Mathematics - Year 5

Recognise that the place value system can be extended beyond hundredths (ACMNA104) Compare, order and represent decimals (ACMNA105)

Mathematics - Year 5 | Responsibility and enterprise | Dimensions | Curriculum connections | Resources

How is the literacy progression structured?

Elements and sub-elements The National Literacy Learning Progression has three elements that reflect aspects of literacy development necessary for successful learners of the F–10 Australian Curriculum and in everyday life. The three elements, which align …

How is the literacy progression structured? | National Literacy Learning Progression | National Literacy and Numeracy Learning Progressions | Resources

How is the numeracy progression structured?

Elements and sub-elements The National Numeracy Learning Progression has three elements that reflect aspects of numeracy development necessary for successful learners of the F–10 Australian Curriculum and in everyday life. The three elements are: Number …

How is the numeracy progression structured? | National Numeracy Learning Progression | National Literacy and Numeracy Learning Progressions | Resources

F-6/7 Humanities and Social Sciences - Years 3 and 4

F-6/7 HASS (Geography sub-strand) Year 3 The similarities and differences between places in terms of their type of settlement, demographic characteristics and the lives of the people who live there, and people’s perceptions of these places (ACHASSK069)   F-6/7 …

F-6/7 Humanities and Social Sciences - Years 3 and 4 | Human-nature relationships | Dimensions | Curriculum connections | Resources

Outdoor learning

Outdoor learning | Portfolios | Curriculum connections | Resources

Respect matters

Respect matters | Portfolios | Curriculum connections | Resources

Languages: Indonesian - Satisfactory - Years 3 and 4

This portfolio of student work shows that the student can interact in classroom routines and structured interactions with teachers and peers (WS1). The student reproduces the sounds of au (for example, mau) and g (for example, gemuk) and the final sound k (for …

Languages: Indonesian - Satisfactory - Years 3 and 4 | Portfolios | Work samples | Resources

Information and Communication Technology Capability - Level 5 (Years 7 and 8)

Typically by the end of Year 8, students: Apply digital information security practices independently apply strategies for determining the appropriate type of digital information suited to the location of storage and adequate security for online environments Apply …

Information and Communication Technology Capability - Level 5 (Years 7 and 8) | Digital media literacy | Dimensions | Curriculum connections | Resources

Information and Communication Technology Capability - Level 5 (Years 7 and 8)

Typically by the end of Year 8, students: Apply digital information security practices independently apply strategies for determining the appropriate type of digital information suited to the location of storage and adequate security for online environments Apply …

Information and Communication Technology Capability - Level 5 (Years 7 and 8) | Informed and safe use of information and devices | Dimensions | Curriculum connections | Resources

Languages: Modern Greek - Satisfactory - Years 9 and 10 (F-10 sequence)

This sample of student work shows that the student uses spoken Greek to initiate, sustain and extend formal and informal interactions with teachers, peers and others. The student contributes ideas and opinions and describes relationships and expresses …

Languages: Modern Greek - Satisfactory - Years 9 and 10 (F-10 sequence) | Portfolios | Work samples | Resources

Health and Physical Education - Below satisfactory - Years 9 and 10

This portfolio of student work shows that the student uses health information to propose responses to the issues of nutrition and drink driving (WS2, WS3). The student applies and transfers some movement concepts and strategies and applies limited criteria …

Health and Physical Education - Below satisfactory - Years 9 and 10 | Portfolios | Work samples | Resources

HASS - Satisfactory - Foundation

This portfolio of student work shows that the student can identify important events in the student’s own life (WS1, WS6, WS7) and recognises why some places are special to people (WS2, WS3, WS5). The student describes the features of familiar places (WS1, …

HASS - Satisfactory - Foundation | Portfolios | Work samples | Resources

Fluency

In F–2, students become fluent as they develop skills in choosing appropriate procedures; and recalling factual knowledge and concepts readily. In Years 3–6, students become fluent as they develop skills in choosing appropriate procedures; carrying out …

Fluency | Portfolios | Mathematics proficiencies | Resources

Languages: Japanese - Satisfactory - Years 9 and 10 (Year 7 entry)

This portfolio of student work shows that the student uses written and spoken Japanese to interact with peers, the teacher and other Japanese speakers to exchange information and opinions about personal interests and experiences (WS1, WS3). With support …

Languages: Japanese - Satisfactory - Years 9 and 10 (Year 7 entry) | Portfolios | Work samples | Resources

HASS - Above satisfactory - Foundation

This portfolio of student work shows that the student can identify a number of important events in the student’s own life (WS1, WS6, WS7) and recognises why some places are special to people (WS2, WS3, WS5). The student describes, with examples, the features …

HASS - Above satisfactory - Foundation | Portfolios | Work samples | Resources

HASS - Above satisfactory - Year 1

This portfolio of student work shows that the student can identify and describe with detail important dates and changes in the student’s own life (WS5, WS6). The student explains how specific aspects of daily life have changed over recent time while others …

HASS - Above satisfactory - Year 1 | Portfolios | Work samples | Resources

HASS - Satisfactory - Year 1

This portfolio of student work shows that the student can identify and describe important dates and changes in the student’s own life (WS5, WS6). The student explains how some aspects of daily life have changed over recent time while others have remained …

HASS - Satisfactory - Year 1 | Portfolios | Work samples | Resources

Languages: Korean - Satisfactory - Years 5 and 6

This portfolio of student work shows that the student engages in classroom interactions to carry out collaborative tasks, to exchange information and to express feelings and ideas related to specific contexts, personal interests and daily routines at …

Languages: Korean - Satisfactory - Years 5 and 6 | Portfolios | Work samples | Resources

Languages: Japanese - Satisfactory - Years 7 and 8 (Year 7 entry)

This portfolio of student work shows that the student can interact with peers and the teacher in classroom routines and activities (WS3), exchanging greetings, wishes and information about their personal and social worlds (WS2, WS4). The student uses …

Languages: Japanese - Satisfactory - Years 7 and 8 (Year 7 entry) | Portfolios | Work samples | Resources

Languages: Chinese - Satisfactory - Foundation to Year 2

This portfolio of student work shows that the student can use spoken and written Chinese to communicate with teachers and peers (WS1, WS2). The student participates in structured and routine interactions, using learnt sounds, formulaic phrases, and verbal …

Languages: Chinese - Satisfactory - Foundation to Year 2 | Portfolios | Work samples | Resources