Elaboration (3) ACLKOU127

identifying a structure where a noun or a pronoun is followed by a basic case marker such as –은/는, –이/가 and –을/를 (for example, 저는) as a chunk which has a syntactic function in a sentence

Elaboration (3) | ACLKOU127 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | Korean | Languages | F-10 curriculum

Elaboration (10) ACLKOU203

using the structures: a verb stem + –기 때문에 and a noun + 에 대해서 appropriately, for example, 비가 자주 오지 않기 때문에 물을 아껴야 해요; 쓰레기 분리수거에 대해서 이야기해 봅시다

Elaboration (10) | ACLKOU203 | Content Descriptions | Years 9 and 10 | Years F–10 Sequence | Korean | Languages | F-10 curriculum

ACLARC113

Identify themselves as members of different groups, including the Arabic class, the school, and their family and community, describing their roles within these different groups[Key concepts: membership, roles, belonging; Key processes: recognising, describing, …

Elaborations ScOT Terms

ACLARC113 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | Arabic | Languages | F-10 curriculum

ACLCHC057

Reflect on the cultural significance of how different groups and members of groups name themselves and are represented by others[Key concepts: identity, group, name; Key processes: describing, considering, reflecting, developing]

Elaborations ScOT Terms

ACLCHC057 | Content Descriptions | Years 7 and 8 | Years F–10 Sequence | Second Language Learner Pathway | Chinese | Languages | F-10 curriculum

ACLFWC011

Identify with Country/Place and understand connections between Country/Place and individuals and groups[Key concepts: Country/Place, kinship, social groups, identity, connections; Key processes: identifying, naming]

Elaborations ScOT Terms

ACLFWC011 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | First Language Learner Pathway (L1) | Framework for Aboriginal Languages and Torres Strait Islander Languages | Languages | F-10 curriculum

ACLKOC125

Recognise themselves as members of different groups, including the Korean class, the school, their family and community, and consider their roles within these different groups[Key concepts: self, role; Key processes: noticing]

Elaborations ScOT Terms

ACLKOC125 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | Korean | Languages | F-10 curriculum

ACLVIC116

Identify themselves as members of different groups, including the Vietnamese class, the school, their family and the community, describing their roles within these groups[Key concepts: self, roles, belonging; Key processes: recognising, connecting, d …

Elaborations ScOT Terms

ACLVIC116 | Content Descriptions | Foundation to Year 2 | 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

Elaboration (1) ACLCHU124

categorising words into word types common across languages, for example, 家人 as noun, 四 as number

Elaboration (1) | ACLCHU124 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | Background Language Learner Pathway | Chinese | Languages | F-10 curriculum

Elaboration ACLFRU013

understanding the French subject-verb-object structure (je mange la pomme; tu as le cahier) and the different patterns of adjective-noun order, with some adjectives coming before and some coming after the noun (le beau manteau, la grande école, le papillon …

Elaboration | ACLFRU013 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | French | Languages | F-10 curriculum

Elaboration (2) ACLJAC113

presenting spoken information related to significant objects, using phrases such as わたし/ぼく　の noun　です。 adjective　です。これ　は　noun　です。

Elaboration (2) | ACLJAC113 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | Japanese | Languages | F-10 curriculum

Elaboration (3) ACLJAU122

understanding basic word order in simple sentences, for example, noun　が　すき です。りんご　が　すき　です。, adjective + noun　です。 おおきい　いぬ　です。

Elaboration (3) | ACLJAU122 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | Japanese | Languages | F-10 curriculum

Elaboration (3) ACLJAU158

describing locations of homes, people, animals and items, using basic structures, for example, noun　は　place　に　 あります。 noun　は　place　に　います。

Elaboration (3) | ACLJAU158 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | Japanese | Languages | F-10 curriculum

ACLCHU079

Explain how language defines people’s roles as outsiders or insiders in groups and cultures

Elaborations ScOT Terms

ACLCHU079 | Content Descriptions | Years 9 and 10 | Years F–10 Sequence | Second Language Learner Pathway | Chinese | Languages | F-10 curriculum

ACLCHU193

Explain how languages shape the communicative practices of individuals and groups, and identify ways to enhance understanding across cultures

Elaborations ScOT Terms

ACLCHU193 | Content Descriptions | Years 9 and 10 | Years F–10 Sequence | Background Language Learner Pathway | Chinese | Languages | F-10 curriculum

ACLCHU225

Explain how languages shape the communicative practices of individuals and groups and identify ways to enhance understanding across cultures

Elaborations ScOT Terms

ACLCHU225 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | Background Language Learner Pathway | Chinese | Languages | F-10 curriculum

Elaboration (1) ACLINC028

designing visual representations of relationships to others and memberships of groups, for example, using a concept map, poster or slide presentation with captions to show friendships, family, teams and interest groups

Elaboration (1) | ACLINC028 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | Indonesian | Languages | F-10 curriculum

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 (1) | ACLTUU083 | Content Descriptions | Years 9 and 10 | Years F–10 Sequence | Turkish | Languages | F-10 curriculum

ACLARU166

Understand and use grammatical forms and structures, such as adjective–noun agreement, adverbial phrases (time, place and manner), and irregular plural, imperative and auxiliary verbs, to expand on spoken and written ideas[Key concepts: grammar, accuracy; …

Elaborations ScOT Terms

ACLARU166 | Content Descriptions | Years 7 and 8 | Years F–10 Sequence | Arabic | Languages | F-10 curriculum

ACLHIU031

Recognise and apply elements of grammar, such as noun and adjectival forms, conjunctions, gender and number markers, verb tenses and compound forms, and constructions related to compulsion[Key concepts: grammar, tense, gender, number; Key processes: recognising, …

Elaborations ScOT Terms

ACLHIU031 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | Hindi | Languages | F-10 curriculum