof primaryandsecondarysources(ACHHS169)
Elaborations
l
explainingthecontextualsignificanceofasource,suchasFrank HurleysWorldWarIphotos,andidentifyingthepurposeofHurleys creationofcompositephotos graphinghistoricaldatatoidentifypasttrendsandtodrawconclusions abouttheirsignificance(forexampletheproportionofAustralian servicemenwhoreturnedfromWorldWarI,andthelostgenerations intheyearsafterthewar)
Processandsynthesiseinformationfroma rangeofsourcesforuseasevidenceinan historicalargument(ACHHS170)
Evaluatethereliabilityandusefulnessof primaryandsecondarysources(ACHHS171)
understandingthatthereliabilityandusefulnessofasourcedepends onthequestionsaskedofit(forexampleanaccountmaybeonesided, howeveritmaystillbeusefulinrevealingpastprevailingattitudes)
Perspectivesandinterpretations Identifyandanalysetheperspectivesof peoplefromthepast(ACHHS172)
Elaborations
l
investigatingtheroleofhumanagencyinhistoricaleventsand developments analysingtheaccountsofpoetssuchasWilliamBlake(darkSatanic mills)andnovelistssuchasCharlesDickens(OliverTwist,Bleak House)assourcesofinformationonlivingconditionsinEngland duringtheIndustrialRevolution recognisingthathistoricalinterpretationsmaybeprovisional examiningdifferentaccountsofeighteenthcenturyjourneytoAustralia (forexampleshipslogs,diaries,recordedtestimoniesofconvictsand officers,bothmaleandfemale),andexplainingthevariationsin perspectivewhichcanleadtodifferenthistoricalinterpretations
Identifyandanalysedifferenthistorical interpretations(includingtheirown) (ACHHS173)
l l
Explanationandcommunication Developtexts,particularlydescriptionsand discussionsthatuseevidencefromarange ofsourcesthatarereferenced(ACHHS174)
Elaborations
l
developingahistoricalargumentthatidentifiesdifferentpossibilitiesin interpretationandarguesaparticularpointofviewwithconsistent referencetotheevidenceavailable
65
History
CurriculumF10
Selectandusearangeofcommunication forms(oral,graphic,written)anddigital technologies(ACHHS175)
usingonlineconferencingandotherformsofICTtodiscusshistorical questionsandissues creatingatravelbrochure(incorporatingwrittentextandgraphics)to advertisetheachievementsandopportunitiesavailabletoanimmigrant tonineteenthcenturyBrisbane
BytheendofYear9,studentsrefertokeyeventsandtheactionsofindividualsandgroupstoexplainpatternsofchangeand continuityovertime.Theyanalysethecausesandeffectsofeventsanddevelopmentsandmakejudgmentsabouttheir importance.Theyexplainthemotivesandactionsofpeopleatthetime.Studentsexplainthesignificanceoftheseeventsand developmentsovertheshortandlongterm.Theyexplaindifferentinterpretationsofthepast. Studentssequenceeventsanddevelopmentswithinachronologicalframework,withreferencetoperiodsoftimeandtheir duration.Whenresearching,studentsdevelopdifferentkindsofquestionstoframeanhistoricalinquiry.Theyinterpret, process,analyseandorganiseinformationfromarangeofprimaryandsecondarysourcesanduseitasevidencetoanswer inquiryquestions.Studentsexaminesourcestocomparedifferentpointsofview.Whenevaluatingthesesources,they analyseoriginandpurpose,anddrawconclusionsabouttheirusefulness.Theydeveloptheirowninterpretationsaboutthe past.Studentsdeveloptexts,particularlyexplanationsanddiscussions,incorporatinghistoricalinterpretations.Indeveloping thesetexts,andorganisingandpresentingtheirconclusions,theyusehistoricaltermsandconcepts,evidenceidentifiedin sources,andtheyreferencethesesources.
66
History
CurriculumF10
Year10
TheModernWorldandAustralia TheYear10curriculumprovidesastudyofthehistoryofthemodernworldandAustraliafrom1918tothepresent,withan emphasisonAustraliainitsglobalcontext.ThetwentiethcenturybecameacriticalperiodinAustraliassocial,cultural, economicandpoliticaldevelopment.Thetransformationofthemodernworldduringatimeofpoliticalturmoil,globalconflict andinternationalcooperationprovidesanecessarycontextforunderstandingAustraliasdevelopment,itsplacewithinthe AsiaPacificregion,anditsglobalstanding. Thecontentprovidesopportunitiestodevelophistoricalunderstandingthroughkeyconcepts,includingevidence,continuity andchange,causeandeffect,perspectives,empathy,significanceandcontestability.Theseconceptsmaybe investigatedwithinaparticularhistoricalcontexttofacilitateanunderstandingofthepastandtoprovideafocusforhistorical inquiries. Thehistorycontentatthisyearlevelinvolvestwostrands:HistoricalKnowledgeandUnderstandingandHistoricalSkills. Thesestrandsareinterrelatedandshouldbetaughtinanintegratedway,andinwaysthatareappropriatetospecificlocal contexts.Theorderanddetailinwhichtheyaretaughtareprogrammingdecisions. Aframeworkfordevelopingstudentshistoricalknowledge,understandingandskillsisprovidedbyinquiryquestions throughtheuseandinterpretationofsources.Thekeyinquiryquestionsatthisyearlevelare:
l l l
Howdidthenatureofglobalconflictchangeduringthetwentiethcentury? WhatweretheconsequencesofWorldWarII?Howdidtheseconsequencesshapethemodernworld? HowwasAustraliansocietyaffectedbyothersignificantglobaleventsandchangesinthisperiod?
HistoricalKnowledgeandUnderstanding Overview Thefollowingcontentistaughtaspartofanoverviewforthehistoricalperiod.Itisnotintendedtobetaughtindepth.An overviewwillconstituteapproximately10%ofthetotalteachingtimefortheyear.Overviewcontentidentifiesimportant featuresoftheperiod(1918tothepresent)aspartofanexpansivechronologythathelpsstudentsunderstandbroad patternsofhistoricalchange.Assuch,theoverviewprovidesthebroadercontextfortheteachingofdepthstudycontent andcanbebuiltintovariouspartsofateachingandlearningprogram.Thismeansthatoverviewcontentcanbeusedto givestudentsanintroductiontothehistoricalperiodtomakethelinkstoandbetweenthedepthstudies,andto consolidateunderstandingthroughareviewoftheperiod. OverviewcontentfortheModernWorldandAustraliaincludesthefollowing: theinterwaryearsbetweenWorldWarIandWorldWarII,includingtheTreatyofVersailles,theRoaringTwentiesandthe GreatDepression recognisingthemainfeaturesoftheTreatyofVersailles,forexampleterritorialconcessionsrequiredbyGermany andtheimpositionofwarreparations outliningkeyfeaturesoftheinterwaryears(forexamplemassproductioninthe1920s,suchasthemanufactureof vehiclesintheUStheflappergenerationandtheJazzAgetheCrashof1929andtheconsequencesoftheGreat Depression
continuingeffortspostWorldWarIItoachievelastingpeaceandsecurityintheworld,includingAustraliasinvolvementin UNpeacekeeping
67
History
CurriculumF10
creatingachronologicalaccountofconflictsinwhichAustraliahasbeeninvolvedandtheresources(forexample soldiers,equipment,intelligence)thatAustraliacommittedtoeachconflict outliningthepurposeoftheUnitedNationsandthekeyplaceswhereAustraliahasbeeninvolvedinUN peacekeeping,suchasEastTimor(TimorLeste).
themajormovementsforrightsandfreedomintheworldandtheachievementofindependencebyformercolonies
l
identifyingthemajormovementsforrightsandfreedomintheworld(includingtheUSCivilRightsmovement, AboriginalandTorresStraitIslandermovements,womensmovements) recognisingthecontinuingnatureofcivilrightsmovementsinthetwentiethcentury,suchasthestrugglefor democracyinBurma
thenatureoftheColdWarandAustraliasinvolvementinColdWarandpostColdWarconflicts(Korea,Vietnam,TheGulf Wars,Afghanistan),includingtherisinginfluenceofAsiannationssincetheendoftheColdWar
l
identifyingtheColdWarsuperpowersaswellasthesignificanceoftheCubanMissileCrisisandthefalloftheBerlin Wall outliningthecompetingideologiesofcapitalismandcommunism,theUSastheworldslastremainingsuperpower, andtherisinginfluenceofChinaandIndia(economicandpolitical)
developmentsintechnology,publichealth,longevityandstandardoflivingduringthetwentiethcentury,andconcernfor theenvironmentandsustainability
l l
brainstormingformsoftechnologythathaveaffectedwhatpeopleseeandhear,wheretheygo,andhowtheylive tracingkeydevelopmentsintechnologysince1918thathavechangedtheworldinthefollowingareas:the household(radio,television,appliances),travelandtrade(shipping,passengerjets),communications(inventionof themicrochip,satellites,digitaltechnologies) recognisingthegrowthintheworldspopulationduringthetwentiethcentury,lifeexpectancychangesindifferent partsoftheworld,andthedepletionofnaturalresources
Depthstudies Therearethreedepthstudiesforthishistoricalperiod.Foreachdepthstudy,thereareuptothreeelectivesthatfocuson aparticularsociety,event,movementordevelopment.ItisexpectedthatONEelectivewillbestudiedindetail.Adepth studywillconstituteapproximately30%ofthetotalteachingtimefortheyear.Thecontentineachdepthstudyelectiveis designedtoallowdetailedstudyofspecificaspectsofthishistoricalperiod.Aspartofateachingandlearningprogram, depthstudycontentcanbeintegratedwithoverviewcontentand/orintegratedwithotherdepthstudyelectives.
1WorldWarII
Elaborations
StudentsinvestigatewartimeexperiencesthroughastudyofWorldWarIIindepth.Thisincludesastudyofthecauses, events,outcomeandbroaderimpactoftheconflictasanepisodeinworldhistory,andthenatureofAustralias involvement. WorldWarII(193945)
68
History
CurriculumF10
AnoverviewofthecausesandcourseofWorldWarII (ACDSEH024)
outliningthecontributingfactorsofWorldWarII(forexample theoutcomesoftheTreatyofVersaillesandtheLeagueof NationstheriseofHitlerandJapansimperialambitions) identifyingkeyeventsintheEuropeantheatreofwar(for exampleGermanysinvasionofPolandin1939the Holocaustfrom194245theRussiansreachingBerlinin 1945 identifyingkeyeventsintheAsiaPacifictheatreofwar(for exampletheJapaneseattackonPearlHarbourin1941the fallofSingaporein1942theAmericanvictoryattheBattleof Midwayin1942) investigatingthescaleandsignificanceoftheHolocaust, usingprimarysources explainingtheracetobuildtheatomicbomb(byGermany, Japan,theUS)andwhytheatomicbombsweredroppedon HiroshimaandNagasaki explainingthesignificanceofKokodaasthebattlethathalted theJapaneseadvanceonPortMoresbyandhelpedfosterthe Anzaclegend
AnexaminationofsignificanteventsofWorldWarII, includingtheHolocaustanduseoftheatomicbomb (ACDSEH107)
TheexperiencesofAustraliansduringWorldWarII (suchasPrisonersofWar(POWs),theBattleof Britain,Kokoda,theFallofSingapore)(ACDSEH108)
TheimpactofWorldWarII,withaparticular emphasisontheAustralianhomefront,includingthe changingrolesofwomenanduseofwartime governmentcontrols(conscription,manpower controls,rationingandcensorship)(ACDSEH109)
investigatingtheimpactofWorldWarIIatalocalandnational level(forexamplesignificanteventssuchasthebombingof DarwintheJapanesesubmarineattackonSydneyandthe sinkingofshipsofftheAustraliancoasttheBattleof BrisbanetheCowrabreakoutandtheBrisbaneLine)
ThesignificanceofWorldWarIItoAustralias internationalrelationshipsinthetwentiethcentury, withparticularreferencetotheUnitedNations, Britain,theUSAandAsia(ACDSEH110)
evaluatingtheimpactofWorldWarIIontheemergenceofthe UnitedStatesasamajorworldpowerandonAustralias alliancewiththeUS(forexamplethethreatofJapan)
2Rightsandfreedoms
Elaborations
Studentsinvestigatestrugglesforhumanrightsindepth.Thiswillincludehowrightsandfreedomshavebeenignored, demandedorachievedinAustraliaandinthebroaderworldcontext. Rightsandfreedoms(1945thepresent) TheoriginsandsignificanceoftheUniversal DeclarationofHumanRights,includingAustralias involvementinthedevelopmentofthedeclaration (ACDSEH023)

