Achievement Standard Mathematics Year 4
By the end of Year 4, students choose appropriate strategies for calculations involving multiplication and division. They recognise common equivalent fractions in familiar contexts and make connections between fraction and decimal notations up to two …
Achievement Standard | Achievement Standards | Year 4 | Mathematics | F-10 curriculum
Achievement Standard Mathematics Year 9
By the end of Year 9, students solve problems involving simple interest. They interpret ratio and scale factors in similar figures. Students explain similarity of triangles. They recognise the connections between similarity and the trigonometric ratios. …
Achievement Standard | Achievement Standards | Year 9 | Mathematics | F-10 curriculum
Achievement Standard Science Year 8
By the end of Year 8, students compare physical and chemical changes and use the particle model to explain and predict the properties and behaviours of substances. They identify different forms of energy and describe how energy transfers and transformations …
Achievement Standard | Achievement Standards | Year 8 | Science | F-10 curriculum
Achievement Standard Korean Years 3 and 4
By the end of Year 4, students use Korean to interact in classroom routines, action-related talk and play with teachers and peers. They exchange personal information relating to aspects such as age or interests, using simple questions and short statements …
Achievement Standard | Achievement Standards | Years 3 and 4 | Years F–10 Sequence | Korean | Languages | F-10 curriculum
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 Indonesian Years 3 and 4
By the end of Year 4, students interact in classroom routines and structured interactions with teachers and peers. They reproduce the sounds of au (for example, mau) and g (for example, gemuk) and the final sound k (for example, tidak). Students follow …
Achievement Standard | Achievement Standards | Years 3 and 4 | Years F–10 Sequence | Indonesian | Languages | F-10 curriculum
Achievement Standard Arabic Foundation to Year 2
By the end of Year 2, students interact with the teacher and peers to exchange information about themselves, their family and friends, for example, إسمي هاني؛ أنا ليلى؛ عمري ست سنوات؛ أمي سميرة؛ أبي خالد؛ عندي أخ وأخت؛ صديقي رامي؛ صديقتي رنا , …
Achievement Standard | Achievement Standards | Foundation to Year 2 | Years F–10 Sequence | Arabic | Languages | F-10 curriculum
Achievement Standard Turkish Years 3 and 4
By the end of Year 4, students interact with the teacher and peers to exchange information about themselves and others, everyday routines and events at school and in their local Turkish and multilingual communities. They ask and respond to questions …
Achievement Standard | Achievement Standards | Years 3 and 4 | Years F–10 Sequence | Turkish | Languages | F-10 curriculum
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
Achievement Standard Turkish Foundation to Year 2
By the end of Year 2, students interact with the teacher and peers to share information about themselves and to exchange greetings, for example, Merhaba! Günaydın! Tünaydın! İyi günler! İyi akşamlar! İyi geceler! Hoşça kal! Güle güle! Hoş geldiniz! …
Achievement Standard | Achievement Standards | Foundation to Year 2 | Years F–10 Sequence | Turkish | Languages | F-10 curriculum
Geography Achievement Standard HASS Year 4
By the end of Year 4, students describe the location of selected countries using compass direction. They describe and compare the characteristics of places in different locations at local to national scales. They identify the interconnections between …
Geography Achievement Standard | Achievement Standards | Year 4 | 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
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 the needs of users and affect others and environments. They identify the features and uses of technologies for each of the prescribed …
Achievement Standard | Achievement Standards | Foundation to Year 2 | Design and Technologies | Technologies | F-10 curriculum
Achievement Standard Digital Technologies Years 3 and 4
By the end of Year 4, students describe how a range of digital systems (hardware and software) and their peripheral devices can be used for different purposes. They explain how the same data sets can be represented in different ways. Students define …
Achievement Standard | Achievement Standards | Years 3 and 4 | Digital Technologies | Technologies | F-10 curriculum
Achievement Standard Chinese Years 7 and 8
By the end of Year 8, students use spoken and written Chinese to interact in a range of familiar contexts. They respond to instructions, questions and directions. They use known phrases to exchange personal information (for example, 我叫…; 我的爸爸是澳大利亚人), …
Achievement Standard | Achievement Standards | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | Second Language Learner Pathway | Chinese | Languages | F-10 curriculum
Achievement Standard French Years 3 and 4
By the end of Year 4, students interact with teachers and each other through classroom routines, action-related talk and play. They exchange greetings and wishes, respond to familiar instructions and to questions such as Qu’est-ce que c’est? …
Achievement Standard | Achievement Standards | Years 3 and 4 | Years F–10 Sequence | French | Languages | F-10 curriculum
Achievement Standard Vietnamese Foundation to Year 2
By the end of Year 2, students interact with the teacher and peers through action-related talk and play. They introduce themselves and others, and express thanks, likes and dislikes, needs and wishes, for example, Tôi tên là Lan. Cảm ơn bạn. Tôi …
Achievement Standard | Achievement Standards | Foundation to Year 2 | Years F–10 Sequence | Vietnamese | Languages | F-10 curriculum
Achievement Standard Auslan Years 3 and 4
By the end of Year 4, students participate in classroom routines and structured interactions with teachers and peers. They communicate about daily routines, interests and pastimes; recount personal experiences and classroom events; and describe people, …
Achievement Standard | Achievement Standards | Years 3 and 4 | Years F–10 Sequence | Second Language Learner Pathway | Auslan | 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