Curriculum Types

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Curriculum Elements Types

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Progression Elements
Your search for "indigenous perspectives" returned 846 result(s)
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Consumer and financial literacy: Year 6

The diverse circumstances in which children grow up influence their needs, wants, perceptions and behaviours related to financial and consumer matters. Typically, at age 11 to 12, children can discriminate between their needs and wants and they independently …

Consumer and financial literacy: Year 6 | Year levels | Dimensions | Curriculum connections | Resources

ACLFWC004

Locate/ discover/identify key information about Country/Place and community by exploring Country/Place and listening to stories from Elders and community members[Key concepts: Country/Place, natural environment, Indigenous knowledge, the past, community …

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

ACLFWC004 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | First Language Learner Pathway (L1) | Framework for Aboriginal Languages and Torres Strait Islander Languages | Languages | F-10 curriculum

Rationale/Aims Literature

Rationale Literature focuses on the study of literary texts, developing students as independent, innovative and creative learners and thinkers who appreciate the aesthetic use of language, evaluate perspectives and evidence, and challenge ideas and interpretations. …

Rationale/Aims | Literature | English | Senior secondary curriculum

Outdoor learning: Intercultural Understanding

Outdoor learning can give students opportunities to recognise and respect different ways of thinking about outdoor issues. Students also learn about different individual, group and intergroup participation in learning outdoors. They learn to appreciate …

Outdoor learning: Intercultural Understanding | General capabilities | Dimensions | Curriculum connections | Resources

ACLARC172

Negotiate actions and contribute ideas, opinions and suggestions in interactions related to shared tasks, transactions and problem-solving, managing different views and perspectives[Key concepts: roles, perspectives, responsibility; Key processes: commenting, …

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

ACLARC172 | Content Descriptions | Years 9 and 10 | Years F–10 Sequence | Arabic | Languages | F-10 curriculum

ACLARC175

Construct and present texts in varied styles and formats to convey own and others’ perspectives on ideas and information for different contexts, audiences and purposes[Key concepts: audience, purpose, media, perspectives; Key processes: constructing, …

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

ACLARC175 | Content Descriptions | Years 9 and 10 | Years F–10 Sequence | Arabic | Languages | F-10 curriculum

ACLGEC158

Convey information and ideas on different topics, issues and events, describing and comparing views, perspectives and experiences, and using modes of presentation to suit different audiences[Key concepts: representations, perspectives; Key processes: …

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

ACLGEC158 | Content Descriptions | Years 7 and 8 | Years F–10 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

ACLKOC192

Arrange and manage shared activities such as problem-solving and different types of transactions, adopting different roles to present diverse views and perspectives[Key concepts: roles, perspectives, shared responsibility; Key processes: persuading, commenting, …

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

ACLKOC192 | Content Descriptions | Years 9 and 10 | Years F–10 Sequence | Korean | Languages | F-10 curriculum

ACLVIU173

Analyse the ways in which choices in language use reflect cultural ideas and perspectives, and reflect on how what is considered acceptable in communication varies across cultures[Key concepts: perspectives, beliefs; Key processes: exploring, describing, …

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

ACLVIU173 | Content Descriptions | Years 7 and 8 | Years F–10 Sequence | Vietnamese | Languages | F-10 curriculum

ACLVIC021

Compare, evaluate and use information and ideas from diverse print, visual, digital and online sources representing different perspectives related to common areas of interest and study[Key concepts: diverse perspectives, representation; Key processes: …

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

ACLVIC021 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | Vietnamese | Languages | F-10 curriculum

Respect matters: Personal and Social Capability

In developing and acting with personal and social capability, students recognise feelings and know how and when to help others. Students learn to show respect for and understand others’ perspectives, emotional states and needs. They learn to participate …

Respect matters: Personal and Social Capability | General capabilities | Dimensions | Curriculum connections | Resources

ACLINU068

Understand that language is not neutral and that its use reflects cultural ideas, assumptions and perspectives[Key concept: interdependence; Key processes: analysing, interpreting, reflecting]

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

ACLINU068 | Content Descriptions | Years 7 and 8 | Years F–10 Sequence | Indonesian | Languages | F-10 curriculum

ACLSPU018

Recognise the interconnected relationship between language and culture[Key concepts: interdependence, perspectives, cultural practices; Key processes: analysing, making connections, explaining]

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

ACLSPU018 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | Spanish | Languages | F-10 curriculum

Intercultural Understanding - Years 5 and 6

Interacting and empathising with others Identify factors that contribute to understanding in intercultural communication and discuss some strategies to avoid misunderstanding Explain perspectives that differ to expand their understanding of an issue Imagine …

Intercultural Understanding - Years 5 and 6 | Understanding respect | Dimensions | Curriculum connections | Resources

English - Years 7 and 8

Recognise and explain differing viewpoints about the world, cultures, individual people and concerns represented in texts - ACELT1807 Interpret the stated and implied meanings in spoken texts, and use evidence to support or challenge different perspectives …

English - Years 7 and 8 | Evaluating options | Dimensions | Curriculum connections | Resources

Intercultural Understanding - Years 5 and 6

Reflecting on intercultural experiences and taking responsibility Explain the impact of stereotypes and prejudices on individuals and groups within Australia Discuss ways of reconciling differing cultural values and perspectives in addressing common …

Intercultural Understanding - Years 5 and 6 | Respectful action | Dimensions | Curriculum connections | Resources

What is the Framework? Framework for Aboriginal Languages and Torres Strait Islander Languages

The Framework for Aboriginal Languages and Torres Strait Islander Languages (the Framework) is the first national curriculum document Foundation to Year 10 to provide a way forward for all schools in Australia to support the teaching and learning of the …

What is the Framework? | Framework for Aboriginal Languages and Torres Strait Islander Languages | Languages | F-10 curriculum

Consumer and financial literacy: Year 9

Young people grow up in diverse circumstances. At age 14 to 15, there is a divergence in young people’s sophistication in relation to financial management attitudes. Unique family circumstances strongly influence young people’s notions of their future …

Consumer and financial literacy: Year 9 | Year levels | Dimensions | Curriculum connections | Resources

Unit 4 Literature

Unit 4 develops students’ appreciation of the significance of literary study through close critical analysis of literary texts drawn from a range of forms, genres and styles. Students reflect upon the creative use of language, and the structural and stylistic …

Unit 4 | Literature | English | Senior secondary curriculum

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