all  .  ?

• applying a range of mental strategies to aid computation, for example - apracticalunderstandingofassociativityand commutativity eg 2 × 7 × 5 = 7 × (2 × 5) = 70 - tomultiplyanumberby12,firstmultiplyby6and then double the result - tomultiplyanumberby13,firstmultiplythe number by ten and then add 3 times the number - todivideby20,firsthalvethenumberandthen divide by 10 - apracticalunderstandingofthedistributivelaw eg to multiply any number by 9 first multiply by 10 and then subtract the number
• accept personal responsibility for maintenance of a safe working environment for the team
• accept responsibility for maintenance of a safe working environment for themselves and others
• accept specific roles in a team while planning and conducting investigations, communicating information and understanding and solving problems
• accept that grief reactions can result from a range of experiences
• adapt and develop strategies and procedures to investigate the world to make artworks
• adapt texts for different purposes, audiences and contexts and articulate the effects on meaning
• adding and subtracting directed numbers
• adding and subtracting fractions using written methods
• adding and subtracting time mentally using bridging strategies eg from 2:45 to 3:00 is 15 minutes and from 3:00 to 5:00 is 2 hours, so the time from 2:45 until 5:00 is 15 minutes + 2 hours = 2 hours 15 minutes
• adding and subtracting time with a calculator using the ëdegrees, minutes, secondsí button
• adding mixed numerals
• adding, subtracting, multiplying and dividing decimals (for multiplication and division, limit operators to two- digits)
• adopt and present a point of view supported with evidence
• adopt the role of an audience member when viewing art in various locations (eg in school, gallery visits and web exhibitions)
• analyse electronic and print sources of health information and describe specific cues that indicate their reliability and accurac
• analyse geographical data using simple mathematics
• analyse graphical displays to recognise features that may cause a misleading interpretation eg displaced zero, irregular scales
• analyse influences and reasons why people choose to use or not use drugs
• analyse their current levels of incidental and planned physical activity and discuss their adequacy for health and fitness
• analyse their lifestyle over a typical week to plan and implement increased opportunities for physical activity
• analyse three-dimensional structures in the environment to explain why they may be particular shapes eg buildings, packaging
• analysing categorical data eg a survey of car colours
• anticipate and/or respond to problems as they arise in practical situations
• apply a design process that responds to needs and opportunities for each design project
• apply a design process when developing quality solutions for each design project
• apply angle and parallel line results to determine properties of two-dimensional shapes such as the square, rectangle, parallelogram, rhombus and trapezium
• apply angle results to construct a pair of parallel lines using a ruler and a protractor, a ruler and a set square, or a ruler and a pair of compasses
• apply criteria for success in decision making during the development of each design project
• apply critical thinking in the consideration of proposals
• apply different points of view as represented by the frames to interpretations and explanations of selected artworks
• apply different points of view as represented by the frames to interpretations and explanations of selected artworks
• apply directed numbers to calculations involving money and temperature
• apply generalisations to solve geographical problems and make reasoned decisions, reflect on sequences of activities undertaken during learning and at the culmination of learning and propose ways of applying this learning to new learning situations
• apply geometrical facts, properties and relationships to solve numerical problems such as finding unknown sides and angles in diagrams
• apply geometrical facts, properties and relationships to solve problems such as finding unknown sides and angles in diagrams
• apply group work and collaborative strategies to project development
• apply mathematical concepts and computer based technologies to assist analysis of data and information
• apply Pythagoras' theorem to solve problems involving perimeter and area
• apply scientific processes to test the validity of ideas and theories
• apply similarity to finding lengths in the environment where it is impractical to measure directly eg heights of trees, buildings
• apply tests of divisibility mentally as an aid to calculation
• apply the results of experimentation to designing and making when developing each design project
• applying order of operations to simplify expressions
• applying the unitary method to ratio problems
• appreciate that a variety of family structures exist and have the potential to provide supportive and caring environments
• appreciate that lifestyle behaviours which impact on health can be formed during childhood and adolescence
• appreciate the contribution that participation in physical activity makes to the development of interpersonal skills
• appreciate the value of preserving and conserving our heritage
• ask historical questions
• ask questions about how number patterns have been created and how they can be continued
• ask questions about how number patterns have been created and how they can be continued
• ask questions about international time relating to everyday life eg whether a particular soccer game can be watched live on television during normal waking hours
• assess the legacy of the society or period for our world cultural heritage
• assigning a probability of zero to events that are impossible and a probability of one to events that are certain
• assigning probabilities to simple events by reasoning about equally likely outcomes eg the probability of a 5 resulting from the throw of a fair die is 1:6
• associate electricity with energy transfer in a simple circuit
• be responsible and ethical in the decisions made in the development and production of each design project
• bisect an angle by applying geometrical properties eg constructing a rhombus
• bisect an interval by applying geometrical properties eg constructing a rhombus
• calculating dimensions of similar figures using the enlargement or reduction factor
• calculating fractions, decimals and percentages of quantities
• calculating rates from given information eg 150 kilometres travelled in 2 hours
• calculating speed given distance and time
• calculating the surface area of rectangular and triangular prisms
• calculating the volume of a prism given its perpendicular height and the area of its cross-section
• calculating the volume of prisms with cross-sections that are rectangular and triangular
• calculating the volume of prisms with cross-sections that are simple composite figures that may be dissected into rectangles and triangles
• categorise texts by content, genre, composer and purpose
• check expansions and factorisations by performing the reverse process
• check pattern descriptions by substituting further values
• check pattern descriptions by substituting further values
• check the reliability of gathered data and information by comparing them with observations or information from other sources
• checking solutions to equations by substituting
• choose appropriate forms to display data
• choose appropriate units of measurement based on the required degree of accuracy
• choose the appropriate equivalent form for mental computation eg 10% of $40 is 1 of $40
• choosing an appropriate scale in order to enlarge or reduce a diagram
• choosing appropriate scales on the horizontal and vertical axes when drawing graphs
• classify elements as metals or non-metals according to their common characteristics
• classify features of the environment as physical or human elements
• classify living things according to structural features and identify that they have patterns of similarities and differences
• classifying solids on the basis of their properties A polyhedron is a solid whose faces are all flat. A prism has a uniform polygonal cross-section. A cylinder has a uniform circular cross-section. A pyramid has a polygonal base and one further vertex (the apex). A cone has a circular base and an apex. All points on the surface of a sphere are a fixed distance from its centre.
• classifying special quadrilaterals on the basis of their properties
• collate information from a number of sources
• collecting data using a random process eg numbers from a page in a phone book, or from a random number function on a calculator
• combine modes and describe their relationships in multimodal texts
• communicate a logical argument/opinion in oral/written form to a variety of audiences, peers, teachers, parents and carers
• communicate information appropriate to specified audiences
• communicate key messages about being active and suggest simple strategies to assist others to recognise these benefits, eg multimedia presentations, pamphlets
• compare and contrast different methods to solve a range of linear equations
• compare rectangles with the same area and ask questions related to their perimeter such as whether they have the same perimeter
• compare similarities and differences between sets of linear relationships (Reasoning) eg y =3x, y =3x+2, y =3x−2 y=x, y=2x, y=3x y=−x, y=x
• compare the Aboriginal and non-Aboriginal relationship to land and country
• compare the Aboriginal experiences of colonisation with those of Indigenous peoples internationally
• compare the perimeter of a regular hexagon inscribed in a circle with the circle's circumference to demonstrate that π > 3
• compare the strengths and weaknesses of different forms of data display
• compare two sets of data by finding the mean, mode and/or median, and range of both sets
• compare various shapes with the same perimeter and ask questions related to their area such as whether they have the same area
• comparing the Hindu-Arabic number system with number systems from different societies past and present
• comparing times and calculating time differences between major cities of the world eg ëGiven that London is 10 hours behind Sydney, what time is it in London when it is 6:00 pm in Sydney?
• compose a design folio for a specific audience in electronic format including features such as tabs, indents, headers and footers, margins and line and paragraph spacing and using appropriate layout and graphic design
• compose a range of imaginative texts including narrative, poetry, instructions, scripts, advertisements and websites
• compose and respond to factual, opinion, argumentative and persuasive texts
• compose coherent, imaginative texts that use and explore students’ own experiences, thoughts and feelings and their imaginings
• compose imaginative, factual and critical texts for different purposes, audiences and contexts
• compose personal texts in literary forms such as narrative, poetry, speeches and scripts
• compose single texts in limited time
• compose texts that make connections with other texts, such as preparing promotional material for a film or book or writing a narration for a documentary
• confirming, for various convex polyhedra, Eulerís formula F+V=E+2 relating the number of faces (F), the number of vertices (V) and the number of edges (E)
• consider short-term and long-term consequences of design in the design process
• consider the degree of accuracy needed when making measurements in practical situations
• consider the size of the sample when making predictions about the population
• consider: – what do I already know/understand? – what skills do I bring to this inquiry? – what written and graphical resources do I already have?
• construct a directed number sentence to represent a real situation (
• construct a pair of perpendicular lines using a ruler and a protractor, a ruler and a set square, or a ruler and a pair of compasses
• construct a personal meaning of health by exploring a range of community and accepted definitions
• construct and draw circuits to show transfer of energy
• construct formulae for finding areas of common geometric figures eg area of a triangle
• constructing and drawing various prisms from a given cross-sectional diagram
• constructing scale drawings
• constructing various types of triangles using geometrical instruments, given different information eg the lengths of all sides, two sides and the included angle, and two angles and one side
• continually evaluate design ideas and decisions
• converting between metric units of area 1cm2 =100mm2 ,1m2 =1000000mm2 , 1ha=10000m2,1km2 =1000000m2 =100ha
• converting between metric units of length
• converting between units of volume
• converting fractions to decimals (terminating and recurring) and percentages
• converting terminating decimals to fractions and percentages
• create and ensure coherence of medium, form and content through specific language conventions and vocabulary appropriate to particular subject matter or contexts
• create equations to solve a variety of problems, clearly stating the meaning of introduced letters as ëthe number of Öí, and verify solutions
• critically analyse food labels and advertising to determine nutritional value and to expose myths and fallacies
• critically analyse the accuracy of scientific information presented in mass media
• critique a range of health products and services that make substantial claims for success, eg fast and effortless weight loss
• debate the positive and negative outcomes of engaging in risk behaviours
• define the concept of colonisation
• define the terms that describe historical periods of time
• defining the number π as the ratio of the circumference to the diameter of any circle
• demonstrate appropriate ethics and etiquette in relation to computer use such as general computer care, passwords, file security, network use, printing and shared resources
• demonstrate management of basic first aid situations including: – an unconscious person – bleeding and shock – asthma – burns, bites and stings – poisonings and overdose
• demonstrate movement skills through a range of experiences including: – aquatics activities such as water safety skills, water games and sports – track and field activities – dance from contexts such as cultural, social, contemporary and current – games from categories such as target, striking/fielding, invasion and net/court – gymnastics from areas such as general and artistic
• demonstrate responsibility in working environments
• demonstrate the use of safe and hygienic work practices including the correct use of safety equipment
• demonstrate understanding of the complexity of meaning in texts
• demonstrating by practical means that the ratio of the circumference to the diameter of a circle is constant eg by measuring and comparing the diameter and circumference of cylinders
• deriving a rule for a set of points that has been graphed on a number plane by forming a table of values or otherwise
• describe a logical procedure for undertaking a simple or controlled experiment to collect valid first-hand data
• describe a problem and develop an hypothesis or question that can be tested or researched
• describe a sketch in sufficient detail for it to be drawn
• describe and explain qualities of language in their own and others’ texts that contribute to the enjoyment that can be experienced in responding and composing
• describe and recognise the advantages of the Hindu- Arabic number system
• describe aqueous mixtures in terms of solute, solvent and solution
• describe current use of the environment and suggest strategies for future ecological sustainability
• describe different global life opportunities and quality of life, including those based on gender
• describe different strategies that could be employed to solve an identified problem
• describe expansion and contraction of materials in terms of a simple particle model
• describe friction as a contact force which opposes motion
• describe global patterns of physical and human features
• describe global variations in the access of people to a range of essential aspects of life
• describe historical cases where developments in science have led to the development of new technologies
• describe historical cases where developments or improvements in technology have transformed science
• describe how an idea can gain acceptance in the scientific community as either theory or law
• describe how both men and women lived in a society or period
• describe how particular factors influencing a sense of self are interdependent and can become increasingly significant at different life stages
• describe life changes that may affect participation in a range of physical activities
• describe light as a form of energy not requiring a medium for propagation
• describe qualitatively relative sizes, distances and movements of components of our solar system
• describe relationships between the algebraic symbol system and number properties
• describe relative movements of the planets, moons and sun
• describe some adaptations of living things to factors in their environment
• describe some aspects of family/community heritage
• describe some major features of the universe, including galaxies, stars, nebulae and solar systems
• describe some models and theories that have been considered in science and then been modified or rejected as a result of available evidence
