English - Year 6
Language Text structure and organisation Understand how authors often innovate on text structures and play with language features to achieve particular aesthetic, humorous and persuasive purposes and effects (ACELA1518) Expressing and developing …
English - Year 6 | Multimedia dimensions | Dimensions | Curriculum connections | Resources
Media Arts - Years 9 and 10
Exploring ideas and improvising with ways to represent ideas Experiment with ideas and stories that manipulate media conventions and genres to construct new and alternative points of view through images, sounds and text (ACAMAM073) Manipulating …
Media Arts - Years 9 and 10 | Multimedia dimensions | Dimensions | Curriculum connections | Resources
Visual Arts - Years 9 and 10
Exploring ideas and improvising with ways to represent ideas Conceptualise and develop representations of themes, concepts or subject matter to experiment with their developing personal style, reflecting on the styles of artists, including Aboriginal …
Visual Arts - Years 9 and 10 | Multimedia dimensions | Dimensions | Curriculum connections | Resources
ACEEE034
use of mediums, types of texts, text structures and language features; for example, the selective use of fact, evidence and opinion in newspaper reports, the use of statistics and graphs in advertisements, choice of colour and font-style in websites and …
ACEEE034 | Content Descriptions | Unit 3 | Essential English | English | Senior secondary curriculum
English - Year 8
Language Text structure and organisation Analyse how the text structures and language features of persuasive texts, including media texts, vary according to the medium and mode of communication (ACELA1540) Understand how coherence is created in complex …
English - Year 8 | Multimedia dimensions | Dimensions | Curriculum connections | Resources
Elaboration (6) ACLKOU203
understanding the concept of different speech levels and styles in Korean, and using sentence-final verb endings in three speech styles appropriately for the audience: –ㅂ/습니다, –ㅂ/습니까, –ㅂ/읍시다, –(으)십시오 (the formal polite style); –어/아요(the informal polite …
Elaboration (6) | ACLKOU203 | Content Descriptions | Years 9 and 10 | Years F–10 Sequence | Korean | Languages | F-10 curriculum
ACLASFU052
Explore variation in terms of the impact of other languages on Auslan across contexts and over time[Key concepts: influence, language borrowing, style shifts; Key processes: noticing, recognising, explaining]
Elaborations ScOT Terms
ACLASFU052 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | First Language Learner Pathway | Auslan | Languages | F-10 curriculum
ACLASFU178
Explore variation in terms of the impact of other languages on Auslan across contexts and over time[Key concepts: influence, language borrowing, style shifts; Key processes: noticing, recognising, explaining]
Elaborations ScOT Terms
ACLASFU178 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | Second Language Learner Pathway | Auslan | Languages | F-10 curriculum
ACLCHC186
Reflect on how conventions of speech and particular Chinese cultural concepts can influence communication style when using both Chinese and English[Key concepts: face, public, private; Key processes: adjusting, analysing]
Elaborations ScOT Terms
ACLCHC186 | Content Descriptions | Years 9 and 10 | Years F–10 Sequence | Background Language Learner Pathway | Chinese | Languages | F-10 curriculum
ACLCHC218
Reflect on how conventions of speech and particular Chinese cultural concepts can influence communication style when using both English and Chinese[Key concepts: face, public, private; Key processes: adjusting, analysing]
Elaborations ScOT Terms
ACLCHC218 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | Background Language Learner Pathway | Chinese | Languages | F-10 curriculum
ACLCLE020
Translate a range of texts that incorporate complex sentence structures and extensive vocabulary from Classical Greek into Standard English, representing the style and purpose of the texts[Key concepts: equivalence, meaning; Key processes: analysing, …
Elaborations ScOT Terms
ACLCLE020 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | Classical Greek | Framework for Classical Languages | Languages | F-10 curriculum
ACLCLE050
Translate a range of texts that incorporate complex sentence structures and extensive vocabulary from Latin into Standard English, representing the style and purpose of the texts[Key concepts: equivalence, meaning; Key processes: analysing, translati …
Elaborations ScOT Terms
ACLCLE050 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | Latin | Framework for Classical Languages | Languages | F-10 curriculum
ACLFRU084
Increase control of regular and irregular elements of spoken and written French, using elements such as liaisons, accents and expression[Key concepts: liaisons, accents, expression, style; Key processes: recognising, classifying, discriminating]
Elaborations ScOT Terms
ACLFRU084 | Content Descriptions | Years 9 and 10 | Years F–10 Sequence | French | Languages | F-10 curriculum
ACLFRC114
Respond to a range of traditional and contemporary texts, and compare themes and language style[Key concepts: characterisation, themes, imagination, humour; Key processes: responding, comparing]
Elaborations ScOT Terms
ACLFRC114 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | French | Languages | F-10 curriculum
ACLGEU032
Identify and analyse linguistic features of German that vary according to audience, context and purpose in familiar modelled spoken and written texts[Key concepts: variation, register, style; Key processes: analysing, comparing, explaining]
Elaborations ScOT Terms
ACLGEU032 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | German | Languages | F-10 curriculum
ACLINU066
Recognise that Indonesian has formal and informal forms and that their style and use depend on the context, purpose and audience[Key concept: register; Key processes: identifying, connecting, analysing]
Elaborations ScOT Terms
ACLINU066 | Content Descriptions | Years 7 and 8 | Years F–10 Sequence | Indonesian | Languages | F-10 curriculum
ACLVIC179
Explore a range of traditional and contemporary forms of art, literature and entertainment, by analysing values, purposes and language techniques, and discussing issues and themes[Key concepts: imagination, morality, style; Key processes: exploring, relating, …
Elaborations ScOT Terms
ACLVIC179 | Content Descriptions | Years 9 and 10 | Years F–10 Sequence | Vietnamese | Languages | F-10 curriculum
ACLVIU032
Identify and analyse linguistic features of Vietnamese that vary according to purpose and relationships[Key concepts: variation, style, register; Key processes: analysing, comparing, explaining]
Elaborations ScOT Terms
ACLVIU032 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | Vietnamese | Languages | F-10 curriculum
Elaboration (1) ACLKOU187
recognising how language use, such as the level of politeness, reflects the intention of the speaker or author and impacts on the further development of relationships, for example, switching from a polite style to an intimate style (저를 좋아해요?; 나 좋아해?)
Elaboration (1) | ACLKOU187 | Content Descriptions | Years 7 and 8 | Years F–10 Sequence | Korean | Languages | F-10 curriculum
Elaboration (1) ACLVIC166
reflecting on the influence of Vietnamese culture on own communication style, for example, using gestures, words or expressions with particular cultural significance in Vietnamese, and discussing whether they modify their communication style when interacting …
Elaboration (1) | ACLVIC166 | Content Descriptions | Years 7 and 8 | Years F–10 Sequence | Vietnamese | Languages | F-10 curriculum