ACLCLU060
Reflect on self as a language learner, explaining how the study of Latin influences own style of communicating, ways of thinking and viewing the world[Key concepts: identity, interconnection across concepts, influence; Key processes: connecting, reflecting, …
Elaborations ScOT Terms
ACLCLU060 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | Latin | Framework for Classical Languages | Languages | F-10 curriculum
ACLGEC028
Reflect on self as a language user and discuss own and others’ cultural identity, considering how it is both shaped by and influences ways of communicating and thinking[Key concepts: identity, culture, values; Key processes: reflecting, analysing, di …
Elaborations ScOT Terms
ACLGEC028 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | German | Languages | F-10 curriculum
Learning 3-6
The Australian Curriculum across Years 3–6 assists students to develop their ability to take positive action for well-being; relate and communicate well with others; pose questions and solve problems; make informed decisions and act responsibly. It engages …
Learning 3-6 | F-10 curriculum
Elaboration ACDSEH056
describing the work of Leonardo da Vinci (for example, his artworks Mona Lisa and The Last Supper and inventions: a rudimentary helicopter and solar power); the work of Michelangelo (for example, the Sistine Chapel paintings, David, Pietà); the thinking …
Elaboration | ACDSEH056 | Content Descriptions | Year 8 | History | Humanities and Social Sciences | F-10 curriculum
Elaboration (1) ACHGK074
proposing geographical management strategies for the environmental change being investigated (for example, establishing reserves and corridors to preserve biodiversity (a spatial strategy), ecosystem-based management (an environmental strategy), urban …
Elaboration (1) | ACHGK074 | Content Descriptions | Year 10 | Geography | Humanities and Social Sciences | F-10 curriculum
Elaboration (2) ACLARC181
exploring how individual ways of communicating, thinking and behaving reflect and help to shape their own cultural identity, for example, why an Arabic-Australian teenager who speaks English better than they do Arabic and is more familiar with the Australian …
Elaboration (2) | ACLARC181 | Content Descriptions | Years 9 and 10 | Years F–10 Sequence | Arabic | Languages | F-10 curriculum
Elaboration (1) ACLFRU018
understanding that learning French involves ways of using language that may be unfamiliar (for example, using merci when refusing an offer), and also some ways of behaving and thinking that may be unfamiliar, for example, the importance of food in some …
Elaboration (1) | ACLFRU018 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | French | Languages | F-10 curriculum
Elaboration (3) ACLFRU036
learning how to talk about culture and language, using terms such as ‘meaning’, ‘difference’ and ‘behaviour’, and thinking about values, ideas and traditions which sit inside language, for example, responding to prompts such as: What does it mean when…? …
Elaboration (3) | ACLFRU036 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | French | Languages | F-10 curriculum
Elaboration (1) ACLGEC006
responding to an imaginative text in various ways, such as using a thinking tool to give opinions about the characters and express reactions to the text, for example, Ich finde das Mädchen sehr lustig. Das Ende ist traurig.
Elaboration (1) | ACLGEC006 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | German | Languages | F-10 curriculum
Elaboration (1) ACLJAU126
understanding that learning and using Japanese involves becoming familiar with some different ways of communicating, for example, いただきます、ごちそうさま, and also some ways of thinking about things and behaving that may be unfamiliar
Elaboration (1) | ACLJAU126 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | Japanese | Languages | F-10 curriculum
Elaboration ACLJAU036
discussing ways in which learning Japanese can lead to new ways of thinking, behaving, or interpreting experience and values, for example, noticing and responding to demonstrations of politeness and respect through the softening of negative responses, …
Elaboration | ACLJAU036 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | Japanese | Languages | F-10 curriculum
Elaboration (1) ACLKOU206
discussing possible consequences resulting from language use related to different cultures, reflecting on how Korean ways of thinking and world views are reflected in Korean language by analysing texts such as old sayings, axioms, idioms and lyrics, for …
Elaboration (1) | ACLKOU206 | Content Descriptions | Years 9 and 10 | Years F–10 Sequence | Korean | Languages | F-10 curriculum
Elaboration ACLKOU037
understanding the nature of language that reflects and may effect changes in peoples’ way of thinking and in aspects of society, finding examples from Korean, English and other known languages (for example, discouraging the use of language that implies …
Elaboration | ACLKOU037 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | Korean | Languages | F-10 curriculum
Elaboration (1) ACLSPU144
learning how to talk about culture and language using terms such as ‘meaning’, ‘difference’ and ‘behaviour’, and thinking about values, ideas and traditions that sit inside language, for example, responding to prompts such as: What does it mean when…? …
Elaboration (1) | ACLSPU144 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | Spanish | Languages | F-10 curriculum
Elaboration (2) ACLVIC184
exploring how individual ways of communicating, thinking and behaving help shape views of own cultural identity, for example, why a Vietnamese-Australian teenager who speaks English better than they do Vietnamese and understands more about Australian …
Elaboration (2) | ACLVIC184 | Content Descriptions | Years 9 and 10 | Years F–10 Sequence | Vietnamese | Languages | F-10 curriculum
Elaboration ACLFWU149
exploring culture as an essential part of human life, understanding that it is shared and passed on between generations; that it includes observable elements, such as ways of cooking or greeting, symbols such as flags and colours, as well as things that …
Elaboration | ACLFWU149 | 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
Years 9 and 10 Design and Technologies
Learning in Design and Technologies builds on concepts, skills and processes developed in earlier years, and teachers will revisit, strengthen and extend these as needed. By the end of Year 10 students will have had the opportunity to design and produce …
Years 9 and 10 | Design and Technologies | Technologies | F-10 curriculum
Years 9 and 10 French
The nature of the learners At this level, students bring existing knowledge of French language and culture and a range of learning strategies to their learning. They are increasingly aware of the world beyond their own and are engaging with youth-related …
Years 9 and 10 | Years F–10 Sequence | French | Languages | F-10 curriculum
Years 9 and 10 Spanish
The nature of the learners At this level, students bring to their learning existing knowledge of the Spanish language and the cultures of Spanish speakers and a range of learning strategies. They are increasingly aware …
Years 9 and 10 | Years F–10 Sequence | Spanish | Languages | F-10 curriculum
Introduction
In the Australian Curriculum, The Arts is a learning area that draws together related but distinct art forms. While these art forms have close relationships and are often used in interrelated ways, each involves different approaches to arts practices …
Introduction | The Arts | F-10 curriculum