Interacting and empathising with others - Consider and develop multiple perspectives Intercultural Understanding Interacting and empathising with others Level 3

identify and describe shared perspectives within and across various cultural groups

Interacting and empathising with others - Consider and develop multiple perspectives | Level 3 | Learning Continuum | Intercultural Understanding | General capabilities | F-10 curriculum

Reflecting on intercultural experiences and taking responsibility - Mediate cultural difference Intercultural Understanding Reflecting on intercultural experiences and taking responsibility Level 3

identify ways of reaching understanding between culturally diverse groups

Reflecting on intercultural experiences and taking responsibility - Mediate cultural difference | Level 3 | Learning Continuum | Intercultural Understanding | General capabilities | F-10 curriculum

Reflecting on intercultural experiences and taking responsibility - Challenge stereotypes and prejudices Intercultural Understanding Reflecting on intercultural experiences and taking responsibility Level 4

explain the impact of stereotypes and prejudices on individuals and groups within Australia

Reflecting on intercultural experiences and taking responsibility - Challenge stereotypes and prejudices | Level 4 | Learning Continuum | Intercultural Understanding | General capabilities | F-10 curriculum

Recognising culture and developing respect - Investigate culture and cultural identity Intercultural Understanding Recognising culture and developing respect Level 5

explain ways that cultural groups and identities change over time and in different contexts

Recognising culture and developing respect - Investigate culture and cultural identity | Level 5 | Learning Continuum | Intercultural Understanding | General capabilities | F-10 curriculum

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

reflect critically on the representation of various cultural groups in texts and the media and how they respond

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

Elaboration (1) ACLCHC053

writing a short dialogue about an emotion and performing it in groups

Elaboration (1) | ACLCHC053 | Content Descriptions | Years 7 and 8 | Years F–10 Sequence | Second Language Learner Pathway | Chinese | Languages | F-10 curriculum

F-6/7 Humanities and Social Sciences - Years 5 and 6

Work in groups to generate responses to issues and challenges (Year 5) - ACHASSI102 Work in groups to generate responses to issues and challenges (Year 6) - ACHASSI130

F-6/7 Humanities and Social Sciences - Years 5 and 6 | Relationship skills | Dimensions | Curriculum connections | Resources

Intercultural Understanding - Years 3 and 4

Reflecting on intercultural experiences and taking responsibility Explain the dangers of making generalisations about individuals and groups Identify ways of reaching understanding between culturally diverse groups

Intercultural Understanding - Years 3 and 4 | Respectful action | Dimensions | Curriculum connections | Resources

ACELA1545

Analyse and examine how effective authors control and use a variety of clause structures, including clauses embedded within the structure of a noun group/phrase or clause

Elaborations ScOT Terms

ACELA1545 | Content Descriptions | Year 8 | English | F-10 curriculum

Elaboration (1) ACMNA032

identifying the difference between dividing a set of objects into three equal groups and dividing the same set of objects into groups of three

Elaboration (1) | ACMNA032 | Content Descriptions | Year 2 | Mathematics | F-10 curriculum

Elaboration (3) ACHASSK137

considering the contribution of groups and organisations in the development of Australia in the twentieth century (for example, the CSIRO, environmental action groups, farming cooperatives)

Elaboration (3) | ACHASSK137 | Content Descriptions | Year 6 | HASS | Humanities and Social Sciences | F-10 curriculum

Elaboration (4) ACHASSI074

exploring stories about the groups people belong to, for example, about cultural groups (such as groups that value Aboriginal, Torres Strait Islander or Asian heritage), from interest and community groups (such as recreational and volunteering organisations) …

Elaboration (4) | ACHASSI074 | Content Descriptions | Year 4 | HASS | Humanities and Social Sciences | F-10 curriculum

ACSBL017

Biological classification systems reflect evolutionary relatedness between groups of organisms

ACSBL017 | Content Descriptions | Unit 1 | Biology | Science | Senior secondary curriculum

ACSCH016

Trends in the observable properties of elements are evident in periods and groups in the periodic table

ACSCH016 | Content Descriptions | Unit 1 | Chemistry | Science | Senior secondary curriculum

ACHAH116

composition of slave groups, occupations (of men, women and children) and treatment

ACHAH116 | Content Descriptions | Unit 2: Ancient Societies | Ancient History | Humanities and Social Sciences | Senior secondary curriculum

Elaboration (4) ACLFRU103

understanding that while some adjectives in French follow the noun (un élève intelligent, un match extraordinaire), some precede the noun (une bonne étudiante, une grande maison)

Elaboration (4) | ACLFRU103 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | French | Languages | F-10 curriculum

Elaboration (5) ACLFRU103

understanding that adjectives agree in number and gender with the noun (des élèves intelligents, de bonnes étudiantes) and that des changes to de if the adjective precedes the noun

Elaboration (5) | ACLFRU103 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | French | Languages | F-10 curriculum

Elaboration (9) ACLJAU014

describing locations of homes, people and things using basic structures such as noun は　place に　あります。 noun は　place に　います。

Elaboration (9) | ACLJAU014 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | Japanese | Languages | F-10 curriculum

Elaboration (11) ACLVIU013

recognising possessive cases using formation of noun + pronoun/noun or của, for example, ba mẹ (của) tôi, anh/chị (của) tôi, nhà/trường/lớp (của) tôi

Elaboration (11) | ACLVIU013 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | Vietnamese | Languages | F-10 curriculum

ACHMH163

The role and impact of significant individuals and groups in the period, for example Sukarno, Mohammad Hatta, Dipa Nusantara Aidit, Suharto and Parmudya Ananta Toer, the LEKRA and Muhammadiyah groups

ACHMH163 | Content Descriptions | Unit 3: Modern Nations in the 20th century | Modern History | Humanities and Social Sciences | Senior secondary curriculum