Curriculum Types

Curriculum Elements Types

General Capabilities

Cross Curriculum Priorities
Your search for "hybrid text" returned 7 result(s)
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ACLFWU101

Understand that texts such as stories, paintings, songs and dances have a distinct purpose and particular language features, and understand and apply text conventions[Key concepts: purpose, genre, text features; Key processes: recognising, identifying, …

literacy intercultural-understanding aboriginal-torres Elaborations ScOT Terms

ACLFWU101 | 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

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, …

literacy critical-creative personal-social intercultural-understanding 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

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; …

literacy critical-creative personal-social intercultural-understanding aboriginal-torres 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 (3) ACLFWU101

understanding that many Aboriginal and Torres Strait Islander languages are primarily oral and conventions of written text are being developed

Elaboration (3) | ACLFWU101 | 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 (7) ACLFWC093

responding to a creative contemporary text by manipulating the original to create a new version, for example, by re-sequencing events, adding new elements, changing locations or characters, or creating alternative endings

Elaboration (7) | 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 ACLFWU101

distinguishing the purpose of a text and its features, for example, narratives are usually about journeys across Country and convey explanations about why features of Country exist and are important, while mud-maps are for conveying basic directions

Elaboration | ACLFWU101 | 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) ACLFWU101

applying emerging understanding of text conventions using classroom models, for example, determining points in written versions of oral texts at which commas, full stops and paragraph breaks might be used

Elaboration (4) | ACLFWU101 | 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

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