Elaboration (1) ACLINC053
corresponding with peers, including via technology, asking and responding to questions to seek information or clarification, for example, Jam berapa mengerjakan PR?, Bagaimana rumah kamu? Suka band yang mana?
Elaboration (1) | ACLINC053 | Content Descriptions | Years 7 and 8 | Years F–10 Sequence | Indonesian | Languages | 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 Indonesian Years 3 and 4
By the end of Year 4, students interact in classroom routines and structured interactions with teachers and peers. They reproduce the sounds of au (for example, mau) and g (for example, gemuk) and the final sound k (for example, tidak). Students follow …
Achievement Standard | Achievement Standards | Years 3 and 4 | Years F–10 Sequence | Indonesian | 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
Achievement Standard Indonesian Years 5 and 6
By the end of Year 6, students use Indonesian to convey information about themselves, their family and friends, and daily routines and activities. They locate specific details and use familiar words and phrases to predict meanings in texts. They respond …
Achievement Standard | Achievement Standards | Years 5 and 6 | Years F–10 Sequence | Indonesian | Languages | F-10 curriculum
ACSPH110
A changing magnetic flux induces a potential difference; this process of electromagnetic induction is used in step-up and step-down transformers, DC and AC generators, and AC induction motors
ACSPH110 | Content Descriptions | Unit 3 | Physics | Science | Senior secondary curriculum
Elaboration (3) ACELA1433
learning about simple functions of keyboard and mouse including typing letters, scrolling, selecting icons and drop-down menu
Elaboration (3) | ACELA1433 | Content Descriptions | Foundation Year | English | F-10 curriculum
Elaboration ACELY1654
using simple functions of keyboard and mouse including typing letters, scrolling, selecting icons and drop-down menu
Elaboration | ACELY1654 | Content Descriptions | Foundation Year | English | F-10 curriculum
Elaboration (1) ACELA1466
learning about features of screen texts including menu buttons, drop down menus, links and live connections
Elaboration (1) | ACELA1466 | Content Descriptions | Year 2 | English | F-10 curriculum
Elaboration (6) ACPMP099
providing constructive feedback on their own and others' performance by using movement-analysis software to break down a skill or sequence
Elaboration (6) | ACPMP099 | Content Descriptions | Years 9 and 10 | Health and Physical Education | F-10 curriculum
Elaboration (3) ACLINC009
showing others how different gestures are used and discussing what they mean, for example, beckoning with all fingers and with palm down
Elaboration (3) | ACLINC009 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | Indonesian | Languages | F-10 curriculum
Elaboration ACLINU034
noticing how gestures differ between cultures, for example, Indonesian people beckon with palm down and moving all fingers
Elaboration | ACLINU034 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | Indonesian | Languages | F-10 curriculum
Elaboration (7) ACLASFU012
recognising that unlike English, which can be spoken or written, signed languages are not usually written down but occur ‘through the air’
Elaboration (7) | ACLASFU012 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | First Language Learner Pathway | Auslan | Languages | F-10 curriculum
Elaboration (6) ACLASFU138
understanding that while English is spoken and heard as well as written and read, Auslan is usually uniquely ‘through the air’ and not written down
Elaboration (6) | ACLASFU138 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | Second Language Learner Pathway | Auslan | Languages | F-10 curriculum
Elaboration (1) ACLFWC132
responding to and using routine classroom language, for example, ‘sit down’, ‘stand up’, ‘listen!’ ‘look this way’, ‘tidy up’
Elaboration (1) | ACLFWC132 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | Language Revival Learner Pathway (LR) | Framework for Aboriginal Languages and Torres Strait Islander Languages | Languages | F-10 curriculum
F-6/7 Humanities and Social Sciences - Foundation
History Content descriptions with elaborations: How the stories of families and the past can be communicated, for example, through photographs, artefacts, books, oral histories, digital media and museums (ACHASSK013) engaging with the oral traditions, …
F-6/7 Humanities and Social Sciences - Foundation | Respectful relationships | Dimensions | Curriculum connections | Resources
Elaboration ACLINC018
sharing information about self related to daily routine, family and friends, pastimes and aspects of school and home, for example, Saya tinggal di Darwin dengan keluarga saya. Rumah saya besar, Saya bermain bola basket, Saya suka es krim
Elaboration | ACLINC018 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | Indonesian | Languages | F-10 curriculum
Elaboration (3) ACLINC053
responding to invitations to events by accepting (for example, Ya, mau ikut), declining (for example, sayang/maaf…), and giving excuses, for example, Saya harus ke rumah nenek
Elaboration (3) | ACLINC053 | Content Descriptions | Years 7 and 8 | Years F–10 Sequence | Indonesian | Languages | F-10 curriculum
Key ideas
Overarching idea: Creating preferred futures The Technologies curriculum provides students with opportunities to consider how solutions that are created now will be used in the future. Students will identify the possible benefits and risks of creating …
Key ideas | Technologies | F-10 curriculum
Achievement Standard Framework for Aboriginal Languages and Torres Strait Islander Languages Foundation to Year 2
The achievement standards for the Framework for Aboriginal Languages and Torres Strait Islander Languages First Language Learner Pathway are generalised in order to cater for the range of languages that may be learnt as an L1 in the school context. …
Achievement Standard | Achievement Standards | Foundation to Year 2 | Years F–10 Sequence | First Language Learner Pathway (L1) | Framework for Aboriginal Languages and Torres Strait Islander Languages | Languages | F-10 curriculum