ACMMM007
recognise features of the graphs of \(y=x^2\), \(y=a{(x-b)}^2+c\), and \(y=a\left(x-b\right)\left(x-c\right)\) including their parabolic nature, turning points, axes of symmetry and intercepts
ACMMM007 | Content Descriptions | Unit 1 | Mathematical Methods | Mathematics | Senior secondary curriculum
HASS Achievement Standard HASS Year 2
By the end of Year 2, students describe a person, site and/or event of significance in the local community and explain why places are important to people. They identify how and why the lives of people have changed over time while others have remained …
HASS Achievement Standard | Achievement Standards | Year 2 | HASS | Humanities and Social Sciences | F-10 curriculum
Achievement Standard Chinese Foundation to Year 2
By the end of Year 2, students use spoken Chinese to initiate interactions in a range of familiar contexts. They obtain and convey information and experiences relating to their personal world in simple exchanges. They use learned vocabulary, sounds, characters …
Achievement Standard | Achievement Standards | Foundation to Year 2 | Years F–10 Sequence | Background Language Learner Pathway | Chinese | Languages | 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
Version 3 of National Literacy and Numeracy Learning Progressions
In December 2019, the then Education Council agreed that Version 3 of the National Literacy and Numeracy Learning Progressions (NLNLPs) would be used for the alpha phase of the Online Formative Assessment Initiative in 2020. Consistent with that decision, …
Version 3 of National Literacy and Numeracy Learning Progressions | National Literacy and Numeracy Learning Progressions | Resources
Structure Health and Physical Education
Strands, sub-strands and threads The Australian Curriculum: Health and Physical Education is organised into two content strands: personal, social and community health and movement and physical activity. Each strand contains content descriptions which …
Structure | Health and Physical Education | F-10 curriculum
Achievement Standard Auslan Foundation to Year 2
By the end of Year 2, students interact with teachers and each other to talk about themselves, their families, friends and immediate environment. They follow instructions to complete action-based activities such as signing games or transactional activities, …
Achievement Standard | Achievement Standards | Foundation to Year 2 | Years F–10 Sequence | Second Language Learner Pathway | Auslan | Languages | 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
Senior secondary English subjects
The senior secondary Australian Curriculum for English is presented in four subjects that share common features. These include the continuing development of students’ knowledge, understanding and skills in listening, speaking, reading, viewing and writing. …
Senior secondary English subjects | English | Senior secondary curriculum
ACMGM082
apply Euler’s formula, \(v+f-e=2\), to solve problems relating to planar graphs.
ACMGM082 | Content Descriptions | Unit 3 | General Mathematics | Mathematics | Senior secondary curriculum
ACMMM021
recognise features of the graph of \(y^2=x\) including its parabolic shape and its axis of symmetry.
ACMMM021 | Content Descriptions | Unit 1 | Mathematical Methods | Mathematics | Senior secondary curriculum
ACMSM066
prove divisibility results, such as \(3^{2n+4}-2^{2n}\) is divisible by 5 for any positive integer n.
ACMSM066 | Content Descriptions | Unit 2 | Specialist Mathematics | Mathematics | Senior secondary curriculum
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
Achievement Standard Chinese Foundation to Year 2
By the end of Year 2, students use spoken and written Chinese to communicate with teachers and peers. They participate in structured and routine interactions, such as using 谢谢， 再见， 请, using learnt sounds, formulaic phrases, and verbal and non-verbal …
Achievement Standard | Achievement Standards | Foundation to Year 2 | Years F–10 Sequence | Second Language Learner Pathway | Chinese | Languages | F-10 curriculum
Achievement Standard French Foundation to Year 2
By the end of Year 2, students interact with teachers and each other through action-related talk and play. They exchange greetings such as Bonjour! Comment ça va? Très bien, merci and respond to question cues with single words or set phrases …
Achievement Standard | Achievement Standards | Foundation to Year 2 | Years F–10 Sequence | French | Languages | F-10 curriculum
Achievement Standard Indonesian Foundation to Year 2
By the end of Year 2, students interact with teachers and peers through play- and action-related language. They use greetings such as Selamat pagi/siang and respond to instructions such as Berdirilah, Masuklah through actions. Students pronounce the vowel …
Achievement Standard | Achievement Standards | Foundation to Year 2 | Years F–10 Sequence | Indonesian | Languages | F-10 curriculum
Achievement Standard Italian Foundation to Year 2
By the end of Year 2, students use Italian to communicate with their teacher and peers through action-related talk and play. They demonstrate comprehension by responding both verbally and non-verbally. They imitate simple words and phrases. They respond …
Achievement Standard | Achievement Standards | Foundation to Year 2 | Years F–10 Sequence | Italian | Languages | F-10 curriculum
Achievement Standard Spanish Foundation to Year 2
By the end of Year 2, students interact with teachers and peers through action-related talk and play. They introduce themselves and exchange greetings such as Buenos días/tardes/noches, and farewells (for example, hasta pronto). They use simple …
Achievement Standard | Achievement Standards | Foundation to Year 2 | Years F–10 Sequence | Spanish | Languages | F-10 curriculum
Structure English
Strands, sub-strands and threads The Australian Curriculum: English Foundation to Year 10 is organised into three interrelated strands that support students' growing understanding and use of Standard Australian English (English). Each strand interacts …
Structure | English | F-10 curriculum