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

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) 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

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

Elaboration (1) ACHASSK138

exploring the diversity of environments and types of settlement in the Asia region, or in part of the region, or in a country in either North-East, South-East or South Asia and discussing any patterns

Elaboration (1) | ACHASSK138 | Content Descriptions | Year 6 | HASS | Humanities and Social Sciences | F-10 curriculum

Elaboration (2) ACLASFC062

analysing an Auslan version of a frozen text such as the Australian National Anthem, considering why some words or expressions require freer translation than others

Elaboration (2) | ACLASFC062 | Content Descriptions | Years 7 and 8 | Years F–10 Sequence | First Language Learner Pathway | Auslan | Languages | F-10 curriculum

ACHGK068

The effects of the production and consumption of goods on places and environments throughout the world and including a country from North-East Asia

Elaborations ScOT Terms

ACHGK068 | Content Descriptions | Year 9 | Geography | Humanities and Social Sciences | F-10 curriculum

Elaboration ACLINU064

identifying people (for example, teman, teman gaul, kenalan) and their occupations, for example, pembantu, penyanyi, tukang kayu, dokter gigi

Elaboration | ACLINU064 | Content Descriptions | Years 7 and 8 | Years F–10 Sequence | Indonesian | Languages | F-10 curriculum

Achievement Standard Indonesian Years 3 and 4

By the end of Year 4, students interact in classroom routines and structured interactions with teachers and peers. They reproduce the sounds of au (for example, mau) and g (for example, gemuk) and the final sound k (for example, tidak). Students follow …

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

Year 7 HASS

Sustainable pasts, present, futures The Year 7 curriculum deepens discipline-specific knowledge, understandings and skills with opportunities for integration across the sub-strands. Students study ancient societies of the East and West, how they are …

Year 7 | HASS | Humanities and Social Sciences | 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

Elaboration ACLINC087

participating in scenarios such as being lost and asking for and giving directions (for example, Dari sini jalan ke timur sampai perempatan) or assistance, for example, Permisi Pak, boleh saya bertanya di mana…

Elaboration | ACLINC087 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | Indonesian | Languages | F-10 curriculum

Elaboration ACLASFU088

recognising that there is a greater degree of flexibility and variability in ‘oral’, face-to-face languages such as Auslan compared to spoken/written languages passed on from parents to children, for example, less standardisation and minimal ‘frozen texts’, …

Elaboration | ACLASFU088 | Content Descriptions | Years 9 and 10 | Years F–10 Sequence | First Language Learner Pathway | Auslan | Languages | F-10 curriculum

Elaboration ACLASFU214

recognising that there is a greater degree of flexibility and variability in ‘oral’, face-to-face languages such as Auslan compared to spoken/written languages passed on from parents to children, for example, less standardisation and minimal ‘frozen texts’, …

Elaboration | ACLASFU214 | Content Descriptions | Years 9 and 10 | Years F–10 Sequence | Second Language Learner Pathway | Auslan | Languages | F-10 curriculum

Elaboration ACLASFU250

recognising that there is a greater degree of flexibility and variability in ‘oral’, face-to-face languages such as Auslan compared to spoken/written languages passed on from parents to children, for example, less standardisation and minimal ‘frozen texts’, …

Elaboration | ACLASFU250 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | Second Language Learner Pathway | Auslan | 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 (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

Context statement Arabic

The place of the Arabic culture and language in Australia and in the world Arabic is spoken by approximately 280 million people in 22 countries over two continents. It is the official language of the Arab world, which includes countries of the Middle …

Context statement | Arabic | Languages | F-10 curriculum

Context statement Modern Greek

The place of the Modern Greek language and culture in Australia and the world Modern Greek is the official language of Greece and Cyprus. It is spoken throughout the world – wherever there are Greek-speaking communities. One of the major …

Context statement | Modern Greek | Languages | F-10 curriculum