ACLASFU180
Reflect on how communities’ ways of using languages are shaped by, reflect and strengthen cultural values and beliefs and how these may be differently interpreted by users of other languages[Key concepts: cultural expression and transmission, values, …
Elaborations ScOT Terms
ACLASFU180 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | Second Language Learner Pathway | Auslan | Languages | F-10 curriculum
ACLASFC189
Create bilingual texts to use in the wider school community, identifying words/signs or expressions that carry specific cultural meaning in either language[Key concepts: equivalence, bilingualism; Key processes: captioning, creating]
Elaborations ScOT Terms
ACLASFC189 | Content Descriptions | Years 7 and 8 | Years F–10 Sequence | Second Language Learner Pathway | Auslan | Languages | F-10 curriculum
ACLASFC190
Consider their own and each other’s cultural experiences and ways of expressing identity and reflect on the role of Auslan in building and expressing identity for Deaf people[Key concepts: identity, perspective, belonging, wellbeing; Key processes: reflecting, …
Elaborations ScOT Terms
ACLASFC190 | Content Descriptions | Years 7 and 8 | Years F–10 Sequence | Second Language Learner Pathway | Auslan | Languages | F-10 curriculum
ACLASFC203
Contribute to presentations, reports, reviews, discussions and debates that focus on selected social and cultural issues[Key concepts: social and cultural issues, influence; Key processes: creating, persuading, explaining, contributing]
Elaborations ScOT Terms
ACLASFC203 | Content Descriptions | Years 9 and 10 | Years F–10 Sequence | Second Language Learner Pathway | Auslan | Languages | F-10 curriculum
ACLASFC204
Respond to different types of imaginative and creative texts that invite consideration of values, themes and ideas and involve different modes of expression[Key concepts: Deaf experience, expression, cultural values, effect, emotion; Key processes: analysing, …
Elaborations ScOT Terms
ACLASFC204 | Content Descriptions | Years 9 and 10 | Years F–10 Sequence | Second Language Learner Pathway | Auslan | Languages | F-10 curriculum
ACLASFC207
Create glossaries and classifications in English to interpret cultural aspects of Auslan texts[Key concepts: bilingualism, interpretation; Key processes: recording, creating, captioning]
Elaborations ScOT Terms
ACLASFC207 | Content Descriptions | Years 9 and 10 | Years F–10 Sequence | Second Language Learner Pathway | Auslan | Languages | F-10 curriculum
ACLASFC208
Recognise the complex and multifaceted nature of identity and how exploration of cultural identity in relation to a different language can provide insights and different perspectives to a first culture and language[Key concepts: identity, gender, culture, …
Elaborations ScOT Terms
ACLASFC208 | Content Descriptions | Years 9 and 10 | Years F–10 Sequence | Second Language Learner Pathway | Auslan | Languages | F-10 curriculum
ACLASFC227
Reflect on ways in which Auslan and associated communicative and cultural behaviours are similar to or different from their own language(s) and forms of cultural expression[Key concepts: language, culture, similarity, difference, communication; Key processes: …
Elaborations ScOT Terms
ACLASFC227 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | Second Language Learner Pathway | Auslan | Languages | F-10 curriculum
ACLASFU234
Explore connections between language, identity and cultural practices, values and beliefs and the expression of these connections in Auslan[Key concepts: language, culture, identity, difference, transmission; Key processes: recognising, appreciating, …
Elaborations ScOT Terms
ACLASFU234 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | Second Language Learner Pathway | Auslan | Languages | F-10 curriculum
ACLHIU036
Recognise the relationship between language and culture, for example, by identifying expressions, gestures or forms of address associated with different cultural practices[Key concepts: non-verbal language, politeness, culture, traditions; Key processes: …
Elaborations ScOT Terms
ACLHIU036 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | Hindi | Languages | F-10 curriculum
ACLTUU068
Understand that language is not neutral and that its forms and usage reflect cultural values, ideas and perspectives[Key concepts: culture, the power of language, language change, metalanguage; Key processes: discussing, reflecting, analysing, compar …
Elaborations ScOT Terms
ACLTUU068 | Content Descriptions | Years 7 and 8 | Years F–10 Sequence | Turkish | Languages | F-10 curriculum
ACLTUU082
Know how to construct different types of texts to suit different contexts, purposes and audiences, incorporating appropriate cultural and contextual elements[Key concepts: genre, context, audience; Key processes: composing, identifying, analysing]
Elaborations ScOT Terms
ACLTUU082 | Content Descriptions | Years 9 and 10 | Years F–10 Sequence | Turkish | Languages | F-10 curriculum
ACLTUU116
Know how to construct different types of texts to suit different contexts, purposes and audiences, incorporating appropriate cultural elements[Key concepts: genre, context, register, mode, audience; Key processes: analysing, comparing, composing]
Elaborations ScOT Terms
ACLTUU116 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | Turkish | Languages | F-10 curriculum
ACLTUU119
Understand that the Turkish language and associated cultures shape and are shaped by each other in ways that change over time and across contexts, and that cultural experience, values and identities are reflected in language[Key concepts: change, social …
Elaborations ScOT Terms
ACLTUU119 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | Turkish | Languages | F-10 curriculum
Elaboration (2) ACMNA289
using objects which are personally and culturally relevant to students
Elaboration (2) | ACMNA289 | Content Descriptions | Foundation Year | Mathematics | F-10 curriculum
Elaboration (4) ACHCK053
identifying the different ways that cultural and religious groups express their beliefs, identity and experiences (for example, through customs, practices, symbols, language, traditions and art, and virtual communities)
Elaboration (4) | ACHCK053 | Content Descriptions | Year 7 | Civics and Citizenship | Humanities and Social Sciences | F-10 curriculum
Elaboration (3) ACPPS057
exploring media representations of people who are Aboriginal and Torres Strait Islander, from diverse cultural backgrounds, same-sex attracted or gender diverse, and discussing how representations impact on community values
Elaboration (3) | ACPPS057 | Content Descriptions | Years 5 and 6 | Health and Physical Education | F-10 curriculum
ACADAM007
Perform dances using expressive skills to communicate ideas, including telling cultural or community stories
Elaborations ScOT Terms
ACADAM007 | Content Descriptions | Years 3 and 4 | Dance | The Arts | F-10 curriculum
ACLCLU028
Identify how cultural values, attitudes and beliefs of the ancient Greeks are embedded in their language[Key concepts: language, culture, interdependence, values; Key processes: analysing, explaining and comparing, conceptualising]
Elaborations ScOT Terms
ACLCLU028 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | Classical Greek | Framework for Classical Languages | Languages | F-10 curriculum
ACLCLU058
Identify how cultural values, attitudes and beliefs of the Romans are embedded in their language[Key concepts: language, culture, interdependence, attitude, value and belief; Key processes: analysing, conceptualising, explaining and comparing]
Elaborations ScOT Terms
ACLCLU058 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | Latin | Framework for Classical Languages | Languages | F-10 curriculum