Elaboration (3) ACLVIU015
recognising differences in language use between class presentations and everyday conversations, such as Xin chào cô và các bạn versus Lan nè/Ê Lan, khỏe không?
Elaboration (3) | ACLVIU015 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | Vietnamese | Languages | F-10 curriculum
Elaboration (4) ACLVIU017
exploring how politeness is expressed differently in Vietnamese and English, for example, Vietnamese speakers use honorific words such as dạ/thưa and different personal pronouns (ông/bà, cô/chú, anh/chị), while English speakers use ‘thanks’, ‘sorry’ and …
Elaboration (4) | ACLVIU017 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | Vietnamese | Languages | F-10 curriculum
Elaboration (3) ACLVIU029
recognising and using appropriate rhythm in complex sentences, using pauses and intonation to signal clause boundaries and emphasis, for example, Con thích cái áo mà mẹ tặng cho con hôm sinh nhật vừa rồi
Elaboration (3) | ACLVIU029 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | Vietnamese | Languages | F-10 curriculum
Elaboration (7) ACLVIU030
using direct and indirect speech to report on ideas, opinions, actions and events, for example, Ba mẹ nói với tôi: ‘Con nên chăm học.’ and Ba mẹ bảo tôi nên chăm học
Elaboration (7) | ACLVIU030 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | Vietnamese | Languages | F-10 curriculum
Elaboration ACLVIU032
recognising how language use, such as level of politeness, reflects the relationship between participants and the purpose of the speaker or writer, for example, close friends tend to use informal language (tao, mày) while new acquaintances use more formal …
Elaboration | ACLVIU032 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | Vietnamese | Languages | F-10 curriculum
Elaboration (2) ACLVIU032
recognising and explaining changes in purpose, attitude or relationship that are revealed through variations in language use such as tone or communicative practices, for example, parents addressing children as con, con cưng, con yêu quý during harmonious …
Elaboration (2) | ACLVIU032 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | Vietnamese | Languages | F-10 curriculum
Elaboration (5) ACLVIU032
recognising variations in language use in traditional and contemporary Vietnamese entertainment and texts (kịch, cải lương, truyện cổ tích versus phim, thơ, truyện ngắn), including vocabulary, structures, modes of expression and cultural elements
Elaboration (5) | ACLVIU032 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | Vietnamese | Languages | F-10 curriculum
Elaboration (4) ACLASFC127
expressing likes and dislikes using simple statements such as: PRO1 LIKE SCHOOL I like school. FLOWER DON’T-LIKE I don’t like flowers. PRO1 HATE APPLES I hate apples.
Elaboration (4) | ACLASFC127 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | Second Language Learner Pathway | Auslan | Languages | F-10 curriculum
Elaboration (2) ACLASFC150
engaging with different kinds of Deaf expression such as handshape poems or art, indicating their response using lexical signs such as: LIKE THAT I like that one. DON’T LIKE I don’t like it. PRO1 HATE THAT I hate that.
Elaboration (2) | ACLASFC150 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | Second Language Learner Pathway | Auslan | Languages | F-10 curriculum
Elaboration (1) ACLASFC165
showing agreement or disagreement or asking for clarification, for example: PRO1 AGREE I agree. PRO1 AGREE-NOT I don’t agree … THAT RIGHT THAT? Is that right? …RIGHT PRO1? … am I right?
Elaboration (1) | ACLASFC165 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | Second Language Learner Pathway | Auslan | Languages | F-10 curriculum
Structure
The Australian Curriculum: The Arts covers each of the five arts subjects – Dance, Drama, Media Arts, Music, and Visual Arts – across bands of year levels: Foundation to Year 2 Years 3 and 4 Years 5 and 6 Years 7 and 8 Years 9 and 10. The curriculum …
Structure | The Arts | F-10 curriculum
Foundation to Year 2 Design and Technologies
Learning in Design and Technologies builds on concepts, skills and processes developed in the Early Years Learning Framework, revisiting, strengthening and extending these as needed. By the end of Year 2 students will have had the opportunity to create …
Foundation to Year 2 | Design and Technologies | Technologies | F-10 curriculum
Years 5 and 6 Turkish
The nature of the learners This is a key transitional phase of learning. Learners communicate more confidently, are more self-directed, and self-reference in relation to wider contexts. Response to experience is more analytical and critical, allowing …
Years 5 and 6 | Years F–10 Sequence | Turkish | Languages | F-10 curriculum
Elaboration (3) ACHASSK135
investigating the experiences of democracy and citizenship of women (for example, the suffragette movement, the bar on married women working, equal pay, the Sex Discrimination Act 1984)
Elaboration (3) | ACHASSK135 | Content Descriptions | Year 6 | HASS | Humanities and Social Sciences | F-10 curriculum
Elaboration (2) ACDSEH091
investigating the factors that led to the Commonwealth Franchise Act 1902, which enabled women to vote and stand for election for the federal Parliament
Elaboration (2) | ACDSEH091 | Content Descriptions | Year 9 | History | Humanities and Social Sciences | F-10 curriculum
Elaboration (1) ACHHS187
explaining the context of a source such as the Bringing Them Home Report (1997) and the significance of that context in understanding responses to the report (with varying perspectives)
Elaboration (1) | ACHHS187 | Content Descriptions | Year 10 | History | Humanities and Social Sciences | F-10 curriculum
Elaboration (1) ACLFRC003
responding to instructions or directions through actions, gestures or verbal responses, for example, Lève-toi, regardez-moi, écoutez, doucement!
Elaboration (1) | ACLFRC003 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | French | Languages | F-10 curriculum
Elaboration (2) ACLFRC003
asking for information or for a turn, for example, Madame … Qu’est-ce que c’est? Et moi?
Elaboration (2) | ACLFRC003 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | French | Languages | F-10 curriculum
Elaboration (3) ACLFRC003
interacting with each other during learning activities, for example, Donne-moi le crayon. Voilà/voici…merci
Elaboration (3) | ACLFRC003 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | French | Languages | F-10 curriculum
Elaboration ACLFRC005
labelling or naming classroom items and resources or personal possessions, for example, la table, la chaise, l’ordinateur, la carte
Elaboration | ACLFRC005 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | French | Languages | F-10 curriculum