Curriculum Types

Curriculum Elements Types

General Capabilities
Your search for "multimodal texts" returned 33 result(s)
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ACLARC009

Create bilingual texts such as posters, games and signs for the classroom and school community, making decisions about words and expressions that do not readily translate[Key concepts: bilingualism, audience, meaning; Key processes: translating, reasoning, …

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

ACLARC009 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | Arabic | Languages | F-10 curriculum

ACLARU012

Understand features of the Arabic sound system, including intonation and pronunciation, and how these are represented in written form, and apply writing conventions to form letters, words and texts[Key concepts: alphabetical systems, writing conventions, …

literacy critical-creative Elaborations ScOT Terms

ACLARU012 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | Arabic | Languages | F-10 curriculum

Elaboration ACLARC004

listening to and viewing texts such as stories, songs, notices or video clips and identifying key points of information, using intonation and visual cues such as gestures and facial expressions to assist understanding

Elaboration | ACLARC004 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | Arabic | Languages | F-10 curriculum

Elaboration (5) ACLARC007

composing, performing or filming texts for own and others’ enjoyment and interest, for example, a description of an imaginary character or animal, a commercial for a new product, a short film, or a poster advertising an event

Elaboration (5) | ACLARC007 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | Arabic | Languages | F-10 curriculum

Elaboration (4) ACLARC008

translating texts such as labels, public signs and messages from Arabic into English and vice versa to identify differences in elements of language structure and vocabulary use, for example, ‘no parking’, ‘no dogs’, ‘no-smoking zone’, ‘insert card’

Elaboration (4) | ACLARC008 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | Arabic | Languages | F-10 curriculum

Elaboration (1) ACLARU014

understanding that texts have a purpose, for example, train timetables indicate the time the train arrives or departs the station, recounts describe past events and experiences, greeting cards convey feelings, and labels tell us information about an …

Elaboration (1) | ACLARU014 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | Arabic | Languages | F-10 curriculum

Elaboration (6) ACLARU014

describing key features of different types of texts and discussing audience and purpose, for example, a shopping list serves as a reminder to self to purchase particular items, while a permission note seeks permission to do or have something

Elaboration (6) | ACLARU014 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | Arabic | Languages | F-10 curriculum

Elaboration (7) ACLARU014

analysing how different types of texts in Arabic create specific effects through the use of different language features, for example, the use of superlatives in advertisements designed to persuade, or the use of repetition for emphasis in speeches

Elaboration (7) | ACLARU014 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | Arabic | Languages | F-10 curriculum

ACLARU013

Understand and use aspects of key grammatical forms and structures in spoken and written texts, such as articles, nouns, adjectives, personal pronouns, verbs and verb tenses, conjunctions, adverbs, statements, negation and questions, and use vocabulary …

literacy numeracy critical-creative Elaborations ScOT Terms

ACLARU013 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | Arabic | Languages | F-10 curriculum

Elaboration (4) ACLARC006

listening to and viewing imaginative texts such as folk tales and fables and sharing opinions or feelings about them using expressions such asأحبّ قصة علاء الدين لأنها مسلية؛ قصة علاء الدين مملّة لأنها قديمة

Elaboration (4) | ACLARC006 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | Arabic | Languages | F-10 curriculum

Elaboration (6) ACLARC006

comparing favourite characters or events in imaginative texts such as cartoons, stories or digital games using expressions such asالبنت في القصة أفضل من أخيها لأنها صادقة ولا تكذب؛ عادل صديق مخلص أكثر من سمير

Elaboration (6) | ACLARC006 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | Arabic | Languages | F-10 curriculum

Elaboration (6) ACLARC004

listening to short spoken texts with unfamiliar language, and identifying specific details, for example, the name and number on a recorded voice messageمرحباًإسمي سهاماود التكلم مع سامر بخصوص الإمتحانأرجو الإتصال بي على الرقم 0456566777

Elaboration (6) | ACLARC004 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | Arabic | Languages | F-10 curriculum

Elaboration (5) ACLARC006

describing characters, events or contexts in different types of imaginative texts such as films and cartoons, and listing words or expressions associated with a character’s personality and explaining how they can relate to them, for example,أنا أحبّ دور …

Elaboration (5) | ACLARC006 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | Arabic | Languages | F-10 curriculum

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