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Elaboration (2) ACLASFU085

identifying some of the aspectual modifications to verbs in an Auslan text, such as WORK-for-a-long-time or GO-TO-repeatedly

Elaboration (7) ACLASFU122

realising that in many clauses signers ‘tell’ with lexical signs at the same time as ‘show’ with DS, CA and other gestural elements

Elaboration (1) ACLASFU124

understanding that other signed languages such as BSL, ISL and ASL have influenced Auslan over different periods of time

Elaboration (7) ACLASFC127

making arrangements using simple time markers without numeral incorporation, for example, TODAY, TOMORROW, NEXT-WEEK

Elaboration (4) ACLASFU178

explaining the influence of other signed languages such as BSL, ISL and ASL on Auslan over different periods of time and discussing reasons for such influence

Elaboration (6) ACLASFU198

observing that concepts may be culture and language specific, for example, in relation to time and space, as in the spatial mapping for timelines in Auslan

Elaboration (10) ACLASFU252

observing that concepts may be culture and language specific, for example in relation to time and space, as in the spatial mapping of timelines in Auslan

Elaboration (2) ACLFWU062

reflecting on changes in their own use of their language over time, noticing how and when new ways are adopted or existing ways adapted

Elaboration (2) ACLCLU045

keeping a journal of experiences (humorous, satisfying or challenging) associated with learning and using Latin, noting personal reactions and reflections over time

Rationale Music

This rationale complements and extends the rationale for The Arts learning area. Music is uniquely an aural art form. The essential nature of music is abstract. Music encompasses existing sounds that are selected and shaped, new sounds created by composers …

Rationale | Music | The Arts | F-10 curriculum

Achievement Standard Mathematics Year 1

By the end of Year 1, students describe number sequences resulting from skip counting by 2s, 5s and 10s. They identify representations of one half. They recognise Australian coins according to their value. Students explain time durations. They describe …

Achievement Standard | Achievement Standards | Year 1 | Mathematics | F-10 curriculum

Introduction Auslan

As a native user of Auslan, and as an advocate for the language and for the Deaf community, I am thrilled to see a national curriculum in Auslan come to fruition. For the first time, deaf children will have access to a formal first language learner pathway …

Introduction | Auslan | Languages | F-10 curriculum

Structure

Learner background and time-on-task are two major variables that influence language learning and they provide the basis for the structure of the Australian Curriculum: Languages. These variables are addressed through the specification of content and the …

Structure | Languages | F-10 curriculum

Achievement Standard History Year 9

By the end of Year 9, students refer to key events and the actions of individuals and groups to explain patterns of change and continuity over time. They analyse the causes and effects of events and developments and make judgements about their importance. …

HASS Achievement Standard HASS Year 1

By the end of Year 1, students identify and describe important dates and changes in their own lives. They explain how some aspects of daily life have changed over recent time while others have remained the same. They identify and describe the features …

Years 5 and 6 Drama

In Years 5 and 6, students draw on artworks from a range of cultures, times and locations. They explore the arts of Aboriginal and Torres Strait Islander Peoples and of the Asia region and learn that they are used for different purposes. While the arts …

Years 5 and 6 | Drama | The Arts | F-10 curriculum

Years 9 and 10 Drama

In Drama, students: refine and extend their understanding and use of role, character, relationships and situation extend the use of voice and movement to sustain belief in character maintain focus and manipulate space and time, language, ideas and …

Years 9 and 10 | Drama | The Arts | F-10 curriculum

Elaboration (4) ACELA1523

knowing that there are various ways in English to refer to future time, for example auxiliary ‘will’, as in ‘She will call you tomorrow’; present tense, as in ‘Tomorrow I leave for Hobart’; and adverbials of time, as …

Elaboration ACHASSK029

predicting, using knowledge of the past and present (for example, what happened yesterday, what is likely to happen tomorrow, upcoming birthdays, celebrations and seasons) and ordering these references to time in sequence using terms such as ‘before’, …

Elaboration (1) ACHASSI057

interpret data to identify patterns of change over time using graphic organisers (for example, a Venn diagram using data collected from different times and groups to compare Australia Day celebrations over time; a scattergram of cemetery headstone information …

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Cross Curriculum Priorities