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Creating with ICT - Generate solutions to challenges and learning area tasks Information and Communication Technology (ICT) Capability Creating with ICT Level 3

create and modify simple digital solutions, creative outputs or data representation/transformation for particular purposes

Creating with ICT - Generate solutions to challenges and learning area tasks Information and Communication Technology (ICT) Capability Creating with ICT Level 4

independently or collaboratively create and modify digital solutions, creative outputs or data representation/transformation for particular audiences and purposes

Creating with ICT - Generate solutions to challenges and learning area tasks Information and Communication Technology (ICT) Capability Creating with ICT Level 5

design and modify simple digital solutions, or multimodal creative outputs or data transformations for particular audiences and purposes following recognised conventions

Creating with ICT - Generate solutions to challenges and learning area tasks Information and Communication Technology (ICT) Capability Creating with ICT Level 6

Design, modify and manage complex digital solutions, or multimodal creative outputs or data transformations for a range of audiences and purposes

Heathfield High School (Years 9 and 10)

Heathfield High School is a 8-12 co-educational government school located in Heathfield, South Australia on the Traditional Lands of the Peramangk Peoples of the Adelaide hills. Heathfield had entered into a school–business partnership, brokered by the …

Heathfield High School (Years 9 and 10) | Illustrations of practice | STEM | Resources

Design and Technologies - Years 9 and 10

Years 9 and 10 Design and technologies knowledge and understanding Content descriptions with elaborations Critically analyse factors, including social, ethical and sustainability considerations, that impact on designed solutions for global preferred …

Design and Technologies - Years 9 and 10 | Food and wellbeing dimensions | Dimensions | Curriculum connections | Resources

ACEEN014

using evidence-based argument

Elaboration (3) ACLHIU103

learning the structure of declarative and interrogative verb forms, for example, by composing simple statements and questions based on models such as तुम मेरे साथ चलो। तुम कैसे हो?

Elaboration ACLSPU121

learning the structure of simple affirmative/negative statements and questions based on models, for example, No tengo perro. Gloria come verduras. ¿María tiene cinco años?

Elaboration (2) ACHASSI094

developing questions to guide the identification and location of useful sources for an investigation or project (for example, ‘Is this source useful?’, ‘Who can help us do this project?’, ‘What rules/protocols must we follow when we do this inquiry/project?’, …

Elaboration (3) ACHASSI122

developing questions to guide the identification and location of useful sources for an inquiry or an enterprise project

Elaboration (2) ACTDEP036

identifying factors that may hinder or enhance project development, for example intercultural understanding

Elaboration ACWSCL028

compiling and justifying a set of criteria to select team members to undertake a project

Elaboration (1) ACWSCL028

outlining processes and methods to manage the project, including negotiation and conflict resolution

Elaboration (2) ACWSCL028

using team members’ strengths and diverse perspectives to maximise project outcomes

Elaboration (1) ACWOP042

reflecting on the meaning of the collaborative project for their career development and updating their personal profile

How can the literacy progression be used?

The National Literacy Learning Progression can be used at a whole school, team or individual teacher level. However, the progression provides maximum student learning benefits when used as part of a whole-school strategy that involves professional learning …

How can the literacy progression be used? | National Literacy Learning Progression | National Literacy and Numeracy Learning Progressions | Resources

How can the numeracy progression be used?

The National Numeracy Learning Progression can be used at a whole school, team or individual teacher level. However, the progression provides maximum student learning benefits when used as part of a whole-school strategy that involves professional learning …

How can the numeracy progression be used? | National Numeracy Learning Progression | National Literacy and Numeracy Learning Progressions | Resources

Elaboration (1) ACHASSK072

exploring how they could participate in a school or community project (for example, raising money for a relevant aid project such as sponsorship of a sports team; working to protect a bird habitat)

Elaboration (2) ACWSCL031

completing a project plan that covers timelines, deliverables and resources; assigns team roles for the project; evaluates risks and develops contingences in response to risks

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