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Elaboration (3) ACLSPU035

considering how the process of moving between standard/national languages and regional languages such as Catalan or Basque reflects personal, social and political histories

Elaboration (3) ACLTUC035

participating in online exchanges such as video blogs with sister schools in Turkey or other Turkish-speaking contexts, comparing interests, routines and social activities

researching aspects of young people’s lifestyles across Turkish-speaking cultures and contexts, identifying and comparing the influence of factors such as geography, climate, social and community environments

Elaboration (2) ACLTUU067

monitoring their own and others’ use of new forms of language, behaviour and self-expression across different contexts such as school and social worlds, including virtual forms of communication

Elaboration ACLTUC069

exploring concepts related to their own and each other’s social worlds, such as equity, the environment, popular culture or gender roles, explaining their views in terms of values and expectations

Elaboration (2) ACLTUC069

using electronic media to communicate with young people in other contexts, discussing aspects of their social lives, such as the importance of popular culture, friendship groups and interests

Elaboration (4) ACLTUC090

using modes of presentation such as photo montages, written journals or recorded interviews to inform members of their extended family overseas about their social and educational experience in Australia

Elaboration (4) ACLTUC093

translating and interpreting familiar social interactions, such as emails, phone conversations or greetings on special occasions, noticing similarities and differences between Turkish and English language versions

Elaboration (3) ACLVIC143

collecting and comparing information from a range of print and digital texts on topics related to personal and social worlds, for example, how to balance schoolwork, hobbies and time with friends

Elaboration ACLVIU173

comparing cultural elements reflected in language use and social norms such as body language, volume of voice, or the use of personal space and silence in different cultural contexts and exchanges

Elaboration (1) ACLVIU173

recognising that some Vietnamese social behaviours, for example, not saying ‘thanks’ or ‘sorry’, and not opening gifts straight away in front of guests, may be misinterpreted by Australians as a lack of courtesy

Elaboration (1) ACLVIU017

recognising that some Vietnamese social behaviours, for example, not saying ‘thanks’ or ‘sorry’, and not opening gifts straight away in front of guests, may be misinterpreted by Australians as lack of courtesy

Elaboration (4) ACLVIU032

comparing and discussing language use in a range of blogs, interviews or transcripts of speeches to determine the target age, gender, social status or educational level of the audience

Years 9 and 10 Japanese

The nature of the learners Students have prior experience of learning Japanese and bring a range of capabilities, strategies and knowledge that can be applied to new learning. They are expanding the range and nature of their learning experiences and …

Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | Japanese | Languages | F-10 curriculum

Years 9 and 10 Korean

The nature of the learners Students have prior experience of learning Korean and bring a range of capabilities, strategies and knowledge that can be applied to new learning. They are expanding the range and nature of their learning experiences and of …

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

Years 7 and 8 Hindi

The nature of the learners The transition to secondary schooling involves social and academic demands that coincide with a period of maturational and physical change. Learners are adjusting to a new school culture with sharper divisions between curriculum …

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

Years 7 and 8 Turkish

The nature of the learners The transition to secondary schooling involves social and academic demands that coincide with a period of maturational and physical change. Learners are adjusting to a new school culture with sharper divisions between curriculum …

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

Achievement Standard Framework for Aboriginal Languages and Torres Strait Islander Languages Years 3 to 6

The achievement standards for the Framework for Aboriginal Languages and Torres Strait Islander Languages First Language Learner Pathway are generalised in order to cater for the range of languages that may be learnt as an L1 in the school context. …

ACLASFC163

Share ideas and feelings about people they know, their daily lives, social activities and the school community[Key concepts: experience, interaction, interests, relationship; Key processes: describing, discussing, responding, comparing, expressing fe …

Elaborations ScOT Terms

ACLCHC017

Interact with teachers and peers in social and class activities, exchanging ideas and opinions, using correct tones[Key concepts: friendship, play, relationships; Key processes: participating, noticing, recognising, listening]