Curriculum Types

Curriculum Elements Types

General Capabilities

Cross Curriculum Priorities
Your search for "explain" returned 7 result(s)
Sort by Relevance | Title | Type |

ACLJAC146

Collaborate with peers to plan and conduct shared events or activities such as teaching and working with a buddy class, organising a shared event, or rehearsing and presenting a school performance[Key concepts: collaboration, performance, transaction; …

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

ACLJAC146 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | Japanese | Languages | F-10 curriculum

ACLJAC152

Explain aspects of spoken, written and non-verbal communication in Japanese interactions that require interpretation and carry cultural meaning[Key concepts: meaning, culture, interpretation, equivalence; Key processes: explaining, interpreting, demonstrating, …

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

ACLJAC152 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | Japanese | Languages | F-10 curriculum

ACLJAU158

Recognise the systematic nature of Japanese grammatical rules and apply these to generate new language for a range of purposes[Key concepts: metalanguage, grammar, counters; Key processes: identifying, explaining, discriminating, applying]

literacy numeracy critical-creative Elaborations ScOT Terms

ACLJAU158 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | Japanese | Languages | F-10 curriculum

ACLJAU159

Recognise the use of formulaic expressions and textual features in familiar texts such as emails, letters, postcards or telephone conversations[Key concepts: textual features, context, variation; Key processes: recognising, identifying, explaining, r …

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

ACLJAU159 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | Japanese | Languages | F-10 curriculum

Elaboration (1) ACLJAC152

collecting, using and explaining Japanese words and expressions that do not translate easily into English, such as おかえり、いらっしゃいませ、ごちそうさま

Elaboration (1) | ACLJAC152 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | Japanese | Languages | F-10 curriculum

Elaboration (2) ACLJAC152

demonstrating and explaining elements of non-verbal Japanese communication that require interpretation for non-Japanese speakers, such as hand gestures, eye contact and counting systems

Elaboration (2) | ACLJAC152 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | Japanese | Languages | F-10 curriculum

Elaboration (2) ACLJAU162

imagining potential challenges for a visiting Japanese student spending time in an Australian classroom, and identifying phrases, expressions and behaviours that may need explaining, and elements of interaction, such as the use of personal space or volume …

asia-australia

Elaboration (2) | ACLJAU162 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | Japanese | Languages | F-10 curriculum

Sort by Relevance | Title | Type |