Elaboration ACHASSK067
using a globe to locate the Pacific Island nations, New Zealand, Papua New Guinea, Timor-Leste and Indonesia and countries relevant to students, labelling them on a map, and identifying the direction of each country from Australia
Elaboration | ACHASSK067 | Content Descriptions | Year 3 | HASS | Humanities and Social Sciences | 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
ACLASFU031
Observe that signers can include different information, including gestural overlays, within a single sign, and identify examples of signers using space grammatically through points, depicting signs and constructed action[Key concepts: space, function …
Elaborations ScOT Terms
ACLASFU031 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | First Language Learner Pathway | Auslan | Languages | F-10 curriculum
ACELA1819
Segment sentences into individual words and orally blend and segment onset and rime in single syllable spoken words, and isolate, blend and manipulate phonemes in single syllable words
Elaborations ScOT Terms
ACELA1819 | Content Descriptions | Foundation Year | English | F-10 curriculum
Elaboration (1) ACELA1458
using knowledge of letters sounds to write single-syllable words with consonant digraphs and consonant blends, for example ‘wish’ and ‘rest’
Elaboration (1) | ACELA1458 | Content Descriptions | Year 1 | English | F-10 curriculum
ACLJAU157
Recognise some single and whole word katakana and develop the ability to use hiragana and kanji in a single text[Key concepts: scripts, characters, stroke order, punctuation; Key processes: reading, writing, recognising]
Elaborations ScOT Terms
ACLJAU157 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | Japanese | Languages | F-10 curriculum
Elaboration ACELA1486
drawing on meaning and context to spell single-syllable homophones, for example ‘break’ or ‘brake’ and ‘ate’ or ‘eight’
Elaboration | ACELA1486 | Content Descriptions | Year 3 | English | F-10 curriculum
Elaboration (1) ACELA1451
understanding that a simple sentence expresses a single idea, represented grammatically by a single independent clause (for example 'A kangaroo is a mammal. A mammal suckles its young')
Elaboration (1) | ACELA1451 | Content Descriptions | Year 1 | English | F-10 curriculum
ACLINU097
Develop understanding of pronunciation related to single and combined sounds and the use of intonation in statements and questions, noticing Indonesian spelling and pronunciation conventions[Key concept: sound system; Key processes: recognising, comp …
Elaborations ScOT Terms
ACLINU097 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | Indonesian | Languages | F-10 curriculum
ACMMG199
Solve problems involving duration, including using 12- and 24-hour time within a single time zone
Elaborations ScOT Terms
ACMMG199 | Content Descriptions | Year 8 | Mathematics | F-10 curriculum
ACLCLU056
Understand that Latin became the official language of the Roman empire and facilitated the spread of Roman civilisation and culture, and that Latin continues to enrich English through specialist vocabulary and abstract concepts embodied in the language[Key …
Elaborations ScOT Terms
ACLCLU056 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | Latin | Framework for Classical Languages | Languages | F-10 curriculum
ACLCLU026
Understand that Greek became the dominant language of the ancient Mediterranean world and facilitated the spread of Greek civilisation and culture, and that Classical Greek continues to enrich English through specialist vocabulary and abstract concepts …
Elaborations ScOT Terms
ACLCLU026 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | Classical Greek | Framework for Classical Languages | Languages | F-10 curriculum
ACLCLU027
Discuss how the ancient Greek world has influenced the modern world, in its social, political and legal structures; philosophy; literature; arts; and medical and scientific practices[Key concepts: ancient/modern, aesthetics, time (the past in the present); …
Elaborations ScOT Terms
ACLCLU027 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | Classical Greek | Framework for Classical Languages | Languages | F-10 curriculum
ACLCLU057
Discuss how the Roman world has influenced modern society, culture and political structures, such as literature, art, medical and scientific practices, government and infrastructure[Key concepts: ancient/modern, aesthetics, time (the past in the present); …
Elaborations ScOT Terms
ACLCLU057 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | Latin | Framework for Classical Languages | Languages | F-10 curriculum
Elaboration ACSHE136
describing how technologies have been applied to modern farming techniques to improve yields and sustainability
Elaboration | ACSHE136 | Content Descriptions | Year 8 | Science | F-10 curriculum
Elaboration (4) ACSHE194
considering how the computing requirements in many areas of modern science depend on people working in the area of information technology
Elaboration (4) | ACSHE194 | Content Descriptions | Year 10 | Science | F-10 curriculum
ACLMGU169
Recognise that Modern Greek has evolved from Ancient Greek and that changes to the Greek alphabet, number system and style of writing have occurred through the ages; considering factors that have influenced this change[Key concepts: change, continuity; …
Elaborations ScOT Terms
ACLMGU169 | Content Descriptions | Years 7 and 8 | Years F–10 Sequence | Modern Greek | Languages | F-10 curriculum
ACLMGU186
Reflect on the dynamic and ecological nature of language, recognising that Modern Greek still uses some words and phrases from earlier Greek versions of its language, and that all languages influence each other[Key concepts: dynamic systems, impact; Key …
Elaborations ScOT Terms
ACLMGU186 | Content Descriptions | Years 9 and 10 | Years F–10 Sequence | Modern Greek | Languages | F-10 curriculum
Elaboration (1) ACADAM013
analysing dances from a range of times and locations, and considering how a single realistic movement can be manipulated from representational to symbolic
Elaboration (1) | ACADAM013 | Content Descriptions | Years 7 and 8 | Dance | The Arts | F-10 curriculum
Elaboration ACADAM013
experimenting with realistic movements, that is everyday movement, for example, exaggerating the movement of a single body part such as the arm in brushing hair or eating spaghetti, and blurring this into abstract movements, and responding to each other’s …
Elaboration | ACADAM013 | Content Descriptions | Years 7 and 8 | Dance | The Arts | F-10 curriculum