Curriculum Types

Curriculum Elements Types

General Capabilities

Cross Curriculum Priorities
Your search for "noun groups" returned 636 result(s)
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Elaboration (7) ACLFWU100

developing metalanguage for talking about elements of language, for example, noun phrases, suffixes, prefixes, tense, transitivity

Elaboration (7) | ACLFWU100 | Content Descriptions | 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 (4) ACLCLE035

identifying parts of speech and their function in context to determine meaning, for example, identifying which noun is the subject of the verb

Elaboration (4) | ACLCLE035 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | Latin | Framework for Classical Languages | Languages | F-10 curriculum

Achievement Standard Auslan Years 5 and 6

By the end of Year 6, students use Auslan to interact with people for a range of different purposes. They use descriptive and expressive language to share and compare experiences, ideas and opinions, such as THEATRE GOOD, LONG -really, LONG-really. …

Achievement Standard | Achievement Standards | Years 5 and 6 | Years F–10 Sequence | First Language Learner Pathway | Auslan | Languages | F-10 curriculum

ACHASSK198

How groups, such as religious and cultural groups, express their particular identities; and how this influences their perceptions of others and vice versa

critical-creative ethical-understanding intercultural-understanding personal-social Elaborations ScOT Terms

ACHASSK198 | Content Descriptions | Year 7 | HASS | Humanities and Social Sciences | F-10 curriculum

ACHCK053

How groups, such as religious and cultural groups, express their particular identities; and how this influences their perceptions of others and vice versa

intercultural-understanding critical-creative personal-social ethical-understanding Elaborations ScOT Terms

ACHCK053 | Content Descriptions | Year 7 | Civics and Citizenship | Humanities and Social Sciences | F-10 curriculum

ACHCK079

How and why individuals and groups, including religious groups, participate in and contribute to civic life

ethical-understanding personal-social critical-creative Elaborations ScOT Terms

ACHCK079 | Content Descriptions | Year 9 | Civics and Citizenship | Humanities and Social Sciences | F-10 curriculum

Managing and operating ICT - Manage digital data Information and Communication Technology (ICT) Capability Managing and operating ICT Level 5

manage and maintain data for groups of users using a variety of methods and systems

Managing and operating ICT - Manage digital data | Level 5 | Learning Continuum | Information and Communication Technology (ICT) Capability | General capabilities | F-10 curriculum

Social management - Communicate effectively Personal and Social Capability Social management Level 3

identify communication skills that enhance relationships for particular groups and purposes

Social management - Communicate effectively | Level 3 | Learning Continuum | Personal and Social Capability | General capabilities | F-10 curriculum

Social management - Work collaboratively Personal and Social Capability Social management Level 4

contribute to groups and teams, suggesting improvements in methods used for group investigations and projects

Social management - Work collaboratively | Level 4 | Learning Continuum | Personal and Social Capability | General capabilities | F-10 curriculum

Interacting and empathising with others - Consider and develop multiple perspectives Intercultural Understanding Interacting and empathising with others Level 3

identify and describe shared perspectives within and across various cultural groups

Interacting and empathising with others - Consider and develop multiple perspectives | Level 3 | Learning Continuum | Intercultural Understanding | General capabilities | F-10 curriculum

Reflecting on intercultural experiences and taking responsibility - Mediate cultural difference Intercultural Understanding Reflecting on intercultural experiences and taking responsibility Level 3

identify ways of reaching understanding between culturally diverse groups

Reflecting on intercultural experiences and taking responsibility - Mediate cultural difference | Level 3 | Learning Continuum | Intercultural Understanding | General capabilities | F-10 curriculum

Reflecting on intercultural experiences and taking responsibility - Challenge stereotypes and prejudices Intercultural Understanding Reflecting on intercultural experiences and taking responsibility Level 4

explain the impact of stereotypes and prejudices on individuals and groups within Australia

Reflecting on intercultural experiences and taking responsibility - Challenge stereotypes and prejudices | Level 4 | Learning Continuum | Intercultural Understanding | General capabilities | F-10 curriculum

Recognising culture and developing respect - Investigate culture and cultural identity Intercultural Understanding Recognising culture and developing respect Level 5

explain ways that cultural groups and identities change over time and in different contexts

Recognising culture and developing respect - Investigate culture and cultural identity | Level 5 | Learning Continuum | Intercultural Understanding | General capabilities | F-10 curriculum

Reflecting on intercultural experiences and taking responsibility - Reflect on intercultural experiences Intercultural Understanding Reflecting on intercultural experiences and taking responsibility Level 5

reflect critically on the representation of various cultural groups in texts and the media and how they respond

Reflecting on intercultural experiences and taking responsibility - Reflect on intercultural experiences | Level 5 | Learning Continuum | Intercultural Understanding | General capabilities | F-10 curriculum

Elaboration (1) ACLCHC053

writing a short dialogue about an emotion and performing it in groups

Elaboration (1) | ACLCHC053 | Content Descriptions | Years 7 and 8 | Years F–10 Sequence | Second Language Learner Pathway | Chinese | Languages | F-10 curriculum

ACELA1545

Analyse and examine how effective authors control and use a variety of clause structures, including clauses embedded within the structure of a noun group/phrase or clause

critical-creative literacy writing reading Elaborations ScOT Terms

ACELA1545 | Content Descriptions | Year 8 | English | F-10 curriculum

Elaboration (1) ACMNA032

identifying the difference between dividing a set of objects into three equal groups and dividing the same set of objects into groups of three

numeracy critical-creative

Elaboration (1) | ACMNA032 | Content Descriptions | Year 2 | Mathematics | F-10 curriculum

Elaboration (3) ACHASSK137

considering the contribution of groups and organisations in the development of Australia in the twentieth century (for example, the CSIRO, environmental action groups, farming cooperatives)

intercultural-understanding literacy personal-social critical-creative ethical-understanding sustainability

Elaboration (3) | ACHASSK137 | Content Descriptions | Year 6 | HASS | Humanities and Social Sciences | F-10 curriculum

Elaboration (4) ACHASSI074

exploring stories about the groups people belong to, for example, about cultural groups (such as groups that value Aboriginal, Torres Strait Islander or Asian heritage), from interest and community groups (such as recreational and volunteering organisations) …

literacy critical-creative intercultural-understanding personal-social ethical-understanding aboriginal-torres asia-australia

Elaboration (4) | ACHASSI074 | Content Descriptions | Year 4 | HASS | Humanities and Social Sciences | F-10 curriculum

ACELA1434

Recognise that texts are made up of words and groups of words that make meaning

literacy writing listening speaking reading Elaborations ScOT Terms

ACELA1434 | Content Descriptions | Foundation Year | English | F-10 curriculum

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