Curriculum Types

Curriculum Elements Types

General Capabilities

Cross Curriculum Priorities
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ACLCHU142

Recognise how the context of interactions influences language choices

literacy critical-creative intercultural-understanding Elaborations ScOT Terms

ACLCHU142 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | Background Language Learner Pathway | Chinese | Languages | F-10 curriculum

ACLFWU172

Identify available resources and protocols to be followed when building language[Key concept: language revival, language building, language resources, keeping places, protocols; Key processes: identifying, locating, discussing]

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

ACLFWU172 | Content Descriptions | Years 3 to 6 | Years F–10 Sequence | Language Revival Learner Pathway (LR) | Framework for Aboriginal Languages and Torres Strait Islander Languages | Languages | F-10 curriculum

ACLITU092

Investigate how language varies according to context and speakers

literacy critical-creative intercultural-understanding Elaborations ScOT Terms

ACLITU092 | Content Descriptions | Years 9 and 10 | Years F–10 Sequence | Italian | Languages | F-10 curriculum

Elaboration (2) ACLGEC130

comparing learning a language at school with another context for learning a language, such as at home, at community language school or on holiday

Elaboration (2) | ACLGEC130 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | German | Languages | F-10 curriculum

Elaboration (3) ACLMGU184

discussing language appropriate to particular text types, such as descriptive language in documentaries and persuasive language in advertisements

Elaboration (3) | ACLMGU184 | Content Descriptions | Years 9 and 10 | Years F–10 Sequence | Modern Greek | Languages | F-10 curriculum

Rationale Framework for Classical Languages

The study of Classical languages allows students to enter and explore ancient worlds that have shaped contemporary life and societies. Authentic engagement with seminal works of great literature and antiquities gives direct access to ancient ways of living …

Rationale | Framework for Classical Languages | Languages | F-10 curriculum

ACELA1487

Understand that Standard Australian English is one of many social dialects used in Australia, and that while it originated in England it has been influenced by many other languages

literacy intercultural-understanding writing listening speaking reading Elaborations ScOT Terms

ACELA1487 | Content Descriptions | Year 4 | English | F-10 curriculum

Foundation Year Mathematics

The proficiency strands understanding, fluency, problem-solving and reasoning are an integral part of mathematics content across the three content strands: number and algebra, measurement and geometry, and statistics and probability. The proficiencies …

Foundation Year | Mathematics | F-10 curriculum

Achievement Standard English Year 4

Receptive modes (listening, reading and viewing) By the end of Year 4, students understand that texts have different text structures depending on purpose and context. They explain how language features, images and vocabulary are used to engage the interest …

Achievement Standard | Achievement Standards | Year 4 | English | F-10 curriculum

Achievement Standard English Year 10

Receptive modes (listening, reading and viewing) By the end of Year 10, students evaluate how text structures can be used in innovative ways by different authors. They explain how the choice of language features, images and vocabulary contributes to the …

Achievement Standard | Achievement Standards | Year 10 | English | F-10 curriculum

Achievement Standard Framework for Aboriginal Languages and Torres Strait Islander Languages Years 7 to 10

The achievement standards for the Framework for Aboriginal Languages and Torres Strait Islander Languages First Language Learner Pathway are generalised in order to cater for the range of Aboriginal languages and Torres Strait Islander languages …

Achievement Standard | Achievement Standards | 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

Elaboration ACLVIU153

identifying and comparing the language features of different text types, such as descriptive language in narratives or persuasive language in advertisements, and making connections between these features and the purpose of the text, for example, the use …

Elaboration | ACLVIU153 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | Vietnamese | Languages | F-10 curriculum

Elaboration (4) ACLTUU031

comparing familiar texts in Turkish and English and noticing features they have in common, for example, the start of fairytales in English, ‘Once upon a time …’ compared to Bir varmış, bir yokmuş, evvel zaman içinde ... in Turkish; rhymes, lines and verses …

Elaboration (4) | ACLTUU031 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | Turkish | Languages | F-10 curriculum

ACLCHU127

Recognise Chinese as a major community language in Australia and around the world, and understand that language use varies according to cultural background

literacy critical-creative intercultural-understanding asia-australia Elaborations ScOT Terms

ACLCHU127 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | Background Language Learner Pathway | Chinese | Languages | F-10 curriculum

ACLCHU174

Understand how language is used to reflect different roles, relationships, settings and values and modify language use in diverse contexts

literacy critical-creative intercultural-understanding Elaborations ScOT Terms

ACLCHU174 | Content Descriptions | Years 7 and 8 | Years F–10 Sequence | Background Language Learner Pathway | Chinese | Languages | F-10 curriculum

ACLCHU208

Explore the role of language in passing on cultural values and beliefs to younger generations and identify changes in language use over time

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

ACLCHU208 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | Background Language Learner Pathway | Chinese | Languages | F-10 curriculum

ACLCHU261

Research the phenomenon of language change in Chinese-speaking communities and monitor language use in a range of contemporary contexts

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

ACLCHU261 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | First Language Learner Pathway | Chinese | Languages | F-10 curriculum

ACLCHU262

Analyse the language of different media and examine the ways in which media use language to persuade and influence others

literacy critical-creative personal-social Elaborations ScOT Terms

ACLCHU262 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | First Language Learner Pathway | Chinese | Languages | F-10 curriculum

ACLITU114

Reflect on the role of language and culture in interaction and how language constructs and reflects assumptions and values

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

ACLITU114 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | Italian | Languages | F-10 curriculum

Year 1 Mathematics

The proficiency strands understanding, fluency, problem-solving and reasoning are an integral part of mathematics content across the three content strands: number and algebra, measurement and geometry, and statistics and probability. The proficiencies …

Year 1 | Mathematics | F-10 curriculum

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