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Subjects and programs

 
ENGLISH
The Australian Curriculum: English aims to ensure that students:
  •     learn to listen to, read, view, speak, write, create and reflect on increasingly complex and sophisticated spoken, written and multimodal texts across a growing range of contexts with accuracy, fluency and purpose
  •     appreciate, enjoy and use the English language in all its variations and develop a sense of its richness and power to evoke feelings, convey information, form ideas, facilitate interaction with others, entertain, persuade and argue
  •     understand how Standard Australian English works in its spoken and written forms and in combination with non-linguistic forms of communication to create meaning
  •     develop interest and skills in inquiring into the aesthetic aspects of texts, and develop an informed appreciation of literature.
STRANDS
The Australian Curriculum: English Foundation to Year 10 is organised into three interrelated strands that support students' growing understanding and use of Standard Australian English (English). Together the three strands focus on developing students’ knowledge, understanding and skills in listening, reading, viewing, speaking and writing. The three strands are:
  •      Language: knowing about the English language
  •     Literature: understanding, appreciating, responding to, analysing and creating literature
  •     Literacy: expanding the repertoire of English usage.
 
MATHEMATICS
The Australian Curriculum: Mathematics aims to ensure that students:
  •   are confident, creative users and communicators of mathematics, able to investigate, represent and interpret situations in their personal and work lives and as active citizens.
  •     develop an increasingly sophisticated understanding of mathematical concepts and fluency with processes, and are able to pose and solve problems and reason in Number and Algebra, Measurement and Geometry and Statistics and Probability.
  •     recognise connections between the areas of mathematics and other disciplines and appreciate mathematics as an accessible and enjoyable discipline to study.
STRANDS
The Australian Curriculum: Mathematics is organised around the interaction of three content strands and four proficiency strands. The three strands are:
  •      Number and Algebra: number sense, counting and representing numbers to conduct investigations, solve problems and communicate reasoning.
  •      Measurement and Geometry: understanding of size, shape, relative position and movement of two-dimensional figures in the plane and three-dimensional objects in space.
  •     Statistics and Probability: recognise and analyse data and draw inferences, represent, summarise and interpret data and undertake purposeful investigations involving the collection and interpretation of data.
  •    They describe what is to be taught and learnt.

 

The proficiency strands are Understanding, Fluency, Problem Solving, and Reasoning. They describe how content is explored or developed, that is, the thinking and doing of mathematics.

  
SCIENCE
The Australian Curriculum: Science aims to ensure that students develop:
  •     an interest in science as a means of expanding their curiosity and willingness to explore, ask questions about and speculate on the changing world in which they live.
  •    an understanding of the vision that science provides of the nature of living things, of the Earth and its place in the cosmos, and of the physical and chemical processes that explain the behaviour of all material things.
  •   an understanding of the nature of scientific inquiry and the ability to use a range of scientific inquiry methods, including questioning; planning and conducting experiments and investigations based on ethical principles; collecting and analysing data; evaluating results; and drawing critical, evidence-based conclusions.
STRANDS
The Australian Curriculum: Science has three interrelated strands:
  •     Science Understanding- Science understanding is evident when a person selects and integrates appropriate science knowledge to explain and predict phenomena.  It includes:
 
o    Biological sciences- The biological sciences sub-strand is concerned with understanding living things.
o    Chemical sciences- The chemical sciences sub-strand is concerned with understanding the composition and behaviour of substances.
o    Earth and space sciences -The Earth and space sciences sub-strand is concerned with Earth’s dynamic structure and its place in the cosmos.
o    Physical sciences- The physical sciences sub-strand is concerned with understanding the nature of forces and motion and matter and energy.
  •     Science Inquiry Skills- Science inquiry involves identifying and posing questions.
  •      Science as a Human Endeavour - Through science, humans seek to improve their understanding and explanations of the natural world.
 
 
HISTORY
 
The Australian Curriculum: History aims to ensure that students develop:
  •     interest in, and enjoyment of, historical study for lifelong learning and work, including their capacity and willingness to be informed and active citizens.
  •     knowledge, understanding and appreciation of the past and the forces that shape societies, including Australian society.
STRANDS  
The Australian Curriculum: History is organised into two interrelated strands: Historical Knowledge and Understanding and Historical Skills.
  •    Historical Knowledge and Understanding- This strand includes personal, family, local, state or territory, national, regional and world history. There is an emphasis on Australian history in its world history context at Foundation to Year 10.

  •     Historical Skills- This strand promotes skills used in the process of historical inquiry: chronology, terms and concepts; historical questions and research; the analysis and use of sources; perspectives and interpretations; explanation and communication.

GEOGRAPHY

 
The Foundation - Year 10 Australian Curriculum: Geography aims to ensure that students develop:
  •     a sense of wonder, curiosity and respect about places, people, cultures and environments throughout the world
  •      a deep geographical knowledge of their own locality, Australia, the Asia region and the world.
  •      the ability to think geographically, using geographical concepts
  •     the capacity to be competent, critical and creative users of geographical inquiry methods and skills
  •   as informed, responsible and active citizens who can contribute to the development of an environmentally and economically sustainable, and socially just world.
STRANDS
The Australian Curriculum: Geography is organised in two related strands: Geographical Knowledge and Understanding, and Geographical Inquiry and Skills.
  •     Geographical Knowledge and Understanding-  refers to the facts, generalisations, principles, theories and models developed in geography.

  •      Geographical Inquiry and Skills- is a process by which students learn about and deepen their understanding of geography.

THE ARTS

 The Australian Curriculum: The Arts aims to develop students‘:                                      
  •      creativity, critical thinking, aesthetic knowledge and understanding about arts practices, through making and responding to artworks with increasing self-confidence.
  •      arts knowledge and skills to communicate ideas; they value and share their arts and life experiences by representing, expressing and communicating ideas, imagination and observations about their individual and collective worlds to others in meaningful ways
  •      use of innovative arts practices with available and emerging technologies, to express and represent ideas, while displaying empathy for multiple viewpoints
  •      understanding of Australia’s histories and traditions through the Arts, engaging with the artworks and practices, both traditional and contemporary, of Aboriginal and Torres Strait Islander Peoples.
STRANDS
The Australian Curriculum: The Arts covers each of the five Arts subjects – Dance, Drama, Media Arts, Music, and Visual Arts – across bands of year levels.
  •      Dance- students describe the effect of the elements in dance they make, perform and view and where and why people dance. Students use the elements of dance to make and perform dance sequences that demonstrate fundamental movement skills to represent ideas.
  •      Drama- explore role and dramatic action in dramatic play, improvisation and process drama. Use voice, facial expression, movement and space to imagine and establish role and situation. Present drama that communicates ideas, including stories from their community, to an audience.
  •    Media Arts- Explore ideas, characters and settings in the community through stories in images, sounds and text. Use media technologies to capture and edit images, sounds and text for a purpose. Create and present media artworks that communicate ideas and stories to an audience
  •      Music- students communicate about the music they listen to, make and perform and where and why people make music. Students improvise, compose, arrange and perform music. They demonstrate aural skills by staying in tune and keeping in time when they sing and play.
  •     Visual Arts- Respond to visual artworks and consider where and why people make visual artworks, starting with visual artworks from Australia, including visual artworks of Aboriginal and Torres Strait Islander Peoples. Students describe artworks they make and view and where and why artworks are made and presented. Students make artworks in different forms to express their ideas, observations and imagination, using different techniques and processes.
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