ACHAH148
Frame questions to guide inquiry and develop a coherent research plan for inquiry
ACHAH148 | Content Descriptions | Unit 3: People, Power and Authority | Ancient History | Humanities and Social Sciences | Senior secondary curriculum
ACHAH257
Frame questions to guide inquiry and develop a coherent research plan for inquiry
ACHAH257 | Content Descriptions | Unit 4: Reconstructing the Ancient World | Ancient History | Humanities and Social Sciences | Senior secondary curriculum
ACHMH004
Frame questions to guide inquiry and develop a coherent research plan for inquiry
ACHMH004 | Content Descriptions | Unit 1: Understanding the Modern World | Modern History | Humanities and Social Sciences | Senior secondary curriculum
ACHMH050
Frame questions to guide inquiry and develop a coherent research plan for inquiry
ACHMH050 | Content Descriptions | Unit 2: Movements for Change in the 20th century | Modern History | Humanities and Social Sciences | Senior secondary curriculum
ACHMH101
Frame questions to guide inquiry and develop a coherent research plan for inquiry
ACHMH101 | Content Descriptions | Unit 3: Modern Nations in the 20th century | Modern History | Humanities and Social Sciences | Senior secondary curriculum
ACHMH174
Frame questions to guide inquiry and develop a coherent research plan for inquiry
ACHMH174 | Content Descriptions | Unit 4: The Modern World since 1945 | Modern History | Humanities and Social Sciences | Senior secondary curriculum
Elaboration (2) ACLJAU156
knowing that the hiragana spelling of a particular particle does not match its pronunciation, for example, ‘wa’ for は , ‘e’ for へ, ‘o/wo’ for を
Elaboration (2) | ACLJAU156 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | Japanese | Languages | F-10 curriculum
Elaboration ACLASFU034
exploring similarities and differences in Auslan dialects through building webcam relationships with other schools or through identifying and collecting signs that differ in the ‘northern’ (NSW, Qld and ACT) and ‘southern’ (Vic., SA, WA, NT and Tas.) …
Elaboration | ACLASFU034 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | First Language Learner Pathway | Auslan | Languages | F-10 curriculum
Elaboration ACLINU013
identifying people using pronouns (ibu, ayah, bapak, adik, kakak), referring to pets (anjing, kucing), and using concrete nouns for objects (buku, tas, pintu)
Elaboration | ACLINU013 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | Indonesian | Languages | F-10 curriculum
Rationale Framework for Aboriginal Languages and Torres Strait Islander Languages
Nganki - ka Kardu thipmam - wa! I Murrinh warda ngatha. The nganthin ngumpanngerren. I ku ngakumarl, da ngarra ngugumingki wurran. The da matha nganthin ngala i da bere matha wangu ngumamath ngumpan ngarra magulkul nganki. We are black people. …
Rationale | Framework for Aboriginal Languages and Torres Strait Islander Languages | Languages | F-10 curriculum
History Achievement Standard HASS Year 6
By the end of Year 6 students explain the significance of an event/development, an individual or group. They identify and describe continuities and changes for different groups in the past. They describe the causes and effects of change on society. They …
History Achievement Standard | Achievement Standards | Year 6 | HASS | Humanities and Social Sciences | F-10 curriculum
Civics and Citizenship Achievement Standard HASS Year 6
By the end of Year 6, students explain the role and importance of people, institutions, and processes to Australia’s democracy and legal system. They describe the rights and responsibilities of Australian citizens and the obligations they may have as …
Civics and Citizenship Achievement Standard | Achievement Standards | Year 6 | HASS | Humanities and Social Sciences | F-10 curriculum
History Achievement Standard HASS Year 7
By the end of Year 7, students explain the role of groups and the significance of particular individuals in past societies. They suggest reasons for change and continuity over time. They describe the effects of change on societies, individuals and groups …
History Achievement Standard | Achievement Standards | Year 7 | HASS | Humanities and Social Sciences | F-10 curriculum
Achievement Standard History Year 7
By the end of Year 7, students suggest reasons for change and continuity over time. They describe the effects of change on societies, individuals and groups. They describe events and developments from the perspective of different people who lived at the …
Achievement Standard | Achievement Standards | Year 7 | History | Humanities and Social Sciences | F-10 curriculum
Achievement Standard History Year 8
By the end of Year 8, students recognise and explain patterns of change and continuity over time. They explain the causes and effects of events and developments. They identify the motives and actions of people at the time. Students explain the significance …
Achievement Standard | Achievement Standards | Year 8 | History | Humanities and Social Sciences | F-10 curriculum
ACSPH132
Motion can only be measured relative to an observer; length and time are relative quantities that depend on the observer’s frame of reference
ACSPH132 | Content Descriptions | Unit 4 | Physics | Science | Senior secondary curriculum
Years 9 and 10 French
The nature of the learners At this level, students bring existing knowledge of French language and culture and a range of learning strategies to their learning. They are increasingly aware of the world beyond their own and are engaging with youth-related …
Years 9 and 10 | Years F–10 Sequence | French | Languages | F-10 curriculum
Years 3 and 4 Italian
The nature of the learners At this level, children are developing awareness of their social worlds and of their memberships of various groups including the Italian class. They are developing literacy capabilities in English, such as writing in the Roman …
Years 3 and 4 | Years F–10 Sequence | Italian | Languages | F-10 curriculum
Years 9 and 10 Spanish
The nature of the learners At this level, students bring to their learning existing knowledge of the Spanish language and the cultures of Spanish speakers and a range of learning strategies. They are increasingly aware …
Years 9 and 10 | Years F–10 Sequence | Spanish | Languages | F-10 curriculum
Geography Achievement Standard HASS Year 6
By the end of Year 6, students describe the location of places in selected countries in absolute and relative terms. They describe and explain the diverse characteristics of places in different locations from local to global scales. They describe the …
Geography Achievement Standard | Achievement Standards | Year 6 | HASS | Humanities and Social Sciences | F-10 curriculum