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Achievement Standard Modern Greek Foundation to Year 2

By the end of Year 2, students interact with teachers and peers through action-related talk and play. They introduce themselves, (for example, Καλημέρα, Mε λένε Γιώργο) and their family and exchange greetings, farewells, (for example, Γεια σου, …

UnM3

Sorts sorts and counts the number of coins with the same face value identifies situations that involve the use of money

Achievement Standard Civics and Citizenship Year 8

By the end of Year 8, students analyse features of Australian democracy, and explain features of Australia’s democracy that enable active participation. They recognise different types of law in Australia and explain how laws are made. They identify …

Achievement Standard Auslan Years 3 and 4

By the end of Year 4, students communicate with each other, the teaching team and others about aspects of their personal worlds, daily routines, preferences and pastimes at school and in the Deaf community. They show aspectual marking on verbs …

Achievement Standard Framework for Aboriginal Languages and Torres Strait Islander Languages Years 3 to 6

The achievement standards for the Framework for Aboriginal Languages and Torres Strait Islander Languages Second Language Learner Pathway are generalised in order to cater for the range of languages that may be learnt as an L2 in the school context. …

Achievement Standard Framework for Classical Languages Years 7 and 8

By the end of Year 8, students use their knowledge of vocabulary, grammar and textual cues to identify and interpret information in Latin texts, such as narratives, about the daily life and attitudes of the Romans. They interpret grammatical structures …

Achievement Standard Japanese Foundation to Year 2

By the end of Year 2, students interact with the teacher and peers through play- and action-related language. They use formulaic expressions and appropriate gestures in everyday interactions such as exchanging greetings and farewells, for example, …

Achievement Standard Modern Greek Years 7 and 8

By the end of Year 8, students use Greek to describe feelings (for example, Αγαπώ τη μουσική), express likes and dislikes (for example, Δε μου αρέσει η σοκολάτα) and exchange information about their personal worlds, including information about …

Achievement Standard Spanish Years 7 and 8

By the end of Year 8, students share information about their personal worlds, including personal details, family, friends, leisure activities, likes and dislikes, for example, Hola amigo, ¿Cómo estás? Me gusta tocar la guitarra, No me gusta comer …

ACSES018

Earth has internally differentiated into a layered structure: a solid metallic inner core, a liquid metallic outer core and a silicate mantle and crust; the study of seismic waves and meteorites provides evidence for this structure

ACHAH040

The nature of the sources most relevant to these interpretations and representations, for example Josephus Flavius’ The Jewish War, written and archaeological evidence for Roman military tactics and siege warfare, and the excavation work of Yigael Ya …

ACHAH043

The reliability and contestability of the interpretations and representations of Masada, including the accuracy of Josephus Flavius’ account in The Jewish War, debates about the meaning of the events at Masada in AD 73-74, the role of archaeology, and …

ACHAH058

The reliability and contestability of the interpretations and representations of the ‘fall’ of the Roman Empire, including the significance of source selection, omission, emphasis and gaps in evidence, for example debates about what is meant by the ‘decline …

ACHAH063

The reliability and contestability of interpretations and representations of the games, including the origins of the games (foreign or roman); debates about the political significance of the games and the power and authority of the Emperor, the senatorial …

ACHAH166

The development and importance of the military in the expulsion of the Hyksos and in the expansion and maintenance of the Egyptian empire and the evidence provided by the military careers of at least TWO key individuals, for example Ahmose son of Ebana …

ACHAH296

The evidence provided by the Amarna Letters and other sources for Amenhotep III’s foreign policy, including relations with vassals and other kingdoms; the role of diplomacy, including royal correspondence; and diplomatic marriage as an instrument of Egyptian …

ACHAH297

The evidence for the relationship between Akhenaten and his vassals in Syria- Palestine, for example Ribadda (Byblos), Abdi-Asirta and Aziru (Amurru) as well as royal correspondence with the Mitannian and Hittite rulers

ACHAH343

Thucydides’ views about the Athenian Empire and radical democracy, including his views on demagogues and demos; the evidence of his bias towards or against key individuals for example Pericles, Cleon, Nicias and Alcibiades

ACHAH386

The significance of ONE of the following: the Herculaneum Conservation Project, the Philodemus Project, the Anglo-American Project in Pompeii (Bradford University), in providing evidence about how people in Pompeii and Herculaneum lived

Problem-Solving

In F–2, students solve problems when they use mathematics to represent unfamiliar or meaningful situations. In Years 3–6, students solve problems when they use mathematics to represent unfamiliar or meaningful situations and plan their approaches. In Years 7–8, …

Problem-Solving | Portfolios | Mathematics proficiencies | Resources

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