Grammar knowledge - express opinion and point of view Literacy Grammar knowledge Level 1e
use speaking, visual elements (including drawing) and beginning writing to express likes and dislikes
Grammar knowledge - express opinion and point of view | Level 1e | Learning Continuum | Literacy | General capabilities | F-10 curriculum
Grammar knowledge - Express opinion and point of view Literacy Grammar knowledge Level 2
identify and use language that expresses feelings and opinions, and compares and evaluates people and things
Grammar knowledge - Express opinion and point of view | Level 2 | Learning Continuum | Literacy | General capabilities | F-10 curriculum
Grammar knowledge - Express opinion and point of view Literacy Grammar knowledge Level 3
differentiate between the language of opinion and feeling and the language of factual reporting or recording
Grammar knowledge - Express opinion and point of view | Level 3 | Learning Continuum | Literacy | General capabilities | F-10 curriculum
Grammar knowledge - Express opinion and point of view Literacy Grammar knowledge Level 4
use subjective, objective and evaluative language, and identify bias
Grammar knowledge - Express opinion and point of view | Level 4 | Learning Continuum | Literacy | General capabilities | F-10 curriculum
Grammar knowledge - Express opinion and point of view Literacy Grammar knowledge Level 5
use language to evaluate an object, action or text, and language that is designed to persuade the reader/viewer
Grammar knowledge - Express opinion and point of view | Level 5 | Learning Continuum | Literacy | General capabilities | F-10 curriculum
Grammar knowledge - Express opinion and point of view Literacy Grammar knowledge Level 6
use language that indirectly expresses opinions and constructs representations of people and events, and consider expressed and implied judgements
Grammar knowledge - Express opinion and point of view | Level 6 | Learning Continuum | Literacy | General capabilities | F-10 curriculum
Using spatial reasoning - Interpret maps and diagrams Numeracy Using spatial reasoning Level 4
identify and describe routes and locations, using grid reference systems and directional language such as north or north east
Using spatial reasoning - Interpret maps and diagrams | Level 4 | Learning Continuum | Numeracy | General capabilities | 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
Using fractions, decimals, percentages, ratios and rates - Apply proportional reasoning Numeracy Using fractions, decimals, percentages, ratios and rates Level 1a
Level 1b is the starting point for this sub-element
Using fractions, decimals, percentages, ratios and rates - Apply proportional reasoning | Level 1a | Learning Continuum | Numeracy | General capabilities | F-10 curriculum
Interpreting statistical information - Interpret chance events Numeracy Interpreting statistical information Level 1a
Level 1b is the starting point for this sub-element
Interpreting statistical information - Interpret chance events | Level 1a | Learning Continuum | Numeracy | General capabilities | F-10 curriculum
Exploring values, rights and responsibilities - Consider points of view Ethical Understanding Exploring values, rights and responsibilities Level 1
express their own point of view and listen to the views of others
Exploring values, rights and responsibilities - Consider points of view | Level 1 | Learning Continuum | Ethical Understanding | General capabilities | F-10 curriculum
Elaboration (1) ACDSEH013
outlining different theories about the expansion (for example, west/east and east/west movement, the expansion as accidental versus intentional)
Elaboration (1) | ACDSEH013 | Content Descriptions | Year 8 | History | Humanities and Social Sciences | F-10 curriculum
Elaboration ACHASSK138
using geographical tools (for example, a globe wall map or digital application such as Google Earth) to identify the geographical division of Asia into North-East, South-East, South Asia and West Asia (the Middle East)
Elaboration | ACHASSK138 | Content Descriptions | Year 6 | HASS | Humanities and Social Sciences | F-10 curriculum
Social awareness - Appreciate diverse perpectives Personal and Social Capability Social awareness Level 3
discuss the value of diverse perspectives and describe a point of view that is different from their own
Social awareness - Appreciate diverse perpectives | Level 3 | Learning Continuum | Personal and Social Capability | General capabilities | F-10 curriculum
ACHASSI005
Explore a point of view
Elaborations ScOT Terms
ACHASSI005 | Content Descriptions | Foundation Year | HASS | Humanities and Social Sciences | F-10 curriculum
ACHASSI022
Explore a point of view
Elaborations ScOT Terms
ACHASSI022 | Content Descriptions | Year 1 | HASS | Humanities and Social Sciences | F-10 curriculum
ACHASSI038
Explore a point of view
Elaborations ScOT Terms
ACHASSI038 | Content Descriptions | Year 2 | HASS | Humanities and Social Sciences | 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) ACDSEH047
describing evidence of Viking trade between Russia (Kiev) and the east (through Constantinople)
Elaboration (3) | ACDSEH047 | Content Descriptions | Year 8 | History | Humanities and Social Sciences | F-10 curriculum