Elaboration (1) ACLKOC008

translating public signs or notices from Korean to English and English to Korean, comparing meanings and considering how effective the translations are and why

Elaboration (1) | ACLKOC008 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | Korean | Languages | F-10 curriculum

Elaboration (1) ACLMGC008

translating signs and notices from Greek to English and English to Greek, identifying similarities and differences in both language versions

Elaboration (1) | ACLMGC008 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | Modern Greek | Languages | F-10 curriculum

Elaboration ACLTUC042

explaining in English the meaning of Turkish expressions that do not translate literally, comparing with expressions in English for which there are no easy Turkish translations

Elaboration | ACLTUC042 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | Turkish | Languages | F-10 curriculum

Elaboration (2) ACLVIC114

creating bilingual resources such as illustrated Vietnamese–English and English–Vietnamese wall charts or online flashcards for classroom use

Elaboration (2) | ACLVIC114 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | Vietnamese | Languages | F-10 curriculum

Elaboration (1) ACLVIC148

making and using bilingual resources for language learning, such as glossaries or personal Vietnamese–English and English–Vietnamese print and digital dictionaries

Elaboration (1) | ACLVIC148 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | Vietnamese | Languages | F-10 curriculum

Elaboration ACLVIC009

making and using bilingual resources for language learning, such as glossaries or personal Vietnamese–English and English–Vietnamese print and digital dictionaries

Elaboration | ACLVIC009 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | Vietnamese | Languages | F-10 curriculum

ACLCHU026

Recognise the tone-syllable nature of spoken language, and compare Chinese and English sounds

Elaborations ScOT Terms

ACLCHU026 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | Second Language Learner Pathway | Chinese | Languages | F-10 curriculum

ACLITU017

Recognise that Italian and English borrow words from each other

Elaborations ScOT Terms

ACLITU017 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | Italian | Languages | F-10 curriculum

ACLASFC148

Organise and summarise key points of information obtained from different types of Auslan texts[Key concepts: sequence, information, format; Key processes: organising, summarising, identifying, surveying, retelling, recording]

Elaborations ScOT Terms

ACLASFC148 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | Second Language Learner Pathway | Auslan | Languages | F-10 curriculum

ACLASFC149

Present information associated with their home, school and community activities and routines, using signed descriptions and visual prompts[Key concepts: recount, description, sequence; Key processes: presenting, demonstrating, recounting]

Elaborations ScOT Terms

ACLASFC149 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | Second Language Learner Pathway | Auslan | Languages | F-10 curriculum

ACLINU030

Develop understanding of ways to express possession and describe qualities of people and objects, and expand vocabulary related to personal and social world[Key concepts: action, sequence; Key processes: describing, relating, predicting]

Elaborations ScOT Terms

ACLINU030 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | Indonesian | Languages | F-10 curriculum

ACLITC107

Reflect on own identity, including identity as a user and learner of Italian, through connecting observations made about experiences over time[Key concepts: membership, sequence; Key processes: connecting, exchanging, reflecting]

Elaborations ScOT Terms

ACLITC107 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | Italian | Languages | F-10 curriculum

Word knowledge - Use spelling knowledge Literacy Word Knowledge Level 6

use knowledge of a wide range of English spelling conventions to spell unusual and technical words correctly and to deduce the meanings of unfamiliar words and spell unknown words

Word knowledge - Use spelling knowledge | Level 6 | Learning Continuum | Literacy | General capabilities | F-10 curriculum

HASS Achievement Standard HASS Foundation Year

By the end of Foundation Year, students identify important events in their own lives and recognise why some places are special to people. They describe the features of familiar places and recognise that places can be represented on maps and models. They …

HASS Achievement Standard | Achievement Standards | Foundation Year | HASS | Humanities and Social Sciences | F-10 curriculum

History Achievement Standard HASS Year 3

By the end of Year 3, students identify individuals, events and aspects of the past that have significance in the present. They identify and describe aspects of their community that have changed and remained the same over time. They identify the importance …

History Achievement Standard | Achievement Standards | Year 3 | HASS | Humanities and Social Sciences | F-10 curriculum

History Achievement Standard HASS Year 4

By the end of Year 4, students recognise the significance of events in bringing about change. They explain how and why life changed in the past and identify aspects of the past that have remained the same. They describe the experiences of an individual …

History Achievement Standard | Achievement Standards | Year 4 | HASS | Humanities and Social Sciences | F-10 curriculum

History Achievement Standard HASS Year 5

By the end of Year 5, students describe the significance of people and events/developments in bringing about change. They identify the causes and effects of change on particular communities and describe aspects of the past that have remained the same. …

History Achievement Standard | Achievement Standards | Year 5 | HASS | Humanities and Social Sciences | F-10 curriculum

Achievement Standard Mathematics Year 2

By the end of Year 2, students recognise increasing and decreasing number sequences involving 2s, 3s and 5s. They represent multiplication and division by grouping into sets. They associate collections of Australian coins with their value. Students …

Achievement Standard | Achievement Standards | Year 2 | Mathematics | F-10 curriculum

Achievement Standard Science Year 4

By the end of Year 4, students apply the observable properties of materials to explain how objects and materials can be used. They describe how contact and non-contact forces affect interactions between objects. They discuss how natural processes and …

Achievement Standard | Achievement Standards | Year 4 | Science | F-10 curriculum

Elaboration (2) ACLCHC036

recognising markers of time (for example, 第二天) in a sequence of events to monitor information flow and assist with reading for overall meaning

Elaboration (2) | ACLCHC036 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | Second Language Learner Pathway | Chinese | Languages | F-10 curriculum