• describe some of the differing aspects of contact between Aboriginal and non-Aboriginal peoples from 1820 to 1900
• describe some recent scientific contributions made by male and female scientists, including Australians, and discuss the effect of their contributions
• describe sound as a form of energy requiring a medium for propagation
• describe strategies to minimise harm in each of the following real life situations when: – travelling alone at night – at a party – feeling depressed – experiencing unwanted sexual contact – being offered or using drugs – in water environments – exposed to the sun – as a pedestrian, passenger and user of wheeled devices
• describe the actions of individuals, groups and governments in relation to the issue
• describe the behaviour of charges when they are brought close to each other
• describe the behaviour of magnetic poles when they are brought close to each other
• describe the behaviour of matter in terms of particles that are continuously moving and interacting
• describe the current challenges that may face young people and predict future challenges
• describe the ecological dimensions of the issue
• describe the effect of the forces of the sun and moon on the hydrosphere
• describe the factors affecting design in the development of each design project
• describe the geographical processes that shape the selected environment
• describe the importance of atmospheric gases, including ozone and greenhouse gases, to life on earth
• describe the inner structure of the Earth in terms of core, mantle, crust and lithosphere
• describe the interaction of humans with the environment
• describe the interrelationship of the environment and a specific community
• describe the key aspects of contact between the indigenous and non- indigenous peoples
• describe the main features of the indigenous culture prior to colonisation
• describe the main features of the time in which a specific person, group or event was significant
• describe the nature of Built Environments,
• describe the nature of global geographical issues
• describe the nature of Information and Communications
• describe the nature of the Products area
• describe the origins of sedimentary, igneous and metamorphic rocks
• describe the pattern formed by plotting points from a table and suggest another set of points that might form the same pattern
• describe the physical changes that occur during observations of evaporation, condensation, boiling, melting and freezing
• describe the process of solving simple inequalities and justifying solutions
• describe the relationship between the sides of a right- angled triangle
• describe the rights and freedoms of different groups in a society or period
• describe the role of the digestive, circulatory, excretory, skeletal and respiratory systems in maintaining humans as functioning organisms
• describe the role of the root, stem and leaf in maintaining flowering plants as functioning organisms
• describe the roles of photosynthesis and respiration in ecosystems
• describe the short-term and long-term effects of: – misuse of prescribed and non-prescribed medications – tobacco – alcohol – cannabis
• describe the water cycle in terms of the physical processes involved
• describe the way in which the people of a society or period were governed
• describe ways in which global relationships are changing as a result of globalisation
• describe ways in which global relationships are changing as a result of globalisation
• describe ways in which objects acquire an electrostatic charge
• describe ways that they could help others who are being harassed, eg assist them to seek help, offer friendship
• describe ways to reduce the risk to themselves and others when working in the laboratory or field
• describe what has been learnt from creating patterns, making connections with number facts and number properties
• describe, using examples of food chains and food webs from Australian ecosystems, how producers, consumers and decomposers are related
• describing solids in terms of their geometric properties number of faces shape of faces number and type of congruent faces number of vertices number of edges convex or non-convex
• describing the limits of accuracy of measuring instruments ( ± 0.5 unit of measurement)
• design a realistic weekly meal plan for a family that reflects healthy food habits
• detect bias in the selection of a sample
• determine and explain differences between equations that represent linear relationships and those that represent non-linear relationships
• determine and justify whether a simplified expression is correct by substituting numbers for letters
• determine equations that have a given solution eg find equations that have the solution x = 5
• determine equivalence of algebraic expressions by substituting a given number for the letter
• determine if particular triangles and quadrilaterals have line and/or rotational symmetry
• determine whether a particular number pattern can be described using algebraic symbols
• determine whether a particular pattern can be described using algebraic symbols
• determining and applying tests of divisibility
• determining if a solid has a uniform cross-section
• determining if two straight edges of a solid are intersecting, parallel or skew
• determining that shape, angle size and the ratio of matching sides are preserved in similar figures
• determining the condition for two circles to be congruent (equal radii)
• determining the effect of multiplying or dividing by a number less than one
• determining the scale factor for a pair of circles
• determining the scale factor for a pair of similar polygons
• develop a commitment to, and skills for, challenging the abuse of power
• develop a realistic sense of their ability to respond to and cope with challenges
• develop and apply action, time and budget plans in design projects
• develop artistic intentions arising from relationships between artist – artwork – world – audience
• develop criteria for success as a tool for assessing design development and production
• developing (by forming a rectangle) and using the formula for the area of a triangle
• developing and using formulae for the area of a square and rectangle
• developing and using the formula to find the volume of cylinders (r is the length of the radius of the base and h is the perpendicular height) V =π r2h
• developing by dissection and using the formula to calculate the area of circles A = π r 2
• developing the formula by practical means for finding the area of a parallelogram eg by forming a rectangle using cutting and folding techniques
• developing the formula for volume of prisms by considering the number and volume of layers of identical shape
• developing, from the definition of π, formulae to calculate the circumference of circles in terms of the radius r or diameter d
• devise and demonstrate a plan to assume responsibility for their road safety and that of other road users
• discover how artists develop their intentions relative to their artworks, the audience and the world and recognise some of the constraints they work within
• discuss and explain the processes of responding and composing, and identify the personal pleasures and difficulties experienced
• discuss examples where societal, religious or ethical values have had an impact on scientific developments
• discuss methods used by groups to influence the global community
• discuss some effects of bushfires, drought and flood on Australian ecosystems
• discuss the place of social and ethical considerations in scientific practice and in applications of science
• discuss the strengths and weaknesses of different number systems
• discuss viewpoints about some issues with a major scientific component
• discuss why measurements are never exact
• discuss, consider and write about different aspects of practice
• discuss, using examples, the positive and negative impacts of applications of recent developments in science
• distinguish between compounds and mixtures
• distinguish between elements and compounds
• distinguish between fact and opinion
• distinguish between fact and opinion
• distinguish between graphs that represent an increasing number pattern and those that represent a decreasing number pattern
• distinguish between natural and made resources
• distinguish between relevance and irrelevance and the familiar and unknown in texts
• distinguish between relevant and irrelevant information
• distinguish between scientific argument and economic or legal argument
• distinguish between unicellular and multicellular organisms
• distinguishing between algebraic expressions where letters are used as variables, and equations, where letters are used as unknowns
• distinguishing between convex and non-convex quadrilaterals (the diagonals of a convex quadrilateral lie inside the figure)
• dividing a quantity in a given ratio
• draw a perpendicular to a line from a point off the line by applying geometrical properties eg constructing a rhombus
• draw a perpendicular to a line from a point on the line by applying geometrical properties eg constructing an isosceles triangle
• draw and describe the operation of a simple ecosystem
• draw conclusions about the usefulness of sources for an historian
• draw conclusions about the usefulness of sources for an historical inquiry
• draw conclusions about the usefulness of sources for an historical inquiry
• draw conclusions and make generalisations
• draw conclusions based on the analysis of data (eg a survey of the school canteen food) using the mean, mode and/or median, and range
• draw some conclusions about the usefulness of sources including a website
• drawing and interpreting graphs of the following types: - sector graphs - conversion graphs - divided bar graphs - line graphs - step graphs
• drawing and interpreting travel graphs, recognising concepts such as change of speed and change of direction
• drawing and using dot plots
• drawing and using stem-and-leaf plots
• drawing congruent figures using geometrical instruments
• drawing frequency histograms and polygons
• drawing similar figures using geometrical instruments
• edit through reading aloud and peer editing, checking accuracy, paragraphing, cohesion, grammar, spelling and punctuation
• enlarge diagrams such as cartoons and pictures
• establish a design process that responds to an identified need and opportunity
• establish an appropriate timeline for an investigation
• establish criteria for successful achievement of needs and opportunities
• establishing and using the equality of vertically opposite angles
• establishing that the angle sum of a quadrilateral is 360o
• establishing the relationship between the lengths of the sides of a right-angled triangle in practical ways, including the dissection of areas
• estimating lengths and distances using visualisation strategies
• evaluate and modify experimental procedures
• evaluate best buys and special offers eg discounts
• evaluate design processes
• evaluate evidence for reliability and validity
• evaluate media statements involving probability
• evaluate prior to, during and at completion of each design solution
• evaluate standards of sexual behaviour considered appropriate by self, peers, family and community
• evaluate the appropriateness of different strategies for solving an identified problem
• evaluate the appropriateness of information gathered
• evaluate the appropriateness of specific design solutions for different cultural groups including Aboriginal and Torres Strait Islanders and other Indigenous peoples
• evaluate the effectiveness of their performance in completing tasks
• evaluate the potential impact of some issues raised in the mass media that require some scientific understanding
• evaluate the process used by the team and effectiveness of the team in completing the task
• evaluate the role of creativity, curiosity, objectivity and logical reasoning in describing phenomena, carrying out investigations and in the devising and testing of hypotheses
• evaluate when it is appropriate to seek assistance from others
• examine differing historical perspectives and interpretations
• examine factors affecting design in the areas of study of Built Environments, Products, and Information and Communications
• examine strategies to improve access to health information, products and services
• examine the motives for peopleís actions in the past
• examine the relationship between risk factors, environments and laws and rules in determining road-user behaviour
• examine the relationship between the cognitive, physical, social, emotional and spiritual components of health
• examine their behaviours and language and recognise the potential impact of these on their own and others’ mental health
• expanding algebraic expressions by removing grouping symbols (the distributive property)
• experiment and improvise both individually and in groups using stimulus characteristic of the repertoire studied
• experiment with forms, features and structures, modes and media in deciding on the best ways to shape meaning with accuracy, clarity and coherence
• explain cause and effect
• explain density in term of a simple particle model
• explain how Aboriginal peoples outside the Sydney regions responded to the invasion of their lands
• explain how and why colonisation occurred
• explain how gender expectations influence sexual choices and options
• explain how indigenous and non-indigenous peoples responded to colonisation
• explain how individuals, community organisations and government actions are contributing to the current management of the environment
• explain how potential for harm can be increased as the result of an interaction of factors, eg peers, alcohol use and road safety
• explain multiplication of a fraction by a fraction using a diagram to illustrate the process
• explain night and day in terms of earths rotation
• explain that a circle consists of all points that are a given distance from the centre and how this relates to the use of a pair of compasses
• explain that reproduction in unicellular organisms takes place by cell division
• explain the beliefs and values of the society
• explain the breaking down of rocks in terms of physical and chemical changes
• explain the changes in pressure of gases in terms of increases or decreases in frequency of particle collisions
• explain the consequences of peopleís actions
• explain the impact made by significant people and/or events on the society or period
• explain the impact of innovations and emerging technologies on society and the environment including new ICTs
• explain the impact of the person, group or event in shaping the modern world
• explain the importance of World Heritage listing
• explain the importance of World Heritage listing
• explain the link between resource use and sustainability
• explain the links between human actions and the consequences for ecological sustainability on a global scale
• explain the meaning of a probability of 0, 12 and 1 in a given situation
• explain the physical, social and emotional changes that occur during adolescence
• explain the relationship that multiplying, dividing, squaring and factoring have with the areas of squares and rectangles with integer side lengths
• explain the responsibilities of designers
• explain the results of colonisation for Aboriginal and non-Aboriginal peoples to 1900
• explain the results of colonisation for indigenous and non-indigenous peoples
• explain the seasons in terms of the tilt of earth's axis and its revolution around the sun
• explain the significance of the point of intersection of two lines in relation to it being a solution of each equation
• explain why a particular algebraic expansion or factorisation is incorrect
• explain why a particular relationship or rule for a given pattern is better than another
• explain why division by a fraction is equivalent to multiplication by its reciprocal
• explain why multicellular organisms require specialised organs and systems
• explain why the person, group or event was significant within the context of the period studied
• explore and develop interpersonal communication skills as they: – identify barriers to communication – propose strategies to overcome barriers – resolve conflict in a range of contexts relevant to young people – evaluate the popular modes of communication used by young people
• explore and seek to explain the artistic practices of selected artists/groups of artists identifying conventions and procedures
• explore forms of musical notation as a method of recording their own musical ideas
• explore real and imagined (including virtual) worlds through close and wide engagement with texts
• explore road safety statistics to analyse reasons for gender differences in road-related injury
• explore the concept of risk by investigating the following: – what is a reasonable degree of risk? – why do people take risks? – influence of gender on risk behaviour
• explore the influence of family and peers as adolescents move from dependence to independence
• explore the influence of the following on a sense of self: – whoIam – where I come from – who I relate to – what I can do – what I believe and value
• explore the relationship between a sense of self, body image and views of what it means to be female or male
• explore the relationship between the person, the drug and the environment in determining the impact of drug use
