Curriculum Types

Resource Subjects

Resource Year Levels

Level of Achievements

Curriculum Elements Types

General Capabilities

Cross Curriculum Priorities

Progression Elements
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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) ACLCLU010

making connections and comparisons between a new text and familiar texts of the same type

Elaboration (2) | ACLCLU010 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | Classical Greek | Framework for Classical Languages | Languages | F-10 curriculum

Elaboration (1) ACLCLU025

making connections and comparisons between a new text and familiar texts of the same type

Elaboration (1) | ACLCLU025 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | Classical Greek | Framework for Classical Languages | Languages | F-10 curriculum

Elaboration (2) ACLCLU040

making connections and comparisons between a new text and familiar texts of the same type

Elaboration (2) | ACLCLU040 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | Latin | Framework for Classical Languages | Languages | F-10 curriculum

Elaboration (1) ACLCLU055

making connections and comparisons between a new text and familiar texts of the same type

Elaboration (1) | ACLCLU055 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | Latin | Framework for Classical Languages | Languages | 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

Elaboration ACLASFC110

negotiating roles and responsibilities in shared learning activities, using expressions such as: PRO2 TYPE PRO1 WRITE You type and I’ll write.

Elaboration | ACLASFC110 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | First Language Learner Pathway | Auslan | 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

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

critical-creative personal-social intercultural-understanding Elaborations ScOT Terms

ACHASSK069 | Content Descriptions | Year 3 | HASS | Humanities and Social Sciences | 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 written …

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 Country, …

Mathematics - Years 5 and 6 | Food and fibre dimensions | Dimensions | Curriculum connections | 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

Information and Communication Technology Capability - Level 5 (Years 7 and 8)

Typically, by the end of Year 8, students: Recognise intellectual property apply practices that comply with legal obligations regarding the ownership and use of digital products resources Apply digital information security practices independently apply …

Information and Communication Technology Capability - Level 5 (Years 7 and 8) | Responsibility and enterprise | Dimensions | Curriculum connections | Resources

F-6/7 Humanities and Social Sciences - Years 3 and 4

Year 3 Knowledge and understanding (Geography sub-strand) Content description with elaborations: The similarities and differences between places in terms of their type of settlement, demographic characteristics and the lives of people who live there (ACHGK019) exploring …

F-6/7 Humanities and Social Sciences - Years 3 and 4 | Food and fibre dimensions | Dimensions | Curriculum connections | Resources

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