AdS4
Counting on (by ones) treats a number word as a completed count when solving problems (‘I have 7 apples. I want 10. How many more do I need?’ Treats the 7 as a completed count) uses a strategy of count-up-from to calculate addition (to find 6 + 3, …
AdS4 | Additive strategies | Number sense and algebra | National Numeracy Learning Progression | National Literacy and Numeracy Learning Progressions | Resources
AdS5
Counting back (by ones) uses count-down-from for subtraction tasks (9 – 3 = ?, 9 ... 8, 7, 6. It equals 6) uses count-down-to to calculate (9 take away something equals 6, responds 9 ... 8, 7, 6 ... It's 3) finds the difference between two numbers …
AdS5 | Additive strategies | Number sense and algebra | National Numeracy Learning Progression | National Literacy and Numeracy Learning Progressions | Resources
InF2
Repeated halving recognises quarters and eighths formed by repeated halving of a length (finds halfway then halves each half, or repeatedly halves using a linear arrangement of discrete items – 8 counters halved and then halved again into 4 groups …
InF2 | Interpreting fractions | Number sense and algebra | National Numeracy Learning Progression | National Literacy and Numeracy Learning Progressions | Resources
QuN8
Producing number names to at least 1000 counts forwards and backwards by 100s to 1000 (100, 200 … 1000) counts forwards and backwards by tens off the decade to 100 (2, 12, 22, …) Numeral recognition and identification of place value recognises …
QuN8 | Quantifying numbers | Number sense and algebra | National Numeracy Learning Progression | National Literacy and Numeracy Learning Progressions | Resources
Example of knowledge and skills Dance
In this band students are introduced to the ways that ideas and intentions are communicated in and through dance. They develop knowledge, understanding and skills through dance practices focusing on: Body body awareness – awareness of body in space in …
Example of knowledge and skills | Dance | The Arts | F-10 curriculum
Developing teaching and learning Auslan
Sequences of learning The Australian Curriculum: Languages – Auslan has two learning sequences: one from Foundation to Year 10, and another from Year 7 to Year 10 (Year 7 Entry). The curriculum is written in a series of bands, as follows: Foundation …
Developing teaching and learning | Auslan | Languages | F-10 curriculum
NPA4
Continuing number patterns continues patterns where the difference between each term is the same number (2, 4, 6, 8, 10 …) describes rules for continuing patterns where the difference between each term is the same number (to find the next number …
NPA4 | Number patterns and algebraic thinking | Number sense and algebra | National Numeracy Learning Progression | National Literacy and Numeracy Learning Progressions | Resources
NPA6
Generalising patterns identifies a single operation rule in numerical patterns and records it as a numerical expression (2, 4, 6, 8, 10 … is n + 2, or 2, 6, 18, 54 … is 3n) predicts a higher term of a pattern using the pattern’s rule Number properties creates …
NPA6 | Number patterns and algebraic thinking | Number sense and algebra | National Numeracy Learning Progression | National Literacy and Numeracy Learning Progressions | Resources
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 …
MuS6 | Multiplicative strategies | Number sense and algebra | National Numeracy Learning Progression | National Literacy and Numeracy Learning Progressions | Resources
Achievement Standard Arabic Years 7 and 8
By the end of Year 8, students use written and spoken Arabic to initiate and sustain classroom interactions with others, to exchange views, for example, السباحة رياضة ممتعة؛ أعتقد أن السفر مفيد جدا , and express feelings such as أشعر بالفرح؛ …
Achievement Standard | Achievement Standards | Years 7 and 8 | Years F–10 Sequence | Arabic | Languages | F-10 curriculum
Achievement Standard Arabic Years 7 and 8
By the end of Year 8, students use written and spoken Arabic to exchange information about their personal worlds and to express feelings, likes and dislikes. They use formulaic language for a range of classroom functions and processes, such as …
Achievement Standard | Achievement Standards | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | Arabic | Languages | F-10 curriculum
Achievement Standard Framework for Classical Languages Years 7 and 8
By the end of Year 8, students use their knowledge of vocabulary, grammar and textual cues to identify and interpret information in Latin texts, such as narratives, about the daily life and attitudes of the Romans. They interpret grammatical structures …
Achievement Standard | Achievement Standards | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | Latin | Framework for Classical Languages | Languages | F-10 curriculum
Achievement Standard French Years 7 and 8
By the end of Year 8, students use French to interact with each other, teachers and online French-speaking contacts, to exchange information, opinions, experiences, thoughts and feelings about themselves, their families and friends. They initiate and …
Achievement Standard | Achievement Standards | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | French | Languages | F-10 curriculum
Achievement Standard German Years 7 and 8
By the end of Year 8, students share information about their personal worlds, including personal details, family, friends, interests, likes, dislikes and preferences. They interact with others to carry out transactions, participate in class routines …
Achievement Standard | Achievement Standards | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | German | 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
Achievement Standard Modern Greek Years 7 and 8
By the end of Year 8, students use Greek to describe feelings (for example, Αγαπώ τη μουσική), express likes and dislikes (for example, Δε μου αρέσει η σοκολάτα) and exchange information about their personal worlds, including information about …
Achievement Standard | Achievement Standards | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | Modern Greek | Languages | F-10 curriculum
Achievement Standard Spanish Years 7 and 8
By the end of Year 8, students use written and spoken Spanish for classroom interactions, to carry out transactions and to exchange views and experiences with peers and others in a range of contexts. They use rehearsed and spontaneous language …
Achievement Standard | Achievement Standards | Years 7 and 8 | Years F–10 Sequence | Spanish | Languages | F-10 curriculum
Achievement Standard Turkish Years 7 and 8
By the end of Year 8, students use spoken and written Turkish to initiate and sustain social interactions and to reflect on their experiences. They exchange ideas on topics such as Türkiye’ye ilk ziyaret, Avustralya’ya ilk geliş and offer and …
Achievement Standard | Achievement Standards | Years 7 and 8 | Years F–10 Sequence | Turkish | Languages | F-10 curriculum
Achievement Standard Turkish Years 7 and 8
By the end of Year 8, students interact with the teacher and peers to exchange information and express opinions, for example, Arkadaşlarımla sinemaya gitmeyi severim. They use descriptive and expressive language to share feelings and to express …
Achievement Standard | Achievement Standards | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | Turkish | Languages | F-10 curriculum
Achievement Standard Vietnamese Years 7 and 8
By the end of Year 8, students use spoken and written Vietnamese to initiate and sustain interactions with peers, teachers, family members and other known adults, and to engage in transactions and exchange ideas and experiences. They ask and respond …
Achievement Standard | Achievement Standards | Years 7 and 8 | Years F–10 Sequence | Vietnamese | Languages | F-10 curriculum