• explore work and training opportunities for people who engage in design and technology relevant to each area of study
• exploring the history of Platonic solids and how to make them
• exploring through numerical examples that: 222 222 - (ab) = a b , eg (2 × 3) = 2 × 3 - ab= a× b,eg 9×4= 9× 4
• express considered points of view in speech or writing, accurately and coherently and with confidence and fluency in rehearsed, unrehearsed and impromptu situations
• expressing a number as a product of its prime factors
• expressing improper fractions as mixed numerals and vice versa
• expressing one quantity as a fraction or a percentage of another eg 15 minutes is 14 or 25% of an hour
• expressing profit and/or loss as a percentage of cost price or selling price
• expressing the probability of a particular outcome as a fraction between 0 and 1
• extending the line joining a set of points to show that there is an infinite number of ordered pairs that satisfy a given linear relationship
• extract information from column graphs, histograms, divided bar and sector graphs, line graphs, composite graphs, flow diagrams, other texts and audio/visual resources
• factorising a single term
• factorising algebraic expressions by finding a common factor
• find examples of similar and congruent figures embedded in designs from many cultures and historical periods
• find radii of circles given their circumference or area
• find the area and perimeter of quadrants and semi- circles
• find the dimensions of a square given its perimeter, and of a rectangle given its perimeter and one side length
• find the perimeter of simple composite figures
• find the unknown angle in a diagram using angle results, giving reasons
• finding a range of values that satisfy an inequality using strategies such as ëguess and check
• finding equivalent fractions
• finding highest common factors and lowest common multiples
• finding measures of location (mean, mode, median) for small sets of data
• finding square roots and cube roots of numbers expressed as a product of their prime factors
• finding square roots and cube roots of numbers using a calculator, after first estimating
• finding the areas of simple composite figures that may be dissected into rectangles and triangles
• finding the perimeter of simple composite figures
• finding the perimeter of simple composite figures
• finding the probability of a complementary event
• finding the surface area of rectangular and triangular prisms by practical means eg from a net
• finding the surface area of rectangular and triangular prisms by practical means eg from a net
• finding the surface area of rectangular and triangular prisms by practical means eg from a net
• focus on and evaluate particular aspects of texts including storyline, perspective and cultural positioning
• follow the planned procedure when performing an investigation
• form an opinion about the validity or persuasiveness of texts
• forming a table of values for a linear relationship by substituting a set of appropriate values for either of the letters and graphing the number pairs on the number plane eg given y = 3x + 1, forming a table of values using x = 0, 1 and 2 and then graphing the number pairs on a number plane with appropriate scale
• formulate a means of recording the data to be gathered or the information to be collected
• formulate cause and effect relationships
• formulating key questions to generate data for a problem of interest
• gather knowledge of civics and decision-making processes
• generate a variety of equivalent expressions that represent a particular situation or problem
• generate a variety of equivalent expressions that represent a particular situation or problem
• generate a variety of number patterns that increase or decrease and record them in more than one way
• generate questions from information displayed in graphs
• generating a number pattern from an algebraic expression
• give examples of resources from living things and resources extracted from the air, Earth and oceans
• give examples that demonstrate the benefits and limitations of using models
• give examples to show that different cultures or groups within a society (including Aboriginal and other Indigenous people) may use or weight criteria differently to make a decision about an issue involving a major scientific component
• give reasons why society should support scientific research
• global geographical issues – access to fresh water – climate change – energy use – human rights – indigenous people and self- determination – land degradation – threatened habitats – tourism – urbanisation – use of ocean resources
• global geographical issues
• graphically represent aspects of texts such as the storyline of a novel or film, the structure of a poem, the set of a play, and links in a webpage
• graphing more than one line on the same set of axes and comparing the graphs to determine similarities and differences eg parallel, passing through the same point
• graphing points on the number plane from a table of values, using an appropriate scale
• graphing two intersecting lines on the same set of axes and reading off the point of intersection
• how artworks may be differently interpreted by artists, writers, critics, historians and other audiences
• identify a design process used by a designer
• identify a range of design specialisations relevant to Built Environments
• identify a range of design specialisations relevant to Information and Communications design
• identify a range of design specialisations relevant to Product design
• identify a range of plants and animals using simple keys
• identify a variety of energy transformations in everyday devices involving electrical, sound, light and/or heat energy
• identify advantages and limitations of using particular laboratory and field equipment for a specific task
• identify agencies that provide consumer protection regarding health products and services for young people
• identify and demonstrate cohesion of syntax and content in their own texts
• identify and describe a selected innovation or emerging technology in Built Environment design
• identify and describe a selected innovation or emerging technology in Information and Communications
• identify and describe a selected innovation or emerging technology in Product design
• identify and describe examples of scientific concepts and principles that have been used in technological developments (including Australian examples)
• identify and describe examples where technological advances have impacted on science
• identify and describe the functions of the nucleus, cytoplasm, cell membrane, cell wall, chloroplast
• identify and describe the purpose, audience and context for viewing artworks
• identify and describe the purpose, audience and context of texts
• identify and describe the similarities and differences in meaning and language between texts composed for different purposes or audiences including different media descriptions of an event
• identify and locate natural and cultural World Heritage sites
• identify and seek to explain how artists and audiences can read artworks as images or texts by understanding conventions including codes, symbols and signs and how these are embedded in the material and conceptual organisation of artworks
• identify and seek to explain how artists and audiences use cultural and community identities and social perspectives in making and responding to art
• identify and seek to explain how artists and audiences use their imaginations, intuitions, sensory and deeply felt experiences, and views of beauty in making and responding to art
• identify behaviours that assist in preventing STIs, BBVs and HIV/AIDS and explore the interrelationship with drug use
• identify behaviours that display the positive use of power in relationships
• identify behaviours that indicate the positive management of changes associated with puberty for males and females
• identify changes that take place when particular forces are acting
• identify choices that need to be or have been made when considering whether to use particular scientific advances
• identify components of fitness required for enjoyment and success in the physical activities they participate in
• identify data which supports or discounts an hypothesis, a question being investigated or a proposed solution to a problem
• identify different types of sources relevant to the study
• identify different types of sources relevant to the study
• identify ethical, social, and environmental and sustainability considerations relevant to each design project
• identify everyday situations in which magnets and electromagnets are used
• identify everyday situations where friction acts
• identify everyday situations where the effects of electrostatic forces can be observed
• identify examples of economic and cultural factors that are part of globalisation
• identify examples of economic and cultural factors that are part of globalisation
• identify formal and informal school activities that promote a sense of belonging for students
• identify fossil fuels and describe some of their uses
• identify gases that comprise the greater percentage of air and explain the difference between earth's atmosphere and space
• identify global patterns of poverty and wealth
• identify global patterns of resource use
• identify health information, products and services designed to address the health needs of young people, eg mental health, youth health services
• identify how artworks may be explained and interpreted as intertextual, including those that make use of time-based and digital technologies, and pose a challenge to more conventional and established conceptions of art as precious, unique and singular
• identify how concepts of music have been used and manipulated in a range of repertoire
• identify individuals, groups or places to which they feel a strong sense of belonging and explain how these help them to feel supported and connected
• identify internationally recognised symbols for common elements
• identify needs and opportunities that require solutions in Built Environments
• identify needs and opportunities that require solutions in each area of study
• identify needs and opportunities that require solutions in Information and Communications Technologies
• identify needs and opportunities that require solutions in the Product area
• identify objects that possess energy because of their motion (kinetic) or because of other properties
• identify parallel and perpendicular lines in the environment
• identify parallel, perpendicular and skew lines in the environment
• identify patterns resulting from the interaction of the physical and human environments
• identify perspectives and bias about the issue, including in media reports
• identify perspectives of different individuals and groups
• identify possible career paths in science
• identify primary and secondary sources
• identify processes of heat transfer by conduction, convection and radiation
• identify relationships of design to Built Environments
• identify relationships of design to Communications and Information Technologies
• identify relationships of design to the Product area
• identify renewable and non-renewable sources of energy
• identify resource availability and apply realistic limitations to a specific design project
• identify scientific skills that can be useful in a broad range of careers
• identify significant people of the past
• identify signs, symptoms and risk factors for health conditions common in young people
• identify situations or phenomena in which different forms of energy are evident
• identify situations where the processes of filtration, sedimentation, sieving, distillation, chromatography, evaporation, condensation, crystallisation and magnetic attraction are appropriate to separate components of a mixture
• identify solutions to other similar needs and opportunities
• identify some common mixtures
• identify some of the ideas from different cultures (including those of Aboriginal and other Indigenous people) that have contributed to science throughout history
• identify strategies and behaviours for negotiating caring and respectful relationships in a range of settings relevant to young people
• identify strategies and develop plans to keep themselves safe when going out
• identify strategies for coping with loss and ways of giving support to others
• identify suitable materials, tools and techniques for each design project
• identify techniques of persuasion in spoken, written and visual texts
• identify technologies that make tasks easier or more convenient
• identify that all objects exert a force of gravity on other objects in the universe
• identify that living things are made of cells
• identify that rocks are composed of minerals
• identify that substances move into and out of cells
• identify that the nature of observations made depends upon the understanding that the observer brings to the situation
• identify that there is a wide range of multicellular organisms
• identify that tissues, organs and organ systems in multicellular organisms consist of different types of cells
• identify the appropriate units to be used in collecting data
• identify the beneficial and harmful effects that microorganisms can have on living things and the environment
• identify the contribution the designer makes to the improvement of everyday life
• identify the intention, audience and context for an exhibition and display of artworks
• identify the materials required by multicellular organisms for the processes of respiration and photosynthesis
• identify the nature of a presented problem
• identify the origins of a society or historical period
• identify the origins of a society or historical period
• identify the perpendicular height of triangles and parallelograms in different orientations
• identify the responsibility of government to the community and its environment
• identify the specific roles needed when working in a team
• identify the ways characters, situations and concerns in texts connect to students’ own experiences, thoughts and feelings
• identify trends, patterns, relationships and contradictions in data and information
• identify variables that need to be held constant if reliable first-hand data is to be collected
• identify what type of information or data need to be collected
• identify when a chemical reaction is taking place by observing changes in temperature, the appearance of a new substance or the disappearance of an original substance
• identify when a line graph is appropriate
• identify, compare and describe the connection between spoken, written and visual texts with similar subject matter, such as a book and its film adaptation or various descriptions of an incident
• identify, interpret and evaluate data from a variety of experimental sources in developing success criteria
• identify, using examples, the importance of water as a solvent
• identifying a Pythagorean triad as a set of three numbers such that the sum of the squares of the first two equals the square of the third
• identifying and drawing the cross-section of a prism
• identifying and naming a pair of parallel lines and a transversal
• identifying and naming adjacent angles (two angles with a common vertex and a common arm), vertically opposite angles, straight angles and angles of complete revolution, embedded in a diagram
• identifying and naming parts of the circle and related lines, including arc, tangent and chord
• identifying any pairs of parallel flat faces of a solid
• identifying congruent figures by superimposing them through a combination of rotations, reflections and translations
• identifying right prisms and cylinders and oblique prisms and cylinders
• identifying special groups of numbers including figurate numbers, palindromic numbers, Fibonacci numbers, numbers in Pascalís triangle
• identifying the hypotenuse as the longest side in any right-angled triangle and also as the side opposite the right angle
• identifying the point of intersection of the two axes as the origin, having coordinates (0,0)
• identifying the surface area and edge lengths of rectangular and triangular prisms
• identifying the surface area and edge lengths of rectangular and triangular prisms
• identifying, naming and measuring the alternate angle pairs, the corresponding angle pairs and the co-interior angle pairs for two lines cut by a transversal
• implications for social justice and equity
• increasing and decreasing a quantity by a given percentage
• independently plan and conduct investigations, communicate information and understanding and solve problems
• interpret a calculator display in formulating a solution to a problem, by appropriately rounding a decimal
• interpret and construct time lines
• interpret and make models from isometric drawings
• interpret and use probabilities expressed as percentages or decimals
• interpret and use scales in photographs, plans and drawings found in the media and/or other learning areas
• interpret back-to-back stem-and-leaf plots when comparing data sets
• interpret data displayed in a spreadsheet
• interpret descriptions of products that involve fractions, decimals, percentages or ratios eg on labels of packages
• interpret media and sport reports involving percentages
• interpret media reports and advertising that quote various statistics eg media ratings
• interpret statements involving algebraic symbols in other contexts eg creating and formatting spreadsheets
