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

ACHASSI129

Evaluate evidence to draw conclusions

Elaborations ScOT Terms

ACHASSI129 | Content Descriptions | Year 6 | HASS | Humanities and Social Sciences | F-10 curriculum

Structure Economics and Business

The Australian Curriculum: Economics and Business is organised in two related strands: economics and business knowledge and understanding, and economics and business inquiry and skills. In both these strands, the study of economics and business issues, …

Structure | Economics and Business | Humanities and Social Sciences | F-10 curriculum

Years 7 and 8 Chinese

The nature of the learners Students whose first language is Chinese learn about being Chinese in Australia and begin to develop their bilingual and bicultural identities as they learn to live and interact with the Australian community. …

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

Foundation to Year 2 Framework for Aboriginal Languages and Torres Strait Islander Languages

The nature of the learner, the pathway and particular language The Language Revival Learner Pathway (LR) provides opportunities for students to study Aboriginal or Torres Strait Islander languages being revived by their owners or custodians and which …

Foundation to Year 2 | Years F–10 Sequence | Language Revival Learner Pathway (LR) | Framework for Aboriginal Languages and Torres Strait Islander Languages | Languages | F-10 curriculum

Economics and Business Achievement Standards HASS Year 6

By the end of Year 6, students recognise why choices about the allocation of resources involve trade-offs. They explain why it is important to be informed when making consumer and financial decisions. They identify the purpose of business and recognise …

Economics and Business Achievement Standards | Achievement Standards | Year 6 | HASS | Humanities and Social Sciences | F-10 curriculum

ACMNA105

Compare, order and represent decimals

Elaborations ScOT Terms

ACMNA105 | Content Descriptions | Year 5 | Mathematics | F-10 curriculum

ACSIS213

Compare observations with those of others

Elaborations ScOT Terms

ACSIS213 | Content Descriptions | Year 1 | Science | F-10 curriculum

ACSIS041

Compare observations with those of others

Elaborations ScOT Terms

ACSIS041 | Content Descriptions | Year 2 | Science | F-10 curriculum

ACHGS065

Represent multi-variable data in a range of appropriate forms, for example scatter plots, tables, field sketches and annotated diagrams, with and without the use of digital and spatial technologies

Elaborations ScOT Terms

ACHGS065 | Content Descriptions | Year 9 | Geography | Humanities and Social Sciences | F-10 curriculum

ACHGS074

Represent multi-variable data in a range of appropriate forms, for example scatter plots, tables, field sketches and annotated diagrams, with and without the use of digital and spatial technologies

Elaborations ScOT Terms

ACHGS074 | Content Descriptions | Year 10 | Geography | Humanities and Social Sciences | F-10 curriculum

Elaboration ACSIS218

sharing ideas as to whether observations match predictions, and discussing possible reasons for predictions being incorrect

Elaboration | ACSIS218 | Content Descriptions | Year 5 | Science | F-10 curriculum

Elaboration ACSIS221

sharing ideas as to whether observations match predictions, and discussing possible reasons for predictions being incorrect

Elaboration | ACSIS221 | Content Descriptions | Year 6 | Science | F-10 curriculum

Achievement Standard Digital Technologies Years 3 and 4

By the end of Year 4, students describe how a range of digital systems (hardware and software) and their peripheral devices can be used for different purposes. They explain how the same data sets can be represented in different ways. Students define …

Achievement Standard | Achievement Standards | Years 3 and 4 | Digital Technologies | Technologies | F-10 curriculum

Achievement Standard Digital Technologies Years 7 and 8

By the end of Year 8, students distinguish between different types of networks and defined purposes. They explain how text, image and audio data can be represented, secured and presented in digital systems. Students plan and manage digital projects to …

Achievement Standard | Achievement Standards | Years 7 and 8 | Digital Technologies | Technologies | F-10 curriculum

HASS 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 and explain why places are important to people. They identify how and why the lives of people have changed over time while others have remained …

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

Elaboration (8) ACLFWC025

developing language to evaluate and reflect on their own learning, for example, describing how they feel when they are learning a new skill, strategies they use to persevere until they are successful, identifying ways they use their strengths to help …

Elaboration (8) | ACLFWC025 | Content Descriptions | Years 3 to 6 | Years F–10 Sequence | First Language Learner Pathway (L1) | Framework for Aboriginal Languages and Torres Strait Islander Languages | Languages | F-10 curriculum

Years 3 and 4 Spanish

The nature of the learners At this level, children are developing awareness of their social worlds and of their memberships of various groups, including the Spanish class. They are further developing literacy capabilities in English, such as writing …

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

Rationale

Through learning languages, students acquire: communication skills in the language being learnt an intercultural capability, and an understanding of the role of language and culture in communication a capability for reflection on language use and language …

Rationale | Languages | F-10 curriculum