Mathematics - Year 1
Number and place value Develop confidence with number sequences to and from 100 by ones from any starting point. Skip count by twos, fives and tens starting from zero (ACMNA012) Recognise, model, read, write and order numbers to at least 100. Locate …
Mathematics - Year 1 | Knowledge and understanding | Dimensions | Curriculum connections | Resources
Mathematics - Year 2
Number and place value Investigate number sequences, initially those increasing and decreasing by twos, threes, fives and tens from any starting point, then moving to other sequences (ACMNA026) Recognise, model, represent and order numbers to at least …
Mathematics - Year 2 | Knowledge and understanding | Dimensions | Curriculum connections | Resources
Numeracy - Level 6 (Years 9 and 10)
Typically, by the end of Year 10, students: Estimate and calculate solve and model problems involving complex data by estimating and calculating using a variety of efficient mental, written and digital strategies Use money evaluate financial plans …
Numeracy - Level 6 (Years 9 and 10) | Competencies and skills | Dimensions | Curriculum connections | Resources
Mathematics - Year 2
Investigate number sequences, initially those increasing and decreasing by twos, threes, fives and tens from any starting point, then moving to other sequences (ACMNA026) Recognise, model, represent and order numbers to at least 1000 (ACMNA027) Group, …
Mathematics - Year 2 | Responsibility and enterprise | Dimensions | Curriculum connections | Resources
Elaboration ACMNA100
exploring techniques for multiplication such as the area model, the Italian lattice method or the partitioning of numbers
Elaboration | ACMNA100 | Content Descriptions | Year 5 | Mathematics | F-10 curriculum
Elaboration (1) ACMNA100
applying the distributive law and using arrays to model multiplication and explain calculation strategies
Elaboration (1) | ACMNA100 | Content Descriptions | Year 5 | Mathematics | F-10 curriculum
Elaboration ACMNA190
applying the distributive law to the expansion of algebraic expressions using strategies such as the area model
Elaboration | ACMNA190 | Content Descriptions | Year 8 | Mathematics | F-10 curriculum
Elaboration (3) ACSSU182
understanding the processes underlying convection and conduction in terms of the particle model
Elaboration (3) | ACSSU182 | Content Descriptions | Year 9 | Science | F-10 curriculum
Elaboration (1) ACSHE191
investigating the development of the Watson and Crick double helix model for the structure of DNA
Elaboration (1) | ACSHE191 | Content Descriptions | Year 10 | Science | F-10 curriculum
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
Digital Technologies - Years 7 and 8
Processes and Production Skills Plan, create and communicate ideas and information, including collaboratively online, applying agreed ethical, social and technical protocols (ACTDIP022) Investigate how digital systems represent text, image and audio …
Digital Technologies - Years 7 and 8 | Multimedia dimensions | 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
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
ACMGM016
use matrices, including matrix products and powers of matrices, to model and solve problems; for example, costing or pricing problems, squaring a matrix to determine the number of ways pairs of people in a communication network can communicate with each …
ACMGM016 | Content Descriptions | Unit 1 | General Mathematics | Mathematics | Senior secondary curriculum