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]

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]

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]

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]

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]

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]

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]

Elaborations ScOT Terms

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

Foundation to Year 2 Framework for Aboriginal Languages and Torres Strait Islander Languages

The nature of the learner, the pathway and particular language The Language Revival Learner Pathway (LR) provides opportunities for students to study Aboriginal or Torres Strait Islander languages being revived by their owners or custodians and which …

Foundation to Year 2 | Years F–10 Sequence | Language Revival Learner Pathway (LR) | Framework for Aboriginal Languages and Torres Strait Islander Languages | Languages | F-10 curriculum

ACHAH035

The nature of the sources most relevant to these interpretations and representations, for example Plato's dialogues about Atlantis (Timaeus and Critias c.360 BC), the Akrotiri wall paintings (the Spring Fresco, the Naval Campaign Fresco, The Young Boxers …

ACHAH035 | Content Descriptions | Unit 1: Investigating the Ancient World | Ancient History | Humanities and Social Sciences | Senior secondary curriculum

ACHAH038

The reliability and contestability of the interpretations and representations of ancient Thera, including the written and archaeological evidence for the Atlantis legend, the dating of the Theran eruption and the extent of its impact, the interpretation …

ACHAH038 | Content Descriptions | Unit 1: Investigating the Ancient World | Ancient History | Humanities and Social Sciences | Senior secondary 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

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

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

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

Elaboration ACHASSK087

using geographical tools (for example, a globe, a wall map or digital application such as Google Earth) to identify the major countries of Africa and South America and their relative locations

Elaboration | ACHASSK087 | Content Descriptions | Year 4 | HASS | Humanities and Social Sciences | F-10 curriculum

Elaboration (1) ACLGEU133

comparing wall calendars from a German-speaking country and Australia in terms of structure, public holidays, pictorial representation of seasons, and cultural influences

Elaboration (1) | ACLGEU133 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | German | Languages | F-10 curriculum

Elaboration (1) ACLJAC117

creating bilingual wall charts or picture dictionaries with captions, stickers and simple descriptions in English to explain Japanese words and expressions that have particular cultural meaning

Elaboration (1) | ACLJAC117 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | Japanese | Languages | F-10 curriculum

Elaboration (4) ACLMGC004

gathering and collating information from sources such as class surveys, and presenting findings to others in digital formats, for example, posters, wall charts, profiles or timelines

Elaboration (4) | ACLMGC004 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | Modern Greek | Languages | F-10 curriculum

Elaboration (1) ACLSPC116

using classroom resources such as word banks/wall charts, visual dictionaries, word lists and pictures to translate the meaning of single words and common expressions

Elaboration (1) | ACLSPC116 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | Spanish | Languages | F-10 curriculum

Elaboration ACLSPC002

working together to produce class reference materials such as wall charts or databases to display key vocabulary and language structures used regularly in the Spanish classroom

Elaboration | ACLSPC002 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | Spanish | Languages | F-10 curriculum

Outdoor learning

Outdoor learning | Portfolios | Curriculum connections | Resources