• interpret the findings displayed in a graph eg the graph shows that the heights of all children in the class are between 140 cm and 175 cm and that most are in the group 151ñ155 cm
• interpret the use of directed numbers in a real world context eg rise and fall of temperature
• interpret, question and challenge information and ideas in texts through close study
• interpreting and calculating percentages greater than 100% eg an increase from 6 to 18 is an increase of 200%; 150% of $2 is $3
• interpreting and calculating ratios that involve more than two numbers
• interpreting and using tables relating to time eg tide charts, sunrise/sunset tables, bus, train and airline timetables, standard time zones
• interpreting calculator displays for time calculations eg 2.25 on a calculator display for time means 2 14 hours
• interpreting different meanings (direction or operation) for the + and ñ signs depending on the context
• interpreting the meaning of the continuous line joining the points that satisfy a given number pattern
• interpreting the meaning of the prefixes ëmillií, ëcentií and ëkiloí
• interpreting the number plane formed from the intersection of a horizontal x -axis and vertical y -axis and recognising similarities and differences between points located in each of the four quadrants
• investigate a range of practices in the visual arts in different times and places
• investigate and employ a range of conventions including codes, symbols and signs and consider how communication is embedded in the material and conceptual organisation of artworks and offer a way to develop representations of ideas and interests in the world in the making of art
• investigate the changing nature of one’s sense of self and how it can be different in various social contexts, eg home, school, with friends
• investigate the expressive and stylistic possibilities of different media and techniques used by artists and recognise how these aspects contribute to the kinds of artworks they make
• investigate the field of visual arts and design and approximate some conventions, activities, traditions and customs of the field to make art
• investigate the role and work of selected artists including groups of artists in different times and places
• investigate the works of selected artists as an aspect of their artmaking practice
• investigating the line symmetries and the order of rotational symmetry of the special quadrilaterals
• investigating the line symmetries and the rotational symmetry of circles and of diagrams involving circles, such as a sector and a circle with a chord or tangent
• investigating the properties of special quadrilaterals (trapeziums, kites, parallelograms, rectangles, squares and rhombuses) by using symmetry, paper folding, measurement and/or applying geometrical reasoning Properties to be considered include : opposite sides parallel opposite sides equal adjacent sides perpendicular opposite angles equal diagonals equal in length diagonals bisect each other diagonals bisect each other at right angles diagonals bisect the angles of the quadrilateral
• justify inferences in light of gathered information
• justify their solutions to problems by giving reasons using their own words
• justify their solutions to problems by giving reasons using their own words
• justify why particular types of data or information are to be collected
• justify why particular types of data or information are to be collected
• keying integers into a calculator using the +/- key
• labelling and naming angles using ∠A and ∠XYZ notation
• labelling and naming points, lines and intervals using capital letters
• labelling and naming triangles (eg ABC) and quadrilaterals (eg ABCD) in text and on diagrams
• labelling the vertex and arms of an angle with capital letters
• legal obligations of governments to the preservation of World Heritage sites
• legal obligations of governments to the preservation of World Heritage sites
• link algebra with generalised arithmetic eg for the commutative property, determine that a + b = b + a
• listen to and analyse a range of repertoire
• listing all possible outcomes of a simple event
• locate and gather information from a variety of primary and secondary sources, including maps, globes, plans, fieldwork, information and communication technology, books, 3D models, videos, photographs
• locate different global environments
• locate, assess, select, synthesise and use information, ideas and arguments from texts
• locate, select and organise information from a range of sources
• locate, select and organise information from a range of sources
• maintain tools and equipment including computer equipment
• make and record observations about environments in written and graphical form
• make and record observations and measurements accurately
• make artworks using a range of 2D, including drawing, 3D and/or 4D forms, materials and techniques and various investigations of the world
• make generalisations in relation to a relevant set of observations or experimental results
• make images and objects (artworks) that approximate an approach to artistic practice
• make informed personal choices to shape meaning
• make oral presentations that demonstrate a personal point of view, including speeches and drama performances
• make predictions, infer and interpret texts
• make reasonable estimates for length and area and check by measuring
• making models of polyhedra
• making predictions from a sample that may apply to the whole population
• making predictions from a scatter diagram or graph
• manage risk when developing design projects
• manipulate images with tools such as editing, resizing, grouping, aligning and positioning
• manipulate, combine and challenge different text types in order to compose new texts that address specific purposes, audiences and contexts
• match the tasks to the team members according to the requirements of the task and the skills of the individual
• matching sides and angles of two congruent polygons
• matching the sides and angles of similar figures
• model and then record number patterns using diagrams, words and algebraic symbols
• modify, interpret or appropriate images from a variety of sources in the development of representations of ideas and interests in the world in the making of art and seek to question concepts about art as precious, unique and singular
• monitor progress of the team towards completion of the task
• multiplying and dividing directed numbers
• multiplying and dividing fractions and mixed numerals
• naming the vertices in matching order when using the symbol ≡inacongruencestatement
• naming the vertices in matching order when using the symbol lll in a similarity statement
• negotiate and allocate individual roles to members of the team
• observe and interpret geographical relationships in maps
• observe and interpret geographical trends and relationships in tables and graphs
• ordering directed numbers
• ordering fractions, decimals and percentages
• organise data using a variety of methods including diagrams, tables, spreadsheets and databases
• organise musical ideas into simple compositions both individually and in groups
• outline the contacts that the society had with other peoples
• outline the developments in governmentsí policies towards Aboriginal peoples
• outline the process of globalisation
• participate in a range of enjoyable activities which elevate heart rate to understand concepts of intensity and time and their relationship to maintaining health and developing fitness
• participate in a range of lifelong physical activities to identify and appreciate potential benefits
• participate in a range of movement activities that demonstrate and enhance their ability to: – understand the influence of purpose when composing movement – respond creatively to stimuli, eg music, ideas, player movements – improvise movements to solve problems, eg defending or attacking strategies, expressing ideas – communicate or achieve a set purpose using different subject matter, eg ideas from growing and changing, music – combine simple movement patterns into logical sequences or phrases
• participate in a range of physical activities that are traditionally associated with specific groups
• participate in a variety of movement activities to demonstrate and enhance body control, body awareness, object manipulation, anticipation and timing
• participate in competitive and non- competitive, individual and team physical activities and evaluate the degree to which they meet their needs and interests
• participate in individual and group movement activities which: – demonstrate their ability to use space in different movement contexts – explore force and flow – use self-paced and externally-paced movements to explore rhythm and timing – explore relationships, eg with a partner/group/team member, opposition players, equipment and apparatus, the performance environment
• participate in initiative/challenge activities designed to develop teamwork, cooperation and problem-solving
• participate in movement activities that demonstrate and reinforce the transfer of skills across different movement contexts
• participate in physical activities to develop selected health-related components of fitness, eg flexibility during gymnastic activities
• participate in physical activities to develop selected skill-related components of fitness, eg agility and speed during invasion games
• participate in physical activities with cultural significance, eg Indigenous dance, ethnic games
• participate safely in movement activities
• perform music through singing, playing and moving to a range of repertoire
• placing directed numbers on a number line
• plan the most efficient journey to a given destination involving a number of connections and modes of transport
• plan, develop and draw conclusions in discussions
• play ëguess my ruleí games, describing the rule in words and algebraic symbols where appropriate
• pose and clarify problems and issues to be explored and solved through language
• practice and refine skills needed for design projects
• practise and refine fundamental and specialized movement skills in predictable and dynamic learning environments
• practise extended writing activities based on extended reading and research
• predict outcomes and generate plausible explanations directly related to observations made
• prepare maps and plans of real or imaginary places using pictures and/or symbols at a variety of scales, eg mind maps
• present geographical information about the local environment using a range of written, oral and graphic forms
• present geographical information in the form of both oral and written reports accompanied by maps and graphs, including databases, flow charts, multimedia presentations, debates, role-plays, models and simulations
• process, present and analyse geographical information using information and communication technology (census data on a computer database, CD-ROMs)
• produce creative solutions for problems
• produce solutions reflecting quality standards appropriate to each design project
• propose and develop strategies to effectively manage personal safety, including: – trusting your feelings, thoughts and reading of the situation – talking about it to someone – taking control and using your own plan for becoming comfortable and safe
• propose and, where appropriate, take individual action about contemporary geographical issues, participate in community action about contemporary geographical issues (eg Streamwatch, Clean Up Australia)
• propose ideas that demonstrate coherence and logical progression
• propose possible sources of data and/or information relevant to the investigation
• propose strategies to address misunderstandings about mental health problems and promote positive attitudes
• provide and make use of constructive feedback to refine movement performances
• proving, using a parallel line construction, that any exterior angle of a triangle is equal to the sum of the two interior opposite angles
• qualitatively account for the total energy involved in energy transfers and transformations
• question if the graphs of all linear relationships that have a negative x term will decrease
• question the reasonableness of statements in the media that quote fractions, decimals or percentages
• question when it is more appropriate to use the mode or median, rather than the mean, when analysing data
• question whether a particular equation will have a similar graph to another equation and graph the line to check
• question whether it is more appropriate to use mental strategies or a calculator to find the square root of a given number
• question whether it is more appropriate to use mental strategies or a calculator when performing operations with integers
• question whether it is more appropriate to use mental strategies or a calculator when performing operations with integers
• read and comprehend a variety of data displays used in the media and in other school subject areas
• reading and interpreting tables, charts and graphs
• reading and interpreting tables, charts and graphs
• reading values from the graph of a linear relationship to demonstrate that there are many points on the line
• reading, plotting and naming ordered pairs on the number plane including those with values that are not whole numbers
• reason and explain which term affects the slope of a graph, making it either increasing or decreasing
• recall a definition of design
• recall the main features of Aboriginal culture prior to British colonisation
• recall the nature of early British contact with Aboriginal peoples to 1820
• recognise and explain incorrect operations with fractions e g e x p l a i n w h y 23 + 14 ≠ 73
• recognise and explain that not all patterns form a linear relationship
• recognise and explain why adjacent angles adding to 180o form a straight angle
• recognise and explain why adjacent angles adding to 360o form a complete revolution
• recognise and explain why adjacent angles adding to 90o form a right angle
• recognise and explain why two sides of a triangle must together be longer than the third side
• recognise congruent figures in tessellations, art and design work
• recognise continents using different map projections
• recognise equivalences when calculating eg multiplication by 1.05 will increase a number/quantity by 5%, multiplication by 0.87 will decrease a number/quantity by 13%
• recognise forms of abuse and neglect that can affect children
• recognise forms of bullying and harassment, including sex-based harassment, and devise help- seeking strategies
• recognise how artists interpret the world in the making of artworks and how they seek to represent these concepts through a range of styles and approaches
• recognise how different kinds of artists work individually and collaboratively
• recognise potentially unsafe situations and respond by demonstrating personal skills: – to counteract the influence of others – to influence others to modify their behaviour
• recognise solids with uniform and non-uniform cross- sections
• recognise special types of triangles and quadrilaterals embedded in composite figures or drawn in various orientations
• recognise that a given triangle may belong to more than one class
• recognise that area, length of matching sides and angle sizes are preserved in congruent figures
• recognise that making artworks involves their own interpretive activity, employing different points of view
• recognise that shape, angle size and the ratio of matching sides are preserved in similar figures
• recognise that similar and congruent figures are used in specific designs, architecture and art work eg works by Escher, Vasarely and Mondrian; or landscaping in European formal gardens
• recognise that summary statistics may vary from sample to sample
• recognise that the longest side of a triangle is always opposite the largest angle
• recognise the cultural and social influences on food choices
• recognise the role of technology in the globalisation process
• recognise the spatial distribution of a global environment
• recognise when information is presented objectively and subjectively
• recognise whether a diagram is a net of a solid
• recognise, giving examples, that prisms with the same volume may have different surface areas, and prisms with the same surface area may have different volumes
• recognises technology in music
• recognising and classifying types of triangles on the basis of their properties (acute-angled triangles, right- angled triangles, obtuse-angled triangles, scalene triangles, isosceles triangles and equilateral triangles)
• recognising and using equivalent algebraic expressions eg y+y+y+y=4y w×w = w2 a×b = ab a ÷ b = ba
• recognising data as quantitative (either discrete or continuous) or categorical
• recognising like terms and adding and subtracting like terms to simplify algebraic expressions eg 2n+4m+n=4m+3n
• recognising that all measurements are approximate
• recognising that the sum of the probabilities of all possible outcomes of a simple event is 1
• recognising that the sum of the probabilities of all possible outcomes of a simple event is 1
• recognising the differences between a census and a sample
• recognising the direction and magnitude of an integer
• recognising the equal and supplementary angles formed when a pair of parallel lines are cut by a transversal
• recognising the link between squares and square roots andcubesandcuberootseg23 =8and 3 8 =2
