Foundation to Year 2 Indonesian

The nature of the learners Children enter the early years of schooling with established oracy skills in one or more languages and varying degrees of early literacy capability. For young students, learning typically focuses on their immediate world of …

Foundation to Year 2 | Years F–10 Sequence | Indonesian | Languages | F-10 curriculum

Foundation to Year 2 Vietnamese

The nature of the learners Children enter the early years of schooling with varying degrees of early literacy capability in Vietnamese and/or English. For young students, learning typically focuses on their immediate world of family, home, school, friends …

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

ACELA1452

Explore differences in words that represent people, places and things (nouns, including pronouns), happenings and states (verbs), qualities (adjectives) and details such as when, where and how (adverbs)

Elaborations ScOT Terms

ACELA1452 | Content Descriptions | Year 1 | English | F-10 curriculum

ACELA1458

Use short vowels, common long vowels, consonant digraphs and consonant blends when writing, and blend these to read single syllable words

Elaborations ScOT Terms

ACELA1458 | Content Descriptions | Year 1 | English | F-10 curriculum

ACELA1469

Identify visual representations of characters’ actions, reactions, speech and thought processes in narratives, and consider how these images add to or contradict or multiply the meaning of accompanying words

Elaborations ScOT Terms

ACELA1469 | Content Descriptions | Year 2 | English | F-10 curriculum

ACELA1474

Orally manipulate more complex sounds in spoken words through knowledge of blending and segmenting sounds, phoneme deletion and substitution in combination with use of letters in reading and writing

Elaborations ScOT Terms

ACELA1474 | Content Descriptions | Year 2 | English | F-10 curriculum

ACELA1826

Understand how to apply knowledge of letter-sound relationships, syllables, and blending and segmenting to fluently read and write multisyllabic words with more complex letter patterns

Elaborations ScOT Terms

ACELA1826 | Content Descriptions | Year 3 | English | F-10 curriculum

ACELA1828

Understand how to use phonic knowledge to read and write multisyllabic words with more complex letter combinations, including a variety of vowel sounds and known prefixes and suffixes

Elaborations ScOT Terms

ACELA1828 | Content Descriptions | Year 4 | English | F-10 curriculum

ACELT1606

Understand, interpret and experiment with a range of devices and deliberate word play in poetry and other literary texts, for example nonsense words, spoonerisms, neologisms and puns

Elaborations ScOT Terms

ACELT1606 | Content Descriptions | Year 4 | English | F-10 curriculum

ACELA1829

Understand how to use phonic knowledge to read and write less familiar words that share common letter patterns but have different pronunciations 

Elaborations ScOT Terms

ACELA1829 | Content Descriptions | Year 5 | English | F-10 curriculum

ACELT1628

Understand and explain how combinations of words and images in texts are used to represent particular groups in society, and how texts position readers in relation to those groups

Elaborations ScOT Terms

ACELT1628 | Content Descriptions | Year 8 | English | F-10 curriculum

ACELA1573

Understand how to use knowledge of the spelling system to spell unusual and technical words accurately, for example those based on uncommon Greek and Latin roots

ScOT Terms

ACELA1573 | Content Descriptions | Year 10 | English | F-10 curriculum

PKW7

Phonic knowledge reads CCVCC words (trust), CCCVC words (scrap), CCCVCC words (thrust) and applies when reading continuous texts reads words with r-controlled vowel combinations ar, er, or, ur, ir and writes words accordingly and applies when reading …

PKW7 | Phonic knowledge and word recognition | Reading and viewing | National Literacy Learning Progression | National Literacy and Numeracy Learning Progressions | Resources

Elaboration (2) ACLHIC019

asking each other about recent events or significant occasions, using language associated with time, location and frequency, for example, तुम ननिहाल कब जाते हो? मैं हर साल गर्मी की छुट्टियों में ननिहाल जाता हूँ; आप क्रिसमस कैसे मनाते हैं?; होली के त्योहार …

Elaboration (2) | ACLHIC019 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | Hindi | Languages | F-10 curriculum

Context statement Arabic

The place of the Arabic culture and language in Australia and in the world Arabic is spoken by approximately 280 million people in 22 countries over two continents. It is the official language of the Arab world, which includes countries of the Middle …

Context statement | Arabic | Languages | F-10 curriculum

Context statement Italian

The place of the Italian language and culture in Australia and the world Italian, also known as Standard Italian or italiano standard, is the official language of Italy, the Vatican City, San Marino and parts of Switzerland. It is also …

Context statement | Italian | Languages | F-10 curriculum

Context statement Modern Greek

The place of the Modern Greek language and culture in Australia and the world Modern Greek is the official language of Greece and Cyprus. It is spoken throughout the world – wherever there are Greek-speaking communities. One of the major …

Context statement | Modern Greek | Languages | F-10 curriculum

Context statement Japanese

The place of Japanese culture and language in Australia and in the world Japanese is the official language of Japan, Australia’s northern neighbour in the Asia region. It is also widely used by communities of speakers in Hawaii, Peru and …

Context statement | Japanese | Languages | F-10 curriculum

Context statement Vietnamese

The place of the Vietnamese language and culture in Australia and in the world Vietnamese is the official language of Vietnam. It is spoken by approximately 90 million people in Vietnam and approximately four million Vietnamese people living …

Context statement | Vietnamese | Languages | F-10 curriculum

Elaboration ACELA1431

learning that written text in Standard Australian English has conventions about words, spaces between words, layout on the page and consistent spelling because it has to communicate when the speaker/writer is not present

Elaboration | ACELA1431 | Content Descriptions | Foundation Year | English | F-10 curriculum