Elaboration (4) ACLTUU012

developing pronunciation, phrasing, syllabification and intonation skills by singing, reciting and repeating words and phrases in context

Elaboration (4) | ACLTUU012 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | Turkish | Languages | F-10 curriculum

Elaboration (1) ACWSCL025

analysing the relationship between rapidly changing work environments and the need to develop these emerging skills and the mindset to work effectively

Elaboration (1) | ACWSCL025 | Content Descriptions | Year 10 | Work Studies | F-10 curriculum

Elaboration (1) ACWSCL029

recognising the need to develop their own distinct profile by investing in their skills and capabilities to enhance future work prospects

Elaboration (1) | ACWSCL029 | Content Descriptions | Year 10 | Work Studies | F-10 curriculum

Elaboration (2) ACWSCL037

practising self-advocacy, understanding appropriate negotiation skills and applying these in a range of work scenarios

Elaboration (2) | ACWSCL037 | Content Descriptions | Year 10 | Work Studies | F-10 curriculum

Years 7 to 10 Framework for Aboriginal Languages and Torres Strait Islander Languages

The nature of the learner, the pathway and particular language Languages studied in the Second Language Learner Pathway (L2) are typically languages used in spoken form as the language of everyday communication by whole communities across all generations. The …

Years 7 to 10 | Years F–10 Sequence | Second Language Learner Pathway (L2) | Framework for Aboriginal Languages and Torres Strait Islander Languages | Languages | F-10 curriculum

ACELY1784

Use interaction skills including listening while others speak, using appropriate voice levels, articulation and body language, gestures and eye contact

Elaborations ScOT Terms

ACELY1784 | Content Descriptions | Foundation Year | English | F-10 curriculum

ACELY1789

Use interaction skills including initiating topics, making positive statements and voicing disagreement in an appropriate manner, speaking clearly and varying tone, volume and pace appropriately

Elaborations ScOT Terms

ACELY1789 | Content Descriptions | Year 2 | English | F-10 curriculum

ACELY1796

Use interaction skills, for example paraphrasing, questioning and interpreting non-verbal cues and choose vocabulary and vocal effects appropriate for different audiences and purposes

Elaborations ScOT Terms

ACELY1796 | Content Descriptions | Year 5 | English | F-10 curriculum

ACELY1816

Use interaction skills, varying conventions of spoken interactions such as voice volume, tone, pitch and pace, according to group size, formality of interaction and needs and expertise of the audience

Elaborations ScOT Terms

ACELY1816 | Content Descriptions | Year 6 | English | F-10 curriculum

Self-awareness - Recognise emotions Personal and Social Capability Self-awareness Level 6

reflect critically on their emotional responses to challenging situations in a wide range of learning, social and work-related contexts

Self-awareness - Recognise emotions | Level 6 | Learning Continuum | Personal and Social Capability | General capabilities | F-10 curriculum

Self-management - Develop self-discipline and set goals Personal and Social Capability Self-management Level 6

critically analyse self-discipline strategies and personal goals and consider their application in social and work-related contexts

Self-management - Develop self-discipline and set goals | Level 6 | Learning Continuum | Personal and Social Capability | General capabilities | F-10 curriculum

Exploring values, rights and responsibilities - Explore rights and responsibilities Ethical Understanding Exploring values, rights and responsibilities Level 4

monitor consistency between rights and responsibilities when interacting face-to-face or through social media

Exploring values, rights and responsibilities - Explore rights and responsibilities | Level 4 | Learning Continuum | Ethical Understanding | General capabilities | F-10 curriculum

Recognising culture and developing respect - Explore and compare cultural knowledge, beliefs and practices Intercultural Understanding Recognising culture and developing respect Level 5

analyse the dynamic nature of cultural knowledge, beliefs and practices in a range of personal, social and historical contexts

Recognising culture and developing respect - Explore and compare cultural knowledge, beliefs and practices | Level 5 | Learning Continuum | Intercultural Understanding | General capabilities | F-10 curriculum

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

The nature of the learner, the pathway and particular language Languages studied in the Second Language Learner Pathway (L2) are typically languages used in spoken form as the language of everyday communication by whole communities across all generations. The …

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

Years 7 and 8 Framework for Classical Languages

The nature of the learners Students are beginning their study of Latin and typically have little prior knowledge and understanding of the language and Roman history and culture. Most will have learnt a different language …

Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | Latin | Framework for Classical Languages | Languages | F-10 curriculum

Years 7 and 8 Auslan

The nature of the learners The transition to secondary schooling involves social and academic demands that coincide with a period of maturational and physical change. Learners are adjusting to a new school culture with sharper divisions between curriculum …

Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | First Language Learner Pathway | Auslan | Languages | F-10 curriculum

Key ideas

Overarching idea: Creating preferred futures The Technologies curriculum provides students with opportunities to consider how solutions that are created now will be used in the future. Students will identify the possible benefits and risks of creating …

Key ideas | Technologies | F-10 curriculum

Rationale History

History is a disciplined process of inquiry into the past that develops students’ curiosity and imagination. Awareness of history is an essential characteristic of any society, and historical knowledge is fundamental to understanding ourselves and others. …

Rationale | History | Humanities and Social Sciences | F-10 curriculum

Foundation Year Health and Physical Education

The Foundation Year curriculum provides the basis for developing knowledge, understanding and skills for students to lead healthy, safe and active lives. The content gives students opportunities to learn about their strengths and simple actions they can …

Foundation Year | Health and Physical Education | F-10 curriculum

Elaboration (3) ACLASFC002

playing games that involve choice, memory or information exchange to reinforce number skills or language patterns

Elaboration (3) | ACLASFC002 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | First Language Learner Pathway | Auslan | Languages | F-10 curriculum