Elaboration (1) ACLCHC006

captioning or labelling illustrations on storyboards, practising the strokes of high-frequency characters

Elaboration (1) | ACLCHC006 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | Second Language Learner Pathway | Chinese | Languages | F-10 curriculum

ACLFRU030

Experiment with the pronunciation of vowel sounds, letter combinations and intonation patterns, and recognise and write high-frequency words and expressions in familiar contexts[Key concepts: pronunciation, accent, spelling, writing; Key processes: alphabetic …

Elaborations ScOT Terms

ACLFRU030 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | French | Languages | F-10 curriculum

Elaboration (2) ACLTUU029

learning the pronunciation and spelling of high-frequency words with yumuşak g (soft g) ğ, as in yağmur and ağaç, understanding that this sound is never used at the beginning of words

Elaboration (2) | ACLTUU029 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | Turkish | Languages | F-10 curriculum

Grammar knowledge - use knowledge of words and word groups Literacy Grammar knowledge Level 2

recognise and use nouns that represent people, places, things and ideas in the learning area and expand nouns to achieve greater precision

Grammar knowledge - use knowledge of words and word groups | Level 2 | Learning Continuum | Literacy | General capabilities | F-10 curriculum

Grammar knowledge - use knowledge of words and word groups Literacy Grammar knowledge Level 3

recognise and use adverbs and prepositional phrases that provide detailed descriptions in the learning areas

Grammar knowledge - use knowledge of words and word groups | Level 3 | Learning Continuum | Literacy | General capabilities | F-10 curriculum

Grammar knowledge - use knowledge of words and word groups Literacy Grammar knowledge Level 4

expand and sharpen ideas through careful choice of verbs and phrases and elaborated tenses

Grammar knowledge - use knowledge of words and word groups | Level 4 | Learning Continuum | Literacy | General capabilities | F-10 curriculum

Grammar knowledge - use knowledge of words and word groups Literacy Grammar knowledge Level 5

recognise and use aspects of language to suggest possibility, probability, obligation and conditionality

Grammar knowledge - use knowledge of words and word groups | Level 5 | Learning Continuum | Literacy | General capabilities | F-10 curriculum

Grammar knowledge - use knowledge of words and word groups Literacy Grammar knowledge Level 6

develop higher order concepts in academic texts through language features that compact and generalise ideas

Grammar knowledge - use knowledge of words and word groups | Level 6 | Learning Continuum | Literacy | General capabilities | F-10 curriculum

ACLASFC026

Translate high-frequency signs/words and expressions in simple texts such as repeated lines in a story or captions, noticing similarities, differences and instances of equivalence[Key concepts: literal, difference, meaning, equivalence; Key processes: …

Elaborations ScOT Terms

ACLASFC026 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | First Language Learner Pathway | Auslan | Languages | F-10 curriculum

ACLASFC152

Translate high-frequency signs/words and expressions in simple texts such as repeated lines in a story, noticing which ones are difficult to interpret[Key concepts: similarity, difference, meaning; Key processes: matching, noticing, identifying, tran …

Elaborations ScOT Terms

ACLASFC152 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | Second Language Learner Pathway | Auslan | Languages | F-10 curriculum

ACLFRC026

Translate high-frequency words and expressions in simple texts such as captions, story titles or recurring lines in a story, noticing which ones are difficult to interpret[Key concepts: translation, meaning, culture; Key processes: noticing, explaining, …

Elaborations ScOT Terms

ACLFRC026 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | French | Languages | F-10 curriculum

ACLGEU131

Experiment with the pronunciation of vowel sounds, letter combinations and intonation patterns, and recognise and write high-frequency words and expressions in familiar contexts[Key concepts: pronunciation, intonation, accents; Key processes: distinguishing …

Elaborations ScOT Terms

ACLGEU131 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | German | Languages | F-10 curriculum

Elaboration ACLARU115

identifying and using high-frequency words and expressions related to home and school environments in interactions, for example,بيت؛ عائلة؛ أب؛ إخوة؛ معلمة؛ مدرسة؛ حصة؛ صف؛ كتاب؛ دراسة؛ فرصة؛ وقت فراغ؛ أيام الأسبوع

Elaboration | ACLARU115 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | Arabic | Languages | F-10 curriculum

Elaboration (3) ACLCHC002

recognising and copying high-frequency characters relating to family and number, and noticing the formation and spacing of characters

Elaboration (3) | ACLCHC002 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | Second Language Learner Pathway | Chinese | Languages | F-10 curriculum

ACLJAU121

Recognise and copy some hiragana and a few high-frequency kanji[Key concepts: script, kana, kanji, phonemic awareness, meaning; Key processes: recognising, tracing, copying]

Elaborations ScOT Terms

ACLJAU121 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | Japanese | Languages | F-10 curriculum

Elaboration (2) ACLJAU157

learning to apply the basic principles of stroke order to write all hiragana and high-frequency kanji such as 月、日、木、人

Elaboration (2) | ACLJAU157 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | Japanese | Languages | F-10 curriculum

Achievement Standard English Year 1

Receptive modes (listening, reading and viewing) By the end of Year 1, students understand the different purposes of texts. They make connections to personal experience when explaining characters and main events in short texts. They identify that texts …

Achievement Standard | Achievement Standards | Year 1 | English | F-10 curriculum

Achievement Standard Framework for Aboriginal Languages and Torres Strait Islander Languages Foundation to Year 2

The achievement standards for the Framework for Aboriginal Languages and Torres Strait Islander Languages First Language Learner Pathway are generalised in order to cater for the range of languages that may be learnt as an L1 in the school context. …

Achievement Standard | Achievement Standards | 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

ACLASFC127

Participate in simple interactions with their peers and teachers using high-frequency signs, non-manual features and gestures to talk about self, family and class activities[Key concepts: self, family, friends, experience, feelings; Key processes: interacting, …

Elaborations ScOT Terms

ACLASFC127 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | Second Language Learner Pathway | Auslan | Languages | F-10 curriculum

Elaboration (1) ACLFRF049

using all forms of the present tense of regular -er, -ir and -re verbs and of high-frequency irregular verbs such as avoir, être, aller and faire

Elaboration (1) | ACLFRF049 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | French | Languages | F-10 curriculum