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ACLFWC028

Listen to, read and view a variety of texts, describing and discussing key elements, ideas, characters, events and messages, making connections with own life and experiences[Key concepts: visual design, representation, journey; Key processes: participating, …

Elaborations ScOT Terms

Developing teaching and learning Auslan

Sequences of learning The Australian Curriculum: Languages – Auslan has two learning sequences: one from Foundation to Year 10, and another from Year 7 to Year 10 (Year 7 Entry). The curriculum is written in a series of bands, as follows: Foundation …

Developing teaching and learning | Auslan | Languages | F-10 curriculum

Achievement Standard Hindi Years 5 and 6

By the end of Year 6, students use spoken and written Hindi to exchange personal information and experiences, to give opinions and express feelings. When interacting with others, they use expressive and descriptive language, for example, नमस्ते …

Structure Framework for Aboriginal Languages and Torres Strait Islander Languages

Pathways To cater for differences between the ecologies of languages and the communities who are owners and custodians of those languages, and to cater for students who come from a variety of learner backgrounds, the Framework has three pathways: First …

Structure | Framework for Aboriginal Languages and Torres Strait Islander Languages | Languages | F-10 curriculum

Elaboration (7) ACLASFC039

making connections between ideas, actions and effects, using reflective language such as: FAIL WHY? BECAUSE THAT DS:length WRONG, FAIL Because this happened … then … IF LIE++, HAPPEN TRUE, PEOPLE STILL DOUBT. If you always lie, when you tell the truth, …

Elaboration ACLASFC201

making connections between ideas, actions and effects, using reflective language such as: SOMETIMES POSSIBLE HAPPEN++ WHY I-F PRO2 PAST THINK-ABOUT WILL TRUE HAPPEN Sometimes things happen because you think they will, so it comes true. CAR CRASH BECAUSE …

Elaboration (1) ACLCHC050

sharing information about life in different cultural contexts, expressing ideas and opinions, for example, 中国人喜欢吃米饭，澳大利亚人喜欢吃面包，你呢？

Elaboration (4) ACLCHU060

using different ways to negate ideas depending on degree of formality or emphasis, for example, 我不是…；我哪儿有…？；我没有办法…；我不能…；不行; 别 ; 不准

Elaboration ACLCHC066

introducing a topic or issue for discussion with others (for example, the importance of China to Australia’s economy, the growth of Chinese tourism in Australia, or ways to promote a better understanding of China in Australian schools), and leading the …

Elaboration (1) ACLCHC066

referring to information stated, or requesting or providing further details in order to clarify or confirm the ideas or views of others, for example, 你说澳洲人对中国的印象是…

Elaboration (1) ACLCHC067

collating and analysing data on life in Chinese communities (such as positive and negative experiences of adjustment to life in Australia, impressions of Australian education system, and perspectives on the Australian national character) by interviewing …

Elaboration (4) ACLCHC067

extracting details and main ideas from texts, making judgements about their relevance and discussing contrasting points of view, for example, selecting the main events from an article, identifying core data from interviews, identifying gist and main point/s …

Elaboration (3) ACLCHC069

creating plays with plots that reflect personal opinions on topics of interest (for example, 旅行，未来), using props to support storytelling, and experimenting with language, image and sound to convey complex ideas and enhance audience appreciation

Elaboration (6) ACLCHU076

experimenting with 的 as a subject modifier to express ideas that would contain relative clauses in English, for example, 我昨天买的书不太贵

Elaboration (2) ACLCHU079

examining the use of inclusive language and how ideas are framed, for example, the impact of positive versus negative framing on how meaning is interpreted across languages and cultures, such as 足下留情，小草常青 versus ‘Keep off the grass’

Elaboration (1) ACLCHU080

making connections between their first language and how it influences communication in additional languages, for example: Why do Chinese speak English in certain ways? What features of my first language influence how I speak Chinese? How does this affect …

Elaboration (1) ACLCHC081

sharing personal ideas and opinions on experiences such as home life and routine, school and education, diet and food, travel and leisure, climate and weather, expressing opinions and preferences and stating reasons to elaborate the message, for example, …

Elaboration (2) ACLCHC086

reading short texts such as comics and cartoons, and matching labels and speech to the characters to convey ideas and emotions, for example, using euphemistic phrases to capture the emotions and reactions of characters (真的吗？真倒霉！哎呀！)

Elaboration (4) ACLCHU092

applying processes of discourse development by joining, contrasting and sequencing using 也、和、但是、就, and exploring the use of cohesive devices and ways of extending, sequencing and elaborating ideas, for example, through the use of connectives, conjunctions …

Elaboration (1) ACLCHC098

sharing information about life in diverse environments, expressing ideas with elaborated details to enhance meaning and engage readers, for example, 今天太冷了，只有零下五度，还下雪，只能在家呆着

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Cross Curriculum Priorities