ACLCHU208
Explore the role of language in passing on cultural values and beliefs to younger generations and identify changes in language use over time
Elaborations ScOT Terms
ACLCHU208 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | Background Language Learner Pathway | Chinese | Languages | F-10 curriculum
ACLITU016
Recognise that different words are used in Italian to address and greet different people according to relationship, setting and time of the day
Elaborations ScOT Terms
ACLITU016 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | Italian | Languages | F-10 curriculum
References & Appendices
Australian Curriculum and Assessment Reporting Authority (ACARA) F–10 Curriculum. www.australiancurriculum.edu.au/mathematics/curriculum/f-10 (viewed November 2014) www.australiancurriculum.edu.au/science/curriculum/f-10 (viewed November 2014)www.australiancurriculum.edu.au/technologies/design-and-technologies/curriculum/f-10 (viewed …
References & Appendices | STEM Report | STEM | Resources
History Achievement Standard HASS Year 1
By the end of Year 1, students identify and describe important dates and changes in their own lives. They explain how some aspects of daily life have changed over recent time while others have remained the same. Students sequence personal and family …
History Achievement Standard | Achievement Standards | Year 1 | HASS | Humanities and Social Sciences | F-10 curriculum
History Achievement Standard HASS Year 2
By the end of Year 2, students describe a person, site and/or event of significance in the local community. They identify how and why the lives of people have changed over time while others have remained the same. Students sequence events in order, using …
History Achievement Standard | Achievement Standards | Year 2 | HASS | Humanities and Social Sciences | F-10 curriculum
Unit 3: Gravity and electromagnetism Physics
Field theories have enabled physicists to explain a vast array of natural phenomena and have contributed to the development of technologies that have changed the world, including electrical power generation and distribution systems, artificial satellites …
Unit 3 | Physics | Science | Senior secondary curriculum
Elaboration (4) ACELA1482
learning how time is represented through the tense of a verb, for example 'She arrived’, ‘She is arriving’ and adverbials of time, for example ‘She arrived yesterday’, ‘She is arriving in the morning’
Elaboration (4) | ACELA1482 | Content Descriptions | Year 3 | English | F-10 curriculum
Elaboration (14) ACLGEU132
locating events in time with regard to days, months, seasons and ‘half past’ time, for example, Ich spiele im Winter Fußball. Die Schule beginnt um halb neun.
Elaboration (14) | ACLGEU132 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | German | Languages | F-10 curriculum
Elaboration (3) ACLASFC038
organising activities such as excursions, using questions such as: WE2 MEET WHERE? Where are we meeting? TIME MEET? What time should we get there? ARRIVE HOW? How are we getting there?
Elaboration (3) | ACLASFC038 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | First Language Learner Pathway | Auslan | Languages | F-10 curriculum
Elaboration (3) ACLASFU067
recognising that signers can give information about how a verb happens over time by changing the movement, for example, signing WATCH versus WATCH -for-a-long-time, or with lexical signs such as WATCH AGAIN++
Elaboration (3) | ACLASFU067 | Content Descriptions | Years 7 and 8 | Years F–10 Sequence | First Language Learner Pathway | Auslan | Languages | F-10 curriculum
Elaboration (5) ACLASFU176
recognising that signers can give information about how a verb happens over time by changing the movement, for example, signing WATCH versus WATCH-for-a-long-time, or with lexical signs such as WATCH AGAIN++
Elaboration (5) | ACLASFU176 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | Second Language Learner Pathway | Auslan | Languages | F-10 curriculum
Elaboration (2) ACLASFU248
recognising that signers can give information about how a verb happens over time by changing the movement, for example, signing WATCH versus WATCH-for-a-long-time, or with lexical signs such as WATCH AGAIN++
Elaboration (2) | ACLASFU248 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | Second Language Learner Pathway | Auslan | Languages | F-10 curriculum
Elaboration (1) ACLCHU060
exploring the use of diverse time expressions and ways to sequence events in time, for example, 先…然后; 一…就…; …了，就…;才; 第一；然后
Elaboration (1) | ACLCHU060 | Content Descriptions | Years 7 and 8 | Years F–10 Sequence | Second Language Learner Pathway | Chinese | Languages | F-10 curriculum
Elaboration (1) ACLCHU108
exploring the uses of diverse time expressions and ways to sequence events in time, for example, 先…然后…; 一…就…;了…就…;才; 第一；然后
Elaboration (1) | ACLCHU108 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | Second Language Learner Pathway | Chinese | Languages | F-10 curriculum
History Achievement Standard HASS Year 7
By the end of Year 7, students explain the role of groups and the significance of particular individuals in past societies. They suggest reasons for change and continuity over time. They describe the effects of change on societies, individuals and groups …
History Achievement Standard | Achievement Standards | Year 7 | HASS | Humanities and Social Sciences | F-10 curriculum
Achievement Standard History Year 7
By the end of Year 7, students suggest reasons for change and continuity over time. They describe the effects of change on societies, individuals and groups. They describe events and developments from the perspective of different people who lived at the …
Achievement Standard | Achievement Standards | Year 7 | History | Humanities and Social Sciences | F-10 curriculum
Achievement Standard History Year 8
By the end of Year 8, students recognise and explain patterns of change and continuity over time. They explain the causes and effects of events and developments. They identify the motives and actions of people at the time. Students explain the significance …
Achievement Standard | Achievement Standards | Year 8 | History | Humanities and Social Sciences | F-10 curriculum
ACMGM047
interpret piece-wise linear and step graphs used to model practical situations; for example, the tax paid as income increases, the change in the level of water in a tank over time when water is drawn off at different intervals and for different periods …
ACMGM047 | Content Descriptions | Unit 2 | General Mathematics | Mathematics | Senior secondary curriculum
Comparing units (ratios, rates and proportion) description
This sub-element addresses comparing units in ratios, rates and proportions. A ratio describes a situation in comparative terms, and a proportion is taken to mean when this comparison is used to describe a related situation in the same comparative terms. …
Comparing units (ratios, rates and proportion) | Number sense and algebra | National Numeracy Learning Progression | National Literacy and Numeracy Learning Progressions | Resources
ACMGM097
use a recurrence relation to model a reducing balance loan and investigate (numerically or graphically) the effect of the interest rate and repayment amount on the time taken to repay the loan
ACMGM097 | Content Descriptions | Unit 4 | General Mathematics | Mathematics | Senior secondary curriculum