l
describingthedraftingoftheUniversalDeclarationofHuman RightsandthecontributionofAustraliasH.V.Evatt
69
History
CurriculumF10
BackgroundtothestruggleofAboriginalandTorres StraitIslanderpeoplesforrightsandfreedoms before1965,includingthe1938DayofMourningand theStolenGenerations(ACDSEH104)
describingaccountsofthepastexperiencesofAboriginal andTorresStraitIslanderpeopleswhowereforciblyremoved fromtheirfamilies
TheUScivilrightsmovementanditsinfluenceon Australia(ACDSEH105)
outliningtheFreedomRidesintheUS,howtheyinspiredcivil rightscampaignersinAustralia,andhowtheybecamea turningpointintheAboriginalandTorresStraitIslander peoplesstruggleforrightsandfreedoms describingtheaims,tacticsandoutcomesofaparticular eventintheAboriginalandTorresStraitIslanderpeoples struggleforrightsandfreedoms
Thesignificanceofthefollowingforthecivilrightsof AboriginalandTorresStraitIslanderpeoples:1962 righttovotefederally1967Referendum ReconciliationMabodecisionBringingThemHome Report(theStolenGenerations),theApology (ACDSEH106)
Methodsusedbycivilrightsactiviststoachieve changeforAboriginalandTorresStraitIslander peoples,andtheroleofONEindividualorgroupin thestruggle(ACDSEH134)
investigatingtheroleofCharlesPerkinsintheFreedomRide of1965andtheefficacyoftelevisioninbringingthestruggle forrightsandfreedomstonationalattention
Thecontinuingnatureofeffortstosecurecivilrights andfreedomsinAustraliaandthroughouttheworld, suchastheDeclarationontheRightsofIndigenous Peoples(2007)(ACDSEH143)
identifyingareas(forexampleeducation,health,work)that arethefocusforcontinuedcivilrightsactionforAboriginal andTorresStraitIslanderpeoples investigatingthelegacyofchildrensexperiencesin care(theirplacementinorphanages,ChildrensHomes, fostercareandotherformsofoutofhomecare),andthe significanceoftheUnitedNationsConventionontheRights oftheChild(1990)
3Theglobalisingworld
Elaborations
StudentsinvestigateonemajorglobalinfluencethathasshapedAustraliansocietyindepth,includingthedevelopmentof theglobalinfluenceduringthetwentiethcentury.StudentsstudyONEoftheseelectives:PopularcultureorThe environmentmovementorMigrationexperiences. Popularculture(1945present) ThenatureofpopularcultureinAustraliaattheendof WorldWarII,includingmusic,filmandsport (ACDSEH027)

