Search

Elaboration (7) ACADRM033

exploring Aboriginal and Torres Strait Islander stories and how they are dramatically portrayed as a reference for shaping their own drama

Elaboration (7) ACADRM037

presenting their performances using internet-based technologies, including social media, and considering the place of a real or virtual audience and their effect on the performance

Elaboration (7) ACAMUM095

using style-specific notation software to record compositions

Elaboration (7) ACAVAM111

applying art and design techniques effectively and safely, such as modelling and joining clay, marbling on paper, designing and printing a pattern

Elaboration (7) ACAVAR117

Considering viewpoints – evaluations: For example – Did it make you think more seriously about the issue? Did the rest of the class understand your message?

Considering viewpoints – societies and cultures: For example Identify different viewpoints in these two interpretations of an historical event. How would you use symbolic images or objects to pass on advice about the environment to your future child …

Elaboration (7) ACPMP025

constructing and performing imaginative and original movement sequences in response to stimuli

Elaboration (7) ACPMP061

experimenting with different music genres such as Indian bhangra music when performing creative dances

Elaboration (7) ACLARU115

understanding and responding to imperative verb forms in familiar instructions, for example,إفتح الباب؛ إجلس في مكانك؛ لا تتكلم دون إذن؛ نظّف غرفتك؛ اكمل طعامك

Elaboration (7) ACLARU131

comparing different forms of writing for the letter أ, for example, أ؛إ؛آ

Elaboration (7) ACLARU132

using adverbs of place and time to expand on expressions, for exampleإستيقظت باكراً؛ وصلت إلى المدرسة متأخراً؛ شاهدت المباراة في الملعب؛ قرأت الكتاب في مكتبة المدرسة

Elaboration (7) ACLARU149

building compound sentences to express opinions, preferences or reasons, for exampleالكاتب المفضل عندي هو... لأن قصصه مشوقة وفيها كثير من المفاجآت؛ قصص مسلية وتحتوي على الخيال

Elaboration (7) ACLARU166

expanding their knowledge of noun–adjective agreement through understanding and applying the irregular plural form, for example,بيت/بيوت كبيرة؛ كرسي/كراسي جديدة؛ كتاب/كتب قيمة؛ يوم/أيام جميلة؛ تلميذ/تلاميذ مجتهدون؛ معلمون ملتزمون

Elaboration (7) ACLARU183

using comparative and superlative forms of adjectives to describe people and objects, for example,صديقتي هناء هي أجمل فتاة رأيتها في حياتي؛ فهي أحنّ صديقة؛ واكثرواحدة تحب مساعدة الآخرين؛ إنّها أيضاً أمهر طبّاخة والأفضل في كل شيء

Elaboration (7) ACLARC004

gathering information about other peers’ activities through conducting interviews about weekend activities and selecting specific information to use in a short report

Elaboration (7) ACLARU012

recognising the different ways of sounding the long vowel (ا), for example, ندا؛ ندى؛ لذا؛ لدى؛ متى؛ فتى, and writing the ء, for example, شيء؛ قراءة؛ مسؤول recognising variations in forms of spoken Arabic associated with particular regions, such as the …

Curriculum Types

Resource Subjects

Resource Year Levels

Level of Achievements

Curriculum Elements Types

General Capabilities

Cross Curriculum Priorities

Progression Elements