1+Australian+Curriculum+Links

Australian Curriculum Links



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**ETHICAL BEHAVIOUR**
In the Australian Curriculum students develop ethical behaviour as they learn to identify matters of moral concern, investigate the nature of moral concepts, values, virtues and principles and learn how reasoning can assist moral judgment. This enables them to build a strong personal and socially oriented ethical outlook that can manage context, conflict and uncertainty. In the curriculum, the ethical behaviour general capability addresses the educational goal for all young Australians to become confident and creative individuals and active and informed citizens through fostering the development of personal values and attributes such as honesty, resilience, empathy and respect for others and the capacity to act with moral and ethical integrity (MCEETYA 2008). Improving the capacity for moral judgment assists students to navigate a world of competing values, rights, interests and norms. As students take their place as citizens in a pluralist society, it is important that they strengthen their ability to select and justify a moral position and to understand and engage with the positions of others. These skills promote students’ confidence in themselves as decision-makers and their ability to act with regard for others and for the common good. Becoming a successful learner entails engaging deeply with big concepts and big ideas. It is important that students are able to identify and make sense of ethical dimensions in their learning in an informed way. Building these skills throughout all stages of schooling assists students to engage with the more complex issues they are likely to encounter in the future. The Ethical behaviour conceptual statement and continuum describe the nature, scope and sequence of learning for ethical behaviour in the Australian Curriculum. These materials can assist schools and teachers across the learning areas to plan for and support student development of ethical behaviour.

Scope of Ethical behaviour
Students develop ethical behaviour through exploring: As students engage with these four elements in an integrated way, they learn to recognise the complexity of many ethical issues. They develop and test a growing capacity to make reasoned moral judgments through the investigation of a range of questions drawn from a range of disciplinary contexts.
 * the nature of the moral domain and moral concepts such as right, wrong, fair and just: learning to identify matters of moral concern, to explain the contentious nature of moral concepts and to consider whether moral knowledge is the kind of knowledge that can be judged as true or false
 * accepted values and ethical principles: learning to identify and explain commonly held values including the values and principles associated with human rights as a moral and an ethical framework, to recognise the links between values and principles in making judgments, and to identify and explain different kinds of ethical principles and the arguments and viewpoints used to justify them
 * reasoned moral decision making: learning tools that will enable them to engage critically with ethical and moral dilemmas and to reflect on their own and others’ points of view
 * common virtues: learning to identify character traits that may be considered virtuous, to discuss the meanings of traits commonly identified as virtuous and to explain issues involved in relying on character to inform moral judgment.

One of the central questions in ethics is ‘How ought I to live?’ Practical moral judgment can be informed by reason, character, values and ethical principles. Each of these is investigated in the ethical behaviour continuum.

Students learn to distinguish between what is morally better and worse, between facts and values and means and ends. They make relative judgments about the morality of a range of actions and explain the means used to achieve particular ends, from a moral perspective Students analyse accepted values and ethical principles, including their role in different social groups and their impact on the community. They explore values such as respect (e.g. by considering the extent to which respect entails tolerance), and the peaceful resolution of conflict (e.g. the importance of considering everyone’s motives and interests). Students extend the range of thinking tools they apply to moral issues and moral decision making, including asking open questions, testing generalisations with counterexamples, using criteria to explore differences of degree, using inductive reasoning to generalise from experience and using ‘what if’ thought processes to consider possibilities and test out ideas. They apply accepted social norms in interactions with others, eg considering alternative points of view. In the Australian Curriculum students develop ICT competence as they learn to use ICT effectively and appropriately when investigating, creating and communicating ideas and information at home, at school, at work and in their communities. Developed economies and societies are increasingly built on the ICT competence of workers and citizens. The Melbourne Declaration on Educational Goals for Young Australians states that ‘In this digital age, young people need to be highly skilled in the use of ICT’ (MCEETYA 2008, p.5), and, while schools already employ technologies in learning, they ‘need to increase their effectiveness significantly’ over the next decade. To be successful learners at school and beyond, students need to become ‘creative and productive users of technology’ (MCEETYA 2008, p.8), equipped with the necessary knowledge and skills to use ICT in contemporary learning and living. Students develop ICT competence when they:
 * Understanding ethical concepts and recognising the moral domain**
 * Knowledge of accepted values and ethical principles**
 * Engagement in reasoned moral decision making**
 * ICT General Capability**


