Achievement Standard English Year 1
Receptive modes (listening, reading and viewing) By the end of Year 1, students understand the different purposes of texts. They make connections to personal experience when explaining characters and main events in short texts. They identify that texts …
Achievement Standard | Achievement Standards | Year 1 | English | F-10 curriculum
Context statement Modern Greek
The place of the Modern Greek language and culture in Australia and the world Modern Greek is the official language of Greece and Cyprus. It is spoken throughout the world – wherever there are Greek-speaking communities. One of the major …
Context statement | Modern Greek | Languages | F-10 curriculum
Texts English as an Additional Language or Dialect
Teachers will use an array of material in class. Texts include literary texts, fiction and non-fiction, media texts, everyday texts, and workplace texts, from increasingly complex and unfamiliar settings, ranging from the everyday language of personal …
Texts | English as an Additional Language or Dialect | English | Senior secondary curriculum
ACEEA132
using simple graphic organisers
ACEEA132 | Content Descriptions | Bridging Unit 2 | English as an Additional Language or Dialect | English | Senior secondary curriculum
ACMEM168
review the principles of simple interest
ACMEM168 | Content Descriptions | Unit 4 | Essential Mathematics | Mathematics | Senior secondary curriculum
ACMSM091
solve simple polynomial equations.
ACMSM091 | Content Descriptions | Unit 3 | Specialist Mathematics | Mathematics | Senior secondary curriculum
Structure of English as an Additional Language or Dialect English as an Additional Language or Dialect
Units 1–4 Unit 1 focuses on investigating how language and culture are interrelated and expressed in a range of contexts. A variety of oral, written and multimodal texts are used to develop understanding of text structures and language features. The relationship …
Structure of English as an Additional Language or Dialect | English as an Additional Language or Dialect | English | Senior secondary curriculum
NPA1
Identifying patterns recognises simple patterns in everyday contexts copies simple patterns
NPA1 | Number patterns and algebraic thinking | Number sense and algebra | National Numeracy Learning Progression | National Literacy and Numeracy Learning Progressions | Resources
Mathematics - Foundation Year
Answer yes/no questions to collect information and make simple inferences (ACMSP011)
Mathematics - Foundation Year | Responsibility and enterprise | Dimensions | Curriculum connections | Resources
Achievement Standard Korean Years 5 and 6
By the end of Year 6, students engage 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 home and school. They ask …
Achievement Standard | Achievement Standards | Years 5 and 6 | Years F–10 Sequence | Korean | Languages | F-10 curriculum
Achievement Standard Korean Years 7 and 8
By the end of Year 8, students use Korean to interact with each other and teachers in classroom routines and activities, exchanging greetings, wishes, experiences, interests and information. They approximate different sounds and intonation patterns …
Achievement Standard | Achievement Standards | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | Korean | Languages | F-10 curriculum
Achievement Standard Vietnamese Years 9 and 10
By the end of Year 10, students use written and spoken Vietnamese to initiate and sustain interactions with teachers, peers and adults in familiar contexts, for example, Bạn thích nghe loại nhạc nào? Tôi thích nghe nhạc trẻ. Bạn thích ca sĩ và …
Achievement Standard | Achievement Standards | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | Vietnamese | Languages | F-10 curriculum
CrT8
Generic indicators tense mostly correct throughout text (see Grammar) consistently writes compound sentences correctly and uses a greater range of complex sentences (see Grammar) uses a variety of sentence structures and sentence beginnings spells …
CrT8 | Creating texts | Writing | National Literacy Learning Progression | National Literacy and Numeracy Learning Progressions | Resources
Geography Achievement Standard HASS Year 2
By the end of Year 2, students identify the features that define places and recognise that places can be described at different scales. Students recognise that the world can be divided into major geographical divisions. They describe how people in different …
Geography Achievement Standard | Achievement Standards | Year 2 | HASS | Humanities and Social Sciences | F-10 curriculum
Learning Area Achievement Standard Design and Technologies Foundation to Year 2
By the end of Year 2, students describe the purpose of familiar products, services and environments and how they meet a range of present needs. They list the features of technologies that influence design decisions and identify how digital systems are …
Learning Area Achievement Standard | Achievement Standards | Foundation to Year 2 | Design and Technologies | Technologies | F-10 curriculum
Learning Area Achievement Standard Digital Technologies Foundation to Year 2
By the end of Year 2, students describe the purpose of familiar products, services and environments and how they meet a range of present needs. They list the features of technologies that influence design decisions and identify how digital systems are …
Learning Area Achievement Standard | Achievement Standards | Foundation to Year 2 | Digital Technologies | Technologies | F-10 curriculum
Achievement Standard Digital Technologies Years 9 and 10
By the end of Year 10, students explain the control and management of networked digital systems and the security implications of the interaction between hardware, software and users. They explain simple data compression, and why content data are separated …
Achievement Standard | Achievement Standards | Years 9 and 10 | Digital Technologies | Technologies | F-10 curriculum
Achievement Standard Framework for Aboriginal Languages and Torres Strait Islander Languages Foundation to Year 2
The achievement standards for the Framework for Aboriginal Languages and Torres Strait Islander Languages LR pathway are generalised in order to cater for the wide range of languages which may be learnt as an LR within the school context. The …
Achievement Standard | Achievement Standards | Foundation to Year 2 | Years F–10 Sequence | Language Revival Learner Pathway (LR) | Framework for Aboriginal Languages and Torres Strait Islander Languages | Languages | F-10 curriculum
Achievement Standard Framework for Aboriginal Languages and Torres Strait Islander Languages Foundation to Year 2
The achievement standards for the Framework for Aboriginal Languages and Torres Strait Islander Languages Second Language Learner Pathway are generalised in order to cater for the range of languages that may be learnt as an L2 in the school context. …
Achievement Standard | Achievement Standards | Foundation to Year 2 | Years F–10 Sequence | Second Language Learner Pathway (L2) | Framework for Aboriginal Languages and Torres Strait Islander Languages | Languages | F-10 curriculum
Achievement Standard German Years 7 and 8
By the end of Year 8, students share information about their personal worlds, including personal details, family, friends, interests, likes, dislikes and preferences. They interact with others to carry out transactions, participate in class routines …
Achievement Standard | Achievement Standards | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | German | Languages | F-10 curriculum