Elaboration ACELA1494
investigating examples of quoted (direct) speech (‘He said, “I’ll go to the park today”’) and reported (indirect) speech (‘He told me he was going to the park today’) and comparing similarities and differences
Elaboration | ACELA1494 | Content Descriptions | Year 4 | English | F-10 curriculum
Health and Physical Education - Years 3 and 4
Being healthy, safe and active Content descriptions with elaborations: Describe and apply strategies that can be used in situations that make them feel uncomfortable or unsafe (ACPPS035) recognising physical responses that indicate they are feeling …
Health and Physical Education - Years 3 and 4 | Wellbeing | Dimensions | Curriculum connections | Resources
Health and Physical Education - Years 3 and 4
Being healthy, safe and active Content descriptions with elaborations: Describe and apply strategies that can be used in situations that make them feel uncomfortable or unsafe (ACPPS035) recognising physical responses that indicate they are feeling …
Health and Physical Education - Years 3 and 4 | Respectful relationships | Dimensions | Curriculum connections | Resources
Health and Physical Education - Years 3 and 4
Being healthy, safe and active Describe and apply strategies that can be used in situations that make them feel uncomfortable or unsafe (ACPPS035) recognising physical responses that indicate they are feeling uncomfortable or unsafe rehearsing assertive …
Health and Physical Education - Years 3 and 4 | Digital media literacy | Dimensions | Curriculum connections | Resources
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 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 (1) ACELA1440
identifying familiar and recurring letters and the use of upper and lower case in written texts in the classroom and the community, for example 'Tom went to the park.'
Elaboration (1) | ACELA1440 | Content Descriptions | Foundation Year | English | F-10 curriculum
Elaboration (2) ACTDEK041
explaining the consequences of social, ethical and sustainability decisions for products, services and environments, for example a managed public environment such as a theme park
Elaboration (2) | ACTDEK041 | Content Descriptions | Years 9 and 10 | Design and Technologies | Technologies | F-10 curriculum
Years 7 to 10 Framework for Aboriginal Languages and Torres Strait Islander Languages
The nature of the learner, the pathway and particular language Languages studied in the First Language Learner Pathway (L1) are typically used in spoken form as the language of everyday communication by whole communities across all generations. Typically, …
Years 7 to 10 | Years F–10 Sequence | First Language Learner Pathway (L1) | Framework for Aboriginal Languages and Torres Strait Islander Languages | Languages | F-10 curriculum
Structure Science
The three interrelated strands of science The Australian Curriculum: Science has three interrelated strands: science understanding, science as a human endeavour and science inquiry skills. Together, the three strands of the science curriculum provide …
Structure | Science | F-10 curriculum
Years 3 to 6 Framework for Aboriginal Languages and Torres Strait Islander Languages
The nature of the learner, the pathway and particular language Languages studied in the First Language Learner Pathway (L1) are typically used in spoken form as the language of everyday communication by whole communities across all generations. Typically, …
Years 3 to 6 | Years F–10 Sequence | First Language Learner Pathway (L1) | Framework for Aboriginal Languages and Torres Strait Islander Languages | Languages | F-10 curriculum
ACMGM079
identify practical situations that can be represented by a network, and construct such networks; for example, trails connecting camp sites in a National Park, a social network, a transport network with one-way streets, a food web, the results of a round-robin …
ACMGM079 | Content Descriptions | Unit 3 | General Mathematics | Mathematics | Senior secondary curriculum
History - Years 9 and 10
Year 9 Historical knowledge and understanding Making a better world? Students investigate how life changed in the period in depth through the study of ONE of these major developments: the Industrial Revolution or Progressive ideas and movements or …
History - Years 9 and 10 | Food and fibre dimensions | Dimensions | Curriculum connections | Resources
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
Elaboration (1) ACHASSK069
discussing why it is important to protect places that have special significance for people (for example, a wetland, a sacred site, a national park or a World Heritage site)
Elaboration (1) | ACHASSK069 | Content Descriptions | Year 3 | HASS | Humanities and Social Sciences | F-10 curriculum
Elaboration (4) ACPPS035
examining protective behaviours to stay safe in different situations, including near water or roads, in the park or when someone makes them feel uncomfortable or unsafe
Elaboration (4) | ACPPS035 | Content Descriptions | Years 3 and 4 | Health and Physical Education | F-10 curriculum
Elaboration (3) ACLINC111
creating bilingual texts to convey information and instructions to others, for example, a car park ticket, a health brochure/announcement, or instructions for a computer game
Elaboration (3) | ACLINC111 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | Indonesian | Languages | F-10 curriculum
Elaboration (1) ACLJAC025
using digital technologies to create a design for an Australian theme park, shopping centre or sports arena to attract young Japanese visitors to Australia
Elaboration (1) | ACLJAC025 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | Japanese | Languages | F-10 curriculum
Outdoor learning
Outdoor learning | Portfolios | Curriculum connections | Resources
Languages: Indonesian - Satisfactory - Years 3 and 4
This portfolio of student work shows that the student can interact in classroom routines and structured interactions with teachers and peers (WS1). The student reproduces the sounds of au (for example, mau) and g (for example, gemuk) and the final sound k (for …
Languages: Indonesian - Satisfactory - Years 3 and 4 | Portfolios | Work samples | Resources