 * Apply appropriate social and ethical protocols and practices in managing and operating ICT
 * Manage and operate ICT: applying technical knowledge and skills; managing data and information efficiently, effectively and appropriately and interacting with ICT for learning
 * Investigate with ICT: planning and refining information searches; locating and accessing different types of data and information and verifying the integrity of data when investigating questions, topics or problems
 * Create with ICT: using ICT to generate ideas, plans, processes and products to create solutions to challenges or learning area tasks
 * Communicate with ICT: exchanging ideas and information with others while adhering to social protocols appropriate to the communicative context (purpose, audience and technology) ..

Students use ICT effectively to record ideas, represent their thinking and plan solutions. They create ICT solutions, independently or collaboratively, for particular audiences and purposes, and use a range of software types and functions to edit a range of data types such as text, images (still and moving), audio and numbers.
 * Creating**

Students select and use appropriate ICT tools safely to share and exchange information and to collaborate with others when creating solutions. They apply generally accepted social protocols when sharing information in online environments, taking into account different social and cultural contexts. They independently establish secure accounts for approved online environments. Students use appropriate ICT to identify and represent patterns in sets of information and to pose questions. They plan, locate (using search engines and basic search functions), retrieve and organise information in meaningful ways, and assess the suitability of information using appropriate criteria. In the Australian Curriculum students develop critical and creative thinking as they learn to generate and evaluate knowledge, ideas and possibilities, and employ these skills when seeking new pathways or solutions. In the context of schooling, critical and creative thinking are integral to activities that require reason, logic, imagination and innovation. In learning to think broadly and deeply students employ reason and imagination. This capability combines two types of thinking – critical thinking and creative thinking. Critical thinking is at the core of most intellectual activity that involves analysing and evaluating information, solving problems, developing an argument and using evidence in support of that argument, drawing reasoned conclusions and using information to achieve outcomes. It includes thinking processes such as sequencing, extrapolating, comparing, contrasting, questioning, inferring, hypothesising, appraising, testing, analysing, evaluating and generalising at increasingly complex levels. Creative thinking enables the development of new ideas and their application in specific contexts. It includes generating an idea that is new to the individual, seeing existing situations in a new way, identifying alternative explanations and finding new ways to apply ideas to generate a positive outcome. Creative thinking is closely linked to innovation and enterprise, and requires characteristics such as intellectual flexibility, open-mindedness, adaptability and a readiness to try new ways of doing things.
 * Communicating**
 * Investigating**
 * CRITICAL AND CREATIVE THINIKING GENERAL CAPABILITY**


 * Inquiring – identifying, exploring and clarifying information**

Students prioritise and evaluate ideas and information. They can sequence, paraphrase, elaborate on and condense information. Through questioning they investigate issues beyond their surroundings and categorise information from multimodal sources. They use knowledge gained in one area to apply new meaning in an unrelated context.

Students recognise there are numerous possibilities for solving a problem and predict or imagine the outcomes of the application of these solutions. They match ideas from a range of contexts to make unusual or unexpected combinations. Through visualisation strategies (e.g. diagrams and mind mapping), they reflect on, investigate and evaluate what is possible, persisting with new approaches when initial ideas do not work.
 * Generating and developing ideas and possibilities**

Students evaluate the conclusions and outcomes of their thinking strategies and contemplate changes. They form personal theories, construct analogies and explain and justify their solutions and processes against identified criteria. They focus on constructive personal insights.
 * Reflecting on thinking, actions and processes**

**CROSS CURRICULUM PRIORITY**
//**Sustainability addresses the ongoing capacity of Earth to maintain all life.**// Sustainable patterns of living meet the needs of the present without compromising the ability of future generations to meet their needs. Actions to improve sustainability are both individual and collective endeavours shared across local and global communities. They necessitate a renewed and balanced approach to the way humans interact with each other and the environment. Education for sustainability develops the knowledge, skills and values necessary for people to act in ways that contribute to more sustainable patterns of living. It is futures-oriented, focusing on protecting environments and creating a more ecologically and socially just world through action that recognises the relevance and interdependence of environmental, social, cultural and economic considerations.

