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Elaboration (4) ACLTUU066

collecting and comparing language samples that show how people vary their language based on their relationships with others, different situations, social status and ethnic background, for example, language used by teachers and students at school, politicians’ …

Elaboration (4) ACLTUU068

identifying changes in ways of communicating in Turkish or English in today’s society that reflect changes in cultural and social practices, for example, Allahaısmarladık/hoşça kal! Allaha emanet ol/İyi yolculuklar

Elaboration (1) ACLTUU083

tracking variations in language use among different community or social groups, identifying how they reflect cultural values, hierarchies or relationships, for example, language used between members of sporting or interest groups

Elaboration (3) ACLTUC086

describing and comparing accounts of social activities or special community celebrations or events, for example, Cumhuriyet Bayraminda ben şiir okudum, Ramazan Bayramında dedem bana harçlık verdi

Elaboration (2) ACLTUC106

conducting surveys and reporting on attitudes among peers and family members towards issues such as the impact of social media and technology on communication or environmental concerns, reporting back to the class on perceived differences in perspect …

Elaboration (4) ACLTUC106

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

Elaboration (3) ACLTUC108

discussing concepts such as courage, loyalty and social justice embodied in characters such as Karaoğlan, Köroğlu, Kara Murat, considering the relevance of such concepts and portrayals to their own lives

Elaboration (2) ACLTUC113

comparing choices they consciously make in relation to values or practices typically associated with either Turkish or Australian traditions and priorities, such as social interactions with friends, relationships, educational experience, and considering …

Elaboration (7) ACLTUU118

identifying how language change reflects social, political and historical influences and events, for example, the change of Turkish script firstly to Arabic during the Ottoman period under the leadership of the sultans and then to modern Turkish script …

Elaboration (1) ACLVIC161

investigating a social, environmental or cultural issue such as cyber bullying or cultural maintenance and presenting the findings summarising opinions, attitudes and comments collected from surveys, interviews or media sources

Elaboration (1) ACLVIC177

synthesising information from diverse sources, such as newspapers, magazines, online articles, television news/programs, class surveys or social network profiles, comparing and evaluating the reliability of information

Elaboration (5) ACLVIC177

analysing articles written by different people, for example, an educator, a welfare worker and a politician, on a social issue such as bullying, identifying different perspectives and the tone of each article, for example, sympathetic, assertive or r …

Elaboration (4) ACLVIC179

discussing with peers how social context and cultural values influence a writer’s representation of issues and topics, for example, how the author’s background or concept of filial piety shapes the characters’ reactions and decisions in regard to their …

Elaboration (2) ACLVIC180

creating a range of texts, such as stories, songs, skits or comics, considering main characters, themes, settings and plots, for diverse audiences, for example, children, peers, parents, teachers and social or interest groups

Elaboration (3) ACLVIU185

applying knowledge of pronunciation, intonation, tone and pace to own use of spoken Vietnamese for a range of social interactions, for example, asking questions or expressing emotions such as happiness, sadness, surprise or excitement

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 French Years 9 and 10

By the end of Year 10, students use written and spoken French to socialise with peers, teachers and other French speakers in local contexts and online environments. They communicate about immediate and personal interests and involvements (such as family, …

Achievement Standard Italian Years 7 and 8

By the end of Year 8, students use spoken and written Italian to interact in a range of personal and social contexts. They describe or present people, places, events or conditions; discuss likes, dislikes and preferences; present information; recount …

Years 7 and 8 French

The nature of the learners These years represent a transition to secondary school. Students in this pathway are continuing to study French, bringing with them an established capability to interact in different situations, …

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

Years 9 and 10 French

The nature of the learners At this level, students bring existing knowledge of French language and culture and a range of learning strategies to their learning. They are increasingly aware of the world beyond their own and are engaging with youth-related …

Years 9 and 10 | Years F–10 Sequence | French | Languages | F-10 curriculum

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Cross Curriculum Priorities