Search

Elaboration (1) ACLVIC114

creating parallel cards (in English and Vietnamese) and playing matching games such as Memory or Snap

Elaboration ACLVIU189

discussing the influence of electronic ‘chat’ language on students’ literacy skills in Vietnamese and English

Elaboration (5) ACLHIC115

creating an English-language commentary to an observed Hindi-language sitcom, discussing how to transfer or explain the humour or dramatic effects of the original text into English

creating texts such as songs or dialogues in multimedia format in either Korean or English with subtitles displayed in the language (for example, English) which is not the language used as the medium (for example, Korean)

Elaboration (6) ACLKOU185

comparing Korean and English as to how expressiveness is realised in the form of language, for example, by translating into English sentences such as 첨벙첨벙 물놀이를 해요, 아기가 콜콜 자요

Elaboration (5) ACLARU166

using ordinal numbers to sequence ideas in oral interactions and written texts, for example,أوّلاً؛ ثانياً؛ ثالثاً؛ أخيراً

Elaboration (1) ACLHIU068

identifying how texts achieve cohesion through the use of paragraphing or conjunctions to sequence and link ideas and to maintain the flow of expression, for example, यदि आप चाहें तो...,

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 (5) ACLITU090

using cohesive devices to link, clarify, contrast, relate or sequence ideas and modify meaning in written and spoken texts, for example, Non avevo più soldi, quindi sono tornato a casa

Elaboration ACLITU110

understanding and using cohesive devices such as conjunctions (for example, e, ma, perché, anche, o, invece) to help sequence ideas and to link ideas and actions

Elaboration ACLSPC166

engaging with texts such as magazine articles, interviews and websites to gather and represent facts about events or people, for example, using a timeline to sequence historical events or creating a profile of a famous Spanish-speaking person

Elaboration ACLVIC143

locating, classifying and summarising information from a range of sources, such as notices, results of class surveys, announcements and reports, using memory tools such as tables, charts and concept maps to organise and sequence information

Elaboration (1) ACLVIC004

locating, classifying and summarising information from a range of sources, such as notices, results of class surveys, announcements and reports, and using memory tools such as tables, charts and concept maps to organise and sequence information

Years 3 and 4 Hindi

The nature of learners At this stage, children are developing cognitive and social capabilities that allow for increased control of their own learning. They are able to conceptualise and reason, and have better memory and focus. This is a stage of social …

Years 3 and 4 | Years F–10 Sequence | Hindi | Languages | F-10 curriculum

Achievement Standard Vietnamese Years 3 and 4

By the end of Year 4, students use Vietnamese to interact with the teacher and peers to exchange information and experiences relating to themselves, their family and friends. They use formulaic expressions to participate in simple transactional …

ACLCHC136

Translate simple English texts into Chinese and vice versa, using strategies for building vocabulary and interpreting intended meaning of words in English and Chinese[Key concepts: morphology, bilingualism; Key processes: identifying, translating, interpreting] …

Elaborations ScOT Terms

ACLCHC153

Reflect on the benefits of learning Chinese and English in both Chinese and English interactions[Key concepts: place, biculturalism, identity; Key processes: observing, explaining, reflecting]

Elaborations ScOT Terms

Years 7 and 8 Indonesian

The nature of the learners These years represent a transition to secondary school, and students in this pathway are continuing to study Indonesian, bringing with them a capability to communicate, with some assistance, …

Years 7 and 8 | Years F–10 Sequence | Indonesian | Languages | F-10 curriculum

Years 3 and 4 German

The nature of the learners At this level, children are developing awareness of their social world and membership of various groups, including that of the German class. They have developed initial literacy in English, and this assists to some degree in …

Years 3 and 4 | Years F–10 Sequence | German | Languages | F-10 curriculum

Years 5 and 6 Indonesian

The nature of the learners Students are expanding their social networks, experiences and communication repertoire in both their first language and Indonesian. They continue to need guidance and participate in structured, …

Years 5 and 6 | Years F–10 Sequence | Indonesian | Languages | F-10 curriculum

Curriculum Types

Curriculum Elements Types

General Capabilities

Cross Curriculum Priorities