Achievement Standard Mathematics Year 3
By the end of Year 3, students recognise the connection between addition and subtraction and solve problems using efficient strategies for multiplication. They model and represent unit fractions. They represent money values in various ways. Students identify …
Achievement Standard | Achievement Standards | Year 3 | Mathematics | F-10 curriculum
Achievement Standard Digital Technologies Years 7 and 8
By the end of Year 8, students distinguish between different types of networks and defined purposes. They explain how text, image and audio data can be represented, secured and presented in digital systems. Students plan and manage digital projects to …
Achievement Standard | Achievement Standards | Years 7 and 8 | Digital Technologies | Technologies | F-10 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 (10) ACLASFU071
comparing levels of endangerment of different sign languages, such as NZSL, village sign languages, ASL, Scandinavian, South American sign languages and Auslan, for example by using UNESCO data by reviewing the iSLanDS survey findings
Elaboration (10) | ACLASFU071 | Content Descriptions | Years 7 and 8 | Years F–10 Sequence | First Language Learner Pathway | Auslan | Languages | F-10 curriculum
Elaboration (12) ACLASFU089
researching the status and recognition of signed languages in other countries, for example, New Zealand, the USA, the UK, the Scandinavian nations, considering issues such as language rights, documentation and development efforts
Elaboration (12) | ACLASFU089 | Content Descriptions | Years 9 and 10 | Years F–10 Sequence | First Language Learner Pathway | Auslan | Languages | F-10 curriculum
Elaboration (12) ACLASFU197
comparing levels of endangerment of different sign languages, such as NZSL, village sign languages, ASL, Scandinavian, South American sign languages and Auslan, for example by using UNESCO data by reviewing the iSLanDS survey findings
Elaboration (12) | ACLASFU197 | Content Descriptions | Years 7 and 8 | Years F–10 Sequence | Second Language Learner Pathway | Auslan | Languages | F-10 curriculum
Elaboration (14) ACLASFU215
researching the status and recognition of signed languages in other countries, for example, New Zealand, the USA, the UK, the Scandinavian nations, considering issues such as language rights, documentation and development efforts
Elaboration (14) | ACLASFU215 | Content Descriptions | Years 9 and 10 | Years F–10 Sequence | Second Language Learner Pathway | Auslan | Languages | F-10 curriculum
Elaboration (27) ACLASFU251
researching the status and recognition of signed languages in other countries, for example, New Zealand, the USA, the UK or the Scandinavian nations, considering issues such as language rights, language documentation and development efforts
Elaboration (27) | ACLASFU251 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | Second Language Learner Pathway | Auslan | Languages | F-10 curriculum
Foundation to Year 2 Design and Technologies
Learning in Design and Technologies builds on concepts, skills and processes developed in the Early Years Learning Framework, revisiting, strengthening and extending these as needed. By the end of Year 2 students will have had the opportunity to create …
Foundation to Year 2 | Design and Technologies | Technologies | F-10 curriculum
Years 7 and 8 Digital Technologies
Learning in Digital Technologies focuses on further developing understanding and skills in computational thinking such as decomposing problems and prototyping; and engaging students with a wider range of information systems as they broaden their experiences …
Years 7 and 8 | Digital Technologies | Technologies | F-10 curriculum
ACMNA052
Recognise, model, represent and order numbers to at least 10 000
Elaborations ScOT Terms
ACMNA052 | Content Descriptions | Year 3 | Mathematics | F-10 curriculum
Achievement Standard Mathematics Year 8
By the end of Year 8, students solve everyday problems involving rates, ratios and percentages. They describe index laws and apply them to whole numbers. They describe rational and irrational numbers. Students solve problems involving profit and loss. …
Achievement Standard | Achievement Standards | Year 8 | Mathematics | F-10 curriculum
Achievement Standard Science Year 8
By the end of Year 8, students compare physical and chemical changes and use the particle model to explain and predict the properties and behaviours of substances. They identify different forms of energy and describe how energy transfers and transformations …
Achievement Standard | Achievement Standards | Year 8 | Science | F-10 curriculum
Rationale Framework for Aboriginal Languages and Torres Strait Islander Languages
Nganki - ka Kardu thipmam - wa! I Murrinh warda ngatha. The nganthin ngumpanngerren. I ku ngakumarl, da ngarra ngugumingki wurran. The da matha nganthin ngala i da bere matha wangu ngumamath ngumpan ngarra magulkul nganki. We are black people. …
Rationale | Framework for Aboriginal Languages and Torres Strait Islander Languages | Languages | F-10 curriculum
Foundation to Year 2 Arabic
The nature of the learners Children enter the early years of schooling with varying degrees of early literacy capability in Arabic and/or English. For young students, learning typically focuses on their immediate world of family, home, school, friends …
Foundation to Year 2 | Years F–10 Sequence | Arabic | Languages | F-10 curriculum
Years 3 and 4 Arabic
The nature of the learners At this level, children are developing awareness of their social worlds and their membership of various groups, including the Arabic class. They are further developing literacy capabilities in both Arabic and English, as well …
Years 3 and 4 | Years F–10 Sequence | Arabic | Languages | F-10 curriculum
Foundation to Year 2 Indonesian
The nature of the learners Children enter the early years of schooling with established oracy skills in one or more languages and varying degrees of early literacy capability. For young students, learning typically focuses on their immediate world of …
Foundation to Year 2 | Years F–10 Sequence | Indonesian | Languages | F-10 curriculum
Years 3 and 4 Modern Greek
The nature of the learners At this level, children are developing awareness of their social worlds and of their memberships of various groups including the Modern Greek class. They are further developing literacy capabilities in English, such as writing …
Years 3 and 4 | Years F–10 Sequence | Modern Greek | Languages | F-10 curriculum
Foundation to Year 2 Vietnamese
The nature of the learners Children enter the early years of schooling with varying degrees of early literacy capability in Vietnamese and/or English. For young students, learning typically focuses on their immediate world of family, home, school, friends …
Foundation to Year 2 | Years F–10 Sequence | Vietnamese | Languages | F-10 curriculum
Years 3 and 4 Vietnamese
The nature of the learners At this level, children are developing awareness of their social worlds and of their membership of various groups, including the Vietnamese class and community. They are further developing literacy capabilities in both Vietnamese …
Years 3 and 4 | Years F–10 Sequence | Vietnamese | Languages | F-10 curriculum