Achievement Standard Chinese Years 9 and 10

By the end of Year 10, students use spoken and written Chinese to initiate and sustain interactions in familiar and unfamiliar contexts. They exchange information, ideas and opinions and enquire into the experiences and opinions of others, using …

Achievement Standard | Achievement Standards | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | Second Language Learner Pathway | Chinese | Languages | F-10 curriculum

Achievement Standard Modern Greek Years 7 and 8

By the end of Year 8, students use written and spoken Greek to initiate and sustain classroom interactions, (for example, Πότε θα πάμε σινεμά;) to carry out transactions (for example, Πώς πέρασες τις διακοπές σου;) and to exchange information, …

Achievement Standard | Achievement Standards | Years 7 and 8 | Years F–10 Sequence | Modern Greek | Languages | F-10 curriculum

Respect matters

Respect matters | Portfolios | Curriculum connections | Resources

Elaboration (6) ACLASFC064

analysing ways in which Deaf people design and adapt spaces in cultural ways (‘Deaf space’), for example, by eliminating visual obstacles to signed communication; using circles or semicircles for meeting and learning spaces; and using open-plan areas, …

Elaboration (6) | ACLASFC064 | Content Descriptions | Years 7 and 8 | Years F–10 Sequence | First Language Learner Pathway | Auslan | Languages | F-10 curriculum

Elaboration (18) ACLASFU197

analysing ways in which Deaf people design and adapt spaces in cultural ways (‘Deaf space’) in order to use a visual language, for example, by eliminating visual obstacles to signed communication; using circles or semicircles for meeting and learning …

Elaboration (18) | ACLASFU197 | Content Descriptions | Years 7 and 8 | Years F–10 Sequence | Second Language Learner Pathway | Auslan | Languages | F-10 curriculum

Elaboration (6) ACLASFC226

analysing ways in which Deaf people design and adapt spaces in cultural ways (‘Deaf space’), for example, by eliminating visual obstacles to signed communication, using circles or semicircles for meeting and learning spaces, using open-plan areas, lighting …

Elaboration (6) | ACLASFC226 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | Second Language Learner Pathway | Auslan | Languages | F-10 curriculum

Achievement Standard Auslan Years 7 and 8

By the end of Year 8, students use Auslan to interact and to exchange information, experiences, interests and opinions with teachers, peers and others. They initiate and maintain conversations and use strategies such as fingerspelling to replace …

Achievement Standard | Achievement Standards | Years 7 and 8 | Years F–10 Sequence | Second Language Learner Pathway | Auslan | Languages | F-10 curriculum

Career education: STEAM learning and creative problem solving

This Illustration of practice demonstrates how Burnie Primary School incorporates career education through the implementation of a Science, Technologies, Engineering, The Arts and Mathematics (STEAM) program, which also provides students with the opportunity …

Career education: STEAM learning and creative problem solving | Illustrations of practice | General capabilities and career education | Resources

School Projects: An Overview

School projects fell into one of two categories: pre-existing, well-tried projects with a defined outcome original projects, designed to appeal to the interests of students or to respond to a particular school or local context. Pre-existing projects …

School Projects: An Overview | STEM Report | STEM | Resources

Digital Technologies - Years 9 and 10

Content descriptions with elaborations: Create interactive solutions for sharing ideas and information online, taking into account safety, social contexts and legal responsibilities (ACTDIP043) investigating legal responsibilities of organisations …

Digital Technologies - Years 9 and 10 | Respectful relationships | Dimensions | Curriculum connections | Resources

7-10 Civics and Citizenship - Year 7

Problem-solving and decision- making Appreciate multiple perspectives and use strategies to mediate differences (ACHCS057) Use democratic processes to reach consensus on a course of action relating to a civics or citizenship issue and plan for that …

7-10 Civics and Citizenship - Year 7 | Responsibility and enterprise | Dimensions | Curriculum connections | Resources

Achievement Standard Geography Year 10

By the end of Year 10, students explain how interactions between geographical processes at different scales change the characteristics of places. Students identify, analyse and explain significant interconnections between people, places and environments …

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

Achievement Standard Chinese Years 7 and 8

By the end of Year 8, students use spoken and written Chinese to sustain interactions in a range of social and personal contexts. They exchange ideas and opinions, for example, 你要去看电影吗？；我们可以六月份一起去. They summarise the main points of information …

Achievement Standard | Achievement Standards | Years 7 and 8 | Years F–10 Sequence | Second Language Learner Pathway | Chinese | Languages | F-10 curriculum

Achievement Standard Chinese Years 9 and 10

By the end of Year 10, students use spoken and written Chinese to initiate and sustain extended interactions with others in their social world and in the Chinese-speaking community, for example, 我的学校生活，澳大利亚的运动，我最喜欢的春节活动. They ask questions (for …

Achievement Standard | Achievement Standards | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | Background Language Learner Pathway | Chinese | Languages | F-10 curriculum

Years 5 and 6 French

The nature of the learners At this level, students are widening their social networks, experiences and communication repertoires in both their first language and French. They continue to need guidance and participate in structured, collaborative tasks …

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

ACMGM015

perform matrix addition, subtraction, multiplication by a scalar, and matrix multiplication, including determining the power of a matrix using technology with matrix arithmetic capabilities when appropriate

ACMGM015 | Content Descriptions | Unit 1 | General Mathematics | Mathematics | Senior secondary curriculum

Elaboration (3) ACLITC119

conducting online surveys to report on attitudes towards topics such as water usage, consumer choice, technology use, music or celebrities

Elaboration (3) | ACLITC119 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | Italian | Languages | F-10 curriculum

Elaboration (1) ACLKOU207

examining possible influences on language change in Korean, such as exposure to other languages, contexts of use and the development of digital technology

Elaboration (1) | ACLKOU207 | Content Descriptions | Years 9 and 10 | Years F–10 Sequence | Korean | Languages | F-10 curriculum

Elaboration (1) ACLKOU036

discussing possible reasons for changes in Korean language use, such as exposure to other languages, changing contexts of use and the development of digital technology

Elaboration (1) | ACLKOU036 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | Korean | Languages | F-10 curriculum

Elaboration ACLMGU017

investigating own personal and community practices to identify connections with Greek language and culture, for example, in cooking, sport, music, dance or technology

Elaboration | ACLMGU017 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | Modern Greek | Languages | F-10 curriculum