Curriculum Types

Curriculum Elements Types

General Capabilities

Cross Curriculum Priorities
Your search for "dance, shape" returned 245 result(s)
Sort by Relevance | Title | Type |
... ...

Elaboration (8) ACLTUC108

identifying how cultural traditions and beliefs are communicated through visual and creative arts, including traditions of oral storytelling, for example, by comparing representations of animals or landscapes in Indigenous Dreaming stories with Turkish …

Elaboration (8) | ACLTUC108 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | Turkish | Languages | F-10 curriculum

ACLASFU216

Understand that Auslan and Deaf culture are interrelated, that they shape and are shaped by each other and that their relationship changes over time and across contexts[Key concepts: knowledge, value, transmission; Key processes: reflecting, exploring, …

intercultural-understanding Elaborations ScOT Terms

ACLASFU216 | Content Descriptions | Years 9 and 10 | Years F–10 Sequence | Second Language Learner Pathway | Auslan | Languages | F-10 curriculum

ACLFWC097

Interact with others, noticing how ways of communicating with and responding to each other shape and reflect identity[Key concepts: identity, kinship, community, membership; Key processes: creating, representing, comparing]

literacy personal-social intercultural-understanding aboriginal-torres Elaborations ScOT Terms

ACLFWC097 | 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

ACLFRC119

Consider and discuss own and others’ cultural identities, and how they both shape and are shaped by ways of communicating and thinking[Key concepts: identity, culture, communication; Key processes: observing, reflecting, explaining]

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

ACLFRC119 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | French | Languages | F-10 curriculum

ACLGEC164

Consider how personal experiences, family origins, traditions and beliefs impact on identity and shape intercultural experiences[Key concepts: perspective, values, membership; Key processes: reflecting, connecting, discussing]

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

ACLGEC164 | Content Descriptions | Years 7 and 8 | Years F–10 Sequence | German | Languages | F-10 curriculum

ACLINU085

Understand that Indonesian language and culture, like all languages and cultures, are interrelated; they shape and are shaped by each other, in a given moment and over time[Key concept: interdependence; Key processes: investigating, reflecting]

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

ACLINU085 | Content Descriptions | Years 9 and 10 | Years F–10 Sequence | Indonesian | Languages | F-10 curriculum

ACLITC088

Investigate and share family and cultural traditions and experiences, considering how these have shaped and continue to shape personal identity[Key concepts: membership, self/other, identity, multiplicity; Key processes: reflecting, explaining]

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

ACLITC088 | Content Descriptions | Years 9 and 10 | Years F–10 Sequence | Italian | Languages | F-10 curriculum

ACLJAU160

Understand that different ways of using Japanese language shape and reflect different relationships, such as deciding to be formal or informal[Key concepts: register, context, tenor; Key processes: observing, reflecting, comparing]

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

ACLJAU160 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | Japanese | Languages | F-10 curriculum

ACLKOU209

Understand that language and culture are interrelated and reflect on how they shape and are shaped by each other[Key concepts: intercultural understanding, reciprocity, intercultural literacy; Key processes: critiquing, evaluating, reflecting]

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

ACLKOU209 | Content Descriptions | Years 9 and 10 | Years F–10 Sequence | Korean | Languages | F-10 curriculum

ACLSPU032

Analyse textual features of spoken, written and digital texts and consider how they shape meaning and influence responses[Key concepts: cohesion, language features, register, tenor; Key processes: analysing, evaluating]

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

ACLSPU032 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | Spanish | Languages | F-10 curriculum

ACLVIU035

Explore how language and culture are interrelated and how they shape and are shaped by each other [Key concept: interrelationship; Key processes: exploring, critical thinking, evaluating]

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

ACLVIU035 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | Vietnamese | 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) ACLCHC021

viewing performances such as a song and dance show for children and identifying features of language, for example, rhyming in 小燕子，穿花衣，年年春天来这里

Elaboration (1) | ACLCHC021 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | Second Language Learner Pathway | Chinese | Languages | F-10 curriculum

Elaboration ACLCHU125

developing awareness of bilingual texts (for example, picture books, multimedia texts, song and dance DVDs) through immersion in text-rich environments, and noticing features of punctuation and text organisation across languages (for example, spacing …

Elaboration | ACLCHU125 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | Background Language Learner Pathway | Chinese | Languages | F-10 curriculum

Elaboration (4) ACLCHC146

captioning bilingual posters to promote community events (such as Chinese New Year celebrations, lion dance performances, visiting performers) and school activities, such as cultural days, assembly items or grandparents’ day

Elaboration (4) | ACLCHC146 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | Background Language Learner Pathway | Chinese | Languages | F-10 curriculum

Elaboration ACLFWU016

understanding that there are different ways of telling a story, such as Elders yarning, through song, dance and music and associated visual design and spectacle, and through painting (body, bark, rock, sand)

Elaboration | ACLFWU016 | 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

Elaboration (7) ACLFWC028

recognising that there are different ways of telling a story, for example, through dance and paintings, and discussing the uniqueness of symbols, colours, stories and feelings represented and reflected in dances and paintings from different regions of …

Elaboration (7) | ACLFWC028 | Content Descriptions | Years 3 to 6 | Years F–10 Sequence | First Language Learner Pathway (L1) | Framework for Aboriginal Languages and Torres Strait Islander Languages | Languages | F-10 curriculum

Elaboration ACLFWU143

understanding that there are different ways of telling a story, such as Elders yarning, through song, dance, music and associated visual design and spectacle, and through painting (body, bark, rock, sand)

Elaboration | ACLFWU143 | 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 (1) ACLFWC158

experimenting with different ways of telling stories, using a range of different texts, for example, oral texts, photo stories, e-books, dance, visual design, drawings on soft and hard surfaces

Elaboration (1) | ACLFWC158 | 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 (1) ACLFWC162

noticing aspects of communication and cultural expression characterised or reflected in language stories, songs, visual design, dance or audio/visual media such as IndigiTUBE, and reflecting on/comparing their individual responses to these elements

Elaboration (1) | ACLFWC162 | 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

Sort by Relevance | Title | Type |
... ...