Elaboration ACHASSK068

examining how weather contributes to a climate type

Elaboration | ACHASSK068 | Content Descriptions | Year 3 | HASS | Humanities and Social Sciences | F-10 curriculum

Achievement Standard German Years 9 and 10

By the end of Year 10, students use written and spoken German 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 in the classroom environment …

Achievement Standard | Achievement Standards | Years 9 and 10 | Years F–10 Sequence | German | Languages | F-10 curriculum

Structure Geography

The Australian Curriculum: Geography is organised in two related strands: geographical knowledge and understanding, and geographical inquiry and skills. Geographical knowledge and understanding strand Geographical knowledge refers to the facts, generalisations, …

Structure | Geography | Humanities and Social Sciences | F-10 curriculum

Elaboration ACLINC022

gathering information from home, school and local environment to present to others, for example, a display or presentation on rumah saya, di sekolah kami…

Elaboration | ACLINC022 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | Indonesian | Languages | F-10 curriculum

Elaboration (1) ACLINC053

corresponding with peers, including via technology, asking and responding to questions to seek information or clarification, for example, Jam berapa mengerjakan PR?, Bagaimana rumah kamu? Suka band yang mana?

Elaboration (1) | ACLINC053 | Content Descriptions | Years 7 and 8 | Years F–10 Sequence | Indonesian | Languages | F-10 curriculum

UuM4

Using equal units for indirect comparison describes the qualitative relationship between the size and number of units (with bigger units you need fewer of them) chooses and uses a selection of the same size and type of units to make indirect comparisons …

UuM4 | Understanding units of measurement | Measurement and geometry | National Numeracy Learning Progression | National Literacy and Numeracy Learning Progressions | Resources

PhA5

says the new word when asked to delete an initial phoneme (phoneme deletion – cat, at; brat, rat) says the new word when asked to substitute an initial, middle or final phoneme (phoneme substitution – c-a-t becomes b-a-t, bat becomes b-e-t, bet becomes …

PhA5 | Phonological awareness | Reading and viewing | National Literacy Learning Progression | National Literacy and Numeracy Learning Progressions | Resources

Elaboration (2) ACLINU049

reflecting on how language varies depending on the situation, for example, ordering a meal in a fast food restaurant, Satu paket… compared to a dine-in restaurant, Minta segelas air, Bu

Elaboration (2) | ACLINU049 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | Indonesian | Languages | F-10 curriculum

Elaboration (1) ACLINC071

participating in discussions using language to express opinions, for example, Kamu merasa bagaimana?, dibandingkan, di satu pihak…di lain pihak, Saya tidak heran karena…, perspektif saya berubah, dari segi lain…

Elaboration (1) | ACLINC071 | Content Descriptions | Years 9 and 10 | Years F–10 Sequence | Indonesian | Languages | F-10 curriculum

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

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 size …

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

Language table English as an Additional Language or Dialect

Key language skills for EAL/D The key language skills described below provide a focus for language instruction in any unit at students’ point of need and should be taught in context and if relevant. Students should be given the opportunity to develop …

Language table | English as an Additional Language or Dialect | English | Senior secondary curriculum

Structure of Essential English Essential English

Units Unit 1 focuses on students comprehending and responding to the ideas and information presented in texts drawn from a range of contexts. Students are taught a variety of strategies to assist comprehension. They read, view and listen to texts to connect, …

Structure of Essential English | Essential English | English | Senior secondary curriculum

IRD5

Graphical representations of data uses graphical representations relevant to the purpose of the collection of the data uses features of graphical representations to make predictions recognises that continuous variables depicting growth or change often …

IRD5 | Interpreting and representing data | Statistics and probability | National Numeracy Learning Progression | National Literacy and Numeracy Learning Progressions | Resources

UnT8

Comprehension reads and views some moderately complex texts (see Text complexity) identifies author’s perspective accurately retells a text including most relevant details evaluates the accuracy of texts on the same topic or texts that present differing …

UnT8 | Understanding texts | Reading and viewing | National Literacy Learning Progression | National Literacy and Numeracy Learning Progressions | Resources

CrT8

Generic indicators tense mostly correct throughout text (see Grammar) consistently writes compound sentences correctly and uses a greater range of complex sentences (see Grammar) uses a variety of sentence structures and sentence beginnings spells some …

CrT8 | Creating texts | Writing | National Literacy Learning Progression | National Literacy and Numeracy Learning Progressions | Resources

Outdoor learning

Outdoor learning | Portfolios | Curriculum connections | Resources

Achievement Standard Japanese Years 9 and 10

By the end of Year 10, students use written and spoken Japanese to interact with peers, the teacher and other Japanese speakers to exchange information and opinions about personal interests and experiences. With support they share information …

Achievement Standard | Achievement Standards | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | Japanese | Languages | F-10 curriculum

CrT10

Generic indicators organises related information and ideas into paragraphs/sections uses a range of complex punctuation flexibly and correctly (see Punctuation) spells complex and most challenging words correctly (see Spelling) uses a range of sentence …

CrT10 | Creating texts | Writing | National Literacy Learning Progression | National Literacy and Numeracy Learning Progressions | Resources

Structure HASS

The Australian Curriculum: Humanities and Social Sciences may be implemented as a combined F–6 program or as an F–7 program. The F–6/7 curriculum is organised into two interrelated strands: knowledge and understanding and inquiry and skills. Knowledge …

Structure | HASS | Humanities and Social Sciences | F-10 curriculum