UuM3

Using informal units of measurement estimates the total number of units needed to measure uses multiple informal units to measure length, mass or capacity (uses paper clips to measure the length of a line) chooses and uses a selection of the same …

UuM3 | Understanding units of measurement | Measurement and geometry | National Numeracy Learning Progression | National Literacy and Numeracy Learning Progressions | Resources

Elaboration (2) ACLJAU156

knowing that the hiragana spelling of a particular particle does not match its pronunciation, for example, ‘wa’ for は , ‘e’ for へ, ‘o/wo’ for を

Elaboration (2) | ACLJAU156 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | Japanese | Languages | F-10 curriculum

AdS2

Perceptual strategies counts items that can be perceived by ones to find the total of two groups with one-to-one matching of number words and objects builds and subtracts numbers by using objects or fingers makes combinations to form numbers up to …

AdS2 | Additive strategies | Number sense and algebra | National Numeracy Learning Progression | National Literacy and Numeracy Learning Progressions | Resources

MuS3

Figurative (imagined units) relies on perceptual markers to represent each group uses equal grouping and counting without individual items visible but needs to represent the groups before determining the total counts by twos, fives and tens, matching …

MuS3 | Multiplicative strategies | Number sense and algebra | National Numeracy Learning Progression | National Literacy and Numeracy Learning Progressions | Resources

MuS4

Repeated abstract composite units uses composite units in repeated addition and subtraction using the unit a specified number of times uses skip counting and may use fingers to keep track of the number of groups as the counting occurs determines …

MuS4 | Multiplicative strategies | Number sense and algebra | National Numeracy Learning Progression | National Literacy and Numeracy Learning Progressions | Resources

CoU3

Applying proportion interprets proportion as the equality of two ratios or rates uses common fractions and decimals for proportional division demonstrates how increasing one quantity in a ratio will affect the total proportion performs operations …

CoU3 | Comparing units (ratios, rates and proportion) | Number sense and algebra | National Numeracy Learning Progression | National Literacy and Numeracy Learning Progressions | Resources

UuM6

Identifying the structure of units draws and describes the column and row structure to represent area as an array, moving beyond counting of squares by ones calculates the total area using rows and/or columns as composite units uses familiar household …

UuM6 | Understanding units of measurement | Measurement and geometry | National Numeracy Learning Progression | National Literacy and Numeracy Learning Progressions | Resources

UnC5

Calculating probabilities describes the likelihood of events using a fraction or percentage interprets the odds of an event (odds of 5:1, the odds against rolling a 6, means a wager of $1 stands to win $5) explains how probability is not affected …

UnC5 | Understanding chance | Statistics and probability | National Numeracy Learning Progression | National Literacy and Numeracy Learning Progressions | Resources

Outdoor learning

Outdoor learning | Portfolios | 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 (3) | ACLINU068 | Content Descriptions | Years 7 and 8 | Years F–10 Sequence | Indonesian | Languages | F-10 curriculum

Elaboration (1) ACLINU119

understanding how language reflects specific cultural ideas, such as social organisation (for example, kelurahan, bapak camat, bupati, kabupaten, propinsi), as well as values, such as deference and humility, for example, numpang tanya Pak, minta maaf, …

Elaboration (1) | ACLINU119 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | Indonesian | Languages | F-10 curriculum

Elaboration ACLASFU034

exploring similarities and differences in Auslan dialects through building webcam relationships with other schools or through identifying and collecting signs that differ in the ‘northern’ (NSW, Qld and ACT) and ‘southern’ (Vic., SA, WA, NT and Tas.) …

Elaboration | ACLASFU034 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | First Language Learner Pathway | Auslan | Languages | F-10 curriculum

Elaboration (2) ACTDIP039

evaluating aspects of the total user experience, that is, all aspects of the system as perceived by the users, for example, a user’s initial experience of setting up and using a system, or a user’s emotional or cultural response to using a digital sy …

Elaboration (2) | ACTDIP039 | Content Descriptions | Years 9 and 10 | Digital Technologies | Technologies | F-10 curriculum

Mathematics - Years 7 and 8

Year 7 Statistics and probability Data representation and interpretation Content descriptions with elaborations: Identify and investigate issues involving numerical data collected from primary and secondary sources (ACMSP169) obtaining secondary …

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

Elaboration (2) ACLINC053

expressing preferences for plans (for example, ide bagus, saya setuju), comparing and contrasting alternatives (for example, Kalau kita ke restoran Jawa lebih murah, Saya pikir lebih baik kalau kita pergi pada hari Rabu karena…, Sebaiknya kita…) and agreeing …

Elaboration (2) | ACLINC053 | Content Descriptions | Years 7 and 8 | Years F–10 Sequence | Indonesian | Languages | F-10 curriculum

Elaboration (5) ACLINC053

participating in transactions and negotiations, such as to purchase food, clothing, souvenirs or transport (for example, Berapa harganya? Boleh tawar?), maintaining the interaction (for example, aduh, terlalu mahal, di toko lain lebih murah) and discussing …

Elaboration (5) | ACLINC053 | Content Descriptions | Years 7 and 8 | Years F–10 Sequence | Indonesian | Languages | F-10 curriculum

Elaboration (2) ACLCHU160

exploring how cultural concepts of family and the importance of one’s sense of connection to others influence use of language, for example, in the greeting 阿姨好！ (‘Hello, Aunty!’), where ‘aunty’ may be a colleague of their mother’s and a total stranger …

Elaboration (2) | ACLCHU160 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | Background Language Learner Pathway | Chinese | Languages | F-10 curriculum

Elaboration (6) ACLINU047

describing character and qualities using adjectives, for example, menarik, bosan, enak, bodoh, pandai, rajin, nakal, mahal, murah, sakit, capai, segar

Elaboration (6) | ACLINU047 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | Indonesian | Languages | F-10 curriculum

Elaboration (4) ACLINU030

describing actions using simple base verbs (for example, tinggal, bangun, mandi, naik) and ber- verbs, for example, bermain, berjalan, bersepeda, berenang

Elaboration (4) | ACLINU030 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | Indonesian | Languages | F-10 curriculum

Law of conservation of mass – ABOVE

Prior to the sample task, students learnt the basic concepts and history of atomic theory, the difference between elements and compounds, the law of conservation of mass, and different types of chemical reactions. In this task, students were asked to …

Law of conservation of mass – ABOVE | Samples | Work samples | Resources