ACLMGC009

Create bilingual texts and resources to support their own learning, such as glossaries and personal dictionaries, digital resources and charts[Key concepts: equivalence, context, meaning; Key processes: translating, interpreting, explaining]

Elaborations ScOT Terms

ACLMGC009 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | Modern Greek | Languages | F-10 curriculum

ACLSPC113

Present factual information about self, family, friends and everyday objects using simple statements and support materials[Key concepts: self, family, favourite; Key processes: naming, labelling, showing]

Elaborations ScOT Terms

ACLSPC113 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | Spanish | Languages | F-10 curriculum

ACLTUC005

Convey factual information about themselves, their family, friends and experiences using simple phrases, gestures and support materials[Key concepts: family, community, interests; Key processes: presenting, describing]

Elaborations ScOT Terms

ACLTUC005 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | Turkish | Languages | F-10 curriculum

ACLTUC011

Identify themselves as members of different groups, including their family, community and school, using simple statements, gestures and support materials[Key concepts: self, family, community, communication; Key processes: identifying, describing]

Elaborations ScOT Terms

ACLTUC011 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | Turkish | Languages | F-10 curriculum

ACLTUC022

Convey information about their home, school and community, using simple statements and support materials such as photos, maps or charts[Key concepts: information, topic, promotion; Key processes: sharing information, promoting, explaining, informing]

Elaborations ScOT Terms

ACLTUC022 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | Turkish | Languages | F-10 curriculum

ACLTUC043

Create bilingual texts such as websites, posters, class journals and menus to support their own learning and to assist interactions with non-Turkish speakers[Key concepts: equivalence, alternatives; Key processes: considering, selecting, translating]

Elaborations ScOT Terms

ACLTUC043 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | Turkish | Languages | F-10 curriculum

ACLVIC110

Share information about self, family, school and friends, using modelled sentence structures and illustrations to support meaning[Key concepts: self, family, school, friends; Key processes: describing, presenting]

Elaborations ScOT Terms

ACLVIC110 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | Vietnamese | Languages | F-10 curriculum

ACLVIC003

Interact with peers in class routines and exchanges by asking and responding to questions, following instructions and requesting support, for example, by asking for repetition, rephrasing and explanation[Key concepts: routines, roles; Key processes: questioning, …

Elaborations ScOT Terms

ACLVIC003 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | Vietnamese | Languages | F-10 curriculum

Elaboration (2) ACELY1810

ordering paragraphs to best support and sustain an argument and to organise and convey information clearly

Elaboration (2) | ACELY1810 | Content Descriptions | Year 8 | English | F-10 curriculum

Elaboration (2) ACSIS130

identifying data which provides evidence to support or negate the hypothesis under investigation

Elaboration (2) | ACSIS130 | Content Descriptions | Year 7 | Science | F-10 curriculum

Elaboration ACSIS204

using primary or secondary scientific evidence to support or refute a conclusion

Elaboration | ACSIS204 | Content Descriptions | Year 10 | Science | F-10 curriculum

Elaboration (2) ACHHS208

identifying information within a source that can be used as evidence to support an interpretation

Elaboration (2) | ACHHS208 | Content Descriptions | Year 7 | History | Humanities and Social Sciences | F-10 curriculum

Elaboration (2) ACHGS074

using digital technologies such as Gapminder to support the illustration and analysis of geographical variables

Elaboration (2) | ACHGS074 | Content Descriptions | Year 10 | Geography | Humanities and Social Sciences | F-10 curriculum

Elaboration (2) ACADAM021

manipulating a variety of style-specific movements safely to support their intent

Elaboration (2) | ACADAM021 | Content Descriptions | Years 9 and 10 | Dance | The Arts | F-10 curriculum

Elaboration (2) ACPPS022

exploring how fruit and water breaks help support class health and wellbeing

Elaboration (2) | ACPPS022 | Content Descriptions | Years 1 and 2 | Health and Physical Education | F-10 curriculum

Elaboration (2) ACPPS058

discussing the importance of social support and a sense of belonging in promoting mental health and wellbeing

Elaboration (2) | ACPPS058 | Content Descriptions | Years 5 and 6 | Health and Physical Education | F-10 curriculum

Elaboration (1) ACPPS076

practising ways to communicate concerns about their health to a variety of support people

Elaboration (1) | ACPPS076 | Content Descriptions | Years 7 and 8 | Health and Physical Education | F-10 curriculum

Elaboration (2) ACPPS076

proposing ways to support others who are going through a challenging time

Elaboration (2) | ACPPS076 | Content Descriptions | Years 7 and 8 | Health and Physical Education | F-10 curriculum

Elaboration (1) ACPMP082

exploring similarities in the bases of support and flow of movements when performing movement sequences

Elaboration (1) | ACPMP082 | Content Descriptions | Years 7 and 8 | Health and Physical Education | F-10 curriculum

Elaboration (4) ACLJAU175

using furigana to support the reading of unfamiliar kanji

Elaboration (4) | ACLJAU175 | Content Descriptions | Years 7 and 8 | Years F–10 Sequence | Japanese | Languages | F-10 curriculum