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• Mathematics: Level 9 description

  In Level 9, students develop familiarity with a broader range of non-linear and linear functions and relations, and related algebra and graphs.

  Students apply index laws with integer indices to a range of numerical expressions and extend this to algebraic expressions involving numbers and pro-numerals...

  Level description | Mathematics

• VC2M9ST03

  represent the distribution of multiple data sets for numerical variables using comparative representations such as back-to-back stem-and-leaf plots and histograms; describe data, using terms including ‘skewed’, ‘symmetric’ and ‘bi-modal’; compare data distributions using mean, median and range...

  Elaborations

  • describing the shape of the distribution of data using terms such as ‘positive skew’, ‘negative skew’, ‘symmetric’ and ‘bi-modal’
  • using stem-and-leaf plots to compare 2 like sets of data such as the heights of girls and the heights of boys in a class
  • constructing grouped histograms that show trends in health issues such as lung cancer, leukaemia, stroke and diabetes, and using the graph to justify, verify or invalidate claims
  • exploring comparative data presented in reports by the National Indigenous Australians Agency in regard to ‘Closing the Gap’, discussing the comparative distributions within the context of the data, for example, comparative data presented in the ‘Closing the Gap – Prime Minister’s Report’ 
  • comparing means, medians and ranges of 2 sets of numerical data that have been displayed using histograms, dot plots or stem-and-leaf plots

  VC2M9ST03 | Mathematics | Mathematics Version 2.0 | Level 9 | Statistics

• VCVIC144

  Present ideas and information related to topics of interest in a range of formats, including digital presentations, for different audiences

  Elaborations

  • presenting information in graphs or tables in print or digital form, for example, results from a class survey on preferred leisure activities, foods or idols; or statistics related to Vietnam and Australia, such as population and physical size, climate, number and types of dwellings, pet ownership or most popular leisure activities
  • explaining to others a procedure or practice, for example, community recycling, a recipe, fashion or health-care tips, a tutorial on the rules of a sport or game, or instructions on keeping a pet
  • presenting information in a range of texts, including multimodal and digital texts, for different audiences, for example, a recount of the Year 5 camp for a school newsletter, an invitation to parents to attend the Year 6 information evening, or a review of the latest movie for peers
  • sharing information with peers or family members in Vietnamese-speaking communities overseas, for example, via a video clip or an online blog or wiki, introducing aspects of local culture, including interesting places, people and lifestyle, for example, phương tiện giao thông, cuộc sống của người thành thị và nông thôn, xã hội đa văn hóa

  VCVIC144 | Languages | Vietnamese | F–10 Sequence | Levels 5 and 6 | Communicating | Informing

• VC2M8A05

  experiment with linear functions and relations using digital tools, making and testing conjectures and generalising emerging patterns

  Elaborations

  • using graphing software to investigate the effect of systematically varying parameters of linear functions on the corresponding graphs, making and testing conjectures; for example, making a conjecture that if the coefficient of x is negative, then the line will slope down from left to right
  • using graphing software to systematically contrast the graphs of y=2x, -y=2x, y=-2x and -y=-2x with those of
    y<2x, -y<2x, y<-2x and -y<-2x and those of y>2x, -y>2x,  y>-2x and -y>-2x, making and testing conjectures about sign and direction of the inequality
  • using digital tools to investigate integer solutions to equations such as 2x+3y=48

  VC2M8A05 | Mathematics | Mathematics Version 2.0 | Level 8 | Algebra

• Mathematics | Mathematics Version 2.0: Structure

  Mathematics is presented in 11 levels, from Foundation to Level 10.

  Level 10 also includes Level 10A, which provides opportunities for students to extend their exploration of mathematical notions and further their mathematical studies.

  Strands

  The curriculum is organised into 6 interrelated...

  Overview material | Mathematics Version 2.0

• The Arts | Dance: Learning in Dance

  In Dance, students explore the elements of dance, skills, techniques and processes through the practices of choreography, performance and appreciation. The body is the instrument of expression and students use combinations of the elements of dance: space, time, dynamics and relationships, to communicate...

