Elaboration (18) ACLINU115

referring to events and time using frequency markers (for example, sering kali, sekali-sekali, belum pernah, hampir tidak pernah) and time indicators, for example, tadi malam, nanti, nanti sore, sekarang, pada masa depan, yang akan datang, waktu liburan …

Elaboration (18) | ACLINU115 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | Indonesian | Languages | F-10 curriculum

Context statement Turkish

The place of the Turkish language and culture in Australia and the world Turkish is the official language of the Republic of Turkey and one of the official languages of Cyprus. It originated many centuries ago in the Northern Siberian …

Context statement | Turkish | Languages | F-10 curriculum

ACLINC008

Translate familiar words and phrases, using visual cues and word lists, noticing how words may have similar or different meanings[Key concepts: similarity, difference; Key process: noticing]

Elaborations ScOT Terms

ACLINC008 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | Indonesian | Languages | F-10 curriculum

ACLINC025

Translate using textual cues such as pictures, layout and key words to predict meaning, and comment on the non-equivalence of words due to cultural differences[Key concepts: gist, meaning; Key processes: translating, predicting]

Elaborations ScOT Terms

ACLINC025 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | Indonesian | Languages | F-10 curriculum

ACLINU114

Recognise pronunciation of compound words and polysyllabic words, and use of rhythm and stress in complex sentences[Key concepts: fluency, rhythm; Key processes: reproducing, experimenting]

Elaborations ScOT Terms

ACLINU114 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | Indonesian | Languages | F-10 curriculum

ACLJAU156

Engage with authentic spoken language, recognising how words blend and understanding the relationship between sounds, words and meaning[Key concepts: phonemic awareness, spelling, rhythm; Key processes: identifying, discriminating, pronouncing, spell …

Elaborations ScOT Terms

ACLJAU156 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | Japanese | Languages | F-10 curriculum

ACLKOC122

Translate familiar words and phrases, using visual cues and word lists, explaining the meaning of particular words, gestures and expressions[Key concepts: similarity, difference; Key processes: noticing]

Elaborations ScOT Terms

ACLKOC122 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | Korean | Languages | F-10 curriculum

ACLMGC110

Translate familiar words or phrases using visual cues or word lists, explaining the meaning of particular words, gestures or expressions[Key concepts: language, vocabulary, meaning; Key processes: demonstrating, explaining, comparing]

Elaborations ScOT Terms

ACLMGC110 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | Modern Greek | Languages | F-10 curriculum

ACLTUC025

Identify common spoken Turkish expressions, words or gestures that translate/do not translate readily into English and words that are used in both languages[Key concepts: equivalence, translation; Key processes: comparing, translating, explaining]

Elaborations ScOT Terms

ACLTUC025 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | Turkish | Languages | F-10 curriculum

ACLVIC130

Translate and interpret words and expressions in simple Vietnamese and English texts, noticing similarities and differences or non-equivalence of words and expressions[Key concept: equivalence; Key process: comparing translations]

Elaborations ScOT Terms

ACLVIC130 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | Vietnamese | Languages | F-10 curriculum

Achievement Standard Chinese Years 9 and 10

By the end of Year 10, students use spoken and written Chinese to sustain extended interactions with familiar and unfamiliar participants in a range of contexts (for example, interacting with Chinese-speaking students online; using Chinese to …

Achievement Standard | Achievement Standards | Years 9 and 10 | Years F–10 Sequence | Second Language Learner Pathway | Chinese | Languages | F-10 curriculum

Achievement Standard Korean Foundation to Year 2

By the end of Year 2, students interact with peers and teachers through play- and action-related talk, exchanging greetings and introducing themselves (for example, 안녕하세요?; 안녕?; 저는 ...이에요/예요 used as a set phrase) with gestures. They respond to …

Achievement Standard | Achievement Standards | Foundation to Year 2 | Years F–10 Sequence | Korean | Languages | F-10 curriculum

Foundation to Year 2 Indonesian

The nature of the learners Children enter the early years of schooling with established oracy skills in one or more languages and varying degrees of early literacy capability. For young students, learning typically focuses on their immediate world of …

Foundation to Year 2 | Years F–10 Sequence | Indonesian | Languages | F-10 curriculum

Foundation to Year 2 Vietnamese

The nature of the learners Children enter the early years of schooling with varying degrees of early literacy capability in Vietnamese and/or English. For young students, learning typically focuses on their immediate world of family, home, school, friends …

Foundation to Year 2 | Years F–10 Sequence | Vietnamese | Languages | F-10 curriculum

Achievement Standard Chinese Years 3 and 4

By the end of Year 4, students use spoken and written Chinese in simple personal interactions with familiar participants about self, family, people, places, routine, school life, and their own interests and preferences, for example, 你叫什么名字？ 你上几年级？ …

Achievement Standard | Achievement Standards | Years 3 and 4 | Years F–10 Sequence | Second Language Learner Pathway | Chinese | Languages | F-10 curriculum

Achievement Standard Indonesian Foundation to Year 2

By the end of Year 2, students interact with teachers and peers through play- and action-related language. They use greetings such as Selamat pagi/siang and respond to instructions such as Berdirilah, Masuklah through actions. Students pronounce the vowel …

Achievement Standard | Achievement Standards | Foundation to Year 2 | Years F–10 Sequence | Indonesian | Languages | F-10 curriculum

Elaboration ACLCLU024

developing vocabulary lists pertinent to particular reading, for example, philosophical words, poetic words and military words, such as στρατός, στρατηγός, στρατιώτης, στρατόπεδον

Elaboration | ACLCLU024 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | Classical Greek | Framework for Classical Languages | Languages | F-10 curriculum

Achievement Standard Japanese Foundation to Year 2

By the end of Year 2, students interact with the teacher and peers through play- and action-related language. They use formulaic expressions and appropriate gestures in everyday interactions such as exchanging greetings and farewells, for example, …

Achievement Standard | Achievement Standards | Foundation to Year 2 | Years F–10 Sequence | Japanese | Languages | F-10 curriculum

ACLCHU042

Discriminate between similar or related syllables and words by listening with attention to intonation, stress and phrasing

Elaborations ScOT Terms

ACLCHU042 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | Second Language Learner Pathway | Chinese | Languages | F-10 curriculum

ACLITC010

Create a personal or shared record of ‘interesting’ words in Italian[Key concepts: similarity, difference; Key process: comparing]

Elaborations ScOT Terms

ACLITC010 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | Italian | Languages | F-10 curriculum