ACLCHU159
Explore the impact of English on everyday communication in Chinese and the impact of Chinese on English
Elaborations ScOT Terms
ACLCHU159 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | Background Language Learner Pathway | Chinese | Languages | F-10 curriculum
ACLVIC132
Reflect on their experiences as Vietnamese background speakers when interacting in English and Vietnamese, identifying differences in language use and behaviours[Key concepts: culture, language, behaviour; Key processes: examining, connecting]
Elaborations ScOT Terms
ACLVIC132 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | Vietnamese | Languages | F-10 curriculum
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]
Elaborations ScOT Terms
ACLARC129 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | Arabic | Languages | F-10 curriculum
ACLJAU158
Recognise the systematic nature of Japanese grammatical rules and apply these to generate new language for a range of purposes[Key concepts: metalanguage, grammar, counters; Key processes: identifying, explaining, discriminating, applying]
Elaborations ScOT Terms
ACLJAU158 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | Japanese | Languages | F-10 curriculum
ACLFWC035
Notice and describe similarities and differences in ways of using language and interacting with people when communicating in the language and in other known languages, including English[Key concepts: language, culture, values, similarity and difference, …
Elaborations ScOT Terms
ACLFWC035 | 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
ACLJAU032
Understand the systematic nature of Japanese language and grammatical forms, and explore how to use/combine these elements to express complex ideas[Key concepts: syntax, verb conjugation, cohesion, classifiers; Key processes: describing, identifying, …
Elaborations ScOT Terms
ACLJAU032 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | Japanese | Languages | F-10 curriculum
ACLMGC008
Translate and interpret texts such as emails, signs and notices from Greek to English and English to Greek, using contextual cues and familiar textual features and recognising aspects that are similar and different in the two language versions[Key concepts: …
Elaborations ScOT Terms
ACLMGC008 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | Modern Greek | Languages | F-10 curriculum
Elaboration (1) ACAVAM119
Considering viewpoints – meanings and interpretations: For example – Can you identify implied meaning from the symbols and codes within the artwork? What is a universal symbol that reflects contemporary youth culture, as you understand it? How important …
Elaboration (1) | ACAVAM119 | Content Descriptions | Years 7 and 8 | Visual Arts | The Arts | F-10 curriculum
Elaboration ACELY1810
experimenting with text structures and language features, for example paragraph order and content, language choices or mode of delivery, to refine and clarify ideas and to improve text effectiveness
Elaboration | ACELY1810 | Content Descriptions | Year 8 | English | F-10 curriculum
Elaboration (7) ACSHE098
investigating the development of earthquake measurements from the Chinese invention of the seismograph in the second century
Elaboration (7) | ACSHE098 | Content Descriptions | Year 6 | Science | F-10 curriculum
ACLGEC144
Explain aspects of German language and culture for family or peers, noticing that there are not always equivalent expressions in English[Key concepts: equivalence, meaning; Key processes: interpreting, explaining, predicting]
Elaborations ScOT Terms
ACLGEC144 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | German | Languages | F-10 curriculum
ACLARC163
Reflect on cultural differences between Arabic and English communicative styles, and discuss how and why they modify language for different cultural perspectives[Key concepts: communication, cultural perspectives; Key processes: reflecting, discussing, …
Elaborations ScOT Terms
ACLARC163 | Content Descriptions | Years 7 and 8 | Years F–10 Sequence | Arabic | Languages | F-10 curriculum
ACLGEU117
Recognise that in German, as in English and other languages, there are different ways of greeting and interacting with people[Key concepts: register, language conventions, social practice; Key processes: noticing, comparing]
Elaborations ScOT Terms
ACLGEU117 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | German | Languages | F-10 curriculum
ACLGEC127
Compare aspects of German and English language, such as vocabulary, sounds and rhymes, and cultural information, and share with peers and family[Key concepts: meaning, interconnection; Key processes: comparing, interpreting, explaining]
Elaborations ScOT Terms
ACLGEC127 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | German | Languages | F-10 curriculum
ACLHIC008
Explain the meaning of simple Hindi words, phrases and gestures, noticing similarities or differences with English or other known languages[Key concepts: language, meaning, translation; Key processes: noticing, comparing, translating, explaining]
Elaborations ScOT Terms
ACLHIC008 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | Hindi | Languages | F-10 curriculum
ACLITC028
Translate texts to compare meanings and share understandings about aspects of Italian language and culture that are different from English[Key concepts: translation, comparison; Key processes: translating, explaining]
Elaborations ScOT Terms
ACLITC028 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | Italian | Languages | F-10 curriculum
ACLITC104
Translate phrases and short texts from Italian to English and vice versa, identifying how cultural concepts are embedded in language and explaining differences in meanings[Key concept: equivalence; Key processes: translating, interpreting, comparing]
Elaborations ScOT Terms
ACLITC104 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | Italian | Languages | F-10 curriculum
ACLJAC191
Reflect on cultural differences between Japanese- and English-language communication styles and on how these affect intercultural interactions[Key concepts: identity, culture, communication; Key processes: comparing, analysing, evaluating, profiling]
Elaborations ScOT Terms
ACLJAC191 | Content Descriptions | Years 9 and 10 | Years F–10 Sequence | Japanese | Languages | F-10 curriculum
ACLJAU195
Identify, analyse and compare textual features and conventions that characterise social and informative media in Japanese and English[Key concepts: textual conventions, language features, cohesion; Key processes: comparing, analysing, identifying]
Elaborations ScOT Terms
ACLJAU195 | Content Descriptions | Years 9 and 10 | Years F–10 Sequence | Japanese | Languages | F-10 curriculum
ACLMGC026
Create bilingual texts that draw on Greek and English for different purposes, such as menus or product instructions designed for both language contexts[Key concepts: interpretation, equivalence, bilingualism; Key processes: creating, translating, int …
Elaborations ScOT Terms
ACLMGC026 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | Modern Greek | Languages | F-10 curriculum