Elaboration ACLCHC086
creating digital stories by producing labels for pictures, photos and cartoons in combination with sound, voice and music to convey a sequence of events in imagined contexts
Elaboration | ACLCHC086 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | Second Language Learner Pathway | Chinese | Languages | F-10 curriculum
Elaboration (4) ACLCHC199
creating digital stories by producing labels for pictures, photographs and cartoons, and presenting them in combination with sound, voice and music to convey a sequence of events
Elaboration (4) | ACLCHC199 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | Background Language Learner Pathway | Chinese | Languages | F-10 curriculum
Elaboration (3) ACLCHU221
employing more complex syntactical features to enhance their own meanings, building on current knowledge, for example, making comparisons, expressing sequence, expressing cause and effect
Elaboration (3) | ACLCHU221 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | Background Language Learner Pathway | Chinese | Languages | F-10 curriculum
Elaboration ACLFWC006
participating in shared reading of traditional and contemporary stories and responding, for example, by sequencing and captioning pictures, drawing events in sequence, retelling and re-enacting with props or actions
Elaboration | ACLFWC006 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | First Language Learner Pathway (L1) | Framework for Aboriginal Languages and Torres Strait Islander Languages | Languages | F-10 curriculum
Context statement Japanese
The place of Japanese culture and language in Australia and in the world Japanese is the official language of Japan, Australia’s northern neighbour in the Asia region. It is also widely used by communities of speakers in Hawaii, Peru and …
Context statement | Japanese | 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
Elaboration (18) ACLASFU215
looking at style shifts in domains where English is in closer contact with Auslan, such as the use of more English-like structures in educational settings
Elaboration (18) | ACLASFU215 | Content Descriptions | Years 9 and 10 | Years F–10 Sequence | Second Language Learner Pathway | Auslan | Languages | F-10 curriculum
Elaboration (2) ACLCHC040
developing strategies for using bilingual (Chinese–English and English–Chinese) dictionaries in both print and digital forms to assist with translation
Elaboration (2) | ACLCHC040 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | Second Language Learner Pathway | Chinese | Languages | F-10 curriculum
Elaboration (5) ACLCHC135
developing strategies for using bilingual (Chinese–English and English–Chinese) dictionaries in both print and digital forms to assist with translation
Elaboration (5) | ACLCHC135 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | Background Language Learner Pathway | Chinese | Languages | F-10 curriculum
Elaboration (3) ACLCHC233
viewing extracts of Chinese films with their English subtitles, identifying alternative English translations and hypothesising reasons for choices made by professional translators
Elaboration (3) | ACLCHC233 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | First Language Learner Pathway | Chinese | Languages | F-10 curriculum
Elaboration (6) ACLFWC030
translating and matching words to describe family and relationships in the language and English, finding examples of words that have no English equivalents
Elaboration (6) | ACLFWC030 | Content Descriptions | Years 3 to 6 | Years F–10 Sequence | First Language Learner Pathway (L1) | Framework for Aboriginal Languages and Torres Strait Islander Languages | Languages | F-10 curriculum
Elaboration (6) ACLFWU036
identifying words from the language that have been borrowed by English, noting any difference in pronunciation that occurs as English words
Elaboration (6) | ACLFWU036 | Content Descriptions | Years 3 to 6 | Years F–10 Sequence | First Language Learner Pathway (L1) | Framework for Aboriginal Languages and Torres Strait Islander Languages | Languages | F-10 curriculum