Elaboration (2) ACLJAC022
obtaining and using information from a range of media texts, including television weather reports, interviews and digital video clips, and summarising key points through presentation modes such as graphs, charts, diagrams, and written or digital repo …
Elaboration (2) | ACLJAC022 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | Japanese | Languages | F-10 curriculum
Years 3 and 4 Digital Technologies
Learning in Digital Technologies focuses on further developing understanding and skills in computational thinking, such as categorising and outlining procedures; and developing an increasing awareness of how digital systems are used and could be used …
Years 3 and 4 | Digital Technologies | Technologies | F-10 curriculum
Consumer and financial literacy: Year 9
Young people grow up in diverse circumstances. At age 14 to 15, there is a divergence in young people’s sophistication in relation to financial management attitudes. Unique family circumstances strongly influence young people’s notions of their future …
Consumer and financial literacy: Year 9 | Year levels | Dimensions | Curriculum connections | Resources
Understanding texts description
Understanding texts describes how a student becomes increasingly proficient in decoding, using, interacting with, analysing and evaluating texts to build meaning. Texts include components of print, image, sound, animated movements and symbolic representations. …
Understanding texts | Reading and viewing | National Literacy Learning Progression | National Literacy and Numeracy Learning Progressions | Resources
Quantifying numbers description
Although number is an abstract concept which can be represented by a word, a symbol (numeral) or an image, it is central to quantitative thinking. This sub-element describes how a student becomes increasingly able to count, recognise, read and interpret …
Quantifying numbers | Number sense and algebra | National Numeracy Learning Progression | National Literacy and Numeracy Learning Progressions | Resources
Additive strategies description
This sub-element describes how a student becomes increasingly able to choose and use additive computational strategies for different purposes. The transition from counting by one to more flexible methods of dealing with quantity, where numbers are treated …
Additive strategies | Number sense and algebra | National Numeracy Learning Progression | National Literacy and Numeracy Learning Progressions | Resources
Operating with decimals description
This sub-element focuses on understanding the use of place value in operating with decimals. Decimals are better suited to estimating magnitude than fractions because decimals use the base-ten system to record quantity and fractions do not. However, the …
Operating with decimals | Number sense and algebra | National Numeracy Learning Progression | National Literacy and Numeracy Learning Progressions | Resources
Understanding money description
The descriptive term decimal applied to money refers to the basic conversion units being multiples of ten. However, money is not a true decimal system. Amounts such as $2.99 are spoken as two whole numbers (2 dollars 99) and, due to the withdrawal of …
Understanding money | Number sense and algebra | National Numeracy Learning Progression | National Literacy and Numeracy Learning Progressions | Resources
Comparing units (ratios, rates and proportion) description
This sub-element addresses comparing units in ratios, rates and proportions. A ratio describes a situation in comparative terms, and a proportion is taken to mean when this comparison is used to describe a related situation in the same comparative terms. …
Comparing units (ratios, rates and proportion) | Number sense and algebra | National Numeracy Learning Progression | National Literacy and Numeracy Learning Progressions | Resources
Interpreting fractions description
This sub-element emphasises the development of the fraction concept and the size of fractions rather than the development of procedures or algorithmic skills. Understanding the size of a fraction is an indicator of the depth of a student’s understanding …
Interpreting fractions | Number sense and algebra | National Numeracy Learning Progression | National Literacy and Numeracy Learning Progressions | Resources
Achievement Standard Digital Technologies Years 9 and 10
By the end of Year 10, students explain the control and management of networked digital systems and the security implications of the interaction between hardware, software and users. They explain simple data compression, and why content data are separated …
Achievement Standard | Achievement Standards | Years 9 and 10 | Digital Technologies | Technologies | F-10 curriculum
Consumer and financial literacy: Foundation Year
The diverse circumstances in which children grow up influence their needs, wants, perceptions and behaviours related to financial and consumer matters. Typically, at age five to six, within their family’s unique circumstances, children explore their sense …
Consumer and financial literacy: Foundation Year | Year levels | Dimensions | Curriculum connections | Resources
Information and Communication Technology Capability - Level 3 (Years 3 and 4)
Typically, by the end of Year 4, students: Recognise intellectual property acknowledge when they use digital products created by someone else, and start to indicate the source Apply digital information security practices independently apply standard guidelines …
Information and Communication Technology Capability - Level 3 (Years 3 and 4) | Responsibility and enterprise | Dimensions | Curriculum connections | Resources
Foundation Year HASS
My personal world The Foundation curriculum focuses on developing students’ understanding of their personal worlds, including their personal and family histories and the places they and their families live in and belong to. The emphasis is on the student’s …
Foundation Year | HASS | Humanities and Social Sciences | F-10 curriculum
Year 1 HASS
How my world is different from the past and can change in the future The Year 1 curriculum provides a study of the recent past, the present and the near future within the context of the student’s own world. Students are given opportunities to explore …
Year 1 | HASS | Humanities and Social Sciences | F-10 curriculum
Creating texts description
The Creating texts sub-element describes how students become increasingly proficient at creating texts for an increasing range of purposes. Students’ writing moves from representing basic concepts and simple ideas to conveying abstract concepts and complex …
Creating texts | Writing | National Literacy Learning Progression | National Literacy and Numeracy Learning Progressions | Resources
Multiplicative strategies description
This sub-element describes how a student becomes increasingly able to use multiplicative strategies in computation. The coordination of units multiplicatively involves using the values of one unit applied to each of the units of the other, the multiplier. …
Multiplicative strategies | Number sense and algebra | National Numeracy Learning Progression | National Literacy and Numeracy Learning Progressions | Resources
Consumer and financial literacy: Year 10
Young people grow up in diverse circumstances. At age 15 to 16, there is a divergence in young people’s sophistication in relation to financial management attitudes. Unique family circumstances strongly influence young people’s notions of their future …
Consumer and financial literacy: Year 10 | Year levels | Dimensions | Curriculum connections | Resources
Consumer and financial literacy: Information and Communication Technology Capability
The Information and Communication Technology (ICT) Capability supports students to acquire the knowledge, dispositions and skills to use ICT effectively, appropriately and safely in a range of real-world consumer and financial contexts. The ICT Capability …
Consumer and financial literacy: Information and Communication Technology Capability | General capabilities | Dimensions | Curriculum connections | Resources
Achievement Standard Geography Year 9
By the end of Year 9, students explain how geographical processes change the characteristics of places. They analyse interconnections between people, places and environments and explain how these interconnections influence people, and change places and …
Achievement Standard | Achievement Standards | Year 9 | Geography | Humanities and Social Sciences | F-10 curriculum