ACLCLU053
Understand concepts of accidence and syntax used in complex Latin sentences, including subordinate clauses, non-finite verb forms, pronoun forms, mood, voice, and conventions of complex sentence structure[Key concepts: grammatical system, case, conjugation, …
Elaborations ScOT Terms
ACLCLU053 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | Latin | Framework for Classical Languages | Languages | F-10 curriculum
ACLCLU054
Expand vocabulary by using a range of strategies, including knowledge of roots, cognates and derivatives, and use dictionaries to determine the meaning of unfamiliar vocabulary in specific contexts[Key concepts: vocabulary, connections; Key processes: …
Elaborations ScOT Terms
ACLCLU054 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | Latin | Framework for Classical Languages | Languages | F-10 curriculum
ACLCLU055
Analyse the structure and features of different text types in Latin, exploring how they relate to context, purpose and audience[Key concepts: text organisation, genre; Key processes: analysing, explaining and comparing, intertextualising]
Elaborations ScOT Terms
ACLCLU055 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | Latin | Framework for Classical Languages | Languages | F-10 curriculum
ACLCLU056
Understand that Latin became the official language of the Roman empire and facilitated the spread of Roman civilisation and culture, and that Latin continues to enrich English through specialist vocabulary and abstract concepts embodied in the language[Key …
Elaborations ScOT Terms
ACLCLU056 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | Latin | Framework for Classical Languages | Languages | F-10 curriculum
ACLCLU057
Discuss how the Roman world has influenced modern society, culture and political structures, such as literature, art, medical and scientific practices, government and infrastructure[Key concepts: ancient/modern, aesthetics, time (the past in the present); …
Elaborations ScOT Terms
ACLCLU057 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | Latin | Framework for Classical Languages | Languages | F-10 curriculum
ACLCLU058
Identify how cultural values, attitudes and beliefs of the Romans are embedded in their language[Key concepts: language, culture, interdependence, attitude, value and belief; Key processes: analysing, conceptualising, explaining and comparing]
Elaborations ScOT Terms
ACLCLU058 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | Latin | Framework for Classical Languages | Languages | F-10 curriculum
ACLCLU059
Question and explain own and others’ reactions to and assumptions about the language, culture and values of Roman society, discussing how these relate to own language and culture[Key concepts: attitude, value and belief; identity; Key processes: reflecting, …
Elaborations ScOT Terms
ACLCLU059 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | Latin | Framework for Classical Languages | Languages | F-10 curriculum
ACLCLU060
Reflect on self as a language learner, explaining how the study of Latin influences own style of communicating, ways of thinking and viewing the world[Key concepts: identity, interconnection across concepts, influence; Key processes: connecting, reflecting, …
Elaborations ScOT Terms
ACLCLU060 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | Latin | Framework for Classical Languages | Languages | F-10 curriculum
ACLFRC001
Interact with each other and the teacher using simple language and gestures for exchanges such as greetings and farewells, thanks and introductions, and for talking about self and family[Key concepts: self, family, home, friendship; Key processes: interacting, …
Elaborations ScOT Terms
ACLFRC001 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | French | Languages | F-10 curriculum
ACLFRC002
Participate in guided group activities using simple repetitive language in songs, rhymes, games and transactions[Key concepts: play, performance, action learning, exchange; Key processes: participating, performing, taking turns, requesting]
Elaborations ScOT Terms
ACLFRC002 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | French | Languages | F-10 curriculum
ACLFRC003
Recognise and respond to classroom interactions such as opening and closing of lessons, transition activities, and giving and following instructions[Key concepts: roles, routines, rules, interactions; Key processes: listening, observing, cooperating, …
Elaborations ScOT Terms
ACLFRC003 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | French | Languages | F-10 curriculum
ACLFRC004
Identify key points of information in simple texts[Key concepts: text, meaning, context; Key processes: decoding, guessing, making meaning]
Elaborations ScOT Terms
ACLFRC004 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | French | Languages | F-10 curriculum
ACLFRC005
Convey factual information about self, family, friends and possessions, using simple statements, gestures and support materials[Key concepts: self, family, school; Key processes: naming, labelling, showing, describing]
Elaborations ScOT Terms
ACLFRC005 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | French | Languages | F-10 curriculum
ACLFRC006
Engage with a range of imaginative texts through action, dance, drawing and other forms of expression[Key concepts: imagination, response, character, expression; Key processes: responding, acting, dancing, expressing]
Elaborations ScOT Terms
ACLFRC006 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | French | Languages | F-10 curriculum
ACLFRC007
Participate in shared performance and presentation of stories, songs or nursery rhymes, playing with sound patterns, rhyming words and non-verbal forms of expression[Key concepts: rhythm, expression, pronunciation; Key processes: chanting, miming, drawing, …
Elaborations ScOT Terms
ACLFRC007 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | French | Languages | F-10 curriculum
ACLFRC008
Translate simple French words, phrases and gestures for family and friends, noticing how they may have similar or different meanings in English or other known languages[Key concepts: language, vocabulary, meaning; Key processes: demonstrating, explaining, …
Elaborations ScOT Terms
ACLFRC008 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | French | Languages | F-10 curriculum
ACLFRC009
Create simple print or digital texts that use both French and English, such as labels, word banks, wall charts or ID cards[Key concepts: vocabulary, translation, meaning; Key processes: naming, comparing, copying]
Elaborations ScOT Terms
ACLFRC009 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | French | Languages | F-10 curriculum
ACLFRC010
Notice how using French feels and sounds different to using own language(s) and involves behaviours as well as words[Key concepts: language, culture, difference; Key processes: noticing, considering, comparing]
Elaborations ScOT Terms
ACLFRC010 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | French | Languages | F-10 curriculum
ACLFRC011
Describe themselves, the people they are close to and the ways they communicate, using simple statements and gestures[Key concepts: identity, self, communication; Key processes: describing, explaining, presenting]
Elaborations ScOT Terms
ACLFRC011 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | French | Languages | F-10 curriculum
ACLFRU012
Recognise and reproduce the sounds and rhythms of spoken French, noticing how they are produced and how they are represented in words and symbols [Key concepts: pitch, stress, intonation, letters, pronunciation; Key processes: listening, distinguishing, …
Elaborations ScOT Terms
ACLFRU012 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | French | Languages | F-10 curriculum