Mathematics - Year 4
Recognise, represent and order numbers to at least tens of thousands (ACMNA072) Apply place value to partition, rearrange and regroup numbers to at least tens of thousands to assist calculations and solve problems (ACMNA073) Recall multiplication facts …
Mathematics - Year 4 | Responsibility and enterprise | Dimensions | Curriculum connections | Resources
Health and Physical Education - Years 5 and 6
Investigate community resources and strategies to seek help about health, safety and wellbeing (ACPPS053) Practise skills to establish and manage relationships (ACPPS055) Investigate the role of preventive health in promoting and maintaining health, …
Health and Physical Education - Years 5 and 6 | Skills and knowledge | Dimensions | Curriculum connections | Resources
Elaboration (2) ACLSPC117
creating an identity card that contains parallel personal information in Spanish and English, for example, nombre/name, apellidos/last name(s), edad/age, Mis amigos son…/My friends are…, Vivo en…/I live in…, Me gusta…/I like…
Elaboration (2) | ACLSPC117 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | Spanish | Languages | F-10 curriculum
Elaboration (1) ACLSPU030
understanding variation in pronunciation across the Spanish-speaking world, for example, the pronunciation of ce and ci in different regions (ceceo or seseo) for example in the words gracias, Cecilia, and the soft sh pronunciation of the letters ll and …
Elaboration (1) | ACLSPU030 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | Spanish | Languages | F-10 curriculum
Mathematics - Foundation to Year 2
Foundation Numbers and algebra Patterns and algebra Content description with elaborations: Sort and classify familiar objects and explain the basis for these classifications. Copy, continue and create patterns with objects and drawings (ACMNA005) observing …
Mathematics - Foundation to Year 2 | Food and fibre dimensions | Dimensions | Curriculum connections | Resources
Elaboration (7) ACLSPU121
building vocabulary related to familiar environments (lápiz, casa, mamá, papá), and using cognates such as animal, color, triángulo, familia…
Elaboration (7) | ACLSPU121 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | Spanish | Languages | F-10 curriculum
Elaboration (3) ACLSPC129
negotiating turn-taking and complimenting their friends, for example, es mi turno/es tu turno… o muy bien, felicitaciones/enhorabuena, bonito, excelente; buen trabajo
Elaboration (3) | ACLSPC129 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | Spanish | Languages | F-10 curriculum
Elaboration ACLSPU138
playing games such as Word Bingo with more difficult sounds, for example, the letter c in camino/coco compared to cero/cifra
Elaboration | ACLSPU138 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | Spanish | Languages | F-10 curriculum
Elaboration (4) ACLSPU138
understanding that an accent may change the meaning of the word, for example, tú and tu, papa and papá
Elaboration (4) | ACLSPU138 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | Spanish | Languages | F-10 curriculum
Elaboration (8) ACLSPU139
using common verbs in familiar contexts, for example, ser and estar, dormir, estudiar and cantar
Elaboration (8) | ACLSPU139 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | Spanish | Languages | F-10 curriculum
Elaboration (11) ACLSPU139
using suffixes such as –ísimo/a- and –ito/a to modify the meaning of nouns, adjectives and adverbs, for example, lentísimo; graciosísimos; casita; gatito
Elaboration (11) | ACLSPU139 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | Spanish | Languages | F-10 curriculum
Elaboration (3) ACLSPU157
identifying the use and omission of subject pronouns in familiar structures, for example, Vivo en Australia, Ella es Lourdes
Elaboration (3) | ACLSPU157 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | Spanish | Languages | F-10 curriculum
Elaboration (13) ACLSPU157
expressing reactions as exclamations, for example, ¡qué susto!; ¡qué hermoso!; ¡qué rico!;¡qué chulo!
Elaboration (13) | ACLSPU157 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | Spanish | Languages | F-10 curriculum
Elaboration (4) ACLSPU174
recognising that written Spanish has only three double consonant combinations, cc, ll and rr, for example, acción, llover, corrección
Elaboration (4) | ACLSPU174 | Content Descriptions | Years 7 and 8 | Years F–10 Sequence | Spanish | Languages | F-10 curriculum
Elaboration (3) ACLSPU178
collecting English cognates in the Spanish language, for example, fascinante, arquitectura, doctor, enciclopedia, cancelar and bicicleta
Elaboration (3) | ACLSPU178 | Content Descriptions | Years 7 and 8 | Years F–10 Sequence | Spanish | Languages | F-10 curriculum
Elaboration (9) ACLSPU193
using the pasiva refleja or impersonal form with se for example, Se venden casas, ¿Cómo se dice...?
Elaboration (9) | ACLSPU193 | Content Descriptions | Years 9 and 10 | Years F–10 Sequence | Spanish | Languages | F-10 curriculum
Elaboration (3) ACLSPC010
developing language for describing personal reactions to intercultural experience, for example, No me gusta, estoy sorprendido de ver, me encanta, es maleducado, es cortés
Elaboration (3) | ACLSPC010 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | Spanish | Languages | F-10 curriculum
Elaboration (4) ACLSPU016
collecting examples of Spanish word borrowings from other languages, for example, fútbol, shopping, básquetbol and canguro, chófer, pizza, chau
Elaboration (4) | ACLSPU016 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | Spanish | Languages | F-10 curriculum
ACMGM076
recognise that a sequence generated by a first-order linear recurrence relation can have a long term increasing, decreasing or steady-state solution
ACMGM076 | Content Descriptions | Unit 3 | General Mathematics | Mathematics | Senior secondary curriculum
ACHMH186
An overview, as background, of the nature of the world order at the end of World War II, colonialism in the Eastern communist bloc and Western capitalist bloc, and the emerging role of the United Nations
ACHMH186 | Content Descriptions | Unit 4: The Modern World since 1945 | Modern History | Humanities and Social Sciences | Senior secondary curriculum