Languages: Italian - Satisfactory - Years 9 and 10 (Year 7 entry)

This portfolio of student work shows that the student uses a range of everyday language both orally and in writing (WS1, WS2, WS3, WS4, WS5, WS6) to exchange information about their personal, social and local world (WS4, WS6) and about broader issues …

Languages: Italian - Satisfactory - Years 9 and 10 (Year 7 entry) | Portfolios | Work samples | Resources

History - Years 9 and 10

The origins and significance of the Universal Declaration of Human Rights, including Australia’s involvement in the development of the declaration - ACDSEH023 Background to the struggle of Aboriginal and Torres Strait Islander Peoples for rights and …

History - Years 9 and 10 | Understanding respect | Dimensions | Curriculum connections | Resources

Elaboration (2) ACLINC020

contributing to preparing and displaying a set of class rules, for example, Jangan berlari di ruang kelas

Elaboration (2) | ACLINC020 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | Indonesian | Languages | F-10 curriculum

Elaboration (1) ACLITC011

noticing, recalling and responding to teacher prompts, such as Cosa vedi? Cosa pensi di …?

Elaboration (1) | ACLITC011 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | Italian | Languages | F-10 curriculum

Elaboration (2) ACLITC063

experimenting with language appropriate to particular text types, such as descriptive language in short magazine articles, or emotive language in diary and journal entries, for example, Il concerto è stato un gran successo. Caro diario, che bella giornata! …

Elaboration (2) | ACLITC063 | Content Descriptions | Years 7 and 8 | Years F–10 Sequence | Italian | Languages | F-10 curriculum

Elaboration (3) ACELT1640

reflecting upon and asking questions about interpretations of texts relevant to a student’s cultural background

Elaboration (3) | ACELT1640 | Content Descriptions | Year 10 | English | F-10 curriculum

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

Elaboration (3) | ACLINC096 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | Indonesian | Languages | F-10 curriculum

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 (1) | ACLJAC011 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | Japanese | Languages | F-10 curriculum

Elaboration (2) ACLMGC130

creating a digital profile of aspects of their identity, for example, family, background, interests, membership of the Greek language class

Elaboration (2) | ACLMGC130 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | Modern Greek | Languages | F-10 curriculum

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 (2) | ACLMGC147 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | Modern Greek | Languages | F-10 curriculum

Elaboration ACLVIC150

discussing how having a Vietnamese background influences who they are and how they interact and behave in different contexts

Elaboration | ACLVIC150 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | Vietnamese | Languages | F-10 curriculum

Elaboration (2) ACPPS042

planning a day that celebrates the cultural diversity of students in their class by sharing food, stories and games from their cultural background

Elaboration (2) | ACPPS042 | Content Descriptions | Years 3 and 4 | Health and Physical Education | F-10 curriculum

ACLARC129

Reflect on their experiences as Arabic background speakers when interacting in English and Arabic, observing differences in language use and behaviours[Key concepts: culture, language, behaviour; Key processes: examining, connecting]

Elaborations ScOT Terms

ACLARC129 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | Arabic | Languages | F-10 curriculum

ACLARC130

Explore their own sense of identity, including elements such as family, background and experiences, and ways of using language in Arabic- and English-speaking contexts[Key concepts: communication, identity; Key processes: reflecting, adjusting]

Elaborations ScOT Terms

ACLARC130 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | Arabic | Languages | F-10 curriculum

ACLINC096

Participate in learning and using Indonesian, noticing how aspects of identity such as family background, age, school and interests impact on intercultural exchange[Key concepts: self, profile; Key process: noticing]

Elaborations ScOT Terms

ACLINC096 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | Indonesian | Languages | F-10 curriculum

ACLSPC011

Consider how aspects of identity such as family background, age and interests impact on intercultural exchange[Key concepts: self, profile; Key processes: noticing, reflecting, comparing]

Elaborations ScOT Terms

ACLSPC011 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | Spanish | Languages | F-10 curriculum

ACLTUC096

Consider the nature of identity and of cultural experience, reflecting on how their linguistic and cultural background contributes to their sense of identity[Key concepts: identity, multiculturalism, code-switching, communication; Key processes: reflecting, …

Elaborations ScOT Terms

ACLTUC096 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | Turkish | Languages | F-10 curriculum

ACLVIC132

Reflect on their experiences as Vietnamese background speakers when interacting in English and Vietnamese, identifying differences in language use and behaviours[Key concepts: culture, language, behaviour; Key processes: examining, connecting]

Elaborations ScOT Terms

ACLVIC132 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | Vietnamese | Languages | F-10 curriculum

ACLVIC133

Explore their own sense of identity, including elements such as family, background, experiences, and ways of using language in Vietnamese- and English-speaking contexts[Key concepts: communication, identity; Key processes: reflecting, adjusting]

Elaborations ScOT Terms

ACLVIC133 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | Vietnamese | Languages | F-10 curriculum

ACLVIC149

Reflect on their experiences of interacting in Vietnamese- and English-speaking contexts, and discuss adjustments to language and behaviours made when moving between languages[Key concepts: society, background, belonging; Key processes: comparing, ex …

Elaborations ScOT Terms

ACLVIC149 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | Vietnamese | Languages | F-10 curriculum