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Curriculum

The following Australian curriculum outcomes support anti-racism strategies and develop intercultural understanding capabilities.

Learning area - Health and PE

Stage 3

Being healthy, safe and active

Understanding movement

  • Participate in physical activities from their own and others’ cultures, and examine how involvement creates community connections and intercultural understanding (ACPMP066)

Contributing to healthy and active communities

Stage 4

Being healthy, safe and active

Communicating and interacting for health and wellbeing

Contributing to healthy and active communities

Learning through movement

  • Modify rules and scoring systems to allow for fair play, safety and inclusive participation (ACPMP088)

Stage 5

Being healthy, safe and active

Communicating and interacting for health and wellbeing

Contributing to healthy and active communities

Learning through movement

  • Reflect on how fair play and ethical behaviour can influence the outcomes of movement activities (ACPMP107)

Learning area - The Arts - Dance

Stage 1

Respond to dance and consider where and why people dance, starting with dances from Australia including dances of Aboriginal and Torres Strait Islander Peoples (ACADAR004)

Stage 2

Perform dances using expressive skills to communicate ideas, including telling cultural or community stories (ACADAM007)

Stage 3

Explain how the elements of dance and production elements communicate meaning by comparing dances from different social, cultural and historical contexts, including Aboriginal and Torres Strait Islander dance (ACADAR012)

Stage 4

Identify and connect specific features and purposes of dance from contemporary and past times to explore viewpoints and enrich their dance-making, starting with dance in Australia and including dance of Aboriginal and Torres Strait Islander Peoples (ACADAR019)

Stage 5

Analyse a range of dance from contemporary and past times to explore differing viewpoints and enrich their dance making, starting with dance from Australia and including dance of Aboriginal and Torres Strait Islander Peoples, and consider dance in international contexts (ACADAR026)

Learning area - The Arts - Drama

Stage 1

Present drama that communicates ideas, including stories from their community, to an audience (ACADRM029)

Stage 2

Identify intended purposes and meaning of drama, starting with Australian drama, including drama of Aboriginal and Torres Strait Islander Peoples, using the elements of drama to make comparisons (ACADRR034)

Stage 3

Rehearse and perform devised and scripted drama that develops narrative, drives dramatic tension, and uses dramatic symbol, performance styles and design elements to share community and cultural stories and engage an audience (ACADRM037)

Stage 4

Identify and connect specific features and purposes of drama from contemporary and past times to explore viewpoints and enrich their drama making, starting with drama in Australia and including drama of Aboriginal and Torres Strait Islander Peoples (ACADRR046)

Stage 5

Analyse a range of drama from contemporary and past times to explore differing viewpoints and enrich their drama making, starting with drama from Australia and including drama of Aboriginal and Torres Strait Islander Peoples, and consider drama in international contexts (ACADRR053)

Learning area - The Arts - Media Arts

Stage 1

Respond to media artworks and consider where and why people make media artworks, starting with media from Australia including media artworks of Aboriginal and Torres Strait Islander Peoples (ACAMAR057)

Stage 2

Investigate and devise representations of people in their community, including themselves, through settings, ideas and story structure in images, sounds and text (ACAMAM058)

Stage 3

Explore representations, characterisations and points of view of people in their community, including themselves, using settings, ideas, story principles and genre conventions in images, sounds and text (ACAMAM062)

Stage 4

Develop media representations to show familiar or shared social and cultural values and beliefs, including those of Aboriginal and Torres Strait Islander Peoples (ACAMAM067)

Identify specific features and purposes of media artworks from contemporary and past times to explore viewpoints and enrich their media arts making, starting with Australian media artworks including of Aboriginal and Torres Strait Islander media artworks (ACAMAR072)

Stage 5

Manipulate media representations to identify and examine social and cultural values and beliefs, including those of Aboriginal and Torres Strait Islander Peoples (ACAMAM074)

Analyse a range of media artworks from contemporary and past times to explore differing viewpoints and enrich their media arts making, starting with Australian media artworks, including media artworks of Aboriginal and Torres Strait Islander Peoples, and international media artworks (ACAMAR079)

Learning area - The Arts - Music

Stage 1

Respond to music and consider where and why people make music, starting with Australian music, including music of Aboriginal and Torres Strait Islander Peoples (ACAMUR083)

