ACMNA012

Develop confidence with number sequences to and from 100 by ones from any starting point. Skip count by twos, fives and tens starting from zero

Elaborations ScOT Terms

ACMNA012 | Content Descriptions | Year 1 | Mathematics | F-10 curriculum

Outdoor learning: Foundation Year

Students at this stage Typically, students in Foundation Year are curious about nature. They often notice things outdoors that adults miss. There is an opportunity to encourage this curiosity and develop skills and knowledge to safely enjoy the outdoors. …

Outdoor learning: Foundation Year | Year levels | Dimensions | Curriculum connections | Resources

English - Year 1

Language Language for interaction Understand that there are different ways of asking for information, making offers and giving commands (ACELA1446) Text structure and organisation Understand that the purposes texts serve shape their structure …

English - Year 1 | Multimedia dimensions | Dimensions | Curriculum connections | Resources

English - Year 6

Language Text structure and organisation Understand how authors often innovate on text structures and play with language features to achieve particular aesthetic, humorous and persuasive purposes and effects (ACELA1518) Expressing and developing …

English - Year 6 | Multimedia dimensions | Dimensions | Curriculum connections | Resources

Years 1 and 2 Health and Physical Education

The curriculum for Years 1 and 2 builds on the learning from Foundation and supports students to make decisions to enhance their health, safety and participation in physical activity. The content enables students to explore their own sense of self and …

Years 1 and 2 | Health and Physical Education | F-10 curriculum

Critical and Creative Thinking - Level 2 (Years 1 and 2)

Typically, by the end of Year 2, students: Pose questions pose questions to identify and clarify issues, and compare information in their world Imagine possibilities and connect ideas build on what they know to create ideas and possibilities in ways …

Critical and Creative Thinking - Level 2 (Years 1 and 2) | Responsibility and enterprise | Dimensions | Curriculum connections | Resources

Critical and Creative Thinking - Level 2 (Years 1 and 2)

Typically by the end of Year 2, students: Identify and clarify information and ideas identify and explore information and ideas from source materials Organise and process information organise information based on similar or relevant ideas from several …

Critical and Creative Thinking - Level 2 (Years 1 and 2) | Digital media literacy | Dimensions | Curriculum connections | Resources

Critical and Creative Thinking - Level 2 (Years 1 and 2)

Typically by the end of Year 2, students: Identify and clarify information and ideas identify and explore information and ideas from source materials Organise and process information organise information based on similar or relevant ideas from several …

Critical and Creative Thinking - Level 2 (Years 1 and 2) | Informed and safe use of information and devices | Dimensions | Curriculum connections | Resources

Achievement Standard Mathematics Year 1

By the end of Year 1, students describe number sequences resulting from skip counting by 2s, 5s and 10s. They identify representations of one half. They recognise Australian coins according to their value. Students explain time durations. They describe …

Achievement Standard | Achievement Standards | Year 1 | Mathematics | F-10 curriculum

Literacy - Level 2 (Years 1 and 2)

Typically, by the end of Year 2, students: Navigate, read and view learning area texts navigate, read and view texts with illustrations and simple graphics Listen and respond to learning area texts listen to two or more step instructions for undertaking …

Literacy - Level 2 (Years 1 and 2) | Competencies and skills | Dimensions | Curriculum connections | Resources

F-6/7 Humanities and Social Sciences - Year 5

Evaluating and Reflecting Content descriptions with elaborations: Work in groups to generate responses to issues and challenges (ACHASSI102) using communication technologies to exchange information and to facilitate the development of a collaborative …

F-6/7 Humanities and Social Sciences - Year 5 | Respectful relationships | Dimensions | Curriculum connections | Resources

F-6/7 Humanities and Social Sciences - Year 6

Evaluating and Reflecting Content descriptions with elaborations: Work in groups to generate responses to issues and challenges (ACHASSI130) participating collaboratively on committees, in an enterprise or a simulated parliament taking responsibility …

F-6/7 Humanities and Social Sciences - Year 6 | Respectful relationships | Dimensions | Curriculum connections | Resources

Social management - Work collaboratively Personal and Social Capability Social management Level 1b

share experiences of cooperation in play and group activities

Social management - Work collaboratively | Level 1b | Learning Continuum | Personal and Social Capability | General capabilities | F-10 curriculum

Social management - Work collaboratively Personal and Social Capability Social management Level 2

identify cooperative behaviours in a range of group activities

Social management - Work collaboratively | Level 2 | Learning Continuum | Personal and Social Capability | General capabilities | F-10 curriculum

Social management - Work collaboratively Personal and Social Capability Social management Level 3

describe characteristics of cooperative behaviour and identify evidence of these in group activities

Social management - Work collaboratively | Level 3 | Learning Continuum | Personal and Social Capability | General capabilities | F-10 curriculum

Social management - Work collaboratively Personal and Social Capability Social management Level 4

contribute to groups and teams, suggesting improvements in methods used for group investigations and projects

Social management - Work collaboratively | Level 4 | Learning Continuum | Personal and Social Capability | General capabilities | F-10 curriculum

Social management - Work collaboratively Personal and Social Capability Social management Level 5

assess the extent to which individual roles and responsibilities enhance group cohesion and the achievement of personal and group objectives

Social management - Work collaboratively | Level 5 | Learning Continuum | Personal and Social Capability | General capabilities | F-10 curriculum

Social management - Work collaboratively Personal and Social Capability Social management Level 6

critique their ability to devise and enact strategies for working in diverse teams, drawing on the skills and contributions of team members to complete complex tasks

Social management - Work collaboratively | Level 6 | Learning Continuum | Personal and Social Capability | General capabilities | F-10 curriculum

Links to Foundation to Year 10 Essential Mathematics

For all content areas of Essential Mathematics, the proficiency strands of Understanding, Fluency, Problem solving and Reasoning from the F–10 curriculum are still very much applicable and should be inherent in students’ learning of the subject. Each …

Links to Foundation to Year 10 | Essential Mathematics | Mathematics | Senior secondary curriculum

Links to Foundation to Year 10 Mathematical Methods

In Mathematical Methods, there is a strong emphasis on mutually reinforcing proficiencies in Understanding, Fluency, Problem solving and Reasoning. Students gain fluency in a variety of mathematical and statistical skills, including algebraic manipulations, …

Links to Foundation to Year 10 | Mathematical Methods | Mathematics | Senior secondary curriculum