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Elaboration (1) ACLITC042

asking to receive things, for example, Per favore, dammi una penna blu. Per piacere, mi porti …? Sì/D’accordo/Non posso

Elaboration (1) | ACLITC042 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | Italian | Languages | F-10 curriculum

ACMGM008

calculate the dividend paid on a portfolio of shares, given the percentage dividend or dividend paid per share, for each share; and compare share values by calculating a price-to-earnings ratio.

ACMGM008 | Content Descriptions | Unit 1 | General Mathematics | Mathematics | Senior secondary curriculum

ACSCH024

The relative atomic mass of an element is the ratio of the weighted average mass per atom of the naturally occurring form of the element to \(\frac1{12}\) the mass of an atom of carbon-12; relative atomic masses reflect the isotopic composition of the …

ACSCH024 | Content Descriptions | Unit 1 | Chemistry | Science | Senior secondary curriculum

ACSPH040

The energy available to charges moving in an electrical circuit is measured using electric potential difference, which is defined as the change in potential energy per unit charge between two defined points in the circuit

ACSPH040 | Content Descriptions | Unit 1 | Physics | Science | Senior secondary curriculum

Achievement Standard Italian Years 9 and 10

By the end of Year 10, students use written and spoken Italian to interact with others in a range of contexts and for a range of purposes. They discuss topics such as education, work, the environment and youth issues as well as concepts from a range of …

Achievement Standard | Achievement Standards | Years 9 and 10 | Years F–10 Sequence | Italian | Languages | F-10 curriculum

Elaboration ACMNA174

applying the unitary method to identify ‘best buys’ situations, such as comparing the cost per 100g

literacy critical-creative numeracy

Elaboration | ACMNA174 | Content Descriptions | Year 7 | Mathematics | F-10 curriculum

Elaboration (2) ACHASSK138

investigating the differences in the population size, density, life expectancy and per capita income between countries across the world

critical-creative intercultural-understanding

Elaboration (2) | ACHASSK138 | Content Descriptions | Year 6 | HASS | Humanities and Social Sciences | F-10 curriculum

Elaboration (2) ACLHIU104

recognising rules of structure and composition in Hindi poetry, for example, by identifying patterns of rhythm, rhyme, repetition and meter in poems by सुभद्रा कुमारी चौहान or जयशंकर प्रसाद

Elaboration (2) | ACLHIU104 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | Hindi | Languages | F-10 curriculum

OwP3

Find a part of a whole as a percentage uses a strategy to find a percentage that represents part of a whole (what per cent is 7 of 28, may use benchmark fractions, or what per cent is 7 of 29, may multiply to calculate)

OwP3 | Operating with percentages | Number sense and algebra | National Numeracy Learning Progression | National Literacy and Numeracy Learning Progressions | Resources

FlY3

reads aloud a decodable or simple text at a reasonable pace, grouping words into meaningful phrases (see Understanding texts) uses punctuation cues and some intonation and expression reads accurately at an efficient pace without overt sounding and …

FlY3 | Fluency | Reading and viewing | National Literacy Learning Progression | National Literacy and Numeracy Learning Progressions | Resources

Outdoor learning

Outdoor learning | Portfolios | Curriculum connections | Resources

OwP1

Understanding percentages and relative size interprets per cent as meaning ‘out of 100’ recognises that 100% is a complete whole interprets a percentage as an operator (percentage is of an amount, 17% of $80, 17% does not exist alone without its …

OwP1 | Operating with percentages | Number sense and algebra | National Numeracy Learning Progression | National Literacy and Numeracy Learning Progressions | Resources

CoU2

Ratios interprets ratios as a comparison between the same units of measure (students to teachers in a school is 20:1) expresses a ratio as equivalent fractions or percentages (ratio 1:1, each part represents ½ or 50% of the whole) uses a ratio to …

CoU2 | Comparing units (ratios, rates and proportion) | Number sense and algebra | National Numeracy Learning Progression | National Literacy and Numeracy Learning Progressions | Resources

Elaboration (2) ACLITU035

identifying the meaning of conventional expressions used socially in Italian and the different contexts in which they are used, for example, Permesso? — Avanti! Grazie. — Prego; Per favore/per piacere. Buon appetito! A domani!

Elaboration (2) | ACLITU035 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | Italian | Languages | F-10 curriculum

Elaboration (2) ACLITC077

sustaining exchanges with others by acknowledging, asking for repetition or clarification, or questioning further, for example, Scusi non ho capito, può ripetere, per favore? Potrebbe ascoltare, per favore? Può aiutarmi a … Mi sono dimenticato/a di …

Elaboration (2) | ACLITC077 | Content Descriptions | Years 9 and 10 | Years F–10 Sequence | Italian | Languages | F-10 curriculum

Elaboration (1) ACHGK078

identifying the trends in gross domestic product (GDP) and GDP per capita over time in the selected country or region and their relationship with trends in measures of wellbeing

literacy critical-creative ethical-understanding numeracy

Elaboration (1) | ACHGK078 | Content Descriptions | Year 10 | Geography | Humanities and Social Sciences | F-10 curriculum

Elaboration (8) ACLITC001

using formulaic phrases, for example, Grazie! Prego. Scusa. Per favore. Bene. Molto bene. Perché? Buon appetito!

Elaboration (8) | ACLITC001 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | Italian | Languages | F-10 curriculum

Elaboration (2) ACLITC059

describing plans, arrangements and actions, making suggestions, providing reasons for their own preferences and negotiating outcomes, for example, Organizziamo la vendita dei nostri lavori per raccogliere soldi per comprare … Sponsorizziamo … Come possiamo …

Elaboration (2) | ACLITC059 | Content Descriptions | Years 7 and 8 | Years F–10 Sequence | Italian | Languages | F-10 curriculum

ACMGM070

use arithmetic sequences to model and analyse practical situations involving linear growth or decay; for example, analysing a simple interest loan or investment, calculating a taxi fare based on the flag fall and the charge per kilometre, or calculating …

ACMGM070 | Content Descriptions | Unit 3 | General Mathematics | Mathematics | Senior secondary curriculum

Elaboration (1) ACHASSK139

investigating the relationship between per capita income, health (as measured by life expectancy) and energy consumption in a selection of countries around the world, including at least one country from the Asia region

literacy intercultural-understanding numeracy critical-creative asia-australia

Elaboration (1) | ACHASSK139 | Content Descriptions | Year 6 | HASS | Humanities and Social Sciences | F-10 curriculum

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