Elaboration (3) ACLASFU051
annotating in ELAN or similar software where a signer is using established locations to refer to a noun referent
Elaboration (3) | ACLASFU051 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | First Language Learner Pathway | Auslan | Languages | F-10 curriculum
Elaboration (4) ACLASFU230
recognising that a noun group is a group of signs that relate to a person, place or thing that can include elements such as adjectives or numbers
Elaboration (4) | ACLASFU230 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | Second Language Learner Pathway | Auslan | Languages | F-10 curriculum
Elaboration (9) ACLASFU230
relating verbs identify or describe a noun (for example, HAVE in PRO3 HAVE LONG-HAIR)
Elaboration (9) | ACLASFU230 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | Second Language Learner Pathway | Auslan | Languages | F-10 curriculum
Elaboration (4) ACLCHU076
examining the use of noun phrases in Chinese and experimenting with omitting nouns (zero subjects) in their own communication
Elaboration (4) | ACLCHU076 | Content Descriptions | Years 9 and 10 | Years F–10 Sequence | Second Language Learner Pathway | Chinese | Languages | F-10 curriculum
Elaboration (2) ACLFWU015
identifying common word classes, for example, noun, verb, using available terminology from the language as appropriate
Elaboration (2) | ACLFWU015 | Content Descriptions | 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
Elaboration (8) ACLFWU037
developing metalanguage for talking about language, for example, noun phrases, word order, suffixes, prefixes, tense, transitivity
Elaboration (8) | ACLFWU037 | Content Descriptions | Years 3 to 6 | Years F–10 Sequence | First Language Learner Pathway (L1) | Framework for Aboriginal Languages and Torres Strait Islander Languages | Languages | F-10 curriculum
Elaboration (5) ACLFWU142
understanding and using metalanguage to describe word types, for example, noun, pronoun, verb
Elaboration (5) | ACLFWU142 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | Language Revival Learner Pathway (LR) | Framework for Aboriginal Languages and Torres Strait Islander Languages | Languages | F-10 curriculum
Elaboration (7) ACLFWU079
understanding and using elementary metalanguage to describe word types, for example, noun, pronoun, verb
Elaboration (7) | ACLFWU079 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | Second Language Learner Pathway (L2) | Framework for Aboriginal Languages and Torres Strait Islander Languages | Languages | F-10 curriculum
Elaboration (7) ACLFWU100
developing metalanguage for talking about elements of language, for example, noun phrases, suffixes, prefixes, tense, transitivity
Elaboration (7) | ACLFWU100 | Content Descriptions | Years 3 to 6 | Years F–10 Sequence | Second Language Learner Pathway (L2) | Framework for Aboriginal Languages and Torres Strait Islander Languages | Languages | F-10 curriculum
Elaboration (4) ACLCLE035
identifying parts of speech and their function in context to determine meaning, for example, identifying which noun is the subject of the verb
Elaboration (4) | ACLCLE035 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | Latin | Framework for Classical Languages | Languages | F-10 curriculum
Elaboration (2) ACHASSK119
explaining reasons for differences in needs and wants for different groups
Elaboration (2) | ACHASSK119 | Content Descriptions | Year 5 | HASS | Humanities and Social Sciences | F-10 curriculum
Elaboration ACPPS019
identifying and appreciating similarities and differences in people and groups
Elaboration | ACPPS019 | Content Descriptions | Years 1 and 2 | Health and Physical Education | F-10 curriculum
Elaboration ACMNA032
dividing the class or a collection of objects into equal-sized groups
Elaboration | ACMNA032 | Content Descriptions | Year 2 | Mathematics | F-10 curriculum
Achievement Standard Auslan Years 5 and 6
By the end of Year 6, students use Auslan to interact with people for a range of different purposes. They use descriptive and expressive language to share and compare experiences, ideas and opinions, such as THEATRE GOOD, LONG -really, LONG-really. …
Achievement Standard | Achievement Standards | Years 5 and 6 | Years F–10 Sequence | First Language Learner Pathway | Auslan | Languages | F-10 curriculum
ACHASSK198
How groups, such as religious and cultural groups, express their particular identities; and how this influences their perceptions of others and vice versa
Elaborations ScOT Terms
ACHASSK198 | Content Descriptions | Year 7 | HASS | Humanities and Social Sciences | F-10 curriculum
ACHCK053
How groups, such as religious and cultural groups, express their particular identities; and how this influences their perceptions of others and vice versa
Elaborations ScOT Terms
ACHCK053 | Content Descriptions | Year 7 | Civics and Citizenship | Humanities and Social Sciences | F-10 curriculum
ACHCK079
How and why individuals and groups, including religious groups, participate in and contribute to civic life
Elaborations ScOT Terms
ACHCK079 | Content Descriptions | Year 9 | Civics and Citizenship | Humanities and Social Sciences | F-10 curriculum
Managing and operating ICT - Manage digital data Information and Communication Technology (ICT) Capability Managing and operating ICT Level 5
manage and maintain data for groups of users using a variety of methods and systems
Managing and operating ICT - Manage digital data | Level 5 | Learning Continuum | Information and Communication Technology (ICT) Capability | General capabilities | F-10 curriculum
Social management - Communicate effectively Personal and Social Capability Social management Level 3
identify communication skills that enhance relationships for particular groups and purposes
Social management - Communicate effectively | Level 3 | Learning Continuum | Personal and Social Capability | General capabilities | F-10 curriculum
Social management - Work collaboratively Personal and Social Capability Social management Level 4
contribute to groups and teams, suggesting improvements in methods used for group investigations and projects
Social management - Work collaboratively | Level 4 | Learning Continuum | Personal and Social Capability | General capabilities | F-10 curriculum