• recognising the role of grouping symbols and the different meanings of expressions, such as 2a+1and 2(a+1)
• recommend the use of an appropriate technology or strategy for collecting data or gathering information
• record data using the appropriate units
• record design processes and decision making in a design folio for each design project
• record investigations and information gathering in their diary
• record patterns of physical and human elements of environments
• reducing a fraction to its lowest equivalent form
• refining key questions after a trial
• refining key questions after a trial
• reflect on and interpret actions and choices, and document these in their diaries
• reflect on the appropriateness of different forms of communication
• reflect on the appropriateness of information-gathering processes
• reflect on the meaning of citizenship and how this varies between groups
• relate an increase or decrease in the amount of energy possessed by particles to changes in particle movement
• relate changes of state to the motion of particles as energy is removed or added
• relate energy transfers in melting and freezing, condensation, evaporation and boiling to the particle model
• relate the formation of landforms to weathering, erosion and deposition
• relate the location of points on a number plane to maps, plans, street directories and theatre seating and note the different recording conventions eg 15°E
• relate to properties of solids, liquids and gases to the particle model of matter
• replacing written statements describing patterns with equations written in algebraic symbols
• represent and apply patterns and relationships in algebraic forms
• representing solutions to simple inequalities on the number line
• representing three-dimensional objects in two dimensions from different views
• respond critically and imaginatively to texts in a range of technologies, including video, computers, print and handwriting
• respond to and compose texts beyond the literal level
• respond to and compose texts intended to inform, persuade and entertain, including humorous texts
• respond to imaginative, factual and critical texts, including the required range of texts, through wide and close listening, reading and viewing
• respond to interactive and simulation texts in print form and on computer to plan, design and investigate a situation
• respond to the range of repertoire used for listening
• respond to their own and others’ compositions by considering ideas, images, information, linguistic and visual forms and features, tone, style, and type and structure of text, with reference to their appropriateness for the text’s purpose, audience and context
• review and modify individual and group participation
• review the dietary habits of young people in relation to recommended dietary guidelines or children and adolescents
• rounding calculator answers to the nearest minute or hour
• rounding decimals to a given number of places
• safely and effectively construct, assemble and manipulate identified equipment
• seek evidence to support claims
• select and draw the appropriate type of graph (from column graph, histogram, divided bar, sector or line graph) or diagram to convey information and relationships clearly and accurately
• select and use an appropriate medium to present data and information
• select and use an appropriate method to acknowledge sources of information
• select and use appropriate devices to measure lengths and distances
• select and use appropriate graphical methods (incorporating information and communication technology) to present information in maps and diagrams
• select appropriate equipment (including safety equipment) and/or resources to perform the task
• select, and use appropriately, types of texts for different purposes and contexts including a discussion, explanation, procedure, exposition, recount, report, response or experimental record for oral or written presentation
• selectively use dictionaries, thesauruses, spellchecks and other reference texts
• self-assess and peer-assess design solutions
• sequence events within specific periods of time
• sequence events within specific periods of time
• set and work to realistic timelines and goals
• set and work to realistic timelines and goals as a team
• Simplify expressions involving grouping symbols and apply order of operations
• simplifying algebraic expressions that involve multiplication and division
• simplifying expressions that involve simple algebraic fractions
• simplifying ratios eg 4:6 = 2:3, 12 :2 = 1:4, 0.3:1 = 3:10
• sketch and label triangles and quadrilaterals from a given verbal description
• sketch, draw and model to aid design development
• sketching on isometric grid paper shapes built with cubes
• solve a variety of real-life problems involving fractions, decimals and percentages
• solve a variety of real-life problems involving rates eg batting and bowling strike rates, telephone rates, speed, fuel consumption
• solve a variety of real-life problems involving ratios eg scales on maps, mixes for fuels or concrete, gear ratios
• solve problems involving π , giving an exact answer in terms of π and an approximate answer using 22/7, 3.14 or a calculator's approximation for π
• solve problems involving calculations with mixed time units eg ëHow old is a person today if he/she was born on 30/6/1989?
• solve problems involving surface area of rectangular and triangular prisms
• solve problems involving volume and capacity of right prisms and cylinders
• solve problems relating to perimeter, area and circumference
• solve simple probability problems arising in games
• solving equations arising from substitution into formulae
• solving equations using algebraic methods that involve up to and including three steps in the solution process and have solutions that are not necessarily whole numbers
• solving linear equations using strategies such as guess, check and improve, and backtracking (reverse flow charts)
• solving problems involving Pythagorasí theorem, giving an exact answer as a surd (eg 5 ) and approximating the answer using an approximation of the square root
• solving simple inequalities
• solving simple linear equations using concrete materials, such as the balance model or cups and counters, stressing the notion of doing the same thing to both sides of an equationt
• sort and classify equations of linear relationships into groups to demonstrate similarities and differences
• specify the dependent and independent variables when planning controlled experiments
• substituting into algebraic expressions
• subtracting a fraction from a whole number e g 3 − 23 = 2 + 1 − 23 = 2 13
• summarise information from identified oral and written secondary sources
• summarise, define, gather evidence, deduce, argue and debate
• synthesise information from texts with similar subject matter and identify differences in content, purpose, attitude, values and perspective
• the importance and use of longitude
• translating a word problem into an equation, solving the equation and translating the solution into an answer to the problem
• translating between words and algebraic symbols and between algebraic symbols and words
• translating from everyday language to algebraic language and from algebraic language to everyday language
• understand the impact of abuse and neglect
• understanding how the concepts of music are used and manipulated in compositions and arrangement
• use a design folio to record and reflect on design ideas and decisions
• use a graphics calculator and spreadsheet software to graph and compare a range of linear relationships
• use a number of strategies to solve unfamiliar problems, including: - using a table - looking for patterns - simplifying the problem - drawing a diagram - working backwards - guess and refine
• use a range of listening, reading and viewing strategies, including skimming, scanning, predicting and speculating, reading and viewing in depth and re- reading and re-viewing, according to the purpose and complexity of the texts
• use a range of reading strategies to evaluate critical interpretations of art
• use a range of sources, including databases, CD-ROMs and the internet, to access information
• use a variety of methods to generate creative design ideas for each design project
• use a variety of techniques, such as keywords, skimming and scanning to identify appropriate information
• use algebraic techniques as a tool for problem solving
• use and adapt the processes of planning, drafting, rehearsing, responding to feedback, editing, and publishing to compose texts over time
• use appropriate scales to describe differences in sizes of, and distances between, structures making up the universe
• use cause and effect relationships to explain ideas
• use criteria for success to reflect on the design process used and the solutions
• use drawings, diagrams, graphs, tables, databases, spreadsheets and flow charts to show relationships and present information clearly and/or succinctly
• use dynamic geometry software to investigate angle relationships
• use dynamic geometry software to investigate the properties of geometrical figures
• use dynamic geometry software to investigate the properties of geometrical figures
• use effective research methods to identify needs and opportunities and locate information relevant to the development of each design project
• use examples which show that scientists isolate a set of observations, identify trends and patterns and construct hypotheses or models to explain these
• use geographical questions to investigate a World Heritage site
• use geographical tools to measure and record elements of the local environment
• use historical terms and concepts in appropriate contexts
• use ICTs to communicate information including saving a document in various file types and storage locations from within the application
• use identified strategies to develop a range of possible solutions to a particular problem
• use imaginative texts as models to replicate or subvert into new texts
• use independently a range of data collection strategies and technologies such as data loggers
• use language associated with chance events appropriately
• use latitude to describe the global pattern of climate, including the spatial and seasonal change in insolation
• use mental strategies to estimate the circumference of circles, using an approximate value of π eg 3
• use models to describe different forms of energy
• use models, including mathematical ones, to explain phenomena or make predictions
• use number lines in applications such as time lines and thermometer scales
• use processes of planning, including investigating, interviewing, selecting, recording and organising ideas, images and information for specific purposes in composing
• use Pythagoras' theorem to solve practical problems involving right-angled triangles
• use ruler and compasses to construct angles of 60o and 120o by applying geometrical properties eg constructing an equilateral triangle
• use spreadsheets, databases, statistics packages, or other technology, to analyse collected data, present graphical displays, and discuss ethical issues that may arise from the data
• use Standard Australian English, its variations and different levels of usage appropriately
• use symbols to express relationships, including mathematical ones, and appropriate units for physical quantities
• use the features and structures of imaginative texts to compose their own texts and engage their audience
• use the features of information and communication technologies to compose a range of imaginative, critical and factual texts for television, the internet, radio, email and text messaging
• use the features of information and communication technologies, including word processing, importing and manipulating of graphics, and formatting to compose a variety of texts for different purposes and audiences
• use the internet when researching
• use the term 'field' in describing forces acting at a distance
• use the tools of word processing (including find and replace, word counts, insert page numbers and page breaks, spellcheck and thesaurus functions) for composing
• use their cultural and community identities and social perspectives of interest to them in the development of ideas and interests to represent the world in the making of art
• use their diaries to research and investigate the world, for example: memory, fantasy, people, places and spaces, other living things, objects, culture, social and national identity, relationships, gender, politics, religion, celebrations, events, the environment, theories, issues about art
• use their imaginations, intuitions, sensory and deeply felt experiences and views of beauty in the development of ideas in the making of art
• use time and resources effectively
• use tools, materials and techniques in a responsible and safe manner in each design project.
• use verbal, aural and visual techniques to create imaginative texts
• use word processing features including page numbering and page breaks, find and replace, word count, spell check and thesaurus, columns and sections, inserting text/objects/images
• uses computer based applications
• using a calculator to perform operations with integers
• using a parallel line construction, to prove that the interior angle sum of a triangle is 180ot
• using a process that consists of building a geometric pattern, completing a table of values, describing the pattern in words and algebraic symbols and representing the relationship on a graph
• using a process that consists of identifying a number pattern (including decreasing patterns), completing a table of values, describing the pattern in words and algebraic symbols, and representing the relationship on a graph
• using a scientific or graphics calculator to determine the mean of a set of scores
• using a tally to organise data into a frequency distribution table (class intervals to be given for grouped data)
• using an appropriate non-calculator method to divide two-and three-digit numbers by a two-digit number
• using angle properties to identify parallel lines
• using angle relationships to find unknown angles in diagrams
• using common symbols for ëis parallel toí ( ) and ëis perpendicular toí ( ⊥ )
• using concrete materials such as cups and counters to model: - expressions that involve a variable and a variable plus a constant eg a, a +1 - expressions that involve a variable multiplied by a constant eg 2a, 3a - sums and products eg 2a +1, 2(a +1) - equivalent expressions such as x + x + y + y + y = 2x + 2y + y = 2(x + y) + y - and to assist with simplifying expressions, such as (a + 2) + (2a + 3) = (a + 2a) + (2 + 3) = 3a + 5
• using grouping symbols as an operator
• using index notation to express powers of numbers (positive indices only) eg 8 = 23
• using letters to represent numbers and developing the notion that a letter is used to represent a variable
• using line graphs for continuous data only
• using measures of location (mean, mode, median) and the range to analyse data that is displayed in a frequency distribution table, stem-and-leaf plot, or dot plot
• using Pythagorasí theorem to find the length of sides in right-angled triangles
• using ratio to compare quantities of the same type
• using ratio to compare quantities of the same type
• using spreadsheets to tabulate and graph data
• using the common conventions to indicate right angles and equal angles on diagrams
• using the common conventions to mark equal intervals on diagrams
• using the converse of Pythagorasí theorem to establish whether a triangle has a right angle
• using the kilolitre as a unit in measuring large volumes
• using the notation for recurring (repeating) decimals eg 0.333 33Ö = 0.3 , 0.345 345 345Ö = 0.345
• using the notation for square root ( ) and cube root ()
• using the term ësample spaceí to denote all possible outcomes eg for tossing a fair die, the sample space is 1, 2, 3, 4, 5, 6
• using the term ësimilarí for any two figures that have the same shape but not necessarily the same size
• using the terms cluster and outlier when describing data
• using the words ëcomplementaryí and ësupplementaryí for angles adding to 90o and 180o respectively, and the terms ëcomplementí and ësupplementí
• value the contribution of regular physical activity to health
• verify the various tests of divisibility
• verify the various tests of divisibility
• verify, using a calculator or other means, directed number operations eg subtracting a negative number is the same as adding a positive number
• visualise and name a common solid given its net
• work in a group to design and conduct an investigation eg - decide on an issue - decide whether to use a census or sample - choose appropriate methods of presenting questions (yes/no, tick a box, a scale of 1 to 5, open-ended, etc) - analyse and present the data - draw conclusions
• write a story which matches a given travel graph
• writing answers to a specified or sensible level of accuracy, using the ëapproximately equalsí sign
• writing ratios in various forms eg 46 ,4:6,4to6
• • ask: what is there? where is it? why is it there? what are the effects of it being there? how is it changing over time? should it be like this? – what groups are involved? what do different groups think? what action is appropriate?
• • substitute into formulae used in other strands of the syllabus or in other key learning areas and interpret the solutions eg c2 = a2 + b2 S = TD C = 95 (F − 32)