l
identifyingsportsthatwerepopularinAustraliasuchas football,horseracing,cricket
70
History
CurriculumF10
Developmentsinpopularcultureinpostwar Australiaandtheirimpactonsociety,includingthe introductionoftelevisionandrocknroll (ACDSEH121)
investigatingAmericasculturalinfluence,asseeninthe arrivaloftelevisionfortheMelbourneOlympics(1956)and BillHaleysAustraliantour(1957) comparingandcontrastingviewsonthevaluesandbeliefsof rocknroll,filmandtelevisionacrosstime,ageandgender (forexampleissuesofconservatismandrebellion,the challengetoestablishedideasandnationalidentity) identifyingAmericanandAsianinfluencesonAustralian popularculturesinceWorldWarII(forexamplethrough mainstreamandHollywoodandBollywoodfilms)
Thechangingnatureofthemusic,filmandtelevision industryinAustraliaduringthepostwarperiod, includingtheinfluenceofoverseasdevelopments (suchasHollywood,Bollywoodandtheanimation filmindustryinChinaandJapan)(ACDSEH122)
Australiascontributiontointernationalpopular culture(music,film,television,sport).(ACDSEH123)
investigatingthechangingcontributionoftheAustralianrock nroll,filmandtelevisionindustriestoAustraliancultureand identitythroughthedevelopmentandexportofmusic,film andtelevision,forexampletheEasybeatsfromSydneyand GoBetweensfromBrisbane,CrocodileDundee(1986) describingsignificantexamplesofcontinuityandchangein beliefsandvalues,suchasdemocraticideals,religious beliefs,egalitarianism
Continuityandchangeinbeliefsandvaluesthathave influencedtheAustralianwayoflife(ACDSEH149)
OR Migrationexperiences(1945present) ThewavesofpostWorldWarIImigrationtoAustralia, includingtheinfluenceofsignificantworldevents (ACDSEH144)

l l
investigatingthenatureofthewavesofmigrationsuchasthe countriesthatwerethesourceofmigrants,thenumbersof migrantsfromthosecountries,andtrendsinmigrationsince WorldWarIIsuchasincreasingmigrationfromtheAsian regiontoAustralia describingthemainfeaturesofagovernmentpolicythat affectedmigrationtoAustralia,suchastheImmigration RestrictionAct1901anduseofthedictationtesttorestrictthe immigrationofnonEuropeans explainingthereasonsforchangesingovernmentpolicy,for exampletheinfluenceofWhiteAustraliaideologyatthetime oftheintroductionoftheImmigrationRestrictionAct1901the DisplacedPersonsSchemeintheaftermathofWorldWarII describingtheimpactoftheVietnamwaronVietnamand howthecommunistvictoryinVietnam(1975)resultedinthe arrivalofrefugeesintoAustralia
Theimpactofchanginggovernmentpolicieson Australiasmigrationpatterns,includingabolitionof theWhiteAustraliaPolicy,Populateor Perish(ACDSEH145)
TheimpactofatleastONEworldeventor developmentanditssignificanceforAustralia,such astheVietnamWarandIndochineserefugees (ACDSEH146)
71
History
CurriculumF10
ThecontributionofmigrationtoAustraliaschanging identityasanationandtoitsinternational relationships(ACDSEH147)
investigatingpoliciesofmulticulturalismsincethe1970sand theconceptsofculturalheritageandassimilation analysingpostWorldWarIIpopulationgrowthandthe developmentofAustraliasculturallydiversesocietyusing differenttypesofgraphs
OR Theenvironmentmovement(1960spresent) Thebackgroundtoenvironmentalawareness, includingthenineteenthcenturyNationalParks movementinAmericaandAustralia(ACDSEH028)

l
outliningtheemergenceofconcernsaboutthepreservation ofnaturalareasforfuturegenerations(forexampleas reflectedintheestablishmentofNationalParksintheUnited States(YellowstoneNationalParkin1872),Australia(Royal NationalParkin1879),Canada(RockyMountainsNational Parkin1885)andNewZealand(TongariroNationalParkin 1887) investigatingtheimpactofearlytextsthatwarnedabout environmentalchange(forexampleSilentSpringbyRachel Carson,1962,DontItMakeYouWantToGoHomebyJoe South,1970,MotherEarthNewsmagazinein1970,Mercy MercyMe(TheEcology)lyricsbyMarvinGaye,1971)
Theintensificationofenvironmentaleffectsinthe twentiethcenturyasaresultofpopulationincrease, urbanisation,increasingindustrialproductionand trade(ACDSEH125)
Thegrowthandinfluenceoftheenvironment movementwithinAustraliaandoverseas,and developmentsinideasabouttheenvironment(notion ofGaia,limitstogrowth,conceptofsustainability, conceptofrightsofnature)(ACDSEH126)
recognisingthehistoricimpactofthepicturesofEarthtaken duringtheApollo8missionandhowtheyinfluenced peoplesviewoftheworld explainingthesignificanceofideasabouttheenvironment (forexampleGaiatheinteractionofEarthanditsbiosphere limitsofgrowththatunlimitedgrowthisunsustainable sustainabilitythatbiologicalsystemsneedtoremain diverseandproductiveovertimeandrightsofnature recognitionthathumansandtheirnaturalenvironmentare closelyinterrelated) investigatingarangeofenvironmentalimpacts(forexample thefloodingofLakePedderinTasmania,deforestationin Indonesia,thedeclineoftheAralSea,theExxonValdezoil spill,thewhalingindustry) explainingthestruggleoverFrenchnuclearweapontestingin thePacificfrom19661996(forexamplethesinkingofthe ship,theRainbowWarrior,in1985)
Significanteventsandcampaignsthatcontributedto popularawarenessofenvironmentalissues,suchas thecampaigntopreventthedammingofAustralias GordonRiver,thenuclearaccidentatChernobyland theJabilukaminecontroversyin1998(ACDSEH127)
72
History
CurriculumF10
Responsesofgovernments,includingtheAustralian government,andinternationalorganisationsto environmentalthreatssincethe1960s(including deforestationandclimatechange).(ACDSEH128)
explainingtheresponsesofgovernmentsandorganisations toenvironmentalthreats(forexampleNewZealandsanti nuclearpolicy,theUnitedStatesComprehensive EnvironmentalResponse,CompensationandLiabilityAct 1980(CERCLA),AustraliasGreatBarrierReefOutlook Report(2009) evaluatingtheeffectivenessofinternationalprotocolsand treatiessuchasKyoto(1997),theUnitedNationsFramework ConventiononClimateChange(since1992)andthe WashingtonDeclaration(2007)
HistoricalSkills Chronology,termsandconcepts Usechronologicalsequencingto demonstratetherelationshipbetween eventsanddevelopmentsindifferent periodsandplaces(ACHHS182)

