Elaboration (2) ACLFWC112

engaging with simple texts such as school and community magazines, interviews, TV programs, IndigiTUBE, to gather facts about events, social and cultural activities or people, and reporting the information to others, for example, by creating a profile/report …

Elaboration (2) | ACLFWC112 | Content Descriptions | Years 7 to 10 | Years F–10 Sequence | Second Language Learner Pathway (L2) | Framework for Aboriginal Languages and Torres Strait Islander Languages | Languages | F-10 curriculum

Elaboration ACLCHC069

viewing episodes of popular TV programs, such as sitcoms from mainland China, Taiwan and other regions, sharing opinions on characters and plot (for example, 我不懂他们为什么吵架。他真的很烦人，我特别不喜欢他), and relating the situations and contexts in the TV program to similar …

Elaboration | ACLCHC069 | Content Descriptions | Years 9 and 10 | Years F–10 Sequence | Second Language Learner Pathway | Chinese | Languages | F-10 curriculum

ACLFWC028

Listen to, read and view a variety of texts, describing and discussing key elements, ideas, characters, events and messages, making connections with own life and experiences[Key concepts: visual design, representation, journey; Key processes: participating, …

Elaborations ScOT Terms

ACLFWC028 | Content Descriptions | Years 3 to 6 | Years F–10 Sequence | First Language Learner Pathway (L1) | Framework for Aboriginal Languages and Torres Strait Islander Languages | Languages | F-10 curriculum

ACLFWC157

Listen to, read and view different real and imaginative texts, identifying and making simple statements about key elements, characters and events, and interpreting cultural expressions and behaviours[Key concepts: visual design, representation, journey; …

Elaborations ScOT Terms

ACLFWC157 | 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

ACLFWC093

Listen to, read and view different real and imaginative texts, identifying and making simple statements about key elements, characters and events, and interpreting cultural expressions and behaviours[Key concepts: visual design, representation, journey; …

Elaborations ScOT Terms

ACLFWC093 | Content Descriptions | Years 3 to 6 | Years F–10 Sequence | Second Language Learner Pathway (L2) | Framework for Aboriginal Languages and Torres Strait Islander Languages | Languages | F-10 curriculum

Elaboration (8) ACLASFC056

discussing in pairs possible design options for an item such as language flag, artefact or logo that incorporates elements of significance to the Deaf community, presenting reasons for specific design suggestions, then voting as a class on a preferred …

Elaboration (8) | ACLASFC056 | Content Descriptions | Years 7 and 8 | Years F–10 Sequence | First Language Learner Pathway | Auslan | Languages | F-10 curriculum

Elaboration (8) ACLFWC006

identifying and discussing key messages expressed in stories, song, dance and visual design

Elaboration (8) | ACLFWC006 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | First Language Learner Pathway (L1) | Framework for Aboriginal Languages and Torres Strait Islander Languages | Languages | F-10 curriculum

Elaboration (5) ACLFWC024

working together to design posters or web pages to promote a school or community event

Elaboration (5) | ACLFWC024 | Content Descriptions | Years 3 to 6 | Years F–10 Sequence | First Language Learner Pathway (L1) | Framework for Aboriginal Languages and Torres Strait Islander Languages | Languages | F-10 curriculum

Elaboration (3) ACLFWC030

explaining visual design and performances to others, including the use of symbolism

Elaboration (3) | ACLFWC030 | Content Descriptions | Years 3 to 6 | Years F–10 Sequence | First Language Learner Pathway (L1) | Framework for Aboriginal Languages and Torres Strait Islander Languages | Languages | F-10 curriculum

ACLFWC056

Investigate and discuss how connections between Law, story, ceremony, visual design, people and Country/Place are demonstrated and manifested in individual and community behaviour[Key concepts: identity, Law, behaviour, story, ceremony, guidance; Key …

Elaborations ScOT Terms

ACLFWC056 | Content Descriptions | 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

ACLFWC135

Participate in shared listening to, viewing and reading of texts and respond through singing, miming, play-acting, drawing, action and movement[Key concepts: storytelling, response; Key processes: responding, performing, sharing, expressing; Key text …

Elaborations ScOT Terms

ACLFWC135 | Content Descriptions | 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

ACLFWC136

Create and present shared stories, songs and performances, using familiar words and patterns and support materials[Key concepts: story, performance; Key processes: retelling, singing, re-enacting, dancing, drawing, performing; Key text types: songs, dances, …

Elaborations ScOT Terms

ACLFWC136 | Content Descriptions | 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

ACLFWC073

Create and present shared stories, songs and performances using familiar words and patterns and support materials[Key concepts: story, performance; Key processes: retelling, singing, re-enacting, dancing, drawing, performing; Key text types: songs, dance, …

Elaborations ScOT Terms

ACLFWC073 | 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

ACLFWC094

Create and present imaginative texts that use familiar expressions and modelled language for a range of audiences[Key concepts: imagination, entertainment; Key processes: imagining, creating, experimenting, performing, storytelling; Key text types: raps, …

Elaborations ScOT Terms

ACLFWC094 | Content Descriptions | Years 3 to 6 | Years F–10 Sequence | Second Language Learner Pathway (L2) | Framework for Aboriginal Languages and Torres Strait Islander Languages | Languages | F-10 curriculum

Elaboration (4) ACLHIC096

comparing style, creative effects and cultural traditions reflected in popular forms of Hindi and Australian entertainment, for example, The Voice India or India’s Got Talent and Australian versions of the shows, Bollywood movies and English-language …

Elaboration (4) | ACLHIC096 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | Hindi | Languages | F-10 curriculum

Elaboration ACLVIU138

exploring the influence of English on informal language used in daily interactions by Vietnamese people in Australia, for example, đi ‘shop’, xem ‘TV’, nghe ‘radio’, dùng ‘internet’ and the use of terms such as ‘OK’, ‘hello’ and ‘shopping’

Elaboration | ACLVIU138 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | Vietnamese | Languages | F-10 curriculum

Elaboration (1) ACLVIU189

exploring how globalisation has resulted in the introduction of English words and expressions into Vietnamese, for example, the use of English terms for technology, such as CD, DVD, USB, video, TV, remote control, computer, laptop, internet and website, …

Elaboration (1) | ACLVIU189 | Content Descriptions | Years 9 and 10 | Years F–10 Sequence | Vietnamese | Languages | F-10 curriculum

Elaboration (5) ACTDEP036

documenting and communicating the generation and development of design ideas for an intended audience, for example developing a digital portfolio with images and text which clearly communicates each step of a design process

Elaboration (5) | ACTDEP036 | Content Descriptions | Years 7 and 8 | Design and Technologies | Technologies | F-10 curriculum

Elaboration (1) ACTDEK040

recognising the impact of past designed solutions and possible decisions when creating preferred futures, for example the design of public transport systems that use renewable energy and the design of rural communities to reduce fire risk

Elaboration (1) | ACTDEK040 | Content Descriptions | Years 9 and 10 | Design and Technologies | Technologies | F-10 curriculum

Elaboration (5) ACTDEP049

communicating using appropriate technical terms and recording the generation and development of design ideas for an intended audience including justification of decisions, for example developing a digital portfolio with images and text which clearly communicates …

Elaboration (5) | ACTDEP049 | Content Descriptions | Years 9 and 10 | Design and Technologies | Technologies | F-10 curriculum