ACMSM003
use factorial notation
ACMSM003 | Content Descriptions | Unit 1 | Specialist Mathematics | Mathematics | Senior secondary curriculum
ACMSM022
define and use projections of vectors
ACMSM022 | Content Descriptions | Unit 1 | Specialist Mathematics | Mathematics | Senior secondary curriculum
ACMSM025
use proof by contradiction
ACMSM025 | Content Descriptions | Unit 1 | Specialist Mathematics | Mathematics | Senior secondary curriculum
ACMSM027
use the quantifiers ‘for all’ and ‘there exists’
ACMSM027 | Content Descriptions | Unit 1 | Specialist Mathematics | Mathematics | Senior secondary curriculum
ACMSM028
use examples and counter-examples.
ACMSM028 | Content Descriptions | Unit 1 | Specialist Mathematics | Mathematics | Senior secondary curriculum
ACMSM069
determine and use complex conjugates
ACMSM069 | Content Descriptions | Unit 2 | Specialist Mathematics | Mathematics | Senior secondary curriculum
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
ACSES018 | Content Descriptions | Unit 1 | Earth and Environmental Science | Science | Senior secondary curriculum
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 …
ACHAH040 | Content Descriptions | Unit 1: Investigating the Ancient World | Ancient History | Humanities and Social Sciences | Senior secondary curriculum
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 …
ACHAH043 | Content Descriptions | Unit 1: Investigating the Ancient World | Ancient History | Humanities and Social Sciences | Senior secondary curriculum
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 …
ACHAH058 | Content Descriptions | Unit 1: Investigating the Ancient World | Ancient History | Humanities and Social Sciences | Senior secondary curriculum
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 …
ACHAH063 | Content Descriptions | Unit 1: Investigating the Ancient World | Ancient History | Humanities and Social Sciences | Senior secondary curriculum
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 …
ACHAH166 | Content Descriptions | Unit 3: People, Power and Authority | Ancient History | Humanities and Social Sciences | Senior secondary curriculum
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 …
ACHAH296 | Content Descriptions | Unit 4: Reconstructing the Ancient World | Ancient History | Humanities and Social Sciences | Senior secondary curriculum
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
ACHAH297 | Content Descriptions | Unit 4: Reconstructing the Ancient World | Ancient History | Humanities and Social Sciences | Senior secondary curriculum
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
ACHAH343 | Content Descriptions | Unit 4: Reconstructing the Ancient World | Ancient History | Humanities and Social Sciences | Senior secondary curriculum
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
ACHAH386 | Content Descriptions | Unit 4: Reconstructing the Ancient World | Ancient History | Humanities and Social Sciences | Senior secondary curriculum
ACMEM042
draw a line graph to represent any data that demonstrate a continuous change, such as hourly temperature.
ACMEM042 | Content Descriptions | Unit 1 | Essential Mathematics | Mathematics | Senior secondary curriculum
ACMEM046
display numerical data as frequency distributions, dot plots, stem and leaf plots, and histograms
ACMEM046 | Content Descriptions | Unit 2 | Essential Mathematics | Mathematics | Senior secondary curriculum
ACMGM051
describe an association in terms of differences observed in percentages across categories in a systematic and concise manner, and interpret this in the context of the data.
ACMGM051 | Content Descriptions | Unit 3 | General Mathematics | Mathematics | Senior secondary curriculum
ACMGM092
fit a least-squares line to model long-term trends in time series data.
ACMGM092 | Content Descriptions | Unit 4 | General Mathematics | Mathematics | Senior secondary curriculum