Elaboration (2) ACLITC063

experimenting with language appropriate to particular text types, such as descriptive language in short magazine articles, or emotive language in diary and journal entries, for example, Il concerto è stato un gran successo. Caro diario, che bella giornata! …

Elaboration (2) | ACLITC063 | Content Descriptions | Years 7 and 8 | Years F–10 Sequence | Italian | Languages | F-10 curriculum

Elaboration (2) ACLMGU014

transforming a simple text, such as a short song, into another text type, for example, a conversation or cartoon, applying the key features of the second text type and making comparisons with transforming a similar text in English

Elaboration (2) | ACLMGU014 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | Modern Greek | Languages | F-10 curriculum

Foundation to Year 2 Auslan

The nature of the learners Most hearing children, or deaf children from signing families, enter the early years of schooling with established communication in one or more languages. Cognitive and social development at this stage is exploratory and egocentric; …

Foundation to Year 2 | Years F–10 Sequence | First Language Learner Pathway | Auslan | 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 Languages studied in the First Language Learner Pathway (L1) are typically used in spoken form as the language of everyday communication by whole communities across all generations. Typically, …

Foundation to Year 2 | Years F–10 Sequence | First Language Learner Pathway (L1) | Framework for Aboriginal Languages and Torres Strait Islander Languages | Languages | F-10 curriculum

Elaboration (2) ACTDIP041

considering different algorithms and selecting the most appropriate based on the type of problem, for example choosing appropriate algorithms for particular problems

Elaboration (2) | ACTDIP041 | Content Descriptions | Years 9 and 10 | Digital Technologies | Technologies | 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 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

Foundation to Year 2 Auslan

The nature of the learners Children enter the early years of schooling with established communication in one or more languages and Auslan will be learnt as an additional language. Cognitive and social development at this stage is exploratory and egocentric; …

Foundation to Year 2 | Years F–10 Sequence | Second Language Learner Pathway | Auslan | Languages | F-10 curriculum

Elaboration (2) ACLASFC146

negotiating roles and responsibilities in shared learning activities, using expressions such as: PRO3 TYPE PRO1 WRITE PRO2 D-O WHAT? He will type, I’ll write, and what are you doing?

Elaboration (2) | ACLASFC146 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | Second Language Learner Pathway | Auslan | Languages | F-10 curriculum

Elaboration (2) ACLINC087

giving, accepting or declining invitations (for example, mau ikut; sayang saya tidak bisa, maaf, ya), including making excuses to avoid causing offence or embarassment, for example, maaf, saya harus ke rumah nenek pada hari Sabtu, lain kali saja

Elaboration (2) | ACLINC087 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | Indonesian | 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) ACLITC026

sharing feelings and ideas about texts (for example, La storia/canzone parla di …e di … Non mi piace …) and making connections between their own experiences and those of characters and places encountered in creative stories or images

Elaboration (2) | ACLITC026 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | Italian | Languages | F-10 curriculum

Elaboration (2) ACLINC054

giving help and responding to instructions, for example, Giliran kamu, Klik di bawah, Bu

Elaboration (2) | ACLINC054 | Content Descriptions | Years 7 and 8 | Years F–10 Sequence | Indonesian | Languages | F-10 curriculum

Elaboration (2) ACLKOC005

creating texts to present information or ideas to a particular audience, for example, to advertise an event, create a virtual tour of the school or report on a favourite band or type of music

Elaboration (2) | ACLKOC005 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | Korean | 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

Elaboration ACLINC018

sharing information about self related to daily routine, family and friends, pastimes and aspects of school and home, for example, Saya tinggal di Darwin dengan keluarga saya. Rumah saya besar, Saya bermain bola basket, Saya suka es krim

Elaboration | ACLINC018 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | Indonesian | Languages | F-10 curriculum

Elaboration (2) ACLGEC005

presenting statistics related to Australia and other countries, including German-speaking countries, for example, population and physical size, daily temperatures, number and type of dwellings, percentage of students learning one or two foreign langu …

Elaboration (2) | ACLGEC005 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | German | 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

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