Achievement Standard Auslan Years 3 and 4
By the end of Year 4, students communicate with each other, the teaching team and others about aspects of their personal worlds, daily routines, preferences and pastimes at school and in the Deaf community. They show aspectual marking on verbs …
Achievement Standard | Achievement Standards | Years 3 and 4 | Years F–10 Sequence | First Language Learner Pathway | Auslan | Languages | F-10 curriculum
Achievement Standard Framework for Classical Languages Years 7 and 8
By the end of Year 8, students use their knowledge of vocabulary, grammar and textual cues to identify and interpret information in Latin texts, such as narratives, about the daily life and attitudes of the Romans. They interpret grammatical structures …
Achievement Standard | Achievement Standards | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | Latin | Framework for Classical Languages | Languages | F-10 curriculum
Achievement Standard Japanese Years 5 and 6
By the end of Year 6, students use formulaic and modelled language in classroom interactions to carry out transactions and to share or convey information about daily routines, activities and events, using time expressions such as まい日、ときどき. They …
Achievement Standard | Achievement Standards | Years 5 and 6 | Years F–10 Sequence | Japanese | Languages | F-10 curriculum
Elaboration (2) ACLJAU156
knowing that the hiragana spelling of a particular particle does not match its pronunciation, for example, ‘wa’ for は , ‘e’ for へ, ‘o/wo’ for を
Elaboration (2) | ACLJAU156 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | Japanese | Languages | F-10 curriculum
Elaboration ACLITU071
learning to use:nouns: gender and number, regular and irregularsuffixes such as –ino/a, -issimo/a, -etto/a, -astro/a, for example, grande-grandissimo, piccolo-piccolino, casa-casetta, figlio-figliastro and figlia-figliastra; and prefixes such as pro- …
Elaboration | ACLITU071 | Content Descriptions | Years 7 and 8 | Years F–10 Sequence | Italian | Languages | F-10 curriculum
Achievement Standard Japanese Years 7 and 8
By the end of Year 8, students interact with one another and the teacher in classroom routines and activities, exchanging greetings, wishes and information about their personal and social worlds. They use gestures and formulaic expressions appropriately, …
Achievement Standard | Achievement Standards | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | Japanese | Languages | F-10 curriculum
Achievement Standard Japanese Years 9 and 10
By the end of Year 10, students use written and spoken Japanese to interact with peers, the teacher and other Japanese speakers to exchange information and opinions about personal interests and experiences. With support they share information …
Achievement Standard | Achievement Standards | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | Japanese | Languages | F-10 curriculum
Elaboration ACLINU013
identifying people using pronouns (ibu, ayah, bapak, adik, kakak), referring to pets (anjing, kucing), and using concrete nouns for objects (buku, tas, pintu)
Elaboration | ACLINU013 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | Indonesian | Languages | F-10 curriculum
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 ACLITU051
learning to pronounce double consonants, for example, la mattina, il cappello, la piazza, fa freddo
Elaboration | ACLITU051 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | Italian | Languages | F-10 curriculum
Elaboration ACLITU089
developing control of consonant and vowel combinations, double consonants, intonation, stress and accents when reading aloud
Elaboration | ACLITU089 | Content Descriptions | Years 9 and 10 | Years F–10 Sequence | Italian | Languages | F-10 curriculum
Elaboration (6) ACLMGU182
recognising that double letters in Greek sound the same in most cases, for example, ιππόδρομος, Γιάννης
Elaboration (6) | ACLMGU182 | Content Descriptions | Years 9 and 10 | Years F–10 Sequence | Modern Greek | Languages | F-10 curriculum
Achievement Standard Vietnamese Years 9 and 10
By the end of Year 10, students use written and spoken Vietnamese to initiate and sustain interactions with teachers, peers and adults in familiar contexts, for example, Bạn thích nghe loại nhạc nào? Tôi thích nghe nhạc trẻ. Bạn thích ca sĩ và …
Achievement Standard | Achievement Standards | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | Vietnamese | Languages | F-10 curriculum
Elaboration (3) ACLINU013
specifying location using prepositions, for example, di atas, di bawah, di dalam, di belakang
Elaboration (3) | ACLINU013 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | Indonesian | Languages | F-10 curriculum
Elaboration ACLITC099
posing questions (for example, Perché? Come si scrive? Può/puoi ripetere? Come si dice …? Come? Come si fa? Secondo me … Penso di sì/penso di no … Di chi è?) and explaining, for example, È mio/è di Luisa
Elaboration | ACLITC099 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | Italian | Languages | F-10 curriculum
Elaboration (11) ACLINU081
evaluating by using, for example, pada pendapat saya, menurut saya, di satu pihak…di pihak lain…, sebaliknya
Elaboration (11) | ACLINU081 | Content Descriptions | Years 9 and 10 | Years F–10 Sequence | Indonesian | Languages | F-10 curriculum
Elaboration (4) ACLITC042
participating in a class dis cussion on a theme, activity or experience, for example, La musica di … è più interessante di … Secondo me …
Elaboration (4) | ACLITC042 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | Italian | Languages | 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
Elaboration ACLJAU157
reading and writing all hiragana (including voiced, combined and long vowel sounds and double consonants) using the kana chart
Elaboration | ACLJAU157 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | Japanese | Languages | F-10 curriculum
Elaboration ACLITC120
reporting on current events and topics related to personal worlds, through reports, summaries, biographies or journal entries, for example, presenting a profile of a favourite artist or a famous person; or reporting the findings of a survey (Il documentario …
Elaboration | ACLITC120 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | Italian | Languages | F-10 curriculum