Years 7 and 8 Hindi
The nature of the learners The transition to secondary schooling involves social and academic demands that coincide with a period of maturational and physical change. Learners are adjusting to a new school culture with sharper divisions between curriculum …
Years 7 and 8 | Years F–10 Sequence | Hindi | Languages | F-10 curriculum
Years 7 and 8 Turkish
The nature of the learners The transition to secondary schooling involves social and academic demands that coincide with a period of maturational and physical change. Learners are adjusting to a new school culture with sharper divisions between curriculum …
Years 7 and 8 | Years F–10 Sequence | Turkish | Languages | F-10 curriculum
Rationale Auslan
The formal study of Auslan contributes to the overall intellectual and social enrichment of both first language (L1) and second language (L2) learners by providing: opportunities for engagement with the Deaf community and insight into its rich cultural …
Rationale | Auslan | Languages | F-10 curriculum
Aims Framework for Aboriginal Languages and Torres Strait Islander Languages
The Australian Curriculum: Framework for Aboriginal Languages and Torres Strait Islander Languages aims to develop the knowledge, understanding and skills necessary to ensure that students: communicate in the language understand language, culture, and …
Aims | Framework for Aboriginal Languages and Torres Strait Islander Languages | Languages | F-10 curriculum
Years 7 and 8 Digital Technologies
Learning in Digital Technologies focuses on further developing understanding and skills in computational thinking such as decomposing problems and prototyping; and engaging students with a wider range of information systems as they broaden their experiences …
Years 7 and 8 | Digital Technologies | Technologies | F-10 curriculum
ACEEA065
framing research questions to direct inquiry and synthesising information from multiple sources, including literary and non-literary texts
ACEEA065 | Content Descriptions | Unit 3 | English as an Additional Language or Dialect | English | Senior secondary curriculum
ACEEA091
integrating ideas and information from a range of literary and reference texts using direct and indirect quotation
ACEEA091 | Content Descriptions | Unit 4 | English as an Additional Language or Dialect | English | Senior secondary curriculum
ACEEA140
understanding and explaining how information may be included in or excluded from texts to achieve a purpose
ACEEA140 | Content Descriptions | Bridging Unit 2 | English as an Additional Language or Dialect | English | Senior secondary curriculum
ACEEA143
using simple written and oral text forms, punctuation and grammatical structures including graphic representations of information
ACEEA143 | Content Descriptions | Bridging Unit 2 | English as an Additional Language or Dialect | English | Senior secondary curriculum
ACEEA161
using a range of strategies, such as retrieval charts or note-taking, to extract accurate information from a growing variety of texts
ACEEA161 | Content Descriptions | Bridging Unit 3 | English as an Additional Language or Dialect | English | Senior secondary curriculum
ACEEA186
using knowledge of text structure to locate information and to aid understanding of increasingly unfamiliar texts
ACEEA186 | Content Descriptions | Bridging Unit 4 | English as an Additional Language or Dialect | English | Senior secondary curriculum
ACEEE009
understanding how texts are structured to organise information, for example, hyperlinks, chapter headings and indexes
ACEEE009 | Content Descriptions | Unit 1 | Essential English | English | Senior secondary curriculum
ACEEE026
selecting text structures, language features and visual techniques to communicate and represent ideas and information
ACEEE026 | Content Descriptions | Unit 2 | Essential English | English | Senior secondary curriculum
ACMEM037
interpret information presented in graphs, such as conversion graphs, line graphs, step graphs, column graphs and picture graphs
ACMEM037 | Content Descriptions | Unit 1 | Essential Mathematics | Mathematics | Senior secondary curriculum
ACMEM107
use symbols and conventions for the representation of geometric information; for example, point, line, ray, angle, diagonal, edge, curve, face and vertex.
ACMEM107 | Content Descriptions | Unit 3 | Essential Mathematics | Mathematics | Senior secondary curriculum
ACMGM013
use matrices for storing and displaying information that can be presented in rows and columns; for example, databases, links in social or road networks
ACMGM013 | Content Descriptions | Unit 1 | General Mathematics | Mathematics | Senior secondary curriculum
ACSBL078
Genes include ‘coding’ and ‘non-coding’ DNA, and many genes contain information for protein production
ACSBL078 | Content Descriptions | Unit 3 | Biology | Science | Senior secondary curriculum
ACHGE003
collects geographical information incorporating ethical protocols from a range of primary and secondary sources
ACHGE003 | Content Descriptions | Unit 1: Natural and ecological hazards | Geography | Humanities and Social Sciences | Senior secondary curriculum
ACHGE006
analyses geographical information and data from a range of primary and secondary sources and a variety of perspectives to draw reasoned conclusions and make generalisations
ACHGE006 | Content Descriptions | Unit 1: Natural and ecological hazards | Geography | Humanities and Social Sciences | Senior secondary curriculum
ACHGE008
communicates geographical information, ideas, issues and arguments using appropriate written and/or oral, cartographic and graphic forms
ACHGE008 | Content Descriptions | Unit 1: Natural and ecological hazards | Geography | Humanities and Social Sciences | Senior secondary curriculum