Elaboration (1) ACLINU119

understanding how language reflects specific cultural ideas, such as social organisation (for example, kelurahan, bapak camat, bupati, kabupaten, propinsi), as well as values, such as deference and humility, for example, numpang tanya Pak, minta maaf, …

Elaboration (1) | ACLINU119 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | Indonesian | Languages | F-10 curriculum

Elaboration ACHASSK202

exploring different types of work (for example, full-time, part-time, casual, at home, paid, unpaid, unrecognised, volunteer)

Elaboration | ACHASSK202 | Content Descriptions | Year 7 | HASS | Humanities and Social Sciences | F-10 curriculum

Elaboration (1) ACHEK020

exploring different types of work such as full-time, part-time, casual, at home, paid, unpaid, unrecognised, volunteer

Elaboration (1) | ACHEK020 | Content Descriptions | Year 7 | Economics and Business | Humanities and Social Sciences | F-10 curriculum

Elaboration ACHES022

identifying sources of data and information (for example, Australian Bureau of Statistics for information on types of employment (full-time, part-time, casual))

Elaboration | ACHES022 | Content Descriptions | Year 7 | Economics and Business | Humanities and Social Sciences | F-10 curriculum

Elaboration (1) ACLARU131

using basic punctuation in writing, including question marks (?), commas (,) and full stops (.) and semi-colons (؛)

Elaboration (1) | ACLARU131 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | Arabic | Languages | F-10 curriculum

Elaboration ACLARU165

understanding that Arabic sentences can be separated by commas and that a paragraph may only have one full stop at the end

Elaboration | ACLARU165 | Content Descriptions | Years 7 and 8 | Years F–10 Sequence | Arabic | Languages | F-10 curriculum

Elaboration (7) ACLHIU031

recognising that punctuation in English is the same as in Hindi apart from the use of capital letters and a different symbol for a full stop

Elaboration (7) | ACLHIU031 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | Hindi | Languages | F-10 curriculum

Elaboration (11) ACLINU030

recognising that the same rules of punctuation apply as in English, for example, using capital letters and full stops for sentences

Elaboration (11) | ACLINU030 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | Indonesian | Languages | F-10 curriculum

Elaboration (1) ACLKOU164

using basic punctuation in writing, including a question mark (?) for questions and a full stop (.) for other types of sentences

Elaboration (1) | ACLKOU164 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | Korean | Languages | F-10 curriculum

Elaboration (3) ACLKOU031

using basic punctuation in writing, including a question mark (?) for questions and a full stop (.) for other types of sentences

Elaboration (3) | ACLKOU031 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | Korean | Languages | F-10 curriculum

Elaboration (5) ACLMGU131

applying appropriate punctuation marks such as full stop, comma (in lists), exclamation mark and question mark

Elaboration (5) | ACLMGU131 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | Modern Greek | Languages | F-10 curriculum

Elaboration (5) ACLMGU148

understanding and applying punctuation marks in writing, for example, full stop, comma, exclamation mark, apostrophe, speech marks and question mark

Elaboration (5) | ACLMGU148 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | Modern Greek | Languages | F-10 curriculum

Elaboration (7) ACLVIU151

using appropriate punctuation in writing, including commas, full stops, question marks, semicolons, colons, inverted commas and exclamation marks

Elaboration (7) | ACLVIU151 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | Vietnamese | Languages | F-10 curriculum

Elaboration (20) ACLVIU013

understanding the use of appropriate punctuation in writing, for example, full stops, commas and exclamation marks

Elaboration (20) | ACLVIU013 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | Vietnamese | Languages | F-10 curriculum

Context statement Spanish

The place of the Spanish language and the cultures of Spanish speakers in Australia and in the world Spanish is a global language spoken by approximately 500 million people across the world. Spanish evolved from Latin on the Iberian Peninsula …

Context statement | Spanish | Languages | F-10 curriculum

Context statement Hindi

The place of the Hindi language and associated cultures in Australia and the world Hindi is an official language of India and Fiji. It is the most widely spoken language of the Indian subcontinent and is also widely spoken throughout the world in countries …

Context statement | Hindi | Languages | F-10 curriculum

Structure HASS

The Australian Curriculum: Humanities and Social Sciences may be implemented as a combined F–6 program or as an F–7 program. The F–6/7 curriculum is organised into two interrelated strands: knowledge and understanding and inquiry and skills. Knowledge …

Structure | HASS | Humanities and Social Sciences | F-10 curriculum

Structure Geography

The Australian Curriculum: Geography is organised in two related strands: geographical knowledge and understanding, and geographical inquiry and skills. Geographical knowledge and understanding strand Geographical knowledge refers to the facts, generalisations, …

Structure | Geography | Humanities and Social Sciences | 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

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