Elaboration (4) ACLASFC109

interacting with members of the Deaf community to share details of their personal world

Elaboration (4) | ACLASFC109 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | First Language Learner Pathway | Auslan | Languages | F-10 curriculum

Elaboration (1) ACLCHU127

identifying countries and regions in the world where Chinese is used as a major language

Elaboration (1) | ACLCHU127 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | Background Language Learner Pathway | Chinese | Languages | F-10 curriculum

Elaboration (1) ACLCLU012

comparing the concept of citizenship, rights and responsibilities in ancient Greece and the modern world

Elaboration (1) | ACLCLU012 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | Classical Greek | Framework for Classical Languages | Languages | F-10 curriculum

Elaboration (5) ACLCLU060

discussing how learning Latin impacts on own ways of thinking and viewing the world

Elaboration (5) | ACLCLU060 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | Latin | Framework for Classical Languages | Languages | F-10 curriculum

Elaboration (1) ACLSPU192

using challenging letter combinations in written and spoken Spanish, such as ae in aeropuerto, au in Augusto, ll in ballena, r in pero, rr in perro, d in bondad and the soft t in té,

Elaboration (1) | ACLSPU192 | Content Descriptions | Years 9 and 10 | Years F–10 Sequence | Spanish | Languages | F-10 curriculum

Unit 2 English

In Unit 2, students analyse the representation of ideas, attitudes and voices in texts to consider how texts represent the world and human experience. Analysis of how language and structural choices shape perspectives in and for a range of contexts is …

Unit 2 | English | English | Senior secondary curriculum

Unit 4 Specialist Mathematics

Unit 4 of Specialist Mathematics contains three topics: ‘Integration and applications of integration’, ‘Rates of change and differential equations’ and ‘Statistical inference’. In Unit 4, the study of differentiation and integration of functions continues, …

Unit 4 | Specialist Mathematics | Mathematics | Senior secondary curriculum

Elaboration ACLINU097

recognising that Indonesian is written using the Roman alphabet but with distinctive sounds and sound combinations, for example, a, e, i, o, u, c, r, ng, ngg, ny, au, aa, ai

Elaboration | ACLINU097 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | Indonesian | Languages | F-10 curriculum

Elaboration (3) ACLCLU037

distinguishing i as a vowel and as a consonant, for example, intrat; ianua

Elaboration (3) | ACLCLU037 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | Latin | Framework for Classical Languages | Languages | F-10 curriculum

Respect matters: Years 5 and 6

Typically, students at this stage are establishing who they are and their place in the world. They have a growing interest in body image, appearance, independence and privacy. They are supported to develop a deeper capacity to care, share and take positive …

Respect matters: Years 5 and 6 | Year levels | Dimensions | Curriculum connections | Resources

Respect matters: Years 9 and 10

Typically, in Years 9 and 10, students are preparing for civic, social and economic participation in the rapidly changing world outside of school. They make choices about their learning and specialise in areas that interest them. They are engaged in deeper, …

Respect matters: Years 9 and 10 | Year levels | Dimensions | Curriculum connections | Resources

Elaboration (6) ACLVIU151

comparing Vietnamese words that end with i and y, and identifying words that are commonly misspelled, such as tai and tay, mai and may, ngài and ngày

Elaboration (6) | ACLVIU151 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | Vietnamese | Languages | F-10 curriculum

Rationale Auslan

The formal study of Auslan contributes to the overall intellectual and social enrichment of both first language (L1) and second language (L2) learners by providing: opportunities for engagement with the Deaf community and insight into its rich cultural …

Rationale | Auslan | Languages | F-10 curriculum

Primary matters - Issue 16 - Critical and creative thinking, December 2018

Welcome to the December issue of Primary Matters. In this edition, we are fortunate to hear from Manly West Public School Instructional Leader Sara Lind, who is leading an initiative to build a deeper understanding of the general capabilities through …

Primary matters - Issue 16 - Critical and creative thinking, December 2018 | Publications | Resources and publications

Digital Technologies - Years 9 and 10

Define and decompose real-world problems precisely, taking into account functional and non-functional requirements and including interviewing stakeholders to identify needs - ACTDIP038

Digital Technologies - Years 9 and 10 | Evaluating options | Dimensions | Curriculum connections | Resources

Elaboration (3) ACLINU047

describing actions using ber- verbs (for example, berselancar, berbicara) and me- verbs, for example, menonton, melihat, menjual, mendengarkan, membeli, memakai

Elaboration (3) | ACLINU047 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | Indonesian | Languages | F-10 curriculum

Elaboration (4) ACLINC095

developing a language for describing personal reactions to and feelings about intercultural experiences, for example, suka/kurang suka/tidak suka, heran, bingung, benci, ikut/tidak ikut, sopan/tidak sopan

Elaboration (4) | ACLINC095 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | Indonesian | Languages | F-10 curriculum

Elaboration (1) ACLSPU120

imitating Spanish sounds such as j in viaje, ñ in niño, b and v (vaca y boca), ll in calle, and rr in carro

Elaboration (1) | ACLSPU120 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | Spanish | Languages | F-10 curriculum

Elaboration ACHASSI123

determining the most appropriate methods to find information (for example, personal observation, internet searches, primary and secondary sources) including using excursions and field trips (for example, a study trip to a wetlands, a visit to a war memorial, …

Elaboration | ACHASSI123 | Content Descriptions | Year 6 | HASS | Humanities and Social Sciences | F-10 curriculum

Consumer and financial literacy: Numeracy

The Numeracy capability strongly supports the development of consumer and financial literacy by equipping students to use mathematics in their everyday lives. Numeracy supports the development of the following dimensions of consumer and financial literacy. Approximate …

Consumer and financial literacy: Numeracy | General capabilities | Dimensions | Curriculum connections | Resources