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Elaboration (3) ACLINU068

examining cultural representation in the Indonesian language system, such as the gender-neutral terms (for example, dia, pacar), the omission of personal pronouns, particularly saya (for example, Bisa datang ke rumah?), and the use of cardinal directions, …

Elaboration ACLINC022

gathering information from home, school and local environment to present to others, for example, a display or presentation on rumah saya, di sekolah kami…

Elaboration ACLINC018

sharing information about self related to daily routine, family and friends, pastimes and aspects of school and home, for example, Saya tinggal di Darwin dengan keluarga saya. Rumah saya besar, Saya bermain bola basket, Saya suka es krim

Elaboration (3) ACTDEP035

examining, testing and evaluating a variety of suitable materials, components, tools and equipment for each design project, for example the differences between natural hardwood and plantation softwood timbers, which determine their suitability for particular …

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 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 …

ACMMG163

Identify corresponding, alternate and co-interior angles when two straight lines are crossed by a transversal

Elaborations ScOT Terms

ACMMG163 | Content Descriptions | Year 7 | 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 (1) ACMMG164

defining and identifying the relationships between alternate, corresponding and co-interior angles for a pair of parallel lines cut by a transversal

PDF documents Design and Technologies

Resources and support materials for the Australian Curriculum: Technologies are available as PDF documents. Design and Technologies: Sequence of content Technologies: Sequence of achievement

PDF documents | Design and Technologies | Technologies | F-10 curriculum

Analysing, synthesising and evaluating reasoning and procedures elements - Draw conclusions and design a course of action Critical and Creative Thinking Analysing, synthesising and evaluating reasoning and procedures Level 1

share their thinking about possible courses of action

Analysing, synthesising and evaluating reasoning and procedures elements - Draw conclusions and design a course of action Critical and Creative Thinking Analysing, synthesising and evaluating reasoning and procedures Level 2

identify alternative courses of action or possible conclusions when presented with new information

Analysing, synthesising and evaluating reasoning and procedures elements - Draw conclusions and design a course of action Critical and Creative Thinking Analysing, synthesising and evaluating reasoning and procedures Level 3

draw on prior knowledge and use evidence when choosing a course of action or drawing a conclusion

Analysing, synthesising and evaluating reasoning and procedures elements - Draw conclsuions and design a course of action Critical and Creative Thinking Analysing, synthesising and evaluating reasoning and procedures Level 4

scrutinise ideas or concepts, test conclusions and modify actions when designing a course of action

Analysing, synthesising and evaluating reasoning and procedures elements - Draw conclusions and design a course of action Critical and Creative Thinking Analysing, synthesising and evaluating reasoning and procedures Level 5

differentiate the components of a designed course of action and tolerate ambiguities when drawing conclusions

Analysing, synthesising and evaluating reasoning and procedures elements - Draw conclusions and design a course of action Critical and Creative Thinking Analysing, synthesising and evaluating reasoning and procedures Level 6

use logical and abstract thinking to analyse and synthesise complex information to inform a course of action

PDF documents

Resources and support materials for the Australian Curriculum: Technologies are available as PDF documents. Design and Technologies: Sequence of content Digital Technologies: Sequence of content Technologies: Sequence of achievement

PDF documents | Technologies | F-10 curriculum

Structure Design and Technologies

The Australian Curriculum: Design and Technologies (F–10) comprises two related strands: Design and Technologies knowledge and understanding – the use, development and impact of technologies and design ideas across a range of technologies contexts Design …

Structure | Design and Technologies | Technologies | F-10 curriculum

Introduction

The Australian Curriculum: Technologies describes two distinct but related subjects: Design and Technologies, in which students use design thinking and technologies to generate and produce designed solutions for authentic needs and opportunities Digital …

Introduction | Technologies | 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

Curriculum Types

Curriculum Elements Types

General Capabilities

Cross Curriculum Priorities