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Your search for "WA 0821 1305 0400 [[Adefa]] Pusat Containment System di Ambon Maluku" returned 637 result(s)
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ACLFWU144

Identify elements of the kinship system and its links to place and natural species[Key concepts: kinship and totemic relationships, place, ceremonial expression; Key processes: identifying, recognising]

literacy critical-creative intercultural-understanding aboriginal-torres Elaborations ScOT Terms

ACLFWU144 | 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

ACLFWU166

Recognise how kin relationships link people, Place and story[Key concepts: kinship system, ways of talking, human relationships, interrelatedness; Key processes: recognising, interpreting, discussing

personal-social intercultural-understanding aboriginal-torres Elaborations ScOT Terms

ACLFWU166 | Content Descriptions | Years 3 to 6 | Years F–10 Sequence | Language Revival Learner Pathway (LR) | Framework for Aboriginal Languages and Torres Strait Islander Languages | Languages | F-10 curriculum

ACLFWU186

Expand vocabulary and understand and use a range of vocabulary sets and grammatical structures that are available in the language[Key concepts: system, grammatical case, transitivity; Key processes: explaining, discussing]

literacy aboriginal-torres Elaborations ScOT Terms

ACLFWU186 | Content Descriptions | Years 7 to 10 | Years F–10 Sequence | Language Revival Learner Pathway (LR) | Framework for Aboriginal Languages and Torres Strait Islander Languages | Languages | F-10 curriculum

ACLFWU188

Investigate how the kinship system functions to integrate personal and community histories and relationships[Key concepts: interconnectedness, human relationships, ownership, rights and responsibilities; Key processes: describing, explaining, investigating, …

critical-creative personal-social intercultural-understanding aboriginal-torres Elaborations ScOT Terms

ACLFWU188 | Content Descriptions | Years 7 to 10 | Years F–10 Sequence | Language Revival Learner Pathway (LR) | Framework for Aboriginal Languages and Torres Strait Islander Languages | Languages | F-10 curriculum

ACLFWU081

Identify elements of the kinship system and its role in linking story and natural species and phenomena[Key concepts: kinship, totemic relationships, place, cultural practices; Key processes: identifying, recognising]

literacy critical-creative intercultural-understanding aboriginal-torres Elaborations ScOT Terms

ACLFWU081 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | Second Language Learner Pathway (L2) | Framework for Aboriginal Languages and Torres Strait Islander Languages | Languages | F-10 curriculum

ACLFWU120

Produce sounds, stress, intonation patterns of the target language, using a developing phonemic awareness linked to the writing system[Key concepts; metalanguage, patterns, phonetic articulation, syllable; Key processes: identifying, reading, investi …

literacy aboriginal-torres Elaborations ScOT Terms

ACLFWU120 | Content Descriptions | Years 7 to 10 | Years F–10 Sequence | Second Language Learner Pathway (L2) | Framework for Aboriginal Languages and Torres Strait Islander Languages | Languages | F-10 curriculum

ACLFRU102

Recognise and use features of the French sound system, including pitch, rhythm, stress and intonation[Key concepts: pronunciation, intonation; Key processes: listening, distinguishing, imitating, reading aloud]

literacy critical-creative Elaborations ScOT Terms

ACLFRU102 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | French | Languages | F-10 curriculum

ACLINU064

Develop knowledge of me- verb rules and how to link and extend ideas such as by using adverbs and cohesive devices[Key concept: system, affixation; Key processes: applying rules, understanding]

literacy numeracy critical-creative Elaborations ScOT Terms

ACLINU064 | Content Descriptions | Years 7 and 8 | Years F–10 Sequence | Indonesian | Languages | F-10 curriculum

ACLINU097

Develop understanding of pronunciation related to single and combined sounds and the use of intonation in statements and questions, noticing Indonesian spelling and pronunciation conventions[Key concept: sound system; Key processes: recognising, comp …

literacy critical-creative Elaborations ScOT Terms

ACLINU097 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | Indonesian | Languages | F-10 curriculum

