Curriculum Types

Curriculum Elements Types

General Capabilities

Cross Curriculum Priorities
Your search for "english as a second language" returned 4619 result(s)
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Elaboration (1) ACLVIC028

reflecting on the role of language in expressing identity, considering when, with whom and why they use different languages and whether their own identity changes when they use different languages

Elaboration (1) | ACLVIC028 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | Vietnamese | Languages | F-10 curriculum

Elaboration (4) ACLVIU032

comparing and discussing language use in a range of blogs, interviews or transcripts of speeches to determine the target age, gender, social status or educational level of the audience

Elaboration (4) | ACLVIU032 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | Vietnamese | Languages | F-10 curriculum

ACLARU136

Compare and reflect on cultural practices relating to ways in which language is used in various Arabic-speaking communities and in the wider Australian context[Key concepts: difference, expression, practices; Key processes: identifying, distinguishing, …

literacy critical-creative personal-social ethical-understanding intercultural-understanding Elaborations ScOT Terms

ACLARU136 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | Arabic | Languages | F-10 curriculum

ACLARC145

Produce bilingual texts and resources such as displays, instructions and newsletters for own learning and for the school community, identifying cultural terms in either language to assist meaning[Key concepts: bilingualism, linguistic landscape; Key processes: …

literacy information-communication critical-creative personal-social intercultural-understanding Elaborations ScOT Terms

ACLARC145 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | Arabic | Languages | F-10 curriculum

ACLARC162

Create bilingual texts on particular themes or events in different modes, including multimodal and digital modes, such as menus, brochures, cartoons or video clips, explaining culture-specific words and expressions, for example, by using captions and …

literacy information-communication critical-creative personal-social intercultural-understanding Elaborations ScOT Terms

ACLARC162 | Content Descriptions | Years 7 and 8 | Years F–10 Sequence | Arabic | Languages | F-10 curriculum

ACLARC176

Explore a range of imaginative texts, analysing themes, values and techniques, and discussing how aspects of language and culture help create particular effects[Key concepts: culture, emotion, values, style; Key processes: analysing, discussing, interpreting, …

literacy information-communication critical-creative personal-social ethical-understanding intercultural-understanding Elaborations ScOT Terms

ACLARC176 | Content Descriptions | Years 9 and 10 | Years F–10 Sequence | Arabic | Languages | F-10 curriculum

ACLARU187

Explore how language both shapes and reflects thoughts and world views and encourages action and reaction, and is shaped by community and individual cultural experiences[Key concepts: cultural experience, thought, behaviour; Key processes: discussing, …

literacy information-communication critical-creative personal-social ethical-understanding intercultural-understanding sustainability Elaborations ScOT Terms

ACLARU187 | Content Descriptions | Years 9 and 10 | Years F–10 Sequence | Arabic | Languages | F-10 curriculum

ACLARC003

Interact in classroom routines and activities, developing language for a range of classroom functions and processes, such as following instructions, asking and answering questions, and requesting support by asking for repetition, permission and help[Key …

literacy critical-creative personal-social Elaborations ScOT Terms

ACLARC003 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | Arabic | Languages | F-10 curriculum

ACLASFC007

Express imaginative experience through creative games, role-play and mime, using familiar signs, modelled language and constructed action[Key concepts: imagination, emotion, expression; Key processes: creating, enacting, expressing, experimenting, im …

literacy critical-creative Elaborations ScOT Terms

ACLASFC007 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | First Language Learner Pathway | Auslan | Languages | F-10 curriculum

ACLASFC021

Adjusting and responding to language and behaviour for various purposes in the classroom and wider school community, for example by asking and responding to questions, and indicating understanding[Key concepts: respect, behaviour, protocol, group work; …

personal-social Elaborations ScOT Terms

ACLASFC021 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | First Language Learner Pathway | Auslan | Languages | F-10 curriculum

ACLASFC029

Describe some ways in which Auslan and associated communicative behaviours are similar to or different from wider community spoken languages and forms of cultural expression[Key concepts: language, culture, values, similarity, difference, communication; …

literacy critical-creative intercultural-understanding Elaborations ScOT Terms

ACLASFC029 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | First Language Learner Pathway | Auslan | Languages | F-10 curriculum

ACLASFU033

Understand how signers make different language choices in different types of texts depending on the purpose and intended audience, and explore how space is used in Auslan for purposes of textual cohesion[Key concepts: textual features, similarity, difference, …

literacy Elaborations ScOT Terms

ACLASFU033 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | First Language Learner Pathway | Auslan | Languages | F-10 curriculum

ACLASFC037

Interact with people for different purposes, using descriptive and expressive language to give opinions, talk about themselves and show interest in others[Key concepts: experience, opinion, values, ideas; Key processes: comparing, socialising, discussing, …

literacy personal-social Elaborations ScOT Terms

ACLASFC037 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | First Language Learner Pathway | Auslan | Languages | F-10 curriculum

ACLASFC046

Consider the influence of the Deaf community on identity development, focusing on language, social systems and sense of space and place[Key concepts: identity, relationship, community, place, space, story, social mores, history, Deafhood, Deaf gain; Key …

personal-social Elaborations ScOT Terms

ACLASFC046 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | First Language Learner Pathway | Auslan | Languages | F-10 curriculum

ACLASFC047

Reflect on how different language and cultural backgrounds and experiences influence perceptions of Auslan and of the Deaf community and also of the hearing community[Key concepts: influence, perspective, self-reflection; Key processes: composing, comparing …

critical-creative personal-social intercultural-understanding Elaborations ScOT Terms

ACLASFC047 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | First Language Learner Pathway | Auslan | Languages | F-10 curriculum

ACLASFU054

Reflect on how communities’ ways of using language are shaped by and reflect cultural values and beliefs, and how these may be differently interpreted by users of other languages[Key concepts: cultural expression, transmission, values, beliefs; Key processes: …

literacy intercultural-understanding Elaborations ScOT Terms

ACLASFU054 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | First Language Learner Pathway | Auslan | Languages | F-10 curriculum

ACLASFU069

Explain the structure and organisation of particular types of texts, such as conversations or information reports, and identify language features used by signers to meet specific purposes and to create cohesion[Key concepts: grammar, choice, coherence; …

literacy Elaborations ScOT Terms

ACLASFU069 | Content Descriptions | Years 7 and 8 | Years F–10 Sequence | First Language Learner Pathway | Auslan | Languages | F-10 curriculum

ACLASFC092

Participate in guided group activities such as signing games and simple tasks using repeated language structures, non-manual features and gestures[Key concepts: game, learning activity, instruction, role-play, task; Key processes: participating, following …

literacy Elaborations ScOT Terms

ACLASFC092 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | First Language Learner Pathway | Auslan | Languages | F-10 curriculum

ACLASFC101

Reflect on ways in which Auslan and associated communicative and cultural behaviours are similar to or different from other language(s) and forms of cultural expression[Key concepts: intercultural experience, ways of knowing and being; Key processes: …

intercultural-understanding Elaborations ScOT Terms

ACLASFC101 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | First Language Learner Pathway | Auslan | Languages | F-10 curriculum

ACLASFU123

Explore the relationship between particular text types, audience, purpose and context and analyse language features used by signers to create cohesion and achieve the purpose of the text[Key concepts: audience, purpose, convention, coherence; Key processes: …

literacy Elaborations ScOT Terms

ACLASFU123 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | First Language Learner Pathway | Auslan | Languages | F-10 curriculum

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