Your search for "student diversity" returned 255 result(s)
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ACLCHU143

Explore diversity in dialects and in contexts in which Chinese is used in Australian communities

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

ACLCHU143 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | Background Language Learner Pathway | Chinese | Languages | F-10 curriculum

Elaboration (4) ACLINU085

developing awareness that the linguistic diversity of Indonesia reflects cultural diversity, and comparing this to linguistic and cultural diversity in Australia, including Aboriginal languages and Torres Strait Islander languages, Asian languages and …

aboriginal-torres asia-australia

Elaboration (4) | ACLINU085 | Content Descriptions | Years 9 and 10 | Years F–10 Sequence | Indonesian | Languages | F-10 curriculum

ACLFWU019

Recognise that their language is part of broader regional and national language diversity[Key concepts: linguistic diversity, language shift; Key processes: identifying, recognising]

critical-creative intercultural-understanding aboriginal-torres Elaborations ScOT Terms

ACLFWU019 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | First Language Learner Pathway (L1) | Framework for Aboriginal Languages and Torres Strait Islander Languages | Languages | F-10 curriculum

ACLFWU147

Recognise that the language is part of the broader regional and national language diversity[Key concepts: linguistic diversity, relationship; Key processes: identifying, recognising]

critical-creative intercultural-understanding aboriginal-torres Elaborations ScOT Terms

ACLFWU147 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | Language Revival Learner Pathway (LR) | Framework for Aboriginal Languages and Torres Strait Islander Languages | Languages | F-10 curriculum

Elaboration (4) ACLASFC189

captioning and providing voice-over for student-generated filmed Auslan texts, such as fairytales created for a young deaf audience

Elaboration (4) | ACLASFC189 | Content Descriptions | Years 7 and 8 | Years F–10 Sequence | Second Language Learner Pathway | Auslan | Languages | F-10 curriculum

Elaboration (3) ACLCHC003

responding to questions and retelling information obtained from listening to and viewing scaffolded models of texts, such as a video clip or an avatar of a Chinese student

Elaboration (3) | ACLCHC003 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | Second Language Learner Pathway | Chinese | Languages | F-10 curriculum

Elaboration (2) ACLFWC053

performing a role-play, skit, song or dance for a visiting student audience, using their language for the performance and English for supporting explanations and commentary

Elaboration (2) | ACLFWC053 | 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

Elaboration (3) ACLTUC011

designing a ‘class tree’ that reflects the linguistic and cultural diversity represented in their class

Elaboration (3) | ACLTUC011 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | Turkish | Languages | F-10 curriculum

Elaboration (5) ACLTUC079

comparing their responses to particular media representations of cultural difference or diversity

Elaboration (5) | ACLTUC079 | Content Descriptions | Years 9 and 10 | Years F–10 Sequence | Turkish | Languages | F-10 curriculum

Elaboration ACLITC125

noticing differences between Italian and English ways of communicating which involve cultural dimensions, for example, when corresponding with an Italian peer and analysing the other student's references to aspects of culture, particularly the language …

Elaboration | ACLITC125 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | Italian | Languages | F-10 curriculum

Elaboration ACLGEC177

using a familiar text type such as a social media post or a blog to describe an imagined experience such as their first day as an exchange student in a German-speaking community

Elaboration | ACLGEC177 | Content Descriptions | Years 9 and 10 | Years F–10 Sequence | German | Languages | F-10 curriculum

Elaboration ACLGEC005

presenting information, orally and in writing, on aspects of their immediate environment or personal world (a school/community event, celebration or excursion, or a new student), supported by the use of visuals

Elaboration | ACLGEC005 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | German | Languages | F-10 curriculum

Elaboration (1) ACLJAC149

creating a profile in digital format of a context, situation or event for a specified audience, such as a virtual tour of the school or classroom for an intending exchange student group or sister school

Elaboration (1) | ACLJAC149 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | Japanese | Languages | F-10 curriculum

Elaboration (3) ACLJAC185

composing individual and group contributions to different forms of social media, such as tweets, memes, blogs, shared websites or student newsletters on issues related to their own social worlds

Elaboration (3) | ACLJAC185 | Content Descriptions | Years 9 and 10 | Years F–10 Sequence | Japanese | Languages | F-10 curriculum

Elaboration (1) ACLJAC027

providing bilingual subtitles or captions for a cartoon or comic that depicts intercultural encounters, for example, interactions between a Japanese exchange student and an Australian host family

Elaboration (1) | ACLJAC027 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | Japanese | Languages | F-10 curriculum

Elaboration (3) ACLMGC177

using a familiar text type, such as those found in social media or a blog, to describe an imaginative experience, such as their first day as an exchange student in a school in Greece or Cyprus

Elaboration (3) | ACLMGC177 | Content Descriptions | Years 9 and 10 | Years F–10 Sequence | Modern Greek | Languages | F-10 curriculum

Elaboration (1) ACLMGC004

obtaining information on a range of topics, such as the life of a student in Greece or Cyprus, for example, Πώς τον/την λένε; Πόσων χρονών είναι;

Elaboration (1) | ACLMGC004 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | Modern Greek | Languages | F-10 curriculum

Elaboration (2) ACLMGC005

presenting information in different formats for different audiences, for example, writing an email to a pen pal in Greece or Cyprus, introducing a new student to the class

Elaboration (2) | ACLMGC005 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | Modern Greek | Languages | F-10 curriculum

Elaboration (4) ACLVIU013

understanding the position of nouns and adjectives in Vietnamese compared to English, for example, một học sinh giỏi versus ‘a good student’

Elaboration (4) | ACLVIU013 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | Vietnamese | Languages | F-10 curriculum

Years 9 and 10 French

The nature of the learners Students have prior experience of learning French and bring a range of capabilities, strategies and knowledge that can be applied to new learning. They are expanding the range and nature of their learning experiences and of …

Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | French | Languages | F-10 curriculum

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