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Elaboration (1) ACLFWC181

translating and interpreting texts such as narratives, song lyrics, dialogues or posters, considering how to explain elements that involve cultural knowledge or understanding, and using resources such as dictionaries and grammars

Elaboration (1) ACLFWU192

acknowledging cultural and intellectual property rights and copyright over language work, including song holders, story keepers, language informers, composers and choreographers

Elaboration (4) ACLFWU193

analysing and discussing core cultural concepts reflected in Aboriginal languages and Torres Strait Islander languages, such as respect, avoidance, reciprocity, obligation, responsibility

Elaboration (3) ACLFWU082

recognising that language used in particular interactions can vary between cultural contexts, for example, the use of titles in English compared to kin categories in the target language

Elaboration (7) ACLFWC091

locating information about social and cultural events in the target language community, such as the time of year they occur and associated activities, presenting findings in chart, poster or digital form

Elaboration ACLFWC096

creating bilingual wall charts or picture dictionaries with captions, stickers and simple descriptions in English to explain target language words and related cultural ideas

Elaboration (1) ACLFWU127

acknowledging cultural and intellectual property rights and copyright over language work, in relation to song holders, story keepers, language informers, composers and choreographers

Elaboration ACLFWU128

explaining the role of language in relation to culture and identity and in passing on knowledge, such as sustainable care of the environment, rules for living, ways of behaving, spiritual and cultural functions and History

Elaboration (4) ACLFWU128

identifying and discussing core cultural concepts reflected in Aboriginal languages and Torres Strait Islander languages, such as respect, avoidance, reciprocity, obligation, responsibility

Elaboration (7) ACLCLE001

discussing cultural information implicit in Classical Greek vocabulary, for example, ἀνήρ, ἄριστος, σοφός, δεινός, ἥρως

Elaboration (10) ACLCLE016

examining cultural assumptions that influence ways in which meanings are expressed or interpreted, for example, the use of pompous or tragic language for comic effect in Aristophanes’ plays

Elaboration (5) ACLCLU029

exploring the process of decentring from own linguistic and cultural standpoint and considering how own ways of behaving and communicating may have been perceived by people of the past

Elaboration (5) ACLCLU059

exploring the process of decentring from own linguistic and cultural standpoint and considering how own ways of behaving and communicating might be perceived by people of the past

Context statement Hindi

The place of the Hindi language and associated cultures in Australia and the world Hindi is an official language of India and Fiji. It is the most widely spoken language of the Indian subcontinent and is also widely spoken throughout the world in countries …

Context statement | Hindi | Languages | F-10 curriculum

Foundation to Year 2 German

The nature of the learners Children enter the early years of schooling with established oracy skills in one or more languages and varying degrees of early literacy capability. For young students, learning typically focuses on their immediate world of …

Foundation to Year 2 | Years F–10 Sequence | German | Languages | F-10 curriculum

Foundation to Year 2 Indonesian

The nature of the learners Children enter the early years of schooling with established oracy skills in one or more languages and varying degrees of early literacy capability. For young students, learning typically focuses on their immediate world of …

Foundation to Year 2 | Years F–10 Sequence | Indonesian | Languages | F-10 curriculum

Years 3 and 4 Italian

The nature of the learners At this level, children are developing awareness of their social worlds and of their memberships of various groups including the Italian class. They are developing literacy capabilities in English, such as writing in the Roman …

Years 3 and 4 | Years F–10 Sequence | Italian | Languages | F-10 curriculum

Foundation to Year 2 Japanese

The nature of the learners Children enter the early years of schooling with established communication skills in one or more languages and varying degrees of early literacy capability. For young students, learning typically focuses on their immediate …

Foundation to Year 2 | Years F–10 Sequence | Japanese | Languages | F-10 curriculum

Achievement Standard French Years 9 and 10

By the end of Year 10, students use written and spoken French to communicate with teachers, peers and others in a range of settings and for a range of purposes They use language to access and exchange information on a broad range of social, cultural and …

Achievement Standard Modern Greek Years 7 and 8

By the end of Year 8, students use written and spoken Greek to initiate and sustain classroom interactions, (for example, Πότε θα πάμε σινεμά;) to carry out transactions (for example, Πώς πέρασες τις διακοπές σου;) and to exchange information, …

Curriculum Types

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Cross Curriculum Priorities