Curriculum Types

Curriculum Elements Types

General Capabilities

Cross Curriculum Priorities
Your search for "assessment for learning" returned 61 result(s)
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Elaboration (2) ACLFRC118

discussing ways in which the experience of learning and using French challenges preconceptions, stereotypes or attitudes

Elaboration (2) | ACLFRC118 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | French | Languages | F-10 curriculum

Elaboration (3) ACLFRC119

reflecting on the experience of learning and using French, considering how it might add a further dimension to own sense of identity

Elaboration (3) | ACLFRC119 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | French | Languages | F-10 curriculum

Elaboration (4) ACLFRC119

developing a language for reflecting on language learning and intercultural experience, examining aspects that are unexpected, difficult or enjoyable

Elaboration (4) | ACLFRC119 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | French | Languages | F-10 curriculum

ACLFRC021

Follow the teacher’s instructions and use simple questions, statements and gestures to support own learning, such as asking for help or permission or attracting attention[Key concepts: learning strategies, support; Key processes: requesting, clarifying, …

literacy critical-creative personal-social Elaborations ScOT Terms

ACLFRC021 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | French | Languages | F-10 curriculum

ACLFRC075

Compare and reflect on the experience of learning and using French[Key concepts: metalanguage, reflection, awareness; Key processes: expressing, reflecting, analysing]

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

ACLFRC075 | Content Descriptions | Years 9 and 10 | Years F–10 Sequence | French | Languages | F-10 curriculum

Elaboration ACLFRC075

using questionnaires or surveys to collect and compare each other’s reflections on learning and using French, identifying challenges and gains and tracking different stages of learning, for example, au début, c’était comment?…petit à petit…; finalement…j’ai …

Elaboration | ACLFRC075 | Content Descriptions | Years 9 and 10 | Years F–10 Sequence | French | Languages | F-10 curriculum

Elaboration (3) ACLFRC003

interacting with each other during learning activities, for example, Donne-moi le crayon. Voilà/voici…merci

Elaboration (3) | ACLFRC003 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | French | Languages | F-10 curriculum

Elaboration (7) ACLFRU067

continuing to build a metalanguage to describe grammatical concepts and to organise learning resources, for example, verb charts, vocabulary lists and groups of pronouns, adverbs and adjectives

Elaboration (7) | ACLFRU067 | Content Descriptions | Years 7 and 8 | Years F–10 Sequence | French | Languages | F-10 curriculum

Elaboration (2) ACLFRC100

sharing ideas about the experience of learning and using French, including any perceived changes in levels of confidence, or in attitudes towards and understanding of culture and intercultural communication

Elaboration (2) | ACLFRC100 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | French | Languages | F-10 curriculum

Elaboration (1) ACLFRC118

using personal journals and discussions to reflect on critical incidents in the course of learning and using French, such as breakdowns or breakthroughs in communication, and discussing repair and recovery strategies and insights gained

Elaboration (1) | ACLFRC118 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | French | Languages | F-10 curriculum

Elaboration (2) ACLFRU126

using personal journals and group discussions to reflect on how learning French has impacted on own assumptions about French language, culture or identity

Elaboration (2) | ACLFRU126 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | French | Languages | F-10 curriculum

Elaboration (3) ACLFRU126

considering how the experience of learning a new language has impacted on awareness of own communicative and cultural behaviours and of how these may be interpreted by others

Elaboration (3) | ACLFRU126 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | French | Languages | F-10 curriculum

ACLFRC002

Participate in guided group activities using simple repetitive language in songs, rhymes, games and transactions[Key concepts: play, performance, action learning, exchange; Key processes: participating, performing, taking turns, requesting]

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

ACLFRC002 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | French | Languages | F-10 curriculum

ACLFRC045

Create own bilingual texts and learning resources such as displays, websites, newsletters or word banks[Key concepts: bilingualism, word borrowing, meaning; Key processes: identifying, classifying, selecting, explaining]

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

ACLFRC045 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | French | Languages | F-10 curriculum

ACLFRU072

Reflect on different aspects of the cultural dimension of learning and using French[Key concepts: cultural expression, representation, difference, diversity; Key processes: reflecting, comparing, analysing]

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

ACLFRU072 | Content Descriptions | Years 7 and 8 | Years F–10 Sequence | French | Languages | F-10 curriculum

ACLFRC092

Participate in collaborative activities such as performances and presentations that involve planning, making arrangements, transacting and negotiating[Key concepts: tasks, performance, transaction, collaborative learning; Key processes: planning and managing …

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

ACLFRC092 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | French | Languages | F-10 curriculum

ACLFRC099

Create bilingual texts and resources such as learning support materials, games or posters, deciding how to deal with elements that cannot be readily translated[Key concepts: equivalence, context, meaning; Key processes: translating, interpreting, exp …

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

ACLFRC099 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | French | Languages | F-10 curriculum

ACLFRC110

Participate in collaborative projects that make connections between French language and culture and other curriculum areas[Key concepts: concepts from other learning areas; Key processes: task planning and resourcing, cross-referencing]

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

ACLFRC110 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | French | Languages | F-10 curriculum

Elaboration (3) ACLFRC039

checking on progress during learning tasks or activities, using comments and questions such as C’est fini? Pas encore, bientôt..; tu comprends, toi?

Elaboration (3) | ACLFRC039 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | French | Languages | F-10 curriculum

Elaboration (6) ACLFRU067

learning to use direct object pronouns in conjunction with the present tense, for example, je t’écoute, elle les mange tous les jours!

Elaboration (6) | ACLFRU067 | Content Descriptions | Years 7 and 8 | Years F–10 Sequence | French | Languages | F-10 curriculum

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