Achievement Standard Vietnamese Years 3 and 4

By the end of Year 4, students use Vietnamese to interact with the teacher and peers to exchange information and experiences relating to themselves, their family and friends. They use formulaic expressions to participate in simple transactional …

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

Years 7 and 8 German

The nature of the learners Students are beginning their study of German and typically have had little prior exposure to the language and associated cultures. Many will have learnt an additional language in primary school, and some have proficiency in …

Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | German | Languages | F-10 curriculum

Years 3 and 4 Korean

The nature of the learners At this level, children are developing awareness of their social world and membership of various groups, including of the Korean class. They have developed initial literacy in English and this helps to some degree in learning …

Years 3 and 4 | Years F–10 Sequence | Korean | Languages | F-10 curriculum

Years 5 and 6 Korean

The nature of the learners At this level, students are widening their social networks, experiences and communication repertoires in both their first language and Korean. They continue to need guidance and participate in structured, collaborative tasks …

Years 5 and 6 | Years F–10 Sequence | Korean | Languages | F-10 curriculum

Years 9 and 10 Korean

The nature of the learners Students have prior experience of learning Korean and bring a range of capabilities, strategies and knowledge that can be applied to new learning. They are expanding the range and nature of their learning experiences and of …

Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | Korean | Languages | F-10 curriculum

Comprehending texts through listening, reading and viewing element - Comprehending texts Literacy Comprehending texts through listening, reading and viewing Level 1d

use conventional behaviours and/or abstract symbols consistently in different contexts and with different people to: work out the meaning of texts with familiar structures, such as illustrated books, printed words, Braille texts and pictographs , using …

Comprehending texts through listening, reading and viewing element - Comprehending texts | Level 1d | Learning Continuum | Literacy | General capabilities | F-10 curriculum

Years 7 and 8 Indonesian

The nature of the learners These years represent a transition to secondary school, and students in this pathway are continuing to study Indonesian, bringing with them a capability to communicate, with some assistance, …

Years 7 and 8 | Years F–10 Sequence | Indonesian | Languages | F-10 curriculum

Years 7 and 8 Hindi

The nature of the learners The transition to secondary schooling involves social and academic demands that coincide with a period of maturational and physical change. Learners are adjusting to a new school culture with sharper divisions between curriculum …

Years 7 and 8 | Years F–10 Sequence | Hindi | Languages | F-10 curriculum

Elaboration ACELA1439

recognising and producing rhyming words when listening to rhyming stories or rhymes, for example ’funny’ and ’money’

Elaboration | ACELA1439 | Content Descriptions | Foundation Year | English | F-10 curriculum

Elaboration (2) ACELA1439

identifying syllables in spoken words, for example clapping the rhythm of ‘Mon-day’, ‘Ja-cob’ or ‘Si-en-na’

Elaboration (2) | ACELA1439 | Content Descriptions | Foundation Year | English | F-10 curriculum

Elaboration (1) ACELA1819

identifying onset and rime in one-syllable spoken words, for example ‘d-og’ and ‘b-ig’

Elaboration (1) | ACELA1819 | Content Descriptions | Foundation Year | English | F-10 curriculum

Elaboration (2) ACELY1649

attempting to work out unknown words by combining contextual, semantic, grammatical and phonic knowledge

Elaboration (2) | ACELY1649 | Content Descriptions | Foundation Year | English | F-10 curriculum

Elaboration ACELA1444

recognising the effect of words, symbols, gestures and body language on the way communications are received by others

Elaboration | ACELA1444 | Content Descriptions | Year 1 | English | F-10 curriculum

Elaboration (1) ACELA1457

replacing initial sounds in spoken words, for example replace the ‘m’ in ‘mat’ with ‘c’ to form a new word ‘cat’

Elaboration (1) | ACELA1457 | Content Descriptions | Year 1 | English | F-10 curriculum

Elaboration (2) ACELA1457

deleting initial onset sound in spoken words, for example delete the ‘f’ from ‘farm’ to make a new word ‘arm’

Elaboration (2) | ACELA1457 | Content Descriptions | Year 1 | English | F-10 curriculum

Elaboration (4) ACELA1457

substituting final sounds in spoken words, for example substitute the ‘t’ in ‘pet’ with ‘g’ to form a new word ‘peg’

Elaboration (4) | ACELA1457 | Content Descriptions | Year 1 | English | F-10 curriculum

Elaboration ACELA1458

using knowledge of letters and sounds to write words with short vowels, for example ‘man’, and common long vowel sounds, for example ‘cake’

Elaboration | ACELA1458 | Content Descriptions | Year 1 | English | F-10 curriculum

Elaboration (1) ACELA1458

using knowledge of letters sounds to write single-syllable words with consonant digraphs and consonant blends, for example ‘wish’ and ‘rest’

Elaboration (1) | ACELA1458 | Content Descriptions | Year 1 | English | F-10 curriculum

Elaboration (1) ACELA1822

segmenting blends at the beginning and end of given words, for example ‘b-l-ue’ and ‘d-u-s-t’

Elaboration (1) | ACELA1822 | Content Descriptions | Year 1 | English | F-10 curriculum

Elaboration ACELY1662

adding or deleting words on page or screen to improve meaning, for example adding an adjective to a noun

Elaboration | ACELY1662 | Content Descriptions | Year 1 | English | F-10 curriculum