zilongwang/ReadingBank huggingface dataset:
Year 10 Mathematics standard elaborations A B C D E The folio of a student’s work has the following characteristics: Understanding and fluency Conceptual understanding connection and description of mathematical concepts and relationships in unfamiliar situations connection and description of mathematical concepts and relationships in complex familiar situations recognition and identification of mathematical concepts and relationships in simple familiar situations some identification of simple mathematical concepts statements about obvious mathematical concepts Procedural fluency recall and use of facts, definitions, technologies and procedures to find solutions in unfamiliar situations recall and use of facts, definitions, technologies and procedures to find solutions in complex familiar situations recall and use of facts, definitions, technologies and procedures to find solutions in simple familiar situations some recall and use of facts, definitions, technologies and simple procedures partial recall of facts, definitions or simple procedures Mathematical language and symbols effective and clear use of appropriate mathematical terminology, diagrams, conventions and symbols consistent use of appropriate mathematical terminology, diagrams, conventions and symbols use of appropriate mathematical terminology, diagrams, conventions and symbols use of aspects of mathematical terminology, diagrams and symbols use of everyday language
Problem-solving and reasoning Problem-solving approaches systematic application of relevant problem-solving approaches to investigate unfamiliar situations application of relevant problem-solving approaches to investigate complex familiar situations application of problemsolving approaches to investigate simple familiar situations some selection and application of problemsolving approaches in simple familiar situations partial selection of problemsolving approaches Mathematical modelling development of mathematical models and representations in unfamiliar situations development of mathematical models and representations in complex familiar situations development of mathematical models and representations in simple familiar situations statements about simple mathematical models and representations isolated statements about given mathematical models and representations Reasoning and justification clear explanation of mathematical thinking and reasoning, including logical justification of choices made, evaluation of strategies used, proofs formulated and conclusions reached explanation of mathematical thinking and reasoning, including reasons for choices made, strategies used, proofs formulated and conclusions reached description of mathematical thinking and reasoning, including discussion of choices made, strategies used, proofs formulated and conclusions reached statements about choices made, strategies used and conclusions reached isolated statements about given strategies or conclusions Key shading emphasises the qualities that discriminate between the A–E descriptors
Substitute values into formulas to determine an unknown Linear and non-linear relationships Solve problems involving linear equations, including those derived from formulas Real numbers (10a) Define rational and irrational numbers and perform operations with surds and fractional indices Apply logical reasoning, including the use of congruence and similarity, to proofs and numerical exercises involving plane shapes Pythagoras and trigonometry Solve right-angled triangle problems including those involving direction and angles of elevation and depression Pythagoras and trigonometry (10a) Establish the sine, cosine and area rules for any triangle and solve related problems Use the unit circle to define trigonometric functions, and graph them with and without the use of digital technologies Solve simple trigonometric equations Apply Pythagoras’ theorem and trigonometry to solving problems in triangles Describe the results of two- and three-step chance experiments, both with and without replacements, assign probabilities to outcomes and determine probabilities of events. Investigate the concept of independence Use the language of ‘if ....then, ‘given’, ‘of’, ‘knowing that’ to investigate conditional statements and identify common mistakes in interpreting such language Data representation and interpretation Use scatter plots to investigate and comment on relationships between two numerical variables Investigate and describe bivariate numerical data where the independent variable is time Evaluate statistical reports in the media and other places by linking claims to displays, statistics and representative data Chance (10a) Investigate reports of studies in digital media and elsewhere for information on their planning and implementation Data representation and interpretation (10a) Use information technologies to investigate bivariate numerical data sets. Where appropriate use a straight line to describe the relationship, allowing for variation Create print, visual and digital materials Write reports, including an evaluation and conclusion Communicate using mathematical terminology Numeracy Understand data in real-world applications ICT capability Use spreadsheets and graphing software to model real-world data Use interactive manipulatives to generate experimental data Critical and creative thinking Evaluate approaches to problem solving Design an investigation Ethical behaviour Evaluate media reports that refer to data
