Search

Elaboration (5) ACLASFC094

identifying and categorising signs appearing in simple texts according to handshape

Elaboration (4) ACLASFC113

instructing the class in a procedural text such as a simple recipe, using props

Elaboration (4) ACLASFC116

creating basic translations of song lyrics or simple poems from English to Auslan

Elaboration (4) ACLASFC149

demonstrating a simple procedure using gestures, objects and list buoys

Elaboration (1) ACLASFC188

translating simple filmed texts in Auslan into written English captions

Elaboration (5) ACLASFC189

creating bilingual versions of short, simple texts such as instructions for a game or procedures for a recipe

Elaboration (5) ACLASFC220

viewing and responding appropriately to simple class and school announcements and directions

Elaboration (5) ACLASFC224

translating simple filmed texts in Auslan into written English captions

Elaboration (3) ACLASFC225

captioning examples of classmates’ work in Auslan, for example, simple short stories

Elaboration (2) ACLFWC007

re-enacting or retelling simple stories, episodes or interactions with props, actions and gestures

Elaboration (7) ACLFWC072

responding to simple questions about characters and events in texts such as stories, songs, dances

Elaboration (5) ACLFWC115

composing simple songs, jingles, posters and advertisements for real or imaginary situations or products

Elaboration (3) ACLCLU007

writing simple sentences in Classical Greek to consolidate knowledge of script

Elaboration (3) ACLARC104

providing simple information about familiar objects and people, using pictures and crafts to support communication, for example,طاولة صغيرة؛ قلم رصاص؛ تلميذ شاطر؛ معلم جيد؛ شجرة كبيرة؛ بيت واسع؛ بنت جميلة؛ أمي طيبة؛ أبي حنون

Elaboration (1) ACLARC111

making bilingual greeting cards in print or digital form for family celebrations such as Mother’s Day, using greetings and simple expressions in Arabic and English, for example,ماما؛ حبيبتي ماما؛ مبروك ماما؛ عيد أم سعيد

Elaboration (5) ACLARU115

using simple present tense verbs to describe aspects of own daily activities, for example,إستيقظ في الصباح؛ أتناول الفطور؛ أركب الباص؛ أدخل الصف؛ أكمل الواجب؛ ألبس ثيابي

Elaboration ACLARU131

discriminating between simple vowels, for example, تَ؛ تِ؛ تُ, long vowels or the three vowel letters ا؛و؛ي, such as تا؛ تي؛ تو and consonant letters in a syllable block

Elaboration ACLARU132

using subject–verb–object word order in simple sentences relating to home and school environment, recognising the use of the definite article and its impact on the meaning of the sentence, for example,أكمل وسام الدرس؛ أكمل وسام درساً؛ نظفت سماح الغرفة؛ …

Elaboration (5) ACLARU132

using imperative forms of simple verbs when giving others instructions, for example,كلُ طعامك؛ نظّف أسنانك؛ أُكتب الجملة؛ أفتحي كتابك؛ إمسكي القلم؛ إسألي أمك

Elaboration (2) ACLARC001

asking about and expressing likes and dislikes using simple language such asمن تحب في العائلة؟ ماذا تحب في المدرسة؟ هل تحب المدرسة؟ أحب جدّي كثيرا؛ لا أحب الرياضة في المدرسة

Curriculum Types

Curriculum Elements Types

General Capabilities

Cross Curriculum Priorities