Curriculum Types

Curriculum Elements Types

General Capabilities

Cross Curriculum Priorities
Your search for "aboriginal languages" returned 1381 result(s)
Sort by Relevance | Title | Type |
... ...

ACLHIU034

Understand that the Hindi language is influenced by and in turn influences other languages and cultures[Key concepts: change, influence, contact; Key processes: identifying, investigating]

intercultural-understanding Elaborations ScOT Terms

ACLHIU034 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | Hindi | Languages | F-10 curriculum

ACLINU033

Recognise that Indonesian is the official language of Indonesia and is one of many languages in the Asia-Pacific region[Key concept: official language; Key process: understanding]

literacy critical-creative personal-social intercultural-understanding asia-australia Elaborations ScOT Terms

ACLINU033 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | Indonesian | Languages | F-10 curriculum

ACLINU100

Understand that Indonesian, like all languages, varies according to participants, roles and relationships, situations and cultures[Key concept: variation; Key process: noticing]

literacy critical-creative personal-social intercultural-understanding asia-australia Elaborations ScOT Terms

ACLINU100 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | Indonesian | Languages | F-10 curriculum

ACLITU113

Analyse and understand the place of Italian locally and internationally, including the relationship between Standard Italian and regional dialects, and Italian in the ecology of languages in Australia

literacy numeracy critical-creative intercultural-understanding Elaborations ScOT Terms

ACLITU113 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | Italian | Languages | F-10 curriculum

ACLKOU131

Recognise that languages change continuously and borrow words from each other[Key concepts: word-borrowing; Key processes: noticing, selecting]

literacy critical-creative intercultural-understanding Elaborations ScOT Terms

ACLKOU131 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | Korean | Languages | F-10 curriculum

ACLKOU132

Recognise that Korean is one of many languages spoken in multicultural Australia and in the world[Key concepts: multilingualism, community; Key processes: noticing, naming]

literacy critical-creative intercultural-understanding asia-australia Elaborations ScOT Terms

ACLKOU132 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | Korean | Languages | F-10 curriculum

ACLKOU017

Understand the dynamic nature of Korean and other languages[Key concepts: language contact, word- borrowing, globalisation; Key processes: observing, identifying, classifying]

literacy critical-creative intercultural-understanding Elaborations ScOT Terms

ACLKOU017 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | Korean | Languages | F-10 curriculum

ACLSPU124

Understand that the English and Spanish languages borrow words from each other[Key concept: word borrowing; Key processes: noticing, listing]

literacy critical-creative intercultural-understanding Elaborations ScOT Terms

ACLSPU124 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | Spanish | Languages | F-10 curriculum

ACLSPU125

Recognise that Spanish is one of many languages spoken around the world and in Australia[Key concepts: multiculturalism, culture; Key processes: mapping, discussing]

literacy critical-creative intercultural-understanding aboriginal-torres Elaborations ScOT Terms

ACLSPU125 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | Spanish | Languages | F-10 curriculum

ACLSPU142

Recognise that languages change with use over time and according to context[Key concepts: influence, change, exchange; Key processes: identifying, classifying, comparing]

literacy critical-creative intercultural-understanding aboriginal-torres Elaborations ScOT Terms

ACLSPU142 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | Spanish | Languages | F-10 curriculum

ACLSPU143

Identify the variety of languages represented in the school, local community and general Australian population[Key concepts: community, diversity; Key processes: mapping, grouping]

literacy critical-creative intercultural-understanding aboriginal-torres Elaborations ScOT Terms

ACLSPU143 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | Spanish | Languages | F-10 curriculum

ACLSPU178

Understand the dynamic nature of languages[Key concepts: change, influence, evolution, globalisation; Key processes: observing, reflecting, explaining]

literacy information-communication critical-creative intercultural-understanding asia-australia Elaborations ScOT Terms

ACLSPU178 | Content Descriptions | Years 7 and 8 | Years F–10 Sequence | Spanish | Languages | F-10 curriculum

ACLSPU016

Understand the dynamic nature of languages[Key concepts: language contact, word borrowing, globalisation, dynamism; Key processes: observing, identifying, discussing]

literacy information-communication critical-creative intercultural-understanding aboriginal-torres Elaborations ScOT Terms

ACLSPU016 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | Spanish | Languages | F-10 curriculum

Achievement Standard Chinese Years 9 and 10

By the end of Year 10, students sustain extended interactions with diverse individuals and groups, selecting spoken and written language for precision and for effect on participants. Students collate and evaluate a range of spoken, written and multimodal …

Achievement Standard | Achievement Standards | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | First Language Learner Pathway | Chinese | Languages | F-10 curriculum

Elaboration (7) ACLASFU012

recognising that unlike English, which can be spoken or written, signed languages are not usually written down but occur ‘through the air’

Elaboration (7) | ACLASFU012 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | First Language Learner Pathway | Auslan | Languages | F-10 curriculum

Elaboration ACLASFU017

identifying different languages used by their classmates or members of their families, for example by creating a class profile or language map

Elaboration | ACLASFU017 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | First Language Learner Pathway | Auslan | Languages | F-10 curriculum

Elaboration (3) ACLASFU017

recognising that Auslan is a legitimate language, different from mime and gestures such as those used to accompany songs in spoken languages

Elaboration (3) | ACLASFU017 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | First Language Learner Pathway | Auslan | Languages | F-10 curriculum

Elaboration ACLASFC047

reflecting on and providing possible explanations for assumptions that hearing people might make about deaf people or about signed languages

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

Elaboration (3) ACLASFC047

explaining how their assumptions about users of other languages and ways of understanding the world are changing as a result of intercultural language and experiential learning

Elaboration (3) | ACLASFC047 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | First Language Learner Pathway | Auslan | Languages | F-10 curriculum

Elaboration (4) ACLASFU048

understanding that many features of signed languages occur simultaneously, compared to spoken language features which typically occur sequentially

Elaboration (4) | ACLASFU048 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | First Language Learner Pathway | Auslan | Languages | F-10 curriculum

Sort by Relevance | Title | Type |
... ...