Search

Elaboration (4) ACLGEC163

providing advice for others in intercultural situations where it is difficult to make oneself understood clearly or to understand the other speaker

Elaboration (2) ACLHIU052

identifying changes to contemporary forms of Hindi due to the influence of globalisation, technology and intercultural relationships

Elaboration (5) ACLHIC082

identifying cultural cues in intercultural interactions that signal variations in expectations, values or traditions that may complicate communication

Elaboration ACLHIC117

creating texts such as blogs or posts on online forums that draw on their personal bilingual resources to explore the dynamic nature of intercultural experience

Elaboration (4) ACLHIC118

reporting on moments of intercultural miscommunication, discussing possible reasons why they happened, repair and recovery strategies and what they learnt from these experiences

Elaboration (3) ACLINC096

sharing reactions to intercultural experiences, noting how own background, age and interests may contribute to stereotypes or assumptions that impact on the experience

monitoring, recording and reflecting on intercultural experiences, examining aspects that were unexpected, comfortable or uncomfortable, successful or unsuccessful, and considering possible reasons for this

Elaboration (1) ACLITC087

considering own and others’ responses and reactions in Italian–English intercultural exchange, questioning assumptions and values

Elaboration (1) ACLJAC011

sharing reactions to intercultural experiences, and considering whether their individual background, age and interests contribute to attitudes and/or beliefs that impact on the experience

Elaboration (2) ACLKOC197

creating and acting out imaginary characters in contexts that involve possible intercultural circumstances, drawing on resources such as news reports or feature articles

Elaboration (2) ACLMGC147

exploring how their linguistic and cultural background, for example, languages spoken, key relationships and intercultural experiences, influence their sense of who they are

Elaboration (3) ACLMGC010

participating in intercultural experiences, for example, visiting a Greek cultural establishment, reflecting on etiquette, cultural expressions and language choices

Elaboration (1) ACLMGC027

sharing Greek language and cultural experiences with peers and others, for example, reporting on in-country experience, and exploring the reciprocal nature of intercultural communication

Elaboration (5) ACLTUC059

interpreting for a guest speaker to their class or wider school community, explaining cultural references and reflecting on their significance in terms of effective intercultural communication

Elaboration (3) ACLTUC069

using social media to document their social, cultural and intercultural experiences, for example, by posting a weekly blog to share with others

Elaboration ACLTUC078

comparing reflections on successful or unsuccessful intercultural communication, identifying factors such as social relationships, age, status, values and traditions

Elaboration (3) ACLVIC011

comparing cultural and intercultural experiences and language capabilities with peers, and exchanging views on the benefits of being bilingual

Years 9 and 10 Arabic

The nature of the learners At this level, students bring to their learning existing knowledge of Arabic language and culture and a range of strategies. They are increasingly aware of the world beyond their own and are …

Years 9 and 10 | Years F–10 Sequence | Arabic | Languages | F-10 curriculum

Years 7 and 8 French

The nature of the learners Students are beginning their study of French and typically have had little prior exposure to the language and associated cultures. Many will have learnt an additional language in primary school, some have proficiency in different …

Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | French | Languages | F-10 curriculum

Years 9 and 10 Japanese

The nature of the learners At this level, students bring to their learning existing knowledge of Japanese language and culture and a range of learning strategies. They are increasingly aware of the world beyond their own …

Years 9 and 10 | Years F–10 Sequence | Japanese | Languages | F-10 curriculum

Curriculum Types

Resource Subjects

Resource Year Levels

Level of Achievements

Curriculum Elements Types

General Capabilities

Cross Curriculum Priorities

Progression Elements