Years 7 and 8 Chinese

The nature of the learners Students understand the ways in which they use more than one language in their daily lives. They understand the differences between the Chinese and English oral and written language systems and begin to extend their knowledge …

Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | Background Language Learner Pathway | Chinese | Languages | F-10 curriculum

ACMNA016

Recognise and describe one-half as one of two equal parts of a whole.

Elaborations ScOT Terms

ACMNA016 | Content Descriptions | Year 1 | Mathematics | 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 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 Chinese

The nature of the learners Children enter the early years of schooling with established oracy skills in one or more languages and varying degrees of early literacy capability. For young students, learning typically focuses on their immediate world of …

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

Years 3 and 4 Chinese

The nature of the learners Learners explore how they use more than one language in their daily lives, and use Chinese in relation to their personal world, countries where Chinese is spoken and the world of imagination. Chinese language learning and …

Years 3 and 4 | Years F–10 Sequence | Background Language Learner Pathway | Chinese | Languages | F-10 curriculum

Elaboration ACHASSK202

exploring different types of work (for example, full-time, part-time, casual, at home, paid, unpaid, unrecognised, volunteer)

Elaboration | ACHASSK202 | Content Descriptions | Year 7 | HASS | Humanities and Social Sciences | F-10 curriculum

Elaboration (1) ACHEK020

exploring different types of work such as full-time, part-time, casual, at home, paid, unpaid, unrecognised, volunteer

Elaboration (1) | ACHEK020 | Content Descriptions | Year 7 | Economics and Business | Humanities and Social Sciences | F-10 curriculum

Elaboration ACHES022

identifying sources of data and information (for example, Australian Bureau of Statistics for information on types of employment (full-time, part-time, casual))

Elaboration | ACHES022 | Content Descriptions | Year 7 | Economics and Business | Humanities and Social Sciences | F-10 curriculum

Elaboration (1) ACLARU131

using basic punctuation in writing, including question marks (?), commas (,) and full stops (.) and semi-colons (؛)

Elaboration (1) | ACLARU131 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | Arabic | Languages | F-10 curriculum

Elaboration (7) ACLHIU031

recognising that punctuation in English is the same as in Hindi apart from the use of capital letters and a different symbol for a full stop

Elaboration (7) | ACLHIU031 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | Hindi | Languages | F-10 curriculum

Elaboration (11) ACLINU030

recognising that the same rules of punctuation apply as in English, for example, using capital letters and full stops for sentences

Elaboration (11) | ACLINU030 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | Indonesian | Languages | F-10 curriculum

Elaboration (1) ACLKOU164

using basic punctuation in writing, including a question mark (?) for questions and a full stop (.) for other types of sentences

Elaboration (1) | ACLKOU164 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | Korean | Languages | F-10 curriculum

Elaboration (3) ACLKOU031

using basic punctuation in writing, including a question mark (?) for questions and a full stop (.) for other types of sentences

Elaboration (3) | ACLKOU031 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | Korean | Languages | F-10 curriculum

Elaboration (5) ACLMGU131

applying appropriate punctuation marks such as full stop, comma (in lists), exclamation mark and question mark

Elaboration (5) | ACLMGU131 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | Modern Greek | Languages | F-10 curriculum

Elaboration (5) ACLMGU148

understanding and applying punctuation marks in writing, for example, full stop, comma, exclamation mark, apostrophe, speech marks and question mark

Elaboration (5) | ACLMGU148 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | Modern Greek | Languages | F-10 curriculum

Elaboration (7) ACLVIU151

using appropriate punctuation in writing, including commas, full stops, question marks, semicolons, colons, inverted commas and exclamation marks

Elaboration (7) | ACLVIU151 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | Vietnamese | Languages | F-10 curriculum

Elaboration (20) ACLVIU013

understanding the use of appropriate punctuation in writing, for example, full stops, commas and exclamation marks

Elaboration (20) | ACLVIU013 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | Vietnamese | 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

Economics and Business Achievement Standards HASS Year 6

By the end of Year 6, students recognise why choices about the allocation of resources involve trade-offs. They explain why it is important to be informed when making consumer and financial decisions. They identify the purpose of business and recognise …

Economics and Business Achievement Standards | Achievement Standards | Year 6 | HASS | Humanities and Social Sciences | F-10 curriculum