Structure of Biology Biology
Units Biology is the study of the fascinating diversity of life as it has evolved and as it interacts and functions. Investigation of biological systems and their interactions, from cellular processes to ecosystem dynamics, has led to biological knowledge …
Structure of Biology | Biology | Science | Senior secondary curriculum
Structure of Chemistry Chemistry
Units In Chemistry, students develop their understanding of chemical systems, and how models of matter and energy transfers and transformations can be used to describe, explain and predict chemical structures, properties and reactions. There are four …
Structure of Chemistry | Chemistry | Science | Senior secondary curriculum
Numeracy - Level 3 (Years 3 and 4)
Typically, by the end of Year 4, students: Understand and use numbers in context model, represent, order and use numbers up to five digits Interpret proportional reasoning visualise, describe and order tenths, hundredths, 1-place and 2-place decimals Interpret …
Numeracy - Level 3 (Years 3 and 4) | Knowledge and understanding | Dimensions | Curriculum connections | Resources
Elaboration (5) ACLASFC164
allocating responsibilities for the completion of shared tasks, such as following a recipe or building a model
Elaboration (5) | ACLASFC164 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | Second Language Learner Pathway | Auslan | Languages | F-10 curriculum
Problem-Solving
In F–2, students solve problems when they use mathematics to represent unfamiliar or meaningful situations. In Years 3–6, students solve problems when they use mathematics to represent unfamiliar or meaningful situations and plan their approaches. In Years 7–8, …
Problem-Solving | Portfolios | Mathematics proficiencies | Resources
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
Force and motion
In this portfolio, the student shows understanding of the factors that impact on the motion of a model car and of the mechanical forces acting on it. They use knowledge of material properties to improve performance. Students describe Newton’s Second Law …
Force and motion | Portfolios | STEM | Resources
Digital Technologies - Above satisfactory - Years 7 and 8
This portfolio of student work shows that the student can distinguish between different types of networks and defined purposes (WS5). The student explains how text, image and audio data can be represented, secured and presented in digital systems (WS2, …
Digital Technologies - Above satisfactory - Years 7 and 8 | Portfolios | Work samples | Resources
Digital Technologies - Satisfactory - Years 7 and 8
This portfolio of student work shows that the student can distinguish between different types of networks and defined purposes (WS5). The student explains how text, image and audio data can be represented, secured and presented in digital systems (WS2, …
Digital Technologies - Satisfactory - Years 7 and 8 | Portfolios | Work samples | Resources
Digital Technologies - Below satisfactory - Years 7 and 8
This portfolio of student work shows that the student can distinguish between different types of networks and defined purposes (WS5). The student explains how text, image and audio data can be represented, secured and presented in digital systems (WS2, …
Digital Technologies - Below satisfactory - Years 7 and 8 | Portfolios | Work samples | Resources
Science - Above satisfactory - Year 8
This portfolio of student work shows that the student can use the particle model to explain and predict the properties and behaviours of substances (WS1). The student identifies different forms of energy and describes how energy transfers and transformations …
Science - Above satisfactory - Year 8 | Portfolios | Work samples | Resources
Science - Satisfactory - Year 8
This portfolio of student work shows that the student can use the particle model to explain and predict the properties and behaviours of substances (WS1). The student identifies different forms of energy and describes how energy transfers and transformations …
Science - Satisfactory - Year 8 | Portfolios | Work samples | Resources
ACMGM043
construct and analyse a straight-line graph to model a given linear relationship; for example, modelling the cost of filling a fuel tank of a car against the number of litres of petrol required.
ACMGM043 | Content Descriptions | Unit 2 | General Mathematics | Mathematics | Senior secondary curriculum
ACMGM094
use a recurrence relation to model a compound interest loan or investment, and investigate (numerically or graphically) the effect of the interest rate and the number of compounding periods on the future value of the loan or investment
ACMGM094 | Content Descriptions | Unit 4 | General Mathematics | Mathematics | Senior secondary curriculum
ACSBL110
Homeostasis involves a stimulus-response model in which change in external or internal environmental conditions is detected and appropriate responses occur via negative feedback; in vertebrates, receptors and effectors are linked via a control centre …
ACSBL110 | Content Descriptions | Unit 4 | Biology | Science | Senior secondary curriculum
ACSPH026
The nuclear model of the atom describes the atom as consisting of an extremely small nucleus, which contains most of the atom’s mass and is made up of positively charged protons and uncharged neutrons surrounded by negatively charged electrons
ACSPH026 | Content Descriptions | Unit 1 | Physics | Science | Senior secondary curriculum
ACSPH141
The Standard Model is based on the premise that all matter in the universe is made up from elementary matter particles called quarks and leptons; quarks experience the strong force, leptons do not
ACSPH141 | Content Descriptions | Unit 4 | Physics | 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
Health and Physical Education - Above satisfactory - Years 7 and 8
This portfolio of student work shows that the student can describe a range of physical, social and moral changes that occur during puberty and identify how and why relationships change during this time (WS3). They provide detailed advice about managing …
Health and Physical Education - Above satisfactory - Years 7 and 8 | Portfolios | Work samples | Resources