Curriculum Types

Curriculum Elements Types

General Capabilities
Your search for "explain" returned 30 result(s)
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Foundation to Year 2 Italian

The nature of the learners Children enter the early years of schooling with established communication skills in one or more languages and varying degrees of early literacy capability. For young students, learning typically focuses on their immediate …

Foundation to Year 2 | Years F–10 Sequence | Italian | Languages | F-10 curriculum

Years 7 and 8 Italian

The nature of the learners These years represent a transition to secondary school. Students in this pathway are continuing to study Italian, bringing with them an established capability to interact in different situations, to engage with a variety of …

Years 7 and 8 | Years F–10 Sequence | Italian | Languages | F-10 curriculum

Achievement Standard Italian Years 7 and 8

By the end of Year 8, students use spoken and written Italian to interact in a range of personal and social contexts. They describe or present people, places, events or conditions; discuss likes, dislikes and preferences; present information; recount …

Achievement Standard | Achievement Standards | Years 7 and 8 | Years F–10 Sequence | Italian | Languages | F-10 curriculum

ACLITC009

Share with others what they can express in Italian, and explain how meanings are similar or different[Key concepts: code, translation; Key processes: comparing, explaining]

literacy critical-creative personal-social intercultural-understanding Elaborations ScOT Terms

ACLITC009 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | Italian | Languages | F-10 curriculum

ACLITC028

Translate texts to compare meanings and share understandings about aspects of Italian language and culture that are different from English[Key concepts: translation, comparison; Key processes: translating, explaining]

literacy information-communication critical-creative personal-social intercultural-understanding Elaborations ScOT Terms

ACLITC028 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | Italian | Languages | F-10 curriculum

ACLITC029

Create simple bilingual texts[Key concepts: meaning, equivalence; Key processes: comparing, explaining]

literacy critical-creative intercultural-understanding Elaborations ScOT Terms

ACLITC029 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | Italian | Languages | F-10 curriculum

ACLITC042

Interact in classroom activities and create shared class routines[Key concepts: routine, class culture; Key processes: explaining, participating, sharing]

literacy numeracy critical-creative personal-social Elaborations ScOT Terms

ACLITC042 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | Italian | Languages | F-10 curriculum

ACLITC059

Contribute to collaborative planning of events, experiences and activities, considering options and negotiating arrangements[Key concepts: event, celebration, experience; Key processes: negotiating, suggesting, requesting, explaining]

literacy information-communication critical-creative personal-social intercultural-understanding Elaborations ScOT Terms

ACLITC059 | Content Descriptions | Years 7 and 8 | Years F–10 Sequence | Italian | Languages | F-10 curriculum

ACLITC061

Participate in classroom activities, giving and following instructions, asking questions to clarify purpose, and describing procedures and actions taken[Key concepts: community, classroom culture; Key processes: reflecting, explaining, exemplifying]

literacy critical-creative personal-social Elaborations ScOT Terms

ACLITC061 | Content Descriptions | Years 7 and 8 | Years F–10 Sequence | Italian | Languages | F-10 curriculum

ACLITC077

Initiate, sustain and extend discussions related to aspirations, relationships and contemporary social issues[Key concepts: relationship, youth, experience; Key processes: discussing, debating, explaining, corresponding]

literacy information-communication critical-creative personal-social intercultural-understanding Elaborations ScOT Terms

ACLITC077 | Content Descriptions | Years 9 and 10 | Years F–10 Sequence | Italian | Languages | F-10 curriculum

ACLITC083

Read, discuss and review a range of imaginative texts and respond by expressing opinions, explaining the themes, discussing characters, and considering language use and cultural meanings[Key concepts: imagination, emotion, voice; Key processes: interpreting, …

literacy critical-creative personal-social ethical-understanding intercultural-understanding Elaborations ScOT Terms

ACLITC083 | Content Descriptions | Years 9 and 10 | Years F–10 Sequence | Italian | Languages | F-10 curriculum

ACLITC088

Investigate and share family and cultural traditions and experiences, considering how these have shaped and continue to shape personal identity[Key concepts: membership, self/other, identity, multiplicity; Key processes: reflecting, explaining]

literacy critical-creative personal-social intercultural-understanding Elaborations ScOT Terms

ACLITC088 | Content Descriptions | Years 9 and 10 | Years F–10 Sequence | Italian | Languages | F-10 curriculum

Elaboration (2) ACLITC009

explaining to others the meanings of particular words and when they are used, for example, ciao

Elaboration (2) | ACLITC009 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | Italian | Languages | F-10 curriculum

Elaboration (3) ACLITC009

demonstrating and explaining specific gestures used in Italian

Elaboration (3) | ACLITC009 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | Italian | Languages | F-10 curriculum

Elaboration (1) ACLITC028

explaining the ideas contained in texts to someone unfamiliar with Italian, for example, lunch, alla mensa scolastica; le vacanze estive; la passeggiata

Elaboration (1) | ACLITC028 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | Italian | Languages | F-10 curriculum

Elaboration ACLITC030

reflecting on cultural differences between everyday life in Italy and Australia, for example, asking how their school day would change if they went to primary school in Italy or what they would find interesting about sharing a lunch with an Italian family, …

Elaboration | ACLITC030 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | Italian | Languages | F-10 curriculum

Elaboration (1) ACLITC043

gathering information by interpreting a range of texts, including signs, instructions, directions and diagrams, and then participating in class discussions on this information or presenting information independently in a variety of forms, for example, …

Elaboration (1) | ACLITC043 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | Italian | Languages | F-10 curriculum

Elaboration (1) ACLITC047

applying intercultural awareness when explaining to others learnt words and expressions, for example, practices related to hospitality (Grazie per l’invito … Volentieri! Certo! Come no! …) or idioms such as Non vedo l’ora!

Elaboration (1) | ACLITC047 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | Italian | Languages | F-10 curriculum

Elaboration (2) ACLITC047

explaining in English the meaning of culturally significant phrases and concepts encountered in everyday interactions and in signs, for example, È vietato calpestare l’erba, È vietato attraversare i binari

Elaboration (2) | ACLITC047 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | Italian | Languages | F-10 curriculum

Elaboration (3) ACLITC047

interpreting the meaning of particular word choices and gestures made in conversations between speakers of Italian, for example, explaining the use of idioms such as Diamoci del tu! Dai! Via! Evviva!

Elaboration (3) | ACLITC047 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | Italian | Languages | F-10 curriculum

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