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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

Elaboration ACADAM010

rehearsing a combination of fundamental movements with or without accompaniment to refine technical and expressive skills, for example, galloping, jumping, sliding, rolling, slithering, spinning, shrinking, exploding, collapsing

Elaboration (2) ACLASFC002

following directions in activities such as an obstacle course or action game, using directional terms or depicting signs such as DS:turn-left DEAD-END DS:turn-right Go left, then at the end turn right. PLEASE BRING MILK FRIDGE DS:open-door POINT Please …

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 …

Achievement Standard Indonesian Years 7 and 8

By the end of Year 8, students use Indonesian to interact and exchange ideas, experiences and interests with teachers, peers and others. They pronounce familiar polysyllabic words such as mendengarkan, pekerjaan and mengerjakan, stressing the penultimate …

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

Elaboration (6) ACLASFU090

analysing ways in which deaf people interpret and exploit the possibilities and cultural meanings of sound, for example, in games and stories which incorporate signs for sound and reactions to sound, for example, a door slamming

Elaboration ACLASFC222

participating in Auslan games and activities using simple clauses in creative ways, for example, ‘Sign Circle’, or passing on a sign shape, for example a rectangle is signed as a door then by the next person as a jewellery box and the next person as a …

Elaboration (2) ACLASFU233

describing how and why deaf people use vibrating devices to alert them to alarms or information, or have flashing lights for the door, phone, alarm clock, baby cry alarm and other systems

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.) …

Context statement Chinese

The place of the Chinese language and culture in Australia and the world China's official language is Modern Standard Chinese, or Putonghua (the common or shared language) in Chinese. The language is also referred to as Hanyu, the spoken …

Context statement | Chinese | Languages | F-10 curriculum

Elaboration (1) ACLASFC146

following directions for activities such as a treasure hunt or creating a garden, using prepositions such as ON, UNDER, BEHIND and entity depicting signs, such as: DS:turn-left DEAD-END DS:turn-right. Go left, then at the end turn right. PLEASE BRING …

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

Elaboration ACADAM001

exploring fundamental movements safely to improvise dance ideas, for example, running in a race, jumping like a frog, stomping like a giant, rolling like a log, falling like an autumn leaf, floating like a cloud, gliding like a bird

Elaboration (1) ACADAM007

exploring the elements of dance to communicate ideas clearly, such as telling cultural stories in a dance with or without music; for example, travelling lightly using hands and feet to represent a bilby, or skipping vigorously and at a high level to express …

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