ACLASFC242
Translate and interpret different types of familiar texts and consider the effectiveness of examples of different translations, considering the role of culture when transferring meaning from one language to another[Key concepts: equivalence, translation, …
Elaborations ScOT Terms
ACLASFC242 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | Second Language Learner Pathway | Auslan | Languages | F-10 curriculum
ACLCHC135
Identify common spoken Chinese expressions and discuss examples of actions, words and phrases that do not readily translate into English[Key concepts: equivalence, idiom; Key processes: translating, identifying, discussing]
Elaborations ScOT Terms
ACLCHC135 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | Background Language Learner Pathway | Chinese | Languages | F-10 curriculum
ACLFRU089
Identify examples of French language used to influence social and cultural relationships and practices[Key concepts: authority, language as power, inclusion, exclusion; Key processes: scanning, selecting, analysing]
Elaborations ScOT Terms
ACLFRU089 | Content Descriptions | Years 9 and 10 | Years F–10 Sequence | French | Languages | F-10 curriculum
ACLGEU029
Notice examples in spoken German of variation in features such as pronunciation, rhythm and stress, and the use of contractions; and articulate and apply in writing common German spelling and punctuation rules, such as for commas and quotation marks[Key …
Elaborations ScOT Terms
ACLGEU029 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | German | Languages | F-10 curriculum
ACLITC047
Translate texts, recognising that words and meanings do not always correspond across languages, and expanding descriptions or giving examples where necessary to assist meaning[Key concepts: alternative, equivalence; Key processes: translating, compar …
Elaborations ScOT Terms
ACLITC047 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | Italian | Languages | F-10 curriculum
ACLKOU133
Understand that ways people use language reflect their culture, such as where and how they live and what is important to them, finding examples of similarities and differences between Korean and Australian ways of communicating[Key concepts: language, …
Elaborations ScOT Terms
ACLKOU133 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | Korean | Languages | F-10 curriculum
ACLKOC160
Translate simple texts identifying words and expressions that may not readily correspond across languages, and expanding descriptions or giving examples where necessary to clarify meaning[Key concepts: correspondence, interpretation; Key processes: selecting, …
Elaborations ScOT Terms
ACLKOC160 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | Korean | Languages | F-10 curriculum
ACLKOU207
Reflect on the dynamic and ecological nature of language that interacts with constantly changing environments such as contact with different languages and cultures and changing sociocultural circumstances in local and global contexts, identifying and …
Elaborations ScOT Terms
ACLKOU207 | Content Descriptions | Years 9 and 10 | Years F–10 Sequence | Korean | Languages | F-10 curriculum
ACLMGU119
Recognise that the languages people use reflect their culture, such as who they are, where and how they live, and find examples of similarities and differences between Greek and their own ways of communicating[Key concepts: norm, culture; Key processes: …
Elaborations ScOT Terms
ACLMGU119 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | Modern Greek | Languages | F-10 curriculum
ACLSPU144
Discuss examples of ways in which the cultures of Spanish speakers influence everyday interactions such as expressions of respect and affection[Key concepts: culture as process and practice, values; Key processes: noticing, comparing, connecting]
Elaborations ScOT Terms
ACLSPU144 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | Spanish | Languages | F-10 curriculum
PKW5
Phonic knowledge gives examples of how a phoneme can be represented by more than one letter or letter combination (c, ck) says short and long vowel sounds for letters a, e, i, o, u reads single-syllable words with common double letters (ss – fuss, …
PKW5 | Phonic knowledge and word recognition | Reading and viewing | National Literacy Learning Progression | National Literacy and Numeracy Learning Progressions | Resources
CrT9
Generic indicators maintains appropriate tense throughout the text (see Grammar) uses a range of sentences including correctly structured complex sentences (see Grammar) spells simple, most complex and some challenging words correctly (see Spelling) uses …
CrT9 | Creating texts | Writing | National Literacy Learning Progression | National Literacy and Numeracy Learning Progressions | Resources
InF4
Re-imagining the whole calculates thirds by visualising or approximating and adjusting (imagines a paper strip in 3 parts, then adjusts and folds) identifies examples and non-examples of partitioned representations of thirds and fifths recognises …
InF4 | Interpreting fractions | Number sense and algebra | National Numeracy Learning Progression | National Literacy and Numeracy Learning Progressions | Resources
Health and Physical Education - Satisfactory - Years 7 and 8
This portfolio of student work shows that the student can describe the changes that occur during puberty and identify how relationships change during this time (WS3). They provide appropriate advice about managing changing social relationships (WS3). …
Health and Physical Education - Satisfactory - Years 7 and 8 | Portfolios | Work samples | Resources
Geography - Above satisfactory - Year 8
This portfolio of student work shows that the student can analyse the interconnections between people and environments (WS1) and how and why places are perceived and valued differently (WS2). Through an examination of the factors associated with the movement …
Geography - Above satisfactory - Year 8 | Portfolios | Work samples | Resources
Languages: Indonesian - Satisfactory - Years F to 2
This portfolio of student work shows that the student can interact with teachers and peers through play and action-related language. The student uses greetings such as Selamat pagi/siang and responds to instructions such as Berdirilah, Masuklah through …
Languages: Indonesian - Satisfactory - Years F to 2 | Portfolios | Work samples | Resources
Languages: Indonesian - Satisfactory - Years 3 and 4
This portfolio of student work shows that the student can interact in classroom routines and structured interactions with teachers and peers (WS1). The student reproduces the sounds of au (for example, mau) and g (for example, gemuk) and the final sound k (for …
Languages: Indonesian - Satisfactory - Years 3 and 4 | Portfolios | Work samples | Resources
Languages: Chinese - Satisfactory - Years 5 and 6
This portfolio of student work shows that the student can use spoken and written (WS3) Chinese to initiate and maintain interactions (WS1, WS2). The student describes and gives information WS2) about self (WS2, WS4), their preferences, environment, experiences …
Languages: Chinese - Satisfactory - Years 5 and 6 | Portfolios | Work samples | Resources
Languages: Chinese - Satisfactory - Years 9 and 10 (Year 7 entry)
This portfolio of student work shows that the student can use spoken and written Chinese to initiate and sustain interactions in familiar and unfamiliar contexts (WS1, WS2, WS5, WS7). The student exchanges information (WS4), ideas and opinions (WS3) and …
Languages: Chinese - Satisfactory - Years 9 and 10 (Year 7 entry) | Portfolios | Work samples | Resources
Languages: Japanese - Satisfactory - Foundation to Year 2
This portfolio of student work shows that the student can interact with the teacher and peers through play- and action-related language (WS1, WS3). The student uses formulaic expressions and appropriate gestures in everyday interactions such as exchanging …
Languages: Japanese - Satisfactory - Foundation to Year 2 | Portfolios | Work samples | Resources