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What students learn during the first 11 years of school

In their first year of school, students learn from their teachers and through their interactions with others. They experiment, practise and play in the classroom and school community. Priority is given to literacy and numeracy development as these are the foundations upon which further learning is built. There are opportunities to develop literacy and numeracy in all subjects and particularly in English and Mathematics. Becoming an active and engaged learner, ready to learn from and with others is key to a successful first year at school.

 

Each state and territory has a different name for the first formal year of schooling, such as Reception, Kindergarten, Pre-Primary or Prep.

Students engage with texts that entertain and inform, such as picture books and rhymes. They begin learning to read and create texts.   

 

Students learn to:  

  • communicate with others in familiar situations  
  • retell stories and personal experiences
  • report on topics they have learnt   
  • read and talk about texts, including stories, information texts and texts by First Nations Australian, Australian and world authors and illustrators
  • recognise rhyming words, syllables and sounds  
  • name letters and the most common sounds the letters make  
  • listen to, read and view picture books 
  • write some words and phrases   
  • recognise some common words   
  • create texts both orally and in writing.

Students develop a sense of shape, size, number, order, sequence, pattern and position in relation to familiar settings.   

 

Students learn to:   

  • connect numbers, their names and quantities up to 20   
  • count numbers in sequences up to 20   
  • recognise repeating patterns 
  • compare different attributes of objects    
  • use materials to represent problems, compare and sort objects, and discuss answers 
  • group, sort and name familiar shapes    
  • connect events with times of the day and days of the week    
  • use location words such as above, below, outside, next to, underneath.  

Students learn through exploration and play. They practise movement skills, learn about their body, and how to be healthy, safe and active. They learn about respectful relationships.

 

Students learn to:

  • discuss who they are, where they come from and people in their lives
  • describe emotions of people who are happy, sad, excited, tired, angry, scared or confused
  • ask for permission when sharing possessions or personal space
  • move in different ways, speeds, directions and environments
  • identify and demonstrate actions that ensure fair play.

Students use their natural curiosity to make sense of their world. They develop historical and geographical knowledge and skills about people and places.

 

Students learn to:

  • explore their personal world, including personal and family histories
  • investigate places they and their families live in and belong to
  • find out about other places through stories told in books or by family members and other people
  • find out how people feel about places
  • explore why places are special
  • explore how students and other people can care for places
  • recognise the importance of Country/Place to First Nations Australians
  • name the Country/Place where their school is located.

Students learn how science works through exploration and observation, building wonder and curiosity by observing everyday objects.

 

Students learn to:

  • observe external features of plants and animals
  • investigate the properties of everyday materials
  • explore how things move.

Students use purposeful and creative play as a basis for creating and sharing arts works.

 

Students learn to:

  • in Dance, use play, imagination and skills to develop ideas
  • in Drama, create small scenes based on dramatic play
  • in Media Arts, use a camera to record images that communicate ideas
  • in Music, explore sounds when listening, singing and making music
  • in Visual Arts, respond to and create a variety of artworks by drawing and painting.

Students discover how technologies work through exploration, design and guided play.

 

Students learn to:

  • follow steps, and use materials and equipment to safely make a designed solution
  • become familiar with digital systems and how people use them in their everyday lives
  • represent data as objects, pictures and symbols
  • recognise their personal data including their name and birth date.

Students learn a language other than English through play and imagination.

 

Students learn to:

  • imitate sounds, gestures and expressions
  • listen to songs, picture books and stories in the language
  • appreciate that language and culture are related.

Parent/carer information sheets

 

English

 

Parent/carer information sheet – Foundation (.docx)

In Years 1 and 2, priority is given to the important areas of literacy and numeracy development. English and Mathematics are the core subjects for this, but literacy and numeracy are found in all subjects. By the end of Year 2, students have a much stronger understanding of themselves and have begun to connect with the wider community.

Students develop literacy using texts that entertain, inform and persuade, such as picture books, non-fiction books and films. Students grow into more independent readers, learn to create a range of different texts and become more confident when they communicate.

