Search

Outdoor learning

Outdoor learning | Portfolios | Curriculum connections | Resources

In this portfolio, students show that they can design questions for investigation using appropriate inquiry skills. They systematically record and tabulate data, analyse trends in collected data and summarise findings of a survey. Students draw conclusions …

Sustainability | Portfolios | STEM | Resources

Environment

In this portfolio, students show that they can design questions for investigation using appropriate inquiry skills. They systematically record and tabulate data, analyse trends in collected data and summarise findings of a survey. Students draw conclusions …

Environment | Portfolios | STEM | Resources

Health and Physical Education - Satisfactory - Years 1 and 2

This portfolio of student work shows that the student can describe physical changes that occur as they age, and can identify relationships that change over time (WS3). They can identify physical and cognitive strengths and make connections between personal …

Health and Physical Education - Satisfactory - Years 1 and 2 | Portfolios | Work samples | 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

Elaboration ACLINC018

sharing information about self related to daily routine, family and friends, pastimes and aspects of school and home, for example, Saya tinggal di Darwin dengan keluarga saya. Rumah saya besar, Saya bermain bola basket, Saya suka es krim

Elaboration (3) ACLINC053

responding to invitations to events by accepting (for example, Ya, mau ikut), declining (for example, sayang/maaf…), and giving excuses, for example, Saya harus ke rumah nenek

Elaboration (1) ACHASSI161

applying social, economic and/or environmental criteria when making decisions about alternative responses to an issue or challenge (for example, applying these criteria to alternative responses to sustainable living in high and low socioeconomic regions …

Elaboration (2) ACHASSK177

creating a graphic representation of the extent of India as a political unit at this time, including for example, its diverse climatic and geographical features, types and location of food production, areas of high- and low-density population

Elaboration (1) ACDSEH006

creating a graphic representation of the extent of India as a political unit at this time (for example, its diverse climatic and geographical features, types and location of food production, areas of high- and low-density population)

Elaboration (2) ACAMUM080

using voices and body percussion to experiment with the elements of music to identify same and different, for example, sound and silence, fast and slow, long and short, high and low, loud and soft, happy and sad

Elaboration (1) ACTDEK046

justifying decisions when selecting from a broad range of technologies − materials, systems, components, tools and equipment, for example selecting low-emission paints and locally sourced materials

Elaboration (4) ACLFRC110

using mathematical language and processes in real or simulated transactions, for example, creating a virtual bureau de change, setting exchange rates with the euro, CHF, CFP, XAF; managing a budget for online shopping on French-language internet site …

Elaboration (2) ACLASFC098

participating in shared reading of age-appropriate high-interest, low-readability books containing images and plain English text, asking and answering questions about unfamiliar words and phrases, working collaboratively to produce an Auslan version of …

History - Years 7 and 8

Year 7 Historical knowledge and understanding Investigating the ancient past The Mediterranean world Students investigate ONE of these Mediterranean societies in depth: Egypt or Greece or Rome. Content descriptions with elaborations: Physical …

History - Years 7 and 8 | Food and fibre dimensions | Dimensions | Curriculum connections | Resources

Design and Technologies - Years 9 and 10

Years 9 and 10 Design and technologies knowledge and understanding Content descriptions with elaborations Critically analyse factors, including social, ethical and sustainability considerations, that impact on designed solutions for global preferred …

Design and Technologies - Years 9 and 10 | Food and wellbeing dimensions | Dimensions | Curriculum connections | Resources

Elaboration (3) ACLINU068

examining cultural representation in the Indonesian language system, such as the gender-neutral terms (for example, dia, pacar), the omission of personal pronouns, particularly saya (for example, Bisa datang ke rumah?), and the use of cardinal directions, …

Elaboration (2) ACLINC087

giving, accepting or declining invitations (for example, mau ikut; sayang saya tidak bisa, maaf, ya), including making excuses to avoid causing offence or embarassment, for example, maaf, saya harus ke rumah nenek pada hari Sabtu, lain kali saja

Elaboration (1) ACLINU098

identifying things and animals using concrete nouns, for example, school (ruang kelas, aula, tas sekolah), objects (tempat tidur, bak mandi, sepeda), places (taman, desa, hutan, pantai, mesjid) and animals (anjing, kucing, orang utan), and some nouns …

Elaboration (1) ACLITU074

investigating the impact of the media on the Italian language by analysing headlines, advertisements and news reports, and comparing these with texts in English (for example, comparisons of vocabulary or syntax) noticing how English is modifying Italian …

Curriculum Types

Resource Subjects

Resource Year Levels

Level of Achievements

Curriculum Elements Types

General Capabilities

Cross Curriculum Priorities