Elaboration (1) ACHASSI104
posing self-reflection questions to influence personal and collective action (for example, ‘What are the effects of my purchasing decisions?’, ‘Are needs and wants the same for everyone?’, ‘Why can’t all needs and wants be satisfied?’, ‘How can I contribute …
Elaboration (1) | ACHASSI104 | Content Descriptions | Year 5 | HASS | Humanities and Social Sciences | F-10 curriculum
ACLINC103
Share personal opinions and experiences with peers, comparing aspects of teenage life such as relationships, events and aspirations[Key concepts: youth, relationship; Key processes: exchanging, comparing]
Elaborations ScOT Terms
ACLINC103 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | Indonesian | Languages | F-10 curriculum
Elaboration ACSHE100
considering how personal and community choices influence our use of sustainable sources of energy
Elaboration | ACSHE100 | Content Descriptions | Year 6 | Science | F-10 curriculum
ACLHIC040
Collect, classify and compare information from a range of sources relating to social and cultural worlds[Key concepts: environment, social worlds, community, values; Key processes: classifying, reviewing, comparing, analysing]
Elaborations ScOT Terms
ACLHIC040 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | Hindi | Languages | F-10 curriculum
ACLMGU136
Make connections between cultural practices and language use, for example, by identifying vocabulary, behaviours and expressions which reflect cultural values, beliefs and traditions[Key concepts: celebrations, symbolism; Key processes: understanding, …
Elaborations ScOT Terms
ACLMGU136 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | Modern Greek | Languages | F-10 curriculum
Elaboration (1) ACHGS062
reflecting on personal values and attitudes and how these influence responses to an issue (for example, the protection of landscapes)
Elaboration (1) | ACHGS062 | Content Descriptions | Year 8 | Geography | Humanities and Social Sciences | F-10 curriculum
Elaboration ACHASSK121
identifying goods they have purchased and categorising and explaining factors that influence consumer purchasing decisions (for example, personal preferences, social trends, economic factors such as budgets and the amount of money available to spend; …
Elaboration | ACHASSK121 | Content Descriptions | Year 5 | HASS | Humanities and Social Sciences | F-10 curriculum
Elaboration (2) ACAMAR065
discussing the role of media artworks in sharing cultural information about a group of people and their spirituality and enhancing the value placed on people and environment
Elaboration (2) | ACAMAR065 | Content Descriptions | Years 5 and 6 | Media Arts | The Arts | F-10 curriculum
Elaboration ACHGS080
reflecting on the role of personal values and attitudes in influencing their responses to situations including goals (for example, environmental protection)
Elaboration | ACHGS080 | Content Descriptions | Year 10 | Geography | Humanities and Social Sciences | F-10 curriculum
Elaboration (2) ACAMAR072
analysing the role of media artworks and media artists in transmitting cultural information and creating awareness of contemporary issues, such as water quality
Elaboration (2) | ACAMAR072 | Content Descriptions | Years 7 and 8 | Media Arts | The Arts | F-10 curriculum
ACLHIC095
Convey information obtained from different sources relating to personal, social and natural worlds in spoken, written and multimodal forms suitable for a particular audience[Key concepts: community, experience, bilingualism; Key processes: selecting, …
Elaborations ScOT Terms
ACLHIC095 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | Hindi | Languages | F-10 curriculum
ACLARC026
Create bilingual texts for the wider community, such as notices, promotional material, instructions or announcements, interpreting cultural and linguistic aspects[Key concepts: culture, interpretation, equivalence; Key processes: interpreting, composing, …
Elaborations ScOT Terms
ACLARC026 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | Arabic | Languages | F-10 curriculum
ACLFRC040
Gather and compare information from a range of sources relating to social and cultural worlds[Key concepts; environment, communication, social behaviours; Key processes: researching, reading, listening, collating, evaluating]
Elaborations ScOT Terms
ACLFRC040 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | French | Languages | F-10 curriculum
ACLVIU139
Make connections between cultural practices and language use, such as culture-specific terms or expressions in Vietnamese and English[Key concepts: behaviours, practices; Key processes: identifying, making connections]
Elaborations ScOT Terms
ACLVIU139 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | Vietnamese | Languages | F-10 curriculum
ACLVIU017
Identify connections between cultural practices and language use in intercultural exchange, recognising how meaning may be culturally specific[Key concepts: interdependence, meaning; Key processes: reflecting, comparing, making connections]
Elaborations ScOT Terms
ACLVIU017 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | Vietnamese | Languages | F-10 curriculum
ACTDEK001
Identify how people design and produce familiar products, services and environments and consider sustainability to meet personal and local community needs
Elaborations ScOT Terms
ACTDEK001 | Content Descriptions | Foundation to Year 2 | Design and Technologies | Technologies | F-10 curriculum
Elaboration (1) ACHASSI081
forecasting a probable future and a preferred future relating to an environmental, local government or cultural issue (for example, developing a futures scenario of what oceans will be like if humans continue to allow waste plastic to enter waterways, …
Elaboration (1) | ACHASSI081 | Content Descriptions | Year 4 | HASS | Humanities and Social Sciences | F-10 curriculum
Elaboration (2) ACHASSI081
reflecting on personal behaviours and identifying attitudes that may affect aspects of the environment at a local or global level (for example, pouring paints down the sink; using products sourced from cleared rainforests) and proposing awareness-raising …
Elaboration (2) | ACHASSI081 | Content Descriptions | Year 4 | HASS | Humanities and Social Sciences | F-10 curriculum
ACLMGU170
Understand how language use reflects cultural ideas, assumptions and perspectives, and reflect on how what is considered acceptable in communication varies across cultures[Key concepts: attitudes, norms, sameness and difference; Key processes: analysing, …
Elaborations ScOT Terms
ACLMGU170 | Content Descriptions | Years 7 and 8 | Years F–10 Sequence | Modern Greek | Languages | F-10 curriculum
ACLVIC165
Produce bilingual texts in multimodal and digital forms for the school and wider community, and provide subtitles, commentaries or glossaries of cultural terms in either language to assist meaning[Key concepts: language, culture, meaning; Key processes: …
Elaborations ScOT Terms
ACLVIC165 | Content Descriptions | Years 7 and 8 | Years F–10 Sequence | Vietnamese | Languages | F-10 curriculum