ACLHIC096
Engage with imaginative and creative texts such as stories, cartoons, paintings, poems, songs and TV programs, comparing favourite elements and discussing structure, characters, themes and effects[Key concepts: imagination, creativity, imagery, representation; …
Elaborations ScOT Terms
ACLHIC096 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | Hindi | Languages | F-10 curriculum
ACLFWC138
Create simple oral, print or multimodal bilingual texts for the classroom environment, such as captions, signs, labels and wall charts[Key concepts: meaning, bilingualism; Key processes: labelling, captioning, displaying, matching]
Elaborations ScOT Terms
ACLFWC138 | 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
ACLFWC075
Create simple oral, print or multimodal bilingual texts for the classroom environment, such as captions, labels and wall charts[Key concepts: meaning, bilingualism; Key processes: labelling, captioning, displaying, matching]
Elaborations ScOT Terms
ACLFWC075 | 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
Elaboration ACMNA152
exploring equivalence among families of fractions by using a fraction wall or a number line (for example by using a fraction wall to show that 2/3 is the same as 4/6 and 6/9)
Elaboration | ACMNA152 | Content Descriptions | Year 7 | Mathematics | F-10 curriculum
Elaboration ACMNA077
exploring the relationship between families of fractions (halves, quarters and eighths or thirds and sixths) by folding a series of paper strips to construct a fraction wall
Elaboration | ACMNA077 | Content Descriptions | Year 4 | Mathematics | F-10 curriculum
Elaboration (2) ACHASSI036
locating the places they are connected to (such as through family, travel, friends), or the places they visit for shopping, recreation or other reasons on a print, electronic or wall map
Elaboration (2) | ACHASSI036 | Content Descriptions | Year 2 | HASS | Humanities and Social Sciences | F-10 curriculum
ACLFRC009
Create simple print or digital texts that use both French and English, such as labels, word banks, wall charts or ID cards[Key concepts: vocabulary, translation, meaning; Key processes: naming, comparing, copying]
Elaborations ScOT Terms
ACLFRC009 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | French | Languages | F-10 curriculum
ACLGEC111
Create print or digital texts such as labels, posters, word banks and wall charts for the immediate learning environment in both German and English[Key concepts: vocabulary, representation; Key processes: sorting, matching, noticing]
Elaborations ScOT Terms
ACLGEC111 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | German | Languages | F-10 curriculum
ACLJAC117
Create simple print or digital bilingual texts for the classroom environment, such as captions, labels and wall charts[Key concepts: meaning, vocabulary, bilingualism; Key processes: creating, matching, selecting]
Elaborations ScOT Terms
ACLJAC117 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | Japanese | Languages | F-10 curriculum
ACLSPC117
Create simple print or digital texts that use both Spanish and English, such as labels, captions, wall charts and picture dictionaries[Key concept: equivalence; Key processes: labelling, captioning]
Elaborations ScOT Terms
ACLSPC117 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | Spanish | Languages | F-10 curriculum
ACLTUC009
Create simple bilingual print or digital texts, such as captioned picture dictionaries, wall charts, labels for the classroom or ID cards[Key concepts: meaning, code; Key processes: comparing, matching, translating]
Elaborations ScOT Terms
ACLTUC009 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | Turkish | Languages | F-10 curriculum
ACLVIC114
Create bilingual texts in both Vietnamese and English for the immediate learning environment such as labels, captions, wall charts and other resources[Key concepts: representation, equivalence; Key processes: labelling, captioning]
Elaborations ScOT Terms
ACLVIC114 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | Vietnamese | Languages | F-10 curriculum
ACLHIC078
Explore how expressive and imaginative texts create aesthetic, humorous or emotional effects in ways that reflect cultural influence[Key concepts: humour, effect, mood, composition; Key processes: analysing, comparing, identifying; Key text types: film, …
Elaborations ScOT Terms
ACLHIC078 | Content Descriptions | Years 9 and 10 | Years F–10 Sequence | Hindi | Languages | F-10 curriculum
ACLTUC040
Respond to imaginative texts such as TV programs, folktales, performances or cartoons by sharing opinions on elements such as storylines, messages, characters and themes[Key concepts: characterisation, response, storytelling; Key processes: comparing, …
Elaborations ScOT Terms
ACLTUC040 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | Turkish | Languages | F-10 curriculum
ACLFWC009
Create simple print, oral, digital bilingual/multilingual texts, such as songs, wall charts, labels for the classroom, class rules, timetables[Key concepts: meaning, code, bilingualism; Key processes: creating, matching, captioning, sequencing]
Elaborations ScOT Terms
ACLFWC009 | 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
ACLHIC009
Create simple spoken, print or digital texts for the classroom that combine Hindi and English, such as songs, captions, picture dictionaries, wall charts or labels[Key concepts: bilingualism, vocabulary, translation; Key processes: creating, comparing, …
Elaborations ScOT Terms
ACLHIC009 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | Hindi | Languages | F-10 curriculum
Elaboration ACAMAR079
examining NITV (National Indigenous TV) news and sports programs to explore how Aboriginal and Torres Strait Islander perspectives create and challenge views in mainstream stories
Elaboration | ACAMAR079 | Content Descriptions | Years 9 and 10 | Media Arts | The Arts | F-10 curriculum
Elaboration (2) ACHASSI061
describing the location and direction from a local place in Australia to a local place in at least two neighbouring countries (for example, New Zealand and Indonesia) using a globe or wall map
Elaboration (2) | ACHASSI061 | Content Descriptions | Year 3 | HASS | Humanities and Social Sciences | F-10 curriculum
Elaboration (1) ACAMAR065
researching and comparing historical and contemporary media representations and explaining how context influences the characters, stories and values portrayed in the media artworks; for example, comparing TV representations of family
Elaboration (1) | ACAMAR065 | Content Descriptions | Years 5 and 6 | Media Arts | The Arts | F-10 curriculum
Elaboration ACHASSK066
using geographical tools (for example, a globe, wall map or digital application such as Google Earth) to locate and name significant places such as the states, territories, major cities and regional centres in Australia
Elaboration | ACHASSK066 | Content Descriptions | Year 3 | HASS | Humanities and Social Sciences | F-10 curriculum