Elaboration (3) ACLCLU030

identifying challenges and achievements associated with learning Classical Greek, for example, learning to ‘read between the lines’ to identify thought implicit in the use of language

Elaboration (3) | ACLCLU030 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | Classical Greek | Framework for Classical Languages | Languages | F-10 curriculum

Elaboration (17) ACLCLU038

developing strategies for building on prior knowledge and learning new grammar, for example, mnemonic devices, paradigms, drill exercises, online learning tools

Elaboration (17) | ACLCLU038 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | Latin | Framework for Classical Languages | Languages | F-10 curriculum

Elaboration (3) ACLCLU045

considering how the strategies adopted while learning Latin have impacted on own approaches to learning across subjects, such as setting realistic timeframes, computational thinking

Elaboration (3) | ACLCLU045 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | Latin | Framework for Classical Languages | Languages | F-10 curriculum

Text knowledge - Use knowledge of text structures Literacy Text knowledge Level 1e

use knowledge of some basic differences between imaginative and informative texts to select and use texts and compose simple learning area texts with teacher support

Text knowledge - Use knowledge of text structures | Level 1e | Learning Continuum | Literacy | General capabilities | F-10 curriculum

Composing texts - Use language to interact with others Literacy Composing texts through speaking, writing and creating Level 4

use pair, group and class discussions and informal debates as learning tools to explore ideas and relationships, test possibilities, compare solutions and to prepare for creating texts

Composing texts - Use language to interact with others | Level 4 | Learning Continuum | Literacy | General capabilities | F-10 curriculum

Composing texts - deliver presentations Literacy Composing texts through speaking, writing and creating Level 4

plan, research, rehearse and deliver presentations on learning area topics, selecting appropriate content and visual and multimodal elements to suit different audiences

Composing texts - deliver presentations | Level 4 | Learning Continuum | Literacy | General capabilities | F-10 curriculum

Text knowledge - Use knowledge of text structures Literacy Text knowledge Level 5

use wide knowledge of the structure and features of learning area texts to comprehend and compose texts, using creative adaptations of text structures and conventions for citing others

Text knowledge - Use knowledge of text structures | Level 5 | Learning Continuum | Literacy | General capabilities | F-10 curriculum

Text knowledge - Use knowledge of text structures Literacy Text knowledge Level 6

use comprehensive knowledge of the structure and features of learning area texts to comprehend and compose complex texts in innovative ways, using conventions for citing others

Text knowledge - Use knowledge of text structures | Level 6 | Learning Continuum | Literacy | General capabilities | F-10 curriculum

ACLTUC054

Interact with peers and teachers to complete learning activities and to support their own and others’ learning, by managing debate and discussion, checking understanding and reflecting on their learning[Key concepts: collaboration, response; Key processes: …

Elaborations ScOT Terms

ACLTUC054 | Content Descriptions | Years 7 and 8 | Years F–10 Sequence | Turkish | Languages | F-10 curriculum

ACLASFC075

Engage proactively in language learning experiences through discussion, justification of opinions and reflection on the experience of learning and using Auslan[Key concepts: language learning, argument, ideas, reflection; Key processes: clarifying, interrogating, …

Elaborations ScOT Terms

ACLASFC075 | Content Descriptions | Years 9 and 10 | Years F–10 Sequence | First Language Learner Pathway | Auslan | Languages | F-10 curriculum

Nature and purpose of the Framework Framework for Classical Languages

Classical languages are distinct within the languages learning area of the Australian Curriculum. While they have ceased to be languages of everyday communication, Classical languages provide a key to the literature, history, thought and culture of the …

Nature and purpose of the Framework | Framework for Classical Languages | Languages | F-10 curriculum

ACLARC173

Engage in language learning tasks and experiences, discussing and justifying ideas and opinions[Key concepts: interconnection across concepts and actions, mindful learning; Key processes: discussing, connecting, justifying]

Elaborations ScOT Terms

ACLARC173 | Content Descriptions | Years 9 and 10 | Years F–10 Sequence | Arabic | Languages | F-10 curriculum

ACLFRC111

Develop classroom language to manage shared learning experiences, monitor performance and discuss French language and culture learning[Key concepts: task, outcome, performance, communication, culture; Key processes: discussing, commenting, interacting] …

Elaborations ScOT Terms

ACLFRC111 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | French | Languages | F-10 curriculum

ACLGEC139

Use simple questions, statements and responses to participate in and support classroom interactions and learning activities, and to indicate understanding and monitor own learning[Key concepts: process, progress, outcome; Key processes: discussing, monitoring, …

Elaborations ScOT Terms

ACLGEC139 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | German | Languages | F-10 curriculum

ACLHIC020

Participate in shared learning activities and transactions, such as science experiments, cooking or craft activities, creating displays or swapping items[Key concepts: roles, collaboration, learning experiences, transactions; Key processes: negotiating, …

Elaborations ScOT Terms

ACLHIC020 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | Hindi | Languages | F-10 curriculum

ACLINC071

Engage in language learning tasks and experiences through discussion, justifying opinions and reflecting on own language learning[Key concept: metalanguage; Key processes: justifying, reflecting]

Elaborations ScOT Terms

ACLINC071 | Content Descriptions | Years 9 and 10 | Years F–10 Sequence | Indonesian | Languages | F-10 curriculum

ACLJAC153

Create bilingual texts and learning resources such as displays, websites, posters, picture books, games, word banks and menus[Key concepts: bilingualism, learning resources, translation; Key processes: classifying, glossing, annotating, composing]

Elaborations ScOT Terms

ACLJAC153 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | Japanese | Languages | F-10 curriculum

ACLMGC147

Share experiences of learning and using Greek, in person or online, and reflect on the effect of language learning on own identity[Key concept: identity; Key processes: discussing, interconnecting, agreeing, disagreeing]

Elaborations ScOT Terms

ACLMGC147 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | Modern Greek | Languages | F-10 curriculum

ACLTUC019

Participate in shared learning experiences and transactions, such as science experiments, cooking or craft activities, creating displays or swapping items[Key concepts: collaboration, learning experiences, transactions; Key processes: negotiating, creating, …

Elaborations ScOT Terms

ACLTUC019 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | Turkish | Languages | F-10 curriculum

Aims Auslan

The Australian Curriculum: Languages – Auslan aims to develop the knowledge, understanding and skills to enable students to: communicate in Auslan understand language, culture and learning and their relationship, and thereby develop an intercultural …

Aims | Auslan | Languages | F-10 curriculum