Teachers will use an array of material in class. Texts include literary texts, fiction and non-fiction, media texts, everyday texts, and workplace texts, from increasingly complex and unfamiliar settings, ranging from the everyday language of personal experience to more abstract, specialised and technical language drawn from a range of contexts.
Texts provide important opportunities for learning...
Texts can be written, spoken or multimodal, and in print or digital/online forms. Texts provide important opportunities for learning about aspects of human experience and about aesthetic appeal. Teachers may select whole texts and/or parts of texts depending on units of study, cohorts and level of difficulty.
‘Literary texts’ refer to past and present texts across a range of cultural...
Teachers will use an array of material in class. Texts include literary texts, fiction and non-fiction, media texts, everyday texts, and workplace texts, from increasingly complex and unfamiliar settings, ranging from the everyday language of personal experience to more abstract, specialised and technical language drawn from a range of contexts.
Texts provide important opportunities for learning...
The Framework is general in its structure and approach because it needs to be applicable to all Aboriginal languages and Torres Strait Islander languages in Australia, across the full range of language ecologies. As a consequence, curriculum content and achievement standards are pitched at a higher level of generality than in language-specific curricula in order to cater for the full range of...
The Framework for Aboriginal Languages and Torres Strait Islander Languages (the Framework) is the first national curriculum document Foundation to Year 10 to provide a way forward for all schools in Australia to support the teaching and learning of the languages indigenous to this country. The Framework has been developed from the many individual responses to the experience of teaching Aboriginal...
Students develop wisdom capability as they learn to integrate complexity in life with a sense of essential unity. Students reflect on the particular and the universal, experience stillness and silence and in awe and wonder and put their reflection into action at school and in their lives beyond school. The capability involves students in learning to engage in their experience, seeking personal...
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