ACLITU019
Notice and reflect (mainly in English) on different cultural practices and the specific ways of using language in different cultures
Elaborations ScOT Terms
ACLITU019 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | Italian | Languages | F-10 curriculum
ACLITU038
Compare and reflect on different cultural practices and the ways in which language use reflects culture-specific ideas
Elaborations ScOT Terms
ACLITU038 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | Italian | Languages | F-10 curriculum
ACLITU057
Reflect on their own assumptions about the values, beliefs and cultural norms of Italians compared to their own
Elaborations ScOT Terms
ACLITU057 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | Italian | Languages | F-10 curriculum
ACLITU076
Analyse the ways in which choices in everyday language use reflect cultural practices and values
Elaborations ScOT Terms
ACLITU076 | Content Descriptions | Years 7 and 8 | Years F–10 Sequence | Italian | Languages | F-10 curriculum
Structure Framework for Aboriginal Languages and Torres Strait Islander Languages
Pathways To cater for differences between the ecologies of languages and the communities who are owners and custodians of those languages, and to cater for students who come from a variety of learner backgrounds, the Framework has three pathways: First …
Structure | Framework for Aboriginal Languages and Torres Strait Islander Languages | Languages | F-10 curriculum
Example of knowledge and skills Media Arts
In this band students are introduced to the ways that ideas and intentions are communicated in and through Media Arts. They develop knowledge, understanding and skills through media arts practices focusing on: Representation and story principles Structure representing …
Example of knowledge and skills | Media Arts | The Arts | F-10 curriculum
Elaboration (1) ACLARC180
challenging cultural assumptions and offering different perspectives to new cultural contexts or situations, for example, the idea that all Arabic-speaking people dress the same or eat the same food, many Arabic speakers speak more than two languages, …
Elaboration (1) | ACLARC180 | Content Descriptions | Years 9 and 10 | Years F–10 Sequence | Arabic | Languages | F-10 curriculum
Elaboration (4) ACLVIC181
experimenting with translating idiomatic expressions and proverbs as well as a range of short texts that involve cultural elements, exploring how to convey meaning and cultural significance in Vietnamese and English, and recognising that the translation …
Elaboration (4) | ACLVIC181 | Content Descriptions | Years 9 and 10 | Years F–10 Sequence | Vietnamese | Languages | F-10 curriculum
Foundation Year HASS
My personal world The Foundation curriculum focuses on developing students’ understanding of their personal worlds, including their personal and family histories and the places they and their families live in and belong to. The emphasis is on the student’s …
Foundation Year | HASS | Humanities and Social Sciences | F-10 curriculum
Elaboration (2) ACHASSI077
identifying differing viewpoints and considering their related ethical implications when discussing the past and present (for example, personal preference versus respecting the law such as personal freedom versus following the legal requirement to wear …
Elaboration (2) | ACHASSI077 | Content Descriptions | Year 4 | HASS | Humanities and Social Sciences | F-10 curriculum
Elaboration (2) ACLARC011
identifying aspects of personal identity such as age, gender and social status that are important when interacting in Arabic, for example, using the correct personal pronouns to address elderly people (أنتَ/أنتِ), shaking or not shaking hands depending …
Elaboration (2) | ACLARC011 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | Arabic | Languages | F-10 curriculum
Elaboration (2) ACLVIC011
identifying aspects of personal identity such as age, gender and social status that are important when interacting in Vietnamese, for example, using the correct personal pronouns to address elderly people (thưa ông/bà/bác/chú/cô/dì), and shaking or not …
Elaboration (2) | ACLVIC011 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | Vietnamese | Languages | F-10 curriculum
History Achievement Standard HASS Year 1
By the end of Year 1, students identify and describe important dates and changes in their own lives. They explain how some aspects of daily life have changed over recent time while others have remained the same. Students sequence personal and family events …
History Achievement Standard | Achievement Standards | Year 1 | HASS | Humanities and Social Sciences | F-10 curriculum
Achievement Standard Visual Arts Years 5 and 6
By the end of Year 6, students explain how ideas are represented in artworks they make and view. They describe the influences of artworks and practices from different cultures, times and places on their art making. Students use visual conventions and …
Achievement Standard | Achievement Standards | Years 5 and 6 | Visual Arts | The Arts | F-10 curriculum
Elaboration ACELA1517
understanding when it is appropriate to share feelings and opinions (for example in a personal recount) and when it is appropriate to remain more objective (for example in a factual recount)
Elaboration | ACELA1517 | Content Descriptions | Year 6 | English | F-10 curriculum
Elaboration (1) ACELT1633
exploring and reflecting on personal understanding of the world and human experience, interpreted in literature drawn from cultures and times different from the students’ own
Elaboration (1) | ACELT1633 | Content Descriptions | Year 9 | English | F-10 curriculum
Elaboration (2) ACELY1742
constructing questions to frame an analysis of differing representations on moral issues in texts, and including a critical analysis of a personal view in the overall analysis of the issue
Elaboration (2) | ACELY1742 | Content Descriptions | Year 9 | English | F-10 curriculum
Elaboration (2) ACELT1639
exploring and reflecting on personal understanding of the world and human experience gained from interpreting literature drawn from cultures and times different from the students’ own
Elaboration (2) | ACELT1639 | Content Descriptions | Year 10 | English | F-10 curriculum
Elaboration (1) ACELT1774
writing or speaking about how effectively the author constructed the text and engaged and sustained the reader’s/viewer’s/listener’s personal interest
Elaboration (1) | ACELT1774 | Content Descriptions | Year 10 | English | F-10 curriculum
Elaboration (1) ACHASSI003
contributing information to shared records of places, families and friends (for example, adding personal details to murals, concept maps, tally charts and pictorial tables)
Elaboration (1) | ACHASSI003 | Content Descriptions | Foundation Year | HASS | Humanities and Social Sciences | F-10 curriculum