Elaboration (3) ACMNA124
using number lines to position and order integers around zero
Elaboration (3) | ACMNA124 | Content Descriptions | Year 6 | Mathematics | F-10 curriculum
Elaboration ACSIS064
considering familiar situations in order to think about possible areas for investigation
Elaboration | ACSIS064 | Content Descriptions | Year 4 | Science | F-10 curriculum
Elaboration (2) ACSIS090
identifying similarities and differences in qualitative data in order to group items or materials
Elaboration (2) | ACSIS090 | Content Descriptions | Year 5 | Science | F-10 curriculum
Elaboration (1) ACLJAU139
understanding that there is a stroke order for both kana and kanji
Elaboration (1) | ACLJAU139 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | Japanese | Languages | F-10 curriculum
Chinese Characters - AT
Students were asked to demonstrate their knowledge of the stroke order of a Chinese character and write the Pinyin and English meaning. Students were also asked to write numbers 1 to 10 in Chinese characters and draw a picture to demonstrate understanding …
Chinese Characters - AT | Samples | Work samples | Resources
Elaboration (2) ACLGEC003
apologising, for example, Entschuldigung!, Es tut mir leid
Elaboration (2) | ACLGEC003 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | German | Languages | F-10 curriculum
Elaboration (1) ACLSPC109
introducing and describing self, family members, friends and favourite things, animals and objects using visual supports such as photos, pictures or digital images, for example, Me llamo Jorge; ¿Cómo te llamas? Tengo un hermano pequeño; Me gusta la clase …
Elaboration (1) | ACLSPC109 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | Spanish | Languages | F-10 curriculum
Elaboration (4) ACLSPC109
using simple gestures to accompany expressions such as así así, ¡ojo!, ¡no!, ¡qué problema!
Elaboration (4) | ACLSPC109 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | Spanish | Languages | F-10 curriculum
Elaboration (1) ACLSPC117
making bilingual greeting cards for celebrations such as Reyes, Dia de la Madre or Dia del Santo, using greetings such as feliz día de la madre, feliz día de tu santo, or feliz día del maestro alongside equivalent English greetings where culturally a …
Elaboration (1) | ACLSPC117 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | Spanish | Languages | F-10 curriculum
Elaboration ACLSPU120
becoming familiar with the Spanish alphabet, noticing that there is an additional letter as compared to English, ñ
Elaboration | ACLSPU120 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | Spanish | Languages | F-10 curriculum
Elaboration (2) ACLSPU120
noticing that statements and questions have different intonations, for example, Fernando no está. ¿Fernando no está?
Elaboration (2) | ACLSPU120 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | Spanish | Languages | F-10 curriculum
Elaboration (5) ACLSPU121
observing gender in patterns of naming, for example, Julio/Julia, Patricio/Patricia
Elaboration (5) | ACLSPU121 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | Spanish | Languages | F-10 curriculum
Elaboration (6) ACLSPU121
using subject pronouns to identify people, objects or animals, for example, Yo, tú, él, ella
Elaboration (6) | ACLSPU121 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | Spanish | Languages | F-10 curriculum
Elaboration (9) ACLSPU121
using singular possessive adjectives, for example, mi casa, mi hermano, tu amiga
Elaboration (9) | ACLSPU121 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | Spanish | Languages | F-10 curriculum
Elaboration ACLSPC127
asking questions and giving information about school and home, for example, ¿Quién es él? Es mi amigo. ¿Qué hace tu mamá? Mi mamá es trabajadora social, ¿Qué deporte practica Miguel? Él juega al fútbol, ¿Qué te gusta de tu escuela? Me gusta hablar con …
Elaboration | ACLSPC127 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | Spanish | Languages | F-10 curriculum
Elaboration (1) ACLSPC127
describing features, characteristics and locations of particular things or places, for example, Mi celular es viejo, El parque está detrás de la escuela. La ciudad de México es gigante. ¿Dónde está la piscina? Está a la izquierda del lago. Mi escuela …
Elaboration (1) | ACLSPC127 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | Spanish | Languages | F-10 curriculum
Elaboration (1) ACLSPC129
asking how to say or write a word, for example, ¿Cómo se dice …? ¿Cómo se escribe …?
Elaboration (1) | ACLSPC129 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | Spanish | Languages | F-10 curriculum
Elaboration ACLSPC137
talking about their own identity and language use and creating captioned representations of their membership of clubs or groups (Voy al club de los scouts, Mi equipo es el mejor), their country (nuestro país) or language-speaking community (en mi idi …
Elaboration | ACLSPC137 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | Spanish | Languages | F-10 curriculum
Elaboration (5) ACLSPU138
noticing the function of accents in relation to stress and pronunciation, for example, café, teléfono, árbol
Elaboration (5) | ACLSPU138 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | Spanish | Languages | F-10 curriculum
Elaboration (1) ACLSPU139
using imperatives to tell others to do something, for example, date prisa, colorea el dibujo
Elaboration (1) | ACLSPU139 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | Spanish | Languages | F-10 curriculum