Organising ideas
For each cross-curriculum priority, a set of organising ideas reflects the essential knowledge, understandings and skills for the priority. The organising ideas are embedded in the content descriptions and elaborations of each learning area as appropriate.

ENGLISH Together the three strands focus on developing students’ knowledge, understanding and skills in listening, reading, viewing, speaking and writing.


 * **//Language//****:** knowing about the English language
 * **//Literature//****:** understanding, appreciating, responding to, analysing and [|creating] literature
 * **//Literacy//****:** expanding the repertoire of English usage.

**Strands and substrands** Content descriptions in each strand are grouped into substrands that, across the year levels, present a sequence of development of knowledge, understanding and skills. Click on the title of each substrand in the table below to access further information and resources. ACHIEVEMENT STANDARD YR 5 English By the end of Year 5 students make links between information and ideas from a number of different sources to understand experiences, ideas and information beyond their immediate experience. They accurately identify key ideas and details in short presentations, and summarise these ideas clearly for others. They discuss the connections between particular structures, language features, simple literary devices, and the purposes of texts. They identify literal and implied information in texts, and develop and clearly express ideas and opinions about texts. They select relevant textual evidence to support opinions about texts, and recognise that narratives and experiences in texts are shaped by different viewpoints. They describe how sound and imagery influence interpretations of characters, settings and events in texts. They compare ways in which their own and others’ viewpoints about texts are shaped by individual values and experiences, and expand their own understanding by taking account of different opinions and interpretations. Students create a variety of sequenced written, spoken and multimodal texts for different purposes and audiences. They select information and ideas from persona l, literary and researched resources, and adapt imaginative ideas and situations from literature. They predict readers’ needs when organising ideas and develop coherent texts by varying sentences and paragraphs for specific effect and linking related ideas. They select specific vocabulary to express and develop ideas, to engage and persuade readers and to convey emotions. They write clear, well-structured sentences and paragraphs and use punctuation to provide structure and meaning in their writing. Individually and in groups they present oral reports of findings from investigations on various topics to peers. They consider the needs of audiences and adjust spoken language for impact in informative or imaginative presentations. They employ a variety of techniques of spoken language to engage audiences and emphasise meaning, including variations in volume and pace, and pauses for effect.

CONTENT DESCRIPTORS

By the end of Year 6 students explore connections between their own experiences and those of characters in a variety of contexts in literature. In discussion and in writing they share key characteristics of texts by different authors, and the variations in ways authors represent ideas, characters and events. They analyse and explain how specific structures, language features, and simple literary devices contribute to the main purposes of texts and their effects on readers and viewers. They identify and record key points to clarify meaning, and distinguish between relevant and irrelevant supporting detail. They listen to and respond constructively to others’ opinions by offering alternative viewpoints and information. They select relevant evidence from texts to support personal responses and to develop reasoned viewpoints. They compare and accurately summarise information on a particular topic from different texts, and make well-supported generalisations about the topic. Students create well-structured written, spoken and multimodal texts for a range of imaginative, informative a nd persuasive purposes, for a broadening number of audiences. They make considered choices in spoken and written texts from an expanding vocabulary, and growing knowledge of grammatical patterns, complex sentence structures, cohesive links, and literary devices. They use some complex sentences to connect and develop ideas in written texts. They select specific details to sustain a point of view. They organise longer written texts by using paragraphs on particular aspects of the topic. They clarify and explain how choices of language and literary features were designed to influence the meaning communicated in their texts. They plan and deliver presentations, considering the needs and interests of intended audiences and purposes. They collaborate with others to share and evaluate ideas and opinions, and to develop different points of view. They discuss and compare personal opinions about literary texts, and respond constructively to others’ opinions.
 * YR 6 Achievement Standard**