 

Students learn to:

  • listen to and discuss information books, stories, films and digital texts
  • independently read simple books and discuss what they have read
  • discuss the characters and events in texts written by First Nations Australian and wide-ranging Australian and world authors
  • decode words
  • write to express thoughts and ideas
  • tell a story or talk about topics they have learnt in class
  • use simple punctuation, such as capital letters and full stops
  • spell common words and write in sentences
  • create texts using digital tools
  • give short oral presentations on topics of interest
  • develop legible handwriting.

Students develop number sense as they build their understanding of place value. They are introduced to mathematical symbols and learn different ways to represent numbers. They begin to use mathematical language to communicate and explain mathematical ideas, pose basic mathematical questions, and develop simple strategies to investigate and solve practical problems.

 

Students learn to:

  • describe number sequences and locate numbers on a number line
  • begin to use number sentences with mathematical symbols to represent simple additive situations
  • represent simple fractions using pictures, words, objects and events
  • describe and draw shapes and objects
  • use informal units to measure length, capacity and mass
  • tell the time from both analog and digital clocks
  • use a calendar to determine the date
  • position and locate objects using directions and pathways
  • investigate data collected through surveys, observations and experiments.

Students start to learn more about themselves and explore their personal qualities. Through exploration and play, they investigate how health and movement impact their lives and the lives of others. They become more confident and cooperative.

 

Students learn to:

  • explore how groups and communities they belong to are part of their identity
  • recognise their emotions and explore strategies to manage their emotions
  • practise ways to interact with others in a fair and respectful way
  • practise what to do and how to get help when they feel uncomfortable or unsafe
  • apply movement skills as they move in different ways
  • investigate how games can be changed to include everyone.

Students continue to make sense of their world in personal and familiar situations that tap into students’ curiosity about people, places and how things work. They develop historical and geographical knowledge and skills.

 

Students learn to:

  • investigate family life now and in past generations
  • Investigate how families are diverse
  • investigate the natural, managed and human-made features of places
  • recognise how the world is represented on maps
  • explore peoples’ connections to places, including Australian First Nations Peoples
  • explore changes in their lives
  • explore why people and places are significant
  • explore how technology affects people’s lives, now and in the past.

Students learn to investigate by observing and exploring the world around them and by posing and answering questions. They learn to organise their observations, look for patterns and make predictions about their world.

 

Students learn to:

  • investigate living things and the environment
  • look for patterns that occur in life cycles of living things
  • explore how they can change or combine everyday materials
  • examine how sound causes vibration
  • investigate daily and seasonal changes to the environment
  • recognise Earth as a planet in the solar system.

Students participate independently or in groups to express and reflect their growing understanding of the world through different art forms. They begin to learn arts technical skills.

 

Students learn to:

  • in Dance, dance alone and with others, being aware of the space and people around them
  • in Drama, create fictional situations based on imagination
  • in Media Arts, explore how people across cultures and communities experience media arts
  • in Music, explore examples of music by First Nations Australians
  • in Visual Arts, explore a variety of materials to create and display their art works in informal settings.

Students learn how digital and other technologies work. They learn how to create solutions with technologies through exploration, design and problem-solving.

 

Students learn to:

  • design and safely make a product
  • explore how food and clothing are produced
  • explore how food can be prepared for healthy eating
  • represent data as pictures, symbols, numbers and words
  • understand how data can be stored online
  • break down a problem into parts and sequence the steps in finding a solution
  • use common digital tools to collaborate, draw, write about or share ideas
  • work safely online.

Students build on their learning of a language other than English.

 

Students learn to:

  • use simple words and phrases to interact with others and participate in shared learning experiences
  • with support, understand simple phrases and sentences that have familiar vocabulary
  • with support, write some words and simple sentences
  • gain insights into their own and other cultures, including First Nations Australian cultures.

Parent/carer information sheets

 

English

 

Parent/carer information sheet – Years 1 and 2 (.docx)

In Years 3 and 4, students become more independent. They communicate with others more effectively. English and Mathematics continue to be a priority, and literacy and numeracy are developed across all learning areas. The curriculum further builds students’ essential knowledge and skills in literacy, consolidating learning to read and write.

