ACLCHC251
Create imaginative texts experimenting with genre, textual features and stylistic devices[Key concepts: ancestry, culture, love, fear, inner world; Key processes: creating, expressing, experimenting]
Elaborations ScOT Terms
ACLCHC251 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | First Language Learner Pathway | Chinese | Languages | F-10 curriculum
ACLCLE016
Read, analyse and interpret Classical Greek texts, using vocabulary, grammar and textual cues, to engage with the ancient Greek world[Key concepts: language, culture, meaning, experience; Key processes: reading, analysing, connecting]
Elaborations ScOT Terms
ACLCLE016 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | Classical Greek | Framework for Classical Languages | Languages | F-10 curriculum
ACLCLE031
Read, comprehend and discuss Latin texts, using vocabulary, grammar and textual cues, to explore the Roman world[Key concepts: language, culture, meaning, experience; Key processes: reading, listening, interpreting, connecting]
Elaborations ScOT Terms
ACLCLE031 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | Latin | Framework for Classical Languages | Languages | F-10 curriculum
ACLCLE046
Read, analyse and interpret Latin texts, using vocabulary, grammar and textual cues, to engage with the Roman world[Key concepts: language, culture, meaning, experience; Key processes: reading, analysing, connecting]
Elaborations ScOT Terms
ACLCLE046 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | Latin | Framework for Classical Languages | Languages | F-10 curriculum
ACLFRF053
Understand that there are different forms of spoken and written French used in different contexts within France and in other regions of the world[Key concepts: diversity, creoles, dialects, accents; Key processes: mapping, comparing, distinguishing]
Elaborations ScOT Terms
ACLFRF053 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | French | Languages | F-10 curriculum
ACLHIU035
Understand that Hindi is an important regional and international language used by speakers who are often multilingual in different contexts around the world[Key concepts: multilingualism, accent, dialect; Key processes: mapping, grouping, identifying …
Elaborations ScOT Terms
ACLHIU035 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | Hindi | Languages | F-10 curriculum
ACLINU013
Recognise questions, commands and simple subject-focus sentences, and develop vocabulary for people, places and things in their personal world[Key concepts: possession, word order; Key processes: naming, noticing patterns]
Elaborations ScOT Terms
ACLINU013 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | Indonesian | Languages | F-10 curriculum
ACLINC018
Share with peers and teacher information about aspects of personal world such as daily routines, home, and favourite objects and pastimes[Key concepts: routine, occasion; Key processes: describing, sharing]
Elaborations ScOT Terms
ACLINC018 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | Indonesian | Languages | F-10 curriculum
ACLINU030
Develop understanding of ways to express possession and describe qualities of people and objects, and expand vocabulary related to personal and social world[Key concepts: action, sequence; Key processes: describing, relating, predicting]
Elaborations ScOT Terms
ACLINU030 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | Indonesian | Languages | F-10 curriculum
ACLITU132
Compare and contrast aspects of communication and the relationship among languages used in the ecology of languages in Australia, including Aboriginal languages and Torres Strait Islander Languages, Asian languages and world languages
Elaborations ScOT Terms
ACLITU132 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | Italian | Languages | F-10 curriculum
ACLJAC005
Present factual information about aspects of Japanese and Australian lifestyles in spoken, written and digital forms[Key concepts: community, cultural practice, personal world; Key processes: composing, designing, presenting, reporting, comparing]
Elaborations ScOT Terms
ACLJAC005 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | Japanese | Languages | F-10 curriculum
ACLKOC198
Translate texts for different audiences and contexts, and reflect on how cultural values, attitudes, assumptions and world views are differently encoded in languages[Key concepts: equivalence, values, representation; Key processes: reflecting, interpreting, …
Elaborations ScOT Terms
ACLKOC198 | Content Descriptions | Years 9 and 10 | Years F–10 Sequence | Korean | Languages | F-10 curriculum
ACLMGC024
Experiment with different techniques to create and present imaginative texts designed to engage different audiences[Key concepts: fantasy, private and public world, preferences; Key processes: creating, experimenting, connecting, reflecting]
Elaborations ScOT Terms
ACLMGC024 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | Modern Greek | Languages | F-10 curriculum
ACLSPC127
Interact with teacher and peers to exchange information about aspects of their personal world such as school, home, everyday routines and favourite pastimes[Key concepts: routine, home; Key processes: questioning, responding, describing]
Elaborations ScOT Terms
ACLSPC127 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | Spanish | Languages | F-10 curriculum
ACLSPC130
Gather and share information from peers and from texts relating to the Spanish-speaking world and to areas such as home, school, routines, responsibilities and interests[Key concepts: routine, events; Key processes: identifying, recording, questionin …
Elaborations ScOT Terms
ACLSPC130 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | Spanish | Languages | F-10 curriculum
ACLSPC149
Present information about aspects of language and culture in the Spanish-speaking world for specific audiences, using diagrams, charts, timelines and guided reports[Key concepts: lifestyle, people, places; Key processes: organising, informing]
Elaborations ScOT Terms
ACLSPC149 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | Spanish | Languages | F-10 curriculum
ACLSPC191
Explore and compare cultural traditions in both the Spanish-speaking world and their own cultural contexts, considering how these influence identity[Key concepts: identity, culture, worldview; Key processes: comparing, explaining]
Elaborations ScOT Terms
ACLSPC191 | Content Descriptions | Years 9 and 10 | Years F–10 Sequence | Spanish | Languages | F-10 curriculum
ACLSPU197
Investigate the variety of languages used in different communities in the Spanish-speaking world, for example, Mapudungun, Basque/Euskera and Náhuatl[Key concepts: diversity, status, recognition; Key processes: researching, analysing, discussing]
Elaborations ScOT Terms
ACLSPU197 | Content Descriptions | Years 9 and 10 | Years F–10 Sequence | Spanish | Languages | F-10 curriculum
ACLSPU017
Recognise that Spanish is a global language that is spoken in a variety of forms in different communities around the world, including Australia[Key concepts: diversity, regional variation, accents, global language; Key processes: mapping, comparing, …
Elaborations ScOT Terms
ACLSPU017 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | Spanish | Languages | F-10 curriculum
ACLINU098
Develop knowledge of structures and vocabulary for describing people, places and things, such as pronouns, ber- and me- verbs, adjectives, prepositions and word order[Key concepts: grammatical system; Key process: understanding]
Elaborations ScOT Terms
ACLINU098 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | Indonesian | Languages | F-10 curriculum