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Key Terms
 Australian Curriculum
The formal written curriculum developed by ACARA

 Western Australian Curriculum

A formal curriculum adapted from the Australian Curriculum

 ACARA
Australian Curriculum Assessment and Reporting Authority (Federal
curriculum body)

 SCSA
School Curriculum and Standards Authority (WA curriculum body)

 Strands
Number on the Curriculum description.

What Is the Australian Curriculum?

The Australian Curriculum (AC) is a formal, written curriculum that
imparts the necessary knowledge, skills and understanding that
students are expected to know to meet the “minimum standard” (a
‘C’ grade ) by the end of a year level.

The AC provides information on.

 Generally, what to teach (content) and when (year levels)
 The learning areas and subjects taught in schools
 The knowledge, skills and understanding required to make progress in al learning area
or subject
 Some indications on how to teach and assess learning areas effectively (SCSA)

Implementing the Australian curriculum, you will need to consider

 Students' needs and how to address them
 Differentiation for a range of abilities
 How to teach students who are "behind" or "ahead"
 Scaffolding and breaking down content descriptions skills and knowledge into lessons
 How to manage the learning environment
 (although SCSA does suggest pedagogical approaches)
 How your collaborations with other teachers, professionals and communities should
be managed
 Step Analysing content description Understand how different types of texts
1&2 1. Identify your focus curriculum description vary in use of language choice,
will be depending on their purpose & context.
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2. Locate where content description
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 What learning area
 Subject
 Strand
 Sub-strand
3. Identify what is likely to be covered and
expected to be covered & What I can
choose to not include and leave out.
4. Check achievement standard to clarify
what students should be aiming for. (on the
website description)
Step 3 Highlight Nouns (ideas) and Verbs
Highlight (skills)
Nouns pose investigable questions to
(ideas) identify patterns and test
and Verbs relationships and make reasoned
(skills) predictions (AC9S5101)

partition, rearrange, regroup and

rename two-and three-digit numbers
using standard and nonstandard
groupings; recognise the role of a
zero digit in place value notation
(AC9M2N02)
Step 4 Planning pose investigable questions Some Notes on Planning
Planning to identify patterns and test  Always compare your
relationships and make reasoned verbs to Bloom's
predictions Taxonomy
(AC9S5101)  This will help you interpret how
 Consider what you can realistically cover advanced their skill and knowledge
in one hour (it's not a lot) needs to be
 Choose one verb OR a process, starting  When scaffolding learning, starting
with lower-order verbs first at lower-order thinking first can be
 Choose an idea or a part of an one strategy to make the learning
idea more accessible
 You will likely focus on a
• Reflect often on whether you
single verb per lesson
covered too much or too little of an
 Consider how you will
idea - you will not perfect this the
build towards a content
first time!
description over several
lessons.
 When focusing on several
verbs, it's because you are
teaching aprocess
 Normally once students
are proficient at each
"step" but this is
dependent on the topic
 Ideas are harder to divide,
especially before you have
taught them
 Always reflect when
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Content in the Australian Curriculum
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