Years 9 and 10 Design and Technologies

Learning in Design and Technologies builds on concepts, skills and processes developed in earlier years, and teachers will revisit, strengthen and extend these as needed. By the end of Year 10 students will have had the opportunity to design and produce …

Years 9 and 10 | Design and Technologies | Technologies | F-10 curriculum

Achievement Standard Design and Technologies Years 9 and 10

By the end of Year 10, students explain how people working in design and technologies occupations consider factors that impact on design decisions and the technologies used to produce products, services and environments. They identify the changes necessary …

Achievement Standard | Achievement Standards | Years 9 and 10 | Design and Technologies | Technologies | F-10 curriculum

Years 5 and 6 Design and Technologies

Learning in Design and Technologies builds on concepts, skills and processes developed in earlier years, and teachers will revisit, strengthen and extend these as needed. By the end of Year 6, students will have had the opportunity to create designed …

Years 5 and 6 | Design and Technologies | Technologies | F-10 curriculum

ACHASSI003

Sort and record information and data, including location, in tables and on plans and labelled maps

Elaborations ScOT Terms

ACHASSI003 | Content Descriptions | Foundation Year | HASS | Humanities and Social Sciences | F-10 curriculum

ACHASSI020

Sort and record information and data, including location, in tables and on plans and labelled maps

Elaborations ScOT Terms

ACHASSI020 | Content Descriptions | Year 1 | HASS | Humanities and Social Sciences | F-10 curriculum

ACHASSI036

Sort and record information and data, including location, in tables and on plans and labelled maps

Elaborations ScOT Terms

ACHASSI036 | Content Descriptions | Year 2 | HASS | Humanities and Social Sciences | F-10 curriculum

Achievement Standard Design and Technologies Years 7 and 8

By the end of Year 8, students explain factors that influence the design of products, services and environments to meet present and future needs. They explain the contribution of design and technology innovations and enterprise to society. Students explain …

Achievement Standard | Achievement Standards | Years 7 and 8 | Design and Technologies | Technologies | F-10 curriculum

Achievement Standard Design and Technologies Years 5 and 6

By the end of Year 6, students describe competing considerations in the design of products, services and environments, taking into account sustainability. They describe how design and technologies contribute to meeting present and future needs. Students …

Achievement Standard | Achievement Standards | Years 5 and 6 | Design and Technologies | Technologies | F-10 curriculum

Geography Achievement Standard HASS Year 2

By the end of Year 2, students identify the features that define places and recognise that places can be described at different scales. Students recognise that the world can be divided into major geographical divisions. They describe how people in different …

Geography Achievement Standard | Achievement Standards | Year 2 | HASS | Humanities and Social Sciences | F-10 curriculum

Elaboration ACTDEP018

determining planning processes as a class, for example recording a procedure or creating time plans

Elaboration | ACTDEP018 | Content Descriptions | Years 3 and 4 | Design and Technologies | Technologies | F-10 curriculum

Elaboration (3) ACPMP068

devising strategies and formulating plans to assist in successfully performing new movement skills

Elaboration (3) | ACPMP068 | Content Descriptions | Years 5 and 6 | Health and Physical Education | F-10 curriculum

Years 7 and 8 Design and Technologies

Learning in Design and Technologies builds on concepts, skills and processes developed in earlier years, and teachers will revisit, strengthen and extend these as needed. By the end of Year 8 students will have had the opportunity to create designed …

Years 7 and 8 | Design and Technologies | Technologies | F-10 curriculum

Elaboration (7) ACLFWC152

expressing personal experiences and future plans, using modelled sentence patterns

Elaboration (7) | ACLFWC152 | Content Descriptions | Years 3 to 6 | Years F–10 Sequence | Language Revival Learner Pathway (LR) | Framework for Aboriginal Languages and Torres Strait Islander Languages | Languages | F-10 curriculum

Elaboration (7) ACLFWC088

expressing personal experiences, feelings and plans, using modelled sentence patterns

Elaboration (7) | ACLFWC088 | Content Descriptions | Years 3 to 6 | Years F–10 Sequence | Second Language Learner Pathway (L2) | Framework for Aboriginal Languages and Torres Strait Islander Languages | Languages | F-10 curriculum

Self-management - Become confident, resilient and adaptable Personal and Social Capability Self-management Level 4

devise strategies and formulate plans to assist in the completion of challenging tasks and the maintenance of personal safety

Self-management - Become confident, resilient and adaptable | Level 4 | Learning Continuum | Personal and Social Capability | General capabilities | F-10 curriculum

Self-management - Become confident, resilient and adaptable Personal and Social Capability Self-management Level 5

assess, adapt and modify personal and safety strategies and plans, and revisit tasks with renewed confidence

Self-management - Become confident, resilient and adaptable | Level 5 | Learning Continuum | Personal and Social Capability | General capabilities | F-10 curriculum

Achievement Standard Mathematics Year 5

By the end of Year 5, students solve simple problems involving the four operations using a range of strategies. They check the reasonableness of answers using estimation and rounding. Students identify and describe factors and multiples. They identify …

Achievement Standard | Achievement Standards | Year 5 | Mathematics | F-10 curriculum

HASS Achievement Standard HASS Year 2

By the end of Year 2, students describe a person, site and/or event of significance in the local community and explain why places are important to people. They identify how and why the lives of people have changed over time while others have remained …

HASS Achievement Standard | Achievement Standards | Year 2 | HASS | Humanities and Social Sciences | F-10 curriculum

ACPMP083

Participate in physical activities that develop health-related and skill-related fitness components, and create and monitor personal fitness plans

Elaborations ScOT Terms

ACPMP083 | Content Descriptions | Years 7 and 8 | Health and Physical Education | F-10 curriculum

ACPMP102

Design, implement and evaluate personalised plans for improving or maintaining their own and others’ physical activity and fitness levels

Elaborations ScOT Terms

ACPMP102 | Content Descriptions | Years 9 and 10 | Health and Physical Education | F-10 curriculum