l l
Elaborations
l
placinginsequencethemaineventsoftheFreedomRidescampaignsin theUnitedStatesandAustraliaandexplainingthelinksbetweenthetwo campaigns usinginteractivetimelinestoexplorethevariousmanifestationsoreffectsof aneventindifferentgeographicallocations
Usehistoricaltermsandconcepts (ACHHS183) Historicalquestionsandresearch Identifyandselectdifferentkindsof questionsaboutthepasttoinform historicalinquiry(ACHHS184)
definingandusingtermsandconceptssuchasliberation,humanrights, popularcultureandcontestability
Elaborations
l
changingakeyquestionorrelatedquestionsinaninquirydependingonthe suitabilityofthesourcesavailable developingquestionsaboutaspectsofthepastthatrequirehistorical argument identifying,planningandinvestigating(individuallyandaspartofateam) specifichistoricalquestionsorissues changingakeyquestionorrelatedquestionsinaninquirydependingonthe suitabilityofthesourcesavailable
Evaluateandenhancethesequestions (ACHHS185) Identifyandlocaterelevantsources, usingICTandothermethods (ACHHS186)
locatingsourcesforrecordingoralhistories(forexampleVietnamWar veterans,recentmigrants) recognisingtheroleofICTinprovidingaccesstosourcesandtheneedto askrelevantquestionsofthosesources(forexampleaGooglesearchfor significanceofKokoda)
Analysisanduseofsources
Elaborations
73
History
CurriculumF10
Identifytheorigin,purposeandcontext ofprimaryandsecondarysources (ACHHS187)
usingdatafromimmigrationrecordsandprocessingitusingICTtoidentify historicaltrendsovertime explainingthecontextofasourcesuchastheBringingThemHomeReport (1997)andthesignificanceofthatcontextinunderstandingresponsesto thereport(withvaryingperspectives) combininghistoricaldatafromarangeofsourcestoidentifyandexplainthe impactofWorldWarII
Processandsynthesiseinformation fromarangeofsourcesforuseas evidenceinanhistoricalargument (ACHHS188)
Evaluatethereliabilityandusefulnessof primaryandsecondarysources (ACHHS189)
understandingthatthereliabilityandusefulnessofasourcedependsonthe questionsaskedofit(forexampleanaccountmaybeonesidedand thereforeofuseinrevealingpastprevailingattitudes) discussingthereliabilityandusefulnessofMartinLutherKings1963I HaveADreamspeechasasourcetoassistinunderstandingtheaimsand motivationsoftheUSCivilRightsmovement
Perspectivesandinterpretations Identifyandanalysetheperspectivesof peoplefromthepast(ACHHS190)
Elaborations
l
analysingtheviewsofbothmenandwomenatdifferenttimesregarding genderequalityinAustraliaandexplaininghowtheseviewsmightreflect changingvaluesandattitudes examiningdifferentaccountsofthefirst1957rocknrolltoursofAustralia andidentifyingthedifferentperspectivesbasedonage explainingtheenthusiasmofyoungpeopleforthetoursandtheopposition ofoldergenerations,asreflectedinthesources
Identifyandanalysedifferenthistorical interpretations(includingtheirown) (ACHHS191)
Explanationandcommunication Developtexts,particularlydescriptions anddiscussionsthatuseevidencefrom arangeofsourcesthatarereferenced (ACHHS192)
Elaborations
l
developingahistoricalargumentthatidentifiesdifferentpossibilitiesin interpretationandarguesaparticularpointofview,withconsistentand specificreferencetotheevidenceavailable explainingthesignificanceofthefallofSingapore(1942)inthechangesin AustraliasmilitaryalliancesanduseoftroopsduringWorldWarII,usinga rangeofsources(forexampleaccountsofprisonersofwar,commanders suchasGeneralGordonBennett,politicianssuchasPrimeMinisterJohn Curtin,andJapaneseandBritishsources) designingaposterthatoutlinesthemainargumentsagainstFrenchnuclear testinginthePacificandexplainingthenatureandreliabilityofthesources usedtoconstructtheposter
Selectandusearangeof communicationforms(oral,graphic, written)anddigitaltechnologies (ACHHS193)
74
History
CurriculumF10
BytheendofYear10,studentsrefertokeyevents,theactionsofindividualsandgroups,andbeliefsandvaluestoexplain patternsofchangeandcontinuityovertime.Theyanalysethecausesandeffectsofeventsanddevelopmentsandexplain theirrelativeimportance.Theyexplainthecontextforpeoplesactionsinthepast.Studentsexplainthesignificanceofevents anddevelopmentsfromarangeofperspectives.Theyexplaindifferentinterpretationsofthepastandrecognisetheevidence usedtosupporttheseinterpretations. Studentssequenceeventsanddevelopmentswithinachronologicalframework,andidentifyrelationshipsbetweenevents acrossdifferentplacesandperiodsoftime.Whenresearching,studentsdevelop,evaluateandmodifyquestionstoframean historicalinquiry.Theyprocess,analyseandsynthesiseinformationfromarangeofprimaryandsecondarysourcesanduse itasevidencetoanswerinquiryquestions.Studentsanalysesourcestoidentifymotivations,valuesandattitudes.When evaluatingthesesources,theyanalyseanddrawconclusionsabouttheirusefulness,takingintoaccounttheirorigin, purpose,andcontext.Theydevelopandjustifytheirowninterpretationsaboutthepast.Studentsdeveloptexts,particularly explanationsanddiscussions,incorporatinghistoricalargument.Indevelopingthesetextsandorganisingandpresenting theirarguments,theyusehistoricaltermsandconcepts,evidenceidentifiedinsources,andtheyreferencethesesources.
75
Glossary
Ancient
asdefinedintheAustralianCurriculum:History,theAncientperiodcovershistoryfromthedevelopmentofearlyhuman communities(from60000BCE)totheendoflateantiquity(around650CE)
Artefacts
somethingmadeorshapedbyhumansfortheiruse,suchasastonetool,ametalsword,aplastictoy
Asia
asdefinedintheAustralianCurriculum:History,Asiareferstotheterritorialareathatextendsfromthewesternborderof Pakistan,tothenorthernborderofMongolia,theeasternborderofJapan,andthatextendstothesouthernborderof Indonesia
BCE
anabbreviationofBeforetheCommonEra.ItisthesamedatingsystemasthetraditionallyusedBC,meaningBefore Christ.HistoricaldatesbeforethebirthofChristareclassifiedasBCE.Thereisnoyearzerointhisdatingsystem,sothe yearCE1immediatelyfollowstheyear1BCE.SeetheglossarytermforCE.
Causeandeffect
usedbyhistorianstoidentifychainsofeventsanddevelopmentsovertime,shorttermandlongterm
CE
anabbreviationof`CommonEra.ItisthesamedatingsystemasthetraditionallyusedAD,shortfortheLatinphraseAnno Domini,theyearofourLord.HistoricaldatesafterthebirthofChristareclassifiedasCE.Thereisnoyearzerointhisdating system,sotheyearCE1immediatelyfollowstheyear1BCE.SeetheglossarytermforBCE.
