Achievement Standard Italian Years 7 and 8
By the end of Year 8, students use spoken and written Italian to interact in a range of personal and social contexts. They describe or present people, places, events or conditions; discuss likes, dislikes and preferences; present information; recount …
Achievement Standard | Achievement Standards | Years 7 and 8 | Years F–10 Sequence | Italian | 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
Elaboration (3) ACLINU013
specifying location using prepositions, for example, di atas, di bawah, di dalam, di belakang
Elaboration (3) | ACLINU013 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | Indonesian | Languages | F-10 curriculum
Elaboration ACLITC099
posing questions (for example, Perché? Come si scrive? Può/puoi ripetere? Come si dice …? Come? Come si fa? Secondo me … Penso di sì/penso di no … Di chi è?) and explaining, for example, È mio/è di Luisa
Elaboration | ACLITC099 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | Italian | Languages | F-10 curriculum
Elaboration (11) ACLINU081
evaluating by using, for example, pada pendapat saya, menurut saya, di satu pihak…di pihak lain…, sebaliknya
Elaboration (11) | ACLINU081 | Content Descriptions | Years 9 and 10 | Years F–10 Sequence | Indonesian | Languages | F-10 curriculum
Elaboration (4) ACLITC042
participating in a class dis cussion on a theme, activity or experience, for example, La musica di … è più interessante di … Secondo me …
Elaboration (4) | ACLITC042 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | Italian | Languages | F-10 curriculum
Achievement Standard Italian Years 9 and 10
By the end of Year 10, students use a range of everyday language both orally and in writing to exchange information about their personal, social and local world and about broader issues of personal significance. They communicate thoughts and opinions; …
Achievement Standard | Achievement Standards | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | Italian | 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
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
Elaboration ACLITC120
reporting on current events and topics related to personal worlds, through reports, summaries, biographies or journal entries, for example, presenting a profile of a favourite artist or a famous person; or reporting the findings of a survey (Il documentario …
Elaboration | ACLITC120 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | Italian | Languages | F-10 curriculum
Achievement Standard Vietnamese Years 9 and 10
By the end of Year 10, students use written and spoken Vietnamese to initiate and sustain interactions with teachers, peers and adults in familiar contexts, for example, Bạn thích nghe loại nhạc nào? Tôi thích nghe nhạc trẻ. Bạn thích ca sĩ và …
Achievement Standard | Achievement Standards | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | Vietnamese | Languages | F-10 curriculum
Context statement Chinese
The place of the Chinese language and culture in Australia and the world China's official language is Modern Standard Chinese, or Putonghua (the common or shared language) in Chinese. The language is also referred to as Hanyu, the spoken …
Context statement | Chinese | Languages | F-10 curriculum
Context statement Hindi
The place of the Hindi language and associated cultures in Australia and the world Hindi is an official language of India and Fiji. It is the most widely spoken language of the Indian subcontinent and is also widely spoken throughout the world in countries …
Context statement | Hindi | Languages | F-10 curriculum
AdS1
Emergent strategies combines two groups of objects and attempts to find the total compares two quantities of up to 10 and states which group has more
AdS1 | Additive strategies | Number sense and algebra | National Numeracy Learning Progression | National Literacy and Numeracy Learning Progressions | Resources
AdS3
Figurative (imagined units) solves additive tasks involving two concealed collections of items by visualising, counting from one to determine the total
AdS3 | Additive strategies | Number sense and algebra | National Numeracy Learning Progression | National Literacy and Numeracy Learning Progressions | Resources
MuS1
Forming equal groups shares collections equally by dealing (that is, distributing items one to one until they are exhausted) makes equal groups and counts by ones to find the total
MuS1 | Multiplicative strategies | Number sense and algebra | National Numeracy Learning Progression | National Literacy and Numeracy Learning Progressions | Resources
UnC4
Probabilities expresses probability as the number of ways an event can happen out of the total number of possibilities describes probabilities as fractions of one (the probability of an even number when rolling a dice is \(\frac12\))
UnC4 | Understanding chance | Statistics and probability | National Numeracy Learning Progression | National Literacy and Numeracy Learning Progressions | Resources
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
Outdoor learning
Outdoor learning | Portfolios | Curriculum connections | Resources
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