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 …
CrT10 | Creating texts | Writing | National Literacy Learning Progression | National Literacy and Numeracy Learning Progressions | Resources
Developing teaching and learning Auslan
Sequences of learning The Australian Curriculum: Languages – Auslan has two learning sequences: one from Foundation to Year 10, and another from Year 7 to Year 10 (Year 7 Entry). The curriculum is written in a series of bands, as follows: Foundation …
Developing teaching and learning | Auslan | Languages | F-10 curriculum
Structure Framework for Aboriginal Languages and Torres Strait Islander Languages
Pathways To cater for differences between the ecologies of languages and the communities who are owners and custodians of those languages, and to cater for students who come from a variety of learner backgrounds, the Framework has three pathways: First …
Structure | Framework for Aboriginal Languages and Torres Strait Islander Languages | Languages | F-10 curriculum
ACSBL002
Design investigations, including the procedure/s to be followed, the materials required, and the type and amount of primary and/or secondary data to be collected; conduct risk assessments; and consider research ethics, including animal ethics
ACSBL002 | Content Descriptions | Unit 1 | Biology | Science | Senior secondary curriculum
ACSBL031
Design investigations, including the procedure/s to be followed, the materials required, and the type and amount of primary and/or secondary data to be collected; conduct risk assessments; and consider research ethics, including animal ethics
ACSBL031 | Content Descriptions | Unit 2 | Biology | Science | Senior secondary curriculum
ACSBL062
Design investigations, including the procedure/s to be followed, the materials required, and the type and amount of primary and/or secondary data to be collected; conduct risk assessments; and consider research ethics, including animal ethics
ACSBL062 | Content Descriptions | Unit 3 | Biology | Science | Senior secondary curriculum
ACSBL097
Design investigations, including the procedure/s to be followed, the materials required, and the type and amount of primary and/or secondary data to be collected; conduct risk assessments; and consider research ethics, including the rights of living …
ACSBL097 | Content Descriptions | Unit 4 | Biology | Science | Senior secondary curriculum
ACSPH142
The Standard Model explains three of the four fundamental forces (strong, weak and electromagnetic forces) in terms of an exchange of force-carrying particles called gauge bosons; each force is mediated by a different type of gauge boson
ACSPH142 | Content Descriptions | Unit 4 | Physics | Science | Senior secondary curriculum
ACHGE068
The differences in the process of land cover change between countries due to factors such as government policy, institutional arrangements, land ownership, type of economy, ideology and culture, in addition to the range of physical factors.
ACHGE068 | Content Descriptions | Unit 3: Land cover transformations | Geography | Humanities and Social Sciences | Senior secondary curriculum
Elaboration (2) ACLINC053
expressing preferences for plans (for example, ide bagus, saya setuju), comparing and contrasting alternatives (for example, Kalau kita ke restoran Jawa lebih murah, Saya pikir lebih baik kalau kita pergi pada hari Rabu karena…, Sebaiknya kita…) and agreeing …
Elaboration (2) | ACLINC053 | Content Descriptions | Years 7 and 8 | Years F–10 Sequence | Indonesian | Languages | F-10 curriculum
Elaboration (5) ACLINC053
participating in transactions and negotiations, such as to purchase food, clothing, souvenirs or transport (for example, Berapa harganya? Boleh tawar?), maintaining the interaction (for example, aduh, terlalu mahal, di toko lain lebih murah) and discussing …
Elaboration (5) | ACLINC053 | Content Descriptions | Years 7 and 8 | Years F–10 Sequence | Indonesian | Languages | F-10 curriculum
ACHASSK069
The similarities and differences between places in terms of their type of settlement, demographic characteristics and the lives of the people who live there, and people’s perceptions of these places
Elaborations ScOT Terms
ACHASSK069 | Content Descriptions | Year 3 | HASS | Humanities and Social Sciences | F-10 curriculum
Information and Communication Technology Capability - Level 5 (Years 7 and 8)
Typically by the end of Year 8, students: Apply digital information security practices independently apply strategies for determining the appropriate type of digital information suited to the location of storage and adequate security for online environments Apply …
Information and Communication Technology Capability - Level 5 (Years 7 and 8) | Digital media literacy | Dimensions | Curriculum connections | Resources
Information and Communication Technology Capability - Level 5 (Years 7 and 8)
Typically by the end of Year 8, students: Apply digital information security practices independently apply strategies for determining the appropriate type of digital information suited to the location of storage and adequate security for online environments Apply …
Information and Communication Technology Capability - Level 5 (Years 7 and 8) | Informed and safe use of information and devices | Dimensions | Curriculum connections | Resources
Languages: Indonesian - Satisfactory - Years 3 and 4
This portfolio of student work shows that the student can interact in classroom routines and structured interactions with teachers and peers (WS1). The student reproduces the sounds of au (for example, mau) and g (for example, gemuk) and the final sound k (for …
Languages: Indonesian - Satisfactory - Years 3 and 4 | Portfolios | Work samples | Resources
Languages: Japanese - Satisfactory - Years 9 and 10 (Year 7 entry)
This portfolio of student work shows that the student uses written and spoken Japanese to interact with peers, the teacher and other Japanese speakers to exchange information and opinions about personal interests and experiences (WS1, WS3). With support …
Languages: Japanese - Satisfactory - Years 9 and 10 (Year 7 entry) | Portfolios | Work samples | Resources
Elaboration (2) ACLMGU014
transforming a simple text, such as a short song, into another text type, for example, a conversation or cartoon, applying the key features of the second text type and making comparisons with transforming a similar text in English
Elaboration (2) | ACLMGU014 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | Modern Greek | Languages | F-10 curriculum
Mathematics - Year 5
Number and place value Use estimation and rounding to check reasonableness of answers to calculations (ACMNA099) Solve problems involving division by a one digit number, including those that result in a remainder (ACMNA101) Use efficient mental and …
Mathematics - Year 5 | Competencies and skills | Dimensions | Curriculum connections | Resources
Mathematics - Years 5 and 6
Year 5 Measurement and geometry Location and transformation Content description with elaborations: Use a grid reference system to describe locations. Describe routes using landmarks and directional language (ACMMG113) comparing aerial views of …
Mathematics - Years 5 and 6 | Food and fibre dimensions | Dimensions | Curriculum connections | Resources
Elaboration (2) ACLASFC146
negotiating roles and responsibilities in shared learning activities, using expressions such as: PRO3 TYPE PRO1 WRITE PRO2 D-O WHAT? He will type, I’ll write, and what are you doing?
Elaboration (2) | ACLASFC146 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | Second Language Learner Pathway | Auslan | Languages | F-10 curriculum