Make judgments and use feedback Moderation Teachers and children develop tasks. Teachers meet to discuss term focus, range of techniques and success criteria to develop consistency of judgments. Curriculum leaders randomly sample folios to check for consistency of teacher judgments. Curriculum leaders and teachers participate in Literacy And Numeracy Checkpoint Assessments to ensure consistency of judgments. Teachers moderate randomly sampled folios for consistency of judgments. Teachers moderate for implementation of course (task design, etc.). Teachers moderate folios to identify A–E samples to take to cluster moderation in Term 4. School cluster moderates representative folios. Teachers meet to ensure consistency of judgments to inform future planning. Teachers review checkpoints and samples and moderate to ensure consistency of judgments. Year 1 Mathematics: review for balance and coverage of content descriptions Number and Algebra 1 2 3 4 Number and place value Develop confidence with number sequences to and from 100 by ones from any starting point. Skip count by twos, fives and tens starting from zero Recognise, model, read, write and order numbers to at least 100. Locate these numbers on a number line Count collections to 100 by partitioning numbers using place Represent and solve simple addition and subtraction problems using a range of strategies including counting, partitioning and rearranging parts Fractions and decimals Recognise and describe one-half as one of two equal parts of a whole Money and financial mathematics Recognise, describe and order Australian coins according to their value Patterns and algebra Investigate and describe number patterns formed by skip counting and patterns with objects Measurement and Geometry 1 2 3 4 Using units of measurement Measure and compare the lengths and capacities of pairs of objects using uniform informal units Tell time to the half-hour Describe duration using months, weeks, days and hours Shape Recognise and classify familiar two-dimensional shapes and three-dimensional objects using obvious features Location and transformation Give and follow directions to familiar locations Statistics and Probability 1 2 3 4 Chance Identify outcomes of familiar events involving chance and describe them using everyday language such as ‘will happen’, ‘won’t happen’ or ‘might happen’ Data representation and interpretation Choose simple questions and gather responses Represent data with objects and drawings where one object or drawing represents one data value. Describe the displays Source: Australian Curriculum, Assessment and Reporting Authority (ACARA), Australian Curriculum v3.0: Mathematics for Foundation–10, <www.australiancurriculum.edu.au/Mathematics/Curriculum/F-10>.
Number and algebra Problem-solving use of efficient strategies to solve problems for multiplication in unfamiliar situations use of efficient strategies to solve problems for multiplication in complex familiar situations use of efficient strategies to solve problems for multiplication use of strategies to solve problems for multiplication directed use of strategies to solve multiplication problems continuation of number patterns involving addition and subtraction in unfamiliar situations and description of the rule continuation of number patterns involving addition and subtraction and description of the rule continuation of number patterns involving addition and subtraction continuation of aspects of number patterns involving addition and subtraction directed continuation of aspects of number patterns involving addition and subtraction counting out of change from financial transactions correctly in unfamiliar situations counting out of change from financial transactions correctly in complex familiar situations counting out of change from financial transactions correctly guided counting out of change from financial transactions correctly directed counting out of change from financial transactions Reasoning Reasoning is critical across all content strands in Mathematics. In Year 3, reasoning of number and algebra is not explicitly identified in the achievement standard. It appears in the content descriptions so there are opportunities to strengthen student reasoning.
Statistics and probability Understanding Understanding is critical across all content strands in Mathematics. In Year 3, understanding of statistics and probability is not explicitly identified in the achievement standard. It appears in the content descriptions so there are opportunities to strengthen student understanding. Fluency conduction of chance experiments, identification and description of possible outcomes and recognition of variation in results conduction of chance experiments and identification and description of possible outcomes conduction of chance experiments and listing of possible outcomes guided conduction of chance experiments and listing of aspects of possible outcomes directed conduction of chance experiments Problem-solving conduction of data investigations for categorical variables in unfamiliar situations conduction of data investigations for categorical variables in complex familiar situations conduction of simple data investigations for categorical variables guided organisation of aspects of data collection from a given question directed organisation of aspects of data collection from a given question Reasoning interpretation and comparison of data displays in unfamiliar situations interpretation and comparison of data displays in complex familiar situations interpretation and comparison of data displays partial interpretation and guided comparison of data displays statements about data displays Key shading emphasises the qualities that discriminate between A–E descriptors
