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Elaboration (2) ACLSPU036

discussing ways in which learning a different language can lead to new ways of thinking or interpreting experience, for example, by providing different perspectives on the experience of younger or older people or in relation to family roles and relat …

Elaboration (5) ACLTUU068

developing language for thinking and talking about cultural expression and representation, for example, bakış açısı,değerler, görüntü, klişe, dahil etmek, dışında bırakmak

Elaboration (2) ACLTUC079

exploring how ways of thinking, communicating and behaving reflect cultural identity, for example, by noticing when they identify more as Turkish or Australian, and how these shifts vary according to context and situation

Elaboration (2) ACLTUC096

considering ways in which different languages offer different ways of thinking about experience, or of ‘reading’ the world; how these different standpoints influence the way meaning is made and how people think about themselves and others

Elaboration (3) ACLTUC113

exploring how ways of thinking, communicating and behaving reflect cultural identity, considering, for example, in what respects they identify as Turkish or Australian, and whether these ways shift over time and according to context and situation

Elaboration (4) ACLTUU119

developing metalanguage for thinking and talking about cultural expression and representation, for example, bakış açısı, değerler, görüntü, klişe, dahil etmek, dışında bırakmak

ACLJAC026

Translate familiar social and community texts, such as emails, chat room posts, public signs and notices, from Japanese into English and vice versa, considering the role of culture when transferring meaning from one language to another[Key concepts: culture, …

Elaborations ScOT Terms

Aims Music

In addition to the overarching aims of the Australian Curriculum: The Arts, music knowledge, understanding and skills ensure that, individually and collaboratively, students develop: the confidence to be creative, innovative, thoughtful, skilful and …

Aims | Music | The Arts | F-10 curriculum

Multimedia: Years 5 and 6

In Years 5 and 6, students develop critical awareness of how multimedia is being used in their home, school and community environments. They consider the benefits that using multimedia can bring and identify potential issues and challenges. They develop …

Multimedia: Years 5 and 6 | Year levels | Dimensions | Curriculum connections | Resources

Elaboration (4) ACLASFU030

thinking of body-anchored signs, such as HEAD or WHY, and signs that are not body anchored, such as HAVE or STOP and recognising that non-body anchored signs can be located in space around the signer

Elaboration (9) ACLASFU102

thinking of body-anchored signs, such as HEAD or WHY, and signs that are not body anchored, such as HAVE or STOP, and recognising that non-body anchored signs can be located in space around the signer

Elaboration (3) ACLASFU174

thinking of body-anchored signs, such as head or why, and signs that are not body anchored, such as HAVE or STOP, and recognising that non-body anchored signs can be located in space around the signer

Elaboration (6) ACLASFU228

thinking of body-anchored signs, such as HEAD or WHY, and signs that are not body anchored, such as HAVE or STOP, and recognising that non-body anchored signs can be located in space around the signer

Elaboration (5) ACLCLU015

reflecting and reporting on how learning Classical Greek gives insights into the relationship between language and culture in general, and how own way of thinking about language, culture and identity may change through the experience

Elaboration (5) ACLCLU045

reflecting and reporting on how learning Latin gives insights into the relationship between language and culture in general, and how own way of thinking about language, culture and identity may change through the experience

Structure Drama

Learning in Drama Learning in Drama involves students making, performing, analysing and responding to drama, drawing on human experience as a source of ideas. Students engage with the knowledge of drama, develop skills, techniques and processes, and use …

Structure | Drama | The Arts | F-10 curriculum

Texts Essential English

Teachers will use an array of material in class. Texts include literary texts, fiction and non-fiction, media texts, everyday texts, and workplace texts, from increasingly complex and unfamiliar settings, ranging from the everyday language of personal …

Texts | Essential English | English | Senior secondary curriculum

Achievement Standard Design and Technologies Years 9 and 10

By the end of Year 10, students explain how people working in design and technologies occupations consider factors that impact on design decisions and the technologies used to produce products, services and environments. They identify the changes necessary …

Food and fibre: Years 9 and 10

In Years 9 and 10, students further develop their ability to explore social and environmental issues, widening from local to national, regional and global contexts. Students explore patterns and systems to move to the complex ideas of form and function, …

Food and fibre: Years 9 and 10 | Year levels | Dimensions | Curriculum connections | Resources

Structure English

Strands, sub-strands and threads The Australian Curriculum: English Foundation to Year 10 is organised into three interrelated strands that support students' growing understanding and use of Standard Australian English (English). Each strand interacts …

Structure | English | F-10 curriculum

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