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Foundation to Year 2 Modern Greek

The nature of the learners Children enter the early years of schooling with established communication skills in one or more languages and varying degrees of early literacy capability. For young students, learning typically focuses on their immediate …

Foundation to Year 2 | Years F–10 Sequence | Modern Greek | Languages | F-10 curriculum

Foundation to Year 2 Vietnamese

The nature of the learners Children enter the early years of schooling with varying degrees of early literacy capability in Vietnamese and/or English. For young students, learning typically focuses on their immediate world of family, home, school, friends …

Foundation to Year 2 | Years F–10 Sequence | Vietnamese | Languages | F-10 curriculum

Elaboration ACLASFC132

viewing recorded or live children’s stories and nursery rhymes in Auslan, for example National Simultaneous Storytime books, demonstrating understanding through drawing, gesture, modelled signs or voice

Achievement Standard Auslan Foundation to Year 2

By the end of Year 2, students interact with teachers and each other to talk about themselves, their families, friends and immediate environment. They follow instructions to complete action-based activities such as signing games or transactional activities, …

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) ACLFRC043

teaching younger children French versions of familiar nursery rhymes and songs with repetitive phrases and actions, for example, comptines such as A vous dirais-je Maman, La chanson de l’alphabet

Elaboration (2) ACLINC110

analysing a familiar text in its translated form (for example, a nursery rhyme, children’s story, advertisement or web page translated into Indonesian), noticing what has or has not been effectively translated, and considering what the challenges are …

Elaboration (3) ACLKOC027

analysing a familiar text in its translated form (for example, a nursery rhyme, children’s story, advertisement or web page translated into Korean), noticing what has or has not been effectively translated, considering the challenges of the translation …

Design and Technologies - Years 3 and 4

Year 3 Knowledge and understanding Content descriptions with elaborations: Recognise the role of people in design and technologies occupations and explore factors, including sustainability that impact on the design of products, services and environments …

Design and Technologies - Years 3 and 4 | Food and fibre dimensions | Dimensions | Curriculum connections | Resources

Outdoor learning

Outdoor learning | Portfolios | Curriculum connections | Resources

Elaboration ACLCHC022

comparing the themes and content of nursery rhymes (童谣) (such as 小蜜蜂，嗡嗡嗡，飞到东，飞到西；小白兔，白又白，两只耳朵竖起来；小燕子，穿花衣，年年春天来这里), for example, noting the frequent appearance of particular animals in 童谣 and recognising how this relates to traditional agricultural …

Λάμψε, Λάμψε, Μικρό Αστέρι – AT

Students learnt about nursery rhymes and how to sing some popular songs in Greek. In this task, students were asked to sing ‘twinkle, twinkle, little star’ in Greek with appropriate actions.

Λάμψε, Λάμψε, Μικρό Αστέρι – AT | Samples | Work samples | Resources

Composition: Walking to School - ABOVE

Students sang a known nursery rhyme, Three Blind Mice in unison. They then collaboratively composed a song using the first three notes of Three Blind Mice, experimenting with inverting the melody and adding other notes by step. Students devised their …

Composition: Walking to School - ABOVE | Samples | Work samples | Resources

Composition: Walking to School - AT

Students sang a known nursery rhyme, Three Blind Mice in unison. They then collaboratively composed a song using the first three notes of Three Blind Mice, experimenting with inverting the melody and adding other notes by step. Students devised their …

Composition: Walking to School - AT | Samples | Work samples | Resources

Composition: I like playing - Above

Students sang a known nursery rhyme, Three Blind Mice. They then collaboratively composed a song using the first three notes of Three Blind Mice, experimenting with inverting the melody and identifying another common melody, Frere Jacques. Students devised …

Composition: I like playing - Above | Samples | Work samples | Resources

Composition: I like playing - AT

Students sang a known nursery rhyme, Three Blind Mice. They then collaboratively composed a song using the first three notes of Three Blind Mice, experimenting with inverting the melody and identifying another common melody, Frere Jacques. Students devised …

Composition: I like playing - AT | Samples | Work samples | Resources

Design project: To market - ABOVE

Students designed a sustainable enterprise including the environment to grow a vegetable. They investigated plant varieties, requirements for growth and the control of weeds. Students investigated opportunities for selling produce including value-added …

Design project: To market - ABOVE | Samples | Work samples | Resources

Design project: To market - AT