Year 5 unit overview — Australian Curriculum: Mathematics Source: Australian Curriculum, Assessment and Reporting Authority (ACARA), Australian Curriculum v3.0: Mathematics for Foundation–10, <www.australiancurriculum.edu.au/Mathematics/Curriculum/F-10>. School name Unit title Duration of unit Our School Playing fair 15 hours Unit outline Games that incorporate an element of chance are commonplace in our society and are common across many cultures. Most games give players an equal chance of winning. However, some games are biased in favour of one player. What is it that makes a game fair? This unit will give students the opportunity to investigate chance and probability and their relationship to fractions. The big idea of the unit is that chance and probability can be used to determine the likelihood of events. Inquiry questions for the unit: What are some games of chance? Are games of chance always fair? In any game of chance, how can players be sure there is a fair chance of winning? How can the probability of an event be calculated and recorded? Identify curriculum Content descriptions to be taught General capabilities and crosscurriculum priorities Number and Algebra Measurement and Geometry Statistics and Probability Number and place value Use efficient mental and written strategies and apply appropriate digital technologies to solve problems Fractions and decimals Compare and order common unit Chance List outcomes of chance experiments involving equally likely outcomes and represent probabilities of those outcomes using fractions Recognise that probabilities range Literacy Use the language of probability (chance) and symbolic recording (fractions) Numeracy Apply probability in real-world contexts, identifying patterns in
Problem-solving and reasoning Problem-solving approaches systematic application of relevant problem-solving approaches to investigate unfamiliar situations application of relevant problem-solving approaches to investigate complex familiar situations application of problemsolving approaches to investigate simple familiar situations some selection and application of problemsolving approaches in simple familiar situations. partial selection of problem-solving approaches Mathematical modelling development of mathematical models and representations in unfamiliar situations development of mathematical models and representations in complex familiar situations development of mathematical models and representations in simple familiar situations statements about simple mathematical models and representations isolated statements about given mathematical models and representations Reasoning and justification clear explanation of mathematical thinking and reasoning, including justification of choices made, evaluation of strategies used and conclusions reached explanation of mathematical thinking and reasoning, including reasons for choices made, strategies used and conclusions reached description of mathematical thinking and reasoning, including discussion of choices made, strategies used and conclusions reached statements about choices made, strategies used and conclusions reached isolated statements about given strategies or conclusions Key shading emphasises the qualities that discriminate between the A–E descriptors
Year 8 Mathematics standard elaborations A B C D E The folio of a student’s work has the following characteristics: Understanding and fluency Conceptual understanding connection and description of mathematical concepts and relationships in unfamiliar situations connection and description of mathematical concepts and relationships in complex familiar situations recognition and identification of mathematical concepts and relationships in simple familiar situations some identification of simple mathematical concepts statements about obvious mathematical concepts Procedural fluency recall and use of facts, definitions, technologies and procedures to find solutions in unfamiliar situations recall and use of facts, definitions, technologies and procedures to find solutions in complex familiar situations recall and use of facts, definitions, technologies and procedures to find solutions in simple familiar situations some recall and use of facts, definitions, technologies and simple procedures partial recall of facts, definitions or simple procedures Mathematical language and symbols effective and clear use of appropriate mathematical terminology, diagrams, conventions and symbols consistent use of appropriate mathematical terminology, diagrams, conventions and symbols use of appropriate mathematical terminology, diagrams, conventions and symbols use of aspects of mathematical terminology, diagrams and symbols use of everyday language