all  .  ?

• a sense of self
  
• Aboriginal and non- Aboriginal perspectives of the relationship to land and country
  
• accessing health information, products and services
  
• acquiring geographical information
  
• adolescence and change
  
• alternative ways of expressing ideas
  alternative ways of expressing ideas
• analyse data using mean, mode, median and range
  
• applications and uses of science
  
• apply mental strategies to aid computation
  
• apply Pythagoras theorem
  
• areas of squares, rectangles, triangles and parallelograms
  
• artistic practices, conventions and the networks of procedures that inform the approaches to artmaking of different artists or group of artists
  
• artists working individually, in groups and in collaboration with others
  
• artworks produced for exhibition and display
  
• artworks that relate to their own background and experience
  
• aspects of movement skill development
  
• assessing health information, products and services
  
• aurally exploring music of various styles, periods and genres
  
• Australian and international artists
  Australian and international artists, designers, architects from different times and places with a focus on those with an iconic status and others who are relevant to the cultural and personal interests of students. Consideration should be given to: − contemporary artists and modern artists − artists from different times and cultures − Aboriginal and Indigenous artists − female and male artists − those who use conventional and/or more contemporary technologies
• belief, value and meaning about artwork from the structural frame
  
• belief, value and meaning about artworks from the cultural frame
  
• belief, value and meaning about artworks from the postmodern frame
  
• belief, value and meaning about artworks from the subjective frame
  
• belief, value and meaning in artmaking in the cultural frame
  
• belief, value and meaning in artmaking in the postmodern frame
  
• belief, value and meaning in artmaking in the structural frame
  
• belief, value and meaning in artmaking in the subjective frame
  
• beliefs and values of the people in a medieval or early modern society or period
  
• bias and perspective in texts
  bias and perspective in texts
• British contact with Aboriginal peoples to 1820
  
• bullying and harassment
  
• caring and respectful relationships
  
• cell theory
  
• change of state
  
• changes and challenges
  
• changing global relationships
  
• choosing equipment or resources
  
• circles
  
• circumferences and areas of circles
  
• civics and citizenship in an ancient society or period
  
• classification
  
• classify angles and determine angle relationships
  
• classify, construct and determine properties of triangles and quadrilaterals
  
• communicating geographical information
  
• comparative experiences of colonisation
  
• complete simple numerical exercises based on geometrical properties
  
• complete simple numerical exercises based on geometrical properties
  
• components of a balanced lifestyle
  
• components of the universe
  
• compounds and reactions
  
• congruence
  
• connectedness
  
• considerations in drafting and editing
  considerations in drafting and editing such as content, vocabulary, accuracy, cohesion, linguistic and visual forms, textual structures, tone and style and overall effect for purpose, audience and context
• construct frequency tables
  
• construct parallel and perpendicular lines and determine associated angle properties
  
• construction steps that contribute to a quality solution
  construction steps that contribute to a quality solution
• contexts for specialised movement skills
  
• conventions associated with generic definitions of literary, film, television and other multimedia, information, everyday and workplace texts
  conventions associated with generic definitions of literary, film, television and other multimedia, information, everyday and workplace texts
• convert between metric units of length and area
  
• convert between metric units of volume
  
• create, record and describe number patterns using words
  
• creating simple compositions both individually and in groups
  
• current issues, research and developments in science
  
• daily life of men and women in an ancient society or period
  
• data sources
  
• definitions of design
  
• describe the limits of accuracy of measuring instruments
  
• design communication methods
  communication methods including − drawings, sketches and models − written reports − oral presentations − digital presentations
• design processes
  
• design processes used by designers
  
• design research methods
  research methods − needs analysis − surveys and interviews − searching techniques including use of the Internet
• determine properties of three-dimensional objects
  
• determine and apply tests of divisibility
  
• determine the probability of simple events
  
• develop formulae and use to find the area and perimeter of triangles, rectangles and parallelograms
  
• different audiences for artworks including art critics, art historians, members of the public, teachers, parents, students, other artists
  
• different design specialisations
  
• different kinds of artworks in 2D, 3D and 4D forms including their symbolic, representational, physical and material properties
  
• different ways of using feedback to improve their texts
  different ways of using feedback to improve their texts
• differing experiences of contact between Aboriginal and non-Aboriginal peoples from 1820 to 1900
  
• distinguish between types of variables used in graphs
  
• divide two- or three-digit numbers by a two-digit number
  
• draw frequency histograms and polygons
  
• draw, read and interpret graphs (line, sector, travel, step, conversion, divided bar, dot plots and stem-and-leaf plots), tables and charts
  
• drug use
  
• ecosystems
  
• electrical energy
  
• electrostatic charge
  
• elements
  
• ethical and responsible design
  ethical and responsible design
• etiquette and ethical behaviour associated with email and internet use
  etiquette and ethical behaviour associated with email and internet use
• etymology and word sense
  the ways etymology can clarify choice of vocabulary
• evaluation techniques
  
• experimentation and testing of design ideas
  experimentation and testing of design ideas
• experimenting and improvising music representative of various styles, periods and genres
  
• explicit criteria for judging the effectiveness of a text for its purpose, audience and context
  explicit criteria for judging the effectiveness of a text for its purpose, audience and context
• Explore other counting systems
  
• exploring risk
  
• express a number as a product of its prime factors
  
• expression of cause and effect
  expression of cause and effect
• factors influencing design
  − function − aesthetics − human form − scale − ergonomics − ethical − environmental − legislation including OHS − cost − socio-cultural − resource availability − physical and material properties − safety
• factors that affect health
  
• features of texts that can be represented in graphical form to enable deeper understanding of meaning
  features of texts that can be represented in graphical form to enable deeper understanding of meaning
• fieldwork
  
• find the volume of right prisms and cylinders
  
• find squares/related square roots; cubes/related cube roots
  
• find the areas of simple composite figures
  
• Find the surface area of rectangular and triangular prisms
  
• find the volume of right prisms and cylinders
  
• forces
  
• frictional force
  
• gathering first-hand information
  
• gathering information from secondary sources
  
• global geographical issues
  
• global geographical issues
  
• global inequalities
  
• global issues and implications for social justice and equity
  
• global organisations
  
• global patterns of physical and human features
  
• global representation using maps
  
• globalisation
  
• graph and interpret linear relationships created from simple number patterns and equations
  
• gravitational force
  
• he importance of originality and inventiveness
  he importance of originality and inventiveness
• he ways in which purpose, audience and context affect a composer’s choices of content, language forms and features and structures of texts
  he ways in which purpose, audience and context affect a composer’s choices of content, language forms and features and structures of texts
• health-related of fitness
  
• healthy food habits
  
• heat energy
  
• heritage issues
  
• historical sources
  
• historical terms and concepts
  
• how artists develop their intentions
  
• how artists invent, adapt and develop strategies and procedures to investigate the world to make artworks
  
• how artworks may be differently interpreted by artists, writers, critics, historians and other audiences
  
• how information can be used to different effect in different texts
  how information can be used to different effect in different texts
• how practice in the visual arts in different times and places is conditioned by a range of interests
  
• how the world can be interpreted in art and the ways in which ideas are represented
  
• humans
  
• identifies technology in music
  
• identify congruent figures
  
• identify misrepresentation of data in graphs
  
• identifying, understanding and describing how the concepts of music have been used and manipulated
  
• implications of science for society and the environment
  
• increasing government control of the lives of Aboriginal peoples
  
• individual/group performance
  
• inference, figurative language and alternative readings as strategies for responding to and composing texts beyond the literal level
  inference, figurative language and alternative readings as strategies for responding to and composing texts beyond the literal level
• influences on skill development and performance
  
• innovation and emerging technologies
  innovation and emerging technologies relating to tools, materials, techniques or products in each area of study
• interpersonal communication
  
• interpret a variety of tables and charts related to time
  
• interpret the number plane and locate ordered pairs
  
• investigate and find the area and circumference of circles
  
• investigate Euler's relationship for convex polyhedra
  
• Investigate groups of positive whole numbers
  
• investigate Platonic solids
  
• investigate similar figures and interpret and construct scale drawings
  
• key geographical questions
  
• length and perimeter
  
• lifelong physical activities
  
• light energy
  
• links between the ideas, information, perspectives and points of view presented in texts and their own background and experience
  links between the ideas, information, perspectives and points of view presented in texts and their own background and experience
• magnetic force
  
• maintenance of tools and equipment
  
• make isometric drawings
  
• make predictions from samples and diagrams
  
• management techniques
  management techniques including action, time and budget planning
• Materials associated with a specific elected Technology
  Materials associated with a specific Technology
• mental health
  
• methods used to generate creative design ideas
  methods used to generate creative design ideas including − mind mapping − brain storming − sketching and drawing − modelling − experimenting and testing
• mixtures
  
• multicellular organisms
  
• multimodal texts
  the interaction of different language modes and different media to create meaning in multimodal texts
• natural (physical) and cultural (human) sites
  
• natural resources
  
• needs and opportunities in Built Environment design
  
• needs and opportunities in Information and Communication Technologies design
  
• needs and opportunities in Product design
  
• Newtonian model of the solar system
  
• notating compositions using various forms of traditional and non-traditional notation
  
