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
Achievement Standard Indonesian Years 5 and 6
By the end of Year 6, students use Indonesian to convey information about themselves, their family and friends, and daily routines and activities. They locate specific details and use familiar words and phrases to predict meanings in texts. They respond …
Achievement Standard | Achievement Standards | Years 5 and 6 | Years F–10 Sequence | Indonesian | Languages | F-10 curriculum
Achievement Standard Indonesian Years 7 and 8
By the end of Year 8, students use Indonesian to interact and exchange ideas, experiences and interests with teachers, peers and others. They pronounce familiar polysyllabic words such as mendengarkan, pekerjaan and mengerjakan, stressing the penultimate …
Achievement Standard | Achievement Standards | Years 7 and 8 | Years F–10 Sequence | Indonesian | Languages | F-10 curriculum
Achievement Standard Indonesian Years 7 and 8
By the end of Year 8, students share factual information and opinions about their personal and immediate worlds, including personal details, family, pets, friends, pastimes, school and neighbourhood. They interact with others orally and in writing, asking …
Achievement Standard | Achievement Standards | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | Indonesian | Languages | F-10 curriculum
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
Elaboration (11) ACLINU098
specifying place and location, for example, di sini, di sana, di atas, di bawah
Elaboration (11) | ACLINU098 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | Indonesian | Languages | F-10 curriculum
Rationale/Aims Earth and Environmental Science
Rationale Earth and Environmental Science is a multifaceted field of inquiry that focuses on interactions between the solid Earth, its water, its air and its living organisms, and on dynamic, interdependent relationships that have developed between these …
Rationale/Aims | Earth and Environmental Science | Science | Senior secondary 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
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 (3) ACHEK051
investigating the ways living standards can be measured (for example, gross domestic product (GDP), Human Development Index (HDI) or total quality of life index)
Elaboration (3) | ACHEK051 | Content Descriptions | Year 10 | Economics and Business | Humanities and Social Sciences | 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
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
Elaboration (2) ACLITC062
viewing television programs and listening to radio news, and identifying key information, for example, Attenzione, elencare solo le città e i film
Elaboration (2) | ACLITC062 | Content Descriptions | Years 7 and 8 | Years F–10 Sequence | Italian | 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
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
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