A resource supporting the implementation of Every chance to learn: curriculum framework for ACT schools P-10
This is a sample template. Teachers need to consider its usefulness within the context of their own students’ needs and
school’s curriculum plan and adapt it accordingly.
Acknowledgement:
Thank you to the Curriculum Support section for developing and sharing this template
In the later adolescence band of development, students have opportunities to:
1.LA.1select and apply various forms of thinking (e.g. logical, convergent, divergent,
inductive, deductive, lateral, creative) to issues and problems in order to consider
alternative perceptions and value positions, put forward a point of view or synthesise
various points of view
1.LA.2identify and model thinking processes in different disciplines to explore
important ideas indepth
1.LA.3see how knowledge from one discipline can transfer to and transform
knowledge in another
1.LA.4understand extrinsic and intrinsic motivation in learning and develop strategies
for increasing one’s own motivation and persistence
1.LA.5make decisions about how to learn something independently and in
collaboration with others, including the use of ICT as a thinking and learning tool
1.LA.6organise time and resources, and use independent study, practice and
rehearsal to improve their learning
1.LA.7reflect on and evaluate their own thinking and the thinking of others in relation
to an issue or problem, and their own learning processes and achievements.
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Interdisciplinary ELAs
ELA 1
The student uses a range of strategies to think and learn.
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Faculty Scope and Sequence
Later Adolescence Band of Development
In the later adolescence band of development, students have opportunities to:
2.LA.1
understand the possibility of multiple perspectives and partial explanations of
phenomena being investigated
2.LA.2
understand the nature of a controlled experiment and when it might be necessary to
conduct one
Clarify and define the inquiry purpose, scope and methods
2.LA.3
formulate questions, hypotheses, propositions and conjecture suitable for testing or
investigation in relevant disciplines and frame these to clarify the purpose and scope of
the inquiry
2.LA.4
compare and select suitable models or inquiry forms, prepare plans for managing and
monitoring investigations (e.g. level of collaboration and allocation of tasks) and record any
adjustments to their plans (e.g. using an inquiry journal, spreadsheet or flow chart)
2.LA.5
identify key features of the context for investigation (e.g. concepts, assumptions,
conditions, variables, principles of fair testing, level of precision required)
2.LA.6
decide on the most suitable methods, including safe use of equipment and selection of
suitable technologies, for collecting, managing and analysing data and information, and for
communicating
Assemble and evaluate information
2.LA.7
identify sources and collect data and information in systematic ways to improve
reliability (e.g. use refined searches to locate a range of relevant sources, control variables, use
repeat trials and replication of experiments with appropriate sample sizes, seek counter-examples or
explore proofs to verify truth of propositions
2.LA.8
manage and organise data and information in ways that assist in their interpretation,
analysis and synthesis
2.LA.9
routinely evaluate data and information and their sources for accuracy, relevance,
reliability, completeness, authenticity and credibility
Communicate and justify their conclusions
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ELA 2
The student understands and applies the inquiry process.
2.LA.10
explain trends, patterns, relationships and discrepancies in data and information
2.LA.11
draw conclusions that are consistent with the data or information and provide evidence
or supporting details
2.LA.12
apply mathematical skills and logical processes to make deductions, and to verify and
generalise their reasoning
2.LA.13
present and discuss their investigation using appropriate representations, conventions
and terminology specific to the discipline
2.LA.14
evaluate methodologies, reasoning and conclusions, and discuss specific improvements
to their investigation or ways to conduct further investigations
2.LA.15
document sources of information using reference lists, in-text referencing and captions
on images, tables and figures
2.LA.16
relate their own investigative experiences to the way in which experts in the discipline
use evidence to modify explanations and models.
In the later adolescence band of development, students have opportunities to:
3.LA.1
make plans and decisions and put them into effect as part of topics, themes or
activities across the school’s curriculum
3.LA.2
review and evaluate their performance in carrying out plans, making decisions
and applying time management strategies
3.LA.3
evaluate and apply risk assessment techniques
3.LA.4
generate multiple viewpoints in relation to options and criteria for judging the
quality of a decision
3.LA.5
evaluate the role of intuition, feelings, values and beliefs in decision-making and
strengthen their capacity for moral and ethical decisions
3.LA.6
identify sources of information and opportunities in relation to post-school
education and training as a basis for future plans and decisions
3.LA.7
make plans about key aspects of their lives (e.g. post-school options) from a
foundation of well-understood information (e.g. the location of resources and agencies in the
community and online) and well-rehearsed skills (e.g. preparing a business plan, a resume,
a letter of application and performing in presentations and interviews
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ELA 3
The student makes considered decisions.
