Search

Elaboration (2) ACADAM014

exploring movement that may have symbolic meaning within a social or cultural context, for example, communicate a specific idea by developing a recurring movement idea (motif)

Elaboration (2) ACLASFC076

researching a significant event that affects/has affected the Deaf community, summarising findings in the form of contributions to a panel discussion or debate

Elaboration (3) ACLASFC077

arguing a predetermined, evidence-based position in a panel discussion/debate on controversial questions, for example, the inclusion of deaf members of a jury

Elaboration (2) ACLASFC199

using researched information to contribute to formal group interactions, for example, panel discussions on issues such as the roles and responsibilities of interpreters

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

using a globe to locate the Pacific Island nations, New Zealand, Papua New Guinea, Timor-Leste and Indonesia and countries relevant to students, labelling them on a map, and identifying the direction of each country from Australia

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 (4) ACLINU098

indicating quantity using plurals, for example, buku-buku, tiga buku, banyak

Elaboration (1) ACLMGC107

contributing to classroom resources that involve naming, labelling and illustrating, using digital technologies, for example, a favourite photos wall, a word wall

Elaboration (6) ACLASFC005

categorising and displaying pictures of signs, for example on a handshape wall

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 ACMNA152

exploring equivalence among families of fractions by using a fraction wall or a number line (for example by using a fraction wall to show that 2/3 is the same as 4/6 and 6/9)

Elaboration (2) ACLINC004

classifying and categorising information gained from others, such as about family members and favourite foods, toys and games, for example, Suzi suka apel, tiga murid main computer, saya ada dua blok

Elaboration (4) ACLINC004

expressing factual information about qualities such as colour, number, size and shape (for example, tiga pensil, meja putih, buku besar) through interactive play with objects, such as water play, colour mixing and play dough

Elaboration ACLINC052

exchanging opinions about family, friends, teachers, subjects, entertainment, sport and leisure, for example, Saya rasa guru ideal pandai, rajin dan humoris, Saya pikir menonton kriket di televisi membosankan, Sudah pernah ke pulau Lombok

Elaboration (3) ACLINC092

designing texts for special occasions (real and imagined) and imaginative play, such as greeting cards (for example, using Selamat…; semoga…), or board or electronic games, for example, using ideas such as Pulau Hutan; Tersesat

Elaboration (3) ACLASFC005

labelling objects in the classroom and in learning resources such as books and wall charts with pictures of signs

Elaboration (5) ACLCHC002

labelling and illustrating a class photo wall of a shared event or visit

Elaboration (1) ACLFWU019

mapping the different languages spoken in the class to create a language map or wall chart

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

Curriculum Types

Curriculum Elements Types

General Capabilities

Cross Curriculum Priorities