Stage 2

Practise singing, playing instruments and improvising music, using elements of music including rhythm, pitch, dynamics and form in a range of pieces, including in music from the local community (ACAMUM085)

Stage 3

Explain how the elements of music communicate meaning by comparing music from different social, cultural and historical contexts, including Aboriginal and Torres Strait Islander music (ACAMUR091)

Stage 4

Identify and connect specific features and purposes of music from different eras to explore viewpoints and enrich their music making, starting with Australian music including music of Aboriginal and Torres Strait Islander Peoples (ACAMUR098)

Stage 5

Analyse a range of music from contemporary and past times to explore differing viewpoints and enrich their music making, starting with Australian music, including music of Aboriginal and Torres Strait Islander Peoples, and consider music in international contexts (ACAMUR105)

Learning area - The Arts - Visual Arts

Stage 1

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 (ACAVAR109)

Stage 2

Explore ideas and artworks from different cultures and times, including artwork by Aboriginal and Torres Strait Islander artists, to use as inspiration for their own representations (ACAVAM110)

Stage 3

Explore ideas and practices used by artists, including practices of Aboriginal and Torres Strait Islander artists, to represent different views, beliefs and opinions (ACAVAM114)

Stage 4

Identify and connect specific features and purposes of visual artworks from contemporary and past times to explore viewpoints and enrich their art-making, starting with Australian artworks including those of Aboriginal and Torres Strait Islander Peoples (ACAVAR124)

Stage 5

Analyse a range of visual artworks from contemporary and past times to explore differing viewpoints and enrich their visual art-making, starting with Australian artworks, including those of Aboriginal and Torres Strait Islander Peoples, and consider international artworks (ACAVAR131)

Learning area - Technology

Stage 1

Identify how people design and produce familiar products, services and environments and consider sustainability to meet personal and local community needs (ACTDEK001)

Stage 2

Investigate food and fibre production and food technologies used in modern and traditional societies (ACTDEK012)

Stage 3

Critique needs or opportunities for designing, and investigate materials, components, tools, equipment and processes to achieve intended designed solutions (ACTDEP024)

Stage 4

Investigate the ways in which products, services and environments evolve locally, regionally and globally and how competing factors including social, ethical and sustainability considerations are prioritised in the development of technologies and designed solutions for preferred futures (ACTDEK029)

Stage 5

Explain how products, services and environments evolve with consideration of preferred futures and the impact of emerging technologies on design decisions (ACTDEK041)

Learning area - English

Stage 1

K-Understand that English is one of many languages spoken in Australia and that different languages may be spoken by family, classmates and community (ACELA1426)

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 (ACELA1443)

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 (ACELA1460)

K-Explore how language is used differently at home and school depending on the relationships between people (ACELA1428)

1-Understand that language is used in combination with other means of communication, for example facial expressions and gestures to interact with others (ACELA1444)

K-Replicate the rhythms and sound patterns in stories, rhymes, songs and poems from a range of cultures (ACELT1579)

2- Compare opinions about characters, events and settings in and between texts (ACELT1589)

1-Respond to texts drawn from a range of cultures and experiences (ACELY1655)

Stage 2

3-Understand that languages have different written and visual communication systems, different oral traditions and different ways of constructing meaning (ACELA1475)

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 (ACELA1487)

3-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 (ACELA1476)

4-Understand differences between the language of opinion and feeling and the language of factual reporting or recording (ACELA1489)

3-Identify the point of view in a text and suggest alternative points of view (ACELY1675)

3-Create imaginative texts based on characters, settings and events from students’ own and other cultures using visual features, for example perspective, distance and angle (ACELT1601)

Stage 3

5- Understand that the pronunciation, spelling and meanings of words have histories and change over time (ACELA1500)

6- Understand that different social and geographical dialects or accents are used in Australia in addition to Standard Australian English (ACELA1515)

5- Identify aspects of literary texts that convey details or information about particular social, cultural and historical contexts (ACELT1608)

6- Make connections between students’ own experiences and those of characters and events represented in texts drawn from different historical, social and cultural contexts (ACELT1613)

6- Compare texts including media texts that represent ideas and events in different ways, explaining the effects of the different approaches (ACELY1708)

