ACLKOC194
Analyse, interpret and integrate information gathered from diverse sources relating to areas of interest to adolescents or young adults, making connections with own and each other's experience and with other learning areas[Key concepts: representation, …
Elaborations ScOT Terms
ACLKOC194 | Content Descriptions | Years 9 and 10 | Years F–10 Sequence | Korean | Languages | F-10 curriculum
ACLKOC199
Create bilingual texts that reflect aspects of Australian culture (for example, Christmas celebrations) for Korean-speaking audiences in the school and wider community including virtual communities, reflecting on how meaning can be conveyed effectively[Key …
Elaborations ScOT Terms
ACLKOC199 | Content Descriptions | Years 9 and 10 | Years F–10 Sequence | Korean | Languages | F-10 curriculum
ACLKOC028
Create bilingual texts for the wider community, such as notices, instructions, promotional material, performances or announcements, considering cultural aspects of each language[Key concepts: interpretation, bilingualism; Key processes: interpreting, …
Elaborations ScOT Terms
ACLKOC028 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | Korean | Languages | F-10 curriculum
Elaboration ACELT1581
identifying similarities between texts from different cultural traditions, for example representations of dragons in traditional European and Asian texts
Elaboration | ACELT1581 | Content Descriptions | Year 1 | English | F-10 curriculum
Elaboration ACMMG140
considering the history and significance of pyramids from a range of cultural perspectives including those structures found in China, Korea and Indonesia
Elaboration | ACMMG140 | Content Descriptions | Year 6 | Mathematics | F-10 curriculum
Elaboration ACHASSI123
determining the most appropriate methods to find information (for example, personal observation, internet searches, primary and secondary sources) including using excursions and field trips (for example, a study trip to a wetlands, a visit to a war memorial, …
Elaboration | ACHASSI123 | Content Descriptions | Year 6 | HASS | Humanities and Social Sciences | F-10 curriculum
Elaboration ACHASSK141
researching connections between Australia and countries in the Asia and Pacific regions (for example, in terms of migration, trade, tourism, aid, education, defence or cultural influences) and explaining the effects of at least one of these connections …
Elaboration | ACHASSK141 | Content Descriptions | Year 6 | HASS | Humanities and Social Sciences | F-10 curriculum
Elaboration (2) ACHGK041
examining bays, rivers, waterfalls or lakes in Australia and in countries of the Asia region that have been listed as either World Heritage sites or national parks for their aesthetic and cultural value
Elaboration (2) | ACHGK041 | Content Descriptions | Year 7 | Geography | Humanities and Social Sciences | F-10 curriculum
Elaboration ACHGS058
developing a statistical map to show demographic or economic data for Australia or China, or show the cultural and demographic diversity of Aboriginal and Torres Strait Islander Peoples using mapping software
Elaboration | ACHGS058 | Content Descriptions | Year 8 | Geography | Humanities and Social Sciences | F-10 curriculum
Elaboration (3) ACADAM014
Considering viewpoints – cultures: For example – What is the cultural context in which this dance was developed, or in which it is viewed, and what does it signify? What are the stylistic differences in hip hop performances from different countries including …
Elaboration (3) | ACADAM014 | Content Descriptions | Years 7 and 8 | Dance | The Arts | F-10 curriculum
Elaboration (1) ACADAM015
Considering viewpoints – cultures: For example – What is the cultural context in which this dance was developed, or in which it is viewed, and what does it signify? What are the stylistic differences in hip hop performances from different countries including …
Elaboration (1) | ACADAM015 | Content Descriptions | Years 7 and 8 | Dance | The Arts | F-10 curriculum
Elaboration (1) ACADAR019
Considering viewpoints – cultures: For example – What is the cultural context in which this dance was developed, or in which it is viewed, and what does it signify? What are the stylistic differences in hip hop performances from different countries including …
Elaboration (1) | ACADAR019 | Content Descriptions | Years 7 and 8 | Dance | The Arts | F-10 curriculum
Elaboration (2) ACPMP066
participating in and investigating the heritage of games that have cultural significance in Australia, and exploring similarities with games of significance to other cultures, such as jump rope and Nang Tong (from Thailand), poison ball and Bola Beracun …
Elaboration (2) | ACPMP066 | Content Descriptions | Years 5 and 6 | Health and Physical Education | F-10 curriculum
Elaboration ACPMP104
participating in a range of physical activities from the Asia region, such as yoga, tai chi, martial arts and Asia-inspired dance and performance art, and exploring their importance as a social and cultural practice
Elaboration | ACPMP104 | Content Descriptions | Years 9 and 10 | Health and Physical Education | F-10 curriculum
Elaboration (3) ACLFRU015
understanding that language associated with particular interactions can vary in different cultural contexts, for example, the use of first names in Australian or American English compared to the use of titles and family names in French or Japanese
Elaboration (3) | ACLFRU015 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | French | Languages | F-10 curriculum
Elaboration (4) ACLFRC059
combining modes of presentation such as displays, videos or music to explore social and cultural themes, for example, l’Australie et les régions asiatiques, or le multiculturalisme
Elaboration (4) | ACLFRC059 | Content Descriptions | Years 7 and 8 | Years F–10 Sequence | French | Languages | F-10 curriculum
Elaboration ACLFRC101
talking about own identities in terms of cultural background and personal and social experience, using declarative and descriptive statements, for example, je suis australien d’origine italienne; je parle vietnamien et anglais; je suis membre de l’éq …
Elaboration | ACLFRC101 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | French | Languages | F-10 curriculum
Elaboration (3) ACLJAC136
considering how some aspects of Australian ways of communicating such as greetings, responding to thanks or using direct eye contact may be interpreted by people from a Japanese cultural background
Elaboration (3) | ACLJAC136 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | Japanese | Languages | F-10 curriculum
Elaboration (2) ACLJAC137
noticing and comparing their own and one another’s ways of communicating, identifying any elements that reflect cultural differences or influences of other languages, including those from the Asia region
Elaboration (2) | ACLJAC137 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | Japanese | Languages | F-10 curriculum
Elaboration (1) ACLJAC005
planning and preparing short spoken, written or digital presentations on aspects of daily life and social/cultural practices in Japan or Australia, such as school, leisure, daily routines, celebrations or festivals, using supporting resources such as …
Elaboration (1) | ACLJAC005 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | Japanese | Languages | F-10 curriculum