• notation
  
• participating as informed and active citizens
  
• perform operations with directed numbers
  
• perform operations with fractions, decimals and mixed numerals
  
• performing first-hand investigations
  
• performs operations involving time units
  
• personal benefits of participation in physical activity
  
• personal safety
  
• physical activity levels
  
• planning first-hand investigations
  
• power in relationships
  
• pre-contact Aboriginal culture
  
• presenting information
  
• problem solving
  
• processes for the drafting of texts
  processes for the drafting of single drafts, multiple drafts and collaborative texts
• processes of representation
  processes of representation including the use of symbols, images, icons, clichés, stereotypes, connotations, inference and particular visual and aural techniques including those of camera, design and sound
• processing geographical information
  
• processing information
  
• propeties of circles
  
• protective strategies
  
• pythagoras theorem
  
• quadrilateral
  
• recognise and use simple equivalent algebraic expressions
  
• recognise complementary events
  
• recognising abuse
  
• relationship of design to Information and Communication
  
• relationship of design to the Built Environment
  
• relationship of design to the Product area
  
• relationship of quality solutions to needs
  relationship of quality solutions to needs and opportunities and the criteria for success for each design project
• represent number pattern relationships as points on a grid
  
• resource availability
  resource availability including − time − money − materials, tools and techniques − human resources including skills and expertise − other resources
• responding to and discussing the varying repertoire used in class and in the world of music
  
• responsible behaviour in working environments
  
• rights and freedoms in an ancient society or period
  
• risk management strategies
  
• road safety
  
• seeking help
  
• sexual health
  
• similarity
  
• Simplify expressions involving grouping symbols and apply order of operations
  
• skill development and refinement
  
• skill-related components of fitness
  
• solve linear equations and word problems using algebra Solve simple inequalities
  
• solve simple probability problems
  
• sound energy
  
• strategies to minimise harm
  
• strategies used in presenting information, opinions and perspectives in different media texts
  strategies used in presenting information, opinions and perspectives in different media texts
• substitute into algebraic expressions
  
• suitable materials, tools and techniques for design projects
  suitable materials, tools and techniques for design projects
• surface area of prisms
  
• technical features of audio and visual composition
  technical features of audio and visual recording, word processing, graphics and formatting used for composing texts
• techniques associated with a specific elected technology
  
• techniques for effective speaking in formal and informal contexts
  techniques for effective speaking in formal and informal contexts
• techniques for planning and rehearsing
  techniques for planning and rehearsing including brainstorming, mindmapping, storyboarding, role-play and improvisation
• technolgy
  
• technologies, software and their functions appropriate for particular tasks in English
  technologies, software and their functions appropriate for particular tasks in English
• technology and music
  
• terminology associated with responding to and composing information and communication technology (ICT) texts
  terminology associated with responding to and composing information and communication technology (ICT) texts
• textual and visual conventions for composing dialogue
  textual and visual conventions for composing dialogue
• the approximation of measurements
  recognising that all measurements are approximate
• the atmosphere
  
• the cleverness and joy of invention
  the cleverness and joy of invention
• the complexity of meaning in texts
  the complexity of meaning in texts
• the consequences of colonisation in Australia
  
• the consequences of colonisation internationally
  
• the contacts a medieval or early modern society had with other peoples
  
• the contributions of females and males who engage in design and technology
  
• the effectiveness of specific language forms and features and structures of texts for different purposes, audiences and contexts and for specific modes and mediums
  the effectiveness of specific language forms and features and structures of texts for different purposes, audiences and contexts and for specific modes and mediums
• the effects of emotive and persuasive language
  the effects of emotive and persuasive language
• the elements of composition
  
• the English language
  Aboriginal English as a valid and culturally accepted variation of expression
• the experiences of colonisation
  
• the features of a pre-colonial indigenous culture around the world
  
• the features of movement composition
  
• the field of visual arts and design as comprising conventions, activities, traditions and customs shaped by different values and beliefs
  
• the forms and features of language, the structures of texts and the nature of content that enables categorisation by content, composer and genre
  the forms and features of language, the structures of texts and the nature of content that enables categorisation by content, composer and genre
• the forms, features and structures of interactive and simulation texts
  the forms, features and structures of interactive and simulation texts, multimedia texts and websites, including layout and design, and the nature and capacity for interaction
• the function of the artist to make artworks - images or objects
  
• the historical context of a specific person, group or event
  
• the history of science
  
• the human elements of environments
  
• the hydrosphere
  
• the ideas, information, perspectives and points of view presented in imaginative, factual and critical texts
  
• the impact of a specific person, group or event on the modern world
  
• the impact of innovation and emerging technology on society and the environment
  the impact of innovation and emerging technology on society and the environment
• the impact of significant people and/or events in the medieval or early modern period
  
• the importance and use of latitude
  
• the importance and use of longitude
  
• the interaction of the physical and human elements
  
• the language and processes of persuasion
  the language and processes of persuasion including emotive language, imagery, selective use of detail, techniques for specific target groups and opinions presented as facts
• the language and structure of argument
  the language and structure of argument
• the language of factual texts
  the language of factual texts including impersonal language, passive voice and compressed forms of presentation
• the language of opinion
  the language of opinion including modality, bias, personal pronouns and other semantic cues
• the law of the conservation of energy
  
• the legacy of the ancient, medieval and early modern world
  
• the lithosphere
  
• the major geographical processes that operate within the chosen environment
  
• the material, physical and virtual form of artworks intentionally made by artists
  
• the nature and practice of science
  
• the nature of at least three of the four frames and how they may be employed to express particular intentions or points of view
  
• the nature of at least three of the four frames as alternative frameworks of belief, value and meaning in visual arts
  
• the nature of colonisation in Australia
  
• the nature of colonisation internationally
  
• the nature of contact between the indigenous and non-indigenous peoples
  
• the nature of health
  
• the nature of the work of designers as individuals and as collaborators
  
• the need to promote ecological sustainability
  
• the origins of an ancient society or period
  
• the particle model of matter
  
• the physical elements of environments
  
• the pleasure and enjoyment in making artworks
  
• the process of historical inquiry
  
• the properties of solids liquids and gases
  
• the reasons specific language forms and features, and structures of texts are commonly used for particular purposes, audiences and contexts
  the reasons specific language forms and features, and structures of texts are commonly used for particular purposes, audiences and contexts
• the responses of indigenous and non-indigenous peoples to colonisation
  
• the safe and responsible use of materials, tools and techniques
  the safe and responsible use of materials, tools and techniques in specific design projects
• the significance of a specific person, group or event
  
• the spatial distribution of the selected global environment
  
• the structure of Earth
  
• the structures and features of imaginative texts
  the structures and features of imaginative texts including characterisation, setting, tension and climax, chronology and time, narrative voice, effective beginnings and endings
• the terminology and concepts of historical time
  
• the use of creativity and imagination
  
• the use of musical concepts
  
• the use of particular incidents to represent or clarify wider concepts
  the use of particular incidents to represent or clarify wider concepts
• the use of simple rhetorical devices
  the use of simple rhetorical devices
• the variety of genres available to composers of imaginary texts
  the variety of genres available to composers of imaginary texts
• the way the environment influences the community
  
• the ways composers use stylistic features, content and marketing to develop and promote popular appeal
  the ways composers use stylistic features, content and marketing to develop and promote popular appeal
• the ways different modes work together to shape meaning in multimedia texts
  the ways different modes work together to shape meaning in multimedia texts such as film, CD-ROM, websites and television
• the ways in which inference, emphasis and point of view shape meaning
  the ways in which inference, emphasis and point of view shape meaning
• the ways in which meaning is shaped by form, structure, style, personal perspective and by the composer’s purpose and audience
  the ways in which meaning is shaped by form, structure, style, personal perspective and by the composer’s purpose and audience
• the ways in which specific language forms and features and structures of text are used to shape meaning
  the ways in which specific language forms and features and structures of text are used to shape meaning including: • in written texts: medium, organisation, sentence structures, grammar, punctuation, vocabulary and spelling, the use of formal or colloquial language and figurative language • in spoken texts: medium, organisation, sentence structures, grammar, punctuation, vocabulary, cues, nonverbal language, tone, pitch, intonation and volume • in visual texts: medium, organisation, colour, layout, perspective, focus, camera angles and editing
• the ways in which use of detail, perspective and choice of vocabulary connect texts
  the ways in which use of detail, perspective and choice of vocabulary connect texts
• the ways tense, active and passive voice, sequencing, semantic links, synonyms, antonyms and affixes shape meaning
  the ways tense, active and passive voice, sequencing, semantic links, synonyms, antonyms and affixes shape meaning
• the ways their own background and experience affect their responses to texts
  the ways their own background and experience affect their responses to texts
• the ways ‘the real world’ is represented in the imaginary worlds of texts including literature, film, media and multimedia texts
  the ways ‘the real world’ is represented in the imaginary worlds of texts including literature, film, media and multimedia texts
• the world as the source of ideas and concepts to make art
  
• their emerging sense of personal style and taste in composition and response
  their emerging sense of personal style and taste in composition and response
• thinking critically
  
• Tools and equipment associated with a specific technology elective
  
• translate between words and algebraic symbols and between algebraic symbols and words
  
• triangles
  
• types and nature of relationships
  
• types of global environments and their location
  
• types of humour and how humour is expressed in texts
  types of humour and how humour is expressed in texts
• types of movement skills
  
• understanding how the concepts of music are used
  
• understanding how the concepts of music are used
  
• understanding various forms of musical notation used in the repertoire studied
  
• unicellular organisms
  
• use ratios and rates to solve problems
  
• use algebraic symbols to translate descriptions of number patterns
  
• Use index notation for positive integral indices
  
• use international time zones to compare times
  
• use letters to represent numbers
  
• use of design folio to record and reflect on design ideas and decisions
  use of design folio to record and reflect on design ideas and decisions
• use the algebraic symbol system to simplify, expand and factorise simple algebraic expressions
  
• using ICTs to plan, develop and document design projects
  using ICTs to plan, develop and document design projects
• using sampling and census
  
• various artists, with a focus on what they do, where they work, how and why they work and how they develop their intentions
  
• verbal, aural and visual techniques used to create imaginative texts
  verbal, aural and visual techniques used to create imaginative texts, such as imagery, figures of speech, selective choice of vocabulary, rhythm, sound effects, colour and design
• volume of cylinders
  
• volume of prisms
  
• ways of organising information, ideas and arguments textually or visually
  ways of organising information, ideas and arguments textually or visually such as clustering, listing, compare and contrast, problem–solution, semantic chains, graphic and diagram outlines, structured overviews, consequence maps, thinking wheels and mindmaps
• ways to engage an audience and sustain their interest and involvement
  ways to engage an audience and sustain their interest and involvement
• work and training opportunities for people who engage in design and technology in each area of study
  
• working in teams
  
• working individually
  
• World Heritage sites
  

all  .  ?

