Curriculum Types

Curriculum Elements Types

General Capabilities

Cross Curriculum Priorities
Your search for "multimodal texts" returned 266 result(s)
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Achievement Standard Chinese Years 5 and 6

By the end of Year 6, students use spoken and written Chinese to initiate and maintain interactions. They describe and give information about themselves and their preferences, their environment, experiences and interests, for example, 我很喜欢唱歌。我的学校很漂亮。我觉得澳大利亚是很好的国家. …

Achievement Standard | Achievement Standards | Years 5 and 6 | Years F–10 Sequence | Second Language Learner Pathway | Chinese | Languages | F-10 curriculum

Elaboration (4) ACLCHC099

producing multimodal presentations to deliver information about aspects of leisure activities, education or community life (for example, 澳大利亚的运动), and expressing opinions and perspectives, using data and examples to support ideas, for example, 我觉得这个电影很没意思,因为…而且… …

Elaboration (4) | ACLCHC099 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | Second Language Learner Pathway | Chinese | Languages | F-10 curriculum

Years 7 and 8 Chinese

The nature of the learners Students maintain their sense of belonging to both their home and their outside culture. They can alter their conduct to fit different contexts within the world of teenage experience. Chinese language learning and use Classroom …

Years 7 and 8 | Years F–10 Sequence | Background Language Learner Pathway | Chinese | Languages | F-10 curriculum

ACLCHC003

Locate information about family and familiar events from spoken and visual sources and convey this information in simple visual and oral texts[Key concepts: self, family, information; Key processes: describing, conveying]

literacy critical-creative personal-social Elaborations ScOT Terms

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

ACLCHC021

Respond to and create simple imaginative texts using voice, rhythm, and appropriate gesture and action[Key concept: imagination; Key processes: feeling, participating, noticing, recognising, responding, listening]

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

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

ACLCHC022

Create short written imaginative texts using simple characters and short sentences[Key concepts: characters, events, plot; Key processes: participating, noticing, recognising, responding, listening]

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

ACLCHC022 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | Second Language Learner Pathway | Chinese | Languages | F-10 curriculum

ACLCHC036

Locate key points in written informative texts, summarising the points to report to known audiences[Key concept: information; Key processes: reading, viewing, summarising, analysing]

literacy numeracy information-communication critical-creative Elaborations ScOT Terms

ACLCHC036 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | Second Language Learner Pathway | Chinese | Languages | F-10 curriculum

ACLCHC039

Interpret and translate simple texts used for everyday purposes, identifying actions, words and phrases that do not readily translate into English[Key concept: equivalence; Key processes: interpreting, translating]

literacy critical-creative intercultural-understanding Elaborations ScOT Terms

ACLCHC039 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | Second Language Learner Pathway | Chinese | Languages | F-10 curriculum

ACLCHC054

Create written imaginative texts to describe experiences involving imagined people and places[Key concepts: imagination, creativity, emotion, love, hate; Key processes: expressing, responding]

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

ACLCHC054 | Content Descriptions | Years 7 and 8 | Years F–10 Sequence | Second Language Learner Pathway | Chinese | Languages | F-10 curriculum

ACLCHC055

Translate texts for different audiences varying the language to explain key points for these different audiences[Key concepts: equivalence, meaning; Key processes: translating, experimenting, comparing]

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

ACLCHC055 | Content Descriptions | Years 7 and 8 | Years F–10 Sequence | Second Language Learner Pathway | Chinese | Languages | F-10 curriculum

ACLCHC056

Create short bilingual texts on topics of personal interest and on key content from other learning areas and provide subtitles or commentary to assist meaning[Key concepts: bilingualism, identity; Key processes: translating, interpreting]

literacy critical-creative Elaborations ScOT Terms

ACLCHC056 | Content Descriptions | Years 7 and 8 | Years F–10 Sequence | Second Language Learner Pathway | Chinese | Languages | F-10 curriculum

ACLCHC071

Translate a range of Chinese texts and identify how some concepts can be readily translated between Chinese and English and some do not[Key concepts: semantics, syntax: Key processes: translating, interpreting]

literacy critical-creative intercultural-understanding Elaborations ScOT Terms

ACLCHC071 | Content Descriptions | Years 9 and 10 | Years F–10 Sequence | Second Language Learner Pathway | Chinese | Languages | F-10 curriculum

ACLCHC083

Locate and share with known audiences factual information about people, places and events from a range of oral texts[Key concepts: time, place, number, audience, purpose; Key processes: summarising, synthesising]

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

ACLCHC083 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | Second Language Learner Pathway | Chinese | Languages | F-10 curriculum

ACLCHC099

Locate and compare perspectives on people, places and lifestyles in different communities, from a range of spoken information texts, and convey this information to others[Key concepts: representation, time, leisure; Key processes: processing, informing, …

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

ACLCHC099 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | Second Language Learner Pathway | Chinese | Languages | F-10 curriculum

ACLCHC103

Translate simple modified Chinese texts and familiar interactions in different contexts, identifying alternative ways to interpret meaning[Key concepts: respect, directness and indirectness, representation; Key processes: translating, interpreting]

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

ACLCHC103 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | Second Language Learner Pathway | Chinese | Languages | F-10 curriculum

ACLCHC136

Translate simple English texts into Chinese and vice versa, using strategies for building vocabulary and interpreting intended meaning of words in English and Chinese[Key concepts: morphology, bilingualism; Key processes: identifying, translating, interpreting] …

literacy critical-creative intercultural-understanding Elaborations ScOT Terms

ACLCHC136 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | Background Language Learner Pathway | Chinese | Languages | F-10 curriculum

ACLCHC152

Create simple bilingual texts for different audiences, explaining features of the different versions and the impact of context[Key concepts: audience, context; Key processes: identifying, translating, interpreting, negotiating meaning]

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

ACLCHC152 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | Background Language Learner Pathway | Chinese | Languages | F-10 curriculum

ACLCHC167

Translate short texts for different audiences, identifying what is lost in translation and considering alternative ways to explain key points [Key concepts: concept, public, personal; Key processes: comparing, translating]

literacy critical-creative intercultural-understanding Elaborations ScOT Terms

ACLCHC167 | Content Descriptions | Years 7 and 8 | Years F–10 Sequence | Background Language Learner Pathway | Chinese | Languages | F-10 curriculum

ACLCHU171

Use character and component knowledge to infer sound and meaning of new characters encountered in texts, and examine component form and function to associate the correct sound and meaning with individual characters

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

ACLCHU171 | Content Descriptions | Years 7 and 8 | Years F–10 Sequence | Background Language Learner Pathway | Chinese | Languages | F-10 curriculum

ACLCHC183

Create imaginative texts, drawing on and adapting representations of people and events encountered in traditional and contemporary Chinese literature, drama or song[Key concepts: classical, contemporary, literature; Key processes: evaluating, expressing] …

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

ACLCHC183 | Content Descriptions | Years 9 and 10 | Years F–10 Sequence | Background Language Learner Pathway | Chinese | Languages | F-10 curriculum

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