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St Joseph’s Catholic Primary School

The Mirima Dawang Woorlab-gerring Language and Culture Centre The Mirima Dawang Woorlab-gerring (MDWg) Language and Culture Centre Kununurra is situated 3,214 km from Perth in far northern Western Australia, at the eastern extremity of the Kimberley. …

St Joseph’s Catholic Primary School | Illustrations of practice | Framework for Aboriginal Languages and Torres Strait Islander Languages | Resources

ACELY1652

Participate in shared editing of students’ own texts for meaning, spelling, capital letters and full stops

Elaborations ScOT Terms

ACELY1652 | Content Descriptions | Foundation Year | English | 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 …

7-10 Economics and Business - Year 7

Questioning and research Content descriptions with elaborations: Gather relevant data and information from a range of digital, online and print resources (ACHES022) identifying sources of data and information (for example, Australian Bureau of Statistics …

7-10 Economics and Business - Year 7 | Digital media literacy | Dimensions | Curriculum connections | Resources

Using the Framework Framework for Aboriginal Languages and Torres Strait Islander Languages

The Framework is general in its structure and approach because it needs to be applicable to all Aboriginal languages and Torres Strait Islander languages in Australia, across the full range of language ecologies. As a consequence, curriculum content and …

Using the Framework | Framework for Aboriginal Languages and Torres Strait Islander Languages | Languages | F-10 curriculum

Achievement Standard English Foundation Year

Receptive modes (listening, reading and viewing) By the end of the Foundation year, students use predicting and questioning strategies to make meaning from texts. They recall one or two events from texts with familiar topics. They understand that there …

Achievement Standard | Achievement Standard | Foundation Year | English | F-10 curriculum

Achievement Standard English Year 1

Receptive modes (listening, reading and viewing) By the end of Year 1, students understand the different purposes of texts. They make connections to personal experience when explaining characters and main events in short texts. They identify that texts …

Achievement Standard | Achievement Standards | Year 1 | English | 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 (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

Rationale Work Studies

Work has intrinsic value and is a fundamental part of everyday life. It fosters human dignity, independence and a sense of personal worth. It is recognised as a right of all people. In an increasingly globalised world, the nature of work …

Rationale | Work Studies | F-10 curriculum

Structure Health and Physical Education

Strands, sub-strands and threads The Australian Curriculum: Health and Physical Education is organised into two content strands: personal, social and community health and movement and physical activity. Each strand contains content descriptions which …

Structure | Health and Physical Education | F-10 curriculum

Implementation of the Australian Curriculum

State and territory curriculum and school authorities are responsible for the implementation of the Australian Curriculum in their schools, in line with system and jurisdictional policies and requirements. They make decisions about the extent and timing …

Implementation of the Australian Curriculum | F-10 curriculum

Achievement Standard Auslan Years 7 and 8

By the end of Year 8, students use Auslan to interact and to exchange information, experiences, interests and opinions with teachers, peers and others. They initiate and maintain conversations and use strategies such as fingerspelling to replace …

Years 5 and 6 Auslan

The nature of the learners This is a key transitional phase of learning. Learners communicate more confidently, are more self-directed, and self-reference in relation to wider contexts. Response to experience is more analytical and critical, allowing …

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 ACLINU013

identifying people using pronouns (ibu, ayah, bapak, adik, kakak), referring to pets (anjing, kucing), and using concrete nouns for objects (buku, tas, pintu)

Elaboration (1) ACLINU119

understanding how language reflects specific cultural ideas, such as social organisation (for example, kelurahan, bapak camat, bupati, kabupaten, propinsi), as well as values, such as deference and humility, for example, numpang tanya Pak, minta maaf, …

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