ACLARU119
Understand that the languages people use and the way they use them relate to who they are, where and how they live and what is important to them[Key concepts: language, culture and identity; Key processes: noticing, understanding, making connections]
Elaborations ScOT Terms
ACLARU119 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | Arabic | Languages | F-10 curriculum
ACLARC129
Reflect on their experiences as Arabic background speakers when interacting in English and Arabic, observing differences in language use and behaviours[Key concepts: culture, language, behaviour; Key processes: examining, connecting]
Elaborations ScOT Terms
ACLARC129 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | Arabic | Languages | F-10 curriculum
ACLARU134
Understand that Arabic as a spoken language varies according to region and country and that meaning can be influenced by gestures, tone and purpose[Key concepts: dialect, variation; Key processes: observing, explaining]
Elaborations ScOT Terms
ACLARU134 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | Arabic | Languages | F-10 curriculum
ACLARU136
Compare and reflect on cultural practices relating to ways in which language is used in various Arabic-speaking communities and in the wider Australian context[Key concepts: difference, expression, practices; Key processes: identifying, distinguishing, …
Elaborations ScOT Terms
ACLARU136 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | Arabic | Languages | F-10 curriculum
ACLARC146
Reflect on their experiences of interacting in Arabic- and English-speaking contexts, discussing adjustments made when moving between languages[Key concepts: biculturality, meaning, context, belonging; Key processes: comparing, explaining]
Elaborations ScOT Terms
ACLARC146 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | Arabic | Languages | F-10 curriculum
ACLARC147
Reflect on how own biography, including family origins, traditions and beliefs, impacts on identity and communication[Key concepts: self, complexity, belief systems; Key processes: finding connections, reflecting, discussing]
Elaborations ScOT Terms
ACLARC147 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | Arabic | Languages | F-10 curriculum
ACLARU153
Explore how language use reflects particular value systems, attitudes and patterns of behaviour by comparing ways of communicating across cultures[Key concepts: values, attitudes, behaviour; Key processes: exploring, describing, comparing]
Elaborations ScOT Terms
ACLARU153 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | Arabic | Languages | F-10 curriculum
ACLARC159
Compare ways in which people, places and experiences are represented in different imaginative texts, analysing ideas, themes and messages and contrasting them with own experiences[Key concepts: representation, morality, context; Key processes: analysing, …
Elaborations ScOT Terms
ACLARC159 | Content Descriptions | Years 7 and 8 | Years F–10 Sequence | Arabic | Languages | F-10 curriculum
ACLARC163
Reflect on cultural differences between Arabic and English communicative styles, and discuss how and why they modify language for different cultural perspectives[Key concepts: communication, cultural perspectives; Key processes: reflecting, discussing, …
Elaborations ScOT Terms
ACLARC163 | Content Descriptions | Years 7 and 8 | Years F–10 Sequence | Arabic | Languages | F-10 curriculum
ACLARU170
Understand and reflect on language choices made in everyday communication in order to express ideas and perspectives that relate to cultural elements[Key concepts: cultural expression, representation; Key processes: analysing, selecting, reflecting]
Elaborations ScOT Terms
ACLARU170 | Content Descriptions | Years 7 and 8 | Years F–10 Sequence | Arabic | Languages | F-10 curriculum
ACLARC180
Reflect on how meanings vary according to cultural assumptions that Arabic and English speakers bring to interactions, and take responsibility for contributing to mutual understanding[Key concepts: cultural assumptions, judgement; Key processes: reflecting, …
Elaborations ScOT Terms
ACLARC180 | Content Descriptions | Years 9 and 10 | Years F–10 Sequence | Arabic | Languages | F-10 curriculum
ACLARU185
Analyse and explain how variations in Arabic language use relate to roles, relationships and the context of interactions, and consider how and why these would differ from interactions in English or other languages represented in the classroom[Key concepts: …
Elaborations ScOT Terms
ACLARU185 | Content Descriptions | Years 9 and 10 | Years F–10 Sequence | Arabic | Languages | F-10 curriculum
ACLARC010
Reflect on personal responses and reactions during interactions in Arabic, recognising how interaction involves culture as well as language[Key concepts: intercultural exchange, language, culture, response; Key processes: identifying, reflecting, exp …
Elaborations ScOT Terms
ACLARC010 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | Arabic | Languages | F-10 curriculum
ACLARU017
Explore how language use reflects one’s thoughts, perceptions and culture, recognising that language and culture are interrelated systems for meaning-making[Key concepts: perception, influence; Key processes: reflecting, discussing, questioning, making …
Elaborations ScOT Terms
ACLARU017 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | Arabic | Languages | F-10 curriculum
ACLARC027
Reflect on how conventions of speech and Arabic cultural concepts can influence own communication style when using both English and Arabic[Key concepts: cultural concept, norms, communication; Key processes: understanding, explaining, reflecting]
Elaborations ScOT Terms
ACLARC027 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | Arabic | Languages | F-10 curriculum
ACLARU032
Explore how spoken and written forms of Arabic can be used for different purposes and audiences, in different contexts and situations, and with specific meanings and intentions[Key concepts: formality, register, intention; Key processes: analysing, e …
Elaborations ScOT Terms
ACLARU032 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | Arabic | Languages | F-10 curriculum
ACLARU034
Understand the symbolic nature and influence of language in local and global contexts and how the use of language determines the nature of intercultural communication[Key concepts: symbolism, globalisation, new terminology; Key processes: exploring, reflecting, …
Elaborations ScOT Terms
ACLARU034 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | Arabic | Languages | F-10 curriculum
ACLCHC105
Reflect on the reactions and experiences of participants (including their own) in interactions and observe how languages is adapted to communicate effectively in unfamiliar contexts[Key concepts: face, disagreement, approval; Key process: reflecting]
Elaborations ScOT Terms
ACLCHC105 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | Second Language Learner Pathway | Chinese | Languages | F-10 curriculum
ACLCHC198
Interact with and express opinions on a range of imaginative texts [Key concepts: imagination, attitude, beliefs; Key processes: analysing, creating]
Elaborations ScOT Terms
ACLCHC198 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | Background Language Learner Pathway | Chinese | Languages | F-10 curriculum
ACLCHC218
Reflect on how conventions of speech and particular Chinese cultural concepts can influence communication style when using both English and Chinese[Key concepts: face, public, private; Key processes: adjusting, analysing]
Elaborations ScOT Terms
ACLCHC218 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | Background Language Learner Pathway | Chinese | Languages | F-10 curriculum