ACLINC079
Engage in intercultural experiences, reflecting on how aspects of identity such as ethnicity and religion influence language use and understanding of the experience[Key concepts: image, identity; Key processes: explaining, reflecting]
Elaborations ScOT Terms
ACLINC079 | Content Descriptions | Years 9 and 10 | Years F–10 Sequence | Indonesian | Languages | F-10 curriculum
ACLITU111
Analyse variable linguistic features present in the learning contexts and texts to develop an understanding that language use varies depending on participants, their roles and relationships, and according to the contexts of situation and culture
Elaborations ScOT Terms
ACLITU111 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | Italian | Languages | F-10 curriculum
ACLJAC119
Use simple statements and gestures to express aspects of self, such as membership of family, friendship, gender, school/class or cultural groups[Key concepts: identity, self, group, communication; Key processes: describing, explaining, identifying]
Elaborations ScOT Terms
ACLJAC119 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | Japanese | Languages | F-10 curriculum
ACLJAU144
Understand that the ways people use language reflect where and how they live and what is important to them[Key concepts: cultural expression, values, respect, gestures; Key processes: observing, comparing, discussing, interpreting]
Elaborations ScOT Terms
ACLJAU144 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | Japanese | Languages | F-10 curriculum
ACLJAU159
Recognise the use of formulaic expressions and textual features in familiar texts such as emails, letters, postcards or telephone conversations[Key concepts: textual features, context, variation; Key processes: recognising, identifying, explaining, r …
Elaborations ScOT Terms
ACLJAU159 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | Japanese | Languages | F-10 curriculum
ACLJAU178
Explain variations in Japanese language use that reflect different levels of formality, authority and status[Key concepts: register, tenor, respect; Key processes: differentiating, explaining, comparing]
Elaborations ScOT Terms
ACLJAU178 | Content Descriptions | Years 7 and 8 | Years F–10 Sequence | Japanese | Languages | F-10 curriculum
ACLJAU016
Understand that Japanese language use varies according to the context and situation of the interaction and the relationship between participants[Key concepts: variation, context, relationship; Key processes: identifying, distinguishing, analysing]
Elaborations ScOT Terms
ACLJAU016 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | Japanese | Languages | F-10 curriculum
ACLKOU149
Build understanding of the variability of language use in Korean, for example, in relation to the age and relationship of participants[Key concepts: relationships, age; Key processes: identifying, routinising]
Elaborations ScOT Terms
ACLKOU149 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | Korean | Languages | F-10 curriculum
ACLKOU171
Explore how beliefs and value systems are reflected in everyday language use[Key concepts: diversity, beliefs, attitudes; Key processes: examining connections, comparing, describing, reflecting]
Elaborations ScOT Terms
ACLKOU171 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | Korean | Languages | F-10 curriculum
ACLKOC181
Reflect on the experience of using Korean to communicate in different social situations and on their individual responses to differences in language use[Key concepts: social context, comfort/discomfort, intercultural communication; Key processes: monitoring, …
Elaborations ScOT Terms
ACLKOC181 | Content Descriptions | Years 7 and 8 | Years F–10 Sequence | Korean | Languages | F-10 curriculum
ACLKOU187
Explore how language use varies according to context, purpose and audience and to the mode of delivery and the relationship between participants[Key concepts: context, negotiation, interrelationship; Key processes: comparing, connecting, reflecting]
Elaborations ScOT Terms
ACLKOU187 | Content Descriptions | Years 7 and 8 | Years F–10 Sequence | Korean | Languages | F-10 curriculum
ACLKOU018
Explore how language use and communicative practices can influence people’s lives, thoughts and perceptions[Key concepts: perceptions, influence; Key processes: mapping, distinguishing, comparing]
Elaborations ScOT Terms
ACLKOU018 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | Korean | Languages | F-10 curriculum
ACLMGC130
Interact with others, noticing how identity matters, such as use of terms of address, who and what is included and what language is used[Key concepts: belonging, identity; Key processes: interacting, noticing]
Elaborations ScOT Terms
ACLMGC130 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | Modern Greek | Languages | F-10 curriculum
ACLMGU136
Make connections between cultural practices and language use, for example, by identifying vocabulary, behaviours and expressions which reflect cultural values, beliefs and traditions[Key concepts: celebrations, symbolism; Key processes: understanding, …
Elaborations ScOT Terms
ACLMGU136 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | Modern Greek | Languages | F-10 curriculum
ACLMGU153
Explore the relationship between language and culture and how they are reflected in communication styles[Key concepts: language use, cultural behaviour and practices; Key processes: recognising exploring, discussing, connecting]
Elaborations ScOT Terms
ACLMGU153 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | Modern Greek | Languages | F-10 curriculum
ACLMGC005
Use spoken, written and multimodal forms of presentation to convey information on selected topics of interest[Key concepts: representation, culture; Key processes: informing, reporting, speaking, writing]
Elaborations ScOT Terms
ACLMGC005 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | Modern Greek | Languages | F-10 curriculum
ACLSPC117
Create simple print or digital texts that use both Spanish and English, such as labels, captions, wall charts and picture dictionaries[Key concept: equivalence; Key processes: labelling, captioning]
Elaborations ScOT Terms
ACLSPC117 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | Spanish | Languages | F-10 curriculum
ACLSPU159
Recognise that language use varies according to the contexts of situation and culture[Key concepts: levels of formality, language, identity, variation; Key processes: observing, comparing]
Elaborations ScOT Terms
ACLSPU159 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | Spanish | Languages | F-10 curriculum
ACLSPU162
Reflect on own language use at home, at school and in the community, considering how this may be interpreted by young Spanish speakers[Key concepts: norms, standpoints; Key processes: observing, reflecting, comparing]
Elaborations ScOT Terms
ACLSPU162 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | Spanish | Languages | F-10 curriculum
ACLSPC009
Create simple bilingual texts such as learning resources, online announcements, games and displays for use in the classroom, school or wider community[Key concepts; audience, suitability; Key processes: interpreting, comparing]
Elaborations ScOT Terms
ACLSPC009 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | Spanish | Languages | F-10 curriculum