Elaboration (8) ACLASFC226
identifying and researching Deaf community identities associated with significant historical places, such as William Thomson establishing the first deaf school in WA
Elaboration (8) | ACLASFC226 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | Second Language Learner Pathway | Auslan | Languages | F-10 curriculum
Rationale Framework for Aboriginal Languages and Torres Strait Islander Languages
Nganki - ka Kardu thipmam - wa! I Murrinh warda ngatha. The nganthin ngumpanngerren. I ku ngakumarl, da ngarra ngugumingki wurran. The da matha nganthin ngala i da bere matha wangu ngumamath ngumpan ngarra magulkul nganki. We are black people. …
Rationale | Framework for Aboriginal Languages and Torres Strait Islander Languages | Languages | F-10 curriculum
Elaboration (3) ACTDIK024
investigating how colours are represented in images and videos, for example manipulating red, green and blue (RGB) colours in an image editor
Elaboration (3) | ACTDIK024 | Content Descriptions | Years 7 and 8 | Digital Technologies | Technologies | F-10 curriculum
Foundation Year English
The English curriculum is built around the three interrelated strands of language, literature and literacy. Teaching and learning programs should balance and integrate all three strands. Together, the three strands focus on developing students’ knowledge, …
Foundation Year | English | F-10 curriculum
Elaboration (1) ACLITC023
requesting help, for example, Come? Aiuto, per favore
Elaboration (1) | ACLITC023 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | Italian | Languages | F-10 curriculum
Elaboration ACLASFU160
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 (Qld and NSW) and southern (Vic., SA, WA and Tas.) dialects, such …
Elaboration | ACLASFU160 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | Second Language Learner Pathway | Auslan | Languages | F-10 curriculum
Elaboration (2) ACLJAU156
knowing that the hiragana spelling of a particular particle does not match its pronunciation, for example, ‘wa’ for は , ‘e’ for へ, ‘o/wo’ for を
Elaboration (2) | ACLJAU156 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | Japanese | Languages | F-10 curriculum
Elaboration (2) ACHASSK143
investigating sites virtually or in situ associated with key democratic institutions to explore their roles, such as Parliament House in Canberra
Elaboration (2) | ACHASSK143 | Content Descriptions | Year 6 | HASS | Humanities and Social Sciences | F-10 curriculum
Elaboration (2) ACHASSK193
describing the role of the Governor-General and the different roles of the House of Representatives and the Senate, the Prime Minister, ministers or the Cabinet and courts
Elaboration (2) | ACHASSK193 | Content Descriptions | Year 7 | HASS | Humanities and Social Sciences | F-10 curriculum
Elaboration (2) ACHCK048
describing the role of the Governor-General, the different roles of the House of Representatives and the Senate, the Prime Minister, ministers or the Cabinet and courts
Elaboration (2) | ACHCK048 | Content Descriptions | Year 7 | Civics and Citizenship | Humanities and Social Sciences | F-10 curriculum
Elaboration ACLITC003
participating in a guided role-play in a shop or at the market, for example, una banana per favore… ecco …; un gelato per favore; Ecco il gelato
Elaboration | ACLITC003 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | Italian | Languages | F-10 curriculum
Elaboration (1) ACLITC027
creating new versions of well-known songs by substituting the words, for example, Per fare un tavolo could become Per fare un cavolo, ci vuole …
Elaboration (1) | ACLITC027 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | Italian | Languages | F-10 curriculum
Elaboration (1) ACLITC042
asking to receive things, for example, Per favore, dammi una penna blu. Per piacere, mi porti …? Sì/D’accordo/Non posso
Elaboration (1) | ACLITC042 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | Italian | Languages | F-10 curriculum
Elaboration (1) ACHGK037
describing how water is an available resource when it is groundwater, soil moisture (green water), and surface water in dams, rivers and lakes (blue water), and a potential resource when it exists as salt water, ice or water vapour
Elaboration (1) | ACHGK037 | Content Descriptions | Year 7 | Geography | Humanities and Social Sciences | F-10 curriculum
Achievement Standard Auslan Foundation to Year 2
By the end of Year 2, students interact with teachers and each other to talk about themselves, their families, friends and immediate environment. They follow instructions to complete action-based activities such as signing games or transactional activities, …
Achievement Standard | Achievement Standards | Foundation to Year 2 | Years F–10 Sequence | Second Language Learner Pathway | Auslan | Languages | F-10 curriculum
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 | ACLASFU034 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | First Language Learner Pathway | Auslan | Languages | F-10 curriculum
Achievement Standard Italian Years 9 and 10
By the end of Year 10, students use written and spoken Italian to interact with others in a range of contexts and for a range of purposes. They discuss topics such as education, work, the environment and youth issues as well as concepts from a range of …
Achievement Standard | Achievement Standards | Years 9 and 10 | Years F–10 Sequence | Italian | Languages | F-10 curriculum
Elaboration ACMNA174
applying the unitary method to identify ‘best buys’ situations, such as comparing the cost per 100g
Elaboration | ACMNA174 | Content Descriptions | Year 7 | Mathematics | F-10 curriculum
Elaboration (2) ACHASSK138
investigating the differences in the population size, density, life expectancy and per capita income between countries across the world
Elaboration (2) | ACHASSK138 | Content Descriptions | Year 6 | HASS | Humanities and Social Sciences | F-10 curriculum
Elaboration (6) ACLASFU012
recognising that some signs are iconic, linking to the appearance of a referent, for example, HOUSE, TREE, DRINK, ELEPHANT and that some are not, such as SISTER, WHY, SIMPLE
Elaboration (6) | ACLASFU012 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | First Language Learner Pathway | Auslan | Languages | F-10 curriculum