ACLVIU138
Recognise that languages change over time and influence one another[Key concepts: loan words, dynamic systems, language variation; Key processes: observing, identifying]
Elaborations ScOT Terms
ACLVIU138 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | Vietnamese | Languages | F-10 curriculum
ACLFWU062
Understand that languages and cultures change continuously due to contact with one another and in response to new needs and ideas, popular culture, media and new technologies[Key concepts: contact, change; Key processes: exploring, observing, reflect …
Elaborations ScOT Terms
ACLFWU062 | Content Descriptions | Years 7 to 10 | Years F–10 Sequence | First Language Learner Pathway (L1) | Framework for Aboriginal Languages and Torres Strait Islander Languages | Languages | F-10 curriculum
ACLFWU125
Understand that languages and cultures change continuously due to contact with one another and in response to new needs and ideas, popular culture, media and new technologies[Key concepts: contact, change; Key processes: exploring, observing, reflect …
Elaborations ScOT Terms
ACLFWU125 | Content Descriptions | Years 7 to 10 | Years F–10 Sequence | Second Language Learner Pathway (L2) | Framework for Aboriginal Languages and Torres Strait Islander Languages | Languages | F-10 curriculum
ACLJAC147
Participate in everyday classroom activities and routines such as asking how to say or write something, asking for help or repetition, praising or complimenting one another, thanking, apologising and expressing preferences[Key concepts: roles, interaction, …
Elaborations ScOT Terms
ACLJAC147 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | Japanese | Languages | F-10 curriculum
ACLTUC076
Compare translations of familiar Turkish texts, such as community notices or literary texts, considering factors that may have influenced the translation from one language to the other[Key concepts: translation, meaning, expression; Key processes: translating, …
Elaborations ScOT Terms
ACLTUC076 | Content Descriptions | Years 9 and 10 | Years F–10 Sequence | Turkish | Languages | F-10 curriculum
Elaboration ACHHS171
understanding that the reliability and usefulness of a source depends on the questions asked of it (for example, an account may be one-sided; however, it may still be useful in revealing past prevailing attitudes)
Elaboration | ACHHS171 | Content Descriptions | Year 9 | History | Humanities and Social Sciences | F-10 curriculum
Elaboration (1) ACMNA104
recognising the equivalence of one thousandths and 0.001
Elaboration (1) | ACMNA104 | Content Descriptions | Year 5 | Mathematics | F-10 curriculum
ACMSP093
Identify everyday events where one cannot happen if the other happens
Elaborations ScOT Terms
ACMSP093 | Content Descriptions | Year 4 | Mathematics | F-10 curriculum
ACMSP094
Identify events where the chance of one will not be affected by the occurrence of the other
Elaborations ScOT Terms
ACMSP094 | Content Descriptions | Year 4 | Mathematics | F-10 curriculum
ACDSEH057
Relationships between rulers and ruled in ONE Italian city-state such as Florence or Naples
Elaborations ScOT Terms
ACDSEH057 | Content Descriptions | Year 8 | History | Humanities and Social Sciences | F-10 curriculum
ACDSEH086
Reasons why ONE key idea emerged and/or developed a following
Elaborations ScOT Terms
ACDSEH086 | Content Descriptions | Year 9 | History | Humanities and Social Sciences | F-10 curriculum
ACDSEH088
The short and long-term impacts of ONE of these ideas on Australia and the world
Elaborations ScOT Terms
ACDSEH088 | Content Descriptions | Year 9 | History | Humanities and Social Sciences | F-10 curriculum
ACDSEH051
Continuity and change in society in ONE of the following areas: crime and punishment; military and defence systems; towns, cities and commerce
Elaborations ScOT Terms
ACDSEH051 | Content Descriptions | Year 8 | History | Humanities and Social Sciences | F-10 curriculum
ACDSEH087
The role of an individual or group in the promotion of ONE of these key ideas, and the responses to it, for example from workers, entrepreneurs, land owners, religious groups
Elaborations ScOT Terms
ACDSEH087 | Content Descriptions | Year 9 | History | Humanities and Social Sciences | F-10 curriculum
Elaboration (4) ACPMP080
composing and performing a group dance sequence in response to a piece of music or other stimuli
Elaboration (4) | ACPMP080 | Content Descriptions | Years 7 and 8 | Health and Physical Education | F-10 curriculum
Elaboration ACMMG006
comparing objects directly, by placing one object against another to determine which is longer or by pouring from one container into the other to see which one holds more
Elaboration | ACMMG006 | Content Descriptions | Foundation Year | Mathematics | F-10 curriculum
ACMNA101
Solve problems involving division by a one digit number, including those that result in a remainder
Elaborations ScOT Terms
ACMNA101 | Content Descriptions | Year 5 | Mathematics | F-10 curriculum
Elaboration ACMNA127
recognising that finding one third of a quantity is the same as dividing by 3
Elaboration | ACMNA127 | Content Descriptions | Year 6 | Mathematics | F-10 curriculum
Elaboration (2) ACMNA058
recognising that in English the term ‘one third’ is used (order: numerator, denominator) but that in other languages this concept may be expressed as ‘three parts, one of them’ (order: denominator, numerator) for example Japanese
Elaboration (2) | ACMNA058 | Content Descriptions | Year 3 | Mathematics | F-10 curriculum
Elaboration (1) ACMMG200
establishing that two figures are congruent if one shape lies exactly on top of the other after one or more transformations (translation, reflection, rotation), and recognising that the matching sides and the matching angles are equal
Elaboration (1) | ACMMG200 | Content Descriptions | Year 8 | Mathematics | F-10 curriculum