Using spatial reasoning - Visualising 2D Shapes and 3D objects Numeracy Using spatial reasoning Level 1b
sort and name simple 2D shapes and 3D objects
Using spatial reasoning - Visualising 2D Shapes and 3D objects | Level 1b | Learning Continuum | Numeracy | General capabilities | F-10 curriculum
Using spatial reasoning - Visualising 2D Shapes and 3D objects Numeracy Using spatial reasoning Level 2
identify, sort and describe common 2D shapes and 3D objects
Using spatial reasoning - Visualising 2D Shapes and 3D objects | Level 2 | Learning Continuum | Numeracy | General capabilities | F-10 curriculum
Using spatial reasoning - Visualising 2D Shapes and 3D objects Numeracy Using spatial reasoning Level 5
visualise, describe and apply their understanding of the features and properties of 2D shapes and 3D objects
Using spatial reasoning - Visualising 2D Shapes and 3D objects | Level 5 | Learning Continuum | Numeracy | General capabilities | F-10 curriculum
Using spatial reasoning - Visualising 2D Shapes and 3D objects Numeracy Using spatial reasoning Level 1a
sort or match objects according to their features
Using spatial reasoning - Visualising 2D Shapes and 3D objects | Level 1a | Learning Continuum | Numeracy | General capabilities | F-10 curriculum
Using spatial reasoning - Visualising 2D Shapes and 3D objects Numeracy Using spatial reasoning Level 3
visualise, sort, identify and describe symmetry, shapes and angles in the environment
Using spatial reasoning - Visualising 2D Shapes and 3D objects | Level 3 | Learning Continuum | Numeracy | General capabilities | F-10 curriculum
Using spatial reasoning - Visualising 2D Shapes and 3D objects Numeracy Using spatial reasoning Level 4
visualise, sort, describe and compare the features of objects such as prisms and pyramids in the environment
Using spatial reasoning - Visualising 2D Shapes and 3D objects | Level 4 | Learning Continuum | Numeracy | General capabilities | F-10 curriculum
Using spatial reasoning - Visualising 2D Shapes and 3D objects Numeracy Using spatial reasoning Level 6
visualise, describe and analyse the way shapes and objects are combined and positioned in the environment for different purposes
Using spatial reasoning - Visualising 2D Shapes and 3D objects | Level 6 | Learning Continuum | Numeracy | General capabilities | F-10 curriculum
Using spatial reasoning - Interpret maps and diagrams Numeracy Using spatial reasoning Level 5
create and interpret 2D and 3D maps, models and diagrams
Using spatial reasoning - Interpret maps and diagrams | Level 5 | Learning Continuum | Numeracy | General capabilities | F-10 curriculum
Elaboration (2) ACLASFC076
researching a significant event that affects/has affected the Deaf community, summarising findings in the form of contributions to a panel discussion or debate
Elaboration (2) | ACLASFC076 | Content Descriptions | Years 9 and 10 | Years F–10 Sequence | First Language Learner Pathway | Auslan | Languages | F-10 curriculum
Elaboration (3) ACLASFC077
arguing a predetermined, evidence-based position in a panel discussion/debate on controversial questions, for example, the inclusion of deaf members of a jury
Elaboration (3) | ACLASFC077 | Content Descriptions | Years 9 and 10 | Years F–10 Sequence | First Language Learner Pathway | Auslan | Languages | F-10 curriculum
Elaboration (2) ACLASFC199
using researched information to contribute to formal group interactions, for example, panel discussions on issues such as the roles and responsibilities of interpreters
Elaboration (2) | ACLASFC199 | Content Descriptions | Years 9 and 10 | Years F–10 Sequence | Second Language Learner Pathway | Auslan | Languages | 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
Implementation of the Australian Curriculum
State and territory curriculum and school authorities are responsible for the implementation of the Australian Curriculum in their schools, in line with system and jurisdictional policies and requirements. They make decisions about the extent and timing …
Implementation of the Australian Curriculum | F-10 curriculum
Elaboration (2) ACAVAM121
extending technical competence when using selected techniques, such as printmaking, brush techniques in painting, digital editing, shaping 3D forms
Elaboration (2) | ACAVAM121 | Content Descriptions | Years 7 and 8 | Visual Arts | The Arts | F-10 curriculum
Elaboration (3) ACTDEK031
producing prototypes and jigs to test functionality, including the use of rapid prototyping tools such as 3D printers
Elaboration (3) | ACTDEK031 | Content Descriptions | Years 7 and 8 | Design and Technologies | Technologies | F-10 curriculum
Elaboration (3) ACTDEK043
critiquing the effectiveness of the combinations of materials, forces, energy and motion in an engineered system such as a 3D printer
Elaboration (3) | ACTDEK043 | Content Descriptions | Years 9 and 10 | Design and Technologies | Technologies | F-10 curriculum
Elaboration (1) ACLMGC107
contributing to classroom resources that involve naming, labelling and illustrating, using digital technologies, for example, a favourite photos wall, a word wall
Elaboration (1) | ACLMGC107 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | Modern Greek | Languages | F-10 curriculum
Foundation to Year 2 Japanese
The nature of the learners Children enter the early years of schooling with established communication skills in one or more languages and varying degrees of early literacy capability. For young students, learning typically focuses on their immediate …
Foundation to Year 2 | Years F–10 Sequence | Japanese | 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
Elaboration (6) ACLASFC005
categorising and displaying pictures of signs, for example on a handshape wall
Elaboration (6) | ACLASFC005 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | First Language Learner Pathway | Auslan | Languages | F-10 curriculum