Your search for "student diversity" returned 255 result(s)
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Elaboration (2) ACLJAU162

imagining potential challenges for a visiting Japanese student spending time in an Australian classroom, and identifying phrases, expressions and behaviours that may need explaining, and elements of interaction, such as the use of personal space or volume …

asia-australia

Elaboration (2) | ACLJAU162 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | Japanese | Languages | F-10 curriculum

Elaboration (3) ACLJAC005

creating a video clip to communicate specific information to a particular audience, such as a visual or virtual introduction to their family or neighbourhood or a glimpse into a week in the life of an Australian teenager for potential exchange student …

Elaboration (3) | ACLJAC005 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | Japanese | Languages | F-10 curriculum

Elaboration (4) ACLKOC194

investigating aspects of Korean culture to determine a particular course of action, for example, providing a Korean exchange student with a suitable placement, or a group of Korean visitors with a suitable menu, or selecting an appropriate time of the …

asia-australia

Elaboration (4) | ACLKOC194 | Content Descriptions | Years 9 and 10 | Years F–10 Sequence | Korean | Languages | F-10 curriculum

Elaboration (1) ACLKOC199

producing public texts for different contexts in both Korean and English such as brochures, advertisements or leaflets, for example, for Korean exchange students to Australia or for student visitors to Korea on a study tour, and reflecting on the process …

Elaboration (1) | ACLKOC199 | Content Descriptions | Years 9 and 10 | Years F–10 Sequence | Korean | Languages | F-10 curriculum

Elaboration ACLKOC005

reporting, orally and in writing, on events in their immediate environments or personal worlds, such as a school/community event, celebration, excursion, or the arrival of a new student, for example, 토니는 아주 재미있어요, 토니는 김치를 안/못 먹어요

Elaboration | ACLKOC005 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | Korean | Languages | F-10 curriculum

Elaboration (3) ACLKOC021

applying for services or opportunities such as student exchange programs, scholarships or fundraising, explaining reasons for the application, for example, 일 년 후에 한국으로 여행 갈거예요. 그래서 한국어를 열심히 공부해요 …

Elaboration (3) | ACLKOC021 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | Korean | Languages | F-10 curriculum

Elaboration (2) ACLMGC179

producing bilingual texts such as articles and brochures for different contexts and purposes, and reflecting on the process of working in both Greek and English, for example, an information leaflet for Greek exchange students coming to Australia or for …

Elaboration (2) | ACLMGC179 | Content Descriptions | Years 9 and 10 | Years F–10 Sequence | Modern Greek | Languages | F-10 curriculum

Years 7 and 8 Auslan

The nature of the learners The transition to secondary schooling involves social and academic demands that coincide with a period of maturational and physical change. Learners are adjusting to a new school culture with sharper divisions between curriculum …

Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | First Language Learner Pathway | Auslan | Languages | F-10 curriculum

Elaboration (14) ACLASFU071

researching the role of the World Federation of the Deaf in mapping and monitoring the vitality of sign languages around the world and in protecting sign language diversity

Elaboration (14) | ACLASFU071 | Content Descriptions | Years 7 and 8 | Years F–10 Sequence | First Language Learner Pathway | Auslan | Languages | F-10 curriculum

Elaboration (2) ACLASFC079

creating a class anthology of Auslan poems that reflect the diversity of cultural experience represented in their school community

Elaboration (2) | ACLASFC079 | Content Descriptions | Years 9 and 10 | Years F–10 Sequence | First Language Learner Pathway | Auslan | Languages | F-10 curriculum

Elaboration (17) ACLASFU197

researching the role of the World Federation of the Deaf in mapping and monitoring the vitality of sign languages around the world and in protecting sign language diversity

Elaboration (17) | ACLASFU197 | Content Descriptions | Years 7 and 8 | Years F–10 Sequence | Second Language Learner Pathway | Auslan | Languages | F-10 curriculum

Elaboration (2) ACLCHU127

recognising diversity within Chinese language, including significant regional languages spoken by family or others, such as Cantonese or Shanghainese

Elaboration (2) | ACLCHU127 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | Background Language Learner Pathway | Chinese | Languages | F-10 curriculum

Elaboration (3) ACLFWU169

recognising that Aboriginal and Torres Strait Islander languages are in various states of maintenance, development and revival, and investigating the diversity of historical causes for this

Elaboration (3) | ACLFWU169 | Content Descriptions | Years 3 to 6 | Years F–10 Sequence | Language Revival Learner Pathway (LR) | Framework for Aboriginal Languages and Torres Strait Islander Languages | Languages | F-10 curriculum

Elaboration (5) ACLFWU105

recognising that Aboriginal and Torres Strait Islander languages are in various states of maintenance, development and revival and investigate the diversity of historical reasons for this

Elaboration (5) | ACLFWU105 | Content Descriptions | Years 3 to 6 | Years F–10 Sequence | Second Language Learner Pathway (L2) | Framework for Aboriginal Languages and Torres Strait Islander Languages | Languages | F-10 curriculum

Elaboration (4) ACLCLU029

considering how cultural diversity has continued to be an integral feature of society since ancient times

Elaboration (4) | ACLCLU029 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | Classical Greek | Framework for Classical Languages | Languages | F-10 curriculum

Elaboration (4) ACLCLU059

considering how cultural diversity has continued to be an integral feature of society since ancient times

Elaboration (4) | ACLCLU059 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | Latin | Framework for Classical Languages | Languages | F-10 curriculum

Elaboration (7) ACLASFC061

presenting a short story based on their own experience of being a deaf student in a hearing school community, incorporating key elements of narrative structure, such as character introduction, problem/conflict, resolution

Elaboration (7) | ACLASFC061 | Content Descriptions | Years 7 and 8 | Years F–10 Sequence | First Language Learner Pathway | Auslan | Languages | F-10 curriculum

Elaboration (3) ACLASFC073

communicating using digital technologies to chat with a student from another school, for example about the influence of ‘text talk’ and social media on Auslan, such as the use of signs for LOL, WHATEVER

Elaboration (3) | ACLASFC073 | Content Descriptions | Years 9 and 10 | Years F–10 Sequence | First Language Learner Pathway | Auslan | Languages | F-10 curriculum

Elaboration (4) ACLASFC074

advocating for a change in particular school processes or practices, such as ensuring all public school performances (such as theatre or dance festivals) automatically have interpreters present, for example by meeting with the student council, principal …

Elaboration (4) | ACLASFC074 | Content Descriptions | Years 9 and 10 | Years F–10 Sequence | First Language Learner Pathway | Auslan | Languages | F-10 curriculum

Elaboration (1) ACLASFC128

following instructions by locating or moving classroom objects in activities, for example, hiding a marker pen somewhere in the classroom, describing where and then signing from mild to exaggerated ‘cold to hot’ as the student tries to find it

Elaboration (1) | ACLASFC128 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | Second Language Learner Pathway | Auslan | Languages | F-10 curriculum

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