ACLFRC065

Consider how own biography including family origins, traditions, interests and experience, impacts on identity and communication[Key concepts: culture, community, communication, identity; Key processes: reflecting, analysing, explaining]

Elaborations ScOT Terms

ACLFRC065 | Content Descriptions | Years 7 and 8 | Years F–10 Sequence | French | Languages | F-10 curriculum

ACLJAC191

Reflect on cultural differences between Japanese- and English-language communication styles and on how these affect intercultural interactions[Key concepts: identity, culture, communication; Key processes: comparing, analysing, evaluating, profiling]

Elaborations ScOT Terms

ACLJAC191 | Content Descriptions | Years 9 and 10 | Years F–10 Sequence | Japanese | Languages | F-10 curriculum

ACLMGC027

Interact with Greek speakers and resources, recognising that intercultural communication involves shared responsibility for communication[Key concepts: interaction, reciprocity, responsibility; Key processes: expressing, discussing, noticing, adjusti …

Elaborations ScOT Terms

ACLMGC027 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | Modern Greek | Languages | F-10 curriculum

Respect matters: Years 7 and 8

Typically, at this stage, students are starting high school years and are presented with new organisational and personal challenges. Relationships with friends and peers become increasingly important as young people face more complex life decisions. Young …

Respect matters: Years 7 and 8 | Year levels | Dimensions | Curriculum connections | Resources

Work Studies - Year 9

Skills for learning and work Content descriptions with elaborations: Identify types of workplace communication and the effect of context on the choice of communication (ACWSCL007) contrasting the types of communication used among peers, in the classroom, …

Work Studies - Year 9 | Respectful relationships | Dimensions | Curriculum connections | Resources

Food and fibre: Years 7 and 8

In Years 7 and 8, students further investigate design and technology professions and the contributions that each makes to society locally, regionally and globally through creativity, innovation and enterprise, such as the role of plant breeders, agronomists …

Food and fibre: Years 7 and 8 | Year levels | Dimensions | Curriculum connections | Resources

Achievement Standard Korean Years 5 and 6

By the end of Year 6, students engage in classroom interactions to carry out collaborative tasks, to exchange information and to express feelings and ideas related to specific contexts, personal interests and daily routines at home and school. They ask …

Achievement Standard | Achievement Standards | Years 5 and 6 | Years F–10 Sequence | Korean | Languages | F-10 curriculum

Achievement Standard Vietnamese Years 7 and 8

By the end of Year 8, students use written and spoken Vietnamese to interact with peers and the teacher to exchange personal information (for example, Em tên Nam. Em mười hai tuổi. Em sinh ở Úc), describe feelings (for example, Em vui/hạnh …

Achievement Standard | Achievement Standards | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | Vietnamese | Languages | F-10 curriculum

Reflecting on thinking and processes element - Transfer knowledge into new context Critical and Creative Thinking Reflecting on thinking and processes Level 2

use information from a previous experience to inform a new idea

Reflecting on thinking and processes element - Transfer knowledge into new context | Level 2 | Learning Continuum | Critical and Creative Thinking | General capabilities | F-10 curriculum

Analysing, synthesising and evaluating reasoning and procedures elements - Draw conclusions and design a course of action Critical and Creative Thinking Analysing, synthesising and evaluating reasoning and procedures Level 2

identify alternative courses of action or possible conclusions when presented with new information

Analysing, synthesising and evaluating reasoning and procedures elements - Draw conclusions and design a course of action | Level 2 | Learning Continuum | Critical and Creative Thinking | General capabilities | F-10 curriculum

Reflecting on thinking and processes element - Reflect on processes Critical and Creative Thinking Reflecting on thinking and processes Level 3

identify pertinent information in an investigation and separate into smaller parts or ideas

Reflecting on thinking and processes element - Reflect on processes | Level 3 | Learning Continuum | Critical and Creative Thinking | General capabilities | F-10 curriculum

Reflecting on thinking and processes element - Transfer knowledge into new context Critical and Creative Thinking Reflecting on thinking and processes Level 5

justify reasons for decisions when transferring information to similar and different contexts

Reflecting on thinking and processes element - Transfer knowledge into new context | Level 5 | Learning Continuum | Critical and Creative Thinking | General capabilities | F-10 curriculum

Food and wellbeing: Health and Physical Education

Food and nutrition is one of the focus areas in the Health and Physical Education (HPE) curriculum and includes developing knowledge, understanding and skills that will support students to make healthier choices. Students learn about food and nutrition …

Food and wellbeing: Health and Physical Education | Subjects | Dimensions | Curriculum connections | Resources

ACELA1444

Understand that language is used in combination with other means of communication, for example facial expressions and gestures to interact with others

Elaborations ScOT Terms

ACELA1444 | Content Descriptions | Year 1 | English | F-10 curriculum

ACELA1475

Understand that languages have different written and visual communication systems, different oral traditions and different ways of constructing meaning

Elaborations ScOT Terms

ACELA1475 | Content Descriptions | Year 3 | English | F-10 curriculum

ACELA1543

Analyse how the text structures and language features of persuasive texts, including media texts, vary according to the medium and mode of communication

Elaborations ScOT Terms

ACELA1543 | Content Descriptions | Year 8 | English | F-10 curriculum

ACELA1565

Understand that people’s evaluations of texts are influenced by their value systems, the context and the purpose and mode of communication

Elaborations ScOT Terms

ACELA1565 | Content Descriptions | Year 10 | English | F-10 curriculum

Applying social and ethical protocols and practices when using ICT elements - Apply personal securty protocols Information and Communication Technology (ICT) Capability Applying social and ethical protocols and practices when using ICT Level 6

independently apply appropriate strategies to protect rights, identity, privacy and emotional safety of others when using ICT, and discriminate between protocols suitable for different communication tools when collaborating with local and global comm …

Applying social and ethical protocols and practices when using ICT elements - Apply personal securty protocols | Level 6 | Learning Continuum | Information and Communication Technology (ICT) Capability | General capabilities | F-10 curriculum

ACMSM127

use numerical integration using technology \(f\left(t\right)=\lambda e^{-\lambda t}\) for \(t\geq0\) of the exponential random variable with parameter \(\lambda>0,\), and use the exponential random variables and associated probabilities and quantiles …

ACMSM127 | Content Descriptions | Unit 4 | Specialist Mathematics | Mathematics | Senior secondary curriculum

ACHAH079

The geographical and historical context of the Celts, including main Celtic groups and cultures – Urnfield (1200-600BC), Hallstatt (700 – 500BC) and La Tène (500BC – AD100); social structure; cultural practices; Celtic art; technology; religious beliefs …

ACHAH079 | Content Descriptions | Unit 1: Investigating the Ancient World | Ancient History | Humanities and Social Sciences | Senior secondary curriculum