In the later adolescence band of development, students have opportunities to:
4.LA.1
examine the concepts of altruism and moral courage
4.LA.2
reflect on moral reasoning and ethical decision-making in a range of different
settings, including in their daily lives and in personal and social relationships
4.LA.3
consider the Universal Declaration of Human Rights as a set of ethical principles
4.LA.4
interpret and evaluate the actions of role models to illustrate how people with
integrity and regard for others live their values and beliefs
4.LA.5
investigate the importance of having integrity and regard for others when people
are in positions of power
4.LA.6
examine ethics in corporate settings, politics, sport, legal settings and business
4.LA.7
debate complex moral situations and ethical dilemmas and reflect on conflicts or
tensions within such dilemmas (e.g. what makes ‘fairness’ difficult to apply)
4.LA.8
take a stand within a range of moral or ethical dilemmas and justify that stand
on the basis of their personal moral principles
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ELA 4
The student acts with integrity and regard for others.
In the later adolescence band of development, students have opportunities to:
5.LA.1
explore their own preferred role in a group, through experiencing a variety of
roles, and reflect on the effectiveness of their participation in this role to achieve
the group goal
5.LA.2
explore different leadership styles and their application in different contexts
5.LA.3
undertake a range of specific roles in formal groups or teams (e.g. chair or
recorder of a meeting; play different positions in, coach or referee sporting teams)
5.LA.4
recognise when conflict (including conflict in school situations and workplaces)
is likely to occur and be proactive in initiating strategies to avoid and/or resolve it
5.LA.5
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provide useful feedback to their peers in a timely, considerate and respectful
5.LA.6
assess their own contribution to the group or team and implement strategies to
make improvements when necessary
5.LA.7
reflect on the success of group management and learning in achieving agreed
goals, and make adjustments where necessary
5.LA.8
identify and negotiate group goals and priorities, set timelines and plan,
matching the strengths and capabilities of group members for the most effective results.
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ELA 5
The student contributes to group effectiveness.
In the later adolescence band of development, students have opportunities to:
Inquire and create with ICT
6.LA.1
routinely use ICT to enhance their ability to research and learn through inquiry, with an
understanding that using ICT can enable broader inquiry and access to a wide variety of
information, opinions and perspectives
6.LA.2
perform advanced ICT searches, selecting appropriate sources of digital information in
response to identified needs and research questions
6.LA.3
select and use ICT to classify, organise, analyse and interpret information or data to
respond to inquiry requirements or identify new paths of inquiry
6.LA.4
become critical and creative users of ICT to develop and demonstrate their
understandings of concepts and perspectives on issues, topics and ideas
6.LA.5
assess ICT for its potential to produce creative solutions, plans and simple systems
Communicate and collaborate with ICT
6.LA.6
use ICT to distribute information, collaborate, exchange ideas, present critical opinions
and problem-solve with others
6.LA.7
use ICT to enhance interpersonal relationships, empathise and develop social and
cultural understandings
6.LA.8
use ICT to accurately present an identity and communicate relevant ideas or information
6.LA.9
consistently apply presentation and communication conventions or protocols
6.LA.10
reflect on feedback to analyse and describe how their use of a particular ICT could be
more effective in future communications
Operate ICT
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ELA 6
The student uses information and communication technologies effectively.
6.LA.11
operate ICT purposefully and apply efficient operational sequences
6.LA.12
use appropriate support when updating or learning new operational skills
6.LA.13
consistently apply formats and conventions when undertaking individual and
collaborative tasks
6.LA.14
consistently use agreed processes for accessing and working with personal information
and content, and understand the advantages of cooperating in the management of ICT resources
6.LA.15
understand and explain the main functions of ICT systems (e.g. processing, input,
output and storage functions) and use correct terminology to describe devices and processes for
performing complex operations
Use ICT ethically and safely
6.LA.16
recognise individual rights and cultural expectations when accessing or creating digital
information, understanding that values shape ICT use
6.LA.17
adhere to codes of practice and conform to intellectual property and copyright laws,
particularly in relation to online access
6.LA.18
evaluate their ICT use to consider economic, social, ethical and legal perspectives
6.LA.19
manage the integrity of information and content in personal or collaborative digital
environments and develop and maintain strategies for securing and protecting digital information
6.LA.20
select and use ICT practices to minimise health and safety problems
6.LA.21
apply their knowledge of how ICT is used today to predict future impacts on the
workplace and society.
In the later adolescence band of development, students have opportunities to:
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Disciplinary ELAs
ELA