Elaboration (1) ACELA1457

replacing initial sounds in spoken words, for example replace the ‘m’ in ‘mat’ with ‘c’ to form a new word ‘cat’

Elaboration (1) | ACELA1457 | Content Descriptions | Year 1 | English | F-10 curriculum

Elaboration ACSSU033

exploring ways that objects move on land, through water and in the air

Elaboration | ACSSU033 | Content Descriptions | Year 2 | Science | F-10 curriculum

Elaboration (3) ACSSU097

investigating how moving air and water can turn turbines to generate electricity

Elaboration (3) | ACSSU097 | Content Descriptions | Year 6 | Science | F-10 curriculum

Elaboration (7) ACHGK056

examining the environmental problems of China’s megacities (for example, air pollution in Beijing)

Elaboration (7) | ACHGK056 | Content Descriptions | Year 8 | Geography | Humanities and Social Sciences | F-10 curriculum

Elaboration (4) ACLHIU012

understanding how vowels are pronounced without any obstruction of air coming out of the mouth and consonants are pronounced with obstruction of air by different parts of the mouth

Elaboration (4) | ACLHIU012 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | Hindi | Languages | 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

Rationale/Aims Earth and Environmental Science

Rationale Earth and Environmental Science is a multifaceted field of inquiry that focuses on interactions between the solid Earth, its water, its air and its living organisms, and on dynamic, interdependent relationships that have developed between these …

Rationale/Aims | Earth and Environmental Science | Science | Senior secondary curriculum

Elaboration (3) ACLASFC008

translating simple Auslan signs to family and friends by fingerspelling or writing the English word, for example, DOG, CAT, BIRD

Elaboration (3) | ACLASFC008 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | First Language Learner Pathway | Auslan | Languages | F-10 curriculum

Elaboration (3) ACLASFC134

explaining to family and friends the meaning and use of simple signs and expressions, for example, DOG, CAT, BIRD

Elaboration (3) | ACLASFC134 | Content Descriptions | Foundation to Year 2 | Years F–10 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 ACELA1459

recognising that letters can have more than one sound, for example the letter ‘u’ in ‘cut’, ‘put’, ‘use’ and the letter ‘a’ in ‘cat’, ‘father’, ‘any’

Elaboration | ACELA1459 | Content Descriptions | Year 1 | English | F-10 curriculum

ACSES050

The movement of atmospheric air masses due to heating and cooling, and Earth’s rotation and revolution, cause systematic atmospheric circulation; this is the dominant mechanism for the transfer of thermal energy around Earth’s surface

ACSES050 | Content Descriptions | Unit 2 | Earth and Environmental Science | Science | Senior secondary 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

Example of knowledge and skills Dance

In this band students are introduced to the ways that ideas and intentions are communicated in and through dance. They develop knowledge, understanding and skills through dance practices focusing on: Body body awareness – awareness of body in space in …

Example of knowledge and skills | Dance | The Arts | F-10 curriculum

Texts English

Teachers will use an array of material in class. Texts include literary texts, fiction and non-fiction, media texts, everyday texts, and workplace texts, from increasingly complex and unfamiliar settings, ranging from the everyday language of personal …

Texts | English | English | Senior secondary curriculum

Texts Essential English

Teachers will use an array of material in class. Texts include literary texts, fiction and non-fiction, media texts, everyday texts, and workplace texts, from increasingly complex and unfamiliar settings, ranging from the everyday language of personal …

Texts | Essential English | English | Senior secondary curriculum

F-6/7 Humanities and Social Sciences - Year 2

History Content descriptions with elaborations: How changing technology affected people’s lives (at home and in the ways they worked, travelled, communicated and played in the past) (ACHASSK046) examining changes in technology over several generations …

F-6/7 Humanities and Social Sciences - Year 2 | Respectful relationships | Dimensions | Curriculum connections | Resources

Elaboration ACLASFU034

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’ (NSW, Qld and ACT) and ‘southern’ (Vic., SA, WA, NT and Tas.) …

Elaboration | ACLASFU034 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | First Language Learner Pathway | Auslan | Languages | F-10 curriculum

PhA5

says the new word when asked to delete an initial phoneme (phoneme deletion – cat, at; brat, rat) says the new word when asked to substitute an initial, middle or final phoneme (phoneme substitution – c-a-t becomes b-a-t, bat becomes b-e-t, bet becomes …

PhA5 | Phonological awareness | Reading and viewing | National Literacy Learning Progression | National Literacy and Numeracy Learning Progressions | Resources

Outdoor learning

Outdoor learning | Portfolios | Curriculum connections | Resources