ACLTUC077
Create glossaries and annotations in English that provide explanations for cultural and contextual references in contemporary and traditional Turkish texts[Key concepts: expression, culture, religion, lifestyle; Key processes: identifying, explaining, …
Elaborations ScOT Terms
ACLTUC077 | Content Descriptions | Years 9 and 10 | Years F–10 Sequence | Turkish | Languages | F-10 curriculum
ACLTUU082
Know how to construct different types of texts to suit different contexts, purposes and audiences, incorporating appropriate cultural and contextual elements[Key concepts: genre, context, audience; Key processes: composing, identifying, analysing]
Elaborations ScOT Terms
ACLTUU082 | Content Descriptions | Years 9 and 10 | Years F–10 Sequence | Turkish | Languages | F-10 curriculum
ACLVIU139
Make connections between cultural practices and language use, such as culture-specific terms or expressions in Vietnamese and English[Key concepts: behaviours, practices; Key processes: identifying, making connections]
Elaborations ScOT Terms
ACLVIU139 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | Vietnamese | Languages | F-10 curriculum
ACLVIU172
Explore the impact on language of social, cultural and intercultural influences such as globalisation and new technologies[Key concepts: globalisation, technology; Key processes: exploring, researching, explaining]
Elaborations ScOT Terms
ACLVIU172 | Content Descriptions | Years 7 and 8 | Years F–10 Sequence | Vietnamese | Languages | F-10 curriculum
ACLVIC181
Translate and interpret texts for different audiences and contexts, and explore how cultural concepts, values and beliefs are represented differently in Vietnamese and English[Key concepts: sensitivity, empathy; Key processes: analysing, interpreting …
Elaborations ScOT Terms
ACLVIC181 | Content Descriptions | Years 9 and 10 | Years F–10 Sequence | Vietnamese | Languages | F-10 curriculum
ACLVIC182
Create bilingual texts in multimodal forms, including digital, that reflect aspects of culture and language for a variety of Vietnamese and Australian audiences[Key concepts: cultural literacy, interconnection; Key processes: judging adequacy, translating, …
Elaborations ScOT Terms
ACLVIC182 | Content Descriptions | Years 9 and 10 | Years F–10 Sequence | Vietnamese | Languages | F-10 curriculum
ACLVIC184
Reflect on own cultural identity and how it is both shaped by and influences ways of communicating, thinking and behaving[Key concepts: perception, identity, communication; Key processes: discussing, evaluating, reflecting]
Elaborations ScOT Terms
ACLVIC184 | Content Descriptions | Years 9 and 10 | Years F–10 Sequence | Vietnamese | Languages | F-10 curriculum
ACLVIU188
Analyse and explain how and why language use varies according to cultural contexts, relationships and purposes[Key concepts: register, variation based on audience, context and purpose; Key processes: analysing, explaining]
Elaborations ScOT Terms
ACLVIU188 | Content Descriptions | Years 9 and 10 | Years F–10 Sequence | Vietnamese | Languages | F-10 curriculum
ACLVIU017
Identify connections between cultural practices and language use in intercultural exchange, recognising how meaning may be culturally specific[Key concepts: interdependence, meaning; Key processes: reflecting, comparing, making connections]
Elaborations ScOT Terms
ACLVIU017 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | Vietnamese | Languages | F-10 curriculum
ACLVIC019
Participate in planning and decision making for social and cultural events, negotiating options, explaining, justifying, solving problems and completing transactions[Key concepts: collaboration, decisions; Key processes: transacting, negotiating, explaining, …
Elaborations ScOT Terms
ACLVIC019 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | Vietnamese | Languages | F-10 curriculum
Elaboration (2) ACLJAC005
reporting on events and activities in their immediate environment or personal worlds, such as through a personal blog, digital post, formal speech, diagrams, charts or illustrated schedules, for example, きのう サッカーの しあい でした。わたしの がっこうの チームは かちました。
Elaboration (2) | ACLJAC005 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | Japanese | Languages | F-10 curriculum
Achievement Standard German Years 7 and 8
By the end of Year 8, students share information about their personal worlds, including personal details, family, friends, interests, likes, dislikes and preferences. They interact with others to carry out transactions, participate in class routines …
Achievement Standard | Achievement Standards | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | German | Languages | F-10 curriculum
Foundation Year English
The English curriculum is built around the three interrelated strands of language, literature and literacy. Teaching and learning programs should balance and integrate all three strands. Together, the three strands focus on developing students’ knowledge, …
Foundation Year | English | F-10 curriculum
Year 1 English
The English curriculum is built around the three interrelated strands of language, literature and literacy. Teaching and learning programs should balance and integrate all three strands. Together, the strands focus on developing students’ knowledge, understanding …
Year 1 | English | F-10 curriculum
Year 2 English
The English curriculum is built around the three interrelated strands of language, literature and literacy. Teaching and learning programs should balance and integrate all three strands. Together, the strands focus on developing students’ knowledge, understanding …
Year 2 | English | F-10 curriculum
Year 3 English
The English curriculum is built around the three interrelated strands of language, literature and literacy. Teaching and learning programs should balance and integrate all three strands. Together, the strands focus on developing students’ knowledge, understanding …
Year 3 | English | F-10 curriculum
Year 4 English
The English curriculum is built around the three interrelated strands of language, literature and literacy. Teaching and learning programs should balance and integrate all three strands. Together, the strands focus on developing students’ knowledge, understanding …
Year 4 | English | F-10 curriculum
Year 5 English
The English curriculum is built around the three interrelated strands of language, literature and literacy. Teaching and learning programs should balance and integrate all three strands. Together, the strands focus on developing students’ knowledge, understanding …
Year 5 | English | F-10 curriculum
Year 6 English
The English curriculum is built around the three interrelated strands of language, literature and literacy. Teaching and learning programs should balance and integrate all three strands. Together, the strands focus on developing students’ knowledge, understanding …
Year 6 | English | F-10 curriculum
Years 7 and 8 Korean
The nature of the learners Students are beginning their study of Korean and typically have had little prior exposure to the language and associated cultures. Many will have learnt an additional language in primary school, some have proficiency in different …
Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | Korean | Languages | F-10 curriculum