Your search for "Recognise and explore digital systems (hardware and software components) for a purpose" returned 91 result(s)
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Information and Communication Technology Capability - Level 2 (Years 1 and 2)

Typically by the end of Year 2, students: Apply digital information security practices follow class rules about applying selected standard guidelines and techniques to secure digital information Apply person security protocols follow class guidelines …

Information and Communication Technology Capability - Level 2 (Years 1 and 2) | Informed and safe use of information and devices | Dimensions | Curriculum connections | Resources

Health and Physical Education - Above satisfactory - Years 1 and 2

This portfolio of student work shows that the student can recognise and illustrate changes that occur as people age, and can identify activities that change with increasing age (WS3). They can recognise personal factors that shape their personal identity …

Health and Physical Education - Above satisfactory - Years 1 and 2 | Portfolios | Work samples | Resources

Health and Physical Education - Below satisfactory - Years 1 and 2

This portfolio of student work shows that the student can identify physical growth as a change that occurs as they grow older and can identify one change in relationships that occurs as they age (WS3). They can identify one personal strength and identify …

Health and Physical Education - Below satisfactory - Years 1 and 2 | Portfolios | Work samples | Resources

Health and Physical Education - Satisfactory - Years 1 and 2

This portfolio of student work shows that the student can describe physical changes that occur as they age, and can identify relationships that change over time (WS3). They can identify physical and cognitive strengths and make connections between personal …

Health and Physical Education - Satisfactory - Years 1 and 2 | Portfolios | Work samples | Resources

Design and Technologies - Above satisfactory - Foundation to Year 2

This portfolio of student work shows that the student can describe the purpose of familiar products, services and environments and how they meet the needs of users and affect others and environments (WS1, WS2, WS3). The student identifies the features …

Design and Technologies - Above satisfactory - Foundation to Year 2 | Portfolios | Work samples | Resources

Design and Technologies - Satisfactory - Foundation to Year 2

This portfolio of student work shows that the student can describe the purpose of familiar products, services and environments and how they meet the needs of users and affect others and environments (WS1, WS2, WS3). The student identifies the features …

Design and Technologies - Satisfactory - Foundation to Year 2 | Portfolios | Work samples | Resources

Design and Technologies - Below satisfactory - Foundation to Year 2

This portfolio of student work shows that the student can describe the purpose of familiar products, services and environments and how they meet the needs of users and affect others and environments (WS1, WS2, WS3). The student identifies the features …

Design and Technologies - Below satisfactory - Foundation to Year 2 | Portfolios | Work samples | Resources

Aboriginal and Torres Strait Islander Histories and Cultures - Years 1 and 2

Aboriginal and Torres Strait Islander communities maintain a special connection to and responsibility for Country/Place. Aboriginal and Torres Strait Islander Peoples have holistic belief systems and are spiritually and intellectually connected to the …

Aboriginal and Torres Strait Islander Histories and Cultures - Years 1 and 2 | Conservation and sustainability | Dimensions | Curriculum connections | Resources

Numeracy - Level 2 (Years 1 and 2)

Typically, by the end of Year 2, students: Estimate and calculate estimate the solution to a problem and then calculate the answer Use money identify and use combinations of coins and notes for simple purchases Recognise and use patterns and relationships identify, …

Numeracy - Level 2 (Years 1 and 2) | Competencies and skills | Dimensions | Curriculum connections | Resources

Health and Physical Education - Years 1 and 2

Communicating and interacting for health and wellbeing Content descriptions with elaborations: Identify and practise emotional responses that account for own and others’ feelings (ACPPS020) recognise own emotions and demonstrating positive ways to …

Health and Physical Education - Years 1 and 2 | Values, rights and responsibilities | Dimensions | Curriculum connections | Resources

Personal and Social Capability - Level 2 (Years 1 and 2)

Typically by the end of Year 2, students: Recognise emotions compare their emotional responses with those of their peers Express emotions appropriately describe ways to express emotions to show awareness of the feelings and needs of others Become …

Personal and Social Capability - Level 2 (Years 1 and 2) | Respectful relationships | Dimensions | Curriculum connections | Resources

Intercultural Understanding - Level 2 (Years 1 and 2)

Typically by the end of Year 2, students: Communicate across cultures describe how the use of words and body language in interactions may have different meanings for various cultural groups Consider and develop multiple perspectives express their …

Intercultural Understanding - Level 2 (Years 1 and 2) | Digital media literacy | Dimensions | Curriculum connections | Resources

Critical and Creative Thinking - Level 2 (Years 1 and 2)

Typically by the end of Year 2, students: Identify and clarify information and ideas identify and explore information and ideas from source materials Organise and process information organise information based on similar or relevant ideas from several …

Critical and Creative Thinking - Level 2 (Years 1 and 2) | Digital media literacy | Dimensions | Curriculum connections | Resources

Critical and Creative Thinking - Level 2 (Years 1 and 2)

Typically by the end of Year 2, students: Identify and clarify information and ideas identify and explore information and ideas from source materials Organise and process information organise information based on similar or relevant ideas from several …

Critical and Creative Thinking - Level 2 (Years 1 and 2) | Informed and safe use of information and devices | Dimensions | Curriculum connections | Resources

Visual Arts - Foundation to Year 2

Exploring ideas and improvising with ways to represent ideas Explore ideas, experiences, observations and imagination to create visual artworks and design, including considering ideas in artworks by Aboriginal and Torres Strait Islander artists (ACAVAM106) Responding …

Visual Arts - Foundation to Year 2 | Multimedia dimensions | Dimensions | Curriculum connections | Resources

Literacy - Level 2 (Years 1 and 2)

Typically, by the end of Year 2, students: Navigate, read and view learning area texts navigate, read and view texts with illustrations and simple graphics Listen and respond to learning area texts listen to two or more step instructions for undertaking …

Literacy - Level 2 (Years 1 and 2) | Competencies and skills | Dimensions | Curriculum connections | Resources

Science - Foundation to Year 2

Foundation Science understanding Biological sciences Content descriptions with elaborations Living things have basic needs, including food and water (ACSSU002) identifying the needs of humans such as warmth, food and water, using students’ own …

Science - Foundation to Year 2 | Food and wellbeing dimensions | Dimensions | Curriculum connections | Resources

F-6/7 Humanities and Social Sciences - Foundation to Year 2

Foundation Knowledge and understanding Geography Content descriptions with elaborations The places people live in and belong to, their familiar features and why they are important to people (ACHASSK015) identifying the places they live in and belong …

F-6/7 Humanities and Social Sciences - Foundation to Year 2 | Food and wellbeing dimensions | Dimensions | Curriculum connections | Resources

Class performance: Jimmie Jean and the Turtles - ABOVE

Students studied the Great Barrier Reef in an integrated unit that involved English, Science and The Arts. They developed their understanding of sustainability and conservation in relation to the reef by artistically exploring the narrative of the stimulus …

Class performance: Jimmie Jean and the Turtles - ABOVE | Samples | Work samples | Resources

Class performance: Jimmie Jean and the Turtles - AT

Students studied the Great Barrier Reef in an integrated unit that involved English, Science and The Arts. They developed their understanding of sustainability and conservation in relation to the reef by artistically exploring the narrative of the stimulus …

Class performance: Jimmie Jean and the Turtles - AT | Samples | Work samples | Resources

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