Stage 4

7- Understand how accents, styles of speech and idioms express and create personal and social identities (ACELA1529)

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 (ACELA1540)

7- Identify and explore ideas and viewpoints about events, issues and characters represented in texts drawn from different historical, social and cultural contexts (ACELT1619)

8- Understand how conventions of speech adopted by communities influence the identities of people in those communities (ACELA1541)

8- Explore the interconnectedness of Country/Place, People, Identity and Culture in texts including those by Aboriginal and Torres Strait Islander authors (ACELT1806)

8- Recognise and explain differing viewpoints about the world, cultures, individual people and concerns represented in texts (ACELT1807)

Stage 5

9- Interpret and compare how representations of people and culture in literary texts are drawn from different historical, social and cultural contexts (ACELT1633)

10- Compare and evaluate a range of representations of individuals and groups in different historical, social and cultural contexts (ACELT1639)

9- Analyse how the construction and interpretation of texts, including media texts, can be influenced by cultural perspectives and other texts (ACELY1739)

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 (ACELY1749)

9- Explore and reflect on personal understanding of the world and significant human experience gained from interpreting various representations of life matters in texts (ACELT1635)

10- Refine vocabulary choices to discriminate between shades of meaning, with deliberate attention to the effect on audiences (ACELA1571)

Learning area - History

Stage 1

How they, their family and friends commemorate past events that are important to them (ACHASSK012)

How the stories of families and the past can be communicated, for example, through photographs, artefacts, books, oral histories, digital media and museums (ACHASSK013)

1- Differences in family structures and roles today, and how these have changed or remained the same over time (ACHASSK028)

1-How the present, past and future are signified by terms indicating time, as well as by dates and changes that may have personal significance, such as birthdays, celebrations and seasons (ACHASSK029)

1-Differences and similarities between students’ daily lives and life during their parents’ and grandparents’ childhoods (ACHASSK030)

2- The history of a significant person, building, site and/or part of the natural environment in the local community and what it reveals about the past (ACHASSK044)

2-The importance today of a historical site of cultural or spiritual significance in the local area, and why it should be preserved (ACHASSK045)

2-How changing technology affected people’s lives (at home and in the ways they worked, travelled, communicated and played in the past) (ACHASSK046)

Stage 2

3- The importance of Country/Place to Aboriginal and/or Torres Strait Islander Peoples who belong to a local area (ACHASSK062)

3-How the community has changed and remained the same over time and the role that people of diverse backgrounds have played in the development and character of the local community (ACHASSK063)

3-Days and weeks celebrated or commemorated in Australia (including Australia Day, Anzac Day, and National Sorry Day) and the importance of symbols and emblems (ACHASSK064)

3-Celebrations and commemorations in places around the world (for example, Chinese New Year in countries of the Asia region, Bastille Day in France, Independence Day in the USA), including those that are observed in Australia (for example, Christmas Day, Diwali, Easter, Hanukkah, the Moon Festival and Ramadan) (ACHASSK065)

4- The diversity of Australia’s first peoples and the long and continuous connection of Aboriginal and Torres Strait Islander Peoples to Country/Place (land, sea, waterways and skies) (ACHASSK083)

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 (ACHASSK084)

4-Stories of the First Fleet, including reasons for the journey, who travelled to Australia, and their experiences following arrival (ACHASSK085)

4-The nature of contact between Aboriginal and Torres Strait Islander Peoples and others, for example, the Macassans and the Europeans, and the effects of these interactions on, for example, people and environments (ACHASSK086)

Stage 3

5-The nature of 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 Islander Peoples) and how the environment changed (ACHASSK107)

The impact of a significant development or event on an Australian colony (ACHASSK108)

The reasons people migrated to Australia and the experiences and contributions of a particular migrant group within a colony (ACHASSK109)

The role that a significant individual or group played in shaping a colony (ACHASSK110)

6Key figures, events and ideas that led to Australia’s Federation and Constitution (ACHASSK134)

Experiences of Australian democracy and citizenship, including the status and rights of Aboriginal and Torres Strait Islander Peoples, migrants, women and children (ACHASSK135)

Stories of groups of people who migrated to Australia since Federation (including from ONE country of the Asia region) and reasons they migrated (ACHASSK136)

