Representation of Cross-curriculum priorities Chemistry
While the significance of the cross-curriculum priorities for Chemistry varies, there are opportunities for teachers to select contexts that incorporate the key concepts from each priority. Through an investigation of contexts that draw on Aboriginal …
Representation of Cross-curriculum priorities | Chemistry | Science | Senior secondary curriculum
Context statement Korean
The place of the Korean culture and language in Australia and the world Korean is the language of one of Australia’s important neighbours in the Asian region and is spoken by around 80 million people in the Korean Peninsula and worldwide. …
Context statement | Korean | Languages | F-10 curriculum
Outdoor learning
Outdoor learning | Portfolios | Curriculum connections | Resources
Example of knowledge and skills Visual Arts
In this band students are introduced to the ways that ideas and intentions are communicated in and through visual arts. They develop knowledge, understanding and skills through visual arts practices focusing on: Representation Subject matter personal …
Example of knowledge and skills | Visual Arts | The Arts | F-10 curriculum
Consumer and financial literacy
Consumer and financial literacy | Portfolios | Curriculum connections | Resources
ACLKOU126
Recognise the sounds of the Korean language and the forms of Hangeul syllable blocks, and understand that the syllable block is the basic unit of writing in Korean, associating individual syllable blocks with their pronunciations[Key concepts: phonic …
Elaborations ScOT Terms
ACLKOU126 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | Korean | Languages | F-10 curriculum
ACLKOU012
Recognise features of the Korean sound and writing systems including Hangeul, making connections between spoken and written Korean texts[Key concepts: sound discrimination, alphabetic system, syllable, syllable block, 받침; Key processes: identifying, distinguishing, …
Elaborations ScOT Terms
ACLKOU012 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | Korean | Languages | F-10 curriculum
Elaboration ACLINC018
sharing information about self related to daily routine, family and friends, pastimes and aspects of school and home, for example, Saya tinggal di Darwin dengan keluarga saya. Rumah saya besar, Saya bermain bola basket, Saya suka es krim
Elaboration | ACLINC018 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | Indonesian | Languages | F-10 curriculum
Elaboration (3) ACLINC053
responding to invitations to events by accepting (for example, Ya, mau ikut), declining (for example, sayang/maaf…), and giving excuses, for example, Saya harus ke rumah nenek
Elaboration (3) | ACLINC053 | Content Descriptions | Years 7 and 8 | Years F–10 Sequence | Indonesian | Languages | F-10 curriculum
Languages: Indonesian - Satisfactory - Years 3 and 4
This portfolio of student work shows that the student can interact in classroom routines and structured interactions with teachers and peers (WS1). The student reproduces the sounds of au (for example, mau) and g (for example, gemuk) and the final sound k (for …
Languages: Indonesian - Satisfactory - Years 3 and 4 | Portfolios | Work samples | Resources
Languages: Korean - Satisfactory - Foundation to Year 2
This portfolio of student work shows that the student interacts with peers and teachers through play- and action-related talk, exchanging greetings and introducing themselves with gestures (WS1,WS2, WS4, WS5). The student responds to question cues by …
Languages: Korean - Satisfactory - Foundation to Year 2 | Portfolios | Work samples | Resources
Languages: Korean - Satisfactory - Years 3 and 4
This portfolio of student work shows that the student uses Korean to interact in classroom routines, action-related talk and play with teachers and peers (WS3). The student exchanges personal information relating to aspects such as age or interests, using …
Languages: Korean - Satisfactory - Years 3 and 4 | Portfolios | Work samples | Resources
Languages: Korean - Satisfactory - Years 7 and 8 (Year 7 entry)
This portfolio of student work shows that the student uses Korean to interact with others (WS3) and teachers (WS8) in classroom routines and activities, exchanging greetings, wishes, experiences, interests and information (WS1, WS8). The student approximates …
Languages: Korean - Satisfactory - Years 7 and 8 (Year 7 entry) | Portfolios | Work samples | Resources
Elaboration (1) ACLARU012
discriminating between simple vowels, for example, تَ؛ تِ؛ تُ, long vowels such as تا؛ تي؛ تو, and consonant letters in a syllable block
Elaboration (1) | ACLARU012 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | Arabic | Languages | F-10 curriculum
Elaboration (2) ACLINC053
expressing preferences for plans (for example, ide bagus, saya setuju), comparing and contrasting alternatives (for example, Kalau kita ke restoran Jawa lebih murah, Saya pikir lebih baik kalau kita pergi pada hari Rabu karena…, Sebaiknya kita…) and agreeing …
Elaboration (2) | ACLINC053 | Content Descriptions | Years 7 and 8 | Years F–10 Sequence | Indonesian | Languages | F-10 curriculum
Elaboration (5) ACLINC053
participating in transactions and negotiations, such as to purchase food, clothing, souvenirs or transport (for example, Berapa harganya? Boleh tawar?), maintaining the interaction (for example, aduh, terlalu mahal, di toko lain lebih murah) and discussing …
Elaboration (5) | ACLINC053 | Content Descriptions | Years 7 and 8 | Years F–10 Sequence | Indonesian | Languages | F-10 curriculum
ACLKOU145
Recognise characteristics of Korean pronunciation and intonation patterns, the alphabetical nature of Hangeul, and the structural features of individual syllable blocks including 받침[Key concepts: sound discrimination, word recognition, syllable, syllable …
Elaborations ScOT Terms
ACLKOU145 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | Korean | Languages | F-10 curriculum
Elaboration (6) ACLINU047
describing character and qualities using adjectives, for example, menarik, bosan, enak, bodoh, pandai, rajin, nakal, mahal, murah, sakit, capai, segar
Elaboration (6) | ACLINU047 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | Indonesian | Languages | F-10 curriculum
Elaboration ACLARU131
discriminating between simple vowels, for example, تَ؛ تِ؛ تُ, long vowels or the three vowel letters ا؛و؛ي, such as تا؛ تي؛ تو and consonant letters in a syllable block
Elaboration | ACLARU131 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | Arabic | Languages | F-10 curriculum
Elaboration (3) ACLINU068
examining cultural representation in the Indonesian language system, such as the gender-neutral terms (for example, dia, pacar), the omission of personal pronouns, particularly saya (for example, Bisa datang ke rumah?), and the use of cardinal directions, …
Elaboration (3) | ACLINU068 | Content Descriptions | Years 7 and 8 | Years F–10 Sequence | Indonesian | Languages | F-10 curriculum