Search

Elaboration (6) ACLFRU031

using some adverbs to elaborate on simple verb statements, for example, elle mange lentement, je chante doucement, il parle très vite

analysing features of simple spoken and written texts in French, such as a verbal greeting or a written postcard (noting, for example, the sequencing of the message, terms of address and ways of signing off), and comparing with similar texts in Engli …

Elaboration (6) ACLFRU085

understanding and using in simple constructions le futur, le conditionnel and le plus-que- parfait tenses

Elaboration ACLFRC109

using simple and compound sentences to structure arguments, and explain or justify a position in relation to personal and social issues such as les études, la santé, l’avenir, les passe-temps

Elaboration (1) ACLGEC103

using simple statements to describe themselves and to express likes and dislikes, for example, Ich bin fünf. Ich wohne in … Ich mag … (nicht).

Elaboration (3) ACLGEC105

following simple directions supported by gestures to locate items in the classroom or playground, for example, links, rechts, auf dem Boden, hinter Peter, unter dem Tisch

Elaboration (2) ACLGEC108

drawing their favourite character or scene from stories, rhymes, songs or cartoons such as Schnappi and attaching/writing a simple evaluative statement, for example, … ist fantastisch. Ich mag …

Elaboration (5) ACLGEC123

working in groups to obtain and use factual information from texts related to other learning areas, for example, completing a simple science experiment, naming countries and significant land features, or recording distances using geography skills

Elaboration ACLGEC124

introducing family members and friends, identifying relationships and cultural backgrounds (Das ist mein Opa. Er kommt aus China.), using simple descriptive language and supporting resources to enhance meaning

Elaboration ACLGEC125

using modelled structures and picture prompts to retell the basic plot of a narrative, or making simple summary statements, for example, Shrek und Fiona sind im Schloss.

Elaboration (9) ACLGEU132

understanding and describing past events using the simple past tense of familiar verbs such as war, hatte, ging, sah, spielte and machte

Elaboration (12) ACLGEU149

understanding questions using warum and responding with a simple sentence, for example, Warum bist du müde? Ich habe heute Fuβball gespielt.

Elaboration (1) ACLGEC004

reading and viewing a range of simple texts (promotional brochures, signs, websites and cards) to obtain and compile information about places, lifestyles and events, for example, information related to homes, schools, leisure activities, climate and …

Elaboration (1) ACLGEC005

creating simple persuasive and informative texts for a targeted audience, for example, an advertisement for an event, a virtual tour of their own and/or a partner school, a notice for a school excursion, or a report on a favourite band or type of mus …

Elaboration (7) ACLHIU013

learning the structure of simple statements and questions, based on models such as तुम मेरे साथ चलो। तुम कैसे हो?

Elaboration ACLHIC044

translating simple texts such as signs, menu items or public announcements from Hindi to English and vice versa, comparing which words they chose to convey the closest equivalent meaning

Elaboration (5) ACLHIU103

using simple verb tenses such as गया था, जाऊँगा, जा रहा हूँ, खाया था, खा रहा हूँ, खाऊँगा

Elaboration (3) ACLINC021

working in groups to obtain and use factual information from texts related to other learning areas, for example, completing a simple science experiment, naming countries and significant land features, or recording distances using geography skills

Elaboration (2) ACLINC055

engaging with simple texts such as magazines, interviews, announcements and websites to gather facts about events or people, and reporting information to others, for example, using a timeline to show a sequence of events or create a profile of a famous …

Elaboration (9) ACLINU098

describing simple actions using base word (for example, tahu, suka naik, tidur), and ber- and me- verbs

Curriculum Types

Resource Subjects

Resource Year Levels

Level of Achievements

Curriculum Elements Types

General Capabilities

Cross Curriculum Priorities

Progression Elements