Units 3 and 4 Earth and Environmental Science Achievement Standard
For the Earth systems studied, the student: analyses how human activities and Earth processes affect components of, and interactions between, Earth systems across a range of temporal and spatial scales analyses how interactions between Earth systems …
Units 3 and 4 | Achievement standards | Earth and Environmental Science | Science | Senior secondary curriculum
Units 3 and 4 Physics Achievement Standard
For the physical systems studied, the student: analyses physical phenomena in complex scenarios at a range of scales qualitatively and quantitatively analyses the relationships between mass, energy and properties of physical systems qualitatively and …
Units 3 and 4 | Achievement standards | Physics | Science | Senior secondary curriculum
Units 3 and 4 Ancient History Achievement Standard
evaluates the extent of change and continuity related to the key institutions, structures and features of ancient societies and the significance of change for society analyses causes contributing to change and continuity in particular contexts and assesses …
Units 3 and 4 | Achievement standards | Ancient History | Humanities and Social Sciences | Senior secondary curriculum
Units 3 and 4 Geography Achievement Standard
The student: analyses how processes of change have spatial consequences in places and environments across a range of scales, and evaluates the role of context analyses interconnections between people, places and environments, and evaluates their geographical …
Units 3 and 4 | Achievement standards | Geography | Humanities and Social Sciences | Senior secondary curriculum
Units 3 and 4 Modern History Achievement Standard
explains change over time in different places, evaluates the significance of change for societies, and for the relationships between different groups analyses causes contributing to change and continuity in particular contexts and assesses their relative …
Units 3 and 4 | Achievement standards | Modern History | Humanities and Social Sciences | Senior secondary curriculum
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
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 (3) ACLVIU168
comparing own Vietnamese speech patterns with standard Vietnamese pronunciation, and making adjustments to their pronunciation of certain sounds or tone markers as necessary, for example, g and r, s and x, ch and tr, or d and gi and v
Elaboration (3) | ACLVIU168 | Content Descriptions | Years 7 and 8 | Years F–10 Sequence | Vietnamese | Languages | F-10 curriculum
Year 3 Mathematics
The proficiency strands understanding, fluency, problem-solving and reasoning are an integral part of mathematics content across the three content strands: number and algebra, measurement and geometry, and statistics and probability. The proficiencies …
Year 3 | Mathematics | F-10 curriculum
Unit 3: People, Power and Authority Ancient History
This unit involves an investigation of ONE ancient society across a broad historical period, with a particular emphasis on the nature and exercise of power and authority in that society. Students also study ONE individual who had a significant impact …
Unit 3: People, Power and Authority | Ancient History | Humanities and Social Sciences | Senior secondary curriculum
Unit 3: Land cover transformations Geography
This unit focuses on the changing biophysical cover of the earth’s surface, its impact on global climate and biodiversity, and the creation of anthropogenic biomes. In doing so, it examines the processes causing change in the earth’s land cover. These …
Unit 3: Land cover transformations | Geography | Humanities and Social Sciences | Senior secondary curriculum
Interpreting fractions description
This sub-element emphasises the development of the fraction concept and the size of fractions rather than the development of procedures or algorithmic skills. Understanding the size of a fraction is an indicator of the depth of a student’s understanding …
Interpreting fractions | Number sense and algebra | National Numeracy Learning Progression | National Literacy and Numeracy Learning Progressions | Resources
School Projects: An Overview
School projects fell into one of two categories: pre-existing, well-tried projects with a defined outcome original projects, designed to appeal to the interests of students or to respond to a particular school or local context. Pre-existing projects …
School Projects: An Overview | STEM Report | STEM | 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
Elaboration (2) ACLGEU117
understanding that the level of detail required can vary depending on the context, for example, Ich bin 5; Ich bin 6 Jahre und 3 Monate alt; Ich bin fast 7.
Elaboration (2) | ACLGEU117 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | German | Languages | F-10 curriculum
Elaboration (2) ACLTUC019
composing instructions for simple recipes such as kısır or çoban salatası, using imperative verb forms such as yıka, doğra, karıştır and language for quantifying ingredients, for example, 3 domates, bir demet maydanoz, 100 gram peynir
Elaboration (2) | ACLTUC019 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | Turkish | Languages | F-10 curriculum
Units 1 and 2 English Achievement Standard
evaluates the relationships between context, purpose and audience and how effectively they shape meaning and achieve particular effects evaluates how language features, conventions and stylistic devices combine in different modes and mediums to influence …
Units 1 and 2 | Achievement standards | English | English | Senior secondary curriculum
Units 1 and 2 English as an Additional Language or Dialect Achievement Standard
analyses main ideas and supporting details in texts to comprehend literal and inferential meanings analyses ways in which language choices and type of text are created to suit particular purposes and contexts evaluates the effectiveness of text structures …
Units 1 and 2 | Achievement standards | English as an Additional Language or Dialect | English | Senior secondary curriculum