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) 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) 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

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) 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) 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) 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

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

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