Curriculum Types

Resource Subjects

Resource Year Levels

Level of Achievements

Curriculum Elements Types

General Capabilities

Cross Curriculum Priorities

Progression Elements
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ACMNA027

Recognise, model, represent and order numbers to at least 1000

literacy numeracy Elaborations ScOT Terms

ACMNA027 | Content Descriptions | Year 2 | Mathematics | F-10 curriculum

ACMNA072

Recognise, represent and order numbers to at least tens of thousands

numeracy literacy Elaborations ScOT Terms

ACMNA072 | Content Descriptions | Year 4 | Mathematics | F-10 curriculum

ACMSP092

Describe possible everyday events and order their chances of occurring

literacy numeracy critical-creative Elaborations ScOT Terms

ACMSP092 | Content Descriptions | Year 4 | Mathematics | F-10 curriculum

Personal and Social Capability - Level 5 (Years 7 and 8)

Typically, by the end of Year 8, students: Develop self-discipline and set goals select, use and analyse strategies that assist in regulating behaviour and achieving personal and learning goals Communicate effectively analyse enablers of and barriers …

Personal and Social Capability - Level 5 (Years 7 and 8) | Competencies and skills | Dimensions | Curriculum connections | Resources

Personal and Social Capability - Level 6 (Years 9 and 10)

Typically, by the end of Year 10, students: Develop self-discipline and set goals critically analyse self- discipline strategies and personal goals and consider their application in social and work-related contexts Communicate effectively formulate …

Personal and Social Capability - Level 6 (Years 9 and 10) | Competencies and skills | Dimensions | Curriculum connections | Resources

Elaboration (3) ACLINU068

examining cultural representation in the Indonesian language system, such as the gender-neutral terms (for example, dia, pacar), the omission of personal pronouns, particularly saya (for example, Bisa datang ke rumah?), and the use of cardinal directions, …

Elaboration (3) | ACLINU068 | Content Descriptions | Years 7 and 8 | Years F–10 Sequence | Indonesian | Languages | F-10 curriculum

Numeracy - Level 3 (Years 3 and 4)

Typically, by the end of Year 4, students: Understand and use numbers in context model, represent, order and use numbers up to five digits Interpret proportional reasoning visualise, describe and order tenths, hundredths, 1-place and 2-place decimals Interpret …

Numeracy - Level 3 (Years 3 and 4) | Knowledge and understanding | Dimensions | Curriculum connections | Resources

F-6/7 Humanities and Social Sciences - Foundation to Year 2

Foundation Knowledge and understanding (Geography sub-strand) Content description with elaborations: The places people live in and belong to, their familiar features and why they are important to people (ACHASSK015) identifying the places they live …

F-6/7 Humanities and Social Sciences - Foundation to Year 2 | Food and fibre dimensions | Dimensions | Curriculum connections | Resources

Elaboration (3) ACHASSK031

describing local features people look after (for example, bushland, wetland, park or a heritage building) and finding out why and how these features need to be cared for, and who provides this care

ethical-understanding literacy critical-creative sustainability

Elaboration (3) | ACHASSK031 | Content Descriptions | Year 1 | HASS | Humanities and Social Sciences | F-10 curriculum

Elaboration ACHASSI059

sharing and listening to others’ stories about their community and place (for example, Aboriginal or Torres Strait Islander oral histories of an area, park ranger recounts, speakers from commemorative organisations, personal experiences of celebratio …

literacy intercultural-understanding personal-social critical-creative ethical-understanding aboriginal-torres

Elaboration | ACHASSI059 | Content Descriptions | Year 3 | HASS | Humanities and Social Sciences | F-10 curriculum

Elaboration (2) ACLKOC028

conveying information and providing instructions to others in a range of bilingual texts including those in digital or online form, for example, a car park ticket, a health brochure/announcement, or instructions for a computer game

Elaboration (2) | ACLKOC028 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | Korean | Languages | F-10 curriculum

ACMMM050

use set language and notation for events, including \(\overline A\) (or \(A'\)) for the complement of an event \(A,\) \(A?B\) for the intersection of events \(A\) and \(B\), and \(A?B\) for the union, and recognise mutually exclusive events

ACMMM050 | Content Descriptions | Unit 1 | Mathematical Methods | Mathematics | Senior secondary curriculum

Elaboration (4) ACLFWC154

preparing and displaying a set of agreed classroom procedures

Elaboration (4) | ACLFWC154 | Content Descriptions | Years 3 to 6 | Years F–10 Sequence | Language Revival Learner Pathway (LR) | Framework for Aboriginal Languages and Torres Strait Islander Languages | Languages | F-10 curriculum

Elaboration (5) ACLFWC090

contributing to the creation and display of a set of class rules

Elaboration (5) | ACLFWC090 | Content Descriptions | Years 3 to 6 | Years F–10 Sequence | Second Language Learner Pathway (L2) | Framework for Aboriginal Languages and Torres Strait Islander Languages | Languages | F-10 curriculum

Elaboration (1) ACMNA032

identifying the difference between dividing a set of objects into three equal groups and dividing the same set of objects into groups of three

numeracy critical-creative

Elaboration (1) | ACMNA032 | Content Descriptions | Year 2 | Mathematics | F-10 curriculum

Digital Technologies - Years 7 and 8

Content descriptions with elaborations: Plan and manage projects that create and communicate ideas and information collaboratively online, taking safety and social contexts into account (ACTDIP032) establish a set of 'rules' about acceptable and unaceptable …

Digital Technologies - Years 7 and 8 | Values, rights and responsibilities | Dimensions | Curriculum connections | Resources

Digital Technologies - Years 7 and 8

Content descriptions with elaborations: Plan and manage projects that create and communicate ideas and information collaboratively online, taking safety and social contexts into account (ACTDIP032) establish a set of 'rules' about acceptable and unaceptable …

Digital Technologies - Years 7 and 8 | Respectful relationships | Dimensions | Curriculum connections | Resources

Digital Technologies - Years 7 and 8

Content descriptions with elaborations: Plan and manage projects that create and communicate ideas and information collaboratively online, taking safety and social contexts into account (ACTDIP032) establish a set of 'rules' about acceptable and unaceptable …

Digital Technologies - Years 7 and 8 | Digital media literacy | Dimensions | Curriculum connections | Resources

Digital Technologies - Years - 7 and 8

Content descriptions with elaborations: Plan and manage projects that create and communicate ideas and information collaboratively online, taking safety and social contexts into account (ACTDIP032) establish a set of 'rules' about acceptable and unaceptable …

Digital Technologies - Years - 7 and 8 | Informed and safe use of information and devices | Dimensions | Curriculum connections | Resources

Numeracy - Level 2 (Years 1 and 2)

Typically, by the end of Year 2, students: Understand and use numbers in context model, represent, order and use numbers up to four digits Interpret proportional reasoning  visualise and describe halves and quarters Interpret chance events identify …

Numeracy - Level 2 (Years 1 and 2) | Knowledge and understanding | Dimensions | Curriculum connections | Resources

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