Search

Elaboration (2) ACLMGU135

noticing that languages are fluid and ever-evolving and can be incorporated into and influence other languages beyond their own (for example, Ancient Greek has influenced and still influences many languages of the world)

Elaboration (4) ACLSPU160

understanding that some languages are growing and adapting, while others (such as indigenous languages across the world, including some in Spanish-speaking countries) are endangered, disappearing, reviving, or blending with stronger languages

Elaboration (1) ACLSPU179

understanding the nature of the distribution of Spanish speakers across the world, not only in countries where Spanish is an official language but also in other countries such as the United States and the Philippines where the Spanish language and cultures …

Elaboration (1) ACLSPU017

understanding the nature of the distribution of Spanish speakers across the world, not only in countries where Spanish is an official language but also in other countries such as the United States or the Philippines where the Spanish language and cultures …

Elaboration (3) ACLSPC025

creating a video clip or digital story involving imaginary persona or avatar in a Spanish-speaking fantasy world, incorporating communicative styles and behaviours observed in texts from Spanish-speaking contexts

Elaboration (4) ACLTUC021

locating information about children’s social activities in different Turkish-speaking regions of the world, drawing comparisons with typically Australian activities and things they do in their own local community context

Elaboration (2) ACLTUC096

considering ways in which different languages offer different ways of thinking about experience, or of ‘reading’ the world; how these different standpoints influence the way meaning is made and how people think about themselves and others

Elaboration (3) ACLTUC107

creating an interactive presentation for younger students, friends or members of extended families to highlight the advantages of being bilingual/multilingual in today’s world and of maintaining and strengthening a home/first language

Elaboration (2) ACLVIU138

understanding that some languages are continuously evolving, others are endangered, and some are being revived, with particular reference to indigenous languages used throughout the world, including Aboriginal languages and Torres Strait Islander languages …

Elaboration (1) ACLFRC006

performing poems, rhymes or simple stories that include repeated phrases and rhythms to emphasise key points, for example, chanting ‘Au Loup!’ in Au Loup, or ‘Ça va pas, non!’ in Je veux pas aller à l’école

Elaboration (1) ACLFRU013

noticing and using definite and indefinite articles in singular or plural forms (for example, la fille, le concert, les croissants; un chapeau, une chaise, des amis), including the l’ form for nouns beginning with a vowel or letter h, for example, l’hiver, …

Elaboration (5) ACLFRU013

developing number knowledge for numbers 0–20 and ordinals (premier, deuxième)

Elaboration (6) ACLFRU013

responding to and using simple imperative verb forms, for example, viens ici! écoutez bien!

Elaboration ACLFRC020

making simple recipes such as crêpes or croques monsieur, using imperative verb forms (ajoutez, mélangez, versez, servez) and vocabulary for ingredients and quantities (la farine, le beurre, le lait, 100 grammes, un verre de...)

Elaboration ACLFRC024

interacting with characters in stories, songs or cartoons such as Samsam or Titou, for example, by writing invitations, paying simple compliments (Viens chez moi! J’adore ton chapeau!) or preparing questions for an interview (Tu as quel ȃge? Est-ce que …

Elaboration (3) ACLFRU030

understanding that some letters blend to make single sounds (such as -ille, -eau or qu-), that some final consonants in French words are usually silent (for example, le rat, le tapis, vert, chez) and some are usually pronounced (for example, chic, ac …

Elaboration (2) ACLFRU033

understanding how changes in voice and body language can change the meaning of words, for example, Tu aimes les devoirs? (simple question) versus Tu aimes les devoirs? (expressing surprise, disbelief); C’est mon petit frère (statement) versus C’est mon …

Elaboration ACLFRU036

identifying cultural symbols such as art forms, flags, national dishes or sporting emblems associated with different francophone countries and regions (for example, le tricolore in France, le Fleurdelisé in Québec, le Kanak in la Nouvelle Calédonie), …

Elaboration (3) ACLFRU067

extending knowledge of negative constructions such as ne…plus, ne…rien, ne…jamais, ne…que..

Elaboration (4) ACLFRU067

using le passé composé and le futur proche

Curriculum Types

Curriculum Elements Types

General Capabilities

Cross Curriculum Priorities