Elaboration (4) ACLVIU013
understanding the position of nouns and adjectives in Vietnamese compared to English, for example, một học sinh giỏi versus ‘a good student’
Elaboration (4) | ACLVIU013 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | Vietnamese | Languages | F-10 curriculum
Elaboration (18) ACLVIU013
understanding and using a range of Vietnamese comparative and superlative forms, for example, đẹp, đẹp hơn, đẹp nhất
Elaboration (18) | ACLVIU013 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | Vietnamese | Languages | F-10 curriculum
Elaboration ACWSCL029
examining the knowledge, understanding and skills required to be entrepreneurial in ways that add value to self, communities, bring innovation to existing businesses and create personal employment
Elaboration | ACWSCL029 | Content Descriptions | Year 10 | Work Studies | F-10 curriculum
Achievement Standard Italian Years 3 and 4
By the end of Year 4, students comprehend a range of spoken, written, and multimodal texts on familiar topics, including home life, friends and classroom activities. They use Italian to communicate and to interact, for example, to exchange greetings and …
Achievement Standard | Achievement Standards | Years 3 and 4 | Years F–10 Sequence | Italian | Languages | F-10 curriculum
Elaboration (2) ACLARC129
developing metalanguage for describing experiences of intercultural exchange in different contexts, for example,أتكلم العربي في البيت مع جدي وجدتي ولكن مع إخوتي أتكلم الإنجليزي؛ أمي تتكلم معي بالعربيوأنا أرد عليها بالإنجليزي؛ عربيتي ليست قوية؛ أحب التكلم …
Elaboration (2) | ACLARC129 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | Arabic | Languages | F-10 curriculum
Elaboration (1) ACLGEC028
mapping own linguistic and cultural profile, such as by creating a web profile or a timeline of major milestones, highlighting formative elements such as family languages, key relationships and intercultural experiences, for example, Wann und warum benutze …
Elaboration (1) | ACLGEC028 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | German | Languages | F-10 curriculum
Elaboration (1) ACLHIC092
designing a website that provides opportunities for intercultural exchange between themselves and young Hindi-speakers in different contexts, preparing possible stimulus questions such as क्या तुम्हें यह रूपरेखा ठीक लगती है? हमें किस भाषा का प्रयोग करना …
Elaboration (1) | ACLHIC092 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | Hindi | Languages | F-10 curriculum
Elaboration (4) ACLINC095
developing a language for describing personal reactions to and feelings about intercultural experiences, for example, suka/kurang suka/tidak suka, heran, bingung, benci, ikut/tidak ikut, sopan/tidak sopan
Elaboration (4) | ACLINC095 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | Indonesian | Languages | F-10 curriculum
Elaboration ACLVIC027
comparing appropriate ways of communicating in Vietnamese and non-Vietnamese contexts, for example, using different forms of address such as addressing a teacher by their first name in Vietnamese but by their family name in English (Thầy Tùng/Mr Nguyen), …
Elaboration | ACLVIC027 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | Vietnamese | Languages | F-10 curriculum
Achievement Standard Health and Physical Education Years 5 and 6
By the end of Year 6, students investigate developmental changes and transitions. They explain the influence of people and places on identities. They recognise the influence of emotions on behaviours and discuss factors that influence how people interact. …
Achievement Standard | Achievement Standards | Years 5 and 6 | Health and Physical Education | F-10 curriculum
Rationale Mathematics
Learning mathematics creates opportunities for and enriches the lives of all Australians. The Australian Curriculum: Mathematics provides students with essential mathematical skills and knowledge in number and algebra, measurement and geometry, and statistics …
Rationale | Mathematics | F-10 curriculum
Key ideas Health and Physical Education
Health and Physical Education propositions The Australian Curriculum: Health and Physical Education has been shaped by five interrelated propositions that are informed by a strong and diverse research base for a futures-oriented curriculum: Focus on educative …
Key ideas | Health and Physical Education | F-10 curriculum
Rationale Framework for Classical Languages
The study of Classical languages allows students to enter and explore ancient worlds that have shaped contemporary life and societies. Authentic engagement with seminal works of great literature and antiquities gives direct access to ancient ways of living …
Rationale | Framework for Classical Languages | Languages | F-10 curriculum
ACLARU119
Understand that the languages people use and the way they use them relate to who they are, where and how they live and what is important to them[Key concepts: language, culture and identity; Key processes: noticing, understanding, making connections]
Elaborations ScOT Terms
ACLARU119 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | Arabic | Languages | F-10 curriculum
ACLARU167
Expand understanding of how the structure and language features of personal, informative and imaginative Arabic texts suit diverse audiences, contexts and purposes[Key concept: textual conventions; Key processes: comparing, examining]
Elaborations ScOT Terms
ACLARU167 | Content Descriptions | Years 7 and 8 | Years F–10 Sequence | Arabic | Languages | F-10 curriculum
ACLARC020
Contribute to structured discussions and tasks by asking and responding to questions, clarifying understanding, elaborating on opinions and expressing agreement or disagreement[Key concepts: discussion, opinion; Key processes: discussing, clarifying, …
Elaborations ScOT Terms
ACLARC020 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | Arabic | Languages | F-10 curriculum
ACLASFU036
Explore connections between identity and cultural values and beliefs and the expression of these connections in Auslan[Key concepts: language, culture, symbol; Key processes: exploring, understanding, noticing, recognising, questioning, making connec …
Elaborations ScOT Terms
ACLASFU036 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | First Language Learner Pathway | Auslan | Languages | F-10 curriculum
ACLASFU108
Explore connections between language, identity and cultural practices, values and beliefs and the expression of these connections in Auslan[Key concepts: language, culture, identity difference, transmission; Key processes: recognising, exploring, understanding, …
Elaborations ScOT Terms
ACLASFU108 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | First Language Learner Pathway | Auslan | Languages | F-10 curriculum
ACLASFU120
Explore various types of non-manual features, types of iconicity in signs and the use of software to transcribe signs[Key concepts: transcription, iconicity; Key processes: identifying, noticing, understanding]
Elaborations ScOT Terms
ACLASFU120 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | First Language Learner Pathway | Auslan | Languages | F-10 curriculum
ACLASFU162
Explore connections between identity and cultural values and beliefs and the expression of these connections in Auslan[Key concepts: language, culture, identity, symbol; Key processes: exploring, understanding, noticing, recognising, questioning, making …
Elaborations ScOT Terms
ACLASFU162 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | Second Language Learner Pathway | Auslan | Languages | F-10 curriculum