ACLKOC025

Respond to imaginative texts such as stories, films or illustrations, explaining messages and key ideas, stating views on themes, events and values, and making connections with own experiences[Key concepts: themes, relationship, imagination; Key processes: …

Elaborations ScOT Terms

ACLKOC025 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | Korean | 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, …

Elaborations ScOT Terms

ACLSPC006 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | Spanish | 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: …

Elaborations ScOT Terms

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

ACLTUC074

Analyse how expressive and imaginative texts create aesthetic, humorous or emotional effects in ways that reflect cultural influence[Key concepts: humour, effect, mood, composition; Key processes: analysing, comparing, narrating; Key text types: film, …

Elaborations ScOT Terms

ACLTUC074 | Content Descriptions | Years 9 and 10 | Years F–10 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; …

Elaborations ScOT Terms

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

The Arts: Media Arts - Above satisfactory - Years 3 and 4

This portfolio of student work shows that the student can describe a film trailer and discuss some of the elements and processes that they use to communicate to an audience (WS1). The student can discuss how they collaborate with others (WS1). They can …

The Arts: Media Arts - Above satisfactory - Years 3 and 4 | Portfolios | Work samples | Resources

The Arts: Media Arts - Satisfactory - Years 3 and 4

This portfolio of student work shows that the student can describe a film trailer and discuss some of the elements and processes that they use to communicate to an audience (WS1). The student can discuss how they collaborate with others (WS1). They can …

The Arts: Media Arts - Satisfactory - Years 3 and 4 | Portfolios | Work samples | Resources

The Arts: Media Arts - Below satisfactory - Years 3 and 4

This portfolio of student work shows that the student can describe a film trailer and some of the elements and processes that they use to communicate to an audience (WS1). The student can recount how they occasionally collaborate with others (WS1). They …

The Arts: Media Arts - Below satisfactory - Years 3 and 4 | Portfolios | Work samples | Resources

The Arts: Media Arts - Above satisfactory - Years 9 and 10

This portfolio of student work shows that the student can manipulate technical and symbolic elements with precision to promote a product and communicate a social issue in an advertisement to meet an assessment brief (WS1). The student can analyse a film …

The Arts: Media Arts - Above satisfactory - Years 9 and 10 | Portfolios | Work samples | Resources

The Arts: Media Arts - Satisfactory - Years 9 and 10

This portfolio of student work shows that the student can manipulate technical and symbolic elements to promote a product and communicate social dysfunction to an audience (WS1). The student can analyse a film and and the way a director uses technical …

The Arts: Media Arts - Satisfactory - Years 9 and 10 | Portfolios | Work samples | Resources

The Arts: Media Arts - Below satisfactory - Years 9 and 10

This portfolio of student work shows that the student can manipulate some technical and symbolic elements to communicate social dysfunction to an audience (WS1). The student can also analyse aspects of a film and how a director uses some technical and …

The Arts: Media Arts - Below satisfactory - Years 9 and 10 | Portfolios | Work samples | Resources

Elaboration (1) ACELT1783

using art forms and beginning forms of writing to express personal responses to literature and film experiences

Elaboration (1) | ACELT1783 | Content Descriptions | Foundation Year | English | F-10 curriculum

Elaboration (2) ACELT1580

using digital technologies to retell events and recreate characters from favourite print and film texts

Elaboration (2) | ACELT1580 | Content Descriptions | Foundation Year | English | F-10 curriculum

Elaboration ACELY1651

using image-making and beginning writing to represent characters and events in written, film and web-based texts

Elaboration | ACELY1651 | Content Descriptions | Foundation Year | English | F-10 curriculum

Elaboration ACELT1582

discussing characters from books and films and whether these are life-like or imaginary (for example talking animals)

Elaboration | ACELT1582 | Content Descriptions | Year 1 | English | F-10 curriculum

Elaboration (1) ACELT1587

recognising recurring characters, settings and themes in Dreaming stories experienced through texts, films and online sources

Elaboration (1) | ACELT1587 | Content Descriptions | Year 2 | English | F-10 curriculum

Elaboration ACELT1794

collaboratively plan, compose, sequence and prepare a literary text along a familiar storyline, using film, sound and images to convey setting, characters and points of drama in the plot

Elaboration | ACELT1794 | Content Descriptions | Year 4 | English | F-10 curriculum

Elaboration ACELA1502

recognising that a bare assertion (for example 'It's the best film this year') often needs to be tempered by: using the 'impersonal it' to distance oneself (for example 'It could be that it is the best film this year'); recruiting anonymous support (for …

Elaboration | ACELA1502 | Content Descriptions | Year 5 | English | F-10 curriculum

Elaboration (1) ACELY1708

using display advertising as a topic vehicle for close analysis of the ways images and words combine for deliberate effect including examples from the countries of Asia (for example comparing Hollywood film posters with Indian Bollywood film posters)

Elaboration (1) | ACELY1708 | Content Descriptions | Year 6 | English | F-10 curriculum

Elaboration ACELA1531

learning about the structure of the book or film review and how it moves from context description to text summary and then to a text judgement

Elaboration | ACELA1531 | Content Descriptions | Year 7 | English | F-10 curriculum