ACLITU109

Understand and use key features and patterns of the Italian grammatical system, including definite and indefinite articles, gender and agreement, present tense of regular and common irregular verbs, and simple sentence construction

literacy critical-creative Elaborations ScOT Terms

ACLITU109 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | Italian | Languages | F-10 curriculum

ACLITU128

Extend knowledge of and use more complex features and patterns of the Italian grammatical system, including possessive, reflexive, demonstrative and relative pronouns; irregular and reflexive verbs; and comparatives and superlatives

literacy critical-creative Elaborations ScOT Terms

ACLITU128 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | Italian | Languages | F-10 curriculum

ACLJAU012

Recognise and use features of the Japanese sound system, including pitch, accent, rhythm and intonation[Key concepts: mora, pitch, rhythm, intonation; Key processes: listening, distinguishing, recognising]

literacy critical-creative Elaborations ScOT Terms

ACLJAU012 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | Japanese | Languages | F-10 curriculum

ACLKOU038

Analyse and comment on cultural and linguistic practices indifferent contexts and reflect on own and others’ communicative practices[Key concepts: norm, value system, intercultural understanding; Key processes: analysing, reflecting, critical thinkin …

literacy critical-creative personal-social ethical-understanding intercultural-understanding aboriginal-torres asia-australia Elaborations ScOT Terms

ACLKOU038 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | Korean | Languages | F-10 curriculum

ACLSPU174

Develop more consistent control of the rhythms and intonation of spoken Spanish and of the features of the writing system[Key concepts: pitch, stress, rhythm, intonation; Key process: noticing emphasis]

literacy critical-creative Elaborations ScOT Terms

ACLSPU174 | Content Descriptions | Years 7 and 8 | Years F–10 Sequence | Spanish | Languages | F-10 curriculum

Elaboration (5) ACTDEK011

experimenting with available local materials, tools and equipment to solve problems requiring forces including identifying inputs (what goes in to the system), processes (what happens within the system) and outputs (what comes out of the system), for …

critical-creative literacy numeracy

Elaboration (5) | ACTDEK011 | Content Descriptions | Years 3 and 4 | Design and Technologies | Technologies | F-10 curriculum

Elaboration (2) ACTDIP021

imagining how the functioning of one type of information system could be applied in a new way to meet a community or national need, for example considering how an electronic tracking system such as a global positioning system (GPS) could be used to find …

information-communication literacy critical-creative personal-social

Elaboration (2) | ACTDIP021 | Content Descriptions | Years 5 and 6 | Digital Technologies | Technologies | F-10 curriculum

Elaboration (2) ACHASSK134

identifying key elements of Australia’s system of law and government and their origins (for example, the Magna Carta; federalism; constitutional monarchy; the Westminster system and the separation of powers – legislature, executive, judiciary; the houses …

critical-creative intercultural-understanding literacy

Elaboration (2) | ACHASSK134 | Content Descriptions | Year 6 | HASS | Humanities and Social Sciences | F-10 curriculum

Elaboration (2) ACTDEK047

critiquing the social nature of services, for example a signage system to manage students and community members during a school function (signs may include words, pictures and/or braille); organisational system for an aged-care facility

critical-creative literacy personal-social

Elaboration (2) | ACTDEK047 | Content Descriptions | Years 9 and 10 | Design and Technologies | Technologies | F-10 curriculum

Elaboration ACLARU152

recognising that the Arabic alphabet has similarities with the Aramaic alphabet system (alpha being the first letter, and beta the second), and that the Arabic ordering system أ؛ب؛ج؛د is based on the Aramaic alphabet

Elaboration | ACLARU152 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | Arabic | Languages | F-10 curriculum

Elaboration (3) ACLARU016

recognising that the Arabic alphabet has similarities with the Aramaic alphabet system (alpha being the first letter, and beta the second), and that the Arabic ordering system أ؛ ب؛ ج؛ د is based on the Aramaic alphabet

Elaboration (3) | ACLARU016 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | Arabic | Languages | F-10 curriculum

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