CONTENT DESCRIPTORS

Year 7 Achievement Standard
By the end of Year 7 students listen to, read and view a range of spoken, written and multimodal texts, analysing and comparing text structures and language features and vocabulary choices, to show how these shape meaning and influence readers. They identify and explore representations of events, characters and settings in literary texts, and express their own responses to these representations. They interpret and explain key ideas and issues. They make inferences, drawing on textual evidence, increasing their awareness of purpose, audience and context, and their knowledge of a growing range of literary techniques. They synthesise information, ideas and viewpoints from a variety of texts to draw reasoned conclusions. They use their increasing vocabulary, and accumulated knowledge of text structures and language features, to support their interpretation and evaluation. Students create well-constructed spoken, written and multimodal texts to inform, entertain, persuade and narrate in which meaning is supported by planned structures and organisation. They interact with others in groups to exchange, debate and substantiate ideas and opinions. As individuals and in groups, they make oral presentations to share and promote points of view, supporting these presentations with selected evidence. They select appropriate vocabulary to show shades of meaning, feeling and opinion, to express ideas clearly and to engage and elicit a response from the audience. In expressing or challenging a point of view, they draw appropriately on personal knowledge, textual analysis, and other relevant texts they have experienced. They effectively use a variety of clause and sentence structures, paragraphing and punctuation to sustain meaning and to support the structural coherence of the text [] [] [] CONTENT DESCRIPTORS

Understand how to move beyond making bare assertions and take account of differing perspectives and [|points of view]. || **Responding to Literature ** Present a [|point of view] about particular literary [|texts] using appropriate [|metalanguage], and reflecting on the viewpoints of others || **Texts in Context ** 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] || 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.
 * Year 5 English **
 * **Language: ** ||  **<span style="font-family: 'Arial Narrow',sans-serif; font-size: 16px;">Literature **  ||  **<span style="font-family: 'Arial Narrow',sans-serif; font-size: 16px;">Literacy **  ||
 * **<span style="font-family: 'Arial Narrow',sans-serif; font-size: 13px;">Language for interaction **
 * **<span style="font-family: 'Arial Narrow',sans-serif; font-size: 13px;">Text Structure and Organisation **

