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 ACHASSK083
mapping the diversity of Aboriginal and Torres Strait Islander language groups in Australia and recognising the groups of their local area and state/territory (or considering why there may not be specific local records)
Elaboration | ACHASSK083 | Content Descriptions | Year 4 | HASS | Humanities and Social Sciences | 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
Elaboration (1) ACLCHU225
examining how language is used to marginalise groups in society, such as how labels are used to simplify identification of groups and influence how such groups are perceived by others, for example, 蚁族、80后/90后
Elaboration (1) | ACLCHU225 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | Background Language Learner Pathway | Chinese | 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
ACLKOU127
Recognise some basic features of the Korean grammatical system, such as the verb- final rule, the sentence-final –요,and notice chunks in which a noun or pronoun is combined with a case marker as part of a sentence[Key concepts: word order, politeness; …
Elaborations ScOT Terms
ACLKOU127 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | Korean | Languages | F-10 curriculum
ACLSPU157
Understand and use grammatical elements such as tenses, pronouns, prepositions, conjunctions, adverbs and noun-adjective agreements to construct simple texts for different purposes[Key concepts: grammatical rules, patterns and irregularities; Key processes: …
Elaborations ScOT Terms
ACLSPU157 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | Spanish | Languages | F-10 curriculum
Elaboration ACLASFC226
using visual representations such as concept maps, posters or captioned slide presentations to identify groups that they each identify with, for example, friends, family, sporting, interest and community groups, discussing how these group associations …
Elaboration | ACLASFC226 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | Second Language Learner Pathway | Auslan | Languages | F-10 curriculum
Elaboration (3) ACHASSK063
exploring how the contributions of individuals, groups and organisations are recognised (for example, parades, Australia Day Awards, monuments)
Elaboration (3) | ACHASSK063 | Content Descriptions | Year 3 | HASS | Humanities and Social Sciences | F-10 curriculum
Elaboration (3) ACHASSK065
investigating the origins and significance of celebrations important to particular cultural groups in Australia and in other places of the world
Elaboration (3) | ACHASSK065 | Content Descriptions | Year 3 | HASS | Humanities and Social Sciences | F-10 curriculum
Elaboration (3) ACHASSK066
describing how the territory of Aboriginal and Torres Strait Islander Peoples contains the Country/Places of many individuals and language groups
Elaboration (3) | ACHASSK066 | Content Descriptions | Year 3 | HASS | Humanities and Social Sciences | F-10 curriculum
Elaboration (2) ACHASSK071
considering why rules differ across contexts (for example, a library, the playground, in class, at home, in games and in cultural groups)
Elaboration (2) | ACHASSK071 | Content Descriptions | Year 3 | HASS | Humanities and Social Sciences | F-10 curriculum
Elaboration (1) ACHASSK083
recognising that Australia has two indigenous cultural groups: Aboriginal Peoples and Torres Strait Islander Peoples
Elaboration (1) | ACHASSK083 | Content Descriptions | Year 4 | HASS | Humanities and Social Sciences | F-10 curriculum
Elaboration ACHASSK084
identifying key individuals and groups who established contacts with Africa, the Americas, Asia and Oceania during the European age of discovery
Elaboration | ACHASSK084 | Content Descriptions | Year 4 | HASS | Humanities and Social Sciences | F-10 curriculum
Elaboration (4) ACHASSK084
investigating networks of exchange and what was exchanged between different groups of people (for example, ideas, spices, food, slaves)
Elaboration (4) | ACHASSK084 | Content Descriptions | Year 4 | HASS | Humanities and Social Sciences | F-10 curriculum
Elaboration (2) ACHASSI101
exploring maps and sources showing Aboriginal and Torres Strait Islander language groups and Countries/Places, to explain the diversity of their cultures
Elaboration (2) | ACHASSI101 | Content Descriptions | Year 5 | HASS | Humanities and Social Sciences | F-10 curriculum