Languages: Korean - Satisfactory - Years 9 and 10 (Year 7 entry)
This portfolio of student work shows that the student uses written and spoken Korean to interact with peers (WS3, WS5), teachers and other Korean speakers in face-to-face, local and virtual communications (WS1, WS2, WS4). The student exchanges information …
Languages: Korean - Satisfactory - Years 9 and 10 (Year 7 entry) | Portfolios | Work samples | Resources
Languages: French - Satisfactory - Foundation to Year 2
This portfolio of student work shows that the student interacts with teachers and peers (WS5) through action-related talk and play (WS3, WS4). The student exchanges greetings and responds to question cues with single words or set phrases (WS3, WS2). The …
Languages: French - Satisfactory - Foundation to Year 2 | Portfolios | Work samples | Resources
Languages: French - Satisfactory - Years 5 and 6
This portfolio of student work shows that the student uses written and spoken French for classroom interactions (WS1) and transactions, and to exchange personal ideas, experiences and feelings. The student asks and answers questions in complete sentences …
Languages: French - Satisfactory - Years 5 and 6 | Portfolios | Work samples | Resources
Elaboration ACLINU101
identifying loan words in Indonesian and English, such as ‘cockatoo’ (kakaktua), ‘bamboo’ (bambu), ‘orangutan’, ‘satay’ (sate), ‘rattan’ (rotan), komputer, apartemen, televisi, pilot and modern, and understanding that borrowings are part of the nature …
Elaboration | ACLINU101 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | Indonesian | Languages | F-10 curriculum
Languages: Japanese - Satisfactory - Foundation to Year 2
This portfolio of student work shows that the student can interact with the teacher and peers through play- and action-related language (WS1, WS3). The student uses formulaic expressions and appropriate gestures in everyday interactions such as exchanging …
Languages: Japanese - Satisfactory - Foundation to Year 2 | Portfolios | Work samples | Resources
Elaboration ACLASFU034
exploring similarities and differences in Auslan dialects through building webcam relationships with other schools or through identifying and collecting signs that differ in the ‘northern’ (NSW, Qld and ACT) and ‘southern’ (Vic., SA, WA, NT and Tas.) …
Elaboration | ACLASFU034 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | First Language Learner Pathway | Auslan | Languages | F-10 curriculum
Elaboration (1) ACMMG044
constructing arrangements of objects from a set of directions
Elaboration (1) | ACMMG044 | Content Descriptions | Year 2 | Mathematics | F-10 curriculum
Elaboration ACMSP278
using the standard deviation to describe the spread of a set of data
Elaboration | ACMSP278 | Content Descriptions | Year 10A | Mathematics | F-10 curriculum
Elaboration ACHASSK071
developing and justifying a set of fair rules and consequences for the class
Elaboration | ACHASSK071 | Content Descriptions | Year 3 | HASS | Humanities and Social Sciences | 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 …
Personal and Social Capability - Level 6 (Years 9 and 10) | Competencies and skills | Dimensions | Curriculum connections | Resources
Elaboration (3) ACLSPU013
developing awareness of word endings and gender patterns, for example, el/la ...ista, el/la ...ante, la ...ción, la ...dad, el ...or, el ...aje, el ...ero/la ...era
Elaboration (3) | ACLSPU013 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | Spanish | Languages | F-10 curriculum
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 (4) ACLFWC154
preparing and displaying a set of agreed classroom procedures
Elaboration (4) | ACLFWC154 | Content Descriptions | Years 3 to 6 | Years F–10 Sequence | Language Revival Learner Pathway (LR) | Framework for Aboriginal Languages and Torres Strait Islander Languages | Languages | F-10 curriculum
Elaboration (5) ACLFWC090
contributing to the creation and display of a set of class rules
Elaboration (5) | ACLFWC090 | Content Descriptions | Years 3 to 6 | Years F–10 Sequence | Second Language Learner Pathway (L2) | Framework for Aboriginal Languages and Torres Strait Islander Languages | Languages | F-10 curriculum
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
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