Problem-solving and reasoning Problemsolving approaches systematic application of relevant problem-solving approaches to investigate unfamiliar situations application of relevant problem-solving approaches to investigate complex familiar situations application of problemsolving approaches to investigate simple familiar situations some selection and application of problemsolving approaches in simple familiar situations. partial selection of problem-solving approaches Mathematical modelling development of mathematical models and representations in unfamiliar situations development of mathematical models and representations in complex familiar situations development of mathematical models and representations in simple familiar situations statements about simple mathematical models and representations isolated statements about given mathematical models and representations Reasoning and justification clear explanation of mathematical thinking and reasoning, including justification of choices made, evaluation of strategies used and conclusions reached explanation of mathematical thinking and reasoning, including reasons for choices made, strategies used and conclusions reached description of mathematical thinking and reasoning, including discussion of choices made, strategies used and conclusions reached statements about choices made, strategies used and conclusions reached isolated statements about given strategies or conclusions Key shading emphasises the qualities that discriminate between the A–E descriptors
determine the possible identity of the missing person use a research journal to document research and findings prepare a report presenting the conclusion/s, containing diagrams, calculations and a discussion. (300–400 words) Teaching and learning Supportive learning environment Teaching strategies and learning experiences Adjustments for needs of learners Resources Introduce Pythagoras’ Theorem and direct proportion Build upon students’ understanding of linear graphs, and rates and ratio by introducing Pythagoras’ Theorem and direct proportion. Prepare students for their culminating activity — the mathematics of forensics. Students investigate, create, evaluate and manipulate mathematical models showing the relationship between two variables. They use relevant questions from textbooks, worksheets and other stimulus, as appropriate. Students: construct a glossary of relevant terms, including: coordinate, intercept, slope, gradient, variable, constant, independent variable, dependent variable, like terms, Cartesian plane, y-axis, x-axis, origin, ordered pair plot linear equations and explore the general equation of a straight line, including with the use of technology, e.g. a graphing calculator, spreadsheet sketch simple non-linear graphs for a range of scenarios, e.g. the speed of a bike going up and down a hill, the changing height of a bouncing ball solve word problems with linear equations, including some real-world situations. Prepare for supervised test: Taxi fares Students: investigate right-angled triangles to become familiar with Pythagoras’ Theorem investigate Pythagoras and his other mathematical breakthroughs solve simple right-angled triangle problems using Pythagoras’ Theorem expand and factorise algebraic expressions Section 6 of the Disability Standards for Education (The Standards for Curriculum Development, Accreditation and Delivery) states that education providers, including class teachers, must take reasonable steps to ensure a course/program is designed to allow any student to participate and experience success in learning. The Disability Standards for Education 2005 (Cwlth) is available from: <www.ag.gov.au> select Human rights and anti-discrimination > Disability standards for education. ICT computer access required for data analysis (spreadsheet) and report writing QSA Assessment Bank: <> interactive whiteboard with access to mathematics programs and websites/images (optional) Equipment relevant textbook worksheets
Name: Weekly Ac Math Homework - 2 Teacher: Monday Tuesday Wednesday Thursday Use >, <, or = to solve the inequality below. 5.7 _____5.77 Find the FACTORS of 48. Use >, <, or = to solve the inequality below. ____ Find the first five MULTIPLES of 7. Find the product. 2,736 x 57 Find the quotient. ______ 12 ) 6,476 Find the product. 37.40 x 2.1 Find the quotient. 4.027 ÷ 0.8 Use Order of Operations to solve. PEMDAS 9 + 6(22 +4) Use Order of Operations to solve. 23 – (12 ÷ 6) + 8 Use Order of Operations to solve. (3+62) x (25-17) + 32 Use Order of Operations to solve. 42 + 3[37 – (2x5)] There are 8 students in a group. There is ¾ of a cake. How much of the cake will each student get if it is split evenly between the students? Find the quotient. ÷ = Melissa is making clothes for her dolls. She has 7/8 of a yard of fabric. Each doll shirt requires 2/7 of a yard of fabric. How many shirts can she make for her dolls? Find the quotient. ÷ = Draw a model to represent the problem. ÷ What number best completes both equations? ÷ = ? ? x = Draw a model to represent the problem. ÷ What division problem is being modeled? When adding or subtracting two decimals, what is the first thing you must do? Find the product. 78.01 x 0.45 Find the sum. 54,394 + 13,768 Find the product. 23.7 x 2.03 When multiplying decimals, how do you determine where to place the decimal in the answer? Find the quotient. 7.868 ÷ 1.4 Find the difference. 857,288 – 38,927 Find the quotient. 43.622 ÷ 0.02
Degree of spread A - In-situ B - Localised to tissue of origin C - Invasion of adjacent tissues D - Regional lymph nodes involved E - Distant metastasis J - Invasion of adjacent organs and regional lymph nodes Thickness of melanomas Thickness of skin melanomas in mm Size of breast cancer Size in mm Date of death The month and year of death for persons diagnosed with cancer who have since died MMYYYY ICD-0-3 Cause of death The cause of death according to the reporting categories for causes of death (cancer cases) Coded according to the WHO International Classification of Diseases for Oncology (third edition) – see link below Useful Links Country of birth: State and Statistical Local Area: WHO International Classification of Diseases for Oncology:
