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Years 3 to 6 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 …

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 (1) ACMMG044

constructing arrangements of objects from a set of directions

Elaboration ACMSP278

using the standard deviation to describe the spread of a set of data

Elaboration ACHASSK071

developing and justifying a set of fair rules and consequences for the class

Achievement Standard Korean Years 3 and 4

By the end of Year 4, students use Korean to interact in classroom routines, action-related talk and play with teachers and peers. They exchange personal information relating to aspects such as age or interests, using simple questions and short statements …

Achievement Standard Korean Years 9 and 10

By the end of Year 10, students use written and spoken Korean to interact with peers, teachers and other Korean speakers in face-to-face, local and virtual communications. They exchange information and opinions about personal and immediate interests and …

Achievement Standard French Years 5 and 6

By the end of Year 6, students use written and spoken French for classroom interactions and transactions, and to exchange personal ideas, experiences and feelings. They ask and answer questions in complete sentences in familiar contexts (For example, …

Achievement Standard Japanese Foundation to Year 2

By the end of Year 2, students interact with the teacher and peers through play- and action-related language. They use formulaic expressions and appropriate gestures in everyday interactions such as exchanging greetings and farewells, for example, …

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 Korean Years 7 and 8

By the end of Year 8, students use written and spoken Korean to interact with teachers, peers and others, and to exchange ideas, experiences and interests. They pronounce polysyllabic words that involve syllable-final consonants (받침) such as 먹고, …

Elaboration (1) ACMNA032

identifying the difference between dividing a set of objects into three equal groups and dividing the same set of objects into groups of three

Elaboration (4) ACLFWC154

preparing and displaying a set of agreed classroom procedures

Elaboration (5) ACLFWC090

contributing to the creation and display of a set of class rules

Elaboration ACSIS205

evaluating the strength of a conclusion that can be inferred from a particular data set

Elaboration (1) ACLKOC115

introducing themselves using 저는…이에요/예요 as a set phrase

Elaboration ACWSCL028

compiling and justifying a set of criteria to select team members to undertake a project

Elaboration (2) ACTDIP010

experimenting with different ways of describing a set of instructions, for example writing two versions of the same simple set of instructions for a programmable robotic device

Elaboration (1) ACLCHC004

cutting and pasting characters from a provided set to make a mini book

Elaboration (3) ACLITC027

creating a story based on a set of images (for example, Il papà si alza. Il papà mangia. Il papà parte); matching or sequencing a set of images

Curriculum Types

Curriculum Elements Types

General Capabilities

Cross Curriculum Priorities