The Pilbara Education Region
The Pilbara Education Region is one of eight regions in the Western Australian Department of Education. The headquarters of this education region, the Pilbara Education Regional Office (PERO), is located in Karratha. The PERO staff are committed to the …
The Pilbara Education Region | Illustrations of practice | Primary curriculum | Resources
Landsdale Primary School
Lansdale Primary School is situated in the north-eastern suburbs of Perth and at the time of filming had 942 K–7 students. The students come from various cultural backgrounds with 38 per cent having English as an additional language or dialect. Lansdale …
Landsdale Primary School | Illustrations of practice | Primary curriculum | Resources
Hale School
The Hale School took an initiative to assist students to develop strategies to ingrain ways of thinking mathematically into their learning. They took on a focus of problem-based learning and realised, with the implementation of the Australian Curriculum: …
Hale School | Illustrations of practice | Mathematics proficiencies | Resources
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 (1) ACAMUM089
practising their singing and playing to explore and develop technical skills in solo and ensemble music, for example, practising to accurately interpret rhythm and pitch
Elaboration (1) | ACAMUM089 | Content Descriptions | Years 5 and 6 | Music | The Arts | 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 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
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
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
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 Indonesian Years 9 and 10
By the end of Year 10, students use Indonesian to communicate with teachers, peers and others in a range of settings and for a range of purposes. They pronounce the sounds ngg and ng, as well as sy (for example, masyarakat) and kh (for example, akhir), …
Achievement Standard | Achievement Standards | Years 9 and 10 | Years F–10 Sequence | Indonesian | Languages | F-10 curriculum
Achievement Standard Indonesian Years 9 and 10
By the end of Year 10, students interact with peers and adults using written and spoken Indonesian to communicate about personal interests and relationships, practices and experiences, and about broader issues such as health and the environment, including …
Achievement Standard | Achievement Standards | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | Indonesian | Languages | F-10 curriculum
Elaboration (5) ACLINU047
seeking information and explanation using question words, for example, Berapa lama? Untuk apa?, Dengan siapa?, Dengan apa?
Elaboration (5) | ACLINU047 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | Indonesian | Languages | F-10 curriculum
Elaboration ACLINC022
gathering information from home, school and local environment to present to others, for example, a display or presentation on rumah saya, di sekolah kami…
Elaboration | ACLINC022 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | Indonesian | Languages | F-10 curriculum
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) 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 (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 (2) ACLINC035
recounting experiences with family and friends, for example, Saya suka berbelanja dengan teman saya pada hari Sabtu
Elaboration (2) | ACLINC035 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | Indonesian | Languages | F-10 curriculum
Elaboration (2) ACLINC052
recounting significant events, special occasions and milestones, for example, tahun lalu saya berlibur ke Bali dengan keluarga
Elaboration (2) | ACLINC052 | Content Descriptions | Years 7 and 8 | Years F–10 Sequence | Indonesian | Languages | F-10 curriculum
Elaboration (17) ACLINU064
comparing and contrasting, for example, paling, ter-, dibandingkan dengan…
Elaboration (17) | ACLINU064 | Content Descriptions | Years 7 and 8 | Years F–10 Sequence | Indonesian | Languages | F-10 curriculum