Curriculum Types

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Elaboration ACHASSK119

debating whether one person’s need is another person’s need or want

literacy critical-creative personal-social ethical-understanding

Elaboration | ACHASSK119 | Content Descriptions | Year 5 | HASS | Humanities and Social Sciences | F-10 curriculum

Elaboration (1) ACDSEH063

explaining reasons for Japan’s closure to foreigners under the Tokugawa Shogunate and the impact of US Commodore Perry’s visit in 1853

ethical-understanding intercultural-understanding personal-social literacy critical-creative asia-australia

Elaboration (1) | ACDSEH063 | Content Descriptions | Year 8 | History | Humanities and Social Sciences | F-10 curriculum

ACLFWC119

Participate in intercultural interactions and consider own reactions when engaging with target language speakers and resources, and how these may reflect own language(s) and culture(s)[Key concepts: intercultural experience, perspective, insight, self-reflection, …

literacy personal-social intercultural-understanding Elaborations ScOT Terms

ACLFWC119 | Content Descriptions | Years 7 to 10 | Years F–10 Sequence | Second Language Learner Pathway (L2) | Framework for Aboriginal Languages and Torres Strait Islander Languages | Languages | F-10 curriculum

Elaboration ACLITC117

participating in negotiations in conversation and correspondence, for example, discussing possibilities regarding travel to Italy or the purchase of goods such as fashion items, musical equipment, a mobile phone (Quanto costa il biglietto per … ? Vorrei …

Elaboration | ACLITC117 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | Italian | Languages | F-10 curriculum

Elaboration ACELT1604

examining the author’s description of a character’s appearance, behaviour and speech and noting how the character’s development is evident through his or her dialogue and changing relationships and the reactions of other characters to him or her

critical-creative literacy

Elaboration | ACELT1604 | Content Descriptions | Year 4 | English | F-10 curriculum

Elaboration ACELT1605

examining the author’s description of a character’s appearance, behaviour and speech and noting how the character’s development is evident through his or her dialogue and changing relationships and the reactions of other characters to him or her

literacy critical-creative

Elaboration | ACELT1605 | Content Descriptions | Year 4 | English | F-10 curriculum

Elaboration (1) ACLSPU013

identifying people and things using concrete nouns and applying rules for gender and number agreement, for example, niño/s, niña/s; profesor/es, profesora/s

Elaboration (1) | ACLSPU013 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | Spanish | Languages | F-10 curriculum

ACLARU017

Explore how language use reflects one’s thoughts, perceptions and culture, recognising that language and culture are interrelated systems for meaning-making[Key concepts: perception, influence; Key processes: reflecting, discussing, questioning, making …

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

ACLARU017 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | Arabic | Languages | F-10 curriculum

ACLASFC100

Explore the concepts of identity, social groupings, relationships, community and place and space, and deaf people’s visual ways of being and negotiating these networks[Key concepts: identity, self, relationship, community, Deafhood, visual ways of being, …

personal-social intercultural-understanding Elaborations ScOT Terms

ACLASFC100 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | First Language Learner Pathway | Auslan | Languages | F-10 curriculum

ACLASFC101

Reflect on ways in which Auslan and associated communicative and cultural behaviours are similar to or different from other language(s) and forms of cultural expression[Key concepts: intercultural experience, ways of knowing and being; Key processes: …

intercultural-understanding Elaborations ScOT Terms

ACLASFC101 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | First Language Learner Pathway | Auslan | Languages | F-10 curriculum

ACLASFC155

Describe ways in which communicating and behaving when using Auslan are similar to or different from their use of their own language(s) and forms of cultural expression[Key concepts: language, culture, values, similarity, difference, communication; Key …

literacy intercultural-understanding Elaborations ScOT Terms

ACLASFC155 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | Second Language Learner Pathway | Auslan | Languages | F-10 curriculum

ACLASFC190

Consider their own and each other’s cultural experiences and ways of expressing identity and reflect on the role of Auslan in building and expressing identity for Deaf people[Key concepts: identity, perspective, belonging, wellbeing; Key processes: reflecting, …

literacy intercultural-understanding Elaborations ScOT Terms

ACLASFC190 | Content Descriptions | Years 7 and 8 | Years F–10 Sequence | Second Language Learner Pathway | Auslan | Languages | F-10 curriculum

ACLASFC227

Reflect on ways in which Auslan and associated communicative and cultural behaviours are similar to or different from their own language(s) and forms of cultural expression[Key concepts: language, culture, similarity, difference, communication; Key processes: …

literacy intercultural-understanding Elaborations ScOT Terms

ACLASFC227 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | Second Language Learner Pathway | Auslan | Languages | F-10 curriculum

ACLFWU043

Reflect on how a community’s ways of using language are shaped by values and beliefs[Key concepts: Country/Place, cultural expression, transmission, value, belief, spirituality; Key processes: observing, making connections, discussing, investigating]

critical-creative personal-social ethical-understanding intercultural-understanding aboriginal-torres Elaborations ScOT Terms

ACLFWU043 | 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

ACLFWU059

Develop and use (meta)language to analyse a range of grammatical structures in their language(s) and English[Key concepts: system, grammatical case, affixation, transitivity, particles, metalanguage; Key processes: explaining, discussing, making comparisons …

literacy aboriginal-torres Elaborations ScOT Terms

ACLFWU059 | Content Descriptions | Years 7 to 10 | Years F–10 Sequence | First Language Learner Pathway (L1) | Framework for Aboriginal Languages and Torres Strait Islander Languages | Languages | F-10 curriculum

ACLFWC183

Consider and discuss their own and each other’s ways of communicating and expressing identity, reflecting on how the language links the local, regional and national identity of its speakers with the land[Key concepts: identity, perspective, biography; …

literacy critical-creative personal-social intercultural-understanding aboriginal-torres Elaborations ScOT Terms

ACLFWC183 | Content Descriptions | Years 7 to 10 | Years F–10 Sequence | Language Revival Learner Pathway (LR) | Framework for Aboriginal Languages and Torres Strait Islander Languages | Languages | F-10 curriculum

ACLFWU078

Notice and imitate characteristic sounds, intonation patterns and rhythms of the target language(s) and how these relate to the written language[Key concepts: pronunciation, rhythm, intonation, writing; Key processes: imitating, noticing, distinguishing, …

literacy aboriginal-torres Elaborations ScOT Terms

ACLFWU078 | 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

ACLFWC098

Notice and describe some ways in which the target language and associated communicative behaviours are similar or different to their own language(s) and forms of cultural expression[Key concepts: language, culture, values, similarity, difference, communication; …

literacy critical-creative personal-social intercultural-understanding aboriginal-torres Elaborations ScOT Terms

ACLFWC098 | 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

ACLFWC118

Consider and discuss their own and each other’s experiences and ways of expressing identity, reflecting on how the target language links the local, regional and national identity of its speakers with the land[Key concepts: identity, perspective, biography; …

literacy critical-creative personal-social intercultural-understanding aboriginal-torres Elaborations ScOT Terms

ACLFWC118 | Content Descriptions | Years 7 to 10 | Years F–10 Sequence | Second Language Learner Pathway (L2) | Framework for Aboriginal Languages and Torres Strait Islander Languages | Languages | F-10 curriculum

ACLFRC021

Follow the teacher’s instructions and use simple questions, statements and gestures to support own learning, such as asking for help or permission or attracting attention[Key concepts: learning strategies, support; Key processes: requesting, clarifying, …

literacy critical-creative personal-social Elaborations ScOT Terms

ACLFRC021 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | French | Languages | F-10 curriculum

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