ACLFWU019
Recognise that their language is part of broader regional and national language diversity[Key concepts: linguistic diversity, language shift; Key processes: identifying, recognising]
Elaborations ScOT Terms
ACLFWU019 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | First Language Learner Pathway (L1) | Framework for Aboriginal Languages and Torres Strait Islander Languages | Languages | F-10 curriculum
ACLFWU147
Recognise that the language is part of the broader regional and national language diversity[Key concepts: linguistic diversity, relationship; Key processes: identifying, recognising]
Elaborations ScOT Terms
ACLFWU147 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | Language Revival Learner Pathway (LR) | Framework for Aboriginal Languages and Torres Strait Islander Languages | Languages | F-10 curriculum
ACLFWU084
Identify the region of the target language and notice how it is part of the broader regional and national language diversity[Key concepts: linguistic diversity, language revival; Key processes: identifying, recognising]
Elaborations ScOT Terms
ACLFWU084 | 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
ACLFWU041
Explore the language situation of their community and the diversity of language situations in Australia[Key concepts: change, sign; Key processes: recognising, discussing, investigating]
Elaborations ScOT Terms
ACLFWU041 | Content Descriptions | Years 3 to 6 | Years F–10 Sequence | First Language Learner Pathway (L1) | Framework for Aboriginal Languages and Torres Strait Islander Languages | Languages | F-10 curriculum
ACLFWU169
Explore the language situation of language communities and the diversity of language contexts in Australia[Key concepts: change, sign, context; Key processes: recognising, discussing, investigating]
Elaborations ScOT Terms
ACLFWU169 | Content Descriptions | Years 3 to 6 | Years F–10 Sequence | Language Revival Learner Pathway (LR) | Framework for Aboriginal Languages and Torres Strait Islander Languages | Languages | F-10 curriculum
ACLCHU046
Understand that Chinese is characterised by diversity in spoken and written forms
Elaborations ScOT Terms
ACLCHU046 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | Second Language Learner Pathway | Chinese | Languages | F-10 curriculum
ACLASFU053
Explore the current status and profile of Auslan and of the Deaf community in contemporary Australian society, considering issues such as language transmission, usage and documentation[Key concepts: diversity, representation, language transmission, documentation; …
Elaborations ScOT Terms
ACLASFU053 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | First Language Learner Pathway | Auslan | Languages | F-10 curriculum
ACLFWU105
Explore the language situation of target language communities and the diversity of language situations in Australia[Key concepts: language communities, language transmission, language maintenance and development, language revival, change, sign; Key processes: …
Elaborations ScOT Terms
ACLFWU105 | Content Descriptions | Years 3 to 6 | Years F–10 Sequence | Second Language Learner Pathway (L2) | Framework for Aboriginal Languages and Torres Strait Islander Languages | Languages | F-10 curriculum
ACLCHU143
Explore diversity in dialects and in contexts in which Chinese is used in Australian communities
Elaborations ScOT Terms
ACLCHU143 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | Background Language Learner Pathway | Chinese | Languages | F-10 curriculum
ACLGEU186
Understand the influence of language on people’s actions, values and beliefs, and appreciate the scale and importance of linguistic diversity[Key concepts: influence, power, diversity; Key processes: reflecting, understanding]
Elaborations ScOT Terms
ACLGEU186 | Content Descriptions | Years 9 and 10 | Years F–10 Sequence | German | Languages | F-10 curriculum
ACLCHU094
Recognise diversity in Chinese language use within different communities and regions, such as dialects, and local languages and character systems
Elaborations ScOT Terms
ACLCHU094 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | Second Language Learner Pathway | Chinese | Languages | F-10 curriculum
ACLITU056
Understand the diversity of languages and cultures represented in the classroom, and the multilingual and multicultural character of Australian society
Elaborations ScOT Terms
ACLITU056 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | Italian | Languages | F-10 curriculum
ACLSPU143
Identify the variety of languages represented in the school, local community and general Australian population[Key concepts: community, diversity; Key processes: mapping, grouping]
Elaborations ScOT Terms
ACLSPU143 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | Spanish | Languages | F-10 curriculum
ACLCHU126
Recognise diversity in expressions and gestures used in everyday social interaction across cultures
Elaborations ScOT Terms
ACLCHU126 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | Background Language Learner Pathway | Chinese | Languages | F-10 curriculum
ACLFRF053
Understand that there are different forms of spoken and written French used in different contexts within France and in other regions of the world[Key concepts: diversity, creoles, dialects, accents; Key processes: mapping, comparing, distinguishing]
Elaborations ScOT Terms
ACLFRF053 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | French | Languages | F-10 curriculum
ACLITC078
Contribute ideas, opinions and suggestions in interactions related to shared tasks and problem-solving, managing diverse views[Key concepts: perspective, diversity, collaboration; Key processes: discussing, organising, planning, negotiating]
Elaborations ScOT Terms
ACLITC078 | Content Descriptions | Years 9 and 10 | Years F–10 Sequence | Italian | Languages | F-10 curriculum
ACLSPU161
Recognise that the Spanish language has different forms, roles and functions in different contexts and communities[Key concepts: diversity, language origins; Key processes: mapping, comparing, discussing]
Elaborations ScOT Terms
ACLSPU161 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | Spanish | Languages | F-10 curriculum
ACLSPU197
Investigate the variety of languages used in different communities in the Spanish-speaking world, for example, Mapudungun, Basque/Euskera and Náhuatl[Key concepts: diversity, status, recognition; Key processes: researching, analysing, discussing]
Elaborations ScOT Terms
ACLSPU197 | Content Descriptions | Years 9 and 10 | Years F–10 Sequence | Spanish | Languages | F-10 curriculum
ACLSPU017
Recognise that Spanish is a global language that is spoken in a variety of forms in different communities around the world, including Australia[Key concepts: diversity, regional variation, accents, global language; Key processes: mapping, comparing, …
Elaborations ScOT Terms
ACLSPU017 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | Spanish | Languages | F-10 curriculum
ACLINC113
Interact with others, monitoring how identity influences intercultural exchange, and reflect on own identity and the diversity of Indonesian identities[Key concepts: identity, diversity; Key processes: monitoring, comparing, reflecting]
Elaborations ScOT Terms
ACLINC113 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | Indonesian | Languages | F-10 curriculum