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Problem-Solving

In F–2, students solve problems when they use mathematics to represent unfamiliar or meaningful situations. In Years 3–6, students solve problems when they use mathematics to represent unfamiliar or meaningful situations and plan their approaches. In Years 7–8, …

Problem-Solving | Portfolios | Mathematics proficiencies | Resources

Reasoning

In F–2, students develop an increasingly sophisticated capacity for logical thought and actions. Students are reasoning mathematically when they explain their thinking. In Years 3–6, students develop an increasingly sophisticated capacity for logical …

Reasoning | Portfolios | Mathematics proficiencies | Resources

Health and Physical Education - Satisfactory - Years 5 and 6

This portfolio of student work shows that the student can investigate and explain physical and emotional changes during puberty and suggest how to manage these changes (WS6). They can explain the influence of the media, people and places on identity (WS4, …

Health and Physical Education - Satisfactory - Years 5 and 6 | Portfolios | Work samples | Resources

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 \(x\rightarrow-\infty\)

ACMMM156

recognise the qualitative features of the graph of \(y=\log_ax\) \((a>1)\) including asymptotes, and of its translations \(y=\log_ax+b\) and \(y=\log_a{(x+c)}\)

ACMMM179

define the approximate margin of error \(E=z\sqrt[{}]{(\widehat p(1-\widehat p)/n}\) and understand the trade-off between margin of error and level of confidence

Nhà ở Úc và Việt Nam – AT

Students learnt about the concept of ‘place and space’ and researched housing in both Australia and Vietnam. Students learnt language structures and vocabulary to enable them to compare and contrast objects, describe differences in culture and express …

Nhà ở Úc và Việt Nam – AT | Samples | Work samples | Resources

ACMMM176

simulate repeated random sampling, for a variety of values of \(p\) and a range of sample sizes, to illustrate the distribution of \(\widehat p\) and the approximate standard normality of \(\frac{\widehat p\;-p}{\sqrt[{}]{(\widehat p(1-\widehat p)/n}}\) …

ACMSM055

define and use basic linear transformations: dilations of the form \((\mathrm x,\mathrm y)\longrightarrow({\mathrm\lambda}_1\mathrm x,{\mathrm\lambda}_2\mathrm y)\) , rotations about the origin and reflection in a line which passes through the origin, …

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.'

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