Chronology
chronologyisthestudyoftime.Inhistory,chronologyinvolvesthearrangementofeventsinorder,asinatimeline.
Concepts
aconceptreferstoanygeneralnotionorideathatisusedtodevelopanunderstandingofthepast,suchasconceptsrelated totheprocessofhistoricalinquiry(forexampleevidence,continuityandchange,perspectives,significance)andconcepts thatareculturallysignificanttoAboriginalandTorresStraitIslanderpeoples,suchasCountryandPlace
Contestability
occurswhenparticularinterpretationsaboutthepastareopentodebate,forexample,asaresultofalackofevidenceor differentperspectives.
Continuityandchange
aspectsofthepastthatremainedthesameovercertainperiodsoftimearereferredtoascontinuities.Continuityandchange areevidentinanygivenperiodoftimeandconceptssuchasprogressanddeclinemaybeusedtoevaluatecontinuityand change.
Demography
76
History
Glossary
thestudyofthecharacteristicsofhumanpopulations,suchassize,ageprofileandlifeexpectancy
Depthstudy
adepthstudyisadetailedstudyofspecificaspectsofanhistoricalperiod,forexampleaparticularsociety,event,movement ordevelopment.Itprovidesstudentswiththeopportunitytodevelopandapplytheconceptsandskillsofhistoricalinquiry.A depthstudycommonlyemploysinvestigationofarangeofsources,andmayincludesiteandmuseumvisits.
Empathy
empathyisanunderstandingofthepastfromthepointofviewofaparticularindividualorgroup,includinganappreciationof thecircumstancestheyfaced,andthemotivations,valuesandattitudesbehindtheiractions
Empire
anempireexercisespolitical,economicandculturalruleorcontroloverotherpeoplesandnations,suchastheRoman EmpireandtheBritishEmpire
Evidence
inHistory,evidenceistheinformationobtainedfromsourcesthatisvaluableforaparticularinquiry(forexampletherelative sizeofhistoricalfiguresinanancientpaintingmayprovidecluesforaninquiryintothesocialstructureofthesociety). Evidencecanbeusedtohelpconstructahistoricalnarrative,tosupportahypothesisortoproveordisproveaconclusion.
Historicalinquiry
historicalinquiryistheprocessofinvestigationundertakeninordertounderstandthepast.Stepsintheinquiryprocess includeposingquestions,locatingandanalysingsourcesandusingevidencefromsourcestodevelopaninformed explanationaboutthepast.
Imperialism
imperialismistheprocesswherebyruleorcontrolisestablishedandmaintainedoverotherpeoplesandnations
Industrialism
theintroductionofmachinerytoproducelargequantitiesofgoodsusingfuelbasedtechnology.Industrialisationinvolvesa divisionoflabourandthedevelopmentoffactoriesandcities
Interpretation
aninterpretationisanexplanationofthepast,forexampleaboutaspecificperson,eventordevelopment.Theremaybe morethanoneinterpretationofaparticularaspectofthepastbecausehistoriansmayhaveuseddifferentsources,asked differentquestionsandhelddifferentpointsofviewaboutthetopic.
Medieval
isatermusedtodescribetheperiodofhistorybetweentheendoftheRomanEmpireinthewestinthefifthcenturyCEtothe endoftheRenaissancearound1500CE
Modern
asdefinedintheAustralianCurriculum:History,themodernperiodcovershistoryfromthebeginningoftheIndustrial Revolutionaround1750CEtothepresent
Narrative
77
History
Glossary
awayofmakingsenseofthepastbasedonaselectionofevents.Therearedifferenttypesofnarrativesuchasaccountsof thepastthatrelateastory(forexamplepersonal,fictitious)andhistoricalrecounts(suchasthecourseofeventsduringthe SecondWorldWar)
Nationalism
nationalismisthefeelingofbelongingtoapeople,aplaceandacommonculture.Whenthenationbecomestheprimary loyalty,itgivesrisetomovementsofnationalindependence.
Oralhistories
peoplesspokenrecollectionsofthepast,recordedthroughanaudioorvideointerview
Overview
anoverviewprovidesaconceptualandchronologicalframeworkforunderstandingaparticularhistoricalperiod.Itcan consistofkeyfeatures,events,developmentsandbroadpatternsofhistoricalchange.Anoverviewprovidesacontextfora depthstudy.
Perspective
apersonsperspectiveistheirpointofview,thepositionfromwhichtheyseeandunderstandeventsgoingonaroundthem. Peopleinthepastmayhavehaddifferentpointsofviewaboutaparticularevent,dependingontheirage,gender,social positionandtheirbeliefsandvalues.ForexampleaconvictgirlandanAboriginalElderwouldhavehadquitedifferent perspectivesonthearrivaloftheFirstFleetinAustralia.Historiansalsohaveperspectivesandthiscaninfluencetheir interpretationofthepast.
Primarysources
inHistory,primarysourcesareobjectsanddocumentscreatedorwrittenduringthetimebeinginvestigated,forexample duringaneventorverysoonafter.Examplesofprimarysourcesincludeofficialdocuments,suchaslawsandtreaties personaldocuments,suchasdiariesandlettersphotographsfilmanddocumentaries.Theseoriginal,firsthandaccounts areanalysedbythehistoriantoanswerquestionsaboutthepast.
Quantitative
capableofbeingmeasuredandexpressedinnumericalterms,suchasthenumbersofwomenwhoarrivedontheFirst Fleet,theproportionofAustraliansoldierswhodiedinWorldWarI,radiocarbondatingofanancientsite
Secondarysources
inHistory,secondarysourcesareaccountsaboutthepastthatwerecreatedafterthetimebeinginvestigatedandwhichoften useorrefertoprimarysourcesandpresentaparticularinterpretation.Examplesofsecondarysourcesincludewritingsof historians,encyclopaedia,documentaries,historytextbooks,andwebsites.
Significance
theimportancethatisassignedtoparticularaspectsofthepast,egevents,developments,movementsandhistoricalsites. Significanceincludesanexaminationoftheprinciplesbehindtheselectionofwhatshouldbeinvestigatedandremembered andinvolvesconsiderationofquestionssuchas:Howdidpeopleinthepastviewthesignificanceofanevent?How importantweretheconsequencesofanevent?Whatwasthedurationoftheevent?Howrelevantisittothecontemporary world?
Source
78
History
Glossary
anywrittenornonwrittenmaterialsthatcanbeusedtoinvestigatethepast,forexamplecoins,photographs,letters, gravestones,buildings.Asourcebecomesevidenceifitisofvaluetoaparticularinquiry.
Sustainability
supportstheneedsofthepresentwithoutcompromisingtheabilityoffuturegenerationstomeettheirownneeds.
Terms
awordorphraseusedtodescribeabstractaspectsorfeaturesofthepast(forexamplecolonisation,revolution,imperialism, democracy)andmorespecificfeaturessuchasapyramid,gladiator,temple,rockshelter
79
Historical Skills Scope and Sequence: Foundation to Year 6

