Information and Communication Technology Capability - Level 5 (Years 7 and 8)
Typically, by the end of Year 8, students: Recognise intellectual property apply practices that comply with legal obligations regarding the ownership and use of digital products resources Apply digital information security practices independently apply …
Information and Communication Technology Capability - Level 5 (Years 7 and 8) | Responsibility and enterprise | Dimensions | Curriculum connections | Resources
Information and Communication Technology Capability - Level 6 (Years 9 and 10)
Typically, by the end of Year 10, students: Recognise intellectual property identify and describe ethical dilemmas and consciously apply practices that protect intellectual property Apply digital information security practices use a range of strategies …
Information and Communication Technology Capability - Level 6 (Years 9 and 10) | Responsibility and enterprise | Dimensions | Curriculum connections | Resources
F-6/7 Humanities and Social Sciences - Years 3 and 4
The importance of Country/Place to Aboriginal and/or Torres Strait Islander Peoples who belong to a local area - ACHASSK062 How the community has changed and remained the same over time and the role that people of diverse backgrounds have played in the …
F-6/7 Humanities and Social Sciences - Years 3 and 4 | Understanding respect | Dimensions | Curriculum connections | Resources
Information and Communication (ICT) Technology - Level 4 (Years 5 and 6)
Typically by the end of Year 6, students: Recognise intellectual property identify the legal obligations regarding the ownership and use of digital products and apply some referencing conventions Apply digital information security practices independently …
Information and Communication (ICT) Technology - Level 4 (Years 5 and 6) | Multimedia dimensions | Dimensions | Curriculum connections | Resources
Information and Communication Technology (ICT) Capability - Level 5 (Years 7 and 8)
Typically, by the end of Year 8, students: Recognise intellectual property apply practices that comply with legal obligations regarding the ownership and use of digital products resources Apply digital information security practices independently apply …
Information and Communication Technology (ICT) Capability - Level 5 (Years 7 and 8) | Multimedia dimensions | Dimensions | Curriculum connections | Resources
Elaboration ACHASSK062
liasing with Community to identify original language groups of Aboriginal or Torres Strait Islander Peoples who belong to the local area and exploring the relationship between language, Country/Place and spirituality. (This is intended to be a local area …
Elaboration | ACHASSK062 | Content Descriptions | Year 3 | HASS | Humanities and Social Sciences | F-10 curriculum
Elaboration (2) ACMMG290
recognising that metric units are not the only units used throughout the world, for example measuring the area of floor space using tatami mats (Japan), using squares for room and house area (Australia)
Elaboration (2) | ACMMG290 | Content Descriptions | Year 4 | Mathematics | F-10 curriculum
Design and Technologies - Years 3 and 4
Year 3 Knowledge and understanding Content descriptions with elaborations: Recognise the role of people in design and technologies occupations and explore factors, including sustainability that impact on the design of products, services and environments …
Design and Technologies - Years 3 and 4 | Food and fibre dimensions | Dimensions | Curriculum connections | Resources
Design and Technologies - Years 5 and 6
Year 5 Knowledge and understanding Content descriptions with elaborations: Examine how people in design and technologies occupations address competing considerations, including sustainability in the design of products, services and environments for current …
Design and Technologies - Years 5 and 6 | Food and fibre dimensions | Dimensions | Curriculum connections | Resources
Science - Years 3 and 4
Year 3 Science Understanding Biological sciences Content description with elaborations: Living things can be grouped on the basis of observable features and can be distinguished from non-living things (ACSSU044) recognising characteristics of living …
Science - Years 3 and 4 | Food and fibre dimensions | Dimensions | Curriculum connections | Resources
Mathematics - Years 7 and 8
Year 7 Statistics and probability Data representation and interpretation Content descriptions with elaborations: Identify and investigate issues involving numerical data collected from primary and secondary sources (ACMSP169) obtaining secondary data …
Mathematics - Years 7 and 8 | Food and fibre dimensions | Dimensions | Curriculum connections | Resources
Geography - Years 7 and 8
Year 7 Geographical knowledge and understanding Water in the world Content descriptions with elaborations: The classification of environmental resources and the forms that water takes as a resource (ACHGK037) classifying resources into renewable, non-renewable …
Geography - Years 7 and 8 | Food and fibre dimensions | Dimensions | Curriculum connections | Resources
Elaboration (1) ACELY1656
participating in informal and structured class, group and pair discussions about content area topics, ideas and information
Elaboration (1) | ACELY1656 | Content Descriptions | Year 1 | English | F-10 curriculum
Elaboration (2) ACMNA157
calculating the percentage of the total local municipal area set aside for parkland, manufacturing, retail and residential dwellings to compare land use
Elaboration (2) | ACMNA157 | Content Descriptions | Year 7 | Mathematics | F-10 curriculum
Elaboration ACMMG216
understanding that partitioning composite shapes into rectangles and triangles is a strategy for solving problems involving area
Elaboration | ACMMG216 | Content Descriptions | Year 9 | Mathematics | F-10 curriculum
Elaboration ACMMG273
applying knowledge of sine, cosine and area rules to authentic problems such as those involving surveying and design
Elaboration | ACMMG273 | Content Descriptions | Year 10A | Mathematics | F-10 curriculum
Elaboration (3) ACSSU073
predicting the effects when living things in feeding relationships are removed or die out in an area
Elaboration (3) | ACSSU073 | Content Descriptions | Year 4 | Science | F-10 curriculum
Elaboration (1) ACSSU075
exploring a local area that has changed as a result of natural processes, such as an eroded gully, sand dunes or river banks
Elaboration (1) | ACSSU075 | Content Descriptions | Year 4 | Science | F-10 curriculum
Elaboration (4) ACSHE194
considering how the computing requirements in many areas of modern science depend on people working in the area of information technology
Elaboration (4) | ACSHE194 | Content Descriptions | Year 10 | Science | F-10 curriculum
Elaboration (2) ACHASSI003
illustrating on a pictorial map, or by making a model, the location of their home in relation to school or other features of the local area
Elaboration (2) | ACHASSI003 | Content Descriptions | Foundation Year | HASS | Humanities and Social Sciences | F-10 curriculum