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Elaboration (20) ACLARU013

building metalanguage to describe grammatical concepts and develop learning resources, for example, verb charts, vocabulary lists, and groups of pronouns, adverbs or adjectives

understanding how to form a question, using subject-verb inversion, for example, Hast du Geschwister? and with interrogatives such as wann, was, wer, wie, wie viel, wie viele, wo, woher, warum, welche(-r/s/n) and wohin

Elaboration (20) ACLINU064

describing state of actions, for example, sudah, belum, pernah

Elaboration (20) ACLINU098

comparing things using comparatives and superlatives, for example, lebih…daripada, paling

Elaboration (20) ACLJAU014

identifying similarities and differences in Japanese and English grammatical rules relating to word order or the use of elements such as pronouns

Elaboration (20) ACLSPU013

linking ideas using cohesive devices such as conjunctions, for example, y (e), o(u), pero, porque

Elaboration (20) ACLSPU031

developing metalanguage to talk in Spanish about elements such as sentence structure (sujeto, verbo, objeto), verb tenses (pretérito, futuro, tiempo compuesto, participio pasado) and other linguistic features (sinónimo, concordancia, párrafo)

Elaboration (20) ACLVIU013

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

Elaboration (20) ACLASFU251

considering likely contemporary influences or pressures on Aboriginal and Torres Strait Islander signed languages and the possible impact on their future

Elaboration (20) ACLFWC026

conducting face-to-face or online interviews or surveys with peers, family members or community contacts to compare accounts of similar experiences

Elaboration (20) ACLFWC048

describing how bush medicines and traditional healing practices can be used in conjunction with medicines from other cultures, such as Western medicine and different natural therapies

Elaboration (20) ACLCLU008

recognising that adverbs, adverbial phrases and prepositional phrases can give important details about what is happening in a sentence, for example, νῦν, πρὸς τῇ θύρᾳ

Elaboration (20) ACLCLU053

recognising creative variations in Latin word order, for example, delay of a key word or clause to create suspense, ordering of clauses to increase impact, bracketing/nesting, juxtaposition

Elaboration ACLINC018

sharing information about self related to daily routine, family and friends, pastimes and aspects of school and home, for example, Saya tinggal di Darwin dengan keluarga saya. Rumah saya besar, Saya bermain bola basket, Saya suka es krim

Elaboration (4) ACLINU064

indicating quantity using juta

Elaboration (1) ACLINU030

describing places (for example, kolam renang, taman, toko, pantai, sekolah, rumah, desa, gereja, pura, mesjid) and movement using prepositions (for example, dari, ke, dengan, pada) and adjectives, for example, kiri, kanan

ACMNA289

Compare, order and make correspondences between collections, initially to 20, and explain reasoning

Elaborations ScOT Terms

ACMNA289 | Content Descriptions | Foundation Year | Mathematics | F-10 curriculum

ACMMG163

Identify corresponding, alternate and co-interior angles when two straight lines are crossed by a transversal

Elaborations ScOT Terms

ACMMG163 | Content Descriptions | Year 7 | Mathematics | 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

Achievement Standard Mathematics Foundation Year

By the end of the Foundation year, students make connections between number names, numerals and quantities up to 10. They compare objects using mass, length and capacity. Students connect events and the days of the week. They explain the order and …

Achievement Standard | Achievement Standards | Foundation Year | Mathematics | F-10 curriculum

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