Foundation to Year 2 Framework for Aboriginal Languages and Torres Strait Islander Languages
The nature of the learner, the pathway and particular language Languages studied in the Second Language Learner Pathway (L2) are typically languages used in spoken form as the language of everyday communication by whole communities across all generations. The …
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
Elaboration (2) ACLINC005
describing aspects of shared knowledge about Indonesia, such as by pointing to places on a map or at pictures of foods, flora and fauna, for example, Ini pulau Bali, Itu rambutan, Orang utan di pohon
Elaboration (2) | ACLINC005 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | Indonesian | Languages | F-10 curriculum
Elaboration (2) ACLITC021
following procedures and instructions together, for example, recipes such as una macedonia di frutta, or making a model of an Italian garden or piazza
Elaboration (2) | ACLITC021 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | Italian | Languages | F-10 curriculum
Elaboration (2) ACLITC044
conveying information to others through different text types, for example, an advertisement such as la festa della cioccolata di Perugia: Vuoi partecipare …? Ti piace …? Preferisci …? Allora vieni a …
Elaboration (2) | ACLITC044 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | Italian | Languages | F-10 curriculum
Foundation to Year 2 Framework for Aboriginal Languages and Torres Strait Islander Languages
The nature of the learner, the pathway and particular language The Language Revival Learner Pathway (LR) provides opportunities for students to study Aboriginal or Torres Strait Islander languages being revived by their owners or custodians and which …
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
Elaboration (2) ACTDIK015
recognising that the numbers 0, 1, 2 and 3 could be represented by the patterns of two binary digits of 00, 01, 10 and 11
Elaboration (2) | ACTDIK015 | Content Descriptions | Years 5 and 6 | Digital Technologies | Technologies | F-10 curriculum
Elaboration (2) ACLITU095
explaining how certain sentence structures reveal differences in social status, cultural background and generation, for example, use of voi form instead of Lei in Nonno, cosa pensate di questo?
Elaboration (2) | ACLITU095 | Content Descriptions | Years 9 and 10 | Years F–10 Sequence | Italian | Languages | F-10 curriculum
Elaboration (2) ACLITC077
sustaining exchanges with others by acknowledging, asking for repetition or clarification, or questioning further, for example, Scusi non ho capito, può ripetere, per favore? Potrebbe ascoltare, per favore? Può aiutarmi a … Mi sono dimenticato/a di …
Elaboration (2) | ACLITC077 | Content Descriptions | Years 9 and 10 | Years F–10 Sequence | Italian | Languages | F-10 curriculum
Elaboration (2) ACLITC106
participating in guided bilingual discussion of intercultural experiences and personal reactions, noticing challenges and adjustments, for example, Cosa noti di diverso? Cosa pensi? Penso che … Che differenza c’è tra fare un acquisto in Italia e in Australia? …
Elaboration (2) | ACLITC106 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | Italian | Languages | F-10 curriculum
Elaboration (2) ACMNA122
understanding that if a number is divisible by a composite number then it is also divisible by the prime factors of that number (for example 216 is divisible by 8 because the number represented by the last three digits is divisible by 8, and hence 216 …
Elaboration (2) | ACMNA122 | Content Descriptions | Year 6 | Mathematics | F-10 curriculum
Elaboration (2) ACLJAU194
understanding that verbs can be divided into three groups according to the way they are conjugated: Group 1 (five-step verbs), Group 2 (one-step verbs) and Group 3 (irregular verbs)
Elaboration (2) | ACLJAU194 | Content Descriptions | Years 9 and 10 | Years F–10 Sequence | Japanese | Languages | F-10 curriculum
Elaboration (2) ACLJAU032
understanding that verbs can be divided into three groups according to the way they are conjugated: Group 1 (five-step verbs), Group 2 (one-step verbs) and Group 3 (irregular verbs)
Elaboration (2) | ACLJAU032 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | Japanese | Languages | F-10 curriculum
Elaboration (2) ACLITC123
using print and digital dictionaries, selecting appropriate meaning from alternatives provided; comparing translations with peers and explaining cultural references and expressions such as fuori (literally ‘outside’; ‘out of your mind’) or su di giri …
Elaboration (2) | ACLITC123 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | Italian | Languages | F-10 curriculum
Elaboration (2) ACLITC084
creating reflective texts to present feelings about themes of personal or social relevance, such as friendships/relationships and contemporary issues, Mi fa paura. Mi fa arrabbiare. Mi sorprende. Mi dà coraggio. Non sopporto la violenza dell’uomo sulla …
Elaboration (2) | ACLITC084 | Content Descriptions | Years 9 and 10 | Years F–10 Sequence | Italian | Languages | F-10 curriculum
Elaboration (2) ACLITU094
investigating the impact of media and technology on Italian, including blended forms used to express new concepts, for example, the influence of English in Italian media (Fra le iniziative che vale la pena ricordare, c'è la campagna di sensibilizzazione …
Elaboration (2) | ACLITU094 | Content Descriptions | Years 9 and 10 | Years F–10 Sequence | Italian | Languages | F-10 curriculum
Year 2 Mathematics
The proficiency strands understanding, fluency, problem-solving and reasoning are an integral part of mathematics content across the three content strands: number and algebra, measurement and geometry, and statistics and probability. The proficiencies …
Year 2 | Mathematics | F-10 curriculum
Elaboration (2) ACLASFC127
asking and answering simple questions about family, friends and pets, such as: PRO2 BIRD HAVE PRO2? Do you have a bird? PRO1 DON’T-HAVE I don’t have one. SISTER-BROTHER HOW MANY? How many brothers and sisters do you have? 2 BROTHER 1 SISTER Two …
Elaboration (2) | ACLASFC127 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | Second Language Learner Pathway | Auslan | Languages | F-10 curriculum
Elaboration (2) ACLASFC244
viewing excerpts of different footage in Auslan or other signed languages and identifying language or behaviour that appears to be either inclusive or exclusionary and could impact on identity development, for example, the representation of deaf teenagers …
Elaboration (2) | ACLASFC244 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | Second Language Learner Pathway | Auslan | Languages | F-10 curriculum
Foundation to Year 2 Arabic
The nature of the learners Children enter the early years of schooling with varying degrees of early literacy capability in Arabic and/or English. For young students, learning typically focuses on their immediate world of family, home, school, friends …
Foundation to Year 2 | Years F–10 Sequence | Arabic | Languages | F-10 curriculum
Foundation to Year 2 Italian
The nature of the learners Children enter the early years of schooling with established communication skills in one or more languages and varying degrees of early literacy capability. For young students, learning typically focuses on their immediate …
Foundation to Year 2 | Years F–10 Sequence | Italian | Languages | F-10 curriculum