Search

Elaboration (2) ACLSPC011

sharing reactions to intercultural experiences associated with learning and using Spanish, considering whether own background, age and interests contribute to attitudes or beliefs that impact on the experience

Elaboration (3) ACLTUC037

reflecting on their learning experiences and providing each other with feedback, advice or reminders, for example, Süper, harika, mükemmel, unutma, çok zor

Elaboration (4) ACLTUC053

supporting younger learners of Turkish, for example, by developing learning resources or peer mentoring schemes, discussing the best use of their shared skills and capabilities

Elaboration (2) ACLTUC073

summarising and presenting information relating to topics or themes studied in other curriculum areas, using different modes of presentation to cater for different learning styles

Elaboration (3) ACLTUC079

reflecting on the experience of learning and using their home language in school, considering whether it impacts on their relationship with the language or on their sense of ‘balance’ in terms of identifying with different languages

Elaboration (3) ACLTUC088

using evaluative language to reflect on learning activities, for example, … başardık, … konularda zorlandık, … bu çalışmada … öğrendik

Elaboration (5) ACLTUC113

reflecting on the experience of learning and using their home language in school, considering whether it impacts on their relationship with the language in out-of-school contexts or on their degree of identification with language communities

Elaboration (5) ACLVIU190

exploring how learning and using Vietnamese has impacted on own view of Vietnamese culture and other cultures, including their understanding of the role of culture in respecting and sustaining the environment

Elaboration (3) ACLVIU035

exploring how learning and using Vietnamese has impacted on own view of Vietnamese culture and other cultures, including the role of culture in respecting and sustaining environments

Elaboration ACHASSI081

reflecting on learning with the assistance of tools such as a KWL chart (what they know, what they want to know and what they have learned) when evaluating responses to an issue

Elaboration (5) ACAMUM081

learning a song used by groups in the local community, such as Aboriginal songs or Torres Strait Islander songs from their community, respecting cultural protocols

Elaboration (5) ACTDIK002

learning about how data are represented by changing pixel density (resolution) in a photograph with support and noting the change in file size to successfully email to a friend

Elaboration (4) ACTDIP022

using digital systems to create web-based information taking into consideration referencing conventions, for example creating a blog, website or online learning space for sharing ideas

Elaboration (2) ACTDIP032

discussing policies about the use of information systems in a range of settings, for example using mobile phones for learning and accessing social media websites at school

Elaboration (20) ACLARU013

building metalanguage to describe grammatical concepts and develop learning resources, for example, verb charts, vocabulary lists, and groups of pronouns, adverbs or adjectives

Years 7 to 10 Framework for Aboriginal Languages and Torres Strait Islander Languages

The nature of the learner, the pathway and particular language The Language Revival Learner Pathway (LR) provides opportunities for students to study Aboriginal or Torres Strait Islander languages being revived by their owners or custodians and which …

Structure Work Studies

The design, organisation and structure of the Work Studies Years 9–10 curriculum provides flexibility for schools to draw on the interests, capabilities and contexts of their students. It allows schools to accommodate school structures and processes, …

Structure | Work Studies | F-10 curriculum

Foundation Year 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 three strands focus on developing students’ knowledge, …

Foundation Year | English | F-10 curriculum

Year 1 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 1 | English | F-10 curriculum

Year 2 English