Elaboration (3) ACLSPU016

recognising the influence of Spanish on English and other languages by identifying loan words such as ‘patio’, ‘tango’, ‘taco’, ‘chocolate’, ‘tomato’, ‘guacamole’ and ‘siesta’, noting how they are pronounced by English speakers and considering the types …

Elaboration (3) | ACLSPU016 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | Spanish | Languages | F-10 curriculum

Elaboration (2) ACLTUU016

creating a class record of Turkish words used in English, such as doner kebab, shish kebab, yoghurt, dolma, cacik, comparing how these words are pronounced in the two languages

Elaboration (2) | ACLTUU016 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | Turkish | Languages | F-10 curriculum

Elaboration (1) ACLTUC025

translating and matching words to describe family members and relatives in Turkish and English, finding examples of words that have no English equivalents, such as dayı/amca/enişte, hala/yenge/teyze, ağabey/abla

Elaboration (1) | ACLTUC025 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | Turkish | Languages | F-10 curriculum

Elaboration (3) ACLTUU029

learning that Turkish syllables only have one vowel, and that apart from loan words, they never have vowel sequences; applying this understanding through activities such as creating words by matching different prefixes and suffixes

Elaboration (3) | ACLTUU029 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | Turkish | Languages | F-10 curriculum

Elaboration (2) ACLTUU033

finding English words used in Turkish, such as web sitesi, Twitter, tişört and blucin, considering differences between these and the types of Turkish words used in English

Elaboration (2) | ACLTUU033 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | Turkish | Languages | F-10 curriculum

Elaboration (3) ACLTUU033

identifying loan words from other languages, for example, tren, doktor, baklava, çikolata, sıfır, şeker, tiyatro, balkon, discussing why particular kinds of words are more likely to be adopted

Elaboration (3) | ACLTUU033 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | Turkish | Languages | F-10 curriculum

Elaboration (7) ACLTUU101

classifying loan words from English used in Turkish in terms of domains of language use, for example, technological words such as, televizyon, radyo, internet, video, cd

Elaboration (7) | ACLTUU101 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | Turkish | Languages | F-10 curriculum

Achievement Standard Hindi Foundation to Year 2

By the end of Year 2, students interact with the teacher and peers to exchange greetings and talk about themselves and their families, for example, नमस्ते, आप कैसे हैं?, मेरा नाम गीता है, आप का क्या नाम है? मेरे घर में चार लोग हैं। मेरा एक भाई …

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

Achievement Standard Korean Years 3 and 4

By the end of Year 4, students use Korean to interact in classroom routines, action-related talk and play with teachers and peers. They exchange personal information relating to aspects such as age or interests, using simple questions and short statements …

Achievement Standard | Achievement Standards | Years 3 and 4 | Years F–10 Sequence | Korean | Languages | F-10 curriculum

Achievement Standard Auslan Years 5 and 6

By the end of Year 6, students discuss aspects of their daily lives, social activities and school experience and respond to each other’s comments. They describe relationships and characteristics of people and objects and express feelings and preferences, …

Achievement Standard | Achievement Standards | Years 5 and 6 | Years F–10 Sequence | Second Language Learner Pathway | Auslan | Languages | F-10 curriculum

Achievement Standard French Years 3 and 4

By the end of Year 4, students interact with teachers and each other through classroom routines, action-related talk and play. They exchange greetings and wishes, respond to familiar instructions and to questions such as Qu’est-ce que c’est? …

Achievement Standard | Achievement Standards | Years 3 and 4 | Years F–10 Sequence | French | Languages | F-10 curriculum

Achievement Standard Indonesian Years 7 and 8

By the end of Year 8, students share factual information and opinions about their personal and immediate worlds, including personal details, family, pets, friends, pastimes, school and neighbourhood. They interact with others orally and in writing, asking …

Achievement Standard | Achievement Standards | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | Indonesian | Languages | F-10 curriculum

Achievement Standard Vietnamese Foundation to Year 2

By the end of Year 2, students interact with the teacher and peers through action-related talk and play. They introduce themselves and others, and express thanks, likes and dislikes, needs and wishes, for example, Tôi tên là Lan. Cảm ơn bạn. Tôi …

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

Achievement Standard Vietnamese Years 5 and 6

By the end of Year 6, students use spoken and written Vietnamese for classroom interactions and to share ideas and opinions and express feelings. They exchange information about aspects of their daily life, school, friends and leisure activities. …

Achievement Standard | Achievement Standards | Years 5 and 6 | Years F–10 Sequence | Vietnamese | Languages | F-10 curriculum

ACLARC110

Translate familiar Arabic and English words, phrases and expressions, using visual cues and word lists, and explain the meaning of particular words and verbal and non-verbal expressions[Key concepts: meaning, expression; Key processes: noticing, matching, …

Elaborations ScOT Terms

ACLARC110 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | Arabic | Languages | F-10 curriculum

ACLJAC116

Translate words and familiar phrases used in everyday situations from Japanese into English and vice versa, noticing how some words are shared between Japanese and English[Key concepts: meaning, translation, explanation; Key processes: translating, demonstrating, …

Elaborations ScOT Terms

ACLJAC116 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | Japanese | Languages | F-10 curriculum

ACLKOU185

Understand and use some words and expressions that reflect Korean culture, noticing those that need additional explanation to convey their original meaning in translation[Key concepts: culture-specific words, idioms, expressiveness; Key processes: predicting, …

Elaborations ScOT Terms

ACLKOU185 | Content Descriptions | Years 7 and 8 | Years F–10 Sequence | Korean | Languages | F-10 curriculum

ACLKOU033

Understand and use a range of vocabulary associated with different aspects of everyday life, such as basic honorific or humble words, and identify culture-embedded words and expressions[Key concepts: honorification, idioms, terminology, culture; Key processes: …

Elaborations ScOT Terms

ACLKOU033 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | Korean | Languages | F-10 curriculum

ACLMGC127

Translate and interpret words, phrases and sentences used in familiar environments such as school and home, recognising how they may have similar or different meanings to words in English or other known languages[Key concepts: equivalence, personal world; …

Elaborations ScOT Terms

ACLMGC127 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | Modern Greek | Languages | F-10 curriculum

ACLMGU135

Understand that languages change over time and that they influence each other, recognising words in English that are derived from Greek and words in Greek that are derived from other languages[Key concepts: continuity, change; Key processes: identifying, …

Elaborations ScOT Terms

ACLMGU135 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | Modern Greek | Languages | F-10 curriculum