Curriculum Types

Curriculum Elements Types

General Capabilities

Cross Curriculum Priorities
Your search for "multimodal texts" returned 1039 result(s)
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ACLGEU014

Recognise and use structures and other textual features of common spoken, written and multimodal texts such as invitations, emails, surveys, advertisements and music video clips[Key concepts: text structure, genre; Key processes: analysing, recognising, …

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

ACLGEU014 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | German | Languages | F-10 curriculum

ACLITC119

Select and organise information from a range of spoken, written and multimodal texts in Italian; process and analyse ideas; and represent meanings, opinions and perspectives as appropriate to particular audiences[Key concepts: visual images, media, representation, …

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

ACLITC119 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | Italian | Languages | F-10 curriculum

ACLJAC130

Locate and process specific points of information in familiar types of written, spoken, multimodal and digital texts associated with people, places and objects[Key concepts: information, research, data; Key processes: locating, collecting, classifying, …

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

ACLJAC130 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | Japanese | Languages | F-10 curriculum

ACLJAC022

Access ideas and information from a range of spoken, print and multimodal texts, compare views, state opinions, and present information in different formats to inform or interest others[Key concepts: information, representation, modality, audience; Key …

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

ACLJAC022 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | Japanese | Languages | F-10 curriculum

ACLJAC024

Listen to, read and view a range of imaginative texts in multimodal formats, such as anime, manga or J-pop, describe settings, identify key ideas and events, give opinions and analyse cultural content[Key concepts: character, theme, expression; Key processes: …

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

ACLJAC024 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | Japanese | Languages | F-10 curriculum

ACLJAU033

Use a range of textual conventions in spoken, written and multimodal texts, and understand how different scripts are used to convey meaning or effects[Key concepts: text, mode, scripts; Key processes: composing, selecting, analysing, explaining]

literacy critical-creative intercultural-understanding Elaborations ScOT Terms

ACLJAU033 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | Japanese | Languages | F-10 curriculum

ACLKOC004

Identify and classify factual information obtained from a range of spoken, written, digital and multimodal texts encountered in the media and in public spaces[Key concepts: information, leisure, special occasions; Key processes: classifying, sequencing, …

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

ACLKOC004 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | Korean | Languages | F-10 curriculum

ACLKOC023

Extract information from a range of short spoken, written, digital or multimodal texts in Korean, analysing and organising the information for particular audiences[Key concepts: perspective, representation, concepts from other learning areas; Key processes: …

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

ACLKOC023 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | Korean | Languages | F-10 curriculum

ACLMGC004

Locate and use key points of information, such as main ideas, specific details and general descriptions from a range of spoken, written, visual, digital or multimodal texts[Key concepts: interconnection across events and actions, discovery; Key processes: …

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

ACLMGC004 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | Modern Greek | Languages | F-10 curriculum

ACLVIC165

Produce bilingual texts in multimodal and digital forms for the school and wider community, and provide subtitles, commentaries or glossaries of cultural terms in either language to assist meaning[Key concepts: language, culture, meaning; Key processes: …

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

ACLVIC165 | Content Descriptions | Years 7 and 8 | Years F–10 Sequence | Vietnamese | Languages | F-10 curriculum

ACLVIC024

Create imaginative texts in multimodal and digital forms that draw on past experiences or future possibilities, for a range of purposes, such as self-expression or engagement, and for a range of audiences[Key concepts: journey, adventure, emotion; Key …

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

ACLVIC024 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | Vietnamese | Languages | F-10 curriculum

ACHAH045

The nature of the sources most relevant to these interpretations and representations, for example the reliefs of the battle in the Abu Simbel temple, inscriptions including the ‘Poem’ and the ‘Bulletin’, the references to the battle in Hittite texts, …

ACHAH045 | Content Descriptions | Unit 1: Investigating the Ancient World | Ancient History | Humanities and Social Sciences | Senior secondary curriculum

ACEEE034

use of mediums, types of texts, text structures and language features; for example, the selective use of fact, evidence and opinion in newspaper reports, the use of statistics and graphs in advertisements, choice of colour and font-style in websites and …

ACEEE034 | Content Descriptions | Unit 3 | Essential English | English | Senior secondary curriculum

ACLFWC051

Create a range of spoken, written and multimodal texts involving real/imagined contexts and characters[Key concepts: imagination, journey; Key processes: creating, collaborating, performing, composing; Key text types: raps, songs, dances, performances, …

literacy critical-creative intercultural-understanding aboriginal-torres Elaborations ScOT Terms

ACLFWC051 | 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

ACLFWC180

Create a range of spoken, written and multimodal texts to entertain others, involving real or imagined contexts and characters[Key concepts: imagination, journey; Key processes: creating, collaborating, performing, composing; Key text types : raps, songs, …

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

ACLFWC180 | 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

ACLFWC115

Create a range of spoken, written and multimodal texts to entertain others, involving real or imagined contexts and characters[Key concepts: imagination, journey; Key processes: creating, collaborating, performing, composing; Key] text types: raps, songs, …

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

ACLFWC115 | 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

ACELY1700

Plan, rehearse and deliver presentations for defined audiences and purposes incorporating accurate and sequenced content and multimodal elements

information-communication literacy personal-social critical-creative writing reading speaking Elaborations ScOT Terms

ACELY1700 | Content Descriptions | Year 5 | English | F-10 curriculum

ACELY1731

Plan, rehearse and deliver presentations, selecting and sequencing appropriate content, including multimodal elements, to reflect a diversity of viewpoints

literacy personal-social critical-creative writing reading speaking Elaborations ScOT Terms

ACELY1731 | Content Descriptions | Year 8 | English | F-10 curriculum

ACELY1741

Plan, rehearse and deliver presentations, selecting and sequencing appropriate content and multimodal elements for aesthetic and playful purposes

critical-creative personal-social literacy information-communication writing reading speaking Elaborations ScOT Terms

ACELY1741 | Content Descriptions | Year 9 | English | F-10 curriculum

ACELY1751

Plan, rehearse and deliver presentations, selecting and sequencing appropriate content and multimodal elements to influence a course of action

personal-social literacy information-communication critical-creative writing speaking Elaborations ScOT Terms

ACELY1751 | Content Descriptions | Year 10 | English | F-10 curriculum

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