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
Elaboration (1) ACADRM047
establishing aspects of the dramatic action as symbolic, such as a suitcase being a person’s memories, a light symbolising hope
Elaboration (1) | ACADRM047 | Content Descriptions | Years 9 and 10 | Drama | The Arts | F-10 curriculum
Elaboration (4) ACAVAM128
being imaginative when applying a personal aesthetic, for example, when planning to manipulate and/or appropriate images, objects and spaces into new contexts and meanings
Elaboration (4) | ACAVAM128 | Content Descriptions | Years 9 and 10 | Visual Arts | The Arts | F-10 curriculum
ACAMUM099
Improvise and arrange music, using aural recognition of texture, dynamics and expression to manipulate the elements of music to explore personal style in composition and performance
Elaborations ScOT Terms
ACAMUM099 | Content Descriptions | Years 9 and 10 | Music | The Arts | F-10 curriculum
ACHEK018
Why and how individuals and businesses plan to achieve short-term and long-term personal, organisational and financial objectives
Elaborations ScOT Terms
ACHEK018 | Content Descriptions | Year 7 | Economics and Business | Humanities and Social Sciences | F-10 curriculum
ACLARC156
Engage in classroom interactions and exchanges, clarifying meaning, and describing and explaining actions and responses[Key concepts: opinion, perspective, mindful learning, exchange; Key processes: describing, explaining, clarifying, expressing]
Elaborations ScOT Terms
ACLARC156 | Content Descriptions | Years 7 and 8 | Years F–10 Sequence | Arabic | Languages | F-10 curriculum
ACLASFC047
Reflect on how different language and cultural backgrounds and experiences influence perceptions of Auslan and of the Deaf community and also of the hearing community[Key concepts: influence, perspective, self-reflection; Key processes: composing, comparing …
Elaborations ScOT Terms
ACLASFC047 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | First Language Learner Pathway | Auslan | Languages | F-10 curriculum
ACLASFC058
Investigate and synthesise information collected from a range of perspectives and sources, identifying how culture and context affect how information is presented[Key concepts: perspective, culture, context, source, representation; Key processes: researching, …
Elaborations ScOT Terms
ACLASFC058 | Content Descriptions | Years 7 and 8 | Years F–10 Sequence | First Language Learner Pathway | Auslan | Languages | F-10 curriculum
ACLASFC173
Reflect on how language and cultural background influence perceptions of other languages and communities, and on their experience of learning and communicating in Auslan[Key concepts: influence, perspective, perception, self-reflection; Key processes: …
Elaborations ScOT Terms
ACLASFC173 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | Second Language Learner Pathway | Auslan | Languages | F-10 curriculum
ACLCHC167
Translate short texts for different audiences, identifying what is lost in translation and considering alternative ways to explain key points [Key concepts: concept, public, personal; Key processes: comparing, translating]
Elaborations ScOT Terms
ACLCHC167 | Content Descriptions | Years 7 and 8 | Years F–10 Sequence | Background Language Learner Pathway | Chinese | Languages | F-10 curriculum
ACLCHC247
Identify and analyse the effects of how information is organised in authentic texts, and apply this knowledge to create purposeful texts that persuade and inform[Key concepts: local, global, diversity, information; Key processes: transcribing, analysing, …
Elaborations ScOT Terms
ACLCHC247 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | First Language Learner Pathway | Chinese | Languages | F-10 curriculum
ACLCHU262
Analyse the language of different media and examine the ways in which media use language to persuade and influence others
Elaborations ScOT Terms
ACLCHU262 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | First Language Learner Pathway | Chinese | Languages | F-10 curriculum
ACLFWU188
Investigate how the kinship system functions to integrate personal and community histories and relationships[Key concepts: interconnectedness, human relationships, ownership, rights and responsibilities; Key processes: describing, explaining, investigating, …
Elaborations ScOT Terms
ACLFWU188 | Content Descriptions | Years 7 to 10 | Years F–10 Sequence | Language Revival Learner Pathway (LR) | Framework for Aboriginal Languages and Torres Strait Islander Languages | Languages | F-10 curriculum
ACLGEU167
Understand the structures and conventions associated with different types of personal, informative and persuasive texts such as emails, news items and advertisements[Key concepts: structure, conventions, purpose; Key processes: analysing, applying, d …
Elaborations ScOT Terms
ACLGEU167 | Content Descriptions | Years 7 and 8 | Years F–10 Sequence | German | Languages | F-10 curriculum
ACLHIC022
Locate and organise information in different types of spoken, written and visual texts relating to personal, social and natural worlds[Key concepts: information, natural world, physical world, daily life; Key processes: listening, reading, identifying, …
Elaborations ScOT Terms
ACLHIC022 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | Hindi | Languages | F-10 curriculum
ACLHIC112
Organise information from different sources and in different modes of presentation for re-presentation in formats suitable for specific audiences and purposes[Key concepts: information, perspective, representation, media; Key processes: researching, processing, …
Elaborations ScOT Terms
ACLHIC112 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | Hindi | Languages | F-10 curriculum
ACLINU082
Recognise the purpose and features of a range of texts such as persuasive, argumentative and expository texts[Key concepts: perspective, nuance; Key processes: analysing, correlating]
Elaborations ScOT Terms
ACLINU082 | Content Descriptions | Years 9 and 10 | Years F–10 Sequence | Indonesian | Languages | F-10 curriculum
ACLINU099
Recognise grammatical structures and features in a range of personal, informative and imaginative texts, and notice how these contribute to meaning[Key concept: genre; Key process: analysing]
Elaborations ScOT Terms
ACLINU099 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | Indonesian | Languages | 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
ACLITC078
Contribute ideas, opinions and suggestions in interactions related to shared tasks and problem-solving, managing diverse views[Key concepts: perspective, diversity, collaboration; Key processes: discussing, organising, planning, negotiating]
Elaborations ScOT Terms
ACLITC078 | Content Descriptions | Years 9 and 10 | Years F–10 Sequence | Italian | Languages | F-10 curriculum