Curriculum Types

Curriculum Elements Types

General Capabilities

Cross Curriculum Priorities
Your search for "climate change" returned 19 result(s)
Sort by Relevance | Title | Type |

ACLARU135

Recognise that languages change over time and influence one another[Key concepts: language change, influence, exchange; Key processes: observing, identifying, discussing]

literacy critical-creative intercultural-understanding aboriginal-torres Elaborations ScOT Terms

ACLARU135 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | Arabic | Languages | F-10 curriculum

ACLARU016

Understand that the Arabic language has changed and continues to change through interaction with other languages and cultures[Key concepts: change, language contact, intercultural contact; Key processes: observing, identifying, classifying]

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

ACLARU016 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | Arabic | Languages | F-10 curriculum

Years 9 and 10 Arabic

The nature of the learners Learners increasingly communicate in Arabic in everyday interactions and in domains beyond the home. They continue to be immersed in Arabic language and culture, making connections and comparisons with other languages and cultures. …

Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | Arabic | Languages | F-10 curriculum

Elaboration (5) ACLARU015

understanding how gestures and tone are used to change the meaning of speech, and how the purpose of interactions, such as to command or invite, would change the emphasis on words being used, for example,زينب؛ تعالي! تعالي يا زينب. ضع الكتاب على الطاولة؛ …

Elaboration (5) | ACLARU015 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | Arabic | Languages | F-10 curriculum

Elaboration (3) ACLARC127

identifying words that change meaning according to the context and Arabic-speaking region, for example, لبن/حليب؛ مبسوط

Elaboration (3) | ACLARC127 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | Arabic | Languages | F-10 curriculum

Elaboration (3) ACLARC176

discussing how texts such as short films or video clips portray social issues such as relationships, wealth and poverty and cultural change, and values such as honesty and equality

Elaboration (3) | ACLARC176 | Content Descriptions | Years 9 and 10 | Years F–10 Sequence | Arabic | Languages | F-10 curriculum

Elaboration (7) ACLARC023

discussing how social issues, for example, relationships, wealth and poverty and change, and values, such as honesty, are portrayed in imaginative texts such as films, songs and poems

Elaboration (7) | ACLARC023 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | Arabic | Languages | F-10 curriculum

ACLARU152

Explore the origins of Arabic and how it has been influenced by and influences other languages[Key concepts: language, change, borrowing; Key processes: reflecting, selecting, connecting]

literacy critical-creative intercultural-understanding asia-australia Elaborations ScOT Terms

ACLARU152 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | Arabic | Languages | F-10 curriculum

ACLARU033

Explore and reflect on how the Arabic language influences and is influenced by cultural, political and social change[Key concepts: globalisation, popular culture; Key processes: reflecting, discussing, examining]

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

ACLARU033 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | Arabic | Languages | F-10 curriculum

Elaboration (2) ACLARU131

recognising that letters change form depending on their place in the word, for example,ك: كتب؛ يكتب؛ كتابك؛ ع: عين؛ معلم؛ م

Elaboration (2) | ACLARU131 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | Arabic | Languages | F-10 curriculum

Elaboration (2) ACLARU134

understanding how differences in gestures and tone are used to change the meaning of spoken text, and how the purpose of interaction, such as to instruct or invite, changes the emphasis on words and expressions being used

Elaboration (2) | ACLARU134 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | Arabic | Languages | F-10 curriculum

Elaboration (2) ACLARU182

recognising the need for a pause or change of tone in complex sentences with embedded clauses, for example, كنت مع صديقي عماد؛ صديقي من المدرسة؛ عندما شاهدنا الحادث الأليم

Elaboration (2) | ACLARU182 | Content Descriptions | Years 9 and 10 | Years F–10 Sequence | Arabic | Languages | F-10 curriculum

Elaboration (2) ACLARU012

recognising that letters change form depending on their place in the word, for example,ح: حصان؛ محب؛ سامح؛ ي: يد؛ لين؛ سامي

Elaboration (2) | ACLARU012 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | Arabic | Languages | F-10 curriculum

ACLARU131

Recognise and reproduce Arabic pronunciation and intonation patterns using vocalisation and features of individual syllable blocks, and understand that in Arabic script, most letters change appearance depending on their position[Key concepts: sound and …

literacy critical-creative Elaborations ScOT Terms

ACLARU131 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | Arabic | Languages | F-10 curriculum

Elaboration (3) ACLARU131

noticing that vocalisation such as َ؛ ِ؛ ُ may change the function of the word depending on where it is placed, for example, كَتَبَ؛ كُتُب؛ لَعِبَ؛ لُعَب

Elaboration (3) | ACLARU131 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | Arabic | Languages | F-10 curriculum

Elaboration (4) ACLARU012

noticing that vocalisation such as َ؛ ِ؛ ُ may change the function of the word depending on where it is placed, for example, كَتَبَ؛ كُتُب؛ لَعِبَ؛ لُعَب

Elaboration (4) | ACLARU012 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | Arabic | Languages | F-10 curriculum

Achievement Standard Arabic Years 9 and 10

By the end of Year 10, students use written and spoken Arabic to initiate, sustain and extend formal and informal interactions with the teacher, peers and others in a range of settings. They use language spontaneously to respond to others, seek …

Achievement Standard | Achievement Standards | Years 9 and 10 | Years F–10 Sequence | Arabic | Languages | F-10 curriculum

Achievement Standard Arabic Years 9 and 10

By the end of Year 10, students use written and spoken Arabic to initiate and sustain interactions with peers and adults. They use language spontaneously to exchange ideas, opinions and feelings, compare experiences and discuss future plans. They …

Achievement Standard | Achievement Standards | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | Arabic | Languages | F-10 curriculum

Elaboration (3) ACLARC141

preparing and giving simple oral or visual presentations on aspects of their personal world, such as a timeline of growth and change, or family celebrations of birthdays and other special occasions, for example,ولدت في العراق وأتيت إلى أستراليا وعمري …

Elaboration (3) | ACLARC141 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | Arabic | Languages | F-10 curriculum

Sort by Relevance | Title | Type |