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Elaboration ACLSPU032

comparing language features of Spanish and English versions of different types of texts, such as riddles, weather reports, text messages or horoscopes, noting differences that may be culturally significant

Elaboration (3) ACLTUC028

observing themselves and reporting to each other how they use Turkish and English in different contexts and for different purposes, identifying favourite expressions or gestures in each language

Elaboration (4) ACLTUC028

talking about how they feel when using English, Turkish or other languages and whether there are some things that feel more natural in one language than in the other

Elaboration (4) ACLTUC093

translating and interpreting familiar social interactions, such as emails, phone conversations or greetings on special occasions, noticing similarities and differences between Turkish and English language versions

Elaboration (5) ACLTUC093

interpreting words and expressions from popular Turkish language poems or song titles/lyrics that do not translate easily into English and that reflect aspects of Turkish culture

Elaboration (3) ACLTUC111

composing and presenting a cultural exhibition or performance for members of the school community, providing English language support in the form of captions or recorded/live commentaries

Elaboration (2) ACLGEU031

comparing German and English versions of texts with easily recognisable language features, such as love songs or recipes, noticing differences or similarities in imagery or focus that might be culturally significant

Elaboration ACLFRU088

exploring the concept of the ‘ecology’ of French and of other languages, including English; that is, the interaction of language with constantly changing environments, referencing influences on contemporary French language use such as globalisation and …

Elaboration (3) ACLINC010

developing language to discuss aspects of language and culture, for example, terms such as ‘country’, ‘groups of people’, sama/beda, or asking in English: ‘Why is…like that?’

Elaboration (3) ACLINC027

noticing how own language influences expectations about Indonesian language, for example, perceiving word order as ‘back to front’ compared to English, wanting to use one word for ‘you’, feeling the need to say ‘thank you’ often

Elaboration (3) ACLITC049

reflecting on experiences of the Italian language and culture being located in and intertwined with the language and culture of English speakers in Australia, for example, in shop signs (Barbiere, Panificio, Macelleria, Farmacia, Moda, Cibo, Fiori, A …

Elaboration ACLKOU151

reflecting on contexts where cultural elements are embedded in language use in Korean (for example, bowing when saying 안녕하세요?) and comparing this with equivalent contexts and ways of using language in English

Elaboration (4) ACLTUC075

creating English language commentaries to an observed Turkish language sitcom, discussing how to transfer or explain humour or dramatic effects of the original text for non-Turkish speaking Australian viewers

Elaboration (1) ACLTUC094

creating bilingual resources to support their language learning, such as glossaries for personal Turkish–English dictionaries, with examples and explanations of terms that have cultural associations and do not readily translate from one language to the …

Elaboration (2) ACLGEU014

transforming a simple text such as a short poem into another text type, such as a conversation or a cartoon, and applying the key features of the second text type

ACLMGU152

Explore the influence of Greek on the English language, such as morphemes in medical/scientific fields and in everyday language, such as school subjects and occupations, and how Greek has been influenced by the impact of new technology and knowledge[Key …

Elaborations ScOT Terms

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

Foundation to Year 2 Arabic

The nature of the learners Children enter the early years of schooling with varying degrees of early literacy capability in Arabic and/or English. For young students, learning typically focuses on their immediate world of family, home, school, friends …

Foundation to Year 2 | Years F–10 Sequence | Arabic | Languages | F-10 curriculum

Years 3 and 4 Indonesian

The nature of the learners At this level, children are developing awareness of their social world and memberships of various groups, including of the Indonesian class. They have developed initial literacy in English, and this assists to some degree in …

Years 3 and 4 | Years F–10 Sequence | Indonesian | Languages | F-10 curriculum

Years 7 and 8 Indonesian

The nature of the learners Students are beginning their study of Indonesian and typically have had little prior exposure to the language and associated cultures. Many will have learnt an additional language in primary school, some have proficiency in …

Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | Indonesian | Languages | F-10 curriculum

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