ACMMM044
understand the notion of a combination as an unordered set of \(r\) objects taken from a set of \(n\) distinct objects
ACMMM044 | Content Descriptions | Unit 1 | Mathematical Methods | Mathematics | Senior secondary curriculum
Self-awareness - Develop reflective practice Personal and Social Capability Self-awareness Level 6
reflect on feedback from peers, teachers and other adults, to analyse personal characteristics and skill set that contribute to or limit their personal and social capability
Self-awareness - Develop reflective practice | Level 6 | Learning Continuum | Personal and Social Capability | General capabilities | F-10 curriculum
Foundation to Year 2 Design and Technologies
Learning in Design and Technologies builds on concepts, skills and processes developed in the Early Years Learning Framework, revisiting, strengthening and extending these as needed. By the end of Year 2 students will have had the opportunity to create …
Foundation to Year 2 | Design and Technologies | Technologies | F-10 curriculum
Year 10 Work Studies
The content of this year level is organised into two main interrelated strands: skills for learning and work, and career and life design. Each strand contains three sub-strands outlining the content descriptions and elaborations which contain the knowledge, …
Year 10 | Work Studies | F-10 curriculum
Using the Framework to develop language-specific curricula or programs for Classical languages Framework for Classical Languages
It is intended that the Framework will be used by state and territory jurisdictions to develop language-specific curricula, or by schools and communities to develop teaching and learning programs for Classical languages other than Latin and Classical …
Using the Framework to develop language-specific curricula or programs for Classical languages | Framework for Classical Languages | Languages | F-10 curriculum
Elaboration ACLINC087
participating in scenarios such as being lost and asking for and giving directions (for example, Dari sini jalan ke timur sampai perempatan) or assistance, for example, Permisi Pak, boleh saya bertanya di mana…
Elaboration | ACLINC087 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | Indonesian | Languages | F-10 curriculum
Year 9 Work Studies
The content of this year level is organised into two main interrelated strands: skills for learning and work, and career and life design. Each strand in turn contains three sub-strands outlining the content descriptions and elaborations that contain the …
Year 9 | Work Studies | F-10 curriculum
Structure
The Australian Curriculum: Technologies Foundation – Year 10 comprises two subjects: Design and Technologies Digital Technologies. The Australian Curriculum: Technologies is written on the basis that all students will study the two subjects from Foundation …
Structure | Technologies | F-10 curriculum
Years 9 and 10 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 10 students will have had the opportunity to design and produce …
Years 9 and 10 | Design and Technologies | Technologies | F-10 curriculum
Structure
Learner background and time-on-task are two major variables that influence language learning and they provide the basis for the structure of the Australian Curriculum: Languages. These variables are addressed through the specification of content and the …
Structure | Languages | F-10 curriculum
Achievement Standard Design and Technologies Years 7 and 8
By the end of Year 8, students explain factors that influence the design of products, services and environments to meet present and future needs. They explain the contribution of design and technology innovations and enterprise to society. Students explain …
Achievement Standard | Achievement Standards | Years 7 and 8 | Design and Technologies | Technologies | F-10 curriculum
Years 3 and 4 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 4 students will have had the opportunity to create designed …
Years 3 and 4 | Design and Technologies | Technologies | F-10 curriculum
Structure Framework for Classical Languages
Sequences of learning To reflect current custom, practice and the needs of learners in Australian schools, the Framework has been developed for Years 7–10. Strands, sub-strands and threads The following interrelated strands are derived from the …
Structure | Framework for Classical Languages | Languages | F-10 curriculum
Aims Visual Arts
In addition to the overarching aims of the Australian Curriculum: The Arts, visual arts knowledge, understanding and skills ensure that, individually and collaboratively, students develop: conceptual and perceptual ideas and representations through design …
Aims | Visual Arts | The Arts | F-10 curriculum
Structure Work Studies
The design, organisation and structure of the Work Studies Years 9–10 curriculum provides flexibility for schools to draw on the interests, capabilities and contexts of their students. It allows schools to accommodate school structures and processes, …
Structure | Work Studies | 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 Design and Technologies Years 3 and 4
By the end of Year 4, students describe how social, technical and sustainability factors influence the design of solutions to meet present and future needs. They describe features of technologies that influence design decisions and how a range of digital …
Learning Area Achievement Standard | Achievement Standards | Years 3 and 4 | Design and Technologies | Technologies | F-10 curriculum
Achievement Standard Design and Technologies Years 3 and 4
By the end of Year 4, students explain how products, services and environments are designed to best meet needs of communities and their environments. They describe contributions of people in design and technologies occupations. Students describe how the …
Achievement Standard | Achievement Standards | Years 3 and 4 | Design and Technologies | Technologies | F-10 curriculum
Achievement Standard Design and Technologies Years 5 and 6
By the end of Year 6, students describe competing considerations in the design of products, services and environments, taking into account sustainability. They describe how design and technologies contribute to meeting present and future needs. Students …
Achievement Standard | Achievement Standards | Years 5 and 6 | 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