ACELA1434
Recognise that texts are made up of words and groups of words that make meaning
Elaborations ScOT Terms
ACELA1434 | Content Descriptions | Foundation Year | English | F-10 curriculum
ACPPS024
Recognise similarities and differences in individuals and groups, and explore how these are celebrated and respected
Elaborations ScOT Terms
ACPPS024 | Content Descriptions | Years 1 and 2 | Health and Physical Education | F-10 curriculum
ACPMP067
Participate positively in groups and teams by encouraging others and negotiating roles and responsibilities
Elaborations ScOT Terms
ACPMP067 | Content Descriptions | Years 5 and 6 | Health and Physical Education | F-10 curriculum
ACWOP040
Collaborate with industry/business and/or community, individuals or groups to plan a work-related project
Elaborations ScOT Terms
ACWOP040 | Content Descriptions | Options | Work Studies | F-10 curriculum
Elaboration (13) ACLARU013
understanding and using singular nouns and regular plural noun endings in masculine and feminine forms, for example, معلم/معلمون؛ معلمة/معلمات؛
Elaboration (13) | ACLARU013 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | Arabic | Languages | F-10 curriculum
Elaboration (2) ACLITU014
noticing that adjectives are used to describe people, objects or places and are usually placed after the noun, for example, la penna rossa
Elaboration (2) | ACLITU014 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | Italian | Languages | F-10 curriculum
Elaboration ACLJAU014
developing metalanguage for communicating about language, using terms such as ‘noun’, ‘pronoun’, ‘verb’, ‘adjective’ and ‘conjunction’, and cross-referencing with knowledge of English-language syntax and parts of speech
Elaboration | ACLJAU014 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | Japanese | Languages | F-10 curriculum
Elaboration (1) ACLKOU184
learning how to modify a noun by using an adjectival form of the premodifying descriptive verb suffixed by –(으)ㄴ, for example, 좋은 생각, 착한 사람
Elaboration (1) | ACLKOU184 | Content Descriptions | Years 7 and 8 | Years F–10 Sequence | Korean | Languages | F-10 curriculum
Elaboration (8) ACLKOU184
learning how to construct noun phrases out of verbsusing a suffix –기 and using it with case markers or particles, for example, 한국어를 배우기가 쉬워요
Elaboration (8) | ACLKOU184 | Content Descriptions | Years 7 and 8 | Years F–10 Sequence | Korean | Languages | F-10 curriculum
Elaboration (11) ACLKOU184
comparing how the case of a noun or pronoun is identified in Korean and English sentences, for example, 저는 사과를 먹어요 versus ‘I eat apples’
Elaboration (11) | ACLKOU184 | Content Descriptions | Years 7 and 8 | Years F–10 Sequence | Korean | Languages | F-10 curriculum
Elaboration (3) ACLSPU031
noticing the differences in meaning when the adjective precedes the noun, for example, un pobre hombre/un hombre pobre
Elaboration (3) | ACLSPU031 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | Spanish | Languages | F-10 curriculum
Elaboration ACELA1451
knowing that, in terms of meaning, a basic clause represents: a happening or a state (verb), who or what is involved (noun group/phrase), and the surrounding circumstances (adverb group/phrase)
Elaboration | ACELA1451 | Content Descriptions | Year 1 | English | F-10 curriculum
Elaboration ACELY1672
reading their work and adding, deleting or changing words, prepositional phrases or sentences to improve meaning, for example replacing an everyday noun with a technical one in an informative text
Elaboration | ACELY1672 | Content Descriptions | Year 2 | English | F-10 curriculum
Elaboration (3) ACELA1570
observing how abstraction allows for greater generalisation at a higher level (for example, ‘the political, religious, social and economic features of the society’ – which is an abstract noun group/phrase)
Elaboration (3) | ACELA1570 | Content Descriptions | Year 10 | 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
ACHASSK093
The different cultural, religious and/or social groups to which they and others in the community belong
Elaborations ScOT Terms
ACHASSK093 | Content Descriptions | Year 4 | HASS | Humanities and Social Sciences | F-10 curriculum
ACHASSK137
The contribution of individuals and groups to the development of Australian society since Federation
Elaborations ScOT Terms
ACHASSK137 | Content Descriptions | Year 6 | HASS | Humanities and Social Sciences | F-10 curriculum
Elaboration (5) ACLASFU032
understanding that, in terms of meaning, a basic clause represents: a happening or a state (verb), who or what is involved (noun or nouns) and the surrounding circumstances (adverb or adverbs)
Elaboration (5) | ACLASFU032 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | First Language Learner Pathway | Auslan | Languages | F-10 curriculum
Elaboration (1) ACLASFU068
recognising that some verbs and nouns use the same sign but change the movement in a regular way making noun-verb pairs, such as SCISSORS versus CUT-WITH-SCISSORS
Elaboration (1) | ACLASFU068 | Content Descriptions | Years 7 and 8 | Years F–10 Sequence | First Language Learner Pathway | Auslan | Languages | F-10 curriculum
Elaboration (3) ACLASFU105
identifying how signers use space to track participants through a text, for example by pointing back to an established location to refer to a noun referent
Elaboration (3) | ACLASFU105 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | First Language Learner Pathway | Auslan | Languages | F-10 curriculum