Some of the content descriptors of curriculum that may require careful teaching: English Explicitly teach

Teacher PL Computers for writing Group work structured including allocation of students Comprehension skills explicitly taught including literal and inferred meaning In P-3, Social skills explicitly taught In 4+ explicitly teach that
strategies for interaction become more complex and demanding as levels of formality and social distance increase Use specific strategies to explicitly teach imagery, simile, metaphor and personification, humor, wordplay, innuendo, parody in poetry, humorous prose,

Arts &HPE Tech Explicitly teach

H&PE How to comprehend questions and identify main idea being addressed Personal and social capability to work collaboratively with others in movement and nonmovement-based activities, to appreciate their own strengths How to develop a range of interpersonal skills such as communication, negotiation, teamwork, leadership and an appreciation of diverse perspectives. How to explore their own personal identities and understand factors that influence and shape a sense of identity. How to recognise, understand, validate, and respond appropriately to their own emotions, strengths and values. How to set and monitor personal and academic goals, effectively manage their time and prioritise tasks and responsibilities in order to balance their school, home, work and social commitments. Arts How to identify meanings intended by the artist(s) and understood by the audience(s) How to identify an artworks relationship to its social context and that of its audience How to identify the cultural context in which an artwork was developed, or in which it is viewed, and what it signifies How to identify the processes of the mind and emotions (psychology) that are involved in interpreting an art work How to identify he way in which two or more things are connected to or associated with one another in relationship e.g. performer to audience

Maths & Science Explicitly teach

Maths How to comprehend maths questions and identify main idea being addressed Historical Knowledge How to comprehend questions and identify main idea being addressed Explain the motives and actions of people in a particular time Historical Skills How to identify perspectives, interpretations and point of view How to describe points of view, attitudes and values in primary and secondary sources Science How to comprehend science questions and identify main idea being addressed How to make predictions How to identify questions in familiar contexts that can be investigated scientifically and predict what might happen based on prior knowledge Pose questions to clarify practical problems or inform a scientific investigation, and predict what the findings of an investigation might be

Religious Education Explicitly teach

Sacred Text How to identify behaviours and actions in some Old Testament stories that reveal aspects of Gods nature (e.g. loving, just, relational, forgiving) Old Testament images that portray God (e.g. fire, rain, potter, mother, refuge, sanctuary, lover). How to examine the use of images in Old Testament texts How to speculate on the human authors reasons for choosing a particular image to portray God How to communicate personal reactions to various images used to portray God in some Old Testament texts Exploration of the relationship between the psalmist and God as revealed in a variety of Psalms (e.g. parent / child; protector; trust / doubt, praise, thanksgiving, dependence, humility, loyalty, grandeur of God) How the context of the Gospel writer is important in determining the nature of the truth revealed in the text (e.g. historical truth, factual truth, religious truth). How the intention of the human author is important in determining the nature of the truth revealed in the text (e.g. historical truth, factual truth, religious truth. Old Testament portrayal of God using a variety of different titles, images and attributes (e.g. Creator, Lord, Divine Wisdom, Avenger, Judge, Rescuer, Searcher of Hearts, Supreme Governor, being eternal, immutable, invisible, incomprehensible, faithful companion, omniscient, All Holy, All Just, fire, rain, potter, mother, father, refuge, sanctuary, lover, shepherd, protector). How to reflect on, endorse or refute different Old Testament representations of God, in order to evaluate their application for a modern Australian context

Literacy
Explicitly teach How to work out point of view How to contribute to conversations and discussions to share information and ideas and negotiate in collaborative situations Interaction skills, including active listening behaviors, paraphrasing, questioning and interpreting nonverbal cues and how to communicate in a clear, coherent manner using a variety of everyday and learned vocabulary and appropriate tone, pace, pitch and volume How to identify the audience and purpose of imaginative, informative and persuasive texts