ACLFRC007
Participate in shared performance and presentation of stories, songs or nursery rhymes, playing with sound patterns, rhyming words and non-verbal forms of expression[Key concepts: rhythm, expression, pronunciation; Key processes: chanting, miming, drawing, …
Elaborations ScOT Terms
ACLFRC007 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | French | Languages | F-10 curriculum
Elaboration ACLASFU034
exploring similarities and differences in Auslan dialects through building webcam relationships with other schools or through identifying and collecting signs that differ in the ‘northern’ (NSW, Qld and ACT) and ‘southern’ (Vic., SA, WA, NT and Tas.) …
Elaboration | ACLASFU034 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | First Language Learner Pathway | Auslan | Languages | F-10 curriculum
Achievement Standard Auslan Foundation to Year 2
By the end of Year 2, students interact with teachers and each other to talk about themselves, their families, friends and immediate environment. They follow instructions to complete action-based activities such as signing games or transactional activities, …
Achievement Standard | Achievement Standards | Foundation to Year 2 | Years F–10 Sequence | Second Language Learner Pathway | Auslan | Languages | F-10 curriculum
Elaboration ACLASFC132
viewing recorded or live children’s stories and nursery rhymes in Auslan, for example National Simultaneous Storytime books, demonstrating understanding through drawing, gesture, modelled signs or voice
Elaboration | ACLASFC132 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | Second Language Learner Pathway | Auslan | Languages | F-10 curriculum
Elaboration (1) ACLFRC043
teaching younger children French versions of familiar nursery rhymes and songs with repetitive phrases and actions, for example, comptines such as A vous dirais-je Maman, La chanson de l’alphabet
Elaboration (1) | ACLFRC043 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | French | Languages | F-10 curriculum
Elaboration (2) ACLINC110
analysing a familiar text in its translated form (for example, a nursery rhyme, children’s story, advertisement or web page translated into Indonesian), noticing what has or has not been effectively translated, and considering what the challenges are …
Elaboration (2) | ACLINC110 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | Indonesian | Languages | F-10 curriculum
Elaboration (3) ACLKOC027
analysing a familiar text in its translated form (for example, a nursery rhyme, children’s story, advertisement or web page translated into Korean), noticing what has or has not been effectively translated, considering the challenges of the translation …
Elaboration (3) | ACLKOC027 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | Korean | Languages | F-10 curriculum
Elaboration ACLCHC022
comparing the themes and content of nursery rhymes (童谣) (such as 小蜜蜂， 嗡嗡嗡， 飞到东， 飞到西； 小白兔， 白又白， 两只耳朵竖起来； 小燕子， 穿花衣， 年年春天来这里), for example, noting the frequent appearance of particular animals in 童谣 and recognising how this relates to traditional agricultural …
Elaboration | ACLCHC022 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | Second Language Learner Pathway | Chinese | Languages | F-10 curriculum