The Arts: Visual Arts - Below satisfactory - Years 3 and 4
This portfolio of student work shows that the student can identify some visual conventions of an artwork (item 1) and plan their own artworks (items 2 and 3). They use basic visual conventions, processes and techniques to create several sculptures (items …
The Arts: Visual Arts - Below satisfactory - Years 3 and 4 | Portfolios | Work samples | Resources
Achievement Standard Hindi Foundation to Year 2
By the end of Year 2, students interact with the teacher and peers to exchange greetings and talk about themselves and their families, for example, नमस्ते, आप कैसे हैं?, मेरा नाम गीता है, आप का क्या नाम है? मेरे घर में चार लोग हैं। मेरा एक भाई …
Achievement Standard | Achievement Standards | Foundation to Year 2 | Years F–10 Sequence | Hindi | Languages | F-10 curriculum
Languages: Italian - Satisfactory - Years 5 and 6
This portfolio of student work shows that the student interacts using spoken and written Italian to describe and give information (WS1) about themselves, family, friends, home and school routines, experiences, interests, preferences and choices. The student …
Languages: Italian - Satisfactory - Years 5 and 6 | Portfolios | Work samples | Resources
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
Aboriginal and Torres Strait Islander Histories and Cultures - Years 1 and 2
Aboriginal and Torres Strait Islander communities maintain a special connection to and responsibility for Country/Place. Aboriginal and Torres Strait Islander Peoples have holistic belief systems and are spiritually and intellectually connected to the …
Aboriginal and Torres Strait Islander Histories and Cultures - Years 1 and 2 | Human-nature relationships | Dimensions | Curriculum connections | Resources
Aboriginal and Torres Strait Islander Histories and Cultures - Years 1 and 2
Aboriginal and Torres Strait Islander Peoples' family and kinship structures are strong and sophisticated Aboriginal and Torres Strait Islander Peoples’ ways of life are uniquely expressed through ways of being, knowing, thinking and doing
Aboriginal and Torres Strait Islander Histories and Cultures - Years 1 and 2 | Skills and knowledge | Dimensions | Curriculum connections | Resources
Aboriginal and Torres Strait Islander Histories and Cultures - Years 1 and 2
Aboriginal and Torres Strait Islander Peoples live in Australia as first peoples of Country or Place and demonstrate resilience in responding to historic and contemporary impacts of colonisation.
Aboriginal and Torres Strait Islander Histories and Cultures - Years 1 and 2 | Health and wellbeing | Dimensions | Curriculum connections | Resources
Aboriginal and Torres Strait Islander Histories and Cultures - Years 1 and 2
Australia has two distinct Indigenous groups: Aboriginal Peoples and Torres Strait Islander Peoples, and within those groups there is significant diversity. Aboriginal and Torres Strait Islander Peoples’ ways of life are uniquely expressed through ways …
Aboriginal and Torres Strait Islander Histories and Cultures - Years 1 and 2 | Understanding respect | Dimensions | Curriculum connections | Resources
Information and Communication Technology (ICT) Capability - Years 1 and 2
Applying social and ethical protocols and practices when using ICT Follow class guidelines when sharing personal information and apply basic social protocols when using ICT to communicate with known audiences
Information and Communication Technology (ICT) Capability - Years 1 and 2 | Relationship skills | Dimensions | Curriculum connections | Resources
Aboriginal and Torres Strait Islander Histories and Cultures - Years 1 and 2
Aboriginal and Torres Strait Islander communities maintain a special connection to and responsibility for Country/Place. Aboriginal and Torres Strait Islander Peoples' family and kinship structures are strong and sophisticated.
Aboriginal and Torres Strait Islander Histories and Cultures - Years 1 and 2 | Relationship skills | Dimensions | Curriculum connections | Resources
Aboriginal and Torres Strait Islander Histories and Cultures - Years 1 and 2
Aboriginal and Torres Strait Islander Peoples have holistic belief systems and are spiritually and intellectually connected to the land, sea, sky and waterways.
Aboriginal and Torres Strait Islander Histories and Cultures - Years 1 and 2 | Evaluating options | Dimensions | Curriculum connections | Resources
Information and Communication Technology (ICT) Capability - Years 1 and 2
Applying social and ethical protocols and practices when using ICT Follow class guidelines when sharing personal information and apply basic social protocols when using ICT to communicate with known audiences
Information and Communication Technology (ICT) Capability - Years 1 and 2 | Respectful action | Dimensions | Curriculum connections | Resources
Aboriginal and Torres Strait Islander Histories and Cultures - Years 1 and 2
The significant contributions of Aboriginal Peoples and Torres Strait Islander Peoples in the present and past are acknowledged locally, nationally and globally.
Aboriginal and Torres Strait Islander Histories and Cultures - Years 1 and 2 | Respectful action | Dimensions | Curriculum connections | Resources
Elaboration (1) ACLINC053
corresponding with peers, including via technology, asking and responding to questions to seek information or clarification, for example, Jam berapa mengerjakan PR?, Bagaimana rumah kamu? Suka band yang mana?
Elaboration (1) | ACLINC053 | Content Descriptions | Years 7 and 8 | Years F–10 Sequence | Indonesian | Languages | F-10 curriculum
ACMMM011
recognise features of the graph of the general quadratic \(y=ax^2+bx+c\)
ACMMM011 | Content Descriptions | Unit 1 | Mathematical Methods | Mathematics | Senior secondary curriculum
ACMSM067
define the imaginary number i as a root of the equation \(x^2=-1\)
ACMSM067 | Content Descriptions | Unit 2 | Specialist Mathematics | Mathematics | Senior secondary 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 (3) ACLINU013
specifying location using prepositions, for example, di atas, di bawah, di dalam, di belakang
Elaboration (3) | ACLINU013 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | Indonesian | Languages | F-10 curriculum
Elaboration ACLITC099
posing questions (for example, Perché? Come si scrive? Può/puoi ripetere? Come si dice …? Come? Come si fa? Secondo me … Penso di sì/penso di no … Di chi è?) and explaining, for example, È mio/è di Luisa
Elaboration | ACLITC099 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | Italian | Languages | F-10 curriculum
Elaboration (11) ACLINU081
evaluating by using, for example, pada pendapat saya, menurut saya, di satu pihak…di pihak lain…, sebaliknya
Elaboration (11) | ACLINU081 | Content Descriptions | Years 9 and 10 | Years F–10 Sequence | Indonesian | Languages | F-10 curriculum