The contribution of individuals and groups to the development of Australian society since Federation (ACHASSK137)

Stage 4

Year 7Overview of the ancient world

The theory that people moved out of Africa around 60 000 BC (BCE) and migrated to other parts of the world, including Australia (ACHASSK164)

The evidence for the emergence and establishment of ancient societies (including art, iconography, writing tools and pottery) (ACHASSK165)

Key features of ancient societies (farming, trade, social classes, religion, rule of law) (ACHASSK166)

The importance of conserving the remains of the ancient past, including the heritage of Aboriginal and Torres Strait Islander Peoples (ACHASSK171)

The significant beliefs, values and practices of ancient Greece, Egypt or Rome, with a particular emphasis on ONE of the following areas: everyday life, warfare, or death and funerary customs (ACHASSK174)

Contacts and conflicts within and/or with other societies, resulting in developments such as the conquest of other lands, the expansion of trade, and peace treaties (ACHASSK175)

The significant beliefs, values and practices of Indian or Chinese society, with a particular emphasis on ONE of the following areas: everyday life, warfare, or death and funerary customs (ACHASSK179)

Contacts and conflicts within and/or with other societies, resulting in developments and the spread of philosophies and beliefs (ACHASSK180)

Stage 5

Year 9

Experiences of slaves, convicts and free settlers upon departure, their journey abroad, and their reactions on arrival, including the Australian experience (ACDSEH083)

Changes in the way of life of a group(s) of people who moved to Australia in this period, such as free settlers on the frontier in Australia (ACDSEH084)

The extension of settlement, including the effects of contact (intended and unintended) between European settlers in Australia and Aboriginal and Torres Strait Islander Peoples (ACDSEH020)

Experiences of non-Europeans in Australia prior to the 1900s (such as the Japanese, Chinese, South Sea Islanders, Afghans) (ACDSEH089)

Key people, events and ideas in the development of Australian self-government and democracy, including, the role of founders, key features of constitutional development, the importance of British and Western influences in the formation of Australia’s system of government and women’s voting rights (ACDSEH091)

Laws made by federal Parliament between 1901-1914 including the Harvester Judgment, pensions, and the Immigration Restriction Act (ACDSEH092)

Year 10 – Rights and Freedoms from 1945

The origins and significance of the Universal Declaration of Human Rights, including Australia’s involvement in the development of the declaration (ACDSEH023)

Background to the struggle of Aboriginal and Torres Strait Islander Peoples for rights and freedoms before 1965, including the 1938 Day of Mourning and the Stolen Generations (ACDSEH104)

The US civil rights movement and its influence on Australia (ACDSEH105)

The significance of the following for the civil rights of Aboriginal and Torres Strait Islander Peoples: 1962 right to vote federally; 1967 Referendum; Reconciliation; Mabo decision; Bringing Them Home Report (the Stolen Generations), the Apology (ACDSEH106)

Methods used by civil rights activists to achieve change for Aboriginal and Torres Strait Islander Peoples, and the role of ONE individual or group in the struggle (ACDSEH134)

The continuing nature of efforts to secure civil rights and freedoms in Australia and throughout the world, such as the Declaration on the Rights of Indigenous Peoples (2007) (ACDSEH143)

Year 10 – Migration experiences

The waves of post-World War II migration to Australia, including the influence of significant world events (ACDSEH144)

The impact of changing government policies on Australia’s migration patterns, including abolition of the White Australia Policy, ‘Populate or Perish’ (ACDSEH145)

The impact of at least ONE world event or development and its significance for Australia, such as the Vietnam War and Indochinese refugees (ACDSEH146)

The contribution of migration to Australia’s changing identity as a nation and to its international relationships (ACDSEH147)

Year 10 – Popular culture

Continuity and change in beliefs and values that have influenced the Australian way of life (ACDSEH149)

Learning area - Geography

Stage 1

K-The places people live in and belong to, their familiar features and why they are important to people (ACHASSK015)

K-The Aboriginal or Torres Strait Islander Country/Place on which the school is located and why Country/Place is important to Aboriginal and Torres Strait Islander Peoples (ACHASSK016)

The reasons why some places are special to people, and how they can be looked after (ACHASSK017)

