ACLFWU064
Understand and apply cultural norms, skills and protocols associated with learning, using and researching Aboriginal and Torres Strait Islander languages[Key concepts: ownership, protocols, ethical behaviour; Key processes: acknowledging, investigating, …
Elaborations ScOT Terms
ACLFWU064 | Content Descriptions | Years 7 to 10 | Years F–10 Sequence | First Language Learner Pathway (L1) | Framework for Aboriginal Languages and Torres Strait Islander Languages | Languages | F-10 curriculum
ACLFWU192
Understand and apply cultural norms, skills and protocols associated with learning, using and researching Aboriginal and Torres Strait Islander languages[Key concepts: ownership, custodianship, ethical behaviour, intellectual property; Key processes: …
Elaborations ScOT Terms
ACLFWU192 | 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
ACLFWU081
Identify elements of the kinship system and its role in linking story and natural species and phenomena[Key concepts: kinship, totemic relationships, place, cultural practices; Key processes: identifying, recognising]
Elaborations ScOT Terms
ACLFWU081 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | Second Language Learner Pathway (L2) | Framework for Aboriginal Languages and Torres Strait Islander Languages | Languages | F-10 curriculum
ACLFWU127
Understand and apply cultural norms, skills and protocols associated with learning, using and researching Aboriginal and Torres Strait Islander languages[Key concepts: ownership, ethical behaviour; Key processes: acknowledging, investigating, applyin …
Elaborations ScOT Terms
ACLFWU127 | Content Descriptions | Years 7 to 10 | Years F–10 Sequence | Second Language Learner Pathway (L2) | Framework for Aboriginal Languages and Torres Strait Islander Languages | Languages | F-10 curriculum
ACLCLE005
Translate Classical Greek texts into Standard English, by applying knowledge of vocabulary, accidence and syntax, and linguistic and cultural cues[Key concepts: equivalence, representation; Key processes: interpreting, translating]
Elaborations ScOT Terms
ACLCLE005 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | Classical Greek | Framework for Classical Languages | Languages | F-10 curriculum
ACLCLE035
Translate Latin texts into Standard English, by applying knowledge of vocabulary, accidence and syntax, and linguistic and cultural cues[Key concepts: equivalence, representation; Key processes: interpreting, translating]
Elaborations ScOT Terms
ACLCLE035 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | Latin | Framework for Classical Languages | Languages | F-10 curriculum
ACLFRU122
Analyse and compose different types of texts using appropriate linguistic, textual and cultural elements[Key concepts: register, tenor, cohesion; Key processes: analysing, composing, explaining]
Elaborations ScOT Terms
ACLFRU122 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | French | Languages | F-10 curriculum
ACLFRU124
Examine the nature of language change in response to changing cultural conditions[Key concepts: globalisation, intercultural contact, popular culture; Key processes: reflecting, analysing, comparing, explaining]
Elaborations ScOT Terms
ACLFRU124 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | French | Languages | 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
ACLHIC115
Create individual and collaborative imaginative texts in a range of modes and formats to entertain, convey ideas, express emotions and explore the creativity of language[Key concepts: cultural identity, stereotype, humour, emotion; Key processes: creating, …
Elaborations ScOT Terms
ACLHIC115 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | Hindi | Languages | F-10 curriculum
ACLINC025
Translate using textual cues such as pictures, layout and key words to predict meaning, and comment on the non-equivalence of words due to cultural differences[Key concepts: gist, meaning; Key processes: translating, predicting]
Elaborations ScOT Terms
ACLINC025 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | Indonesian | Languages | F-10 curriculum
Elaboration (5) ACADAM017
experimenting with representing social relationships through cultural dance
Elaboration (5) | ACADAM017 | Content Descriptions | Years 7 and 8 | Dance | The Arts | F-10 curriculum
Elaboration (4) ACAVAR131
interrogating the cultural and societal roles and responsibilities of arts industries and recognising the power of the visual arts in advocating for, and being a catalyst for, change
Elaboration (4) | ACAVAR131 | Content Descriptions | Years 9 and 10 | Visual Arts | The Arts | F-10 curriculum
Elaboration (3) ACPPS051
investigating how personal and cultural identities are influenced by the groups and communities to which we belong and the places to which we feel connected
Elaboration (3) | ACPPS051 | Content Descriptions | Years 5 and 6 | Health and Physical Education | F-10 curriculum
Elaboration ACPPS075
investigating personal, social and cultural factors that influence the way individuals respond emotionally to different situations
Elaboration | ACPPS075 | Content Descriptions | Years 7 and 8 | Health and Physical Education | F-10 curriculum
Elaboration (3) ACPPS092
evaluating the influence of personal, social, environmental and cultural factors on decisions and actions young people take in relation to their health, safety and wellbeing
Elaboration (3) | ACPPS092 | Content Descriptions | Years 9 and 10 | Health and Physical Education | F-10 curriculum
ACHASSK045
The importance today of a historical site of cultural or spiritual significance in the local area, and why it should be preserved
Elaborations ScOT Terms
ACHASSK045 | Content Descriptions | Year 2 | HASS | Humanities and Social Sciences | F-10 curriculum
ACDSEH053
Significant developments and/or cultural achievements that reflect the power and influence of the Ottoman Empire, such as the fall of Constantinople in 1453 AD (CE), art and architecture
Elaborations ScOT Terms
ACDSEH053 | Content Descriptions | Year 8 | History | Humanities and Social Sciences | F-10 curriculum
ACDSEH056
Significant developments and/or cultural achievements that reflect the concentration of wealth and power in the city-states, such as art and learning
Elaborations ScOT Terms
ACDSEH056 | Content Descriptions | Year 8 | History | Humanities and Social Sciences | F-10 curriculum
ACDSEH047
Significant developments and/or cultural achievements that led to Viking expansion, including weapons and shipbuilding, and the extent of their trade
Elaborations ScOT Terms
ACDSEH047 | Content Descriptions | Year 8 | History | Humanities and Social Sciences | F-10 curriculum