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Elaboration (1) ACLFWC116

translating and interpreting a range of texts, such as narratives, song lyrics, dialogues, posters, using resources such as dictionaries and grammars and considering how to explain elements that involve cultural knowledge or understanding

Elaboration ACLFWU122

analysing a range of texts, identifying their function, use and relationship to different social processes, for example, declaring identity, acknowledging traditional belief systems and ancestors, passing on knowledge and information, mapping resources …

Context statement Indonesian

The place of the Indonesian language and culture in Australia and in the world The languages of the Indonesian archipelago have been used in Australia since contact several centuries ago between the peoples of the islands now known as Indonesia …

Context statement | Indonesian | Languages | F-10 curriculum

Years 7 and 8 Auslan

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 …

Achievement Standard Auslan Years 5 and 6

By the end of Year 6, students use Auslan to interact with people for a range of different purposes. They use descriptive and expressive language to share and compare experiences, ideas and opinions, such as THEATRE GOOD, LONG -really, LONG-really. …

Achievement Standard Auslan Years 9 and 10

By the end of Year 10, students interact with peers, teachers and others using Auslan to communicate about personal interests and broader issues relating to the Deaf community. They participate in class discussions, explaining and clarifying positions, …

Achievement Standard Framework for Aboriginal Languages and Torres Strait Islander Languages Foundation to Year 2

The achievement standards for the Framework for Aboriginal Languages and Torres Strait Islander Languages LR pathway are generalised in order to cater for the wide range of languages which may be learnt as an LR within the school context. The …

Achievement Standard Framework for Aboriginal Languages and Torres Strait Islander Languages Years 7 to 10

The achievement standards for the Framework for Aboriginal Languages and Torres Strait Islander Languages Second Language Learner Pathway are generalised in order to cater for the range of languages that may be learnt as an L2 in the school context. The …

Achievement Standard French Years 7 and 8

By the end of Year 8, students use French to interact with each other, teachers and online French-speaking contacts, to exchange information, opinions, experiences, thoughts and feelings about themselves, their families and friends. They initiate and …

Achievement Standard Japanese Years 7 and 8

By the end of Year 8, students use Japanese to interact with peers, the teacher and others to exchange information, recount experiences and express opinions. They use verb ましょう for planning and making arrangements and offering suggestions. They …

Achievement Standard Turkish Years 5 and 6

By the end of Year 6, students use spoken and written Turkish to interact by sharing ideas and experiences, for example, 23 Nisan Ulusal Egemenlik ve Çocuk Bayramında ben şiir okudum. Ramazan Bayramında dedem bana harçlık verdi. When interacting, …

Achievement Standard Turkish Years 7 and 8

By the end of Year 8, students use spoken and written Turkish to initiate and sustain social interactions and to reflect on their experiences. They exchange ideas on topics such as Türkiye’ye ilk ziyaret, Avustralya’ya ilk geliş and offer and …

Achievement Standard Turkish Years 9 and 10

By the end of Year 10, students interact in written and spoken Turkish to exchange and compare views and experiences on personal, local and global issues, for example, liseyi bitirince Türkiye’de üniversiteye gitmek istiyorum, okulu bitirdikten …

Achievement Standard Vietnamese Years 7 and 8

By the end of Year 8, students use spoken and written Vietnamese to initiate and sustain interactions with peers, teachers, family members and other known adults, and to engage in transactions and exchange ideas and experiences. They ask and respond …

Elaboration (1) ACLARU034

recognising that language and cultural practices are interconnected, for example, by identifying religious origins or connotations associated with places such as كربلاء؛ مكة الكرمة؛ أورشليم المقدسة؛ ديرالزور, or by identifying ways in which the residual …

Elaboration (4) ACLFRC020

swapping or borrowing from each other’s language resources such as word lists to complete shared learning tasks, for example, building an action wall or making adjective-snake-sentences (le chien est: petit, noir, fatigué, triste; Maman est: grande, mince, …

Elaboration ACLFRC023

using simple descriptive language and supporting resources to introduce family members and friends, identifying relationships (c’est mon cousin/ma sœur/ma grand-mère/mon copain) and cultural backgrounds (il est chinois/espagnol/australien)

Elaboration (2) ACLFRC023

presenting information on events or topics of possible interest to French children of their own age (for example, les fêtes d’anniversaire, les vacances or les copains), using multimodal resources and realia support and building vocabulary to describe …

Elaboration (1) ACLFRU032

recognising how different textual elements combine to make meaning (for example, the images, font and script of a web page; the layout, title and illustrations in a picture book; the highlighting of names, dates and times on an invitation), and copying …

Elaboration ACLFRC041

creating a website for a contact group of French students, posting information on own interests and experiences (for example, les vacances, les amis, les sports, les médias), and using resources such as sound, visuals or graphics to highlight elements …

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