Your search for "referencing" returned 36 result(s)
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Years 3 and 4 Hindi

The nature of learners At this stage, children are developing cognitive and social capabilities that allow for increased control of their own learning. They are able to conceptualise and reason, and have better memory and focus. This is a stage of social …

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

Years 5 and 6 Hindi

The nature of learners This is a key transitional phase of learning. Learners communicate more confidently, are more self-directed, and self-reference in relation to wider contexts. Response to experience is more analytical and critical, allowing for …

Years 5 and 6 | Years F–10 Sequence | Hindi | Languages | F-10 curriculum

Years 9 and 10 Italian

The nature of the learners Students have prior experience of learning Italian and bring a range of capabilities, strategies and knowledge that can be applied to new learning. They are expanding the range and nature of their learning experiences and of …

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

Years 3 and 4 Turkish

The nature of the learners At this stage, children are developing cognitive and social capabilities that allow for increased control of their learning. They are able to conceptualise and reason, and have better memory and focus. This is a stage of social …

Years 3 and 4 | Years F–10 Sequence | Turkish | Languages | F-10 curriculum

Years 5 and 6 Turkish

The nature of the learners This is a key transitional phase of learning. Learners communicate more confidently, are more self-directed, and self-reference in relation to wider contexts. Response to experience is more analytical and critical, allowing …

Years 5 and 6 | Years F–10 Sequence | Turkish | Languages | F-10 curriculum

Years 5 and 6 Auslan

The nature of the learners This is a key transitional phase of learning. Learners communicate more confidently, are more self-directed, and self-reference in relation to wider contexts. Response to experience is more analytical and critical, allowing …

Years 5 and 6 | Years F–10 Sequence | First Language Learner Pathway | Auslan | Languages | F-10 curriculum

Achievement Standard Korean Years 9 and 10

By the end of Year 10, students use written and spoken Korean to communicate with teachers, peers and others in a range of settings and for a range of purposes. They use Korean to access and exchange information on a broad range of social, cultural …

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

Key ideas

Language and culture The interrelationship of language, culture and learning provides the foundation for the Australian Curriculum: Languages. In the languages learning area the focus is on both language and culture, as students learn to communicate meaningfully …

Key ideas | Languages | F-10 curriculum

ACLARC179

Create bilingual texts that reflect aspects of culture for Arabic- speaking and English-speaking audiences in the school and wider community, for example, pamphlets, travel brochures or road directories[Key concepts: representation, cultural literacy; …

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

ACLARC179 | Content Descriptions | Years 9 and 10 | Years F–10 Sequence | Arabic | Languages | F-10 curriculum

ACLFWC049

Convey information about events, experiences or topics of shared interest, using different modes of presentation to suit different audiences and contexts[Key concepts: audience, Country/Place, community life; Key processes: describing, explaining, creating, …

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

ACLFWC049 | Content Descriptions | Years 7 to 10 | Years F–10 Sequence | First Language Learner Pathway (L1) | Framework for Aboriginal Languages and Torres Strait Islander Languages | Languages | F-10 curriculum

ACLFWC177

Investigate and summarise factual information obtained from a range of sources on a variety of topics and issues related to the Country/Place[Key concepts: Indigenous knowledge, social and environmental issues, lifestyles - past and present community …

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

ACLFWC177 | 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

ACLFWC112

Identify, analyse and summarise factual information obtained from a range of sources on a variety of topics and issues related to the region of the target language[Key concepts: Indigenous knowledge, social and environmental issues, lifestyles, community …

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

ACLFWC112 | Content Descriptions | Years 7 to 10 | Years F–10 Sequence | Second Language Learner Pathway (L2) | Framework for Aboriginal Languages and Torres Strait Islander Languages | Languages | F-10 curriculum

ACLFRC081

Create glossaries to interpret cultural aspects of contemporary and traditional French texts[Key concepts: representation, critical and cultural literacy; Key processes: referencing, explaining, interpreting]

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

ACLFRC081 | Content Descriptions | Years 9 and 10 | Years F–10 Sequence | French | Languages | F-10 curriculum

ACLFRC110

Participate in collaborative projects that make connections between French language and culture and other curriculum areas[Key concepts: concepts from other learning areas; Key processes: task planning and resourcing, cross-referencing]

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

ACLFRC110 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | French | Languages | F-10 curriculum

ACLHIU125

Identify key features of multilingual experience, referencing their own individual and community language practices[Key concepts: multilingualism, context, culture; Key processes: explaining, reflecting, analysing]

personal-social intercultural-understanding Elaborations ScOT Terms

ACLHIU125 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | Hindi | Languages | F-10 curriculum

ACLJAC149

Convey information on specific topics using formats such as oral or digital presentations, displays, diagrams, timelines and guided descriptions[Key concepts: content, profile, audience, format; Key processes: presenting, profiling, referencing]

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

ACLJAC149 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | Japanese | Languages | F-10 curriculum

ACLJAC189

Create bilingual texts in Japanese and English for a range of communicative and informative purposes, incorporating oral, written and visual elements[Key concepts: bilingual learning resources, bicultural contexts; Key processes: classifying, translating, …

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

ACLJAC189 | Content Descriptions | Years 9 and 10 | Years F–10 Sequence | Japanese | Languages | F-10 curriculum

ACLKOC199

Create bilingual texts that reflect aspects of Australian culture (for example, Christmas celebrations) for Korean-speaking audiences in the school and wider community including virtual communities, reflecting on how meaning can be conveyed effectively[Key …

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

ACLKOC199 | Content Descriptions | Years 9 and 10 | Years F–10 Sequence | Korean | Languages | F-10 curriculum

Elaboration (2) ACLFRC055

communicating in face-to-face or online discussion and debate with peers and French-speaking contacts about social and environmental issues, such as l’influence de la musique, l’environnement digital or le recyclage, referencing community attitudes and …

sustainability

Elaboration (2) | ACLFRC055 | Content Descriptions | Years 7 and 8 | Years F–10 Sequence | French | Languages | F-10 curriculum

Elaboration (4) ACLFRC077

referencing cultural trends in contemporary France and other francophone communities, for example by presenting and commenting on community texts associated with cultural activities related to les fêtes religieuses or les fêtes civiles (Hanoucca, la Messe …

Elaboration (4) | ACLFRC077 | Content Descriptions | Years 9 and 10 | Years F–10 Sequence | French | Languages | F-10 curriculum

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