Search

Nature and purpose of the Framework Framework for Classical Languages

Classical languages are distinct within the languages learning area of the Australian Curriculum. While they have ceased to be languages of everyday communication, Classical languages provide a key to the literature, history, thought and culture of the …

Nature and purpose of the Framework | Framework for Classical Languages | Languages | F-10 curriculum

Elaboration (1) ACLARU134

understanding that Arabic as a language has a standard form called اللغة العربية الفصحى, which is mainly used in writing, and a range of spoken dialects that differ greatly from region to region, for example, Lebanese, Egyptian, Sudanese and the Iraqi …

Elaboration (4) ACLARU015

understanding that the Arabic language has a standard form called Al Fusha, اللغة العربية الفصحى, which is mainly used in writing, and a range of oral dialects that differ greatly from region to region, for example, regional dialects from Lebanon, Palestine, …

Elaboration ACLHIU033

understanding that there is a standard form of Hindi called मानक हिंदी which is used in writing and spoken by many people, and also many spoken dialects that differ from region to region, for example, ब्रज भाषा, अवधी

Elaboration ACLHIU105

understanding that there is a standard form of Hindi, मानक हिंदी used in writing and spoken by many people, and also a range of spoken dialects that differ from region to region, for example, ब्रज भाषा, अवधी

Elaboration (2) ACLINU117

examining variations in language used in face-to-face and written/online communication, particularly noticing colloquial language and how it differs from standard forms, for example, kasih aku coklat, dong; boleh minta coklat, Bu

Elaboration (1) ACLKOU035

examining variations in language used in face- to-face and written and digital communication, particularly noticing colloquial language and how it differs from standard forms, for example, more frequent use of contractions, acronyms, omission of case …

Elaboration (5) ACLASFU072

identifying culturally significant attitudes and beliefs conveyed through Auslan that relate to history, significant individuals, places or events, for example, attitudes to spoken language that reflect the history of suppression of signed languages, …

Elaboration (1) ACLFRC110

finding connections between French language and culture and areas of the curriculum such as history, music, science, sport or the arts (for example, le ballet, Marcel Marceau, Zaz, Zinedine Zidane, le Tour de France, Louis Pasteur), and reporting on particular …

Elaboration (3) ACLHIC062

translating short excerpts from traditional fables and legends, identifying words and expressions that reflect cultural values or history and are difficult to express in English, for example, गृहप्रवेश, सात्विक, भक्ति

Elaboration ACLINC106

locating specific ideas and information about youth and environmental issues or ideas related to geography, history, health or science in texts such as advertisements, video clips, job vacancies, reports, magazine articles, reviews and graffiti, and presenting …

Elaboration ACLITC119

listening to, viewing or reading texts that depict aspects of Italian culture, art, history or geography, and sharing the information with others, for example, comparing online tourist brochures, and reading or viewing a series of advertisements and creating …

Elaboration (2) ACLKOC175

listening to, viewing and reading texts that reflect different aspects of Korean culture, art, history or geography, noting key words, specialised terms or points of information to be re-used when sharing the information in print and digital forms such …

Elaboration (2) ACLKOC177

reflecting on ways people, places and experiences are expressed in imaginative texts, and comparing them with those expressed in own and peers’ work and in the work of artists or authors encountered in other learning areas such as the arts, English or …

Elaboration ACLTUC106

viewing, reading, listening to texts such as documentaries or travel brochures, which depict aspects of Turkish culture, art, history or geography, summarising the information to share with others, for example, by preparing a digital display or photo …

Elaboration (1) ACLCHU208

recognising the influences of other languages and cultures on the Chinese language (for example, and the use of code-switching), and exploring how language choice (such as communicating in regional Chinese, English, standard Chinese or youth slang) indicates …

Elaboration (6) ACLCLU007

learning the standard system of transliteration of Greek into English letters, for example, δ = d, χ = ch, αι = ae

Years 5 and 6 Chinese

The nature of the learners Students use their bilingual and bicultural capabilities and understandings within the world of their own experience and imagination and draw on some topics from other learning areas. They are extending their knowledge of language …

Years 7 and 8 Chinese

The nature of the learners Students understand the ways in which they use more than one language in their daily lives. They understand the differences between the Chinese and English oral and written language systems and begin to extend their knowledge …

Years 7 and 8 Italian

The nature of the learners These years represent a transition to secondary school. Students in this pathway are continuing to study Italian, bringing with them an established capability to interact in different situations, to engage with a variety of …

Years 7 and 8 | Years F–10 Sequence | Italian | Languages | F-10 curriculum

Curriculum Types

Curriculum Elements Types

General Capabilities

Cross Curriculum Priorities