Elaboration (10) ACLMGU132
expanding number knowledge up to 100
Elaboration (10) | ACLMGU132 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | Modern Greek | Languages | F-10 curriculum
ACMNA014
Count collections to 100 by partitioning numbers using place value
Elaborations ScOT Terms
ACMNA014 | Content Descriptions | Year 1 | Mathematics | F-10 curriculum
Elaboration (8) ACLASFC226
identifying and researching Deaf community identities associated with significant historical places, such as William Thomson establishing the first deaf school in WA
Elaboration (8) | ACLASFC226 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | Second Language Learner Pathway | Auslan | Languages | F-10 curriculum
Elaboration ACSIS055
recording measurements using familiar formal units and appropriate abbreviations, such as seconds (s), grams (g), centimetres (cm)
Elaboration | ACSIS055 | Content Descriptions | Year 3 | Science | F-10 curriculum
ACMNA013
Recognise, model, read, write and order numbers to at least 100. Locate these numbers on a number line
Elaborations ScOT Terms
ACMNA013 | Content Descriptions | Year 1 | Mathematics | F-10 curriculum
Elaboration (1) ACMNA018
investigating patterns in the number system, such as the occurrence of a particular digit in the numbers to 100
Elaboration (1) | ACMNA018 | Content Descriptions | Year 1 | Mathematics | F-10 curriculum
Elaboration ACMNA027
recognising there are different ways of representing numbers and identifying patterns going beyond 100
Elaboration | ACMNA027 | Content Descriptions | Year 2 | Mathematics | F-10 curriculum
Achievement Standard Mathematics Year 1
By the end of Year 1, students describe number sequences resulting from skip counting by 2s, 5s and 10s. They identify representations of one half. They recognise Australian coins according to their value. Students explain time durations. They describe …
Achievement Standard | Achievement Standards | Year 1 | Mathematics | F-10 curriculum
Elaboration ACMMG195
choosing units for area including mm2, cm2, m2, hectares, km2, and units for volume including mm3, cm3, m3
Elaboration | ACMMG195 | Content Descriptions | Year 8 | Mathematics | F-10 curriculum
Elaboration ACSIS066
making and recording measurements using familiar formal units and appropriate abbreviations, such as seconds (s), grams (g), centimetres (cm) and millilitres (mL)
Elaboration | ACSIS066 | Content Descriptions | Year 4 | Science | F-10 curriculum
ACMNA012
Develop confidence with number sequences to and from 100 by ones from any starting point. Skip count by twos, fives and tens starting from zero
Elaborations ScOT Terms
ACMNA012 | Content Descriptions | Year 1 | Mathematics | F-10 curriculum
Elaboration ACLASFU160
exploring similarities and differences in Auslan dialects through building webcam relationships with other schools or through identifying and collecting signs that differ in the northern (Qld and NSW) and southern (Vic., SA, WA and Tas.) dialects, such …
Elaboration | ACLASFU160 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | Second Language Learner Pathway | Auslan | Languages | F-10 curriculum
Achievement Standard Indonesian Years 3 and 4
By the end of Year 4, students interact in classroom routines and structured interactions with teachers and peers. They reproduce the sounds of au (for example, mau) and g (for example, gemuk) and the final sound k (for example, tidak). Students follow …
Achievement Standard | Achievement Standards | Years 3 and 4 | Years F–10 Sequence | Indonesian | Languages | F-10 curriculum
Rationale Framework for Aboriginal Languages and Torres Strait Islander Languages
Nganki - ka Kardu thipmam - wa! I Murrinh warda ngatha. The nganthin ngumpanngerren. I ku ngakumarl, da ngarra ngugumingki wurran. The da matha nganthin ngala i da bere matha wangu ngumamath ngumpan ngarra magulkul nganki. We are black people. …
Rationale | Framework for Aboriginal Languages and Torres Strait Islander Languages | Languages | F-10 curriculum
Achievement Standard Indonesian Years 5 and 6
By the end of Year 6, students use Indonesian to convey information about themselves, their family and friends, and daily routines and activities. They locate specific details and use familiar words and phrases to predict meanings in texts. They respond …
Achievement Standard | Achievement Standards | Years 5 and 6 | Years F–10 Sequence | Indonesian | Languages | F-10 curriculum
Elaboration ACMNA053
recognising that 10 000 equals 10 thousands, 100 hundreds, 1000 tens and 10 000 ones
Elaboration | ACMNA053 | Content Descriptions | Year 3 | Mathematics | F-10 curriculum
Elaboration (1) ACSSU190
recognising that in energy transfer and transformation, a variety of processes can occur, so that the usable energy is reduced and the system is not 100% efficient
Elaboration (1) | ACSSU190 | Content Descriptions | Year 10 | Science | F-10 curriculum
Elaboration (17) ACLGEU132
referring to quantities of people and things (including money) using cardinal numbers up to 100
Elaboration (17) | ACLGEU132 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | German | Languages | F-10 curriculum
Elaboration ACLINC002
creating pictures or craft and giving descriptions in order to express ideas, for example, ini…saya, anjing saya besar
Elaboration | ACLINC002 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | Indonesian | Languages | F-10 curriculum
Elaboration (3) ACLINU098
describing qualities, of objects and animals using adjectives (besar, kecil, panas, manis, hijau, kuning ,jinak, lucu, galak)
Elaboration (3) | ACLINU098 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | Indonesian | Languages | F-10 curriculum