Curriculum Types

Curriculum Elements Types

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Cross Curriculum Priorities
Your search for "noun groups" returned 636 result(s)
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Elaboration (3) ACLKOU127

identifying a structure where a noun or a pronoun is followed by a basic case marker such as –은/는, –이/가 and –을/를 (for example, 저는) as a chunk which has a syntactic function in a sentence

Elaboration (3) | ACLKOU127 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | Korean | Languages | F-10 curriculum

Elaboration (10) ACLKOU203

using the structures: a verb stem + –기 때문에 and a noun + 에 대해서 appropriately, for example, 비가 자주 오지 않기 때문에 물을 아껴야 해요; 쓰레기 분리수거에 대해서 이야기해 봅시다

Elaboration (10) | ACLKOU203 | Content Descriptions | Years 9 and 10 | Years F–10 Sequence | Korean | Languages | F-10 curriculum

ACLARC113

Identify themselves as members of different groups, including the Arabic class, the school, and their family and community, describing their roles within these different groups[Key concepts: membership, roles, belonging; Key processes: recognising, describing, …

literacy critical-creative personal-social intercultural-understanding Elaborations ScOT Terms

ACLARC113 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | Arabic | Languages | F-10 curriculum

ACLCHC057

Reflect on the cultural significance of how different groups and members of groups name themselves and are represented by others[Key concepts: identity, group, name; Key processes: describing, considering, reflecting, developing]

literacy critical-creative personal-social intercultural-understanding Elaborations ScOT Terms

ACLCHC057 | Content Descriptions | Years 7 and 8 | Years F–10 Sequence | Second Language Learner Pathway | Chinese | Languages | F-10 curriculum

ACLFWC011

Identify with Country/Place and understand connections between Country/Place and individuals and groups[Key concepts: Country/Place, kinship, social groups, identity, connections; Key processes: identifying, naming]

critical-creative personal-social intercultural-understanding aboriginal-torres Elaborations ScOT Terms

ACLFWC011 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | First Language Learner Pathway (L1) | Framework for Aboriginal Languages and Torres Strait Islander Languages | Languages | F-10 curriculum

ACLKOC125

Recognise themselves as members of different groups, including the Korean class, the school, their family and community, and consider their roles within these different groups[Key concepts: self, role; Key processes: noticing]

literacy critical-creative personal-social intercultural-understanding Elaborations ScOT Terms

ACLKOC125 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | Korean | Languages | F-10 curriculum

ACLVIC116

Identify themselves as members of different groups, including the Vietnamese class, the school, their family and the community, describing their roles within these groups[Key concepts: self, roles, belonging; Key processes: recognising, connecting, d …

literacy critical-creative personal-social intercultural-understanding Elaborations ScOT Terms

ACLVIC116 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | Vietnamese | Languages | F-10 curriculum

Elaboration (1) ACLCHU124

categorising words into word types common across languages, for example, 家人 as noun, 四 as number

Elaboration (1) | ACLCHU124 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | Background Language Learner Pathway | Chinese | Languages | F-10 curriculum

ACELA1495

Understand how adverb groups/phrases and prepositional phrases work in different ways to provide circumstantial details about an activity

literacy writing listening speaking reading Elaborations ScOT Terms

ACELA1495 | Content Descriptions | Year 4 | English | F-10 curriculum

ACELY1695

Re-read and edit for meaning by adding, deleting or moving words or word groups to improve content and structure

literacy critical-creative reading Elaborations ScOT Terms

ACELY1695 | Content Descriptions | Year 4 | English | F-10 curriculum

ACELA1523

Understand how ideas can be expanded and sharpened through careful choice of verbs, elaborated tenses and a range of adverb groups/phrases

literacy writing reading Elaborations ScOT Terms

ACELA1523 | Content Descriptions | Year 6 | English | F-10 curriculum

ACELY1742

Interpret, analyse and evaluate how different perspectives of issue, event, situation, individuals or groups are constructed to serve specific purposes in texts

personal-social critical-creative literacy writing listening speaking reading Elaborations ScOT Terms

ACELY1742 | Content Descriptions | Year 9 | English | F-10 curriculum

ACELT1639

Compare and evaluate a range of representations of individuals and groups in different historical, social and cultural contexts

literacy critical-creative intercultural-understanding personal-social writing listening speaking reading Elaborations ScOT Terms

ACELT1639 | Content Descriptions | Year 10 | English | F-10 curriculum

ACPMP105

Devise, implement and refine strategies demonstrating leadership and collaboration skills when working in groups or teams

critical-creative personal-social Elaborations ScOT Terms

ACPMP105 | Content Descriptions | Years 9 and 10 | Health and Physical Education | F-10 curriculum

ACWOP041

Complete the work-related individual or group project plan in collaboration with industry/business and/or community partners, individuals or groups

critical-creative personal-social literacy Elaborations ScOT Terms

ACWOP041 | Content Descriptions | Options | Work Studies | F-10 curriculum

Communicating with ICT - Collaborate, share and exchange Information and Communication Technology (ICT) Capability Communicating with ICT Level 5

select and use appropriate ICT tools safely to lead groups in sharing and exchanging information, and taking part in online projects or active collaborations with appropriate global audiences

Communicating with ICT - Collaborate, share and exchange | Level 5 | Learning Continuum | Information and Communication Technology (ICT) Capability | General capabilities | F-10 curriculum

Achievement Standard Auslan Years 7 and 8

By the end of Year 8, students interact with the teaching team, class visitors and each other to share information about themselves, their families, friends, routines, pastimes and experiences. They refer to family members and classmates using …

Achievement Standard | Achievement Standards | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | First Language Learner Pathway | Auslan | 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 (2) ACLJAC113

presenting spoken information related to significant objects, using phrases such as わたし/ぼく　の noun　です。 adjective　です。これ　は　noun　です。

Elaboration (2) | ACLJAC113 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | Japanese | Languages | F-10 curriculum

Elaboration (3) ACLJAU122

understanding basic word order in simple sentences, for example, noun　が　すき です。りんご　が　すき　です。, adjective + noun　です。 おおきい　いぬ　です。

Elaboration (3) | ACLJAU122 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | Japanese | Languages | F-10 curriculum

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