Curriculum Types

Curriculum Elements Types

General Capabilities

Cross Curriculum Priorities
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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]

literacy critical-creative intercultural-understanding 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

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]

literacy information-communication critical-creative personal-social intercultural-understanding 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]

literacy information-communication critical-creative intercultural-understanding 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]

literacy information-communication critical-creative personal-social intercultural-understanding sustainability 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]

literacy information-communication critical-creative intercultural-understanding 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]

literacy information-communication critical-creative personal-social intercultural-understanding 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]

literacy information-communication critical-creative intercultural-understanding Elaborations ScOT Terms

ACLVIC114 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | Vietnamese | Languages | F-10 curriculum

Elaboration (1) ACLFRC002

creating class activities or projects that involve naming, labelling and illustrating, such as a garden, a pet rock collection or favourite-photos wall

Elaboration (1) | ACLFRC002 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | French | Languages | F-10 curriculum

Elaboration (2) ACLVIC114

creating bilingual resources such as illustrated Vietnamese–English and English–Vietnamese wall charts or online flashcards for classroom use

Elaboration (2) | ACLVIC114 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | Vietnamese | Languages | F-10 curriculum

Elaboration (2) ACAVAR109

identifying how design elements, such as line, shape, colour or texture, are used in their artworks and in the artwork of others

Elaboration (2) | ACAVAR109 | Content Descriptions | Foundation to Year 2 | Visual Arts | The Arts | F-10 curriculum

Elaboration (2) ACTDIP009

improving the appearance and usability of data, for example using colour, headings and labelling of images to organise and accurately identify data

literacy information-communication critical-creative numeracy

Elaboration (2) | ACTDIP009 | Content Descriptions | Years 3 and 4 | Digital Technologies | Technologies | F-10 curriculum

Elaboration (2) ACTDIP030

programming a robot to recognise particular objects and to treat them differently, for example choose objects based on colour

critical-creative literacy information-communication

Elaboration (2) | ACTDIP030 | Content Descriptions | Years 7 and 8 | Digital Technologies | Technologies | F-10 curriculum

Elaboration (1) ACLFRC027

creating bilingual picture dictionaries, using colour-coded captions to identify words that are identical, similar or different

Elaboration (1) | ACLFRC027 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | French | Languages | F-10 curriculum

Elaboration (1) ACLMGC175

designing texts such as an advertisement or magazine cover for a particular audience, explaining cultural references and using techniques and effects such as images, music and colour

Elaboration (1) | ACLMGC175 | Content Descriptions | Years 9 and 10 | Years F–10 Sequence | Modern Greek | Languages | F-10 curriculum

Elaboration (2) ACLVIC145

illustrating an extract of text by selecting images, for example, a picture, colour, symbol or emoticon, to express the content, mood or key message of the text

Elaboration (2) | ACLVIC145 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | Vietnamese | 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]

literacy information-communication critical-creative intercultural-understanding 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, …

literacy information-communication critical-creative personal-social intercultural-understanding Elaborations ScOT Terms

ACLHIC009 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | Hindi | Languages | 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

critical-creative numeracy

Elaboration | ACMNA077 | Content Descriptions | Year 4 | Mathematics | F-10 curriculum

Elaboration ACHASSI027

creating shared texts (for example, pictorial charts, calendars, lists, recounts, wall murals/collages, big books) to record observations or report findings

critical-creative literacy information-communication numeracy

Elaboration | ACHASSI027 | Content Descriptions | Year 1 | HASS | Humanities and Social Sciences | 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

literacy critical-creative numeracy information-communication

Elaboration (2) | ACHASSI036 | Content Descriptions | Year 2 | HASS | Humanities and Social Sciences | F-10 curriculum

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