26-04-2016 (Tue) 2016 Down GAA All County Minor Football League Round 5 Shamrocks 19:15 Shamrocks V Carryduff Clonduff 19:15 Clonduff V Warrenpoint Mayobridge 19:15 Mayobridge V Burren Castlewellan 19:15 Castlewellan V Bryansford Saul 19:15 Saul V Liatroim 03-05-2016 (Tue) 2016 Down GAA All County Minor Football League Round 6 Bryansford 19:30 Bryansford V Saul Burren 19:30 Burren V Clonduff Pettit Park 19:30 Rostrevor V Castlewellan Carryduff 19:30 Carryduff V Mayobridge Liatroim 19:30 Liatroim V Shamrocks 10-05-2016 (Tue) 2016 Down GAA All County Minor Football League Round 7 Shamrocks 19:30 Shamrocks V Bryansford Clonduff 19:30 Clonduff V Carryduff Mayobridge 19:30 Mayobridge V Liatroim Páirc Liam Uí Ír 19:30 Warrenpoint V Burren Saul 19:30 Saul V Rostrevor 14-06-2016 (Tue) 2016 Down GAA All County Minor Football League Round 8 Bryansford 19:30 Bryansford V Mayobridge Pettit Park 19:30 Rostrevor V Shamrocks Castlewellan 19:30 Castlewellan V Saul Carryduff 19:30 Carryduff V Warrenpoint Liatroim 19:30 Liatroim V Clonduff 21-06-2016 (Tue) 2016 Down GAA All County Minor Football League Round 9 Shamrocks 19:30 Shamrocks V Castlewellan Burren 19:30 Burren V Carryduff Clonduff 19:30 Clonduff V Bryansford Mayobridge 19:30 Mayobridge V Rostrevor Páirc Liam Uí Ír 19:30 Warrenpoint V Liatroim
28-06-2016 (Tue) 2016 Down GAA All County Minor Football League Round 10 Bryansford 19:30 Bryansford V Warrenpoint Pettit Park 19:30 Rostrevor V Clonduff Castlewellan 19:30 Castlewellan V Mayobridge Saul 19:30 Saul V Shamrocks Liatroim 19:30 Liatroim V Burren 05-07-2016 (Tue) 2016 Down GAA All County Minor Football League Round 11 Burren 19:30 Burren V Bryansford Clonduff 19:30 Clonduff V Castlewellan Mayobridge 19:30 Mayobridge V Saul Páirc Liam Uí Ír 19:30 Warrenpoint V Rostrevor Carryduff 19:30 Carryduff V Liatroim 26-07-2016 (Tue) 2016 Down GAA All County Minor Football League Final Play-Off Semi-Finals 19:30 Team 4 V Team 3 19:30 Team 1 V Team 4 02-08-2016 (Tue) 2016 Down GAA All County Minor Football League Final Play-Off Final 19:30 Winner of Semi-Finals V Winner of Semi-Finals
Content descriptions to be taught Years 3 to 5 Science Understanding Science as a Human Endeavour Science Inquiry Skills Forces can be exerted by one object on another through direct contact or from a distance Year 3 to Year 4 Science involves making predictions and describing patterns and relationships Year 5 Science involves testing predictions by gathering data and using evidence to develop explanations of events and phenomena Scientific understandings, discoveries and inventions are used to solve problems that directly affect peoples’ lives Scientific knowledge is used to inform personal and community decisions Year 3 to Year 4 With guidance, identify questions in familiar contexts that can be investigated scientifically and predict what might happen based on prior knowledge Suggest ways to plan and conduct investigations to find answers to questions Safely use appropriate materials, tools or equipment to make and record observations, using formal measurements and digital technologies as appropriate Use a range of methods including and simple column to represent and to identify and Compare results with predictions, suggesting possible reasons for findings Reflect on the investigation, including whether a test was fair or not Represent and communicate ideas and findings in a variety of ways such as diagrams, physical representations and simple reports Year 5 With guidance, pose questions to clarify practical problems or inform a scientific investigation, and predict what the findings of an investigation might be With guidance, plan appropriate investigation methods to answer questions or solve problems Decide which variable should be changed and measured in fair tests and accurately observe, measure and record data, using digital technologies as appropriate
using pedigree diagrams explore the use of DNA and genetic research in the study of Aboriginal and Torres Strait Islander origins investigate the applications of gene technologies such as gene therapy and genetic engineering consider the use of genetic testing for decisions such as genetic counselling, embryo selection and insurance relate genetic characteristics to survival and reproductive rates investigate changes caused by natural selection in a particular population as a result of a specified selection pressure investigate common misconceptions of evolution, for example natural selection leads to perfect adaptation. substances such as pharmaceuticals explore current, and predict future, applications of nanotechnology in people’s lives, for example zinc in sunscreen explore environmental issues and impacts in which chemical science plays a role, for example in the development of environmentally sustainable chemical processes. Energy explains that total energy is maintained in energy transfer and transformation use models to describe how energy is transferred and transformed within systems. the theory of evolution and the role of Darwin in its development the field of genetics and the roles of Mendel, Watson, Crick and Franklin in its development the periodic table and the role of Mendeleev in its development modern cosmology and the role of scientists (such as Hubble, Hawking and Hoyle) in its development Newtonian physics and the role Galileo played in overthrowing Aristotelian physics geosciences and the scientific evidence for past and present climate change.
