ACLITC121
Respond to imaginative texts, stating views about themes, events and values, and making connections with own experiences as appropriate[Key concepts: relationship, imagination; Key processes: comparing, connecting/relating; Key text types: narrative, …
Elaborations ScOT Terms
ACLITC121 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | Italian | Languages | F-10 curriculum
ACLITC123
Translate texts from Italian to English and vice versa, and compare different versions for different audiences and contexts[Key concept: representation; Key processes: translating, considering alternatives, interconnecting, explaining, reflecting]
Elaborations ScOT Terms
ACLITC123 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | Italian | Languages | F-10 curriculum
ACLITC125
Interact in Italian with the teacher, peers and others, and exchange reactions and responses to ideas, issues and experiences being discussed[Key concepts: comfort/discomfort, multiplicity, reflective literacy; Key processes: connecting, decentring, reflecting, …
Elaborations ScOT Terms
ACLITC125 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | Italian | Languages | F-10 curriculum
ACLITC126
Reflect on own identity in general and as a user and learner of Italian by sharing personal experiences, perspectives and values and considering their influence [Key concepts: memory, language affiliation, judgement; Key processes: connecting, evaluating, …
Elaborations ScOT Terms
ACLITC126 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | Italian | Languages | F-10 curriculum
ACLITU132
Compare and contrast aspects of communication and the relationship among languages used in the ecology of languages in Australia, including Aboriginal languages and Torres Strait Islander Languages, Asian languages and world languages
Elaborations ScOT Terms
ACLITU132 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | Italian | Languages | F-10 curriculum
ACLITU133
Reflect on intercultural exchanges and the ways in which language is used to establish relationships, indicate social values and enhance reciprocity
Elaborations ScOT Terms
ACLITU133 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | Italian | Languages | F-10 curriculum
ACLJAC109
Exchange greetings and introduce and share information about self with the teacher and peers using simple language and gestures[Key concepts: self, interaction, politeness, preferences; Key processes: greeting, interacting, introducing, describing]
Elaborations ScOT Terms
ACLJAC109 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | Japanese | Languages | F-10 curriculum
ACLJAC110
Participate in guided group activities such as games, songs and simple tasks, using movement, gestures and pictures to support understanding and to convey meaning[Key concepts: play, action learning, collaboration; Key processes: participating, turn-taking, …
Elaborations ScOT Terms
ACLJAC110 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | Japanese | Languages | F-10 curriculum
ACLJAC114
Participate in shared listening to, viewing and reading of imaginative texts, and respond through singing, chanting, miming, play-acting, drawing, action and movement[Key concepts: imagination, response, expression; Key processes: responding, performing, …
Elaborations ScOT Terms
ACLJAC114 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | Japanese | Languages | F-10 curriculum
ACLJAC115
Participate in shared performances and presentations of stories, songs, chants and rhymes[Key concepts: performance, narration, image, rhythm; Key processes: acting, creating, composing, expressing]
Elaborations ScOT Terms
ACLJAC115 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | Japanese | Languages | F-10 curriculum
ACLJAC116
Translate words and familiar phrases used in everyday situations from Japanese into English and vice versa, noticing how some words are shared between Japanese and English[Key concepts: meaning, translation, explanation; Key processes: translating, demonstrating, …
Elaborations ScOT Terms
ACLJAC116 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | Japanese | Languages | F-10 curriculum
ACLJAC117
Create simple print or digital bilingual texts for the classroom environment, such as captions, labels and wall charts[Key concepts: meaning, vocabulary, bilingualism; Key processes: creating, matching, selecting]
Elaborations ScOT Terms
ACLJAC117 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | Japanese | Languages | F-10 curriculum
ACLJAC118
Notice and describe some ways in which Japanese language and communicative behaviour are similar or different to own language(s) and cultural forms of expression[Key concepts: language, culture, similarity and difference, respect; Key processes: noticing, …
Elaborations ScOT Terms
ACLJAC118 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | Japanese | Languages | F-10 curriculum
ACLJAC119
Use simple statements and gestures to express aspects of self, such as membership of family, friendship, gender, school/class or cultural groups[Key concepts: identity, self, group, communication; Key processes: describing, explaining, identifying]
Elaborations ScOT Terms
ACLJAC119 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | Japanese | Languages | F-10 curriculum
ACLJAU124
Recognise that there are differences in how language is used in different cultural and social contexts, such as ways of greeting and addressing people[Key concepts: variation, context, culture; Key processes: exploring, identifying, comparing]
Elaborations ScOT Terms
ACLJAU124 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | Japanese | Languages | F-10 curriculum
ACLJAU126
Understand that language and culture are closely connected[Key concepts: language, culture, meaning; Key processes: noticing, reflecting, questioning]
Elaborations ScOT Terms
ACLJAU126 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | Japanese | Languages | F-10 curriculum
ACLJAC133
Create and present imaginative texts for a range of audiences that use familiar expressions and modelled language and allow for exploration and enjoyment of language, cultural expression and performance[Key concepts: fantasy, imagination, dramatisation; …
Elaborations ScOT Terms
ACLJAC133 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | Japanese | Languages | F-10 curriculum
ACLJAC134
Interpret and explain simple interactions in Japanese, noticing linguistic and cultural features[Key concepts: meaning, culture, translation, interpretation; Key processes: identifying, explaining, interpreting, comparing]
Elaborations ScOT Terms
ACLJAC134 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | Japanese | Languages | F-10 curriculum
ACLJAC135
Create bilingual versions of familiar texts such as songs, conversations, picture dictionaries, captions for images and displays, or photo stories[Key concepts: bilingualism, expression, code-mixing; Key processes: translating, performing, creating, …
Elaborations ScOT Terms
ACLJAC135 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | Japanese | Languages | F-10 curriculum
ACLJAC136
Notice what is similar or different to own language and culture when interacting in Japanese in different contexts and situations[Key concepts: respect, culture, similarity and difference, communication; Key processes: identifying, explaining, experimenting, …
Elaborations ScOT Terms
ACLJAC136 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | Japanese | Languages | F-10 curriculum