Intercultural Understanding - Level 3 (Years 3 and 4)

Typically, by the end of Year 4, students: Investigate culture and cultural identity identify and describe variability within and across cultural groups Consider and develop multiple perspectives identify and describe shared perspectives within and …

Intercultural Understanding - Level 3 (Years 3 and 4) | Responsibility and enterprise | Dimensions | Curriculum connections | Resources

Ethical Understanding - Level 3 (Years 3 and 4)

Typically by the end of Year 4, students: Examine values identify and describe shared values in familiar and unfamiliar contexts Explore rights and responsibilities investigate children’s rights and responsibilities at school and in the local community Consider …

Ethical Understanding - Level 3 (Years 3 and 4) | Values, rights and responsibilities | Dimensions | Curriculum connections | Resources

Intercultural Understanding - Level 3 (Years 3 and 4)

Typically by the end of Year 4, students: Investigate culture and cultural identity identify and describe variability within and across cultural groups Explore and compare cultural knowledge, beliefs and practices describe and compare a range of cultural …

Intercultural Understanding - Level 3 (Years 3 and 4) | Values, rights and responsibilities | Dimensions | Curriculum connections | Resources

Ethical Understanding - Level 3 (Years 3 and 4)

Typically by the end of Year 4, students: Consider consequences examine the links between emotions, dispositions and intended and unintended consequences of their actions on others Reflect on ethical action consider whether having a conscience leads …

Ethical Understanding - Level 3 (Years 3 and 4) | Wellbeing | Dimensions | Curriculum connections | Resources

Ethical Understanding - Level 3 (Years 3 and 4)

Typically by the end of Year 4, students: Consider consequences examine the links between emotions, dispositions and intended and unintended consequences of their actions on others Reflect on ethical action consider whether having a conscience leads …

Ethical Understanding - Level 3 (Years 3 and 4) | Respectful relationships | Dimensions | Curriculum connections | Resources

Intercultural Understanding - Level 3 (Years 3 and 4)

Typically by the end of Year 4, students: Explore and compare cultural knowledge, beliefs and practices describe and compare a range of cultural stories, events and artefacts Develop respect for cultural diversity identify and discuss the significance …

Intercultural Understanding - Level 3 (Years 3 and 4) | Respectful relationships | Dimensions | Curriculum connections | Resources

Intercultural Understanding - Level 3 (Years 3 and 4)

Typically by the end of Year 4, students: Communicate across cultures identify factors that contribute to understanding in intercultural communication and discuss some strategies to avoid misunderstanding Consider and develop multiple perspectives explain …

Intercultural Understanding - Level 3 (Years 3 and 4) | Digital media literacy | Dimensions | Curriculum connections | Resources

Ethical Understanding - Level 3 (Years 3 and 4)

Typically by the end of Year 4, students: Recognise ethical concepts identify ethical concepts, such as equality, respect and connectedness, and describe some of their attributes Explore ethical concepts in context discuss actions taken in a range …

Ethical Understanding - Level 3 (Years 3 and 4) | Informed and safe use of information and devices | Dimensions | Curriculum connections | Resources

Intercultural Understanding - Level 3 (Years 3 and 4)

Typically by the end of Year 4, students: Investigate culture and cultural identity identify and describe variability within and across cultural groups Explore and compare cultural knowledge, beliefs and practices describe and compare a range of cultural …

Intercultural Understanding - Level 3 (Years 3 and 4) | Informed and safe use of information and devices | Dimensions | Curriculum connections | Resources

Structure

Learner background and time-on-task are two major variables that influence language learning and they provide the basis for the structure of the Australian Curriculum: Languages. These variables are addressed through the specification of content and the …

Structure | Languages | F-10 curriculum

ACMMM014

recognise features of the graphs of \(y=x^n\) for \(n\in\boldsymbol N,\) \(n=-1\) and \(n=½\), including shape, and behaviour as \(x\rightarrow\infty\) and \(x\rightarrow-\infty\)

ACMMM014 | Content Descriptions | Unit 1 | Mathematical Methods | Mathematics | Senior secondary curriculum

ACMMM083

use the Leibniz notation for the derivative: \(\frac{dy}{dx}=\lim_{\mathit{δx}\rightarrow0}\frac{\delta y}{\delta x}\) and the correspondence \(\frac{dy}{dx}=f'\left(x\right)\) where \(y=f(x)\)

ACMMM083 | Content Descriptions | Unit 2 | Mathematical Methods | Mathematics | Senior secondary curriculum

ACMMM124

examine the area problem, and use sums of the form \(\sum\nolimits_if\left(x_i\right)\;\delta x_i\) as area under the curve \(y=f(x)\)

ACMMM124 | Content Descriptions | Unit 3 | Mathematical Methods | Mathematics | Senior secondary curriculum

ACMMM125

interpret the definite integral \(\int_a^bf\left(x\right)dx\;\) as area under the curve \(y=f\left(x\right)\) if \(f\left(x\right)>0\;\)

ACMMM125 | Content Descriptions | Unit 3 | Mathematical Methods | Mathematics | Senior secondary curriculum

ACMMM126

recognise the definite integral \(\int_a^bf\left(x\right)dx\;\;\) as a limit of sums of the form \(\sum\nolimits_if\left(x_i\right)\;\delta x_i\)

ACMMM126 | Content Descriptions | Unit 3 | Mathematical Methods | Mathematics | Senior secondary curriculum

Structure of Specialist Mathematics Specialist Mathematics

Specialist Mathematics is structured over four units. The topics in Unit 1 broaden students’ mathematical experience and provide different scenarios for incorporating mathematical arguments and problem solving. The unit provides a blending of algebraic …

Structure of Specialist Mathematics | Specialist Mathematics | Mathematics | Senior secondary curriculum

Elaboration (1) ACMMG164

defining and identifying the relationships between alternate, corresponding and co-interior angles for a pair of parallel lines cut by a transversal

Elaboration (1) | ACMMG164 | Content Descriptions | Year 7 | Mathematics | F-10 curriculum

Year 4 English

The English curriculum is built around the three interrelated strands of language, literature and literacy. Teaching and learning programs should balance and integrate all three strands. Together, the strands focus on developing students’ knowledge, understanding …

Year 4 | English | F-10 curriculum

Structure Health and Physical Education

Strands, sub-strands and threads The Australian Curriculum: Health and Physical Education is organised into two content strands: personal, social and community health and movement and physical activity. Each strand contains content descriptions which …

Structure | Health and Physical Education | F-10 curriculum

English - Year 3

Language for social interactions Understand that successful cooperation with others depends on shared use of social conventions, including turntaking patterns, and forms of address that vary according to the degree of formality in social situations (ACELA1476) Purpose …

English - Year 3 | Knowledge and understanding | Dimensions | Curriculum connections | Resources