New South Wales curriculum framework and student outcomes

New South Wales History curriculum framework and student outcomes

The National Police Memorial Education Resource has been designed to highlight relevant curriculum profiles for secondary school students up to Year 10.

Stage 5 – Australian History

Topic

Outcomes

Students learn about:

Activity

Topic 1

Australia in 1914

5.5 identifies, comprehends and evaluates historical sources

5.8 locates, selects and organises relevant historical information from a number of sources, including ICT, to undertake historical inquiry

5.9 uses historical terms and concepts in appropriate contexts

How people lived in Australia around the turn of the century

Working conditions in Australia around the turn of the century

Honour Roll Investigation (unit 2)

New South Wales English curriculum framework and student outcomes

The National Police Memorial Education Resourcehas been designed to highlight relevant curriculum profiles for secondary school students up to Year 10.

Stage 5 – English

Outcomes

Students learn to:

Students learn about:

Activity

Outcome 1

A student responds to and composes increasingly sophisticated and sustained texts for understanding, interpretation, critical analysis and pleasure.

1.1 respond to and compose a range of imaginative, factual and critical texts

1.2 respond to and compose more sustained texts in a range of contexts

1.5 respond to texts from different reading positions as an aspect of their developing moral and ethical stances on issues

1.6 respond to and compose texts that use inference and figurative language in complex and subtle ways

1.11 their own emerging sense of style, personal preferences and discernment in responding to and composing texts

1.12 how inference and figurative language can be used in complex and subtle ways

A Creative Competition (unit 1)

National Police Memorial Critical Analysis (unit 1)

Poetic Policing
(unit 2)

Flying the Flag
(unit 2)

Outcome 2

A student uses and critically assesses a range of processes for responding and composing

2.2 use writing and representing as an aid to research, planning, classifying information and learning

2.5 assess the achievements of their own and others’ compositions and responses according to specific guidelines of effectiveness for purpose, audience and context

2.6 evaluate their own and others’ texts in terms of creativity, originality, beauty and insight

2.7 identify and articulate their own processes of responding and composing

2.11 ways of developing their strengths, addressing their weaknesses and consolidating and broadening their preferences as responders and composers of texts

2.12 the ways different modes, subject areas, media and cultural representation affect their personal and critical responses to texts

2.13 their own processes of composition and how these processes influence the quality of their texts

A Creative Competition (unit 1)

Honour Roll Investigation (unit 2)

Poetic Policing
(unit 2)

Flying the Flag
(unit 2)

Outcome 6

A student experiments with different ways of imaginatively and interpretively transforming experience, information and ideas into texts

6.3 compose texts that demonstrate originality, imagination and ingenuity in content and language

6.5 experiment with ways of representing the real world imaginatively

6.6 compose imaginative texts based on a proposition, premise or stimulus

6.9 the ways in which imaginative texts can explore universal themes and social reality

Poetic Policing
(unit 2)