Elaboration (1) ACELY1687
discussing levels of language — slang, colloquial (everyday) and formal language — and how their appropriateness changes with the situation and audience. Presenting ideas and opinions at levels of formality appropriate to the context and audience
Elaboration (1) | ACELY1687 | Content Descriptions | Year 4 | English | F-10 curriculum
Elaboration (4) ACELA1523
knowing that there are various ways in English to refer to future time, for example auxiliary ‘will’, as in ‘She will call you tomorrow’; present tense, as in ‘Tomorrow I leave for Hobart’; and adverbials of time, as …
Elaboration (4) | ACELA1523 | Content Descriptions | Year 6 | English | F-10 curriculum
ACELY1808
Use interaction skills for identified purposes, using voice and language conventions to suit different situations, selecting vocabulary, modulating voice and using elements such as music, images and sound for specific effects
Elaborations ScOT Terms
ACELY1808 | Content Descriptions | Year 8 | English | F-10 curriculum
Elaboration ACELT1774
using terms associated with literary text analysis (for example narrative, characters, poetry, figurative language, symbolism, soundtrack) when evaluating aspects that are valued and that contain aesthetic qualities
Elaboration | ACELT1774 | Content Descriptions | Year 10 | English | F-10 curriculum
ACLFWC030
Translate short texts from the language into other known languages and vice versa, including the register of sign language, noticing words or expressions that are not easy to translate and identifying elements which require explanation rather than literal …
Elaborations ScOT Terms
ACLFWC030 | Content Descriptions | Years 3 to 6 | Years F–10 Sequence | First Language Learner Pathway (L1) | Framework for Aboriginal Languages and Torres Strait Islander Languages | Languages | F-10 curriculum
ACLFWC119
Participate in intercultural interactions and consider own reactions when engaging with target language speakers and resources, and how these may reflect own language(s) and culture(s)[Key concepts: intercultural experience, perspective, insight, self-reflection, …
Elaborations ScOT Terms
ACLFWC119 | 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
Elaboration (1) ACTDIP019
following, modifying and describing the design of a game involving simple algorithms represented diagrammatically or in English, for example creating a flowchart with software that uses symbols to show decisions, processes and inputs and outputs
Elaboration (1) | ACTDIP019 | Content Descriptions | Years 5 and 6 | Digital Technologies | Technologies | F-10 curriculum
Elaboration ACELA1454
learning forms of address for visitors and how to use language appropriately to ask directions and for information, for example on excursions
Elaboration | ACELA1454 | Content Descriptions | Year 1 | English | F-10 curriculum
Elaboration (1) ACELA1488
recognising that language is adjusted in different contexts, for example in degree of formality when moving between group discussions and presenting a group report
Elaboration (1) | ACELA1488 | Content Descriptions | Year 4 | English | F-10 curriculum
Elaboration ACELT1815
creating a range of students’ own spoken, written or multimodal texts, experimenting with and manipulating language devices for particular audiences, purposes and contexts
Elaboration | ACELT1815 | Content Descriptions | Year 10 | English | F-10 curriculum
Elaboration (3) ACHASSK198
discussing how stereotypes are linked with people's cultural identity (for example, clothes, accent/language, media representations)
Elaboration (3) | ACHASSK198 | Content Descriptions | Year 7 | HASS | Humanities and Social Sciences | F-10 curriculum
ACLARU117
Recognise that there are variations in the language used by Arabic speakers in different situations, such as at home with family, and that the language used varies between different Arabic speakers[Key concept: variation based on gender, age and context; …
Elaborations ScOT Terms
ACLARU117 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | Arabic | Languages | F-10 curriculum
ACLARU150
Explore the structure and language features of spoken and written Arabic texts, such as news reports and conversations, recognising that language choices and the form of Arabic used depend on purpose, context and audience[Key concepts: structure, coherence, …
Elaborations ScOT Terms
ACLARU150 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | Arabic | Languages | F-10 curriculum
ACLARU186
Reflect on the dynamic nature of language, relating it to constantly changing environments and cultural conditions such as contact with other languages and cultures and changing circumstances in local and global contexts[Key concepts: communication, influence, …
Elaborations ScOT Terms
ACLARU186 | Content Descriptions | Years 9 and 10 | Years F–10 Sequence | Arabic | Languages | F-10 curriculum
ACLARU017
Explore how language use reflects one’s thoughts, perceptions and culture, recognising that language and culture are interrelated systems for meaning-making[Key concepts: perception, influence; Key processes: reflecting, discussing, questioning, making …
Elaborations ScOT Terms
ACLARU017 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | Arabic | Languages | F-10 curriculum
ACLARU034
Understand the symbolic nature and influence of language in local and global contexts and how the use of language determines the nature of intercultural communication[Key concepts: symbolism, globalisation, new terminology; Key processes: exploring, reflecting, …
Elaborations ScOT Terms
ACLARU034 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | Arabic | Languages | F-10 curriculum
ACLFWC162
Notice and describe ways in which the language and associated communicative behaviours are similar or different to other known languages and cultures[Key concepts: language, culture, values, similarity, difference, communication; Key processes: noticing, …
Elaborations ScOT Terms
ACLFWC162 | 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
ACLFRU035
Know that French is an important global language used by communities in many countries around the world and that it has connections with several other languages[Key concepts: global language, culture, identity, communication; Key processes: collecting …
Elaborations ScOT Terms
ACLFRU035 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | French | Languages | F-10 curriculum
ACLFRC063
Create bilingual texts such as glossaries, menus, captions or brochures, identifying words or expressions that carry specific cultural meaning in either language[Key concepts: language, culture, meaning; Key processes: selecting, identifying, explaining, …
Elaborations ScOT Terms
ACLFRC063 | Content Descriptions | Years 7 and 8 | Years F–10 Sequence | French | Languages | F-10 curriculum
ACLGEC112
Notice similarities and differences when using German compared to own language, such as how it feels, sounds and looks, and involves behaviours as well as words[Key concepts: language, culture, difference; Key processes: noticing, comparing, observin …
Elaborations ScOT Terms
ACLGEC112 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | German | Languages | F-10 curriculum