ACHGS079

Present findings, arguments and explanations in a range of appropriate communication forms, selected for their effectiveness and to suit audience and purpose; using relevant geographical terminology, and digital technologies as appropriate

Elaborations ScOT Terms

ACHGS079 | Content Descriptions | Year 10 | Geography | Humanities and Social Sciences | F-10 curriculum

ACLFWU143

Recognise there are many ways of communicating messages in Aboriginal and Torres Strait Islander languages[Key concepts: communication, narrative; Key processes: recognising, identifying]

Elaborations ScOT Terms

ACLFWU143 | 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

ACLFWU080

Recognise there are many ways of communicating messages in Aboriginal and Torres Strait Islander languages[Key concepts: communication, narrative; Key processes: recognising, identifying]

Elaborations ScOT Terms

ACLFWU080 | 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

ACLINU051

Recognise that language and culture are integral to the nature of identity and communication[Key concept: assumptions; Key processes: exploring, examining connections]

Elaborations ScOT Terms

ACLINU051 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | Indonesian | Languages | F-10 curriculum

ACLSPC029

Consider and discuss the relationship between language, culture and identity[Key concepts: identity, culture, communication; Key processes: observing, connecting, reflecting, explaining]

Elaborations ScOT Terms

ACLSPC029 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | Spanish | Languages | F-10 curriculum

Structure Health and Physical Education

Strands, sub-strands and threads The Australian Curriculum: Health and Physical Education is organised into two content strands: personal, social and community health and movement and physical activity. Each strand contains content descriptions which …

Structure | Health and Physical Education | F-10 curriculum

Elaboration (3) ACELY1661

beginning to consider audience in designing a communication involving visual components, selecting images for maximum impact

Elaboration (3) | ACELY1661 | Content Descriptions | Year 1 | English | F-10 curriculum

Elaboration (7) ACELY1692

inferring meaning from the ways communication occurs in digital environments including the interplay between words, images, and sounds

Elaboration (7) | ACELY1692 | Content Descriptions | Year 4 | English | F-10 curriculum

Elaboration (5) ACSHE100

researching the scientific work involved in global disaster alerts and communication, such as cyclone, earthquake and tsunami alerts

Elaboration (5) | ACSHE100 | Content Descriptions | Year 6 | Science | F-10 curriculum

Elaboration (1) ACSIS110

using a variety of communication modes, such as reports, explanations, arguments, debates and procedural accounts, to communicate science ideas

Elaboration (1) | ACSIS110 | Content Descriptions | Year 6 | Science | F-10 curriculum

Elaboration (6) ACSHE160

considering how communication methods are influenced by new mobile technologies that rely on electromagnetic radiation

Elaboration (6) | ACSHE160 | Content Descriptions | Year 9 | Science | F-10 curriculum

Elaboration ACSHE228

considering how technologies have been developed to meet the increasing needs for mobile communication

Elaboration | ACSHE228 | Content Descriptions | Year 9 | Science | F-10 curriculum

Elaboration (1) ACHASSI082

selecting appropriate representations to suit and enhance their communication, including graphs, tables, timelines, photographs and pictures, in digital and non-digital modes

Elaboration (1) | ACHASSI082 | Content Descriptions | Year 4 | HASS | Humanities and Social Sciences | F-10 curriculum

Elaboration (2) ACADAM017

linking the application of the elements of dance to the communication of the choreographer’s intent in teacher-set dances

Elaboration (2) | ACADAM017 | Content Descriptions | Years 7 and 8 | Dance | The Arts | F-10 curriculum

Elaboration (2) ACAMAR071

investigating use of character types in fictional representations in comedies to see how selected features allow for quick communication

Elaboration (2) | ACAMAR071 | Content Descriptions | Years 7 and 8 | Media Arts | The Arts | F-10 curriculum

Elaboration (3) ACPPS071

evaluating and practising coping, communication and problem-solving skills to manage changes and emotions associated with puberty and getting older

Elaboration (3) | ACPPS071 | Content Descriptions | Years 7 and 8 | Health and Physical Education | F-10 curriculum

Elaboration (4) ACLARU182

reflecting on the role of pronunciation, rhythm, word stress and intonation in effective communication, and applying this knowledge to own interactions

Elaboration (4) | ACLARU182 | Content Descriptions | Years 9 and 10 | Years F–10 Sequence | Arabic | Languages | F-10 curriculum

Elaboration (2) ACLFRC064

interacting with young French-speakers who are learning English, comparing views on cultural aspects of communication and discussing individual challenges and gains

Elaboration (2) | ACLFRC064 | Content Descriptions | Years 7 and 8 | Years F–10 Sequence | French | Languages | F-10 curriculum

Elaboration (2) ACLFRU069

comparing elements of communication such as body language, use of personal space and silence in different cultural contexts and exchanges

Elaboration (2) | ACLFRU069 | Content Descriptions | Years 7 and 8 | Years F–10 Sequence | French | Languages | F-10 curriculum

Elaboration (4) ACLFRU072

discussing attitudes towards diversity and difference, including the use of stereotypes and generalisations, and considering how these affect communication

Elaboration (4) | ACLFRU072 | Content Descriptions | Years 7 and 8 | Years F–10 Sequence | French | Languages | F-10 curriculum