Curriculum Types

Curriculum Elements Types

General Capabilities

Cross Curriculum Priorities
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Elaboration (1) ACLKOC174

expressing opinions using reflective language as set phrases, for example, 제 생각에는 …, 아마…, 글쎄요, …–인 것 같아요

Elaboration (1) | ACLKOC174 | Content Descriptions | Years 7 and 8 | Years F–10 Sequence | Korean | Languages | F-10 curriculum

Elaboration (2) ACLMGC140

viewing advertisements on television and in other media, to develop a shared set of vocabulary and expressions to create own advertisements

Elaboration (2) | ACLMGC140 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | Modern Greek | Languages | F-10 curriculum

Elaboration (1) ACLVIC127

presenting information about familiar topics using modelled language, such as a recount of a recent school excursion or a set of instructions on pet care

Elaboration (1) | ACLVIC127 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | Vietnamese | Languages | F-10 curriculum

ACLASFU138

Recognise that meaning can be expressed through English words or Auslan signs and that signs have set handshapes, movements and locations, and identify and reproduce them independently[Key concepts: handshape, movement, location, iconicity; Key processes: …

literacy Elaborations ScOT Terms

ACLASFU138 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | Second Language Learner Pathway | Auslan | Languages | F-10 curriculum

ACLARU115

Recognise parts of speech and frequently used words in familiar contexts, and understand the basic rules of word order in simple sentences, such as the role of verbs in a sentence; the masculine and feminine forms of nouns, verbs and adjectives; and simple …

literacy numeracy critical-creative Elaborations ScOT Terms

ACLARU115 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | Arabic | Languages | F-10 curriculum

ACLGEU132

Notice and apply elements of German grammar such as gender and singular/plural forms, adjectives, adverbs, pronouns and word order in simple spoken and written texts[Key concepts: word order, connections, syntax, cases; Key processes: noticing patterns, …

literacy numeracy critical-creative Elaborations ScOT Terms

ACLGEU132 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | German | Languages | F-10 curriculum

ACLMGU115

Understand elements of grammar such as word order, verb forms and personal pronouns related to questions, commands and short sentences, and develop vocabulary to describe self, friends and family[Key concepts: grammar, sentence, word order; Key processes: …

literacy critical-creative Elaborations ScOT Terms

ACLMGU115 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | Modern Greek | Languages | F-10 curriculum

Elaboration (1) ACLCHC004

cutting and pasting characters from a provided set to make a mini book

Elaboration (1) | ACLCHC004 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | Second Language Learner Pathway | Chinese | Languages | F-10 curriculum

Elaboration (4) ACLITC001

indicating possession (as set phrases), for example, la mia penna, il mio cane, il mio papà, la mia mamma

Elaboration (4) | ACLITC001 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | Italian | Languages | F-10 curriculum

Elaboration (1) ACLKOC155

asking for permission using ...에 가도 돼요? as a set phrase, for example, 화장실에 가도 돼요?

Elaboration (1) | ACLKOC155 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | Korean | Languages | F-10 curriculum

Elaboration (2) ACLKOC158

asking about and providing reasons for feelings and opinions using 왜요? and 왜냐하면 … as set phrases

Elaboration (2) | ACLKOC158 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | Korean | Languages | F-10 curriculum

Elaboration (2) ACLKOU166

describing the weather using 날씨가 좋아요/나빠요 or 비가 와요 as set phrases

Elaboration (2) | ACLKOU166 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | Korean | Languages | F-10 curriculum

Elaboration ACLMGC122

asking for permission and requesting help using set phrases, for example, Θέλω βοήθεια, ελάτε κυρία, δεν καταλαβαίνω

Elaboration | ACLMGC122 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | Modern Greek | Languages | F-10 curriculum

ACLARU170

Understand and reflect on language choices made in everyday communication in order to express ideas and perspectives that relate to cultural elements[Key concepts: cultural expression, representation; Key processes: analysing, selecting, reflecting]

literacy critical-creative personal-social ethical-understanding intercultural-understanding Elaborations ScOT Terms

ACLARU170 | Content Descriptions | Years 7 and 8 | Years F–10 Sequence | Arabic | Languages | F-10 curriculum

ACLFWU142

Recognise the function of different word types and understand basic elements of language structures[Key concepts: word function, word order, patterns, rules; Key processes: identifying, recognising, noticing]

literacy Elaborations ScOT Terms

ACLFWU142 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | Language Revival Learner Pathway (LR) | Framework for Aboriginal Languages and Torres Strait Islander Languages | Languages | F-10 curriculum

ACLFWU079

Notice types of words in the target language and understand and use some elements of the target language structure[Key concepts: word function, word order, variation, patterns, rules; Key processes: identifying, recognising, noticing]

literacy aboriginal-torres Elaborations ScOT Terms

ACLFWU079 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | Second Language Learner Pathway (L2) | Framework for Aboriginal Languages and Torres Strait Islander Languages | Languages | F-10 curriculum

ACLINU013

Recognise questions, commands and simple subject-focus sentences, and develop vocabulary for people, places and things in their personal world[Key concepts: possession, word order; Key processes: naming, noticing patterns]

literacy numeracy critical-creative personal-social intercultural-understanding Elaborations ScOT Terms

ACLINU013 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | Indonesian | Languages | F-10 curriculum

ACLJAU140

Understand and identify elements of basic grammar and sentence structure and interaction patterns[Key concepts: verb conjugation, particles, word order, vocabulary, counter; Key processes: describing, indicating, identifying, questioning]

literacy numeracy critical-creative Elaborations ScOT Terms

ACLJAU140 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | Japanese | Languages | 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]

literacy critical-creative Elaborations ScOT Terms

ACLJAU157 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | Japanese | Languages | F-10 curriculum

ACLSPC148

Listen to, view and read texts in order to identify aspects of life in Spanish-speaking contexts and communities[Key concepts: lifestyle, diversity; Key processes: collating, connecting, comparing]

literacy numeracy information-communication critical-creative personal-social intercultural-understanding sustainability Elaborations ScOT Terms

ACLSPC148 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | Spanish | Languages | F-10 curriculum

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