The Arts: Drama - Above satisfactory - Years 3 and 4
This portfolio of student work shows that the student can use voice and movement to express character emotional states (Item 1). The student is able to make decisions to demonstrate that a character has undergone change (Item 1). They can demonstrate …
The Arts: Drama - Above satisfactory - Years 3 and 4 | Portfolios | Work samples | Resources
The Arts: Drama - Satisfactory - Years 3 and 4
This portfolio of student work shows that the student can use voice and movement to express character (Item 1) and make decisions to demonstrate character (Item 1). They can demonstrate an understanding of performance narrative and reflect on choices …
The Arts: Drama - Satisfactory - Years 3 and 4 | Portfolios | Work samples | Resources
The Arts: Visual Arts - Above satisfactory - Years 3 and 4
This portfolio of student work shows that the student can identify and describe complex visual conventions of an artwork (item 1) and draw and plan their own artworks (items 2 and 3). They use visual conventions, processes and techniques to create several …
The Arts: Visual Arts - Above satisfactory - Years 3 and 4 | Portfolios | Work samples | Resources
The Arts: Visual Arts - Satisfactory - Years 3 and 4
This portfolio of student work shows that the student can identify and describe visual conventions of an artwork (item 1) and draw and plan their own artworks (items 2 and 3). They use visual conventions, processes and techniques to create several sculptures …
The Arts: Visual Arts - Satisfactory - Years 3 and 4 | Portfolios | Work samples | Resources
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
Elaboration ACMNA124
understanding that integers are ...-3, -2, -1, 0, 1, 2, 3,.....
Elaboration | ACMNA124 | Content Descriptions | Year 6 | Mathematics | F-10 curriculum
Elaboration ACWOP049
explaining Aboriginal and Torres Strait Islander belief systems and practices in land, air, and water management (such as ‘Caring for Country’) and how these relate to work and workplaces
Elaboration | ACWOP049 | Content Descriptions | Options | Work Studies | F-10 curriculum
ACMMM007
recognise features of the graphs of \(y=x^2\), \(y=a{(x-b)}^2+c\), and \(y=a\left(x-b\right)\left(x-c\right)\) including their parabolic nature, turning points, axes of symmetry and intercepts
ACMMM007 | Content Descriptions | Unit 1 | Mathematical Methods | Mathematics | Senior secondary curriculum
ACMGM082
apply Euler’s formula, \(v+f-e=2\), to solve problems relating to planar graphs.
ACMGM082 | Content Descriptions | Unit 3 | General Mathematics | Mathematics | Senior secondary curriculum
ACMMM021
recognise features of the graph of \(y^2=x\) including its parabolic shape and its axis of symmetry.
ACMMM021 | Content Descriptions | Unit 1 | Mathematical Methods | Mathematics | Senior secondary curriculum
ACMSM066
prove divisibility results, such as \(3^{2n+4}-2^{2n}\) is divisible by 5 for any positive integer n.
ACMSM066 | Content Descriptions | Unit 2 | Specialist Mathematics | Mathematics | Senior secondary curriculum
Aboriginal and Torres Strait Islander Histories and Cultures - Years 7 and 8
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. HPE Yr7/8 (ACPPS077): exploring how spiritual connection …
Aboriginal and Torres Strait Islander Histories and Cultures - Years 7 and 8 | Health and wellbeing | Dimensions | Curriculum connections | Resources
Intercultural Understanding - Level 4 (Years 5 and 6)
Typically by the end of Year 2, students: Communicate across cultures explore ways that culture shapes the use of language in a wide range of contexts Consider and develop multiple perspectives assess diverse perspectives and the assumptions on which …
Intercultural Understanding - Level 4 (Years 5 and 6) | Digital media literacy | Dimensions | Curriculum connections | Resources
Elaboration (2) ACHASSI001
posing questions about artefacts of the past (for example, ‘Is it old or new?’, ‘What was it used for?’) and representations of places (for example, ‘Where is this place?’, ‘What does this show?’ and ‘What is that?’)
Elaboration (2) | ACHASSI001 | Content Descriptions | Foundation Year | HASS | Humanities and Social Sciences | F-10 curriculum
Elaboration (2) ACHASSI002
observing the features of a special place (for example, their bedroom, under a tree) or local place (such as a beach, farm or ceremony site) and recording these observations
Elaboration (2) | ACHASSI002 | Content Descriptions | Foundation Year | HASS | Humanities and Social Sciences | F-10 curriculum
Elaboration (2) ACHASSI003
illustrating on a pictorial map, or by making a model, the location of their home in relation to school or other features of the local area
Elaboration (2) | ACHASSI003 | Content Descriptions | Foundation Year | HASS | Humanities and Social Sciences | F-10 curriculum
Elaboration (2) ACHASSI006
identifying natural and constructed features of a place that have changed over time and those that have remained relatively unchanged
Elaboration (2) | ACHASSI006 | Content Descriptions | Foundation Year | HASS | Humanities and Social Sciences | F-10 curriculum
Elaboration (2) ACHASSI010
using simple terms to denote the passage of time (for example, 'then', 'now', 'yesterday', 'today', 'tomorrow') when talking about their experiences
Elaboration (2) | ACHASSI010 | Content Descriptions | Foundation Year | HASS | Humanities and Social Sciences | F-10 curriculum
Elaboration (2) ACHASSK013
recognising that stories of the past may differ depending on who is telling them (for example, listening to stories about the same event related by two different people such as a mother and a grandmother)
Elaboration (2) | ACHASSK013 | Content Descriptions | Foundation Year | HASS | Humanities and Social Sciences | F-10 curriculum
Elaboration (2) ACHASSK014
describing how the globe is a representation of the world and locating Australia and other places on a globe
Elaboration (2) | ACHASSK014 | Content Descriptions | Foundation Year | HASS | Humanities and Social Sciences | F-10 curriculum