Achievement Standard Korean Years 9 and 10
By the end of Year 10, students use written and spoken Korean to interact with peers, teachers and other Korean speakers in face-to-face, local and virtual communications. They exchange information and opinions about personal and immediate interests and …
Achievement Standard | Achievement Standards | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | Korean | Languages | F-10 curriculum
Word knowledge - use spelling knowledge Literacy Word Knowledge Level 1e
spell words using growing sound and letter knowledge and spell words with regular letter patterns
Word knowledge - use spelling knowledge | Level 1e | Learning Continuum | Literacy | General capabilities | F-10 curriculum
Elaboration ACHASSI036
sorting and recording written or pictorial information or survey results in tables under headings such as ‘then/now’, ‘past/present/future’, ‘places near/far’, ‘places visited’, ‘purpose’, ‘frequency’, ‘distance’
Elaboration | ACHASSI036 | Content Descriptions | Year 2 | HASS | Humanities and Social Sciences | F-10 curriculum
Elaboration (10) ACLGEU149
describing frequency using adverbs and adverbial expressions such as oft, manchmal, jeden Tag, ab und zu and nie
Elaboration (10) | ACLGEU149 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | German | Languages | F-10 curriculum
Elaboration (8) ACLINU047
describing frequency using adverbs, for example, selalu, sering, kadang-kadang
Elaboration (8) | ACLINU047 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | Indonesian | Languages | F-10 curriculum
Elaboration (12) ACLINU064
describing frequency using adverbs, for example, jarang, setiap, pernah, selalu
Elaboration (12) | ACLINU064 | Content Descriptions | Years 7 and 8 | Years F–10 Sequence | Indonesian | Languages | F-10 curriculum
Elaboration (1) ACLSPC149
using graphic organisers to convey information in ways that suit specific purposes and content, for example, lists or tables to show priorities, Venn diagrams to compare statistics or ideas, graphs to highlight frequency or timelines to narrate sequences …
Elaboration (1) | ACLSPC149 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | Spanish | Languages | F-10 curriculum
Elaboration ACELA1493
creating richer, more specific descriptions through the use of noun groups/phrases (for example, in narrative texts, ‘their very old Siamese cat’; in reports, 'its extremely high mountain ranges')
Elaboration | ACELA1493 | Content Descriptions | Year 4 | English | F-10 curriculum
Elaboration (1) ACHASSI161
applying social, economic and/or environmental criteria when making decisions about alternative responses to an issue or challenge (for example, applying these criteria to alternative responses to sustainable living in high and low socioeconomic regions …
Elaboration (1) | ACHASSI161 | Content Descriptions | Year 7 | HASS | Humanities and Social Sciences | F-10 curriculum
Elaboration (2) ACHASSK177
creating a graphic representation of the extent of India as a political unit at this time, including for example, its diverse climatic and geographical features, types and location of food production, areas of high- and low-density population
Elaboration (2) | ACHASSK177 | Content Descriptions | Year 7 | HASS | Humanities and Social Sciences | F-10 curriculum
Elaboration (1) ACHASSK193
identifying the composition of the Legislature (the Queen, represented by the Governor-General, and the Senate and the House of Representatives), Executive (the Queen, represented by the Governor-General, Prime Minister and ministers) and Judiciary (the …
Elaboration (1) | ACHASSK193 | Content Descriptions | Year 7 | HASS | Humanities and Social Sciences | F-10 curriculum
Elaboration (1) ACDSEH006
creating a graphic representation of the extent of India as a political unit at this time (for example, its diverse climatic and geographical features, types and location of food production, areas of high- and low-density population)
Elaboration (1) | ACDSEH006 | Content Descriptions | Year 7 | History | Humanities and Social Sciences | F-10 curriculum
Elaboration (4) ACHCK048
identifying the composition of the Legislature (the Queen, represented by the Governor-General, and the Senate and the House of Representatives), Executive (the Queen, represented by the Governor-General, Prime Minister and ministers) and Judiciary (the …
Elaboration (4) | ACHCK048 | Content Descriptions | Year 7 | Civics and Citizenship | Humanities and Social Sciences | F-10 curriculum
Elaboration (2) ACAMUM080
using voices and body percussion to experiment with the elements of music to identify same and different, for example, sound and silence, fast and slow, long and short, high and low, loud and soft, happy and sad
Elaboration (2) | ACAMUM080 | Content Descriptions | Foundation to Year 2 | Music | The Arts | F-10 curriculum
Elaboration (5) ACTDEK041
recognising real-world problems and understanding basic needs when considering designed solutions, for example Engineers Without Borders High School Outreach Program allows students to design solutions to problems in a country in Asia
Elaboration (5) | ACTDEK041 | Content Descriptions | Years 9 and 10 | Design and Technologies | Technologies | F-10 curriculum
Elaboration (3) ACLJAC166
collating information from sources such as magazine articles, recorded interviews or website postings about high-profile individuals or events to edit and represent in timelines or profiles on a shared database
Elaboration (3) | ACLJAC166 | Content Descriptions | Years 7 and 8 | Years F–10 Sequence | Japanese | Languages | F-10 curriculum
Elaboration (1) ACLVIU186
sequencing and adding ideas, events and actions using a variety of high-level cohesive devices such as ngoài ra, hơn nữa, tuy nhiên and bên cạnh đó
Elaboration (1) | ACLVIU186 | Content Descriptions | Years 9 and 10 | Years F–10 Sequence | Vietnamese | Languages | F-10 curriculum
Visual knowledge - Understand how visual elements create meaning Literacy Visual Knowledge Level 1e
recognise the different meanings of words and images in imaginative and informative texts
Visual knowledge - Understand how visual elements create meaning | Level 1e | Learning Continuum | Literacy | General capabilities | F-10 curriculum
Using spatial reasoning - Interpret maps and diagrams Numeracy Using spatial reasoning Level 1b
follow directions to demonstrate understanding of common position words and movements
Using spatial reasoning - Interpret maps and diagrams | Level 1b | Learning Continuum | Numeracy | General capabilities | F-10 curriculum
ACELA1819
Segment sentences into individual words and orally blend and segment onset and rime in single syllable spoken words, and isolate, blend and manipulate phonemes in single syllable words
Elaborations ScOT Terms
ACELA1819 | Content Descriptions | Foundation Year | English | F-10 curriculum