ACLCHU159
Explore the impact of English on everyday communication in Chinese and the impact of Chinese on English
Elaborations ScOT Terms
ACLCHU159 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | Background Language Learner Pathway | Chinese | Languages | F-10 curriculum
Structure
In the Australian Curriculum, the Humanities and Social Sciences learning area comprises five subjects: F–6/7 Humanities and Social Sciences, and Years 7–10 History, Geography, Civics and Citizenship and Economics and Business. In all five subjects, the …
Structure | Humanities and Social Sciences | F-10 curriculum
Rationale/Aims Essential English
Rationale Essential English focuses on consolidating and refining the skills and knowledge needed by students to become competent, confident and engaged users of English in many contemporary contexts including everyday, community, social, further education, …
Rationale/Aims | Essential English | English | Senior secondary curriculum
Achievement Standard Chinese Foundation to Year 2
By the end of Year 2, students use spoken Chinese to initiate interactions in a range of familiar contexts. They obtain and convey information and experiences relating to their personal world in simple exchanges. They use learned vocabulary, sounds, characters …
Achievement Standard | Achievement Standards | Foundation to Year 2 | Years F–10 Sequence | Background Language Learner Pathway | Chinese | Languages | F-10 curriculum
Years 7 and 8 Vietnamese
The nature of the learners Students who enter the background language learner pathway in Vietnamese in Year 7 may have strong connections to Vietnamese language and culture through family and community, and varying degrees of oracy in Vietnamese. Their …
Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | Vietnamese | Languages | F-10 curriculum
Rationale/Aims English as an Additional Language or Dialect
Rationale English as an Additional Language or Dialect (EAL/D) focuses on language learning and the explicit teaching of the structure, linguistic features and sociolinguistic and sociocultural aspects of Standard Australian English (SAE). Through close …
Rationale/Aims | English as an Additional Language or Dialect | English | Senior secondary curriculum
Achievement Standard Auslan Years 3 and 4
By the end of Year 4, students participate in classroom routines and structured interactions with teachers and peers. They communicate about daily routines, interests and pastimes; recount personal experiences and classroom events; and describe people, …
Achievement Standard | Achievement Standards | Years 3 and 4 | Years F–10 Sequence | Second Language Learner Pathway | Auslan | Languages | F-10 curriculum
Achievement Standard Indonesian Years 3 and 4
By the end of Year 4, students interact in classroom routines and structured interactions with teachers and peers. They reproduce the sounds of au (for example, mau) and g (for example, gemuk) and the final sound k (for example, tidak). Students follow …
Achievement Standard | Achievement Standards | Years 3 and 4 | Years F–10 Sequence | Indonesian | Languages | F-10 curriculum
Achievement Standard Italian Foundation to Year 2
By the end of Year 2, students use Italian to communicate with their teacher and peers through action-related talk and play. They demonstrate comprehension by responding both verbally and non-verbally. They imitate simple words and phrases. They respond …
Achievement Standard | Achievement Standards | Foundation to Year 2 | Years F–10 Sequence | Italian | Languages | F-10 curriculum
Achievement Standard Italian Years 7 and 8
By the end of Year 8, students engage in social interaction to exchange greetings and to share ideas and information related to their personal, social and school worlds. They use known phrases to exchange ideas and opinions, for example, Non mi piace …
Achievement Standard | Achievement Standards | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | Italian | Languages | F-10 curriculum
Leigh Creek Area School
Leigh Creek is situated 560kms north of Adelaide in the hot, arid zone of South Australia’s northern Flinders Ranges. Leigh Creek Area School caters to students from Foundation to Year 12 (F – 12) and is located on the traditional lands of the Adnyamathanha …
Leigh Creek Area School | Illustrations of practice | Framework for Aboriginal Languages and Torres Strait Islander Languages | Resources
Key ideas English
Texts Texts provide the means for communication. They can be written, spoken, visual, multimodal, and in print or digital/online forms. Multimodal texts combine language with other means of communication such as visual images, soundtrack or spoken words, …
Key ideas | English | F-10 curriculum
Achievement Standard Auslan Foundation to Year 2
By the end of Year 2, students interact with teachers and each other to talk about themselves, their families, friends and immediate environment. They follow instructions to complete action-based activities such as signing games or transactional activities, …
Achievement Standard | Achievement Standards | Foundation to Year 2 | Years F–10 Sequence | Second Language Learner Pathway | Auslan | Languages | F-10 curriculum
Achievement Standard French Years 3 and 4
By the end of Year 4, students interact with teachers and each other through classroom routines, action-related talk and play. They exchange greetings and wishes, respond to familiar instructions and to questions such as Qu’est-ce que c’est? …
Achievement Standard | Achievement Standards | Years 3 and 4 | Years F–10 Sequence | French | Languages | F-10 curriculum
Achievement Standard German Years 3 and 4
By the end of Year 4, students interact with teachers and peers in classroom routines, action-related talk and play. They respond to instructions and use formulaic expressions to interact, ask questions, seek assistance, and make statements related …
Achievement Standard | Achievement Standards | Years 3 and 4 | Years F–10 Sequence | German | Languages | F-10 curriculum
Achievement Standard Indonesian Years 5 and 6
By the end of Year 6, students use Indonesian to convey information about themselves, their family and friends, and daily routines and activities. They locate specific details and use familiar words and phrases to predict meanings in texts. They respond …
Achievement Standard | Achievement Standards | Years 5 and 6 | Years F–10 Sequence | Indonesian | Languages | F-10 curriculum
Achievement Standard Korean Foundation to Year 2
By the end of Year 2, students interact with peers and teachers through play- and action-related talk, exchanging greetings and introducing themselves (for example, 안녕하세요?; 안녕?; 저는 ...이에요/예요 used as a set phrase) with gestures. They respond to …
Achievement Standard | Achievement Standards | Foundation to Year 2 | Years F–10 Sequence | Korean | Languages | F-10 curriculum
References & Appendices
Australian Curriculum and Assessment Reporting Authority (ACARA) F–10 Curriculum. www.australiancurriculum.edu.au/mathematics/curriculum/f-10 (viewed November 2014) www.australiancurriculum.edu.au/science/curriculum/f-10 (viewed November 2014)www.australiancurriculum.edu.au/technologies/design-and-technologies/curriculum/f-10 (viewed …
References & Appendices | STEM Report | STEM | Resources
Report Findings: Benefits & Challenges
Many teachers commented on the unanticipated benefits for their students from their involvement in the STEM Connections project. The development of general capabilities, such as Critical and Creative Thinking, and Personal and Social Capability, was overwhelmingly …
Report Findings: Benefits & Challenges | STEM Report | STEM | Resources
The impact of contact and migration on South Australian language groups
Woodville High School is a government school located in the western suburbs of Adelaide, 10km from the CBD on the traditional lands of the Kaurna People. The school has a total enrolment of 971 students, of whom 15% are Aboriginal and/or Torres Strait …
The impact of contact and migration on South Australian language groups | Illustrations of practice | Aboriginal and Torres Strait Islander Histories and Cultures | Resources