Achievement Standard Spanish Years 5 and 6

By the end of Year 6, students use written and spoken Spanish for classroom interactions, to carry out transactions and to share information about personal interests, relate experiences and express feelings. They use modelled sentence structures …

Achievement Standard | Achievement Standards | Years 5 and 6 | Years F–10 Sequence | Spanish | Languages | F-10 curriculum

Achievement Standard Spanish Years 9 and 10

By the end of Year 10, students use written and spoken Spanish to initiate and sustain interactions with teachers, peers and others in a range of settings and for a range of purposes. They use language spontaneously to offer opinions on social …

Achievement Standard | Achievement Standards | Years 9 and 10 | Years F–10 Sequence | Spanish | Languages | F-10 curriculum

Achievement Standard Spanish Years 7 and 8

By the end of Year 8, students share information about their personal worlds, including personal details, family, friends, leisure activities, likes and dislikes, for example, Hola amigo, ¿Cómo estás? Me gusta tocar la guitarra, No me gusta comer …

Achievement Standard | Achievement Standards | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | Spanish | Languages | F-10 curriculum

Achievement Standard Turkish Years 7 and 8

By the end of Year 8, students use spoken and written Turkish to initiate and sustain social interactions and to reflect on their experiences. They exchange ideas on topics such as Türkiye’ye ilk ziyaret, Avustralya’ya ilk geliş and offer and …

Achievement Standard | Achievement Standards | Years 7 and 8 | Years F–10 Sequence | Turkish | Languages | F-10 curriculum

Achievement Standard Turkish Years 7 and 8

By the end of Year 8, students interact with the teacher and peers to exchange information and express opinions, for example, Arkadaşlarımla sinemaya gitmeyi severim. They use descriptive and expressive language to share feelings and to express …

Achievement Standard | Achievement Standards | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | Turkish | Languages | F-10 curriculum

ACLARC104

Engage in guided group activities and transactions such as playing games, role-playing, singing and dancing, and communicate ideas, using movement, gestures and pictures to support meaning[Key concepts: play, performance, action learning; Key processes: …

Elaborations ScOT Terms

ACLARC104 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | Arabic | Languages | F-10 curriculum

ACLARC145

Produce bilingual texts and resources such as displays, instructions and newsletters for own learning and for the school community, identifying cultural terms in either language to assist meaning[Key concepts: bilingualism, linguistic landscape; Key processes: …

Elaborations ScOT Terms

ACLARC145 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | Arabic | Languages | F-10 curriculum

ACLASFC045

Create their own bilingual texts and learning resources to use themselves or to share with others, such as Auslan–English dictionaries, posts to websites, digital newsletters or school performances[Key concepts: equivalence, bilingualism; Key processes: …

Elaborations ScOT Terms

ACLASFC045 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | First Language Learner Pathway | Auslan | Languages | F-10 curriculum

ACLASFC083

Reflect on the experience of learning and using Auslan formally in school, and considering how intercultural communication involves shared responsibility for making meaning[Key concepts: intercultural communication, perspective, insight, self-reflection, …

Elaborations ScOT Terms

ACLASFC083 | Content Descriptions | Years 9 and 10 | Years F–10 Sequence | First Language Learner Pathway | Auslan | Languages | F-10 curriculum

ACLASFC092

Participate in guided group activities such as signing games and simple tasks using repeated language structures, non-manual features and gestures[Key concepts: game, learning activity, instruction, role-play, task; Key processes: participating, following …

Elaborations ScOT Terms

ACLASFC092 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | First Language Learner Pathway | Auslan | Languages | F-10 curriculum

ACLASFC110

Participate in shared learning activities that involve planning, transacting and problem-solving, using simple signed statements, questions and directions[Key concepts: planning, role, responsibility, support, information exchange; Key processes: negotiating, …

Elaborations ScOT Terms

ACLASFC110 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | First Language Learner Pathway | Auslan | Languages | F-10 curriculum

ACLASFC119

Reflect on the experience of learning and using Auslan in and out of school, and ways in which their understanding of intercultural communication has developed[Key concepts: intercultural communication, perspective, insight, self-reflection, making meaning, …

Elaborations ScOT Terms

ACLASFC119 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | First Language Learner Pathway | Auslan | Languages | F-10 curriculum

ACLASFC146

Participate in shared learning activities that involve planning, transacting and problem-solving, using simple signed statements, questions and directions[Key concepts: task, role, responsibility, clarification, encouragement; Key processes: collaborating, …

Elaborations ScOT Terms

ACLASFC146 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | Second Language Learner Pathway | Auslan | Languages | F-10 curriculum

ACLASFU156

Identify the movement and location of different signs and notice how they combine with handshape to form signs, and understand that Auslan can be videoed and transcribed to assist learning[Key concepts: orientation, hand dominance, iconicity, non-manual …

Elaborations ScOT Terms

ACLASFU156 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | Second Language Learner Pathway | Auslan | Languages | F-10 curriculum

ACLASFC173

Reflect on how language and cultural background influence perceptions of other languages and communities, and on their experience of learning and communicating in Auslan[Key concepts: influence, perspective, perception, self-reflection; Key processes: …

Elaborations ScOT Terms

ACLASFC173 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | Second Language Learner Pathway | Auslan | Languages | F-10 curriculum

ACLASFC209

Reflect on the experience of learning and using Auslan, considering how intercultural communication involves shared responsibility for making meaning[Key concepts: intercultural communication, perspective, insight, self-reflection, making meaning, discrimination, …

Elaborations ScOT Terms

ACLASFC209 | Content Descriptions | Years 9 and 10 | Years F–10 Sequence | Second Language Learner Pathway | Auslan | Languages | F-10 curriculum

ACLASFC245

Reflect on the experience of learning and using Auslan and how the experience is influenced by their own languages and cultures, and consider how intercultural communication involves shared responsibility for making meaning[Key concepts: intercultural …

Elaborations ScOT Terms

ACLASFC245 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | Second Language Learner Pathway | Auslan | Languages | F-10 curriculum

ACLCHC168

Create bilingual texts relating to other learning areas and topics of interest, considering the influence of different roles, relationships, settings and situations when interpreting both Chinese and English[Key concepts: audience, context, bilingualism; …

Elaborations ScOT Terms

ACLCHC168 | Content Descriptions | Years 7 and 8 | Years F–10 Sequence | Background Language Learner Pathway | Chinese | Languages | F-10 curriculum

ACLCHC234

Create bilingual information texts for speakers of Chinese and English in Australia, recognising ‘code-switching’ and how specific vocabulary and terminology from other learning areas can be translated in different settings, such as for an expert or beginner …

Elaborations ScOT Terms

ACLCHC234 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | First Language Learner Pathway | Chinese | Languages | F-10 curriculum

ACLCHU256

Identify and explain how Chinese orthography enables access to technical and unusual vocabulary, including specialised abstract nouns, and a wider range of texts, using orthographic knowledge to identify characters related to topics studied in other learning …

Elaborations ScOT Terms

ACLCHU256 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | First Language Learner Pathway | Chinese | Languages | F-10 curriculum