ACLTUC025
Identify common spoken Turkish expressions, words or gestures that translate/do not translate readily into English and words that are used in both languages[Key concepts: equivalence, translation; Key processes: comparing, translating, explaining]
Elaborations ScOT Terms
ACLTUC025 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | Turkish | Languages | F-10 curriculum
ACELT1617
Identify the relationship between words, sounds, imagery and language patterns in narratives and poetry such as ballads, limericks and free verse
Elaborations ScOT Terms
ACELT1617 | Content Descriptions | Year 6 | English | F-10 curriculum
ACELT1628
Understand and explain how combinations of words and images in texts are used to represent particular groups in society, and how texts position readers in relation to those groups
Elaborations ScOT Terms
ACELT1628 | Content Descriptions | Year 8 | English | F-10 curriculum
ACELA1830
Understand how to use phonic knowledge and accumulated understandings about blending, letter-sound relationships, common and uncommon letter patterns and phonic generalisations to read and write increasingly complex words
Elaborations ScOT Terms
ACELA1830 | Content Descriptions | Year 6 | English | F-10 curriculum
Elaboration ACELA1820
listening to hear that children use letters/sounds (when necessary) to help them read CVC words and hear and record appropriate sounds associated with letters when writing CVC words, for example ‘kat’ for ‘cat’
Elaboration | ACELA1820 | Content Descriptions | Foundation Year | English | F-10 curriculum
Elaboration ACELA1512
moving from general, ‘all-purpose’ words, for example ‘cut’, to more specific words, for example ‘slice’, ‘dice’, ‘fillet’, ‘segment’
Elaboration | ACELA1512 | Content Descriptions | Year 5 | English | F-10 curriculum
ACLASFC009
Create simple print or digital texts such as labels, posters, wall charts or cards that use both Auslan images and English words[Key concepts: code, translation; Key processes: labelling, creating, captioning]
Elaborations ScOT Terms
ACLASFC009 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | First Language Learner Pathway | Auslan | Languages | F-10 curriculum
ACLASFC135
Create simple print or digital texts such as labels, posters, wall charts or cards that use Auslan images and English words[Key concepts: meaning, code, bilingualism; Key processes: labelling, creating]
Elaborations ScOT Terms
ACLASFC135 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | Second Language Learner Pathway | Auslan | Languages | F-10 curriculum
ACLASFC189
Create bilingual texts to use in the wider school community, identifying words/signs or expressions that carry specific cultural meaning in either language[Key concepts: equivalence, bilingualism; Key processes: captioning, creating]
Elaborations ScOT Terms
ACLASFC189 | Content Descriptions | Years 7 and 8 | Years F–10 Sequence | Second Language Learner Pathway | Auslan | Languages | F-10 curriculum
ACLCLU009
Acquire and build vocabulary by using roots, derivatives and word lists, and use dictionaries to select appropriate meanings of Classical Greek words[Key concepts: vocabulary, meaning; Key processes: exploring, selecting]
Elaborations ScOT Terms
ACLCLU009 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | Classical Greek | Framework for Classical Languages | Languages | F-10 curriculum
ACLCLU039
Acquire and build vocabulary by using roots, derivatives and word lists, and use dictionaries to select appropriate meanings of Latin words[Key concepts: vocabulary, meaning; Key processes: exploring, selecting]
Elaborations ScOT Terms
ACLCLU039 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | Latin | Framework for Classical Languages | Languages | F-10 curriculum
ACLFRU012
Recognise and reproduce the sounds and rhythms of spoken French, noticing how they are produced and how they are represented in words and symbols [Key concepts: pitch, stress, intonation, letters, pronunciation; Key processes: listening, distinguishing, …
Elaborations ScOT Terms
ACLFRU012 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | French | Languages | F-10 curriculum
ACLFRU013
Understand some first elements of French grammar, such as simple verb and gender forms, definite articles, pronouns and prepositions[Key concepts: words, sentences, grammar, patterns, rules; Key processes: recognising, naming, selecting]
Elaborations ScOT Terms
ACLFRU013 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | French | Languages | F-10 curriculum
ACLGEU165
Recognise the pronunciation of loan words, and understand and apply knowledge of similarities and differences between German and English punctuation[Key concepts: pronunciation, punctuation, systems; Key processes: comparing, making connections, noti …
Elaborations ScOT Terms
ACLGEU165 | Content Descriptions | Years 7 and 8 | Years F–10 Sequence | German | Languages | F-10 curriculum
ACLINU063
Notice how stress works in polysyllabic words and the use of intonation in subject-focus sentences[Key concepts: stress, intonation; Key process: noticing emphasis]
Elaborations ScOT Terms
ACLINU063 | Content Descriptions | Years 7 and 8 | Years F–10 Sequence | Indonesian | Languages | F-10 curriculum
ACLJAU138
Understand that hiragana symbols can be combined to represent words[Key concepts: consonant, vowel, kana, foot, mora, rhythm, pronunciation; Key processes: recognising, differentiating, demonstrating]
Elaborations ScOT Terms
ACLJAU138 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | Japanese | Languages | F-10 curriculum
ACLJAU193
Use knowledge of familiar kanji to predict meaning of unknown words[Key concepts: script conventions, kanji readings, radicals; Key processes: recognising, discriminating, writing, decoding]
Elaborations ScOT Terms
ACLJAU193 | Content Descriptions | Years 9 and 10 | Years F–10 Sequence | Japanese | Languages | F-10 curriculum
ACLSPU138
Experiment with Spanish pronunciation, intonation and spelling rules, including patterns associated with questions and statements[Key concepts: intonation, spelling, accent; Key processes: discriminating sounds, recognising words]
Elaborations ScOT Terms
ACLSPU138 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | Spanish | Languages | F-10 curriculum
ACLVIU117
Recognise the sounds and tones of spoken Vietnamese, and notice how they are represented in words and symbols[Key concepts: sound systems, writing systems; Key process: recognising]
Elaborations ScOT Terms
ACLVIU117 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | Vietnamese | Languages | F-10 curriculum
Elaboration ACELA1829
recognising and writing less familiar words that share common letter patterns but have different pronunciations, for example ‘journey’, ‘your’, ‘tour’ and ‘sour’
Elaboration | ACELA1829 | Content Descriptions | Year 5 | English | F-10 curriculum