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
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; …
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, …
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 …
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 …
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]
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]
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]
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]
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, …
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 …
Elaborations ScOT Terms
ACLKOC199 | Content Descriptions | Years 9 and 10 | Years F–10 Sequence | Korean | Languages | F-10 curriculum
Elaboration (1) ACHCS096
referencing a range of sources using an appropriate referencing system
Elaboration (1) | ACHCS096 | Content Descriptions | Year 10 | Civics and Citizenship | Humanities and Social Sciences | F-10 curriculum
Elaboration (2) ACAVAR117
explaining the artistic vision of artists from different contexts, particularly referencing the meaning their artworks convey, for example, Aboriginal rock art, graffiti art, Egyptian art
Elaboration (2) | ACAVAR117 | Content Descriptions | Years 5 and 6 | Visual Arts | The Arts | F-10 curriculum
Elaboration (4) ACTDIP022
using digital systems to create web-based information taking into consideration referencing conventions, for example creating a blog, website or online learning space for sharing ideas
Elaboration (4) | ACTDIP022 | Content Descriptions | Years 5 and 6 | Digital Technologies | Technologies | F-10 curriculum
Elaboration (2) ACTDIP037
automating calculations, for example using absolute cell referencing to automatically extend formulas, and automating arithmetic calculations using built-in functions such as trigonometry, compound interest
Elaboration (2) | ACTDIP037 | Content Descriptions | Years 9 and 10 | Digital Technologies | Technologies | 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 …
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
Elaboration ACLFRU088
exploring the concept of the ‘ecology’ of French and of other languages, including English; that is, the interaction of language with constantly changing environments, referencing influences on contemporary French language use such as globalisation and …
Elaboration | ACLFRU088 | Content Descriptions | Years 9 and 10 | Years F–10 Sequence | French | Languages | F-10 curriculum
Elaboration (1) ACLFRC114
creating a shared database of imaginative, performative and expressive texts that they have enjoyed (such as songs, poems, cartoons and films), cross-referencing titles, genres, themes and values, and giving ratings and brief explanations for selecti …
Elaboration (1) | ACLFRC114 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | French | Languages | F-10 curriculum
Elaboration (3) ACLFRC116
finding examples of expressions in Australian English that do not translate easily into French (for example, ‘mad as a cut snake’, ‘the bush’, ‘a formal’, ‘schoolies’), explaining reasons for the lack of equivalence, why this may be the case and referencing …
Elaboration (3) | ACLFRC116 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | French | Languages | F-10 curriculum