1-The weather and seasons of places and the ways in which different cultural groups, including Aboriginal and Torres Strait Islander Peoples, describe them (ACHASSK032)

2- The ways in which Aboriginal and Torres Strait Islander Peoples maintain special connections to particular Country/Place (ACHASSK049)

2-The connections of people in Australia to people in other places in Australia and across the world (ACHASSK050)

Stage 2

3- The location of Australia’s neighbouring countries and the diverse characteristics of their places (ACHASSK067)

3- The similarities and differences between places in terms of their type of settlement, demographic characteristics and the lives of the people who live there, and people’s perceptions of these places (ACHASSK069)

4-The importance of environments, including natural vegetation, to animals and people (ACHASSK088)

4-The custodial responsibility Aboriginal and Torres Strait Islander Peoples have for Country/Place, and how this influences views about sustainability (ACHASSK089)

Stage 3

Year 5

The influence of people on the environmental characteristics of places in Europe and North America and the location of their major countries in relation to Australia (ACHASSK111)

The influence of people, including Aboriginal and Torres Strait Islander Peoples, on the environmental characteristics of Australian places (ACHASSK112)

Year 6

Differences in the economic, demographic and social characteristics of countries across the world (ACHASSK139)

The world’s cultural diversity, including that of its indigenous peoples (ACHASSK140)

Australia’s connections with other countries and how these change people and places (ACHASSK141)

Stage 4

Year 7

The nature of water scarcity and ways of overcoming it, including studies drawn from Australia and West Asia and/or North Africa (ACHASSK185)

Economic, cultural, spiritual and aesthetic value of water for people, including Aboriginal and Torres Strait Islander Peoples and peoples of the Asia region (ACHASSK186)

Year 7

Factors that influence the decisions people make about where to live and their perceptions of the liveability of places (ACHASSK188)

The influence of social connectedness and community identity on the liveability of places (ACHASSK191)

Strategies used to enhance the liveability of places, especially for young people, including examples from Australia and Europe (ACHASSK192)

Year 8 – Changing nations

Causes and consequences of urbanisation, drawing on a study from Indonesia, or another country of the Asia region (ACHGK054)

Differences in urban concentration and urban settlement patterns between Australia and the United States of America, and their causes and consequences (ACHGK055)

Stage 5

Year 9

The perceptions people have of place, and how these influence their connections to different places (ACHGK065)

Year 10

Reasons for, and consequences of, spatial variations in human wellbeing on a regional scale within India or another country of the Asia region (ACHGK079)

Reasons for, and consequences of, spatial variations in human wellbeing in Australia at the local scale (ACHGK080)

Learning area - Civics & Citizenship

Stage 4

7/8-Appreciate multiple perspectives and use strategies to mediate differences (ACHCS057)

Law and citizens

8 – The types of law in Australia, including criminal law and civil law, and the place of Aboriginal and Torres Strait Islander customary law (ACHCK064)

Citizenship, diversity and identity

7 – How Australia is a secular nation and a multi-faith society with a Christian heritage (ACHCK051)

How values, including freedom, respect, inclusion, civility, responsibility, compassion, equality and a ‘fair go’, can promote cohesion within Australian society (ACHCK052)

How groups, such as religious and cultural groups, express their particular identities; and how this influences their perceptions of others and vice versa (ACHCK053)

8-The values and beliefs of religions practised in contemporary Australia, including Christianity (ACHCK065)

Different perspectives about Australia’s national identity, including Aboriginal and Torres Strait Islander perspectives, and what it means to be Australian (ACHCK066)

How national identity can shape a sense of belonging in Australia’s multicultural society (ACHCK067)

Stage 5

Law and citizens

10-How Australia’s international legal obligations shape Australian law and government policies, including in relation to Aboriginal and Torres Strait Islander Peoples (ACHCK093)

Citizenship, diversity and identity

9-How and why individuals and groups, including religious groups, participate in and contribute to civic life (ACHCK079)

The influence of a range of media, including social media, in shaping identities and attitudes to diversity (ACHCK080)

How ideas about and experiences of Australian identity are influenced by global connectedness and mobility (ACHCK081)

10-The challenges to and ways of sustaining a resilient democracy and cohesive society (ACHCK094)