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Elaboration (3) ACLINU051

recognising generalisations and stereotypes about cultural groups (for example, ‘all Indonesians are Muslim’), and noticing that the reality is more complex and varied

Elaboration (1) ACLITC031

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

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) ACLVIC116

reflecting on how their own identity as a person who knows more than one language influences the role they play in various groups

Elaboration ACMNA004

using a range of practical strategies for adding small groups of numbers, such as visual displays or concrete materials

Elaboration (1) ACMNA031

visualising a group of objects as a unit and using this to calculate the number of objects in several identical groups

Elaboration ACSIS012

working in groups to describe what students have done and what they have found out

The nature of the learners This stage of learning coincides with social, physical and cognitive changes associated with adolescence. Increased cognitive maturity enables learners to work more deductively with language and culture systems, to apply more …

Years 9 and 10 | Years F–10 Sequence | Turkish | Languages | F-10 curriculum

ACELT1626

Explore the ways that ideas and viewpoints in literary texts drawn from different historical, social and cultural contexts may reflect or challenge the values of individuals and groups

Elaborations ScOT Terms

ACELT1626 | Content Descriptions | Year 8 | English | F-10 curriculum

Elaboration (12) ACLASFC003

using the appropriate NMFs for asking questions and making statements when interacting in small groups

Elaboration ACLASFC010

describing themselves as belonging to their family and to social groups such as their class or age cohort of deaf children

Elaboration (4) ACLASFU018

recognising the importance of language, community and culture in relation to their own lives and in relation to other language groups and their communities

Elaboration (7) ACLASFU030

describing how the movement changes between groups of related numbers, for example, 5, 15, 50, 5th

Elaboration (1) ACLASFC037

using NMFs and eye gaze to gain, hold or finish a turn when communicating in pairs or groups

Elaboration (7) ACLASFC041

engaging with deaf visitors from different groups and backgrounds by creating a vlog about the visits and their responses to different identity stories

Elaboration (2) ACLASFC055

discussing the relationship between events in their school or local community and interest groups they identify with by conducting an in-class survey

Elaboration ACLASFC059

working in groups to create an informative multimedia text that invites debate of a social or cultural question, such as the medical versus cultural view of deafness

Elaboration (3) ACLASFC060

watching performances of Deaf theatre groups such as the Australian Theatre of the Deaf, and identifying all the ways a signer refers to the same referent throughout

Elaboration (5) ACLASFC061

engaging with the work of Deaf theatre groups such as the Australian Theatre of the Deaf, using elements of performances as models for their own experimentation with signed theatre

Elaboration (5) ACLASFU102

describing how the movement changes between groups of related numbers, for example, 5, 15, 50, 5th)

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Cross Curriculum Priorities