ACLSPC023

Organise and present critical perspectives on information obtained from different sources to a variety of audiences[Key concepts: audience, perspective, fact, opinion, interconnections; Key processes: constructing, presenting, reporting]

Elaborations ScOT Terms

ACLSPC023 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | Spanish | Languages | F-10 curriculum

ACLSPU036

Understand the role of language and culture in shaping cultural identity and consider how learning a second language encourages a broadening of perspectives[Key concepts: culture, meaning, change; Key processes: reflecting, analysing]

Elaborations ScOT Terms

ACLSPU036 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | Spanish | Languages | F-10 curriculum

ACLTUC056

Present information and personal perspectives on issues of local or global interest, using a range of spoken, written and multimodal forms[Key concepts: action, experience, cultural expression; Key processes: summarising, reporting, comparing, presen …

Elaborations ScOT Terms

ACLTUC056 | Content Descriptions | Years 7 and 8 | Years F–10 Sequence | Turkish | Languages | F-10 curriculum

ACLTUU068

Understand that language is not neutral and that its forms and usage reflect cultural values, ideas and perspectives[Key concepts: culture, the power of language, language change, metalanguage; Key processes: discussing, reflecting, analysing, compar …

Elaborations ScOT Terms

ACLTUU068 | Content Descriptions | Years 7 and 8 | Years F–10 Sequence | Turkish | Languages | F-10 curriculum

ACLTUC070

Participate in activities that involve taking action, transacting, problem-solving, negotiating and managing different opinions and perspectives[Key concepts: action, awareness, problem-solving; Key processes: planning, designing, transacting, discussing] …

Elaborations ScOT Terms

ACLTUC070 | Content Descriptions | Years 9 and 10 | Years F–10 Sequence | Turkish | Languages | F-10 curriculum

ACLVIC177

Locate, synthesise, interpret and evaluate information and opinions from different perspectives relating to social issues and other areas of interest to teenagers[Key concepts: perspective, interconnection, representation; Key processes: synthesising, …

Elaborations ScOT Terms

ACLVIC177 | Content Descriptions | Years 9 and 10 | Years F–10 Sequence | Vietnamese | Languages | F-10 curriculum

Civics and Citizenship Achievement Standard HASS Year 7

By the end of Year 7, students identify the ideas, values and principles that underpin the institutions and processes in Australia’s political and legal systems. They explain the diverse nature of Australian society, and identify the importance of shared …

Civics and Citizenship Achievement Standard | Achievement Standards | Year 7 | HASS | Humanities and Social Sciences | F-10 curriculum

Achievement Standard Framework for Aboriginal Languages and Torres Strait Islander Languages Years 3 to 6

The achievement standards for the Framework for Aboriginal Languages and Torres Strait Islander Languages Second Language Learner Pathway are generalised in order to cater for the range of languages that may be learnt as an L2 in the school context. …

Achievement Standard | Achievement Standards | Years 3 to 6 | Years F–10 Sequence | Second Language Learner Pathway (L2) | Framework for Aboriginal Languages and Torres Strait Islander Languages | Languages | F-10 curriculum

Elaboration (2) ACELT1610

examining the narrative voice in texts from Aboriginal and Torres Strait Islander traditions, which include perspectives of animals and spirits, about how we should care for the Earth, for example reflecting on how this affects significance, interpretation …

Elaboration (2) | ACELT1610 | Content Descriptions | Year 5 | English | F-10 curriculum

Elaboration ACELY1756

presenting a structured argument by providing a statement of the major perspectives or concerns relating to an issue; previewing the structure of arguments; structuring the text to provide a major point for each paragraph with succinct elaboration, and …

Elaboration | ACELY1756 | Content Descriptions | Year 10 | English | F-10 curriculum

Elaboration (3) ACAMAM067

Considering viewpoints – philosophies and ideologies: For example – What ideological or political perspectives are evident in my artwork to engage a particular audience? What established behaviours or conventions have influenced the design of my artwork …

Elaboration (3) | ACAMAM067 | Content Descriptions | Years 7 and 8 | Media Arts | The Arts | F-10 curriculum

Elaboration (3) ACLARU167

examining how the structures and features of a variety of informative texts, including online and digital texts, such as reports and articles, reflect the intended purpose and how the choice of vocabulary reflects ideas and perspectives

Elaboration (3) | ACLARU167 | Content Descriptions | Years 7 and 8 | Years F–10 Sequence | Arabic | Languages | F-10 curriculum

Elaboration ACLARC177

creating various types of imaginative texts, such as songs, stories or video clips for video-sharing websites, to convey messages that reflect own perspectives on Arabic values and practices such as traditional filial piety or the value of education in …

Elaboration | ACLARC177 | Content Descriptions | Years 9 and 10 | Years F–10 Sequence | Arabic | Languages | F-10 curriculum

Elaboration (5) ACLARC021

analysing and comparing perspectives represented in spoken and written texts, for example,الجريدة المحلية كتبت أن الأغاني العصرية تافهة ؛ ولكن الجميع يحبها

Elaboration (5) | ACLARC021 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | Arabic | Languages | F-10 curriculum

Elaboration (3) ACLARU031

examining a variety of informative texts, such as reports and articles, identifying how the structure and features of each text reflect the intended purpose and how the choice of vocabulary reflects ideas and perspectives

Elaboration (3) | ACLARU031 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | Arabic | Languages | F-10 curriculum

Elaboration (1) ACLFRC065

sharing and comparing cultural and intercultural experiences and language capabilities, and exchanging views on the benefits of speaking more than one language, such as having a larger vocabulary to draw on, new insights and perspectives, and opportunities …

Elaboration (1) | ACLFRC065 | Content Descriptions | Years 7 and 8 | Years F–10 Sequence | French | Languages | F-10 curriculum

Elaboration (1) ACLFRC076

researching a topic of global significance (for example, l’immigration, la jeunesse, l’action humanitaire, les langues mondiales), and identifying and explaining how texts reflect different perspectives and priorities

Elaboration (1) | ACLFRC076 | Content Descriptions | Years 9 and 10 | Years F–10 Sequence | French | Languages | F-10 curriculum

Elaboration (1) ACLGEC174

researching a topic of global significance, such as Umweltprobleme, Armut or Denglish, and identifying and explaining how texts reflect different perspectives and priorities

Elaboration (1) | ACLGEC174 | Content Descriptions | Years 9 and 10 | Years F–10 Sequence | German | Languages | F-10 curriculum

Elaboration (1) ACLGEC009

creating bilingual texts for specific audiences, for example, a Big Book or game for young learners of German, invitations to a class event or posters for a performance, noticing how meaning needs to be tailored to audience and cultural perspectives

Elaboration (1) | ACLGEC009 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | German | Languages | F-10 curriculum

Elaboration (4) ACLHIC064

discussing what they need to consider when interacting with speakers of different language and cultural backgrounds, such as being flexible, noticing people’s reactions to what they say, watching for signals of misunderstanding, being mindful of different …

Elaboration (4) | ACLHIC064 | Content Descriptions | Years 7 and 8 | Years F–10 Sequence | Hindi | Languages | F-10 curriculum