Achievement Standard Auslan Years 7 and 8
By the end of Year 8, students interact with the teaching team, class visitors and each other to share information about themselves, their families, friends, routines, pastimes and experiences. They refer to family members and classmates using …
Achievement Standard | Achievement Standards | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | First Language Learner Pathway | Auslan | Languages | F-10 curriculum
Achievement Standard Auslan Years 7 and 8
By the end of Year 8, students use Auslan to share information, experiences, interests, thoughts and feelings about their personal and immediate worlds. They use modelled constructions, ask for repetition or clarification, such as please slow sign, and …
Achievement Standard | Achievement Standards | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | Second Language Learner Pathway | Auslan | Languages | F-10 curriculum
Achievement Standard Framework for Aboriginal Languages and Torres Strait Islander Languages Years 7 to 10
The achievement standards for the Framework for Aboriginal Languages and Torres Strait Islander Languages First Language Learner Pathway are generalised in order to cater for the range of Aboriginal languages and Torres Strait Islander languages …
Achievement Standard | Achievement Standards | Years 7 to 10 | Years F–10 Sequence | First Language Learner Pathway (L1) | Framework for Aboriginal Languages and Torres Strait Islander Languages | Languages | F-10 curriculum
Achievement Standard Korean Years 5 and 6
By the end of Year 6, students engage 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 home and school. They ask …
Achievement Standard | Achievement Standards | Years 5 and 6 | Years F–10 Sequence | Korean | Languages | F-10 curriculum
Achievement Standard Vietnamese Years 9 and 10
By the end of Year 10, students use spoken and written Vietnamese to initiate, sustain and extend interactions with peers, teachers and others in a range of contexts and for a range of purposes, such as to explore peers’ perspectives on youth …
Achievement Standard | Achievement Standards | Years 9 and 10 | Years F–10 Sequence | Vietnamese | Languages | F-10 curriculum
Achievement Standard Vietnamese Years 7 and 8
By the end of Year 8, students use written and spoken Vietnamese to interact with peers and the teacher to exchange personal information (for example, Em tên Nam. Em mười hai tuổi. Em sinh ở Úc), describe feelings (for example, Em vui/hạnh …
Achievement Standard | Achievement Standards | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | Vietnamese | Languages | F-10 curriculum
Context statement Korean
The place of the Korean culture and language in Australia and the world Korean is the language of one of Australia’s important neighbours in the Asian region and is spoken by around 80 million people in the Korean Peninsula and worldwide. …
Context statement | Korean | Languages | F-10 curriculum
Years 7 and 8 Auslan
The nature of the learners Learners are beginning their study of Auslan and typically have had little prior exposure to the language or to the Deaf community. Many will have learnt an additional language in primary school, and some have proficiency in …
Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | Second Language Learner Pathway | Auslan | Languages | F-10 curriculum
Example of knowledge and skills Dance
In this band students are introduced to the ways that ideas and intentions are communicated in and through dance. They develop knowledge, understanding and skills through dance practices focusing on: Body body awareness – awareness of body in space in …
Example of knowledge and skills | Dance | The Arts | F-10 curriculum
Context statement Turkish
The place of the Turkish language and culture in Australia and the world Turkish is the official language of the Republic of Turkey and one of the official languages of Cyprus. It originated many centuries ago in the Northern Siberian …
Context statement | Turkish | Languages | F-10 curriculum
Elaboration (4) ACLARU183
using cohesive devices to sequence ideas, for example,في البداية أود أن أحدثكم عن يوم النّظافة العالمي؛ وبعد ذلك سأشرح لكم طرق المشاركة في هذا اليوم؛ ثمّ سأريكم بعض الصور وختاماً سآخذكم في جولة قصيرة حول الحديقة العامة
Elaboration (4) | ACLARU183 | Content Descriptions | Years 9 and 10 | Years F–10 Sequence | Arabic | Languages | F-10 curriculum
Elaboration (2) ACLFRC037
comparing routines, interests and favourite activities, using language associated with time, sequence and location, for example, J’arrive à l’école à 8h 30; le samedi je fais du cheval; le soir, je fais les devoirs et je joue aux jeux vidéos
Elaboration (2) | ACLFRC037 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | French | Languages | F-10 curriculum
Elaboration (5) ACLINU098
referring to numbers of things using cardinal numbers (puluh, belas, ratus, ribu, juta), and things in a sequence using ordinal numbers (pertama, ke-)
Elaboration (5) | ACLINU098 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | Indonesian | Languages | F-10 curriculum
Elaboration (2) ACLKOU165
expressing events occurring in sequence by using:conjunctive adverbs such as 그리고 at the beginning of the second of two sentences, for example, 밥을 먹어요. 그리고 운동해요a conjunctive suffix (clausal connective) in acoordinative structure –고, for example, 밥을 먹고 …
Elaboration (2) | ACLKOU165 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | Korean | Languages | F-10 curriculum
Elaboration (1) ACLSPC145
participating in online exchanges such as video blogs with sister schools to describe and compare routines, interests and activities, using language associated with time, sequence and location, for example, Llego a la escuela a las 8.30 de la mañana, …
Elaboration (1) | ACLSPC145 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | Spanish | Languages | F-10 curriculum
Elaboration (2) ACLVIC140
comparing routines, interests and favourite activities, using language associated with time, sequence and location, for example, Tôi đi học về lúc 4 giờ 30 phút /4 giờ rưỡi chiều. Tối thứ Bảy, tôi thích xem phim và nghe nhạc sau khi làm xong bài tập
Elaboration (2) | ACLVIC140 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | Vietnamese | Languages | F-10 curriculum
Elaboration (2) ACLASFC019
comparing routines or activities, using signs for time, sequence and location, such as: WHAT TIME PRO2 GO-TO-BED? What time do you go to bed? EVERY MONDAY POSS1 CLASS LIST-BUOY-1 READING LIST-BUOY2 MATHS LIST-BUOY-3 SWIMMING. POSS2 CLASS G:WELL? Every …
Elaboration (2) | ACLASFC019 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | First Language Learner Pathway | Auslan | Languages | F-10 curriculum
Elaboration ACLCHU092
analysing the variety of verb types found in Chinese — for example, adjectival verbs (高、大) and modal verbs (会、可以) — and the placement and use of adverbs, for example, 都 to indicate inclusion; 就 to indicate sequence
Elaboration | ACLCHU092 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | Second Language Learner Pathway | Chinese | Languages | F-10 curriculum
Elaboration (16) ACLCLU023
understanding the sequence of tenses and moods in complex sentences (primary and secondary sequences), for example, λέγει ὅτι εἰ ὁ ἀνὴρ τοῦτο εἶπεν, ἐψεύδετο/εἶπεν ὅτι εἰ ὁ ἀνὴρ τοῦτο εἴποι, ψεύδοιτο ἄν
Elaboration (16) | ACLCLU023 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | Classical Greek | Framework for Classical Languages | Languages | F-10 curriculum
Elaboration (3) ACLCHU205
exploring uses of cohesive devices such as 可是; 因为…所以…;如果…就… to sequence and order ideas and events (for example, …的时候、以后、以前;先…然后…; 完), to compare ideas (for example, 跟…一样/不同；比), and as simple connectives, for example, 不但…而且…；虽然…但是…
Elaboration (3) | ACLCHU205 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | Background Language Learner Pathway | Chinese | Languages | F-10 curriculum