actions investigations to find answers to questions Safely use appropriate materials, or equipment to make and record observations, using formal measurements and as appropriate Processing and analysing data and information Use a range of methods including tables and simple column graphs to represent and to identify patterns and trends Compare results with predictions, suggesting possible reasons for findings Evaluating the , including whether a test was fair or not Communicating Represent and communicate ideas and findings in a variety of ways such as diagrams, physical representations and simple reports represent data ICT capability Use data loggers to gather experimental data Critical and creative thinking Use thinking skills to complete group activities and plan investigations Personal and social capability Work together to participate in science investigations and learning experiences Ethical behaviour Reflect on the consequences of decisions Aboriginal and Torres Strait Islander histories and cultures Demonstrate alternative ways of knowing and sharing Sustainability Develop an appreciation of the need for more sustainable patterns of living Achievement standard By the end of Year 3, students use their understanding of the movement of the Earth, and the behaviour of heat to suggest explanations for everyday observations They describe features common to living things. They describe how they can use science to respond to questions and identify where people use science knowledge in their lives. Students use their experiences to pose questions and predict the outcomes of . They make formal measurements and follow procedures to collect and present observations in a way that helps to answer the questions. Students suggest possible reasons for their findings. They describe how safety and fairness were considered in their . They use diagrams and other representations to communicate their ideas. Relevant prior curriculum Curriculum working towards
including seasons and eclipses, are caused by the relative positions of the sun, Earth and the moon Physical sciences Earth’s gravity pulls objects towards the centre of the Earth Earth’s gravity pulls objects towards the centre of the Earth new evidence becomes available, and some scientific discoveries have significantly changed people’s understanding of the world Use and influence of science People use understanding and skills from across the disciplines of science in their occupations Construct and use a range of representations, including graphs, keys and models to represent and analyse patterns or relationships, including using digital technologies as appropriate Summarise data, from students’ own investigations and secondary sources, and use scientific understanding to identify relationships and draw conclusions Evaluating Reflect on the method used to investigate a question or solve a problem, including evaluating the quality of the data collected, and identify improvements to the method Communicating Communicate ideas, findings and solutions to problems using scientific language and representations using digital technologies as appropriate specific to the topic. Numeracy Create tables and charts to display information and find patterns. Calculate degrees of tilt and temperature variation. ICT capability Use a range of digital technologies to assist with investigating the concepts. Use simulations and animations to investigate models. Critical and creative thinking Use thinking skills to complete group activities and open-ended tasks. Personal and social capability Work together to participate in learning experiences. Aboriginal and Torres Strait Islander histories and cultures Research moon myths and culture, including Aboriginal and Torres Strait Islander Dreaming stories. Identify curriculum Achievement standard By the end of Year 7, students describe techniques to separate pure substances from mixtures. They represent and predict the effects of unbalanced , including Earth’s gravity, on motion. They explain how the relative positions of the Earth, sun and moon affect phenomena on Earth. They how the use of resources depends on the way they are formed and cycle through Earth . They predict the effect of environmental changes on feeding and and organise diverse organisms based on differences. Students describe situations where scientific knowledge from different science disciplines has been used to solve a real-world problem. They explain how the solution was viewed by, and impacted on, different groups in society. Students identify questions that can be investigated scientifically. They plan fair experimental methods, identifying to be changed and measured. They select equipment that improves fairness and accuracy and describe how they considered safety. Students draw on to support their . They summarise from different sources, describe and refer to the quality of their when suggesting improvements to their methods. They communicate their ideas, methods and findings using
Energy appears in different forms including movement (kinetic energy), heat and potential energy, and causes change within systems Science and technology contribute to finding solutions to a range of contemporary issues; these solutions may impact on other areas of society and involve ethical considerations Science understandings influence the development of practices in areas of human activity such as industry, agriculture and marine and terrestrial resource management Identify questions and problems that can be investigated scientifically and make predictions based on scientific knowledge Planning and conducting Collaboratively and individually plan and conduct a range of types, including fieldwork and experiments, ensuring safety and ethical guidelines are followed In fair tests, measure and control variables, and select equipment to collect with accuracy appropriate to the task Processing and analysing data and information Construct and use a range of representations, including graphs, keys and models to represent and patterns or relationships, including using as appropriate Summarise , from students’ own investigations and secondary sources, and use scientific understanding to identify relationships and draw conclusions Evaluating the method used to investigate a question or solve a problem, including evaluating the quality of the collected, and identify improvements to the method Use scientific knowledge and findings from investigations to claims Communicating Communicate ideas, findings and Write reports. Communicate using scientific terminology. Numeracy Make measurements. Analyse data to identify trends. Construct graphs to represent and analyse data. ICT capability Use data loggers to gather experimental data and spreadsheets as a tool to perform calculations. Critical and creative thinking Use thinking skills to complete group activities and open-ended tasks. Ethical behaviour Consider how the actions of people impact on the sustainability of systems. Personal and social capability Work together to participate in science investigations and learning experiences. Asia and Australia’s engagement with Asia Investigate the development of sustainable energy sources and technologies in the Asia–Pacific region. Sustainability Debate how emerging energy technologies improve the sustainability of resources.
