Elaboration (2) ACLFWU126
exploring the use of the target language, English, Aboriginal English and creoles in the speech community, and understanding the nature of Indigenous multilingualism
Elaboration (2) | ACLFWU126 | Content Descriptions | Years 7 to 10 | Years F–10 Sequence | Second Language Learner Pathway (L2) | Framework for Aboriginal Languages and Torres Strait Islander Languages | Languages | F-10 curriculum
Achievement Standard Hindi Years 9 and 10
By the end of Year 10, students initiate, sustain and extend a range of spoken and written formal and informal interactions about young people’s interests, behaviours and values, for example, आप कब वापस आये?, आप के जीवन में सुखी जीवन को व्यतीत …
Achievement Standard | Achievement Standards | Years 9 and 10 | Years F–10 Sequence | Hindi | Languages | F-10 curriculum
Achievement Standard Hindi Years 9 and 10
By the end of Year 10, students use written and spoken Hindi in familiar and unfamiliar contexts to discuss and compare experiences and to express views on local and global issues, for example, पारिवारिक सम्बन्ध या सामाजिक मीडिया का उपयोग – डिजिटल …
Achievement Standard | Achievement Standards | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | Hindi | Languages | F-10 curriculum
Achievement Standard Japanese Years 7 and 8
By the end of Year 8, students interact with one another and the teacher in classroom routines and activities, exchanging greetings, wishes and information about their personal and social worlds. They use gestures and formulaic expressions appropriately, …
Achievement Standard | Achievement Standards | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | Japanese | Languages | F-10 curriculum
Achievement Standard Japanese Years 9 and 10
By the end of Year 10, students use written and spoken Japanese to interact with peers, the teacher and other Japanese speakers to exchange information and opinions about personal interests and experiences. With support they share information …
Achievement Standard | Achievement Standards | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | Japanese | Languages | F-10 curriculum
Achievement Standard Vietnamese Years 9 and 10
By the end of Year 10, students use spoken and written Vietnamese to initiate, sustain and extend interactions with peers, teachers and others in a range of contexts and for a range of purposes, such as to explore peers’ perspectives on youth …
Achievement Standard | Achievement Standards | Years 9 and 10 | Years F–10 Sequence | Vietnamese | Languages | F-10 curriculum
Achievement Standard Auslan Years 7 and 8
By the end of Year 8, students interact with the teaching team, class visitors and each other to share information about themselves, their families, friends, routines, pastimes and experiences. They refer to family members and classmates using …
Achievement Standard | Achievement Standards | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | First Language Learner Pathway | Auslan | Languages | F-10 curriculum
What is the Framework? Framework for Aboriginal Languages and Torres Strait Islander Languages
The Framework for Aboriginal Languages and Torres Strait Islander Languages (the Framework) is the first national curriculum document Foundation to Year 10 to provide a way forward for all schools in Australia to support the teaching and learning of the …
What is the Framework? | Framework for Aboriginal Languages and Torres Strait Islander Languages | Languages | F-10 curriculum
Years 3 and 4 Arabic
The nature of the learners At this level, children are developing awareness of their social worlds and their membership of various groups, including the Arabic class. They are further developing literacy capabilities in both Arabic and English, as well …
Years 3 and 4 | Years F–10 Sequence | Arabic | Languages | F-10 curriculum
Years 3 and 4 French
The nature of the learners At this level, children are developing awareness of their social worlds and of their memberships of various groups including of the French class. They are developing literacy capabilities in English, such as writing in the …
Years 3 and 4 | Years F–10 Sequence | French | Languages | F-10 curriculum
Years 7 and 8 Indonesian
The nature of the learners Students are beginning their study of Indonesian and typically have had little prior exposure to the language and associated cultures. Many will have learnt an additional language in primary school, some have proficiency in …
Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | Indonesian | Languages | F-10 curriculum
Achievement Standard Hindi Years 5 and 6
By the end of Year 6, students use spoken and written Hindi to exchange personal information and experiences, to give opinions and express feelings. When interacting with others, they use expressive and descriptive language, for example, नमस्ते …
Achievement Standard | Achievement Standards | Years 5 and 6 | Years F–10 Sequence | Hindi | Languages | F-10 curriculum
Years 3 and 4 Korean
The nature of the learners At this level, children are developing awareness of their social world and membership of various groups, including of the Korean class. They have developed initial literacy in English and this helps to some degree in learning …
Years 3 and 4 | Years F–10 Sequence | Korean | Languages | F-10 curriculum
Elaboration ACLGEU135
exploring some similarities between Germanic languages, such as Dutch, English and German cognates
Elaboration | ACLGEU135 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | German | Languages | F-10 curriculum
Elaboration ACLGEC162
creating English captions, commentaries or subtitles for German multimodal texts, or vice versa
Elaboration | ACLGEC162 | Content Descriptions | Years 7 and 8 | Years F–10 Sequence | German | Languages | F-10 curriculum
Elaboration (2) ACLHIC026
translating exchanges between characters in favourite stories from Hindi into English
Elaboration (2) | ACLHIC026 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | Hindi | Languages | F-10 curriculum
Elaboration (1) ACLHIC029
demonstrating gestures or behaviours that they feel ‘belong’ in Hindi but not in English or vice versa
Elaboration (1) | ACLHIC029 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | Hindi | Languages | F-10 curriculum
Elaboration (2) ACLINC008
noticing aspects of Indonesian and English that are the same, such as the alphabet and some sounds
Elaboration (2) | ACLINC008 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | Indonesian | Languages | F-10 curriculum
Elaboration (2) ACLINC060
creating digital texts such as songs or dialogues with options for displaying in either Indonesian or English
Elaboration (2) | ACLINC060 | Content Descriptions | Years 7 and 8 | Years F–10 Sequence | Indonesian | Languages | F-10 curriculum
Elaboration ACLITU036
maintaining a record of loan words from English to Italian and from Italian to English, noting how borrowing relates to cultural change, for example, new terms for technologies, or the use of Italian words in English advertisements or English words in …
Elaboration | ACLITU036 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | Italian | Languages | F-10 curriculum