Your search for "Year 2 Work samples: Number sentences-make 100" returned 2670 result(s)
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Elaboration (5) ACLFWC116

identifying and explaining concepts, practices and expressions in the target language which do not easily translate into English, and vice versa, for example, number systems, time, colour daily and seasonal cycles, kinship terms, environmental sounds/elements/items/processes, …

Elaboration (5) | ACLFWC116 | Content Descriptions | Years 7 to 10 | Years F–10 Sequence | Second Language Learner Pathway (L2) | Framework for Aboriginal Languages and Torres Strait Islander Languages | Languages | F-10 curriculum

Elaboration (7) ACLCLU008

recognising that the definite article, nouns, pronouns and adjectives inflect to show number and case, for example, ὁ ἡμέτερος πατήρ, τὰ μικρὰ ἄροτρα

Elaboration (7) | ACLCLU008 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | Classical Greek | Framework for Classical Languages | Languages | F-10 curriculum

Elaboration (12) ACLCLU008

recognising agreement between adjectives and nouns in number, gender and case, for example, ἠ μακρὰ ὁδός, τοῦ ἀληθοῦς λόγου

Elaboration (12) | ACLCLU008 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | Classical Greek | Framework for Classical Languages | Languages | F-10 curriculum

Elaboration (13) ACLCLU038

recognising agreement of adjectives and nouns in number, gender and case, for example, puella tristis, frater magnus, and how word order may differ from English

Elaboration (13) | ACLCLU038 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | Latin | Framework for Classical Languages | Languages | F-10 curriculum

Elaboration (3) ACLARU149

using the imperative form of verbs to address different people and groups, orally, such as in speeches and presentations, or in writing, such as in a group email, for example,تعالوا جميعاً نشارك في يوم تنظيف أستراليا؛ هيّا شاركوا معنا؛ قولوا للجميع؛ لا …

Elaboration (3) | ACLARU149 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | Arabic | Languages | F-10 curriculum

Elaboration (3) ACLASFC145

describing activities they have completed, interests or favourite pastimes, using modifications to show manner, for example: PRO1 WORK LITTLE, LATER WORK-REALLY HARD I worked on it a little bit, then later I worked really hard on it. PRO1 SWIM-fast …

Elaboration (3) | ACLASFC145 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | Second Language Learner Pathway | Auslan | Languages | F-10 curriculum

Elaboration (3) ACLASFC218

working collaboratively on tasks that involve assigning and reviewing roles and responsibilities, offering feedback, support and encouragement, for example: PRO2 TYPE PRO1 WRITE You type and I’ll write. GOOD TYPING-hard WORK-hard Great typing up; …

Elaboration (3) | ACLASFC218 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | Second Language Learner Pathway | Auslan | Languages | F-10 curriculum

Elaboration (3) ACLFRU014

developing a language to talk about language and texts (metalanguage), and naming familiar types of text (story, poem, recipe, list) and talking about how they work, for example, using the story-starter Il était une fois…; rhyming and repeating words …

Elaboration (3) | ACLFRU014 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | French | Languages | F-10 curriculum

Elaboration (3) ACLGEC140

compiling information from a survey of peers and adults on social behaviours and reporting on results, for example, mode of transport to school/work (zu Fuβ, mit dem Rad/Bus/Auto) and how environmentally friendly it is, or preferred modes of communication …

sustainability

Elaboration (3) | ACLGEC140 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | German | Languages | F-10 curriculum

Elaboration ACLITU070

examining differences in pronunciation of consonant and vowel combinations, double consonants, stress and accents, and applying to own work, for example, famiglie, gnocchi, chiese, barche, chiavi, buono, cena; sono and sonno, vale and valle; felicità, …

Elaboration | ACLITU070 | Content Descriptions | Years 7 and 8 | Years F–10 Sequence | Italian | Languages | F-10 curriculum

Elaboration ACLMGU152

recognising Greek morphemes (prefixes, suffixes and base words) in English, to explain spelling patterns in English, and to help work out meanings of unknown words, for example, anti-, astro-, auto-, bio-, deca-, demo-, geo-, -gram-, -graph-, hyper-, …

Elaboration | ACLMGU152 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | Modern Greek | Languages | F-10 curriculum

Elaboration (3) ACLVIU119

naming different types of familiar texts (story, poem, song) and discussing how they work, for example, using the story starter Ngày xưa, hồi đó, lâu lắm rồi; or rhyming or repeating words in songs, such as quác quác quác, quạc quạc quạc in the song ‘Một …

Elaboration (3) | ACLVIU119 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | Vietnamese | Languages | F-10 curriculum

Elaboration (3) ACLJAC113

expressing factual information about qualities such as colour あか、あお、しろ、くろ、きいろ、 number 一(いち)~百(ひゃく)、size おおきい、ちいさい and shape まる、さんかく、しかく

Elaboration (3) | ACLJAC113 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | Japanese | Languages | F-10 curriculum

Elaboration (3) ACLITU108

noting differences between Italian and English use of capital letters, and using rules of capitalisation when creating own texts, for example, omission of capitals with weekdays, months of the year and nationalities

Elaboration (3) | ACLITU108 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | Italian | Languages | F-10 curriculum

Elaboration (3) ACLJAC135

creating simple activities or action songs that involve alternating or combining repeated words or phrases in Japanese and English, such as verbs, question words or months of the year, for example, せんせい says

Elaboration (3) | ACLJAC135 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | Japanese | Languages | F-10 curriculum

Elaboration (4) ACLKOC194

investigating aspects of Korean culture to determine a particular course of action, for example, providing a Korean exchange student with a suitable placement, or a group of Korean visitors with a suitable menu, or selecting an appropriate time of the …

asia-australia

Elaboration (4) | ACLKOC194 | Content Descriptions | Years 9 and 10 | Years F–10 Sequence | Korean | Languages | F-10 curriculum

Elaboration (1) ACLVIC180

creating print or digital stories that reflect Vietnamese practices, values and beliefs, such as Vietnamese New Year celebrations, eating etiquette, filial piety, or belief in the importance of education, presenting an issue or situation related to Vietnamese …

Elaboration (1) | ACLVIC180 | Content Descriptions | Years 9 and 10 | Years F–10 Sequence | Vietnamese | Languages | F-10 curriculum

Elaboration (1) ACLMGU016

exploring and discussing the influence of the Greek language on English, identifying examples of Greek words and morphemes used in English, such as prefixes, suffixes and base words, using strategies to work out meanings of unknown words, and considering …

Elaboration (1) | ACLMGU016 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | Modern Greek | Languages | F-10 curriculum

Elaboration (4) ACLTUC025

identifying expressions, words and phrases in Turkish children’s songs, poems and storybooks which have no direct English equivalents, using dictionaries to work out ‘best fit’ translations, for example, from the stories of Hacıvat ve Karagöz, the words …

Elaboration (4) | ACLTUC025 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | Turkish | Languages | F-10 curriculum

Elaboration (1) ACLASFC182

brainstorming, planning and working together to advertise and present an intercultural event for their year-level peers

Elaboration (1) | ACLASFC182 | Content Descriptions | Years 7 and 8 | Years F–10 Sequence | Second Language Learner Pathway | Auslan | Languages | F-10 curriculum

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