ACLVIC148
Produce a range of bilingual texts and resources for their own language learning and for the school community such as posters, menus, recipes or stories, including multimodal and digital forms[Key concept: linguistic landscape; Key processes: translating, …
Elaborations ScOT Terms
ACLVIC148 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | Vietnamese | Languages | F-10 curriculum
ACHASSK112
The influence of people, including Aboriginal and Torres Strait Islander Peoples, on the environmental characteristics of Australian places
Elaborations ScOT Terms
ACHASSK112 | Content Descriptions | Year 5 | HASS | Humanities and Social Sciences | F-10 curriculum
ACLCHU046
Understand that Chinese is characterised by diversity in spoken and written forms
Elaborations ScOT Terms
ACLCHU046 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | Second Language Learner Pathway | Chinese | Languages | F-10 curriculum
ACLFWU151
Build the resources of the language by creating, performing and recording new texts, and by creating new contexts for its use[Key concepts: language ownership, language revival; Key processes: noticing, building resources]
Elaborations ScOT Terms
ACLFWU151 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | Language Revival Learner Pathway (LR) | Framework for Aboriginal Languages and Torres Strait Islander Languages | Languages | F-10 curriculum
ACLFWU172
Identify available resources and protocols to be followed when building language[Key concept: language revival, language building, language resources, keeping places, protocols; Key processes: identifying, locating, discussing]
Elaborations ScOT Terms
ACLFWU172 | Content Descriptions | Years 3 to 6 | Years F–10 Sequence | Language Revival Learner Pathway (LR) | Framework for Aboriginal Languages and Torres Strait Islander Languages | Languages | F-10 curriculum
ACDSEH061
Cultural achievements of the Khmer civilisation, including its system of water management and the building of the temples of Angkor
Elaborations ScOT Terms
ACDSEH061 | Content Descriptions | Year 8 | History | Humanities and Social Sciences | F-10 curriculum
ACLVIC026
Produce bilingual resources in multimodal and digital forms for the school and local community, such as travel brochures, comics, blogs or video clips, considering the role of culture when transferring meaning from one language to another[Key concepts: …
Elaborations ScOT Terms
ACLVIC026 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | Vietnamese | Languages | F-10 curriculum
ACHGK072
The Aboriginal and Torres Strait Islander Peoples’ approaches to custodial responsibility and environmental management in different regions of Australia
Elaborations ScOT Terms
ACHGK072 | Content Descriptions | Year 10 | Geography | Humanities and Social Sciences | F-10 curriculum
ACLFWC177
Investigate and summarise factual information obtained from a range of sources on a variety of topics and issues related to the Country/Place[Key concepts: Indigenous knowledge, social and environmental issues, lifestyles - past and present community …
Elaborations ScOT Terms
ACLFWC177 | Content Descriptions | Years 7 to 10 | Years F–10 Sequence | Language Revival Learner Pathway (LR) | Framework for Aboriginal Languages and Torres Strait Islander Languages | Languages | F-10 curriculum
ACLFWC112
Identify, analyse and summarise factual information obtained from a range of sources on a variety of topics and issues related to the region of the target language[Key concepts: Indigenous knowledge, social and environmental issues, lifestyles, community …
Elaborations ScOT Terms
ACLFWC112 | Content Descriptions | Years 7 to 10 | Years F–10 Sequence | Second Language Learner Pathway (L2) | Framework for Aboriginal Languages and Torres Strait Islander Languages | Languages | F-10 curriculum
ACLFWC137
Translate frequently used words and phrases, using visual cues and resources such as word lists[Key concepts: similarity, difference, meaning; Key processes: translating, noticing, identifying, explaining]
Elaborations ScOT Terms
ACLFWC137 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | Language Revival Learner Pathway (LR) | Framework for Aboriginal Languages and Torres Strait Islander Languages | Languages | F-10 curriculum
ACLFWC074
Translate frequently used words and phrases using visual cues and resources such as word lists[Key concepts: translation, similarity, difference, meaning; Key processes: noticing, identifying, translating]
Elaborations ScOT Terms
ACLFWC074 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | Second Language Learner Pathway (L2) | Framework for Aboriginal Languages and Torres Strait Islander Languages | Languages | F-10 curriculum
ACLASFC081
Create resources such as videos, glossaries and classifications in English to interpret cultural aspects of Auslan texts[Key concepts: expression, bilingualism; Key processes: recording, creating, captioning]
Elaborations ScOT Terms
ACLASFC081 | Content Descriptions | Years 9 and 10 | Years F–10 Sequence | First Language Learner Pathway | Auslan | Languages | F-10 curriculum
ACDSEH068
The way Polynesian societies used environmental resources (sustainably and unsustainably), including the extinction of the moa in New Zealand, the use of religious/supernatural threats to conserve resources, and the exploitation of Easter Island’s palm …
Elaborations ScOT Terms
ACDSEH068 | Content Descriptions | Year 8 | History | Humanities and Social Sciences | F-10 curriculum
ACLASFC191
Reflect on their intercultural interactions and experiences, for example by considering their responses when engaging with Auslan users or digital resources, and on how these responses reflect their own languages and cultures[Key concepts: intercultural …
Elaborations ScOT Terms
ACLASFC191 | Content Descriptions | Years 7 and 8 | Years F–10 Sequence | Second Language Learner Pathway | Auslan | Languages | F-10 curriculum
ACLFWC155
Gather, record and classify information from a range of sources from Country/Place, historical documents and contemporary resources[Key concepts: community life, leisure, environment, Indigenous knowledge, health, well-being; Key processes: identifying …
Elaborations ScOT Terms
ACLFWC155 | Content Descriptions | Years 3 to 6 | Years F–10 Sequence | Language Revival Learner Pathway (LR) | Framework for Aboriginal Languages and Torres Strait Islander Languages | Languages | F-10 curriculum
ACLFWC184
Participate in intercultural interactions and consider own reactions when engaging with Elders and community members and resources[Key concepts: intercultural experience, perspective, insight, self-reflection, ways of knowing and being, reconciliation, …
Elaborations ScOT Terms
ACLFWC184 | Content Descriptions | Years 7 to 10 | Years F–10 Sequence | Language Revival Learner Pathway (LR) | Framework for Aboriginal Languages and Torres Strait Islander 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
ACLHIU072
Understand that language is not neutral and that its forms and usage reflect cultural ideas, values and perspectives[Key concepts: culture, language change, representation, values; Key processes: reflecting, analysing, comparing]
Elaborations ScOT Terms
ACLHIU072 | Content Descriptions | Years 7 and 8 | Years F–10 Sequence | Hindi | Languages | F-10 curriculum
ACLINU066
Recognise that Indonesian has formal and informal forms and that their style and use depend on the context, purpose and audience[Key concept: register; Key processes: identifying, connecting, analysing]
Elaborations ScOT Terms
ACLINU066 | Content Descriptions | Years 7 and 8 | Years F–10 Sequence | Indonesian | Languages | F-10 curriculum