Elaboration (2) ACLKOC137

listening to short spoken texts with some unfamiliar language, identifying points of information, for example, the name and number on a recorded phone message, the age of a child interviewed

Elaboration (2) | ACLKOC137 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | Korean | Languages | F-10 curriculum

Elaboration (2) ACLASFC021

adopting different roles for effective group or pair-work interactions, such as group leader, note taker or reporter

Elaboration (2) | ACLASFC021 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | First Language Learner Pathway | Auslan | Languages | F-10 curriculum

Elaboration (2) ACLASFU085

identifying some of the aspectual modifications to verbs in an Auslan text, such as WORK-for-a-long-time or GO-TO-repeatedly

Elaboration (2) | ACLASFU085 | Content Descriptions | Years 9 and 10 | Years F–10 Sequence | First Language Learner Pathway | Auslan | Languages | F-10 curriculum

Elaboration (2) ACLASFC004

identifying information in simple Auslan texts that relates to properties such as colour, number, size or shape and responding through activities such as manipulating concrete materials and objects

Elaboration (2) | ACLASFC004 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | First Language Learner Pathway | Auslan | Languages | F-10 curriculum

Curriculum activity report - January to June 2018

State and territory authorities and sectors continue to implement the English curriculum with an increasing number of teachers using the National Literacy progression in conjunction with the curriculum. The English work sample portfolio has been reviewed …

Curriculum activity report - January to June 2018 | Publications | Resources and publications

Critical and Creative Thinking - Level 1e (Foundation Year)

Typically, by the end of Foundation Year, students: Identify and clarify information and ideas identify and describe familiar information and ideas during a discussion or investigation Organise and process information gather similar information …

Critical and Creative Thinking - Level 1e (Foundation Year) | Competencies and skills | Dimensions | Curriculum connections | Resources

Personal and Social Capability - Level 1e (Foundation Year)

Typically, by the end of Foundation Year, students: Communicate effectively identify positive ways to initiate, join and interrupt conversations with adults and peers Negotiate and resolve conflict listen to others’ ideas, and recognise that others …

Personal and Social Capability - Level 1e (Foundation Year) | Competencies and skills | Dimensions | Curriculum connections | Resources

Ethical Understanding - Level 1e (Foundation Year)

Typically, by the end of Foundation Year, students: Consider consequences identify links between emotions and behaviours Examine values identify values that are important to them Explore rights and responsibilities share examples of rights and responsibilities …

Ethical Understanding - Level 1e (Foundation Year) | Responsibility and enterprise | Dimensions | Curriculum connections | Resources

Intercultural Understanding - Level 1e (Foundation Year)

Typically, by the end of Foundation Year, students: Investigate culture and cultural identity share ideas about self and belonging with peers Consider and develop multiple perspectives express their opinions and listen to the opinions of others in …

Intercultural Understanding - Level 1e (Foundation Year) | Responsibility and enterprise | Dimensions | Curriculum connections | Resources

F-6/7 Humanities and Social Sciences - Year 7

F-6/7 HASS (Geography sub-strand) Year 7 Collaborate to generate alternatives in response to an issue or challenge, and compare the potential costs and benefits of each (ACHASSI160) Reflect on learning to propose personal and/or collective action in …

F-6/7 Humanities and Social Sciences - Year 7 | Skills and knowledge | Dimensions | Curriculum connections | Resources

Ethical Understanding - Level 1 (Foundation Year)

Typically by the end of Foundation Year, students: Explore ethical concepts in context describe familiar situations that involve ethical concepts Reason and make ethical decisions identify examples from stories and experiences that show ways people …

Ethical Understanding - Level 1 (Foundation Year) | Digital media literacy | Dimensions | Curriculum connections | Resources

Intercultural Understanding - Level 1 (Foundation Year)

Typically by the end of Foundation Year, students: Investigate culture and cultural identity share ideas about self and belonging with peers Explore and compare cultural knowledge, beliefs and practices identify, explore and compare culturally diverse …

Intercultural Understanding - Level 1 (Foundation Year) | Informed and safe use of information and devices | Dimensions | Curriculum connections | Resources

Ethical Understanding - Level 1 (Foundation Year)

Typically by the end of Foundation Year, students: Examine values identify values that are important to them Explore rights and responsibilities share examples of rights and responsibilities in given situations Consider points of view express their …

Ethical Understanding - Level 1 (Foundation Year) | Values, rights and responsibilities | Dimensions | Curriculum connections | Resources

Personal and Social Capability - Level 1b (Foundation Year)

Typically by the end of Foundation Year, students: Recognise emotions identify a range of emotions and describe situations that may evoke these emotions Express emotions appropriately express their emotions constructively in interactions with others Become …

Personal and Social Capability - Level 1b (Foundation Year) | Wellbeing | Dimensions | Curriculum connections | Resources

Elaboration (2) ACLJAU194

understanding that verbs can be divided into three groups according to the way they are conjugated: Group 1 (five-step verbs), Group 2 (one-step verbs) and Group 3 (irregular verbs)

Elaboration (2) | ACLJAU194 | Content Descriptions | Years 9 and 10 | Years F–10 Sequence | Japanese | Languages | F-10 curriculum

Elaboration (2) ACLJAU032

understanding that verbs can be divided into three groups according to the way they are conjugated: Group 1 (five-step verbs), Group 2 (one-step verbs) and Group 3 (irregular verbs)

Elaboration (2) | ACLJAU032 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | Japanese | Languages | F-10 curriculum

Elaboration (2) ACLCHU222

analysing linguistic, stylistic and textual features of diverse samples of the same genre to compare the choices made by authors and the impact of these choices, for example, comparing 这位老人已经七十多岁了， 他每天要一上一下地打扫一千八百多级石阶， 该是多么辛苦啊！ and 这位老人年纪大了，要打扫很多石阶，这 …

Elaboration (2) | ACLCHU222 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | Background Language Learner Pathway | Chinese | Languages | F-10 curriculum

Information and Communication Technology Capability - Level 1e (Foundation Year)

Typically, by the end of Foundation Year, students: Select and evaluate data and information explain how located data or information was used

Information and Communication Technology Capability - Level 1e (Foundation Year) | Competencies and skills | Dimensions | Curriculum connections | Resources

Elaboration (2) ACHASSK028

examining and commenting on the roles of family members over time (for example, listening to stories about the roles of mothers, fathers, caregivers and children in the past) and comparing these with family roles today (for example, work at home, work …

Elaboration (2) | ACHASSK028 | Content Descriptions | Year 1 | HASS | Humanities and Social Sciences | F-10 curriculum

Elaboration (2) ACLKOC177

reflecting on ways people, places and experiences are expressed in imaginative texts, and comparing them with those expressed in own and peers’ work and in the work of artists or authors encountered in other learning areas such as the arts, English or …

Elaboration (2) | ACLKOC177 | Content Descriptions | Years 7 and 8 | Years F–10 Sequence | Korean | Languages | F-10 curriculum