Curriculum Types

Curriculum Elements Types

General Capabilities

Cross Curriculum Priorities
Your search for "organising ideas" returned 41 result(s)
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Elaboration (2) ACLKOC176

organising information for a Korean audience, for example, creating a presentation to explain sport and leisure activities (씨름, 태권도, 축구, …) or a video recording of a cooking demonstration

Elaboration (2) | ACLKOC176 | Content Descriptions | Years 7 and 8 | Years F–10 Sequence | Korean | Languages | F-10 curriculum

ACLKOC138

Present information gathered from different types of texts relating to people, objects, places and events[Key concepts: home, school, information; Key processes: organising, informing, presenting]

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

ACLKOC138 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | Korean | Languages | F-10 curriculum

ACLKOC154

Collaborate in group tasks and shared experiences that involve making collective arrangements, such as making decisions or suggestions in group games, or creating and performing a role-play that involves simple transactional exchanges[Key concepts: task, …

literacy information-communication critical-creative personal-social asia-australia Elaborations ScOT Terms

ACLKOC154 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | Korean | Languages | F-10 curriculum

Years 7 and 8 Korean

The nature of the learners These years represent a transition to secondary school and students in this pathway are continuing to study Korean, bringing with them a capability to communicate with some assistance about their immediate world and Korea. …

Years 7 and 8 | Years F–10 Sequence | Korean | Languages | F-10 curriculum

Years 3 and 4 Korean

The nature of the learners At this level, children are developing awareness of their social world and membership of various groups, including of the Korean class. They have developed initial literacy in English and this helps to some degree in learning …

Years 3 and 4 | Years F–10 Sequence | Korean | Languages | F-10 curriculum

Foundation to Year 2 Korean

The nature of the learners Children enter the early years of schooling with established oracy skills in one or more languages and varying degrees of early literacy capability. For young students, learning typically focuses on their immediate world of …

Foundation to Year 2 | Years F–10 Sequence | Korean | Languages | F-10 curriculum

Years 5 and 6 Korean

The nature of the learners At this level, students are widening their social networks, experiences and communication repertoires in both their first language and Korean. They continue to need guidance and participate in structured, collaborative tasks …

Years 5 and 6 | Years F–10 Sequence | Korean | Languages | F-10 curriculum

Elaboration (1) ACLKOC139

participating in shared reading and responding to questions about characters, ideas and events, for example, by illustrating and captioning aspects of the texts

Elaboration (1) | ACLKOC139 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | Korean | Languages | F-10 curriculum

Elaboration (1) ACLKOC140

creating individual texts such as comics, diary entries and short stories, using modelled language to express own ideas and imagined experience

Elaboration (1) | ACLKOC140 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | Korean | Languages | F-10 curriculum

Elaboration (2) ACLKOC157

creating a video clip to present information or ideas to a particular audience, for example, a virtual tour of the school or classroom for exchange student groups

Elaboration (2) | ACLKOC157 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | Korean | Languages | F-10 curriculum

Elaboration (2) ACLKOU186

analysing forms, features and purposes of texts, such as how texts are organised in terms of layout, sequencing of ideas, headings and stylistic devices

Elaboration (2) | ACLKOU186 | Content Descriptions | Years 7 and 8 | Years F–10 Sequence | Korean | Languages | F-10 curriculum

ACLKOC139

Participate in and reflect on imaginative experiences such as digital interactive stories or video clips, identifying characters, main ideas and events, and sharing feelings or ideas by acting out responses or expressing preferences or opinions[Key concepts: …

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

ACLKOC139 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | Korean | Languages | F-10 curriculum

Elaboration (2) ACLKOC143

sharing ideas about how some Australian terms and expressions might be understood from a Korean perspective, for example, ‘bushwalking’, ‘kick a footy’ or ‘lamington’

Elaboration (2) | ACLKOC143 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | Korean | Languages | F-10 curriculum

Elaboration (5) ACLKOU184

connecting clauses using conjunctive suffixes (clausal connectives) such as –어/아서, –지만, –(으)면 to express events or ideas in different relationships

Elaboration (5) | ACLKOU184 | Content Descriptions | Years 7 and 8 | Years F–10 Sequence | Korean | Languages | F-10 curriculum

Elaboration (2) ACLKOC191

sharing ideas and making suggestions relating to own and others’ experiences, for example, 한강에서 축제를 한다고 해요. 여러분도 한번 축제에 가 보세요

Elaboration (2) | ACLKOC191 | Content Descriptions | Years 9 and 10 | Years F–10 Sequence | Korean | Languages | F-10 curriculum

ACLKOC157

Convey ideas and information indifferent modes to suit particular audiences and contexts on subjects of interest to young people[Key concepts: content, audience, purpose; Key processes: describing, reporting, using digital tools]

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

ACLKOC157 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | Korean | Languages | F-10 curriculum

ACLKOU170

Investigate how language can be used to influence people, ideas and the understanding of cultures[Key concepts: perceptions, influence; Key processes: comparing, explaining, predicting, reflecting]

literacy critical-creative intercultural-understanding Elaborations ScOT Terms

ACLKOU170 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | Korean | Languages | F-10 curriculum

ACLKOC175

Identify, classify and compare information and ideas obtained from spoken, written, print or digital texts[Key concepts: information, data; Key processes: classifying, summarising, evaluating]

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

ACLKOC175 | Content Descriptions | Years 7 and 8 | Years F–10 Sequence | Korean | Languages | F-10 curriculum

ACLKOC193

Use interactional language to elicit, offer, negotiate, report, and reflect and elaborate on opinions and ideas[Key concepts: opinions, reflection, metalanguage; Key processes: justifying, elaborating, reflecting]

literacy critical-creative personal-social Elaborations ScOT Terms

ACLKOC193 | Content Descriptions | Years 9 and 10 | Years F–10 Sequence | Korean | Languages | F-10 curriculum

ACLKOU204

Understand and use vocabulary that conveys abstract ideas and establishes register and style for specific audiences[Key concepts: vocabulary choice, register, style; Key processes: predicting, applying, inferring]

literacy critical-creative intercultural-understanding Elaborations ScOT Terms

ACLKOU204 | Content Descriptions | Years 9 and 10 | Years F–10 Sequence | Korean | Languages | F-10 curriculum

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