ACLSPC154

Compare ways of communicating in particular Australian and Spanish-speaking contexts[Key concepts: diversity, reaction; Key processes: observing, considering, reflecting,]

Elaborations ScOT Terms

ACLSPC154 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | Spanish | Languages | F-10 curriculum

What is the purpose of the progressions?

Successful teaching and learning to address student needs in relation to literacy and numeracy requires the teacher to have an understanding of where the student is now and where the student needs to go next in their literacy and numeracy development. The …

What is the purpose of the progressions? | National Literacy and Numeracy Learning Progressions | Resources

Interpreting fractions description

This sub-element emphasises the development of the fraction concept and the size of fractions rather than the development of procedures or algorithmic skills. Understanding the size of a fraction is an indicator of the depth of a student’s understanding …

Interpreting fractions | Number sense and algebra | National Numeracy Learning Progression | National Literacy and Numeracy Learning Progressions | Resources

Sadadeen Primary School

Sadadeen Primary School is a small school in Alice Springs. There are 130 children and around 92 per cent of them are Aboriginal or Torres Strait Islander background and 80 per cent for whom EAL/D (English is an Additional Language or Dialect). The school …

Sadadeen Primary School | Illustrations of practice | Primary curriculum | Resources

Cross-curriculum priorities

The Australian Curriculum is designed to meet the needs of students by delivering a relevant, contemporary and engaging curriculum that builds on the educational goals of the Melbourne Declaration. The Melbourne Declaration identified three key areas …

Cross-curriculum priorities | F-10 curriculum

7-10 Civics and Citizenship - Year 9

The process through which government policy is shaped and developed, including the role of Prime Minister (ACHCK103)  The influence of a range of media, including social media, in shaping identities and attitudes to diversity (ACHCK080) 

7-10 Civics and Citizenship - Year 9 | Knowledge and understanding | Dimensions | Curriculum connections | Resources

Civics and Citizenship - Years 9 and 10

How and why individuals and groups, including religious groups, participate in and contribute to civic life - ACHCK079 The influence of a range of media, including social media, in shaping identities and attitudes to diversity - ACHCK080

Civics and Citizenship - Years 9 and 10 | Understanding respect | Dimensions | Curriculum connections | Resources

Intercultural Understanding - Years 7 and 8

Reflecting on intercultural experiences and taking responsibility Identify and challenge stereotypes and prejudices in the representation of group, national and regional identities Identify and address challenging issues in ways that respect cultural …

Intercultural Understanding - Years 7 and 8 | Respectful action | Dimensions | Curriculum connections | Resources

7-10 Civics and Citizenship - Year 7

Questioning and research Content descriptions with elaborations: Identify, gather and sort information and ideas from a range of sources (ACHCS055) using a range of sources of information to show religious diversity in Australia, such as articles, graphs, …

7-10 Civics and Citizenship - Year 7 | Digital media literacy | Dimensions | Curriculum connections | Resources

Respect matters: Asia and Australia’s Engagement with Asia

Education about how and why Respect Mattes offers opportunities to include a focus on Asia and Australia’s Engagement with Asia.  For example: Understanding and respecting ourselves and one another Through HPE students can explore and appreciate the diverse …

Respect matters: Asia and Australia’s Engagement with Asia | Cross-curriculum priorities | Dimensions | Curriculum connections | Resources

Elaboration (1) ACHASSK138

exploring the diversity of environments and types of settlement in the Asia region, or in part of the region, or in a country in either North-East, South-East or South Asia and discussing any patterns

Elaboration (1) | ACHASSK138 | Content Descriptions | Year 6 | HASS | Humanities and Social Sciences | F-10 curriculum

Elaboration (3) ACHASSK196

exploring the diversity of spiritualties among Aboriginal and Torres Strait Islander communities from traditional spirituality to the adoption of other religions such as Christianity and Islam

Elaboration (3) | ACHASSK196 | Content Descriptions | Year 7 | HASS | Humanities and Social Sciences | F-10 curriculum

Elaboration (4) ACLHIC113

creating a multimodal resource to introduce prospective overseas visitors to different features of Australia, for example, its cultural diversity, city attractions and outback exploration

Elaboration (4) | ACLHIC113 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | Hindi | Languages | F-10 curriculum

Elaboration (2) ACLINC040

discussing reactions to texts such as stories, television programs and songs that reflect contemporary Indonesian values such as respecting parents, appreciating diversity or being a good friend

Elaboration (2) | ACLINC040 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | Indonesian | Languages | F-10 curriculum

Elaboration (1) ACLJAC154

comparing their own and one another’s reactions to the experience of learning Japanese, and considering whether their attitudes or understandings have changed in relation to cultural diversity and intercultural experience

Elaboration (1) | ACLJAC154 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | Japanese | Languages | F-10 curriculum

Elaboration (2) ACLMGU017

discussing, questioning and explaining understanding of own and other cultures, and considering how attitudes towards diversity and difference affect communication and the sustainability of communities

Elaboration (2) | ACLMGU017 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | Modern Greek | Languages | F-10 curriculum

Elaboration (3) ACLSPU161

comparing forms of cultural expression in different Spanish-speaking communities, such as celebrations, systems of schooling and concerns associated with young people, and comparing these with similar diversity in multicultural Australia

Elaboration (3) | ACLSPU161 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | Spanish | Languages | F-10 curriculum

Elaboration (3) ACLCHC073

exploring diversity within Chinese identity and becoming more aware of this when interacting with Chinese speakers, for example, understanding that calling Chinese speakers 中国人 does not reflect the diversity of Chinese speakers’ identities

Elaboration (3) | ACLCHC073 | Content Descriptions | Years 9 and 10 | Years F–10 Sequence | Second Language Learner Pathway | Chinese | Languages | F-10 curriculum

Elaboration (3) ACLCHC227

introducing others to diversity within Chinese language and culture (such as diversity in language use and cultural practices across greater China, differences between urban and rural life, and regional cuisines) by participating in school cultural events …

Elaboration (3) | ACLCHC227 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | First Language Learner Pathway | Chinese | Languages | F-10 curriculum

Listening description

This sub-element describes how a student becomes increasingly proficient at building meaning from a variety of spoken and audio texts. It includes active listening processes to access and understand the increasingly sophisticated language structures of …

Listening | Speaking and listening | National Literacy Learning Progression | National Literacy and Numeracy Learning Progressions | Resources