Curriculum Types

Curriculum Elements Types

General Capabilities

Cross Curriculum Priorities
Your search for "four resources model" returned 471 result(s)
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ACLJAC171

Work collaboratively to design bilingual resources to convey information to the school community[Key concepts: bilingual text, glossary, meaning; Key processes: annotating, explaining]

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

ACLJAC171 | Content Descriptions | Years 7 and 8 | Years F–10 Sequence | Japanese | Languages | F-10 curriculum

ACLJAC004

Locate key points of information in a range of texts and resources and use the information in new ways[Key concepts: information, data, culture; Key processes: researching, classifying, interpreting, presenting]

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

ACLJAC004 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | Japanese | Languages | F-10 curriculum

ACLJAC009

Create simple bilingual texts and resources such as learning support materials, menus, brochures, signs, digital presentations, displays and captions[Key concepts: bilingualism, equivalence, context, meaning; Key processes: translating, reasoning, ex …

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

ACLJAC009 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | Japanese | Languages | F-10 curriculum

ACLKOC029

Interact with Korean speakers and resources, recognising that intercultural communication involves shared responsibility for meaning-making[Key concepts: norms, commitment, reciprocity; Key processes: questioning assumptions, adjusting, reflecting]

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

ACLKOC029 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | Korean | Languages | F-10 curriculum

ACLMGC145

Create bilingual texts and learning resources, such as signs, notices, games, displays, websites or word banks, for the school community[Key concepts: bilingualism, meaning; Key processes: identifying, classifying, selecting, explaining]

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

ACLMGC145 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | Modern Greek | Languages | F-10 curriculum

ACLMGC027

Interact with Greek speakers and resources, recognising that intercultural communication involves shared responsibility for communication[Key concepts: interaction, reciprocity, responsibility; Key processes: expressing, discussing, noticing, adjusti …

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

ACLMGC027 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | Modern Greek | Languages | F-10 curriculum

ACLSPC116

Translate frequently used words and simple phrases using visual cues and resources such as word lists[Key concepts: similarity, difference; Key processes: identifying, noticing]

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

ACLSPC116 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | Spanish | Languages | F-10 curriculum

ACLSPC131

Present information about personal or shared interests or experiences, using simple descriptive language and supporting resources such as tables, lists and images[Key concepts: experience, representation, culture; Key processes: describing, presentin …

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

ACLSPC131 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | Spanish | Languages | F-10 curriculum

ACLSPC153

Create own bilingual texts and learning resources, such as displays, posters, word banks and glossaries for the classroom/school environment[Key concepts: translation, explanation; Key processes: identifying, selecting, modifying]

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

ACLSPC153 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | Spanish | Languages | F-10 curriculum

ACLSPC009

Create simple bilingual texts such as learning resources, online announcements, games and displays for use in the classroom, school or wider community[Key concepts; audience, suitability; Key processes: interpreting, comparing]

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

ACLSPC009 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | Spanish | Languages | F-10 curriculum

ACLSPC028

Consider own reactions when engaging with Spanish speakers and resources and how these may reflect aspects of own language and culture[Key concepts: standpoints, intraculturality; Key processes: making connections, questioning assumptions, reflecting …

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

ACLSPC028 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | Spanish | Languages | F-10 curriculum

ACLTUC038

Gather, classify and compare information from print, digital and multimodal resources relating to their physical environment and social and cultural worlds[Key concepts: environment, values, experience, heritage; Key processes: investigating, comparing, …

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

ACLTUC038 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | Turkish | Languages | F-10 curriculum

ACLTUC094

Create shared bilingual texts and learning resources such as word banks, glossaries, displays and digital presentations[Key concepts: language codes, meaning, equivalence; Key processes: creating, interpreting, exemplifying, explaining]

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

ACLTUC094 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | Turkish | Languages | F-10 curriculum

ACLVIC114

Create bilingual texts in both Vietnamese and English for the immediate learning environment such as labels, captions, wall charts and other resources[Key concepts: representation, equivalence; Key processes: labelling, captioning]

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

ACLVIC114 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | Vietnamese | Languages | F-10 curriculum

ACLVIC148

Produce a range of bilingual texts and resources for their own language learning and for the school community such as posters, menus, recipes or stories, including multimodal and digital forms[Key concept: linguistic landscape; Key processes: translating, …

literacy information-communication critical-creative intercultural-understanding asia-australia Elaborations ScOT Terms

ACLVIC148 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | Vietnamese | Languages | F-10 curriculum

ACLVIC009

Create a range of bilingual texts and resources such as captions, signs, posters, digital picture dictionaries or menus to assist language learning in the classroom and in the school community[Key concepts: meaning, equivalence; Key processes: creating, …

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

ACLVIC009 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | Vietnamese | Languages | F-10 curriculum

Years 5 and 6 Arabic

The nature of the learners At this level, learners have established communication and literacy skills in Arabic that enable them to explore aspects of Arabic language and culture as well as topical issues drawn from other key learning areas. They are …

Years 5 and 6 | Years F–10 Sequence | Arabic | Languages | F-10 curriculum

Years 7 and 8 Arabic

The nature of the learners These years represent a transition to secondary school. Students in this sequence are continuing to study Arabic, bringing with them an established capability to interact in different situations, …

Years 7 and 8 | Years F–10 Sequence | Arabic | Languages | F-10 curriculum

Years 9 and 10 Arabic

The nature of the learners At this level, students bring to their learning existing knowledge of Arabic language and culture and a range of strategies. They are increasingly aware of the world beyond their own and are …

Years 9 and 10 | Years F–10 Sequence | Arabic | Languages | F-10 curriculum

Years 7 and 8 Arabic

The nature of the learners Students who enter the background language learner pathway in Arabic in Year 7 may have strong connections to Arabic language and culture through family and community and varying degrees of oracy in Arabic. Their textual knowledge …

Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | Arabic | Languages | F-10 curriculum

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