Curriculum Types

Curriculum Elements Types

General Capabilities

Cross Curriculum Priorities
Your search for "pers" returned 80 result(s)
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ACLITC079

Participate in spoken or written transactions to obtain goods and services, including expressing views on quality and making complaints and recommendations[Key concepts: negotiation, value; Key processes: interacting, persuading, complaining]

literacy numeracy critical-creative personal-social Elaborations ScOT Terms

ACLITC079 | Content Descriptions | Years 9 and 10 | Years F–10 Sequence | Italian | Languages | F-10 curriculum

ACLITC080

Interact in discussions by questioning, making suggestions and expressing opinions, and reflect on experiences of classroom interactions[Key concepts: interaction, relationship, perspective; Key processes: expressing, questioning, reflecting]

literacy critical-creative personal-social Elaborations ScOT Terms

ACLITC080 | Content Descriptions | Years 9 and 10 | Years F–10 Sequence | Italian | Languages | F-10 curriculum

ACLITC081

Analyse, synthesise and evaluate ideas and information from multiple sources on a range of contemporary issues[Key concepts: perspectives, representation, bias; Key processes: interpreting, evaluating, summarising, connecting, analysing]

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

ACLITC081 | Content Descriptions | Years 9 and 10 | Years F–10 Sequence | Italian | Languages | F-10 curriculum

ACLITC082

Give information in different forms, offering own views in relation to the content and considering the significance for particular audiences[Key concepts: media, message, opinion; Key processes: designing, evaluating, persuading]

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

ACLITC082 | Content Descriptions | Years 9 and 10 | Years F–10 Sequence | Italian | 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

ACLITC119

Select and organise information from a range of spoken, written and multimodal texts in Italian; process and analyse ideas; and represent meanings, opinions and perspectives as appropriate to particular audiences[Key concepts: visual images, media, representation, …

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

ACLITC119 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | Italian | Languages | F-10 curriculum

ACLITC120

Convey information and compare diverse perspectives from multiple sources in Italian[Key concepts: public perceptions, representation, globalisation; Key processes: reporting, relating, comparing]

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

ACLITC120 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | Italian | Languages | F-10 curriculum

ACLITC126

Reflect on own identity in general and as a user and learner of Italian by sharing personal experiences, perspectives and values and considering their influence [Key concepts: memory, language affiliation, judgement; Key processes: connecting, evaluating, …

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

ACLITC126 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | Italian | Languages | F-10 curriculum

Elaboration ACLITC001

using simple greetings relevant to the time of day, the celebration or event, and their relationship to the person, for example, Ciao! Buongiorno! Arrivederci! Tanti auguri! Buona Pasqua. Buon Natale

Elaboration | ACLITC001 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | Italian | Languages | F-10 curriculum

Elaboration (3) ACLITC001

understanding single words and simple phrases, and indicating comprehension through actions such as pointing to an object, selecting a picture card or flashcard to demonstrate the phrase heard, and matching games in digital form, for example, personal …

Elaboration (3) | ACLITC001 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | Italian | Languages | F-10 curriculum

Elaboration (4) ACLITC007

taking on the persona of a character through play

Elaboration (4) | ACLITC007 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | Italian | Languages | F-10 curriculum

Elaboration (7) ACLITU014

noticing that the verbs essere and avere are used when giving personal information about state or identity, for example, Ho due fratelli, sono basso, Ho 6 anni, Ho gli occhi verdi, sono alto

Elaboration (7) | ACLITU014 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | Italian | Languages | F-10 curriculum

Elaboration ACLITC020

exchanging personal information and responding to questions about self, family, leisure, neighbourhood, daily experiences and food, for example, Da dove vieni? Da Torino. Sono italiano, e tu?; Chi sei? Chi è …? Sono …, e tu?; Lui/lei è …, …è mio padre. …

Elaboration | ACLITC020 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | Italian | Languages | F-10 curriculum

Elaboration (6) ACLITC023

connecting with and reacting to peer responses, noticing different perspectives

Elaboration (6) | ACLITC023 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | Italian | Languages | F-10 curriculum

Elaboration (4) ACLITC024

asking and responding to questions that address information such as participants, characteristics of a person, and dates, times and locations of events of interest to the class, for example, la domenica; il dieci giugno; ha trentasette anni; è alto e …

Elaboration (4) | ACLITC024 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | Italian | Languages | F-10 curriculum

Elaboration (1) ACLITC031

using Italian to express aspects of personal identity such as name, nationality, languages spoken, interests, and memberships of teams/groups

Elaboration (1) | ACLITC031 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | Italian | Languages | F-10 curriculum

Elaboration (3) ACLITC031

considering their own perspective on personal experiences of Italian language and culture by asking questions such as: Am I familiar with this? Have I experienced something like this? What does this mean for me? Is this similar to or different from my …

Elaboration (3) | ACLITC031 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | Italian | Languages | F-10 curriculum

Elaboration (3) ACLITU033

using the definite and indefinite articles and understanding how to specify a particular person or object, for example, la mamma, una mamma; il quaderno, un quaderno; l’arancia, un’ arancia

Elaboration (3) | ACLITU033 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | Italian | Languages | F-10 curriculum

Elaboration (4) ACLITU033

using personal pronouns in context, for example, Chi ha finito? Io!

Elaboration (4) | ACLITU033 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | Italian | Languages | F-10 curriculum

Elaboration (9) ACLITU033

using adjectives to describe characteristics or qualities of a person or object, such as nationality, shape and colour (for example, Chiara è italiana), and noticing that they change with gender, for example, la macchina rossa, il libro rosso,

Elaboration (9) | ACLITU033 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | Italian | Languages | F-10 curriculum

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