Elaboration (7) ACLSPU031

understanding the function and use of relative pronouns, for example, que, el/la/los/las que, quien/es, el/la cual, los/las cuales, donde

Elaboration (7) | ACLSPU031 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | Spanish | Languages | F-10 curriculum

Elaboration (2) ACLITC062

viewing television programs and listening to radio news, and identifying key information, for example, Attenzione, elencare solo le città e i film

Elaboration (2) | ACLITC062 | Content Descriptions | Years 7 and 8 | Years F–10 Sequence | Italian | Languages | F-10 curriculum

Elaboration (1) ACHASSK182

describing how water is an available resource when it is groundwater, soil moisture (green water), surface water in dams, rivers and lakes (blue water) and treated or recycled (grey water), and a potential resource when it exists as salt water, ice …

Elaboration (1) | ACHASSK182 | Content Descriptions | Year 7 | HASS | Humanities and Social Sciences | F-10 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

Achievement Standard Italian Years 9 and 10

By the end of Year 10, students use written and spoken Italian to interact with others in a range of contexts and for a range of purposes. They discuss topics such as education, work, the environment and youth issues as well as concepts from a range of …

Achievement Standard | Achievement Standards | Years 9 and 10 | Years F–10 Sequence | Italian | 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 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

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

Achievement Standard Spanish Years 3 and 4

By the end of Year 4, students interact with teachers and peers in classroom routines, action-related talk and play. They use formulaic expressions when participating in classroom routines and collaborative activities, such as complimenting others (for …

Achievement Standard | Achievement Standards | Years 3 and 4 | Years F–10 Sequence | Spanish | Languages | F-10 curriculum

Achievement Standard Spanish Years 9 and 10

By the end of Year 10, students interact in written and spoken Spanish to communicate about personal experiences, relationships and aspirations, and broader local and global issues such as the environment, social media and tourism, including issues …

Achievement Standard | Achievement Standards | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | Spanish | Languages | F-10 curriculum

Elaboration (3) ACLSPU014

identifying the intended audience, purpose and key language features of familiar types of texts such as recipes, announcements, road signs or instructions, for example, Primero, se pelan las patatas..., Señores pasajeros, el tren con destino ..., SE RUEGA …

Elaboration (3) | ACLSPU014 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | Spanish | 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

Outdoor learning

Outdoor learning | Portfolios | Curriculum connections | Resources

Geography - Years 7 and 8

Year 7 Geographical knowledge and understanding Water in the world Content descriptions with elaborations: The classification of environmental resources and the forms that water takes as a resource (ACHGK037) classifying resources into renewable, non-renewable …

Geography - Years 7 and 8 | Food and fibre dimensions | Dimensions | Curriculum connections | Resources

Elaboration (3) ACLSPC113

drawing aspects of daily routines (la merienda, los deportes, las tareas de la casa) and creating captions or attaching word bubbles

Elaboration (3) | ACLSPC113 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | Spanish | Languages | F-10 curriculum

Elaboration (9) ACLSPU157

understanding gender and number agreement between articles, nouns and adjectives, for example, Tengo un libro nuevo, Las montañas rocosas son muy bonitas

Elaboration (9) | ACLSPU157 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | Spanish | Languages | F-10 curriculum

Elaboration (2) ACLSPC163

engaging in informal conversations or more structured discussions to canvas one another’s attitudes to social and cultural issues such as La salud de los jóvenes, Las relaciones familiares

Elaboration (2) | ACLSPC163 | Content Descriptions | Years 7 and 8 | Years F–10 Sequence | Spanish | Languages | F-10 curriculum

Elaboration ACLSPC023

researching, presenting and taking a position on questions relating to contemporary topics such as Los efectos de las redes sociales en la vida de los jóvenes

Elaboration | ACLSPC023 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | Spanish | Languages | F-10 curriculum

Elaboration (1) ACLSPC145

participating in online exchanges such as video blogs with sister schools to describe and compare routines, interests and activities, using language associated with time, sequence and location, for example, Llego a la escuela a las 8.30 de la mañana, …

Elaboration (1) | ACLSPC145 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | Spanish | Languages | F-10 curriculum

Elaboration ACLSPC022

analysing and comparing information obtained from different sources on topics of social and cultural interest, such as el cine latinoamericano comtemporáneo, el efecto del turismo en las tortugas de las Islas Galápagos or los refugiados en España, and …

Elaboration | ACLSPC022 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | Spanish | Languages | F-10 curriculum