Curriculum Types

Resource Subjects

Resource Year Levels

Level of Achievements

Curriculum Elements Types

General Capabilities

Cross Curriculum Priorities

Progression Elements
Your search for "characters" returned 801 result(s)
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ACLSPC169

Create texts about imagined characters, contexts and experiences to engage and entertain others[Key concepts: amusement, entertainment; Key processes: describing, expressing feelings, entertaining]

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

ACLSPC169 | Content Descriptions | Years 7 and 8 | Years F–10 Sequence | Spanish | Languages | F-10 curriculum

ACLSPC006

Engage with imaginative and creative texts such as narratives, poems, songs, films or comics, comparing favourite elements and discussing characters, events and ideas[Key concepts: imagination, character, expression; Key processes: participating, responding, …

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

ACLSPC006 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | Spanish | Languages | F-10 curriculum

ACLTUC040

Respond to imaginative texts such as TV programs, folktales, performances or cartoons by sharing opinions on elements such as storylines, messages, characters and themes[Key concepts: characterisation, response, storytelling; Key processes: comparing, …

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

ACLTUC040 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | Turkish | Languages | F-10 curriculum

ACLTUC057

Interpret and compare representations of values, characters and events in a range of traditional and contemporary imaginative texts[Key concepts: theme, representation, values, concept; Key processes: comparing, analysing, identifying; Key text types: …

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

ACLTUC057 | Content Descriptions | Years 7 and 8 | Years F–10 Sequence | Turkish | Languages | F-10 curriculum

ACLTUC058

Present, reinterpret or create alternative versions of songs, images or stories, adapting events or characters to different modes or cultural contexts[Key concepts: creativity, characterisation, imagination, emotion; Key processes: adapting, composing, …

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

ACLTUC058 | Content Descriptions | Years 7 and 8 | Years F–10 Sequence | Turkish | Languages | F-10 curriculum

ACLTUC091

Engage with imaginative and creative texts such as stories, cartoons, poems and songs, identifying favourite elements and discussing events, characters and messages[Key concepts: imagination, creativity, character, narrative, representation; Key processes: …

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

ACLTUC091 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | Turkish | Languages | F-10 curriculum

ACLTUC108

Respond to a range of traditional and contemporary creative and imaginative texts, describing settings, identifying key themes and values and discussing the representation of characters and events[Key concepts: expression, themes, representation, values; …

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

ACLTUC108 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | Turkish | Languages | F-10 curriculum

ACLVIC128

Respond to imaginative texts such as fables, folk tales, songs and stories by identifying favourite elements and making simple statements about settings, characters and events[Key concepts: setting, ideas, character, event; Key processes: responding, …

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

ACLVIC128 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | Vietnamese | Languages | F-10 curriculum

ACLVIC145

Engage with imaginative texts, including digital and multimodal, by identifying and describing key elements such as themes, settings, characters and events[Key concepts: morality, experience, interconnection; Key processes: expressing, explaining]

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

ACLVIC145 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | Vietnamese | Languages | F-10 curriculum

ACLVIC146

Present, reinterpret or create alternative versions of imaginative texts, adapting events or characters to different modes and contexts[Key concepts: character, event; Key processes: re-creating, transforming, performing]

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

ACLVIC146 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | Vietnamese | Languages | F-10 curriculum

ACLVIC162

Respond to different types of imaginative texts by explaining themes, messages and plot, and commenting on characters and events[Key concepts: moral, representation, character, experience; Key processes: connecting, expressing, explaining, describing …

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

ACLVIC162 | Content Descriptions | Years 7 and 8 | Years F–10 Sequence | Vietnamese | Languages | F-10 curriculum

ACLVIC006

Engage with a range of imaginative texts, including multimodal and digital texts, such as cartoons, folk tales, picture books, comics, poems and songs, and identify and describe key elements such as theme, setting, characters and actions[Key concepts: …

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

ACLVIC006 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | Vietnamese | Languages | F-10 curriculum

ACLVIC023

Respond to a range of traditional and contemporary forms of art and entertainment, and imaginative and creative texts, including digital texts, describing and discussing themes, values, plot and representations of characters and events, and expressing …

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

ACLVIC023 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | Vietnamese | Languages | F-10 curriculum

SpK2

retells personal events and experiences to peers and known adults shares feelings and thoughts (about the events and characters in text) retells key details or points from a text viewed or heard uses appropriate or mainly appropriate word order uses …

SpK2 | Speaking | Speaking and listening | National Literacy Learning Progression | National Literacy and Numeracy Learning Progressions | Resources

CrT8

Generic indicators tense mostly correct throughout text (see Grammar) consistently writes compound sentences correctly and uses a greater range of complex sentences (see Grammar) uses a variety of sentence structures and sentence beginnings spells …

CrT8 | Creating texts | Writing | National Literacy Learning Progression | National Literacy and Numeracy Learning Progressions | Resources

CrT9

Generic indicators maintains appropriate tense throughout the text (see Grammar) uses a range of sentences including correctly structured complex sentences (see Grammar) spells simple, most complex and some challenging words correctly (see Spelling) uses …

CrT9 | Creating texts | Writing | National Literacy Learning Progression | National Literacy and Numeracy Learning Progressions | Resources

Languages: Indonesian - Satisfactory - Years 7 and 8 (Year 7 entry)

This portfolio of student work shows that the student can share factual information and opinions (WS6) about personal and immediate worlds, including personal details, family (WS1, WS3), pets, friends, pastimes, school and neighbourhood (WS1, WS4, WS9). …

Languages: Indonesian - Satisfactory - Years 7 and 8 (Year 7 entry) | Portfolios | Work samples | Resources

Languages: Chinese - Satisfactory - Foundation to Year 2

This portfolio of student work shows that the student can use spoken and written Chinese to communicate with teachers and peers (WS1, WS2). The student participates in structured and routine interactions, using learnt sounds, formulaic phrases, and verbal …

Languages: Chinese - Satisfactory - Foundation to Year 2 | Portfolios | Work samples | Resources

Languages: Chinese - Satisfactory - Years 3 and 4

This portfolio of student work shows that the student can use spoken and written Chinese in simple personal interactions with familiar participants (WS1) about self, family (WS2), people, places, routine, school life, and own interests and preferences …

Languages: Chinese - Satisfactory - Years 3 and 4 | Portfolios | Work samples | Resources

Languages: Chinese - Satisfactory - Years 5 and 6

This portfolio of student work shows that the student can use spoken and written (WS3) Chinese to initiate and maintain interactions (WS1, WS2). The student describes and gives information WS2) about self (WS2, WS4), their preferences, environment, experiences …

Languages: Chinese - Satisfactory - Years 5 and 6 | Portfolios | Work samples | Resources

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