Elaboration (2) ACLINC020

contributing to preparing and displaying a set of class rules, for example, Jangan berlari di ruang kelas

Elaboration (2) | ACLINC020 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | Indonesian | Languages | 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

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 (1) ACMMG164

defining and identifying the relationships between alternate, corresponding and co-interior angles for a pair of parallel lines cut by a transversal

Elaboration (1) | ACMMG164 | Content Descriptions | Year 7 | Mathematics | F-10 curriculum

Elaboration (3) ACLFRU102

using the French alphabet for spelling out names or expressions, noticing similarities and differences to English and using correct terminology for accents (accent aigu, accent cédille, accent circonflexe)

Elaboration (3) | ACLFRU102 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | French | 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 (5) ACLINC036

participating in sourcing goods and services, noting where these can be found and the different purchasing processes and language involved, for example, fixed prices (Harga pas) and negotiable prices (Boleh tawar?)

Elaboration (5) | ACLINC036 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | Indonesian | Languages | F-10 curriculum

Elaboration (4) ACLMGU131

using the accent mark appropriately in Greek when writing, for pronunciation as well as meaning

Elaboration (4) | ACLMGU131 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | Modern Greek | Languages | F-10 curriculum

Structure English

Strands, sub-strands and threads The Australian Curriculum: English Foundation to Year 10 is organised into three interrelated strands that support students' growing understanding and use of Standard Australian English (English). Each strand interacts …

Structure | English | F-10 curriculum

Years 7 and 8 Vietnamese

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

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

Elaboration (2) ACLINU049

reflecting on how language varies depending on the situation, for example, ordering a meal in a fast food restaurant, Satu paket… compared to a dine-in restaurant, Minta segelas air, Bu

Elaboration (2) | ACLINU049 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | Indonesian | Languages | F-10 curriculum

Elaboration (2) ACLINU050

noticing the use of loan words from English in texts such as advertisements and television programs to suggest values such as ‘modern’, ‘sophisticated’ and ‘educated’, for example, paket family, berinternet, koneksi bisnis

Elaboration (2) | ACLINU050 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | Indonesian | Languages | F-10 curriculum

Example of knowledge and skills Dance

In this band students are introduced to the ways that ideas and intentions are communicated in and through dance. They develop knowledge, understanding and skills through dance practices focusing on: Body body awareness – awareness of body in space in …

Example of knowledge and skills | Dance | The Arts | 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 Modern Greek Years 3 and 4

By the end of Year 4, students interact with the teacher and peers to share simple information about aspects of their lives, such as school (for example, Mαθαίνω ελληνικά), home (for example, Το σπίτι μου είναι μεγάλο) and everyday routines (for …

Achievement Standard | Achievement Standards | Years 3 and 4 | Years F–10 Sequence | Modern Greek | Languages | F-10 curriculum

Achievement Standard Modern Greek Years 7 and 8

By the end of Year 8, students use written and spoken Greek to initiate and sustain classroom interactions, (for example, Πότε θα πάμε σινεμά;) to carry out transactions (for example, Πώς πέρασες τις διακοπές σου;) and to exchange information, …

Achievement Standard | Achievement Standards | Years 7 and 8 | Years F–10 Sequence | Modern Greek | Languages | F-10 curriculum

Example of knowledge and skills Music

In this band students are introduced to the ways that ideas and intentions are communicated in and through Music. They develop knowledge, understanding and skills through music practices focusing on: Elements of music Rhythm sound/silence, long/short, …

Example of knowledge and skills | Music | The Arts | F-10 curriculum

Achievement Standard Spanish Years 7 and 8

By the end of Year 8, students use written and spoken Spanish for classroom interactions, to carry out transactions and to exchange views and experiences with peers and others in a range of contexts. They use rehearsed and spontaneous language …

Achievement Standard | Achievement Standards | Years 7 and 8 | Years F–10 Sequence | Spanish | Languages | F-10 curriculum

Achievement Standard Spanish Years 9 and 10

By the end of Year 10, students interact in written and spoken Spanish to communicate about personal experiences, relationships and aspirations, and broader local and global issues such as the environment, social media and tourism, including issues …

Achievement Standard | Achievement Standards | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | Spanish | Languages | F-10 curriculum

Achievement Standard Turkish Years 5 and 6

By the end of Year 6, students use spoken and written Turkish to interact by sharing ideas and experiences, for example, 23 Nisan Ulusal Egemenlik ve Çocuk Bayramında ben şiir okudum. Ramazan Bayramında dedem bana harçlık verdi. When interacting, …

Achievement Standard | Achievement Standards | Years 5 and 6 | Years F–10 Sequence | Turkish | Languages | F-10 curriculum