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 (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 (2) ACELY1662
checking for inclusion of capital letters and full stops
Elaboration (2) | ACELY1662 | Content Descriptions | Year 1 | English | F-10 curriculum
Elaboration (1) ACHASSK165
discussing the evolving nature of the evidence in this period, which shows increasingly sophisticated forms of technology (for example, the transition from making tools out of stone, bone and wood to metalworking)
Elaboration (1) | ACHASSK165 | Content Descriptions | Year 7 | HASS | Humanities and Social Sciences | F-10 curriculum
ACELY1652
Participate in shared editing of students’ own texts for meaning, spelling, capital letters and full stops
Elaborations ScOT Terms
ACELY1652 | Content Descriptions | Foundation Year | English | F-10 curriculum
Implementation of the Australian Curriculum
State and territory curriculum and school authorities are responsible for the implementation of the Australian Curriculum in their schools, in line with system and jurisdictional policies and requirements. They make decisions about the extent and timing …
Implementation of the Australian Curriculum | F-10 curriculum
Using the Framework Framework for Aboriginal Languages and Torres Strait Islander Languages
The Framework is general in its structure and approach because it needs to be applicable to all Aboriginal languages and Torres Strait Islander languages in Australia, across the full range of language ecologies. As a consequence, curriculum content and …
Using the Framework | Framework for Aboriginal Languages and Torres Strait Islander Languages | 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 English Foundation Year
Receptive modes (listening, reading and viewing) By the end of the Foundation year, students use predicting and questioning strategies to make meaning from texts. They recall one or two events from texts with familiar topics. They understand that there …
Achievement Standard | Achievement Standard | Foundation Year | English | F-10 curriculum
Achievement Standard English Year 1
Receptive modes (listening, reading and viewing) By the end of Year 1, students understand the different purposes of texts. They make connections to personal experience when explaining characters and main events in short texts. They identify that texts …
Achievement Standard | Achievement Standards | Year 1 | English | 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
Structure Health and Physical Education
Strands, sub-strands and threads The Australian Curriculum: Health and Physical Education is organised into two content strands: personal, social and community health and movement and physical activity. Each strand contains content descriptions which …
Structure | Health and Physical Education | 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 (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
ACELA1432
Understand that punctuation is a feature of written text different from letters; recognise how capital letters are used for names, and that capital letters and full stops signal the beginning and end of sentences
Elaborations ScOT Terms
ACELA1432 | Content Descriptions | Foundation Year | English | F-10 curriculum
ACELA1449
Recognise that different types of punctuation, including full stops, question marks and exclamation marks, signal sentences that make statements, ask questions, express emotion or give commands
Elaborations ScOT Terms
ACELA1449 | Content Descriptions | Year 1 | English | F-10 curriculum
Context statement Chinese
The place of the Chinese language and culture in Australia and the world China's official language is Modern Standard Chinese, or Putonghua (the common or shared language) in Chinese. The language is also referred to as Hanyu, the spoken …
Context statement | Chinese | Languages | F-10 curriculum
Achievement Standard Auslan Years 7 and 8
By the end of Year 8, students use Auslan to interact and to exchange information, experiences, interests and opinions with teachers, peers and others. They initiate and maintain conversations and use strategies such as fingerspelling to replace …
Achievement Standard | Achievement Standards | Years 7 and 8 | Years F–10 Sequence | Second Language Learner Pathway | Auslan | Languages | F-10 curriculum
Years 5 and 6 Auslan
The nature of the learners This is a key transitional phase of learning. Learners communicate more confidently, are more self-directed, and self-reference in relation to wider contexts. Response to experience is more analytical and critical, allowing …
Years 5 and 6 | Years F–10 Sequence | First Language Learner Pathway | Auslan | Languages | F-10 curriculum
Elaboration ACLINU013
identifying people using pronouns (ibu, ayah, bapak, adik, kakak), referring to pets (anjing, kucing), and using concrete nouns for objects (buku, tas, pintu)
Elaboration | ACLINU013 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | Indonesian | Languages | F-10 curriculum