ACADRM049
Practise and refine the expressive capacity of voice and movement to communicate ideas and dramatic action in a range of forms, styles and performance spaces, including exploration of those developed by Aboriginal and Torres Strait Islander dramatist …
Elaborations ScOT Terms
ACADRM049 | Content Descriptions | Years 9 and 10 | Drama | The Arts | F-10 curriculum
ACLARC024
Create imaginative texts in multimodal forms, including digital, that draw on past experiences or future possibilities, experimenting with different techniques[Key concepts: culture, narrative, creativity; Key processes: creating, imagining, entertaining, …
Elaborations ScOT Terms
ACLARC024 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | Arabic | Languages | F-10 curriculum
ACLARU032
Explore how spoken and written forms of Arabic can be used for different purposes and audiences, in different contexts and situations, and with specific meanings and intentions[Key concepts: formality, register, intention; Key processes: analysing, e …
Elaborations ScOT Terms
ACLARU032 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | Arabic | Languages | F-10 curriculum
ACLCHC250
Compare performance features of major forms of classical literature, such as in 诗, 词, making thematic and intertextual connections[Key concepts: culture, values; Key processes: connecting, performing, responding]
Elaborations ScOT Terms
ACLCHC250 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | First Language Learner Pathway | Chinese | Languages | F-10 curriculum
ACLFWU017
Recognise that different words and language forms are used to address and communicate with people according to relationship and situation[Key concepts: kinship, context; Key processes: noticing, recognising, comparing]
Elaborations ScOT Terms
ACLFWU017 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | First Language Learner Pathway (L1) | Framework for Aboriginal Languages and Torres Strait Islander Languages | Languages | F-10 curriculum
ACLFWU039
Understand that speakers vary language forms and styles according to kin relationship and context[Key concepts: kinship, respect, register, silence, taboo; Key processes: observing, examining, explaining, investigating, noticing, recognising]
Elaborations ScOT Terms
ACLFWU039 | Content Descriptions | Years 3 to 6 | Years F–10 Sequence | First Language Learner Pathway (L1) | Framework for Aboriginal Languages and Torres Strait Islander Languages | Languages | F-10 curriculum
ACLFWU145
Recognise that different words and language forms are used to address and communicate with people according to relationship and context[Key concepts: kinship, context; Key processes: noticing, recognising]
Elaborations ScOT Terms
ACLFWU145 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | Language Revival Learner Pathway (LR) | Framework for Aboriginal Languages and Torres Strait Islander Languages | Languages | F-10 curriculum
ACLFWU167
Understand that speakers vary language forms according to kin relationship and context of situation[Key concepts: kinship, respect, register, silence, taboo; Key processes: observing, examining, explaining, investigating; noticing, recognising]
Elaborations ScOT Terms
ACLFWU167 | Content Descriptions | Years 3 to 6 | Years F–10 Sequence | Language Revival Learner Pathway (LR) | Framework for Aboriginal Languages and Torres Strait Islander Languages | Languages | F-10 curriculum
ACLFWU082
Recognise that different words and language forms are used to address and communicate with people according to relationship and context[Key concepts: kinship, context, relationship; Key processes: noticing, recognising]
Elaborations ScOT Terms
ACLFWU082 | 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
ACLFWU103
Understand that speakers vary language forms according to kin relationship and context of situation[Key concepts: kinship, respect, register, silence, taboo; Key processes observing, examining, explaining, investigating; noticing, recognising]
Elaborations ScOT Terms
ACLFWU103 | Content Descriptions | Years 3 to 6 | Years F–10 Sequence | Second Language Learner Pathway (L2) | Framework for Aboriginal Languages and Torres Strait Islander Languages | Languages | F-10 curriculum
ACLCLE002
Convey information and ideas about the daily life and attitudes of the ancient Greeks, in oral, written and digital forms, using Classical Greek as appropriate[Key concepts: information, culture; Key processes: obtaining, presenting, informing]
Elaborations ScOT Terms
ACLCLE002 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | Classical Greek | Framework for Classical Languages | Languages | F-10 curriculum
ACLCLE017
Convey interpretations of information and ideas about ancient Greek society and culture, in oral, written and digital forms, using Classical Greek as appropriate[Key concepts: information, culture; Key processes: interpreting, explaining, presenting]
Elaborations ScOT Terms
ACLCLE017 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | Classical Greek | Framework for Classical Languages | Languages | F-10 curriculum
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
ACLFRC006
Engage with a range of imaginative texts through action, dance, drawing and other forms of expression[Key concepts: imagination, response, character, expression; Key processes: responding, acting, dancing, expressing]
Elaborations ScOT Terms
ACLFRC006 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | French | Languages | F-10 curriculum
ACLFRU013
Understand some first elements of French grammar, such as simple verb and gender forms, definite articles, pronouns and prepositions[Key concepts: words, sentences, grammar, patterns, rules; Key processes: recognising, naming, selecting]
Elaborations ScOT Terms
ACLFRU013 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | French | Languages | F-10 curriculum
ACLFRU014
Understand that language is organised as ‘texts’, which take different forms and use different structures and features to achieve their purposes[Key concepts: genre, text, meaning; Key processes: noticing, applying]
Elaborations ScOT Terms
ACLFRU014 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | French | Languages | F-10 curriculum
ACLFRF053
Understand that there are different forms of spoken and written French used in different contexts within France and in other regions of the world[Key concepts: diversity, creoles, dialects, accents; Key processes: mapping, comparing, distinguishing]
Elaborations ScOT Terms
ACLFRF053 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | French | Languages | F-10 curriculum
ACLFRC095
Present information and ideas relating to social worlds and natural environments in spoken, written and digital forms[Key concepts: community, traditions, environment; Key processes: composing, presenting, informing]
Elaborations ScOT Terms
ACLFRC095 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | French | Languages | F-10 curriculum
ACLFRU121
Extend grammatical knowledge, including the forms and functions of reflexive verbs, verb moods and modality and the imperfect tense[Key concepts: tense, mood, modality; Key processes: analysing, classifying, applying, explaining]
Elaborations ScOT Terms
ACLFRU121 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | French | Languages | F-10 curriculum