ACLSPU124
Understand that the English and Spanish languages borrow words from each other[Key concept: word borrowing; Key processes: noticing, listing]
Elaborations ScOT Terms
ACLSPU124 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | Spanish | Languages | F-10 curriculum
Elaboration (1) ACELA1487
identifying commonly used words derived from other cultures
Elaboration (1) | ACELA1487 | Content Descriptions | Year 4 | English | F-10 curriculum
ACLARU118
Recognise that Australia has speakers of many different languages, including Arabic, and that languages borrow words from one another[Key concepts: place, word-borrowing; Key processes: noticing, selecting]
Elaborations ScOT Terms
ACLARU118 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | Arabic | Languages | F-10 curriculum
ACLCHC007
Identify equivalent or similar Chinese words or phrases for familiar objects or terms in English[Key concepts: similarity, difference; Key processes: translating, connecting, interpreting]
Elaborations ScOT Terms
ACLCHC007 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | Second Language Learner Pathway | Chinese | Languages | F-10 curriculum
ACLCHC039
Interpret and translate simple texts used for everyday purposes, identifying actions, words and phrases that do not readily translate into English[Key concept: equivalence; Key processes: interpreting, translating]
Elaborations ScOT Terms
ACLCHC039 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | Second Language Learner Pathway | Chinese | Languages | F-10 curriculum
ACLCHC119
Explain the English meanings of Chinese words and simple phrases heard or seen in everyday social contexts[Key concept: belonging; Key processes: translating, moving between]
Elaborations ScOT Terms
ACLCHC119 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | Background Language Learner Pathway | Chinese | Languages | F-10 curriculum
ACLCHC136
Translate simple English texts into Chinese and vice versa, using strategies for building vocabulary and interpreting intended meaning of words in English and Chinese[Key concepts: morphology, bilingualism; Key processes: identifying, translating, interpreting] …
Elaborations ScOT Terms
ACLCHC136 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | Background Language Learner Pathway | Chinese | Languages | F-10 curriculum
ACLFWC008
Translate words and expressions used in everyday contexts and situations, from the language into other known languages and vice versa[Key concepts: similarity, difference, gesture, sign language; Key processes: noticing, translating, explaining]
Elaborations ScOT Terms
ACLFWC008 | 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
ACLFWC137
Translate frequently used words and phrases, using visual cues and resources such as word lists[Key concepts: similarity, difference, meaning; Key processes: translating, noticing, identifying, explaining]
Elaborations ScOT Terms
ACLFWC137 | 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
ACLFWC074
Translate frequently used words and phrases using visual cues and resources such as word lists[Key concepts: translation, similarity, difference, meaning; Key processes: noticing, identifying, translating]
Elaborations ScOT Terms
ACLFWC074 | 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
ACLHIU015
Recognise that different words, expressions and gestures are used by Hindi speakers to interact with different people in different situations[Key concepts: language variation, respect, difference; Key processes: noticing, selecting, adapting]
Elaborations ScOT Terms
ACLHIU015 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | Hindi | Languages | F-10 curriculum
ACLINU029
Recognise and reproduce pronunciation conventions, including loan words from English and intonation for questions, statements and commands.[Key concept: intonation; Key processes: imitating, discriminating sounds]
Elaborations ScOT Terms
ACLINU029 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | Indonesian | Languages | F-10 curriculum
ACLINU046
Notice pronunciation of phonemes such as ng/ngg/ny, and notice the difference in pronunciation of loan words from English[Key concepts: loan, emphasis; Key processes: experimenting, predicting]
Elaborations ScOT Terms
ACLINU046 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | Indonesian | Languages | F-10 curriculum
ACLINU102
Notice connections between language and culture in intercultural language use, recognising how words and expressions may be culture-specific[Key concept: interdependence; Key processes: analysing, making connections]
Elaborations ScOT Terms
ACLINU102 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | Indonesian | Languages | F-10 curriculum
ACLJAU125
Recognise that Japanese and English borrow words and expressions from each other and from other languages[Key concepts: language, change, word borrowing; Key processes: noticing, recognising, classifying]
Elaborations ScOT Terms
ACLJAU125 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | Japanese | Languages | F-10 curriculum
ACLVIU138
Recognise that languages change over time and influence one another[Key concepts: loan words, dynamic systems, language variation; Key processes: observing, identifying]
Elaborations ScOT Terms
ACLVIU138 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | Vietnamese | Languages | F-10 curriculum
ACLFWC136
Create and present shared stories, songs and performances, using familiar words and patterns and support materials[Key concepts: story, performance; Key processes: retelling, singing, re-enacting, dancing, drawing, performing; Key text types: songs, dances, …
Elaborations ScOT Terms
ACLFWC136 | 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
ACLFWC070
Locate specific words and familiar phrases in texts such as charts, lists, photos, maps, and use information to complete guided oral and written tasks[Key concepts: natural and built environment, community life, Indigenous knowledge; Key processes: identifying, …
Elaborations ScOT Terms
ACLFWC070 | 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
ACLFWC073
Create and present shared stories, songs and performances using familiar words and patterns and support materials[Key concepts: story, performance; Key processes: retelling, singing, re-enacting, dancing, drawing, performing; Key text types: songs, dance, …
Elaborations ScOT Terms
ACLFWC073 | 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
ACLGEU118
Recognise that Australia has speakers of many different languages, including German, and that German and English borrow words and expressions from each other[Key concepts: multilingualism, culture, community; Key processes: observing, exploring, reco …
Elaborations ScOT Terms
ACLGEU118 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | German | Languages | F-10 curriculum