Elaboration (21) ACLGEU013
locating people, places and objects using adverbs such as rechts, links, oben, unten, hier, dort
Elaboration (21) | ACLGEU013 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | German | Languages | F-10 curriculum
Elaboration (21) ACLSPU013
recognising the functions of elements such as prefixes and suffixes and their importance in word building and changing meaning, for example, repasar, repaso, casa, casita, caserón, casero, jugar, un juego, jugador
Elaboration (21) | ACLSPU013 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | Spanish | Languages | F-10 curriculum
Elaboration (21) ACLASFU251
understanding how and why some deaf children face challenges with communication in hearing families or in social settings
Elaboration (21) | ACLASFU251 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | Second Language Learner Pathway | Auslan | Languages | F-10 curriculum
Elaboration (21) ACLFWC026
naming and explaining inside and outside body parts, for example, stomach, blood, bone
Elaboration (21) | ACLFWC026 | Content Descriptions | Years 3 to 6 | Years F–10 Sequence | First Language Learner Pathway (L1) | Framework for Aboriginal Languages and Torres Strait Islander Languages | Languages | F-10 curriculum
Elaboration (21) ACLFWC048
researching and presenting findings on different aspects of a selected business operating in the community, for example, enterprises related to arts, bush medicine, bush food, tourism, transportation, animal husbandry
Elaboration (21) | ACLFWC048 | Content Descriptions | Years 7 to 10 | Years F–10 Sequence | First Language Learner Pathway (L1) | Framework for Aboriginal Languages and Torres Strait Islander Languages | Languages | F-10 curriculum
Elaboration (21) ACLCLU008
learning strategies for building on prior knowledge and learning new grammar, for example, mnemonic devices, paradigms, drill exercises, online learning tools
Elaboration (21) | ACLCLU008 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | Classical Greek | Framework for Classical Languages | Languages | F-10 curriculum
ACWSCL010
Identify types of entrepreneurial behaviours and their opportunities for application to 21st century work and enterprise
Elaborations ScOT Terms
ACWSCL010 | Content Descriptions | Year 9 | Work Studies | F-10 curriculum
ACWSCL029
Assess the benefits of developing an ‘entrepreneurial mindset’ and its relevance to 21st century work and enterprise
Elaborations ScOT Terms
ACWSCL029 | Content Descriptions | Year 10 | Work Studies | F-10 curriculum
ACWSCL037
Use a range of tools, methods and skills for accessing work relevant to 21st century recruitment and selection processes
Elaborations ScOT Terms
ACWSCL037 | Content Descriptions | Year 10 | Work Studies | F-10 curriculum
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
Elaboration (4) ACLHIU086
comparing the textual features of different kinds of Hindi verse, identifying differences in rhythm, meter and cultural framing
Elaboration (4) | ACLHIU086 | Content Descriptions | Years 9 and 10 | Years F–10 Sequence | Hindi | Languages | F-10 curriculum
Elaboration (1) ACLHIC079
creating riddles to compete with and entertain each other, imitating the use of meter, rhythm, rhyme and metaphor exemplified in riddles from Hindi literature and folklore
Elaboration (1) | ACLHIC079 | Content Descriptions | Years 9 and 10 | Years F–10 Sequence | Hindi | Languages | F-10 curriculum
Elaboration (4) ACLHIC115
creating riddles to entertain each other, imitating the use of meter, rhythm, rhyme and metaphor exemplified in riddles from Hindi literature and folklore
Elaboration (4) | ACLHIC115 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | Hindi | Languages | F-10 curriculum
Elaboration (3) ACLTUC075
creating riddles to compete with and entertain each other, imitating the use of meter, rhythm, rhyme and metaphor exemplified in riddles from Turkish literature and folklore
Elaboration (3) | ACLTUC075 | Content Descriptions | Years 9 and 10 | Years F–10 Sequence | Turkish | Languages | F-10 curriculum
Rationale Work Studies
Work has intrinsic value and is a fundamental part of everyday life. It fosters human dignity, independence and a sense of personal worth. It is recognised as a right of all people. In an increasingly globalised world, the nature of work …
Rationale | Work Studies | F-10 curriculum
Elaboration (2) ACWSCL007
describing the value of cross-cultural communication in 21st century workplaces, both in the context of regional engagement with Asia and reconciliation in Australia
Elaboration (2) | ACWSCL007 | Content Descriptions | Year 9 | Work Studies | F-10 curriculum
Foundation to Year 2 Turkish
The nature of the learners Children in this pathway enter the early years of schooling with established oracy skills in Turkish, English and sometimes other languages or dialects. There will be variation in terms of proficiency in Turkish depending on …
Foundation to Year 2 | Years F–10 Sequence | Turkish | 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
Achievement Standard Indonesian Years 3 and 4
By the end of Year 4, students interact in classroom routines and structured interactions with teachers and peers. They reproduce the sounds of au (for example, mau) and g (for example, gemuk) and the final sound k (for example, tidak). Students follow …
Achievement Standard | Achievement Standards | Years 3 and 4 | Years F–10 Sequence | Indonesian | Languages | F-10 curriculum
Achievement Standard Italian Foundation to Year 2
By the end of Year 2, students use Italian to communicate with their teacher and peers through action-related talk and play. They demonstrate comprehension by responding both verbally and non-verbally. They imitate simple words and phrases. They respond …
Achievement Standard | Achievement Standards | Foundation to Year 2 | Years F–10 Sequence | Italian | Languages | F-10 curriculum