Curriculum Types

Curriculum Elements Types

General Capabilities

Cross Curriculum Priorities
Your search for "AUDIENCE" returned 8 result(s)
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Years 9 and 10 Chinese

The nature of the learners Students continue to develop their bilingual and bicultural identities. They explore how their identities are changing through their lived experience in Australia, identifying points of difference between …

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

Achievement Standard Chinese Years 9 and 10

By the end of Year 10, students sustain extended interactions with diverse individuals and groups, selecting spoken and written language for precision and for effect on participants. Students collate and evaluate a range of spoken, written and multimodal …

Achievement Standard | Achievement Standards | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | First Language Learner Pathway | Chinese | Languages | F-10 curriculum

ACLCHC245

Influence and engage others, debating ideas and opinions, selecting language, tone, culturally expected stylised gestures, pitch and pace for different audiences[Key concepts: perspective, conflict, difference; Key processes: persuading, influencing]

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

ACLCHC245 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | First Language Learner Pathway | Chinese | Languages | F-10 curriculum

ACLCHC248

Evaluate the utility and reliability of sources when accessing information, and use this knowledge to present a point of view for different audiences[Key concepts: bias, authorship; Key processes: conveying, evaluating]

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

ACLCHC248 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | First Language Learner Pathway | Chinese | Languages | F-10 curriculum

ACLCHC249

Recognise and explain differing viewpoints on the world, cultures, individuals and issues as represented in major forms of literature such as 散文，小品，小说, and use this knowledge to create analytical and imaginative responses for identified audiences[Key …

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

ACLCHC249 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | First Language Learner Pathway | Chinese | Languages | F-10 curriculum

ACLCHC253

Create bilingual texts for a range of audiences, contexts and purposes[Key concepts: audience, context, social distance; Key processes: identifying, translating, interpreting]

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

ACLCHC253 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | First Language Learner Pathway | Chinese | Languages | F-10 curriculum

Elaboration (3) ACLCHC252

introducing people, places, events and ideas of cultural and historical significance to Chinese people, for example, explaining to Australian audiences the historical and contemporary significance of 孔子 (Confucius) and his idea of 仁 (humanity)

Elaboration (3) | ACLCHC252 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | First Language Learner Pathway | Chinese | Languages | F-10 curriculum

Elaboration (1) ACLCHC253

translating texts for a range of audiences and contexts, identifying adjustments to language choices made according social position of audience and context

Elaboration (1) | ACLCHC253 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | First Language Learner Pathway | Chinese | Languages | F-10 curriculum

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