Foundation to Year 2 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 …

Foundation to Year 2 | Years F–10 Sequence | Language Revival Learner Pathway (LR) | Framework for Aboriginal Languages and Torres Strait Islander Languages | Languages | F-10 curriculum

Elaboration (3) ACLFWU186

expressing time, manner, attitude and place, according to the available language resources, such as: elaborations of past tense temporal expressions, for example, ‘beforehand’, ‘afterwards’, ‘too late’, ‘originally’ expressions of frequency, immediacy …

Elaboration (3) | ACLFWU186 | Content Descriptions | Years 7 to 10 | Years F–10 Sequence | Language Revival Learner Pathway (LR) | Framework for Aboriginal Languages and Torres Strait Islander Languages | Languages | F-10 curriculum

ACHASSK051

The influence of purpose, distance and accessibility on the frequency with which people visit places

Elaborations ScOT Terms

ACHASSK051 | Content Descriptions | Year 2 | HASS | Humanities and Social Sciences | F-10 curriculum

Achievement Standard French Years 7 and 8

By the end of Year 8, students use written and spoken French to interact with teachers, peers and others and to exchange experiences, opinions and views. They use descriptive and expressive language to talk and write about immediate environments, personal …

Achievement Standard | Achievement Standards | Years 7 and 8 | Years F–10 Sequence | French | Languages | F-10 curriculum

Elaboration ACHASSK114

mapping and explaining the location, frequency and severity of bushfires or flooding in Australia

Elaboration | ACHASSK114 | Content Descriptions | Year 5 | HASS | Humanities and Social Sciences | F-10 curriculum

Elaboration (6) ACLKOU033

expressing relative frequency of events (for example, 가끔, 보통, 자주, 언제나)

Elaboration (6) | ACLKOU033 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | Korean | Languages | F-10 curriculum

Years 3 and 4 Turkish

The nature of the learners At this stage, children are developing cognitive and social capabilities that allow for increased control of their learning. They are able to conceptualise and reason, and have better memory and focus. This is a stage of social …

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

Elaboration (3) ACLFWU121

expressing time, manner, attitude and place, using: elaborations of past tense temporal expressions, for example, ‘beforehand’, ‘afterwards’, ‘too late’, ‘originally’ expressions of frequency, immediacy and duration, for example, ‘persistently’, …

Elaboration (3) | ACLFWU121 | 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

Years 3 to 6 Framework for Aboriginal Languages and Torres Strait Islander Languages

The nature of the learner, the pathway and particular language Languages studied in the First Language Learner Pathway (L1) are typically used in spoken form as the language of everyday communication by whole communities across all generations. Typically, …

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

Elaboration (1) ACHGK062

investigating how high crop yields (for example, from wheat, rice and maize) around the world are related to factors such as irrigation, accessibility, labour supply, landforms and agricultural technologies (for example, high-yielding varieties)

Elaboration (1) | ACHGK062 | Content Descriptions | Year 9 | Geography | Humanities and Social Sciences | F-10 curriculum

Achievement Standard Indonesian Years 7 and 8

By the end of Year 8, students use Indonesian to interact and exchange ideas, experiences and interests with teachers, peers and others. They pronounce familiar polysyllabic words such as mendengarkan, pekerjaan and mengerjakan, stressing the penultimate …

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

Elaboration (6) ACLSPU157

indicating frequency using adverbs, for example, siempre, a veces, nunca

Elaboration (6) | ACLSPU157 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | Spanish | Languages | F-10 curriculum

Elaboration (1) ACHCK092

exploring an example of a High Court judgement in interpreting and applying Australian law, such as the Mabo decision or the construction of the Hindmarsh Island Bridge

Elaboration (1) | ACHCK092 | Content Descriptions | Year 10 | Civics and Citizenship | Humanities and Social Sciences | F-10 curriculum

Elaboration (6) ACLASFC116

conducting sight translations of plain, high-interest, low-readability English texts such as short news articles that are written for their age group

Elaboration (6) | ACLASFC116 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | First Language Learner Pathway | Auslan | Languages | F-10 curriculum

Elaboration (5) ACLASFC184

obtaining information about high-profile members of the international Deaf community to create profiles for an e-magazine

Elaboration (5) | ACLASFC184 | Content Descriptions | Years 7 and 8 | Years F–10 Sequence | Second Language Learner Pathway | Auslan | Languages | F-10 curriculum

Elaboration (6) ACLASFC203

presenting a critical review of media representation, for example by analysing media profiles of respected/high-profile members of the Deaf community

Elaboration (6) | ACLASFC203 | Content Descriptions | Years 9 and 10 | Years F–10 Sequence | Second Language Learner Pathway | Auslan | Languages | F-10 curriculum

Elaboration (8) ACLASFC238

obtaining information about high-profile members of the international Deaf community to create profiles for an e-magazine

Elaboration (8) | ACLASFC238 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | Second Language Learner Pathway | Auslan | Languages | F-10 curriculum

Achievement Standard Japanese Years 9 and 10

By the end of Year 10, students use Japanese to share information, experiences and views related to their social worlds using rehearsed and spontaneous language. They use correct pronunciation, including that of borrowed words, and adopt appropriate …

Achievement Standard | Achievement Standards | Years 9 and 10 | Years F–10 Sequence | Japanese | Languages | F-10 curriculum

Achievement Standard Korean Years 7 and 8

By the end of Year 8, students use written and spoken Korean to interact with teachers, peers and others, and to exchange ideas, experiences and interests. They pronounce polysyllabic words that involve syllable-final consonants (받침) such as 먹고, …

Achievement Standard | Achievement Standards | Years 7 and 8 | Years F–10 Sequence | Korean | Languages | F-10 curriculum

Word knowledge - Use spelling knowledge Literacy Word Knowledge Level 2

spell topic words, new words with regular letter patterns and some common irregular words, and recognise meaning relationships between words such as ‘’play’, ‘playing’, ‘playground’

Word knowledge - Use spelling knowledge | Level 2 | Learning Continuum | Literacy | General capabilities | F-10 curriculum