ACLMGU185
Analyse culturally specific ways of interacting in Greek and how and why language use varies according to cultural contexts, considering why these differ from interactions in English or in other languages[Key concepts: norms, variation; Key processes: …
Elaborations ScOT Terms
ACLMGU185 | Content Descriptions | Years 9 and 10 | Years F–10 Sequence | Modern Greek | Languages | F-10 curriculum
ACLSPC112
Locate specific words and expressions in simple print, spoken and digital texts such as charts, lists, songs, rhymes and stories, and use information to complete guided spoken and written tasks[Key concepts: literacy, numeracy; Key processes: locating, …
Elaborations ScOT Terms
ACLSPC112 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | Spanish | Languages | F-10 curriculum
ACLSPC137
Explore own sense of identity, for example, by discussing membership of groups such as a club, a country or a language-speaking community, and how these elements of identity are reflected in language use[Key concepts: belonging, membership; Key processes: …
Elaborations ScOT Terms
ACLSPC137 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | Spanish | Languages | F-10 curriculum
ACLSPU177
Examine how elements of communication, including gestures, facial expressions and use of silence, vary according to context, situation and relationships across languages and cultures[Key concepts: body language, personal space, status; Key processes: …
Elaborations ScOT Terms
ACLSPU177 | Content Descriptions | Years 7 and 8 | Years F–10 Sequence | Spanish | Languages | F-10 curriculum
ACLSPU195
Analyse how language use in both spoken and written modes varies according to the geographical location and cultural profile of Spanish-speaking communities[Key concepts: variation, diversity; Key processes: analysing language, comparing, explaining]
Elaborations ScOT Terms
ACLSPU195 | Content Descriptions | Years 9 and 10 | Years F–10 Sequence | Spanish | Languages | F-10 curriculum
ACLTUC020
Respond to questions, directions and requests from the teacher and each other, and use questions and statements to ask for help or permission, to attract attention and to rehearse new language[Key concepts: direction, support, learning experience; Key …
Elaborations ScOT Terms
ACLTUC020 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | Turkish | Languages | F-10 curriculum
ACLTUC095
Consider similarities and differences in ways of communicating in Turkish and English, noticing how/when they choose to use either language or both languages[Key concepts: language domains, code-switching, generation, expression; Key processes: comparing, …
Elaborations ScOT Terms
ACLTUC095 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | Turkish | Languages | F-10 curriculum
ACLTUU117
Understand that variations in the use of spoken and written Turkish relate to roles, relationships and contexts, and consider how and why these differ from similar interactions in English[Key concepts: register, values, non-verbal communication; Key processes: …
Elaborations ScOT Terms
ACLTUU117 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | Turkish | Languages | F-10 curriculum
ACLVIU173
Analyse the ways in which choices in language use reflect cultural ideas and perspectives, and reflect on how what is considered acceptable in communication varies across cultures[Key concepts: perspectives, beliefs; Key processes: exploring, describing, …
Elaborations ScOT Terms
ACLVIU173 | Content Descriptions | Years 7 and 8 | Years F–10 Sequence | Vietnamese | Languages | F-10 curriculum
Elaboration ACSIS221
sharing ideas as to whether observations match predictions, and discussing possible reasons for predictions being incorrect
Elaboration | ACSIS221 | Content Descriptions | Year 6 | Science | F-10 curriculum
ACLCHC249
Recognise and explain differing viewpoints on the world, cultures, individuals and issues as represented in major forms of literature such as 散文，小品，小说, and use this knowledge to create analytical and imaginative responses for identified audiences[Key …
Elaborations ScOT Terms
ACLCHC249 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | First Language Learner Pathway | Chinese | Languages | F-10 curriculum
ACTDEP039
Use project management processes when working individually and collaboratively to coordinate production of designed solutions
Elaborations ScOT Terms
ACTDEP039 | Content Descriptions | Years 7 and 8 | Design and Technologies | Technologies | F-10 curriculum
ACLKOC175
Identify, classify and compare information and ideas obtained from spoken, written, print or digital texts[Key concepts: information, data; Key processes: classifying, summarising, evaluating]
Elaborations ScOT Terms
ACLKOC175 | Content Descriptions | Years 7 and 8 | Years F–10 Sequence | Korean | Languages | F-10 curriculum
Elaboration (4) ACAVAM111
practising a variety of techniques and use various technologies to find different ways of interpreting a theme and/or subject matter, for example, making a simple animation or storybook
Elaboration (4) | ACAVAM111 | Content Descriptions | Years 3 and 4 | Visual Arts | The Arts | F-10 curriculum
Elaboration ACHHS174
developing a historical argument that identifies different possibilities in interpretation and argues a particular point of view with consistent reference to the evidence available
Elaboration | ACHHS174 | Content Descriptions | Year 9 | History | Humanities and Social Sciences | F-10 curriculum
Elaboration ACHHS192
developing a historical argument that identifies different possibilities in interpretation and argues a particular point of view, with consistent and specific reference to the evidence available
Elaboration | ACHHS192 | Content Descriptions | Year 10 | History | Humanities and Social Sciences | F-10 curriculum
Elaboration ACELA1429
recognising some of the ways we can use speech, gesture, writing and media to communicate feelings
Elaboration | ACELA1429 | Content Descriptions | Foundation Year | English | F-10 curriculum
Elaboration (3) ACADRM036
adjusting the weight (heaviness or lightness of movement), speed, use of stillness, levels and movement through space to focus on character and situation and create dramatic action
Elaboration (3) | ACADRM036 | Content Descriptions | Years 5 and 6 | Drama | The Arts | F-10 curriculum
Elaboration ACADRM042
planning, organising and rehearsing dramatic action to stage devised and scripted drama, for example, arranging use of available theatre technologies and collaborating in rehearsal to stage drama for a clear and intended purpose and effect
Elaboration | ACADRM042 | Content Descriptions | Years 7 and 8 | Drama | The Arts | F-10 curriculum
Elaboration ACHCS058
developing a plan of action that incorporates a consultation process to ensure a range of views are heard and people are provided with opportunities to respond
Elaboration | ACHCS058 | Content Descriptions | Year 7 | Civics and Citizenship | Humanities and Social Sciences | F-10 curriculum