ACLFRU104
Recognise and use features of common spoken, written and multimodal texts, and compare with features of similar texts in English[Key concepts: genre, mode, tenor, audience, language features; Key processes: noticing, analysing, comparing]
Elaborations ScOT Terms
ACLFRU104 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | French | Languages | F-10 curriculum
ACLTUU031
Notice characteristic features of simple spoken, written and multimodal texts that they use in their home and community and of similar texts in English[Key concepts: genre, language features; Key processes: identifying, comparing, distinguishing]
Elaborations ScOT Terms
ACLTUU031 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | Turkish | Languages | F-10 curriculum
ACLFRU032
Notice differences between simple spoken, written and multimodal French texts used in familiar contexts, and compare with similar texts in English.[Key concepts: mode, medium, language features; Key processes: noticing, comparing, describing, explain …
Elaborations ScOT Terms
ACLFRU032 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | French | Languages | F-10 curriculum
ACLMGU012
Identify similarities and differences between the phonological and orthographic systems of English and Greek, including accentuation and intonation in oral language, and decode and use the Greek script[Key concepts: sound system, writing system; Key processes: …
Elaborations ScOT Terms
ACLMGU012 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | Modern Greek | Languages | F-10 curriculum
ACLCHU026
Recognise the tone-syllable nature of spoken language, and compare Chinese and English sounds
Elaborations ScOT Terms
ACLCHU026 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | Second Language Learner Pathway | Chinese | Languages | F-10 curriculum
ACLITU013
Reproduce the sounds of the Italian language
Elaborations ScOT Terms
ACLITU013 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | Italian | Languages | F-10 curriculum
ACLITU015
Understand that language is organised as texts
Elaborations ScOT Terms
ACLITU015 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | Italian | Languages | F-10 curriculum
ACLSPU036
Understand the role of language and culture in shaping cultural identity and consider how learning a second language encourages a broadening of perspectives[Key concepts: culture, meaning, change; Key processes: reflecting, analysing]
Elaborations ScOT Terms
ACLSPU036 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | Spanish | Languages | F-10 curriculum
ACLFWU105
Explore the language situation of target language communities and the diversity of language situations in Australia[Key concepts: language communities, language transmission, language maintenance and development, language revival, change, sign; Key processes: …
Elaborations ScOT Terms
ACLFWU105 | Content Descriptions | Years 3 to 6 | Years F–10 Sequence | Second Language Learner Pathway (L2) | Framework for Aboriginal Languages and Torres Strait Islander Languages | Languages | F-10 curriculum
ACLFWU019
Recognise that their language is part of broader regional and national language diversity[Key concepts: linguistic diversity, language shift; Key processes: identifying, recognising]
Elaborations ScOT Terms
ACLFWU019 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | First Language Learner Pathway (L1) | Framework for Aboriginal Languages and Torres Strait Islander Languages | Languages | F-10 curriculum
ACLFWU173
Understand how the language has been recorded in the past, and how this affects language building processes[Key concepts: language revival, language resources, linguistic techniques, documentation, keeping places, protocols; Key processes: identifying, …
Elaborations ScOT Terms
ACLFWU173 | 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
ACLFWU066
Investigate programs, initiatives and techniques that keep Aboriginal and Torres Strait Islander languages strong[Key concepts: language maintenance and development; Key processes: discussing, exploring, investigating, evaluating, language building, language …
Elaborations ScOT Terms
ACLFWU066 | Content Descriptions | Years 7 to 10 | Years F–10 Sequence | First Language Learner Pathway (L1) | Framework for Aboriginal Languages and Torres Strait Islander Languages | Languages | F-10 curriculum
ACLFWU169
Explore the language situation of language communities and the diversity of language contexts in Australia[Key concepts: change, sign, context; Key processes: recognising, discussing, investigating]
Elaborations ScOT Terms
ACLFWU169 | 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
ACLFWU084
Identify the region of the target language and notice how it is part of the broader regional and national language diversity[Key concepts: linguistic diversity, language revival; Key processes: identifying, recognising]
Elaborations ScOT Terms
ACLFWU084 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | Second Language Learner Pathway (L2) | Framework for Aboriginal Languages and Torres Strait Islander Languages | Languages | F-10 curriculum
ACLCHU077
Compare the purposes, text structures and language features of traditional and contemporary texts
Elaborations ScOT Terms
ACLCHU077 | Content Descriptions | Years 9 and 10 | Years F–10 Sequence | Second Language Learner Pathway | Chinese | Languages | F-10 curriculum
ACLCHU109
Compare the purposes, text structures and language features of traditional and contemporary Chinese texts
Elaborations ScOT Terms
ACLCHU109 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | Second Language Learner Pathway | Chinese | Languages | F-10 curriculum
ACLCHU090
Recognise the tone-syllable nature of the spoken language, discriminate use of tones, rhythm, and sound flow in interactions, and use Pinyin to support learning the spoken language
Elaborations ScOT Terms
ACLCHU090 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | Second Language Learner Pathway | Chinese | Languages | F-10 curriculum
ACLFWU041
Explore the language situation of their community and the diversity of language situations in Australia[Key concepts: change, sign; Key processes: recognising, discussing, investigating]
Elaborations ScOT Terms
ACLFWU041 | 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
ACLFWU147
Recognise that the language is part of the broader regional and national language diversity[Key concepts: linguistic diversity, relationship; Key processes: identifying, recognising]
Elaborations ScOT Terms
ACLFWU147 | 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
ACLCHU239
Compare how grammatical features such as tense and passive voice are constructed in English and Chinese, and identify distinctive features of Chinese grammar, for example, in tense marking (了、过), possession, plurality
Elaborations ScOT Terms
ACLCHU239 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | First Language Learner Pathway | Chinese | Languages | F-10 curriculum