Science - Year 9
Processing and analysing data and information Plan, select and use appropriate investigation types, including field work and laboratory experimentation, to collect reliable data; assess risk and address ethical issues associated with these methods (ACSIS165) Select …
Science - Year 9 | Competencies and skills | Dimensions | Curriculum connections | Resources
Science - Year 10
Processing and analysing data and information Plan, select and use appropriate investigation types, including field work and laboratory experimentation, to collect reliable data; assess risk and address ethical issues associated with these methods (ACSIS199) Select …
Science - Year 10 | Competencies and skills | Dimensions | Curriculum connections | Resources
Digital Technologies - Years 9 and 10
Content descriptions with elaborations: Create interactive solutions for sharing ideas and information online, taking into account safety, social contexts and legal responsibilities (ACTDIP043) investigating legal responsibilities of organisations …
Digital Technologies - Years 9 and 10 | Respectful relationships | Dimensions | Curriculum connections | Resources
Digital Technologies - Years 7 and 8
Processes and Production Skills Plan, create and communicate ideas and information, including collaboratively online, applying agreed ethical, social and technical protocols (ACTDIP022) Investigate how digital systems represent text, image and audio …
Digital Technologies - Years 7 and 8 | Multimedia dimensions | Dimensions | Curriculum connections | Resources
ACELA1524
Identify and explain how analytical images like figures, tables, diagrams, maps and graphs contribute to our understanding of verbal information in factual and persuasive texts
Elaborations ScOT Terms
ACELA1524 | Content Descriptions | Year 6 | English | F-10 curriculum
ACELT1629
Recognise, explain and analyse the ways literary texts draw on readers’ knowledge of other texts and enable new understanding and appreciation of aesthetic qualities
Elaborations ScOT Terms
ACELT1629 | Content Descriptions | Year 8 | English | F-10 curriculum
ACSIS130
Summarise data, from students’ own investigations and secondary sources, and use scientific understanding to identify relationships and draw conclusions based on evidence
Elaborations ScOT Terms
ACSIS130 | Content Descriptions | Year 7 | Science | F-10 curriculum
ACSIS145
Summarise data, from students’ own investigations and secondary sources, and use scientific understanding to identify relationships and draw conclusions based on evidence
Elaborations ScOT Terms
ACSIS145 | Content Descriptions | Year 8 | Science | F-10 curriculum
Consumer and financial literacy: Year 6
The diverse circumstances in which children grow up influence their needs, wants, perceptions and behaviours related to financial and consumer matters. Typically, at age 11 to 12, children can discriminate between their needs and wants and they independently …
Consumer and financial literacy: Year 6 | Year levels | Dimensions | Curriculum connections | Resources
Food and fibre: Foundation to Year 2
Students bring to school a wide range of experiences, abilities, needs and interests. They have a natural curiosity about their world and, in particular, nature. Students may learn about the diversity of people involved in food and fibre production, for …
Food and fibre: Foundation to Year 2 | Year levels | Dimensions | Curriculum connections | Resources
Food and fibre: Years 3 and 4
Through the primary years, students draw on their increasing experience of family, school and the wider community to develop their understanding of the world including investigating food and fibre production and becoming aware of the importance of primary …
Food and fibre: Years 3 and 4 | Year levels | Dimensions | Curriculum connections | Resources
Outdoor learning: Years 7 and 8
Students at this stage Typically, students in Years 7 and 8 develop skills and knowledge to undertake more extended journeys in natural environments, and develop skills of interdependence within the group. They develop higher levels of skill and have …
Outdoor learning: Years 7 and 8 | Year levels | Dimensions | Curriculum connections | Resources
Elaboration (1) ACLFRC004
listening for key words in stories, rhymes or songs, using intonation and visual cues such as gestures and facial expressions to assist understanding
Elaboration (1) | ACLFRC004 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | French | Languages | F-10 curriculum
Elaboration ACLFRU016
understanding that languages and cultures change in response to new ideas and social and cultural developments (globalisation)
Elaboration | ACLFRU016 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | French | Languages | F-10 curriculum
Elaboration (2) ACLFRU016
understanding that some languages are continuously growing while others, such as many Indigenous languages throughout the world, are endangered or being revived
Elaboration (2) | ACLFRU016 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | French | Languages | F-10 curriculum
Elaboration (9) ACLFRU085
understanding the function and use of relative pronouns such as qui, que, dont
Elaboration (9) | ACLFRU085 | Content Descriptions | Years 9 and 10 | Years F–10 Sequence | French | Languages | F-10 curriculum
Elaboration (6) ACLFRU121
understanding the function of impersonal expressions such as il faut, on peut, on doit…
Elaboration (6) | ACLFRU121 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | French | Languages | F-10 curriculum
Elaboration (1) ACLGEC106
recognising key words in stories, rhymes or songs, using intonation and visual cues such as gestures and facial expressions to assist understanding
Elaboration (1) | ACLGEC106 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | German | Languages | F-10 curriculum
Elaboration (2) ACLGEC106
demonstrating understanding by labelling, pointing, matching, clicking, dragging, drawing, miming, facial expressions and actions
Elaboration (2) | ACLGEC106 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | German | Languages | F-10 curriculum
Elaboration (12) ACLGEU132
understanding and formulating questions using subject–verb inversion, for example, Magst du Sport?
Elaboration (12) | ACLGEU132 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | German | Languages | F-10 curriculum