Search

Units 1 and 2 Chemistry Achievement Standard

For the chemical systems studied, the student: analyses how structure, bond strength and energy transfers and transformations are interrelated in chemical systems analyses how a range of factors affect atomic or molecular interactions and change the …

Units 1 and 2 | Achievement standards | Chemistry | Science | Senior secondary curriculum

Units 1 and 2 Earth and Environmental Science Achievement Standard

For the Earth systems studied, the student: analyses how Earth systems and their components are inter-related across a range of spatial scales, and how they have changed over time analyses how cycling of matter and transfers and transformations of energy …

Units 1 and 2 | Achievement standards | Earth and Environmental Science | Science | Senior secondary curriculum

Units 1 and 2 Physics Achievement Standard

For the physical systems studied, the student: analyses physical phenomena in complex scenarios qualitatively and quantitatively analyses the relationships between components and properties of physical systems qualitatively and quantitatively explains …

Units 1 and 2 | Achievement standards | Physics | Science | Senior secondary curriculum

Units 1 and 2 Ancient History Achievement Standard

evaluates the significance of issues associated with the use of sources and evidence for the ancient world evaluates key features and structures of ancient societies and how they shaped people’s lives and actions in the past assesses the significance …

Units 1 and 2 | Achievement standards | Ancient History | Humanities and Social Sciences | Senior secondary curriculum

Units 1 and 2 Geography Achievement Standard

The student: analyses how processes of change have spatial consequences in places and environments at a range of scales, and explains the role of context analyses interconnections between people, places and environments, and their geographical significance …

Units 1 and 2 | Achievement standards | Geography | Humanities and Social Sciences | Senior secondary curriculum

Units 1 and 2 Modern History Achievement Standard

evaluates the extent of change and continuity how it affected the lives of individuals and groups in different times and places evaluates the important causes of change and continuity in particular contexts analyses how different perspectives and responses …

Units 1 and 2 | Achievement standards | Modern History | Humanities and Social Sciences | Senior secondary curriculum

Report Findings: Benefits & Challenges

Many teachers commented on the unanticipated benefits for their students from their involvement in the STEM Connections project. The development of general capabilities, such as Critical and Creative Thinking, and Personal and Social Capability, was overwhelmingly …

Report Findings: Benefits & Challenges | STEM Report | STEM | Resources

Information and Communication Technology Capability - Level 2 (Years 1 and 2)

Typically, by the end of Year 2, students: Understand computer mediated communications understand that computer mediated communications may be received later by the receiver Identify the impacts of ICT in society identify how ICT is used at home and …

Information and Communication Technology Capability - Level 2 (Years 1 and 2) | Knowledge and understanding | Dimensions | Curriculum connections | Resources

Personal and Social Capability - Level 2 (Years 1 and 2)

Typically, by the end of Year 2, students: Recognise emotions compare their emotional responses with those of their peers Recognise personal-qualities-and-achievements identify and describe personal interests, skills and achievements and explain how …

Personal and Social Capability - Level 2 (Years 1 and 2) | Knowledge and understanding | Dimensions | Curriculum connections | Resources

Report Findings: Qualitative Data

Participating schools were asked to report against the project aims as part of their evaluation. This section provides a summary of their responses and outlines additional benefits of the project.

Report Findings: Qualitative Data | STEM Report | STEM | Resources

Design and Technologies - Foundation to Year 2

By the end of Year 2: Technologies and society Identify how people design and produce familiar products, services and environments and consider sustainability to meet personal and local community needs (ACTDEK001)

Design and Technologies - Foundation to Year 2 | Knowledge and understanding | Dimensions | Curriculum connections | Resources

F-6/7 Humanities and Social Sciences - Years 1 and 2

F-6/7 HASS (Geography sub-strand) Year 2 The influence of purpose, distance and accessibility on the frequency with which people visit places (ACHASSK051)

F-6/7 Humanities and Social Sciences - Years 1 and 2 | Health and wellbeing | Dimensions | Curriculum connections | Resources

Elaboration ACLITC041

visiting a café, deli or other store and participating in transactions, for example, Buongiorno, vorrei un etto di... per piacere. Quanto costa? È troppo caro/costoso

Elaboration (2) ACLITU095

explaining how certain sentence structures reveal differences in social status, cultural background and generation, for example, use of voi form instead of Lei in Nonno, cosa pensate di questo?

Elaboration (2) ACLITC106

participating in guided bilingual discussion of intercultural experiences and personal reactions, noticing challenges and adjustments, for example, Cosa noti di diverso? Cosa pensi? Penso che … Che differenza c’è tra fare un acquisto in Italia e in Australia? …

Elaboration (2) ACLITC045

relating what they read or view to their own life experiences, for example, asking what the author means by writing: La mia squadra è ‘forte’ ma la tua è ‘finita’, and considering how important sport is in their own life for example, È motto importante, …

Elaboration (2) ACLITU054

noticing that language varies depending on how people feel, who they are interacting with and their relationship with each other, for example, emotive language is used with friends and peers (Ma dai! Non ci credo! Che barba!), more formal language is …

Elaboration (2) ACLITC101

surveying classmates on their daily routines, such as mobile phone/internet use, text messaging habits, television viewing or hours of sport played and presenting the data in various forms, for example, (cinque persone non hanno un cellulare; tanti/pochi …

Elaboration (2) ACMNA058

recognising that in English the term ‘one third’ is used (order: numerator, denominator) but that in other languages this concept may be expressed as ‘three parts, one of them’ (order: denominator, numerator) for example Japanese

Unit 3: Modern Nations in the 20th century Modern History

This unit examines the characteristics of modern nations in the 20th century; the crises that confronted nations, their responses to these crises and the different paths nations have taken to fulfil their goals. Students study the characteristics of TWO …

Unit 3: Modern Nations in the 20th century | Modern History | Humanities and Social Sciences | Senior secondary curriculum

Curriculum Types

Resource Subjects

Resource Year Levels

Level of Achievements

Curriculum Elements Types

General Capabilities

Cross Curriculum Priorities

Progression Elements