Structure Framework for Aboriginal Languages and Torres Strait Islander Languages
Pathways To cater for differences between the ecologies of languages and the communities who are owners and custodians of those languages, and to cater for students who come from a variety of learner backgrounds, the Framework has three pathways: First …
Structure | Framework for Aboriginal Languages and Torres Strait Islander Languages | Languages | F-10 curriculum
Elaboration ACLINC022
gathering information from home, school and local environment to present to others, for example, a display or presentation on rumah saya, di sekolah kami…
Elaboration | ACLINC022 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | Indonesian | Languages | F-10 curriculum
Elaboration (1) ACLINC053
corresponding with peers, including via technology, asking and responding to questions to seek information or clarification, for example, Jam berapa mengerjakan PR?, Bagaimana rumah kamu? Suka band yang mana?
Elaboration (1) | ACLINC053 | Content Descriptions | Years 7 and 8 | Years F–10 Sequence | Indonesian | Languages | F-10 curriculum
Elaboration (2) ACLJAU156
knowing that the hiragana spelling of a particular particle does not match its pronunciation, for example, ‘wa’ for は , ‘e’ for へ, ‘o/wo’ for を
Elaboration (2) | ACLJAU156 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | Japanese | Languages | F-10 curriculum
Achievement Standard German Years 9 and 10
By the end of Year 10, students use written and spoken German to initiate and sustain interactions with teachers, peers and others in a range of settings and for a range of purposes. They use language spontaneously in the classroom environment …
Achievement Standard | Achievement Standards | Years 9 and 10 | Years F–10 Sequence | German | Languages | F-10 curriculum
Elaboration ACLINC018
sharing information about self related to daily routine, family and friends, pastimes and aspects of school and home, for example, Saya tinggal di Darwin dengan keluarga saya. Rumah saya besar, Saya bermain bola basket, Saya suka es krim
Elaboration | ACLINC018 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | Indonesian | Languages | F-10 curriculum
Elaboration (3) ACLINC053
responding to invitations to events by accepting (for example, Ya, mau ikut), declining (for example, sayang/maaf…), and giving excuses, for example, Saya harus ke rumah nenek
Elaboration (3) | ACLINC053 | Content Descriptions | Years 7 and 8 | Years F–10 Sequence | Indonesian | 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
Elaboration (1) ACLASFU138
identifying the handshape of a sign, for example, COCKATOO (hs:5) and SOCCER (hs:fist)
Elaboration (1) | ACLASFU138 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | Second Language Learner Pathway | Auslan | Languages | F-10 curriculum
Elaboration (3) ACLINU068
examining cultural representation in the Indonesian language system, such as the gender-neutral terms (for example, dia, pacar), the omission of personal pronouns, particularly saya (for example, Bisa datang ke rumah?), and the use of cardinal directions, …
Elaboration (3) | ACLINU068 | Content Descriptions | Years 7 and 8 | Years F–10 Sequence | Indonesian | Languages | F-10 curriculum
Elaboration (2) ACLINC087
giving, accepting or declining invitations (for example, mau ikut; sayang saya tidak bisa, maaf, ya), including making excuses to avoid causing offence or embarassment, for example, maaf, saya harus ke rumah nenek pada hari Sabtu, lain kali saja
Elaboration (2) | ACLINC087 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | Indonesian | Languages | F-10 curriculum
Elaboration ACLASFU012
noticing the handshape of individual signs, and identifying signs that are made with a particular handshape, for example, COCKATOO (hs:5) and SOCCER (hs:fist)
Elaboration | ACLASFU012 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | First Language Learner Pathway | Auslan | Languages | F-10 curriculum
Elaboration (7) ACLASFU030
describing how the movement changes between groups of related numbers, for example, 5, 15, 50, 5th
Elaboration (7) | ACLASFU030 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | First Language Learner Pathway | Auslan | Languages | F-10 curriculum
Elaboration (1) ACLASFU228
identifying a sign's handshape and its orientation, for example, COCKATOO (hs:5, palm left) and SOCCER (hs:fist)
Elaboration (1) | ACLASFU228 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | Second Language Learner Pathway | Auslan | Languages | F-10 curriculum
Elaboration (2) ACLVIC144
presenting information in a range of texts, including multimodal and digital texts, for different audiences, for example, a recount of the Year 5 camp for a school newsletter, an invitation to parents to attend the Year 6 information evening, or a review …
Elaboration (2) | ACLVIC144 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | Vietnamese | Languages | F-10 curriculum
Elaboration (1) ACLINU030
describing places (for example, kolam renang, taman, toko, pantai, sekolah, rumah, desa, gereja, pura, mesjid) and movement using prepositions (for example, dari, ke, dengan, pada) and adjectives, for example, kiri, kanan
Elaboration (1) | ACLINU030 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | Indonesian | Languages | F-10 curriculum
Elaboration (1) ACLASFU102
identifying the handshape of a sign, for example, COCKATOO (hs:5, palm left) and SOCCER (hs:fist, palm towards signer) and identifying signs of a particular handshape
Elaboration (1) | ACLASFU102 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | First Language Learner Pathway | Auslan | Languages | F-10 curriculum
Elaboration (2) ACLGEU117
understanding that the level of detail required can vary depending on the context, for example, Ich bin 5; Ich bin 6 Jahre und 3 Monate alt; Ich bin fast 7.
Elaboration (2) | ACLGEU117 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | German | Languages | F-10 curriculum
Elaboration (3) ACLTUC018
asking and answering questions that involve concepts such as time, place or number, including days of the week, months and seasons, for example, Saat kaç? Saat 5. Hangi mevsimdeyiz? Kış mevsimindeyiz. Bugün ayın kaçı? Bugün ayın 20’si. Adresin nedir? …
Elaboration (3) | ACLTUC018 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | Turkish | Languages | F-10 curriculum
Elaboration (4) ACLFRC039
sharing ideas about the experience of learning and using French, comparing what they can and cannot do, for example, Je sais compter jusqu’à cent; je sais chanter 5 chansons; Tu aimes parler en français? c’est difficile! Je n’aime pas parler au téléphone. …
Elaboration (4) | ACLFRC039 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | French | Languages | F-10 curriculum