Search

LiS4

responds to simple and predictable texts (see Text complexity) recalls specific information from a spoken text (recalls a message from a school assembly announcement) responds to literal questions about a spoken text experiments with a small range …

LiS5

listens to texts to engage with learning area content recalls specific information from a learning area text attends to sequence when recounting ideas listens to a familiar story and retells, making minor adaptations if needed selects appropriate …

IRD1

One-to-one data displays displays information using real objects or photographs responds to questions about the information in one-to-one data displays interprets general observations made about data represented in one-to-one data displays makes …

Elaboration ACLARC163

discussing cultural cues in communication that suggest differences in traditions, ideas or values, for example,التّحية المتكرّرة مثلاً: كيف حالك وكيف العائلة؟ ؛ التّعابير الدينية مثل: إن شاء الله؛ إن شاء الرّب وعشنا

Elaboration (2) ACLARC180

identifying moments of embarrassment or communication breakdown in own intercultural interactions, exploring reasons for these and suggesting adjustments that could be made to enhance mutual understanding, for example, explaining to a non-Arabic speaker …

Elaboration ACLFRC062

interpreting phrases and expressions that do not translate literally (for example, à tout à l’heure, pas de quoi, courage), identifying similar English expressions and considering possible consequences of the lack of equivalence in terms of intercultural …

Elaboration ACLFRC073

using different forms of communication, including formal debates and informal exchanges, to discuss young people’s experience in contemporary culture, for example, la santé des jeunes, la vie des banlieues, les rapports avec les parents

Elaboration ACLFRC074

using online and digital forms of communication such as email, chat forums and community websites to plan shared events or activities, for example, intercultural components of the fête de la musique, or a cahier/guide de recommandations for language …

Elaboration ACLFRC080

experimenting with literal translations of popular French expressions or idioms, noticing when this creates confusion (for example, être bien dans sa peau, dans son assiette, avoir le cafard, revenons à nos moutons) and recognising the nature and function …

Elaboration (1) ACLFRU086

understanding the dynamic relationship between different modes of communication in different cultural contexts, (for example, hybrid texts such as emails or text messages that combine features of spoken and written texts, or formal lectures or news reports …

Elaboration (2) ACLFRU105

collecting and analysing samples of language from texts such as video clips or print/electronic forms of communication to explore differences in communicative style and expression between social groups such as les adolescents, les profs or les tout-p …

Elaboration ACLGEC011

sharing ideas about the experience of learning and using German, including any perceived changes in levels of confidence, or in attitudes to culture and intercultural communication, for example, ‘How did I feel when I first heard/spoke German? How do …

Elaboration ACLHIU014

understanding texts as different forms of communication that can be spoken, written, digital or visual, recognising that they can be very short, for example, रुको, or much longer, for example, तुम ज़रा ठहर जाओ।

Elaboration (4) ACLHIC046

developing metalanguage for explaining the relationship between languages and cultures and for describing intercultural communication in different contexts, for example, discussing the need to apply distinctions such as तू जा, तुम जाओ, आप जाइए, आप जाइएगा …

Elaboration ACLHIU069

comparing and explaining the use of different styles of communication in different contexts, such as respectful, devotional or colloquial forms of expression आपकी यात्रा मंगलमय हो,सब ठीक-ठाक है?

Elaboration (2) ACLHIC119

considering the relationship between styles of communication and cultural factors such as generation or social environment, for example, by talking about the kinds of questions they ask or comments they make when interacting with people of their own age …

Elaboration ACLINC113

analysing language choices and gestures used by Indonesian speakers and considering whether or not and how to use these in own communication, for example, using Muslim prayer times to refer to times of the day such as waktu subuh (at dawn), waktu maghrib …

Curriculum Types

Resource Subjects

Resource Year Levels

Level of Achievements

Curriculum Elements Types

General Capabilities

Cross Curriculum Priorities

Progression Elements