Curriculum Types

Curriculum Elements Types

General Capabilities

Cross Curriculum Priorities
Your search for "information and communication technology " returned 2018 result(s)
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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]

literacy information-communication critical-creative personal-social intercultural-understanding asia-australia 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]

literacy information-communication critical-creative personal-social intercultural-understanding 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]

literacy information-communication critical-creative personal-social intercultural-understanding Elaborations ScOT Terms

ACLGEC021 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | German | Languages | F-10 curriculum

ACLHIC091

Interact with peers and teacher to exchange greetings, wishes, information and opinions, to talk about their personal worlds and to express feelings[Key concepts: self, family, leisure, preferences; Key processes: interacting, exchanging information, …

literacy personal-social intercultural-understanding Elaborations ScOT Terms

ACLHIC091 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | Hindi | 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]

literacy critical-creative personal-social intercultural-understanding 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]

literacy information-communication critical-creative personal-social intercultural-understanding 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]

literacy numeracy critical-creative personal-social intercultural-understanding Elaborations ScOT Terms

ACLITC101 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | Italian | Languages | F-10 curriculum

ACLKOC138

Present information gathered from different types of texts relating to people, objects, places and events[Key concepts: home, school, information; Key processes: organising, informing, presenting]

literacy numeracy information-communication critical-creative personal-social intercultural-understanding Elaborations ScOT Terms

ACLKOC138 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | Korean | Languages | 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]

literacy numeracy information-communication critical-creative personal-social intercultural-understanding asia-australia Elaborations ScOT Terms

ACLKOC175 | Content Descriptions | Years 7 and 8 | Years F–10 Sequence | Korean | 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]

literacy information-communication critical-creative personal-social intercultural-understanding 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]

literacy information-communication critical-creative personal-social intercultural-understanding Elaborations ScOT Terms

ACLSPC167 | Content Descriptions | Years 7 and 8 | Years F–10 Sequence | Spanish | Languages | F-10 curriculum

ACLTUC086

Interact with peers and teacher to socialise, exchange information and opinions, talk about personal worlds[Key concepts: self, family, leisure, preferences; Key processes: interacting, exchanging information, describing]

literacy personal-social intercultural-understanding Elaborations ScOT Terms

ACLTUC086 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | Turkish | Languages | F-10 curriculum

ACLVIC004

Identify and use information such as topic, main ideas and specific points in a range of spoken, written, visual, digital and multimodal texts[Key concept: information; Key processes: obtaining, reading, listening, classifying]

literacy numeracy information-communication critical-creative personal-social intercultural-understanding Elaborations ScOT Terms

ACLVIC004 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | Vietnamese | Languages | F-10 curriculum

Years 3 and 4 Italian

The nature of the learners At this level, children are developing awareness of their social worlds and of their memberships of various groups including the Italian class. They are developing literacy capabilities in English, such as writing in the Roman …

Years 3 and 4 | Years F–10 Sequence | Italian | Languages | F-10 curriculum

Years 7 and 8 Japanese

The nature of the learners These years represent a transition to secondary school. Students in this sequence are continuing to study Japanese, bringing with them an established capability to interact in different situations, …

Years 7 and 8 | Years F–10 Sequence | Japanese | Languages | F-10 curriculum

Foundation to Year 2 Chinese

The nature of the learners Children enter the early years of schooling with established oracy skills in one or more languages and varying degrees of early literacy capability. For young students, learning typically focuses on their immediate world of …

Foundation to Year 2 | Years F–10 Sequence | Second Language Learner Pathway | Chinese | Languages | F-10 curriculum

Years 5 and 6 Chinese

The nature of the learners At this level students are expanding their social networks, experiences and communication repertoire in both their first language and Chinese. They continue to need guidance and participate in structured, collaborative tasks …

Years 5 and 6 | Years F–10 Sequence | Second Language Learner Pathway | Chinese | Languages | F-10 curriculum

Elaboration (9) ACLASFC010

considering roles and responsibilities in relation to membership of a Deaf community, for example by describing how they can help others to be aware of their communication preferences in the classroom or with extended family

Elaboration (9) | ACLASFC010 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | First Language Learner Pathway | Auslan | Languages | F-10 curriculum

Elaboration (1) ACLASFC062

considering possible consequences of lack of equivalence between Auslan and English words and phrases in terms of intercultural communication, providing examples from their own experience

Elaboration (1) | ACLASFC062 | Content Descriptions | Years 7 and 8 | Years F–10 Sequence | First Language Learner Pathway | Auslan | Languages | F-10 curriculum

Elaboration ACLASFC188

interpreting Auslan phrases and expressions that do not translate literally, identifying similar English expressions and considering possible consequences of lack of equivalence in terms of intercultural communication

Elaboration | ACLASFC188 | Content Descriptions | Years 7 and 8 | Years F–10 Sequence | Second Language Learner Pathway | Auslan | Languages | F-10 curriculum

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