Elaboration ACLVIC140
interacting via different modes of communication such as text messages, emails or social media to exchange personal information, express opinions, and agree or disagree, for example, Cuối tuần, tôi thích đi bơi hơn học võ. Còn bạn thích làm gì? Tôi thấy …
Elaboration | ACLVIC140 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | Vietnamese | Languages | F-10 curriculum
Elaboration (3) ACLVIC178
justifying own views with quotes or text references, for example, Chúng ta không nên đánh giá con người qua bề ngoài bởi vì tục ngữ có câu ‘Đừng có trông mặt mà bắt hình dong’. Tôi nghĩ rằng nạn phá rừng đã gia tăng đến mức báo động vì thống kê cho thấy …
Elaboration (3) | ACLVIC178 | Content Descriptions | Years 9 and 10 | Years F–10 Sequence | Vietnamese | Languages | F-10 curriculum
Elaboration (2) ACLVIU031
identifying and comparing language features of different text types, for example, the use of first person (mình/tôi), descriptive (trẻ trung/xinh đẹp/thông minh/hiền lành/dịu dàng) and emotive language (buồn bã/hoang mang/vui mừng/hạnh phúc) in personal …
Elaboration (2) | ACLVIU031 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | Vietnamese | Languages | F-10 curriculum
Literacy - Level 1e (Foundation Year)
Typically, by the end of Foundation Year, students: Navigate, read and view learning area texts navigate, read and view simple texts with familiar vocabulary and supportive illustrations Listen and respond to learning area texts listen and respond to …
Literacy - Level 1e (Foundation Year) | Competencies and skills | Dimensions | Curriculum connections | Resources
Literacy - Level 3 (Years 3 and 4)
Typically, by the end of Year 4, students: Navigate, read and view learning area texts navigate, read and view different types of texts with illustrations and more detailed graphics Listen and respond to learning area texts listen to spoken instructions …
Literacy - Level 3 (Years 3 and 4) | Competencies and skills | Dimensions | Curriculum connections | Resources
Literacy - Level 4 (Years 5 and 6)
Typically, by the end of Year 6, students: Navigate, read and view learning area texts navigate, read and view subject-specific texts with some challenging features and a range of graphic representations Listen and respond to learning area texts listen …
Literacy - Level 4 (Years 5 and 6) | Competencies and skills | Dimensions | Curriculum connections | Resources
Literacy - Level 6 (Years 9 and 10)
Typically, by the end of Year 10, students: Navigate, read and view learning area texts navigate, read and view a wide range of more demanding subject- specific texts with an extensive range of graphic representations Listen and respond to learning area …
Literacy - Level 6 (Years 9 and 10) | Competencies and skills | Dimensions | Curriculum connections | Resources
Primary matters - Issue 14 - Safety, June 2018
‘Safety’ Matters, June 2018 Welcome to the June issue of Primary Matters. In this edition, we explore the topic of safety in the Australian Curriculum. Read about the Office of the eSafety Commissioner’s work in providing resources, programs and services …
Primary matters - Issue 14 - Safety, June 2018 | Publications | Resources and publications
Introduction Auslan
As a native user of Auslan, and as an advocate for the language and for the Deaf community, I am thrilled to see a national curriculum in Auslan come to fruition. For the first time, deaf children will have access to a formal first language learner pathway …
Introduction | Auslan | Languages | F-10 curriculum
Elaboration ACLASFU032
exploring different semantic types of verbs in a text, for example by showing how: doing (WALK, WRITE) and saying (TELL, CALL-OUT, ANNOUNCE) verbs in narrative texts give information about a characters’ actions sensing (SEE, THINK) or possessing (THAT’S-TYPICAL-OF-THEM, …
Elaboration | ACLASFU032 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | First Language Learner Pathway | Auslan | Languages | F-10 curriculum
Elaboration (2) ACLASFU049
identifying examples of DSs in an Auslan text, and recognising that handshape and movement represent different things in each type of DS, for example: entity DSs: the handshape is an object or person, and the movement is the movement or location of …
Elaboration (2) | ACLASFU049 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | First Language Learner Pathway | Auslan | Languages | F-10 curriculum
Elaboration ACLASFU158
exploring different semantic types of verbs in a text, for example by showing how: doing (WALK, WRITE) and saying (TELL, CALL-OUT ANNOUNCE?) verbs in narrative texts give information about a characters’ actions sensing (SEE, THINK) or possessing (BELONG, …
Elaboration | ACLASFU158 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | Second Language Learner Pathway | Auslan | Languages | F-10 curriculum
Elaboration (6) ACLASFU229
identifying examples of DSs in an Auslan text, and recognising that handshape and movement represent different things in each type of DS, for example: entity DSs: the handshape is an object or person, and the movement is the movement or location of …
Elaboration (6) | ACLASFU229 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | Second Language Learner Pathway | Auslan | Languages | F-10 curriculum
Elaboration (3) ACLCHU063
exploring the ways in which new words and phrases are incorporated into everyday communication in Chinese, for example, how English expressions of emotion (去 happy 吧) are used in chat forums and text messaging, and how Pinyin abbreviations are used to …
Elaboration (3) | ACLCHU063 | Content Descriptions | Years 7 and 8 | Years F–10 Sequence | Second Language Learner Pathway | Chinese | Languages | F-10 curriculum
Elaboration (4) ACLCHU111
exploring the ways in which English words and phrases are incorporated into everyday communication in Chinese in digital media, for example, English expressions of emotion used in chat forums and text messaging (去 happy 吧), and Pinyin abbreviations replacing …
Elaboration (4) | ACLCHU111 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | Second Language Learner Pathway | Chinese | Languages | F-10 curriculum
Structure Digital Technologies
The Australian Curriculum: Digital Technologies (F–10) comprises two related strands: Digital Technologies knowledge and understanding – the information system components of data, and digital systems (hardware, software and networks) Digital Technologies …
Structure | Digital Technologies | Technologies | F-10 curriculum
Primary Matters, issue 23: The review of the Australian Curriculum and Digital Technologies in focus (DTiF)
This edition of Primary Matters provides an update on the Australian Curriculum Review as it relates to the primary years (Foundation –Year 6) and showcases new teaching resources from ACARA’s Digital Technologies in focus (DTiF) project in primary years. …
Primary Matters, issue 23: The review of the Australian Curriculum and Digital Technologies in focus (DTiF) | Publications | Resources and publications
LiS6
responds to texts with unfamiliar content identifies main ideas of a spoken text using supporting details identifies purpose and intended audience of a spoken text infers meaning from texts that contain features such as music and environmental sounds asks …
LiS6 | Listening | Speaking and listening | National Literacy Learning Progression | National Literacy and Numeracy Learning Progressions | Resources
LiS4
responds to simple and predictable texts (see Text complexity) recalls specific information from a spoken text (recalls a message from a school assembly announcement) responds to literal questions about a spoken text experiments with a small range …
LiS4 | Listening | Speaking and listening | National Literacy Learning Progression | National Literacy and Numeracy Learning Progressions | Resources
UnT3
Comprehension listens actively to a range of texts read by others engages in group discussion about a text talks about images and/or some printed words in a text answers and poses mainly literal questions about the text Processes distinguishes …
UnT3 | Understanding texts | Reading and viewing | National Literacy Learning Progression | National Literacy and Numeracy Learning Progressions | Resources