• ART4.01
  uses a range of strategies to explore different artmaking conventions and procedures to make artworks
• ART4.02
  explores the function of and relationships between the artist, artwork, world, audience
• ART4.03
  makes artworks that involve some understanding of the frames
• ART4.04
  recognises and uses aspects of the world as a source of ideas, concepts and subject matter in the visual arts
• ART4.05
  investigates ways to develop meaning in their artworks
• ART4.06
  selects different materials and techniques to make artworks
• ART4.07
  explores aspects of practice in critical and historical interpretations of art
• ART4.08
  explores the function of and relationships between the artist, artwork, world, audience
• ART4.09
  begins to acknowledge that art can be interpreted from different points of view
• ART4.10
  recognises that art criticism and art history construct meanings
• DRAMA.4.01.01
  identifies and explores the elements of drama to develop belief and clarity in character, role, situation and action
• DRAMA.4.01.02
  improvises and playbuilds through group-devised processes
• DRAMA.4.01.03
  devises and enacts drama using scripted and unscripted material
• DRAMA.4.01.04
  explores a range of ways to structure dramatic work in collaboration with others.
• DRAMA.4.02.01
  uses performance skills to communicate dramatic meaning
• DRAMA.4.02.02
  experiments with performance spaces and production elements appropriate to purpose and audience
• DRAMA.4.02.03
  explores and uses aspects of dramatic forms, performance styles, theatrical conventions and technologies to create dramatic meaning.
• DRAMA.4.03.01
  identifies and describes elements of drama, dramatic forms, performance styles, techniques and conventions in drama
• DRAMA.4.03.02
  recognises the function of drama and theatre in reflecting social and cultural aspects of human experience
• DRAMA.4.03.03
  describes the contribution of individuals and groups in drama using relevant drama terminology.
• ENGLISH.4.01
  responds to and composes texts for understanding, interpretation, critical analysis and pleasure
• ENGLISH.4.02
  uses a range of processes for responding to and composing texts
• ENGLISH.4.03
  responds to and composes texts in different technologies
• ENGLISH.4.04
  uses and describes language forms and features, and structures of texts appropriate to different purposes, audiences and contexts
• ENGLISH.4.05
  makes informed language choices to shape meaning with accuracy, clarity and coherence
• ENGLISH.4.06
  draws on experience, information and ideas to imaginatively and interpretively respond to and compose texts
• ENGLISH.4.07
  thinks critically and interpretively about information, ideas and arguments to respond to and compose texts
• ENGLISH.4.08
  makes connections between and among texts
• ENGLISH.4.09
  demonstrates understanding that texts express views of their broadening world and their relationships within it
• ENGLISH.4.10
  identifies, considers and appreciates cultural expression in texts
• ENGLISH.4.11
  uses, reflects on and assesses individual and collaborative skills for learning
• GEOGRAPHY.4.01
  identifies and gathers geographical information
• GEOGRAPHY.4.02
  organises and interprets geographical information
• GEOGRAPHY.4.03
  uses a range of written, oral and graphic forms to communicate geographical information
• GEOGRAPHY.4.04
  uses a range of geographical tools
• GEOGRAPHY.4.05
  demonstrates a sense of place about global environments
• GEOGRAPHY.4.06
  describes the geographical processes that form and transform environments
• GEOGRAPHY.4.07
  identifies and discusses geographical issues from a range of perspectives
• GEOGRAPHY.4.08
  describes the interrelationships between people and environments
• GEOGRAPHY.4.09
  describes differences in life opportunities throughout the world
• GEOGRAPHY.4.10
  explains how geographical knowledge, understanding and skills combine with knowledge of civics to contribute to informed citizenship
• HISTORY.4.01
  describes and explains the nature of history, the main features of past societies and periods and their legacy
• HISTORY.4.02
  describes significant features of Aboriginal and indigenous cultures, prior to colonisation
• HISTORY.4.03
  explains the ways indigenous and non-indigenous peoples of the world have responded to contact with each other
• HISTORY.4.04
  identifies major periods of historical time and sequences people and events within specific periods of time
• HISTORY.4.05
  identifies the meaning, purpose and context of historical sources
• HISTORY.4.06
  draws conclusions about the usefulness of sources as evidence in an inquiry
• HISTORY.4.07
  identifies different contexts, perspectives and interpretations of the past
• HISTORY.4.08
  locates, selects and organises relevant information from a number of sources, including ICT, to conduct basic historical research
• HISTORY.4.09
  uses historical terms and concepts in appropriate contexts
• HISTORY.4.10
  selects and uses appropriate oral, written and other forms, including ICT, to communicate effectively about the past
• MATH.DS.4.01
  constructs, reads and interprets graphs, tables, charts and statistical information
• MATH.DS.4.02
  collects statistical data using either a census or a sample, and analyses data using measures of location and range
• MATH.MS.4.01
  uses formulae and Pythagoras' theorem in calculating perimeter and area of circles and figures composed of rectangles and triangles
• MATH.MS.4.02
  calculates surface area of rectangular and triangular prisms and volume of right prisms and cylinders
• MATH.MS.4.03
  performs calculations of time that involve mixed units
• MATH.NS.4.01
  recognises the properties of special groups of whole numbers and applies a range of strategies to aid computation
• MATH.NS.4.02
  compares, orders and calculates with integers
• MATH.NS.4.03
  operates with fractions, decimals, percentages, ratios and rates
• MATH.NS.4.04
  solves probability problems involving simple events
• MATH.PAS.4.01
  uses letters to represent numbers and translates between words and algebraic symbols
• MATH.PAS.4.02
  creates, records, analyses and generalises number patterns using words and algebraic symbols in a variety of ways
• MATH.PAS.4.03
  uses the algebraic symbol system to simplify, expand and factorise simple algebraic expressions
• MATH.PAS.4.04
  uses algebraic techniques to solve linear equations and simple inequalities
• MATH.PAS.4.05
  graphs and interprets linear relationships on the number plane
• MATH.SGS.4.01
  describes and sketches three-dimensional solids including polyhedra and classifies them in terms of their properties
• MATH.SGS.4.02
  identifies and names angles formed by the intersection of straight lines, including those related to transversals on sets of parallel lines, and makes use of the relationships between them
• MATH.SGS.4.03
  classifies, constructs, and determines the properties of triangles and quadrilaterals
• MATH.SGS.4.04
  identifies congruent and similar two-dimensional figures stating the relevant conditions
• MATH.WMS.4.01
  asks questions that could be explored using mathematics in relation to Stage 4 content
• MATH.WMS.4.02
  analyses a mathematical or real-life situation, solving problems using technology where appropriate
• MATH.WMS.4.03
  uses mathematical terminology and notation, algebraic symbols, diagrams, text and tables to communicate mathematical ideas
• MATH.WMS.4.04
  identifies relationships and the strengths and weaknesses of different strategies and solutions, giving reasons
• MATH.WMS.4.05
  links mathematical ideas and makes connections with, and generalisations about, existing knowledge and understanding in relation to Stage 4 content
• MUSIC.4.01
  performs in a range of musical styles demonstrating an understanding of musical concepts
• MUSIC.4.02
  performs music using different forms of notation and different types of technology across a broad range of musical styles
• MUSIC.4.03
  performs music demonstrating solo and/or ensemble awareness
• MUSIC.4.04
  demonstrates an understanding of musical concepts through exploring, experimenting, improvising, organising, arranging and composing
• MUSIC.4.05
  notates compositions using traditional and/or non- traditional notation
• MUSIC.4.06
  experiments with different forms of technology in the composition process
• MUSIC.4.07
  demonstrates an understanding of musical concepts through listening, observing, responding, discriminating, analysing, discussing and recording musical ideas
• MUSIC.4.08
  demonstrates an understanding of musical concepts through aural identification and discussion of the features of a range of repertoire
• MUSIC.4.09
  demonstrates musical literacy through the use of notation, terminology, and the reading and interpreting of scores used in the music selected for study
• MUSIC.4.10
  identifies the use of technology in the music selected for study, appropriate to the musical context
• MUSIC.4.11
  demonstrates an appreciation, tolerance and respect for the aesthetic value of music as an artform
• MUSIC.4.12
  demonstrates a developing confidence and willingness to engage in performing, composing and listening experiences
• PDHP.4.08
  describes how to access and assess health information, products and services
• PDHP.4.09
  describes the benefits of a balanced lifestyle and participation in physical activity
• PDHP.4.11
  selects and uses communication skills and strategies clearly and coherently in a range of new and challenging situations
• PDHP.4.13
  demonstrates cooperation and support of others in social, recreational and other group contexts
• PDHPE.4.01
  describes and analyses the influences on a sense of self
• PDHPE.4.02
  identifies and selects strategies that enhance their ability to cope and feel supported
• PDHPE.4.03
  describes the qualities of positive relationships and strategies to address the abuse of power
• PDHPE.4.04
  demonstrates and refines movement skills in a range of contexts and environments
• PDHPE.4.05
  combines the features and elements of movement composition to perform in a range of contexts and environments
• PDHPE.4.06
  describes the nature of health and analyses how health issues may impact on young people
• PDHPE.4.07
  identifies the consequences of risk behaviours and describes strategies to minimise harm
• PDHPE.4.10
  explains how personal strengths and abilities contribute to enjoyable and successful participation in physical activity
• PDHPE.4.12
  assesses risk and social influences and reflects on personal experience to make informed decisions
• PDHPE.4.13
  demonstrates cooperation and support of others in social, recreational and other group contexts
• PDHPE.4.14
  ngages successfully in a wide range of movement situations that displays an understanding of how and why people move
• PDHPE.4.15
  devises, applies and monitors plans to achieve short-term and long-term goals
• PDHPE.4.16
  clarifies the source and nature of problems and draws on personal skills and support networks to resolve them
• SCIENCE.4.01
  a student identifies historical examples of how scientific knowledge has changed people's understanding of the world
• SCIENCE.4.02
  a student uses examples to illustrate how models, theories and laws contribute to an understanding of phenomena
• SCIENCE.4.03
  identifies areas of everyday life that have been affected by scientific developments
• SCIENCE.4.04
  identifies choices made by people with regard to scientific developments
• SCIENCE.4.05
  describes areas of current scientific research
• SCIENCE.4.06
  identifies and describes energy changes and the action of forces in common situations
• SCIENCE.4.07
  describes observed properties of substances using scientific models and theories
• SCIENCE.4.08
  describes features of living things
• SCIENCE.4.09
  describes the dynamic structure of Earth and its relationship to other parts of our solar system and the universe
• SCIENCE.4.10
  identifies factors affecting survival of organisms in an ecosystem
• SCIENCE.4.11
  identifies where resources are found, and describes ways in which they are used by humans
• SCIENCE.4.12
  identifies, using examples, common simple devices and explains why they are used
• SCIENCE.4.13
  clarifies the purpose of an investigation and, with guidance, produces a plan to investigate a problem
• SCIENCE.4.14
  follows a sequence of instructions to undertake a first-hand investigation
• SCIENCE.4.15
  uses given criteria to gather first-hand data
• SCIENCE.4.16
  accesses information from identified secondary sources
• SCIENCE.4.17
  evaluates the relevance of data and information
• SCIENCE.4.18
  with guidance, presents information to an audience to achieve a particular purpose
• SCIENCE.4.19
  draws conclusions based on information available
• SCIENCE.4.20
  uses an identified strategy to solve problems
• SCIENCE.4.21
  uses creativity and imagination to suggest plausible solutions to familiar problems
• SCIENCE.4.22
  undertakes a variety of individual and team tasks with guidance
• SCIENCE.4.23
  demonstrates confidence and a willingness to make decisions and to take responsible actions
• SCIENCE.4.24
  respects differing viewpoints on science issues and is honest, fair and ethical
• SCIENCE.4.25
  recognises the relevance and importance of lifelong learning and acknowledges the continued impact of science in many aspects of everyday life
• SCIENCE.4.26
  recognises the role of science in providing information about issues being considered and in increasing understanding of the world around them
• SCIENCE.4.27
  acknowledges their responsibility to conserve, protect and maintain the environment for the future
• TECHNOLOGY.4.01.01
  applies design processes that respond to needs and opportunities in each design project
• TECHNOLOGY.4.01.02
  describes factors influencing design in the areas of study of Built Environments, Products, and Information and Communications
• TECHNOLOGY.4.01.03
  identifies the roles of designers and their contribution to the improvement of the quality of life
• TECHNOLOGY.4.02.01
  generates and communicates creative design ideas and solutions
• TECHNOLOGY.4.02.02
  selects, analyses, presents and applies research and experimentation from a variety of sources
• TECHNOLOGY.4.03.01
  applies a broad range of contemporary and appropriate tools, materials and techniques with competence in the development of design projects
• TECHNOLOGY.4.03.02
  demonstrates responsible and safe use of a range of tools, materials and techniques in each design project
• TECHNOLOGY.4.04.01
  explains the impact of innovation and emerging technologies on society and the environment
• TECHNOLOGY.4.05.01
  applies management processes to successfully complete design projects
• TECHNOLOGY.4.05.02
  produces quality solutions that respond to identified needs and opportunities in each design project
• TECHNOLOGY.4.06.01
  applies appropriate evaluation techniques throughout each design project
• TECHNOLOGY.4.06.02
  identifies and explains ethical, social, environmental and sustainability considerations related to design projects