Your search for "visual literacy" returned 737 result(s)
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ACLFWC137

Translate frequently used words and phrases, using visual cues and resources such as word lists[Key concepts: similarity, difference, meaning; Key processes: translating, noticing, identifying, explaining]

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

ACLFWC137 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | Language Revival Learner Pathway (LR) | Framework for Aboriginal Languages and Torres Strait Islander Languages | Languages | F-10 curriculum

ACLFWU187

Discuss the purpose and roles of various spoken, written and visual texts in the language[Key concepts: text, relationship, intention; Key processes: analysing, investigating, linking and sequencing]

literacy aboriginal-torres Elaborations ScOT Terms

ACLFWU187 | Content Descriptions | Years 7 to 10 | Years F–10 Sequence | Language Revival Learner Pathway (LR) | Framework for Aboriginal Languages and Torres Strait Islander Languages | Languages | F-10 curriculum

ACLFWC074

Translate frequently used words and phrases using visual cues and resources such as word lists[Key concepts: translation, similarity, difference, meaning; Key processes: noticing, identifying, translating]

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

ACLFWC074 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | Second Language Learner Pathway (L2) | Framework for Aboriginal Languages and Torres Strait Islander Languages | Languages | F-10 curriculum

ACLGEC126

Create imaginative texts such as simple plays, poems and stories, using formulaic expressions and modelled language as well as simple visual supports[Key concepts: fantasy, entertainment, amusement; Key processes: performing, creating, presenting]

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

ACLGEC126 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | German | Languages | F-10 curriculum

ACLHIC023

Present simple information about home, school and community, using visual support such as photos, maps or charts[Key concepts: family, communication, identity; Key processes: surveying, describing, presenting, reflecting]

literacy numeracy critical-creative intercultural-understanding Elaborations ScOT Terms

ACLHIC023 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | Hindi | Languages | F-10 curriculum

ACLINC008

Translate familiar words and phrases, using visual cues and word lists, noticing how words may have similar or different meanings[Key concepts: similarity, difference; Key process: noticing]

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

ACLINC008 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | Indonesian | Languages | F-10 curriculum

ACLKOC122

Translate familiar words and phrases, using visual cues and word lists, explaining the meaning of particular words, gestures and expressions[Key concepts: similarity, difference; Key processes: noticing]

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

ACLKOC122 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | Korean | Languages | F-10 curriculum

ACLMGC106

Identify key words and information with guidance, in simple written, spoken, digital and visual texts[Key concepts: language, texts; Key processes: listening, gathering, naming, grouping]

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

ACLMGC106 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | Modern Greek | Languages | F-10 curriculum

ACLMGC110

Translate familiar words or phrases using visual cues or word lists, explaining the meaning of particular words, gestures or expressions[Key concepts: language, vocabulary, meaning; Key processes: demonstrating, explaining, comparing]

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

ACLMGC110 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | Modern Greek | Languages | F-10 curriculum

ACLMGC123

Locate key information about everyday contexts and routines from written, spoken, digital and visual texts[Key concepts: home, self, others; Key processes: identifying, selecting, recording]

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

ACLMGC123 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | Modern Greek | Languages | F-10 curriculum

ACLMGC021

Obtain, analyse and use information from a range of spoken, written, digital and visual texts, identifying and comparing perspectives on social and cultural issues[Key concepts: community, perspectives; Key processes: selecting, sharing, analysing]

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

ACLMGC021 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | Modern Greek | Languages | F-10 curriculum

ACLSPC116

Translate frequently used words and simple phrases using visual cues and resources such as word lists[Key concepts: similarity, difference; Key processes: identifying, noticing]

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

ACLSPC116 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | Spanish | Languages | F-10 curriculum

ACLVIC109

Identify key words and specific information related to their personal world in simple spoken, written,digital and visual texts[Key concept: personal world; Key processes: listening, viewing, identifying, locating]

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

ACLVIC109 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | Vietnamese | Languages | F-10 curriculum

ACLVIC126

Locate and organise information relating to familiar contexts from a range of spoken, written, digital and visual texts[Key concepts: routines, pastimes; Key processes: identifying, listening, viewing, reading, organising]

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

ACLVIC126 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | Vietnamese | Languages | F-10 curriculum

ACLVIC127

Present information relating to familiar contexts in modelled spoken, written and visual texts in different modes, including digital and multimodal[Key concepts: time, home, neighbourhood; Key processes: presenting, selecting]

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

ACLVIC127 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | Vietnamese | Languages | F-10 curriculum

ACLVIC129

Create and perform imaginative texts such as captions, chants, raps, dialogues and stories, using formulaic expressions, modelled language and visual supports[Key concepts: imagination, experience; Key processes: creating, performing]

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

ACLVIC129 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | Vietnamese | Languages | F-10 curriculum

ACLVIC004

Identify and use information such as topic, main ideas and specific points in a range of spoken, written, visual, digital and multimodal texts[Key concept: information; Key processes: obtaining, reading, listening, classifying]

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

ACLVIC004 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | Vietnamese | Languages | F-10 curriculum

Year 7 English

The English curriculum is built around the three interrelated strands of language, literature and literacy. Teaching and learning programs should balance and integrate all three strands. Together, the strands focus on developing students’ knowledge, understanding …

Year 7 | English | F-10 curriculum

Year 8 English

The English curriculum is built around the three interrelated strands of language, literature and literacy. Teaching and learning programs should balance and integrate all three strands. Together, the strands focus on developing students’ knowledge, understanding …

Year 8 | English | F-10 curriculum

Year 10 English

The English curriculum is built around the three interrelated strands of language, literature and literacy. Teaching and learning programs should balance and integrate all three strands. Together, the strands focus on developing students’ knowledge, understanding …

Year 10 | English | F-10 curriculum

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