ACLFWU084
Identify the region of the target language and notice how it is part of the broader regional and national language diversity[Key concepts: linguistic diversity, language revival; Key processes: identifying, recognising]
Elaborations ScOT Terms
ACLFWU084 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | Second Language Learner Pathway (L2) | Framework for Aboriginal Languages and Torres Strait Islander Languages | Languages | F-10 curriculum
ACLGEU186
Understand the influence of language on people’s actions, values and beliefs, and appreciate the scale and importance of linguistic diversity[Key concepts: influence, power, diversity; Key processes: reflecting, understanding]
Elaborations ScOT Terms
ACLGEU186 | Content Descriptions | Years 9 and 10 | Years F–10 Sequence | German | Languages | F-10 curriculum
ACLINC113
Interact with others, monitoring how identity influences intercultural exchange, and reflect on own identity and the diversity of Indonesian identities[Key concepts: identity, diversity; Key processes: monitoring, comparing, reflecting]
Elaborations ScOT Terms
ACLINC113 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | Indonesian | Languages | F-10 curriculum
Years 9 and 10 French
The nature of the learners Students have prior experience of learning French and bring a range of capabilities, strategies and knowledge that can be applied to new learning. They are expanding the range and nature of their learning experiences and of …
Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | French | Languages | F-10 curriculum
ACSBL015
Biodiversity includes the diversity of species and ecosystems; measures of biodiversity rely on classification and are used to make comparisons across spatial and temporal scales
ACSBL015 | Content Descriptions | Unit 1 | Biology | Science | Senior secondary curriculum
ACELY1731
Plan, rehearse and deliver presentations, selecting and sequencing appropriate content, including multimodal elements, to reflect a diversity of viewpoints
Elaborations ScOT Terms
ACELY1731 | Content Descriptions | Year 8 | English | F-10 curriculum
ACSSU185
The theory of evolution by natural selection explains the diversity of living things and is supported by a range of scientific evidence
Elaborations ScOT Terms
ACSSU185 | Content Descriptions | Year 10 | Science | F-10 curriculum
Unit 1: Biodiversity and the interconnectedness of life Biology
The current view of the biosphere as a dynamic system composed of Earth’s diverse, interrelated and interacting ecosystems developed from the work of eighteenth and nineteenth century naturalists, who collected, classified, measured and mapped the distribution …
Unit 1 | Biology | Science | Senior secondary curriculum
ACLCHU094
Recognise diversity in Chinese language use within different communities and regions, such as dialects, and local languages and character systems
Elaborations ScOT Terms
ACLCHU094 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | Second Language Learner Pathway | Chinese | Languages | F-10 curriculum
ACLITU056
Understand the diversity of languages and cultures represented in the classroom, and the multilingual and multicultural character of Australian society
Elaborations ScOT Terms
ACLITU056 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | Italian | Languages | F-10 curriculum
Understanding units of measurement description
This sub-element describes how a student becomes increasingly able to recognise attributes that can be measured and how units of measure are used and calculated. In making the transition from informal to formal units, a student attends to the structure …
Understanding units of measurement | Measurement and geometry | National Numeracy Learning Progression | National Literacy and Numeracy Learning Progressions | Resources
Positioning and locating description
This sub-element describes how a student becomes increasingly able to recognise the attributes of position and location, and to use positional language to describe himself/herself and objects in various locations. A student learns to reason with representations …
Positioning and locating | Measurement and geometry | National Numeracy Learning Progression | National Literacy and Numeracy Learning Progressions | Resources
Measuring time description
This sub-element describes how a student becomes increasingly aware of the passage of time. A student appreciates units of time are associated with regularly occurring events, such as the rotation of Earth or the swing of a pendulum. They apply units …
Measuring time | Measurement and geometry | National Numeracy Learning Progression | National Literacy and Numeracy Learning Progressions | Resources
Interpreting and representing data description
This sub-element describes how a student becomes increasingly able to recognise and use visual and numerical displays to describe data associated with statistical investigations, and to critically evaluate investigations by others. Making sense of data …
Interpreting and representing data | Statistics and probability | National Numeracy Learning Progression | National Literacy and Numeracy Learning Progressions | Resources
Health and Physical Education - Years 3 and 4
Explore how success, challenge and failure strengthen identities - ACPPS033 Describe how respect, empathy and valuing diversity can positively influence relationships - ACPPS037 Investigate how emotional responses vary in depth and strength - ACPPS038 Research …
Health and Physical Education - Years 3 and 4 | Understanding respect | Dimensions | Curriculum connections | Resources
Intercultural Understanding - Level 2 (Years 1 and 2)
Typically by the end of Year 2, students: Explore and compare cultural knowledge, beliefs and practices describe and compare the way they live with people in other places or times Develop respect for cultural diversity describe ways that diversity …
Intercultural Understanding - Level 2 (Years 1 and 2) | Informed and safe use of information and devices | Dimensions | Curriculum connections | Resources
Elaboration (2) ACHASSI101
exploring maps and sources showing Aboriginal and Torres Strait Islander language groups and Countries/Places, to explain the diversity of their cultures
Elaboration (2) | ACHASSI101 | Content Descriptions | Year 5 | HASS | Humanities and Social Sciences | F-10 curriculum
Elaboration (3) ACHASSI132
reflecting on the civic activities that students can participate in and the benefits of active and informed citizenship, including the significance of understanding cultural diversity
Elaboration (3) | ACHASSI132 | Content Descriptions | Year 6 | HASS | Humanities and Social Sciences | F-10 curriculum
Elaboration (1) ACHGS059
using digital mapping tools to map the cultural and demographic diversity of Aboriginal and Torres Strait Islander Peoples
Elaboration (1) | ACHGS059 | Content Descriptions | Year 8 | Geography | Humanities and Social Sciences | F-10 curriculum
Elaboration (2) ACHCK051
exploring the diversity of spiritualities among Aboriginal and Torres Islander communities from traditional spirituality to the adoption of other religions such as Christianity and Islam
Elaboration (2) | ACHCK051 | Content Descriptions | Year 7 | Civics and Citizenship | Humanities and Social Sciences | F-10 curriculum