Respect matters: Digitial Technologies

Digital Technologies provides students with opportunities to create digital solutions which address the unique needs and contexts of communities. They develop critical thinking skills which are important in taking respectful action. Students work with …

Respect matters: Digitial Technologies | Subjects | Dimensions | Curriculum connections | Resources

Online safety: 7-10 Geography

The Australian Curriculum: Geography, provides students with opportunities to learn about the diversity of the world’s places, people and cultures and come to appreciate how cultural identities, including their own, are shaped. Students learn how geographical …

Online safety: 7-10 Geography | Subjects | Dimensions | Curriculum connections | Resources

Online safety: Digital Technologies

The Australian Curriculum: Digital Technologies can provide students with practical opportunities to develop design thinking skills. When working with and building digital systems, the design thinking process places the user and their safety at the forefront …

Online safety: Digital Technologies | Subjects | Dimensions | Curriculum connections | Resources

Elaboration (3) ACLCLE003

discussing language features that encourage the audience to respond in particular ways, for example, the use of repetition (πόλεμος αἴρεται, πόλεμος οὐ φατὸς πρὸς ἐμὲ καὶ θεούς), alliteration (τυφλὸς τά τ᾽ ὦτα τόν τε νοῦν τά τ᾽ ὄμματ᾽ εἶ), assonance (κατῆγεν …

Elaboration (3) | ACLCLE003 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | Classical Greek | Framework for Classical Languages | Languages | F-10 curriculum

Elaboration (6) ACLINU115

indicating action using transitive verbs, me- verb system (-kan or -i suffix) and their object-focus di- forms

Elaboration (6) | ACLINU115 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | Indonesian | Languages | F-10 curriculum

Elaboration (9) ACLTUU081

comparing the use of the progressive form -(i)yor and the simple present -(i)r and past tense -d(i)of verbs that describe actions

Elaboration (9) | ACLTUU081 | Content Descriptions | Years 9 and 10 | Years F–10 Sequence | Turkish | Languages | F-10 curriculum

Consumer and financial literacy: Year 10

Young people grow up in diverse circumstances. At age 15 to 16, there is a divergence in young people’s sophistication in relation to financial management attitudes. Unique family circumstances strongly influence young people’s notions of their future …

Consumer and financial literacy: Year 10 | Year levels | Dimensions | Curriculum connections | Resources

Elaboration (2) ACLGEU148

understanding that β can only be used in lower case, otherwise SS, and that ä, ö and ü can be written as ae, oe and ue respectively, for example, in upper case signs or word puzzles such as crosswords

Elaboration (2) | ACLGEU148 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | German | Languages | F-10 curriculum

Elaboration (2) ACLINU034

showing awareness that language carries cultural ideas, for example, upacara compared to ‘assembly’; padi/beras/nasi compared to ‘cooked/uncooked rice’; and kaki lima, becak, and warung and congklak, which have no equivalent in English

Elaboration (2) | ACLINU034 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | Indonesian | Languages | F-10 curriculum

Elaboration (1) ACLINU049

observing how language use reflects respect and social distance, such as making requests with different levels of formality (Minta, Mohon, Boleh, Bolehkah?), showing respect for authority figures (Pak Guru, Mas, Mbak), and expressing familiarity with …

Elaboration (1) | ACLINU049 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | Indonesian | Languages | F-10 curriculum

Elaboration ACLINU063

using raised penultimate syllable in multisyllabic words such as mendengarkan, melakukan, pekerjaan, perumahan, dibandingkan, kemauan, kesamaan

Elaboration | ACLINU063 | Content Descriptions | Years 7 and 8 | Years F–10 Sequence | Indonesian | Languages | F-10 curriculum

Elaboration (2) ACLINC073

presenting information on topics such as part-time work, balancing study and leisure, or recycling to conserve resources, explaining and justifying opinions using for example, alasannya begini, ternyata, tidak dapat disangkal, mau tak mau, sehingga, setidak-tidaknya, …

Elaboration (2) | ACLINC073 | Content Descriptions | Years 9 and 10 | Years F–10 Sequence | Indonesian | Languages | F-10 curriculum

Elaboration (8) ACLINU081

indicating register using colloquial (for example, nggak, gimana, kok, deh, lho/lo) and formal language, for example, yang terhormat, sekian

Elaboration (8) | ACLINU081 | Content Descriptions | Years 9 and 10 | Years F–10 Sequence | Indonesian | Languages | F-10 curriculum

Elaboration (5) ACLINU098

referring to numbers of things using cardinal numbers (puluh, belas, ratus, ribu, juta), and things in a sequence using ordinal numbers (pertama, ke-)

Elaboration (5) | ACLINU098 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | Indonesian | Languages | F-10 curriculum

Elaboration (3) ACLINC110

finding ways to represent culture-specific expressions — for example, geography (‘suburb’, RW/RT, tanah air), food (‘wheat/dairy free’, halal, gurih), and values (‘equality’, gotong royong) — such as by adding a brief description or explanation, for example, …

Elaboration (3) | ACLINC110 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | Indonesian | Languages | F-10 curriculum

Elaboration (10) ACLINU115

seeking information using interrogatives and question forms, for example, mengapa, bagaimana, yang mana, untuk apa/siapa, dengan apa/siapa

Elaboration (10) | ACLINU115 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | Indonesian | Languages | F-10 curriculum

Elaboration ACLINU119

examining the link between language and cultural values in Indonesia, for example, concepts of community (komunitas, keluarga besar [company name], rakyat, masyarakat) and working together/reciprocating (saling membantu, saling mengerti, gotong royong, …

Elaboration | ACLINU119 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | Indonesian | Languages | F-10 curriculum

Elaboration (4) ACLITC077

interviewing class members to gauge views about aspects of daily life (such as school, pastimes, relationships and the local environment), and discussing as a class the major themes and concerns that emerge, for example, Come mai …? Perché …? Secondo …

Elaboration (4) | ACLITC077 | Content Descriptions | Years 9 and 10 | Years F–10 Sequence | Italian | Languages | F-10 curriculum

Elaboration (1) ACLTUU098

learning the conditions that apply to the use of familiar and formal second person singular forms -n and -n(ı)z, for example, yemeğin hazır, yemeğiniz hazır and second person pronouns, sen and siz as well as different honorifics, such as Teyze/Amca, Hanım/Bey, …

Elaboration (1) | ACLTUU098 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | Turkish | Languages | F-10 curriculum

Elaboration (3) ACLVIU168

comparing own Vietnamese speech patterns with standard Vietnamese pronunciation, and making adjustments to their pronunciation of certain sounds or tone markers as necessary, for example, g and r, s and x, ch and tr, or d and gi and v

Elaboration (3) | ACLVIU168 | Content Descriptions | Years 7 and 8 | Years F–10 Sequence | Vietnamese | Languages | F-10 curriculum