Elaboration (3) ACLCHU126
comparing language use among family members (for example, with parents and siblings), and recognising different languages (e.g. Putonghua, a dialect or English) used for different participants, for example, 我跟爸爸妈妈说中文， 跟哥哥说英文
Elaboration (3) | ACLCHU126 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | Background Language Learner Pathway | Chinese | Languages | F-10 curriculum
Elaboration (1) ACLFWU037
describing how word classes are treated differently in the language and in other known languages, including English, for example, the use of: number in nouns and pronouns (singular, dual, plural) tense and mood in verbs (affixation and separate words) case …
Elaboration (1) | ACLFWU037 | Content Descriptions | Years 3 to 6 | Years F–10 Sequence | First Language Learner Pathway (L1) | Framework for Aboriginal Languages and Torres Strait Islander Languages | Languages | F-10 curriculum
Achievement Standard Vietnamese Years 7 and 8
By the end of Year 8, students use written and spoken Vietnamese to interact with peers and the teacher to exchange personal information (for example, Em tên Nam. Em mười hai tuổi. Em sinh ở Úc), describe feelings (for example, Em vui/hạnh …
Achievement Standard | Achievement Standards | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | Vietnamese | Languages | F-10 curriculum
Understanding geometric properties description
This sub-element describes how a student becomes increasingly able to identify the attributes of shapes and objects and how they can be combined or transformed. Being able to use spatial reasoning and geometric properties to solve problems is important …
Understanding geometric properties | Measurement and geometry | National Numeracy Learning Progression | National Literacy and Numeracy Learning Progressions | Resources
Achievement Standard Modern Greek Years 9 and 10
By the end of Year 10, students initiate and sustain interactions with peers by sharing opinions and experiences and comparing aspects of teenage life (for example, Πού θα πας διακοπές; Θέλω να γίνω πιλότος γιατί ...). They interact with others …
Achievement Standard | Achievement Standards | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | Modern Greek | Languages | F-10 curriculum
Representation of Cross-curriculum priorities
The senior secondary English curriculum values the histories, cultures, traditions and languages of Aboriginal and Torres Strait Islander Peoples, and their central place in contemporary Australian society and culture. Through the study of texts, students …
Representation of Cross-curriculum priorities | English | Senior secondary curriculum
Achievement Standard Vietnamese Years 9 and 10
By the end of Year 10, students use spoken and written Vietnamese to initiate, sustain and extend interactions with peers, teachers and others in a range of contexts and for a range of purposes, such as to explore peers’ perspectives on youth …
Achievement Standard | Achievement Standards | Years 9 and 10 | Years F–10 Sequence | Vietnamese | Languages | F-10 curriculum
Achievement Standard Spanish Years 7 and 8
By the end of Year 8, students use written and spoken Spanish for classroom interactions, to carry out transactions and to exchange views and experiences with peers and others in a range of contexts. They use rehearsed and spontaneous language …
Achievement Standard | Achievement Standards | Years 7 and 8 | Years F–10 Sequence | Spanish | Languages | F-10 curriculum
Achievement Standard Spanish Years 9 and 10
By the end of Year 10, students use written and spoken Spanish to initiate and sustain interactions with teachers, peers and others in a range of settings and for a range of purposes. They use language spontaneously to offer opinions on social …
Achievement Standard | Achievement Standards | Years 9 and 10 | Years F–10 Sequence | Spanish | Languages | F-10 curriculum
Learning 7-10
In Years 7–10 the Australian Curriculum supports the deepening of knowledge, understanding and skills in all eight learning areas. The curriculum continues to prepare students for civic, social and economic participation and personal health and well-being …
Learning 7-10 | F-10 curriculum
Unit 3 General Mathematics
This unit has three topics: ‘Bivariate data analysis’, ‘Growth and decay in sequences’ and ‘Graphs and networks’. ‘Bivariate data analysis’ introduces students to some methods for identifying, analysing and describing associations between pairs of variables, …
Unit 3 | General Mathematics | Mathematics | Senior secondary curriculum
Achievement Standard Chinese Years 7 and 8
By the end of Year 8, students use spoken and written Chinese to interact in a range of familiar contexts. They respond to instructions, questions and directions. They use known phrases to exchange personal information (for example, 我叫…; 我的爸爸是澳大利亚人), …
Achievement Standard | Achievement Standards | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | Second Language Learner Pathway | Chinese | Languages | F-10 curriculum
Baynton West Primary School
Baynton West Primary School is an independent public school in Karratha, Western Australia. At the time of filming the school had close to 600 students in Foundation – Year 7, and 50 staff members. The school strives to provide a rigorous education for …
Baynton West Primary School | Illustrations of practice | Primary curriculum | Resources
Achievement Standard Auslan Years 7 and 8
By the end of Year 8, students use Auslan to share information, experiences, interests, thoughts and feelings about their personal and immediate worlds. They use modelled constructions, ask for repetition or clarification, such as please slow sign, and …
Achievement Standard | Achievement Standards | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | Second Language Learner Pathway | Auslan | Languages | F-10 curriculum
Achievement Standard Hindi Years 3 and 4
By the end of Year 4, students interact with the teacher and peers to share information about their interests, activities and personal worlds, for example, नमस्ते, मुझे अपने दोस्तों के साथ खेलना अच्छा लगता है, मुझे क्रिकेट खेलना अच्छा लगता है …
Achievement Standard | Achievement Standards | Years 3 and 4 | Years F–10 Sequence | Hindi | Languages | F-10 curriculum
Phonological awareness description
Phonological awareness is the term used to describe the awareness of the constituent sounds of spoken words which can be distinguished in three ways: by syllables, by onset and rime and by phoneme (the smallest unit of spoken word) Phonemic awareness …
Phonological awareness | Reading and viewing | National Literacy Learning Progression | National Literacy and Numeracy Learning Progressions | Resources
Phonic knowledge and word recognition description
This sub-element describes how a student becomes increasingly proficient at using letter-sound relationships and visual knowledge as code-breaking skills. Phonic knowledge and word recognition are among the range of resources students use as they read …
Phonic knowledge and word recognition | Reading and viewing | National Literacy Learning Progression | National Literacy and Numeracy Learning Progressions | Resources
Operating with percentages description
This sub-element focuses on understanding the use of percentages in representing quantities. It begins with understanding the concept of a percentage, progresses through calculations of a percentage, finding a percentage change first through two steps …
Operating with percentages | Number sense and algebra | National Numeracy Learning Progression | National Literacy and Numeracy Learning Progressions | Resources
Number patterns and algebraic thinking description
Figuring out how a pattern works brings predictability and allows the making of generalisations. This sub-element describes how a student becomes increasingly able to identify a pattern as something that is a discernible regularity in a group of numbers …
Number patterns and algebraic thinking | Number sense and algebra | National Numeracy Learning Progression | National Literacy and Numeracy Learning Progressions | Resources
Understanding units of measurement description
This sub-element describes how a student becomes increasingly able to recognise attributes that can be measured and how units of measure are used and calculated. In making the transition from informal to formal units, a student attends to the structure …
Understanding units of measurement | Measurement and geometry | National Numeracy Learning Progression | National Literacy and Numeracy Learning Progressions | Resources