Curriculum Types

Curriculum Elements Types

General Capabilities

Cross Curriculum Priorities
Your search for "personal, cultural," returned 11 result(s)
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ACLCHC121

Reflect on aspects of their Chinese identity and personal relationships with others[Key concepts: belonging, place; Key processes: reflecting, observing, noticing

literacy critical-creative personal-social intercultural-understanding Elaborations ScOT Terms

ACLCHC121 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | Background Language Learner Pathway | Chinese | Languages | F-10 curriculum

ACLCHU208

Explore the role of language in passing on cultural values and beliefs to younger generations and identify changes in language use over time

literacy critical-creative personal-social intercultural-understanding Elaborations ScOT Terms

ACLCHU208 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | Background Language Learner Pathway | Chinese | Languages | F-10 curriculum

ACLCHC161

Interact and socialise with familiar groups and individuals, exchanging personal information such as sporting achievements, favourite pastimes, and sharing perspectives on aspects of contemporary life such as popular music,[Key concept: perspective; Key …

literacy information-communication critical-creative personal-social intercultural-understanding Elaborations ScOT Terms

ACLCHC161 | Content Descriptions | Years 7 and 8 | Years F–10 Sequence | Background Language Learner Pathway | Chinese | Languages | F-10 curriculum

ACLCHC202

Reflect on personal responses and reactions during interactions in Chinese such as talking with a Chinese adult or interacting online with Chinese peers[Key concepts: reflection, place; Key processes: reflecting, observing, noticing]

literacy information-communication critical-creative personal-social intercultural-understanding Elaborations ScOT Terms

ACLCHC202 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | Background Language Learner Pathway | Chinese | Languages | F-10 curriculum

ACLCHC137

Reflect on their reactions and responses to others when participating in learning and cultural experiences in Chinese and Australian contexts[Key concepts: identity, place; Key processes: responding, identifying]

literacy critical-creative personal-social intercultural-understanding asia-australia Elaborations ScOT Terms

ACLCHC137 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | Background Language Learner Pathway | Chinese | Languages | F-10 curriculum

ACLCHC186

Reflect on how conventions of speech and particular Chinese cultural concepts can influence communication style when using both Chinese and English[Key concepts: face, public, private; Key processes: adjusting, analysing]

literacy critical-creative personal-social intercultural-understanding Elaborations ScOT Terms

ACLCHC186 | Content Descriptions | Years 9 and 10 | Years F–10 Sequence | Background Language Learner Pathway | Chinese | Languages | F-10 curriculum

ACLCHC211

Participate in planning and presenting a social or cultural event, negotiating options and solving problems[Key concepts: community, emotion, multiplicity, power Key concepts: participating, negotiating]

literacy numeracy critical-creative personal-social intercultural-understanding Elaborations ScOT Terms

ACLCHC211 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | Background Language Learner Pathway | Chinese | Languages | F-10 curriculum

ACLCHC217

Create texts in Chinese and English, explaining the linguistic and cultural challenges of achieving equivalence of meaning[Key concepts: audience, context, social distance, bilingualism; Key processes: identifying, translating, interpreting]

literacy information-communication critical-creative personal-social intercultural-understanding Elaborations ScOT Terms

ACLCHC217 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | Background Language Learner Pathway | Chinese | Languages | F-10 curriculum

ACLCHC218

Reflect on how conventions of speech and particular Chinese cultural concepts can influence communication style when using both English and Chinese[Key concepts: face, public, private; Key processes: adjusting, analysing]

literacy critical-creative personal-social ethical-understanding intercultural-understanding asia-australia Elaborations ScOT Terms

ACLCHC218 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | Background Language Learner Pathway | Chinese | Languages | F-10 curriculum

ACLCHC165

Express opinions about how popular imaginative texts, including poems and 故事, reveal important cultural values[Key concepts: values, beliefs, attitudes; Key processes: comparing, contrasting]

literacy information-communication critical-creative personal-social intercultural-understanding Elaborations ScOT Terms

ACLCHC165 | Content Descriptions | Years 7 and 8 | Years F–10 Sequence | Background Language Learner Pathway | Chinese | Languages | F-10 curriculum

ACLCHC145

Interact and socialise with peers and known adults, exchanging ideas and opinions about personal experiences and social activities[Key concepts: place, identity, community; Key processes: negotiating, transacting, arranging]

literacy information-communication critical-creative personal-social ethical-understanding intercultural-understanding Elaborations ScOT Terms

ACLCHC145 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | Background Language Learner Pathway | Chinese | Languages | F-10 curriculum

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