Rumah saya - AT

Students were asked to write a description of their house and family.

Rumah saya - AT | Samples | Work samples | Resources

Sentence word order– AT

Over the course of a term, students learnt to construct sentences using correct word order, Hangeul syllables and words. Each week students focused on different letters and practiced writing syllables with the focused letter in them, then expanding by …

Sentence word order– AT | Samples | Work samples | Resources

Hiragana writing task – stroke order - AT

Students were asked to demonstrate their understanding of correct stroke order when writing Hiragana. Students were given a mini whiteboard and marker then had to write each hiragana that their teacher called out in random order.

Hiragana writing task – stroke order - AT | Samples | Work samples | Resources

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 (3) | ACLINU068 | Content Descriptions | Years 7 and 8 | Years F–10 Sequence | Indonesian | Languages | F-10 curriculum

Outdoor learning: Sustainability

Through the priority of Sustainability, students develop the knowledge, skills, values and world views necessary to contribute to more sustainable patterns of living. Outdoor learning enables students to develop a deeper understanding of the relationship …

Outdoor learning: Sustainability | Cross-curriculum priorities | Dimensions | Curriculum connections | Resources

References & Appendices

Australian Curriculum and Assessment Reporting Authority (ACARA) F–10 Curriculum. www.australiancurriculum.edu.au/mathematics/curriculum/f-10 (viewed November 2014) www.australiancurriculum.edu.au/science/curriculum/f-10 (viewed November 2014)www.australiancurriculum.edu.au/technologies/design-and-technologies/curriculum/f-10 (viewed …

References & Appendices | STEM Report | STEM | Resources

School Projects: An Overview

School projects fell into one of two categories: pre-existing, well-tried projects with a defined outcome original projects, designed to appeal to the interests of students or to respond to a particular school or local context. Pre-existing projects …

School Projects: An Overview | STEM Report | STEM | Resources

Unit 2: Earth processes – energy transfers and transformations Earth and Environmental Science

Earth system processes require energy. In this unit, students explore how the transfer and transformation of energy from the sun and Earth’s interior enable and control processes within and between the geosphere, atmosphere, hydrosphere and biosphere. …

Unit 2 | Earth and Environmental Science | Science | Senior secondary 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

Achievement Standard Indonesian Years 7 and 8

By the end of Year 8, students use Indonesian to interact and exchange ideas, experiences and interests with teachers, peers and others. They pronounce familiar polysyllabic words such as mendengarkan, pekerjaan and mengerjakan, stressing the penultimate …

Achievement Standard | Achievement Standards | Years 7 and 8 | Years F–10 Sequence | Indonesian | 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

ACELR007

approaches to characterisation, for example, the inclusion of archetypal figures, authorial intrusion, the dramatisation of a character’s inner life, and the use of interior monologue

ACELR007 | Content Descriptions | Unit 1 | Literature | English | Senior secondary curriculum

ACSES045

Processes within and between Earth systems require energy that originates either from the sun or the interior of Earth

ACSES045 | Content Descriptions | Unit 2 | Earth and Environmental Science | Science | Senior secondary curriculum

Unit 4: The Modern World since 1945 Modern History

This unit examines some significant and distinctive features of the modern world within the period 1945 – 2010, in order to build students’ understanding of the contemporary world - that is, why we are here at this point in time. These include changes …

Unit 4: The Modern World since 1945 | Modern History | Humanities and Social Sciences | Senior secondary curriculum

Consumer and financial literacy: Year 1

The diverse circumstances in which children grow up influence their needs, wants, perceptions and behaviours related to financial and consumer matters. Typically, at age six to seven, within their family’s unique circumstances, children explore their …

Consumer and financial literacy: Year 1 | Year levels | Dimensions | Curriculum connections | Resources

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

Consumer and financial literacy: Year 2

The diverse circumstances in which children grow up influence their needs, wants, perceptions and behaviours related to financial and consumer matters. Typically, at age seven to eight, within their family’s unique circumstances, children explore their …

Consumer and financial literacy: Year 2 | Year levels | Dimensions | Curriculum connections | Resources

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

Unit 4: Maintaining the internal environment Biology

In order to survive, organisms must be able to maintain system structure and function in the face of changes in their external and internal environments. Changes in temperature and water availability, and the incidence and spread of infectious disease, …

Unit 4 | Biology | Science | Senior secondary curriculum

Respect matters: Humanities and Social Sciences

In Humanities and Social Sciences (HASS) from Foundation to Year 6/7, students are provided with opportunities to: actively shape their lives through an expanding sense of themselves and their community; make reflective, informed decisions; value their …

Respect matters: Humanities and Social Sciences | Subjects | Dimensions | Curriculum connections | Resources