Foundation Year
Chronology, terms and concepts
Sequence familiar objects and events
Year 1
Year 2
Year 3
Sequence historical people and events
Year 4
Year 5
Year 6
Distinguish between the past, present and future
Use historical terms
Use historical terms and concepts
Historical questions and research
Pose questions about the past using sources provided
Pose a range of questions about the past Identify sources
Identify questions to inform an historical inquiry
Identify and locate a range of relevant sources
Historical Skills
Analysis and use of sources
Explore a range of sources about the past
Locate relevant information from sources provided
Locate information related to inquiry questions in a range of sources Compare information from a range of sources
Identify and compare features of objects from the past and present
Perspectives and interpretations
Explore a point of view
Identify different points of view
Identify points of view in the past and present
Explanation and communication
Develop a narrative about the past
Develop texts, particularly narratives Use a range of communication forms (oral, graphic, written) and digital technologies
Develop texts, particularly narratives and descriptions, which incorporate source materials Use a range of communication forms (oral, graphic, written) and digital technologies
Use a range of communication forms (oral, graphic, written, role play) and digital technologies
Version 3.0
20 January 2012
Historical Skills Scope and Sequence: Year 5 to Year 10

Year 5
Chronology, terms and concepts
Year 6
Year 7
Year 8
Year 9
Year 10
Sequence historical events, developments and periods
Use chronological sequencing to demonstrate the relationship between events and developments in different periods and places Use historical terms and concepts
Historical questions and research
Identify questions to inform an historical inquiry
Identify a range of questions about the past to inform an historical inquiry Identify and locate relevant sources, using ICT and other methods
Identify and locate a range of relevant sources
Identify and select different kinds of questions about the past to inform historical inquiry Evaluate and enhance these questions Identify and locate relevant sources, using ICT and other methods
Historical Skills
Analysis and use of sources
Locate information related to inquiry questions in a range of sources Compare information from a range of sources
Identify the origin and purpose of primary and secondary sources Locate, compare, select and use information from a range of sources as evidence Draw conclusions about the usefulness of sources
Identify the origin, purpose and context of primary and secondary sources Process and synthesise information from a range of sources for use as evidence in an historical argument Evaluate the reliability and usefulness of primary and secondary sources
Perspectives and interpretations
Identify points of view in the past and present
Identify and describe points of view, attitudes and values in primary and secondary sources
Identify and analyse the perspectives of people from the past Identify and analyse different historical interpretations (including their own)
Explanation and communication
Develop historical texts, particularly narratives and descriptions, which incorporate source materials Use a range of communication forms (oral, graphic, written) and digital technologies
Develop texts, particularly descriptions and explanations that use evidence from a range of sources that are acknowledged Use a range of communication forms (oral, graphic, written) and digital technologies
Develop texts, particularly explanations and discussions that use evidence from a range of sources that are referenced Select and use a range of communication forms (oral, graphic, written) and digital technologies
Version 3.0
20 January 2012
Historical Knowledge and Understanding Scope and Sequence: Foundation to Year 6

Foundation Year Year level focus
Personal and family histories What is my history and how do I know? What stories do other people tell about the past? How can stories of the past be told and shared?
Year 1
Present and past family life 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?
Year 2
The past in the present 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?
Year 3
Community and remembrance Who lived here first and how do we know? 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?
Year 4
First contacts Why did the great journeys of exploration occur? What was life like for Aboriginal and/or Torres Strait Islander Peoples before the arrival of the Europeans? Why did the Europeans settle in Australia? What was the nature and consequence of contact between Aboriginal and/or Torres Strait Islander Peoples and early traders, explorers and settlers?
Year 5
The Australian colonies 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?
Year 6
Australia as a nation Why and how did Australia become a nation? How did Australian society change throughout the twentieth century? Who were the people who came to Australia? Why did they come? What contribution have significant individuals and groups made to the development of Australian society?
Key concepts
Key questions
The content provides opportunities to develop historical understanding through key concepts including continuity and change, cause and effect, perspectives, empathy and significance. Who the people in their family are, where they were born and raised and how they are related to each other The different structures of families and family groups today, and what they have in common How they, their family and friends commemorate past events that are important to them How the stories of families and the past can be communicated, for example through photographs, artefacts, books, oral histories, digital media, and museums Differences in family structures and roles today, and how these have changed or remained the same over time How the present, past and future are signified by terms indicating time such as a long time ago, then and now, now and then, old and new, tomorrow, as well as by dates and changes that may have personal significance, such as birthdays, celebrations and seasons Differences and similarities between students daily lives and life during their parents and grandparents childhoods, including family traditions, leisure time and communications. The history of a significant person, building, site or part of the natural environment in the local community and what it reveals about the past The importance today of an historical site of cultural or spiritual significance; for example, a community building, a landmark, a war memorial The impact of changing technology on peoples lives (at home and in the ways they worked, travelled, communicated, and played in the past)
The content provides opportunities to develop historical understanding through key concepts including sources, continuity and change, cause and effect, perspectives, empathy and significance.
The importance of Country and Place to Aboriginal and/or Torres Strait Islander Peoples who belong to a local area. (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) ONE important example of change and ONE important example of continuity over time in the local community, region or state/ territory; for example, in relation to the areas of transport, work, education, natural and built environments, entertainment, daily life The role that people of diverse backgrounds have played in the development and character of the local community Days and weeks celebrated or commemorated in Australia (including Australia Day, ANZAC Day, Harmony Week, National Reconciliation Week, NAIDOC week and National Sorry Day) and the importance of symbols and emblems. Celebrations and commemorations in other places around the world; for example, Bastille Day in France, Independence Day in the USA, including those that are observed in Australia such as Chinese New Year, Christmas Day, Diwali, Easter, Hanukkah, the Moon Festival and Ramadan
The diversity and longevity of Australias first peoples and the ways Aboriginal and/or Torres Strait Islander Peoples are connected to Country and Place (land, sea, waterways and skies) and the implications for their daily lives. The journey(s) of AT LEAST ONE world navigator, explorer or trader up to the late eighteenth century, including their contacts with other societies and any impacts. Stories of the First Fleet, including reasons for the journey, who travelled to Australia, and their experiences following arrival. The nature of contact between Aboriginal people and/or Torres Strait Islanders and others, for example, the Macassans and the Europeans, and the effects of these interactions on, for example families and the environment
Reasons (economic, political and social) for the establishment of British colonies in Australia after 1800. The nature of a convict or colonial presence, including the factors that influenced patterns of development, aspects of the daily life of the inhabitants (including Aboriginal Peoples and Torres Strait Islanders Peoples), and how the environment changed. The impact of a significant development or event on a colony; for example, frontier conflict, the gold rushes, the Eureka Stockade, internal exploration, the advent of rail, the expansion of farming, drought. The reasons people migrated to Australia from Europe and Asia, and the experiences and contributions of a particular migrant group within a colony. The role that a significant individual or group played in shaping a colony; for example, explorers, farmers, entrepreneurs, artists, writers, humanitarians, religious and political leaders, and Aboriginal and/or Torres Strait Islander Peoples.
Key figures and events that led to Australias Federation, including British and American influences on Australias system of law and government. Experiences of Australian democracy and citizenship, including the status and rights of Aboriginal people and/or Torres Strait Islanders, migrants, women, and children Stories of groups of people who migrated to Australia (including from ONE Asian country) and the reasons they migrated, such as World War II and Australian migration programs since the war. The contribution of individuals and groups, including Aboriginal people and/or Torres Strait Islanders and migrants, to the development of Australian society, for example in areas such as the economy, education, science, the arts, sport.
Knowledge and understanding
Version 3.0
20 January 2012
Historical Knowledge and Understanding Scope and Sequence: Year 7 to Year 10

