Years 7 and 8 Arabic
The nature of the learners These years represent a transition to secondary school. Students in this sequence are continuing to study Arabic, bringing with them an established capability to interact in different situations, …
Years 7 and 8 | Years F–10 Sequence | Arabic | Languages | F-10 curriculum
Years 9 and 10 Arabic
The nature of the learners Learners increasingly communicate in Arabic in everyday interactions and in domains beyond the home. They continue to be immersed in Arabic language and culture, making connections and comparisons with other languages and cultures. …
Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | Arabic | Languages | F-10 curriculum
Years 7 and 8 Vietnamese
The nature of the learners These years represent a transition to secondary school. Students in this sequence are continuing to study Vietnamese, bringing with them an established capability to interact in different situations, …
Years 7 and 8 | Years F–10 Sequence | Vietnamese | Languages | F-10 curriculum
Years 9 and 10 Vietnamese
The nature of the learners Learners increasingly communicate in Vietnamese in everyday interactions and in domains that are beyond the home. They continue to be immersed in Vietnamese language and culture, making connections and comparisons with other …
Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | Vietnamese | Languages | F-10 curriculum
Foundation to Year 2 Chinese
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 | Second Language Learner Pathway | Chinese | Languages | F-10 curriculum
Foundation to Year 2 Chinese
The nature of the learners Students will have some exposure to Chinese language and culture in the context of their family and community life. They are likely to have high oracy skills but low literacy skills in Chinese. In the school environment they …
Foundation to Year 2 | Years F–10 Sequence | Background Language Learner Pathway | Chinese | Languages | F-10 curriculum
Achievement Standard French Years 7 and 8
By the end of Year 8, students use written and spoken French to interact with teachers, peers and others and to exchange experiences, opinions and views. They use descriptive and expressive language to talk and write about immediate environments, personal …
Achievement Standard | Achievement Standards | Years 7 and 8 | Years F–10 Sequence | French | Languages | F-10 curriculum
Achievement Standard Indonesian Years 5 and 6
By the end of Year 6, students use Indonesian to convey information about themselves, their family and friends, and daily routines and activities. They locate specific details and use familiar words and phrases to predict meanings in texts. They respond …
Achievement Standard | Achievement Standards | Years 5 and 6 | Years F–10 Sequence | Indonesian | Languages | F-10 curriculum
Achievement Standard Turkish Years 3 and 4
By the end of Year 4, students interact with the teacher and peers to exchange information about themselves and others, everyday routines and events at school and in their local Turkish and multilingual communities. They ask and respond to questions …
Achievement Standard | Achievement Standards | Years 3 and 4 | Years F–10 Sequence | Turkish | Languages | F-10 curriculum
Achievement Standard Arabic Years 5 and 6
By the end of Year 6, students use spoken and written Arabic to exchange personal information and describe people, places and ideas related to their personal experiences and social activities such as celebrations for example, أذهب مع عائلتي لزيارة …
Achievement Standard | Achievement Standards | Years 5 and 6 | Years F–10 Sequence | Arabic | Languages | F-10 curriculum
ACLHIC092
Participate in shared activities such as performances, celebrations, presentations or website design that involve planning, collaborating, making arrangements, transacting and negotiating[Key concepts: interaction, collaboration, negotiation; Key processes: …
Elaborations ScOT Terms
ACLHIC092 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | Hindi | Languages | F-10 curriculum
ACLITC006
Give factual information about known people, everyday objects, family celebrations and personal experiences[Key concepts: self, ownership/possession, celebration; Key process: conveying information]
Elaborations ScOT Terms
ACLITC006 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | Italian | Languages | F-10 curriculum
ACLJAC145
Interact with peers and the teacher to describe aspects of daily life such as routines and pastimes, or celebrations and special days; to express preferences; and to show interest in and respect for others[Key concepts: communication, correspondence, …
Elaborations ScOT Terms
ACLJAC145 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | Japanese | Languages | F-10 curriculum
ACLKOC199
Create bilingual texts that reflect aspects of Australian culture (for example, Christmas celebrations) for Korean-speaking audiences in the school and wider community including virtual communities, reflecting on how meaning can be conveyed effectively[Key …
Elaborations ScOT Terms
ACLKOC199 | Content Descriptions | Years 9 and 10 | Years F–10 Sequence | Korean | Languages | F-10 curriculum
ACLKOU014
Recognise and use vocabulary relating to familiar environments and activities such as home, school, daily routines, leisure activities and cultural celebrations[Key concepts: meaning, function, number systems, descriptive/ action verbs; Key processes: …
Elaborations ScOT Terms
ACLKOU014 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | Korean | Languages | F-10 curriculum
ACLMGU136
Make connections between cultural practices and language use, for example, by identifying vocabulary, behaviours and expressions which reflect cultural values, beliefs and traditions[Key concepts: celebrations, symbolism; Key processes: understanding, …
Elaborations ScOT Terms
ACLMGU136 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | Modern Greek | Languages | F-10 curriculum
ACLSPC145
Interact using descriptive and expressive language to share interests, special celebrations and leisure activities, and to express feelings, state preferences and give opinions[Key concepts: friendship, leisure, interests; Key processes: expressing, sharing, …
Elaborations ScOT Terms
ACLSPC145 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | Spanish | Languages | F-10 curriculum
Elaboration (1) ACLARC111
making bilingual greeting cards in print or digital form for family celebrations such as Mother’s Day, using greetings and simple expressions in Arabic and English, for example,ماما؛ حبيبتي ماما؛ مبروك ماما؛ عيد أم سعيد
Elaboration (1) | ACLARC111 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | Arabic | Languages | F-10 curriculum
Elaboration ACLARU136
examining aspects of Arabic culture in familiar contexts, for example, identifying language use such as كل عام وأنتم بخير؛ أهلاَ وسهلاَ؛ شرفتونا and behaviours such as eating sweets at different celebrations and occasions
Elaboration | ACLARU136 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | Arabic | Languages | F-10 curriculum
Elaboration (3) ACLARC141
preparing and giving simple oral or visual presentations on aspects of their personal world, such as a timeline of growth and change, or family celebrations of birthdays and other special occasions, for example,ولدت في العراق وأتيت إلى أستراليا وعمري …
Elaboration (3) | ACLARC141 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | Arabic | Languages | F-10 curriculum