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
Elaboration (1) ACLITC011
noticing, recalling and responding to teacher prompts, such as Cosa vedi? Cosa pensi di …?
Elaboration (1) | ACLITC011 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | Italian | Languages | F-10 curriculum
Elaboration (2) ACLITC063
experimenting with language appropriate to particular text types, such as descriptive language in short magazine articles, or emotive language in diary and journal entries, for example, Il concerto è stato un gran successo. Caro diario, che bella giornata! …
Elaboration (2) | ACLITC063 | Content Descriptions | Years 7 and 8 | Years F–10 Sequence | Italian | Languages | F-10 curriculum
English - Years 9 and 10
Interpret and compare how representations of people and culture in literary texts are drawn from different historical, social and cultural contexts - ACELT1633 Explore and reflect on personal understanding of the world and significant human experience …
English - Years 9 and 10 | Evaluating options | Dimensions | Curriculum connections | Resources
Elaboration (1) ACHASSK088
exploring how vegetation has an important role in sustaining the environment by producing oxygen, protecting food-producing land from erosion, retaining rainfall, providing habitat for animals, sheltering crops and livestock, providing shade for people, …
Elaboration (1) | ACHASSK088 | Content Descriptions | Year 4 | HASS | Humanities and Social Sciences | F-10 curriculum
F-6/7 Humanities and Social Sciences - Foundation to Year 2
Foundation Knowledge and understanding Geography Content descriptions with elaborations The places people live in and belong to, their familiar features and why they are important to people (ACHASSK015) identifying the places they live in and belong …
F-6/7 Humanities and Social Sciences - Foundation to Year 2 | Food and wellbeing dimensions | Dimensions | Curriculum connections | Resources
ACELY1682
Plan, draft and publish imaginative, informative and persuasive texts demonstrating increasing control over text structures and language features and selecting print,and multimodal elements appropriate to the audience and purpose
Elaborations ScOT Terms
ACELY1682 | Content Descriptions | Year 3 | English | F-10 curriculum
ACELY1694
Plan, draft and publish imaginative, informative and persuasive texts containing key information and supporting details for a widening range of audiences, demonstrating increasing control over text structures and language features
Elaborations ScOT Terms
ACELY1694 | Content Descriptions | Year 4 | English | F-10 curriculum
Information and Communication Technology (ICT) Capability - Level 5 (Years 7 and 8)
Typically, by the end of Year 8, students: Recognise intellectual property apply practices that comply with legal obligations regarding the ownership and use of digital products resources Apply digital information security practices independently …
Information and Communication Technology (ICT) Capability - Level 5 (Years 7 and 8) | Multimedia dimensions | Dimensions | Curriculum connections | Resources
Geography - Years 9 and 10
Year 9 Geographical knowledge and understanding Biomes and food security Content descriptions with elaborations: Distribution and characteristics of biomes as regions with distinctive climates, soils, vegetation and productivity (ACHGK060) identifying …
Geography - Years 9 and 10 | Food and fibre dimensions | Dimensions | Curriculum connections | Resources
Elaboration (4) ACLFWC175
designing posters, displays and digital presentations to draw attention to issues relevant to the Country/Place, such as reinstating names of places and features, protection of significant trees and landmarks, endangered wildlife, erosion, urban development, …
Elaboration (4) | ACLFWC175 | Content Descriptions | Years 7 to 10 | Years F–10 Sequence | Language Revival Learner Pathway (LR) | Framework for Aboriginal Languages and Torres Strait Islander Languages | Languages | F-10 curriculum
ACSBL125
The spread of a specific disease involves a wide range of interrelated factors (for example, persistence of the pathogen within hosts, the transmission mechanism, the proportion of the population that are immune or have been immunised, and the mobility …
ACSBL125 | Content Descriptions | Unit 4 | Biology | Science | Senior secondary curriculum
ACSES077
Ecosystems provide a range of renewable resources, including provisioning services (for example, food, water, pharmaceuticals), regulating services (for example, carbon sequestration, climate control), supporting services (for example, soil formation, …
ACSES077 | Content Descriptions | Unit 3 | Earth and Environmental Science | Science | Senior secondary curriculum
ACHAH039
The geographic and historical context of Masada, including its location and physical features, an overview of the Roman control of Judaea and the organisation of the province, the problems between the Jews and the Romans leading to the outbreak of war, …
ACHAH039 | Content Descriptions | Unit 1: Investigating the Ancient World | Ancient History | Humanities and Social Sciences | Senior secondary curriculum
Science - Years 7 and 8
Year 7 Science Understanding Biological sciences Content description with elaborations: Interactions between organisms, including the effects of human activities can be represented by food chains and food webs (ACSSU112) constructing and interpreting …
Science - Years 7 and 8 | Food and fibre dimensions | Dimensions | Curriculum connections | Resources
English - Year 3
Language Language variation and change Understand that spoken, visual and written forms of language are different modes of communication with different features and their use varies according to the audience, purpose, context and cultural background …
English - Year 3 | Multimedia dimensions | Dimensions | Curriculum connections | Resources
English - Year 4
Language Language for interaction Understand differences between the language of opinion and feeling and the language of factual reporting or recording (ACELA1489) Text structure and organisation Understand how texts vary in complexity and technicality …
English - Year 4 | Multimedia dimensions | Dimensions | Curriculum connections | Resources
ACLFRU084
Increase control of regular and irregular elements of spoken and written French, using elements such as liaisons, accents and expression[Key concepts: liaisons, accents, expression, style; Key processes: recognising, classifying, discriminating]
Elaborations ScOT Terms
ACLFRU084 | Content Descriptions | Years 9 and 10 | Years F–10 Sequence | French | Languages | F-10 curriculum
ACLSPU174
Develop more consistent control of the rhythms and intonation of spoken Spanish and of the features of the writing system[Key concepts: pitch, stress, rhythm, intonation; Key process: noticing emphasis]
Elaborations ScOT Terms
ACLSPU174 | Content Descriptions | Years 7 and 8 | Years F–10 Sequence | Spanish | Languages | F-10 curriculum
Elaboration (12) ACLINU047
extending subject-focus construction by adding preposition or adverb to subject-verb-object word order, for example, Saya menonton film di bioskop, Pada hari Minggu saya berselancar dengan bapak di pantai
Elaboration (12) | ACLINU047 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | Indonesian | Languages | F-10 curriculum