<span style="font-family: 'Arial Narrow',sans-serif; font-size: 13px;">Investigate how the organisation of <span style="font-family: 'Arial Narrow',sans-serif; font-size: 13px;"> [|texts] <span style="font-family: 'Arial Narrow',sans-serif; font-size: 13px;"> into chapters, headings, subheadings, home pages and sub pages for online <span style="font-family: 'Arial Narrow',sans-serif; font-size: 13px;"> [|texts]  <span style="font-family: 'Arial Narrow',sans-serif; font-size: 13px;"> and according to chronology or topic can be used to predict content and assist navigation || **<span style="font-family: 'Arial Narrow',sans-serif; font-size: 13px;">Examining Literature ** <span style="font-family: 'Arial Narrow',sans-serif; font-size: 13px;">Recognise that ideas in literary [|texts] can be conveyed from different viewpoints, which can lead to different kinds of interpretations and responses || **<span style="font-family: 'Arial Narrow',sans-serif; font-size: 13px;">Interacting with others ** <span style="font-family: 'Arial Narrow',sans-serif; font-size: 13px;">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] <span style="font-family: 'Arial Narrow',sans-serif; font-size: 13px;">Use interaction skills, for example paraphrasing, questioning and interpreting <span style="font-family: 'Arial Narrow',sans-serif; font-size: 13px;">Plan, rehearse and deliver presentations for defined [|audiences] and purposes incorporating accurate and sequenced content and multimodal elements || <span style="font-family: 'Arial Narrow',sans-serif; font-size: 13px;">Understand the difference between main and subordinate <span style="font-family: 'Arial Narrow',sans-serif; font-size: 13px;"> [|clauses] <span style="font-family: 'Arial Narrow',sans-serif; font-size: 13px;"> and how these can be combined to <span style="font-family: 'Arial Narrow',sans-serif; font-size: 13px;"> [|create]  <span style="font-family: 'Arial Narrow',sans-serif; font-size: 13px;"> complex <span style="font-family: 'Arial Narrow',sans-serif; font-size: 13px;"> [|sentences]  <span style="font-family: 'Arial Narrow',sans-serif; font-size: 13px;"> through subordinating <span style="font-family: 'Arial Narrow',sans-serif; font-size: 13px;"> [|conjunctions]  <span style="font-family: 'Arial Narrow',sans-serif; font-size: 13px;"> to develop and expand ideas <span style="font-family: 'Arial Narrow',sans-serif; font-size: 13px;">Understand how <span style="font-family: 'Arial Narrow',sans-serif; font-size: 13px;"> [|noun] <span style="font-family: 'Arial Narrow',sans-serif; font-size: 13px;"> and adjective groups can be expanded in a variety of ways to provide a fuller description of the person, thing or idea <span style="font-family: 'Arial Narrow',sans-serif; font-size: 13px;">Understand how to use banks of known words as well as word origins, <span style="font-family: 'Arial Narrow',sans-serif; font-size: 13px;"> [|prefixes] <span style="font-family: 'Arial Narrow',sans-serif; font-size: 13px;">, <span style="font-family: 'Arial Narrow',sans-serif; font-size: 13px;"> [|suffixes]  <span style="font-family: 'Arial Narrow',sans-serif; font-size: 13px;"> and <span style="font-family: 'Arial Narrow',sans-serif; font-size: 13px;"> [|morphemes]  <span style="font-family: 'Arial Narrow',sans-serif; font-size: 13px;"> to learn and spell new words || **<span style="font-family: 'Arial Narrow',sans-serif; font-size: 13px;">Creating Literature ** <span style="font-family: 'Arial Narrow',sans-serif; font-size: 13px;"> [|Create] literary [|texts] using realistic and fantasy settings and characters that draw on the worlds represented in [|texts] students have experienced || **<span style="font-family: 'Arial Narrow',sans-serif; font-size: 13px;">Interpreting, Analysing and Evaluating ** <span style="font-family: 'Arial Narrow',sans-serif; font-size: 13px;">Navigate and [|read] [|texts] for specific purposes applying appropriate [|text processing strategies], for example predicting and confirming, monitoring meaning, skimming and [|scanning] [|(ACELY1702)] <span style="font-family: 'Arial Narrow',sans-serif; font-size: 13px;">Use [|comprehension strategies] to interpret and analyse information, integrating and linking ideas from a variety of print and digital sources || <span style="font-family: 'Arial Narrow',sans-serif; font-size: 13px;">Plan, draft and publish imaginative, informative and persuasive print and <span style="font-family: 'Arial Narrow',sans-serif; font-size: 13px;"> [|multimodal texts] <span style="font-family: 'Arial Narrow',sans-serif; font-size: 13px;">, choosing <span style="font-family: 'Arial Narrow',sans-serif; font-size: 13px;"> [|text structures]  <span style="font-family: 'Arial Narrow',sans-serif; font-size: 13px;">, <span style="font-family: 'Arial Narrow',sans-serif; font-size: 13px;"> [|language features]  <span style="font-family: 'Arial Narrow',sans-serif; font-size: 13px;">, images and sound appropriate to purpose and <span style="font-family: 'Arial Narrow',sans-serif; font-size: 13px;"> [|audience]
 * **<span style="font-family: 'Arial Narrow',sans-serif; font-size: 13px;">Expressing and Developing Ideas **
 * ||  || **<span style="font-family: 'Arial Narrow',sans-serif; font-size: 13px;">Creating Texts **

<span style="font-family: 'Arial Narrow',sans-serif; font-size: 13px;">Reread and edit student's own and others’ work using agreed criteria for <span style="font-family: 'Arial Narrow',sans-serif; font-size: 13px;"> [|text structures] <span style="font-family: 'Arial Narrow',sans-serif; font-size: 13px;"> and language features

<span style="font-family: 'Arial Narrow',sans-serif; font-size: 13px;">Develop a <span style="font-family: 'Arial Narrow',sans-serif; font-size: 13px;"> [|handwriting] <span style="font-family: 'Arial Narrow',sans-serif; font-size: 13px;"> style that is becoming legible, fluent and automatic

<span style="font-family: 'Arial Narrow',sans-serif; font-size: 13px;">Use a range of software including word processing programs with fluency to construct, edit and publish written <span style="font-family: 'Arial Narrow',sans-serif; font-size: 13px;"> [|text] <span style="font-family: 'Arial Narrow',sans-serif; font-size: 13px;">, and select, edit and place visual, print and audio elements ||