ACLMGC108
Participate in shared imaginative activities and respond in a variety of ways such as through predicting, singing, chanting, play-acting and movement[Key concepts: character, story; Key processes: action learning, participating in shared reading]
Elaborations ScOT Terms
ACLMGC108 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | Modern Greek | Languages | F-10 curriculum
ACLMGC111
Create simple print or digital texts in Greek and English, such as captions and labels, for the immediate learning environment[Key concepts: meaning, equivalence; Key processes: labelling, displaying]
Elaborations ScOT Terms
ACLMGC111 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | Modern Greek | Languages | F-10 curriculum
ACLMGC139
Interact in class activities, using questions, statements and responses to enhance, demonstrate and share understanding[Key concepts: mindful learning, process, outcome; Key processes: discussing, planning, monitoring, reflecting]
Elaborations ScOT Terms
ACLMGC139 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | Modern Greek | Languages | F-10 curriculum
ACLMGC145
Create bilingual texts and learning resources, such as signs, notices, games, displays, websites or word banks, for the school community[Key concepts: bilingualism, meaning; Key processes: identifying, classifying, selecting, explaining]
Elaborations ScOT Terms
ACLMGC145 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | Modern Greek | Languages | F-10 curriculum
ACLMGC002
Participate in collaborative activities, such as performances and presentations, that involve planning and making arrangements[Key concepts: tasks, performance, transaction, collaborative learning; Key processes: planning and managing tasks, contribu …
Elaborations ScOT Terms
ACLMGC002 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | Modern Greek | Languages | F-10 curriculum
ACLMGC009
Create bilingual texts and resources to support their own learning, such as glossaries and personal dictionaries, digital resources and charts[Key concepts: equivalence, context, meaning; Key processes: translating, interpreting, explaining]
Elaborations ScOT Terms
ACLMGC009 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | Modern Greek | Languages | F-10 curriculum
ACLSPC155
Discuss how it feels to interact in a different language, what they understand by ‘identity’, and whether learning Spanish has any effect on their sense of self[Key concept: intracultural understanding; Key processes: identifying, describing]
Elaborations ScOT Terms
ACLSPC155 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | Spanish | Languages | F-10 curriculum
ACLSPC009
Create simple bilingual texts such as learning resources, online announcements, games and displays for use in the classroom, school or wider community[Key concepts; audience, suitability; Key processes: interpreting, comparing]
Elaborations ScOT Terms
ACLSPC009 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | Spanish | Languages | F-10 curriculum
ACLTUC043
Create bilingual texts such as websites, posters, class journals and menus to support their own learning and to assist interactions with non-Turkish speakers[Key concepts: equivalence, alternatives; Key processes: considering, selecting, translating]
Elaborations ScOT Terms
ACLTUC043 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | Turkish | Languages | F-10 curriculum
ACLTUC094
Create shared bilingual texts and learning resources such as word banks, glossaries, displays and digital presentations[Key concepts: language codes, meaning, equivalence; Key processes: creating, interpreting, exemplifying, explaining]
Elaborations ScOT Terms
ACLTUC094 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | Turkish | Languages | F-10 curriculum
ACLTUC104
Participate in individual and collaborative projects and learning experiences that involve brainstorming, negotiating, transacting, problem-solving and action[Key concepts: discussion, action, responsibility, collaboration; Key processes: problem-solving, …
Elaborations ScOT Terms
ACLTUC104 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | Turkish | Languages | F-10 curriculum
ACLVIC107
Participate in guided group activities such as songs, rhymes, games and transactions, using modelled repetitive language[Key concepts: play, performance, action learning; Key processes: giving and following instructions, active listening, speaking]
Elaborations ScOT Terms
ACLVIC107 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | Vietnamese | Languages | F-10 curriculum
ACLVIC114
Create bilingual texts in both Vietnamese and English for the immediate learning environment such as labels, captions, wall charts and other resources[Key concepts: representation, equivalence; Key processes: labelling, captioning]
Elaborations ScOT Terms
ACLVIC114 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | Vietnamese | Languages | F-10 curriculum
ACLVIC148
Produce a range of bilingual texts and resources for their own language learning and for the school community such as posters, menus, recipes or stories, including multimodal and digital forms[Key concept: linguistic landscape; Key processes: translating, …
Elaborations ScOT Terms
ACLVIC148 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | Vietnamese | Languages | F-10 curriculum
ACLVIC009
Create a range of bilingual texts and resources such as captions, signs, posters, digital picture dictionaries or menus to assist language learning in the classroom and in the school community[Key concepts: meaning, equivalence; Key processes: creating, …
Elaborations ScOT Terms
ACLVIC009 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | Vietnamese | Languages | F-10 curriculum
ACLARC002
Participate in collaborative planning, decision making and shared transactions, using different modes of communication[Key concepts: collaborative learning, performance, presentation; Key processes: planning, listening, deciding, transacting]
Elaborations ScOT Terms
ACLARC002 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | Arabic | Languages | F-10 curriculum
ACLCHC168
Create bilingual texts relating to other learning areas and topics of interest, considering the influence of different roles, relationships, settings and situations when interpreting both Chinese and English[Key concepts: audience, context, bilingualism; …
Elaborations ScOT Terms
ACLCHC168 | Content Descriptions | Years 7 and 8 | Years F–10 Sequence | Background Language Learner Pathway | Chinese | Languages | F-10 curriculum
ACLCHC234
Create bilingual information texts for speakers of Chinese and English in Australia, recognising ‘code-switching’ and how specific vocabulary and terminology from other learning areas can be translated in different settings, such as for an expert or beginner …
Elaborations ScOT Terms
ACLCHC234 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | First Language Learner Pathway | Chinese | Languages | F-10 curriculum
ACLFRC082
Reflect on the experience of learning and using French, considering how intercultural communication involves shared responsibility for meaning making[Key concepts: reciprocity, understanding, intercultural experience; Key processes: communicating, observing, …
Elaborations ScOT Terms
ACLFRC082 | Content Descriptions | Years 9 and 10 | Years F–10 Sequence | French | Languages | F-10 curriculum
ACLGEC011
Reflect on experiences of learning and using another language, and share aspects of own identity, such as age, interests and family background, reflecting on how these impact on intercultural exchange[Key concepts: exchange, identity; Key processes: reflecting, …
Elaborations ScOT Terms
ACLGEC011 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | German | Languages | F-10 curriculum