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Elaboration (1) ACLITC011

noticing, recalling and responding to teacher prompts, such as Cosa vedi? Cosa pensi di …?

experimenting with language appropriate to particular text types, such as descriptive language in short magazine articles, or emotive language in diary and journal entries, for example, Il concerto è stato un gran successo. Caro diario, che bella giornata! …

Structure Framework for Aboriginal Languages and Torres Strait Islander Languages

Pathways To cater for differences between the ecologies of languages and the communities who are owners and custodians of those languages, and to cater for students who come from a variety of learner backgrounds, the Framework has three pathways: First …

Structure | Framework for Aboriginal Languages and Torres Strait Islander Languages | Languages | F-10 curriculum

UnT4

Comprehension reads and views simple texts with adult support (see Text complexity) demonstrates understanding of a range of texts read by adults makes relevant comments or asks relevant questions to demonstrate understanding of the text makes connections …

UnT6

Comprehension reads and views simple texts and some predictable texts (see Text complexity) locates specific information in a predictable print text or a given set of digital sources describes the purpose of informative, imaginative and persuasive …

UnT9

Comprehension reads and views moderately complex texts (see Text complexity) identifies the main themes or concepts in moderately complex texts summarises the text identifying key details compares and contrasts the use of visual elements in multimodal …

Respect matters

Respect matters | Portfolios | Curriculum connections | Resources

Personal and Social Capability - Level 5 (Years 7 and 8)

Typically, by the end of Year 8, students: Develop self-discipline and set goals select, use and analyse strategies that assist in regulating behaviour and achieving personal and learning goals Communicate effectively analyse enablers of and barriers …

Personal and Social Capability - Level 5 (Years 7 and 8) | Competencies and skills | Dimensions | Curriculum connections | Resources

Personal and Social Capability - Level 6 (Years 9 and 10)

Typically, by the end of Year 10, students: Develop self-discipline and set goals critically analyse self- discipline strategies and personal goals and consider their application in social and work-related contexts Communicate effectively formulate …

Personal and Social Capability - Level 6 (Years 9 and 10) | Competencies and skills | Dimensions | Curriculum connections | Resources

Elaboration (1) ACLCHC004

cutting and pasting characters from a provided set to make a mini book

Languages: Italian - Satisfactory - Years 5 and 6

This portfolio of student work shows that the student interacts using spoken and written Italian to describe and give information (WS1) about themselves, family, friends, home and school routines, experiences, interests, preferences and choices. The student …

Languages: Italian - Satisfactory - Years 5 and 6 | Portfolios | Work samples | Resources

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 - 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

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 5 and 6

This portfolio of student work shows that the student engages in classroom interactions to carry out collaborative tasks, to exchange information and to express feelings and ideas related to specific contexts, personal interests and daily routines at …

Languages: Korean - Satisfactory - Years 5 and 6 | 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 9 and 10 (Year 7 entry)

This portfolio of student work shows that the student uses written and spoken Korean to interact with peers (WS3, WS5), teachers and other Korean speakers in face-to-face, local and virtual communications (WS1, WS2, WS4). The student exchanges information …

Languages: Korean - Satisfactory - Years 9 and 10 (Year 7 entry) | Portfolios | Work samples | Resources

Languages: Italian - Satisfactory - Years 9 and 10 (Year 7 entry)

This portfolio of student work shows that the student uses a range of everyday language both orally and in writing (WS1, WS2, WS3, WS4, WS5, WS6) to exchange information about their personal, social and local world (WS4, WS6) and about broader issues …

Languages: Italian - Satisfactory - Years 9 and 10 (Year 7 entry) | Portfolios | Work samples | Resources

Languages: French - Satisfactory - Foundation to Year 2

This portfolio of student work shows that the student interacts with teachers and peers (WS5) through action-related talk and play (WS3, WS4). The student exchanges greetings and responds to question cues with single words or set phrases (WS3, WS2). The …

Languages: French - Satisfactory - Foundation to Year 2 | Portfolios | Work samples | Resources

Languages: French - Satisfactory - Years 5 and 6

This portfolio of student work shows that the student uses written and spoken French for classroom interactions (WS1) and transactions, and to exchange personal ideas, experiences and feelings. The student asks and answers questions in complete sentences …

Languages: French - Satisfactory - Years 5 and 6 | Portfolios | Work samples | Resources

Curriculum Types

Resource Subjects

Resource Year Levels

Level of Achievements

Curriculum Elements Types

General Capabilities

Cross Curriculum Priorities

Progression Elements