ACLFRU030
Experiment with the pronunciation of vowel sounds, letter combinations and intonation patterns, and recognise and write high-frequency words and expressions in familiar contexts[Key concepts: pronunciation, accent, spelling, writing; Key processes: alphabetic …
Elaborations ScOT Terms
ACLFRU030 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | French | Languages | F-10 curriculum
ACLASFC026
Translate high-frequency signs/words and expressions in simple texts such as repeated lines in a story or captions, noticing similarities, differences and instances of equivalence[Key concepts: literal, difference, meaning, equivalence; Key processes: …
Elaborations ScOT Terms
ACLASFC026 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | First Language Learner Pathway | Auslan | Languages | F-10 curriculum
ACLASFC152
Translate high-frequency signs/words and expressions in simple texts such as repeated lines in a story, noticing which ones are difficult to interpret[Key concepts: similarity, difference, meaning; Key processes: matching, noticing, identifying, tran …
Elaborations ScOT Terms
ACLASFC152 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | Second Language Learner Pathway | Auslan | Languages | F-10 curriculum
ACLGEU131
Experiment with the pronunciation of vowel sounds, letter combinations and intonation patterns, and recognise and write high-frequency words and expressions in familiar contexts[Key concepts: pronunciation, intonation, accents; Key processes: distinguishing …
Elaborations ScOT Terms
ACLGEU131 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | German | Languages | F-10 curriculum
ACLFRC026
Translate high-frequency words and expressions in simple texts such as captions, story titles or recurring lines in a story, noticing which ones are difficult to interpret[Key concepts: translation, meaning, culture; Key processes: noticing, explaining, …
Elaborations ScOT Terms
ACLFRC026 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | French | Languages | F-10 curriculum
ACLJAU121
Recognise and copy some hiragana and a few high-frequency kanji[Key concepts: script, kana, kanji, phonemic awareness, meaning; Key processes: recognising, tracing, copying]
Elaborations ScOT Terms
ACLJAU121 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | Japanese | Languages | F-10 curriculum
ACLASFC127
Participate in simple interactions with their peers and teachers using high-frequency signs, non-manual features and gestures to talk about self, family and class activities[Key concepts: self, family, friends, experience, feelings; Key processes: interacting, …
Elaborations ScOT Terms
ACLASFC127 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | Second Language Learner Pathway | Auslan | Languages | F-10 curriculum
ACLVIU013
Develop knowledge of common grammatical elements and structures such as nouns, personal pronouns, adjectives, verbs, compound words, adverbs of frequency, conjunctions, statements, negations and questions, to describe events, actions and qualities of …
Elaborations ScOT Terms
ACLVIU013 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | Vietnamese | Languages | F-10 curriculum
ACLASFC008
Translate familiar words and phrases from Auslan into English and vice versa, using visual cues, signs and English words, noticing how signs and words differ[Key concepts: similarity, difference, meaning; Key processes: noticing, recognising, identifying, …
Elaborations ScOT Terms
ACLASFC008 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | First Language Learner Pathway | Auslan | Languages | F-10 curriculum
ACLASFU016
Understand that all languages including signed languages vary and borrow words and signs from each other[Key concepts: dialect, language borrowing, variation; Key processes: noticing, recognising]
Elaborations ScOT Terms
ACLASFU016 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | First Language Learner Pathway | Auslan | Languages | F-10 curriculum
ACLASFC134
Translate words used in everyday contexts from Auslan into English and vice versa[Key concepts: similarity, difference, meaning; Key processes: recognising, comparing, identifying, translating, explaining]
Elaborations ScOT Terms
ACLASFC134 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | Second Language Learner Pathway | Auslan | Languages | F-10 curriculum
ACLASFU142
Understand that all languages including signed languages vary and borrow words and signs from each other[Key concepts: language borrowing, variation; Key processes: noticing, recognising]
Elaborations ScOT Terms
ACLASFU142 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | Second Language Learner Pathway | Auslan | Languages | F-10 curriculum
ACLFWU079
Notice types of words in the target language and understand and use some elements of the target language structure[Key concepts: word function, word order, variation, patterns, rules; Key processes: identifying, recognising, noticing]
Elaborations ScOT Terms
ACLFWU079 | 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
ACLHIU085
Investigate, demonstrate and explain how elements of grammar and word formation allow for complex expression of ideas and meaning[Key concepts: cohesion, voice, compound words; Key processes: identifying, applying understanding]
Elaborations ScOT Terms
ACLHIU085 | Content Descriptions | Years 9 and 10 | Years F–10 Sequence | Hindi | Languages | F-10 curriculum
ACLTUU013
Recognise parts of speech and frequently used words in familiar contexts and understand the basic rules of word order in simple sentences[Key concepts: sentences, grammar, patterns; Key processes: recognising, naming, applying]
Elaborations ScOT Terms
ACLTUU013 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | Turkish | Languages | F-10 curriculum
ACLCHU123
Recognise that characters are the written representation of spoken Chinese and the morphological nature of Chinese words
Elaborations ScOT Terms
ACLCHU123 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | Background Language Learner Pathway | Chinese | Languages | F-10 curriculum
ACLCHU154
Recognise the use of tone, intonation and stress of words to express emotion, opinion and attitude
Elaborations ScOT Terms
ACLCHU154 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | Background Language Learner Pathway | Chinese | Languages | F-10 curriculum
ACLASFC006
Participate in a range of imaginative experiences and respond through drawing, telling with familiar signs and written words or enacting with constructed action[Key concepts: imagination, story, character, emotion; Key processes: viewing, retelling, expressing, …
Elaborations ScOT Terms
ACLASFC006 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | First Language Learner Pathway | Auslan | Languages | F-10 curriculum
ACLASFU014
Recognise that groups of words combine to make clauses and include nouns and pronouns (people, places, things), adjectives (qualities) and verbs (happenings, states); and distinguish between statements and questions based on non-manual features[Key concepts: …
Elaborations ScOT Terms
ACLASFU014 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | First Language Learner Pathway | Auslan | Languages | F-10 curriculum
ACLASFU015
Understand that texts are made up of units of meaning, such as words, gestures or sentences/clauses and that different types of texts have particular features that help serve their purpose[Key concepts: text, referent; Key processes: recognising, identifying, …
Elaborations ScOT Terms
ACLASFU015 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | First Language Learner Pathway | Auslan | Languages | F-10 curriculum