ACELY1747

Review and edit students’ own and others’ texts to improve clarity and control over content, organisation, paragraphing, sentence structure, vocabulary and audio/visual features

Elaborations ScOT Terms

ACELY1747 | Content Descriptions | Year 9 | English | F-10 curriculum

ACELY1757

Review, edit and refine students’ own and others’ texts for control of content, organisation, sentence structure, vocabulary, and/or visual features to achieve particular purposes and effects

Elaborations ScOT Terms

ACELY1757 | Content Descriptions | Year 10 | English | F-10 curriculum

ACSIS130

Summarise data, from students’ own investigations and secondary sources, and use scientific understanding to identify relationships and draw conclusions based on evidence

Elaborations ScOT Terms

ACSIS130 | Content Descriptions | Year 7 | Science | F-10 curriculum

ACSIS145

Summarise data, from students’ own investigations and secondary sources, and use scientific understanding to identify relationships and draw conclusions based on evidence

Elaborations ScOT Terms

ACSIS145 | Content Descriptions | Year 8 | Science | F-10 curriculum

Elaboration (1) ACELA1787

considering how others might respond before students express their views and how students might respond to others’ views in civil and constructive ways

Elaboration (1) | ACELA1787 | Content Descriptions | Year 1 | English | F-10 curriculum

Mathematics - Foundation to Year 2

describing the duration of familiar situations such as ‘how long is it until we next come to school? Statistics and probability Data representation and interpretation Content descriptions with elaborations Choose simple questions and gather responses …

Mathematics - Foundation to Year 2 | Food and wellbeing dimensions | Dimensions | Curriculum connections | Resources

ACMGM033

implement the statistical investigation process to answer questions that involve comparing the data for a numerical variable across two or more groups; for example, are Year 11 students the fittest in the school?

ACMGM033 | Content Descriptions | Unit 2 | General Mathematics | Mathematics | Senior secondary curriculum

Design and Technologies - Years 5 and 6

Technologies contexts By the end of Year 6 students will have had the opportunity to create designed solutions addressing the three technologies contexts below. Engineering principles and systems Investigate how electrical energy can control movement, …

Design and Technologies - Years 5 and 6 | Competencies and skills | Dimensions | Curriculum connections | Resources

Design and Technologies - Years 7 and 8

Technologies contexts By the end of Year 8 students will have had the opportunity to create designed solutions addressing the four technologies contexts below. Engineering principles and systems Analyse how motion, force and energy are used to manipulate …

Design and Technologies - Years 7 and 8 | Competencies and skills | Dimensions | Curriculum connections | Resources

Information and Communication Technology Capability - Level 1e (Foundation Year)

Typically, by the end of Foundation Year, students: Recognise intellectual property recognise ownership over their own digital work Apply digital information security practices follow class rules about using digital information Apply personal security …

Information and Communication Technology Capability - Level 1e (Foundation Year) | Responsibility and enterprise | Dimensions | Curriculum connections | Resources

Critical and Creative Thinking - Level 1e (Foundation Year)

Typically, by the end of Foundation Year, students: Pose questions pose factual and exploratory questions based on personal interests and experiences Imagine possibilities and connect ideas use imagination to view or create things in new ways and …

Critical and Creative Thinking - Level 1e (Foundation Year) | 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: 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 4 (Years 5 and 6)

Typically, by the end of Year 6, students: Pose questions pose questions to clarify and interpret information and probe for causes and consequences Imagine possibilities and connect ideas combine ideas in a variety of ways and from a range of sources …

Critical and Creative Thinking - Level 4 (Years 5 and 6) | Responsibility and enterprise | Dimensions | Curriculum connections | Resources

Critical and Creative Thinking - Level 5 (Years 7 and 8)

Typically, by the end of Year 8, students: Pose questions pose questions to probe assumptions and investigate complex issues Imagine possibilities and connect ideas draw parallels between known and new ideas to create new ways of achieving goals Consider …

Critical and Creative Thinking - Level 5 (Years 7 and 8) | Responsibility and enterprise | Dimensions | Curriculum connections | Resources

Critical and Creative Thinking - Level 6 (Years 9 and 10)

Typically, by the end of Year 10, students: Pose questions pose questions to critically analyse complex issues and abstract ideas Imagine possibilities and connect ideas create and connect complex ideas using imagery, analogies and symbolism Consider …

Critical and Creative Thinking - Level 6 (Years 9 and 10) | Responsibility and enterprise | Dimensions | Curriculum connections | Resources

Personal and Social Capability - Level 2 (Years 1 and 2)

Typically, by the end of Year 2, students: Work independently and show initiative work independently on routine tasks and experiment with strategies to complete other tasks where appropriate Become confident, resilient and adaptable undertake and …

Personal and Social Capability - Level 2 (Years 1 and 2) | Responsibility and enterprise | Dimensions | Curriculum connections | Resources

Personal and Social Capability - Level 3 (Years 3 and 4)

Typically, by the end of Year 4, students: Work independently and show initiative consider, select and adopt a range of strategies for working independently and taking initiative Become confident, resilient and adaptable persist with tasks when faced …

Personal and Social Capability - Level 3 (Years 3 and 4) | Responsibility and enterprise | Dimensions | Curriculum connections | Resources

Personal and Social Capability - Level 4 (Years 5 and 6)

Typically, by the end of Year 6, students: Work independently and show initiative assess the value of working independently, and taking initiative to do so where appropriate Become confident, resilient and adaptable devise strategies and formulate …

Personal and Social Capability - Level 4 (Years 5 and 6) | Responsibility and enterprise | Dimensions | Curriculum connections | Resources

Personal and Social Capability - Level 5 (Years 7 and 8)

Typically, by the end of Year 8, students: Work independently and show initiative critique their effectiveness in working independently by identifying enablers and barriers to achieving goals Become confident, resilient and adaptable assess, adapt …

Personal and Social Capability - Level 5 (Years 7 and 8) | Responsibility and enterprise | Dimensions | Curriculum connections | Resources

Intercultural Understanding - Level 2 (Years 1 and 2)

Typically by the end of Year 2, students: Investigate culture and cultural identity identify and describe the various groups to which they belong and the ways people act and communicate within them Explore and compare cultural knowledge, beliefs and …

Intercultural Understanding - Level 2 (Years 1 and 2) | Values, rights and responsibilities | Dimensions | Curriculum connections | Resources