Curriculum Types

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Elaboration ACHEK029

distinguishing the difference between rights and responsibilities and creating a list of the rights and responsibilities of consumers and businesses

literacy ethical-understanding critical-creative personal-social

Elaboration | ACHEK029 | Content Descriptions | Year 8 | Economics and Business | Humanities and Social Sciences | F-10 curriculum

Elaboration ACLITC022

writing a shopping list based on resources such as online supermarket catalogues, and doing the shopping in a real or simulated situation

Elaboration | ACLITC022 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | Italian | Languages | F-10 curriculum

Elaboration (4) ACLITC043

viewing documentaries about Australian/Italian cities or the natural environment to complete a list of facts or to collect information to discuss and compare with peers

Elaboration (4) | ACLITC043 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | Italian | Languages | F-10 curriculum

Elaboration (3) ACLMGC123

identifying points of information in short spoken texts with some unfamiliar language, for example, some items on a recorded shopping list

Elaboration (3) | ACLMGC123 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | Modern Greek | Languages | F-10 curriculum

Elaboration (1) ACLSPC190

reflecting on how meaning can be misinterpreted in intercultural interactions, for example, by preparing a shared list of strategies to improve communication and intercultural skills

Elaboration (1) | ACLSPC190 | Content Descriptions | Years 9 and 10 | Years F–10 Sequence | Spanish | Languages | F-10 curriculum

Elaboration (2) ACLASFC005

demonstrating a simple procedure using list buoys and related sign vocabulary to demonstrate the different steps

Elaboration (2) | ACLASFC005 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | First Language Learner Pathway | Auslan | Languages | F-10 curriculum

Elaboration (4) ACLASFC221

instructing the class in a procedural text such as a simple recipe or instruction guide, using list buoys

Elaboration (4) | ACLASFC221 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | Second Language Learner Pathway | Auslan | Languages | F-10 curriculum

Elaboration (1) ACLCHC008

developing a class list of contextual cues such as images, text structure and other features that would help with understanding meaning

Elaboration (1) | ACLCHC008 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | Second Language Learner Pathway | Chinese | Languages | F-10 curriculum

Elaboration ACELA1465

talking about how a comma can be used to separate two or more elements in a list, for example ‘At the museum they saw a tiger, a dinosaur and two snakes’

literacy

Elaboration | ACELA1465 | Content Descriptions | Year 2 | English | F-10 curriculum

Elaboration ACHASSK044

using the internet, newspapers, community information guides and local knowledge to identify and list the people and places promoted as being of historic interest in the local community

information-communication critical-creative intercultural-understanding literacy

Elaboration | ACHASSK044 | Content Descriptions | Year 2 | HASS | Humanities and Social Sciences | F-10 curriculum

Elaboration (3) ACLARC009

producing a parallel bilingual word list by relating known Arabic words or expressions to English equivalents and vice versa, noticing that direct translation is sometimes inappropriate

Elaboration (3) | ACLARC009 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | Arabic | Languages | F-10 curriculum

Elaboration (1) ACLGEU134

comparing ways in which language changes according to purpose and text type, for example, differences in amount of language, tone and layout between a dialogue and a list of instructions

Elaboration (1) | ACLGEU134 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | German | Languages | F-10 curriculum

Elaboration (1) ACLHIU014

recognising that different types of texts have different features, for example, repetition and rhythm in action songs and rhymes, listing of items on a shopping list

Elaboration (1) | ACLHIU014 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | Hindi | Languages | F-10 curriculum

Elaboration (2) ACLINC039

using graphic organisers to convey information in particular ways, for example, to show priorities (list/table), to compare statistics or ideas (Venn diagram), or to highlight frequency (graphs)

Elaboration (2) | ACLINC039 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | Indonesian | Languages | F-10 curriculum

Elaboration (1) ACLJAC172

making a list of perceived benefits of learning Japanese and developing an intercultural capacity, for example, access to different perspectives and experiences, and insights into their own language and cultural experience

Elaboration (1) | ACLJAC172 | Content Descriptions | Years 7 and 8 | Years F–10 Sequence | Japanese | Languages | F-10 curriculum

Elaboration (5) ACLMGC141

using graphic organisers to convey information in particular ways, for example, to show priorities (list/table), to compare statistics or ideas (Venn diagram) or to highlight frequency (graph)

Elaboration (5) | ACLMGC141 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | Modern Greek | Languages | F-10 curriculum

Elaboration (3) ACLTUC021

collecting information from texts such as advertisements, catalogues or menus about products, ranges and prices to create a shared wish list of purchases or future excursions

Elaboration (3) | ACLTUC021 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | Turkish | Languages | F-10 curriculum

Elaboration (2) ACLASFU051

identifying the many ways signers can refer to the same referent in a text, for example by using DSs, points, list buoys, and how such strategies support understanding

Elaboration (2) | ACLASFU051 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | First Language Learner Pathway | Auslan | Languages | F-10 curriculum

Elaboration (2) ACLASFU177

identifying the many ways signers can refer to the same referent in a text, for example by using DSs, points, list buoys, and how such strategies support understanding

Elaboration (2) | ACLASFU177 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | Second Language Learner Pathway | Auslan | Languages | F-10 curriculum

Elaboration (2) ACLCHC002

labelling images of family from a provided list of characters, for example, 妈妈，爸爸，哥哥，妹妹

Elaboration (2) | ACLCHC002 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | Second Language Learner Pathway | Chinese | Languages | F-10 curriculum

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