Year 2 Science standard elaborations Applying (AP) Making connections (MC) Working with (WW) Exploring (EX) Becoming aware (BA) The folio of a child’s work has the following characteristics: Science understanding clear and informed description of changes to objects, materials and living things identification and clear and informed description of the different uses of materials and resources informed description of changes to objects, materials and living things identification and informed description of the different uses of materials and resources description of changes to objects, materials and living things identification that certain materials and resources have different uses guided description of changes to objects, materials and living things guided identification that certain materials and resources have different uses statements about changes to objects, materials and living things statements about materials, resources and their uses Science as a human endeavour clear and informed description of where and how science is used in people’s daily lives informed description of where science is used in people’s daily lives description of where science is used in people’s daily lives guided description of science being used in people’s daily lives statements about science in everyday life
Science inquiry skills Questioning and predicting posing of and responding to questions about experiences and making of reasoned predictions about the outcomes of investigations posing of and responding to questions about experiences and making of plausible predictions about the outcomes of investigations posing of and responding to questions about experiences and making of predictions about the outcomes of investigations guided posing of and responding to questions about experiences and guided making of predictions about outcomes of investigations directed posing of and responding to questions about experiences and directed making of predictions about outcomes of investigations Planning and conducting; Processing and analysing data and information use of informal measurements to systematically make, accurately record, clearly and accurately represent and compare relevant observations use of informal measurements to systematically make, record, clearly represent and compare relevant observations use of informal measurements to make, record, represent and compare observations use of informal measurements to make, record, represent and compare observations under guidance use of informal measurements to make, record, represent and compare observations under direction Communicating communication of ideas, in a variety of ways using clear representations and relevant scientific terminology communication of ideas, in a variety of ways using representations and scientific terminology communication of ideas in a variety of ways fragmented communication of ideas directed communication of ideas Shading emphasises the qualities that discriminate between the AP–BA descriptors.
A B C D E The folio of student work has the following characteristics: Skills dimension Questioning and predicting Following of procedures to develop investigable questions and make reasoned predictions about the findings of investigations Following of procedures to develop investigable questions and make plausible predictions about the findings of investigations Following of procedures to develop investigable questions Following of procedures to select investigable questions Use of given investigable questions Planning and conducting Following of procedures to design investigations into simple cause-and-effect relationships and plan methods that: identify and describe why variables are to be changed, measured and controlled describe how to manage potential safety risks Comprehensive collection of reliable data Following of procedures to design investigations into simple relationships and plan methods that: identify variables to be changed, measured and controlled describe the implications of potential safety risks Collection of reliable data Following of procedures to design investigations into simple relationships and plan methods that: identify variables to be changed and measured describe potential safety risks Collection of data Following of procedures to partially design and plan methods Identification of potential safety risks Partial collection of data Use of given investigation methods Directed collection of data
Skills dimension Processing and analysing data and information & Evaluating Comprehensive and appropriate organisation of data, use of graphic representations and interpretations to assist the: description and analysis of relationships in data development of reasoned explanations Identification and description of effective improvements to methods or research could improve data Appropriate organisation of data, use of graphic representations and interpretations to assist the: description and analysis of relationships in data development of explanations Identification of effective improvements to methods or research that could improve data Organisation and interpretation of data Use of graphic representations to describe and analyse relationships in data Identification of where improvements to methods or research could improve data Partial organisation and interpretation of data Identification of improvements to methods Use of given formats to organise data Statement of given improvements to methods Communicating Construction of multimodal texts to coherently communicate ideas, methods and findings using relevant scientific terminology Construction of multimodal texts to communicate ideas, methods and findings using relevant scientific terminology Construction of multimodal texts to communicate ideas, methods and findings Communication of ideas, methods and findings using everyday language Fragmented communication of ideas, methods and findings Note: Colour highlights have been used in the table to emphasise the qualities that discriminate between the standards.