Students read and write about familiar content that relates to other learning areas. Students read more difficult texts on their own, such as chapter books and non-fiction information texts.

 

Students learn to:

  • read and understand a range of imaginative, informative and persuasive texts
  • create written and multimodal texts that tell stories, persuade and explain
  • recognise that images add meaning to texts
  • discuss characters, events and settings in texts by First Nations Australian, Australian and world authors and illustrators
  • recognise different kinds of language used in texts for different audiences and purposes
  • create texts using simple and compound sentences
  • use accurate spelling and punctuation, and edit their own writing
  • plan and create oral and multimodal presentations
  • engage in discussions to share ideas, information and opinions.

Students further develop their understanding of number, patterns and relationships, measurement and geometry. They represent fractions and decimals using concrete materials as they begin to conduct statistical investigations and repeated chance experiments.

 

Students learn to:

  • choose strategies to add, subtract, multiply and divide numbers
  • represent the value of money and model problems involving money transactions
  • understand and recall all 4 operation facts
  • represent fractions on a number line
  • use algorithms to explore number patterns
  • use metric units to measure temperature, length, mass and capacity of shapes and objects
  • solve practical problems involving time
  • use grid referenced maps
  • create symmetrical geometric patterns and classify angles, shapes and objects
  • conduct statistical investigations and repeated chance experiments, using digital tools.

Students learn about changes they experience as they grow up. They develop strategies for managing those changes and transitions. They develop their proficiency across a range of movement skills as they begin to transfer their skills to different situations.

 

Students learn to:

  • build the skills to establish, manage and strengthen relationships
  • rehearse and refine strategies for seeking, giving and denying permission respectfully
  • understand different strategies and behaviours that keep them safe and healthy
  • use and adapt movement skills in new situations
  • understand the benefits of physical activity
  • look for opportunities to be active in a range of natural and outdoor places
  • support fair play and teamwork.

Students draw on their growing experience of the community and beyond. They use observations and information sources to develop understandings about history, geography, and civics and citizenship.

 

Students learn to:

  • appreciate diverse people, cultures and environments in Australia and neighbouring countries
  • appreciate how different individuals and groups have contributed to their communities, past and present
  • explore significant events and symbols that are important to Australia's identity and diversity, including Australia Day, Anzac Day, NAIDOC Week and National Sorry Day
  • investigate the causes of the establishment of the first British colony in Australia in 1788
  • explore the diversity of First Nations Australians and their continuous connection to Country/Place
  • investigate the location of Australia's neighbouring countries and the similarities and differences between places
  • understand the importance of environments and sustainability rules and laws
  • understand how the local government makes decisions and serves their community
  • explore the diversity of groups that they and others belong to, and the groups’ importance to identity.

Students develop their understanding about how science relates to their lives. They pose and answer questions and investigate in a more systematic way. They develop understanding of fair testing in order to explore relationships between system components.

 

Students learn to:

  • observe heat as a form of energy
  • investigate how heat effects a change of state
  • observe properties of soils, rocks and minerals, and describe their importance
  • explore key processes in the water cycle
  • explore the action of forces on the motion of objects
  • realise that living things form parts of ecosystems
  • understand how scientific explanations can solve a problem.

Students participate independently or in groups to express and reflect their growing understanding of the world through different art forms. They further develop their technical skills in The Arts and explore how others create arts works. They explore how First Nations Australians use the arts to communicate their connection to Country/Place.

 

Students learn to:

  • in Dance, create dances to tell stories or communicate personal perspectives
  • in Drama, develop performances from stories or picture books
  • in Media Arts, use technologies to change images, add words and record sounds to communicate ideas
  • in Music, develop listening skills, and sing and explore instruments to create music
  • in Visual Arts, look at an artist’s work and create their own, experimenting with materials such as paint, crayons, markers and colour pencils.

Students build on concepts, skills and processes developed in earlier years of Design and Technologies, and Digital Technologies.

