Elaboration (2) ACLKOU189
recognising the importance of a writing system suitable for its oral language in transmitting culture within its community and across time
Elaboration (2) | ACLKOU189 | Content Descriptions | Years 7 and 8 | Years F–10 Sequence | Korean | Languages | F-10 curriculum
Elaboration (2) ACLKOU209
investigating the origins of particular expressions or words, developing awareness of the origins of meanings and how these may or may not change over time
Elaboration (2) | ACLKOU209 | Content Descriptions | Years 9 and 10 | Years F–10 Sequence | Korean | Languages | F-10 curriculum
Elaboration (8) ACLKOU033
indicating time/seasons using 오전, 오후, 주말,아침, 점심, 저녁, 봄, 여름, 가을, 겨울
Elaboration (8) | ACLKOU033 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | Korean | Languages | F-10 curriculum
Elaboration (2) ACLMGC138
planning and organising an activity such as an excursion or party, using expressions related to place, time and numbers
Elaboration (2) | ACLMGC138 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | Modern Greek | Languages | F-10 curriculum
Elaboration (3) ACLMGC007
composing and participating in imaginary interactions, for example, a conversation between avatars or meeting a character from a Greek story or film for the first time
Elaboration (3) | ACLMGC007 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | Modern Greek | Languages | F-10 curriculum
Elaboration (4) ACLMGU030
extending meaning by using adverbs of place and time such as εδώ, εκεί, χτες, μεθαύριο,
Elaboration (4) | ACLMGU030 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | Modern Greek | Languages | F-10 curriculum
Elaboration (4) ACLSPC147
asking and telling the time, for example, ¿Qué hora es? Son las cinco y cuarto
Elaboration (4) | ACLSPC147 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | Spanish | Languages | F-10 curriculum
Elaboration (1) ACLSPC172
keeping a journal of experiences (humorous, satisfying or challenging) associated with learning and using Spanish, noting personal reactions and reflections over time
Elaboration (1) | ACLSPC172 | Content Descriptions | Years 7 and 8 | Years F–10 Sequence | Spanish | Languages | F-10 curriculum
Elaboration (1) ACLSPU195
investigating varieties of language used by members of different Spanish-speaking communities and how they have changed over time
Elaboration (1) | ACLSPU195 | Content Descriptions | Years 9 and 10 | Years F–10 Sequence | Spanish | Languages | F-10 curriculum
History Achievement Standard HASS Year 3
By the end of Year 3, students identify individuals, events and aspects of the past that have significance in the present. They identify and describe aspects of their community that have changed and remained the same over time. They identify the importance …
History Achievement Standard | Achievement Standards | Year 3 | HASS | Humanities and Social Sciences | F-10 curriculum
Outdoor learning: Years 1 and 2
Students at this stage Typically, as students develop their own identities and participate more broadly in everyday life, their movement and recreation options can expand. Gaining knowledge and skills to undertake outdoor activities in more natural settings, …
Outdoor learning: Years 1 and 2 | Year levels | Dimensions | Curriculum connections | Resources
Unit 4: Reconstructing the Ancient World Ancient History
This unit involves an investigation of a significant historical period through an analysis of relevant archaeological and written sources. Students will examine how these sources have been used to construct an understanding of the relevant social, political, …
Unit 4: Reconstructing the Ancient World | Ancient History | Humanities and Social Sciences | Senior secondary curriculum
ACELY1729
Analyse and explain how language has evolved over time and how technology and the media have influenced language use and forms of communication
Elaborations ScOT Terms
ACELY1729 | Content Descriptions | Year 8 | English | F-10 curriculum
Elaboration (3) ACLASFC022
using factual questions to request information about planned events or activities, for example in relation to details such as place, time or cost
Elaboration (3) | ACLASFC022 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | First Language Learner Pathway | Auslan | Languages | F-10 curriculum
Elaboration (8) ACLASFU050
realising that in many clauses signers ‘tell’ with fully-lexical signs at the same time as ‘show’ with DS, CA and other gestural elements
Elaboration (8) | ACLASFU050 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | First Language Learner Pathway | Auslan | Languages | F-10 curriculum
Elaboration (4) ACLASFU052
explaining the influence of other signed languages such as BSL, ISL and ASL on Auslan over different periods of time and discussing reasons for such influence
Elaboration (4) | ACLASFU052 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | First Language Learner Pathway | Auslan | Languages | F-10 curriculum
Elaboration (7) ACLASFU072
observing that concepts may be culture and language specific, for example, in relation to time and space, as in the spatial mapping for timelines in Auslan
Elaboration (7) | ACLASFU072 | Content Descriptions | Years 7 and 8 | Years F–10 Sequence | First Language Learner Pathway | Auslan | Languages | F-10 curriculum
Elaboration (2) ACLASFU085
identifying some of the aspectual modifications to verbs in an Auslan text, such as WORK-for-a-long-time or GO-TO-repeatedly
Elaboration (2) | ACLASFU085 | Content Descriptions | Years 9 and 10 | Years F–10 Sequence | First Language Learner Pathway | Auslan | Languages | F-10 curriculum
Elaboration (7) ACLASFU122
realising that in many clauses signers ‘tell’ with lexical signs at the same time as ‘show’ with DS, CA and other gestural elements
Elaboration (7) | ACLASFU122 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | First Language Learner Pathway | Auslan | Languages | F-10 curriculum
Elaboration (1) ACLASFU124
understanding that other signed languages such as BSL, ISL and ASL have influenced Auslan over different periods of time
Elaboration (1) | ACLASFU124 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | First Language Learner Pathway | Auslan | Languages | F-10 curriculum