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
Key ideas
Strands Content descriptions in each arts subject reflect the interrelated strands of making and responding. making includes learning about and using knowledge, skills, techniques, processes, materials and technologies to explore arts practices and make …
Key ideas | The Arts | F-10 curriculum
Rationale Dance
This rationale complements and extends the rationale for The Arts learning area. Dance is expressive movement with purpose and form. Through dance, students represent, question and celebrate human experience, using the body as the instrument and movement …
Rationale | Dance | The Arts | F-10 curriculum
Rationale Drama
This rationale complements and extends the rationale for The Arts learning area. Drama is the expression and exploration of personal, cultural and social worlds through role and situation that engages, entertains and challenges. Students create meaning …
Rationale | Drama | The Arts | F-10 curriculum
Rationale/Aims Essential English
Rationale Essential English focuses on consolidating and refining the skills and knowledge needed by students to become competent, confident and engaged users of English in many contemporary contexts including everyday, community, social, further education, …
Rationale/Aims | Essential English | English | Senior secondary curriculum
What is the focus of the literacy progression?
Literacy development influences student success in many areas of learning at school. The progression can be used to support students to successfully engage with the literacy demands of the Foundation to Year 10 Australian Curriculum. The National Literacy …
What is the focus of the literacy progression? | National Literacy Learning Progression | National Literacy and Numeracy Learning Progressions | Resources
ACLTUC077
Create glossaries and annotations in English that provide explanations for cultural and contextual references in contemporary and traditional Turkish texts[Key concepts: expression, culture, religion, lifestyle; Key processes: identifying, explaining, …
Elaborations ScOT Terms
ACLTUC077 | Content Descriptions | Years 9 and 10 | Years F–10 Sequence | Turkish | Languages | F-10 curriculum
Civics and Citizenship - Years 7 and 8
Critically analyse information and ideas from a range of sources in relation to civics and citizenship topics and issues - ACHCS056 Present evidence-based civics and citizenship arguments using subject-specific language - ACHCS059 Reflect on their role …
Civics and Citizenship - Years 7 and 8 | Evaluating options | Dimensions | Curriculum connections | Resources
Digital Technologies - Above satisfactory - Years 5 and 6
This portfolio of student work shows that the student can explain the fundamentals of digital system components (hardware, software and networks) and how digital systems are connected to form networks (WS3). The student can explain how digital systems …
Digital Technologies - Above satisfactory - Years 5 and 6 | Portfolios | Work samples | Resources
Digital Technologies - Satisfactory - Years 5 and 6
This portfolio of student work shows that the student can explain the fundamentals of digital system components (hardware, software and networks) and how digital systems are connected to form networks (WS3). The student can explain how digital systems …
Digital Technologies - Satisfactory - Years 5 and 6 | Portfolios | Work samples | Resources
Digital Technologies - Below satisfactory - Years 5 and 6
This portfolio of student work shows that the student can explain the fundamentals of digital system components (hardware, software and networks) and how digital systems are connected to form networks (WS3). The student can explain how digital systems …
Digital Technologies - Below satisfactory - Years 5 and 6 | Portfolios | Work samples | Resources
Achievement Standard Health and Physical Education Years 3 and 4
By the end of Year 4, students recognise strategies for managing change. They identify influences that strengthen identities. They investigate how emotional responses vary and understand how to interact positively with others in a variety of situations. …
Achievement Standard | Achievement Standards | Years 3 and 4 | Health and Physical Education | F-10 curriculum
Achievement Standard Dance Years 3 and 4
By the end of Year 4, students describe and discuss similarities and differences between dances they make, perform and view. They discuss how they and others organise the elements of dance in dances depending on the purpose. Students structure movements …
Achievement Standard | Achievement Standards | Years 3 and 4 | Dance | The Arts | F-10 curriculum
Achievement Standard Dance Years 5 and 6
By the end of Year 6, students explain how the elements of dance, choreographic devices and production elements communicate meaning in dances they make, perform and view. They describe characteristics of dances from different social, historical and cultural …
Achievement Standard | Achievement Standards | Years 5 and 6 | Dance | The Arts | F-10 curriculum
Achievement Standard Dance Years 9 and 10
By the end of Year 10, students analyse the choreographer’s use of the elements of dance, choreographic devices, form and production elements to communicate choreographic intent in dances they make, perform and view. They evaluate the impact of …
Achievement Standard | Achievement Standards | Years 9 and 10 | Dance | The Arts | F-10 curriculum
Achievement Standard Drama Years 3 and 4
By the end of Year 4, students describe and discuss similarities and differences between drama they make, perform and view. They discuss how they and others organise the elements of drama in their drama. Students use relationships, tension, time and place …
Achievement Standard | Achievement Standards | Years 3 and 4 | Drama | The Arts | F-10 curriculum
Achievement Standard Drama Years 5 and 6
By the end of Year 6, students explain how dramatic action and meaning is communicated in drama they make, perform and view. They explain how drama from different cultures, times and places influences their own drama making. Students work collaboratively …
Achievement Standard | Achievement Standards | Years 5 and 6 | Drama | The Arts | F-10 curriculum