ACLTUC044
Discuss the experience of switching between languages, noticing when they choose to use either Turkish or English and how each culture influences ways of communicating[Key concepts: code-switching, intercultural communication, language domains; Key processes: …
Elaborations ScOT Terms
ACLTUC044 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | Turkish | Languages | F-10 curriculum
ACLTUU084
Understand that Turkish and other languages and cultures continuously change over time, identifying influences such as education, changing values, new technologies and intercultural exchange[Key concepts: change, time, context, attitude; Key processes: …
Elaborations ScOT Terms
ACLTUU084 | Content Descriptions | Years 9 and 10 | Years F–10 Sequence | Turkish | Languages | F-10 curriculum
ACLTUC112
Reflect on their own and others’ language choices when interacting in bilingual/bicultural situations, identifying adjustments they make and strategies they adopt to assist in intercultural communication[Key concepts: interculturality, response, reflection, …
Elaborations ScOT Terms
ACLTUC112 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | Turkish | Languages | F-10 curriculum
ACLARU185
Analyse and explain how variations in Arabic language use relate to roles, relationships and the context of interactions, and consider how and why these would differ from interactions in English or other languages represented in the classroom[Key concepts: …
Elaborations ScOT Terms
ACLARU185 | Content Descriptions | Years 9 and 10 | Years F–10 Sequence | Arabic | Languages | F-10 curriculum
ACLARC011
Reflect on own identity, including aspects that relate to personal observations, experiences and feelings, and recognise how elements of identity such as family background, school and interests impact on intercultural exchange[Key concepts: self, profile, …
Elaborations ScOT Terms
ACLARC011 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | Arabic | Languages | F-10 curriculum
ACLASFC079
Create imaginative texts designed to engage and/or reflect the interests of specific audiences and to stimulate discussion of cultural issues and experiences[Key concepts: mode, multimodality, visual imagery, metaphor, intercultural experience; Key processes: …
Elaborations ScOT Terms
ACLASFC079 | Content Descriptions | Years 9 and 10 | Years F–10 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: …
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
ACLARU149
Develop and apply understanding of verb conjugation, suffixes, basic conjunctions and a range of adjectives and adverbs to construct simple sentences[Key concepts: grammar, syntax, vocabulary knowledge; Key processes: applying, explaining, understand …
Elaborations ScOT Terms
ACLARU149 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | Arabic | Languages | F-10 curriculum
Elaboration ACLASFU120
understanding that NMFs are important in sign language for marking forms such as questions
Elaboration | ACLASFU120 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | First Language Learner Pathway | Auslan | Languages | F-10 curriculum
Elaboration (1) ACLASFU158
understanding how DSs and adverbs can give extra information about an activity
Elaboration (1) | ACLASFU158 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | Second Language Learner Pathway | Auslan | Languages | F-10 curriculum
Elaboration (1) ACLASFU212
understanding the difference between definite and indefinite reference and how Auslan shows this distinction
Elaboration (1) | ACLASFU212 | Content Descriptions | Years 9 and 10 | Years F–10 Sequence | Second Language Learner Pathway | Auslan | Languages | F-10 curriculum
Elaboration (3) ACLCHU045
understanding the use of Chinese-specific punctuation, such as double quotation marks to signal a quote
Elaboration (3) | ACLCHU045 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | Second Language Learner Pathway | Chinese | Languages | F-10 curriculum
Elaboration (2) ACLCHU124
understanding that as for English there are basic rules of word order in Chinese (subject-verb-object)
Elaboration (2) | ACLCHU124 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | Background Language Learner Pathway | Chinese | Languages | F-10 curriculum
Elaboration (1) ACLCHU126
understanding that gestures can enhance communication but might be interpreted differently by different people
Elaboration (1) | ACLCHU126 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | Background Language Learner Pathway | Chinese | Languages | F-10 curriculum
Elaboration (4) ACLCHC131
identifying key structural words to assist in understanding information, for example, in a procedural text
Elaboration (4) | ACLCHC131 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | Background Language Learner Pathway | Chinese | Languages | F-10 curriculum
Elaboration (1) ACLCHU237
applying understanding of orthographic principles to correct mistakes in own character writing
Elaboration (1) | ACLCHU237 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | First Language Learner Pathway | Chinese | Languages | F-10 curriculum
Elaboration (1) ACLFWU015
understanding that words have different functions, for example, words for things, words for actions
Elaboration (1) | ACLFWU015 | 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
Elaboration (2) ACLFWU041
understanding the current situation and status of the language and how strong it is across generations
Elaboration (2) | 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
Elaboration (2) ACLFWU042
understanding that specific people as custodians of songs, stories and dances have the right to share these
Elaboration (2) | ACLFWU042 | 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
Elaboration (11) ACLFWU043
understanding and discussing the importance of story and the role of storytelling in transmitting language and culture
Elaboration (11) | ACLFWU043 | 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