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InF5

Equivalence of fractions identifies the need to have equal wholes to compare fractional parts (explains why one-third as a number is larger than one-quarter) creates fractions larger than 1 by recreating the whole (when creating four-thirds, recognises …

QuN9

Producing number names of any size counts forwards and backwards from any number produces and reads numbers to at least 1000 Numeral recognition and identification of place value recognises and identifies numerals from a given range up to 1000 …

QuN10

Numeral recognition and identification of place value identifies numerals in the range 0–10 000 (is shown the numeral 2001 and responds two thousand and one) recognises a numeral from a given range of numerals up to 10 000 (when presented with the …

QuN11

Understanding place value reads and writes numbers applying knowledge of the place value periods of ones, thousands, millions (how numbers are written with the digits organised in groups of three – 10 000 is read as ten thousand, where thousand is …

MuS6

Flexible strategies for multiplication draws on the structure of multiplication to use known multiples in calculating related multiples (uses multiples of 4 to calculate multiples of 8) uses known single-digit multiplication facts (7 boxes of 6 donuts …

OwD3

Understanding the effects of multiplication and division with decimals understands that multiplying and dividing decimals by 10, 100, 1000 changes the positional value of the numerals explains that multiplication does not always make the answer larger …

Multimedia

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Structure of Ancient History Ancient History

Units In Ancient History, students study the key institutions, structures and features of ancient societies and develop a broader and deeper comprehension of the origins, impact and legacy of ideas, beliefs and values of the ancient world. The Ancient …

Structure of Ancient History | Ancient History | Humanities and Social Sciences | Senior secondary curriculum

Elaboration (1) ACELA1426

recognising that some texts can include both Standard Australian English and elements of other languages including Aboriginal and Torres Strait Islander languages

Elaboration (1) ACELA1428

learning that we use a different tone and style of language with different people

Elaboration (1) ACELA1429

recognising some of the ways emotions and feelings can be conveyed and influenced by visual representations, for example in advertising and animations

Elaboration (1) ACELA1430

discussing the purpose of texts, for example ‘This text will tell a story’, ‘This text will give information’

Elaboration (1) ACELA1432

commenting on punctuation encountered in the everyday texts, for example ‘That’s the letter that starts my name’, ‘The name of my family and my town has a capital letter’

Elaboration (1) ACELA1433

learning that Standard Australian English in written texts is read from left to right and from top to bottom of the page and that direction of print may differ in other cultures, for example Japanese texts

Elaboration (1) ACELA1435

creating students' own written texts and reading aloud to the teacher and others

Elaboration (1) ACELA1786

exploring how the combination of print and images in texts creates meaning

Elaboration (1) ACELA1437

discussing new vocabulary found in texts

Elaboration (1) ACELA1439

identifying patterns of alliteration in spoken words, for example 'helpful Henry'

Elaboration (1) ACELA1440

identifying familiar and recurring letters and the use of upper and lower case in written texts in the classroom and the community, for example 'Tom went to the park.'

Elaboration (1) ACELA1438

breaking words into onset and rime, noticing words that share the same pattern, for example ‘p-at’, ‘b-at’

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