ACSIS232

With guidance, pose clarifying questions and make predictions about scientific investigations

Elaborations ScOT Terms

ACSIS232 | Content Descriptions | Year 6 | Science | F-10 curriculum

Geography Achievement Standard HASS Foundation Year

By the end of Foundation Year, students describe the features of familiar places and recognise why some places are special to people. They recognise that places can be represented on maps and a globe and why places are important to people. Students observe …

Geography Achievement Standard | Achievement Standards | Foundation Year | HASS | Humanities and Social Sciences | F-10 curriculum

History Achievement Standard HASS Year 2

By the end of Year 2, students describe a person, site and/or event of significance in the local community. They identify how and why the lives of people have changed over time while others have remained the same. Students sequence events in order, using …

History Achievement Standard | Achievement Standards | Year 2 | HASS | Humanities and Social Sciences | F-10 curriculum

Elaboration (1) ACADRM043

developing use of performance techniques and conventions relevant to selected performance styles, for example, refining use of the body to communicate through movement and stillness, and through realistic and non-realistic movement; and exploring ways …

Elaboration (1) | ACADRM043 | Content Descriptions | Years 7 and 8 | Drama | The Arts | F-10 curriculum

Elaboration (1) ACLITU131

researching the use of dialects within the context of Italian-speaking communities (for example, by developing a portfolio of examples, gathered through interviews, blogs, community radio and events), considering the use of dialect and/or Standard Italian, …

Elaboration (1) | ACLITU131 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | Italian | Languages | F-10 curriculum

Year 2 Mathematics

The proficiency strands understanding, fluency, problem-solving and reasoning are an integral part of mathematics content across the three content strands: number and algebra, measurement and geometry, and statistics and probability. The proficiencies …

Year 2 | Mathematics | F-10 curriculum

Year 5 Science

The science inquiry skills and science as a human endeavour strands are described across a two-year band. In their planning, schools and teachers refer to the expectations outlined in the achievement standard and also to the content of the science understanding …

Year 5 | Science | F-10 curriculum

Years 3 and 4 Arabic

The nature of the learners At this level, children are developing awareness of their social worlds and their membership of various groups, including the Arabic class. They are further developing literacy capabilities in both Arabic and English, as well …

Years 3 and 4 | Years F–10 Sequence | Arabic | Languages | F-10 curriculum

Elaboration (1) ACMSP169

investigating secondary data relating to the distribution and use of non-renewable resources around the world

Elaboration (1) | ACMSP169 | Content Descriptions | Year 7 | Mathematics | F-10 curriculum

ACLASFC243

Create, develop and resource bilingual texts for use in the wider school community[Key concepts: bilingualism, translation, meaning, representation, information; Key processes: translating, composing, comparing, creating, developing]

Elaborations ScOT Terms

ACLASFC243 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | Second Language Learner Pathway | Auslan | Languages | F-10 curriculum

ACLFWU185

Understand and explain the sound patterns in spoken language and use developing phonemic awareness to represent these patterns in written form[Key concepts: metalanguage, patterns, phonetic articulation, syllable; Key processes: reading, investigating, …

Elaborations ScOT Terms

ACLFWU185 | Content Descriptions | Years 7 to 10 | Years F–10 Sequence | Language Revival Learner Pathway (LR) | Framework for Aboriginal Languages and Torres Strait Islander Languages | Languages | F-10 curriculum

Elaboration (3) ACLASFC062

developing in consultation with deaf Aboriginal and Torres Strait Islander students and elders an Acknowledgement of Country in Auslan that is appropriate to their school location for use in gatherings, events and school assemblies

Elaboration (3) | ACLASFC062 | Content Descriptions | Years 7 and 8 | Years F–10 Sequence | First Language Learner Pathway | Auslan | Languages | F-10 curriculum

Achievement Standard Vietnamese Years 3 and 4

By the end of Year 4, students use Vietnamese to interact with the teacher and peers to exchange information and experiences relating to themselves, their family and friends. They use formulaic expressions to participate in simple transactional …

Achievement Standard | Achievement Standards | Years 3 and 4 | Years F–10 Sequence | Vietnamese | Languages | F-10 curriculum

Years 7 and 8 Chinese

The nature of the learners Students understand the ways in which they use more than one language in their daily lives. They understand the differences between the Chinese and English oral and written language systems and begin to extend their knowledge …

Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | Background Language Learner Pathway | Chinese | Languages | F-10 curriculum

Introduction

The Australian Curriculum: Technologies describes two distinct but related subjects: Design and Technologies, in which students use design thinking and technologies to generate and produce designed solutions for authentic needs and opportunities Digital …

Introduction | Technologies | F-10 curriculum

ACLFRC046

Compare ways of communicating in Australian and French-speaking contexts, and identify ways that culture influences language use[Key concepts: difference, language, culture; Key processes: noticing, reflecting, describing]

Elaborations ScOT Terms

ACLFRC046 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | French | Languages | F-10 curriculum

ACLFRU104

Recognise and use features of common spoken, written and multimodal texts, and compare with features of similar texts in English[Key concepts: genre, mode, tenor, audience, language features; Key processes: noticing, analysing, comparing]

Elaborations ScOT Terms

ACLFRU104 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | French | Languages | F-10 curriculum

ACLITC049

Compare everyday social experiences and related language use and consider own responses and reactions and those of others[Key concept: intercultural understanding; Key processes: comparing, reflecting, connecting]

Elaborations ScOT Terms

ACLITC049 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | Italian | Languages | F-10 curriculum

ACLITC118

Use classroom language to question, elicit and offer opinions, and compare and discuss ideas[Key concepts: compromise, debate; Key processes: expressing, questioning, presenting, representing]

Elaborations ScOT Terms

ACLITC118 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | Italian | Languages | F-10 curriculum

ACHASSI101

Evaluate evidence to draw conclusions

Elaborations ScOT Terms

ACHASSI101 | Content Descriptions | Year 5 | HASS | Humanities and Social Sciences | F-10 curriculum