Achievement Standard French Years 9 and 10
By the end of Year 10, students use written and spoken French to communicate with teachers, peers and others in a range of settings and for a range of purposes They use language to access and exchange information on a broad range of social, cultural and …
Achievement Standard | Achievement Standards | Years 9 and 10 | Years F–10 Sequence | French | Languages | F-10 curriculum
Achievement Standard German Years 5 and 6
By the end of Year 6, students use written and spoken German for classroom interactions, to carry out transactions, and to share ideas and opinions, relate experiences and express feelings. They use complete sentences in familiar contexts to ask …
Achievement Standard | Achievement Standards | Years 5 and 6 | Years F–10 Sequence | German | Languages | F-10 curriculum
Achievement Standard Indonesian Years 9 and 10
By the end of Year 10, students use Indonesian to communicate with teachers, peers and others in a range of settings and for a range of purposes. They pronounce the sounds ngg and ng, as well as sy (for example, masyarakat) and kh (for example, akhir), …
Achievement Standard | Achievement Standards | Years 9 and 10 | Years F–10 Sequence | Indonesian | Languages | F-10 curriculum
Achievement Standard Modern Greek Years 3 and 4
By the end of Year 4, students interact with the teacher and peers to share simple information about aspects of their lives, such as school (for example, Mαθαίνω ελληνικά), home (for example, Το σπίτι μου είναι μεγάλο) and everyday routines (for …
Achievement Standard | Achievement Standards | Years 3 and 4 | Years F–10 Sequence | Modern Greek | Languages | F-10 curriculum
Achievement Standard Modern Greek Years 9 and 10
By the end of Year 10, students use written and spoken Greek to initiate, sustain and extend formal and informal interactions with teachers, peers and others in a range of settings such as, Τι θα κάνεις μετά το σχολείο; They use language spontaneously …
Achievement Standard | Achievement Standards | Years 9 and 10 | Years F–10 Sequence | Modern Greek | Languages | F-10 curriculum
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
Understanding
In F–2, students make connections between related concepts and progressively apply the familiar to develop new ideas. In Years 3–6, students make connections between related concepts and progressively apply the familiar to develop new ideas. They develop …
Understanding | 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
Languages: Indonesian - Satisfactory - Years 3 and 4
This portfolio of student work shows that the student can interact in classroom routines and structured interactions with teachers and peers (WS1). The student reproduces the sounds of au (for example, mau) and g (for example, gemuk) and the final sound k (for …
Languages: Indonesian - Satisfactory - Years 3 and 4 | Portfolios | Work samples | Resources
ACSCH002
Design investigations, including the procedure/s to be followed, the materials required, and the type and amount of primary and/or secondary data to be collected; conduct risk assessments; and consider research ethics
ACSCH002 | Content Descriptions | Unit 1 | Chemistry | Science | Senior secondary curriculum
ACSCH027
The type of bonding within substances explains their physical properties, including melting and boiling point, conductivity of both electricity and heat, strength and hardness
ACSCH027 | Content Descriptions | Unit 1 | Chemistry | Science | Senior secondary curriculum
ACSCH041
Design investigations, including the procedure/s to be followed, the materials required, and the type and amount of primary and/or secondary data to be collected; conduct risk assessments; and consider research ethics
ACSCH041 | Content Descriptions | Unit 2 | Chemistry | Science | Senior secondary curriculum
ACSCH075
Design investigations, including the procedure/s to be followed, the materials required, and the type and amount of primary and/or secondary data to be collected; conduct risk assessments; and consider research ethics
ACSCH075 | Content Descriptions | Unit 3 | Chemistry | Science | Senior secondary curriculum
ACSCH113
Design investigations, including the procedure/s to be followed, the materials required, and the type and amount of primary and/or secondary data to be collected; conduct risk assessments; and consider research ethics
ACSCH113 | Content Descriptions | Unit 4 | Chemistry | Science | Senior secondary curriculum
ACSES002
Design investigations including the procedure/s to be followed, the information required and the type and amount of primary and/or secondary data to be collected; conduct risk assessments; and consider research ethics
ACSES002 | Content Descriptions | Unit 1 | Earth and Environmental Science | Science | Senior secondary curriculum
ACSES031
Design investigations including the procedure/s to be followed, the information required and the type and amount of primary and/or secondary data to be collected; conduct risk assessments; and consider research ethics
ACSES031 | Content Descriptions | Unit 2 | Earth and Environmental Science | Science | Senior secondary curriculum
ACSES058
Design investigations including the procedure/s to be followed, the information required and the type and amount of primary and/or secondary data to be collected; conduct risk assessments; and consider research ethics
ACSES058 | Content Descriptions | Unit 3 | Earth and Environmental Science | Science | Senior secondary curriculum
ACSES074
The type, volume and location of mineral and energy resources influences the methods of extraction (for example, underground, open pit, onshore and offshore drilling and completion)
ACSES074 | Content Descriptions | Unit 3 | Earth and Environmental Science | Science | Senior secondary curriculum
ACSES085
Design investigations including the procedure/s to be followed, the information required and the type and amount of primary and/or secondary data to be collected; conduct risk assessments; and consider research ethics
ACSES085 | Content Descriptions | Unit 4 | Earth and Environmental Science | Science | Senior secondary curriculum
ACSPH002
Design investigations, including the procedure/s to be followed, the materials required, and the type and amount of primary and/or secondary data to be collected; conduct risk assessments; and consider research ethics
ACSPH002 | Content Descriptions | Unit 1 | Physics | Science | Senior secondary curriculum