Ethical Understanding - Level 2 (Years 1 and 2)
Typically by the end of Year 2, students: Recognise ethical concepts describe ethical concepts, such as right and wrong, honesty, fairness and tolerance Explore ethical concepts in context discuss ethical concepts within a range of familiar contexts Reason …
Ethical Understanding - Level 2 (Years 1 and 2) | Digital media literacy | Dimensions | Curriculum connections | Resources
Intercultural Understanding - Level 1 (Foundation Year)
Typically by the end of Foundation Year, students: Communicate across cultures recognise that people use different languages to communicate Consider and develop multiple perspectives express their opinions and listen to the opinions of others in given …
Intercultural Understanding - Level 1 (Foundation Year) | Digital media literacy | Dimensions | Curriculum connections | Resources
Intercultural Understanding - Level 2 (Years 1 and 2)
Typically by the end of Year 2, students: Communicate across cultures describe how the use of words and body language in interactions may have different meanings for various cultural groups Consider and develop multiple perspectives express their own …
Intercultural Understanding - Level 2 (Years 1 and 2) | Digital media literacy | Dimensions | Curriculum connections | Resources
F-6/7 Humanities and Social Sciences - Year 1
Researching Content descriptions with elaborations: Sort and record information and data, including location, in tables and on plans and labelled maps (ACHASSI020) recording data about the location of places and their features on maps and/or plans (for …
F-6/7 Humanities and Social Sciences - Year 1 | Informed and safe use of information and devices | Dimensions | Curriculum connections | Resources
Critical and Creative Thinking - Level 1 (Foundation Year)
Typically by the end of Foundation Year, students: Identify and clarify information and ideas identify and describe familiar information and ideas during a discussion or investigation Organise and process information gather similar information or depictions …
Critical and Creative Thinking - Level 1 (Foundation Year) | Informed and safe use of information and devices | Dimensions | Curriculum connections | Resources
Ethical Understanding - Level 1 (Foundation Year)
Typically by the end of Foundation Year, students: Recognise ethical concepts identify ethical concepts arising in familiar contexts, such as good and bad behaviours Explore ethical concepts in context describe familiar situations that involve ethical …
Ethical Understanding - Level 1 (Foundation Year) | Informed and safe use of information and devices | Dimensions | Curriculum connections | Resources
Ethical Understanding - Level 2 (Years 1 and 2)
Typically by the end of Year 2, students: Recognise ethical concepts describe ethical concepts, such as right and wrong, honesty, fairness and tolerance Explore ethical concepts in context discuss ethical concepts within a range of familiar contexts Reason …
Ethical Understanding - Level 2 (Years 1 and 2) | Informed and safe use of information and devices | Dimensions | Curriculum connections | Resources
Intercultural Understanding - Level 1 (Foundation Year)
Typically by the end of Foundation Year, students: Investigate culture and cultural identity share ideas about self and belonging with peers Explore and compare cultural knowledge, beliefs and practices identify, explore and compare culturally diverse …
Intercultural Understanding - Level 1 (Foundation Year) | Informed and safe use of information and devices | Dimensions | Curriculum connections | Resources
Intercultural Understanding - Level 2 (Years 1 and 2)
Typically by the end of Year 2, students: Explore and compare cultural knowledge, beliefs and practices describe and compare the way they live with people in other places or times Develop respect for cultural diversity describe ways that diversity presents …
Intercultural Understanding - Level 2 (Years 1 and 2) | Informed and safe use of information and devices | Dimensions | Curriculum connections | Resources
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
How can the progressions be used?
The progressions do not describe what to teach; they provide a detailed map of how students become increasingly adept in particular aspects of literacy and numeracy development. Learning area content and achievement standards continue to be the focus …
How can the progressions be used? | National Literacy and Numeracy Learning Progressions | Resources
ACMMM178
use the approximate confidence interval \(\left(\widehat p-z\sqrt[{}]{(\widehat p(1-\widehat p)/n},\;\;\widehat p+z\sqrt[{}]{(\widehat p(1-\widehat p)/n}\right),\) as an interval estimate for \(p\), where \(z\) is the appropriate quantile for the standard …
ACMMM178 | Content Descriptions | Unit 4 | Mathematical Methods | Mathematics | Senior secondary curriculum
Learning F-2
Students bring to school a wide range of experiences, abilities, needs and interests. They have a natural curiosity about their world. Their desire to make sense of the world provides a platform to plan and review their learning through interactions with …
Learning F-2 | F-10 curriculum
PDF documents
Literacy Learning progression Introduction to the National Literacy and Numeracy Learning Progressions National Literacy Learning Progression Appendices 1 to 5 Appendix 6 - Text complexity
PDF documents | National Literacy Learning Progression | National Literacy and Numeracy Learning Progressions | Resources
ACMMM053
review the probability scale: \(0\leq P(A)\leq1\) for each event \(A,\) with \(P\left(A\right)=0\) if \(A\) is an impossibility and \(P\left(A\right)=1\) if \(A\) is a certaint
ACMMM053 | Content Descriptions | Unit 1 | Mathematical Methods | Mathematics | Senior secondary curriculum
PDF documents
Resources and support materials for the Australian Curriculum: The Arts are available as PDF documents. The Arts: Sequence of content The Arts: Sequence of achievement
PDF documents | The Arts | F-10 curriculum
ACMSM116
integrate using the trigonometric identities \(\mathrm s\mathrm i\mathrm n^2x=\frac12(1-\mathrm c\mathrm o\mathrm s\;2x)\), \(\mathrm c\mathrm o\mathrm s^2x=\frac12(1+\mathrm c\mathrm o\mathrm s\;2x)\) and \(1+\;\mathrm t\mathrm a\mathrm n^2x=\mathrm …
ACMSM116 | Content Descriptions | Unit 4 | Specialist Mathematics | Mathematics | Senior secondary curriculum
Version history
Version 2.0 Approved by Ministers December 2017 and published with minor editorial changes 18 January 2018. Version 1.0 Draft version trialled in schools July/August 2017. Feedback used to inform version 2.0.
Version history | National Literacy and Numeracy Learning Progressions | Resources
Texts English
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 | English | Senior secondary 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