  Overview material | Dance

• VC2M5N01

  interpret, compare and order numbers with more than 2 decimal places, including numbers greater than one, using place value understanding; represent these on a number line

  Elaborations

  • making models of decimals including tenths, hundredths and thousandths by subdividing materials or grids, and explaining the multiplicative relationship between consecutive places; for example, explaining that thousandths are 10 times smaller than hundredths, or writing numbers into a place value chart to compare and order them
  • renaming decimals to assist with mental computation; for example, when asked to solve 0.6 ÷ 10 they rename 6 tenths as 60 hundredths and say, ‘If I divide 60 hundredths by 10, I get 6 hundredths’ and write 0.6 ÷ 10 = 0.06
  • using a number line or number track to represent and locate decimals with varying numbers of decimal places and numbers greater than one and justifying the placement; for example, 2.335 is halfway between 2.33 and 2.34, that is, 2.33 < 2.335 < 2.34, and 5.283 is between 5.28 and 5.29 but closer to 5.28
  • interpreting and comparing the digits in decimal measures, for example, the length or mass of animals or plants, such as a baby echidna weighing 1.78 kilograms and a platypus weighing 1.708 kilograms
  • interpreting plans or diagrams showing length measures as decimals, placing the numbers into a decimal place value chart to connect the digits to their value

  VC2M5N01 | Mathematics | Mathematics Version 2.0 | Level 5 | Number

• VC2M8P02

  determine all possible outcome combinations for 2 events, using two-way tables, tree diagrams and Venn diagrams, and use these to determine probabilities of specific events in practical situations

  Elaborations

  • describing events using language of ‘at least’, exclusive ‘or’ (A or B but not both), inclusive ‘or’ (A or B or both) and ‘and’
  • using the relation Pr(A and B) + Pr(A and not B) + Pr(not A and B) + Pr(not A and not B) = 1 to calculate probabilities, including the special case of mutually exclusive events where Pr(A and B) = 0
  • using Venn diagrams or two-way tables to demonstrate the difference between events that are mutually exclusive, such as whether a coin toss will land on a head or a tail, and those that are not mutually exclusive, such as people who have blonde hair and people who have blue eyes
  • exploring Aboriginal and/or Torres Strait Islander children’s instructive games, for example, Battendi from the Ngarrindjeri Peoples of Lake Murray and Lake Albert in southern Australia, applying possible combinations and relationships and calculating probabilities using two-way tables and Venn diagrams

  VC2M8P02 | Mathematics | Mathematics Version 2.0 | Level 8 | Probability

• VCJAC148

  Gather, classify and compare information from a range of sources related to concepts from other learning areas

  Elaborations

  • surveying and compiling information about young people’s interests and preferences in different contexts, such as favourite activities, television and websites, preferred means of transport or communication, or leisure activities at different times of the year, and presenting findings in formats such as flow charts, graphs, diagrams or oral presentations, for example, ぜんぶ　で　二十人　です。六人　は　ゲーム　が　すき　です。
  • extracting key points from a range of spoken, written or digital texts on topics such as healthy eating, school lunches, or home or school routines, discussing findings and comparing opinions, for example, 日本人　は　がっこう　で　そうじ　を　します。オーストラリア人　は　そうじ　を　しません。
  • identifying points of information in texts such as advertisements, conversations, brochures or announcements, and representing them in different formats, such as charts, concept maps, skits or digital presentations
  • viewing video clips or reading simple texts containing social interactions such as exchanges between parents and children or customers and shop assistants, identifying and recording new words and expressions for use in their own language production
  • identifying words, expressions and behaviours associated with important Japanese cultural activities or events, and comparing them with equivalent Australian expressions or behaviours, for example, locating あけまして　おめでとう　ございます on a New Year’s card (年(ねん)賀(が)状(じょう))

  VCJAC148 | Languages | Japanese | F–10 Sequence | Levels 5 and 6 | Communicating | Informing

• Geography: Levels 3 and 4 achievement standards

  By the end of Level 4, students identify and describe spatial characteristics, and the characteristics of places and environments at a range of scales. They identify and explain interconnections and identify and describe locations, including Australia’s neighbouring countries and Africa and South America.

  Level description | The Humanities | Geography | Levels 3 and 4

• Intercultural Capability: Foundation to Level 2 description

  From Foundation to Level 2, the curriculum focus is on developing the knowledge, skills and understandings to enable students to learn about cultures in their immediate world. For students at Foundation to level 2, learning typically focuses on their immediate family, home, school and friends....

