Achievement Standard Auslan Years 5 and 6
By the end of Year 6, students discuss aspects of their daily lives, social activities and school experience and respond to each other’s comments. They describe relationships and characteristics of people and objects and express feelings and preferences, …
Achievement Standard | Achievement Standards | Years 5 and 6 | Years F–10 Sequence | Second Language Learner Pathway | Auslan | Languages | F-10 curriculum
How is the numeracy progression structured?
Elements and sub-elements The National Numeracy Learning Progression has three elements that reflect aspects of numeracy development necessary for successful learners of the F–10 Australian Curriculum and in everyday life. The three elements are: Number …
How is the numeracy progression structured? | National Numeracy Learning Progression | National Literacy and Numeracy Learning Progressions | Resources
Achievement Standard Japanese Years 7 and 8
By the end of Year 8, students interact with one another and the teacher in classroom routines and activities, exchanging greetings, wishes and information about their personal and social worlds. They use gestures and formulaic expressions appropriately, …
Achievement Standard | Achievement Standards | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | Japanese | Languages | F-10 curriculum
Achievement Standard Framework for Classical Languages Years 9 and 10
By the end of Year 10, students analyse a range of Classical Greek texts to obtain information and ideas about ancient Greek society and culture. They use vocabulary, grammar and textual cues to analyse and interpret language use and cultural …
Achievement Standard | Achievement Standards | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | Classical Greek | Framework for Classical Languages | Languages | F-10 curriculum
Achievement Standard Framework for Classical Languages Years 9 and 10
By the end of Year 10, students analyse a range of Latin texts to obtain information and ideas about Roman society and culture. They use vocabulary, grammar and textual cues to analyse and interpret language use and cultural references in Latin …
Achievement Standard | Achievement Standards | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | Latin | Framework for Classical Languages | Languages | F-10 curriculum
ACELR011
structuring arguments and points of view using relevant textual evidence
ACELR011 | Content Descriptions | Unit 1 | Literature | English | Senior secondary curriculum
ACELR047
evaluating their own and others’ ideas and points of view using logic and evidence
ACELR047 | Content Descriptions | Unit 3 | Literature | English | Senior secondary curriculum
ACELR064
critically evaluating their own and others' justifications, evidence and points of view
ACELR064 | Content Descriptions | Unit 4 | Literature | English | Senior secondary curriculum
ACHAH125
the nature of the sources for weapons and warfare, and early evidence for military encounters in the ancient world
ACHAH125 | Content Descriptions | Unit 2: Ancient Societies | Ancient History | Humanities and Social Sciences | Senior secondary curriculum
ACHAH293
The incomplete and fragmentary nature of the evidence for the period, including the Amarna Letters
ACHAH293 | Content Descriptions | Unit 4: Reconstructing the Ancient World | Ancient History | Humanities and Social Sciences | Senior secondary curriculum
ACHAH295
The evidence for the obliteration of Akhenaten’s reign from the historical records by later pharaohs
ACHAH295 | Content Descriptions | Unit 4: Reconstructing the Ancient World | Ancient History | Humanities and Social Sciences | Senior secondary curriculum
ACHAH306
The evidence from the discovery of KV5 for the role of the royal family and governance in this period
ACHAH306 | Content Descriptions | Unit 4: Reconstructing the Ancient World | Ancient History | Humanities and Social Sciences | Senior secondary curriculum
ACHAH350
The extent of archaeological excavation in Rome and the difficulties in uncovering new evidence
ACHAH350 | Content Descriptions | Unit 4: Reconstructing the Ancient World | Ancient History | Humanities and Social Sciences | Senior secondary curriculum
ACHAH352
The key ancient writers of the period and the difficulties posed by their perspective and selection of evidence
ACHAH352 | Content Descriptions | Unit 4: Reconstructing the Ancient World | Ancient History | Humanities and Social Sciences | Senior secondary curriculum
ACHAH381
Difficulties of interpretation of evidence as a result of damage to or removal of frescos and artefacts
ACHAH381 | Content Descriptions | Unit 4: Reconstructing the Ancient World | Ancient History | Humanities and Social Sciences | Senior secondary curriculum
Years 7 to 10 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 …
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
Rationale General Mathematics
Mathematics is the study of order, relation and pattern. From its origins in counting and measuring it has evolved in highly sophisticated and elegant ways to become the language now used to describe many aspects of the world in the twenty-first century. …
Rationale | General Mathematics | Mathematics | Senior secondary curriculum
Achievement Standard Hindi Years 7 and 8
By the end of Year 8, students initiate and sustain a range of spoken and written interactions on topics of mutual interest, for example, आपका क्या हाल है? आप कब वापस आये? परिवार में सब कैसे हैं? आप कहना क्या चाहते हैं? रमा मुझे माफ़ करना लेकिन …
Achievement Standard | Achievement Standards | Years 7 and 8 | Years F–10 Sequence | Hindi | Languages | F-10 curriculum
Achievement Standard Vietnamese Years 9 and 10
By the end of Year 10, students use spoken and written Vietnamese to initiate, sustain and extend interactions with peers, teachers and others in a range of contexts and for a range of purposes, such as to explore peers’ perspectives on youth …
Achievement Standard | Achievement Standards | Years 9 and 10 | Years F–10 Sequence | Vietnamese | Languages | F-10 curriculum
ACHAH302
The usefulness and reliability of the Amarna Letters as evidence for the nature and extent of the Egyptian ‘empire’, and the foreign policies of Amenhotep III and Akhenaten; issues of context, perspective, purpose, gaps in the evidence
ACHAH302 | Content Descriptions | Unit 4: Reconstructing the Ancient World | Ancient History | Humanities and Social Sciences | Senior secondary curriculum