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Primary matters - Issue 14 - Safety, June 2018

‘Safety’ Matters, June 2018 Welcome to the June issue of Primary Matters. In this edition, we explore the topic of safety in the Australian Curriculum. Read about the Office of the eSafety Commissioner’s work in providing resources, programs and services …

Primary matters - Issue 14 - Safety, June 2018 | Publications | Resources and publications

Primary Matters, issue 23: The review of the Australian Curriculum and Digital Technologies in focus (DTiF)

This edition of Primary Matters provides an update on the Australian Curriculum Review as it relates to the primary years (Foundation –Year 6) and showcases new teaching resources from ACARA’s Digital Technologies in focus (DTiF) project in primary years. …

Primary Matters, issue 23: The review of the Australian Curriculum and Digital Technologies in focus (DTiF) | Publications | Resources and publications

Design and Technologies - Foundation to Year 2

Foundation Knowledge and understanding Content descriptions with elaborations: Identify how people design and produce familiar products, services and environments and consider sustainability to meet personal and local community needs (ACTDEK001) asking …

Design and Technologies - Foundation to Year 2 | Food and fibre dimensions | Dimensions | Curriculum connections | Resources

SpK3

makes short presentations using a few connected sentences, on familiar and learnt topics (retells a familiar story or describes a process) speaks audibly and clearly to a familiar audience (own class) uses some extended sentences organises key ideas …

LiS5

listens to texts to engage with learning area content recalls specific information from a learning area text attends to sequence when recounting ideas listens to a familiar story and retells, making minor adaptations if needed selects appropriate …

MeT2

Telling time uses the appropriate time unit to describe the duration of events (uses minutes to describe time taken to clean teeth whereas uses hours to describe the duration of a long-distance car trip) reads time on analogue clocks to the hour, …

Elaboration (2) ACLASFC019

comparing routines or activities, using signs for time, sequence and location, such as: WHAT TIME PRO2 GO-TO-BED? What time do you go to bed? EVERY MONDAY POSS1 CLASS LIST-BUOY-1 READING LIST-BUOY2 MATHS LIST-BUOY-3 SWIMMING. POSS2 CLASS G:WELL? Every …

Elaboration ACLCHU092

analysing the variety of verb types found in Chinese — for example, adjectival verbs (高、大) and modal verbs (会、可以) — and the placement and use of adverbs, for example, 都 to indicate inclusion; 就 to indicate sequence

Elaboration (16) ACLCLU023

understanding the sequence of tenses and moods in complex sentences (primary and secondary sequences), for example, λέγει ὅτι εἰ ὁ ἀνὴρ τοῦτο εἶπεν, ἐψεύδετο/εἶπεν ὅτι εἰ ὁ ἀνὴρ τοῦτο εἴποι, ψεύδοιτο ἄν

QuN2

Producing number names produces a rote count to at least 12[*] produces a rote count down from 10 Counting items counts a small number of items (typically less than 4) Numeral recognition and identification indicates the correct numeral …

The Arts: Dance - Below satisfactory - Years 9 and 10

This portfolio of work shows that the student can combine a short sequence of movement. The student performs dance (WS1, WS2). The student responds to their dance (WS1).

The Arts: Dance - Below satisfactory - Years 9 and 10 | Portfolios | Work samples | Resources

GrA4

Whole text level uses time connectives to sequence ideas and events (first, then, next, after) groups related ideas into paragraphs Sentence level writes simple sentences correctly writes compound sentences to make connections between ideas …

SpK4

delivers spoken texts for a range of purposes across learning areas (explains how the mathematics problem was solved) uses complex sentence constructions including relative clauses (the boy who drew the picture got a prize) (see Grammar) adjusts register …

CrT6

Crafting ideas writes for a range of purposes (to recount a personal experience, to observe and describe, to provide a reason why, to express thoughts and feelings about a topic) writes four or more sequenced and clearly connected ideas includes …

CrT7

Crafting ideas writes informative, imaginative and persuasive texts using evidence of structure (to recount a personal experience or a sequence of events; to describe a person, thing or process; to provide a reason why; to provide an opinion backed …

CrT10

Generic indicators organises related information and ideas into paragraphs/sections uses a range of complex punctuation flexibly and correctly (see Punctuation) spells complex and most challenging words correctly (see Spelling) uses a range of …

The Arts: Dance - Below satisfactory - Years 5 and 6

This portfolio of student work shows that the student can perform movements and dance sequences with occasional control and awareness of audience. The student can use features of a site to perform a sequence of movements. They are able to explain how …

The Arts: Dance - Below satisfactory - Years 5 and 6 | Portfolios | Work samples | Resources

The Arts: Dance - Below satisfactory - Foundation to Year 2

This portfolio of student work shows that the student can demonstrate occasional control in using movement skills for performance (WS1). The student can combine some movements with occasional meaning and show safe dance practices when reminded (WS2). They …

The Arts: Dance - Below satisfactory - Foundation to Year 2 | Portfolios | Work samples | Resources

Digital Technologies - Above satisfactory - Foundation to Year 2

This portfolio of student work shows that the student can identify how common digital systems (hardware and software) are used to meet specific purposes (WS4). The student uses digital systems to represent simple patterns in data in different ways (WS1, …

Digital Technologies - Above satisfactory - Foundation to Year 2 | Portfolios | Work samples | Resources

Digital Technologies - Below satisfactory - Foundation to Year 2