 

Students learn to:

  • draw, label and model ideas when designing and producing solutions
  • plan steps
  • use a range of technologies to produce solutions and manage their time
  • understand different types of data
  • understand how to keep data protected
  • understand safe behaviour when working online
  • identify problems and solve them
  • create a range of digital solutions, such as simple interactive games
  • identify and use a range of digital systems and devices.

Students continue to build on their learning of a language other than English.

 

Students learn to:

  • listen, respond and create in classroom routines, interactions and learning activities
  • participate in classroom routines, interactions and learning activities by listening, responding and creating
  • with modelling, learn language rules and conventions
  • explore the relationship between culture and identity.

Parent/carer information sheets

 

English

 

Parent/carer information sheet – Years 3 and 4 (.docx)

In Years 5 and 6, students learn to take positive actions for their wellbeing. They relate to and communicate well with others. They ask challenging questions and seek answers. Students make informed decisions and act responsibly. The development of digital literacy skills increases across the curriculum at this level.

Students read and discuss texts for enjoyment and learning. They express their thoughts and opinions about what they have read. They write a wide variety of well-constructed texts such as reviews, reports and narratives. They transfer the literacy skills developed in English to other learning areas.

 

Students learn to:

  • understand how authors organise their texts
  • select vocabulary to represent ideas, characters and events
  • discuss and compare information in different texts
  • use evidence from a text to explain their response to it
  • find historical, social and cultural ideas in literature by First Nations Australian, wide-ranging Australian and world authors
  • create written and multimodal texts to develop and explain ideas
  • write a range of sentences, including complex sentences
  • use topic-specific vocabulary
  • use accurate spelling and punctuation
  • use speaking strategies including questioning, clarifying and rephrasing to contribute to class discussions.

Students extend their knowledge of the key areas of mathematics, particularly fractions, decimals and percentages. They increasingly use mathematical models, pictures and symbols to represent and communicate mathematical ideas and solve practical problems.

 

Students learn to:

  • position positive and negative numbers on a number line and use them as coordinates in the Cartesian plane
  • solve problems involving addition and subtraction of fractions and decimals
  • explain mental strategies and discuss the reasonableness of calculations involving all 4 operations
  • apply their mathematical knowledge and skills to model and solve practical problems including financial contexts
  • convert between 12- and 24-hour time and interpret timetables
  • use algorithms and digital tools to experiment with numbers, describing and explaining emerging patterns
  • measure length, perimeter, area, capacity and mass using appropriate metric units
  • list outcomes of chance experiments
  • conduct repeated chance experiments and simulations using digital tools
  • compare and interpret statistical graphs
  • pose appropriate questions and conduct statistical investigations.

Students learn about changes and how to manage these transitions. They learn about their unique qualities, how relationships change over time and how to promote health. They develop more complex movement skills. They explore ways they can participate in physical activity and promote safe, equitable and fair participation for all.

 

Students learn to:

  • apply skills for coping with changes, including those associated with puberty
  • refine skills to establish and manage respectful relationships, including dealing with friendships and valuing diversity
  • rehearse how to communicate their intentions effectively and respectfully
  • investigate different sources and types of health information
  • develop more specialised skills for games, sports and other physical activities
  • identify places where they can get reliable information or help about health, safety and wellbeing
  • support fair play and inclusive participation.

Students draw on their growing experience of the wider world and use concrete information sources to learn about history, geography, civics and citizenship, and economics and business.

 

Students learn to:

  • investigate Australia’s development from colony to nation, including impacts on different groups and the environment, and contributions of significant people and groups, including First Nations Australians
  • explore people, events and ideas that led to Australia’s Federation, the Constitution and democratic system of government, and changes after Federation
  • explore the influence of people, including First Nations Australians, on the characteristics of a place and the management of Australian environments
  • explore geographic diversity and location of places in Asia, and Australia’s interconnections with other countries
  • investigate the key values and features of Australia’s democracy, including key institutions and their roles and responsibilities
  • explore types of resources and how they satisfy needs and wants
  • explore influences on consumer choices and strategies
  • investigate people’s participation in the community to achieve civic goals.

Students look for patterns and relationships. They recognise the important role of variables in investigations. They develop explanations based on evidence.