Year 7 Year level focus
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) How do we know about the ancient past?
Year 8
The ancient to the modern world The Year 8 curriculum provides study of history from the end of the ancient period to the beginning of the modern period, c.650 AD (CE) 1750.
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.
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.
Key questions
Why and where did the earliest societies develop? What emerged as the defining characteristics of ancient societies? What have been the legacies of ancient societies?
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?
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?
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?
Key concepts
The content provides opportunities to develop historical understanding through key concepts, including evidence, continuity and change, cause and effect, perspectives, empathy, significance and contestability.
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 (BCE) and migrated to other parts of the world, including Australia.
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: the transformation of the Roman world and the spread of Christianity and Islam key features of the medieval world (feudalism, trade routes, voyages of discovery, contact and conflict) the emergence of ideas about the world and the place of people in it by the end of the period (such as the Renaissance, the Scientific Revolution and the Enlightenment).
Overview content for the making of the modern world includes the following: the nature and significance of the Industrial Revolution and how it affected living and working conditions, including within Australia the nature and extent of the movement of peoples in the period (slaves, convicts and settlers) the extent of European imperial expansion and different responses, including in the Asian region the emergence and nature of significant economic, social and political ideas in the period, including nationalism
Overview content for the Modern World and Australia includes the following: the inter-war years between World War I and World War II, including the Treaty of Versailles, the Roaring Twenties and the Great Depression continuing efforts post-World War II to achieve lasting peace and security in the world, including Australias involvement in UN peacekeeping the major movements for rights and freedom in the world and the achievement of independence by former colonies the nature of the Cold War and Australias involvement in Cold War and post-Cold War conflicts (Korea, Vietnam, The Gulf Wars, Afghanistan), including the rising influence of Asian nations since the end of the Cold War developments in technology, public health, longevity and standard of living during the twentieth century, and concern for the environment and sustainability
Overview
the evidence for the emergence and establishment of ancient societies (including art, iconography, writing tools and pottery) key features of ancient societies (farming, trade, social classes, religion, rule of law)
The depth studies for this year level include: 1. Investigating the ancient past
The depth studies for this year level include: 1. The Western and Islamic World (ONE of The Vikings, Renaissance Italy, Medieval Europe, The Ottoman Empire) 2. The Asia-Pacific World (ONE of Angkor/Khmer Empire, Japan under the Shoguns, The Polynesian expansion across the Pacific) 3. Expanding contacts (ONE of Mongol Expansion, The Spanish Conquest of the Americas, The Black Death in Asia, Europe and Africa)
The depth studies for this year level include: 1. Making a Better World? (ONE of Progressive ideas and movements, The Industrial Revolution, Movement of peoples) 2. Australia and Asia (ONE of Asia and the world, Making a nation) 3. World War I
The depth studies for this year level include: 1. World War II 2. Rights and freedoms 3. The globalising world (ONE of Popular culture, The environment movement, Migration experiences)
Depth studies
2. The Mediterranean world (ONE of Egypt, Greece, Rome) 3. The Asian world (ONE of China, India)
Version 3.0
20 January 2012

Australian Curriculum

Загружено:

Сведения о документе

Исходное описание:

Авторское право

Доступные форматы

Поделиться этим документом

Поделиться или встроить документ

Параметры публикации

Этот документ был вам полезен?

Это неприемлемый материал?

Авторское право:

Доступные форматы

Australian Curriculum

Загружено:

Авторское право:

Доступные форматы

TheAustralian

Learningareas Yearlevels Curriculumversion Dated

English,History,MathematicsandScience FoundationYear,1,2,3,4,5,6,7,8,9,10and10A Version3.0 Monday,23January2012

The Australian Curriculum English

Rationale and Aims

Language:knowingabouttheEnglishlanguage Literature:understanding,appreciating,respondingto,analysingandcreatingliterature Literacy:expandingtherepertoireofEnglishusage.

FoundationYear2:typicallystudentsfrom5to8yearsofage Years36:typicallystudentsfrom8to12yearsofage Years710:typicallystudentsfrom12to15yearsofage Seniorsecondaryyears:typicallystudentsfrom15to18yearsofage

overseasandAustralianbornstudentswhosefirstlanguageisalanguageotherthanEnglish studentswhosefirstlanguageisanAboriginalorTorresStraitIslanderlanguage,includingcreolesandrelated varieties,orAboriginalEnglish.

Literacy Numeracy Informationandcommunicationtechnology(ICT)capability Criticalandcreativethinking Personalandsocialcapability Ethicalbehaviour Interculturalunderstanding.

AboriginalandTorresStraitIslanderhistoriesandcultures AsiaandAustraliasengagementwithAsia Sustainability.

Explorehowlanguageisuseddifferentlyathomeand schooldependingontherelationshipsbetween people(ACELA1428)

Understandthatlanguagecanbeusedtoexplore waysofexpressingneeds,likesanddislikes (ACELA1429)

Textstructureandorganisation Understandthattextscantakemanyforms,canbe veryshort(forexampleanexitsign)orquitelong(for exampleaninformationbookorafilm)andthatstories andinformativetextshavedifferentpurposes (ACELA1430)

Understandthatpunctuationisafeatureofwrittentext differentfromlettersrecognisehowcapitallettersare usedfornames,andthatcapitallettersandfullstops signalthebeginningandendofsentences (ACELA1432)

Understandconceptsaboutprintandscreen, includinghowbooks,filmandsimpledigitaltexts work,andknowsomefeaturesofprint,forexample directionality(ACELA1433)

learningthatwordorderinsentencesisimportantfor meaning(forexample'Theboysatonthedog','Thedogsat ontheboy') creatingstudents'ownwrittentextsandreadingaloudtothe teacherandothers exploringspoken,writtenandmultimodaltextsandidentifying elements,forexamplewordsandimages

Explorethedifferentcontributionofwordsandimages tomeaninginstoriesandinformativetexts (ACELA1786)

Understandtheuseofvocabularyinfamiliarcontexts relatedtoeverydayexperiences,personalinterests andtopicstaughtatschool(ACELA1437)

Knowthatspokensoundsandwordscanbewritten downusinglettersofthealphabetandhowtowrite somehighfrequencysightwordsandknownwords (ACELA1758)

