Your search for "student diversity" returned 1598 result(s)
Sort by Relevance | Title | Type |
...

Elaboration (4) ACLINU085

developing awareness that the linguistic diversity of Indonesia reflects cultural diversity, and comparing this to linguistic and cultural diversity in Australia, including Aboriginal languages and Torres Strait Islander languages, Asian languages and …

aboriginal-torres asia-australia

Elaboration (4) | ACLINU085 | Content Descriptions | Years 9 and 10 | Years F–10 Sequence | Indonesian | Languages | F-10 curriculum

Elaboration (4) ACLASFC189

captioning and providing voice-over for student-generated filmed Auslan texts, such as fairytales created for a young deaf audience

Elaboration (4) | ACLASFC189 | Content Descriptions | Years 7 and 8 | Years F–10 Sequence | Second Language Learner Pathway | Auslan | Languages | F-10 curriculum

Elaboration (3) ACLCHC003

responding to questions and retelling information obtained from listening to and viewing scaffolded models of texts, such as a video clip or an avatar of a Chinese student

Elaboration (3) | ACLCHC003 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | Second Language Learner Pathway | Chinese | Languages | F-10 curriculum

Elaboration (2) ACLFWC053

performing a role-play, skit, song or dance for a visiting student audience, using their language for the performance and English for supporting explanations and commentary

Elaboration (2) | ACLFWC053 | 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

ACLFWU019

Recognise that their language is part of broader regional and national language diversity[Key concepts: linguistic diversity, language shift; Key processes: identifying, recognising]

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

ACLFWU019 | 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

ACLFWU147

Recognise that the language is part of the broader regional and national language diversity[Key concepts: linguistic diversity, relationship; Key processes: identifying, recognising]

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

ACLFWU147 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | Language Revival Learner Pathway (LR) | Framework for Aboriginal Languages and Torres Strait Islander Languages | Languages | F-10 curriculum

Elaboration ACHASSK093

identifying diversity through the different social, cultural and religious groups students belong to

critical-creative literacy ethical-understanding intercultural-understanding information-communication personal-social

Elaboration | ACHASSK093 | Content Descriptions | Year 4 | HASS | Humanities and Social Sciences | F-10 curriculum

Elaboration (3) ACLTUC011

designing a ‘class tree’ that reflects the linguistic and cultural diversity represented in their class

Elaboration (3) | ACLTUC011 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | Turkish | Languages | F-10 curriculum

Elaboration (5) ACLTUC079

comparing their responses to particular media representations of cultural difference or diversity

Elaboration (5) | ACLTUC079 | Content Descriptions | Years 9 and 10 | Years F–10 Sequence | Turkish | Languages | F-10 curriculum

Elaboration ACWSCL018

gathering and comparing data about cultural diversity in the Australian workforce over time

Elaboration | ACWSCL018 | Content Descriptions | Year 9 | Work Studies | F-10 curriculum

ACTDIP042

Evaluate critically how student solutions and existing information systems and policies, take account of future risks and sustainability and provide opportunities for innovation and enterprise

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

ACTDIP042 | Content Descriptions | Years 9 and 10 | Digital Technologies | Technologies | F-10 curriculum

Reflect on intercultural experiences and taking responsibility - Mediate cultural difference Intercultural Understanding Reflecting on intercultural experiences and taking responsibility Level 5

identify and address challenging issues in ways that respect cultural diversity and the right of all to be heard

Reflect on intercultural experiences and taking responsibility - Mediate cultural difference | Level 5 | Learning Continuum | Intercultural Understanding | General capabilities | F-10 curriculum

Elaboration ACLITC125

noticing differences between Italian and English ways of communicating which involve cultural dimensions, for example, when corresponding with an Italian peer and analysing the other student's references to aspects of culture, particularly the language …

Elaboration | ACLITC125 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | Italian | Languages | F-10 curriculum

General capabilities

The general capabilities play a significant role in the Australian Curriculum in equipping young Australians to live and work successfully in the twenty-first century. In the Australian Curriculum, capability encompasses knowledge, skills, behaviours …

General capabilities | F-10 curriculum

Handwriting and keyboarding description

This sub-element describes how a student uses handwriting and keyboarding skills with increasing speed, accuracy and fluency to compose and edit text, or complete tasks for different purposes. It describes how a student develops a fluent, legible handwriting …

Handwriting and keyboarding | Writing | National Literacy Learning Progression | National Literacy and Numeracy Learning Progressions | Resources

Sustainability - Foundation Year

World views that recognise the dependence of living things on healthy ecosystems, and value diversity and social justice, are essential for achieving sustainability.

Sustainability - Foundation Year | Human-nature relationships | Dimensions | Curriculum connections | Resources

Sustainability - Years 1 and 2

World views that recognise the dependence of living things on healthy ecosystems, and value diversity and social justice, are essential for achieving sustainability.

Sustainability - Years 1 and 2 | Human-nature relationships | Dimensions | Curriculum connections | Resources

Sustainability - Years 3 and 4

World views that recognise the dependence of living things on healthy ecosystems, and value diversity and social justice, are essential for achieving sustainability.

Sustainability - Years 3 and 4 | Human-nature relationships | Dimensions | Curriculum connections | Resources

Sustainability - Years 5 and 6

World views that recognise the dependence of living things on healthy ecosystems, and value diversity and social justice, are essential for achieving sustainability.

Sustainability - Years 5 and 6 | Human-nature relationships | Dimensions | Curriculum connections | Resources

Sustainability - Years 7 and 8

World views that recognise the dependence of living things on healthy ecosystems, and value diversity and social justice, are essential for achieving sustainability.

Sustainability - Years 7 and 8 | Human-nature relationships | Dimensions | Curriculum connections | Resources

Sort by Relevance | Title | Type |
...