Context statement Hindi
The place of the Hindi language and associated cultures in Australia and the world Hindi is an official language of India and Fiji. It is the most widely spoken language of the Indian subcontinent and is also widely spoken throughout the world in countries …
Context statement | Hindi | Languages | F-10 curriculum
ACELA1430
Understand that texts can take many forms, can be very short (for example an exit sign) or quite long (for example an information book or a film) and that stories and informative texts have different purposes
Elaborations ScOT Terms
ACELA1430 | Content Descriptions | Foundation Year | English | F-10 curriculum
ACELA1433
Understand concepts about print and screen, including how books, film and simple digital texts work, and know some features of print, for example directionality
Elaborations ScOT Terms
ACELA1433 | Content Descriptions | Foundation Year | English | F-10 curriculum
ACELA1483
Identify the effect on audiences of techniques, for example shot size, vertical camera angle and layout in picture books, advertisements and film segments
Elaborations ScOT Terms
ACELA1483 | Content Descriptions | Year 3 | English | F-10 curriculum
ACELT1623
Understand, interpret and discuss how language is compressed to produce a dramatic effect in film or drama, and to create layers of meaning in poetry, for example haiku, tankas, couplets, free verse and verse novels
Elaborations ScOT Terms
ACELT1623 | Content Descriptions | Year 7 | English | F-10 curriculum
ACELT1637
Investigate and experiment with the use and effect of extended metaphor, metonymy, allegory, icons, myths and symbolism in texts, for example poetry, short films, graphic novels, and plays on similar themes
Elaborations ScOT Terms
ACELT1637 | Content Descriptions | Year 9 | English | F-10 curriculum
ACDSEH027
The nature of popular culture in Australia at the end of World War II, including music, film and sport
Elaborations ScOT Terms
ACDSEH027 | Content Descriptions | Year 10 | History | Humanities and Social Sciences | F-10 curriculum
ACDSEH122
Changing nature of the music, film and television industry in Australia during the post-war period, including the influence of overseas developments (such as Hollywood, Bollywood and the animation film industry in China and Japan)
Elaborations ScOT Terms
ACDSEH122 | Content Descriptions | Year 10 | History | Humanities and Social Sciences | F-10 curriculum
ACDSEH123
Australia’s contribution to international popular culture (music, film, television, sport)
Elaborations ScOT Terms
ACDSEH123 | Content Descriptions | Year 10 | History | Humanities and Social Sciences | F-10 curriculum
ACLARC142
Share responses to a range of imaginative texts, including multimodal and digital texts, such as cartoons, folk tales, fables and films, by expressing opinions on key ideas, characters and actions, and making connections with own experiences and feelings[Key …
Elaborations ScOT Terms
ACLARC142 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | Arabic | Languages | F-10 curriculum
ACLARC023
Respond to imaginative texts such as poems and films, explaining messages and key ideas, stating views on themes, events and values, and making connections with own experiences[Key concepts: genre, theme, values, connection; Key processes: comparing, …
Elaborations ScOT Terms
ACLARC023 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | Arabic | Languages | F-10 curriculum
ACLASFC043
Create live or filmed performances that engage specific audiences and present imagined experiences, people or places[Key concepts: suspense, humour, dramatic structure, stimulus; Key processes: creating, performing, narrating, reinterpreting, improvi …
Elaborations ScOT Terms
ACLASFC043 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | First Language Learner Pathway | Auslan | Languages | F-10 curriculum
ACLASFC115
Create or adapt imaginative texts and live or filmed expressive performances that involve imagined experiences and feature different characters, amusing experiences or special effects[Key concepts: appearance, character, audience, animation, emotion, …
Elaborations ScOT Terms
ACLASFC115 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | First Language Learner Pathway | Auslan | Languages | F-10 curriculum
ACLFWC050
Interpret and respond to a range of texts, sharing and comparing personal views and reactions, describing, explaining and comparing aspects of artistic expression and how these relate to land, people, plants, animals and social and ecological relationships[Key …
Elaborations ScOT Terms
ACLFWC050 | Content Descriptions | Years 7 to 10 | Years F–10 Sequence | First Language Learner Pathway (L1) | Framework for Aboriginal Languages and Torres Strait Islander Languages | Languages | F-10 curriculum
ACLFWC179
Interpret and respond to texts by sharing personal reactions, comparing themes, describing and explaining aspects of artistic expression and how these relate to land, sky, sea, water, people, plants, animals and social and ecological relationships[Key …
Elaborations ScOT Terms
ACLFWC179 | Content Descriptions | Years 7 to 10 | Years F–10 Sequence | Language Revival Learner Pathway (LR) | Framework for Aboriginal Languages and Torres Strait Islander Languages | Languages | F-10 curriculum
ACLFWC114
Interpret and respond to a range of real and imaginative texts by sharing personal views, comparing themes, describing and explaining aspects of artistic expression and how these relate to land, people, plants, animals and social and ecological relationships[Key …
Elaborations ScOT Terms
ACLFWC114 | Content Descriptions | 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
ACLFRC042
Share responses to characters, events and ideas in texts such as stories, cartoons or films, making connections with own experience and feelings[Key concepts: character, plot, imagination, feelings; Key processes: interpreting, expressing, comparing]
Elaborations ScOT Terms
ACLFRC042 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | French | Languages | F-10 curriculum
ACLHIC024
Engage with creative and imaginative texts such as stories, rhymes, dance and action songs, identifying favourite elements and acting out key events or interactions[Key concepts: imagination, character, plot; Key processes: responding, identifying, creating, …
Elaborations ScOT Terms
ACLHIC024 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | Hindi | Languages | F-10 curriculum
ACLHIC060
Interpret and compare representations of values, characters and events from a range of traditional and contemporary imaginative texts[Key concepts: theme, representation, values, humour; Key processes: comparing, analysing, identifying; Key text types: …
Elaborations ScOT Terms
ACLHIC060 | Content Descriptions | Years 7 and 8 | Years F–10 Sequence | Hindi | Languages | F-10 curriculum
ACLHIC078
Explore how expressive and imaginative texts create aesthetic, humorous or emotional effects in ways that reflect cultural influence[Key concepts: humour, effect, mood, composition; Key processes: analysing, comparing, identifying; Key text types: film, …
Elaborations ScOT Terms
ACLHIC078 | Content Descriptions | Years 9 and 10 | Years F–10 Sequence | Hindi | Languages | F-10 curriculum