Search

Elaboration (3) ACLCHC053

producing short performances, for example, a skit about celebrating Spring Festival, a simple lyric for a song about school life, or a rap about being a student of Chinese

Elaboration (3) ACLFWC006

discussing their favourite characters or events in familiar stories, songs, performances, making simple evaluative statements and comparing each other’s responses to the texts

Elaboration (1) ACLFWC009

creating simple bilingual texts, for example, school/classroom signs, school/classroom rules, timetables, charts, labels for objects used in the classroom and in the community

Elaboration (4) ACLFWC009

performing simple presentations for the school community that involve elements from both the language and other known languages, such as a contribution to an assembly or a performance for the wider community

Elaboration (3) ACLFWC155

reading, viewing or listening to simple texts such as posters, signs, historical documents, word lists, answering questions by selecting from options and filling in gaps

Elaboration (3) ACLFWC156

organising and presenting information relating to language and culture, for example different expressions of storying, art or dance, using simple sentence structures, familiar vocabulary and concrete materials

Elaboration (2) ACLFWC090

asking and responding to questions with simple statements, for example, asking for/providing help, repetition or clarification, asking how/explaining how to say or write something

Elaboration ACLFWC096

creating bilingual wall charts or picture dictionaries with captions, stickers and simple descriptions in English to explain target language words and related cultural ideas

Elaboration (2) ACLFWC097

creating a profile to capture their sense of self, for example, through an avatar or montage, using key words and simple expressions to comment on the significance of particular events, relationships or experiences

Elaboration ACLCLE004

listening to and reproducing familiar and unfamiliar words, phrases and simple texts in Classical Greek to convey meaning, using restored pronunciation and appropriate phrasing and expression

Elaboration (1) ACLCLE031

listening to simple sentences in Latin to infer meaning, using aural cues such as ecce; olim; cur; ubi; euge; eheu

Elaboration (10) ACLCLU041

exploring and discussing the meaning of simple Latin mottoes used by modern institutions, such as the Olympic motto citius, altius, fortius

Elaboration (3) ACELA1523

knowing that the simple present tense is typically used to talk about either present states (for example, ‘He lives in Darwin’) or actions that happen regularly in the present (for example, ‘He watches television every night’) …

Elaboration (1) ACHASSI020

making artefact and photo displays to show the features of a place (for example, collections of natural and constructed things from the environment) or to show the passing of time (for example, collections of things used when growing older, toys used …

Elaboration (3) ACTDIP009

using software to sort and calculate data when solving problems, for example sorting numerical and categorical data in ascending or descending order and automating simple arithmetic calculations using nearby cells and summing cell ranges in spreadsheet …

Elaboration (3) ACLARC104

providing simple information about familiar objects and people, using pictures and crafts to support communication, for example,طاولة صغيرة؛ قلم رصاص؛ تلميذ شاطر؛ معلم جيد؛ شجرة كبيرة؛ بيت واسع؛ بنت جميلة؛ أمي طيبة؛ أبي حنون

Elaboration (1) ACLARC111

making bilingual greeting cards in print or digital form for family celebrations such as Mother’s Day, using greetings and simple expressions in Arabic and English, for example,ماما؛ حبيبتي ماما؛ مبروك ماما؛ عيد أم سعيد

Elaboration (5) ACLARU115

using simple present tense verbs to describe aspects of own daily activities, for example,إستيقظ في الصباح؛ أتناول الفطور؛ أركب الباص؛ أدخل الصف؛ أكمل الواجب؛ ألبس ثيابي

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 ACLARU132

using subject–verb–object word order in simple sentences relating to home and school environment, recognising the use of the definite article and its impact on the meaning of the sentence, for example,أكمل وسام الدرس؛ أكمل وسام درساً؛ نظفت سماح الغرفة؛ …

Curriculum Types

Resource Subjects

Resource Year Levels

Level of Achievements

Curriculum Elements Types

General Capabilities

Cross Curriculum Priorities

Progression Elements