Elaboration (3) ACLJAU014
understanding and using a range of particles to perform different functions, for example: は (subject, topic marker) が (subject, topic marker: ～が好(す)きです、 ～がいます/あります) を (object) に (time, destination) へ (direction) で (transport) …
Elaboration (3) | ACLJAU014 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | Japanese | Languages | F-10 curriculum
Introduction
In the Australian Curriculum, The Arts is a learning area that draws together related but distinct art forms. While these art forms have close relationships and are often used in interrelated ways, each involves different approaches to arts practices …
Introduction | The Arts | F-10 curriculum
Context statement Vietnamese
The place of the Vietnamese language and culture in Australia and in the world Vietnamese is the official language of Vietnam. It is spoken by approximately 90 million people in Vietnam and approximately four million Vietnamese people living …
Context statement | Vietnamese | Languages | F-10 curriculum
Structure
The Australian Curriculum: The Arts covers each of the five arts subjects – Dance, Drama, Media Arts, Music, and Visual Arts – across bands of year levels: Foundation to Year 2 Years 3 and 4 Years 5 and 6 Years 7 and 8 Years 9 and 10. The curriculum …
Structure | The Arts | F-10 curriculum
Learning 3-6
The Australian Curriculum across Years 3–6 assists students to develop their ability to take positive action for well-being; relate and communicate well with others; pose questions and solve problems; make informed decisions and act responsibly. It engages …
Learning 3-6 | F-10 curriculum
Example of knowledge and skills Visual Arts
In this band students are introduced to the ways that ideas and intentions are communicated in and through visual arts. They develop knowledge, understanding and skills through visual arts practices focusing on: Representation Subject matter personal …
Example of knowledge and skills | Visual Arts | The Arts | F-10 curriculum
Achievement Standard French Years 7 and 8
By the end of Year 8, students use French to interact with each other, teachers and online French-speaking contacts, to exchange information, opinions, experiences, thoughts and feelings about themselves, their families and friends. They initiate and …
Achievement Standard | Achievement Standards | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | French | Languages | F-10 curriculum
Achievement Standard Japanese Years 3 and 4
By the end of Year 4, students interact with the teacher and peers in regular classroom routines and structured interactions. They understand and respond to instructions related to classroom organisation and activities, for example, ペア に なって ください。大きい こえ で いって ください。. …
Achievement Standard | Achievement Standards | Years 3 and 4 | Years F–10 Sequence | Japanese | Languages | F-10 curriculum
Achievement Standard Turkish Years 5 and 6
By the end of Year 6, students use spoken and written Turkish to interact by sharing ideas and experiences, for example, 23 Nisan Ulusal Egemenlik ve Çocuk Bayramında ben şiir okudum. Ramazan Bayramında dedem bana harçlık verdi. When interacting, …
Achievement Standard | Achievement Standards | Years 5 and 6 | Years F–10 Sequence | Turkish | Languages | F-10 curriculum
Achievement Standard Turkish Years 7 and 8
By the end of Year 8, students interact with the teacher and peers to exchange information and express opinions, for example, Arkadaşlarımla sinemaya gitmeyi severim. They use descriptive and expressive language to share feelings and to express …
Achievement Standard | Achievement Standards | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | Turkish | Languages | F-10 curriculum
Elaboration ACLITU112
exploring the influence of technological change on the Italian language, such as:the borrowing and adapting of technical terms, for example, cliccare, il mouse, la password, chattareobserving the changes to language when used in abbreviated forms in multimedia …
Elaboration | ACLITU112 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | Italian | Languages | F-10 curriculum
Structure
In the Australian Curriculum, the Humanities and Social Sciences learning area comprises five subjects: F–6/7 Humanities and Social Sciences, and Years 7–10 History, Geography, Civics and Citizenship and Economics and Business. In all five subjects, the …
Structure | Humanities and Social Sciences | F-10 curriculum
Context statement Italian
The place of the Italian language and culture in Australia and the world Italian, also known as Standard Italian or italiano standard, is the official language of Italy, the Vatican City, San Marino and parts of Switzerland. It is also …
Context statement | Italian | Languages | F-10 curriculum
Elaboration ACLFRU013
understanding the French subject-verb-object structure (je mange la pomme; tu as le cahier) and the different patterns of adjective-noun order, with some adjectives coming before and some coming after the noun (le beau manteau, la grande école, le papillon …
Elaboration | ACLFRU013 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | French | Languages | F-10 curriculum
Elaboration (1) ACLFRU031
observing the relationship between subject pronouns and verb endings, using je/tu/il/elle + present tense of verbs associated with familiar actions and environments, for example, il chante bien, je suis fatigué, tu aimes le yaourt, elle est en classe
Elaboration (1) | ACLFRU031 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | French | Languages | F-10 curriculum
Elaboration (6) ACLFRU103
understanding the form and function of subject pronouns je, tu, il, elle, nous, vous, ils and elles, how they determine verb conjugations and substitute for noun subjects (voila le frère de Michel; il est beau, n’est-ce pas?)
Elaboration (6) | ACLFRU103 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | French | Languages | F-10 curriculum
Elaboration (2) ACLFRU121
extending knowledge of le passé composé, understanding that verbs conjugated with être require agreement of the past participle with the subject (elles sont parties hier soir), and that verbs conjugated with avoir require agreement between the past participle …
Elaboration (2) | ACLFRU121 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | French | Languages | F-10 curriculum
Elaboration (20) ACLGEU013
understanding how to form a question, using subject-verb inversion, for example, Hast du Geschwister? and with interrogatives such as wann, was, wer, wie, wie viel, wie viele, wo, woher, warum, welche(-r/s/n) and wohin
Elaboration (20) | ACLGEU013 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | German | Languages | F-10 curriculum
Elaboration (9) ACLINU030
understanding the rules for subject-verb-object sentence construction (for example, Saya tinggi, Saya bermain…, Saya makan…) and possessive word order, for example, Adik laki-laki saya…, Tas teman Herman…
Elaboration (9) | ACLINU030 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | Indonesian | Languages | F-10 curriculum
Elaboration (7) ACLSPU013
understanding the form and function of subject pronouns (yo, tú, vos, él, ella, usted, nosotros/as, vosotros/as, ellos/as, ustedes), how they substitute for noun subjects and determine verb endings in conjugations, for example, Esta es María, la hermana …
Elaboration (7) | ACLSPU013 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | Spanish | Languages | F-10 curriculum