Elaboration ACELT1634
reflecting on and discussing responses to literature including plot events, setting details, characterisation, themes, structure and language devices used to achieve particular effects, and collaboratively formulating a list of factors that characterise …
Elaboration | ACELT1634 | Content Descriptions | Year 9 | English | F-10 curriculum
Elaboration ACELT1642
looking at a range of short poems, a short story, or extracts from a novel or film to find and discuss examples of how language devices layer meaning and influence the responses of listeners, viewers or readers
Elaboration | ACELT1642 | Content Descriptions | Year 10 | English | F-10 curriculum
Elaboration ACHASSI006
talking about differences between objects from the past and those of the present using comparative language (for example, 'This toy is older', ‘My new computer game is more fun than the old one', ‘This tree is older than …’)
Elaboration | ACHASSI006 | Content Descriptions | Foundation Year | HASS | Humanities and Social Sciences | F-10 curriculum
Elaboration ACELA1525
identifying (for example from reviews) the ways in which evaluative language is used to assess the qualities of the various aspects of the work in question
Elaboration | ACELA1525 | Content Descriptions | Year 6 | English | F-10 curriculum
Elaboration ACELY1765
investigating the influence on written language of communicative technologies like SMS, text, email and Twitter
Elaboration | ACELY1765 | Content Descriptions | Year 7 | English | F-10 curriculum
Elaboration ACELY1733
identifying the meaning of a wide range of words, including technical and literary language in various contexts
Elaboration | ACELY1733 | Content Descriptions | Year 8 | English | F-10 curriculum
Elaboration ACELT1772
evaluating the effect on readers of text structures and language features of a literary text and comparing these with other texts
Elaboration | ACELT1772 | Content Descriptions | Year 9 | English | F-10 curriculum
Elaboration ACELA1564
identifying language that seeks to align the listener or reader (for example 'of course', 'obviously', 'as you can imagine')
Elaboration | ACELA1564 | Content Descriptions | Year 10 | English | F-10 curriculum
Elaboration (3) ACELY1750
selecting subject matter and language to position readers to accept representations of people, events, ideas and information
Elaboration (3) | ACELY1750 | Content Descriptions | Year 10 | English | F-10 curriculum
Elaboration (2) ACHASSK093
recognising that the identity of Aboriginal and Torres Strait Islander Peoples in Australia is shaped by Country/Place, language and knowledge traditions
Elaboration (2) | ACHASSK093 | Content Descriptions | Year 4 | HASS | Humanities and Social Sciences | F-10 curriculum
ACLARC110
Translate familiar Arabic and English words, phrases and expressions, using visual cues and word lists, and explain the meaning of particular words and verbal and non-verbal expressions[Key concepts: meaning, expression; Key processes: noticing, matching, …
Elaborations ScOT Terms
ACLARC110 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | Arabic | Languages | F-10 curriculum
ACLARC144
Translate and interpret texts from Arabic into English and vice versa for peers, family and community, and identify words and expressions that may not readily correspond across the two languages[Key concepts: correspondence, interpretation, audience; …
Elaborations ScOT Terms
ACLARC144 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | Arabic | Languages | F-10 curriculum
ACLARC179
Create bilingual texts that reflect aspects of culture for Arabic- speaking and English-speaking audiences in the school and wider community, for example, pamphlets, travel brochures or road directories[Key concepts: representation, cultural literacy; …
Elaborations ScOT Terms
ACLARC179 | Content Descriptions | Years 9 and 10 | Years F–10 Sequence | Arabic | Languages | F-10 curriculum
ACLARC180
Reflect on how meanings vary according to cultural assumptions that Arabic and English speakers bring to interactions, and take responsibility for contributing to mutual understanding[Key concepts: cultural assumptions, judgement; Key processes: reflecting, …
Elaborations ScOT Terms
ACLARC180 | Content Descriptions | Years 9 and 10 | Years F–10 Sequence | Arabic | Languages | F-10 curriculum
ACLARC025
Translate and interpret texts from Arabic into English and vice versa, compare own translations and interpretations with others’ and discuss reasons for differences[Key concepts: representation, perspectives, interpretation; Key processes: translating, …
Elaborations ScOT Terms
ACLARC025 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | Arabic | Languages | F-10 curriculum
ACLARC027
Reflect on how conventions of speech and Arabic cultural concepts can influence own communication style when using both English and Arabic[Key concepts: cultural concept, norms, communication; Key processes: understanding, explaining, reflecting]
Elaborations ScOT Terms
ACLARC027 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | Arabic | Languages | F-10 curriculum
ACLCHC070
Create written imaginative texts that express aspects of Chinese culture for different audiences and identify how some concepts can be readily translated between Chinese and English and some do not[Key concepts: values, tradition; Key processes: creating, …
Elaborations ScOT Terms
ACLCHC070 | Content Descriptions | Years 9 and 10 | Years F–10 Sequence | Second Language Learner Pathway | Chinese | Languages | F-10 curriculum
ACLCHC168
Create bilingual texts relating to other learning areas and topics of interest, considering the influence of different roles, relationships, settings and situations when interpreting both Chinese and English[Key concepts: audience, context, bilingualism; …
Elaborations ScOT Terms
ACLCHC168 | Content Descriptions | Years 7 and 8 | Years F–10 Sequence | Background Language Learner Pathway | Chinese | Languages | F-10 curriculum
ACLCHC234
Create bilingual information texts for speakers of Chinese and English in Australia, recognising ‘code-switching’ and how specific vocabulary and terminology from other learning areas can be translated in different settings, such as for an expert or beginner …
Elaborations ScOT Terms
ACLCHC234 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | First Language Learner Pathway | Chinese | Languages | F-10 curriculum
ACLHIC009
Create simple spoken, print or digital texts for the classroom that combine Hindi and English, such as songs, captions, picture dictionaries, wall charts or labels[Key concepts: bilingualism, vocabulary, translation; Key processes: creating, comparing, …
Elaborations ScOT Terms
ACLHIC009 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | Hindi | Languages | F-10 curriculum