 

Students learn to:

  • investigate adaptations in living things and their interactions with the environment
  • add gases to their study of materials and investigate chemical changes
  • investigate the solar system and the behaviour of light
  • investigate how weathering, erosion, transportation and deposition change Earth’s surface
  • deepen their understanding of historical contributions to science
  • understand how science influences community decisions.

Students use subject-specific knowledge and language to describe and create arts works. They communicate ideas, perspectives and meanings in formal and informal settings.

 

Students learn to:

  • in Dance, use the elements of dance, such as space and time, to choreograph dances
  • in Drama, rehearse and perform plays, using expression to engage an audience
  • in Media Arts, explore, plan and produce media arts works such as advertisements
  • in Music, rehearse, sing and perform music with rhythm and pitch
  • in Visual Arts, explore ways that cultures, including First Nations Australian cultures, are continued and revitalised through visual art practices.

Students use design processes to produce solutions. They further develop their knowledge and understanding of digital systems and data. They improve their computational thinking.

 

Students learn to:

  • use materials or technologies when designing, producing and evaluating solutions
  • represent ideas and solutions by using sketches, models and digital tools
  • develop plans to complete tasks and projects
  • use simple computer algorithms to develop and evaluate digital solutions
  • protect their personal safety and digital footprint when engaging online
  • find, interpret and manage a range of data, using digital systems.

Students continue to build on their learning of a language other than English.

 

Students learn to:

  • use the language to communicate and collaborate with peers
  • use vocabulary and grammatical resources to comprehend and compose spoken and written texts
  • reflect on the relationship between language, culture and identity.

Parent/carer information sheets

 

English

 

Parent/carer information sheet – Years 5 and 6 (.docx)

In Year 7 students start high school, which presents new organisational and personal challenges. The Australian Curriculum is taught mostly by subject-specialist teachers. At this age, there is a focus on developing students’ abilities to maintain personal health and wellbeing, and manage personal relationships.

Students read and interpret a wide variety of literature. They create texts to influence their audience.

 

Students learn to:

  • read and interpret a range of texts
  • compare, analyse and question ideas and information in texts
  • select evidence that shows how authors represent their viewpoints in texts
  • explore ideas and points of view in literary texts by First Nations Australian, wide-ranging Australian and world authors
  • create written and multimodal texts to express ideas with supporting details and evidence
  • write well-organised paragraphs to present an argument or convey information
  • read digital texts and use a range of digital tools to create texts
  • recognise and use a wide range of language features
  • use a wide range of technical and literary vocabulary
  • create spoken and multimodal texts to express and elaborate on ideas.

Students extend their knowledge of number systems to include irrational numbers. They use proportional thinking and algebra to model practical situations and solve problems. They develop skills in geometric reasoning and consider statistical sampling when conducting statistical investigations.

 

Students learn to:

  • estimate and calculate accurately with positive and negative numbers
  • extend known properties of arithmetic to the study of algebra
  • develop simple logical geometric arguments
  • compare prices of products packaged in different quantities
  • represent simple algebraic relationships by graphs
  • model and solve real-world problems involving financial contexts
  • calculate areas of shapes, including circles and volumes of objects
  • apply rates and ratios to practical situations
  • interpret statistical graphs
  • use Pythagoras’ theorem to solve measurement problems
  • use digital tools to conduct repeated chance experiments and simulations
  • conduct statistical investigations involving measurement data using digital tools

Students become more connected to the world around them. Their peers become a key source of motivation and support. Students practise and apply more complex skills and strategies in a range of movement situations. They explore the range of factors that influence the quality of movement performances.

 

Students learn to:

  • examine the influence of values and beliefs on the development of identities
  • examine the roles of respect, empathy, power and coercion in developing respectful relationships
  • explain and apply skills and strategies to communicate assertively and respectfully when seeking, giving or denying consent
  • analyse, refine and transfer movement skills in a variety of movement situations
  • investigate the impact of regular participation on health, fitness and wellbeing
  • build leadership, collaboration and decision-making skills.

