ACLCLE032
Convey information and ideas about the daily life and attitudes of the Romans, in oral, written and digital forms, using Latin as appropriate[Key concepts: information, culture, imagination; Key processes: obtaining, presenting, informing]
Elaborations ScOT Terms
ACLCLE032 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | Latin | Framework for Classical Languages | Languages | F-10 curriculum
ACLCLE047
Convey interpretations of information and ideas about Roman society and culture, in oral, written and digital forms, using Latin as appropriate[Key concepts: information, culture; Key processes: interpreting, explaining, presenting]
Elaborations ScOT Terms
ACLCLE047 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | Latin | Framework for Classical Languages | Languages | F-10 curriculum
ACLFRC022
Locate specific points of information in different types of texts relating to social and natural worlds[Key concepts: community, family, friends, environment; Key processes: focused reading, information selection and organisation]
Elaborations ScOT Terms
ACLFRC022 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | French | Languages | F-10 curriculum
ACLFRC059
Organise and present information and ideas on different topics, issues or events, comparing perspectives and experiences[Key concepts: perspective, engagement, action, debate; Key processes: managing information, shaping text, engaging]
Elaborations ScOT Terms
ACLFRC059 | Content Descriptions | Years 7 and 8 | Years F–10 Sequence | French | Languages | F-10 curriculum
ACLFRC112
Access and analyse information from different sources, identifying how culture and context influence the presentation of ideas[Key concepts: information, representation, modality; Key processes: selecting, evaluating, interpreting, analysing]
Elaborations ScOT Terms
ACLFRC112 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | French | Languages | F-10 curriculum
ACLGEC021
Access and analyse information, feelings and opinions in a range of digital, print and multimodal texts[Key concepts: social issues, information, representation; Key processes: selecting, analysing, researching]
Elaborations ScOT Terms
ACLGEC021 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | German | Languages | F-10 curriculum
ACLITC006
Give factual information about known people, everyday objects, family celebrations and personal experiences[Key concepts: self, ownership/possession, celebration; Key process: conveying information]
Elaborations ScOT Terms
ACLITC006 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | Italian | Languages | F-10 curriculum
ACLITC025
Give factual information about people, objects, places and events in texts supported by graphics or illustrations[Key concepts: information, fact; Key processes: describing, presenting]
Elaborations ScOT Terms
ACLITC025 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | Italian | Languages | F-10 curriculum
ACLITC101
Convey factual information and ideas through a range of spoken, written and multimodal texts, using information from a range of sources[Key concepts: society, event, fact, opinion; Key processes: describing, comparing, presenting]
Elaborations ScOT Terms
ACLITC101 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | Italian | Languages | F-10 curriculum
ACLMGC174
Obtain, analyse and evaluate information and ideas from multiple spoken, written, print or digital sources on a range of issues[Key concepts: information, representation; Key processes: analysing, evaluating, synthesising]
Elaborations ScOT Terms
ACLMGC174 | Content Descriptions | Years 9 and 10 | Years F–10 Sequence | Modern Greek | Languages | F-10 curriculum
ACLSPC167
Organise and present information and ideas on different topics, issues or events, comparing perspectives and experiences[Key concepts: perspective, youth issues; Key processes: reporting, managing information]
Elaborations ScOT Terms
ACLSPC167 | Content Descriptions | Years 7 and 8 | Years F–10 Sequence | Spanish | Languages | F-10 curriculum
Elaboration (1) ACHASSI100
analysing visual and written sources to infer relationships (for example, examining photographs to see how people responded to droughts in enterprising ways; interpreting maps of Aboriginal and Torres Strait Islander trade routes to propose how ideas, …
Elaboration (1) | ACHASSI100 | Content Descriptions | Year 5 | HASS | Humanities and Social Sciences | F-10 curriculum
Elaboration (2) ACHASSI159
evaluating and connecting information from various sources to draw evidence-based conclusions
Elaboration (2) | ACHASSI159 | Content Descriptions | Year 7 | HASS | Humanities and Social Sciences | F-10 curriculum
Elaboration (2) ACHHS208
identifying information within a source that can be used as evidence to support an interpretation
Elaboration (2) | ACHHS208 | Content Descriptions | Year 7 | History | Humanities and Social Sciences | F-10 curriculum
ACLARU186
Reflect on the dynamic nature of language, relating it to constantly changing environments and cultural conditions such as contact with other languages and cultures and changing circumstances in local and global contexts[Key concepts: communication, influence, …
Elaborations ScOT Terms
ACLARU186 | Content Descriptions | Years 9 and 10 | Years F–10 Sequence | Arabic | Languages | F-10 curriculum
ACLARU034
Understand the symbolic nature and influence of language in local and global contexts and how the use of language determines the nature of intercultural communication[Key concepts: symbolism, globalisation, new terminology; Key processes: exploring, reflecting, …
Elaborations ScOT Terms
ACLARU034 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | Arabic | Languages | F-10 curriculum
ACLJAC152
Explain aspects of spoken, written and non-verbal communication in Japanese interactions that require interpretation and carry cultural meaning[Key concepts: meaning, culture, interpretation, equivalence; Key processes: explaining, interpreting, demonstrating, …
Elaborations ScOT Terms
ACLJAC152 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | Japanese | Languages | F-10 curriculum
ACLJAC155
Discuss the experience of speaking and interacting in a different language, what they understand by ‘identity’, and whether learning Japanese has any effect on their sense of self[Key concepts: identity, communication, stereotype, protocol; Key processes: …
Elaborations ScOT Terms
ACLJAC155 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | Japanese | Languages | F-10 curriculum
ACLJAC172
Participate in intercultural interactions, identifying and comparing aspects of culture that affect communication and noticing how own culture impacts on language use[Key concepts: intercultural experience, perspective, insight, self-reflection; Key processes: …
Elaborations ScOT Terms
ACLJAC172 | Content Descriptions | Years 7 and 8 | Years F–10 Sequence | Japanese | Languages | F-10 curriculum
ACLJAC173
Consider how their own biography, including family origins, traditions, interests and experiences, impacts on their sense of identity and ways of communicating[Key concepts: identity, family, community, communication, culture; Key processes: reflecting, …
Elaborations ScOT Terms
ACLJAC173 | Content Descriptions | Years 7 and 8 | Years F–10 Sequence | Japanese | Languages | F-10 curriculum