Elaboration (5) ACLINC053

participating in transactions and negotiations, such as to purchase food, clothing, souvenirs or transport (for example, Berapa harganya? Boleh tawar?), maintaining the interaction (for example, aduh, terlalu mahal, di toko lain lebih murah) and discussing …

Elaboration (5) | ACLINC053 | Content Descriptions | Years 7 and 8 | Years F–10 Sequence | Indonesian | Languages | F-10 curriculum

ACLARC026

Create bilingual texts for the wider community, such as notices, promotional material, instructions or announcements, interpreting cultural and linguistic aspects[Key concepts: culture, interpretation, equivalence; Key processes: interpreting, composing, …

Elaborations ScOT Terms

ACLARC026 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | Arabic | Languages | F-10 curriculum

ACLCHC034

Exchange correspondence and create simple written material to plan future activities and events and contribute ideas[Key concepts: friendship, community, recreation; Key processes: collaborating, exchanging]

Elaborations ScOT Terms

ACLCHC034 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | Second Language Learner Pathway | Chinese | Languages | F-10 curriculum

ACLINC111

Create bilingual texts for the wider community, such as notices and instructions, promotional material, performances and announcements[Key concepts: interpretation, bilinguality; Key processes: constructing, composing, explaining]

Elaborations ScOT Terms

ACLINC111 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | Indonesian | Languages | F-10 curriculum

ACLJAC185

Present different types of information for specific purposes and contexts using appropriate formats and styles of presentation[Key concepts: social media, promotional material; Key processes: composing, selecting, editing, presenting]

Elaborations ScOT Terms

ACLJAC185 | Content Descriptions | Years 9 and 10 | Years F–10 Sequence | Japanese | Languages | F-10 curriculum

ACLKOC028

Create bilingual texts for the wider community, such as notices, instructions, promotional material, performances or announcements, considering cultural aspects of each language[Key concepts: interpretation, bilingualism; Key processes: interpreting, …

Elaborations ScOT Terms

ACLKOC028 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | Korean | Languages | F-10 curriculum

ACLSPC027

Create bilingual texts such as displays, explanatory or promotional material or performances for immediate and virtual environments[Key concepts: interpretation, bilinguality; Key processes: constructing, composing, explaining]

Elaborations ScOT Terms

ACLSPC027 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | Spanish | Languages | F-10 curriculum

Elaboration (2) ACLKOU018

examining the presence of Korean language and culture in the Australian linguistic landscape (for example, signage, food, art and music, local newspapers, television or radio), and reflecting on how this is perceived by other cultural groups in Austr …

Elaboration (2) | ACLKOU018 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | Korean | Languages | F-10 curriculum

Elaboration ACLMGU187

collecting examples of Greek in the local landscape, for example, in particular parts of the city such as marketplaces, exhibitions or cultural events, and discussing the influence and significance of Greek language and culture on the sustainability of …

Elaboration | ACLMGU187 | Content Descriptions | Years 9 and 10 | Years F–10 Sequence | Modern Greek | Languages | F-10 curriculum

Elaboration (3) ACLMGC026

creating a glossary of key vocabulary and expressions used in informative and persuasive texts, such as promotional material, Μη χάσετε, Τελευταία προσφορά

Elaboration (3) | ACLMGC026 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | Modern Greek | Languages | F-10 curriculum

Elaboration (6) ACLINU047

describing character and qualities using adjectives, for example, menarik, bosan, enak, bodoh, pandai, rajin, nakal, mahal, murah, sakit, capai, segar

Elaboration (6) | ACLINU047 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | Indonesian | Languages | F-10 curriculum

ACLJAC027

Create print, digital and multimodal bilingual resources for the school and wider community, such as notices and instructions, announcements, promotional material and invitations[Key concepts: bilingual text, representation, interpretation; Key processes: …

Elaborations ScOT Terms

ACLJAC027 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | Japanese | Languages | F-10 curriculum

Elaboration ACLITU093

develop awareness of the ecology of languages in local settings by collecting examples of Italian used in the local landscape, such as in particular parts of the city or at markets, and discussing how phenomena might be explained, for example, by noticing …

Elaboration | ACLITU093 | Content Descriptions | Years 9 and 10 | Years F–10 Sequence | Italian | Languages | F-10 curriculum

Elaboration ACLITC044

preparing and giving presentations on familiar, factual topics, incorporating material from print and multimedia texts and class discussion, for example, a summary structured according to a series of questions such as Chi …? Dove...? Cosa …? Perché?Q …

Elaboration | ACLITC044 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | Italian | Languages | F-10 curriculum

Elaboration (2) ACLTUC056

creating a shared database of information produced in different media which reflects Turkish lifestyles over different times and contexts, classifying material in terms of domains such as fashion, family, leisure, sport, work

Elaboration (2) | ACLTUC056 | Content Descriptions | Years 7 and 8 | Years F–10 Sequence | Turkish | Languages | F-10 curriculum

Elaboration (2) ACLCHC227

planning or participating in events which share popular aspects of Australian ways of life related to music, popular culture, climate, landscape and recreational activities, to members of their local Chinese-speaking community

Elaboration (2) | ACLCHC227 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | First Language Learner Pathway | Chinese | Languages | F-10 curriculum

Elaboration (1) ACLFWU170

recognising and using principles and protocols of cultural safety when engaging with cultural material/property, such as names of things, peoples and places, visual and aural recordings, art work

Elaboration (1) | ACLFWU170 | Content Descriptions | Years 3 to 6 | Years F–10 Sequence | Language Revival Learner Pathway (LR) | Framework for Aboriginal Languages and Torres Strait Islander Languages | Languages | F-10 curriculum

Elaboration ACLFWU172

identifying and locating available language resources suitable for language building, for example, living speakers and rememberers, visual, aural and written documents, archival material

Elaboration | ACLFWU172 | Content Descriptions | Years 3 to 6 | Years F–10 Sequence | Language Revival Learner Pathway (LR) | Framework for Aboriginal Languages and Torres Strait Islander Languages | Languages | F-10 curriculum

Elaboration (1) ACLFWU194

understanding what lexical and grammatical resources and processes are available to build language, for example, linguistic resources and analogies from neighbouring languages, speakers, archival material

Elaboration (1) | ACLFWU194 | Content Descriptions | Years 7 to 10 | Years F–10 Sequence | Language Revival Learner Pathway (LR) | Framework for Aboriginal Languages and Torres Strait Islander Languages | Languages | F-10 curriculum

Elaboration ACLFRC077

creating different elements for a general information evening for peers and parents on topics such as les échanges culturelles, le tabagisme or les jeunes et la lecture/les médias sociaux, combining formats such as displays, posters, performances and …

Elaboration | ACLFRC077 | Content Descriptions | Years 9 and 10 | Years F–10 Sequence | French | Languages | F-10 curriculum