Curriculum Types

Curriculum Elements Types

General Capabilities

Cross Curriculum Priorities
Your search for "Year 2 Work samples: Number sentences-make 100" returned 904 result(s)
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Elaboration (2) ACHES048

using economics and business terms and concepts such as interdependence, trade, comparative advantage, globalisation, supply chain, insurance, savings buffer, intrapreneur, competitive advantage, costs, benefits

literacy critical-creative

Elaboration (2) | ACHES048 | Content Descriptions | Year 9 | Economics and Business | Humanities and Social Sciences | F-10 curriculum

Elaboration (2) ACHEK051

investigating economic performance and living standards and discussing how they can mean different things to different people and countries

literacy ethical-understanding personal-social critical-creative

Elaboration (2) | ACHEK051 | Content Descriptions | Year 10 | Economics and Business | Humanities and Social Sciences | F-10 curriculum

Elaboration (2) ACHEK052

investigating how Australia supports economic growth in the Asia region through participating in the Asia-Pacific Economic Cooperation (APEC) forum

literacy critical-creative intercultural-understanding asia-australia

Elaboration (2) | ACHEK052 | Content Descriptions | Year 10 | Economics and Business | Humanities and Social Sciences | F-10 curriculum

Elaboration (2) ACHEK053

identifying the difference between minor and major consumer and financial decisions and listing examples of each

ethical-understanding

Elaboration (2) | ACHEK053 | Content Descriptions | Year 10 | Economics and Business | Humanities and Social Sciences | F-10 curriculum

Elaboration (2) ACHEK054

exploring the use of technology and the extent to which it has driven and allowed innovative responses by business

literacy critical-creative information-communication

Elaboration (2) | ACHEK054 | Content Descriptions | Year 10 | Economics and Business | Humanities and Social Sciences | F-10 curriculum

Elaboration (2) ACHES056

determining the source and reliability of data and information and explaining assumptions or missing information in sources that may affect reliability

literacy numeracy ethical-understanding critical-creative

Elaboration (2) | ACHES056 | Content Descriptions | Year 10 | Economics and Business | Humanities and Social Sciences | F-10 curriculum

Elaboration (2) ACHES057

explaining relationships identified in data (for example, the relationship between standards of living, infant mortality and access to health services)

literacy numeracy critical-creative

Elaboration (2) | ACHES057 | Content Descriptions | Year 10 | Economics and Business | Humanities and Social Sciences | F-10 curriculum

Elaboration (2) ACHES059

using appropriate indicators of economic performance to explain variations across economies

literacy critical-creative numeracy

Elaboration (2) | ACHES059 | Content Descriptions | Year 10 | Economics and Business | Humanities and Social Sciences | F-10 curriculum

Elaboration (2) ACHES060

developing texts for different audiences such as peers, businesses, the public, a business manager/entrepreneur, and for different purposes (for example, to persuade or inform)

critical-creative literacy personal-social

Elaboration (2) | ACHES060 | Content Descriptions | Year 10 | Economics and Business | Humanities and Social Sciences | F-10 curriculum

Structure Science

The three interrelated strands of science The Australian Curriculum: Science has three interrelated strands: science understanding, science as a human endeavour and science inquiry skills. Together, the three strands of the science curriculum provide …

Structure | Science | F-10 curriculum

HASS Achievement Standard HASS Year 5

By the end of Year 5, students describe the significance of people and events/developments in bringing about change. They identify the causes and effects of change on particular communities and describe aspects of the past that have remained the same. …

HASS Achievement Standard | Achievement Standards | Year 5 | HASS | Humanities and Social Sciences | F-10 curriculum

HASS Achievement Standard HASS Year 7

By the end of Year 7, students explain the role of groups and the significance of particular individuals in past societies. They suggest reasons for continuity and change over time. They describe the effects of change on societies, individuals and groups …

HASS Achievement Standard | Achievement Standards | Year 7 | HASS | Humanities and Social Sciences | F-10 curriculum

ACHASSI102

Work in groups to generate responses to issues and challenges

personal-social literacy critical-creative Elaborations ScOT Terms

ACHASSI102 | Content Descriptions | Year 5 | HASS | Humanities and Social Sciences | F-10 curriculum

ACHASSI130

Work in groups to generate responses to issues and challenges

literacy critical-creative personal-social Elaborations ScOT Terms

ACHASSI130 | Content Descriptions | Year 6 | HASS | Humanities and Social Sciences | F-10 curriculum

Elaboration ACMNA105

locating decimals on a number line

numeracy

Elaboration | ACMNA105 | Content Descriptions | Year 5 | Mathematics | F-10 curriculum

Elaboration ACMNA133

identifying and generalising number patterns

critical-creative numeracy

Elaboration | ACMNA133 | Content Descriptions | Year 6 | Mathematics | F-10 curriculum

Aims History

The Australian Curriculum: History aims to ensure that students develop: interest in, and enjoyment of, historical study for lifelong learning and work, including their capacity and willingness to be informed and active citizens knowledge, understanding …

Aims | History | Humanities and Social Sciences | F-10 curriculum

Structure History

The Australian Curriculum: History is organised into two interrelated strands: historical knowledge and understanding and historical inquiry and skills. Historical knowledge and understanding strand This strand includes personal, family, local, state …

Structure | History | Humanities and Social Sciences | F-10 curriculum

Applying social and ethical protocols and practices when using ICT elements - Identify the impacts of ICT in society Information and Communication Technology (ICT) Capability Applying social and ethical protocols and practices when using ICT Level 5

explain the benefits and risks of the use of ICT for particular people in work and home environments

Applying social and ethical protocols and practices when using ICT elements - Identify the impacts of ICT in society | Level 5 | Learning Continuum | Information and Communication Technology (ICT) Capability | General capabilities | F-10 curriculum

Self-awareness - Recognise emotions Personal and Social Capability Self-awareness Level 5

examine influences on and consequences of their emotional responses in a learning, social and work-related contexts

Self-awareness - Recognise emotions | Level 5 | Learning Continuum | Personal and Social Capability | General capabilities | F-10 curriculum

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