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Unit 1 Essential Mathematics

This unit provides students with the mathematical skills and understanding to solve problems relating to calculations, applications of measurement, the use of formulas to find an unknown quantity, and the interpretation of graphs. Teachers are encouraged …

Unit 1 | Essential Mathematics | Mathematics | Senior secondary curriculum

Unit 3: Living on Earth - extracting, using and managing Earth resources Earth and Environmental Science

Earth resources are required to sustain life and provide infrastructure for living (for example, food, shelter, medicines, transport, and communication), driving ongoing demand for biotic, mineral and energy resources. In this unit, students explore renewable …

Unit 3 | Earth and Environmental Science | Science | Senior secondary curriculum

Structure of Essential Mathematics Essential Mathematics

Essential Mathematics has four units each of which contains a number of topics. It is intended that the topics be taught in a context relevant to students’ needs and interests. In Essential Mathematics, students use their knowledge and skills to investigate …

Structure of Essential Mathematics | Essential Mathematics | Mathematics | Senior secondary curriculum

Rationale/Aims Biology

Rationale Biology is the study of the fascinating diversity of life as it has evolved and as it interacts and functions. Investigation of biological systems and their interactions, from cellular processes to ecosystem dynamics, has led to biological knowledge …

Rationale/Aims | Biology | Science | Senior secondary curriculum

Representation of Cross-curriculum Priorities Biology

While the significance of the cross-curriculum priorities for Biology varies, there are opportunities for teachers to select contexts that incorporate the key concepts from each priority. Through an investigation of contexts that draw on Aboriginal and …

Representation of Cross-curriculum Priorities | Biology | Science | Senior secondary curriculum

Rationale/Aims Chemistry

Rationale Chemistry is the study of materials and substances, and the transformations they undergo through interactions and the transfer of energy. Chemists can use an understanding of chemical structures and processes to adapt, control and manipulate …

Rationale/Aims | Chemistry | Science | Senior secondary curriculum

Representation of Cross-curriculum priorities Chemistry

While the significance of the cross-curriculum priorities for Chemistry varies, there are opportunities for teachers to select contexts that incorporate the key concepts from each priority. Through an investigation of contexts that draw on Aboriginal …

Representation of Cross-curriculum priorities | Chemistry | Science | Senior secondary curriculum

Representation of Cross-curriculum priorities Earth and Environmental Science

While the significance of the cross-curriculum priorities for Earth and Environmental Science varies, there are opportunities for teachers to select contexts that incorporate the key concepts from each priority. The Earth and Environmental Science curriculum …

Representation of Cross-curriculum priorities | Earth and Environmental Science | Science | Senior secondary curriculum

ACMEM032

use units of energy used for foods, including calories

ACMGM009

use a spreadsheet to display examples of the above computations when multiple or repeated computations are required; for example, preparing a wage-sheet displaying the weekly earnings of workers in a fast food store where hours of employment and hourly …

ACMGM020

calculate the surface areas of standard three-dimensional objects such as spheres, rectangular prisms, cylinders, cones, pyramids and composites in practical situations; for example, the surface area of a cylindrical food container.

ACMGM079

identify practical situations that can be represented by a network, and construct such networks; for example, trails connecting camp sites in a National Park, a social network, a transport network with one-way streets, a food web, the results of a round-robin …

ACSBL006

Select, construct and use appropriate representations, including classification keys, food webs and biomass pyramids, to communicate conceptual understanding, solve problems and make predictions

ACSBL022

The biotic components of an ecosystem transfer and transform energy originating primarily from the sun to produce biomass, and interact with abiotic components to facilitate biogeochemical cycling, including carbon and nitrogen cycling; these interactions …

ACSBL029

Models of ecosystem interactions (for example, food webs, successional models) can be used to predict the impact of change and are based on interpretation of and extrapolation from sample data (for example, data derived from ecosystem surveying techniques); …

ACSBL118

Pathogens have adaptations that facilitate their entry into cells and tissues and their transmission between hosts; transmission occurs by various mechanisms including through direct contact, contact with body fluids, and via contaminated food, water …

ACSES077

Ecosystems provide a range of renewable resources, including provisioning services (for example, food, water, pharmaceuticals), regulating services (for example, carbon sequestration, climate control), supporting services (for example, soil formation, …

ACHAH377

The key features of everyday life, for example leisure activities, food and dining, water supply, sanitation and health

ACHMH159

The reasons for the deterioration in Indonesia’s economy up to 1965 and its impact on the population, including hyperinflation and food shortages

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