Curriculum Types

Curriculum Elements Types

General Capabilities

Cross Curriculum Priorities
Your search for "project based learning" returned 1583 result(s)
Sort by Relevance | Title | Type |
... ...

ACLMGC002

Participate in collaborative activities, such as performances and presentations, that involve planning and making arrangements[Key concepts: tasks, performance, transaction, collaborative learning; Key processes: planning and managing tasks, contribu …

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

ACLMGC002 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | Modern Greek | Languages | F-10 curriculum

ACLMGC009

Create bilingual texts and resources to support their own learning, such as glossaries and personal dictionaries, digital resources and charts[Key concepts: equivalence, context, meaning; Key processes: translating, interpreting, explaining]

literacy numeracy information-communication critical-creative intercultural-understanding Elaborations ScOT Terms

ACLMGC009 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | Modern Greek | Languages | F-10 curriculum

ACLMGC020

Participate in structured discussions and tasks by asking and responding to questions, clarifying understanding and expressing agreement or disagreement[Key concepts: learning, contribution; Key processes: discussing, clarifying]

literacy critical-creative personal-social Elaborations ScOT Terms

ACLMGC020 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | Modern Greek | Languages | F-10 curriculum

ACLSPC153

Create own bilingual texts and learning resources, such as displays, posters, word banks and glossaries for the classroom/school environment[Key concepts: translation, explanation; Key processes: identifying, selecting, modifying]

literacy information-communication critical-creative personal-social ethical-understanding intercultural-understanding Elaborations ScOT Terms

ACLSPC153 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | Spanish | Languages | F-10 curriculum

ACLSPC155

Discuss how it feels to interact in a different language, what they understand by ‘identity’, and whether learning Spanish has any effect on their sense of self[Key concept: intracultural understanding; Key processes: identifying, describing]

literacy information-communication critical-creative personal-social intercultural-understanding Elaborations ScOT Terms

ACLSPC155 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | Spanish | Languages | F-10 curriculum

ACLSPC183

Engage in class discussions and debates, justifying opinions, evaluating perspectives and reflecting on own language learning[Key concepts: perspectives, standpoint, representation; Key processes: debating, persuading, justifying, explaining]

literacy critical-creative personal-social Elaborations ScOT Terms

ACLSPC183 | Content Descriptions | Years 9 and 10 | Years F–10 Sequence | Spanish | Languages | F-10 curriculum

ACLSPC009

Create simple bilingual texts such as learning resources, online announcements, games and displays for use in the classroom, school or wider community[Key concepts; audience, suitability; Key processes: interpreting, comparing]

literacy information-communication critical-creative personal-social intercultural-understanding Elaborations ScOT Terms

ACLSPC009 | Content Descriptions | Years 7 and 8 | 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]

literacy information-communication critical-creative personal-social ethical-understanding intercultural-understanding Elaborations ScOT Terms

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

ACLTUC043

Create bilingual texts such as websites, posters, class journals and menus to support their own learning and to assist interactions with non-Turkish speakers[Key concepts: equivalence, alternatives; Key processes: considering, selecting, translating]

literacy information-communication critical-creative personal-social intercultural-understanding Elaborations ScOT Terms

ACLTUC043 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | Turkish | Languages | F-10 curriculum

ACLTUC094

Create shared bilingual texts and learning resources such as word banks, glossaries, displays and digital presentations[Key concepts: language codes, meaning, equivalence; Key processes: creating, interpreting, exemplifying, explaining]

literacy information-communication critical-creative intercultural-understanding Elaborations ScOT Terms

ACLTUC094 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | Turkish | Languages | F-10 curriculum

ACLTUC104

Participate in individual and collaborative projects and learning experiences that involve brainstorming, negotiating, transacting, problem-solving and action[Key concepts: discussion, action, responsibility, collaboration; Key processes: problem-solving, …

literacy critical-creative personal-social intercultural-understanding sustainability Elaborations ScOT Terms

ACLTUC104 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | Turkish | Languages | F-10 curriculum

ACLVIC107

Participate in guided group activities such as songs, rhymes, games and transactions, using modelled repetitive language[Key concepts: play, performance, action learning; Key processes: giving and following instructions, active listening, speaking]

literacy numeracy critical-creative personal-social intercultural-understanding Elaborations ScOT Terms

ACLVIC107 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | Vietnamese | Languages | F-10 curriculum

ACLVIC114

Create bilingual texts in both Vietnamese and English for the immediate learning environment such as labels, captions, wall charts and other resources[Key concepts: representation, equivalence; Key processes: labelling, captioning]

literacy information-communication critical-creative intercultural-understanding Elaborations ScOT Terms

ACLVIC114 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | Vietnamese | Languages | F-10 curriculum

ACLVIC148

Produce a range of bilingual texts and resources for their own language learning and for the school community such as posters, menus, recipes or stories, including multimodal and digital forms[Key concept: linguistic landscape; Key processes: translating, …

literacy information-communication critical-creative intercultural-understanding asia-australia Elaborations ScOT Terms

ACLVIC148 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | Vietnamese | Languages | F-10 curriculum

ACLVIC009

Create a range of bilingual texts and resources such as captions, signs, posters, digital picture dictionaries or menus to assist language learning in the classroom and in the school community[Key concepts: meaning, equivalence; Key processes: creating, …

literacy information-communication critical-creative personal-social intercultural-understanding asia-australia Elaborations ScOT Terms

ACLVIC009 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | Vietnamese | Languages | F-10 curriculum

Elaboration ACLFRC075

using questionnaires or surveys to collect and compare each other’s reflections on learning and using French, identifying challenges and gains and tracking different stages of learning, for example, au début, c’était comment?…petit à petit…; finalement…j’ai …

Elaboration | ACLFRC075 | Content Descriptions | Years 9 and 10 | Years F–10 Sequence | French | Languages | F-10 curriculum

Elaboration ACLGEC173

expressing individual learning goals (Lernziele) in relation to skills and understanding for learning German, for example, Ich möchte unbedingt Deutsch besser sprechen., and monitoring progress towards achieving these goals, for example, Heute habe ich …

Elaboration | ACLGEC173 | Content Descriptions | Years 9 and 10 | Years F–10 Sequence | German | Languages | F-10 curriculum

Elaboration ACLITC050

connecting various experiences of learning Italian and describing how learning Italian has influenced own everyday behaviour and language use, for example, using Italian outside the Italian classroom, playing Italian games online, going to dinner at an …

Elaboration | ACLITC050 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | Italian | Languages | F-10 curriculum

Elaboration (3) ACLMGC147

connecting various personal experiences of learning Modern Greek, and describing how learning Greek has influenced own everyday behaviour and language use, for example, using Greek outside the language classroom, playing Greek games, or having lunch at …

Elaboration (3) | ACLMGC147 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | Modern Greek | Languages | F-10 curriculum

Years 9 and 10 Chinese

The nature of the learners Students continue to develop their bilingual and bicultural identities. They explore how their identities are changing through their lived experience in Australia, identifying points of difference between …

Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | First Language Learner Pathway | Chinese | Languages | F-10 curriculum

Sort by Relevance | Title | Type |
... ...