Curriculum Types

Curriculum Elements Types

General Capabilities

Cross Curriculum Priorities
Your search for "english as a second language" returned 7 result(s)
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ACLARC129

Reflect on their experiences as Arabic background speakers when interacting in English and Arabic, observing differences in language use and behaviours[Key concepts: culture, language, behaviour; Key processes: examining, connecting]

literacy critical-creative personal-social ethical-understanding intercultural-understanding Elaborations ScOT Terms

ACLARC129 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | Arabic | Languages | F-10 curriculum

ACLARC130

Explore their own sense of identity, including elements such as family, background and experiences, and ways of using language in Arabic- and English-speaking contexts[Key concepts: communication, identity; Key processes: reflecting, adjusting]

literacy numeracy information-communication critical-creative personal-social intercultural-understanding Elaborations ScOT Terms

ACLARC130 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | Arabic | Languages | F-10 curriculum

ACLARC127

Translate and interpret words, expressions and sentences in simple English and Arabic texts, noticing similarities and differences or non-equivalence[Key concepts: meaning, translation; Key processes: moving between languages, comparing]

literacy information-communication critical-creative personal-social intercultural-understanding Elaborations ScOT Terms

ACLARC127 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | Arabic | Languages | F-10 curriculum

ACLARU135

Recognise that languages change over time and influence one another[Key concepts: language change, influence, exchange; Key processes: observing, identifying, discussing]

literacy critical-creative intercultural-understanding aboriginal-torres Elaborations ScOT Terms

ACLARU135 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | Arabic | Languages | F-10 curriculum

ACLARC126

Create and perform short imaginative texts, such as dialogues or collaborative stories based on Arabic fables, using formulaic expressions and modelled language[Key concepts: imagination, experience; Key processes: presenting, creating, performing]

literacy information-communication critical-creative personal-social intercultural-understanding Elaborations ScOT Terms

ACLARC126 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | Arabic | Languages | F-10 curriculum

ACLARU134

Understand that Arabic as a spoken language varies according to region and country and that meaning can be influenced by gestures, tone and purpose[Key concepts: dialect, variation; Key processes: observing, explaining]

literacy critical-creative personal-social ethical-understanding intercultural-understanding Elaborations ScOT Terms

ACLARU134 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | Arabic | Languages | F-10 curriculum

ACLARU136

Compare and reflect on cultural practices relating to ways in which language is used in various Arabic-speaking communities and in the wider Australian context[Key concepts: difference, expression, practices; Key processes: identifying, distinguishing, …

literacy critical-creative personal-social ethical-understanding intercultural-understanding Elaborations ScOT Terms

ACLARU136 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | Arabic | Languages | F-10 curriculum

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