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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

comparing aspects of identity that may be important across cultures, such as island, ethnic group, language, religion, age, gender, and position in family, for example, Nama saya Wayan. Saya dari Bali. Saya orang Hindu. Saya berbahasa Bali dan Indone …

Elaboration ACMNA013

modelling numbers with a range of material and images

Elaboration (2) ACLINC052

recounting significant events, special occasions and milestones, for example, tahun lalu saya berlibur ke Bali dengan keluarga

Elaboration (3) ACSHE051

deciding what characteristics make a material a pollutant

Elaboration (2) ACLINC005

describing aspects of shared knowledge about Indonesia, such as by pointing to places on a map or at pictures of foods, flora and fauna, for example, Ini pulau Bali, Itu rambutan, Orang utan di pohon

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 …

Aims Science

The Australian Curriculum: Science aims to ensure that students develop: an interest in science as a means of expanding their curiosity and willingness to explore, ask questions about and speculate on the changing world in which they live an understanding …

Aims | Science | 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

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

Years 7 and 8 French

The nature of the learners These years represent a transition to secondary school. Students in this pathway are continuing to study French, bringing with them an established capability to interact in different situations, …

Years 7 and 8 | Years F–10 Sequence | French | Languages | F-10 curriculum

Years 7 and 8 Korean

The nature of the learners These years represent a transition to secondary school and students in this pathway are continuing to study Korean, bringing with them a capability to communicate with some assistance about their immediate world and Korea. …

Years 7 and 8 | Years F–10 Sequence | Korean | Languages | F-10 curriculum

Elaboration ACTDEK046

critiquing the design of an existing product to identify environmental consequences of material selection

Elaboration (4) ACADAR012

discussing social and cultural influences to recognise the role of dance and dancers in societies, cultures, environments and times, for example, conventions of a Kecak dance from Bali, or the protocols for performing Aboriginal and Torres Strait Islander …

Elaboration (8) ACLGEU149

understanding and speaking about past events by adapting modelled sentences in the present perfect tense and using knowledge of common verbs in the simple past tense, for example, Ich habe heute meine Hausaufgaben nicht gemacht. Wir sind nach Bali geflogen. …

Years 3 and 4 Korean

The nature of the learners At this level, children are developing awareness of their social world and membership of various groups, including of the Korean class. They have developed initial literacy in English and this helps to some degree in learning …

Years 3 and 4 | Years F–10 Sequence | Korean | Languages | F-10 curriculum

Elaboration (1) ACHCS097

critically analysing published material relevant to civics and citizenship topics and issues to assess reliability and purpose (for example, NGO fundraising material or a government information campaign)

Elaboration ACLINU098

identifying people using, for example, terms of address (Ibu/Bapak), pronouns (saya, kamu/Anda, dia, mereka, family members) and some pe- nouns, for example, pemain, pedagang, penjual

Years 7 and 8 Chinese

The nature of the learners Students maintain their sense of belonging to both their home and their outside culture. They can alter their conduct to fit different contexts within the world of teenage experience. Chinese language learning and use Classroom …

Years 9 and 10 Chinese

The nature of the learners Students extend their knowledge of language structures and text organisation through reading and viewing authentic material and discussing how to apply new learning to their own communication. They explore the nature of their …

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