Soundandletterknowledge Recogniserhymes,syllablesandsounds (phonemes)inspokenwords(ACELA1439)

listeningtothesoundsastudenthearsintheword,and writingletterstorepresentthosesounds identifyingrhymeandsyllablesinspokenwords identifyingandmanipulatingsounds(phonemes)inspoken words identifyingonsetandrimeinonesyllablespokenwords

identifyingfamiliarandrecurringlettersandtheuseofupper andlowercaseinwrittentextsintheclassroomand community usingfamiliarandcommonlettersinhandwrittenanddigital communications

Literature Literatureandcontext Recognisethattextsarecreatedbyauthorswhotell storiesandshareexperiencesthatmaybesimilaror differenttostudentsownexperiences(ACELT1575)

recognisingthattherearestorytellersinallcultures viewingstoriesbyAboriginalandTorresStraitIslander storytellersfromonlinesources comparingexperiencesdepictedinstorieswithstudentsown engagingwithtextsthatreflectthesocialandculturalgroups towhichstudentsbelong

Respondingtoliterature Respondtotexts,identifyingfavouritestories,authors andillustrators(ACELT1577)

Examiningliterature Identifysomefeaturesoftextsincludingeventsand charactersandretelleventsfromatext(ACELT1578)

identifyingsomefeaturesofculturerelatedtocharactersand eventsinliterarytexts,forexampledress,foodanddaily routines listening,respondingtoandjoininginwithrhymes,poems, chantsandsongs recognisingculturalpatternsofstorytelling,forexampleOnce uponatime,Along,longtimeago,Beforethe Dreamtime

Recognisesomedifferenttypesofliterarytextsand identifysomecharacteristicfeaturesofliterarytexts,for examplebeginningsandendingsoftraditionaltexts andrhymeinpoetry(ACELT1785)

Replicatetherhythmsandsoundpatternsinstories, rhymes,songsandpoemsfromarangeofcultures (ACELT1579)

usingmusicandactionstoenhanceappreciationofrhymes, poems,chantsandsongs recitingrhymeswithactions

Creatingliterature Retellfamiliarliterarytextsthroughperformance,use ofillustrationsandimages(ACELT1580)

drawing,labellingandroleplayingrepresentationsof charactersorevents recitingrhymeswithactions usingdigitaltechnologiestoretelleventsandrecreate charactersfromfavouriteprintandfilmtexts

Literacy Textsincontext Identifysomefamiliartextsandthecontextsinwhich theyareused(ACELY1645) Elaborations

recognisingthemeaningofsymbolsineverydaycontexts,for exampleexitsigns,logos,heartsandflowersongreeting cards

Interactingwithothers Listentoandrespondorallytotextsandtothe communicationofothersininformalandstructured classroomsituations(ACELY1646)

Useinteractionskillsincludinglisteningwhileothers speak,usingappropriatevoicelevels,articulationand bodylanguage,gesturesandeyecontact (ACELY1784)

Interpreting,analysing,evaluating Identifysomedifferencesbetweenimaginativeand informativetexts(ACELY1648)

Readpredictabletexts,practisingphrasingand fluency,andmonitormeaningusingconceptsabout printandemergingcontextual,semantic,grammatical andphonicknowledge(ACELY1649)

Usecomprehensionstrategiestounderstandand discusstextslistenedto,viewedorreadindependently (ACELY1650)

Creatingtexts Createshorttextstoexplore,recordandreportideas andeventsusingfamiliarwordsandbeginningwriting knowledge(ACELY1651)

Participateinsharededitingofstudentsowntextsfor meaning,spelling,capitallettersandfullstops (ACELY1652)

recognisinghowandwheresignsandsymbolsareusedand placedinstudentsschoolandcommunity learningsomesignsinAuslanandfindingoutaboutHeara BookandBrailletechnologiesforhearingandvisuallyimpaired people

Languageforinteraction Understandthatlanguageisusedincombination withothermeansofcommunication,forexample facialexpressionsandgesturestointeractwith others(ACELA1444)

Understandthattherearedifferentwaysofasking forinformation,makingoffersandgiving commands(ACELA1446)

learningthedifferencebetweenquestionsandstatements, requestsandcommands learningaboutdifferenttypesofquestionsincludingclosedand openquestionsandwhere,what,whoandwhyquestions

Exploredifferentwaysofexpressingemotions, includingverbal,visual,bodylanguageandfacial expressions(ACELA1787)

extendingstudentsvocabulariesfortheexpressionoffeelings andemotions consideringhowothersmightrespondbeforestudentsexpress theirviewsandhowstudentsmightrespondtoothersviewsin civilandconstructiveways

Textstructureandorganisation Understandthatthepurposestextsserveshape theirstructureinpredictableways(ACELA1447)

Recognisethatdifferenttypesofpunctuation, includingfullstops,questionmarksand exclamationmarks,signalsentencesthatmake statements,askquestions,expressemotionor givecommands(ACELA1449)

Understandconceptsaboutprintandscreen, includinghowdifferenttypesoftextsareorganised usingpagenumbering,tablesofcontent,headings andtitles,navigationbuttons,barsandlinks (ACELA1450)

learningabouthowbooksanddigitaltextsareorganised includingpagenumbers,tableofcontents,headings,images withcaptionsandtheuseofscrollingtoaccessdigitaltexts

Expressinganddevelopingideas Identifythepartsofasimplesentencethat representWhatshappening?,Whoorwhatis involved?andthesurroundingcircumstances (ACELA1451)

Exploredifferencesinwordsthatrepresentpeople, placesandthings(nouns,includingpronouns), happeningsandstates(verbs),qualities (adjectives)anddetailssuchaswhen,whereand how(adverbs)(ACELA1452)

talkingabouteffectivewordsthatdescribeaplace,personor event learninghowasentencecanbemademorevividbyadding adjectives,adverbsandunusualverbs

Comparedifferentkindsofimagesinnarrativeand informativetextsanddiscusshowtheycontributeto meaning(ACELA1453)

talkingaboutwhatisrealandwhatisimaginedintexts,for exampleThisisthesectionaboutplatypusesinthebookabout mammals

Understandtheuseofvocabularyineveryday contextsaswellasagrowingnumberofschool contexts,includingappropriateuseofformaland informaltermsofaddressindifferentcontexts (ACELA1454)

learningformsofaddressforvisitorsandhowtouselanguage appropriatelytoaskdirectionsandforinformation,forexample onexcursions

Knowthatregularonesyllablewordsaremadeup oflettersandcommonletterclustersthat correspondtothesoundsheard,andhowtouse visualmemorytowritehighfrequencywords (ACELA1778)

writingonesyllablewordscontainingknownblends,forexample bl,st learninganincreasingnumberofhighfrequencysightwords recognisedinsharedtextsandintextsbeingreadindependently (forexample'one','have','them','about')

Recogniseandknowhowtousemorphemesin wordfamiliesforexampleplayinplayedand playing(ACELA1455)

buildingwordfamiliesfromcommonmorphemes(forexample 'play','plays','playing','played','playground') usingmorphemestoreadwords(forexamplebyrecognisingthe 'stem'inwordssuchas'walk/ed')

Soundandletterknowledge Manipulatesoundsinspokenwordsincluding phonemedeletionandsubstitution(ACELA1457)