Intercultural Understanding - Years 1 and 2

Interacting and empathising with others Describe how the use of words and body language in interactions may have different meanings for various cultural groups Express their own perspectives on familiar topics and texts, and identify the perspectives …

Intercultural Understanding - Years 1 and 2 | Understanding respect | Dimensions | Curriculum connections | Resources

Intercultural Understanding - Level 2 (Years 1 and 2)

Typically by the end of Year 2, students: Communicate across cultures describe how the use of words and body language in interactions may have different meanings for various cultural groups Consider and develop multiple perspectives express their …

Intercultural Understanding - Level 2 (Years 1 and 2) | Digital media literacy | Dimensions | Curriculum connections | Resources

Intercultural Understanding - Level 3 (Years 3 and 4)

Typically by the end of Year 4, students: Communicate across cultures identify factors that contribute to understanding in intercultural communication and discuss some strategies to avoid misunderstanding Consider and develop multiple perspectives explain …

Intercultural Understanding - Level 3 (Years 3 and 4) | Digital media literacy | Dimensions | Curriculum connections | Resources

Intercultural Understanding - Level 3 (Years 3 and 4)

Typically by the end of Year 4, students: Investigate culture and cultural identity identify and describe variability within and across cultural groups Explore and compare cultural knowledge, beliefs and practices describe and compare a range of cultural …

Intercultural Understanding - Level 3 (Years 3 and 4) | Informed and safe use of information and devices | Dimensions | Curriculum connections | Resources

Intercultural Understanding - Level 4 (Years 5 and 6)

Typically by the end of Year 4, students: Investigate culture and cultural identity identify and describe the roles that culture and language play in shaping group and national identities Explore and compare cultural knowledge, beliefs and practices describe …

Intercultural Understanding - Level 4 (Years 5 and 6) | Informed and safe use of information and devices | Dimensions | Curriculum connections | Resources

Intercultural Understanding - Level 5 (Years 7 and 8)

Typically by the end of Year 8, students: Investigate culture and cultural identity explain ways that cultural groups and identities change over time and in different contexts Explore and compare cultural knowledge, beliefs and practices analyse the …

Intercultural Understanding - Level 5 (Years 7 and 8) | Informed and safe use of information and devices | Dimensions | Curriculum connections | Resources

Intercultural Understanding - Level 6 (Years 9 and 10)

Typically by the end of Year 10, students: Investigate culture and cultural identity analyse how membership of local, regional, national and international groups shapes identities including their own Explore and compare cultural knowledge, beliefs …

Intercultural Understanding - Level 6 (Years 9 and 10) | Informed and safe use of information and devices | Dimensions | Curriculum connections | Resources

ACLASFU014

Recognise that groups of words combine to make clauses and include nouns and pronouns (people, places, things), adjectives (qualities) and verbs (happenings, states); and distinguish between statements and questions based on non-manual features[Key concepts: …

Elaborations ScOT Terms

ACLASFU014 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | First Language Learner Pathway | Auslan | Languages | F-10 curriculum

ACLASFU140

Recognise that groups of words are combined to make a clause and that Auslan has word classes such as nouns, adjectives or verbs, and distinguish between statements and questions[Key concepts: sign class, clauses, statements, questions; Key processes: …

Elaborations ScOT Terms

ACLASFU140 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | Second Language Learner Pathway | Auslan | Languages | F-10 curriculum

ACLASFU141

Understand that texts are made up of units of meaning such as groups of words or sentences and that different types of texts have different features that help serve their purpose[Key concepts: text, text types; Key processes: recognising, noticing]

Elaborations ScOT Terms

ACLASFU141 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | Second Language Learner Pathway | Auslan | Languages | F-10 curriculum

ACLFWC033

Interact with Country/Place, for example, by discussing roles within the family, ownership, custodial and totemic affiliations, and links between History, social groups and natural species[Key concepts: Country/Place, identity, significance, family, Dreaming/History, …

Elaborations ScOT Terms

ACLFWC033 | Content Descriptions | Years 3 to 6 | Years F–10 Sequence | First Language Learner Pathway (L1) | Framework for Aboriginal Languages and Torres Strait Islander Languages | Languages | F-10 curriculum

ACLFWC055

Describe and discuss the relationship between people, community and Country/Place, and how individuals and groups demonstrate connections to areas of land and sea/water and their rights and obligations with respect to those areas[Key concepts: Country/Place, …

Elaborations ScOT Terms

ACLFWC055 | 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

ACLFWC161

Explore their own sense of identity, including elements such as family, friends, interests, membership of groups, and consider markers of identity that may be important across all cultures[Key concepts: identity (individual and group), kinship, community, …

Elaborations ScOT Terms

ACLFWC161 | Content Descriptions | Years 3 to 6 | Years F–10 Sequence | Language Revival Learner Pathway (LR) | Framework for Aboriginal Languages and Torres Strait Islander Languages | Languages | F-10 curriculum

ACLHIC011

Use simple statements, gestures and support materials to identify themselves as members of different groups, including their family, community and school[Key concepts: identity, self, community, culture; key processes: describing, representing, comparing, …

Elaborations ScOT Terms

ACLHIC011 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | Hindi | Languages | F-10 curriculum

ACLSPC137

Explore own sense of identity, for example, by discussing membership of groups such as a club, a country or a language-speaking community, and how these elements of identity are reflected in language use[Key concepts: belonging, membership; Key processes: …

Elaborations ScOT Terms

ACLSPC137 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | Spanish | Languages | F-10 curriculum

ACLTUC052

Initiate and sustain a range of spoken and written social interactions and personal reflections, including discussion of their experiences as members of different friendship groups or language communities[Key concepts: communication, friendship, perspective; …

Elaborations ScOT Terms

ACLTUC052 | Content Descriptions | Years 7 and 8 | Years F–10 Sequence | Turkish | Languages | F-10 curriculum

Girraween Primary School

Girraween developed a whole-school approach to focus their teaching of mathematics through the proficiencies. They nominated a mathematics/numeracy coach, who mentored the staff to change how they taught mathematics in the school. Teachers engaged in …

Girraween Primary School | Illustrations of practice | Mathematics proficiencies | Resources

Achievement Standard Indonesian Years 3 and 4

By the end of Year 4, students interact in classroom routines and structured interactions with teachers and peers. They reproduce the sounds of au (for example, mau) and g (for example, gemuk) and the final sound k (for example, tidak). Students follow …

Achievement Standard | Achievement Standards | Years 3 and 4 | Years F–10 Sequence | Indonesian | Languages | F-10 curriculum

Achievement Standard Italian Years 5 and 6

By the end of Year 6, students interact using spoken and written Italian to describe and give information about themselves, family, friends, home and school routines, experiences, interests, preferences and choices. They share aspects of their environment, …

Achievement Standard | Achievement Standards | Years 5 and 6 | Years F–10 Sequence | Italian | Languages | F-10 curriculum

Science - Energy transfer

At St Mary MacKillop College, a Year 8 Science teacher/Sustainability co-ordinator ensured that all students were engaged, supported and challenged during a practical investigation about the transference and transformation of energy and wind turbines. …

Science - Energy transfer | Illustrations of practice | Student diversity | Resources