fluent translation of short texts, using word lists and dictionaries accurate creation of simple bilingual texts informed translation of short texts, using word lists and dictionaries effective creation of simple bilingual texts translation of short texts, using word lists and dictionaries creation of simple bilingual texts partial translation of short texts, using word lists and dictionaries partial creation of simple bilingual texts translation of aspects of short texts, using word lists and dictionaries fragmented creation of simple bilingual texts purposeful use of simple phrases and expressions that reflect cultural practices informed use of simple phrases and expressions that reflect cultural practices use of simple phrases and expressions that reflect cultural practices (AS15) partial use of simple phrases and expressions that reflect cultural practices fragmented use of simple phrases and expressions that reflect cultural practices Understanding purposeful differentiation between statements, commands, exclamations and questions according to intonation effective differentiation between statements, commands, exclamations and questions according to intonation differentiation between statements, commands, exclamations and questions according to intonation partial differentiation between statements, commands, exclamations and questions according to intonation fragmented differentiation between statements, commands, exclamations and questions according to intonation considered identification of similarities and differences between some Spanish and English texts considered recognition that familiar texts have characteristic features informed identification of similarities and differences between some Spanish and English texts effective recognition that familiar texts have characteristic features identification of similarities and differences between some Spanish and English texts recognition that familiar texts have characteristic features partial identification of similarities and differences between some Spanish and English texts partial recognition that familiar texts have characteristic features identification of aspects of similarities and differences between some Spanish and English texts statements about familiar texts purposeful examples of: how language use varies according to the age, gender and relationship of participants ways that languages change over time informed examples of: how language use varies according to the age, gender and relationship of participants ways that languages change over time examples of: how language use varies according to the age, gender and relationship of participants ways that languages change over time partial examples of: how language use varies according to the age, gender and relationship of participants ways that languages change over time fragmented examples of: how language use varies according to the age, gender and relationship of participants ways that languages change over time
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The folio of a student’s work has the following characteristics: Knowledge and understanding Technologies and society comprehensive explanation of: factors that influence the design of products, services and environments to meet present and future needs the contribution of design and technology innovations and enterprise to society detailed explanation of: factors that influence the design of products, services and environments to meet present and future needs the contribution of design and technology innovations and enterprise to society explanation of: factors that influence the design of products, services and environments to meet present and future needs the contribution of design and technology innovations and enterprise to society description of: factors that influence the design of products, services and environments to meet present and future needs the contribution of design and technology innovations and enterprise to society statements about: factors that influence the design of products, services and environments to meet present and future needs the contribution of design and technology innovations and enterprise to society Technologies contexts comprehensive explanation of how the features of technologies impact on designed solutions and influence design decisions for each of the prescribed technologies contexts detailed explanation of how the features of technologies impact on designed solutions and influence design decisions for each of the prescribed technologies contexts explanation of how the features of technologies impact on designed solutions and influence design decisions for each of the prescribed technologies contexts partial explanation of how the features of technologies impact on designed solutions and influence design decisions for each of the prescribed technologies contexts statements about how the features of technologies impact on designed solutions and influence design decisions for each of the prescribed technologies contexts Processes and production skills Investigating and defining comprehensive evaluation of needs or opportunities for each of the prescribed technologies contexts detailed evaluation of needs or opportunities for each of the prescribed technologies contexts evaluation of needs or opportunities for each of the prescribed technologies contexts explanation of needs or opportunities for each of the prescribed technologies contexts statements about needs or opportunities for each of the prescribed technologies contexts Generating and designing purposeful creation and adaptation of design ideas, making well-considered decisions effective creation and adaptation of design ideas, making considered decisions creation and adaptation of design ideas, making considered decisions partial creation and adaptation of design ideas, making decisions fragmented creation and adaptation of design ideas
SECURITY CHECKLIST Information Sensitivity Has the employee been trained to recognize and handle sensitive but unclassified/sensitive security information (SBU/SSI) in a telework environment? Yes No N/A Has a locked file cabinet been identified/provided to secure SBU/SSI files, records, papers or electronic media? Yes No N/A If SBU/SSI. Note: Employee Owned Equipment cannot be used. A review of the job duties and responsibilities has been completed. Yes No If yes, review completed – No issues related to level of sensitivity were noted from the review. Yes No WorkStation Configuration Employee has been issued the following equipment specifically for the purpose of Telework: Telework Connection Requirements Computer Telephone/modem line Software Modem Direct Internet/Wireless Connectivity Printer Other N/A Government-Owned Equipment (GOE), refers to agency owned equipment which is issued specifically for telework purposes – this does not include equipment such as laptops that a telework employee uses at the official duty station and alternate work locations. Not applicable Please return this form to: <Agency/Mission Area/Staff Office information here> Attention: Telework Program Coordinator