ACLMGU184
Discuss the interrelationship between linguistic elements, context, purpose, audience and structure of a wide range of text types, such as poetry, biographies, blogs, emails and advertisements, and identify how cultural elements are incorporated[Key concepts: …
Elaborations ScOT Terms
ACLMGU184 | Content Descriptions | Years 9 and 10 | Years F–10 Sequence | Modern Greek | Languages | F-10 curriculum
ACLHIU071
Recognise the intercultural and multilingual nature of language use in social media and popular culture, considering how this influences aspects of their lives[Key concepts: globalisation, cultural expression, multilingualism; Key processes: researching, …
Elaborations ScOT Terms
ACLHIU071 | Content Descriptions | Years 7 and 8 | Years F–10 Sequence | Hindi | Languages | F-10 curriculum
ACLARC145
Produce bilingual texts and resources such as displays, instructions and newsletters for own learning and for the school community, identifying cultural terms in either language to assist meaning[Key concepts: bilingualism, linguistic landscape; Key processes: …
Elaborations ScOT Terms
ACLARC145 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | Arabic | Languages | F-10 curriculum
ACLARU169
Explore and reflect on the impact of social, cultural and intercultural changes such as globalisation and new technologies on the use of Arabic in different contexts[Key concepts: globalisation, technology, dynamic systems; Key processes: researching, …
Elaborations ScOT Terms
ACLARU169 | Content Descriptions | Years 7 and 8 | Years F–10 Sequence | Arabic | 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
ACLARU186
Reflect on the dynamic nature of language, relating it to constantly changing environments and cultural conditions such as contact with other languages and cultures and changing circumstances in local and global contexts[Key concepts: communication, influence, …
Elaborations ScOT Terms
ACLARU186 | Content Descriptions | Years 9 and 10 | Years F–10 Sequence | Arabic | Languages | F-10 curriculum
ACLARC025
Translate and interpret texts from Arabic into English and vice versa, compare own translations and interpretations with others’ and discuss reasons for differences[Key concepts: representation, perspectives, interpretation; Key processes: translating, …
Elaborations ScOT Terms
ACLARC025 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | Arabic | Languages | F-10 curriculum
ACLARC026
Create bilingual texts for the wider community, such as notices, promotional material, instructions or announcements, interpreting cultural and linguistic aspects[Key concepts: culture, interpretation, equivalence; Key processes: interpreting, composing, …
Elaborations ScOT Terms
ACLARC026 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | Arabic | Languages | F-10 curriculum
ACLARU033
Explore and reflect on how the Arabic language influences and is influenced by cultural, political and social change[Key concepts: globalisation, popular culture; Key processes: reflecting, discussing, examining]
Elaborations ScOT Terms
ACLARU033 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | Arabic | Languages | F-10 curriculum
ACLINU083
Analyse the ways in which Indonesian varies according to spoken and written forms, cultural context and subcultures[Key concepts: norms, variation; Key processes: analysing, explaining]
Elaborations ScOT Terms
ACLINU083 | Content Descriptions | Years 9 and 10 | Years F–10 Sequence | Indonesian | Languages | F-10 curriculum
ACLINC112
Engage with Indonesian peers and texts, recognising how own cultural assumptions, practices and beliefs influence language and content, and choosing whether and how to make adjustments[Key concept: intraculturality; Key processes: questioning assumptions, …
Elaborations ScOT Terms
ACLINC112 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | Indonesian | Languages | F-10 curriculum
ACLINU118
Recognise how Indonesian impacts and is impacted by social, political and cultural changes, such as new information and communication technologies[Key concepts: impact, power, technology; Key processes: analysing, discussing]
Elaborations ScOT Terms
ACLINU118 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | Indonesian | Languages | F-10 curriculum
ACLITC068
Participate in intercultural experiences to discuss cultural practices, comparing own and others’ reactions and responses[Key concepts: cultural comfort, cultural assumption; Key processes: reflecting, comparing, questioning, relating]
Elaborations ScOT Terms
ACLITC068 | Content Descriptions | Years 7 and 8 | Years F–10 Sequence | Italian | Languages | F-10 curriculum
ACLITC085
Translate a range of texts and discuss how to convey concepts across different linguistic and cultural contexts[Key concepts: representation, sensitivity, equivalence; Key processes: translating, reviewing, comparing]
Elaborations ScOT Terms
ACLITC085 | Content Descriptions | Years 9 and 10 | Years F–10 Sequence | Italian | Languages | F-10 curriculum
ACLITC104
Translate phrases and short texts from Italian to English and vice versa, identifying how cultural concepts are embedded in language and explaining differences in meanings[Key concept: equivalence; Key processes: translating, interpreting, comparing]
Elaborations ScOT Terms
ACLITC104 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | Italian | Languages | F-10 curriculum
ACLJAC119
Use simple statements and gestures to express aspects of self, such as membership of family, friendship, gender, school/class or cultural groups[Key concepts: identity, self, group, communication; Key processes: describing, explaining, identifying]
Elaborations ScOT Terms
ACLJAC119 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | Japanese | Languages | F-10 curriculum
ACLJAC133
Create and present imaginative texts for a range of audiences that use familiar expressions and modelled language and allow for exploration and enjoyment of language, cultural expression and performance[Key concepts: fantasy, imagination, dramatisation; …
Elaborations ScOT Terms
ACLJAC133 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | Japanese | Languages | F-10 curriculum
ACLJAC134
Interpret and explain simple interactions in Japanese, noticing linguistic and cultural features[Key concepts: meaning, culture, translation, interpretation; Key processes: identifying, explaining, interpreting, comparing]
Elaborations ScOT Terms
ACLJAC134 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | Japanese | Languages | F-10 curriculum
ACLJAC152
Explain aspects of spoken, written and non-verbal communication in Japanese interactions that require interpretation and carry cultural meaning[Key concepts: meaning, culture, interpretation, equivalence; Key processes: explaining, interpreting, demonstrating, …
Elaborations ScOT Terms
ACLJAC152 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | Japanese | Languages | F-10 curriculum
ACLJAC191
Reflect on cultural differences between Japanese- and English-language communication styles and on how these affect intercultural interactions[Key concepts: identity, culture, communication; Key processes: comparing, analysing, evaluating, profiling]
Elaborations ScOT Terms
ACLJAC191 | Content Descriptions | Years 9 and 10 | Years F–10 Sequence | Japanese | Languages | F-10 curriculum