ACELT1600
Discuss the nature and effects of some language devices used to enhance meaning and shape the reader’s reaction, including rhythm and onomatopoeia in poetry and prose
Elaborations ScOT Terms
ACELT1600 | Content Descriptions | Year 3 | English | F-10 curriculum
ACELA1518
Understand how authors often innovate on text structures and play with language features to achieve particular aesthetic, humorous and persuasive purposes and effects
Elaborations ScOT Terms
ACELA1518 | Content Descriptions | Year 6 | English | F-10 curriculum
ACELA1461
Understand that language varies when people take on different roles in social and classroom interactions and how the use of key interpersonal language resources varies depending on context
Elaborations ScOT Terms
ACELA1461 | Content Descriptions | Year 2 | English | F-10 curriculum
ACELT1791
Create texts that adapt language features and patterns encountered in literary texts, for example characterisation, rhyme, rhythm, mood, music, sound effects and dialogue
Elaborations ScOT Terms
ACELT1791 | Content Descriptions | Year 3 | English | F-10 curriculum
ACELA1531
Understand and explain how the text structures and language features of texts become more complex in informative and persuasive texts and identify underlying structures such as taxonomies, cause and effect, and extended metaphors
Elaborations ScOT Terms
ACELA1531 | Content Descriptions | Year 7 | English | F-10 curriculum
Elaboration ACELA1487
identifying words used in Standard Australian English that are derived from other languages, including Aboriginal and Torres Strait Islander languages, and determining if the original meaning is reflected in English usage, for example example ‘kangaroo’, …
Elaboration | ACELA1487 | Content Descriptions | Year 4 | English | 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
ACLFRU107
Recognise that French is both a local and a global language[Key concepts: first language, global language, dialects, creoles, accents; Key processes: mapping, comparing, distinguishing]
Elaborations ScOT Terms
ACLFRU107 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | French | Languages | F-10 curriculum
ACLJAU143
Recognise that Japanese is the official language of Japan and one of the major languages of the Asia-Pacific region[Key concepts: language status, standard language, multilingualism; Key processes: recognising, comparing, classifying]
Elaborations ScOT Terms
ACLJAU143 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | Japanese | Languages | F-10 curriculum
ACELT1768
Experiment with particular language features drawn from different types of texts, including combinations of language and visual choices to create new texts
Elaborations ScOT Terms
ACELT1768 | Content Descriptions | Year 8 | English | F-10 curriculum
ACLASFU018
Understand that people use language in ways that reflect their culture, such as where and how they live, who they live with and what is important to them[Key concepts: language, culture, community, observable phenomena; Key processes: noticing, recognising, …
Elaborations ScOT Terms
ACLASFU018 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | First Language Learner Pathway | Auslan | Languages | F-10 curriculum
ACLASFU053
Explore the current status and profile of Auslan and of the Deaf community in contemporary Australian society, considering issues such as language transmission, usage and documentation[Key concepts: diversity, representation, language transmission, documentation; …
Elaborations ScOT Terms
ACLASFU053 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | First Language Learner Pathway | Auslan | Languages | F-10 curriculum
ACLASFU072
Reflect on how language use is influenced by communities’ world views and sense of identity and on how language and culture influence each other[Key concepts: culture, knowledge, value, transmission; Key processes: explaining, reflecting, exploring, analysing, …
Elaborations ScOT Terms
ACLASFU072 | Content Descriptions | Years 7 and 8 | Years F–10 Sequence | First Language Learner Pathway | Auslan | Languages | F-10 curriculum
ACLASFU125
Understand the range of factors that influence the profile, diversity and distribution of Auslan use in the wider Australian society, and consider the concept of Auslan vitality in comparison with that of other languages[Key concepts: influence, transmission, …
Elaborations ScOT Terms
ACLASFU125 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | First Language Learner Pathway | Auslan | Languages | F-10 curriculum
ACLASFC137
Notice what is similar to or different from their own language and culture when interacting with stories, games and different forms of artistic expression in Auslan and from Deaf culture[Key concepts: language, culture, similarity, difference, respect; …
Elaborations ScOT Terms
ACLASFC137 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | Second Language Learner Pathway | Auslan | Languages | F-10 curriculum
ACLASFU144
Notice that people use language in ways that reflect their culture, such as where and how they live, who they live with and what is important to them[Key concepts: language, culture, community, observable phenomena; Key processes: noticing, recognising, …
Elaborations ScOT Terms
ACLASFU144 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | Second Language Learner Pathway | Auslan | Languages | F-10 curriculum
ACLASFC155
Describe ways in which communicating and behaving when using Auslan are similar to or different from their use of their own language(s) and forms of cultural expression[Key concepts: language, culture, values, similarity, difference, communication; Key …
Elaborations ScOT Terms
ACLASFC155 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | Second Language Learner Pathway | Auslan | Languages | F-10 curriculum
ACLASFU161
Develop awareness of the social and cultural nature and context of Auslan and other sign languages, of their different modes of expression and of the related issue of language vitality[Key concepts: communication, language vitality, culture, accessibility; …
Elaborations ScOT Terms
ACLASFU161 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | Second Language Learner Pathway | Auslan | Languages | F-10 curriculum
ACLASFU198
Reflect on how language use is influenced by communities’ world views and sense of identity and on how language and culture influence each other[Key concepts: culture, knowledge, value, transmission; Key processes: explaining, reflecting, exploring, analysing, …
Elaborations ScOT Terms
ACLASFU198 | Content Descriptions | Years 7 and 8 | Years F–10 Sequence | Second Language Learner Pathway | Auslan | Languages | F-10 curriculum
ACLASFC227
Reflect on ways in which Auslan and associated communicative and cultural behaviours are similar to or different from their own language(s) and forms of cultural expression[Key concepts: language, culture, similarity, difference, communication; Key processes: …
Elaborations ScOT Terms
ACLASFC227 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | Second Language Learner Pathway | Auslan | Languages | F-10 curriculum