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Languages: Italian - Satisfactory - Years 9 and 10 (Year 7 entry)

This portfolio of student work shows that the student uses a range of everyday language both orally and in writing (WS1, WS2, WS3, WS4, WS5, WS6) to exchange information about their personal, social and local world (WS4, WS6) and about broader issues …

Languages: Italian - Satisfactory - Years 9 and 10 (Year 7 entry) | Portfolios | Work samples | Resources

HASS - Above satisfactory - Year 5

This portfolio of student work shows that the student can explain the significance of people and events/developments in bringing about change (WS4, WS11). The student describes the causes and effects of change on particular communities (WS4, WS9) and …

HASS - Above satisfactory - Year 5 | Portfolios | Work samples | Resources

HASS - Satisfactory - Year 5

This portfolio of student work shows that the student can describe the significance of people and events/developments in bringing about change (WS4, WS11). The student identifies the causes and effects of change on particular communities (WS4, WS9) and …

HASS - Satisfactory - Year 5 | Portfolios | Work samples | Resources

Languages: Spanish - Satisfactory - Years 5 and 6

This portfolio of student work shows that the student uses written and spoken Spanish for classroom interactions, to carry out transactions and to share information about personal interests (WS5), relate experiences and express feelings (WS1, WS2). The …

Languages: Spanish - Satisfactory - Years 5 and 6 | Portfolios | Work samples | Resources

Languages: Spanish - Satisfactory - Years 7 and 8 (Year 7 entry)

This portfolio of student work shows that the student shares information about their personal worlds (WS6), including personal details, family, friends, leisure activities (WS4), likes and dislikes (WS1, WS3, WS5). The student interacts with others (WS5) …

Languages: Spanish - Satisfactory - Years 7 and 8 (Year 7 entry) | Portfolios | Work samples | Resources

HASS - Above satisfactory - Year 7

This portfolio of student work shows that the student can explain in detail the role of groups and the significance of particular individuals in past societies (WS1). The student suggests reasons for continuity and change over time (WS5). The student …

HASS - Above satisfactory - Year 7 | Portfolios | Work samples | Resources

HASS - Satisfactory - Year 7

This portfolio of student work shows that the student can explain the role of groups and the significance of particular individuals in past societies (WS1). The student suggests reasons for continuity and change over time (WS5). The student describes the …

HASS - Satisfactory - Year 7 | Portfolios | Work samples | Resources

Languages: Arabic - Satisfactory - Years 7 and 8 (Year 7 entry)

This portfolio of student work shows that the student uses written and spoken Arabic to exchange information (WS4) about their personal worlds and to express feelings, likes and dislikes (WS1, WS2, WS3, WS5). The student uses formulaic language for a …

Languages: Arabic - Satisfactory - Years 7 and 8 (Year 7 entry) | Portfolios | Work samples | Resources

Languages: German - Satisfactory - Years 9 and 10 (Year 7 entry)

This portfolio of student work shows that the student can initiate and maintain interactions (WS9) in written and spoken German to communicate ideas, thoughts, feelings and information (WS1, WS11) related to relationships, school experiences (WS2, WS6, …

Languages: German - Satisfactory - Years 9 and 10 (Year 7 entry) | Portfolios | Work samples | Resources

Languages: Korean - Satisfactory - Years 9 and 10 (Year 7 entry)

This portfolio of student work shows that the student uses written and spoken Korean to interact with peers (WS3, WS5), teachers and other Korean speakers in face-to-face, local and virtual communications (WS1, WS2, WS4). The student exchanges information …

Languages: Korean - Satisfactory - Years 9 and 10 (Year 7 entry) | Portfolios | Work samples | Resources

Achievement Standard Hindi Years 7 and 8

By the end of Year 8, students interact with the teacher and peers to exchange information and opinions about their personal worlds, for example, मेरे परिवार के अधिकतर सदस्य ऑस्ट्रेलिया में रहते हैं लेकिन कुछ सदस्य भारत में भी रहते हैं। मुझे क्रिकेट …

Achievement Standard Korean Years 7 and 8

By the end of Year 8, students use written and spoken Korean to interact with teachers, peers and others, and to exchange ideas, experiences and interests. They pronounce polysyllabic words that involve syllable-final consonants (받침) such as 먹고, …

Achievement Standard Korean Years 9 and 10

By the end of Year 10, students use written and spoken Korean to interact with peers, teachers and other Korean speakers in face-to-face, local and virtual communications. They exchange information and opinions about personal and immediate interests and …

Achievement Standard Vietnamese Years 9 and 10

By the end of Year 10, students use spoken and written Vietnamese to initiate, sustain and extend interactions with peers, teachers and others in a range of contexts and for a range of purposes, such as to explore peers’ perspectives on youth …

ACMSP262

Choose simple questions and gather responses and make simple inferences

Elaborations ScOT Terms

ACMSP262 | Content Descriptions | Year 1 | Mathematics | F-10 curriculum

ACMNA211

Solve problems involving simple interest

Elaborations ScOT Terms

ACMNA211 | Content Descriptions | Year 9 | Mathematics | F-10 curriculum

Mathematics - Year 9

Real numbers Solve problems involving direct proportion. Explore the relationship between graphs and equations corresponding to simple rate problems (ACMNA208) Money and financial mathematics Solve problems involving simple interest (ACMNA211) Linear …

Mathematics - Year 9 | Competencies and skills | Dimensions | Curriculum connections | Resources

Curriculum Types

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Resource Year Levels

Level of Achievements

Curriculum Elements Types

General Capabilities

Cross Curriculum Priorities

Progression Elements