Representation of General capabilities Essential Mathematics
The seven general capabilities of Literacy, Numeracy, Information and Communication Technology (ICT) capability, Critical and creative thinking, Personal and social capability, Ethical understanding, and Intercultural understanding are identified where …
Representation of General capabilities | Essential Mathematics | Mathematics | Senior secondary curriculum
Representation of General capabilities General Mathematics
The seven general capabilities of Literacy, Numeracy, Information and Communication Technology (ICT) capability, Critical and creative thinking, Personal and social capability, Ethical understanding, and Intercultural understanding are identified where …
Representation of General capabilities | General Mathematics | Mathematics | Senior secondary curriculum
Representation of General capabilities Mathematical Methods
The seven general capabilities of Literacy, Numeracy, Information and Communication technology (ICT) capability, Critical and creative thinking, Personal and social capability, Ethical understanding, and Intercultural understanding are identified where …
Representation of General capabilities | Mathematical Methods | Mathematics | Senior secondary curriculum
Representation of General capabilities Specialist Mathematics
The seven general capabilities of Literacy, Numeracy, Information and Communication technology (ICT) capability, Critical and creative thinking, Personal and social capability, Ethical understanding, and Intercultural understanding are identified where …
Representation of General capabilities | Specialist Mathematics | Mathematics | Senior secondary curriculum
Rationale/Aims Geography
Rationale The study of Geography draws on students’ curiosity about the diversity of the world’s places and their peoples, cultures and environments. It enables students to appreciate the complexity of our world and the diversity of its environments, …
Rationale/Aims | Geography | Humanities and Social Sciences | Senior secondary curriculum
Years 7 to 10 Framework for Aboriginal Languages and Torres Strait Islander Languages
The nature of the learner, the pathway and particular language Languages studied in the First Language Learner Pathway (L1) are typically used in spoken form as the language of everyday communication by whole communities across all generations. Typically, …
Years 7 to 10 | Years F–10 Sequence | First Language Learner Pathway (L1) | Framework for Aboriginal Languages and Torres Strait Islander Languages | Languages | F-10 curriculum
Years 3 to 6 Framework for Aboriginal Languages and Torres Strait Islander Languages
The nature of the learner, the pathway and particular language Languages studied in the Second Language Learner Pathway (L2) are typically languages used in spoken form as the language of everyday communication by whole communities across all generations. The …
Years 3 to 6 | Years F–10 Sequence | Second Language Learner Pathway (L2) | Framework for Aboriginal Languages and Torres Strait Islander Languages | Languages | F-10 curriculum
Structure of Essential Mathematics Essential Mathematics
Essential Mathematics has four units each of which contains a number of topics. It is intended that the topics be taught in a context relevant to students’ needs and interests. In Essential Mathematics, students use their knowledge and skills to investigate …
Structure of Essential Mathematics | Essential Mathematics | Mathematics | Senior secondary curriculum
Structure of General Mathematics General Mathematics
General Mathematics is organised into four units. The topics in each unit broaden students’ mathematical experience and provide different scenarios for incorporating mathematical arguments and problem solving. The units provide a blending of algebraic, …
Structure of General Mathematics | General Mathematics | Mathematics | Senior secondary curriculum
Structure of Mathematical Methods Mathematical Methods
Mathematical Methods is organised into four units. The topics broaden students’ mathematical experience and provide different scenarios for incorporating mathematical arguments and problem solving. The units provide a blending of algebraic and geometric …
Structure of Mathematical Methods | Mathematical Methods | Mathematics | Senior secondary curriculum
Fluency
In F–2, students become fluent as they develop skills in choosing appropriate procedures; and recalling factual knowledge and concepts readily. In Years 3–6, students become fluent as they develop skills in choosing appropriate procedures; carrying out …
Fluency | Portfolios | Mathematics proficiencies | Resources
Achievement Standard Korean Years 5 and 6
By the end of Year 6, students engage in classroom interactions to carry out collaborative tasks, to exchange information and to express feelings and ideas related to specific contexts, personal interests and daily routines at home and school. They ask …
Achievement Standard | Achievement Standards | Years 5 and 6 | Years F–10 Sequence | Korean | Languages | F-10 curriculum
Achievement Standard German Foundation to Year 2
By the end of Year 2, students interact with teachers and peers through action-related talk and play. They introduce themselves, exchange greetings and farewells, for example, Ich heiße … Auf Wiedersehen! and express likes and dislikes. When interacting, …
Achievement Standard | Achievement Standards | Foundation to Year 2 | Years F–10 Sequence | German | Languages | F-10 curriculum
Achievement Standard Korean Foundation to Year 2
By the end of Year 2, students interact with peers and teachers through play- and action-related talk, exchanging greetings and introducing themselves (for example, 안녕하세요?; 안녕?; 저는 ...이에요/예요 used as a set phrase) with gestures. They respond to …
Achievement Standard | Achievement Standards | Foundation to Year 2 | Years F–10 Sequence | Korean | Languages | F-10 curriculum
Achievement Standard Japanese Years 7 and 8
By the end of Year 8, students use Japanese to interact with peers, the teacher and others to exchange information, recount experiences and express opinions. They use verb ましょう for planning and making arrangements and offering suggestions. They …
Achievement Standard | Achievement Standards | Years 7 and 8 | Years F–10 Sequence | Japanese | Languages | F-10 curriculum
Example of knowledge and skills Drama
In this band students are introduced to the ways that ideas and intentions are communicated in and through drama. They develop knowledge, understanding and skills through drama practices focusing on: Elements of drama Role, character and relationships Role …
Example of knowledge and skills | Drama | The Arts | F-10 curriculum
UnM2
Face value recognises 5c, 10c, 20c and 50c coins based on face value recognises $1 and $2 coins based on face value
UnM2 | Understanding money | Number sense and algebra | National Numeracy Learning Progression | National Literacy and Numeracy Learning Progressions | Resources
QuN12
Understanding place value (directed numbers) orders negative numbers (recognises that −10 °C is colder than −2.5 °C) Representing place value recognises, reads and interprets very large and very small numbers expresses numbers as powers of 10 …
QuN12 | Quantifying numbers | Number sense and algebra | National Numeracy Learning Progression | National Literacy and Numeracy Learning Progressions | Resources
Context statement French
The place of the French language and culture in Australia and in the world French is a major world language, spoken as the first language in more than two dozen countries on five continents and as an official language in 33 countries. First …
Context statement | French | Languages | F-10 curriculum
Context statement Turkish
The place of the Turkish language and culture in Australia and the world Turkish is the official language of the Republic of Turkey and one of the official languages of Cyprus. It originated many centuries ago in the Northern Siberian …
Context statement | Turkish | Languages | F-10 curriculum