Students use inquiry skills to develop historical, geographical, civic, and business and economic knowledge from a local to a global scale.

 

Students learn to:

  • in History, investigate Deep Time history of Australia
  • in History, investigate ancient to modern societies around the world, and the legacy of their ideas in today’s world
  • in Geography, explore factors and challenges that influence how people access resources and make places liveable
  • in Geography, explore links between places, people and environments
  • in Geography, explore how changes can be managed sustainably
  • in Civics and Citizenship, explore citizenship, laws and the democratic values that promote a cohesive society
  • in Economics and Business, understand roles of and relationships between individuals, businesses and entrepreneurs, and Australian markets.

Students develop their understanding of microscopic and atomic structures. They adopt a more sophisticated view of evidence. They begin to calculate changes accurately and compare relative amounts.

 

Students learn to:

  • explore the diversity of life on Earth through a study of ecosystems and cellular systems
  • understand Earth as a dynamic system, in which change occurs across a range of timescales
  • explore changes in matter at a particle level and link them to physical and chemical changes
  • investigate the role of energy in causing change in systems, including the role of energy and forces in the geosphere
  • consider ethical and cultural implications of scientific research and development.

By responding critically and creatively in a variety of art forms, students explore and question their immediate experience and their understanding of the wider world. They knowingly craft arts works to express ideas, tell stories or explore issues.

 

Students learn to:

  • in Dance, choreograph dance sequences to communicate ideas, and rehearse and perform dances
  • in Drama, plan and rehearse dramatic performances to communicate ideas expressively
  • in Media Arts, investigate the diversity of First Nations Australians’ media arts works
  • in Music, improvise, combine and perform a range of music, using elements such as rhythm and pitch
  • in Visual Arts, explore how artists create artworks, and plan, create and display visual artworks for an audience.

Students engage in experiences that develop knowledge and skills through the Technologies subjects.

 

In Design and Technologies, students learn to:

  • understand the work people do in design and technologies occupations and how they contribute to society
  • design and produce solutions for a variety of contexts: engineering principles and systems; food and fibre production; food specialisations; materials and technologies specialisations
  • select and use appropriate technologies to produce solutions
  • plan and communicate how to produce solutions.

 

In Digital Technologies, students learn to:

  • understand the experience a user wants when using hardware and software
  • plan and create a solution such as a smart phone app or a chatbot assistant
  • develop knowledge and skills for programming
  • communicate and collaborate online, demonstrating safe practices
  • develop an understanding of cyber security risks and privacy concerns.

Students may further develop communication skills in a language other than English or they may start their learning of a language.

 

Students learn to:

  • use rehearsed and unplanned language to participate in classroom interactions and create spoken, written and multimodal texts
  • listen to, read and interpret texts, identifying relationships between texts, contexts, purpose and audience
  • use vocabulary and conventions of the language, following modelled examples or independently
  • reflect on how language, culture and identity are interconnected.

Parent/carer information sheets

 

English

 

Parent/carer information sheet – Years 7 and 8 (.docx)

In Years 9 and 10, learning across the curriculum prepares students for civic, social and economic participation outside of school. Students are provided with opportunities to make choices about learning and specialise in areas that interest them through elective (optional) subjects. At this point, students bring together their knowledge and experience to consider possible pathways for study in senior secondary school and vocational education.

Students analyse and evaluate a range of texts such as poetry and novels. They create texts to communicate complex ideas by experimenting with language features, text structures and images.

 

Students learn to:

  • engage with a range of texts that explore challenging themes and issues
  • analyse the ways in which ideas are represented in texts
  • analyse representation of people and places in literary texts by First Nations Australian, wide-ranging Australian and world authors
  • discuss the ways authors select language features and vocabulary to create an effect
  • substantiate ideas and opinions
  • plan and create written and multimodal texts and presentations
  • edit and refine their own work
  • provide constructive feedback to peers.

Students extend their knowledge of algebra, graphing and geometry. They begin trigonometry of right-angled triangles. They work with probability and statistics. They are introduced to networks, error and logarithmic scales.

