Elaboration (4) ACLFWU172

learning about language building efforts in their community and the role of particular groups in this process, for example, by visiting the local language centre, history museum or by inviting people involved in the process to talk to the class

Elaboration (4) | ACLFWU172 | Content Descriptions | Years 3 to 6 | Years F–10 Sequence | Language Revival Learner Pathway (LR) | Framework for Aboriginal Languages and Torres Strait Islander Languages | Languages | F-10 curriculum

Elaboration (1) ACLFWC097

using visual representations such as concept maps, posters or captioned slide presentations to identify group memberships, for example, friends, family, sporting, interests and community groups, discussing what such associations contribute to their sense …

Elaboration (1) | ACLFWC097 | Content Descriptions | Years 3 to 6 | Years F–10 Sequence | Second Language Learner Pathway (L2) | Framework for Aboriginal Languages and Torres Strait Islander Languages | Languages | F-10 curriculum

Year 7 English

The English curriculum is built around the three interrelated strands of language, literature and literacy. Teaching and learning programs should balance and integrate all three strands. Together, the strands focus on developing students’ knowledge, understanding …

Year 7 | English | F-10 curriculum

Year 8 English

The English curriculum is built around the three interrelated strands of language, literature and literacy. Teaching and learning programs should balance and integrate all three strands. Together, the strands focus on developing students’ knowledge, understanding …

Year 8 | English | F-10 curriculum

Year 9 English

The English curriculum is built around the three interrelated strands of language, literature and literacy. Teaching and learning programs should balance and integrate all three strands. Together, the strands focus on developing students’ knowledge, understanding …

Year 9 | English | F-10 curriculum

Year 10 English

The English curriculum is built around the three interrelated strands of language, literature and literacy. Teaching and learning programs should balance and integrate all three strands. Together, the strands focus on developing students’ knowledge, understanding …

Year 10 | English | F-10 curriculum

ACLASFU014

Recognise that groups of words combine to make clauses and include nouns and pronouns (people, places, things), adjectives (qualities) and verbs (happenings, states); and distinguish between statements and questions based on non-manual features[Key concepts: …

Elaborations ScOT Terms

ACLASFU014 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | First Language Learner Pathway | Auslan | Languages | F-10 curriculum

ACLASFU140

Recognise that groups of words are combined to make a clause and that Auslan has word classes such as nouns, adjectives or verbs, and distinguish between statements and questions[Key concepts: sign class, clauses, statements, questions; Key processes: …

Elaborations ScOT Terms

ACLASFU140 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | Second Language Learner Pathway | Auslan | Languages | F-10 curriculum

ACLASFU141

Understand that texts are made up of units of meaning such as groups of words or sentences and that different types of texts have different features that help serve their purpose[Key concepts: text, text types; Key processes: recognising, noticing]

Elaborations ScOT Terms

ACLASFU141 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | Second Language Learner Pathway | Auslan | Languages | F-10 curriculum

ACLFWC033

Interact with Country/Place, for example, by discussing roles within the family, ownership, custodial and totemic affiliations, and links between History, social groups and natural species[Key concepts: Country/Place, identity, significance, family, Dreaming/History, …

Elaborations ScOT Terms

ACLFWC033 | Content Descriptions | Years 3 to 6 | Years F–10 Sequence | First Language Learner Pathway (L1) | Framework for Aboriginal Languages and Torres Strait Islander Languages | Languages | F-10 curriculum

ACLFWC055

Describe and discuss the relationship between people, community and Country/Place, and how individuals and groups demonstrate connections to areas of land and sea/water and their rights and obligations with respect to those areas[Key concepts: Country/Place, …

Elaborations ScOT Terms

ACLFWC055 | Content Descriptions | Years 7 to 10 | Years F–10 Sequence | First Language Learner Pathway (L1) | Framework for Aboriginal Languages and Torres Strait Islander Languages | Languages | F-10 curriculum

ACLFWC161

Explore their own sense of identity, including elements such as family, friends, interests, membership of groups, and consider markers of identity that may be important across all cultures[Key concepts: identity (individual and group), kinship, community, …

Elaborations ScOT Terms

ACLFWC161 | Content Descriptions | Years 3 to 6 | Years F–10 Sequence | Language Revival Learner Pathway (LR) | Framework for Aboriginal Languages and Torres Strait Islander Languages | Languages | F-10 curriculum

ACLHIC011

Use simple statements, gestures and support materials to identify themselves as members of different groups, including their family, community and school[Key concepts: identity, self, community, culture; key processes: describing, representing, comparing, …

Elaborations ScOT Terms

ACLHIC011 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | Hindi | Languages | F-10 curriculum

ACLSPC137

Explore own sense of identity, for example, by discussing membership of groups such as a club, a country or a language-speaking community, and how these elements of identity are reflected in language use[Key concepts: belonging, membership; Key processes: …

Elaborations ScOT Terms

ACLSPC137 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | Spanish | Languages | F-10 curriculum

ACLTUC052

Initiate and sustain a range of spoken and written social interactions and personal reflections, including discussion of their experiences as members of different friendship groups or language communities[Key concepts: communication, friendship, perspective; …

Elaborations ScOT Terms

ACLTUC052 | Content Descriptions | Years 7 and 8 | Years F–10 Sequence | Turkish | Languages | F-10 curriculum

Achievement Standard Indonesian Years 3 and 4

By the end of Year 4, students interact in classroom routines and structured interactions with teachers and peers. They reproduce the sounds of au (for example, mau) and g (for example, gemuk) and the final sound k (for example, tidak). Students follow …

Achievement Standard | Achievement Standards | Years 3 and 4 | Years F–10 Sequence | Indonesian | Languages | F-10 curriculum

Achievement Standard Italian Years 5 and 6

By the end of Year 6, students interact using spoken and written Italian to describe and give information about themselves, family, friends, home and school routines, experiences, interests, preferences and choices. They share aspects of their environment, …

Achievement Standard | Achievement Standards | Years 5 and 6 | Years F–10 Sequence | Italian | Languages | F-10 curriculum

Civics and Citizenship Achievement Standard HASS Year 5

By the end of Year 5, students identify the importance of values and processes to Australia’s democracy and describe the roles of different people in Australia’s legal system. They identify various ways people can participate effectively in groups to …

Civics and Citizenship Achievement Standard | Achievement Standards | Year 5 | HASS | Humanities and Social Sciences | F-10 curriculum

History Achievement Standard HASS Year 6

By the end of Year 6 students explain the significance of an event/development, an individual or group. They identify and describe continuities and changes for different groups in the past. They describe the causes and effects of change on society. They …

History Achievement Standard | Achievement Standards | Year 6 | HASS | Humanities and Social Sciences | F-10 curriculum

Achievement Standard History Year 8

By the end of Year 8, students recognise and explain patterns of change and continuity over time. They explain the causes and effects of events and developments. They identify the motives and actions of people at the time. Students explain the significance …

Achievement Standard | Achievement Standards | Year 8 | History | Humanities and Social Sciences | F-10 curriculum