Achievement Standard Vietnamese Foundation to Year 2
By the end of Year 2, students interact with the teacher and peers through action-related talk and play. They introduce themselves and others, and express thanks, likes and dislikes, needs and wishes, for example, Tôi tên là Lan. Cảm ơn bạn. Tôi …
Achievement Standard | Achievement Standards | Foundation to Year 2 | Years F–10 Sequence | Vietnamese | Languages | F-10 curriculum
Achievement Standard Vietnamese Years 3 and 4
By the end of Year 4, students use Vietnamese to interact with the teacher and peers to exchange information and experiences relating to themselves, their family and friends. They use formulaic expressions to participate in simple transactional …
Achievement Standard | Achievement Standards | Years 3 and 4 | Years F–10 Sequence | Vietnamese | Languages | F-10 curriculum
Achievement Standard Vietnamese Years 5 and 6
By the end of Year 6, students use spoken and written Vietnamese for classroom interactions and to share ideas and opinions and express feelings. They exchange information about aspects of their daily life, school, friends and leisure activities. …
Achievement Standard | Achievement Standards | Years 5 and 6 | Years F–10 Sequence | Vietnamese | Languages | F-10 curriculum
Achievement Standard Vietnamese Years 7 and 8
By the end of Year 8, students use spoken and written Vietnamese to initiate and sustain interactions with peers, teachers, family members and other known adults, and to engage in transactions and exchange ideas and experiences. They ask and respond …
Achievement Standard | Achievement Standards | Years 7 and 8 | Years F–10 Sequence | Vietnamese | Languages | F-10 curriculum
Achievement Standard Vietnamese Years 9 and 10
By the end of Year 10, students use spoken and written Vietnamese to initiate, sustain and extend interactions with peers, teachers and others in a range of contexts and for a range of purposes, such as to explore peers’ perspectives on youth …
Achievement Standard | Achievement Standards | Years 9 and 10 | Years F–10 Sequence | Vietnamese | Languages | F-10 curriculum
Achievement Standard Vietnamese Years 7 and 8
By the end of Year 8, students use written and spoken Vietnamese to interact with peers and the teacher to exchange personal information (for example, Em tên Nam. Em mười hai tuổi. Em sinh ở Úc), describe feelings (for example, Em vui/hạnh …
Achievement Standard | Achievement Standards | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | Vietnamese | Languages | F-10 curriculum
Achievement Standard Vietnamese Years 9 and 10
By the end of Year 10, students use written and spoken Vietnamese to initiate and sustain interactions with teachers, peers and adults in familiar contexts, for example, Bạn thích nghe loại nhạc nào? Tôi thích nghe nhạc trẻ. Bạn thích ca sĩ và …
Achievement Standard | Achievement Standards | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | Vietnamese | Languages | F-10 curriculum
History - Satisfactory - Year 7
This portfolio of student work shows that the student can suggest reasons for change and continuity over time (WS5, WS6). The student describes the effects of change on societies, individuals and groups (WS5, WS6). The student describes events and developments …
History - Satisfactory - Year 7 | Portfolios | Work samples | Resources
History - Satisfactory - Year 8
This portfolio of student work shows that the student can recognise and explain patterns of change and continuity over time (WS2, WS5). The student explains the causes and effects of events and developments (WS2, WS3, WS5). The student identifies the …
History - Satisfactory - Year 8 | Portfolios | Work samples | Resources
History - Satisfactory - Year 9
This portfolio of student work shows that the student can refer to key events and the actions of individuals and groups to explain patterns of change and continuity over time (WS1, WS2, WS3, WS4, WS5, WS6, WS7). The student analyses the causes and effects …
History - Satisfactory - Year 9 | Portfolios | Work samples | Resources
History - Satisfactory - Year 10
This portfolio of student work shows that the student can refer to key events, the actions of individuals and groups, and beliefs and values to explain patterns of change and continuity over time (WS1, WS2, WS3, WS4, WS5, WS6, WS7, WS8, WS9). The student …
History - Satisfactory - Year 10 | Portfolios | Work samples | Resources
History - Years 7 and 8
Significant beliefs, values and practices of the ancient Egyptians, with a particular emphasis on ONE of the following areas: everyday life, warfare, or death and funerary customs - ACDSEH033 Roles of key groups in Athenian and/or Spartan society (such …
History - Years 7 and 8 | Understanding respect | Dimensions | Curriculum connections | Resources
History - Years 9 and 10
The origins and significance of the Universal Declaration of Human Rights, including Australia’s involvement in the development of the declaration - ACDSEH023 Background to the struggle of Aboriginal and Torres Strait Islander Peoples for rights and …
History - Years 9 and 10 | Understanding respect | Dimensions | Curriculum connections | Resources
History - Years 7 and 8
Identify and locate relevant sources, using ICT and other methods - ACHHS208 Draw conclusions about the usefulness of sources - ACHHS211 Identify and describe points of view, attitudes and values in primary and secondary sources - ACHHS212 Identify …
History - Years 7 and 8 | Evaluating options | Dimensions | Curriculum connections | Resources
History - Years 9 and 10
Evaluate the reliability and usefulness of primary and secondary sources - ACHHS171 Methods used by civil rights activists to achieve change for Aboriginal and Torres Strait Islander Peoples, and the role of ONE individual or group in the struggle - ACDSEH134 Evaluate …
History - Years 9 and 10 | Evaluating options | Dimensions | Curriculum connections | Resources
Paragraph: Ancient Egypt – AT (History)
Students examined a series of images of the wall decorations of two different ancient Egyptian tombs. They used the information in the images to make inferences and draw conclusions about life in this ancient society. Students expressed their ideas in …
Paragraph: Ancient Egypt – AT (History) | Samples | Work samples | Resources
History - Above satisfactory - Year 7
This portfolio of student work shows that the student can suggest reasons for change and continuity over time (WS5, WS6). The student explains the effects of change on societies, individuals and groups (WS5, WS6). The student describes in detail events …
History - Above satisfactory - Year 7 | Portfolios | Work samples | Resources
History - Above satisfactory - Year 8
This portfolio of student work shows that the student can recognise and explain patterns of change and continuity over time (WS2, WS5). The student explains the causes and effects of events and developments (WS2, WS3, WS5). The student describes in detail the …
History - Above satisfactory - Year 8 | Portfolios | Work samples | Resources
History - Above satisfactory - Year 9
This portfolio of student work shows that the student can refer to key events and the actions of individuals and groups to analyse patterns of change and continuity over time (WS1, WS2, WS3, WS4, WS5, WS6, WS7). The student analyses the causes and effects …
History - Above satisfactory - Year 9 | Portfolios | Work samples | Resources
History - Above satisfactory - Year 10
This portfolio of student work shows that the student can use key events, the actions of individuals and groups, and beliefs and values to interpret and explain patterns of change and continuity over time (WS1, WS2, WS3, WS4, WS5, WS6, WS7, WS8, WS9). …
History - Above satisfactory - Year 10 | Portfolios | Work samples | Resources