 

Students learn to:

  • model and solve practical problems involving financial, spatial and proportional contexts
  • solve problems involving right-angle trigonometry
  • recognise linear and non-linear relationships and solve equations
  • calculate areas and volumes of composite shapes and objects
  • apply ratio and scale factors to similar figures
  • create algorithms to investigate geometric theorems and formulate geometric proofs
  • interpret and compare data sets in statistics when they plan, conduct and review statistical investigations
  • explain the use of relative frequencies to estimate probabilities when conducting probability experiments and simulations.

Students refine their understanding of how they can contribute to health and wellbeing. They adapt and improvise their movements to respond to different movement situations and challenges. Students refine and consolidate their leadership, teamwork and collaborative skills through participation in a range of physical activities.

 

Students learn to:

  • understand positive relationships and what should be done when a relationship is not respectful
  • propose ways to promote inclusion in their communities
  • judge whether sources of health information are reliable and useful
  • analyse their own and others’ movement skills in a range of situations to enhance performance
  • participate in physical activities designed to enhance health, wellbeing and fitness
  • demonstrate fair play
  • reflect on how ethical behaviour can influence physical activity outcomes.

Students are engaged in deeper, more complex thinking. They use logic, ethical thinking and self-reflection as they question events and issues in the world. While all students continue to study History, they may also choose to continue their learning of Geography, Civics and Citizenship or Economics and Business as elective subjects.

 

Students learn to:

  • in History, investigate the ideals and developments in Europe and other regions that shaped the modern globalised world, including wars, migration, rights movements, popular culture and environmental activism.

Students explore evidence for various scientific theories and develop viewpoints on the impact of scientific discoveries. Their investigations show increased attention to accuracy in measurement and collation of data, reliability of data and importance of evidence in their conclusions.

 

Students learn to:

  • investigate body systems and ecosystems as examples of interdependent, interactive systems
  • investigate changes in our genes that affect both our characteristics and evolutionary history
  • deepen their understanding of changes in chemical systems that can be caused by changes at the atomic level
  • investigate how the wave and particle theory can explain the behaviour of light
  • deepen their understanding of the physical laws of motion
  • critically analyse and evaluate claims and approaches used to solve problems, while considering ethics involved and how people’s lives might be affected
  • critically consider the importance of science-based careers.

Students are creative and confident in their art making. They can analyse and evaluate arts works of others. They share their arts works with audiences in formalised ways. Students may choose an elective Arts subject of interest.

 

Students learn to:

  • in Dance, select and manipulate choreographic devices such as unison or canon to communicate an intention
  • in Drama, investigate ways that drama by First Nations Australians can celebrate and challenge aspects of Australian identity
  • in Media Arts, use reflective strategies at different stages of the production process to inform their creative choices
  • in Music, rehearse and perform planned programs of music using relevant techniques and performance skills
  • in Visual Arts, develop personal expression through experimenting with visual conventions and processes.

Students may choose an elective Technologies subject of interest.

 

In Design and Technologies, students learn to:

  • understand the work that people in design and technologies occupations do and how they contribute to society
  • produce designed solutions for one or more of the following contexts: engineering principles and systems; food and fibre production; food specialisations; materials and technologies specialisations
  • communicate design ideas to a range of audiences, using digital tools where needed
  • select and use tools, equipment, materials, systems and components creatively, competently and safely
  • plan the production of solutions, considering the impact on people and the environment.

 

In Digital Technologies, students learn to:

  • explore real-world problems, identify the needs of users and design a solution
  • access, collect and interpret data for different purposes
  • design a solution using an appropriate programming language
  • explain how digital systems manage, control and secure data, and what the security risks might be
  • manage projects using digital tools
  • consider online safety and privacy within digital systems.

Students may choose to continue their learning of a language other than English.

 

Students learn to:

  • initiate and sustain interactions with others
  • understand and create a variety of spoken, written or multimodal texts
  • apply language rules and conventions to interpret and create texts
  • reflect on how their learning of the language influences their attitudes, beliefs and values.

Parent/carer information sheets

 

English

 

Parent/carer information sheet – Years 9 and 10 (.docx)

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