Elaboration (1) ACADAR019
Considering viewpoints – cultures: For example – What is the cultural context in which this dance was developed, or in which it is viewed, and what does it signify? What are the stylistic differences in hip hop performances from different countries including …
Elaboration (1) | ACADAR019 | Content Descriptions | Years 7 and 8 | Dance | The Arts | F-10 curriculum
Elaboration (3) ACADAR019
Considering viewpoints – societies: For example – How does this dance relate to its social context and that of its audience? What are the protocols for viewing and performing Aboriginal and Torres Strait Islander dances?
Elaboration (3) | ACADAR019 | Content Descriptions | Years 7 and 8 | Dance | The Arts | F-10 curriculum
Elaboration ACADAM020
extending their movement vocabulary to explore their own stylistic preferences and personal identity, for example, using analysis of dance styles from a range of cultures and times to inform their choreographic practice
Elaboration | ACADAM020 | Content Descriptions | Years 9 and 10 | Dance | The Arts | F-10 curriculum
Elaboration ACPMP104
participating in a range of physical activities from the Asia region, such as yoga, tai chi, martial arts and Asia-inspired dance and performance art, and exploring their importance as a social and cultural practice
Elaboration | ACPMP104 | Content Descriptions | Years 9 and 10 | Health and Physical Education | F-10 curriculum
Elaboration (1) ACLARC108
listening to, reading or viewing Arabic versions of stories they are familiar with in print, online or digital form, such as اليرقة الجاعة جداًّ , and re-creating them through mime, dance and drawing
Elaboration (1) | ACLARC108 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | Arabic | Languages | F-10 curriculum
Elaboration (2) ACLARU136
comparing the cultural importance of music and traditional dance in different Arabic-speaking communities as expressions of identity and emotions, for example,الدبكة اللبنانية والجوبية العراقية؛ والرقص الصعيدي الفلكلوري
Elaboration (2) | ACLARU136 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | Arabic | Languages | F-10 curriculum
Elaboration (4) ACLARU017
exploring the importance of music and traditional dance in some Arabic cultures as an expression of identity and emotions, for example,الدبكة الفلسطنية والعراقية؛ والرقص الفلكلوري
Elaboration (4) | ACLARU017 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | Arabic | Languages | F-10 curriculum
Elaboration (3) ACLFRC078
reading, viewing or listening to extracts from expressive contemporary texts such as poems, songs, dance, street art and performance, identifying elements of expression that reflect French cultural traditions or experience
Elaboration (3) | ACLFRC078 | Content Descriptions | Years 9 and 10 | Years F–10 Sequence | French | Languages | F-10 curriculum
Elaboration (1) ACLFRU088
identifying elements of language use in the Australian community that reflect the linguistic and cultural diversity of the population, (for example, intercultural exchange and experience), and words and expressions borrowed/used across contexts and activities …
Elaboration (1) | ACLFRU088 | Content Descriptions | Years 9 and 10 | Years F–10 Sequence | French | Languages | F-10 curriculum
Elaboration (5) ACLFRU108
reflecting on own tastes, interests and language use that have been shaped by intercultural influences, for example, Japanese manga or anime, or American fashion, music and dance
Elaboration (5) | ACLFRU108 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | French | Languages | F-10 curriculum
Elaboration (4) ACLGEC002
following procedures and instructions together, for example, participating in sport/dance/craft activities or using a recipe in German to make Rösti or Kartoffelpuffer
Elaboration (4) | ACLGEC002 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | German | Languages | F-10 curriculum
Elaboration ACLHIU071
finding examples of language/behaviours associated with Indian culture that are part of everyday life in Australia, for example, words and expressions associated with religion, yoga, dance, Bollywood, food, sport
Elaboration | ACLHIU071 | Content Descriptions | Years 7 and 8 | Years F–10 Sequence | Hindi | Languages | F-10 curriculum
Elaboration (7) ACLHIU108
finding examples of language and behaviours associated with Indian culture that are part of everyday life in Australia and around the world, for example, words and expressions associated with religion, yoga, dance, Bollywood, food, sport
Elaboration (7) | ACLHIU108 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | Hindi | Languages | F-10 curriculum
Elaboration ACLMGC126
creating and performing simple imaginative texts, using movement or drama to animate characters and to give expression to events in texts, for example, acting out scenes from a story, adopting the profile of a character, creating a dance to accompany …
Elaboration | ACLMGC126 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | Modern Greek | Languages | F-10 curriculum
Elaboration (4) ACLSPU178
analysing the influence of Spanish language and culture on English in areas such as food, music and dance, for example, (churros, tortilla, pupusas, tapas, salsa, flamenco) and considering the value of this influence
Elaboration (4) | ACLSPU178 | Content Descriptions | Years 7 and 8 | Years F–10 Sequence | Spanish | Languages | F-10 curriculum
Elaboration (2) ACLSPC186
reading, viewing or listening to extracts from expressive contemporary texts such as poems, dance, street art or musical performances, identifying elements that reflect the culture or experience of Spanish-speaking communities
Elaboration (2) | ACLSPC186 | Content Descriptions | Years 9 and 10 | Years F–10 Sequence | Spanish | Languages | F-10 curriculum
Elaboration (4) ACLTUC023
responding to words of songs through movement and dance, for example, Ah benim turnam, Yeşil başlı turnam ..., Pazara gidelim...
Elaboration (4) | ACLTUC023 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | Turkish | Languages | F-10 curriculum
Elaboration (5) ACLTUC023
responding to traditional songs and folk music such as halay, çiftetelli, Silifke’nin yoğurdu, for example, by using wooden spoons to mark rhythm and creating and narrating their own versions of the dance
Elaboration (5) | ACLTUC023 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | Turkish | Languages | F-10 curriculum
Elaboration (4) ACLTUC108
providing a live commentary of dance performances such as Silifkenin Yoğurdu, Harmandalı, Horon, Kıbrıs Çiftetellisi, interpreting movements, commenting on the significance of costume and adornments and interpreting messages conveyed through the perf …
Elaboration (4) | ACLTUC108 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | Turkish | Languages | F-10 curriculum
Elaboration (8) ACLTUC108
identifying how cultural traditions and beliefs are communicated through visual and creative arts, including traditions of oral storytelling, for example, by comparing representations of animals or landscapes in Indigenous Dreaming stories with Turkish …
Elaboration (8) | ACLTUC108 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | Turkish | Languages | F-10 curriculum