DEPARTMENT of EDUCATION
Tasmanian Curriculum

Strands and performance criteria

The Tasmanian Curriculum is organised into curriculum areas (e.g. English-literacy). Each area is further organised into strands (e.g. reading and viewing) that describe the content and processes in each area. Teachers use Performance criteria (e.g. reading and viewing) to help them make valid assessment judgements in each area.

 
Curriculum area Strands Performance criteria
English – literacy
  1. Reading and viewing
  2. Writing and representing
  3. Speaking and listening
  4. Thinking
  5. Using ICTs
  1. Reading and viewing
  2. Writing and representing
  3. Speaking and listening
LOTE
  1. Communication
  2. Language as a system
  3. Language and culture
  1. Communication
  2. Language as a system
  3. Language and culture
Mathematics – numeracy
  1. Working mathematically
  2. Number
  3. Algebra, function and pattern
  4. Space
  5. Measurement
  6. Chance and data
  1. Working mathematically
  2. Number
  3. Algebra, function and pattern
  4. Space
  5. Measurement
  6. Chance and data
Science
  1. Science as a human endeavour
  2. Scientific inquiry
  3. Scientific communication
  4. Science as a body of knowledge
  1. Science as a human endeavour
  2. Scientific inquiry
  3. Scientific communication
  4. Science as a body of knowledge
Society and History
  1. Identity, relationships and culture
  2. Democratic values and processes
  3. Interactions with the environment
  4. interconnections between systems
  5. Responsible citizenship
  6. Historical inquiry
  7. Philosophical inquiry
  8. Communication
  1. Understand how culture and community shape identity and relationships
  2. Understand democratic values and processes in society, government and law
  3. Understand relationships between people, resources and places
  4. Understand social, economic and political systems and the connections between them
  5. Understand how individuals and groups can take action to positively influence change
  6. Undertake historical inquiries in relation to continuity and change in society
  7. Undertake philosophical inquiries into issues and beliefs in society
  8. Acquire, critically examine and communicate information
Health and wellbeing
  1. Understanding health and wellbeing
  2. Skills and concepts for movement and physical activity
  3. Skills for personal and social development
  1. Understand how to maintain and integrate elements of a healthy lifestyle
  2. Apply health knowledge to promote personal and group health and wellbeing
  3. Acquire and use movement and fitness skills and concepts to enhance performance
  4. Understand factors that influence participation in physical activity
  5. Understand concepts of identity and relationships
  6. Demonstrate self management skills that promote personal identity and positive relationships
The Arts
  1. Dance
  2. Drama
  3. Media
  4. Music
  5. Visual Art
  1. Imagining and creating new works
  2. Using skills, techniques and processes
  3. Using codes and conventions
  4. Interpreting and appraising the works of others
  5. Making aesthetic choices
  6. Reflecting cultural, social and historical contexts
  7. Presenting with purpose
  8. Expressing personal voice
Vocational and Applied Learning In development – available June 2008 In development – available June 2008
Information and Communication Technologies (ICTs) In development – available June 2008 In development – available June 2008