  Level description | Capabilities | Intercultural Capability

• VC2M10A09

  solve simultaneous linear equations, using algebraic and graphical techniques including using digital tools

  Elaborations

  • investigating situations involving simultaneous linear equations in context (such as multiple quotes for a job, or profit and loss) and solving the equations graphically, giving solutions in everyday language (such as ‘break-even point’ or ‘point to change providers’ for the job)
  • describing the solution of simultaneous equations within the context of the situation
  • using the algebraic methods of substitution and elimination, with and without the use of digital tools, and identifying which technique is the most efficient for a given pair of equations
  • associating the solution of simultaneous equations with the coordinates of the intersection of their corresponding graphs
  • investigating the strategies inherent in Aboriginal and/or Torres Strait Islander children’s instructive games, for example, Weme from the Warlpiri Peoples of central Australia, and their connection to strategies to solve simultaneous linear equations in 2 variables

  VC2M10A09 | Mathematics | Mathematics Version 2.0 | Level 10 | Algebra

• VCIDC021

  Obtain and share information from peers and texts related to family, home, routines and interests

  Elaborations

  • gathering information about activities of others, such as surveying peers about time spent on activities, for example, Berapa jam menonton televisi/membaca buku/bermain komputer/bermain olahraga/makan/belajar/tidur?
  • compiling information and reporting it to others, for example, making a shared class graph showing popular leisure activities during the year
  • comparing information about activities and practices across cultures, for example, reading, viewing or listening to texts related to aspects of school life such as timetables, canteen menus, extracurricular activities and sports
  • working in groups to obtain and use factual information from texts related to other learning areas, for example, completing a simple science experiment, naming countries and significant land features, or recording distances using geography skills

  VCIDC021 | Languages | Indonesian | F–10 Sequence | Levels 3 and 4 | Communicating | Informing

• Health and Physical Education: Level D achievement standards

  By the end of Level D, students recognise changes to their body over the year. They identify and describe basic emotions people experience and what makes them feel this way.

  They recognise some routine actions they do to help them to be healthy, safe and physically active. They identify different...

  Level description | Health and Physical Education | Level D

• VCMNA339

  Explore the connection between algebraic and graphical representations of relations such as simple quadratic, reciprocal, circle and exponential, using digital technology as appropriate

  Elaborations

  • sketching graphs of parabolas, and circles
  • applying translations, reflections and stretches to parabolas and circles
  • sketching the graphs of exponential functions using transformations
  • plotting graphs of families of relations where the product of two variable is equal to a fixed constant

  VCMNA339 | Mathematics | Level 10 | Number and Algebra | Linear and non-linear relationships

• VCELA335

  Understand how to move beyond making bare assertions and take account of differing perspectives and points of view

  Elaborations

  • recognising that a bare assertion (for example 'It's the best film this year') often needs to be tempered by: using the 'impersonal it' to distance oneself (for example 'It could be that it is the best film this year'); recruiting anonymous support (for example 'It is generally agreed that it is the best film this year.'); indicating a general source of the opinion (for example 'Most critics agree that it is the best film this year.'); specifying the source of the opinion (for example 'David and Margaret both agree that it is the best film this year') and reflecting on the effect of these different choices

  VCELA335 | Curriculum content | English | Level 5 | Speaking and Listening | Language

• VC2M10AA06

  apply understanding of polynomials to sketch a range of curves and describe the features of these curves from their equation

  Elaborations

  • investigating the features of graphs of polynomials including axes intercepts and the effect of repeated factors

  VC2M10AA06 | Mathematics | Mathematics Version 2.0 | Level 10A | Algebra

• VCMNA361

  Apply understanding of polynomials to sketch a range of curves and describe the features of these curves from their equation

  Elaborations

  • investigating the features of graphs of polynomials including axes intercepts and the effect of repeated factors

  VCMNA361 | Mathematics | Level 10A | Number and Algebra | Linear and non-linear relationships

• VCMNA337

  Solve simultaneous linear equations, using algebraic and graphical techniques including using digital technology

  Elaborations

  • associating the solution of simultaneous equations with the coordinates of the intersection of their corresponding graphs

  VCMNA337 | Mathematics | Level 10 | Number and Algebra | Linear and non-linear relationships

• Capabilities | Ethical Capability: Rationale and Aims

  Rationale

  The Ethical Capability curriculum explores what it means for both an individual and society to live well. Students examine what we ought to do, how we ought to live, what kind of society we should have and what kind of person one should be. These questions concern individuals alone and...

  Overview material | Ethical Capability