Search

Elaboration (2) ACTDEK040

considering the factors that influence design and professional designers and technologists, including time, access to skills, knowledge, finance, expertise, for example Australian designers working with rapid prototyping manufacturers in China

Elaboration (5) ACTDIP032

devising and applying protocols to manage the collaborative creation of solutions, for example planning to use cloud computing to store common files and establishing virtual meetings that acknowledge time zone differences

Elaboration (4) ACLARC105

participating in games or activities that involve taking turns, making choices or swapping items, for example, forming groups using numbers or colours for activities such as telling the time or counting or memory games

Elaboration (7) ACLARU132

using adverbs of place and time to expand on expressions, for exampleإستيقظت باكراً؛ وصلت إلى المدرسة متأخراً؛ شاهدت المباراة في الملعب؛ قرأت الكتاب في مكتبة المدرسة

Elaboration ACLARU186

recognising that language changes over time, for example, by viewing classical and contemporary Arabic films and comparing how certain ideas and concepts are differently represented through the language used

Elaboration (18) ACLARU013

developing knowledge of cardinal and ordinal numbers to describe time and date, for example, (آذار) الساعة الواحدة ظهراً؛ اليوم السادس من إبريل (نيسان)/اليوم أربعة مارس

Elaboration (1) ACLARU014

understanding that texts have a purpose, for example, train timetables indicate the time the train arrives or departs the station, recounts describe past events and experiences, greeting cards convey feelings, and labels tell us information about an …

Elaboration (2) ACLFRU015

understanding that language forms such as greetings vary according to the time of day or the occasion, for example, bonjour, bonsoir, bonne nuit, bonne année, bon anniversaire

Elaboration (3) ACLFRC027

alternating between French and English versions of games such as Un…deux...trois…soleil and What time is it, Mister Wolf? or Caillou, papier, ciseaux and Rock, paper, scissors

Elaboration (1) ACLFRC038

planning and organising activities such as outings or performances, using expressions related to place, time and numbers, for example, quelle date? où? quand? à quelle heure? combien de…?

Elaboration (2) ACLFRC083

reflecting on own cultural identity in terms of family background, community relationships and contact with languages, (including contact with French and other languages and cultures), tracking changes over time or context

Elaboration (4) ACLFRC094

explaining and sequencing actions or events from texts such as magazine articles or sports reports, using conjunctions and adverbs related to time, for example, puis, d’abord, ensuite, finalement

Elaboration (1) ACLFRU126

sharing ideas about how culture ‘works’ as a combination of beliefs, values and practices, and examining own personal and community cultural frames of reference and how and why these change over time

Elaboration ACLGEC112

recognising that some German language use is similar to English, such as greetings used according to the time of day and the formality of a situation, for example, Guten Morgen and Morgen! Tag! Hallo!

Elaboration (11) ACLGEU132

understanding the meaning of and using common time phrases and cohesive devices, for example, gestern, heute, dann and zuerst

Elaboration (1) ACLGEC177

composing a journal entry from the perspective of a teenager living in a different time and/or place, for example, im Jahr 2050, in der Kriegszeit, Berlin 1989

Elaboration (1) ACLGEU034

sharing ideas about how culture ‘works’ as a combination of beliefs, values and practices, and examining own personal and community cultural frames of reference and how and why these change over time

Elaboration (11) ACLHIU031

understanding how actions completed at a particular time in the past are described using perfective tenses and how ने is used as the agent marker for transitive verb actions in these tenses

Elaboration (1) ACLHIU122

identifying key features and structures of familiar texts types to understand unfamiliar content, for example, recognising core words associated with time or place in airport announcements, ‘reading’ images as well as written language in advertisemen …

Elaboration (2) ACLINU015

recognising that greetings vary according to the time of day, for example, Selamat pagi/siang/sore/malam

Curriculum Types

Curriculum Elements Types

General Capabilities

Cross Curriculum Priorities