Elaboration (1) ACMNA032
identifying the difference between dividing a set of objects into three equal groups and dividing the same set of objects into groups of three
Elaboration (1) | ACMNA032 | Content Descriptions | Year 2 | Mathematics | F-10 curriculum
Personal and Social Capability - Level 5 (Years 7 and 8)
Typically, by the end of Year 8, students: Develop self-discipline and set goals select, use and analyse strategies that assist in regulating behaviour and achieving personal and learning goals Communicate effectively analyse enablers of and barriers …
Personal and Social Capability - Level 5 (Years 7 and 8) | Competencies and skills | Dimensions | Curriculum connections | Resources
Personal and Social Capability - Level 6 (Years 9 and 10)
Typically, by the end of Year 10, students: Develop self-discipline and set goals critically analyse self- discipline strategies and personal goals and consider their application in social and work-related contexts Communicate effectively formulate plans …
Personal and Social Capability - Level 6 (Years 9 and 10) | Competencies and skills | Dimensions | Curriculum connections | Resources
ACMMM050
use set language and notation for events, including \(\overline A\) (or \(A'\)) for the complement of an event \(A,\) \(A?B\) for the intersection of events \(A\) and \(B\), and \(A?B\) for the union, and recognise mutually exclusive events
ACMMM050 | Content Descriptions | Unit 1 | Mathematical Methods | Mathematics | Senior secondary curriculum
Elaboration (3) ACTDEP035
examining, testing and evaluating a variety of suitable materials, components, tools and equipment for each design project, for example the differences between natural hardwood and plantation softwood timbers, which determine their suitability for particular …
Elaboration (3) | ACTDEP035 | Content Descriptions | Years 7 and 8 | Design and Technologies | Technologies | F-10 curriculum
Digital Technologies - Years 7 and 8
Content descriptions with elaborations: Plan and manage projects that create and communicate ideas and information collaboratively online, taking safety and social contexts into account (ACTDIP032) establish a set of 'rules' about acceptable and unaceptable …
Digital Technologies - Years 7 and 8 | Values, rights and responsibilities | Dimensions | Curriculum connections | Resources
Digital Technologies - Years 7 and 8
Content descriptions with elaborations: Plan and manage projects that create and communicate ideas and information collaboratively online, taking safety and social contexts into account (ACTDIP032) establish a set of 'rules' about acceptable and unaceptable …
Digital Technologies - Years 7 and 8 | Respectful relationships | Dimensions | Curriculum connections | Resources
Digital Technologies - Years 7 and 8
Content descriptions with elaborations: Plan and manage projects that create and communicate ideas and information collaboratively online, taking safety and social contexts into account (ACTDIP032) establish a set of 'rules' about acceptable and unaceptable …
Digital Technologies - Years 7 and 8 | Digital media literacy | Dimensions | Curriculum connections | Resources
Digital Technologies - Years - 7 and 8
Content descriptions with elaborations: Plan and manage projects that create and communicate ideas and information collaboratively online, taking safety and social contexts into account (ACTDIP032) establish a set of 'rules' about acceptable and unaceptable …
Digital Technologies - Years - 7 and 8 | Informed and safe use of information and devices | Dimensions | Curriculum connections | Resources
Elaboration ACLINC021
gathering information about activities of others, such as surveying peers about time spent on activities, for example, Berapa jam menonton televisi/membaca buku/bermain komputer/bermain olahraga/makan/belajar/tidur?
Elaboration | ACLINC021 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | Indonesian | Languages | F-10 curriculum
Critical and Creative Thinking - Level 2 (Years 1 and 2)
Typically, by the end of Year 2, students: Pose questions pose questions to identify and clarify issues, and compare information in their world Imagine possibilities and connect ideas build on what they know to create ideas and possibilities in ways that …
Critical and Creative Thinking - Level 2 (Years 1 and 2) | Responsibility and enterprise | Dimensions | Curriculum connections | Resources
Critical and Creative Thinking - Level 2 (Years 1 and 2)
Typically by the end of Year 2, students: Identify and clarify information and ideas identify and explore information and ideas from source materials Organise and process information organise information based on similar or relevant ideas from several …
Critical and Creative Thinking - Level 2 (Years 1 and 2) | Digital media literacy | Dimensions | Curriculum connections | Resources
Critical and Creative Thinking - Level 2 (Years 1 and 2)
Typically by the end of Year 2, students: Identify and clarify information and ideas identify and explore information and ideas from source materials Organise and process information organise information based on similar or relevant ideas from several …
Critical and Creative Thinking - Level 2 (Years 1 and 2) | Informed and safe use of information and devices | Dimensions | Curriculum connections | Resources
Elaboration ACSIS205
evaluating the strength of a conclusion that can be inferred from a particular data set
Elaboration | ACSIS205 | Content Descriptions | Year 10 | Science | F-10 curriculum
Elaboration (1) ACLKOC115
introducing themselves using 저는…이에요/예요 as a set phrase
Elaboration (1) | ACLKOC115 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | Korean | Languages | F-10 curriculum
Elaboration ACWSCL028
compiling and justifying a set of criteria to select team members to undertake a project
Elaboration | ACWSCL028 | Content Descriptions | Year 10 | Work Studies | F-10 curriculum
Elaboration (2) ACTDIP010
experimenting with different ways of describing a set of instructions, for example writing two versions of the same simple set of instructions for a programmable robotic device
Elaboration (2) | ACTDIP010 | Content Descriptions | Years 3 and 4 | Digital Technologies | Technologies | F-10 curriculum
Information and Communication Technology Capability - Level 2 (Years 1 and 2)
Typically, by the end of Year 2, students: Recognise intellectual property recognise ownership of digital products that others produce and that what they create or provide can be used or misused by others Apply digital information security practices follow …
Information and Communication Technology Capability - Level 2 (Years 1 and 2) | Responsibility and enterprise | Dimensions | Curriculum connections | Resources
Digital Technologies - Years 5 and 6
Content descriptions with elaborations: Plan, create and communicate ideas and information, including collaboratively online, applying agreed ethical, social and technical protocols (ACTDIP022) applying practices that support the organisation of collaborative …
Digital Technologies - Years 5 and 6 | Values, rights and responsibilities | Dimensions | Curriculum connections | Resources
Digital Technologies - Years 5 and 6
Content descriptions with elaborations: Plan, create and communicate ideas and information, including collaboratively online, applying agreed ethical, social and technical protocols (ACTDIP022) applying practices that support the organisation of collaborative …
Digital Technologies - Years 5 and 6 | Respectful relationships | Dimensions | Curriculum connections | Resources