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 | Achievement Standards | Years 7 and 8 | Years F–10 Sequence | Turkish | Languages | F-10 curriculum
Achievement Standard Turkish Years 9 and 10
By the end of Year 10, students use spoken and written Turkish to initiate, sustain and extend interactions with peers, teachers and others in a range of contexts and for a range of purposes. They exchange ideas, opinions and aspirations, for …
Achievement Standard | Achievement Standards | Years 9 and 10 | Years F–10 Sequence | Turkish | Languages | F-10 curriculum
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 | Achievement Standards | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | Turkish | Languages | F-10 curriculum
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 …
Achievement Standard | Achievement Standards | Years 7 and 8 | Years F–10 Sequence | Vietnamese | Languages | F-10 curriculum
Achievement Standard Vietnamese Years 9 and 10
By the end of Year 10, students use written and spoken Vietnamese to initiate and sustain interactions with teachers, peers and adults in familiar contexts, for example, Bạn thích nghe loại nhạc nào? Tôi thích nghe nhạc trẻ. Bạn thích ca sĩ và …
Achievement Standard | Achievement Standards | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | Vietnamese | Languages | F-10 curriculum
Structure
Learner background and time-on-task are two major variables that influence language learning and they provide the basis for the structure of the Australian Curriculum: Languages. These variables are addressed through the specification of content and the …
Structure | Languages | F-10 curriculum
General capabilities
In the Australian Curriculum, general capabilities encompass knowledge, skills, behaviours, and dispositions that, together with curriculum content in each learning area and the cross-curriculum priorities, will enable students to live and work successfully …
General capabilities | Languages | F-10 curriculum
Developing teaching and learning Auslan
Sequences of learning The Australian Curriculum: Languages – Auslan has two learning sequences: one from Foundation to Year 10, and another from Year 7 to Year 10 (Year 7 Entry). The curriculum is written in a series of bands, as follows: Foundation …
Developing teaching and learning | Auslan | Languages | F-10 curriculum
Structure Framework for Aboriginal Languages and Torres Strait Islander Languages
Pathways To cater for differences between the ecologies of languages and the communities who are owners and custodians of those languages, and to cater for students who come from a variety of learner backgrounds, the Framework has three pathways: First …
Structure | Framework for Aboriginal Languages and Torres Strait Islander Languages | Languages | F-10 curriculum
Structure Framework for Classical Languages
Sequences of learning To reflect current custom, practice and the needs of learners in Australian schools, the Framework has been developed for Years 7–10. Strands, sub-strands and threads The following interrelated strands are derived from the …
Structure | Framework for Classical Languages | Languages | F-10 curriculum
ACLARC108
Listen to, view and read to simple imaginative texts, including digital and multimodal texts, and respond by making simple statements about favourite elements and through action, mime, dance, drawing and other forms of expression[Key concepts: imagination, …
Elaborations ScOT Terms
ACLARC108 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | Arabic | Languages | F-10 curriculum
ACLARC142
Share responses to a range of imaginative texts, including multimodal and digital texts, such as cartoons, folk tales, fables and films, by expressing opinions on key ideas, characters and actions, and making connections with own experiences and feelings[Key …
Elaborations ScOT Terms
ACLARC142 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | Arabic | Languages | F-10 curriculum
ACLARC158
Present information to describe, compare and report on ideas and experiences in print, digital and multimodal formats selected to suit audience and purpose[Key concepts: representation, experience, audience; Key processes: describing, summarising, comparing, …
Elaborations ScOT Terms
ACLARC158 | Content Descriptions | Years 7 and 8 | Years F–10 Sequence | Arabic | Languages | F-10 curriculum
ACLARC160
Create and present imaginative texts, including multimodal and digital texts, such as songs, poems, plays, stories or video clips, involving fictional characters, events and contexts, to entertain different audiences[Key concepts: imagination, emotion, …
Elaborations ScOT Terms
ACLARC160 | Content Descriptions | Years 7 and 8 | Years F–10 Sequence | Arabic | Languages | F-10 curriculum
ACLARC162
Create bilingual texts on particular themes or events in different modes, including multimodal and digital modes, such as menus, brochures, cartoons or video clips, explaining culture-specific words and expressions, for example, by using captions and …
Elaborations ScOT Terms
ACLARC162 | Content Descriptions | Years 7 and 8 | Years F–10 Sequence | Arabic | Languages | F-10 curriculum
ACLARC004
Listen to, read and view a range of spoken, written and multimodal texts; identify, sequence and classify key points of information such as details about people and events; and use the information in new ways[Key concepts: information, text; Key processes: …
Elaborations ScOT Terms
ACLARC004 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | Arabic | Languages | F-10 curriculum
ACLARC024
Create imaginative texts in multimodal forms, including digital, that draw on past experiences or future possibilities, experimenting with different techniques[Key concepts: culture, narrative, creativity; Key processes: creating, imagining, entertaining, …
Elaborations ScOT Terms
ACLARC024 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | Arabic | Languages | F-10 curriculum
ACLASFC079
Create imaginative texts designed to engage and/or reflect the interests of specific audiences and to stimulate discussion of cultural issues and experiences[Key concepts: mode, multimodality, visual imagery, metaphor, intercultural experience; Key processes: …
Elaborations ScOT Terms
ACLASFC079 | Content Descriptions | Years 9 and 10 | Years F–10 Sequence | First Language Learner Pathway | Auslan | Languages | F-10 curriculum
ACLCHC212
Summarise and compare factual information about people, places and lifestyles drawn from a range of sources, including multimodal sources [Key concepts: information, values, judgement, bias; Key processes: selecting, comparing]
Elaborations ScOT Terms
ACLCHC212 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | Background Language Learner Pathway | Chinese | Languages | F-10 curriculum
ACLFWC051
Create a range of spoken, written and multimodal texts involving real/imagined contexts and characters[Key concepts: imagination, journey; Key processes: creating, collaborating, performing, composing; Key text types: raps, songs, dances, performances, …
Elaborations ScOT Terms
ACLFWC051 | Content Descriptions | Years 7 to 10 | Years F–10 Sequence | First Language Learner Pathway (L1) | Framework for Aboriginal Languages and Torres Strait Islander Languages | Languages | F-10 curriculum